All Lessons

(C) Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

8.EE.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

(9) Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations.

(Y8) Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)

(Y10) Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)

8.EE.8 Analyze and solve pairs of simultaneous linear equations.

8.EE.8.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.

8.EE.8.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) Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.

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.

(C) Use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.

(Y9) Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)

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.

(A) Represent linear proportional situations with tables, graphs, and equations in the form of y = kx

(B) Represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0

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.

(C) Convert between standard decimal notation and scientific notation

(Y8) Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)

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 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

8.EE.7 Solve linear equations in one variable.

(C) Convert between standard decimal notation and scientific notation

(Y9) Express numbers in scientific notation (ACMNA210)

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

(G) Identify functions using sets of ordered pairs, tables, mappings, and graphs

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.

(H) Identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems

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.

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.

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.

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.

(A) Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

8.G.1.A Lines are taken to lines, and line segments to line segments of the same length.

8.G.1.B Angles are taken to angles of the same measure.

8.G.1.C Parallel lines are taken to parallel lines.

(A) Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

8.G.1.A Lines are taken to lines, and line segments to line segments of the same length.

8.G.1.B Angles are taken to angles of the same measure.

8.G.1.C Parallel lines are taken to parallel lines.

(A) Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

8.G.1.A Lines are taken to lines, and line segments to line segments of the same length.

8.G.1.B Angles are taken to angles of the same measure.

8.G.1.C Parallel lines are taken to parallel lines.

(C) Use the Pythagorean Theorem and its converse to solve problems

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.

(D) Use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

(Y7) Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal (ACMMG163)

8.G.5 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.

(A) Investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools

(Y7) Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral (ACMMG166)

8.G.5 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.

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.