
Organization: Pearson Education
Product Name: enVisionmath2.0 Common Core Grades 6-8 Grade 8
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-181e391c-7f65-32f9-818e-52dd65c1e43c
Timestamp:  Friday, April 28, 2017 09:48 AM EDT
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Solve linear equations with rational number coefficients, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. - 8.EE.C.7b
Use variables to represent quantities in a real-world or mathematical problem, and construct simple 
equations and inequalities to solve problems by reasoning about the quantities. - 7.EE.B.4
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 x = a, a = a, or a = b results (where a and b 
are different numbers). - 8.EE.C.7a
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers 
in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of 
operations to calculate with numbers in any form; convert between forms as appropriate; and assess 
the reasonableness of answers using mental computation and estimation strategies. For example: If a 
woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or 
$2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a 
door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this 
estimate can be used as a check on the exact computation. - 7.EE.B.3
Understand that patterns of association can also be seen in bivariate categorical data by displaying 
frequencies and relative frequencies in a two-way table. Construct and interpret a two-way 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? - 8.SP.A.4
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. - 7.SP.A.1
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. - 8.SP.A.3
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. - 8.SP.A.2
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.1
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 = s^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. - 8.F.A.3
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. - 8.F.B.4
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. - 8.F.B.5
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.A.1
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world 
and mathematical problems. - 8.G.C.9
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.2
Solve real-world 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. - 8.EE.C.8c
Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 
= p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots 
of small perfect cubes. Know that ?2 is irrational. - 8.EE.A.2
Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are 
specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the 
problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want 
your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe 
the solutions. - 7.EE.B.4b
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For 
example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. - 8.EE.A.1
Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are 
specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an 
arithmetic solution, identifying the sequence of the operations used in each approach. For example, the 
perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? - 7.EE.B.4a
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.C.8a
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 - 8.EE.A.4
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. - 8.EE.C.8b
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 10^8 and the population of the world as 7 times 
10^9, and determine that the world population is more than 20 times larger. - 8.EE.A.3
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. - 8.NS.A.1
Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. - 8.G.A.4
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 distance-
time graph to a distance-time equation to determine which of two moving objects has greater speed. - 
8.EE.B.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.G.A.5
Understand that a two-dimensional 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. - 8.G.A.2
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. - 8.G.A.3
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. - 8.EE.B.6
Parallel lines are taken to parallel lines. - 8.G.A.1c
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., pi^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 better approximations. - 8.NS.A.2
Angles are taken to angles of the same measure. - 8.G.A.1b
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. - 8.G.B.7
Analyze and solve pairs of simultaneous linear equations. - 8.EE.C.8
Lines are taken to lines, and line segments to line segments of the same length. - 8.G.A.1a
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. - 
8.G.B.8
Explain a proof of the Pythagorean Theorem and its converse. - 8.G.B.6
Verify experimentally the properties of rotations, reflections, and translations: - 8.G.A.1


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Title: enVisionmath2.0 Common Core Grades 6-8 Grade 8 2017


         Tools
         
            Math Tools

            Glossary

            Games

            Grade 8: Accessible Student Edition

         Beginning-of-Year Assessment

         Mathematical Practices Animations
         
            Math Practice 1 Animation

            Math Practice 2 Animation

            Math Practice 3 Animation

            Math Practice 4 Animation

            Math Practice 5 Animation

            Math Practice 6 Animation

            Math Practice 7 Animation

            Math Practice 8 Animation

         Topic 1: Real Numbers
         
            i9-5 Part 1

            i9-3 Part 1

            i14-1 Part 1

            i2-1 Part 1

            i2-3 Part 1

            i6-1 Part 1

            i6-2 Part 1

            i7-2 Part 1

            i20-5 Part 1

            i20-2 Part 1

            i21-5 Part 1

            i22-5 Part 1

            i9-5 Part 2

            i9-3 Part 2

            i14-1 Part 2

            i2-1 Part 2

            i2-3 Part 2

            i6-1 Part 2

            i6-2 Part 2

            i7-2 Part 2

            i20-5 Part 2

            i20-2 Part 2

            i21-5 Part 2

            i22-5 Part 2

            i9-5 Part 3

            i9-3 Part 3

            i14-1 Part 3

            i2-1 Part 3

            i2-3 Part 3

            i6-1 Part 3

            i6-2 Part 3

            i7-2 Part 3

            i20-5 Part 3

            i20-2 Part 3

            i21-5 Part 3

            i22-5 Part 3

            i9-5 Lesson Check

            i9-3 Lesson Check

            i14-1 Lesson Check

            i2-1 Lesson Check

            i2-3 Lesson Check

            i6-1 Lesson Check

            i6-2 Lesson Check

            i7-2 Lesson Check

            i20-5 Lesson Check

            i20-2 Lesson Check

            i21-5 Lesson Check

            i22-5 Lesson Check

            i6-1 Practice

            i21-5 Practice

            i20-2 Practice

            i9-3 Practice

            i2-3 Practice

            i9-5 Practice

            i6-2 Practice

            i22-5 Practice

            i2-1 Practice

            i20-5 Practice

            i14-1 Practice

            i7-2 Practice

            Topic 1 Readiness Assessment

            Topic 1 STEM Project
            
               Topic 1: STEM Project

               Topic 1 STEM Video

            Topic 1: Today's Challenge

            1-1: Rational Numbers as Decimals
            
               Student's Edition eText: Grade 8 Lesson 1-1

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-1: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  1-1: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  1-1: Example 2 and Try It!
                    Curriculum Standards: 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. 

                  1-1: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  1-1: Additional Example 1
                    Curriculum Standards: 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. 

                  1-1: Additional Example 3
                    Curriculum Standards: 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. 

                  1-1: Key Concept
                    Curriculum Standards: 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. 

                  1-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  1-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  1-1: Lesson Quiz
                    Curriculum Standards: 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. 

                  1-1: Virtual Nerd™: How do you turn a repeating decimal into a fraction?
                    Curriculum Standards: 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. 

                  1-1: Virtual Nerd™: What is a Repeating Decimal?
                    Curriculum Standards: 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. 

                  1-1: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  1-1: Additional Practice
                    Curriculum Standards: 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. 

            1-2: Understand Irrational Numbers
            
               Student's Edition eText: Grade 8 Lesson 1-2

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-2: Explain It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  1-2: Example 1 and Try It!
                    Curriculum Standards: 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. 

                  1-2: Example 2 and Try It!
                    Curriculum Standards: 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. 

                  1-2: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  1-2: Additional Example 2
                    Curriculum Standards: 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. 

                  1-2: Additional Example 3
                    Curriculum Standards: 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. 

                  1-2: Key Concept
                    Curriculum Standards: 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. 

                  1-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  1-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  1-2: Lesson Quiz
                    Curriculum Standards: 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. 

                  1-2: Virtual Nerd™: How Do Different Categories of Numbers Compare To Each Other?
                    Curriculum Standards: 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. 

                  1-2: Virtual Nerd™: What's an Irrational Number?
                    Curriculum Standards: 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. 

                  1-2: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  1-2: Additional Practice
                    Curriculum Standards: 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. 

            1-3: Compare and Order Real Numbers
            
               Student's Edition eText: Grade 8 Lesson 1-3

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-3: Solve & Discuss It!
                    Curriculum Standards: 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., pi^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 better 
approximations. 

               Develop: Visual Learning
               
                  1-3: Example 1 and Try It!
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Example 2
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Example 3 and Try It!
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Additional Example 3
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Additional Example 2
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Key Concept
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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., pi^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 better 
approximations. 

               Assess & Differentiate
               
                  1-3: Lesson Quiz
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Virtual Nerd™: How Do You Put Real Numbers in Order?
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Virtual Nerd™: How Do You Estimate the Square Root of a Non-Perfect Square?
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: MathXL for School: Additional Practice
                    Curriculum Standards: 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., pi^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 better 
approximations. 

                  1-3: Additional Practice
                    Curriculum Standards: 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., pi^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 better 
approximations. 

            1-4: Evaluate Square Roots and Cube Roots
            
               Student's Edition eText: Grade 8 Lesson 1-4

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-4: Solve & Discuss It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

               Develop: Visual Learning
               
                  1-4: Example 1 & Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Example 2 and Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Example 3 and Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Additional Example 2
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Additional Example 3
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Key Concept
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

               Assess & Differentiate
               
                  1-4: Lesson Quiz
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Virtual Nerd™: How Do You Find the Square Root of a Perfect Square?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: MathXL for School: Additional Practice
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-4: Additional Practice
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-5: Solve Equations Using Square Roots and Cube Roots
            
               Student's Edition eText: Grade 8 Lesson 1-5

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-5: Solve & Discuss It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

               Develop: Visual Learning
               
                  1-5: Example 1 and Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Example 2 and Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Example 3 and Try It!
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Additional Example 1
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Additional Example 3
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Key Concept
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

               Assess & Differentiate
               
                  1-5: Lesson Quiz
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Virtual Nerd™: How Do You Find the Square Root of a Perfect Square?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: MathXL for School: Additional Practice
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

                  1-5: Additional Practice
                    Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-2: Example 3 and Try It!
              Curriculum Standards: 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. 

            1-2: Virtual Nerd™: What's an Irrational Number?
              Curriculum Standards: 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. 

            1-1: Example 2 and Try It!
              Curriculum Standards: 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. 

            1-1: Key Concept
              Curriculum Standards: 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. 

            1-3: Example 3 and Try It!
              Curriculum Standards: 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., pi^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 better 
approximations. 

            1-3: Virtual Nerd™: How Do You Put Real Numbers in Order?
              Curriculum Standards: 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., pi^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 better 
approximations. 

            1-5: Example 3 and Try It!
              Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-5: Key Concept
              Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-5: Example 2 and Try It!
              Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-5: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
              Curriculum Standards: Use square root and cube root symbols to represent solutions to 
equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots 
of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

            1-1: Example 1 & Try It!
              Curriculum Standards: 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. 

            1-1: Virtual Nerd™: How do you turn a repeating decimal into a fraction?
              Curriculum Standards: 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. 

            Topic 1 Mid-Topic Assessment

            1-6: Use Properties of  Integer Exponents
            
               Student's Edition eText: Grade 8 Lesson 1-6

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-6: Solve & Discuss It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

               Develop: Visual Learning
               
                  1-6: Example 1 and Try It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Example 2
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Example 3
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Additional Example 3
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Additional Example 4
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Key Concept
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

               Assess & Differentiate
               
                  1-6: Lesson Quiz
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Virtual Nerd™: What's the Product of Powers Rule?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Virtual Nerd™: What's the Power of a Power Rule?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: MathXL for School: Additional Practice
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-6: Additional Practice
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

            1-7: More Properties of Integer Exponents
            
               Student's Edition eText: Grade 8 Lesson 1-7

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-7: Explore It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

               Develop: Visual Learning
               
                  1-7: Example 1 and Try It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Example 2 and Try It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Example 3 and Try It!
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Additional Example 2
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Additional Example 3
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Key Concept
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

               Assess & Differentiate
               
                  1-7: Lesson Quiz
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Virtual Nerd™: What Do You Do With a Negative Exponent?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Virtual Nerd™: What Do You Do With a Zero Exponent?
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: MathXL for School: Additional Practice
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

                  1-7: Additional Practice
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

            1-8: Use Powers of 10 to Estimate Quantities
            
               Student's Edition eText: Grade 8 Lesson 1-8

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-8: Explain It!
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

               Develop: Visual Learning
               
                  1-8: Example 1 & Try It!
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Example 2
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Example 3 and Try It!
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Additional Example 2
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Additional Example 3
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Key Concept
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

               Assess & Differentiate
               
                  1-8: Lesson Quiz
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Virtual Nerd™: How Do You Multiply a Whole Number by a Power of 10?
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Virtual Nerd™: How Do You Rewrite a Decimal as a Power of 10?
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: MathXL for School: Additional Practice
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

                  1-8: Additional Practice
                    Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

            1-9: Understand Scientific Notation
            
               Student's Edition eText: Grade 8 Lesson 1-9

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-9: Solve & Discuss It!
                    Curriculum Standards: 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 

               Develop: Visual Learning
               
                  1-9: Example 1 and Try It!
                    Curriculum Standards: 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 

                  1-9: Example 2 and Try It!
                    Curriculum Standards: 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 

                  1-9: Example 3 and Try It!
                    Curriculum Standards: 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 

                  1-9: Additional Example 2
                    Curriculum Standards: 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 

                  1-9: Additional Example 3
                    Curriculum Standards: 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 

                  1-9: Key Concept
                    Curriculum Standards: 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 

                  1-9: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 

                  1-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 

               Assess & Differentiate
               
                  1-9: Lesson Quiz
                    Curriculum Standards: 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 

                  1-9: Virtual Nerd™: What's Scientific Notation?
                    Curriculum Standards: 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 

                  1-9: Virtual Nerd™: How Do You Convert from Decimal Notation to Scientific Notation?
                    Curriculum Standards: 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 

                  1-9: MathXL for School: Additional Practice
                    Curriculum Standards: 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 

                  1-9: Additional Practice
                    Curriculum Standards: 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 

            3-Act Mathematical Modeling: Hard-Working Organs
            
               Student's Edition eText: Grade 8 Topic 1 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 1  Math Modeling: Act 1
                  Topic 1 Math Modeling: Act 1Topic 1 Math Modeling: Act 1
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 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 10^8 and the population of the world as 7 times 10^9, and determine that 
the world population is more than 20 times larger. 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 

                  Topic 1 Math Modeling: Act 2
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 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 10^8 and the population of the world as 7 times 10^9, and determine that 
the world population is more than 20 times larger. 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 

                  Topic 1 Math Modeling: Act 3
                    Curriculum Standards: Know and apply the properties of integer exponents to generate 
equivalent numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 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 10^8 and the population of the world as 7 times 10^9, and determine that 
the world population is more than 20 times larger. 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 

            1-10: Operations with Numbers in Scientific Notation
            
               Student's Edition eText: Grade 8 Lesson 1-10

               Math Anytime
               
                  Topic 1: Today's Challenge

               Develop: Problem-Based Learning
               
                  1-10: Solve & Discuss It!
                    Curriculum Standards: 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 

               Develop: Visual Learning
               
                  1-10: Example 1 & Try It!
                    Curriculum Standards: 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 

                  1-10: Example 2
                    Curriculum Standards: 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 

                  1-10: Example 3 and Try It!
                    Curriculum Standards: 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 

                  1-10: Additional Example 2
                    Curriculum Standards: 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 

                  1-10: Additional Example 3
                    Curriculum Standards: 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 

                  1-10: Key Concept
                    Curriculum Standards: 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 

                  1-10: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 

                  1-10: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 

               Assess & Differentiate
               
                  1-10: Lesson Quiz
                    Curriculum Standards: 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 

                  1-10: Virtual Nerd™: How Do You Multiply Two Numbers Using Scientific Notation?
                    Curriculum Standards: 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 

                  1-10: Virtual Nerd™: How Do You Convert from Scientific Notation to Decimal Notation?
                    Curriculum Standards: 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 

                  1-10: MathXL for School: Additional Practice
                    Curriculum Standards: 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 

                  1-10: Additional Practice
                    Curriculum Standards: 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 

            Topic 1 Performance Task

            Topic 1 Assessment

         Topic 2:  Analyze and Solve Linear Equations
         
            i9-5 Part 1

            i15-1 Part 1

            i16-1 Part 1

            i2-2 Part 1

            i8-2 Part 1

            i21-1 Part 1

            i24-2 Part 1

            i25-7 Part 1

            i9-5 Part 2

            i15-1 Part 2

            i16-1 Part 2

            i2-2 Part 2

            i8-2 Part 2

            i21-1 Part 2

            i24-2 Part 2

            i25-7 Part 2

            i9-5 Part 3

            i15-1 Part 3

            i16-1 Part 3

            i2-2 Part 3

            i8-2 Part 3

            i21-1 Part 3

            i24-2 Part 3

            i25-7 Part 3

            i9-5 Lesson Check

            i15-1 Lesson Check

            i16-1 Lesson Check

            i2-2 Lesson Check

            i8-2 Lesson Check

            i21-1 Lesson Check

            i24-2 Lesson Check

            i25-7 Lesson Check

            i21-1 Practice

            i8-2 Practice

            i24-2 Practice

            i2-2 Practice

            i15-1 Practice

            i9-5 Practice

            i25-7 Practice

            i16-1 Practice

            Topic 2 Readiness Assessment

            Topic 2 STEM Project
            
               Topic 2: STEM Project

               Topic 2 STEM Video

            Topic 2: Today's Challenge

            2-1: Combine Like Terms to Solve Equations
            
               Student's Edition eText: Grade 8 Lesson 2-1

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-1: Explore It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Develop: Visual Learning
               
                  2-1: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Example 2 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Example 3 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Assess & Differentiate
               
                  2-1: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Virtual Nerd™: How Do You Solve a Two-Step Equation by Combining Like Terms?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-1: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-2: Solve Equations with Variables on Both Sides
            
               Student's Edition eText: Grade 8 Lesson 2-2

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-2: Solve & Discuss It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Develop: Visual Learning
               
                  2-2: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Example 3 and Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Assess & Differentiate
               
                  2-2: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Virtual Nerd™: How Do You Solve an Equation with Variables on Both Sides?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Virtual Nerd™: How Do You Solve a Word Problem Using an Equation With Variables on 
Both Sides?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-2: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-3: Solve Multistep Equations
            
               Student's Edition eText: Grade 8 Lesson 2-3

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-3: Solve & Discuss It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Develop: Visual Learning
               
                  2-3: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Example 3 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

               Assess & Differentiate
               
                  2-3: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Virtual Nerd™: How Do You Solve an Equation with Variables on Both Sides and Grouping 
Symbols?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Virtual Nerd™: How Do You Solve an Equation with Variables on Both Sides and Fractions?
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

                  2-3: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-4: Equations with No Solutions or Infinitely Many Solutions
            
               Student's Edition eText: Grade 8 Lesson 2-4

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-4: Explore It!
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

               Develop: Visual Learning
               
                  2-4: Example 1 & Try It!
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Example 2
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Example 3 & Try It!
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Additional Example 1
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Additional Example 3
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Key Concept
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

               Assess & Differentiate
               
                  2-4: Lesson Quiz
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Virtual Nerd™: How Do You Solve an Equation with No Solution?

                  2-4: MathXL for School: Additional Practice
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

                  2-4: Additional Practice
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

            2-1: Example 3 & Try It!
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-1: Virtual Nerd™: How Do You Solve a Two-Step Equation by Combining Like Terms?
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-3: Example 1 & Try It!
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-3: Example 2
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-3: Key Concept
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-3: Virtual Nerd™: How Do You Solve an Equation with Variables on Both Sides and Grouping 
Symbols?
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

            2-4: Example 2
              Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

            2-4: Key Concept
              Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

            2-4: Example 1 & Try It!
              Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

            Topic 2 Mid-Topic Assessment
              Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

            3-Act Mathematical Modeling: Mixin' It Up
            
               Student's Edition eText: Grade 8 Topic 2 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 2 Math Modeling: Act 1
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). Solve linear equations with rational number 
coefficients, including equations whose solutions require expanding expressions using the distributive 
property and collecting like terms. 

                  Topic 2 Math Modeling: Act 2
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). Solve linear equations with rational number 
coefficients, including equations whose solutions require expanding expressions using the distributive 
property and collecting like terms. 

                  Topic 2 Math Modeling: Act 3
                    Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). Solve linear equations with rational number 
coefficients, including equations whose solutions require expanding expressions using the distributive 
property and collecting like terms. 

            2-5: Compare Proportional Relationships
            
               Student's Edition eText: Grade 8 Lesson 2-5

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-5: Solve & Discuss It!
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

               Develop: Visual Learning
               
                  2-5: Example 1 & Try It!
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Example 2
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Example 3 & Try It!
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Additional Example 1
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Additional Example 3
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Key Concept
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

               Assess & Differentiate
               
                  2-5: Lesson Quiz
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Virtual Nerd™: Determine Whether Values in a Table are Proportional
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: MathXL for School: Additional Practice
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

                  2-5: Additional Practice
                    Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 

            2-6: Connect Proportional Relationships and Slope
            
               Student's Edition eText: Grade 8 Lesson 2-6

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-6: Solve &  Discuss It!
                  2-6: Solve & Discuss It!This interactive component provides the Problem-Based Learning from 
the student edition in an interactive format. It is designed for whole-class instruction.
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  2-6: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  2-6: Example 2
                    Curriculum Standards: 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. 

                  2-6: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  2-6: Additional Example 2
                    Curriculum Standards: 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. 

                  2-6: Additional Example 3
                    Curriculum Standards: 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. 

                  2-6: Key Concept
                    Curriculum Standards: 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. 

                  2-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  2-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  2-6: Lesson Quiz
                    Curriculum Standards: 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. 

                  2-6: Virtual Nerd™: How Do You Find the Slope of a Line from Two Points?
                    Curriculum Standards: 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. 

                  2-6: Virtual Nerd™: What Does the Slope of a Line Mean?
                    Curriculum Standards: 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. 

                  2-6: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  2-6: Additional Practice
                    Curriculum Standards: 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. 

            2-7: Analyze Linear Equations: y = mx
            
               Student's Edition eText: Grade 8 Lesson 2-7

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-7: Explore It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  2-7: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  2-7: Example 2
                    Curriculum Standards: 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. 

                  2-7: Example 3
                    Curriculum Standards: 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. 

                  2-7: Additional Example 2
                    Curriculum Standards: 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. 

                  2-7: Additional Example 3
                    Curriculum Standards: 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. 

                  2-7: Key Concept
                    Curriculum Standards: 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. 

                  2-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  2-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  2-7: Lesson Quiz
                    Curriculum Standards: 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. 

                  2-7: Virtual Nerd™: What's the Formula for Slope?
                    Curriculum Standards: 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. 

                  2-7: Virtual Nerd™: What Does Negative Slope Mean?
                    Curriculum Standards: 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. 

                  2-7: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  2-7: Additional Practice
                    Curriculum Standards: 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. 

            2-8: Understand the y-Intercept of a Line
            
               Student's Edition eText: Grade 8 Lesson 2-8

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-8: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  2-8: Example 1
                    Curriculum Standards: 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. 

                  2-8: Example 2
                    Curriculum Standards: 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. 

                  2-8: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  2-8: Additional Example 2
                    Curriculum Standards: 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. 

                  2-8: Additional Example 3
                    Curriculum Standards: 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. 

                  2-8: Key Concept
                    Curriculum Standards: 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. 

                  2-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  2-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  2-8: Lesson Quiz
                    Curriculum Standards: 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. 

                  2-8: Virtual Nerd™: What's the Y-Intercept?
                    Curriculum Standards: 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. 

                  2-8: Virtual Nerd™: What Does Direct Variation Look Like on a Graph?
                    Curriculum Standards: 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. 

                  2-8: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  2-8: Additional Practice
                    Curriculum Standards: 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. 

            2-9: Analyze Linear Equations: y = mx + b
            
               Student's Edition eText: Grade 8 Lesson 2-9

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  2-9: Explain It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  2-9: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  2-9: Example 2
                    Curriculum Standards: 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. 

                  2-9: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  2-9: Additional Example 1
                    Curriculum Standards: 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. 

                  2-9: Additional Example 2
                    Curriculum Standards: 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. 

                  2-9: Key Concept
                    Curriculum Standards: 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. 

                  2-9: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  2-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  2-9: Lesson Quiz
                    Curriculum Standards: 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. 

                  2-9: Virtual Nerd™: How Do You Write the Equation of a Line in Slope-Intercept Form If You 
Have Two Points?

                  2-9: Virtual Nerd™: How Do You Write an Equation of a Line in Slope-Intercept Form if You 
Have a Graph?

                  2-9: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  2-9: Additional Practice
                    Curriculum Standards: 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. 

            Topic 2 Performance Task
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 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 x = a, a = a, or a = b results (where 
a and b are different numbers). 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 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. 

            Topic 2 Assessment
              Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 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 x = a, a = a, or a = b results (where 
a and b are different numbers). 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 distance-time graph to a distance-time equation to determine which of two moving 
objects has greater speed. 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. 

         1-1: Example 1 & Try It!
           Curriculum Standards: 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. 

         1-10: Example 2
           Curriculum Standards: 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 

         1-2: Example 1 and Try It!
           Curriculum Standards: 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. 

         1-2: Example 2
           Curriculum Standards: 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. 

         1-2: Example 3 and Try It!
           Curriculum Standards: 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. 

         1-4: Example 1 & Try It!
           Curriculum Standards: Use square root and cube root symbols to represent solutions to equations 
of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small 
perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

         1-4: Example 3 and Try It!
           Curriculum Standards: Use square root and cube root symbols to represent solutions to equations 
of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small 
perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

         1-5: Example 2 and Try It!
           Curriculum Standards: Use square root and cube root symbols to represent solutions to equations 
of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small 
perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

         1-6: Example 2
           Curriculum Standards: Know and apply the properties of integer exponents to generate equivalent 
numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

         1-7: Example 2 and Try It!
           Curriculum Standards: Know and apply the properties of integer exponents to generate equivalent 
numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

         1-7: Example 3 and Try It!
           Curriculum Standards: Know and apply the properties of integer exponents to generate equivalent 
numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

         1-8: Example 3 and Try It!
           Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

         1-9: Example 1 and Try It!
           Curriculum Standards: 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 

         1-9: Example 2 and Try It!
           Curriculum Standards: 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 

         2-1: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-2: Example 2
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-2: Example 3 and Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-3: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-3: Example 2
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-4: Example 1 & Try It!
           Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

         2-5: Example 1 & Try It!
           Curriculum Standards: 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 distance-time graph to a distance-time equation to determine which of two moving objects 
has greater speed. 

         2-6: Example 2
           Curriculum Standards: 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. 

         2-9: Example 1 & Try It!
           Curriculum Standards: 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. 

         2-9: Example 3 and Try It!
           Curriculum Standards: 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. 

         Topics 1-2: Cumulative/Benchmark Assessment

         Topic 3: Use Functions to Model Relationships
         
            i14-1 Part 1

            i15-2 Part 1

            i15-3 Part 1

            i15-1 Part 1

            i22-2 Part 1

            i25-2 Part 1

            i14-1 Part 2

            i15-2 Part 2

            i15-3 Part 2

            i15-1 Part 2

            i22-2 Part 2

            i25-2 Part 2

            i14-1 Part 3

            i15-2 Part 3

            i15-3 Part 3

            i15-1 Part 3

            i22-2 Part 3

            i25-2 Part 3

            i14-1 Lesson Check

            i15-2 Lesson Check

            i15-3 Lesson Check

            i15-1 Lesson Check

            i22-2 Lesson Check

            i25-2 Lesson Check

            i14-1 Practice

            i15-1 Practice

            i25-2 Practice

            i22-2 Practice

            i15-2 Practice

            i15-3 Journal

            i15-3 Practice

            Topic 3 Readiness Assessment

            Topic 3 STEM Project
            
               Topic 3: STEM Project

               Topic 3 STEM Video

            Topic 3: Today's Challenge

            3-1: Understand Relations and Functions
            
               Student's Edition eText: Grade 8 Lesson 3-1

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-1 Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  3-1: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  3-1: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  3-1: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-1: Additional Example 1
                    Curriculum Standards: 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. 

                  3-1: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 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. 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. 

                  3-1: Key Concept
                    Curriculum Standards: 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. 

                  3-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  3-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  3-1: Enrichment
                    Curriculum Standards: 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. 

                  3-1: Lesson Quiz
                    Curriculum Standards: 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. 

                  3-1: Virtual Nerd™: How is a Function Defined?
                    Curriculum Standards: 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. 

                  3-1: Virtual Nerd™: What's a Function?
                    Curriculum Standards: 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. 

                  3-1: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  3-1: Additional Practice

            3-2: Connect Representations of Functions
            
               Student's Edition eText: Grade 8 Lesson 3-2

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-2 Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  3-2: Example 1 & Try It!
                    Curriculum Standards: 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. 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. 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 = s^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. 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. 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. Solve real-world 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. 

                  3-2: Example 2
                    Curriculum Standards: 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. 

                  3-2: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-2: Additional Example 1

                  3-2: Additional Example 3
                    Curriculum Standards: 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. 

                  3-2: Key Concept
                    Curriculum Standards: 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. 

                  3-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  3-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  3-2: Enrichment
                    Curriculum Standards: 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. 

                  3-2: Lesson Quiz
                    Curriculum Standards: 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. 

                  3-2: Virtual Nerd™: What is a Linear Function?
                    Curriculum Standards: 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. 

                  3-2: Virtual Nerd™: How Do You Use the Vertical Line Test to Figure Out if a Graph is a 
Function?
                    Curriculum Standards: 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. 

                  3-2: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  3-2: Additional Practice

            3-3: Compare Linear and Nonlinear Functions
            
               Student's Edition eText: Grade 8 Lesson 3-3

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-3 Solve & Discuss It!
                    Curriculum Standards: 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. 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 = s^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. 

               Develop: Visual Learning
               
                  3-3: Example 1 & Try It!
                    Curriculum Standards: 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. 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 = s^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. 
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. 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. Solve real-world 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. 

                  3-3: Example 2
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-3: Additional Example 1

                  3-3: Additional Example 3
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Key Concept
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 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 = s^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. 

               Assess & Differentiate
               
                  3-3: Enrichment
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Lesson Quiz
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Virtual Nerd™: How Do You Find the Rate of Change Between Two Points on a Graph?
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Virtual Nerd™: How Can You Tell if a Function is Linear or Nonlinear From a Table?
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 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 = s^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. 

                  3-3: Additional Practice

            3-1: Example 1 & Try It!
              Curriculum Standards: 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. 

            3-1: Example 2 & Try It!
              Curriculum Standards: 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. 

            3-1: Key Concept
              Curriculum Standards: 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. 

            3-1: Virtual Nerd™: How is a Function Defined?
              Curriculum Standards: 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. 

            3-1: Virtual Nerd™: What's a Function?
              Curriculum Standards: 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. 

            3-2: Example 3 & Try It!
              Curriculum Standards: 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. 

            3-3: Example 1 & Try It!
              Curriculum Standards: 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. 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 = s^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. 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. 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. Solve real-world 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. 

            3-3: Example 3 & Try It!
              Curriculum Standards: 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. 

            3-3: Key Concept
              Curriculum Standards: 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. 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 = s^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. 

            3-3: Virtual Nerd™: How Do You Find the Rate of Change Between Two Points on a Graph?
              Curriculum Standards: 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. 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 = s^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. 

            Topic 3 Mid-Topic Assessment
              Curriculum Standards: 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. 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. 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 = s^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. 

            3-Act Mathematical Modeling: Every Drop Counts
            
               Student's Edition eText: Grade 8 Topic 3 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 3 Math Modeling: Act 1
                    Curriculum Standards: 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. 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 = s^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. 

                  Topic 3 Math Modeling: Act 2
                    Curriculum Standards: 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. 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 = s^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. 

                  Topic 3 Math Modeling: Act 3
                    Curriculum Standards: 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. 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 = s^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. 

            3-4: Construct Functions to Model Linear Relationships
            
               Student's Edition eText: Grade 8 Lesson 3-4

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-4 Explore It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  3-4: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  3-4: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  3-4: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-4: Additional Example 1
                    Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 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. 

                  3-4: Additional Example 2
                    Curriculum Standards: 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. 

                  3-4: Key Concept
                    Curriculum Standards: 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. 

                  3-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  3-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  3-4: Enrichment
                    Curriculum Standards: 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. 

                  3-4: Lesson Quiz
                    Curriculum Standards: 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. 

                  3-4: Virtual Nerd™: How Do You Use the Graph of a Linear Equation to Solve a Word Problem?
                    Curriculum Standards: 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. 

                  3-4: Virtual Nerd™: How Do You Write the Equation of a Line in Slope-Intercept Form If You 
Have a Graph?
                    Curriculum Standards: 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. 

                  3-4: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  3-4: Additional Practice

            3-5: Intervals of Increase and Decrease
            
               Student's Edition eText: Grade 8 Lesson 3-5

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-5 Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  3-5: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  3-5: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  3-5: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-5: Additional Example 2
                    Curriculum Standards: 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. 

                  3-5: Additional Example 3
                    Curriculum Standards: 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. 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. Solve real-world 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. 

                  3-5: Key Concept
                    Curriculum Standards: 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. 

                  3-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  3-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  3-5: Enrichment
                    Curriculum Standards: 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. 

                  3-5: Lesson Quiz
                    Curriculum Standards: 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. 

                  3-5: Virtual Nerd™: How Do You Make an Approximate Graph From a Word Problem?
                    Curriculum Standards: 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. 

                  3-5: Virtual Nerd™: How Do You Figure Out a Situation That a Graph Represents?
                    Curriculum Standards: 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. 

                  3-5: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  3-5: Additional Practice

            3-6: Sketch Functions From Verbal Descriptions
            
               Student's Edition eText: Grade 8 Lesson 3-6

               Math Anytime
               
                  Topic 3: Today's Challenge

               Develop: Problem-Based Learning
               
                  3-6 Explain It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  3-6: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  3-6: Example 2
                    Curriculum Standards: 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. 

                  3-6: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  3-6: Additional Example 2
                    Curriculum Standards: 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. 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. Solve real-world 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. 

                  3-6: Additional Example 3
                    Curriculum Standards: 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. 

                  3-6: Key Concept
                    Curriculum Standards: 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. 

                  3-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  3-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  3-6: Enrichment
                    Curriculum Standards: 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. 

                  3-6: Lesson Quiz
                    Curriculum Standards: 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. 

                  3-6: Virtual Nerd™: How Do You Make an Approximate Graph From a Word Problem?
                    Curriculum Standards: 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. 

                  3-6: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  3-6: Additional Practice

            Topic 3 Performance Task
              Curriculum Standards: 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. 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. 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 = s^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. 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. 

            Topic 3 Assessment
              Curriculum Standards: 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. 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. 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. 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. 

         Topic 4:  Investigate Bivariate Data
         
            i15-1 Part 1

            i16-1 Part 1

            i22-1 Part 1

            i22-2 Part 1

            i23-3 Part 1

            i15-1 Part 2

            i16-1 Part 2

            i22-1 Part 2

            i22-2 Part 2

            i23-3 Part 2

            i15-1 Part 3

            i16-1 Part 3

            i22-1 Part 3

            i22-2 Part 3

            i23-3 Part 3

            i15-1 Lesson Check

            i16-1 Lesson Check

            i22-1 Lesson Check

            i22-2 Lesson Check

            i23-3 Lesson Check

            i23-3 Practice

            i22-1 Practice

            i22-2 Practice

            i15-1 Practice

            i16-1 Practice

            Topic 4 Readiness Assessment

            Topic 4 STEM Project
            
               Topic 4: STEM Project

               Topic 4 STEM Video

            Topic 4: Today's Challenge

            4-1: Construct and Interpret Scatter Plots
            
               Student's Edition eText: Grade 8 Lesson 4-1

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-1: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  4-1: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  4-1: Example 2
                    Curriculum Standards: 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. 

                  4-1: Example 3 & Try It!
                    Curriculum Standards: 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. 

                  4-1: Additional Example 2
                    Curriculum Standards: 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. 

                  4-1: Additional Example 3
                    Curriculum Standards: 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. 

                  4-1: Key Concept
                    Curriculum Standards: 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. 

                  4-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  4-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  4-1: Lesson Quiz
                    Curriculum Standards: 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. 

                  4-1: Virtual Nerd™: What's a Scatter Plot?
                    Curriculum Standards: 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. 

                  4-1: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Positive Correlation?
                    Curriculum Standards: 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. 

                  4-1: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  4-1: Additional Practice
                    Curriculum Standards: 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. 

            4-2: Analyze Linear Associations
            
               Student's Edition eText: Grade 8 Lesson 4-2

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-2: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  4-2: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  4-2: Example 2
                    Curriculum Standards: 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. 

                  4-2: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  4-2: Additional Example 1
                    Curriculum Standards: 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. 

                  4-2: Additional Example 2
                    Curriculum Standards: 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. 

                  4-2: Key Concept
                    Curriculum Standards: 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. 

                  4-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  4-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  4-2: Lesson Quiz
                    Curriculum Standards: 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. 

                  4-2: Virtual Nerd™: How Do You Make a Scatter Plot?
                    Curriculum Standards: 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. 

                  4-2: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Line of Fit?
                    Curriculum Standards: 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. 

                  4-2: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  4-2: Additional Practice
                    Curriculum Standards: 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. 

            4-3: Use Linear Models to Make Predictions
            
               Student's Edition eText: Grade 8 Lesson 4-3

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-3: Solve & Discuss It!
                    Curriculum Standards: 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 = s^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. 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. 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. 

               Develop: Visual Learning
               
                  4-3: Example 1 & Try It!
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Example 2
                    Curriculum Standards: 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. 

                  4-3: Example 3 & Try It!
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Additional Example 2
                    Curriculum Standards: 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. 

                  4-3: Additional Example 3
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Key Concept
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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 = s^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. 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. 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. 

               Assess & Differentiate
               
                  4-3: Lesson Quiz
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Negative Correlation?
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: MathXL for School: Additional Practice
                    Curriculum Standards: 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 = s^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. 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. 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. 

                  4-3: Additional Practice
                    Curriculum Standards: 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 = s^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. 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. 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. 

            4-1: Example 2
              Curriculum Standards: 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. 

            4-1: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Positive Correlation?
              Curriculum Standards: 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. 

            4-2: Example 2
              Curriculum Standards: 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. 

            4-2: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Line of Fit?
              Curriculum Standards: 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. 

            4-2: Example 3 and Try It!
              Curriculum Standards: 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. 

            4-3: Example 1 & Try It!
              Curriculum Standards: 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 = s^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. 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. 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. 

            4-3: Virtual Nerd™: How Do You Use a Scatter Plot to Find a Negative Correlation?
              Curriculum Standards: 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 = s^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. 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. 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. 

            Topic 4 Mid-Topic Assessment
              Curriculum Standards: 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. 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. 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 = s^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. 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. 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. 

            4-4: Interpret Two-Way Frequency Tables
            
               Student's Edition eText: Grade 8 Lesson 4-4

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-4: Explore It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

               Develop: Visual Learning
               
                  4-4: Example 1 & Try It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Example 2
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Example 3 & Try It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Additional Example 2
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Additional Example 3
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Key Concept
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

               Assess & Differentiate
               
                  4-4: Lesson Quiz
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Virtual Nerd™: What is a Frequency Table?
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Virtual Nerd™: How Do You Make a Frequency Table?
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-4: Additional Practice
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

            4-5: Interpret Two-Way Relative Frequency Tables
            
               Student's Edition eText: Grade 8 Lesson 4-5

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  4-5: Solve & Discuss It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

               Develop: Visual Learning
               
                  4-5: Example 1 & Try It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Example 2
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Example 3 & Try It!
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Additional Example 1
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Additional Example 2
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Key Concept
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

               Assess & Differentiate
               
                  4-5: Lesson Quiz
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Virtual Nerd™: How Do You Find Relative Frequency?
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

                  4-5: Additional Practice
                    Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

            3-Act Mathematical Modeling: Mixin' It Up
            
               Student's Edition eText: Grade 8 Topic 4 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 4 Math Modeling: Act 1
                    Curriculum Standards: 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. 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. 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. 

                  Topic 4 Math Modeling: Act 2
                    Curriculum Standards: 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. 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. 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. 

                  Topic 4 Math Modeling: Act 3
                    Curriculum Standards: 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. 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. 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. 

            Topic 4 Performance Task
              Curriculum Standards: 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. 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 = s^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. 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. 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. Understand that patterns of association can also be seen in 
bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. 
Construct and interpret a two-way 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? 

            Topic 4 Assessment
              Curriculum Standards: 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. 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. 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 = s^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. 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. 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. 

         1-2: Example 1 and Try It!
           Curriculum Standards: 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. 

         1-3: Example 3 and Try It!
           Curriculum Standards: 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., pi^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 better 
approximations. 

         1-6: Example 3
           Curriculum Standards: Know and apply the properties of integer exponents to generate equivalent 
numerical expressions. For example, 3^2 × 3^-5 = 3^-3 = 1/33 = 1/27. 

         1-8: Example 3 and Try It!
           Curriculum Standards: 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 10^8 and the 
population of the world as 7 times 10^9, and determine that the world population is more than 20 times 
larger. 

         1-9: Example 1 and Try It!
           Curriculum Standards: 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 

         2-1: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. 

         2-4: Example 1 & Try It!
           Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

         2-6: Example 2
           Curriculum Standards: 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. 

         2-8: Example 3 and Try It!
           Curriculum Standards: 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. 

         2-9: Example 3 and Try It!
           Curriculum Standards: 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. 

         3-1: Example 1 & Try It!
           Curriculum Standards: 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. 

         3-1: Example 2 & Try It!
           Curriculum Standards: 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. 

         3-2: Example 1 & Try It!
           Curriculum Standards: 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. 

         3-2: Example 3 & Try It!
           Curriculum Standards: 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. 

         3-3: Example 1 & Try It!
           Curriculum Standards: 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. 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 = s^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. 

         3-4: Example 2 & Try It!
           Curriculum Standards: 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. 

         3-5: Example 1 & Try It!
           Curriculum Standards: 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. 

         3-5: Example 3 & Try It!
           Curriculum Standards: 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. 

         3-6: Example 3 & Try It!
           Curriculum Standards: 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. 

         4-1: Example 1 & Try It!
           Curriculum Standards: 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. 

         4-1: Example 2
           Curriculum Standards: 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. 

         4-2: Example 1 & Try It!
           Curriculum Standards: 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. 

         4-2: Example 3 and Try It!
           Curriculum Standards: 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. 

         4-3: Example 2
           Curriculum Standards: 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. 

         4-4: Example 1 & Try It!
           Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

         4-4: Example 2
           Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

         4-5: Example 1 & Try It!
           Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

         Topics 1-4: Cumulative/Benchmark Assessment

         Topic 5: Analyze and Solve Systems of  Linear Equations
         
            i24-2 Part 3

            i24-2 Part 1

            i24-2 Part 2

            i24-2 Lesson Check

            i24-2 Practice

            i22-1 Part 3

            i22-1 Part 1

            i22-1 Part 2

            i22-1 Lesson Check

            i22-1 Practice

            i25-7 Part 1

            i25-7 Part 2

            i25-7 Part 3

            i25-7 Lesson Check

            i25-7 Practice

            Topic 5 Readiness Assessment

            Topic 5 STEM Project
            
               Topic 5 STEM Video

            Topic 5: Today's Challenge

            5-1: Estimate Solutions by Inspection
            
               Student's Edition eText: Grade 8 Lesson 5-1

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-1: Solve & Discuss It!
                    Curriculum Standards: 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. Solve real-world 
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. 

               Develop: Visual Learning
               
                  5-1: Example 1 & Try It!
                    Curriculum Standards: 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. 

                  5-1: Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Example 3 & Try It!
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Additional Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Additional Example 3
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Key Concept
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. Solve real-world 
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. 

               Assess & Differentiate
               
                  5-1: Lesson Quiz
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Virtual Nerd™: What's a Solution to a System of Linear Equations?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Virtual Nerd™: How Do You Graph a System of Equations that Has No Solution?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: MathXL for School: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-1: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

            5-2: Solve Systems by Graphing
            
               Student's Edition eText: Grade 8 Lesson 5-2

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-2: Explore It!
                    Curriculum Standards: 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. Solve real-world 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. 

               Develop: Visual Learning
               
                  5-2: Example 1 & Try It!
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Example 2
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Example 3 and Try It!
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Additional Example 1
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Additional Example 3
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Key Concept
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. Solve real-world 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. 

               Assess & Differentiate
               
                  5-2: Lesson Quiz
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Virtual Nerd™: How Do You Solve a System of Equations by Graphing?
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Virtual Nerd™: How Can You Tell When a System of Equations Has Infinitely Many 
Solutions?
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: MathXL for School: Additional Practice
                    Curriculum Standards: 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. Solve real-world 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. 

                  5-2: Additional Practice
                    Curriculum Standards: 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. Solve real-world 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. 

            5-1: Virtual Nerd™: What's a Solution to a System of Linear Equations?
              Curriculum Standards: 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. 

            5-1: Example 3 & Try It!
              Curriculum Standards: 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. Solve real-world 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. 

            5-1: Example 1 & Try It!
              Curriculum Standards: 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. 

            5-2: Example 1 & Try It!
              Curriculum Standards: 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. Solve real-world 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. 

            5-2: Virtual Nerd™: How Do You Solve a System of Equations by Graphing?
              Curriculum Standards: 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. Solve real-world 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. 

            5-2: Virtual Nerd™: How Can You Tell When a System of Equations Has Infinitely Many Solutions?
              Curriculum Standards: 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. Solve real-world 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. 

            Topic 5 Mid-Topic Assessment
              Curriculum Standards: 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. Solve real-world 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. 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. 

            5-3: Solve Systems by Substitution
            
               Student's Edition eText: Grade 8 Lesson 5-3

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-3: Explain It!
                    Curriculum Standards: 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. Solve real-world 
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. 

               Develop: Visual Learning
               
                  5-3: Example 1 & Try It!
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Example 3 & Try It!
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Additional Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Additional Example 3
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Key Concept
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. Solve real-world 
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. 

               Assess & Differentiate
               
                  5-3: Lesson Quiz
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Virtual Nerd™: How Do You Solve a System of Equations Using the Substitution Method?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Virtual Nerd™: What is Another Way of Solving a System of Equations Using the 
Substitution Method?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: MathXL for School: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-3: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

            5-4: Solve Systems by Elimination
            
               Student's Edition eText: Grade 8 Lesson 5-4

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Problem-Based Learning
               
                  5-4: Solve & Discuss It!
                    Curriculum Standards: 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. Solve real-world 
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. 

               Develop: Visual Learning
               
                  5-4: Example 1 & Try It!
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Example 3 & Try It!
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Additional Example 2
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Additional Example 3
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Key Concept
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. Solve real-world 
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. 

               Assess & Differentiate
               
                  5-4: Lesson Quiz
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-5: Virtual Nerd™: How Do You Solve a System of Equations Using the Elimination by Addition 
Method?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-5: Virtual Nerd™: How Do You Solve a System of Equations Using the Elimination by 
Multiplication Method?
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: MathXL for School: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

                  5-4: Additional Practice
                    Curriculum Standards: 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. Solve real-world 
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. 

            3-Act Mathematical Modeling: Mixin' It Up
            
               Student's Edition eText: Grade 8 Topic 5 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 5: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 5 Math Modeling: Act 1
                    Curriculum Standards: Analyze and solve pairs of simultaneous linear equations. 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. 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. 

                  Topic 5 Math Modeling: Act 2
                    Curriculum Standards: Analyze and solve pairs of simultaneous linear equations. 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. 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. 

                  Topic 5 Math Modeling: Act 3
                    Curriculum Standards: Analyze and solve pairs of simultaneous linear equations. 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. 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. 

            Topic 5 Performance Task

            Topic 5 Assessment
              Curriculum Standards: Use variables to represent quantities in a real-world or mathematical 
problem, and construct simple equations and inequalities to solve problems by reasoning about the 
quantities. Solve multi-step real-life and mathematical problems posed with positive and negative 
rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply 
properties of operations to calculate with numbers in any form; convert between forms as appropriate; 
and assess the reasonableness of answers using mental computation and estimation strategies. For 
example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary 
an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the 
center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each 
edge; this estimate can be used as a check on the exact computation. Solve word problems leading to 
equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve 
equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying 
the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 
cm. Its length is 6 cm. What is its width? Solve word problems leading to inequalities of the form px + q > 
r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality 
and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week 
plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of 
sales you need to make, and describe the solutions. 

         Topic 6: Congruence and Similarity
         
            i22-2 Practice

            i25-6 Part 1

            i25-6 Part 2

            i25-6 Part 3

            i25-6 Lesson Check

            i25-6 Practice

            i19-1 Part 1

            i19-1 Part 2

            i19-1 Part 3

            i19-1 Lesson Check

            i19-1 Practice

            i22-2 Part 1

            i22-2 Part 2

            i22-2 Part 3

            i22-2 Lesson Check

            Topic 6 Readiness Assessment

            Topic 6 STEM Project
            
               Topic 6 STEM Video

            Topic 6: Today's Challenge

            6-1: Analyze Translations
            
               Student's Edition eText: Grade 8 Lesson 6-1

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-1: Solve & Discuss It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Develop: Visual Learning
               
                  6-1: Example 1 and Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-1: Example 2
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-1: Example 3 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-1: Additional Example 2
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-1: Additional Example 3
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Lines are taken to 
lines, and line segments to line segments of the same length. Angles are taken to angles of the same 
measure. Parallel lines are taken to parallel lines. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-1: Key Concept
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Assess & Differentiate
               
                  6-1: Lesson Quiz
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: Virtual Nerd™: What is a Translation?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: Virtual Nerd™: What Properties of a Figure Stay the Same After a Translation?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: MathXL for School: Additional Practice
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-1: Additional Practice

            6-2: Analyze Reflections
            
               Student's Edition eText: Grade 8 Lesson 6-2

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-2: Solve & Discuss It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Develop: Visual Learning
               
                  6-2: Example 1 and Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-2: Example 2 and Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-2: Example 3 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-2: Additional Example 2
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-2: Additional Example 3
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Lines are taken to 
lines, and line segments to line segments of the same length. Angles are taken to angles of the same 
measure. Parallel lines are taken to parallel lines. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-2: Key Concept
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Assess & Differentiate
               
                  6-2: Lesson Quiz
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: Virtual Nerd™: What is a Reflection?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: Virtual Nerd™: How Do You Use Coordinates to Reflect a Figure Over the Y-axis?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: MathXL for School: Additional Practice
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-2: Additional Practice

            6-3: Analyze Rotations
            
               Student's Edition eText: Grade 8 Lesson 6-3

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-3: Explain It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Develop: Visual Learning
               
                  6-3: Example 1 and Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-3: Example 2 & Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-3: Example 3 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-3: Additional Example 2
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Lines are taken to 
lines, and line segments to line segments of the same length. Angles are taken to angles of the same 
measure. Parallel lines are taken to parallel lines. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-3: Additional Example 3
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-3: Key Concept
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Assess & Differentiate
               
                  6-3: Lesson Quiz
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: Virtual Nerd™: What is a Rotation?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: Virtual Nerd™: How Do You Rotate a Figure 90 Degrees Clockwise Around the Origin?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: MathXL for School: Additional Practice
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-3: Additional Practice

            6-4: Compose Transformations
            
               Student's Edition eText: Grade 8 Lesson 6-4

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-4: Solve & Discuss It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Develop: Visual Learning
               
                  6-4: Example 1 and Try It!
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-4: Example 2
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

                  6-4: Example 3 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-4: Additional Example 2
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-4: Additional Example 3
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Understand that a 
two-dimensional 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. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 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. Explain a proof of the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to 
determine unknown side lengths in right triangles in real-world and mathematical problems in two and 
three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a 
coordinate system. 

                  6-4: Key Concept
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

               Assess & Differentiate
               
                  6-4: Lesson Quiz
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: Virtual Nerd™: What is a Transformation?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: Virtual Nerd™: How Do You Use a Graph to Translate a Figure Horizontally?
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: MathXL for School: Additional Practice
                    Curriculum Standards: Lines are taken to lines, and line segments to line segments of the 
same length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. 

                  6-4: Additional Practice

            3-Act Mathematical Modeling: Tricks of the Trade
            
               Student's Edition eText: Grade 8 Topic 6 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 6  Math Modeling: Act 1
                  Topic 6 Math Modeling: Act 1Topic 6 Math Modeling: Act 1
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations: Understand that a two-dimensional 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. 

                  Topic 6 Math Modeling: Act 2
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations: Understand that a two-dimensional 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. 

                  Topic 6 Math Modeling: Act 3
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations: Understand that a two-dimensional 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. 

            6-5: Understand Congruent Figures
            
               Student's Edition eText: Grade 8 Lesson 6-5

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-5: Solve & Discuss It!
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

               Develop: Visual Learning
               
                  6-5: Example 1 and Try It!
                    Curriculum Standards: Understand that a two-dimensional 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. 

                  6-5: Example 2 and Try It!
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Additional Example 2
                    Curriculum Standards: 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. Understand that a two-
dimensional 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. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 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. Explain a proof of the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to 
determine unknown side lengths in right triangles in real-world and mathematical problems in two and 
three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a 
coordinate system. 

                  6-5: Key Concept
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

               Assess & Differentiate
               
                  6-5: Lesson Quiz
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Virtual Nerd™: What does Congruence Mean?
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Virtual Nerd™: What is a Congruence Transformation, or Isometry?
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that a two-dimensional 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. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Additional Practice

            6-2: Virtual Nerd™: How Do You Use Coordinates to Reflect a Figure Over the Y-axis?
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-3: Virtual Nerd™: How Do You Rotate a Figure 90 Degrees Clockwise Around the Origin?
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-1: Example 1 and Try It!
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-1: Example 2
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-2: Example 2 and Try It!
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-3: Example 2 & Try It!
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-4: Example 1 and Try It!
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-1: Virtual Nerd™: What is a Translation?
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            6-1: Virtual Nerd™: What Properties of a Figure Stay the Same After a Translation?
              Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

            Topic 6 Mid-Topic Assessment
              Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections on 
two-dimensional figures using coordinates. Explain a proof of the Pythagorean Theorem and its 
converse. 

            6-6: Describe Dilations
            
               Student's Edition eText: Grade 8 Lesson 6-6

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-6: Solve & Discuss It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

               Develop: Visual Learning
               
                  6-6: Example 1 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Example 2
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Example 3 &  Try It!
                  6-6: Example 3 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Additional Example 2
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-6: Additional Example 3
                    Curriculum Standards: 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. Lines are taken to lines, and line 
segments to line segments of the same length. Angles are taken to angles of the same measure. Parallel 
lines are taken to parallel lines. Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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. Understand that a two-dimensional 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 two-
dimensional figures, describe a sequence that exhibits the similarity between them. 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. Explain a proof of 
the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown 
side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  6-6: Key Concept
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

               Assess & Differentiate
               
                  6-6: Lesson Quiz
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Virtual Nerd™: What is a Dilation?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Virtual Nerd™: How Do You Make a Figure Larger Using a Dilation?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: MathXL for School: Additional Practice
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. 

                  6-6: Additional Practice

            6-7: Understand Similar Figures
            
               Student's Edition eText: Grade 8 Lesson 6-7

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-7: Solve & Discuss It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

               Develop: Visual Learning
               
                  6-7: Example 1 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Example 2
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Example 3 and Try It!
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Additional Example 1
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Understand that a 
two-dimensional 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 two-dimensional figures, describe 
a sequence that exhibits the similarity between them. 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. Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. Apply the Pythagorean Theorem to find the 
distance between two points in a coordinate system. 

                  6-7: Additional Example 3
                    Curriculum Standards: 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. Describe the effect of dilations, 
translations, rotations, and reflections on two-dimensional figures using coordinates. Understand that a 
two-dimensional 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 two-dimensional figures, describe 
a sequence that exhibits the similarity between them. 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. Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. Apply the Pythagorean Theorem to find the 
distance between two points in a coordinate system. 

                  6-7: Key Concept
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

               Assess & Differentiate
               
                  6-7: Lesson Quiz
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Virtual Nerd™: What are Similar Figures?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Virtual Nerd™: How Do You Identify a Similarity Transformation?
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: MathXL for School: Additional Practice
                    Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections 
on two-dimensional figures using coordinates. Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity 
between them. 

                  6-7: Additional Practice

            6-8: Angles, Lines, and Transversals
            
               Student's Edition eText: Grade 8 Lesson 6-8

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-8: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  6-8: Example 1 and Try It!
                    Curriculum Standards: 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. 

                  6-8: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  6-8: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  6-8: Additional Example 3
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-8: Additional Example 4
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-8: Key Concept
                    Curriculum Standards: 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. 

                  6-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  6-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  6-8: Lesson Quiz
                    Curriculum Standards: 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. 

                  6-8: Virtual Nerd™: How Do You Find Missing Angles in a Transversal Diagram?
                    Curriculum Standards: 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. 

                  6-8: Virtual Nerd™: What is a Transversal?
                    Curriculum Standards: 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. 

                  6-8: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  6-8: Additional Practice

            6-9: Interior and Exterior Angles of Triangles
            
               Student's Edition eText: Grade 8 Lesson 6-9

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-9: Solve & Discuss It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  6-9: Example 1 and Try It!
                    Curriculum Standards: 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. 

                  6-9: Example 2
                    Curriculum Standards: 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. 

                  6-9: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  6-9: Additional Example 2
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-9: Additional Example 3
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-9: Key Concept
                    Curriculum Standards: 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. 

                  6-9: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  6-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  6-9: Lesson Quiz
                    Curriculum Standards: 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. 

                  6-9: Virtual Nerd™: What is the Triangle Sum Theorem?
                    Curriculum Standards: 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. 

                  6-9: Virtual Nerd™: How Can You Find the Remote Interior Angles and Exterior Angles of 
Triangles?

                  6-9: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  6-9: Additional Practice

            6-10: Angle-Angle Triangle Similarity
            
               Student's Edition eText: Grade 8 Lesson 6-10

               Math Anytime
               
                  Topic 6: Today's Challenge

               Develop: Problem-Based Learning
               
                  6-10: Explore It!
                    Curriculum Standards: 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. 

               Develop: Visual Learning
               
                  6-10: Example 1 and Try It!
                    Curriculum Standards: 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. 

                  6-10: Example 2 & Try It!
                    Curriculum Standards: 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. 

                  6-10: Example 3 and Try It!
                    Curriculum Standards: 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. 

                  6-10: Additional Example 2
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-10: Additional Example 3
                    Curriculum Standards: 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. 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. Explain a proof of the Pythagorean 
Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right 
triangles in real-world and mathematical problems in two and three dimensions. Apply the Pythagorean 
Theorem to find the distance between two points in a coordinate system. 

                  6-10: Key Concept
                    Curriculum Standards: 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. 

                  6-10: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 

                  6-10: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 

               Assess & Differentiate
               
                  6-10: Lesson Quiz
                    Curriculum Standards: 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. 

                  6-10: Virtual Nerd™: What is the Angle-Angle Postulate for Triangle Similarity?
                    Curriculum Standards: 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. 

                  6-10: Virtual Nerd™: How Do You Determine if Two Triangles are Similar Using the AA 
Similarity Postulate?
                    Curriculum Standards: 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. 

                  6-10: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 

                  6-10: Additional Practice

            Topic 6 Performance Task
              Curriculum Standards: 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. Explain a proof of the 
Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side 
lengths in right triangles in real-world and mathematical problems in two and three dimensions. Apply 
the Pythagorean Theorem to find the distance between two points in a coordinate system. 

            Topic 6 Assessment
              Curriculum Standards: 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. Explain a proof of the 
Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side 
lengths in right triangles in real-world and mathematical problems in two and three dimensions. Apply 
the Pythagorean Theorem to find the distance between two points in a coordinate system. 

         1-1: Example 1 & Try It!
           Curriculum Standards: 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. 

         1-4: Example 3 and Try It!
           Curriculum Standards: Use square root and cube root symbols to represent solutions to equations 
of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small 
perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational. 

         2-4: Example 3 & Try It!
           Curriculum Standards: 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 x = a, a = a, 
or a = b results (where a and b are different numbers). 

         2-6: Example 1 & Try It!
           Curriculum Standards: 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. 

         2-7: Example 1 & Try It!
           Curriculum Standards: 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. 

         2-9: Example 1 & Try It!
           Curriculum Standards: 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. 

         3-2: Example 3 & Try It!
           Curriculum Standards: 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. 

         3-4: Example 1 & Try It!
           Curriculum Standards: 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. 

         3-6: Example 3 & Try It!
           Curriculum Standards: 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. 

         4-5: Example 1 & Try It!
           Curriculum Standards: Understand that patterns of association can also be seen in bivariate 
categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and 
interpret a two-way 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? 

         5-1: Example 1 & Try It!
           Curriculum Standards: 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. 

         5-2: Example 3 and Try It!
           Curriculum Standards: 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. Solve real-world 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. 

         5-3: Example 1 & Try It!
           Curriculum Standards: 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. Solve real-world 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. 

         5-3: Example 2
           Curriculum Standards: 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. Solve real-world 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. 

         5-4: Example 3 & Try It!
           Curriculum Standards: 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. Solve real-world 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. 

         6-1: Example 1 and Try It!
           Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

         6-10: Example 1 and Try It!
           Curriculum Standards: 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. 

         6-2: Example 1 and Try It!
           Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

         6-3: Example 1 and Try It!
           Curriculum Standards: Lines are taken to lines, and line segments to line segments of the same 
length. Angles are taken to angles of the same measure. Parallel lines are taken to parallel lines. 

         6-4: Example 3 and Try It!
           Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections on 
two-dimensional figures using coordinates. 

         6-5: Example 1 and Try It!
           Curriculum Standards: Understand that a two-dimensional 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. 

         6-6: Example 1 and Try It!
           Curriculum Standards: Describe the effect of dilations, translations, rotations, and reflections on 
two-dimensional figures using coordinates. 

         6-8: Example 1 and Try It!
           Curriculum Standards: 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. 

         Topics 1-6: Cumulative/Benchmark Assessment

         Topic 7: Understand and Apply the Pythagorean Theorem
         
            i23-1 Part 1

            i23-1 Part 2

            i19-2 Part 3

            i22-3 Part 2

            i22-3 Part 1

            i22-3 Part 3

            i22-3 Lesson Check

            i22-3 Practice

            i23-1 Part 3

            i23-1 Lesson Check

            i23-1 Practice

            i19-2 Part 1

            i19-2 Part 2

            i19-2 Lesson Check

            i19-2 Practice

            i19-1 Part 1

            i19-1 Part 2

            i19-1 Part 3

            i19-1 Lesson Check

            i19-1 Practice

            Topic 7 Readiness Assessment

            Topic 7 STEM Project
            
               Topic 7 STEM Video

            Topic 7: Today's Challenge

            7-1: Understand the Pythagorean Theorem
            
               Student's Edition eText: Grade 8 Lesson 7-1

               Listen and Look For
               
                  7-1: Listen and Look For

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-1: Explain It!
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

               Develop: Visual Learning
               
                  7-1: Example 1 &  Try It!
                  7-1: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

                  7-1: Example 2
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Example 3 and Try It!
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Additional Example 1
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

                  7-1: Additional Example 2
                    Curriculum Standards: 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. Explain a proof of the 
Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side 
lengths in right triangles in real-world and mathematical problems in two and three dimensions. Apply 
the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  7-1: Key Concept
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

               Assess & Differentiate
               
                  7-1: Lesson Quiz
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Virtual Nerd™: What is the Pythagorean Theorem?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: MathXL for School: Additional Practice
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-1: Additional Practice

            3-Act Mathematical Modeling: Go with the Flow
            
               Student's Edition eText: Grade 8 Topic 7 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 7  Math Modeling: Act 1
                  Topic 7 Math Modeling: Act 1Topic 7 Math Modeling: Act 1
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

                  Topic 7 Math Modeling: Act 2
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

                  Topic 7 Math Modeling: Act 3
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

            7-2: Understand the Converse of the Pythagorean Theorem
            
               Student's Edition eText: Grade 8 Lesson 7-2

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-2: Solve & Discuss It!
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

               Develop: Visual Learning
               
                  7-2: Example 1 &  Try It!
                  7-2: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

                  7-2: Example 2 &  Try It!
                  7-2: Example 2 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Example 3 &  Try It!
                  7-2: Example 3 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Additional Example 2

                  7-2: Additional Example 3
                    Curriculum Standards: 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. Explain a proof of the 
Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side 
lengths in right triangles in real-world and mathematical problems in two and three dimensions. Apply 
the Pythagorean Theorem to find the distance between two points in a coordinate system. 

                  7-2: Key Concept
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

               Assess & Differentiate
               
                  7-2: Lesson Quiz
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Virtual Nerd™: What is the Converse of the Pythagorean Theorem?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Virtual Nerd™: How Do You Determine if a Triangle is a Right Triangle if You Know its 
Sides?
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: MathXL for School: Additional Practice
                    Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

                  7-2: Additional Practice

            7-1: Virtual Nerd™: What is the Pythagorean Theorem?
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

            7-1: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply the 
Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

            7-2: Virtual Nerd™: What is the Converse of the Pythagorean Theorem?
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

            7-2: Virtual Nerd™: How Do You Determine if a Triangle is a Right Triangle if You Know its Sides?
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply the 
Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

            7-1: Example 1 &  Try It!
            7-1: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

            7-1: Example 2
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply the 
Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

            7-1: Example 3 and Try It!
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply the 
Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

            7-2: Example 1 &  Try It!
            7-2: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. 

            7-2: Example 2 &  Try It!
            7-2: Example 2 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
              Curriculum Standards: Explain a proof of the Pythagorean Theorem and its converse. Apply the 
Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
mathematical problems in two and three dimensions. 

            Topic 7 Mid-Topic Assessment
              Curriculum Standards: 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. Apply the Pythagorean Theorem 
to determine unknown side lengths in right triangles in real-world and mathematical problems in two 
and three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a 
coordinate system. 

            7-3: Apply the Pythagorean Theorem to Solve Problems
            
               Student's Edition eText: Grade 8 Lesson 7-3

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-3: Solve & Discuss It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

               Develop: Visual Learning
               
                  7-3: Example 1 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Example 2
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Example 3 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Additional Example 2
                    Curriculum Standards: 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. Apply the Pythagorean Theorem 
to determine unknown side lengths in right triangles in real-world and mathematical problems in two 
and three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a 
coordinate system. 

                  7-3: Additional Example 3

                  7-3: Key Concept
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

               Assess & Differentiate
               
                  7-3: Lesson Quiz
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?_1
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: MathXL for School: Additional Practice
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and mathematical problems in two and three dimensions. 

                  7-3: Additional Practice

            7-4: Find Distance in the Coordinate Plane
            
               Student's Edition eText: Grade 8 Lesson 7-4

               Listen and Look For
               
                  7-4: Listen and Look For

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-4: Explore It!
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

               Develop: Visual Learning
               
                  7-4: Example 1 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Example 2 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Example 3 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Additional Example 2

                  7-4: Additional Example 3
                    Curriculum Standards: 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. Apply the Pythagorean Theorem 
to find the distance between two points in a coordinate system. 

                  7-4: Key Concept
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

               Assess & Differentiate
               
                  7-4: Lesson Quiz
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Virtual Nerd™: How Do You Find the Distance Between Two Points?
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Virtual Nerd™: How Was the Distance Formula Derived?
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: MathXL for School: Additional Practice
                    Curriculum Standards: Apply the Pythagorean Theorem to find the distance between two 
points in a coordinate system. 

                  7-4: Additional Practice

            Topic 7 Performance Task
              Curriculum Standards: 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. 

            Topic 7 Assessment
              Curriculum Standards: 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. 

         Topic 8: Solve Problems Involving Surface Area and Volume
         
            i19-1 Part 1

            i19-1 Part 2

            i19-1 Part 3

            i19-1 Lesson Check

            i20-2 Part 2

            i20-2 Part 3

            i20-2 Lesson Check

            i20-2 Practice

            i20-3 Lesson Check

            i20-3 Part 3

            i20-3 Part 1

            i20-3 Part 2

            i20-3 Practice

            i20-5 Part 2

            i20-5 Part 3

            i20-5 Part 1

            i20-5 Lesson Check

            i20-5 Practice

            i20-4 Lesson Check

            i20-4 Practice

            i19-1 Practice

            i20-1 Part 2

            i20-1 Part 3

            i20-1 Part 1

            i20-1 Lesson Check

            i20-1 Practice

            i20-2 Part 1

            i20-4 Part 2

            i20-4 Part 1

            i8-2 Part 1

            i8-2 Part 3

            i8-2 Part 2

            i8-2 Lesson Check

            i8-2 Practice

            Topic 8 Readiness Assessment

            Topic 8 STEM Project
            
               Topic 8 STEM Video

            Topic 8: Today's Challenge

            8-1: Find Surface Area of Three-Dimensional Figures
            
               Student's Edition eText: Grade 8 Lesson 8-1

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-1: Explore It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Develop: Visual Learning
               
                  8-1: Example 1 &  Try It!
                  8-1: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Example 3 and Try It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Additional Example 1
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Additional Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Key Concept
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Assess & Differentiate
               
                  8-1: Lesson Quiz
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cylinder?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cone?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-1: Additional Practice

            8-2: Find Volume of Cylinders
            
               Student's Edition eText: Grade 8 Lesson 8-2

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-2: Explain It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Develop: Visual Learning
               
                  8-2: Example 1 &  Try It!
                  8-2: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Example 3 &  Try It!
                  8-2: Example 3 & Try It!This component continues the Visual Learning Bridge from the student 
edition. Some use interactivity or animation to illustrate math ideas. It is designed for whole-class 
instruction.
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Additional Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Additional Example 3
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Key Concept
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Assess & Differentiate
               
                  8-2: Lesson Quiz
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Virtual Nerd™: What is the Formula for the Volume of a Cylinder?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Virtual Nerd™: How Do You Find the Volume of a Cylinder?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-2: Additional Practice

            8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cone?
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-2: Virtual Nerd™: What is the Formula for the Volume of a Cylinder?
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-2: Virtual Nerd™: How Do You Find the Volume of a Cylinder?
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-1: Example 1 &  Try It!
            8-1: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-1: Example 3 and Try It!
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-1: Example 2
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-2: Example 1 &  Try It!
            8-2: Example 1 & Try It!This animated component is the first part of the Visual Learning Bridge 
from the student edition. Some use interactivity to illustrate math ideas. It is designed for whole-class 
instruction.
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            8-2: Example 2
              Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres and 
use them to solve real-world and mathematical problems. 

            Topic 8 Mid-Topic Assessment
              Curriculum Standards: 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. Know the formulas for the 
volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. 

            8-3: Find Volume of Cones
            
               Student's Edition eText: Grade 8 Lesson 8-3

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-3: Solve & Discuss It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Develop: Visual Learning
               
                  8-3: Example 1 and Try It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Example 3 and Try It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Additional Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Additional Example 3
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Key Concept
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Assess & Differentiate
               
                  8-3: Lesson Quiz
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Virtual Nerd™: What is the Formula for the Volume of a Cone?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Virtual Nerd™: How Do You Find the Volume of a Cone?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-3: Additional Practice

            8-4: Find Volume of Spheres
            
               Student's Edition eText: Grade 8 Lesson 8-4

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  8-4: Explore It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Develop: Visual Learning
               
                  8-4: Example 1 and Try It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Example 3 and Try It!
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Additional Example 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Additional Example 3
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Key Concept
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

               Assess & Differentiate
               
                  8-4: Lesson Quiz
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Virtual Nerd™: What is the Formula for the Volume of a Sphere?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Virtual Nerd™: How Do You Find the Volume of a Sphere?
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: MathXL for School: Additional Practice
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  8-4: Additional Practice

            3-Act Mathematical Modeling: Raining Buckets
            
               Student's Edition eText: Grade 8 Topic 8 3-Act Mathematical Modeling

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Mathematical Modeling
               
                  Topic 8  Math Modeling: Act 1
                  Topic 8 Math Modeling: Act 13-Act Mathematical Modeling Lesson
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  Topic 8 Math Modeling: Act 2
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

                  Topic 8 Math Modeling: Act 3
                    Curriculum Standards: Know the formulas for the volumes of cones, cylinders, and spheres 
and use them to solve real-world and mathematical problems. 

            Topic 8 Performance Task
              Curriculum Standards: 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. Know the formulas for the 
volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. 

            Topic 8 Assessment
              Curriculum Standards: 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. Know the formulas for the 
volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. 

         End-of-Year Assessment

         Next-Generation Assessment Practice Performance Tasks
         
            Next-Generation Assessment Performance Task 1

            Next-Generation Assessment Performance Task 2

         Next-Generation Assessment Practice Test

         Intervention Lessons
         
            Cluster 1: Place Value
            
               Lesson i1-1: Place Value
               
                  Interactive Learning
                  
                     i1-1 Part 1

                     i1-1 Part 2

                     i1-1 Part 3

                     i1-1 Lesson Check

                  Practice
                  
                     i1-1 Practice

               Lesson i1-2: Comparing and Ordering Whole Numbers
               
                  Interactive Learning
                  
                     i1-2 Part 1

                     i1-2 Part 2

                     i1-2 Part 3

                     i1-2 Lesson Check

                  Practice
                  
                     i1-2 Practice

            Cluster 2: Multiplication Number Sense
            
               Lesson i2-1: Addition and Multiplication Properties
               
                  Interactive Learning
                  
                     i2-1 Part 1

                     i2-1 Part 2

                     i2-1 Part 3

                     i2-1 Lesson Check

                  Practice
                  
                     i2-1 Practice

               Lesson i2-2: Distributive Property
               
                  Interactive Learning
                  
                     i2-2 Part 1

                     i2-2 Part 2

                     i2-2 Part 3

                     i2-2 Lesson Check

                  Practice
                  
                     i2-2 Practice

               Lesson i2-3: Multiplying by Multiples of 10, 100, and 1,000
               
                  Interactive Learning
                  
                     i2-3 Part 1

                     i2-3 Part 2

                     i2-3 Part 3

                     i2-3 Lesson Check

                  Practice
                  
                     i2-3 Practice

               Lesson i2-4: Using Mental Math to Multiply
               
                  Interactive Learning
                  
                     i2-4 Part 1

                     i2-4 Part 2

                     i2-4 Part 3

                     i2-4 Lesson Check

                  Practice
                  
                     i2-4 Practice

               Lesson i2-5: Estimating Products
               
                  Interactive Learning
                  
                     i2-5 Part 1

                     i2-5 Part 2

                     i2-5 Part 3

                     i2-5 Lesson Check

                  Practice
                  
                     i2-5 Practice

            Cluster 3: Multiplying Whole Numbers
            
               Lesson i3-1: Multiplying by 1-Digit Numbers: Expanded
               
                  Interactive Learning
                  
                     i3-1 Part 1

                     i3-1 Part 2

                     i3-1 Part 3

                     i3-1 Lesson Check

                  Practice
                  
                     i3-1 Practice

               Lesson i3-2: Multiplying by 1-Digit Numbers
               
                  Interactive Learning
                  
                     i3-2 Part 1

                     i3-2 Part 2

                     i3-2 Part 3

                     i3-2 Lesson Check

                  Practice
                  
                     i3-2 Practice

               Lesson i3-3: Using Patterns to Multiply and Estimate
               
                  Interactive Learning
                  
                     i3-3 Part 1

                     i3-3 Part 2

                     i3-3 Part 3

                     i3-3 Lesson Check

                  Practice
                  
                     i3-3 Practice

               Lesson i3-4: Multiplying by 2-Digit Numbers: Expanded
               
                  Interactive Learning
                  
                     i3-4 Part 1

                     i3-4 Part 2

                     i3-4 Part 3

                     i3-4 Lesson Check

                  Practice
                  
                     i3-4 Practice

               Lesson i3-5: Multiplying by 2-Digit Numbers
               
                  Interactive Learning
                  
                     i3-5 Part 1

                     i3-5 Part 2

                     i3-5 Part 3

                     i3-5 Lesson Check

                  Practice
                  
                     i3-5 Practice

            Cluster 4: Dividing by 1-Digit Numbers
            
               Lesson i4-1: Dividing Multiples of 10 and 100
               
                  Interactive Learning
                  
                     i4-1 Part 1

                     i4-1 Part 2

                     i4-1 Part 3

                     i4-1 Lesson Check

                  Practice
                  
                     i4-1 Practice

               Lesson i4-2: Estimating Quotients with 1-Digit Divisors
               
                  Interactive Learning
                  
                     i4-2 Part 1

                     i4-2 Part 2

                     i4-2 Part 3

                     i4-2 Lesson Check

                  Practice
                  
                     i4-2 Practice

               Lesson i4-3: Dividing: 1-Digit Divisors, 2-Digit Dividends
               
                  Interactive Learning
                  
                     i4-3 Part 1

                     i4-3 Part 2

                     i4-3 Part 3

                     i4-3 Lesson Check

                  Practice
                  
                     i4-3 Practice

               Lesson i4-4: Dividing: 1-Digit Divisors, 3-Digit Dividends
               
                  Interactive Learning
                  
                     i4-4 Part 1

                     i4-4 Part 2

                     i4-4 Part 3

                     i4-4 Lesson Check

                  Practice
                  
                     i4-4 Practice

               Lesson i4-5: Dividing: 1-Digit Divisors, 4-Digit Dividends
               
                  Interactive Learning
                  
                     i4-5 Part 1

                     i4-5 Part 2

                     i4-5 Part 3

                     i4-5 Lesson Check

                  Practice
                  
                     i4-5 Practice

               Lesson i4-6: Divisibility Rules
               
                  Interactive Learning
                  
                     i4-6 Part 1

                     i4-6 Part 2

                     i4-6 Part 3

                     i4-6 Lesson Check

                  Practice
                  
                     i4-6 Practice

            Cluster 5: Dividing by 2-Digit Numbers
            
               Lesson i5-1: Using Patterns to Divide
               
                  Interactive Learning
                  
                     i5-1 Part 1

                     i5-1 Part 2

                     i5-1 Part 3

                     i5-1 Lesson Check

                  Practice
                  
                     i5-1 Practice

               Lesson i5-2: Estimating Quotients with 2-Digit Divisors
               
                  Interactive Learning
                  
                     i5-2 Part 1

                     i5-2 Part 2

                     i5-2 Part 3

                     i5-2 Lesson Check

                  Practice
                  
                     i5-2 Practice

               Lesson i5-3: Dividing: 2-Digit Divisors, 1-Digit Quotients
               
                  Interactive Learning
                  
                     i5-3 Part 1

                     i5-3 Part 2

                     i5-3 Part 3

                     i5-3 Lesson Check

                  Practice
                  
                     i5-3 Practice

               Lesson i5-4: Dividing: 2-Digit Divisors, 2-Digit Quotients
               
                  Interactive Learning
                  
                     i5-4 Part 1

                     i5-4 Part 2

                     i5-4 Part 3

                     i5-4 Lesson Check

                  Practice
                  
                     i5-4 Practice

            Cluster 6: Decimal Number Sense
            
               Lesson i6-1: Understanding Decimals
               
                  Interactive Learning
                  
                     i6-1 Part 1

                     i6-1 Part 2

                     i6-1 Part 3

                     i6-1 Lesson Check

                  Practice
                  
                     i6-1 Practice

               Lesson i6-2: Comparing and Ordering Decimals
               
                  Interactive Learning
                  
                     i6-2 Part 1

                     i6-2 Part 2

                     i6-2 Part 3

                     i6-2 Lesson Check

                  Practice
                  
                     i6-2 Practice

               Lesson i6-3: Rounding Decimals
               
                  Interactive Learning
                  
                     i6-3 Part 1

                     i6-3 Part 2

                     i6-3 Part 3

                     i6-3 Lesson Check

                  Practice
                  
                     i6-3 Practice

            Cluster 7: Adding and Subtracting Decimals
            
               Lesson i7-1: Estimating Sums and Differences of Decimals
               
                  Interactive Learning
                  
                     i7-1 Part 1

                     i7-1 Part 2

                     i7-1 Part 3

                     i7-1 Lesson Check

                  Practice
                  
                     i7-1 Practice

               Lesson i7-2: Adding and Subtracting Decimals
               
                  Interactive Learning
                  
                     i7-2 Part 1

                     i7-2 Part 2

                     i7-2 Part 3

                     i7-2 Lesson Check

                  Practice
                  
                     i7-2 Practice

            Cluster 8: Multiplying and Dividing Decimals
            
               Lesson i8-1: Patterns in Multiplying and Dividing Decimals
               
                  Interactive Learning
                  
                     i8-1 Part 1

                     i8-1 Part 2

                     i8-1 Part 3

                     i8-1 Lesson Check

                  Practice
                  
                     i8-1 Practice

               Lesson i8-2: Multiplying Decimals
               
                  Interactive Learning
                  
                     i8-2 Part 1

                     i8-2 Part 2

                     i8-2 Part 3

                     i8-2 Lesson Check

                  Practice
                  
                     i8-2 Practice

               Lesson i8-3: Dividing Decimals by Whole Numbers
               
                  Interactive Learning
                  
                     i8-3 Part 1

                     i8-3 Part 2

                     i8-3 Part 3

                     i8-3 Lesson Check

                  Practice
                  
                     i8-3 Practice

               Lesson i8-4: Estimating Decimal Products and Quotients
               
                  Interactive Learning
                  
                     i8-4 Part 1

                     i8-4 Part 2

                     i8-4 Part 3

                     i8-4 Lesson Check

                  Practice
                  
                     i8-4 Practice

               Lesson i8-5: Dividing Decimals
               
                  Interactive Learning
                  
                     i8-5 Part 1

                     i8-5 Part 2

                     i8-5 Part 3

                     i8-5 Lesson Check

                  Practice
                  
                     i8-5 Practice

            Cluster 9: Fraction Number Sense
            
               Lesson i9-1: Equivalent Fractions
               
                  Interactive Learning
                  
                     i9-1 Part 1

                     i9-1 Part 2

                     i9-1 Part 3

                     i9-1 Lesson Check

                  Practice
                  
                     i9-1 Practice

               Lesson i9-2: Fractions in Simplest Form
               
                  Interactive Learning
                  
                     i9-2 Part 1

                     i9-2 Part 2

                     i9-2 Part 3

                     i9-2 Lesson Check

                  Practice
                  
                     i9-2 Practice

               Lesson i9-3: Comparing and Ordering Fractions
               
                  Interactive Learning
                  
                     i9-3 Part 1

                     i9-3 Part 2

                     i9-3 Part 3

                     i9-3 Lesson Check

                  Practice
                  
                     i9-3 Practice

               Lesson i9-4: Fractions and Division
               
                  Interactive Learning
                  
                     i9-4 Part 1

                     i9-4 Part 2

                     i9-4 Part 3

                     i9-4 Lesson Check

                  Practice
                  
                     i9-4 Practice

               Lesson i9-5: Fractions and Decimals
               
                  Interactive Learning
                  
                     i9-5 Part 1

                     i9-5 Part 2

                     i9-5 Part 3

                     i9-5 Lesson Check

                  Practice
                  
                     i9-5 Practice

            Cluster 10: Adding and Subtracting Fractions
            
               Lesson i10-1: Adding Fractions with Like Denominators
               
                  Interactive Learning
                  
                     i10-1 Part 1

                     i10-1 Part 2

                     i10-1 Part 3

                     i10-1 Lesson Check

                  Practice
                  
                     i10-1 Practice

               Lesson i10-2: Subtracting Fractions with Like Denominators
               
                  Interactive Learning
                  
                     i10-2 Part 1

                     i10-2 Part 2

                     i10-2 Part 3

                     i10-2 Lesson Check

                  Practice
                  
                     i10-2 Practice

               Lesson i10-3: Adding Fractions with Unlike Denominators
               
                  Interactive Learning
                  
                     i10-3 Part 1

                     i10-3 Part 2

                     i10-3 Part 3

                     i10-3 Lesson Check

                  Practice
                  
                     i10-3 Practice

               Lesson i10-4: Subtracting with Unlike Denominators
               
                  Interactive Learning
                  
                     i10-4 Part 1

                     i10-4 Part 2

                     i10-4 Part 3

                     i10-4 Lesson Check

                  Practice
                  
                     i10-4 Practice

            Cluster 11: Multiplying and Dividing Fractions
            
               Lesson i11-1: Multiplying a Whole Number and a Fraction
               
                  Interactive Learning
                  
                     i11-1 Part 1

                     i11-1 Part 2

                     i11-1 Part 3

                     i11-1 Lesson Check

                  Practice
                  
                     i11-1 Practice

               Lesson i11-2: Multiplying Fractions
               
                  Interactive Learning
                  
                     i11-2 Part 1

                     i11-2 Part 2

                     i11-2 Part 3

                     i11-2 Lesson Check

                  Practice
                  
                     i11-2 Practice

               Lesson i11-3: Dividing a Unit Fraction by a Whole Number
               
                  Interactive Learning
                  
                     i11-3 Part 1

                     i11-3 Part 2

                     i11-3 Part 3

                     i11-3 Lesson Check

                  Practice
                  
                     i11-3 Practice

               Lesson i11-4: Dividing a Whole Number by a Unit Fraction
               
                  Interactive Learning
                  
                     i11-4 Part 1

                     i11-4 Part 2

                     i11-4 Part 3

                     i11-4 Lesson Check

                  Practice
                  
                     i11-4 Practice

               Lesson i11-5: Dividing Fractions
               
                  Interactive Learning
                  
                     i11-5 Part 1

                     i11-5 Part 2

                     i11-5 Part 3

                     i11-5 Lesson Check

                  Practice
                  
                     i11-5 Practice

            Cluster 12: Mixed Numbers
            
               Lesson i12-1: Mixed Numbers and Improper Fractions
               
                  Interactive Learning
                  
                     i12-1 Part 1

                     i12-1 Part 2

                     i12-1 Part 3

                     i12-1 Lesson Check

                  Practice
                  
                     i12-1 Practice

               Lesson i12-2: Adding Mixed Numbers
               
                  Interactive Learning
                  
                     i12-2 Part 1

                     i12-2 Part 2

                     i12-2 Part 3

                     i12-2 Lesson Check

                  Practice
                  
                     i12-2 Practice

               Lesson i12-3: Subtracting Mixed Numbers
               
                  Interactive Learning
                  
                     i12-3 Part 1

                     i12-3 Part 2

                     i12-3 Part 3

                     i12-3 Lesson Check

                  Practice
                  
                     i12-3 Practice

               Lesson i12-4: Multiplying Mixed Numbers
               
                  Interactive Learning
                  
                     i12-4 Part 1

                     i12-4 Part 2

                     i12-4 Part 3

                     i12-4 Lesson Check

                  Practice
                  
                     i12-4 Practice

               Lesson i12-5: Dividing Mixed Numbers
               
                  Interactive Learning
                  
                     i12-5 Part 1

                     i12-5 Part 2

                     i12-5 Part 3

                     i12-5 Lesson Check

                  Practice
                  
                     i12-5 Practice

            Cluster 13: Ratios
            
               Lesson i13-1: Ratios
               
                  Interactive Learning
                  
                     i13-1 Part 1

                     i13-1 Part 2

                     i13-1 Part 3

                     i13-1 Lesson Check

                  Practice
                  
                     i13-1 Practice

               Lesson i13-2: Equivalent Ratios
               
                  Interactive Learning
                  
                     i13-2 Part 1

                     i13-2 Part 2

                     i13-2 Part 3

                     i13-2 Lesson Check

                  Practice
                  
                     i13-2 Practice

            Cluster 14: Rates and Measurements
            
               Lesson i14-1: Unit Rates
               
                  Interactive Learning
                  
                     i14-1 Part 1

                     i14-1 Part 2

                     i14-1 Part 3

                     i14-1 Lesson Check

                  Practice
                  
                     i14-1 Practice

               Lesson i14-2: Converting Customary Measurements
               
                  Interactive Learning
                  
                     i14-2 Part 1

                     i14-2 Part 2

                     i14-2 Part 3

                     i14-2 Lesson Check

                  Practice
                  
                     i14-2 Practice

               Lesson i14-3: Converting Metric Measurements
               
                  Interactive Learning
                  
                     i14-3 Part 1

                     i14-3 Part 2

                     i14-3 Part 3

                     i14-3 Lesson Check

                  Practice
                  
                     i14-3 Practice

            Cluster 15: Proportional Relationships
            
               Lesson i15-1: Graphing Ratios
               
                  Interactive Learning
                  
                     i15-1 Part 1

                     i15-1 Part 2

                     i15-1 Part 3

                     i15-1 Lesson Check

                  Practice
                  
                     i15-1 Practice

               Lesson i15-2: Recognizing Proportional Relationships
               
                  Interactive Learning
                  
                     i15-2 Part 1

                     i15-2 Part 2

                     i15-2 Part 3

                     i15-2 Lesson Check

                  Practice
                  
                     i15-2 Practice

               Lesson i15-3: Constant of Proportionality
               
                  Interactive Learning
                  
                     i15-3 Part 1

                     i15-3 Part 2

                     i15-3 Part 3

                     i15-3 Lesson Check

                  Practice
                  
                     i15-3 Practice

            Cluster 16: Number Sense with Percents
            
               Lesson i16-1: Understanding Percent
               
                  Interactive Learning
                  
                     i16-1 Part 1

                     i16-1 Part 2

                     i16-1 Part 3

                     i16-1 Lesson Check

                  Practice
                  
                     i16-1 Practice

               Lesson i16-2: Estimating Percent
               
                  Interactive Learning
                  
                     i16-2 Part 1

                     i16-2 Part 2

                     i16-2 Part 3

                     i16-2 Lesson Check

                  Practice
                  
                     i16-2 Practice

            Cluster 17: Computations with Percents
            
               Lesson i17-1: Finding a Percent of a Number
               
                  Interactive Learning
                  
                     i17-1 Part 1

                     i17-1 Part 2

                     i17-1 Part 3

                     i17-1 Lesson Check

                  Practice
                  
                     i17-1 Practice

               Lesson i17-2: Finding a Percent
               
                  Interactive Learning
                  
                     i17-2 Part 1

                     i17-2 Part 2

                     i17-2 Part 3

                     i17-2 Lesson Check

                  Practice
                  
                     i17-2 Practice

               Lesson i17-3: Finding the Whole Given a Percent
               
                  Interactive Learning
                  
                     i17-3 Part 1

                     i17-3 Part 2

                     i17-3 Part 3

                     i17-3 Lesson Check

                  Practice
                  
                     i17-3 Practice

               Lesson i17-4: Sales Tax, Tips, and Simple Interest
               
                  Interactive Learning
                  
                     i17-4 Part 1

                     i17-4 Part 2

                     i17-4 Part 3

                     i17-4 Lesson Check

                  Practice
                  
                     i17-4 Practice

               Lesson i17-5: Markdowns
               
                  Interactive Learning
                  
                     i17-5 Part 1

                     i17-5 Part 2

                     i17-5 Part 3

                     i17-5 Lesson Check

                  Practice
                  
                     i17-5 Practice

            Cluster 18: Exponents
            
               Lesson i18-1: Exponents
               
                  Interactive Learning
                  
                     i18-1 Part 1

                     i18-1 Part 2

                     i18-1 Part 3

                     i18-1 Lesson Check

                  Practice
                  
                     i18-1 Practice

               Lesson i18-2: Multiplying Decimals by Powers of Ten
               
                  Interactive Learning
                  
                     i18-2 Part 1

                     i18-2 Part 2

                     i18-2 Part 3

                     i18-2 Lesson Check

                  Practice
                  
                     i18-2 Practice

            Cluster 19: Geometry
            
               Lesson i19-1: Classifying Triangles
               
                  Interactive Learning
                  
                     i19-1 Part 1

                     i19-1 Part 2

                     i19-1 Part 3

                     i19-1 Lesson Check

                  Practice
                  
                     i19-1 Practice

               Lesson i19-2: Classifying Quadrilaterals
               
                  Interactive Learning
                  
                     i19-2 Part 1

                     i19-2 Part 2

                     i19-2 Part 3

                     i19-2 Lesson Check

                  Practice
                  
                     i19-2 Practice

            Cluster 20: Measuring 2- and 3-Dimensional Objects
            
               Lesson i20-1: Perimeter
               
                  Interactive Learning
                  
                     i20-1 Part 1

                     i20-1 Part 2

                     i20-1 Part 3

                     i20-1 Lesson Check

                  Practice
                  
                     i20-1 Practice

               Lesson i20-2: Area of Rectangles and Squares
               
                  Interactive Learning
                  
                     i20-2 Part 1

                     i20-2 Part 2

                     i20-2 Part 3

                     i20-2 Lesson Check

                  Practice
                  
                     i20-2 Practice

               Lesson i20-3: Area of Parallelograms and Triangles
               
                  Interactive Learning
                  
                     i20-3 Part 1

                     i20-3 Part 2

                     i20-3 Part 3

                     i20-3 Lesson Check

                  Practice
                  
                     i20-3 Practice

               Lesson i20-4: Nets and Surface Area
               
                  Interactive Learning
                  
                     i20-4 Part 1

                     i20-4 Part 2

                     i20-4 Lesson Check

                  Practice
                  
                     i20-4 Practice

               Lesson i20-5: Volume of Prisms
               
                  Interactive Learning
                  
                     i20-5 Part 1

                     i20-5 Part 2

                     i20-5 Part 3

                     i20-5 Lesson Check

                  Practice
                  
                     i20-5 Practice

            Cluster 21: Integers
            
               Lesson i21-1: Understanding Integers
               
                  Interactive Learning
                  
                     i21-1 Part 1

                     i21-1 Part 2

                     i21-1 Part 3

                     i21-1 Lesson Check

                  Practice
                  
                     i21-1 Practice

               Lesson i21-2: Comparing and Ordering Integers
               
                  Interactive Learning
                  
                     i21-2 Part 1

                     i21-2 Part 2

                     i21-2 Part 3

                     i21-2 Lesson Check

                  Practice
                  
                     i21-2 Practice

               Lesson i21-3: Adding Integers
               
                  Interactive Learning
                  
                     i21-3 Part 1

                     i21-3 Part 2

                     i21-3 Part 3

                     i21-3 Lesson Check

                  Practice
                  
                     i21-3 Practice

               Lesson i21-4: Subtracting Integers
               
                  Interactive Learning
                  
                     i21-4 Part 1

                     i21-4 Part 2

                     i21-4 Part 3

                     i21-4 Lesson Check

                  Practice
                  
                     i21-4 Practice

               Lesson i21-5: Multiplying Integers
               
                  Interactive Learning
                  
                     i21-5 Part 1

                     i21-5 Part 2

                     i21-5 Part 3

                     i21-5 Lesson Check

                  Practice
                  
                     i21-5 Practice

               Lesson i21-6: Dividing Integers
               
                  Interactive Learning
                  
                     i21-6 Part 1

                     i21-6 Part 2

                     i21-6 Part 3

                     i21-6 Lesson Check

                  Practice
                  
                     i21-6 Practice

            Cluster 22: Graphing and Rational Numbers
            
               Lesson i22-1: Graphing in the First Quadrant
               
                  Interactive Learning
                  
                     i22-1 Part 1

                     i22-1 Part 2

                     i22-1 Part 3

                     i22-1 Lesson Check

                  Practice
                  
                     i22-1 Practice

               Lesson i22-2: Graphing in the Coordinate Plane
               
                  Interactive Learning
                  
                     i22-2 Part 1

                     i22-2 Part 2

                     i22-2 Part 3

                     i22-2 Lesson Check

                  Practice
                  
                     i22-2 Practice

               Lesson i22-3: Distance When There's a Common Coordinate
               
                  Interactive Learning
                  
                     i22-3 Part 1

                     i22-3 Part 2

                     i22-3 Part 3

                     i22-3 Lesson Check

                  Practice
                  
                     i22-3 Practice

               Lesson i22-4: Rational Numbers on the Number Line
               
                  Interactive Learning
                  
                     i22-4 Part 1

                     i22-4 Part 2

                     i22-4 Part 3

                     i22-4 Lesson Check

                  Practice
                  
                     i22-4 Practice

               Lesson i22-5: Comparing and Ordering Rational Numbers
               
                  Interactive Learning
                  
                     i22-5 Part 1

                     i22-5 Part 2

                     i22-5 Part 3

                     i22-5 Lesson Check

                  Practice
                  
                     i22-5 Practice

            Cluster 23: Numerical and Algebraic Expressions
            
               Lesson i23-1: Order of Operations
               
                  Interactive Learning
                  
                     i23-1 Part 1

                     i23-1 Part 2

                     i23-1 Part 3

                     i23-1 Lesson Check

                  Practice
                  
                     i23-1 Practice

               Lesson i23-2: Variables and Expressions
               
                  Interactive Learning
                  
                     i23-2 Part 1

                     i23-2 Part 2

                     i23-2 Part 3

                     i23-2 Lesson Check

                  Practice
                  
                     i23-2 Practice

               Lesson i23-3: Patterns and Expressions
               
                  Interactive Learning
                  
                     i23-3 Part 1

                     i23-3 Part 2

                     i23-3 Part 3

                     i23-3 Lesson Check

                  Practice
                  
                     i23-3 Practice

               Lesson i23-4: Evaluating Expressions: Whole Numbers
               
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            Cluster 24: More Algebraic Expressions
            
               Lesson i24-1: Evaluating Expressions: Rational Numbers
               
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               Lesson i24-2: Equivalent Expressions
               
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               Lesson i24-3: Simplifying Expressions
               
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            Cluster 25: Equations
            
               Lesson i25-1: Writing Equations
               
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               Lesson i25-2: Principles of Solving Equations
               
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               Lesson i25-3: Solving Addition and Subtraction Equations
               
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               Lesson i25-4: Solving Multiplication and Division Equations
               
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               Lesson i25-5: Solving Rational-Number Equations, Part 1
               
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               Lesson i25-6: Solving Rational-Number Equations, Part 2
               
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               Lesson i25-7: Solving Two-Step Equations
               
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                     i25-7 Part 1

                     i25-7 Part 2

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                     i25-7 Lesson Check

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                     i25-7 Practice

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            L2: Exponents
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            L16: Adding Three-Digit Numbers
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            L18: Subtracting Four-Digit Numbers
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            L19: Adding 4-Digit Numbers
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            L20: Multiplication Properties
              Intended Role: Instructor

            L21: Relating Multiplication and Division
              Intended Role: Instructor

            L22: Estimating Products
              Intended Role: Instructor

            L23: Estimating Quotients
              Intended Role: Instructor

            L24: Multiplying by Multiples of 10
              Intended Role: Instructor

            L25: Multiplying Two-Digit Numbers
              Intended Role: Instructor

            L26: Multiplying Three-Digit Numbers
              Intended Role: Instructor

            L27: Multiplying Greater Numbers
              Intended Role: Instructor

            L28: Dividing by Multiples of 10
              Intended Role: Instructor

            L29: Dividing Two-Digit Numbers
              Intended Role: Instructor

            L30: Dividing Three-Digit Numbers
              Intended Role: Instructor

            L31: Dividing Greater Numbers
              Intended Role: Instructor

            L32: Divisibility
              Intended Role: Instructor

            L33: Estimating Quotients with Two-Digit Divisors
              Intended Role: Instructor

            L34: Dividing by Two-Digit Divisors
              Intended Role: Instructor

            L35: One- and Two-Digit Quotients
              Intended Role: Instructor

            L36: Adding Fractions with Like Denominators
              Intended Role: Instructor

            L37: Subtracting Fractions with Like Denominators
              Intended Role: Instructor

            L38: Adding and Subtracting Fractions with Like Denominators
              Intended Role: Instructor

            L39: Adding and Subtracting Fractions on a Number Line
              Intended Role: Instructor

            L40: Adding Fractions with Unlike Denominators
              Intended Role: Instructor

            L41: Subtracting Fractions with Unlike Denominators
              Intended Role: Instructor

            L42: Working with Unit Fractions
              Intended Role: Instructor

            L43: Adding Mixed Numbers
              Intended Role: Instructor

            L44: Subtracting Mixed Numbers
              Intended Role: Instructor

            L45: Multiplying Fractions by Whole Numbers
              Intended Role: Instructor

            L46: Multiplying Two Fractions
              Intended Role: Instructor

            L47: Understanding Division with Fractions
              Intended Role: Instructor

            L48: Divide Whole Numbers by Unit Fractions
              Intended Role: Instructor

            L49: Divide Unit Fractions by Non-Zero Whole Numbers
              Intended Role: Instructor

            L50: Dividing Fractions
              Intended Role: Instructor

            L51: Estimating Products and Quotients of Mixed Numbers
              Intended Role: Instructor

            L52: Multiplying Mixed Numbers
              Intended Role: Instructor

            L53: Dividing Mixed Numbers
              Intended Role: Instructor

            L54: Using Models to Add and Subtract Decimals
              Intended Role: Instructor

            L55: Estimating Decimal Sums and Differences
              Intended Role: Instructor

            L56: Adding Decimals to Hundredths
              Intended Role: Instructor

            L57: Subtracting Decimals to Hundredths
              Intended Role: Instructor

            L58: More Estimation of Decimal Sums and Differences
              Intended Role: Instructor

            L59: Adding and Subtracting Decimals to Thousandths
              Intended Role: Instructor

            L60: Multiplying with Decimals and Whole Numbers
              Intended Role: Instructor

            L61: Multiplying Decimals by 10, 100, or 1,000
              Intended Role: Instructor

            L62: Estimating the Product of a Whole Number and a Decimal
              Intended Role: Instructor

            L63: Multiplying Decimals Using Grids
              Intended Role: Instructor

            L64: Multiplying Decimals by Decimals
              Intended Role: Instructor

            L65: Dividing with Decimals and Whole Numbers
              Intended Role: Instructor

            L66: Dividing Decimals by 10, 100, or 1,000
              Intended Role: Instructor

            L67: Dividing a Decimal by a Whole Number
              Intended Role: Instructor

            L68: Estimating the Quotient of a Decimal and a Whole Number
              Intended Role: Instructor

            L69: Dividing a Decimal by a Decimal
              Intended Role: Instructor

            L70: Meaning of Integers
              Intended Role: Instructor

            L71: Absolute Value
              Intended Role: Instructor

            L72: Comparing and Ordering Integers
              Intended Role: Instructor

            L73: Comparing and Ordering Rational Numbers
              Intended Role: Instructor

            L74: Adding Integers
              Intended Role: Instructor

            L75: Subtracting Integers
              Intended Role: Instructor

            L76: Multiplying and Dividing Integers
              Intended Role: Instructor

            L77: Adding Rational Numbers
              Intended Role: Instructor

            L78: Subtracting Rational Numbers
              Intended Role: Instructor

            L79: Multiplying and Dividing Rational Numbers
              Intended Role: Instructor

            L80: Rational and Irrational Numbers
              Intended Role: Instructor

            L81: Square Roots
              Intended Role: Instructor

            L82: Cube Roots
              Intended Role: Instructor

            L83: Integer Exponents
              Intended Role: Instructor

            L84: Scientific Notation
              Intended Role: Instructor

            L85: Operations with Scientific Notation
              Intended Role: Instructor

            Booklet M: Fractions, Decimals, Ratios, and Proportionality:
              Intended Role: Instructor

            M1: Equal Parts of a Whole
              Intended Role: Instructor

            M2: Parts of a Region
              Intended Role: Instructor

            M3: Fractions and Length
              Intended Role: Instructor

            M4: Fractions on the Number Line
              Intended Role: Instructor

            M5: Using Models to Compare Fractions
              Intended Role: Instructor

            M6: Using Models to Find Equivalent Fractions
              Intended Role: Instructor

            M7: Comparing Fractions on the Number Line
              Intended Role: Instructor

            M8: Comparing Fractions
              Intended Role: Instructor

            M9: Equivalent Fractions
              Intended Role: Instructor

            M10: Equivalent Fractions and the Number Line
              Intended Role: Instructor

            M11: Estimating Fractional Amounts
              Intended Role: Instructor

            M12: Mixed Numbers
              Intended Role: Instructor

            M13: Comparing and Ordering Fractions
              Intended Role: Instructor

            M14: Comparing and Ordering Mixed Numbers
              Intended Role: Instructor

            M15: Fractions and Mixed Numbers on the Number Line
              Intended Role: Instructor

            M16: Fractions and Decimals
              Intended Role: Instructor

            M17: Decimals on the Number Line
              Intended Role: Instructor

            M18: Rounding Decimals Through Hundredths
              Intended Role: Instructor

            M19: Rounding Decimals Through Thousandths
              Intended Role: Instructor

            M20: Comparing and Ordering Decimals Through Hundredths
              Intended Role: Instructor

            M21: Comparing and Ordering Decimals Through Thousandths
              Intended Role: Instructor

            M22: Relating Fractions and Decimals
              Intended Role: Instructor

            M23: Decimals to Fractions
              Intended Role: Instructor

            M24: Fractions to Decimals
              Intended Role: Instructor

            M25: Using Models to Compare Fractions and Decimals
              Intended Role: Instructor

            M26: Fractions, Decimals, and the Number Line
              Intended Role: Instructor

            M27: Understanding Ratios
              Intended Role: Instructor

            M28: Rates and Unit Rates
              Intended Role: Instructor

            M29: Comparing Rates
              Intended Role: Instructor

            M30: Distance, Rate, and Time
              Intended Role: Instructor

            M31: Equivalent Ratios
              Intended Role: Instructor

            M32: Constant of Proportionality
              Intended Role: Instructor

            M33: Recognizing Proportional Relationships
              Intended Role: Instructor

            M34: Comparing Proportional Relationships
              Intended Role: Instructor

            M35: Solving Proportions
              Intended Role: Instructor

            M36: Maps and Scale Drawings
              Intended Role: Instructor

            M37: Understanding Percent
              Intended Role: Instructor

            M38: Relating Percents, Decimals, and Fractions
              Intended Role: Instructor

            M39: Percents Greater Than 100 or Less Than 1
              Intended Role: Instructor

            M40: Estimating Percent of a Number
              Intended Role: Instructor

            M41: Finding the Percent of a Whole Number
              Intended Role: Instructor

            M42: Find the Whole
              Intended Role: Instructor

            M43: The Percent Equation
              Intended Role: Instructor

            M44: Tips and Sales Tax
              Intended Role: Instructor

            M45: Markups and Markdowns
              Intended Role: Instructor

            M46: Percent Change
              Intended Role: Instructor

            M47: Percent Error
              Intended Role: Instructor

            M48: Simple Interest
              Intended Role: Instructor

            Booklet N: Measurement, Geometry, Data Analysis, and Probability:
              Intended Role: Instructor

            N1: Geometric Ideas
              Intended Role: Instructor

            N2: Lines and Line Segments
              Intended Role: Instructor

            N3: Measuring and Classifying Angles
              Intended Role: Instructor

            N4: Angle Pairs
              Intended Role: Instructor

            N5: Parallel Lines and Transversals
              Intended Role: Instructor

            N6: Polygons
              Intended Role: Instructor

            N7: Polygons on the Coordinate Plane
              Intended Role: Instructor

            N8: Classifying Triangles Using Sides and Angles
              Intended Role: Instructor

            N9: Quadrilaterals
              Intended Role: Instructor

            N10: Circles
              Intended Role: Instructor

            N11: Missing Angles in Triangles and Quadrilaterals
              Intended Role: Instructor

            N12: Interior and Exterior Angles of Triangles
              Intended Role: Instructor

            N13: Cutting Shapes Apart
              Intended Role: Instructor

            N14: Solid Figures
              Intended Role: Instructor

            N15: Solids and Nets
              Intended Role: Instructor

            N16: Views of Solid Figures
              Intended Role: Instructor

            N17: Cross Sections
              Intended Role: Instructor

            N18: Line Symmetry
              Intended Role: Instructor

            N19: Rotational Symmetry
              Intended Role: Instructor

            N20: Using Customary Units of Length
              Intended Role: Instructor

            N21: Using Metric Units of Length
              Intended Role: Instructor

            N22: Using Customary Units of Capacity
              Intended Role: Instructor

            N23: Using Metric Units of Capacity
              Intended Role: Instructor

            N24: Using Customary Units of Weight
              Intended Role: Instructor

            N25: Using Metric Units of Mass
              Intended Role: Instructor

            N26: Measuring Capacity or Weight
              Intended Role: Instructor

            N27: Units of Time
              Intended Role: Instructor

            N28: Converting Customary Units of Length
              Intended Role: Instructor

            N29: Converting Customary Units of Capacity
              Intended Role: Instructor

            N30: Converting Customary Units of Weight
              Intended Role: Instructor

            N31: Converting Metric Units
              Intended Role: Instructor

            N32: Converting Between Measurement Systems
              Intended Role: Instructor

            N33: Converting Units
              Intended Role: Instructor

            N34: Units of Measure and Precision
              Intended Role: Instructor

            N35: More Units of Time
              Intended Role: Instructor

            N36: Solving Problems with Units of Time
              Intended Role: Instructor

            N37: Perimeter
              Intended Role: Instructor

            N38: Exploring Area
              Intended Role: Instructor

            N39: Finding Area on a Grid
              Intended Role: Instructor

            N40: More Perimeter
              Intended Role: Instructor

            N41: Area of Rectangles and Squares
              Intended Role: Instructor

            N42: Area of Irregular Figures
              Intended Role: Instructor

            N43: Rectangles with the Same Area or Perimeter
              Intended Role: Instructor

            N44: Area of Parallelograms
              Intended Role: Instructor

            N45: Area of Triangles
              Intended Role: Instructor

            N46: Circumference
              Intended Role: Instructor

            N47: Area of a Circle
              Intended Role: Instructor

            N48: Surface Area of Rectangular Prisms
              Intended Role: Instructor

            N49: Surface Area of Cylinders, Pyramids, and Triangular Prisms
              Intended Role: Instructor

            N50: Surface Area of Cones and Spheres
              Intended Role: Instructor

            N51: Counting Cubes to Find Volume
              Intended Role: Instructor

            N52: Volume of Rectangular Prisms
              Intended Role: Instructor

            N53: Volume of Cylinders
              Intended Role: Instructor

            N54: Volume of Cones
              Intended Role: Instructor

            N55: Volume of Spheres
              Intended Role: Instructor

            N56: Comparing Volume and Surface Area
              Intended Role: Instructor

            N57: Combining Volumes
              Intended Role: Instructor

            N58: Transformations
              Intended Role: Instructor

            N59: Composing Transformations
              Intended Role: Instructor

            N60: Congruent Figures
              Intended Role: Instructor

            N61: Dilations
              Intended Role: Instructor

            N62: Similar Figures
              Intended Role: Instructor

            N63: Angle-Angle Triangle Similarity
              Intended Role: Instructor

            N64: The Pythagorean theorem
              Intended Role: Instructor

            N65: The Converse of the Pythagorean theorem
              Intended Role: Instructor

            N66: Distance on the Coordinate Plane
              Intended Role: Instructor

            N67: Recording Data from a Survey
              Intended Role: Instructor

            N68: Reading and Making a Bar Graph
              Intended Role: Instructor

            N69: Interpreting Graphs
              Intended Role: Instructor

            N70: Stem-and-Leaf Plots
              Intended Role: Instructor

            N71: Histograms
              Intended Role: Instructor

            N72: Scatterplots
              Intended Role: Instructor

            N73: Making Dot Plots
              Intended Role: Instructor

            N74: Line Plots
              Intended Role: Instructor

            N75: Box Plots
              Intended Role: Instructor

            N76: Statistical Questions
              Intended Role: Instructor

            N77: Finding the Mean
              Intended Role: Instructor

            N78: Median, Mode, and Range
              Intended Role: Instructor

            N79: Measures of Variability
              Intended Role: Instructor

            N80: Appropriate Use of Statistical Measures
              Intended Role: Instructor

            N81: Summarize Data Distributions
              Intended Role: Instructor

            N82: Populations and Samples
              Intended Role: Instructor

            N83: Drawing Inferences about Populations
              Intended Role: Instructor

            N84: Comparing Populations
              Intended Role: Instructor

            N85: Sample Spaces
              Intended Role: Instructor

            N86: Probability of Simple Events
              Intended Role: Instructor

            N87: Probability of Compound Events
              Intended Role: Instructor

            N88: Linear Models
              Intended Role: Instructor

            N89: Two-Way Frequency Tables
              Intended Role: Instructor

            N90: Relative Frequency Tables
              Intended Role: Instructor

            Teacher's Guide, Grades 6-8
              Intended Role: Instructor

            Diagnostic Tests and Answer Keys, Grades 5-8
              Intended Role: Instructor

            Grade 5 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 5 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 6 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 6 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 7 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 7 Diagnostic Test, Form B
              Intended Role: Instructor

            Grade 8 Diagnostic Test, Form A
              Intended Role: Instructor

            Grade 8 Diagnostic Test, Form B
              Intended Role: Instructor

         eText Container
         
            Teacher's Edition Program Overview eText: Grade 8

            Student's Edition eText: Grade 8

            Teacher's Edition eText: Grade 8
              Intended Role: Instructor