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8th Grade CMP Math Pacing Chart

Books or
Moving Straight Ahead
Use CMP 1

Review 1-4
September 3 - 26

Thinking With Mathematical Models
Use CMP 1
September 29 -October 31
Looking for Pythagoras

November 3 –December 5

Growing, Growing, Growing

December 8–
January 23

Kaleidoscopes, Hubcaps, and Mirrors

January 26–
February 6

Say it With Symbols

February 9 – March 6

Clever Counting

Measurement & Probability (see supplemental packet)
March 9 - 27

Shapes of Algebra

April 6 –
May 1

WASL Testing April 13- May 1 Samples and Population

May 4 - 29

Core Plus I,
Unit 2

June 1-

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
Critical Book

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.
Add Inv. 5 if time permits

Investigation 1

Measurement and probability packet

Investigation 2-3, 4 if time Critical Book for Core I

All Investigations

June 18
Critical Book for Core I or II

Lessons 1-3
Algebraic Sense

Core Content Algebraic Sense Algebraic Sense Number Sense
Geometric Sense
Algebraic Sense Geometric Sense
Algebraic Sense
Number Sense
Algebraic Sense
Algebraic Sense Statistics
Learning Targets
Based on Performance Expectations
Pre-assessments are aligned with these learning targets.

Add: Indicates the CMP holes that will need to be intentionally taught.

These Learning Targets go beyond the grade level standards.





























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 situation. (8.1.E)

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 evaluate an expression or formula that involves order of operations.

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. (8.2.D)

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 plot or draw a combination of two translations , reflections, dilations, or rotations of a simple figure.


















I can identify, use, illustrate or evaluate the application of the addition, multiplication and distributive properties . (8.1.A)

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 model.
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.
I can compare and order rational numbers with illustrations, symbols or on a number line.
I can explain why one rational number is less than, equal to or greater than another rational number.

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