Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Assessed with:
MAFS.8.G.2.7
 Test Item #: Sample Item 1
 Question:
What is the distance, in units, between A(1,3) and B(3,5)?
 Difficulty: N/A
 Type: EE: Equation Editor
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Assessments
Formative Assessments
Lesson Plans
Perspectives Video: Professional/Enthusiasts
Presentation/Slideshow
ProblemSolving Tasks
Student Center Activity
Text Resources
Tutorial
STEM Lessons  Model Eliciting Activity
In this activity the students will rank different locations for a bike club's next destination. In order to do so, the students must use Pythagorean Theorem and well as analyze data of the quantitative and qualitative type.
MFAS Formative Assessments
Students are asked to determine the length of each side of a right triangle in the coordinate plane given the coordinates of its vertices.
Students are asked to determine the lengths of the sides of a right triangle in the coordinate plane given the coordinates of its vertices.
Students are asked to find the distance between two points in the coordinate plane.
Students are asked to find the distance between two points in the coordinate plane.
Student Resources
Perspectives Video: Professional/Enthusiast
Find out how math and technology can help you (try to) get away from civilization.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Professional/Enthusiast
ProblemSolving Task
The goal of this task is to provide an opportunity for students to apply a wide range of ideas from geometry and algebra in order to show that a given quadrilateral is a rectangle. Creativity will be essential here as the only given information is the Cartesian coordinates of the quadrilateral's vertices. Using this information to show that the four angles are right angles will require some auxiliary constructions. Students will need ample time and, for some of the methods provided below, guidance. The reward of going through this task thoroughly should justify the effort because it provides students an opportunity to see multiple geometric and algebraic constructions unified to achieve a common purpose. The teacher may wish to have students first brainstorm for methods of showing that a quadrilateral is rectangle (before presenting them with the explicit coordinates of the rectangle for this problem): ideally, they can then divide into groups and get to work straightaway once presented with the coordinates of the quadrilateral for this problem.
Type: ProblemSolving Task
Student Center Activity
Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.
Type: Student Center Activity
Tutorial
This tutorial shows students how to find the distance between lines using the Pythagorean Theorem. This video makes a connection between the distance formula and the Pythagorean Theorem.
Type: Tutorial
Parent Resources
Perspectives Video: Professional/Enthusiast
Find out how math and technology can help you (try to) get away from civilization.
Download the CPALMS Perspectives video student note taking guide.
Type: Perspectives Video: Professional/Enthusiast
ProblemSolving Tasks
This task provides an opportunity to apply the Pythagorean theorem to multiple triangles in order to determine the length of the hypotenuse; the converse of the Pythagorean theorem is also required in order to conclude that certain angles are right angles.
Type: ProblemSolving Task
The purpose of this task is for students to use the Pythagorean Theorem as a problemsolving tool to calculate the distance between two points on a grid. In this case the grid is also a map, and the street names can be viewed as defining a coordinate system (although the coordinate system is not needed to solve the problem).
Type: ProblemSolving Task
The goal of this task is to provide an opportunity for students to apply a wide range of ideas from geometry and algebra in order to show that a given quadrilateral is a rectangle. Creativity will be essential here as the only given information is the Cartesian coordinates of the quadrilateral's vertices. Using this information to show that the four angles are right angles will require some auxiliary constructions. Students will need ample time and, for some of the methods provided below, guidance. The reward of going through this task thoroughly should justify the effort because it provides students an opportunity to see multiple geometric and algebraic constructions unified to achieve a common purpose. The teacher may wish to have students first brainstorm for methods of showing that a quadrilateral is rectangle (before presenting them with the explicit coordinates of the rectangle for this problem): ideally, they can then divide into groups and get to work straightaway once presented with the coordinates of the quadrilateral for this problem.
Type: ProblemSolving Task