MAFS.8.EE.1.2
Use square root and cube root symbols to represent solutions to equations of the form x = p and x = 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.

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**Content Complexity:**
Level 1: Recall

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Work with radicals and integer exponents....__

MAFS.8.EE.1.3
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 and the population of the world as 7 , and determine that the world population is more than 20 times larger.

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**Content Complexity:**
Level 1: Recall

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Work with radicals and integer exponents....__

MAFS.8.EE.1.4
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Work with radicals and integer exponents....__

MAFS.8.EE.2.5
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand the connections between...__

Remarks/Examples:

**Examples of Opportunities for In-Depth Focus **

When students work toward meeting this standard, they build on grades 6–7 work with proportions and position themselves for grade 8 work with functions and the equation of a line.

MAFS.8.EE.2.6
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand the connections between...__

MAFS.8.EE.3.7
Solve linear equations in one variable. 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).Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Analyze and solve linear equations and pairs...__

Remarks/Examples:

**Fluency Expectations or Examples of Culminating Standards **

Students have been working informally with one-variable linear equations since as early as kindergarten. This important line of development culminates in grade 8 with the solution of general one-variable linear equations, including cases with infinitely many solutions or no solutions as well as cases requiring algebraic manipulation using properties of operations. Coefficients and constants in these equations may be any rational numbers.

**Examples of Opportunities for In-Depth Focus **

This is a culminating standard for solving one-variable linear equations.

MAFS.8.EE.3.8
Analyze and solve pairs of simultaneous linear equations. 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.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.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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Analyze and solve linear equations and pairs...__

Remarks/Examples:

**Examples of Opportunities for In-Depth Focus **

When students work toward meeting this standard, they build on what they know about two-variable linear equations, and they enlarge the varieties of real-world and mathematical problems they can solve.

MAFS.8.F.1.1
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Define, evaluate, and compare functions....__

MAFS.8.F.1.2
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Define, evaluate, and compare functions....__

Remarks/Examples:

**Examples of Opportunities for In-Depth Focus **

Work toward meeting this standard repositions previous work with tables and graphs in the new context of input/output rules.

MAFS.8.F.1.3
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 = s 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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Define, evaluate, and compare functions....__

MAFS.8.F.2.4
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.

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**Content Complexity:**
Level 3: Strategic Thinking & Complex Reasoning

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Use functions to model relationships between...__

MAFS.8.F.2.5
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Use functions to model relationships between...__

MAFS.8.G.1.1
Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.Angles are taken to angles of the same measure.Parallel lines are taken to parallel lines.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand congruence and similarity using...__

MAFS.8.G.1.2
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand congruence and similarity using...__

MAFS.8.G.1.4
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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand congruence and similarity using...__

MAFS.8.G.1.5
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. 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.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand congruence and similarity using...__

MAFS.8.G.2.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

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**Content Complexity:**
Level 2: Basic Application of Skills & Concepts

**Date Adopted/Revised:**
02/14

**Belongs to:**
__Understand and apply the Pythagorean...__

Remarks/Examples:

**Examples of Opportunities for In-Depth Focus **

The Pythagorean theorem is useful in practical problems, relates to grade-level work in irrational numbers and plays an important role mathematically in coordinate geometry in high school.

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