8th Grade Math Curriculum Map

8th Grade Math Curriculum Map

8th Grade Math Curriculum

Introduction
This document contains all mandated 2010 Arizona Mathematical Standards for 8th standards have been organized into
units and clusters. The units represent the major domain under which the identifi represents the collection of similar
concepts within the larger domain. Within these units and clusters the np.rfnrIT to represent a logical progression
of the content knowledge. It is expected that all teachers follow the the following document.

Organiza
Approximate Time
Approximate times are based on a 60-minute instructional sessio,n for grades 6-8.
,).;'-,,"
clusters must be taught prior to the 2013 AIMS
assessment.

Essential Questions
Essential Questions are to be posed to the students at the beginning 0 the cluster. They are designed to facilitate
conceptual development of the content and can be used as a tool for order thinking and inquiry. The students should be
able to answer these on their own by the end of

Bi2 Ideas
Big Ideas are the essential understandings These are the enduring understandings we want students to carry
with them from grade level to grade level. indicative of a student mastering the Big Idea, however they are not
always synonymous. Thus, in cases that the does not include all components of the Big Idea, the Big Idea (for
teacher use) has been provided in

process. Being aware of such misconceptions allows us to plan for them during

This document has been organized o~~~nt s . d s and mathematical practices. The content standards are those that represent knowledge
specific to the mathematical standard (~,,~~~ffiains). The mathematical practices describe varieties of expertise that mathematics educators at
levels should seek to develop in their st'fDl These practices rest on important "processes and proficiencies" with longstanding importance in
mathematics education. The content standar&r' and mathematical standards have been paired to represent possible combinations of content standards
with mathematical practices. As described in the Arizona state standards, the content standards are not intended to be taught in isolation; thus, the

8/13/2012 Isaac Elementary School District

8 th Grade Math Curriculum Map
pairing of these standards provides a possible context for teaching these standards. Each time, the performance objective should be taught to a deeper
level of understanding and/or should be connected to the other standards in the cluster.

Common Core/Cross Curricular
The standards in the Common Core/Cross Curricular column represent possible reading, language standards that can be reinforced
or taught through the mathematical content standards with which they are paired.

Priority
With input from grade level teachers, standards have been prioritized in two prioritized using a three-point
scale. Essential standards represent those that are heavily weighted on state In icable in multiple contexts.
Important standards are those that are applicable in many contexts and less state/national exa:rns. Useful standards are those
the least weight on state/national exams and are likely only useful in a c""Pf'iti is denoted in the priority column with the codes E
(essential), I (important) and U (useful). This label applies to the content "Lan"'"1 he skill/process standards that are a priority for this
grade level are highlighted in blue and are expected to be maste~Jlat this grade level.

Key Vocabulary
The key vocabulary that should be taught for each of the pertormane~~~ vocabulary. These vocabulary words are coded
as tier one (1), tier two (2) or tier three (3). Tier one words are those t~:~rp !er.V,:;oofft~:~'should not be explicitly taught. Tier two words are
high utilitv words that can be used across content l'f'~t;"nt specific words.

Resources
The two types of resources listed are the W Resources. All are suggestions that teachers may use to support
instruction. They are aligned to the standards resources are useful Internet links that can be used for the teacher's
edification prior to instruction or as a tool during are suggested pages from the adopted texts.

Unit/Cluster Project
The Unit/Cluster Projects to support students in making connections, critical thinking, higher order
thinking, andlor spiral' from all clusters within a unit while cluster project support the standards in a
particular cluster. While do a project with every unit or cluster these resources will support project-based instruction
and practice should the ."'.......,,,...,.

Assessment
The assessment section of the map for teachers to plan the dates that they will give a formative assessment for the cluster. It is
expected that each cluster be assessed ""''I1""ln formative assessment.

3/2012 2 Isaac Elementary School District

Other
Standards may appear more than once. Each time they should be taught within the context of th~~~ter and/or revisited to a deeper level of
knowledge. Underlined segments of a standard indicate an additional piece of the standard that ~~litelY not covered in previous clusters.
[Brackets] will occasionally appear though out the document and indicate clarification of the~~)J~rd. Bracketed information is not a part of the
standard itself.

Unit: Number Sense
Cluster: The Real Number System

nate Time: 1week
.......... v ..

Essential Questions Big Ideas

• t'hat are real numbers? i1~~J;s are classified as either rational or irrational

• What is a rational number and irra . • Rational numbers include all integers and non-integers

(decimal numbers) that either repeat or terminate.

• How do we {,{"'In"1'l>r • Irrational numbers can be estimated to the nearest integer or to

a given place value to increase accuracy of the approximation.


Priority I Standard Mathematical Common Resources
Practices Core/Cross Web Resources Core
Curricular
*SIC I PO I Compare and order real MC: Lesson 2-2
numbers including very large and
small integers and decimals and
fractions close to zero.

--

*SICIP04 Model and solve MC: Lesson 1-3
problems involving absolute value.

8.NS.I. Know that numbers that are 8.MP.2 KA: Converting
not rational are called irrational. 8.MP.6 repeating-decimals-to
Understand informally that every 8.MP.7 fractions-l
number has a decimal expansion; for
rational numbers show that the KA: Converting
decimal expansion repeats repeating-decimals-to
eventually, and convert a decimal fractions-2
expansion which repeats eventually
into a rational number. Scientific notation
Square
Square root
Standard notation
8.NS.2. Use rational approximations
.. -~--~~~~--~~-----r-
Decimal KA: Estimating Square
of irrational numbers to compare the Fraction Roots to the
size of irrational numbers, locate Non-Perfect Square Hundredths
them approximately on a Percent
line diagram, and Perfect Square
of expressions Pi
example. Repeating Decimal
Repetend
Terminating Decimal
Truncate

Unit
Project:

8/13/2012 4 Isaac Elementary School District


Unit: Number Sense
Cluster: Numerical Operations

Time: 1 week
Essential Questions

• Describe how multiplying or dividing a number by less •

than one affects the number?

• solve problems, radical, decimal, fraction, and percents .



Priority Standard Mathematical Common Resources
Curricular
*S I C2PO I Solve problems with
factors, multiples, divisibility or
remainders, prime numbers and
composite numbers.

*S IC2P02 Describe the effect of
mUltiplying and dividing a rational
number by:
• A number less than zero
• A number between zero and one
• One
• A number greater than one

*S IC2P05 Simplify numerical
expressions using the order of
operations that include grouping
square roots, cube roots,
absolute values and positive
exponents.
expressions
Order of operations
Radican
Simplify
root
MC: Lesson 1-7

MC: Lesson 8-3

Unit
Project:

Asses... rn~n,.!



Unit: Expressions & Equations
Cluster: Exponents and Radicals

roximate Time: 1.5 week

• How do I evaluate an expression? on substitute in values for

order of operations.

• When do we use the laws of exponents? of exponents are utilized to simplify

when base numbers or variables are the

• What are the laws of exponents?

• There are three laws of exponents: product property,

the quotient property and the power property.

• How do exponents

• Exponents and radicals are inverse operations.


CurricuJar
*S3C3P02 Evaluate an expression MC: Lesson 1-2
containing variables by substituting
rational numbers for the variables.

8.EE.1. Know and apply the 8.MP.2 MC: Lesson 2-9
properties of integer exponents to 8.MP.5
generate equivalent numerical 8.MP.6
expressions. For example, 3'x3 =3 8.MP.7
3=1/3 3 =1/27
':.;."
8.EE.2. Use square root and cube 8.MP.2 MC: Lesson 3-1
root symbols to represent solutions 8.MP.5
to equations of the form x' p and x' 8.MP.6 MC: Lesson 3-2
= p, where p is a positive rational 8.MP.7
number. Evaluate square roots of
small perfect squares and cube roots
of small perfect cubes. Know that
'>/2 is irrational.
Simpliest form
Simplified expression
Solution
Square root
Rational number
Unit
Project:



Unit: Expression and Equations
Cluster: Scientific Notation

Time: 1 week
Essential Questions

• What is scientific notation used for? express the value of very large or

• How do we use scientific notation to express equivalent 1O~~;t, standard notation to scientific notation and

rational numbers?


Curricular
8.EE.3. Use numbers expressed in 8.MP.2 Me: Lesson 2-10
the form of a single digit times an 8.MP.5
integer power of 10 to estimate very 8.MP.6
large or very small quantities, and to
express how many times as much
one is than the other. For example,
estimate the population ofthe
United States as 3xIa' and the
population olthe world as 7xJO and
determine that the world
populations is more than 20 times
larger.

8.EEA. Perform operations with 8.MP.2
numbers expressed in scientific 8.MP.5
notation, including problems where 8.MP.6
both decimal and scientific notation
are used. Use scientific notation and
choose units of appropriate size for operations
measurements of very large or very Negative Exponent
small quantities (e.g., use Positive Exponent
millimeters per year for seafloor Power of 10
spreading). Interpret scientific Scientific Notation
notation that has been generated Standard Notation

Unit
Project:



Cluster: Solving Linear Equations and Graphing Inequalities

Time: 3 weeks

• How can we use equations to represent real life sitautions? inequalities, and graphs are

situations.

• What are the different ways that linear equations can be .:~~);Oear equations can be expressed as a graph, an

or a table of values.


Curricular
*S4C4P02 Solve geometric
problems using ratios and
proportions.

*S3C4P02 Solve problems
involving simple interest rates.

*SIC2P03 Solve problems
involving percent increase, percent
decrease and simple interest rates. KA: Solving Percent
Problems

KA: Finding Unit Price

KA: Solving Percent
Problems 2

KA: Finding a Percent
ofa Number

8.EE.7 Solve linear equations in one Algebraic Expression MC: Lesson 1-9
variable. Balance
Coefficient sides.
a. Give examples of Combine Like Terms MC: Lesson I-I 0
in one variable with Constant KA: Solving two step
infinitely many Distributive property equations
solutions. Equation MC: Lesson 8-1:
possibilities is Equivalent Simplifying
transforming the Inverse operations expressions
simpler forms, until Isolate
equation of the form x Like Terms
a = b results (where a Linear equations MC: Lesson 8-2:
different numbers). Multi-Step equation Two Step
Non-Linear Equations
Solution
Term
MC: Lesson 8-4:
with

8 th Grade Math Curriculum
Priority I
Standard Mathematical Common Resources

Curricular
the distributive property and variables on both
collecting like terms. sides

*S3C3P05 Graph an inequality on a
number line.

Unit
Project:

Asse


sth Grade Math Curriculum Map

U nit: Geometry
Cluster: Pythagorean Theorem

Time: 1 week

• How do we apply the Pythagorean Theorem to calculate the distance of '''''''""....... can be used to calculate

line segment?

1';'::~~J~e Pythagorean Theorem can be used to find the

U'''1.'011.-", between two points in two-dimensional

and three-dimensional objects.

• How can the Pythagorean Theorem • The Pythagorean Theorem can be used to find the

missing side of a right triangle

• What is a • A Pythagorean Triple is set of three positive integers

that satisfy the Pythagorean Theorem.

S/13/2012 14 Isaac Elementary School District

Priority I Standard Mathematica I Common Resources
Curricular
8.G.6 Explain a proof of the 8.MP.3 6-8.WHST.2a-f KA: Introduction to
Pythagorean Theorem and its 8.MPA ET08-S1C2-01 the Pythagorean
converse. 8.MP.6
Theorem
8.MP.7

8.G.7 Apply the Pythagorean
KA: Pythagorean MC: Lesson 3-5,
Theorem to determine unknown
Theorem Example 3-6
side lengths in right triangles in

real-world and mathematical
KA: More
problems in two and three
Pythagorean Theorem
dimensions.
Leg Examples
Perfect Square
Pythagorean triples
Radical Sign
Radican
Right triangle
Square Root
Square root
Substituation
Three-dimension object
Two-dimensions
Converse KA: Midpoint MC: Lesson 3-7
Coordinate plan Formula
Distance
Midpoint
Origin
Pythagorean triples
Quadrants
Right triangle
SI
*S4C3 PO I: Make and test a Midpoint
about how to find the Coordinate olane

Curricular
midpoint between any two points in
the coordinate plane.

Unit
Project:

Assessment:



Unit: Expressions and Equations
Cluster: Graphing linear equations

Time: 3 weeks

• How do we use linear equations in real life? to represent a situation and

h~rp~~pti graphically, as a table

• What is slope? is a change in the independent variable. In

ily
math, it can be recognized as rise/run or ax.

• What are the four types of • We recognize the slope by examing the relationship

between the independent and dependent variable.

• We can use slope to make conjectures about
•
geometric figures as well as similarity of equations.


Curricular
8.EE.5. Graph proportional 8.MP.l 8.F.2 KA: Plotting Ordered
relationships, interpreting the unit 8.MP.2 8.F.3 Pairs
rate as the slope of the graph. 8.MP.3 6-8. RST,7
Compare two different proportional 8.MPA 6- 8.WHST,2b
relationships represented in different 8.MP.5 SC08-S5C2-01
ways. For example. compare a 8.MP.6 SC08-S5C2-05
distance-time graph to a distance 8.MP.7
time equation to determine which of 8.MP.8
two moving objects has greater
speed.

8.EE.6. Use similar triangles to plane
explain why the slope m is the same Equivalence
between any two distinct points on a Orgin
non-vertical line in the coordinate Quadrant
plane; derive the equation y mx for Rate of change
a line through the origin and the Similar triangles
equation y = mx + b for a line Slope
intercepting the vertical axis at b. Slope-Intercept fonn
X-intercept
Y-intercept

Unit
Project:

Assessment:


sth Grade Math Curriculum Map

Unit: Functions
Cluster: Evaluating Functions

ate Time: 3 weeks

• What is a function? How do you if a graph represents a function? 4o1vu.,..ip bctwcen variables where

one Y (output). We can

line test.

• What are the different ways to represent a function? function can bc represented with a table, a graph, a

verbal description, or an equation.

• • A function can be utilized to make conjectures about

predicted outcomes.

Sl13/2012 ]9 Isaac Elementary School District

Priority I Standard Mathematica I Common
Resources
Practices Core/Cross
Web Resources Core
Curricular

8.F.l Understand that a function is a rule 8.MP.l SC08-SSC2-0S KA: Testing if a MC: Lesson 9-2:
that assigns to each input exactly one 8.MP.2 relationship is a function I Functions
output. The graph of a function is the set of 8.MP.6
ordered pairs consisting of an input and the
corresponding output (Function notation is MC: Lesson 9-3:
not required in Grade 8). Graphing
functions

8.F.3 Interpret the equation y mx + b as 8.MP.2 8.EE.S; 8.EE.7a MC: Lesson 10
defining a linear function, whose graph is a 8.MP.4 6-8.WHST.1 b slope intercept fonn I: Linear &
straight line; give examples of functions 8.MP.5 8-S6C1-03 Nonlinear
that are not linear. For example. the 8.MP.6 Functions
function A s giving the area ofa square 8.MP.7
as a function ofits side length is not linear
because its graph contains the points (1, J).
(2.4) and (3.9). which are not on a straight
line.
Intprf'pnt fonn
8.F.2 Compare properties of two functions Algebraic expression
each represented in a different way Domain
(algebraically, graphically, numerically Function
tables, or by verbal descriptions). For Function table
example. given a linearfimction Linear equation
represented by a table ofvalues and a Linear function
linear function represente Non-Linear function
expression, determine Point-Slope fonn
the greater rate Proportional
Quadratic function
Range
Rate of change
Slope-Intercept fonn

8.EE.S
Standard ~=.~----~------
Function
.......
linear relationship between two 8.SP2 Function table
Determine the rate of change and 8.SP.3 Initial value
value of the function from a ET08-S1C2-01 Intercept
relationship or from two (x, y) values, SC08-SSC2-01 Interpret
including reading these from a table or SC08-S1C3-02 Linear relationship
Ordered
811312012 20 Isaac Elementary School District

Curricular
and initial value of a linear function in 8.MP.8
terms of the situation it models, and in
terms of its graph or a table of values.

8.F.5. Describe qualitatively the functional 8.MP.2 6-8.WHST.2a-f MC: Lesson 9-6:
relationship between two quantities by 8.MPJ ET08-S1 C2-01 Graphing in
analyzing a graph (e.g., where the function 8.MP.4 SC08-S5C slope-intercept
is increasing or decreasing, linear or 8.MP.5 form
nonlinear). Sketch a graph that exhibits the 8.MP.6
qualitative features of a function that has 8.MP.7
been described verbally.

8.SP.3. Use the equation of a linear model 8.MP.2 MC: Lesson 9-4:
to solve problems in the context of bivariate 8.MP.4 Slope
measurement data, interpreting the slope 8.MP.5
and intercept. For example, in a linear 8.MP.6
model for a biology experiment, interpret a 8.MP.7 MC: Extend 9-5
slope of 1.5 cmlhr as meaning that an
additional hour ofsunlight each day is
associated with an additional 1.5 em in
mature
Unit
Project:

As



Cluster: System of Equations

roximate Time: 2 weeks

• What is a system of equations? is a collection of equations

variables-we use systems

of equations to find a solution whose answer will

each condition.

• What are the ways to solve systems of equations? are three methods for solving system of

equations: Graphing, Substitution and Elimination.


Curricular
8.EE.8. Analyze and solve pairs of 8.MP.1 6-S.RST.? KA: Graphing system Me: Lesson 9-7:
simultaneous linear equations. 8.MP.2 ETOS-S1C2-01 of equations word Solving by
8.MP.3 ETOS-S1C2-02 problems graphing
a. Understand that solutions to a 8.MP.4
system of two linear equations in two 8.MP.5
variables correspond to points of 8.MP.6
intersection of their graphs, because 8.MP.7
points of intersection satisfy both
8.MP.8
equations simultaneously.

b. Solve systems of two linear
equations in two variables
algebraically, and estimate solutions
by graphing the equations. Solve
simple cases by inspection. For
=
example, 3x + 2y 5 and 3x + 2y
= 6 have no solution because 3x +
2y cannot simultaneously be 5 and 6.

c. Solve real-world and Simultaneous
mathematical problems leading to Slope
two linear equations in two Slope-Intercept form
variables. For example, given Solution
coordinates for two pairs of points, Standard form
determine whether the line through the Variable
first pair of points intersects the line
X-intercept
through the second pair.
Y -intercept

Unit
Project:



Unit: Geometry
Cluster: Surface Area & Volume

Time: 1.5 weeks

• What is volume? of 3 dimensional space inside

x height)

• What is the difference between volume and surface area? '~;'.;'Wl.nH'" is labeled with units cubed and surface area

• Composite shapes can be decomposed into several

different figures (such as circles or any polygon).


Curricular
*S4C 1PO 1 Identify the attributes of
circles: radius, diameter, chords,
tangents, secants, inscribed angles,
central angles, intercepted arcs,
circumference, and area.

*S4C4P03 Calculate the surface MC: Lesson 7-7,
area and volume of rectangular 7-8: Surface Area
prisms, right triangular prisms and
cylinders.

Radius
Rectangular Prism
Right Triangle
Surface Area
Triangular prism
Vertex
Volume
Area
combining, Composite shapes
changing Diameter
and solids. Pi
Plane figures
Radius
Solids --

6-8.RST.3 Base KA: Volume ofa MC: Lesson 7-5:
volumes of cones, cylinders, 6-8. RST.7 Combine sphere Volume of
spheres and use them to solve ET08-S2C2-01 Cones Cylinder
world and mathematical problems. ET08-S1 C4-01 Edge KA:
Face Volume ofa cylinder
Height MC: Lesson 7-6:
Pi Volume of Cone

Curricular
8.MP.8

Unit
Project:



Unit: Geometry
Cluster: Congruence, Similarity and Transformations

~~~:-~te Time: 2 weeks

• What is the difference between similarity and congruence? the same shape and same

When two figures

have the same shape, but different dimensions, they

• What are the different types of geometric transformations? transiormations will never change a

shape's dimensions. There are congruent

transformations (reflection, rotations, translations)

and similar transformations (dilations).


Practices Core/Cross
Web Resources Core
Curricular

8.G.2. Understand that a two 8.MP.2 6-8.WHST.2b,f KA: Congruent MC: Lesson 6-4
dimensional figure is congruent to 8.MPA ETOS-S6C1-03 Triangles

another if the second can be
8.MP.6

obtained from the first by a
8.MP.7

sequence of rotations, reflections,

and translations; given two

congruent figures, describe a

sequence that exhibits the

congruence between them.

8.G.3. Describe the effect of 8.MP.3 MC: Lesson 4-7,
dilations, translations, rotations, and 8.MPA 4-8: Similarity
reflections on two-dimensional 8.MP.5

figures using coordinates.
8.MP.6 MC: Lesson 6-6:
8.MP.7 Reflections

MC: Lesson 6-7:
Translations

a.G.l. Verify experimentally the Angle

properties of rotations, reflections, Line segment

and translations: Parallel lines

Quadrant
a. Lines are taken to Reflection
segments to line
Rotation
same length.
Transformations
Translation
b. Angles are
Verify
same measure.

c. Parallel lines are

lines.

S.GA. Understand that a two- S.EE.6 Coordinate plane
KA: Similar Triangles
dimensional figure is similar to 6-S.WHST.2b,f Dilations

another if the second can be ET08-S6C1-03 Orgin

obtained from the first by a ETOS-S1C 1-01 Quadrants

"--_ _ _ _1 sequence of!ota!iQ(1s,reflections, Reflections


Curricular
translations, and dilations; given two
similar two-dimensional figures,
describe a sequence that exhibits the
similarity between them.

*S4C2P03 IdentifY lines of
symmetry in plane figures or
classifY types or symmetries of2
dimensional
Unit
Project:

ssessment:



Unit: Geometry
Cluster: Geometric arguments

roximate Time: 1.5 weeks

Essential Questions
Big Ideas

• What are the types of angle relationships? are vertical,

iSWpn1-o:>"", alternate interior,

• How can you use angle relationships to solve real world IJlU"'lii.;l·J1~ have one or more pieces of information

about an angle relationship, you can deduce an

unknown angle measure.

811312012 30 Isaac Elementary School District

Curricular
8.G.S. Use informal arguments to 8.MP.3 6-8.WHST.2b,f
establish facts about the angle sum 8.MPA 6-8.WHST.1 b
and exterior angle of triangles, about 8.MP.S ET08-S6C 1-03
the angles created when parallel 8.MP.6 ET08-S1 C1-01
lines are cut by a transversal, and 8.MP.7 ET08-S1C3-03
the angle-angle criterion for
similarity of triangles. For example,
arrange three copies ofthe same
triangle so that the sum qfthe three
angles appears to form a line, and
give an argument in terms
transversals why this is so. KA:'-'!.!.I~'--'-"'''-'-''-''''''
Between Transversals
and Parallel Lines

KA: Angles at the
Intersection of Two
Lines

a Triangle with Exterior
Angles

KA: Finding Angles in
a Triangle

Unit
Project:



Unit: Statistics & Probability
Cluster: Compound Probabilities and Combinations

Time: 2 weeks



• How does understanding probability help us to make informed • trial an experiment conducts the closer the

predictions? probability and the theoretical probabily

ranges from 0 to 1 or impossible to

can be expressed as a decimal, percent, or

a fraction.

• If the order of an arrangement matters, it is a

• What is the difference permutation. If the order of an arraggement does not

matter it is a combination. In other words, a

permutation is an ordered combination.


Curricular
*S2C2PO I Determine theoretical
and experimental conditional
probabilities in compound
probabilities in compound
probability experiments.

*S2C2P02 Interpret probabilities
within a given context and compare
the outcome of an experiment to the
predictions made prior to
performing the experiment.

*S2C2P03 Use all possible Dependent events
outcomes (sample space) to Independent events
determine the probability of Possible outcomes
dependent and independent events. Probability
Sample Space
Tree
Combinations
Factorial noation
Fundamental
counting principle
Perm utati ons
*S2C3P02 Solve Combinations
problems and represent Factorial notation
principles algebraically Permutations
factorial notation.
Unit
Project:



Cluster: Graphical Displays of Data

roximate Time: Two weeks

• At what benchmarks do associations become strong and very strong to show the assocations

associations? !-,'-'''''''-'lU variable and the

• How can different data representations be used to manipulate data?

llJ'-'lCHH.Hli:> can be seen in bivariate categorical data

displaying frequency in a two-way table.

• Directed graphs are created to represent the

reletionship between items.


Curricular
8.SP.l. Construct and interpret 8.MP.2 6-S.WHST.2b,f MC: Lesson 9-9:
scatter plots for bivariate 8.MP.4 ETOS-S 1C3-01 Interpreting scatter
measurement data to investigate 8.MP.5 ETOS-S 1C3-02 plots/line of fit
patterns of association between two 8.MP.6 ETOS-S6C 1-03
quantities. Describe patterns such as 8.MP.7 SSOS-S4C 1-01
clustering, outliers, positive or SSOS-S4C2-03
negative association, linear SSOS-S4C1-05
association, and nonlinear SCOS-S1
association. SCOS-S1C3-03

8.SP.2. Know that straight lines are
widely used to model relationships
between two quantitative variables.
For scatter plots that suggest a linear Linear relationship
association, informally fit a straight Negative association
line, and informally assess the No association
model fit by jUdging the closeness Nonlinear
of the data points to the line. relationship
Positive association
Scatter
Associations
Bivariate categorical
data
Dependent variable
Independent variable
Line of best fit
Linear .
categorical variables col Negative association
the same subjects. Use re No association
frequencies calculated for rows Nonlinear
columns to describe possible relationship
association between the two Positive association
variables. For example. collect data Scatter plots
students in vour class on

Curricular
whether or not they have a curfew
on school nights and whether or not
they have assigned chores at home.
Is there evidence that those who
have a curfew also tend to have
chores?
*S2CIPOISolve problems
selecting, constructing, interpreting,
and calculating with displays of
data, including box and whicker
plots and scatter plots.

extreme
*S2C4POI Use directed graphs to Directed graph
solve problems. Eulter circuit
Eulter path
Hamilton circuit
Hamilton
Unit
Project:

ASSAccrnA nt·



Cluster: Evaluation of Experimental Design

Time: 1 week

• How can the design of a survey be biased? "f"rirrlf"nt is important to obtain

• Why would someone want to design a biased survey? can be biased or unbiased based on their

• Data displays can be manipulated to avance an

argument or a particular view point.


Curricular
*S2CIP03 Describe how summary
statistics relate to the shape of the
distribution.

*S2CIP04 Determine whether
information is represented
. and appropriately given a
graph or a set of data by identifYing
sources of bias and compare and
contrast the effectiveness of
different representations of data.

*S2C I POS Evaluate the design of
an experiment.

Unit
Project:


8th Grade Math Curriculum Map

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8th Grade Math Curriculum Map