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 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.  

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I can describe how shapes move in my own words.	I can identify rigid transformations using math vocabulary.	I can describe rigid transformations precisely.	I can precisely describe rigid  transformations in complex art.

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

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I can apply one type of rigid transformations accurately.	I can apply two types of rigid transformations accurately.	I can apply all three types of rigid transformations accurately.	I can create complex art using rotations, reflections, and translations.

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

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I partially understand the properties of rigid transformations.	I can use the properties of rigid transformations to identify whether or not a figure has been rotated, reflected, or translated.	I can use the properties of rigid transformations to explain whether or not a figure has been rotated, reflected, or translated using math vocabulary.	I can find missing side lengths and angle measures using properties of rigid transformations.

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. 

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I can transform shapes on a coordinate plane with partial accuracy.	I can transform shapes on a coordinate plane.	I can describe coordinates after applying rigid transformations on a coordinate plane.	I can describe the effects of transformations on coordinates without a coordinate plane.

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. 

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I can identify whether shapes are congruent without explaining fully or I can only identify congruent figures with partial accuracy.	I can explain why two shapes are or are not congruent in my own words.	I can prove two shapes are congruent by showing and  describing a sequence of transformations that takes one figure to the other.	I can apply my understanding of congruence to abstract problems.

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.    

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I can solve some basic angle problems.	I can solve problems with simple diagrams, such as  finding missing angles in triangles, vertical angles,  and transversals.	I can solve angle problems with complex diagrams.	I can use my understanding of rigid transformations to establish facts about angles.

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.

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I can apply or describe dilations with partial accuracy.	I can apply and describe dilations on a grid.	I can apply and describe dilations on a coordinate plane.	I can describe the effects of dilations using coordinates even without the grid.

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.

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I can identify some similar polygons.	I can identify similar polygons	I can prove polygons are similar by describing a sequence of transformations that takes one to the other.	I can use my understanding of similar figures to find missing side-lengths.

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.

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I can describe the slope of a line in my own words.	I can find the slope of a line on a grid given a slope triangle or by matching slopes to lines.	I can find the slope of a line on a grid and sketch a line with a given slope.	I can reason about the slope of a line using coordinate points.

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. 

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I can compare proportional relationships with partial accuracy.	I can interpret the unit rate from a graph of a proportional relationship.	I can compare proportional relationships represented in different ways	I can create multiple representations of a proportional relationship.

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. 

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I can graph linear equations with partial accuracy.	I can graph linear equations with positive slopes and y-intercepts.	I can graph linear equations that include negative terms.	I can also graph linear equations for vertical and horizontal lines and explain my reasoning.

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. 

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I can interpret linear relationships with partial accuracy.	I can represent linear relationships in one way.	I can represent linear relationships in multiple ways.	I can also represent linear relationships in multiple ways even when they are not in slope-intercept form.

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. 

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I can solve equations with partial accuracy.	I can solve equations with variables on both sides, including ones that might require using the distributive property and collecting like terms. Ex: 2x + 4x + 10 = 2(4x – 1)	I can solve equations that  also include negative numbers. Ex: – 2(3x – 4) = 12(18x + 56)	I can solve linear equations that also involve several fractions.

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. 

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I can determine  the number of solutions an equation has with partial accuracy.	I can determine how many solutions a simple equation has.	I can determine the number of solutions to a complex equation.	I can create complex equations with a particular number of solutions and explain my thinking.

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. 

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I can analyze graphs of systems of equations with partial accuracy.	I can use a graph to find the solution to a system of equations and explain the meaning of the solution.	I can create a graph to find the solution to a system of equations.	I can also use substitution to prove the solution to a system of equations is correct.

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. 

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I can approach solving a system of equations algebraically.	I can find part of the solution to a system of equations algebraically. (For example, finding the value of x, but not y.)	I can solve a system of equations algebraically.	I can solve a system of equations algebraically even if it requires substitution.

Alternate version…same idea, just in different words:

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I can begin solving a system of equations algebraically.	I can find part of the solution to a system of equations algebraically.	I can solve a system of equations algebraically when y is isolated on both equations.	I can solve a system of equations even when y is not isolated on both equations.

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. 

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I can write a system of equations with partial accuracy and/or partially solve a system of equations problem.	I can write a system of equations to represent a problem and solve it using one method.	I can write a system of equations to represent a problem and solve it using two different methods.	I can solve a system of equations graphically and algebraically even when the problem lends itself to equations not in slope-intercept form.

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.

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I partially understand the definition of a function.	I can use the input to find the output using tables, graphs, and descriptions.	I can identify functions and  explain my reasoning using function language and input-output diagrams.	I can also write equations to represent functions.

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. 

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I can describe, sketch, and match graphs and relationships with partial accuracy.	I can describe parts of a functional relationship by analyzing a graph.	I can fully describe the relationship between two quantities by analyzing a graph.	I can use the description of a graph to sketch 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.

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I can calculate the volume of cones, cylinders, and spheres with partial accuracy.	I can calculate the volume of cones, cylinders, and spheres.	I can solve volume problems that require more than one step.	I can solve complex volume problems that require multiple steps and other mathematics topics.

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.

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I can explain the meaning of a point with partial accuracy.	I can explain the meaning of a point on a scatter plot.	I can also construct a scatter plot.	I can also describe and analyze 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. 

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I can create linear models with partial accuracy.	I can assess whether a line is a good fit and explain my reasoning.	I can create a linear model, justify my reasoning, and use it to analyze the relationship.

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.

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I can use the equation of a linear model with partial accuracy.	I can use the graph of a linear model to make predictions.	Given the equation of a linear model, I can interpret the meaning of the slope and the intercept and use it to solve problems.	I can create an equation for a linear model and use it to solve problems.

Unit 7: Coming Soon

Unit 8: Coming Soon