Common Core Math Standards
Grade 8 – The Number System
1. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the “I Can” statement(s).
3) Embed Bloom’s Taxonomy key words within the statement(s).
Common Core Standards
Converted/Unpacked
Standards
“I Can” Statements (Student-
Centered)
Vocabulary
CC.8.NS.1Know that numbers that are not rational are called irrational. Understand informally that
every number has a decimal expansion; for rational numbers show that the decimal expansion repeats
eventually, and convert a decimal expansion which repeats eventually into a rational number
I can…
8.NS.1a Define and represent
rational numbers
8.NS.1b Define and represent
irrational numbers
8.NS.1c Recognize that all
real numbers can be written
in a decimal form
8.NS.1d Change rational and
irrational numbers to
decimals
8.NS.1e Convert a decimal
number
(repeating/terminating) into a
fraction
8.NS.1f Determine if a
decimal number is rational or
irrational
8.NS.1g Recognize that a
repeating/terminating
decimal is a rational number
8.NS.1h Convert terminating
and repeating decimals to
fractions
Rational
Irrational
8.NS.1i Distinguish between
rational and irrational
Numbers
CC. 8.NS.2 2. Use rational approximations of irrational numbers to compare the size of irrational
numbers, locate them approximately on a number line diagram, and estimate the value of expressions
(e.g., π 2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2,
then between 1.4 and 1.5, and explain how to continue on to get better approximations
I can…
8.NS.2a Estimate irrational
numbers
8.NS.2b Find the square
roots of perfect squares
8.NS.2c Estimate the decimal
for a square root
8.NS.2d Locate rational
numbers on a number line
8.NS.2e Locate irrational
numbers on a number line
8.NS.2f Locate the
approximate location of
irrational
numbers on a number line
based on perfect squares
8.NS.2g Construct a number
line that includes rational
and irrational numbers
8.NS.2h Compare and
contrast irrational numbers
identifying larger vs. smaller
numbers
8.NS.2i Recognize if a
number is rounded or repeats
when using a calculator
8.NS.2j Determine which
number is bigger when given
any set of numbers written in
any form
Square roots
Perfect
squares
Number line
Common Core Math Standards
Grade 8 – Expressions and Equations
1. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the “I Can” statement(s).
3) Embed Bloom’s Taxonomy key words within the statement(s).
Common Core Standards
Converted/Unpacked Standards
“I Can” Statements (Student-
Centered)
Vocabulary
CC.8.EE.1 Know and apply the properties of integer exponents to generate
equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 =
1/27
I can…
8.EE.1a Recognize integers
8.EE.1b Add and subtract integers
8.EE.1c Multiply and divide integers
8.EE.1d Recognize exponents
8.EE.1e Fluently read exponents
8.EE.1f Read equivalent expressions
with exponents
8.EE.1g Generate equivalent
expressions with
Exponents
8.EE.1h Identify the laws of exponents
including
multiplication, division, power of a
power, and zero
exponents
8.EE.1i Apply the laws of exponents
Integers
Exponents
Equivalent
Bases
Algebraic
expression
when multiplying
and dividing like and unlike bases
8.EE.1j Convert bases with negative
exponents to
fractions
8.EE.1k Simplify algebraic
expressions, involving zero
exponents
8.EE.1l Simplify algebraic expressions,
involving negative exponents
8.EE.1m Simplify algebraic
expressions, by applying the
multiplication properties of exponents
[exponents are
added]
8.EE.1n Simplify algebraic
expressions, by applying the
power properties of exponents
[exponents are
multiplied]
8.EE.1o Simplify algebraic
expressions, by applying the
division properties of exponents
[exponents are
subtracted]
8.EE.1p Simplify algebraic
expressions, using several
properties
CC.8.EE.2 Use square root and cube root symbols to represent solutions to
equations of the form x 2 = p and x
3 = p, where p is a positive rational number. Evaluate square roots of small
perfect squares and cube roots of small perfect cubes. Know that √2 is
irrational
I can…
8.EE.2a Evaluate square roots of
perfect squares.
8.EE.2b Evaluate cube roots of perfect
cubes
8.EE.2c Recognize that non perfect
squares and cubes are irrational.
8.EE.2d Recognizing the inverse
operation of squared
is square rooting
8.EE.2e Recognizing the inverse
operation of cubed is
cube rooting
Perfect cube
Cube root
Inverse
operation
CC. 8.EE.3 Use numbers expressed in the form of a single digit times an
integer power of 10 to estimate very large or very small quantities, and to
express how many times as much one is than the other. For example,
estimate the population of the United States as 3 × 108 and the population
of the world as 7 × 109, and determine that the world population is more
than 20 times larger.
I can…
8.EE.3a Write numbers in scientific
notation
8.EE.3b Use base 10 multiplication to
compare the
values of numbers in scientific notation
8.EE.3c Analyze values written in
scientific notation
8.EE.3d Distinguish between small
and large values of
numbers in scientific notation by
looking at exponents
8.EE.3eEstimate values written in
scientific notation
8.EE.3f Convert numbers from
scientific notation to
standard form
Scientific
notation
Standard form
CC.8.EE.4 Perform operations with numbers expressed in scientific
notation, including problems where both decimal and scientific notation are
used. Use scientific notation and choose units of appropriate size for
measurements of very large or very small quantities (e.g., use millimeters
per year for seafloor spreading). Interpret scientific notation that has been
generated by technology
I can…
8.EE.4a Multiply numbers written in
scientific notation
using the laws of exponents
8.EE.4b Divide numbers written in
scientific notation
using the laws of exponents
8.EE.4c Interpret real-life situations
using scientific
notations
8.EE.4d Demonstrate knowledge of
scientific notation
by using a calculator or other form of
technology to
solve problems
Laws of
exponents
CC.8.EE.5 Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships
represented in different ways. For example, compare a distance-time graph
to a distance-time equation to determine which of two moving objects has
greater speed.
I can…
8.EE.5 Graph proportional
relationships.
8.EE.5 Interpret the unit rate as the
slope of the graph.
8.EE.5 Compare and contrast
proportional
relationships from a graph, table, or
description
8.EE.5 Analyze graphs, tables, and
equations and
explain what is being represented
8.EE.5 Identify that the slope is the
same between
any two points on a line based on the
proportional
relationship of m=y/x
Proportional
Unit rate
Slope
CC.8.EE.6 Use similar triangles to explain why the slope m is the same
between any two distinct points on a non-vertical line in the coordinate
plane; derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.
I can…
8.EE.6 Explain why triangles are
similar
8.EE.6 Determine the slope between
two points on a
coordinate plane
8.EE.6 Determine the slope between
two points using slope formula
8.EE.6 Identify m as the slope of a line
and b as the
point where the line intercepts the y-
axis (y-intercept)
8.EE.6 Construct an equation using
the slope m and
the y-intercept b in the form of y=mx +
b
8.EE.6 Compare the sides of similar
triangles by counting units to
understand the slope of a non-vertical
line is rise to run
8.EE.6 Justify why the slope is the
same between any
two points on a non-vertical line
Similar
figures
Coordinate
plane
Slope
y-intercept
CC.8.EE.7 Solve linear equations in one variable.
a. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. Show which of these possibilities
is the case by successively transforming the given equation into simpler
forms, until an equivalent equation of the form x = a, a = a, or a = b results
(where a and b are different numbers).
I can…
a.
8.EE.7 I can solve one-variable
equations including those with the
variables being on both sides of the
equals sign.
8.EE.7 Solve multi-step one-variable
equations, with
Distributive
property
Like terms
Variables
b. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
variables on both sides of the
equation.
8.EE.7 Create an ordered pair to
support my solution
and justification
8.EE.7 Recognize one solution,
infinitely many
solution, and no solution when solving
multi-step
equations
I Can:
b.
8.EE.7 Solve linear equations by using
the distributive property.
8.EE.7 Solve multi-step one-variable
equations, by
combining like terms.
CC.8.EE.8 Analyze and solve pairs of simultaneous linear equations.
a. Understand that solutions to a system of two linear equations in two
variables correspond to points of intersection of their graphs, because points
of intersection satisfy both equations simultaneously.
b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by
inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution
because 3x + 2y cannot simultaneously be 5 and 6.
c. Solve real-world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two pairs of
points, determine whether the line through the first pair of points intersects
the line through the second pair.
I can
a
8.EE.8 Graph 2 linear equations,
written in standard form
on the same graph and find the point
of intersection (System of Equations)
8.EE.8 Graph 2 linear equations,
written in slope-intercept form
on the same graph and find the point
of intersection (System of Equations)
I Can:
b.
8.EE.8 Solve a system of equations by
substitution,
involving 1 solution.
8.EE.8 Solve a system of equations by
substitution,
involving no solution [parallel lines]
8.EE.8 Solve a system of equations by
substitution,
involving infinitely many solutions
[same line]
8.EE.8 Solve a system of equations by
elimination,
involving 1 solution.
8.EE.8 Solve a system of equations by
elimination,
involving no solution [parallel lines]
8.EE.8 Solve a system of equations by
elimination,
involving infinitely many solutions
System of
equations
Substitutions
Elimination
Infinite
[same line]
8.EE.8 Distinguish between one
solution, no solution,
and infinitely many solution by
graphing a system of
equations
8.EE.8 Identify system of equations
that have no solution or infinitely many
solutions through simple inspection
8.EE.8 Rearrange linear equations
from slope intercept
form to standard form and vice versa
in order to solve using a given method.
I Can:
c.
8.EE.8 Examine real-world problems
and write the linear systems of
equations
8.EE.8 Decide which method to use
when solving
systems of linear equations in real-
world situations.
8.EE.8 Explain how the point of
intersection
represents 2 linear equations
Common Core Math Standards
Grade 8 – Functions
2. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the “I Can” statement(s).
3) Embed Bloom’s Taxonomy key words within the statement(s).
Common Core Standards
Converted/Unpacked Standards
“I Can” Statements (Student-
Centered)
CC.8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an input and
the corresponding output.1
I can…
8.F.1 Define function
8.F.1 Identify the domain and
range of a relation
8.F.1 Calculate the y-value for
an equation when
given the x-value
8.F.1 Calculate the x-value for
an equation when
given the y-value
8.F.1 Create a table for an
equation
8.F.1 Determine if a table is a
function
8.F.1 Represent a function in the
form of ordered
pairs (table) and graphs.
CC.8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has the
greater rate of change.
I can…
8.F.2 Compare/contrast two
functions with the same
representation (graphically,
numerically, verbally)
8.F.2 Compare/contrast two
functions with different
representations
8.F.2 Compare functions
represented in different
forms to determine which has
the greater rate of
change (slope) **
CC. 8.F.3 Interpret the equation y = mx + b as defining a linear function, whose
graph is a straight line; give examples of functions that are not linear. For example,
the function A = s2 giving the area of a square as a function of its side length is not
linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a
straight line.
I can…
8.F.3 Identify that non-linear is
not straight
8.F.3 Use equations to
categorize functions as linear
or non-linear
8.F.3 Use graphs to categorize
functions as linear or
non-linear
8.F.3 Use tables to categorize
functions as linear or
non-linear
CC.8.F.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of its graph or a table of values.
I can…
8.F.4 Identify the slope and y-
intercept from a graph, table,
and equation.
8.F.4 Understand that the y-
intercept is the initial
value of a function
8.F.4 Construct an equation
from a real-world situation
8.F.4 Write an equation given
the slope and y-intercept
8.F.4 Determine the rate of
change (slope) and the y-
intercept
given real-world situations
CC.8.F.5 Describe qualitatively the functional relationship between two quantities
by analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function that has
been described verbally.
I can…
8.F.5 Identify the types of slope
as positive or negative, linear or
non-linear
8.F.5 Analyze a graph of two
quantities (ie. distance over
time)
8.F.5 Sketch the graph of a
function from a verbal
description.
8.F.5 Provide a verbal
description of a function graph.
Common Core Math Standards
Grade 8 - Geometry
1. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the “I Can” statement(s).
3) Embed Bloom’s Taxonomy key words within the statement(s).
Common Core Standards
Converted/Unpacked Standards
“I Can” Statements (Student-
Centered)
Vocabulary
CC.8.G.1 Verify experimentally the properties of rotations, reflections, and
translations. A) Lines are taken to lines, and line segments to line segments
of the same length. B) Angles are taken to angles of the same measure. C)
Parallel lines are taken to parallel lines.
I can…
8.G.1 Define congruent
8.G.1 Construct an image from pre-
image, using
geometric tools.
8.G.1 Construct a rotation,
reflection, translations
8.G.1 Justify that an image and pre-
image are
congruent for all transformations
using compasses, protractors, and
rulers.
8.G.1 Recognize the angles formed
by two parallel
lines and a transversal
8.G.1 Justify why angles(formed by
parallel lines and
a transversal) are congruent using
angle relationships
Rotations
Reflections
Translations
Transformations
Congruent
CC.8.G.2 Understand that a two-dimensional figure is congruent to another if
the second can be obtained from the first by a sequence of rotations,
reflections, and translations; given two congruent figures, describe a sequence
that exhibits the congruence between them.
I can…
8.G.2 Determine if two figures are
congruent by
identifying the transformation used
to produce the
figures
8.G.2 Recognize the symbol for
congruency (≅) and write
statements of congruency
8.G.2 Describe the sequence of
transformations from
one figure to another
Congruency
(≅)
CC.8.G.3 Describe the effect of dilations, translations, rotations, and
reflections on two-dimensional figures using coordinates.
I can…
8.G.3 Identify the new coordinates
of a translation
8.G.3 Identify the new coordinates
of a reflection
8.G.3 Identify the new coordinates
of a rotation
8.G.3 Identify the new coordinates
of a dilation
8.G.3 Understand image and pre-
image are similar in
dilations
Dilation
Coordinates
CC.8.G.4 Understand that a two-dimensional figure is similar to another if
the second can be obtained from the first by a sequence of rotations,
reflections, translations, and dilations; given two similar two-dimensional
figures, describe a sequence that exhibits the similarity between them.
I can…
8.G.4 Describe that the angles of
similar figures
are congruent and the sides of
similar figures are
proportional
8.G.4 Produce similar figures from
dilations using
scale factors
Similar
Symbol
8.G.4 Describe the list of steps that
would produce
similar figures when given the scale
factors (dilation)
8.G.4 Differentiate between scale
factor that would
enlarge a figure’s size and one that
would reduce it
CC.8.G.5 Use informal arguments to establish facts about the angle sum and
exterior angle of triangles, about the angles created when parallel lines are cut
by a transversal, and the angle-angle criterion for similarity of triangles.
I can…
8.G.5 Find the missing angle of a
triangle.
8.G.5 Find the measures of missing
angles
8.G.5 Find the exterior angle of a
triangle
8.G.5 Make conjectures about
relationships between
angles
8.G.5 Determine the relationship
between two angles
when given parallel lines and a
transversal.
8.G.5 Find the missing angle
measure when given two
similar triangles.
8.G.5 Construct various triangles
and find the
measures of interior and exterior
angles
8.G.5 Explore and justify
relationships that exist
between angle sums and exterior
angle sums of
triangles
8.G.5 Explore and justify
relationships that exist
between angles created when
parallel lines are cut by
a transversal
8.G.5 Explore and justify
relationships that exist
between the angle – angle criterion
for similarity of
triangles
8.G.5 Construct various triangles
and find measures
of the interior and exterior angles
8.G.5 Form a hypothesis about the
relationship
between the measure of an exterior
angle and the
other two angles of a triangle
8.G.5 Apply my knowledge of angle
relationships to
find the measure of missing angles
8.G.5 Construct parallel lines and
transversal to
examine the relationships between
created angles
8.G.5 Apply my knowledge of
vertical, adjacent, and
supplementary angles to identify
other pairs of
congruent angles
8.G.5 Construct triangles having
line segments of
different lengths but with two
corresponding congruent
angles
8.G.5 Compare ratios of sides to
find a constant scale
factor of similar triangles
CC.8.G.6 Explain a proof of the Pythagorean Theorem and its converse.
I can…
8.G.6 Understand the Pythagorean
Theorem
8.G.6 Use the Pythagorean
Theorem to find the
missing side of a right triangle.
8.G.6 Use the Pythagorean
Theorem to determine if
three length measurements form a
right triangle
8.G.6 Identify the parts of a right
triangle (legs and
hypotenuse)
8.G.6 Recognize the diagonal of a
parallelogram with
right angles as the hypotenuse of
the right triangles
formed
8.G.6 Verify the Pythagorean
Theorem by examining
the area of squares coming off of
each side of the right
triangle
8.G.6 Determine if a triangle is a
right triangle by
using the Pythagorean Theorem
8.G.6 Identify Pythagorean triples
8.G.6 Explain a proof of the
Pythagorean Theorem
CC.8.G.7 Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical problems in two and
three dimensions.
I can…
8.G.7 Solve word problems using
the Pythagorean
Theorem
8.G.7 Apply the Pythagorean
Theorem to determine
unknown side lengths in right
triangles in real-world
problems in 2 dimension and 3
dimensions
8.G.7 Apply the Pythagorean
Theorem to determine
unknown side lengths in right
triangles in mathematical
problems in 2 dimension and 3
dimensions
CC.8.G.8 Apply the Pythagorean Theorem to find the distance between two
points in a coordinate system.
I can…
8.G.8 Use the Pythagorean
Theorem (instead of the
distance formula) to find the
distance between two
points in a coordinate plane
8.G.8 Construct a right triangle on a
coordinate plane
to determine the distance between
two points
8.G.8 Determine the length of the
diagonal or
hypotenuse of a right triangle on a
coordinate plane
8.G.8 Use the coordinate plane to
create a right
triangle relationship whereby the
distance between two
points can be determined by
solving for the
hypotenuse of the Pythagorean
Theorem.
CC.8.G.9 Know the formula for the volumes of cones, cylinders, and spheres
and use them to solve real-world and mathematical problems.
I can…
8.G.9 Identify the shapes of cones,
cylinders, and
spheres
8.G.9 Use appropriate formulas for
volume of cones,
cylinders, and spheres in
mathematical and real-world
situations
Common Core Math Standards
Grade 8 – Statistics and Probability
3. After reading the standard, underline nouns and circle verbs. 2) Using the verbs, craft the “I Can” statement(s).
3) Embed Bloom’s Taxonomy key words within the statement(s).
Common Core Standards
Converted/Unpacked
Standards
“I Can” Statements
(Student-Centered)
Vocabulary
CC.8.SP.1 Construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities. Describe patterns such as
clustering, outliers, positive or negative association, linear association, and nonlinear
association.
I can…
8.SP.1 Graph a set of points
8.SP.1 Interpret scatter plot
as linear or nonlinear
8.SP.1 Interpret scatter plot
as positive, negative,
constant, or no correlation.
8.SP.1 Interpret the graph as
strong correlation
(clustering) or weak (outliers)
8.SP.1 Construct a scatter
plot on a plane using two
variables
8.SP.1 Investigate the
relationship between two
quantities on a scatter plot
8.SP.1 Predict future
outcomes using a scatter plot
8.SP.1 Analyze the trend of a
scatter plot and
determine whether there is a
positive, negative(linear),
or no relationship(non-linear)
8.SP.1 Describe patterns in
the data such as
clustering and outliers
CC.8.SP.2 Know that straight lines are widely used to model relationships between two
quantitative variables. For scatter plots that suggest a linear association, informally fit a
straight line, and informally assess the model fit by judging the closeness of the data
points to the line.
I can…
8.SP.2 Write the equation
[line-of-best fit] for a scatter
plot, by finding the slope and
y-intercept.
8.SP.2 Write the equation
[line-of-best fit] for a scatter
plot, using the calculator
[STAT key]
CC. 8.SP.3 Use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope and intercept. For example, in a linear
model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an
additional hour of sunlight each day is associated with an additional 1.5 cm in mature
plant height
I can…
8.SP.3 Graph the equation to
demonstrate how the
data is related
8.SP.3 Use the line of best fit
to determine an
equation in two variables for
the data (y=mx + b)
8.SP.3 Use slope intercept
form (y= mx + b) to
determine the slope and y-
intercept of the line of best
fit
8.SP.3 Interpret the meaning
of the slope and y intercept
in the context of the data
given
8.SP.3 Determine relevant
information from graph
CC.8.SP.4 Understand that patterns of association can also be seen in vicariate
categorical data by displaying frequencies and relative frequencies in a two-way table.
Construct and interpret a two-way table summarizing data on two categorical variables
collected from the same subjects. Use relative frequencies calculated for rows or columns
to describe possible association between the two variables. For example, collect data
from students in your class on whether or not they have a curfew on school nights and
whether or not they have assigned chores at home. Is
there evidence that those who have a curfew also tend to have chores?
I can…
8.SP.4 Determine if there is a
correlation between the
information
8.SP.4 Read a graph to
determine a correlation
8.SP.4 Construct a graph
based on information given
8.SP.4 Create a frequency
table with collected data
8.SP.4 Interpret a frequency
table
8.SP.4 Make predictions and
analyze the data
between the variables in the
frequency table
8.SP.4 Justify and defend the
accuracy of my
predictions