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This collection includes formative assessments for all of the Major Work of Grade 8 created by a group of Utah Mathematics educators.

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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
Rating
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

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

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

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

Patterns in Rational and Irrational Numbers: Standard 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
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

Pythagoras and His Theorem: Standard 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real world and mathematics problems in two and three dimensions.
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

Running the Track: Standard 8.F.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.
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

So Radical: Standard 8.NS.3 - Understand how to perform operations and simplify radicals with emphasis on square roots.
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

Summer Reading: Standard 8.EE.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.)
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

Swimming Pool: Standard 8.F.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.
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

Videos: Standard 8.EE.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 the two moving objects has greater speed.).
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

Volleyball Bake Sale: Standard 8.F.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. (Function notation is not required in grade 8.)
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

Why Be Rational?: Standard 8.NS.2 - Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
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