Material Type:
Full Course
Middle School
CT State Department of Education
Provider Set:
CSDE - Public
  • rigid transformations
    Media Formats:

    Education Standards

    Connecticut Model Math for Grade 8

    CSDE Model Curricula Quick Start Guide

    Equitable 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.  

    Additional Course Information:  

    Major work of Grade 8 mathematics focuses on linear equations and linear functions

    Habits 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