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8th Grade CMP Math Pacing Chart
|Moving Straight Ahead
Use CMP 1
|Thinking With Mathematical Models
Use CMP 1
September 29 -October 31
|Looking for Pythagoras
November 3 –December 5
|Growing, Growing, Growing
|Kaleidoscopes, Hubcaps, and Mirrors
|Say it With Symbols
February 9 – March 6
Measurement & Probability (see supplemental packet)
|Shapes of Algebra
April 6 –
|WASL Testing April 13- May 1||Samples and Population
May 4 - 29
|Core Plus I,
Core Investigations w/ Rationale
|Time was built into the pacing chart so you could review Moving Straight Ahead before you started Thinking with Mathematical Models||All Investigations
Review of linear relationships
New learning for students!
All Investigations but 4.3, 4.4
|All Investigations||Investigations 1.1, 1.2, 1.4, 2.1, 2.2, 2.3.||Critical Book for Core I
All Investigations but 3.3, 3.4, and 4.
Measurement and probability packet
|Investigation 2-3, 4 if time||Critical Book for Core I
Critical Book for Core I or II
|Core Content||Algebraic Sense||Algebraic Sense||Number Sense
|Algebraic Sense||Geometric Sense
Based on Performance Expectations
Pre-assessments are aligned with these learning targets.
Add: Indicates the CMP holes that will need to be intentionally taught.
|I can identify or describe a
linear pattern using tables, graphs, rules and words. (8.1.C)
I can identify a rule representing a linear relationship based on a pattern, table, graph or situation . (8.1.C)
I can solve one-variable linear equations. (8.1.A)
I can create a linear and non-linear pattern and explain what makes it a pattern.
|I can interpret the slope and
y -intercept of the graph of a linear function representing a contextual
I can solve single and multi-step word problems involving linear functions and verify the solutions. (8.1.F)
I can determine and justify whether a given verbal description, table, graph, or symbolic expression represents a linear relationship. (8.1.G)
I can find the y- intercept and slope from tables, graphs and equations. (8.1.D)
I can write an equation in the form y=mx + b to represent a linear relationship.
I can identify the line of best fit.
|I can identify the length of the missing side
given the lengths of the other two sides of a right triangle. (8.2.F)
I can apply the Pythagorean Theorem to find the
distance between two points on the coordinate plane without measuring.
I can use the Pythagorean Theorem to determine if a triangle is a right triangle. (8.2.F)
I can identify rational and irrational numbers. (8.4.D)
I can show or explain the meaning of rational numbers. (8.4.D)
I can explain or illustrate the meaning of squares and square roots from 1 through 225. (8.2.E)
I can estimate the square roots of other non-perfect squares. (8.2.E)
I can compare and order irrational numbers with illustrations, symbols or on a number line. (8.4.D)
|I can represent numbers in scientific
notation, and translate numbers written in scientific notation into
standard form. (8.4.A)
I can solve problems involving operations with numbers in scientific notation and verify solutions. (8.4.B)
I can evaluate numerical expressions involving non- negative integer exponents using the laws of exponents and the order of operations. (8.4.C)
I can identify the characteristics of exponential growth in a table, graph and equation.
I can describe what exponential growth and decay look like in a table, graph and equation.
I can explain the difference between an exponential relationship and a linear relationship
|I can represent and explain the
effect of one or more translations, rotations, reflections, or dilations
(centered at the origin) of a geometric figure on the coordinate plane.
I can use or describe procedures for determining angle measures.
I can identify or write the ordered pairs describing the location of points or objects using all quadrants.
I can locate a missing vertex given the coordinates of the vertices of a polygon.
|I can identify, use, illustrate or evaluate the
application of the addition, multiplication and distributive properties .
I can write and solve a multi-step, single variable equation. (8.1.A)
I can simplify a single variable expression using order of operations. (8.1.A)
I can identify or write an expression using
variables to represent a given situation.
|I can solve single and multi-step problems using
counting techniques. (8.3.G)
I can identify pairs of angles as complementary, supplementary, adjacent, or vertical, and use these relationships to determine missing angle measures. (8.2.A)
I can determine missing angle measures using the relationships among the angles formed by parallel lines and transversals. (8.2.B)
I can demonstrate that the sum of the angle measures in a triangle is 180 degrees, and apply this fact to determine the sum of the angle measures of polygons and to determine unknown angle measures. (8.2.C)
I can determine probabilities for mutually exclusive dependent and independent events for small sample spaces. (8.3.F)
|I can solve or write one and two-step linear
inequalities and graph the solutions on a number line.
I can solve a system of linear equations symbolically, graphically, or using tables. (8.1.G)
I can identify or write an equation or inequality with variables to represent a given situation.
|I can construct and interpret
box-and-whisker plots. (8.3.B)
I can identify and describe how different questions , collection methods and population samples may affect the data collected. (8.3.D)
I can determine the mean, median, mode and range for a set of data. (8.3.A)
I can identify and describe clusters and outliers in a set of data and determine how the outliers affect the mean, median or mode. (8.3.A)
I can create a scatter plot for a two-variable data set, and sketch a trend line(best fit) to make predictions. (8.3.C)
I can identify or determine which type of graph is more appropriate for a given set of data or purpose
I can identify and describe trends and patterns in data.
I can make predictions and conclusions based on data and graphs.
I can compare and evaluate multiple
interpretations of the same data.
I can display and interpret information in graphs and tables using a graphing calculator .
I can determine the sampling methods of convenience, voluntary response and systematic sampling
I can determine whether claims made about results are based on biased representations. (8.3.E)
|I can add, subtract , multiply and
divide fractions and decimals without tools .pictures or a physical
I can identify a ratio, percent or proportion in a given situation.
I can explain the concept of rate in a particular situation
I can use percents, ratios and proportions to determine an unknown number.
I can use and explain scientific notation
|I can demonstrate or describe the
meaning of multiplication and division of integers using words,
I can compute with rational numbers including
integers without tools.