8th grade Math Guide

Category

ACT Readiness Standards Utah Core State Standards

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. SMI.A.REI.10 . Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). SMI.F.IF.4, SMII.F.IF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; and end behavior. SMI.F.IF.7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. 2.NBT.2. Count within 1,000; skip-count by fives, tens, and hundreds. 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that four times a number is always even, and explain why four times a number can be decomposed into two equal addends. 4.OA.5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 5.OA.3. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “add 3” and the starting number 0, and given the rule “add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequences. Explain informally why this is so. 3.OA.8b. Represent two-step problems using equations with a letter standing for the unknown quantity. Create accurate equations to match word problems.

Functions (F) Questions in this category test students’ knowledge of function definition, notation, representation, and application. Students will see but are not limited to linear, radical, piecewise, polynomial, and logarithmic functions.

F 201/301. Extend a given pattern by a few terms for patterns that have a constant increase or

decrease/factor between terms

AF 402.

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