Archdiocese of New York Grade 8 Mathematics Parent Matrix

This parent matrix is intended to be a tool for you as a parent to help support your child’s learning. The table below contains all of the Grade 8 Mathematics learning standards. Learning standards describe the knowledge and skills that students should master by the end of Grade 8. Each standard has a specific code. For example, 8.NS.1 stands for “Grade 8 The Number System Standard 1.” You will often see these standards referenced on your child’s quizzes, worksheets, tests, etc.

You should access the recommended resources in the right hand “Resources” column electronically by clicking on the hyperlinks provided. However, we suggest that you also download and print this matrix. You will notice that the column all the way to the left is marked “Parent Notes.” You can use this column to take notes on your child’s progress. You may wish to check off each standard after you have worked on it with your child.

In Grade 8 Mathematics, there are five main domains of standards. These include The Number System, Expressions & Equations, Functions, Geometry, and Statistics & Probability. Each category is highlighted in a different color. Your child’s teacher will be able to tell you which standards you should focus on with your child throughout the year.

We hope that this parent matrix is a valuable resource for you. If you find that you would like additional practice materials to work on you can use the standard codes provided below to search for additional resources.

The Number System Expressions & Equations Functions Geometry Statistics & Probability These standards prompt These standards pertain to These standards focus on These standards require These standards pertain to students to understand the students’ ability to students’ understanding that students to examine, students’ ability to use data number line – compare proficiently solve a function is a mathematical describe, produce, and (e.g. a list of the ages of the numbers, perform the four mathematical expressions rule that assigns exactly one manipulate both 2-D students, tallies of basic mathematical (problems) – including ones outcome (number and/or geometric shapes (e.g. everyone’s favorite foods) to operations (addition, in which variables such as x, variable) to each input triangles, trapezoids, answer mathematical subtraction, multiplication, y, and z represent numbers. (number and/or variable). rectangles) and 3-D questions and find the division) and recognize and For example, if the rule is +2 geometric shapes (e.g. probability of particular distinguish between rational and the input is 1, the pyramids, cubes). They will occurrences. and irrational numbers. outcome would be 3. learn how to find perimeter, area, and volume of different shapes. THE NUMBER SYSTEM Parent Notes St Standard What does this standard What can I do Resources an mean? at home? da rd Co de The Know that numbers that are Real numbers are either rational or Ask your child to https://www.youtube.co Nu not rational are called irrational. A rational number is any convert 4/9 to a m/watch?v=hK263W0c-J0 mb irrational. Understand number that can be expressed as a decimal. er informally that every fraction. Rational numbers include https://www.youtube.co Syst number has a decimal integers and whole numbers. Students Ask your child to tell m/watch? em expansion; for rational should also be aware that the decimal you the difference v=bDb45WGdvjo Gra numbers show that the equivalent of a fraction will either between a repeating de decimal expansion repeats terminate or repeat. Fractions that decimal and a https://www.youtube.co 8 eventually, and convert a terminate will have denominators terminal decimal m/watch? Sta decimal expansion, which containing only prime factors of 2 number. v=f2THDeH08mM nda repeats eventually into a and/or 5 rd 1 rational number. An (8.N irrational number cannot be S.1) written as a simple fraction. For example, pi is an irrational number. The Use rational approximations Students locate rational and irrational Ask your child to https://www.youtube.co Nu of irrational numbers to numbers on the number line. Students compare √2 and √3. m/watch?v=E_tMIc7T4vs mb compare the size of compare and order rational and (Statements could er irrational numbers, locate irrational numbers. include that: https://www.youtube.co Syst them approximately on a these two numbers m/watch?v=dt1bG0OtF4I em number line diagram, and are between the Gra estimate the value of whole numbers 1 https://www.youtube.co de expressions (e.g., π 2 ). For and 2: √2 is less than m/watch?v=tulOPmrGFJA 8 example, by truncating the √3) Sta decimal expansion of √2, nda show that √2 is between 1 rd 2 and 2, then between 1.4 and (8.N 1.5, and explain how to S.2) continue on to get better approximations.

EXPRESSIONS AND EQUATIONS Parent Notes St Standard What does this standard What can I do Resources an mean? at home? da rd Co de Exp Know and apply the In 6th grade, students wrote and Ask your child to https://www.youtube.co ress properties of integer evaluated simple numerical simplify the m/watch?v=VF21brDo0-4 ions exponents to generate expressions with whole number following and equivalent numerical exponents 2 3 8 https://www.youtube.co 3 Equ expressions. For example, (i.e. 5 = 5 x 5 x 5 =125). Integer 52 = 25 m/watch? atio 32 × 3–5 = 3–3 = 1/33 = (positive and negative) exponents are v=etuH2w33BFw ns 1/27. further developed to generate Gra equivalent numerical expressions 60 = 1 de when multiplying, dividing or raising a 8 power to a power. Using numerical (32 )(34) =36 = 729 Sta bases and the laws of exponents, nda students generate equivalent rd 1 expressions. Bases must be the same (8.E before exponents can be added or E.1) subtracted or multiplied. Exponents are subtracted when like bases are being divided. A number raised to the zero power is always 1. Exponents are added when like bases are being multiplied. Exponents are multiplied when they are raised to an exponent Exp Use square root and cube Students recognize perfect squares Ask your child to https://www.youtube.co ress root symbols to represent and cubes, understanding that non- solve the following m/watch?v=-Tgqhhkd-BA ions solutions to equations of the perfect squares and non-perfect cubes X2 = 25 and form x 2 = p and x 3 = p, are irrational. Taking the square root The solution is that x https://www.youtube.co Equ where p is a positive rational of a number and squaring a number is m/watch?v=lZDAd_YzwfE atio number. Evaluate square are inverse operations. + 5. There are two ns roots of small perfect solutions because 5 x Gra squares and cube roots of 5 is 25 and -5 x -5 is de small perfect cubes. Know also 25. 8 that √2 is irrational. Sta nda rd 2 (8.E E.2) Exp Use numbers expressed in Students use scientific notation to Ask your child to https://www.youtube.co ress the form of a single digit express very large or very small write 75,000,000,000 m/watch? ions times an integer power of numbers. Students compare and in scientific notation. v=sZy0h9aMTCM and 10 to estimate very large or interpret scientific notation quantities 7.5 x 1010 Equ very small quantities, and to in the context of the situation, https://www.youtube.co atio express how many times as recognizing that if the exponent Write 0.0000429 in m/watch?v=nFlvGOs1nh0 ns much one is than the other. increases by one, the value increases scientific notation Gra For example, estimate the by 10. Likewise, if the exponent 4.29 x 10-5 https://www.youtube.co de population of the United decreases by one, the value decreases m/watch?v=T7i9IlBv5Tw 8 8 States as 3 × 10 and the 10 times. Students solve problems Express 2.45 x 105 in Sta population of the world as 7 using scientific notation in addition, standard form 9 nda × 10 , and determine that subtraction or multiplication. 245,000 rd 3 the world population is (8.E more than 20 times larger. Which is the larger E.3) value ? 2 x 106 or 9 x 105 The first number because the exponent is larger Exp Perform operations with Students add or subtract with scientific Ask your child to use https://www.youtube.co ress numbers expressed in notation as generated on calculators the law of exponents m/watch?v=SbDt-E7q0gI ions scientific notation, including using E or EE(scientific notation), * to multiply or divide and problems where both (multiplication) and ^(exponent numbers written in https://www.youtube.co Equ decimal and scientific symbols scientific notation, m/watch? atio notation are used. Use writing the product v=__2ULQZ7DGc ns scientific notation and or quotient in proper Gra choose units of appropriate scientific notation. https://www.youtube.co de size for measurements of For example: m/watch?v=JVvB7IhHfG4 8 very large or very small Sta quantities (e.g., use (6.45 x 1011)(3.2 x nda millimeters per year for 104) rd 4 seafloor spreading). The answer is (8.E Interpret scientific notation 2.064 x 1016 E.4) that has been generated by technology. (0.0025)(5.2 x 104)= 1.3 x 103 Exp Graph proportional Students build on their work with unit Ask your child to tell https://www.youtube.co ress relationships, interpreting rates from 6th grade and proportional you another name m/watch? ions the unit rate as the slope of relationships in 7th grade to compare for the unit rate that v=oO_1uH8H2Vg and the graph. Compare two graphs, tables, and equations of is the coefficient of x Equ different proportional proportional relationships. Students in the equation of a https://www.youtube.co atio relationships represented in identify the unit rate (slope) in graphs, line (slope) m/watch?v=47BVZyZyF8A ns different ways. For example, tables, and equations to compare two Gra compare a distance-time proportional relationships represented Ask your child to https://www.youtube.co de graph to a distance time in two different ways. compare two lines m/watch?v=QNQfSFRAkbE 8 equation to determine and to identify which Sta which of two moving objects line has the larger nda has greater speed. slope (the coefficient rd 5 of x will be larger) (8.E E.5) Exp Use similar triangles to Triangles are similar when there is a Ask your child to https://www.youtube.co ress explain why the slope m is constant rate of proportionality write an equation for m/watch?v=Ep1G6Qsqocg ions the same between any two between them. Using a graph, a line and to graph it and distinct points on a non- students construct triangles between on a coordinate https://www.youtube.co Equ vertical line in the two points on a line and compare the plane. m/watch?v=Tjb8z3F0Ogw atio coordinate plane; derive the sides to understand that the slope ns equation y = mx for a line (ratio of rise to run) is the same Ask your child what https://www.youtube.co Gra through the origin and the between any two points on a line. b stands for in the m/watch?v=YabvLZo7DGc de equation y = mx + b for a general equation of 8 line intercepting the vertical a line which is y=mx Sta axis at b. + b nda (b is the y intercept; rd 6 the point where the (8.E line crosses the y E.6) axis) Exp Solve linear equations in Students solve one variable equations Ask your child to https://www.youtube.co ress one variable. a. Give including those with variables on both solve the following m/watch?v=wXIjonoPS9I ions examples of linear sides of the equal sign. Students equations and equations in one variable recognize that the solution to the 10X – 23 = 29-3X https://www.youtube.co Equ with one solution, infinitely equation is the value(s) of the variable The answer X =4 m/watch?v=QUcYz6dpdXE atio many solutions, or no that makes a true equality when (combine like terms) ns solutions. Show which of substituted back into the equation. https://www.youtube.co Gra these possibilities is the case m/watch? de by successively transforming v=VWQ9Ioo7yv0 8 the given equation into Sta simpler forms, until an nda equivalent equation of the rd 7 form x = a, a = a, or a = b (8.E results (where a and b are E.7) different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Exp Analyze and solve pairs of Systems of linear equations can have Ask your child to https://www.youtube.co ress simultaneous linear one solution (answer), many solutions, solve the following m/watch?v=t7tbGWJvugU ions equations. a. Understand or no solution. Students discover these Victor is half as old and that solutions to a system of cases as they graph systems (more as Maria. The sum of Equ two linear equations in two than one) of linear equations and solve their ages is 54. How atio variables correspond to them algebraically. When students old is Victor? ns points of intersection of graph a system of two linear v=Victor’s age Gra their graphs, because points equations, the ordered pair of the m =Maria’s age de of intersection satisfy both point of intersection is the x value that 8 equations simultaneously. b. will generate the y value for both v + m =54 Sta Solve systems of two linear equations. A system of two parallel v = ½ m nda equations in two variables lines (same slope) will have no points Substitute ½ m into rd 8 algebraically, and estimate of intersection, or no solution. the top equation and (8.E solutions by graphing the you get E.8) equations. Solve simple ½ m + m =54 cases by inspection. For 1 ½ m = 54 example, 3x + 2y = 5 and 3x m = 36 + 2y = 6 have no solution Maria is 36 and because 3x + 2y cannot Victor is ½ the age of simultaneously be 5 and 6. Maria, which is 18. 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. FUNCTIONS Parent Notes St Standard What does this standard What can I do Resources an mean? at home? da rd Co de Fun Understand that a function Students understand rules that take x Ask your child to tell https://www.youtube.co ctio is a rule that assigns to each as input and give y as output is a you if y=x is a m/watch? ns input exactly one output. function. To each input there is only function (yes it is) v=bnO1uNVTrUU Gra The graph of a function is one output. Functions occur when de the set of ordered pairs there is exactly one y value associated Ask your child to tell 8 consisting of an input and with any x value. Students can identify you if Sta the corresponding output. functions from equations, graphs, and Y=x2 +3x + 4 is a nda Function notation is not tables/ordered pairs. A vertical line function (yes it is) rd 1 required in Grade 8. tests may be used on a graph of a (8.F relationship to see if it is a function. Ask your child to tell .1) For example, a circle would not be a you if x2 + y2 =25 is a function. function (no it is not)

Ask your child to explain what a function is using their own words. Fun Compare properties of two Students compare two functions from Ask your child to https://www.youtube.co ctio functions each represented different representations . compare the m/watch?v=6AjBsO4qsww ns in a different way following two Gra (algebraically, graphically, functions and tell de numerically in tables, or by you which has the 8 verbal descriptions). For greater rate of Sta example, given a linear change. nda function represented by a rd 2 table of values and a linear Function 1: y =2x + 4 (8.F function represented by an Function 2 .2) algebraic expression, X Y determine which function -1 -6 has the greater rate of 0 -3 change. 2 3

Answer: the rate of change for function 1 is 2; the rate of change for function 2 is 3. Function 2 has the greater rate of change. Fun Interpret the equation y = Students understand that linear Ask your child to tell https://www.youtube.co ctio mx + b as defining a linear functions have a constant rate of you which of these m/watch?v=Sl-W4VaFv78 ns function, whose graph is a change between any two points. They functions are linear: Gra straight line; give examples use equations, graphs, and tables to a. Y = -2x2 + 3 de of functions that are not categorize functions as linear or non- b. Y = 0.25 + ).5 8 linear. For example, the linear. The graph of a linear equation (X-2) 2 Sta function A = s giving the will be a straight line. A = π r2 nda area of a square as a rd 3 function of its side length is a. Non-linear (8.F not linear because its graph b. Linear .3) contains the points (1,1), c. Non-linear (2,4) and (3,9), which are not on a straight line. Fun Construct a function to Students identify the rate of change Ask your child to https://www.youtube.co ctio model a linear relationship (the slope) and initial value (y write an equation m/watch? ns between two quantities. intercept) from tables, graphs, that models the v=sR1zVPTAMU0 Gra Determine the rate of equations, or verbal descriptions to linear relationship in de change and initial value of write a function (a linear equation). the table below 8 the function from a Students should understand that the X Y Sta description of a relationship equation represents the relationship -2 8 nda or from two (x, y) values, between the x and the y values. They 0 2 rd 4 including reading these from should be able to find the y value

(8.F a table or from a graph. when given the x value of the 1 -1 .4) Interpret the rate of change equation. Using graphs, students and initial value of a linear identify the y intercept as the point The equation would function in terms of the where the line crosses the y-axis and be: situation it models, and in the slope as the rise over the run. Y= -3x + 2 terms of its graph or a table of values. Fun Describe qualitatively the Given a verbal description of a Ask your child to https://www.youtube.co ctio functional relationship situation, students can sketch a graph look at a graph and m/watch?v=3oVuEAIHKHY ns between two quantities by to model the situation. Given a graph describe the graphed Gra analyzing a graph (e.g., of a situation, students can provide a situation below in de where the function is verbal description of the situation. his/her own words. 8 increasing or decreasing, Sta linear or nonlinear). Sketch nda a graph that exhibits the x rd 5 qualitative features of a (8.F function that has been .5) described verbally. y

(The graph is nonlinear and decreasing.) GEOMETRY Parent Notes St Standard What does this standard What can I do Resources an mean? at home? da rd Co de Geo Verify experimentally the Students use compasses, protractors, Ask your child to https://www.youtube.co met properties of rotations, and rulers or technology to explore explain in their own m/watch?v=9gwodxblOj4 ry reflections, and translations: figures created from translations, words what a rigid Gra a. Lines are taken to lines, reflections and rotations. transformation is. https://www.youtube.co de and line segments to line Characteristics of figures such as m/watch?v=VTGMprw-zqc 8 segments of the same lengths of line segments, angle Sta length. b. Angles are taken measures and parallel lines are https://www.youtube.co nda to angles of the same explored before the transformation m/watch?v=04ZIJ5ZhhyQ rd 1 measure. c. Parallel lines are (pre-image) and after the (8.G taken to parallel lines. transformation (image). Students .1) understand that these transformations produce images of exactly the same size and shape as the pre-image and are known as rigid transformations. Geo Understand that a two This standard is the students’ Ask your child to https://www.youtube.co met dimensional figure is introduction to congruency. Congruent explain the term m/watch? ry congruent to another if the figures have the same shape and size. congruency (same v=r3lN_BADmPQ Gra second can be obtained Translations, reflections, and rotations size and same shape, de from the first by a sequence are examples of rigid transformations. equal to). https://www.youtube.co 8 of rotations, reflections, and A rigid transformation is one in which m/watch? Sta translations; given two the pre-image and the image both Ask your child to v=9TIC3mMVJq8 nda congruent figures, describe have exactly the same size and shape name three rigid rd 2 a sequence that exhibits the since the measures of the transformations (8.G congruence between them. corresponding angles and (where the shapes .2) corresponding line segments remain remain congruent): equal (congruent) translations, reflections, and rotations Geo Describe the effect of Students identify coordinates from Ask your child to https://www.youtube.co met dilations, translations, translations, reflections, and rotations explain what m/watch?v=fWjXa7OJ2no ry rotations, and reflections on and recognize the relationship happens during a Gra two-dimensional figures between the coordinates and the rotation, reflection, https://www.youtube.co de using coordinates. transformation. and translation. m/watch? 8 Translations move an object so that v=mDwQueWLeOY Sta every point moves in the same Ask your child to nda direction. explain to you what rd 3 A reflection is a “flipping” of an object the lines of reflection (8.G over a line known as the “line of are (the x and the y .3) reflection”. In the 8th grade, line of axis) reflection is either the x or y-axis. A rotation is a transformation by “spinning” the figure around a fixed point known as the center of rotation Geo Understand that a two Similar figures and similarity were first Ask your child to https://www.youtube.co met dimensional figure is similar introduced in 7th grade. Students explain what a scale m/watch?v=D7Gni58oFgE ry to another if the second can should understand similar figures have factor is. Gra be obtained from the first congruent (equal) angles and sides https://www.youtube.co de by a sequence of rotations, that are proportional. Similar figures Ask your child to m/watch?v=AUJBSaWlfs0 8 reflections, translations, and are produced from dilations. Students explain the what Sta dilations; given two similar are able to describe the sequence that makes figures similar nda two-dimensional figures, would produce similar figures, rd 4 describe a sequence that including the scale factors. Students (8.G exhibits the similarity understand that a scale factor greater .4) between them. than one will produce a figure larger than the original, while a scale factor less than one will produce a figure reduced in its size. Geo Use informal arguments to Students use exploration and Ask your child to https://www.youtube.co met establish facts about the deductive reasoning to determine draw two parallel m/watch?v=gflRScVWePQ ry angle sum and exterior relationships that exist between the lines and a Gra angle of triangles, about the following: transversal. Have https://www.youtube.co de angles created when parallel a)Angle sums and exterior angle sums them identify m/watch?v=E8wlXVAJzPE 8 lines are cut by a of triangles vertical and Sta transversal, and the angle b)Angles created when parallel lines supplementary nda criterion for similarity of are cut by a transversal angles formed by rd 5 triangles. For example, c)The angle-angle criterion for these three lines. (8.G arrange three copies of the similarity of triangles. .5) same triangle so that the Students construct various triangles Ask your child to sum of the three angles and find the measure of interior and identify alternate appears to form a line, and exterior angles. Students make interior and exterior give an argument in terms conjectures about the relationship angles formed by of transversals why this is between the measure of an exterior parallel lines and a so. angle and the other two angles of a transversal. What is triangle(the measure of an exterior special about these angle of a triangle is equal to the sum pairs of angles (they of the measure of the other two are equal in interior angles) and the sum of the measure) exterior angles (360 degrees)

Students also construct parallel lines cut by a transversal to examine the relationship between the newly created angles. Building on their understanding from Grade 7, students build on these relationships to find other missing angles. Geo Explain a proof of the Using models, students can explain the Ask your child to tell https://www.youtube.co met Pythagorean Theorem and Pythagorean Theorem, understanding if the following m/watch?v=w0dF1zUU9tE ry its converse. that the sum of the squares of the legs scenario creates a Gra is equal to the square of the right triangle? Why de hypotenuse (the longest side of the or why not? 8 right triangle) in a right triangle. Sta Students also understand that given The distance from nda three side lengths with this Jonestown to rd 6 relationship forms a right angle. Maryville is 180 (8.G miles. The distance .6) from Maryville to Elm City is 300 miles, and the distance from Elm City to Jonestown is 240 miles. 1802 + 2402 = 3002 32400+57600=90000 9000 =9000 so these three towns from a right triangle. Geo Apply the Pythagorean Students use the Pythagorean Ask your child to https://www.youtube.co met Theorem to determine theorem in real world and solve the following m/watch?v=95jpCTd5iTc ry unknown side lengths in right mathematical problems word problem: Gra triangles in real-world and https://www.youtube.co de mathematical problems in A club wants to build m/watch?v=gjlc3BozDwo 8 two and three dimensions. a tree house. They Sta have a 9-foot ladder https://www.youtube.co nda that they place m/watch?v=8B5OofsX3DI rd 7 diagonally against (8.G the tree. If the base .7) of the tree is 5 feet from the bottom of the ladder, how high off the ground will the tree house be? To solve: a2 + b2 = c2 a2 + 25 = 81 a= 7.5

Geo Apply the Pythagorean One application of the Pythagorean Ask your child to https://www.youtube.co met Theorem to find the Theorem is to find the distance explain how they can m/watch?v=OZp7ToriFko ry distance between two between two points on a coordinate find the distance Gra points in a coordinate plane. Students build on their work between two points https://www.youtube.co de system. from 6th grade (finding vertical and on a coordinate m/watch?v=lm1LBZoRGUs 8 horizontal distances on the coordinate plane using the Sta plane) to determine the lengths of the Pythagorean https://www.youtube.co nda legs of the right triangle drawn by Theorem by forming m/watch? rd 8 connecting the points. Students a right triangle and v=UgQ_YnjWmyY (8.G understand that the line segment solving for the .8) between the two points is the length hypotenuse (the of the hypotenuse. longest side of the right triangle). Geo Know the formulas for the Students build on their understanding Ask your child to find https://www.youtube.co met volumes of cones, cylinders, of circles and volume from 7th grade the volume of a cylinder m/watch?v=XlovhNa8xiU ry and spheres and use them to find the volumes of cylinders, having a height of 100 2 cm and a radius of 40 Gra to solve real world and finding the area of the base (π r ) and cm using the formula: https://www.youtube.co de mathematical problems multiplying by the height (h). V= π r2h m/watch? 8 Students understand the volume of a The answer is 502,400 v=WCunEwOd_ic Sta cylinder is three times the volume of a cm3 nda cone so the formula for a cone’s https://www.youtube.co rd 9 volume is Ask your child to find m/watch?v=jP4P50lA-SE (8.G 1/3 (π r2)h. the volume of a sphere is the volume of a cone 3 with a height of 5 cm .9) 4/3 π r . Volume is found in cubic and a radius of 3 cm https://www.youtube.co units. using the formula m/watch?v=9JbzaI7pu8M V= 1/3 (π r2)h and leaving the answer in terms of pi. The answer is 15 π cm3 STATISTICS & PROBABILITY Parent Notes St Standard What does this standard What can I do Resources an mean? at home? da rd Co de Stat Construct and interpret Bivariate data refers to two- variable Ask your child to https://www.youtube.co istic scatter plots for bivariate data, one to be graphed on the x-axis explain the m/watch?v=2L_EC815Lic s measurement data to and the other to be graphed on the y- difference between a and investigate patterns of axis. Students represent data on a positive association, https://www.youtube.co Pro association between two scatter plot to examine relationships a negative m/watch?v=pYEhuvyh_AA bab quantities. Describe between the two variables. They association, or no ility patterns such as clustering, analyze scatter plots to determine if association)of data Gra outliers, positive or negative the relationship is linear or nonlinear. For example, de association, linear describe the 8 association, and nonlinear association between Sta association. the following math nda and science scores: rd 1 Student 1 2 3 (8.S Math 64 50 85 P.1) Science 68 70 83

There is a positive association. Stat Know that straight lines are Students understand that a straight Ask your child to https://www.youtube.co istic widely used to model line can represent a scatter plot with explain when a m/watch?v=r5dR2AqaRcg s relationships between two linear association. The most scatter plot has a and quantitative variables. For appropriate linear model is the line linear or a nonlinear Pro scatter plots that suggest a that comes closest to the most points. association. What bab linear association, informally If there is a linear relationship, will they notice ility fit a straight line, and students draw a linear model. Given a about the points on Gra informally assess the model linear model, students can then write the scatter plot if de fit by judging the closeness an equation for the line. they have a linear 8 of the data points to the line association? Sta nda rd 2 (8.S P.2) Stat Use the equation of a linear Linear models can be represented with Ask your child to https://www.youtube.co istic model to solve problems in a linear equation (an equation that draw a scatter plot m/watch?v=0sKYkpu3AKY s the context of bivariate depicts a straight line). Students can that would result in a and measurement data, interpret the slope and y intercept in linear relationship. https://www.youtube.co Pro interpreting the slope and the context of the problems. For Have them write the m/watch? bab intercept example, in a linear model for a equation for the line. v=Xt7D76ZMwMs ility biology experiment, interpret a slope Let them define the Gra of 1.5 cm/hr as meaning that an slope of the line and https://www.youtube.co de additional hour of sunlight each day is the y intercept. m/watch? 8 associated with an additional 1.5 cm in v=bTAXQWFEIHk Sta mature plant height. nda rd 3 (8.S P.3) Stat Understand that patterns of Students understand that a two way Ask your child to https://www.youtube.co istic association can also be seen table provides a way to organize data determine the m/watch?v=TFzLXThqVNQ s in bivariate categorical data between two categorical variables. percentage of and by displaying frequencies Data from both categories needs to be students who do not https://www.youtube.co Pro and relative frequencies in a collected from each subject. Students receive an allowance m/watch? bab two-way table. Construct calculate the relative frequencies to based on the v=CKWDRYHgbgA ility and interpret a two-way describe the association. following data of Gra table summarizing data on students who do https://www.youtube.co de two categorical variables chores? m/watch? 8 collected from the same v=Wpai_NUUfW4 Sta subjects. Use relative nda frequencies calculated for rd 4 rows or columns to describe (8.S possible association P.4) between the two variables. For example, collect data Receive No from students in your class allowance allowance Do 15 5 on whether or not they have chores a curfew on school nights Do no 3 2 chores and whether or not they have assigned chores at 5 of the 20 students home. Is there evidence that who do chores do those who have a curfew not receive an also tend to have chores? allowance. This is 25%.