Parent Letter Chapter 7
In chapter 7, there are three main goals for our students. 1) Students will Construct and describe data given in scatter plots, including the line of best fit; 2) students will compare ratios and rates using various representations including numbers, tables, and graphs; 3) Students will find the equation of lines and use them to make predictions based on trends. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.

Students will learn to describe relationships found between two measurements. (8.SP.1)
In seventh grade, students learned how to recognize proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)


Students will expand their knowledge of functions and slope. They will create slope triangles to assess the rate of change found in a graph and compare functions given various representations. (8.EE.5 and 6; 8.F.3)
In seventh grade, students graphed proportional relationships on a coordinate grid. (7.RP.2)


Students will investigate patterns displayed in scatter plots and determine how to approximate a line of best fit for the data. (8.SP. 2, 3, and 4)
In seventh grade, students learned how to represent proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

End of Chapter Expectations


Skills practice will cover all of the material from prior grades.

Quiz on the new material as it relates to conceptual understanding.

Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.

Chapter assessment will cover the following skills: *

Solving multistep equations with rational number coefficients

Construct and interpret scatter plots

Describe patterns and associations found in scatter plots

Describe the line of best fit

Determine linear and non linear functions

Describe and calculate the slope of a line

Parent Letter Chapter 6
In chapter 6, there are two main goals for our students. 1) Students will understand and perform rotations, reflections, and translations of shapes on a coordinate grid; 2) students will be able to determine and explain when two shapes are congruent or similar. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 6.1

Focus
Students will identify and perform transformations, (translations, reflections, rotations, and dilations), of polygons on a coordinate grid. Students will learn how to calculate the new coordinates of the shapes vertices. This section has a tremendous amount of geometric vocabulary. (8.G.1, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

Section 6.2

Focus
Students will apply the knowledge gained in section 6.1 to describe and perform a sequence of transformations on a coordinate grid. (8.G.1, 2, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Perform rotations, reflections, and translations of shapes on a coordinate grid.
· Describe rotations, reflections, and translations of shapes on a coordinate grid.
· Determine and explain congruent figures.
· Determine and explain similar figures.

Parent Letter Chapter 4
In chapter 4, students will continue to expand their knowledge of the multiple representations of functions, (graphs, tables, rules, tile patterns, and verbal descriptions). Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 4.1

Focus
Students will use their knowledge from chapter 3 to compare properties of functions when represented in different ways, (8.F.2). They will also construct functions to model linear relationships, (8.F.4).
Prior Understanding
In seventh grade, students used tables, equations, and verbal descriptions to represented proportional relationships, (7.RP.2).

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving equations
· Explain the growth found in a pattern given in any form.
· Creating multiple representations of functions, (i.e., graphs, tables, rules).
· Identifying the rate of change found in a function given in either a table or a graph.

Parent Letter Chapter 3
In chapter 3, students will focus on one main goal: Understanding how to represent functions in multiple ways, graphs, tables, and rules. This will be expanded on in chapter 4. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 3.1

Focus
Students will be introduced to the various representations of functions: equations, tables, and graphs, (8.F.14)
Prior Understanding
In seventh grade, students completed tables, graphs, equations, and verbal descriptions of proportional relationships, (7.RP.2)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving equations
· Determining when a function is linear or nonlinear
· Creating multiple representations of functions, (i.e., graphs, tables, rules).
· Identifying the rate of change found in a function given in either a table or a graph.

Parent Letter Chapter 2
There is one big idea we will be focusing our instruction around in chapter 2 – algebraic expressions and equations. Students did work with algebra tiles to model equations in the 7^{th} grade therefore; they should come with some background knowledge of how to use them. In 8^{th} grade, we will push beyond the modeling and solve equations algebraically and with fluency. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 2.1

Focus
Students will review solving one and twostep equations. Many teachers may use algebra tiles as a refresher and to build meaning to the rules applied in solving these types of problems, (8.EE.7)
Prior Understanding
In seventh grade, students solved twostep equations, (7.EE.4a)

Section 3.2
(This section was moved here for better flow of the material)

Focus
Students will continue building on the algebraic understanding by solving multistep equations, (8.EE.7b). They will also work to determine if equations have one solution, infinitely many solutions, or no solution, (8.EE.7a).
Prior Understanding
In seventh grade, students solved twostep equations, (7.EE.4a)

Section 2.2

Focus
This section is dedicated to assist student in becoming fluent in their mathematical problem solving with equations through the use of repetitive practice. Equations may encompass fraction and decimal coefficients, (8.EE.7).
Prior Understanding
In seventh grade, students learned how to add, subtract, factor, and expand linear expressions with rational coefficients, (7.EE.1)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving multistep equations.
· Comparing variable expressions to determine which is greater.
· Combining like terms to create equivalent expressions.
· Solve equations including ones with rational number coefficients, (fractions and decimals).

Parent Letter Chaper 1
Welcome back to school! In an effort to keep parents and guardians informed of the expectations and content being covered in math class this year, this informational handout will be provided for each chapter. Its intent is to assist in guiding you in ways to support your child in deepening their mathematical understanding.
Section 1.1

Focus
Students will be working on problem solving techniques in teams. The material covered during this section is primarily review from prior grades such as problem types of numbers, operations with integers, and inequality symbols. This section is meant to help build a classroom culture of learning from one another as well as reinforcing the yearlong classroom policies and procedures.
Prior Understanding
In seventh grade, students learned how to solve inequalities, (7.EE.4b). A second major focus in the seventh grade was adding, subtracting, multiplying, and dividing integers, (7.NS). These skills will be built upon and used as foundational skills to the work completed in eighth grade.

Section 1.2

Focus
Students will be working on solving problems dealing with proportional relationships, (8.EE.5). This work will continue throughout the text and school year.
Prior Understanding
In seventh grade, students learned how to determine proportional relationships in tables and graphs, (7.RP.2).

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Graphing proportional relationships
· Calculate unit rate
· Comparing two proportional relationships given in different forms, (tables and graphs)
· Solving onestep equations

