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Common Core: Math
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 In Topic D, students learn that radical expressions naturally arise in geometry, such as the height of an isosceles triangle or the lateral length of a cone. The Pythagorean Theorem is applied to...

 Topic C revisits the Pythagorean Theorem and its applications, now in a context that includes the use of square roots and irrational numbers. Students learn another proof of the Pythagorean Theorem...

 In Topic B, students learn that to get the decimal expansion of a number (8.NS.A.1), they must develop a deeper understanding of the long division algorithm learned in Grades 6 and 7 (6.NS.B.2, 7.NS....

 In Topic A, students learn the notation related to roots (8.EE.A.2). The definition for irrational numbers relies on students’ understanding of rational numbers, that is, students know that rational...

 In Topic D, students examine bivariate categorical data by using twoway tables to determine relative frequencies. They use the relative frequencies calculated from tables to informally assess...

 In Topic C, students use linear and nonlinear models to answer questions in context (8.SP.A.1, 8.SP.A.2). They interpret the rate of change and the initial value in context (8.SP.A.3). They use the...

 Topic B uses linear functions to model the relationship between two quantitative variables as students move to the domain of Statistics and Probability. Students make scatter plots based on data. ...

 Topic A begins to examine the relationship between two variables using linear functions (8.F.B.4). Linear functions are connected to a context, using the initial value and slope as a rate of change...

 In Topic B, students apply their knowledge of volume from previous grade levels (5.MD.C.3, 5.MD.C.5) to the learning of the volume formulas for cones, cylinders, and spheres (8.G.C.9). First,...

 In Topic A of Module 5, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. The module begins by explaining...

 Optional Topic E is an application of systems of linear equations (8.EE.C.8b). Specifically, a system that generates Pythagorean triples. First, students learn that a Pythagorean triple can be...

 Simultaneous equations and their solutions are the focus of Topic D. Students begin by comparing the constant speed of two individuals to determine which has greater speed (8.EE.C.8c). Students...

 In Topic C, students know that the slope of a line describes the rate of change of a line. Students first encounter slope by interpreting the unit rate of a graph (8.EE.B.5). In general, students...

 In Topic B, students work with constant speed, a concept learned in Grade 6 (6.RP.A.3), but this time with proportional relationships related to average speed and constant speed. These relationships...

 In Topic A, students begin by transcribing written statements using symbolic notation. Then, students write linear and nonlinear expressions leading to linear equations, which are solved using...

 It is recommended that students have some experience with the lessons in Topic D from Module 2 before beginning these lessons. In Lesson 13 of Topic C, students are presented with a general proof...

 Topic B begins with the definition of similarity and the properties of similarities. In Lesson 8, students learn that similarities map lines to lines, change the length of segments by factor r, and...

 Topic A begins by demonstrating the need for a precise definition of dilation instead of “same shape, different size” because dilation will be applied to geometric shapes that are not polygons. ...

 Optional Topic D begins the learning of Pythagorean Theorem. Students are shown the “square within a square” proof of the Pythagorean Theorem. The proof uses concepts learned in previous topics of...

 In Topic C, on the definition and properties of congruence, students learn that congruence is just a sequence of basic rigid motions. The fundamental properties shared by all the basic rigid motions...

 Topic B is a critical foundation to the understanding of congruence. All the lessons of Topic B demonstrate to students the ability to sequence various combinations of rigid motions while...

 Throughout Topic A, on the definitions and properties of the basic rigid motions, students verify experimentally their basic properties and, when feasible, deepen their understanding of these...

 In Topic B, students’ understanding of integer exponents is expanded to include the concept of magnitude as a measurement. Students learn to estimate how big or how small a number is using magnitude...

 In Topic A, students begin by learning the precise definition of exponential notation where the exponent is restricted to being a positive integer. In Lessons 2 and 3, students discern the structure...