The East Marshall Middle School has prioritized the 8th grade level Iowa Core standards for Reading, Writing, Math, Science, and Social Studies. These priority standards are listed below.
READING
8th Grade Reading – Priority Standards | |
Standard Number | Description |
RI.8.1 |
— Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. |
RI.8.2 |
— Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text. |
RI.8.3 |
— Analyze how a text makes connections among and distinctions between individuals, ideas,
or events. |
RI.8.5 |
— Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept. |
RI.8.10 |
— By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6-8 text complexity band independently and proficiently. Read on-level text both silently and orally. |
SL.8.1 |
— Engage effectively in a range of collaborative discussions with diverse partners on
grade 8 topics. |
SL.8.2 |
— Analyze the purpose of information presented in diverse media and formats and
evaluate the motives behind its presentation. |
SL.8.4 |
— Present claims and findings, emphasizing salient points in a focused, coherent manner
with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. |
RL.8.1 |
— Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text. |
RL.8.2 |
— Determine a central idea of a text and analyze its development over the course of the text,
including its relationship to supporting ideas; provide an objective summary of the text. |
RL.8.3 |
— Analyze how a text makes connections among and distinctions between individuals,
ideas, or events. |
RL.8.6 |
— Analyze how differences in the points of view of the characters and the audience or
reader create such effects as suspense or humor. |
RL.8.10 |
— By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6-8 text complexity band independently and proficiently. Read on-level text both silently and orally. |
Resources:Lucy Caulkin’s Units of Study |
WRITING
8th Grade Writing – Priority Standards | |
Standard Number | Description |
W.8.2 |
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant content. |
W.8.3 |
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences |
W.8.4 |
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. |
W.8.5 |
With some guidance and support form peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. |
L.8.1 |
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. |
W.8.1 |
Write arguments to support claims with clear reasons and relevant evidence. |
W.8.7 |
Conduct short research projects to answer a question, drawing on several sources
and generating additional related, focused questions that allow for multiple avenues of exploration. |
W.8.9 |
Draw evidence from literary or informational texts to support analysis, reflection,
and research. |
Resources:Lucy Caulkin’s Units of Study |
MATH
8th Grade Math – Priority Standards | |
Standard Number | Description |
8.G.A.1 |
Verify experimentally the properties of rotations, reflections, and translations: |
8.G.A.2 |
Understand that a two-dimensional 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.A.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 angle-angle criterion for similarity of triangles. |
8.EE.C.7.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). |
8.G.A.4 |
Understand that a two-dimensional 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 two-dimensional figures, describe a sequence that exhibits the similarity between them. |
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; 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.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; 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.EE.C.8.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. |
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.EE.C.8.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. |
8.EE.C.7.b |
Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. |
8.F.A.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. |
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. |
8.G.C.9 |
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems |
8.SP.A.1 |
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. |
8.SP.A.3 |
Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. |
8.EE.A.1 |
Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
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. |
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, and convert a decimal expansion which repeats eventually into a rational number. |
8.NS.A.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). |
8.G.B.7 |
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |
SCIENCE
8th Grade Science – Priority Standards | |
Standard Number | Description |
Resources: |
SOCIAL STUDIES
8th Grade Social Studies – Priority Standards | |
Standard Number | Description |
SS.8.19 |
Explain how push and pull factors contributed to immigration and migration in early American history. |
SS.8.23. |
Explain multiple causes and effects of events and developments in early American history. |
SS.8.14. |
Examine and explain the origins, functions and structure of government with reference to the US Constitution and other founding documents, branches of government, bureaucracies, and other systems and its effectiveness on citizens. (21st century skills) |
SS.8.22. |
Explain how and why prevailing social, cultural, and political perspectives changed during early American history. |
SS.8.23. |
Explain multiple causes and effects of events and developments in early American history. |
SS.8.17. |
Use historical evidence to evaluate the state of regional economies throughout early American history. |
SS.8.24. |
Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Declaration of Independence, the Bill of Rights, the Constitution, Washington’s Farewell address, the Louisiana Purchase treaty, Monroe Doctrine, Indian Removal Act, Missouri Compromise, Dred Scott v. Sanford, and the Treaty of Guadalupe-Hidalgo. |
SS.8.13. |
Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts. (21st century skills) |
SS.8.1. |
Explain points of agreement and disagreement of disciplinary concepts and ideas associated with a compelling question. |
SS.8.2. |
Construct supporting questions that demonstrate the relationship between them and the compelling question in an inquiry. |
SS.8.7. |
Independently, construct arguments using claims and evidence from multiple sources. |