Before the Assessment, make sure to re-visit functions, including non-linear vs. linear and slope as a rate of change (unit rate).
The first day after the NYS Assessment (April 30th), review graphing a line using slope-intercept form and what happens when the slopes are the
same (parallel) vs. different (intersect). Have students solve a problem in which the point of intersection contains non-integral values, indicating the
need for another approach. Teach the substitution and elimination approaches to solving a system of equations. Practice with the students whether
a point is a solution to a given system, whether an estimate is a reasonable solution to a given system, and have students identify the correct
equation for solving a given system of equations. (See OnCore book for examples.) Explore systems, both graphically and algebraically, with one,
zero, and infinite solutions. Make connections to real-world scenarios that lead to a system of equations; have students set-up and solve such word
problems.
2012 HHH Math 8 Curriculum Guide
Grade Level Priorities and/or Fluencies:
 Understand congruence and similarity using physical models, transparencies or geometry software.
 Understand and apply the Pythagorean Theorem.
 Work with radicals and integer exponents.
Big Ideas / Topics:
Transformations can either maintain congruence or create similar images.
The Pythagorean Theorem can be used to find an unknown side of a triangle.
Expressions with exponents can represent very large or small values.
Weeks of:
Standards
8.G.1 A-C
8.G.2
Essential Understandings
Verify experimentally the properties of rotations, reflections and
translations.
Rich Problems Within Unit
Understand the properties of rotations, reflections and translations.
Find a sequence of transformations that maps an original
object to its image, or vice versa, maintaining congruency.
Understand the difference between similarity and congruence.
Find a sequence of transformations that maps an original
object to its image, or vice versa, maintaining similarity.
8.G.3
8.G.4
8.G.5
8.G.6
8.G.7
Explain a proof of the Pythagorean Theorem.
Apply the Pythagorean Theorem to find an unknown side of a
triangle.
8.G.8
8.EE.1
8.EE.2
8.EE.3
8.EE.4
Understand the relationship between integer exponents and
equivalent numerical expressions.
Use the Pythagorean Theorem to find the distance between
two points on a coordinate plane.
2012 HHH Math 8 Curriculum Guide
Grade Level Priorities & Fluencies:
 Understand the connections between proportional relationships, lines and linear equations.
 Analyze and solve linear equations and pairs of simultaneous linear equations.
 Define, evaluate and compare functions.
 Solve simple 2x2 systems by inspection
Big Idea / Topic:
Weeks of:
Standards
Essential Understandings
Rich Problems Within Unit
8.F.1
Understand that a function is a rule that assigns to each input
exactly one output. (Pre NYS Assessment)
Generate ordered pairs of input/output values from a real-life scenario in
order to graph a function. Also generate ordered pairs of input/output
values that are not a function.
8.EE.5
Recognize the slope of a line as the unit rate of a real-world
situation. (Pre NYS Assessment)
Compare the speeds of two trucks. Truck A travels 200 miles in 3 hours,
while truck B travels 130 miles in 2 hours. (Present the information in
table format.) Which truck is traveling at a faster rate? (Connect the
speed to unit rate and to the graphical representation of distance/time.)
8.F.2
Understand that functions can be represented in multiple ways:
algebraically, graphically, numerically in tables, or by verbal
descriptions. (Pre NYS Assessment)
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.EE.6
Understand that the slope between any two points on a line is constant
because the ratio between the rise and the run is equivalent.
8.F.3
Relate equations of the form y = mx + b to linear functions, which
have a constant rate of change. Relate equations that do not have
a constant rate of change to non-linear functions.
The function A = s2 gives the area of a square as a function of its side
length. It is not linear because its graph contains the points (1, 1), (2,
4), and (3, 9), which are not all on a straight line.
8.EE.8 a-c
Understand that the solution to a system of two linear equations
corresponds to the point of intersection of their graphs because
points of intersection satisfy both equations simultaneously.
Understand that when the solution to a system of equations
contains non-integral values, the point of intersection can be
estimated graphically and verified algebraically.
 Solve systems of two linear equations in two variables
both graphically and algebraically.
 Solve simple cases by inspection in order to identify the
number of solutions (zero, one, or infinitely many).
 Analyze, translate, and solve real-world mathematical
problems leading to two linear equations in two variables.
Given coordinates for two pairs of points, determine whether the line
through the first pair of points intersects the line through the second pair,
making it a solution to the systems of equations.