CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In Grade 8, insructional time should focus on three critical areas: (1) formulating and resoning 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. Upon completion of this course students will have the ability to:Know that there are numbers that are not rational, and approximate them by rational numbers;Work with radicals and integer exponents in expressions and equations;Understand the connections between proportional relationships, lines, and linear equations;Define, evaluate, and compare functions;Use functions to model relationships between quantities;Understand congruence and similarity using physical models, transparencies, or geometry software;Undestand and apply the Phthagorean Theorem;Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres; Aligned Core Resources:  It is critical that curriculum be implemented using high quality instructional materials to ensure all students meet Connecticut’s standards. Ensuring alignment of resources to the standards is critical for success. There are tools that are available to districts to assist in evaluating alignment of resources, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.   In addition, there exist compilations of completed reviews from a variety of resources. Some of these include but are not limited to EdReports, Louisiana Believes, CURATE, and Oregon Adopted Instructional Materials.Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.  Carnegie Learning Math Grade 8EdGems Math Grade 8enVisions Grade 8Eureka Math Grade 8Fishtank Plus Math Grade 8HMH Into Math Grade 8Imagine Learning Illustrative Mathematics Grade 8i-Ready Math Grade 8MidSchoolMath Grade 8Open Up Resouces Math Grade 8Reveal Math Grade 8Additional Course Information:  Major work of Grade 8 mathematics focuses on linear equations and linear functionsHabits of Mind/SEIH/Transferable Skills Addressed in the Course:   The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning   

Unit Overview/Summary - FOCUS: This unit focuses on Geometry.  Learning this unit will enable students to: Understand and apply the Pythagorean Theorem; and Work with radicals and integer exponents. 

Unit Overview/Summary - FOCUS: This unit focuses on Number Systems and Expressions and Equations. Learning this unit will enable students to: Know that there are numbers that are not rational, and approximate them by rational numbers; and Work with radicals and integer exponents. 

Module 7 begins with work related to the Pythagorean Theorem and right triangles.  Before the lessons of this module are presented to students, it is important that the lessons in Modules 2 and 3 related to the Pythagorean Theorem are taught (M2:  Lessons 15 and 16, M3:  Lessons 13 and 14).  In Modules 2 and 3, students used the Pythagorean Theorem to determine the unknown length of a right triangle.  In cases where the side length was an integer, students computed the length.  When the side length was not an integer, students left the answer in the form of x2=c, where c was not a perfect square number.  Those solutions are revisited and are the motivation for learning about square roots and irrational numbers in general.

**NOTE: The New York State Education Department shut down the EngageNY website in 2022. In order to maintain educators' access, nearly all resources have been uploaded to archive.org and the resource links above have been updated to reflect their new locations.**

Students learn how engineers navigate satellites in orbit around the Earth and on their way to other planets in the solar system. In accompanying activities, they explore how ground-based tracking and onboard measurements are performed. Also provided is an overview of orbits and spacecraft trajectories from Earth to other planets, and how spacecraft are tracked from the ground using the Deep Space Network (DSN). DSN measurements are the primary means for navigating unmanned vehicles in space. Onboard spacecraft instruments might include optical sensors and an inertial measurement unit (IMU).

This activity demonstrates how potential energy (PE) can be converted to kinetic energy (KE) and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing by understanding conservation of energy and using the equations for PE and KE. The equations are justified as students experimentally measure the speed of the pendulum and compare theory with reality.