8.G.

5:

Eighth Grade Standards

1.

Formulating and reasoning about expressions and equations,

including modeling an association in bivariate data with a linear
equation, and solving linear equations and systems of linear
equations
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 mA.
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 relationships
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 twodimensional 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.

The Number System

Know that there are numbers that are not rational, and approximate
them by rational numbers.
8.NS.1: Understand informally that every number has a decimal
expansion; the rational numbers are those with decimal
expansions that terminate in 0s or eventually repeat. Know that
other numbers are called irrational.
8.NS.2: Use rational approximations of irrational numbers to compare the
size of irrational numbers, locate them approximately on a number
line diagram, and estimate the value of expressions (e.g., 2). For
example, by truncating the decimal expansion of
, show that
is between 1 and 2, then between 1.4 and 1.5, and explain
how to continue on to get better approximations.
Work with radicals and integer exponents.
8.EE.1: Know and apply the properties of integer exponents to generate
equivalent numerical expressions. For example, 32 35 = 33 = 1/33
= 1/27.
8.EE.2: Use square root and cube root symbols to represent solutions to
equations of the form x2 = p and x3 = p, where p is a positive
rational number. Evaluate square roots of small perfect squares
and cube roots of small perfect cubes. Know that
is irrational.
8.EE.3: 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 times as much one is than the other. For
example, estimate the population of the United States as 3 108
and the population of the world as 7 109, and determine that the
world population is more than 20 times larger.
8.EE.4: Perform operations with numbers expressed in scientific notation,
including problems where both decimal and scientific notation are
used. Use scientific notation and choose units of appropriate size
for measurements of very large or very small quantities (e.g., use
millimeters per year for seafloor spreading). Interpret scientific
notation that has been generated by technology.
Analyze and solve linear equations and pairs of simultaneous linear
equations.
8.EE.5: Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional
relationships represented in different ways. For example, compare
a distance-time graph to a distance-time equation to determine
which of two moving objects has greater speed.
8.EE.6: 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 equation y = mx for a line through the
origin and the equation y = mx + b for a line intercepting the
vertical axis at b.
Understand the connections between proportional relationships, lines,
and linear equations.
8.EE.7: Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one
solution, infinitely many solutions, or no solutions. Show which
of these possibilities is the case by successively transforming
the given equation into simpler forms, until an equivalent
equation of the form x = a, a = a, or a = b results (where a and b
are different numbers).
b. Solve linear equations with rational number coefficients,
including equations whose solutions require expanding
expressions using the distributive property and collecting like
terms.
8.EE.8: Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in
two variables correspond to points of intersection of their
graphs, because points of intersection satisfy both 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 mathematical problems leading to two
linear equations in two variables. For example, given
coordinates for two pairs of points, determine whether the line
through the first pair of points intersects the line through the
second pair.
Functions
Define, evaluate, and compare functions.
8.F.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 output. (Note:
Function notation is not required in Grade 8.)
8.F.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.
8.F.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.
Use functions to model relationships between quantities.
8.F.4: Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y)
values, including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table
of values.
8.F.5: Describe qualitatively the functional relationship between two
quantities by analyzing a graph (e.g., where the function is
increasing or decreasing, linear or nonlinear). Sketch a graph that
exhibits the qualitative features of a function that has been
described verbally.
Geometry
Understand congruence and similarity using physical models,
transparencies, or geometry software.
8.G.1: Verify experimentally the properties of rotations, reflections, and
translations:
a.
Lines are taken to lines, and line segments to line segments of the
same length.
b.
Angles are taken to angles of the same measure.
c.
Parallel lines are taken to parallel lines.
8.G.2: 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 translations; given two congruent figures,
describe a sequence that exhibits the congruence between them.
8.G.3: Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
8.G.4: 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, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity
between them.

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 transversal, and the angle-angle criterion for
similarity of triangles. For example, arrange three copies of the
same triangle so that the sum of the three angles appears to form a
line, and give an argument in terms of transversals why this is so.
Understand and apply the Pythagorean Theorem.
8.G.6: Explain a proof of the Pythagorean Theorem and its converse.
8.G.7: Apply the Pythagorean Theorem to determine unknown side lengths
in right triangles in real-world and mathematical problems in two
and three dimensions.
8.G.8: Apply the Pythagorean Theorem to find the distance between two
points in a coordinate system.
Solve real-world and mathematical problems involving volume of
cylinders, cones, and spheres.
8.G.9: Know the formulas for the volumes of cones, cylinders, and spheres
and use them to solve real-world and mathematical problems.
Statistics and Probability
Investigate patterns of association in bivariate data.
8.SP.1: Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities.
Describe patterns such as clustering, outliers, positive or negative
association, linear association, and nonlinear association.
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 fit by judging the closeness of the data points to the line.
8.SP.3: Use the equation of a linear model to solve problems in the context
of bivariate measurement data, interpreting the slope and intercept.
For example, in a linear model for a biology experiment, interpret a
slope of 1.5 cm/hr as meaning that an additional hour of sunlight
each day is associated with an additional 1.5 cm in mature plant
height.
8.SP.4: Understand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and relative
frequencies in a two-way table. Construct and interpret a two-way
table summarizing data on two categorical variables collected from
the same subjects. Use relative frequencies calculated for rows or
columns to describe possible association between the two
variables. For example, collect data from students in your class on
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?

Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of
others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.