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This collection contains highly recommended eighth-grade mathematics lessons, activities, and other resources from the eMedia library.

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This resource is a menu of formative assessment clusters for all of the Major Work of Grade 8 created by a group of Utah Mathematics educators.

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/25/2023
Restricted Use
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0.0 stars

Arcade Games: Standard 8.EE.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 graphically, approximating when solutions are not integers 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 graphically. 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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Candles Burning: Standard 8.SP.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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Premade number tents to use clothesline math with simple expressions, rational expressions, equations and sequences.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Clothesline Math
Author:
Chris Shore
12/01/2022
Restricted Use
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Find some pre-made number tents for integers and degrees, as well as a blank set of number tents to create your own number tents.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Clothesline Math
Author:
Chris Shore
12/01/2022
Restricted Use
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0.0 stars

Premade number tents to use clothesline math with linear, exponential and trignometric functions.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Clothesline Math
Author:
Chris Shore
12/01/2022
Restricted Use
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0.0 stars

Want to know how to set up clothesline math in your classroom? Read this post and find a few different methods. Then, choose which one works best for your classroom culture.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Clothesline Math
Author:
Chris Shore
12/01/2022
Restricted Use
Rating
0.0 stars

Premade number tents to use clothesline math with fractions, integers, roots and exponents.

Subject:
Mathematics
Material Type:
Teaching/Learning Strategy
Provider:
Clothesline Math
Author:
Chris Shore
12/01/2022
Restricted Use
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0.0 stars

Dash for Dogs: Standard 8.F.2 - Compare properties of two functions each represented in a different way. 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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Dogs: Standard 8.SP.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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

We hope that you and your students enjoy this experience as they develop new connections and appreciations for art, indigenous heritage, and mathematizing the world.

Subject:
Mathematics
Material Type:
Lesson Plan
Provider:
youcubed
Provider Set:
Exploring Indigenous Mathematical Art
11/13/2023
Restricted Use
Rating
0.0 stars

Fairly Solvable: Standard 8.EE.7 Solve linear equations and inequalities 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 single-variable linear equations and inequalities with rational number coefficients, including equations and inequalities whose solutions require expanding expressions using the distributive property and collecting like terms. Solve single-variable absolute value equations.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Farm Animals: Standard 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2=p and x3 =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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Find the Distance: Standard 8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Open Middle Math
04/26/2022
Restricted Use
Rating
0.0 stars

Gloria's Garden: Standard 8.G.6 - Explore and explain proofs of the Pythagorean Theorem and its converse.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Linear Challenge: Standard 8.F.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 = s2 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.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Subject:
Mathematics
Material Type:
Assessment
Provider:
Utah State Board of Education
Provider Set:
Math Formative Assessment Clusters
07/26/2023
Restricted Use
Rating
0.0 stars

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Open Middle Math
04/26/2022
Restricted Use
Rating
0.0 stars

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Open Middle Math
04/26/2022
Restricted Use