This is a place for links to specific resources for 8th grade mathematics.  They are matched to the Arkansas and CCSS-M standards.  The units and standards associated with each of these resources is only a suggestion based on the opinion of the person(s) who created the link and is not intended to be a specific interpretation of the standards.  Many of the resources could be used in different or even in multiple units. 

-----------Special thanks to participants in the summer 2012 8th Grade professional development at Harding University STEM Center for sharing links they have found.------------

Be sure to check out Illustrative Mathematics, https://www.illustrativemathematics.org,  for the standards taught in each unit. This site is organized by standard.  Because of the number of tasks on that site, not all of the tasks are included here.  More tasks are being added to that site all the time.  It is a great resource for tasks that match the CCSSM.  

The Number System 8.NS

 -- See Pythagorean Theorem in the Geometry Domain Below--

Expressions and Equations 8.EE

• 8.EE.3 -- Estimating Lengths Using Scientific Notation -- http://map.mathshell.org/materials/lessons.php?taskid=414&subpage=concept -- lesson asking students to estimate lengths of everyday objects, convert between decimal and scientific notation, and make comparisons about size of numbers expressed in decimal and scientific notation. 

• 8.EE.5 - Coffee by the pound -  http://illustrativemathematics.org/illustrations/129 - A slight modification to this problem would make this appropriate for the 7th grade level (see 7.RP.2.d Coffee by the Pound). At the 8th grade level, the solver would be expected to identify the slope of the line with the unit rate

• 8.EE.5 - Comparing speeds in graphs/equations - http://illustrativemathematics.org/illustrations/57 - This task provides the opportunity for students to reason about graphs, slopes, and rates without having a scale on the axes or an equation to represent the graphs. Students who prefer to work with specific numbers can write in scales on the axes to help them get started.

• 8.EE.6 - Similar Triangles show Slope -- http://www.geogebratube.org/material/show/id/1699 -- An applet on GeoGebra Tube illustrating the connection between similar triangles and slope.

• 8EE.6 - Linear alignment - http://illuminations.nctm.org/LessonDetail.aspx?id=L771  - Create a polygon on a graphing calculator using the LIST function, graph linear equations to overlap lines on the sides of the polygon, record observations about how different values affect the slope and the y-intercept, draw conclusions about the behavior of m and b in the equation y = mx + b

Functions 8.F

********** See also 8.SP ******************

• Linear Functions Unit from You-Cubed  -- https://www.youcubed.org/task/patterns-and-functions-unit/ 

• 8.F.4, 8.EE.7b and others - Mosaics Task - http://ccsstoolbox.org/ - A task involving patterns to functions (linear) represented in multiple ways.  After clicking on the link choose "Standards for Mathematical Practice" at the top, "Formative Assessment Tools and Tasks" (left), "Dana Center Assessments" (left), then on "Algebra Assessments (Right).  This task begins on the third page labeled "Ch 2-7"

• 8.F.5 - Bike Race - http://illustrativemathematics.org/illustrations/633 - In this task students tell a story from a graph. The story unfolds as students interpret slopes, intersection points and selected coordinate points. The task can be used to generate a classroom discussion, small group discussion or even as an assessment item.

• 8.F.4 - Interpreting Distance–Time Graphs - http://map.mathshell.org/materials/lessons.php?taskid=208&subpage=concept - This lesson unit is intended to help you assess how well students are able to interpret distance–time graphs, and in particular, to help you identify students who have the following difficulties:  (a) Interpreting distance–time graphs as if they are pictures of situations rather than abstract representations of them and (b) Relating speeds to slopes of these graphs.

• 8.F.4 - Modeling Situations With Linear Equations  - http://map.mathshell.org/materials/lessons.php?taskid=211&subpage=concept - This lesson unit is intended to help you assess how well students use algebra in context, and in particular, how well students: (a) Explore relationships between variables in everyday situations, (b) Find unknown values from known values, (c) Find relationships between pairs of unknowns, and  variables, and express these in different ways by rearranging formula

• Playing catch Up - https://teacher.desmos.com/activitybuilder/custom/5818fb314e762b653c3bf0f3 - Desmos activity looking at graphs, tables and equations of runners running at different speeds. 

• 8.F.4 - Baseball cards - http://illustrativemathematics.org/illustrations/552 - This task is designed to develop knowledge related to students’ understanding of linear functions in context. 

• 8.F.4 - Chicken and Steak, Variation 1 (There is also a variation 2 of this problem) - http://illustrativemathematics.org/illustrations/477  - This task could be used as instruction in writing a rule and graphing a real life context.

• 8.F.3 - Sorting functions - http://www.insidemathematics.org/pdfs/algebra/sorting-functions/task.pdf  - Find relationships between graphs, equations, tables and rules & explain your reasons…also telling the difference between linear and non linear

• 8.F.3 - Linear/nonlinear graphs - http://www.insidemathematics.org/pdfs/algebra/functions/task.pdf - students work with graphs and equations of linear and non-linear functions.

• Math Partners materials on Linear Relationships -- http://www2.edc.org/mathpartners/pdfs/8-9%20Linear%20Relationships.pdf -- unit on patterns to linear functions

Geometry 8.G

• Incomplete Unit Pythagorean Theorem.docx  -This is a working document of a unit on Pythagorean Theorem and Irrational Numbers worked on by attendees in the 8th Grade CCSS Professional Development at Harding University STEM Center in June 2012.  There are some good ideas here for a unit, but it is not yet complete.  If you use and improve upon this please share.
• Transformation Style Video -- http://www.youtube.com/watch?feature=player_detailpage&v=NKtJd1hkI9k -- a video to help with remembering the names of different transformations (really fits in 8th grade, but might be used here also) 

Statistics and Probability 8.SP

************* See also 8.F ************

• 8.SP.2, 8.SP.3, 8.F.4 - Barbie Bungee- http://illuminations.nctm.org/LessonDetail.aspx?id=L646 - Students collect data using a rubber band bungee cord and a Barbie doll, use the data collected to construct a scatter-plot and generate a line of best fit, and predict how many rubber bands are needed for Barbie to safely jump from a given distance.

Curricular Resources:

Howard County Public Schools 8th Grade -- https://hcpss.instructure.com/courses/161