**Key Ideas and Details**

*ELA.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.

Activity | Page |
---|---|

Running to Win | 12 |

Nonfiction Passage | 19 |

The Pied Piper | 24 |

Curfews and Fires | 28 |

Powerful Predators | 33 |

Fishing Rods and Triangles | 48 |

Vanilla | 52 |

Surviving the Storm | 56 |

Essay Writing | 59 |

A Preposterous Tale | 72 |

Up From Slavery | 77 |

Scorpion Studies | 84 |

**Key Ideas and Details**

*ELA.RI.8.3*: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., *through comparisons, analogies, or categories*).

Activity | Page |
---|---|

The Pied Piper | 24 |

Curfews and Fires | 28 |

Powerful Predators | 33 |

Vanilla | 52 |

Surviving the Storm | 56 |

Essay Writing | 59 |

Fun in the Colonies | 63 |

Rat’s Discussion | 64 |

Where Did Spider-Man Come From? | 68 |

A Preposterous Tale | 72 |

Up From Slavery | 77 |

Scorpion Studies | 84 |

**Key Ideas and Details**

*ELA.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.

Activity | Page |
---|---|

The Pied Piper | 24 |

Curfews and Fires | 28 |

Powerful Predators | 33 |

Paul Revere’s Ride | 36 |

Fishing Rods and Triangles | 48 |

Vanilla | 52 |

Surviving the Storm | 56 |

Essay Writing | 59 |

Fun in the Colonies | 63 |

Rat’s Discussion | 64 |

Where Did Spider-Man Come From? | 68 |

Up From Slavery | 77 |

Scorpion Studies | 84 |

**Craft and Structure**

*ELA.RI.8.4*: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Activity | Page |
---|---|

Running to Win | 12 |

Just Like New! | 16 |

Curfews and Fires | 28 |

The Zoo of Friendly Living | 32 |

Powerful Predators | 33 |

Paul Revere’s Ride | 36 |

Alien Activities | 44 |

Fishing Rods and Triangles | 48 |

Vanilla | 52 |

Surviving the Storm | 56 |

Fun in the Colonies | 63 |

Rat’s Discussion | 64 |

A Preposterous Tale | 72 |

Riddles | 76 |

Up From Slavery | 77 |

Scorpion Studies | 84 |

Stepping Into the Wilderness | 88 |

**Craft and Structure**

*ELA.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.

Activity | Page |
---|---|

Running to Win | 12 |

Curfews and Fires | 28 |

Powerful Predators | 33 |

Vanilla | 52 |

Surviving the Storm | 56 |

Essay Writing | 59 |

Up From Slavery | 77 |

Scorpion Studies | 84 |

**Craft and Structure**

*ELA.RI.8.6*: Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Activity | Page |
---|---|

Up From Slavery | 77 |

**Integration of Knowledge and Ideas**

*ELA.RI.8.8*: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

Activity | Page |
---|---|

Curfews and Fires | 28 |

Up From Slavery | 77 |

**Text Types and Purposes**

*ELA.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.

Activity | Page |
---|---|

Developing Your Ideas | 14 |

Learning About Myself | 22 |

Show, Don’t Tell | 34 |

The Amazing Hand | 53 |

Up From Slavery | 77 |

All About Me | 91 |

**Text Types and Purposes**

*ELA.W.8.3*: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Activity | Page |
---|---|

Developing Your Ideas | 14 |

Mayan Writing | 23 |

Then and Now | 26 |

Story Parts | 42 |

Sentence Ingredients | 54 |

The Whole Story | 66 |

Plotting a Story | 78 |

What If? | 82 |

**Text Types and Purposes**

*ELA.W.8.1*: Write arguments to support claims with clear reasons and relevant evidence.

Activity | Page |
---|---|

Learning About Myself | 22 |

Great Examples | 74 |

Being Argumentative | 86 |

**Production and Distribution of Writing**

*ELA.W.8.4*: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Activity | Page |
---|---|

Developing Your Ideas | 14 |

Learning About Myself | 22 |

Then and Now | 26 |

Show, Don’t Tell | 34 |

Illuminated Ideas | 37 |

The Heart of an Essay | 38 |

Story Parts | 42 |

Sentence Combining | 46 |

The Amazing Hand | 53 |

Sentence Ingredients | 54 |

Using a Hook | 62 |

The Whole Story | 66 |

Great Examples | 74 |

Riddles | 76 |

Up From Slavery | 77 |

Plotting a Story | 78 |

Mind Benders | 80 |

What If? | 82 |

Morse Code | 83 |

Being Argumentative | 86 |

Stepping Into the Wilderness | 88 |

All About Me | 91 |

**Range of Writing**

*ELA.W.8.10*: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Activity | Page |
---|---|

Developing Your Ideas | 14 |

Sentence Possibilities | 18 |

Learning About Myself | 22 |

Mayan Writing | 23 |

Then and Now | 26 |

Show, Don’t Tell | 34 |

Illuminated Ideas | 37 |

The Heart of an Essay | 38 |

Story Parts | 42 |

Sentence Combining | 46 |

The Amazing Hand | 53 |

Sentence Ingredients | 54 |

Using a Hook | 62 |

The Whole Story | 66 |

Great Examples | 74 |

Riddles | 76 |

Up From Slavery | 77 |

Plotting a Story | 78 |

Mind Benders | 80 |

What If? | 82 |

Morse Code | 83 |

Being Argumentative | 86 |

Stepping Into the Wilderness | 88 |

All About Me | 91 |

**Know that there are numbers that are not rational, and approximate them by rational numbers.**

*Math.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.

Activity | Page |
---|---|

Metric Fun | 71 |

**Work with radicals and integer exponents.**

*Math.8.EE.A.1*: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3^{2} × 3^{–5} = 3^{–3} = 1/3^{3} = 1/27.

Activity | Page |
---|---|

Another Dimension | 85 |

**Understand the connections between proportional relationships, lines, and linear equations.**

*Math.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.

Activity | Page |
---|---|

Word Problems | 39 |

Describing Motion | 49 |

**Analyze and solve linear equations and pairs of simultaneous linear equations.**

*Math.8.EE.C.7*: Solve linear equations in one variable.

Activity | Page |
---|---|

Service in the Park | 31 |

Describing Motion | 49 |

Sam's Market | 75 |

**Define, evaluate, and compare functions.**

*Math.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.

Activity | Page |
---|---|

Boyd's Home Inspection | 15 |

Bob's Deli | 51 |

From Graph to Picture | 65 |

Show Your Work | 69 |

**Define, evaluate, and compare functions.**

*Math.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 a linear function represented by an algebraic expression, determine which function has the greater rate of change*.

Activity | Page |
---|---|

Boyd's Home Inspection | 15 |

Service in the Park | 31 |

**Use functions to model relationships between quantities.**

*Math.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.

Activity | Page |
---|---|

Hidden Art | 35 |

From Graph to Picture | 65 |

Show Your Work | 69 |

**Understand and apply the Pythagorean Theorem.**

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

Activity | Page |
---|---|

Triangle Experiment | 81 |

**Understand and apply the Pythagorean Theorem.**

*Math.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.

Activity | Page |
---|---|

Triangle Experiment | 81 |

**Investigate patterns of association in bivariate data.**

*Math.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.

Activity | Page |
---|---|

Hidden Art | 35 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.