RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

7(6)(D) Paraphrase and summarize texts in ways that maintain meaning and logical order.

PI.C.P.11.EMG (P.11 Supporting Opinions) Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).

PI.C.P.11.EMG (P.11 Supporting Opinions) Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or knowledge of content).

(B) Describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

(Y5) Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

(Y7) Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

(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.

(A) Extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle

7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

(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.

(A) Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions

(L) Determine the need for and purpose of a statistical investigation and what type of statistical analysis can be used to answer a specific question or set of questions

(E) Formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions

(Y5) Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, "How old am I?" is not a statistical question, but "How old are the students in my school?" is a statistical question because one anticipates variability in students' ages.

7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

(A) Construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data

(Y11-12) Distinguish between causality and correlation through examples (ACMEM147)

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.

(A) Represent sample spaces for simple and compound events using lists and tree diagrams

7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

7.SP.8.A Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

7.SP.8.B Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.

(A) Determine probabilities, including the use of a two-way table

(Y11-12) Interpret information presented in two-way tables (ACMEM038)

(Y11-12) Identify relative frequency as probability (ACMEM152)

HSS.CP.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.