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Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

Eighth Grade Mathematics Curriculum Map

Waterloo School District

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How to Read the Grade Level Content Standards

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

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Standards for Mathematical PracticeThe Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below are a few examples of how these Practices may be integrated into tasks students complete.

1. Make sense of problems and persevere in solving them.

In grade 8, students solve real world problems through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking byasking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”

2. Reason abstractly and quantitatively.

In grade 8, students represent a wide variety of real world contexts through the use of real numbers and variables in mathematical expressions, equations, and inequalities. They examine patterns in data and assess the degree of linearity of functions. Students contextualize to understand the meaning of the number or variable as related to the problem and decontextualize to manipulate symbolic representations by applying properties of operations.

3. Construct viable arguments and critique the reasoning of others.

In grade 8, students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box plots, dot plots, histograms, etc.).They further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?” “Does that always work?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics.

In grade 8, students model problem situations symbolically, graphically, tabularly, and contextually. Students form expressions, equations, or inequalities from real world contexts and connect symbolic and graphical representations. Students solve systems of linear equations and compare properties of functions provided in different forms. Students use scatterplots to represent data and describe associations between variables. Students need many opportunities to connect and explain the connections between the different representations. They should be able to use all of these representations as appropriate to a problem context.

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5. Use appropriate tools strategically.

Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when certain tools might be helpful. For instance, students in grade 8 may translate a set of data given in tabular form to a graphical representation to compare it to another data set. Students might draw pictures, use applets, or write equations to show the relationships between the angles created by a transversal.

6. Attend to precision.

In grade 8, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to the number system, functions, geometric figures, and data displays.

7. Look for and make use of structure.

Students routinely seek patterns or structures to model and solve problems. In grade 8, students apply properties to generate equivalent expressions and solve equations. Students examine patterns in tables and graphs to generate equations and describe relationships. Additionally, students experimentally verify the effects of transformations and describe them in terms of congruence and similarity.

8. Look for and express regularity in repeated reasoning.

In grade 8, students use repeated reasoning to understand algorithms and make generalizations about patterns. Students use iterative processes to determine more precise rational approximations for irrational numbers. They analyze patterns of repeating decimals to identify the corresponding fraction. During multiple opportunities to solve and model problems, they notice that the slope of a line and rate of change are the same value. Students flexibly make connections between covariance, rates, and representations showing the relationships between quantities.

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Eighth Grade Mathematics Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of Study Domain and Standards

1Functions and Linearity

Domain: Functions, Expressions and Equations

Standards: 8.F.1, 8.F.2, 8.F.3, 8.F.4, 8.F5, 8.EE.7.a, 8.EE.6

2Real World Linearity

Domain: Statistics and Probability, Expressions and Equations, The Number System

Standards: 8.SP.1, 8.SP.2, 8.SP.3, 8.NS.1, 8.EE.5, 8.EE.7.b, 8.EE.8.a

3Roots, Radicals, Exponents,

Rationals (and their application)

Domain: Expressions and Equations, The Number System, Geometry

Standards: 8.EE.1, 8.EE.2, 8.EE.3, 8.EE.4, 8.NS.2, 8.G.6, 8.G.7, 8.G.8

42-Dimensional Geometry:

congruence, similarity, reflections, and rotations &

Systems of Equations

Domain: Geometry, Expressions and Equations, Statistics and Probability

Standards: 8.G.1, 8.G.2, 8.G.3, 8.G.4, 8.G.5, 8.EE.8.a.b.c, 8.SP.4

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Eighth GradeInstruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx.134 Days of

Instruction

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End ofYear

InstructionalContent

Unit #1 Unit #1 Unit #1 Unit #2 Unit #2 Unit #2 Unit #3 Unit #3 Unit #3 Unit #4 Unit #4 Unit #4 Getting Ready for exam

Assessment Unit #1 Quiz #1

Unit #1Quiz #2

Unit #1 Test

Unit #2 Quiz #1

Unit #2Quiz #2

Unit #2 Test

Unit #3Quiz #1

Unit #3Quiz #2

Unit #3Test

Unit #4Quiz #1

Unit #4Quiz #2

Unit #4Test

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Eighth Grade Mathematics Curriculum Map - Overview Waterloo School District policy requires junior high mathematics instruction to be 46 minutes per day.

Unit of Study The mathematical content is sequenced in Units of Study that will take approximately 5-6 weeks each to teach.The sequence of Units of Study provides a coherent flow to mathematics instruction throughout the year.

UCSMP Algebra The primary textbook adopted in Waterloo School District for Grade 8.

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Big Ideas Math – A Common Core Curriculum, Ron Larson & Laurie BoswellExploration in Core Math, Hold McDougal MathematicsExploration in Core Math – Advanced Math, Hold McDougal MathematicsVarious internet resources

Assessment

There are many formative and summative assessment options:

Students will have formative assessments throughout each unit of study. Some of the formal formative assessments include two quizzes per unit. A summative assessment will be given at the end of each unit. In addition, there will be a summative, comprehensive exam at the end of all units of study.

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Unit of Study 1Functions & Linearity

Eighth Grade Quarter 1 Approx. 32 days WCUSD5 Revised 2.13.13

Domain: FunctionsCluster(s):Define, evaluate, and compare functions.Use functions to model relationships between quantities.Standard(s):1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered

pairs consisting of an input and the corresponding.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by

verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

4. 8.F.45. 8.F.5Domain: Expressions and EquationsCluster(s):Understand the connections between proportional relationships, lines, and linear equations.Analyze and solve linear equations and pairs of simultaneous linear equations.Standard(s):8.EE.6.8.EE.7.a

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Math Content Objectives Vocabulary Teacher’s Resources and Notes

I can:Standard 8.F.1

Define a function. Identify the domain and range of a relation. Determine if a graph is a function. Determine if a set of points is a function. Identify functions from an equation. Calculate the y-value for an equation when given the x-

value. Calculate the x-value for an equation when given the y-

value Create a table for an equation. Determine if a table is a function. Determine if an equation is a function by looking at it. Represent a function in the form of ordered pairs,

mapping, graph, or listing.

Standard 8.F.2 Find the slope of a graph. Find the slope of a table. Find the slope of an equation. Compare and explain slopes (unit rates). Identify properties of a function. Compare/contrast two functions with the same

representation (graphically, numerically, verbally). Compare/contrast two functions with different

representations. Compare functions represented in different forms to

determine which has the greater rate of change (slope).

Standard 8.F.3 Explain the slope-intercept form of an equation. Identify that non-linear is not straight. Use graphs to categorize functions as linear or non-linear. Use tables to categorize functions as linear or non-linear. Use equations to categorize functions as linear or non-

linear.

Input Output Function Linear function Rate of change Increasing Decreasing Linear Nonlinear Right triangle Leg Hypotenuse Similar triangles Ratio Slope proportional relationship Y-intercept Linear equation Equivalent equations Rational numbers Coefficient Like terms Solution

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Unit of Study 1 (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

Standard 8.F.4 Identify the slope and y-intercept from a graph. Identify the slope and y-intercept from a table. Identify the slope and y-intercept from an equation. Understand that the y intercept is the initial value of a

function. Construct an equation from a verbal expression. Write an equation given the slope of a line and a point on

the line. Write an equation given two points on a line. Interpret the rate of change (slope) and the y-intercept

given real-world situations. Model the rate of change and the y-intercept given real-

world situations.

Standard 8.F.5 Identify equations as linear or nonlinear. Explain how slope changes when given a graph. Sketch a graph when given the description of the slope. Evaluate and describe properties based on a given

graph. Analyze the graph for a functional relationship. Create a graph for a functional relationship. Sketch a graph by analyzing a situation that has been

described verbally.

Standard 8.EE.7.a Solve one-variable equations with a single solution and

check the answer. Create an ordered pair to support my solution and

justification. Solve multi-step equations in one variable and justify the

solution. Solve one-variable equations with no solution and check

the answer. Solve one-variable equations with infinitely many

solutions and check the answers. Recognize one solution, infinitely many solution, and no

solution, when solving multi-step equations.

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Solve multi-step one-variable equations, involving parentheses.

Standard 8.EE.6 Explain why triangles are similar. Determine the slope between two points. Determine the slope between two points on a

coordinate plane. Determine the slope, looking at a graph. Determine the y-intercept, looking at a graph. Write the slope-intercept form of an equation of a line,

looking at a graph. Construct a right triangle using two points on a non-

vertical line. Compare the sides by counting units to understand the

slope of a non-vertical line is rise to run. Identify m as the slope of a line and b as the point

where the line intercepts the vertical axis (y-intercept) Construct an equation using the slope m and the y-

intercept b in the form of y=mx+b. Justify why the slope is the same between any two

points on a non-vertical line. Identify that the slope is the same between any two

points on a line based on the proportional relationship of m=y/x.

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Unit of Study 1 – Additional Resources

Big Ideas Math – A Common Core Curriculum, Ron Larson & Laurie Boswell Exploration in Core Math, Hold McDougal Mathematics Exploration in Core Math – Advanced Math, Hold McDougal Mathematics Various internet resources

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Unit of Study 2Real World Linearity

Eighth Grade Quarter 2 Approx. 34 days

Domain: Statistics and ProbabilityCluster(s):Investigate patterns of association in bivariate data.Standard(s):8.SP.18.SP.28.SP.3Domain: Expressions and EquationsCluster(s):Understand the connections between proportional relationships, lines, and linear equations.Analyze and solve linear equations and pairs of simultaneous linear equations.Standard(s):8.EE.58.EE.7.b8.EE.8.a

Domain: The Number System

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Cluster(s): Know that there are numbers that are not rational, and approximate them by rational numbers.Standard(s):8.NS.1


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I can:Standard 8.SP.1

Graph a set of points. Interpret a scatterplot as linear or nonlinear. Interpret the graph as strong correlation

(clustering) or weak (outliers). Construct a scatter plot on a plane using two

variables. Investigate the relationship between two

quantites on a scatter plot. Analyze the trend of a scatter plot and

determine whether there is a positive, negative (linear), or no relationship (non-linear).

Predict future outcomes using a scatter plot.

Standard 8.SP.2 Know that straight lines are widely used to

model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fir by judging the closeness of the data points to the line.

Standard 8.SP.3 Graph the equation to demonstrate how the

data is related. Use the line of best fit to determine an equation

in two variables for the data (y = mx +b). Use slope intercept form (y= mx + b) to

determine the slope and y-intercept of the line of best fit.

Interpret the meaning of the slope and y-intercept in the context of the data given.

Scatter plot Bivariate Clustering Outliers Positive association Negative association Linear association Nonlinear association Trend line Line of best fit Linear model Slope Y-intercept Proportional relationship Unit rate Linear equation Equivalent equations Rational number Coefficient Like terms Solution System of Linear Equations Simultaneous Linear Equations Intersection

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Determine relevant information from graph.

Standard 8.EE.5 Determine the slope of an equation.

Determine the slope of a graph. Compare the slopes of 2 graphs. Determine which slope is the steepest. Determine which slope is closest to being

horizontal. Compare the slopes of 2 equations. Compare the slope of an equation to the

slope of a graph. Identify slope is unit rate. Interpret the unit rate of a graph as the slope

of a line. Compare the unit rate of a line and of an

equation. Analyze graphs, tables, and equations and

explain what is being represented. Graph by hand and by calculator data

illustrating slope as the unit rate. Compare and contrast proportional

relationships from a graph, table, or description.

Standard 8.EE.7.b Solve multi-step one-variable equations,

involving parenthesis. Solve multi-step one-variable equations, bu

combining like terms. Solve multi-step one-variable equations , with

variables on both sides of the equation.

Standard 8.EE.8.a Graph a linear equation written in slope-

intercept form. Find the slope and y-intercept of a linear

equation written in slope-intercept form.

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Graph a linear equation written in standard form.

Find the slope of a linear equation written in standard form.

Find the y-intercept of a linear equation written in standard form.

Find the x-intercept of a linear equation written in standard form.

Graph 2 linear equations on the same graph and find the point of intersection.

Discover the solution of a system of equations by graphing the linear equations and showing the point of intersection.

Understand if there is no point of intersection, then the lines are parallel.

Understand if the graph is the same for the 2 equations, then the solution is infinitely many solutions.

Standard 8.NS.1 Define and represent rational

numbers. Determine if a decimal number is

rational or irrational. Recognize that a

repeating/terminating decimal is a rational number.

Determine if a number is rational or irrational.

Distinguish between rational and irrational numbers.

Recognize that all real numbers can be written in a decimal form.

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Change rational and irrational numbers to decimals.

Convert a decimal number (repeating/terminating) into a fraction.

Convert terminating and repeating decimals to fractions.

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Unit of Study 3Roots, Radicals, Exponents, and

Rationals


Domain: Expressions and EquationsCluster(s):Work with radicals and integer exponents.Standard(s):8.EE.18.EE.28.EE.3

Domain: The Number SystemCluster(s):Know that there are numbers that are not rational, and approximate them by rational numbers.Standard(s):8.NS.2Domain: Geometry

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Cluster(s):Understand and apply the Pythagorean Theorem.Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.Standard(s):8.G.68.G.78.G.88.G.9


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I can: Standard 8.EE.1

Recognize integers. Add and subtract integers. Multiply and divide integers. Recognize exponents. Identify the laws of exponents including

multiplication, division, power of a power, and zero exponents.

Apply the laws of exponents when multiplying and dividing like and unlike bases.

Fluently read exponents. Simplify algebraic expressions, by applying the

multiplication properties of exponents (exponents are added).

Simplify algebraic expressions, by applying the power properties of exponents (exponents are multiplied).

Simplify algebraic expressions, by applying the division properties of exponents (exponents are subtracted).

Simplify algebraic expressions, using several properties.

Read equivalent expressions with exponents. Generate equaivalent expressions with

exponents. Convert bases with negative exponents to

fractions. Simplify algebraic expressions, involving zero

exponents. Simplify algebraic expressions, involving

negative exponents.

Standard 8.EE.2 Read perfect square numbers. Define square and cube root. Solve square root equations. Recognizing the inverse operation of squared

is square rooting.

Integer Exponent Cube Square Cube root Square root Radical Perfect square Perfect cube Irrational Power of ten Rational number Irrational number Pythagorean Theorem Leg Hypotenuse Converse Cylinder Cone Sphere Volume

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Define and recognize a rational number. Read perfect cube numbers. Solve cube roots equations. Understand that non-perfect squares are

irrational. Understand that non-perfect cubes are

irrational. Recognizing the inverse operation of cubed is

cube rooting. Define and recognize an irrational number. Evaluate square and cube roots of small

perfect squares and cubes up to 144. Evaluate perfect squares thru 144 fluently. Recall the perfect squares and perfect cubes

of numbers less than or equal to 100. Evaluate perfect cube roots thru 125 fluently. Use prime factorization to find the cube root of

a positive number.

Standard 8.EE.3 Write numbers in scientific notation. Multiply numbers written in scientific notation. Divide numbers written in scientific notation. Estimate values written in scientific notation. Distinguis between small and large values of

numbers in scientific notation by looking at exponents.

Compare/Contrast numbers written in scientific notation.

Convert numbers from scientific notation to standard form.

Expand a single digit number as a power of ten using positive/negative exponents.

Use base 10 multiplication to compare the values of numbers in scientific notation.

Analyze values written in scientifc notation.

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Standard 8.NS.2 Determine which number is bigger when given

any set of numbers written in any form. Locate rational numbers on a number line. Locate irrrational numbers on a number line. Construct a number line that includes rational

and irrational numbers. Compare and contrast irrational numbers

identifying larger vs. smaller numbers. Find the square roots of perfect squares. Estimate the decimal for a square root. Locate the approximate location of irrational

numbers on a number line based on perfect squares.

Recognize if a number is rounded or repeats when using a calculator.

Standard 8.G.6 Understand the Pythaorean Theorem. Use the Pythagorean Theorem to find the

missing side of a right triangle. Identify the parts of a right triangle (legs and

hypotenuse). Use the Pythagorean Theorem to determine if

three lenfth measurements from a right triangle.

Recognize the diagonal of a parallelogram with right angles as the hypotenuse of the right triangles formed.

Determine if a trianle is a right triangle by using the Pythagorean Theorem.

Verify the Pythagorean Theorem by examing the area of squares coming off of each side of the right triangle.

Identify Pythagorean triples. Explain a proof of the Pythagorean Theorem.

Standard 8.G.7 Solve word problems using the Pythagorean

Theorem.

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Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world problems in 2 dimension.

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in matematical problems in 2 dimension.

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world problems in 3 dimensions.

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in mathematical problems in 3 dimensions.

Standard 8.G.8 Use the Pythagorean Theorem (instead of

distance formula) to find the distance between two points in a coordinate plane.

Construct a right triangle on a coordinate plane to determine the distance between two points.

Determine the length of the diagonal or hypotenuse of a right triangle on a coordinate plane.

Use the coordinate plane to create a right triangle relationship whereby the distance between two points can be determined by solving for the hypotenuse of the Pythagorean Theorem.

Standard 8.G.9 Identify the shapes of cons, cylinders, and

spheres. Use appropriate formulas for volume of cones,

cylinders, and spheres in mathematical and real-world situations.

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Unit of Study 42-Dimensional Geometry & Systems

of Equations


Domain: GeometryCluster(s):Understand congruence and similarity using physical models, transparencies, or geometry software.Standard(s):8.G.1.a8.G.1.b8.G.1.c8.G.28.G.38.G.48.G.5Domain: Exponents and EquationsCluster(s):Analyze and solve linear equations and pairs of simultaneous linear equations.8.EE.8.a8.EE.8.b8.EE.8cDomain: Statistics and ProbabilityCluster(s):Investigate patterns of association in bivariate data.8.SP.4


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I can:Standard 8.G.1.a

Construct an image from pre-image, using geometric tools.

Construct a rotation. Construct a reflection. Construct a translation. Understand image and pre-image are

congruent in translations. Understand image and pre-image are

congruent in reflections. Understand image and pre-image are

congruent in rotations. Explore and justify figures created from

transforamtions using compasses, protractors, and rulers or technology.

Standard 8.G.2.b Defend whether or not two figures are

congruent given the graph of a figure and its transformation using translation.

Defend whether or not two figures are congruent given the graph of a figure and its transformation using reflection.

Defend whether or not two figures are congruent given the graph of a figure and its transformation using rotation.

Standard 8.G.2.c Recognize the angles formed by two parallel

lines and a transversal. Justify why angles (formed by parallel lines

and a transversal) are congruent using angle relationships.

Determine if two figures are congruent by identifying the transformation used to produce the figures.

Transformation Translation Reflection Rotation Parallel line Congruent Dilation Similar Interior angle Exterior angle Transversal Linear equation System of linear equations Simultaneous linear equations Intersection Bivariate Categorical data Two-way table Frequency Relative frequency

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Write congruent statements. Recognize the congruent symbol. Define congruent. Write statements that justify the process of

transformation as well as conclusion. Describe the sequence of transformations from

one figure to another.

Standard 8.G.2 Define congruent. Recognize the congruent symbol. Write congruent statements. Determine if two figures are congruent by

identifying the transformation used to produce the figures.

Write statements that justify the process of transformation as well as the conclusion.

Describe the sequence of transformations from one figure to another.

Standard 8.G.3 Identify the new coordinates of translation. Identify the new coordinates of a reflection. Identify the new coordinates of rotation. Identify the new coordinates of a dilation. Understand image and pre-image are similar in

dilations. Given two similar figures describe the

sequence of rotations, reflections, translations, and dilations.

Create a figure congruent to a given figure by applying knowledge of translation.

Create a figure congurent to a given figure by applying knowledge of reflection.

Create a figure congruent to a given figure by applying my knowledge of rotation (90, 180, 270 degrees) both clockwise and counterclockwise.

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Standard 8.G.4 Create similar figures using dilations and

transform them. Comprehend that the angles of similar figures

are congruent and the sides of similar figures are proportional.

Produce similar figures from dilatons using scale factors.

Describe that transformed images have congruent angles and proportionate sides.

Interpret the meaning of similar figures and descrie their similarities.

Describe the list of steps that would produce similar figures when given the scale factors (dilation).

Differentiate between scale factor that would enlarge a figure’s size and one that would reduce it.

Standard 8.G.5 Find the measures of missing angles. Make conjectures about relationships between

angles. Determine the relationship between two angles

when given parallel lines and a transversal. Consturct parallel lines and transversal to

examine the relationships between created angles.

Explore and justify relationships that exist between angles created when parallel lines are cut by a transversal.

Apply my knowledge of vertical, adjacent, and supplementary angles to identify other pairs of congruent angles.

Find the missing angle of a triangle. Find the exterior angle of a triangle. Find the missing angle measure when given

two similar triangles.

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Construct various triangles and find the measures of interior and exterior angles.

Explore and justify relationships that exist between angle sums and exterior angle sums of triangles.

Explore and justify relationships that exist between the angles – angle criterion for similarity of triangles.

Construct various triangles and find measures of the interior and exterior angles.

Form a hypothesis about the relationship between the measure of an exterior angle and the other two angles of a triangle.

Construct triangles having line segments of different lengths but with two corresponding congruent angles.

Compare ratios of sides to find a constant scale factor of similar triangles.

Standard 8.EE.8.a Graph a linear equation written in slope-

intercept form. Find the slope and y-intercept of a linear

equation written in slope-intercept form. Graph a linear equation written in standard

form. Find the slope of a linear equation written in

standard form. Find the y-intercept of a linear equation written

in standard form. Find the x-intercept of a linear equation written

in standard from. Graph 2 linear equations on the same graph

and find the point of interception. Discover the solution of a system of equations

by graphing the linear equations and showing the point of intersection.

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Understand if there is no point of intersections, then the lines are parallel.

Understand if the graph is the same for the 2 equations, then the solution is infinitely many solutions.

Standard 8.EE.8.b

Solve a system of equations by substitution, involving 1 solution.

Solve a system of equations by substitution, involving no solution (parallel lines).

Solve a system of equations by substitution, involving infinitely many solutions (same line).

Solve a system of equations by elimination, involving 1 solution.

Solve a system of equations by elimination, involving no solution (parallel lines).

Solve a system of equations by elimination, involving infinitely many solutions (same line).

Estimate solutions through simple inspection. Distinguish between one solution, no solution,

and infinitely many solutions by graphing a system of equations.

Rearrange linear equations from slope-intercept form to standard form and vice versa.

Standard 8.EE.8.c Solve word problems by writing 2 linear

equations and solving the system. Explain how the point of intersections

represents 2 linear equations. Examine real-world problems and extract linear

systems of equations. Decide which method to use when solving

systems of linear equations in real-world situations.

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Unit of Study 5 Eighth Grade Quarter ?? Approx. ?? days

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