Mathematics Activities are linked below:
5/18/20 5/11/20 5/4/20 4/27/20 4/20/20 4/13/20
Please scroll downward (below the Distance Learning Plan) to access.
Please make sure you are working on the current assignments by assigned week:
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This fourth week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This fourth week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This fourth week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This third week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This second week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
Students may choose from any of the activities below. Students will generally have a minimum of five assignments per week. This first week back, there are additional options to choose from. The activities are listed in order of increased complexity and rigor. Click directly on the activity or go to student.desmos.com and type in the code.
CLICK FOR: 8th Grade Resources (MATH)CLICK FOR: 7th Grade Resources (MATH)CLICK FOR: 6th Grade Resources (MATH)Click on any of the resources above for access to Optional Practice at Grade Level.
CLICK HERE FOR: OTHER DISTRICT BASED RESOURCES 
OFFICIAL DISTRICT UPDATES REGARDING COVID19 SCHOOL CLOSURES
Out of an abundance of caution, and in consultation with local public health, many San Diego County school districts will close March 16 in order to curb the potential transmission of the coronavirus (COVID19).
In alignment with the San Diego County Office of Education and in consultation with the County Health & Human Services Agency, the Escondido Union School District is closing starting Monday, March 16, through Monday, April 13, pending no other health concerns. Bear Valley Middle School will be closed until Monday, April 13, 2020.
In order to ensure equal access to all of our students, Mr. Pearson will not provide any structured / required assignments at this time nor will Mr. Pearson be providing an independent study option. The Escondido Union School District will be sending out resources for families that students can participate in to keep them engaged at their grade level. These activities are highly recommended for students in the absence of classes. Please refer to the Escondido Union School District webpage at www.eusd.org for updates pertaining to school closure.
Welcome Math Students to Room 228. Scroll down to see daily activities.
This website is your onestop resource to access notes, examples from lessons, videos, etc. Assignments are downloadable in case you lose your original or would like another copy.
Please visit this page daily as content is added on a daily basis.
Friday, March 13, 2020 
IM Unit 7 Study Guide

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve realworld problems, including problems where both decimal
and scientific notation are used.
Thursday, March 12, 2020 
IM Unit 7 Lessons 10 and 11

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve realworld problems, including problems where both decimal
and scientific notation are used.
Wednesday, March 11, 2020 
IM Unit 7 Lesson 9

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve realworld problems, including problems where both decimal
and scientific notation are used.
Tuesday, March 10, 2020 

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve realworld problems, including problems where both decimal
and scientific notation are used.
Monday, March 9, 2020 
IM Unit 7 Lesson 8

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Friday, March 6, 2020 
Station Activity (Due 3.9.20)

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Thursday, March 5, 2020 
Quiz Exponent Rules

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Wednesday, March 4, 2020 
Quiz Exponent Rules Tomorrow 
IM Unit 7 Lessons 6 and 7 (Review):

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Tuesday, March 3, 2020 
IM Unit 7 Lesson 5

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Monday, March 2, 2020 
Trimester 3 Begins

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Friday, February 28, 2020 
Trimester 2 Ends

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Thursday, February 27, 2020 

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve realworld problems, including problems where both decimal
and scientific notation are used.
Wednesday, February 26, 2020 

Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Unit 5 EndofUnit Assessment Retakes offered:
Wednesday 2/26 (Before School, During Lunch, After School)
Thursday 2/27 (Before School, During Lunch, After School in Room 227)
Friday 2/28 (Before School only)
Tuesday, February 25, 2020 
EndofUnit 5 Written Performance Task 
Monday, February 24, 2020 
Unit 5 EndofUnit AssessmentUnit 7 Workbooks issued to students 
The last day to turn in MISSING / LATE WORK for Trimester 2 is Friday 2/21/20.
Friday, February 21, 2020 

Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Thursday, February 20, 2020 

Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Wednesday, February 19, 2020 

Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
8.F.B Use functions to model relationships between quantities.
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.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Tuesday, February 18, 2020 

Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Friday, February 14, 2020  NO SCHOOL  HOLIDAY Monday, February 17, 2020 School resumes on Tuesday 2/18/20
WINDOW FOR RETAKE OF IM UNIT 5 MIDUNIT ASSESSMENT IS 2/10/202/13/20
Thursday, February 13, 2020 
Quiz  Area and Volume IM Unit 5

Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Wednesday, February 12, 2020 

Lesson Standard(s):
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slopeintercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slopeintercept
form.
• Interpret the rate of change and initial value of a li
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Tuesday, February 11, 2020 

Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slopeintercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slopeintercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and yintercept of its graph
or a table of values.
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Monday, February 10, 2020
Friday, February 7, 2020 
IM Unit 5 Lesson 10

Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slopeintercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slopeintercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and yintercept of its graph
or a table of values.
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve realworld and mathematical
problems.
Thursday, February 6, 2020 
IM Unit 5 MidUnit Performance Task 
Lesson Standard(s):
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slopeintercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slopeintercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and yintercept of its graph
or a table of values.
8.F.5. Qualitatively analyze the functional relationship between two quantities.
• Analyze a graph determining where the function is increasing or decreasing;
linear or nonlinear.
• Sketch a graph that exhibits the qualitative features of a realworld function.
Wednesday, February 5, 2020 
IM Unit 5 MidUnit Assessment 
Tuesday, February 4, 2020 
Group Station Activity

Monday, February 3, 2020


Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.2 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.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Lesson Standard(s):
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.
Thursday, January 30, 2020 
IM Unit 5 Lesson 5

Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
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.
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.
Wednesday, January 29, 2020 
IM Unit 5 Lesson 4

Lesson Standard(s):
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.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Tuesday, January 28, 2020 
IM Unit 5 Lesson 3

Lesson Standard(s):
8.F.A Define, evaluate, and compare functions.
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.
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.
Monday, January 27, 2020 

ENDOFUNIT 4 ASSESSMENT RETAKE OPPORTUNITY WINDOW 1/21/201/24/20
Wednesday, January 22, 2020 

Please have a fully charged iPad and Reading Book with you each day. 
Tuesday, January 21, 2020 
IM Unit 5 Lesson 2

Lesson Standard(s):
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.
Monday, January 20, 2020 
Holiday  No School

Friday, January 17, 2020

IM Unit 5 Workbooks issued to students

Lesson Standard(s):
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.
Wednesday, January 15, 2020

Unit 4 Written Performance Task

Tuesday, January 14, 2020

Unit 4 EndofUnit Assessment

Friday, January 10, 2020 

Thursday, January 9, 2020 

Lesson Standard(s):
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Wednesday, January 8, 2020 
IM Unit 4 Lessons 8 and 9

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Tuesday, January 7, 2020


Wednesday, December 18, 2019

Station Activity

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Monday, December 16, 2019

Retake of Unit 4 MidAssessment offered during class (if student opts to take it)

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Friday, December 13, 2019 
Unit 4 MidUnit Assessments returned to students today (along with Answer Key)

Thursday, December 12, 2019 
IM Unit 4 Lesson 7

Wednesday, December 11, 2019 
Unit 4 Mid Unit Assessment # 1

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, December 9, 2019 
IM Unit 4 Lesson 6

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Friday, December 6, 2019

Today is the final day for Unit 3 Test Retakes.

Thursday, December 5, 2019

IM Unit 4 Lesson 4

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Wednesday, December 4, 2019

IM Unit 4 Lesson 3

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, December 3, 2019

IM Unit 4 Lesson 2

Lesson Standard(s):
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, December 2, 2019

IM Unit 4 Lesson 1

Lesson Standard(s):
8.EE.7 Students solve onevariable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
Monday, November 25, 2019 

Thanksgiving Recess  No School

Thursday, November 21, 2019

ENDOFUNIT 3 WRITTEN ASSESSMENT # 2 
Wednesday, November 20, 2019

IM Unit 3 EndofUnit Assessment 
Tuesday, November 19, 2019

IM Unit 3 Lesson 12

11.19.19 IM Unit 3 Lesson 12.ppsx  
File Size:  1597 kb 
File Type:  ppsx 
Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Monday, November 18, 2019 
ENDOFUNIT 3 WRITTEN ASSESSMENT # 1

Friday, November 15, 2019 

Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Thursday, November 14, 2019 
Quiz

Wednesday, November 13, 2019 
11.8.19 Homework Due beginning of class

Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Tuesday, November 12, 2019 
TRIMESTER TWO Begins

Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Monday, November 11, 2019 
In Honor of Veteran's Day  No School 
NOTE: THE LAST DAY TO TURN IN MISSING CLASSWORK / HOMEWORK FOR TRIMESTER ONE IS 11/4/19. NO LATE WORK WILL BE ACCEPTED AFTER THIS DATE.
Friday, November 8, 2019

End of Trimester One

Lesson Standard(s):
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
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.
Wednesday, November 6, 2019

IM Unit 3 Lessons 6 and 7

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Tuesday, November 5, 2019

IM Unit 3 Lessons 5 and 6

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Friday, November 1, 2019

Finish your Station Activity

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Thursday, October 31, 2019


Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Wednesday, October 30, 2019

IM Unit 3 Extension Activity (GROUP)

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Tuesday, October 29, 2019

IM Unit 3 Lesson 4

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Monday, October 28, 2019

IM Unit 3 Lesson 3

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Friday, October 25, 2019 
Window for IM Unit 2 EndofUnit Assessment Retake closes today.

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Wednesday, October 23, 2019 
Written Response Essay Questions

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
Tuesday, October 22, 2019 
IM Unit 3 Lesson 1

Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
Monday, October 21, 2019 

Lesson Standard(s):
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities.
7.RP.2 Recognize and represent proportional relationships between quantities.
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 distancetime graph to a distance
time equation to determine which of two moving objects has greater speed.
Thursday, October 17, 2019 
Friday, October 18, 2019
Tuesday, October 15, 2019

Station Activity (Introduction to Slope)

Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
Window for UNIT 2 EndofUnit Test Retakes 10/15/1910/25/19
Monday, October 14, 2019
Slope Intercept Form

Unit 2 EndofUnit Test (Online)
The yintercept of a line is where the line intersects and passes through the yaxis. The yintercept will be Zero if the line passes through the Origin. It can be a positive (above zero) value or a negative (below zero) value depending on where the line intersects the yaxis. If two lines have the same slope, they are parallel. If two lines have the same yintercept, both lines pass through the same point (a common point that is shared) on the yaxis.

Friday, October 11, 2019 
END OF UNIT 2 Practice Performance Task

Thursday, October 10, 2019 

Wednesday, October 9, 2019 
IM Unit 2 Lesson 12

Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies,
or geometry software.
Tuesday, October 8, 2019 
IM Unit 2 Lesson 11

Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Monday, October 7, 2019 
STATION ACTIVITY (REVIEW)

Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multistep problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
8.G.4 Understand that a twodimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar twodimensional figures, describe
a sequence that exhibits the similarity between them.
Thursday, October 3, 2019

IM Unit 2 Lesson 10: Introduction to Slope

Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a nonvertical 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.
8.G.4 Understand that a twodimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar twodimensional figures, describe
a sequence that exhibits the similarity between them.
Wednesday, October 2, 2019

Unit 2 MidUnit Assessment

Tuesday, October 1, 2019

IM Unit 2 Lesson 8 "Similar Triangles" and Lesson 9 "Side Length Quotients"

Lesson Standard(s):
8.G.2 Understand that a twodimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a twodimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar twodimensional figures, describe
a sequence that exhibits the similarity between them.
Monday, September 30, 2019

IM Unit 2 Lesson 7 "Similar Polygons"

Lesson Standard(s):
8.G.2 Understand that a twodimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a twodimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar twodimensional figures, describe
a sequence that exhibits the similarity between them.
Friday, September 27, 2019 
IM Unit 2 Lesson 6 "Similarity"

Lesson Standard(s):
8.G.2 Understand that a twodimensional figure is congruent to another if the
second can be obtained from the first by a sequence of rotations, reflections,
and translations; given two congruent figures, describe a sequence that
exhibits the congruence between them.
8.G.4 Understand that a twodimensional figure is similar to another if the second
can be obtained from the first by a sequence of rotations, reflections,
translations, and dilations; given two similar twodimensional figures, describe
a sequence that exhibits the similarity between them.
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 25, 2019 

Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Tuesday, September 24, 2019

Quiz  Dilations and Scale Factor 
Monday, September 23, 2019


Lesson Standard(s):
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Thursday, September 19, 2019 
IM Unit 2 Lesson 2 Concentric Grids

Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 18, 2019 
Continue working on Dilations HW

Tuesday, September 17, 2019 
Written Unit 1 Assessment

Video: Dilations and Scale Factor
Monday, September 16, 2019 
IM Unit 2 Lesson 1

Lesson Standard(s):
7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multistep problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Thursday, September 12, 2019 
Unit 2 IM Workbooks issued to students

Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multistep problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 11, 2019 
EndofUnit Test (Open Notes and Book)

Tuesday, September 10, 2019 
IM Unit 1 Lesson 16

Lesson Standard(s):
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles.
Monday, September 9, 2019 
IM Unit 1 Lesson 15

Lesson Standard(s):
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles.
Friday, September 6, 2019

Unit 1 MidUnit Assessment (Open Book and Open Notes)
All test grades have been placed in PowerSchool as of 4pm.

Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multistep problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and
translations.
8.G.5 Use informal arguments to establish facts about the angle sum and exterior
angle of triangles, about the angles created when parallel lines are cut by a
transversal, and the angleangle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 4, 2019

Classwork: IM Unit 1 Lesson 12

Lesson Standard(s):
8.G.2 Understand that a twodimensional figure is congruent to another if the second
can be obtained from the first by a sequence of rotations, reflections, and
translations; given two congruent figures, describe a sequence that exhibits the
congruence between them.
Tuesday, September 3, 2019 
Classwork: Introduction to Dilations
From the Origin (0,0):

Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Monday, September 2, 2019

School Holiday  NO SCHOOL

Friday, August 30, 2019


Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Thursday, August 29, 2019


Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Wednesday, August 28, 2019 
IM Unit 1 Lesson 8

8.28.19 Lesson.ppsx  
File Size:  2874 kb 
File Type:  ppsx 
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Tuesday, August 27, 2019

Quiz # 1 (Open Book / Open Notes)

Monday, August 26, 2019

IM Unit 1 Lesson 7

8.26.19 Lesson.ppsx  
File Size:  4560 kb 
File Type:  ppsx 
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Thursday, August 22, 2019 
BACK TO SCHOOL NIGHT  6:00pm8:00pmIM Unit 1 Lesson 6

Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Wednesday, August 21, 2019 
IM Unit 1 Lesson 5

Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two
dimensional figures using coordinates.
Tuesday, August 20, 2019 
IM Unit 1 Lessons 3 and 4

Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Monday, August 19, 2019 
IM Unit 1 Lesson 2

Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Friday, August 16, 2019

IM Unit 1 Lesson 1

8.16.19 IM Unit 1 Lesson 1.ppsx  
File Size:  2530 kb 
File Type:  ppsx 
8.16.19 IM Unit 1 Lesson 1 Introduction.pdf  
File Size:  636 kb 
File Type: 
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Thursday, August 15, 2019 
Unit 1 Workbooks Issued to ALL Students

8.15.19 Pretest.pdf  
File Size:  1267 kb 
File Type: 
Wednesday, August 14, 2019 
