Grade 8 Topic Packs

Know that numbers that are not rational are called irrational. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Know and apply the properties of integer exponents to generate equivalent numerical expressions. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Graph proportional relationships, interpreting the unit rate as the slope of the graph. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Solve linear equations in one variable. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Analyze and solve pairs of simultaneous linear equations. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Understand that a function is a rule that assigns to each input exactly one output. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). In class we slow this down until your child can explain it in their own words, not only pick an answer.

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. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Construct a function to model a linear relationship between two quantities. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Verify experimentally the properties of rotations, reflections, and translations:\n- Lines are taken to lines, and line segments to line segments of the same. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections,. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Explain a proof of the Pythagorean Theorem and its converse. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Know that straight lines are widely used to model relationships between two quantitative variables. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. In class we slow this down until your child can explain it in their own words, not only pick an answer.

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. In class we slow this down until your child can explain it in their own words, not only pick an answer.