8th Math Syllabus (Ryan)

8th Grade Math Syllabus

Teacher Vincent Ryan:   ryanv@mauryk12.org

School Phone:  931-285-2300 | Fax 931-285-2612


School Address: 4235 Old State Road, Hampshire, TN 38461

Course Description

By the end of grade eight, students will understand and use in probability, geometry, number sense, and algebra. The standards are fully explained on the TnReady Common Standards

website. http://tn.gov/education/article/mathematics-standards

TnReady Performance Standards

In Grade 8, instructional time should focus on three critical areas: (1) formulating and

reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two-- and three--dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Content standards for Grade 8 are arranged within the following domains and clusters:


Standards by Unit

Unit 1

The Number System

20 Days

8.NS.A.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 or terminates, and convert a decimal expansion which repeats eventually or terminates into a rational number.

8.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers locating them approximately on a number line diagram. Estimate the value of irrational expressions such as 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.

Approximate cube roots without a calculator

Expressions and Equations

8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example,

3 2 x 3 −5 = 3 −3 = 1 / 3³ = 1/ 27


Apply properties of exponents to include variable expressions.

For example, (2m3 ) (3m4 ).

8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form 𝑥 2 = 𝑝 and 𝑥 3 = 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


Know the most common perfect squares and cubes

8.EE.A.3 Use numbers expressed in the form of a single digit times an

integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 x 108 and the population of the world as 7 x 109 , and determine that the world population is more than 20 times larger.

8.EE.A.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of

appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading).


Interpret scientific notation that has been generated by technology.


Use scientific notation to solve problems in science and real world scenarios including rate (d = rt) and density problems


Unit 2

Expressions and Equations

20 Days Expressions and Equations

8.EE.C.7 Solve linear equations in one variable.

a. 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). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms


Performance Standards by Unit

Unit 2

Expressions and Equations (continued)

20 Days

Expressions and Equations

8.EE.B.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 two moving objects has greater speed.

8.EE.B.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; know and 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.


Determine the slope of a line from an equation, two points, a table or a graph

Analyze the graph of a linear function to find solutions and


Determine the equation of a line given a point and the slope

or two points on the line

8.EE.C.8 Analyze and solve systems of two linear equations

a. 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.

b. Solve systems of two linear equations in two variables algebraically 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.

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.




Standards by Unit

Unit 3


20 Days …


8.F.A.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.A.3 Know and 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

8.F.B.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.

Unit 3

Functions (continued)

20 Days

8.F.A.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 another linear function represented by an algebraic expression, determine which function has the greater rate of change

8.F.B.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


Use function notation to describe function relationships



8.G.A.3 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 angle-angle 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.

Identify special angle pairs when two lines are cut by a


8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.

8.G.B.5 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions

8.G.B.6 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.

b. Angles are taken to angles of the same measure.

c. Parallel lines are taken to parallel lines.

8.G.A.2 Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates








Standards by Unit

Unit 4

Geometry (continued)

10 Days

8.G.C.7 Know and understand the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems


Unit 5

Statistics and Probability

10 Days

8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association

8.SP.A.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

8.SP.A.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.

8.SP.B.4 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"), identify the outcomes in the sample space which compose the event.



Unit 6

TCAP Review

10 Days

The Number System

Expressions and Equations

Expressions and Equations


Statistics and Probability


Mathematics Course 3/Holt, Rinehart, and Winston

We will be using a classroom set of text books.



8th Grade Math Syllabus

Requirements: Materials and Supplies

Materials/Supplies: Students are required to bring the following items to class every day.

Pencils (preferred)

3 ring binder/Folder

Notebook paper

Section dividers (3-5 pack)

Composition notebook (optional)

School-issued student agenda

Rules & Classroom Management Policies

Students are expected to come to class everyday prepared and ready to learn with a positive attitude. Students are required to act in a behavior conducive to learning, according to HUS and MCBOE Public Schools code of conduct, If students

are not able to follow the rules, they will be disciplined according to the steps and procedures detailed in the Student Handbook.

Classroom Grading & Evaluation Policy

Students will receive a grade based on the following categories:

Tests 50%

Class work/ Homework 20%

Finals 15%

Quizzes 15%

Total 100%

A 100 – 93

B 92 – 85

C 84 – 76

D 75 - 70

F 69 and below

Class work: Participation in class activities and class assignments are important to informally assess student learning and understanding. All students are expected to participate in class.

. Students are expected to take notes in their composition notebooks or 3-ring binder. The notes can be used on the standards-based quizzes. Students are responsible for any work missed during the instructional hour.

Homework: Students will receive homework Monday-Thursday to enforce key math

concepts. Students are expected to complete and turn in all homework in a timely manner.

Homework is usually due the next day, unless otherwise specified by the teacher. In most cases, homework will be graded on effort and completion. Students will be given a daily quiz based on their homework which will be considered part of their classwork/homework grade.

Quizzes: A quiz will be given in preparation for the Unit test.

Students are allowed to correct or retake quizzes.

8th Grade Math Syllabus

Tests: A test will be given at the conclusion of every Unit. Students will have an in class

review the day before the test, which will include sample test questions. Tests should be

completed independently. Using notes, talking, or cheating during a test is NOT allowed.

If a student is absent, he or she is able to make up missed quizzes or test. However, they must stay after school; unless time is given in class

Late/Make-Up Work

Students are responsible for obtaining any missed work when they are absent. All homework is due by Friday of that week unless student is absent. In the case of absence student will have 3 school days to submit any missing homework.

Extra Credit Policy & Procedures

Extra credit assignments are given periodically, and are for all students. Students have a choice whether they would like to participate or not. Extra credit will be offered at the

teacher’s discretion. Students should not rely on extra credit as a means for getting a high grade in the class.


Math tutorial is available in the morning from 7 to 7:30am if a student needs homework help or remediation. After school tutoring is available but students must arrangements in advance due to coaching and meeting responsibilities.

8th Grade Math Syllabus

Signature Acknowledgements

I acknowledge that I have read and received a copy of 8th Grade Math

Syllabus. I will govern myself according to these rules, procedures, and



Student Name

_____________________________________ ________________________

Student Signature Date


Parent Name

_____________________________________ ________________________

Parent/Guardian Signature Date


Cell Phone Number


Home Number


Work Number


Email Address

If you have any questions or concerns regarding the course syllabus, please

contact Mr. Ryan, or set up an appointment for a conference