These will forever be a work in progress as I gain a deeper understanding of the standards and how kids develop their understanding of these skills and concepts. The linked google docs include a description of which cool downs best align with the rubrics. Read more about my process for developing and using these here.

These are based on the Illustrative Mathematics curriculum and organized by unit. Click on the unit # to jump ahead.

Unit 1: Rigid Transformation and Congruence

Unit 4: Linear Equations and Linear Systems

Unit 7: Exponents and Scientific Notation (coming soon)

Unit 2: Dilations, Similarity, and Introducing Slope

Unit 5: Functions and Volume

Unit 8: Pythagorean Theorem and Irrational Numbers (coming soon)

Unit 3: Linear Relationships

Unit 6: Associations in Data

Unit 1: Rigid Transformations and Congruence (google doc)

8.G.1 Verify experimentally the properties of rotations, reflections, and translations:

I’m still a bit perplexed by the meaning of this standard. I’ve split it into three learning targets. The first two make a lot of sense to me and match what students are asked to do during the lessons. Learning Target #3….? Not so sure about that one!

Learning Target #1: I can describe rotations, reflections and translations.

Learning Target #2: I can apply rotations, reflections, and translations.

Learning Target #3: I understand the properties of rotations, reflections, and translations.

8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Learning Target #4: I can describe the effects of rotations, reflections, and translations using coordinates.

8.G.A.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.

Learning Target #5: I can prove figures are congruent.

8.G.4 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal,and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

This is another standard I struggle with. IM lessons 14-16 do give kids opportunities to “use arguments to establish facts about angle sums, transversals etc” but I have not had much success with those lessons yet. I decided to make level 2 and 3 about simply solving angle problems using the “facts” they discovered during the lessons, while level 4 is about creating an argument. (You can look at the IM End-of-Unit test for an examples of level 3 and 4.)

Learning Target #6: I can solve angle problems using my understanding of transformations.

Unit 2: Dilations, Similarity, and Introducing Slope (Google doc)

8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Learning Target #1: I can describe the effects of dilations on two-dimensional figures using coordinates.

8.G.A.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.

Learning Target #2: I understand the meaning of similar figures and can prove two figures are similar.

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.

The second half of this standard is taught and assessed in Unit 3.

Learning Target #3: I can determine the slope of a line.

Unit 3: Linear Relationships (google doc)

8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Learning Target #1: I can compare proportional relationships.

8.EE.B.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.

Learning Target #2: I can graph linear equations.

8.EE.B Understand the connections between proportional relationships, lines, and linear equations.

Learning Target #3: I can represent non-proportional linear relationships using tables, graphs, and equations.

Unit 4: Linear Equations and Linear Systems (Google doc)

8.EE.C.7.b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Learning Target #1: I can solve linear equations.

8.EE.C.7.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).

Learning Target 2: I can determine the number of solutions to an equation.

8.EE.C.8.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.

I’m not sure whether this progression really aligns to this standard…

Learning Target #3: I can find the solution to a system of linear equations graphically.

8.EE.C.8.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.

Since I included solving by graphing in the previous learning target, I focused this one on solving algebraically.

Learning Target #4: I can find the solution to a system of equations algebraically.

Alternate version…same idea, just in different words:

8.EE.C.8.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.

Learning Target #5: I can solve real-world and mathematical problems related to systems of equations.

Unit 5: Functions and Volume (google doc)

This is one of the units that we have cut short in the past due to pacing. So we only assessed these two standards:

8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.*

Learning Target #1 : I can determine whether a relationship is a function.

8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Learning Target #2: I can explain the story told by the graph of a function.

8.G.9 Know the formulas for the volume of cones, cylinders and spheres and use them to solve real-world and mathematical problems.

*I typically break away from Illustrative Mathematics here and save this standard for the end of the year.

Learning Target #3: I can find the volume of cones, cylinders, and spheres.

Unit 6: Associations in Data (google doc)

Unfortunately, we have had to cut this unit short and don’t address the standard 8.SP.A.4 about bivariate categorical data. Hopefully next year.

8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Learning Target #1: I can construct and interpret scatter plots.

8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

Learning Target #2: I can analyze linear models of graphs.

8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Learning Target #3: I can use the equation of a linear model.

Unit 7: Coming Soon

Unit 8: Coming Soon