Grade 8 Mathematics

In the spirit of the Common Core State Standards for Mathematics, all eighth grade students will be
given an opportunity to participate in rigorous lessons each day. These lessons will support the
development of conceptual understanding, procedural fluency, and application/problem solving.

Conceptual understanding: The standards call for conceptual understanding of key concepts, such
as reasoning about expressions and equations, modeling and solving linear equations and systems of
equations, functions, two-and three-dimensional figures, and the Pythagorean Theorem. Teachers will
teach more than just “answer getting.” They support the students’ ability to access concepts from a
number of perspectives so that students are able to see math as more than just procedures requiring
memorization. Students display their conceptual understanding by applying their knowledge to new
situations as well as by speaking and writing about their understanding of the math concepts being
presented.

Procedural skill and fluency: The standards call for speed and accuracy with simple calculations.
Teachers will structure class time and/or homework time for students to practice core functions such
as developing fluency for rational number computation, so that students are able to understand and
manipulate more complex concepts in the future. Students will find a solution of general one-variable
linear equations, including cases with infinitely many solutions or no solutions as well as cases
requiring algebraic manipulation using properties of operations. Students learn to fluently solve
problems involving volumes of cones, cylinders, and spheres — together with their previous grade 7
work in angle measure, area, surface area and volume— they will have acquired a well-developed set
of geometric measurement skills.

Application/Problem Solving: The standards call for students to use their math knowledge flexibly
through application and problem solving. Teachers will provide opportunities for students to apply
math in context and in “real world” situations.

The Common Core State Standards for Mathematics (CCSSM) consist of two parts: The content
standards and the Standards for Mathematical Practice. While the CCSSM content standards describe
what mathematics students should be able to understand and do, the mathematical practices describe
how students should engage with these mathematical concepts and skills. The Peoria Public Schools
math curriculum is designed to promote a deep understanding of mathematics and to develop
mathematically proficient students who can think, reason, model, and solve problems.
Common Core Content Standards
Grade 8 instructional time will focus on three critical areas:

1. Formulating and reasoning about expressions and equations, including modeling an

Students use linear equations and systems of linear equations to represent, analyze, and solve a
variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as special linear
equations (y = mx + b), understanding that the constant of proportionality (m) is the slope, and the
graphs are lines through the origin. They understand that the slope (m) of a line is a constant rate of
change, so that if the input or x-coordinate changes by an amount A, the output or y-coordinate
changes by the amount m·A. Students also use a linear equation to describe the association between
two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this
grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in
the context of the data requires students to express a relationship between the two quantities in
question and to interpret components of the relationship (such as slope and y-intercept) in terms of the
situation.

Students strategically choose and efficiently implement procedures to solve linear equations in one
variable, understanding that when they use the properties of equality and the concept of logical
equivalence, they maintain the solutions of the original equation. Students solve systems of two linear
equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are
parallel, or are the same line. Students use linear equations, systems of linear equations, linear
functions, and their understanding of slope of a line to analyze situations and solve problems.

2. Grasping the concept of a function and using functions to describe quantitative

Students grasp the concept of a function as a rule that assigns to each input exactly one output. They
understand that functions describe situations where one quantity determines another. They can
translate among representations and partial representations of functions (noting that tabular and
graphical representations may be partial representations), and they describe how aspects of the
function are reflected in the different representations.

3. Analyzing two- and three-dimensional space and figures using distance, angle, similarity,
and congruence, and understanding and applying the Pythagorean Theorem

Students use ideas about distance and angles, how they behave under translations, rotations,
reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-
dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is
the angle formed by a straight line, and that various configurations of lines give rise to similar triangles
because of the angles created when a transversal cuts parallel lines. Students understand the
statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean
Theorem holds, for example, by decomposing a square in two different ways. They apply the
Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to
analyze polygons. Students complete their work on volume by solving problems involving cones,
cylinders, and spheres.
Standards for Mathematical Practice in Grade 8

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 by asking 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

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.

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.