This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: A penny is about $\frac{1}{16}$ of an inch thick. In 2011 there were approximately 5 billion pennies minted. If all of these pennies were placed in a s...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: It is said that the average person blinks about 1000 times an hour. This is an order-of-magnitude estimate, that is, it is an estimate given as a power...

In this problem students are comparing a very small quantity with a very large quantity using the metric system. The metric system is especially convenient when comparing measurements using scientific notations since different units within the system are related by powers of ten.

This lesson unit is intended to help teachers assess how well students are able to create and solve linear equations. In particular, the lesson will help you identify and help students who have the following difficulties: solving equations with one variable and solving linear equations in more than one way.

This lesson unit is intended to help teachers assess how well students are able to classify solutions to a pair of linear equations by considering their graphical representations. In particular, this unit aims to help teachers identify and assist students who have difficulties in: using substitution to complete a table of values for a linear equation; identifying a linear equation from a given table of values; and graphing and solving linear equations.

This lesson unit is intended to help teachers assess how well students are able to: estimate lengths of everyday objects; convert between decimal and scientific notation; and make comparisons of the size of numbers expressed in both decimal and scientific notation.

See the attached Google Slides to go alongside Eureka 8 Module 1 Lesson 9.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

The purpose of this lesson is to teach the students about how a spacecraft gets from the surface of the Earth to Mars. The lesson first investigates rockets and how they are able to get us into space. Finally, the nature of an orbit is discussed as well as how orbits enable us to get from planet to planet specifically from Earth to Mars.

In Grade 8 Module 1, students expand their basic knowledge of positive integer exponents and prove the Laws of Exponents for any integer exponent.  Next, students work with numbers in the form of an integer multiplied by a power of 10 to express how many times as much one is than the other.  This leads into an explanation of scientific notation and continued work performing operations on numbers written in this form.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

This lesson unit is intended to help teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En el módulo 1 de grado 8, los estudiantes amplían su conocimiento básico de exponentes enteros positivos y prueban las leyes de los exponentes para cualquier exponente entero. A continuación, los estudiantes trabajan con números en forma de entero multiplicado por un poder de 10 para expresar cuántas veces es uno que el otro. Esto lleva a una explicación de la notación científica y el trabajo continuo que realiza operaciones en números escritos de esta forma.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
In Grade 8 Module 1, students expand their basic knowledge of positive integer exponents and prove the Laws of Exponents for any integer exponent.  Next, students work with numbers in the form of an integer multiplied by a power of 10 to express how many times as much one is than the other.  This leads into an explanation of scientific notation and continued work performing operations on numbers written in this form.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

This lesson unit is intended to help teachers assess how well students are able to: translate between decimal and fraction notation, particularly when the decimals are repeating; create and solve simple linear equations to find the fractional equivalent of a repeating decimal; and understand the effect of multiplying a decimal by a power of 10.

This lesson unit is intended to help teachers assess how well students are able to: solve linear equations in one variable with rational number coefficients; collect like terms; expand expressions using the distributive property; and categorize linear equations in one variable as having one, none, or infinitely many solutions. It also aims to encourage discussion on some common misconceptions about algebra.

This lesson unit is intended to help teachers assess how well students are able to: interpret a situation and represent the variables mathematically; select appropriate mathematical methods to use; explore the effects of systematically varying the constraints; interpret and evaluate the data generated and identify the break-even point, checking it for confirmation; and communicate their reasoning clearly.