Organization: Pearson Education
Product Name: enVisionmath2.0 Indiana Grade 6 to 8 Grade 8
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-08b9483b-74d5-353e-8619-c40ae2b91ca2
Timestamp:  Friday, April 28, 2017 09:38 AM EDT
Status:     VALID!
Conformant: true

-----    VALID!    -----
Resource Validation Results
The document is valid.

-----    VALID!    -----
Schema Location Results
Schema locations are valid.

-----    VALID!    -----
Schema Validation Results
The document is valid.

-----    VALID!    -----
Schematron Validation Results
The document is valid.

Curriculum Standards:

Give examples of rational and irrational numbers and explain the difference between them. Understand 
that every number has a decimal expansion; for rational numbers, show that the decimal expansion 
terminates or repeats, and convert a decimal expansion that repeats into a rational number. - 8.NS.1
Use rational approximations of irrational numbers to compare the size of irrational numbers, plot them 
approximately on a number line, and estimate the value of expressions involving irrational numbers. - 
8.NS.2
Compare properties of two linear functions given in different forms, such as a table of values, equation, 
verbal description, and graph (e.g., compare a distance-time graph to a distance-time equation to 
determine which of two moving objects has greater speed). - 8.AF.7
Understand that solutions to a system of two linear equations correspond to points of intersection of 
their graphs because points of intersection satisfy both equations simultaneously. Approximate the 
solution of a system of equations by graphing and interpreting the reasonableness of the approximation. 
- 8.AF.8
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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. - 8.AF.5
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. - 8.AF.6
Understand that a function assigns to each x-value (independent variable) exactly one y-value 
(dependent variable), and that the graph of a function is the set of ordered pairs (x, y). - 8.AF.3
Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., 
where the function is increasing or decreasing, linear or nonlinear, has a maximum or minimum value). 
Sketch a graph that exhibits the qualitative features of a function that has been verbally described . - 
8.AF.4
Verify experimentally the properties of rotations, reflections, and translations, including: lines are 
mapped to lines, and line segments to line segments of the same length; angles are mapped to angles of 
the same measure; and parallel lines are mapped to parallel lines. - 8.GM.3
Solve real-world and other mathematical problems involving volumes of cones, cylinders, spheres, and 
pyramids and surface area of spheres. - 8.GM.2
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. Describe a sequence that exhibits 
the similarity between the two given similar figures. - 8.GM.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. Describe a sequence that exhibits the 
congruence between two given congruent figures. - 8.GM.4
Use inductive reasoning to explain the Pythagorean relationship. - 8.GM.7
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using 
coordinates. - 8.GM.6
Apply the Pythagorean Theorem to find the distance between two points in a coordinate plane. - 8.GM.9
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. - 8.GM.8
Identify, define and describe attributes of three-dimensional geometric objects (right rectangular 
prisms, cylinders, cones, spheres, and pyramids). Explore the effects of slicing these objects using 
appropriate technology and describe the two-dimensional figure that results. - 8.GM.1
Solve linear equations with rational number coefficients fluently, including equations whose solutions 
require expanding expressions using the distributive property and collecting like terms. Represent real-
world problems using linear equations and inequalities in one variable and solve such problems. - 8.AF.1
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 transforming a 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.AF.2
Know that straight lines are widely used to model relationships between two quantitative variables. For 
scatter plots that suggest a linear association, informally fit a straight line, and describe the model fit by 
judging the closeness of the data points to the line. - 8.DSP.2
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of 
association between two quantitative variables. Describe patterns such as clustering, outliers, positive 
or negative association, linear association, and nonlinear association. - 8.DSP.1
Understand that, just as with simple events, the probability of a compound event is the fraction of 
outcomes in the sample space for which the compound event occurs. Understand and use appropriate 
terminology to describe independent, dependent, complementary, and mutually exclusive events. - 
8.DSP.4
Write and use equations that model linear relationships to make predictions, including interpolation and 
extrapolation, in real-world situations involving bivariate measurement data; interpret slope and y-
intercept. - 8.DSP.3
For events with a large number of outcomes, understand the use of the multiplication counting 
principle. Develop the multiplication counting principle and apply it to situations with a large number of 
outcomes. - 8.DSP.6
Represent sample spaces and find probabilities of compound events (independent and dependent) using 
methods, such as organized lists, tables, and tree diagrams. - 8.DSP.5
Solve real-world and other mathematical problems involving numbers expressed in scientific notation, 
including problems where both decimal and scientific notation are used. Interpret scientific notation 
that has been generated by technology, such as a scientific calculator, graphing calculator, or excel 
spreadsheet. - 8.C.2
Solve real-world problems with rational numbers by using multiple operations. - 8.C.1
Given a numeric expression with common rational number bases and integer exponents, apply the 
properties of exponents to generate equivalent expressions. - 8.NS.3
Use square root symbols to represent solutions to equations of the form x^2 = p, where p is a positive 
rational number. - 8.NS.4


List of all Files Validated:

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Title: enVisionmath2.0 Indiana Grades 6-8 Grade 8 2017


         Tools
         
            Math Tools

            Glossary

            Games

            Grade 8: Accessible Student Edition

            Grade 8: Accessible Student Companion

         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: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

               Develop: Visual Learning
               
                  1-1: Example 1 & Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Example 2 and Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Example 3 and Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Additional Example 1
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Additional Example 3
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Key Concept
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

               Assess & Differentiate
               
                  1-1: Lesson Quiz
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Virtual Nerd™: How do you turn a repeating decimal into a fraction?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Virtual Nerd™: What is a Repeating Decimal?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: MathXL for School: Additional Practice
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-1: Additional Practice
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats 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: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

               Develop: Visual Learning
               
                  1-2: Example 1 and Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Example 2 and Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Example 3 and Try It!
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Additional Example 1
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Additional Example 3
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Key Concept
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

               Assess & Differentiate
               
                  1-2: Lesson Quiz
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Virtual Nerd™: How Do Different Categories of Numbers Compare To Each Other?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Virtual Nerd™: What's an Irrational Number?
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: MathXL for School: Additional Practice
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

                  1-2: Additional Practice
                    Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats 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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

               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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Example 2
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Example 3 and Try It!
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Additional Example 2
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Additional Example 3
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Key Concept
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

               Assess & Differentiate
               
                  1-3: Lesson Quiz
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: MathXL for School: Additional Practice
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

                  1-3: Additional Practice
                    Curriculum Standards: Use rational approximations of irrational numbers to compare the size 
of irrational numbers, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

            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 symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

               Develop: Visual Learning
               
                  1-4: Example 1 & Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Example 2 and Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. 

                  1-4: Example 3 and Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Additional Example 2
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. 

                  1-4: Additional Example 3
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Key Concept
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

               Assess & Differentiate
               
                  1-4: Lesson Quiz
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Virtual Nerd™: How Do You Find the Square Root of a Perfect Square?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: MathXL for School: Additional Practice
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-4: Additional Practice
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

            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 symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

               Develop: Visual Learning
               
                  1-5: Example 1 and Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Example 2 and Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Example 3 and Try It!
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. 

                  1-5: Additional Example 1
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Additional Example 3
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. 

                  1-5: Key Concept
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

               Assess & Differentiate
               
                  1-5: Lesson Quiz
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Virtual Nerd™: How Do You Find the Square Root of a Perfect Square?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: MathXL for School: Additional Practice
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

                  1-5: Additional Practice
                    Curriculum Standards: Use square root symbols to represent solutions to equations of the 
form x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by 
using multiple operations. 

            1-1: Example 1 & Try It!
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

            1-1: Example 2 and Try It!
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

            1-1: Key Concept
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

            1-1: Virtual Nerd™: How do you turn a repeating decimal into a fraction?
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

            1-2: Example 3 and Try It!
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats into a rational number. 

            1-2: Virtual Nerd™: What's an Irrational Number?
              Curriculum Standards: Give examples of rational and irrational numbers and explain the 
difference between them. Understand that every number has a decimal expansion; for rational 
numbers, show that the decimal expansion terminates or repeats, and convert a decimal expansion that 
repeats 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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

            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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

            1-5: Example 2 and Try It!
              Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

            1-5: Example 3 and Try It!
              Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. 

            1-5: Key Concept
              Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

            1-5: Virtual Nerd™: How Do You Find the Cube Root of a Perfect Cube?
              Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

            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: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

               Develop: Visual Learning
               
                  1-6: Example 1 and Try It!
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: Example 2
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-6: Example 3
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-6: Additional Example 3
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-6: Additional Example 4
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-6: Key Concept
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

               Assess & Differentiate
               
                  1-6: Lesson Quiz
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: Virtual Nerd™: What's the Product of Powers Rule?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: Virtual Nerd™: What's the Power of a Power Rule?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: MathXL for School: Additional Practice
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-6: Additional Practice
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

            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: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

               Develop: Visual Learning
               
                  1-7: Example 1 and Try It!
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: Example 2 and Try It!
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-7: Example 3 and Try It!
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-7: Additional Example 2
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-7: Additional Example 3
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

                  1-7: Key Concept
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

               Assess & Differentiate
               
                  1-7: Lesson Quiz
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: Virtual Nerd™: What Do You Do With a Negative Exponent?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: Virtual Nerd™: What Do You Do With a Zero Exponent?
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: MathXL for School: Additional Practice
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

                  1-7: Additional Practice
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world problems with rational numbers by using multiple operations. 

            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: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

               Develop: Visual Learning
               
                  1-8: Example 1 & Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Example 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Example 3 and Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Additional Example 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Additional Example 3
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Key Concept
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

               Assess & Differentiate
               
                  1-8: Lesson Quiz
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Virtual Nerd™: How Do You Multiply a Whole Number by a Power of 10?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Virtual Nerd™: How Do You Rewrite a Decimal as a Power of 10?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-8: Additional Practice
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

            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: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

               Develop: Visual Learning
               
                  1-9: Example 1 and Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Example 2 and Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Example 3 and Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Additional Example 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Additional Example 3
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Key Concept
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

               Assess & Differentiate
               
                  1-9: Lesson Quiz
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Virtual Nerd™: What's Scientific Notation?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Virtual Nerd™: How Do You Convert from Decimal Notation to Scientific Notation?
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

                  1-9: Additional Practice
                    Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

            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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

               Develop: Visual Learning
               
                  1-10: Example 1 & Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Example 3 and Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Additional Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Additional Example 3
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Key Concept
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

               Assess & Differentiate
               
                  1-10: Lesson Quiz
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Virtual Nerd™: How Do You Multiply Two Numbers Using Scientific Notation?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Virtual Nerd™: How Do You Convert from Scientific Notation to Decimal Notation?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

                  1-10: Additional Practice
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

            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: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world and other mathematical problems involving numbers expressed in scientific notation, including 
problems where both decimal and scientific notation are used. Interpret scientific notation that has 
been generated by technology, such as a scientific calculator, graphing calculator, or excel spreadsheet. 

                  Topic 1 Math Modeling: Act 2
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world and other mathematical problems involving numbers expressed in scientific notation, including 
problems where both decimal and scientific notation are used. Interpret scientific notation that has 
been generated by technology, such as a scientific calculator, graphing calculator, or excel spreadsheet. 

                  Topic 1 Math Modeling: Act 3
                    Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. Solve real-
world and other mathematical problems involving numbers expressed in scientific notation, including 
problems where both decimal and scientific notation are used. Interpret scientific notation that has 
been generated by technology, such as a scientific calculator, graphing calculator, or excel spreadsheet. 

            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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Develop: Visual Learning
               
                  2-1: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Example 2 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Example 3 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Assess & Differentiate
               
                  2-1: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-1: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Develop: Visual Learning
               
                  2-2: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Example 3 and Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Assess & Differentiate
               
                  2-2: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Virtual Nerd™: How Do You Solve an Equation with Variables on Both Sides?
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-2: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Develop: Visual Learning
               
                  2-3: Example 1 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Example 3 & Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Additional Example 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Additional Example 3
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Key Concept
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

               Assess & Differentiate
               
                  2-3: Lesson Quiz
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: MathXL for School: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  2-3: Additional Practice
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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). 

            IN-1: Solve Inequalities
            
               Student Companion eText: Grade 8 IN-1

               Math Anytime
               
                  Topic 2: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-1: Explore It!

               Develop: Visual Learning
               
                  IN-1: Example 1 & Try It!

                  IN-1: Example 2

                  IN-1: Example 3 & Try It!

                  IN-1: Additional Example 3

                  IN-6: Key Concept

                  IN-6: Do You Understand?/Do You Know How?

                  IN-1: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-1: Enrichment
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  IN-1: Reteach to Build Understanding
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  IN-1: Lesson Quiz

                  IN-1: Reteach to Build Understanding
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  IN-1: Additional Vocabulary Support

                  IN-1: Enrichment
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  IN-1: Build Mathematical Literacy

                  IN-1: MathXL for School: Additional Practice

                  IN-1: Additional Practice

            2-1: Example 3 & Try It!
              Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            2-3: Example 1 & Try It!
              Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            2-3: Example 2
              Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            2-3: Key Concept
              Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            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 fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

            2-4: Example 2
              Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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 Math Modeling: Act 2
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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 Math Modeling: Act 3
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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 transforming a 
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: 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Compare properties of two linear functions given in different forms, 
such as a table of values, equation, verbal description, and graph (e.g., 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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Develop: Visual Learning
               
                  2-6: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Example 3 and Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Additional Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Additional Example 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Assess & Differentiate
               
                  2-6: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Virtual Nerd™: How Do You Find the Slope of a Line from Two Points?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Virtual Nerd™: What Does the Slope of a Line Mean?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-6: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Develop: Visual Learning
               
                  2-7: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Example 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Additional Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Additional Example 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Assess & Differentiate
               
                  2-7: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Virtual Nerd™: What's the Formula for Slope?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Virtual Nerd™: What Does Negative Slope Mean?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-7: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Develop: Visual Learning
               
                  2-8: Example 1
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Example 3 and Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Additional Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Additional Example 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

               Assess & Differentiate
               
                  2-8: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Virtual Nerd™: What's the Y-Intercept?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Virtual Nerd™: What Does Direct Variation Look Like on a Graph?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

                  2-8: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. 

            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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

               Develop: Visual Learning
               
                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: Example 2
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: Example 3 and 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: Additional Example 1
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: Additional Example 2
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

               Assess & Differentiate
               
                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

                  2-9: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. 

            Topic 2 Performance Task

            Topic 2 Assessment

         1-1: Example 1 & Try It!
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a 
rational number. 

         1-10: Example 2
           Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving numbers expressed in scientific 
notation, including problems where both decimal and scientific notation are used. Interpret scientific 
notation that has been generated by technology, such as a scientific calculator, graphing calculator, or 
excel spreadsheet. 

         1-2: Example 1 and Try It!
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a 
rational number. 

         1-2: Example 2
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a 
rational number. 

         1-2: Example 3 and Try It!
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a 
rational number. 

         1-4: Example 1 & Try It!
           Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

         1-4: Example 3 and Try It!
           Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

         1-5: Example 2 and Try It!
           Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

         1-6: Example 2
           Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

         1-7: Example 2 and Try It!
           Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

         1-7: Example 3 and Try It!
           Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

         1-8: Example 3 and Try It!
           Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

         1-9: Example 1 and Try It!
           Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

         1-9: Example 2 and Try It!
           Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

         2-1: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-2: Example 2
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-2: Example 3 and Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-3: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-3: Example 2
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-4: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 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 transforming a 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: Compare properties of two linear functions given in different forms, such 
as a table of values, equation, verbal description, and graph (e.g., 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: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. 

         2-9: 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. 

         2-9: Example 3 and 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. 

         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 assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

               Develop: Visual Learning
               
                  3-1: Example 1 & Try It!
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Example 2 & Try It!
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Example 3 & Try It!
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Additional Example 1
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Additional Example 2

                  3-1: Key Concept
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

               Assess & Differentiate
               
                  3-1: Enrichment
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Lesson Quiz
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Virtual Nerd™: How is a Function Defined?
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: Virtual Nerd™: What's a Function?
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  3-1: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 

                  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 assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

               Develop: Visual Learning
               
                  3-2: Example 1 & Try It!
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: Example 2
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

                  3-2: Example 3 & Try It!
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

                  3-2: Additional Example 1

                  3-2: Additional Example 3
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: Key Concept
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

               Assess & Differentiate
               
                  3-2: Enrichment
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: Lesson Quiz
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: Virtual Nerd™: What is a Linear Function?
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  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 assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  3-2: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

                  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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

               Develop: Visual Learning
               
                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). Describe qualitatively the functional relationship 
between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear 
or nonlinear, has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of 
a function that has been verbally described . Understand that solutions to a system of two linear 
equations correspond to points of intersection of their graphs because points of intersection satisfy both 
equations simultaneously. Approximate the solution of a system of equations by graphing and 
interpreting the reasonableness of the approximation. 

                  3-3: Example 2
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: Example 3 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-3: Additional Example 1

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

               Assess & Differentiate
               
                  3-3: Enrichment
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: Virtual Nerd™: How Do You Find the Rate of Change Between Two Points on a Graph?
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: Virtual Nerd™: How Can You Tell if a Function is Linear or Nonlinear From a Table?
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

                  3-3: Additional Practice

            3-1: Example 1 & Try It!
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

            3-1: Example 2 & Try It!
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

            3-1: Key Concept
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

            3-1: Virtual Nerd™: How is a Function Defined?
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

            3-1: Virtual Nerd™: What's a Function?
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

            3-2: Example 3 & Try It!
              Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

            3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). Describe qualitatively the functional relationship 
between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear 
or nonlinear, has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of 
a function that has been verbally described . Understand that solutions to a system of two linear 
equations correspond to points of intersection of their graphs because points of intersection satisfy both 
equations simultaneously. Approximate the solution of a system of equations by graphing and 
interpreting the reasonableness of the approximation. 

            3-3: Example 3 & Try It!
              Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

            3-3: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

            3-3: Virtual Nerd™: How Do You Find the Rate of Change Between Two Points on a Graph?
              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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

            Topic 3 Mid-Topic Assessment

            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 assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

                  Topic 3 Math Modeling: Act 2
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

                  Topic 3 Math Modeling: Act 3
                    Curriculum Standards: Understand that a function assigns to each x-value (independent 
variable) exactly one y-value (dependent variable), and that the graph of a function is the set of ordered 
pairs (x, y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

            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 given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

               Develop: Visual Learning
               
                  3-4: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Example 2 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Example 3 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Additional Example 1

                  3-4: Additional Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

               Assess & Differentiate
               
                  3-4: Enrichment
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  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 given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  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 given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  3-4: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Compare properties of two linear functions given in different forms, such as a 
table of values, equation, verbal description, and graph (e.g., compare a distance-time graph to a 
distance-time equation to determine which of two moving objects has greater speed). 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

               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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  3-5: Additional Example 3

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

               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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

               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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  3-6: Additional Example 2

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

               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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  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, 
has a maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function 
that has been verbally described . 

                  3-6: Additional Practice

            Topic 3 Performance Task

            Topic 3 Assessment

         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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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 quantitative variables. 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: Example 2
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: Example 3 and 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct and interpret scatter plots for bivariate measurement data to investigate patterns 
of association between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: Additional Example 1
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: Additional Example 2
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

               Assess & Differentiate
               
                  4-2: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  4-2: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

               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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  4-3: Example 2
                    Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data 
to investigate patterns of association between two quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  4-3: Additional Example 2
                    Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data 
to investigate patterns of association between two quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

               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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

            4-1: Example 2
              Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data to 
investigate patterns of association between two quantitative variables. 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 quantitative variables. Describe patterns such as 
clustering, outliers, positive or negative association, linear association, and nonlinear association. 

            4-2: Example 2
              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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

            4-2: Example 3 and 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct and interpret scatter plots for bivariate measurement data to investigate patterns 
of association between two quantitative variables. 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 describe 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: 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe 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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

            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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

            Topic 4 Mid-Topic Assessment

            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!

               Develop: Visual Learning
               
                  4-4: Example 1 & Try It!

                  4-4: Example 2

                  4-4: Example 3 & Try It!

                  4-4: Additional Example 2

                  4-4: Additional Example 3

                  4-4: Key Concept

                  4-4: Do You Understand?/Do You Know How?

                  4-4: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  4-4: Lesson Quiz

                  4-4: Virtual Nerd™: What is a Frequency Table?

                  4-4: Virtual Nerd™: How Do You Make a Frequency Table?

                  4-4: MathXL for School: Additional Practice

                  4-4: Additional Practice

            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!

               Develop: Visual Learning
               
                  4-5: Example 1 & Try It!

                  4-5: Example 2

                  4-5: Example 3 & Try It!

                  4-5: Additional Example 1

                  4-5: Additional Example 2

                  4-5: Key Concept

                  4-5: Do You Understand?/Do You Know How?

                  4-5: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  4-5: Lesson Quiz

                  4-5: Virtual Nerd™: How Do You Find Relative Frequency?

                  4-5: MathXL for School: Additional Practice

                  4-5: Additional Practice

            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 quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

                  Topic 4 Math Modeling: Act 2
                    Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data 
to investigate patterns of association between two quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

                  Topic 4 Math Modeling: Act 3
                    Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data 
to investigate patterns of association between two quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

            IN-2: Outcomes of Compound Events
            
               Student Companion eText: Grade 8 IN-2

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-2: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-2: Example 1 & Try It!

                  IN-2: Example 2

                  IN-2: Example 3 & Try It!

                  IN-2: Additional Example 2

                  IN-2: Key Concept

                  IN-2: Do You Understand?/Do You Know How?

                  IN-2: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-2: Enrichment
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  IN-2: Reteach to Build Understanding
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

                  IN-2: Lesson Quiz

                  IN-2: Reteach to Build Understanding
                    Curriculum Standards: Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. For 
events with a large number of outcomes, understand the use of the multiplication counting principle. 
Develop the multiplication counting principle and apply it to situations with a large number of 
outcomes. 

                  IN-2: Additional Vocabulary Support

                  IN-2: Enrichment
                    Curriculum Standards: Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. For 
events with a large number of outcomes, understand the use of the multiplication counting principle. 
Develop the multiplication counting principle and apply it to situations with a large number of 
outcomes. 

                  IN-2: Build Mathematical Literacy

                  IN-2: MathXL for School: Additional Practice

                  IN-2: Additional Practice

            IN-3: Finding Probabilities of Independent Events
            
               Student Companion eText: Grade 8 IN-3

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-3: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-3: Example 1 & Try It!

                  IN-3: Example 2 & Try It!

                  IN-3: Example 3 & Try It!

                  IN-3: Example 4

                  IN-3: Example 5 & Try It!

                  IN-3: Additional Example 1

                  IN-3: Key Concept

                  IN-3: Do You Understand?/Do You Know How?

                  IN-3: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-3: Enrichment
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  IN-3: Reteach to Build Understanding
                    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. Describe similarities and 
differences between linear and nonlinear functions from tables, graphs, verbal descriptions, and 
equations. Construct a function to model a linear relationship between two quantities given a verbal 
description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b 
is the y-intercept of the graph, and describe the meaning of each in the context of a problem. Construct 
and interpret scatter plots for bivariate measurement data to investigate patterns of association 
between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. Write and use equations that model linear relationships to make predictions, including 
interpolation and extrapolation, in real-world situations involving bivariate measurement data; interpret 
slope and y-intercept. 

                  IN-3: Lesson Quiz

                  IN-3: Reteach to Build Understanding
                    Curriculum Standards: Understand that, just as with simple events, the probability of a 
compound event is the fraction of outcomes in the sample space for which the compound event occurs. 
Understand and use appropriate terminology to describe independent, dependent, complementary, and 
mutually exclusive events. Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. 

                  IN-3: Additional Vocabulary Support

                  IN-3: Enrichment
                    Curriculum Standards: Understand that, just as with simple events, the probability of a 
compound event is the fraction of outcomes in the sample space for which the compound event occurs. 
Understand and use appropriate terminology to describe independent, dependent, complementary, and 
mutually exclusive events. Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. 

                  IN-3: Build Mathematical Literacy

                  IN-3: MathXL for School: Additional Practice

                  IN-3: Additional Practice

            IN-4: Finding Probabilities of Dependent Events
            
               Student Companion eText: Grade 8 IN-4

               Math Anytime
               
                  Topic 4: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-4: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-4: Example 1 & Try It!

                  IN-4: Example 2

                  IN-4: Example 3 & Try It!

                  IN-4: Additional Example 1

                  IN-4: Key Concept

                  IN-4: Do You Understand?/Do You Know How?

                  IN-4: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-4: Enrichment

                  IN-4: Reteach to Build Understanding

                  IN-4: Lesson Quiz

                  IN-4: Reteach to Build Understanding
                    Curriculum Standards: Understand that, just as with simple events, the probability of a 
compound event is the fraction of outcomes in the sample space for which the compound event occurs. 
Understand and use appropriate terminology to describe independent, dependent, complementary, and 
mutually exclusive events. Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. 

                  IN-4: Additional Vocabulary Support

                  IN-4: Enrichment
                    Curriculum Standards: Understand that, just as with simple events, the probability of a 
compound event is the fraction of outcomes in the sample space for which the compound event occurs. 
Understand and use appropriate terminology to describe independent, dependent, complementary, and 
mutually exclusive events. Represent sample spaces and find probabilities of compound events 
(independent and dependent) using methods, such as organized lists, tables, and tree diagrams. 

                  IN-4: Build Mathematical Literacy

                  IN-4: MathXL for School: Additional Practice

                  IN-4: Additional Practice

            Topic 4 Performance Task

            Topic 4 Assessment

         1-2: Example 1 and Try It!
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats 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, plot them approximately on a number line, and estimate the value of expressions 
involving irrational numbers. 

         1-6: Example 3
           Curriculum Standards: Given a numeric expression with common rational number bases and 
integer exponents, apply the properties of exponents to generate equivalent expressions. 

         1-8: Example 3 and Try It!
           Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

         1-9: Example 1 and Try It!
           Curriculum Standards: Solve real-world and other mathematical problems involving numbers 
expressed in scientific notation, including problems where both decimal and scientific notation are used. 
Interpret scientific notation that has been generated by technology, such as a scientific calculator, 
graphing calculator, or excel spreadsheet. 

         2-1: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 

         2-4: Example 1 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 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 transforming a 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: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. 

         2-8: Example 3 and Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. 

         2-9: Example 3 and 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. 

         3-1: Example 1 & Try It!
           Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

         3-1: Example 2 & Try It!
           Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 

         3-2: Example 1 & Try It!
           Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. Construct a function to 
model a linear relationship between two quantities given a verbal description, table of values, or graph. 
Recognize in y = mx + b that m is the slope (rate of change) and b is the y-intercept of the graph, and 
describe the meaning of each in the context of a problem. 

         3-2: Example 3 & Try It!
           Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

         3-3: 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. Compare 
properties of two linear functions given in different forms, such as a table of values, equation, verbal 
description, and graph (e.g., compare a distance-time graph to a distance-time equation to determine 
which of two moving objects has greater speed). 

         3-4: Example 2 & Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Compare properties of two linear functions given in different forms, such as a table of values, 
equation, verbal description, and graph (e.g., compare a distance-time graph to a distance-time 
equation to determine which of two moving objects has greater speed). 

         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, has a 
maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function that has 
been verbally described . 

         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, has a 
maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function that has 
been verbally described . 

         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, has a 
maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function that has 
been verbally described . 

         4-1: Example 1 & Try It!
           Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data to 
investigate patterns of association between two quantitative variables. 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 quantitative variables. Describe patterns such as 
clustering, outliers, positive or negative association, linear association, and nonlinear association. 

         4-2: 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. Construct and 
interpret scatter plots for bivariate measurement data to investigate patterns of association between 
two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

         4-2: Example 3 and 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of 
association between two quantitative variables. 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 describe the model fit by judging the closeness of the data 
points to the line. 

         4-3: Example 2
           Curriculum Standards: Construct and interpret scatter plots for bivariate measurement data to 
investigate patterns of association between two quantitative variables. 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 describe the model fit by 
judging the closeness of the data points to the line. Write and use equations that model linear 
relationships to make predictions, including interpolation and extrapolation, in real-world situations 
involving bivariate measurement data; interpret slope and y-intercept. 

         4-4: Example 1 & Try It!

         4-4: Example 2

         4-5: Example 1 & Try It!

         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: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Develop: Visual Learning
               
                  5-1: Example 1 & Try It!
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Example 2
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Example 3 & Try It!
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Additional Example 2
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Additional Example 3
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Key Concept
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Assess & Differentiate
               
                  5-1: Lesson Quiz
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Virtual Nerd™: What's a Solution to a System of Linear Equations?
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Virtual Nerd™: How Do You Graph a System of Equations that Has No Solution?
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: MathXL for School: Additional Practice
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-1: Additional Practice
                    Curriculum Standards: Understand that solutions to a system of two linear equations 
correspond to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Develop: Visual Learning
               
                  5-2: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Example 3 and Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Additional Example 1
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Additional Example 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Assess & Differentiate
               
                  5-2: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Virtual Nerd™: How Do You Solve a System of Equations by Graphing?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Virtual Nerd™: How Can You Tell When a System of Equations Has Infinitely Many 
Solutions?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-2: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-1: Virtual Nerd™: What's a Solution to a System of Linear Equations?
              Curriculum Standards: Understand that solutions to a system of two linear equations correspond 
to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-1: Example 3 & Try It!
              Curriculum Standards: Understand that solutions to a system of two linear equations correspond 
to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-1: Example 1 & Try It!
              Curriculum Standards: Understand that solutions to a system of two linear equations correspond 
to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-2: Example 1 & Try It!
              Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-2: Virtual Nerd™: How Do You Solve a System of Equations by Graphing?
              Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            5-2: Virtual Nerd™: How Can You Tell When a System of Equations Has Infinitely Many Solutions?
              Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            Topic 5 Mid-Topic Assessment

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Develop: Visual Learning
               
                  5-3: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Example 3 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Additional Example 2

                  5-3: Additional Example 3

                  5-3: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Assess & Differentiate
               
                  5-3: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Virtual Nerd™: How Do You Solve a System of Equations Using the Substitution Method?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Virtual Nerd™: What is Another Way of Solving a System of Equations Using the 
Substitution Method?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-3: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Develop: Visual Learning
               
                  5-4: Example 1 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: Example 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: Example 3 & Try It!
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: Additional Example 2

                  5-4: Additional Example 3

                  5-4: Key Concept
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

               Assess & Differentiate
               
                  5-4: Lesson Quiz
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-5: Virtual Nerd™: How Do You Solve a System of Equations Using the Elimination by Addition 
Method?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-5: Virtual Nerd™: How Do You Solve a System of Equations Using the Elimination by 
Multiplication Method?
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: MathXL for School: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

                  5-4: Additional Practice
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Understand that solutions to a system of two linear equations correspond to 
points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

            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: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Write and use equations that model linear relationships to make predictions, 
including interpolation and extrapolation, in real-world situations involving bivariate measurement data; 
interpret slope and y-intercept. 

                  Topic 5 Math Modeling: Act 2
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Write and use equations that model linear relationships to make predictions, 
including interpolation and extrapolation, in real-world situations involving bivariate measurement data; 
interpret slope and y-intercept. 

                  Topic 5 Math Modeling: Act 3
                    Curriculum Standards: Construct a function to model a linear relationship between two 
quantities given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the 
slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of each in the 
context of a problem. Write and use equations that model linear relationships to make predictions, 
including interpolation and extrapolation, in real-world situations involving bivariate measurement data; 
interpret slope and y-intercept. 

            Topic 5 Performance Task

            Topic 5 Assessment

         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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

                  6-1: Example 2
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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

                  6-1: Additional Example 3

                  6-1: Key Concept
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

                  6-2: Example 2 and Try It!
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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

                  6-2: Additional Example 3

                  6-2: Key Concept
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

                  6-3: Example 2 & Try It!
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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

                  6-3: Additional Example 3

                  6-3: Key Concept
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

                  6-4: Example 2
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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

                  6-4: Additional Example 3

                  6-4: Key Concept
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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. Describe a sequence that exhibits the 
congruence between two given congruent figures. 

                  Topic 6 Math Modeling: Act 2
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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. Describe a sequence that exhibits the 
congruence between two given congruent figures. 

                  Topic 6 Math Modeling: Act 3
                    Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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. Describe a sequence that exhibits the 
congruence between two given congruent figures. 

            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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-5: Additional Example 2

                  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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 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: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-3: Virtual Nerd™: How Do You Rotate a Figure 90 Degrees Clockwise Around the Origin?
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-1: Example 1 and Try It!
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-1: Example 2
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-2: Example 2 and Try It!
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-3: Example 2 & Try It!
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-4: Example 1 and Try It!
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-1: Virtual Nerd™: What is a Translation?
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            6-1: Virtual Nerd™: What Properties of a Figure Stay the Same After a Translation?
              Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

            Topic 6 Mid-Topic Assessment

            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

                  6-6: Additional Example 3

                  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: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

               Develop: Visual Learning
               
                  6-7: Example 1 and Try It!
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Example 2
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Example 3 and Try It!
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Additional Example 1

                  6-7: Additional Example 3

                  6-7: Key Concept
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

               Assess & Differentiate
               
                  6-7: Lesson Quiz
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Virtual Nerd™: What are Similar Figures?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: Virtual Nerd™: How Do You Identify a Similarity Transformation?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  6-7: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Describe the 
effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. 

                  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: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Develop: Visual Learning
               
                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-8: Example 2 & 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-8: Example 3 and Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-8: Additional Example 3

                  6-8: Additional Example 4

                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Assess & Differentiate
               
                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-8: Virtual Nerd™: How Do You Find Missing Angles in a Transversal Diagram?
                    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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-8: Virtual Nerd™: What is a Transversal?
                    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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-8: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  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: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Develop: Visual Learning
               
                  6-9: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-9: Example 2
                    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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-9: Example 3 and Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. 

                  6-9: Additional Example 2

                  6-9: Additional Example 3

                  6-9: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-9: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-9: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Assess & Differentiate
               
                  6-9: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-9: Virtual Nerd™: What is the Triangle Sum Theorem?
                    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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  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: 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. 
Describe a sequence that exhibits the congruence between two given congruent figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  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: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Develop: Visual Learning
               
                  6-10: Example 1 and Try It!
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. 

                  6-10: Example 2 & Try It!

                  6-10: Example 3 and Try It!
                    Curriculum Standards: Solve linear equations with rational number coefficients fluently, 
including equations whose solutions require expanding expressions using the distributive property and 
collecting like terms. Represent real-world problems using linear equations and inequalities in one 
variable and solve such problems. 

                  6-10: Additional Example 2

                  6-10: Additional Example 3

                  6-10: Key Concept
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: Do You Understand?/Do You Know How?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

               Assess & Differentiate
               
                  6-10: Lesson Quiz
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: Virtual Nerd™: What is the Angle-Angle Postulate for Triangle Similarity?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: Virtual Nerd™: How Do You Determine if Two Triangles are Similar Using the AA 
Similarity Postulate?
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: MathXL for School: Additional Practice
                    Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. Solve linear 
equations with rational number coefficients fluently, including equations whose solutions require 
expanding expressions using the distributive property and collecting like terms. Represent real-world 
problems using linear equations and inequalities in one variable and solve such problems. 

                  6-10: Additional Practice

            Topic 6 Performance Task

            Topic 6 Assessment

         1-1: Example 1 & Try It!
           Curriculum Standards: Give examples of rational and irrational numbers and explain the difference 
between them. Understand that every number has a decimal expansion; for rational numbers, show 
that the decimal expansion terminates or repeats, and convert a decimal expansion that repeats into a 
rational number. 

         1-4: Example 3 and Try It!
           Curriculum Standards: Use square root symbols to represent solutions to equations of the form 
x^2 = p, where p is a positive rational number. Solve real-world problems with rational numbers by using 
multiple operations. 

         2-4: Example 3 & Try It!
           Curriculum Standards: Solve linear equations with rational number coefficients fluently, including 
equations whose solutions require expanding expressions using the distributive property and collecting 
like terms. Represent real-world problems using linear equations and inequalities in one variable and 
solve such problems. 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 transforming a 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: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. 

         2-7: Example 1 & Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. 

         2-9: 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. Describe similarities and differences 
between linear and nonlinear functions from tables, graphs, verbal descriptions, and equations. 
Construct a function to model a linear relationship between two quantities given a verbal description, 
table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change) and b is the y-
intercept of the graph, and describe the meaning of each in the context of a problem. 

         3-2: Example 3 & Try It!
           Curriculum Standards: Understand that a function assigns to each x-value (independent variable) 
exactly one y-value (dependent variable), and that the graph of a function is the set of ordered pairs (x, 
y). 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. Describe similarities and differences between linear and 
nonlinear functions from tables, graphs, verbal descriptions, and equations. 

         3-4: Example 1 & Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Compare properties of two linear functions given in different forms, such as a table of values, 
equation, verbal description, and graph (e.g., compare a distance-time graph to a distance-time 
equation to determine which of two moving objects has greater speed). 

         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, has a 
maximum or minimum value). Sketch a graph that exhibits the qualitative features of a function that has 
been verbally described . 

         4-5: Example 1 & Try It!

         5-1: Example 1 & Try It!
           Curriculum Standards: Understand that solutions to a system of two linear equations correspond 
to points of intersection of their graphs because points of intersection satisfy both equations 
simultaneously. Approximate the solution of a system of equations by graphing and interpreting the 
reasonableness of the approximation. 

         5-2: Example 3 and Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Understand that solutions to a system of two linear equations correspond to points of 
intersection of their graphs because points of intersection satisfy both equations simultaneously. 
Approximate the solution of a system of equations by graphing and interpreting the reasonableness of 
the approximation. 

         5-3: Example 1 & Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Understand that solutions to a system of two linear equations correspond to points of 
intersection of their graphs because points of intersection satisfy both equations simultaneously. 
Approximate the solution of a system of equations by graphing and interpreting the reasonableness of 
the approximation. 

         5-3: Example 2
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Understand that solutions to a system of two linear equations correspond to points of 
intersection of their graphs because points of intersection satisfy both equations simultaneously. 
Approximate the solution of a system of equations by graphing and interpreting the reasonableness of 
the approximation. 

         5-4: Example 3 & Try It!
           Curriculum Standards: Construct a function to model a linear relationship between two quantities 
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of 
change) and b is the y-intercept of the graph, and describe the meaning of each in the context of a 
problem. Understand that solutions to a system of two linear equations correspond to points of 
intersection of their graphs because points of intersection satisfy both equations simultaneously. 
Approximate the solution of a system of equations by graphing and interpreting the reasonableness of 
the approximation. 

         6-1: Example 1 and Try It!
           Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

         6-10: Example 1 and Try It!
           Curriculum Standards: 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. 
Describe a sequence that exhibits the similarity between the two given similar figures. 

         6-2: Example 1 and Try It!
           Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped to parallel lines. 

         6-3: Example 1 and Try It!
           Curriculum Standards: Verify experimentally the properties of rotations, reflections, and 
translations, including: lines are mapped to lines, and line segments to line segments of the same length; 
angles are mapped to angles of the same measure; and parallel lines are mapped 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. Describe 
a sequence that exhibits the congruence between two given congruent figures. 

         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: 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. Describe 
a sequence that exhibits the congruence between two given congruent figures. 

         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: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 

                  7-1: Example 2
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: Example 3 and Try It!
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: Additional Example 1

                  7-1: Additional Example 2

                  7-1: Key Concept
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

               Assess & Differentiate
               
                  7-1: Lesson Quiz
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: Virtual Nerd™: What is the Pythagorean Theorem?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-1: MathXL for School: Additional Practice
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 

                  Topic 7 Math Modeling: Act 2
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 

                  Topic 7 Math Modeling: Act 3
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 

            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: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 

                  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: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: Additional Example 2

                  7-2: Additional Example 3

                  7-2: Key Concept
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

               Assess & Differentiate
               
                  7-2: Lesson Quiz
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: Virtual Nerd™: What is the Converse of the Pythagorean Theorem?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: Virtual Nerd™: How Do You Determine if a Triangle is a Right Triangle if You Know its 
Sides?
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: MathXL for School: Additional Practice
                    Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and 
other mathematical problems in two dimensions. 

                  7-2: Additional Practice

            7-1: Virtual Nerd™: What is the Pythagorean Theorem?
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 

            7-1: Virtual Nerd™: How Do You Find the Length of the Hypotenuse of a Right Triangle?
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and other 
mathematical problems in two dimensions. 

            7-2: Virtual Nerd™: What is the Converse of the Pythagorean Theorem?
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. 

            7-2: Virtual Nerd™: How Do You Determine if a Triangle is a Right Triangle if You Know its Sides?
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and other 
mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 

            7-1: Example 2
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and other 
mathematical problems in two dimensions. 

            7-1: Example 3 and Try It!
              Curriculum Standards: Use inductive reasoning to explain the Pythagorean relationship. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and other 
mathematical problems in two 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: Use inductive reasoning to explain the Pythagorean relationship. 

            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: Use inductive reasoning to explain the Pythagorean relationship. Apply 
the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and other 
mathematical problems in two dimensions. 

            Topic 7 Mid-Topic Assessment

            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 other mathematical problems in two 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 other mathematical problems in two dimensions. 

                  7-3: Example 2
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two 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 other mathematical problems in two dimensions. 

                  7-3: Additional Example 2

                  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 other mathematical problems in two 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 other mathematical problems in two 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 other mathematical problems in two 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 other mathematical problems in two 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 other mathematical problems in two 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 other mathematical problems in two 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 other mathematical problems in two 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
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

               Math Anytime
               
                  Topic 7: Today's Challenge

               Develop: Problem-Based Learning
               
                  7-4: Explore It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

               Develop: Visual Learning
               
                  7-4: Example 1 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Example 2 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Example 3 and Try It!
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Additional Example 2

                  7-4: Additional Example 3

                  7-4: Key Concept
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: 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 other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

               Assess & Differentiate
               
                  7-4: Lesson Quiz
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Virtual Nerd™: How Do You Find the Distance Between Two Points?
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Virtual Nerd™: How Was the Distance Formula Derived?
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: MathXL for School: Additional Practice
                    Curriculum Standards: Apply the Pythagorean Theorem to determine unknown side lengths 
in right triangles in real-world and other mathematical problems in two dimensions. Apply the 
Pythagorean Theorem to find the distance between two points in a coordinate plane. 

                  7-4: Additional Practice

            Topic 7 Performance Task

            Topic 7 Assessment

         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

            IN-5: Attributes of 3-Dimensional Figures
            
               Student Companion eText: Grade 8 IN-5

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-5: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-5: Example 1 & Try It!

                  IN-5: Example 2

                  IN-5: Example 3 & Try It!

                  IN-5: Additional Example 1

                  IN-5: Key Concept

                  IN-5: Do You Understand?/Do You Know How?

                  IN-5: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-5: Enrichment

                  IN-5: Reteach to Build Understanding
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-5: Lesson Quiz

                  IN-5: Reteach to Build Understanding
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-5: Additional Vocabulary Support

                  IN-5: Enrichment
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-5: Build Mathematical Literacy

                  IN-5: MathXL for School: Additional Practice

                  IN-5: Additional Practice

            IN-6: Cross Sections
            
               Student Companion eText: Grade 8 IN-6

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-6: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-6: Example 1 & Try It!

                  IN-6: Example 2

                  IN-6: Example 3 & Try It!

                  IN-6: Additional Example 2

                  IN-6: Key Concept

                  IN-6: Do You Understand?/Do You Know How?

                  IN-6: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-6: Enrichment

                  IN-6: Reteach to Build Understanding
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-6: Lesson Quiz

                  IN-6: Reteach to Build Understanding
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-6: Additional Vocabulary Support

                  IN-6: Enrichment
                    Curriculum Standards: Identify, define and describe attributes of three-dimensional 
geometric objects (right rectangular prisms, cylinders, cones, spheres, and pyramids). Explore the effects 
of slicing these objects using appropriate technology and describe the two-dimensional figure that 
results. 

                  IN-6: Build Mathematical Literacy

                  IN-6: MathXL for School: Additional Practice

                  IN-6: Additional Practice

            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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Example 3 and Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Additional Example 1
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Additional Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Key Concept
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               Assess & Differentiate
               
                  8-1: Lesson Quiz
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cylinder?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cone?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-1: Additional Practice

            IN-7: Find Volume of Pyramids
            
               Teacher's Edition Program Overview eText: Grade 8 IN-7

               Math Anytime
               
                  Topic 8: Today's Challenge

               Develop: Problem-Based Learning
               
                  IN-7: Solve & Discuss It!

               Develop: Visual Learning
               
                  IN-7: Example 1 & Try It!

                  IN-7: Example 2 & Try It!

                  IN-7: Example 3 & Try It!

                  IN-7: Additional Example 3

                  IN-7: Key Concept

                  IN-7: Do You Understand?/Do You Know How?

                  IN-7: MathXL for School: Practice & Problem Solving

               Assess & Differentiate
               
                  IN-7: Enrichment

                  IN-7: Reteach to Build Understanding
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  IN-7: Lesson Quiz

                  IN-7: Reteach to Build Understanding
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  IN-7: Additional Vocabulary Support

                  IN-7: Enrichment
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  IN-7: Build Mathematical Literacy

                  IN-7: MathXL for School: Additional Practice

                  IN-7: 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: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

               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: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Example 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  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: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Additional Example 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Additional Example 3
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Key Concept
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

               Assess & Differentiate
               
                  8-2: Lesson Quiz
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Virtual Nerd™: What is the Formula for the Volume of a Cylinder?
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Virtual Nerd™: How Do You Find the Volume of a Cylinder?
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-2: Additional Practice

            8-1: Virtual Nerd™: How Do You Find the Lateral and Surface Areas of a Cone?
              Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

            8-2: Virtual Nerd™: What is the Formula for the Volume of a Cylinder?
              Curriculum Standards: Solve real-world and other mathematical problems involving volumes of 
cones, cylinders, spheres, and pyramids and surface area of spheres. 

            8-2: Virtual Nerd™: How Do You Find the Volume of a Cylinder?
              Curriculum Standards: Solve real-world and other mathematical problems involving volumes of 
cones, cylinders, spheres, and pyramids and surface area of spheres. 

            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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

            8-1: Example 3 and Try It!
              Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

            8-1: Example 2
              Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

            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: Solve real-world and other mathematical problems involving volumes of 
cones, cylinders, spheres, and pyramids and surface area of spheres. 

            8-2: Example 2
              Curriculum Standards: Solve real-world and other mathematical problems involving volumes of 
cones, cylinders, spheres, and pyramids and surface area of spheres. 

            Topic 8 Mid-Topic Assessment

            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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               Develop: Visual Learning
               
                  8-3: Example 1 and Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Example 3 and Try It!
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-3: Additional Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Additional Example 3
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  8-3: Key Concept
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               Assess & Differentiate
               
                  8-3: Lesson Quiz
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Virtual Nerd™: What is the Formula for the Volume of a Cone?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: Virtual Nerd™: How Do You Find the Volume of a Cone?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-3: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  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: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               Develop: Visual Learning
               
                  8-4: Example 1 and Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Example 3 and Try It!
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Additional Example 2
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Additional Example 3
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Key Concept
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Do You Understand?/Do You Know How?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: MathXL for School: Practice & Problem Solving
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

               Assess & Differentiate
               
                  8-4: Lesson Quiz
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Virtual Nerd™: What is the Formula for the Volume of a Sphere?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: Virtual Nerd™: How Do You Find the Volume of a Sphere?
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  8-4: MathXL for School: Additional Practice
                    Curriculum Standards: Solve real-world problems with rational numbers by using multiple 
operations. Solve real-world and other mathematical problems involving volumes of cones, cylinders, 
spheres, and pyramids and surface area of spheres. 

                  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: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  Topic 8 Math Modeling: Act 2
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

                  Topic 8 Math Modeling: Act 3
                    Curriculum Standards: Solve real-world and other mathematical problems involving volumes 
of cones, cylinders, spheres, and pyramids and surface area of spheres. 

            Topic 8 Performance Task

            Topic 8 Assessment

         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

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                     i21-2 Practice

               Lesson i21-3: Adding Integers
               
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               Lesson i21-4: Subtracting Integers
               
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               Lesson i21-5: Multiplying Integers
               
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                     i21-5 Part 1

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                     i21-5 Practice

               Lesson i21-6: Dividing Integers
               
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                     i21-6 Practice

            Cluster 22: Graphing and Rational Numbers
            
               Lesson i22-1: Graphing in the First Quadrant
               
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               Lesson i22-2: Graphing in the Coordinate Plane
               
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               Lesson i22-3: Distance When There's a Common Coordinate
               
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               Lesson i22-4: Rational Numbers on the Number Line
               
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               Lesson i22-5: Comparing and Ordering Rational Numbers
               
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                     i22-5 Practice

            Cluster 23: Numerical and Algebraic Expressions
            
               Lesson i23-1: Order of Operations
               
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               Lesson i23-2: Variables and Expressions
               
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               Lesson i23-3: Patterns and Expressions
               
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               Lesson i23-4: Evaluating Expressions: Whole Numbers
               
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                     i23-4 Practice

            Cluster 24: More Algebraic Expressions
            
               Lesson i24-1: Evaluating Expressions: Rational Numbers
               
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                     i24-1 Part 1

                     i24-1 Part 2

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                     i24-1 Practice

               Lesson i24-2: Equivalent Expressions
               
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               Lesson i24-3: Simplifying Expressions
               
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                     i24-3 Practice

            Cluster 25: Equations
            
               Lesson i25-1: Writing Equations
               
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                     i25-1 Part 1

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                     i25-1 Practice

               Lesson i25-2: Principles of Solving Equations
               
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                     i25-2 Part 1

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                     i25-2 Practice

               Lesson i25-3: Solving Addition and Subtraction Equations
               
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                     i25-3 Part 1

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               Lesson i25-4: Solving Multiplication and Division Equations
               
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                     i25-4 Part 1

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               Lesson i25-5: Solving Rational-Number Equations, Part 1
               
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                     i25-5 Part 1

                     i25-5 Part 2

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               Lesson i25-6: Solving Rational-Number Equations, Part 2
               
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                     i25-6 Part 1

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                     i25-6 Practice

               Lesson i25-7: Solving Two-Step Equations
               
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                     i25-7 Part 1

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                     i25-7 Practice

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            Teacher's Edition eText: Grade 8 Lesson 6-9
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            i25-2 Journal
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            Teacher Resources
              Intended Role: Instructor

            i25-3 Journal
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i25-4 Journal
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i25-5 Journal
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i25-6 Journal
              Intended Role: Instructor

            Teacher Resources
              Intended Role: Instructor

            i25-7 Journal
              Intended Role: Instructor

            Booklet K: Expressions, Equations, and Functions
              Intended Role: Instructor

            K1: Repeating Patterns
              Intended Role: Instructor

            K2: Number Patterns
              Intended Role: Instructor

            K3: Geometric Growth Patterns
              Intended Role: Instructor

            K4: Expressions with Addition and Subtraction
              Intended Role: Instructor

            K5: Expressions with Multiplication and Division
              Intended Role: Instructor

            K6: Translating Words to Expressions
              Intended Role: Instructor

            K7: Equality and Inequality
              Intended Role: Instructor

            K8: Expressions with Parentheses
              Intended Role: Instructor

            K9: Order of Operations
              Intended Role: Instructor

            K10: Mental Math: Using Properties
              Intended Role: Instructor

            K11: Using the Distributive Property
              Intended Role: Instructor

            K12: Properties of Operations
              Intended Role: Instructor

            K13: Variables and Expressions
              Intended Role: Instructor

            K14: More Variables and Expressions
              Intended Role: Instructor

            K15: Writing Expressions
              Intended Role: Instructor

            K16: Identify Parts of Expressions
              Intended Role: Instructor

            K17: Write Equivalent Expressions
              Intended Role: Instructor

            K18: Simplify Algebraic Expressions
              Intended Role: Instructor

            K19: Factoring Algebraic Expressions
              Intended Role: Instructor

            K20: Adding and Subtracting Algebraic Expressions
              Intended Role: Instructor

            K21: Formulas and Equations
              Intended Role: Instructor

            K22: Properties of Equality
              Intended Role: Instructor

            K23: Solving Addition and Subtraction Equations
              Intended Role: Instructor

            K24: Solving Multiplication and Division Equations
              Intended Role: Instructor

            K25: Solving Equations with Whole Numbers
              Intended Role: Instructor

            K26: Solving Equations with Decimals
              Intended Role: Instructor

            K27: Writing Addition and Subtraction Equations
              Intended Role: Instructor

            K28: Writing Multiplication and Division Equations
              Intended Role: Instructor

            K29: Solving Equations with Fractions
              Intended Role: Instructor

            K30: Writing Two-Step Equations
              Intended Role: Instructor

            K31: Solving Two-Step Equations
              Intended Role: Instructor

            K32: Solve Multi-Step Equations
              Intended Role: Instructor

            K33: Solving Systems of Equations by Inspection
              Intended Role: Instructor

            K34: Solving Systems of Equations by Graphing
              Intended Role: Instructor

            K35: Solving Systems of Equations by Substitution
              Intended Role: Instructor

            K36: Solving Systems of Equations by Elimination
              Intended Role: Instructor

            K37: Writing Inequalities
              Intended Role: Instructor

            K38: Solving Inequalities
              Intended Role: Instructor

            K39: Writing Two-Step Inequalities
              Intended Role: Instructor

            K40: Solving Two-Step Inequalities
              Intended Role: Instructor

            K41: Solving Multi-Step Inequalities
              Intended Role: Instructor

            K42: Dependent and Independent Variables
              Intended Role: Instructor

            K43: Input/Output Tables
              Intended Role: Instructor

            K44: Find a Rule
              Intended Role: Instructor

            K45: Patterns and Equations
              Intended Role: Instructor

            K46: Graphing Ordered Pairs
              Intended Role: Instructor

            K47: Lengths of Line Segments
              Intended Role: Instructor

            K48: Graphing Points in the Coordinate Plane
              Intended Role: Instructor

            K49: Graphing Equations in the Coordinate Plane
              Intended Role: Instructor

            K50: Finding Slope
              Intended Role: Instructor

            K51: Relations and Functions
              Intended Role: Instructor

            K52: Linear Functions
              Intended Role: Instructor

            K53: Nonlinear Functions
              Intended Role: Instructor

            K54: Sketching Functions
              Intended Role: Instructor

            Booklet L: Numbers and Operations :
              Intended Role: Instructor

            L1: Factoring Numbers
              Intended Role: Instructor

            L2: Exponents
              Intended Role: Instructor

            L3: Prime Factorization
              Intended Role: Instructor

            L4: Greatest Common Factor
              Intended Role: Instructor

            L5: Least Common Multiple
              Intended Role: Instructor

            L6: Perfect Squares
              Intended Role: Instructor

            L7: Addition Properties
              Intended Role: Instructor

            L8: Relating Addition and Subtraction
              Intended Role: Instructor

            L9: Estimating Sums
              Intended Role: Instructor

            L10: Estimating Differences
              Intended Role: Instructor

            L11: Adding and Subtracting on a Number Line
              Intended Role: Instructor

            L12: Skip Counting on the Number Line
              Intended Role: Instructor

            L13: Adding Two-Digit Numbers
              Intended Role: Instructor

            L14: Subtracting Two-Digit Numbers
              Intended Role: Instructor

            L15: Mental Math Strategies
              Intended Role: Instructor

            L16: Adding Three-Digit Numbers
              Intended Role: Instructor

            L17: Subtracting Three-Digit Numbers
              Intended Role: Instructor

            L18: Subtracting Four-Digit Numbers
              Intended Role: Instructor

            L19: Adding 4-Digit Numbers
              Intended Role: Instructor

            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
         
            Student Companion eText: Grade 8

            Student's Edition eText: Grade 8

            Teacher's Edition eText: Grade 8
              Intended Role: Instructor

            Teacher's Edition Program Overview eText: Grade 8