Aug. 10  Aug. 11 
Procedures 


Aug. 14  Aug. 18 
Lesson 1: Exponential Notation Lesson 2: Multiplication of Numbers in Exponential Form Lesson 3: Numbers in Exponential Form Raised to a Power Lesson 4: Numbers Raised to the Zeroth Power Lesson 5: Negative Exponents and the Laws of Exponents 
Module 1: Integer Exponents and Scientific Notation (20 days) 
8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical
expressions. For example, 32 × 3−5 = 3−3 = 1/33 = 1/27. 
Aug. 21  Aug. 25 
Lesson 6: Proofs of Laws of Exponents Lesson 7: Magnitude Lesson 8: Estimating Quantities Lesson 9: Scientific Notation 

8.EE.A.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 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger 
Aug. 28  Sept. 1 
Lesson 10: Operations with Numbers in Scientific Notation Lesson 11: Efficacy of Scientific Notation Lesson 12: Choice of Unit 

8.EE.A.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. 
Sept. 4  Sept. 8 (M) 
Lesson 13: Comparison of numbers written in scientif Notation and Interpreting Scientifc notatin Using Technology 






Sept. 11  Sept. 15 
Lesson 1: Why move things around Lesson 2: Definition of Translation and Three Basic Properties Lesson 3: Tanslating Lines 
Module 2: The Concept of Congruence (25 days) 
8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 
Sept. 18  Sept. 22 
Lesson 4: Definition of Refletion and Basic Properties Lesson 5: Definition of Rotation and Basic Properties Lesson 6: Rotations of 180 Degrees 

8.G.A.2 Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 
Sept. 25  Sept. 29 
Lesson 7: Sequening Translations Lesson 8: Sequencing Reflections and Translations Lesson 9: Sequencing Rotations Lesson 10: Sequences of Rigid Motions 

8.G.A.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 angleangle 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 
Oct. 3  Oct. 6 
Lesson 11: Definition of Congruence and Some Basic Properties Lesson12: Angles Associated with Parallel Lines Lesson 13: Angle Sum of a Triangle Lesson 14: More on Angles of a Triangle 

8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse. 
Oct. 9  Oct. 13 
Fall Break 

Oct. 16  Oct. 20 
Lesson 15: Informal Proof of the Pythagorean Theorem Lesson 16; Applications of the Pythagorean Theorem 

8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. 




Oct. 23  Oct. 27 
Lesson 1: What Lies Behind “Same Shape”? Lesson 2: Properties of Dilations Lesson 3: Examples of Dilations. Lesson 4: Fundamental Theorem of Similarity (FTS) 
Module 3: Similarity (25 days) 
8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates. 
Oct. 30  Nov. 3 
Lesson 5: First Consequences of FTS Lesson 6: Dilations on the Coordinate Plane Lesson 8: Similarity Lesson 9: Basic Properties of Similarity 

8.G.A.4 Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity between them. 
Nov. 6  Nov. 10 
Lesson 10: Informal Proof of AA Criterion for Similarity Lesson 11: More About Similar Triangles. 

8.G.A.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 angleangle 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. 
Nov. 13  Nov. 17 (M) 


8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse. 
Nov. 20  Nov. 24 (W, TR, F) 
Lesson 12: Modeling Using Similarity. Lesson 13: Proof of the Pythagorean Theorem 

8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. 
Nov. 27  Dec. 1 
Lesson 14: The Converse of the Pythagorean Theorem 






Dec. 4  Dec. 8 
Lesson 1: Writing Equations Using Symbols. Lesson 2: Linear and Nonlinear Expressions in x Lesson 3: Linear Equations in x Lesson 4: Solving a Linear Equation. 
Module 4: Linear Equations 
8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed. 
Dec. 11  Dec. 15 
Lesson 5: Writing and Solving Linear Equations Lesson 6: Solutions of a Linear Equation Lesson 7: Classification of Solutions Lesson 8: Linear Equations in Disguise 

8.EE.B.6 Use similar triangles to explain why the slope ?? is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equationy=mx for a line through the origin and the equation ??=mx+b for a line intercepting the vertical axis at ??. 
Dec. 18  Jan. 1 
Christmas Break 
8.EE.C.7 Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form ??=a,a=a or ?? = ?? results (where ?? and ?? are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 
Jan. 2  Jan. 5 (M) 


8.EE.C.8 Analyze and solve pairs of simultaneous linear equations. 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. 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,
3?? + 2?? = 5 and 3?? + 2?? = 6 have no solution because 3?? + 2?? cannot
simultaneously be 5 and 6.
c. Solve realworld and mathematical problems leading to two linear equations in two
variables. For example, given coordinates for two pairs of points, determine whether
the line through the first pair of points intersects the line through the second pair. 
Jan. 8  Jan. 12 
Lesson 14: The Graph of a Linear Equation?Horizontal and Vertical Lines Lesson 15: The Slope of a NonVertical Line Lesson 16: The Computation of the Slope of a NonVertical Line Lesson 17: The Line Joining Two Distinct Points of the Graph ??=mx+ ?? Has Slope m Lesson 18: There Is Only One Line Passing Through a Given Point with a Given Slope 


Jan. 15  Jan. 19 (M) 
Lesson 19: The Graph of a Linear Equation in Two Variables Is a Line Lesson 20: Every Line Is a Graph of a Linear Equation Lesson 21: Some Facts About Graphs of Linear Equations in Two Variables Lesson 22: Constant Rates Revisited Lesson 23: The Defining Equation of a Line 


Jan. 22  Jan. 26 
Lesson 24: Introduction to Simultaneous Equations Lesson 25: Geometric Interpretation of the Solutions of a Linear System Lesson 26: Characterization of Parallel Lines Lesson 27: Nature of Solutions of a System of Linear Equations Lesson 28: Another Computational Method of Solving a Linear System Lesson 29: Word Problems 


Jan. 29  Feb. 2 
Lesson 30: Conversion Between Celsius and Fahrenheit 


Feb. 5  Feb. 9 
Lesson 31: System of Equations Leading to Pythagorean Triples 






Feb. 12  Feb. 16 
Lesson 1: The Concept of a Function Lesson 2: Formal Definition of a Function Lesson 3: Linear Functions and Proportionality Lesson 4: More Examples of Functions. 
Module 5: Example of Functions from Geometry (15 days) 
8.F.A.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.3 
Feb. 19  Feb. 23 (M) 
Lesson 5: Graphs of Functions and Equations Lesson 6: Graphs of Linear Functions and Rate of Change Lesson 7: Comparing Linear Functions and Graphs Lesson 8: Graphs of Simple Nonlinear Functions 

8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, 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.F.A.3 Interpret the equation ?? = ??x + ?? as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function ?? = ??2 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. 
Feb. 26  Mar. 2 
Lesson 9: Examples of Functions from Geometry Lesson 10: Volumes of Familiar Solids—Cones and Cylinders Lesson 11: Volume of a Sphere 

8.G.C.94 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems. 




Mar. 5  Mar. 9 
Lesson 1: Modeling Linear Relationships Lesson 2: Interpreting Rate of Change and Initial Value . Lesson 3: Representations of a Line Lessons 4–5: Increasing and Decreasing Functions 
Module 6: Linear Functions (20 days) 
8.F.B.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 (??,??) 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. 8.F.B.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. 
Mar. 12  Mar. 16 
Lesson 6: Scatter Plots Lesson 7: Patterns in Scatter Plots Lesson 8: Informally Fitting a Line Lesson 9: Determining the Equation of a Line Fit to Data 

8.SP.A.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. 8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative
variables. For scatter plots that suggest a linear association, informally fit a straight line, and
informally assess the model fit by judging the closeness of the data points to the line 
Mar. 19  Mar. 23 
Lesson 10: Linear Models Lesson 11: Using Linear Models in a Data Context. 

8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 
Mar. 26  Mar. 30 (F) 
Lesson 13: Summarizing Bivariate Categorical Data in a TwoWay Table. Lesson 14: Association Between Categorical Variables 

8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? 
Apr. 2  Apr. 6 
Spring Break 





Apr. 9  Apr. 13 
Lesson 1: The Pythagorean Theorem Lesson 2: Square Roots Lesson 3: Existence and Uniqueness of Square Roots and Cube Roots Lesson 4: Simplifying Square Roots 
Module 7: Introfuctions to Irrational Numbers Using Geometry (35 days) 
8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 
Apr. 16  Apr. 20 
Lesson 5: Solving Equations with Radicals Lesson 6: Finite and Infinite Decimals Lesson 7: Infinite Decimals 

8.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ????2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get a better approximation. 
Apr. 23  Apr. 27 
Lesson 8: The Long Division Algorithm Lesson 9: Decimal Expansions of Fractions, Part 1 Lesson 10: Converting Repeating Decimals to Fractions 

8.EE.A.2 Use square root and cube root symbols to represent solutions to the equations of the form ????2 = ???? and ????3 = ????, where ???? is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 
April 30  May 4 
Lesson 11: The Decimal Expansion of Some Irrational Numbers Lesson 12: Decimal Expansions of Fractions, Part 2 Lesson 13: Comparing Irrational Numbers. 

8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse. 
May 7  May 11 
Lesson 14: Decimal Expansion of pi Lesson 15: Pythagorean Theorem, Revisited Lesson 16: Converse of the Pythagorean Theorem 

8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. 
May 14  May 18 
Lesson 17: Distance on the Coordinate Plane
Lesson 18: Applications of the Pythagorean Theorem
Lesson 19: Cones and Spheres.. 

8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 
May 21  May 25 
Lesson 20: Truncated Cones Lesson 21: Volume of Composite Lesson 22: Average Rate of Change . Lesson 23: Nonlinear Motion 

8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems. 
May 28  June 1 
KPREP Week 
June 4  June 8 