The Number System Unit Guide
Math 8
Big Idea (Cluster):
 Know that there are numbers that are not rational, and
approximate them by rational numbers
(8.NS.1-2, 8.EE.2, and 8.G.6-8)
Edited 6/10/14
Renton School District
The Number System (8.NS.1-8.NS.2, 8.EE.2)
Know that there are numbers that are not rational, and approximate them by rational numbers
Standard 8.NS.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.
Standard 8.NS.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). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1
and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Standard 8.EE.2
Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
(The cube root content within this standard will be taught alongside the three-dimensional geometry standard 8.G.9 where students must know the
formulas for volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.)
2
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Relevant Math Practices and Student Actions
MP1 Make sense of problems and persevere in solving them.
 Perseveres when solving problems.
 Understands what the problem asks and the relationship among the
problem’s parts.
 Makes a plan for solving a problem.
 Checks and explains why a solution is reasonable.
MP 2 Reason abstractly and quantitatively.
 Interprets problems in context.
 Uses representations to make meaning of problems.
 Translates a problem from situation to equation.
 Explains connections between equation and situation.
 Understands the meaning of quantities and units.
MP 3 Construct viable arguments and critique the reasoning of
others.
 Uses definitions and draws on prior mathematical knowledge when
constructing arguments.
 Makes conjectures and evaluates their accuracy.
 Justifies conclusions with mathematical evidence and responds to
arguments of others.
 Asks clarifying and probing questions to improve argument.
MP 5 Use appropriate tools strategically.
 Selects tools strategically for visualizing, exploring, comparing,
predicting, and solving problems.
MP 6 Attend to precision.
 Communicates mathematical thinking accurately both orally and in
writing.
 Understands the meaning of mathematical symbols and vocabulary
and uses them appropriately.
 Labels consistently and accurately graphs and diagrams.
 Specifies the units of measure when labeling.
 Calculates accurately and efficiently.
 Pursues a level of precision appropriate to the context of the problem.
MP 7 Look for and make use of structure.
Looks for, identifies, develops and generalizes patterns and
relationships.
 Makes connections to prior mathematical knowledge to solve new
problems.

MP 8 Look for and express regularity in repeated reasoning.
 Notices repeated calculations and looks for general methods and
shortcuts to solve a problem.
MP 4 Model with mathematics.
 Identifies patterns to develop algorithm, formula, or calculation.
 Applies prior mathematical knowledge to describe, analyze, and solve  Evaluates reasonableness of results.
problems arising in everyday life, society and workplace.
 Makes assumptions and approximations to make problems easier.
 Checks to see if an answer makes sense within the context of a
situation and improves model when necessary.
3
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
SBAC Required Evidence (Claim 1)
8.NS.1-8.NS.2
 The student classifies real numbers as rational or irrational (required evidence #1).
 The student converts a repeating decimal into a fraction (required evidence #2).
 The student writes approximations of irrational numbers as rational numbers (required evidence #3).
 The student compares the sizes of irrational numbers by using rational approximations of irrational numbers (required evidence #4).
 The student approximates the locations of irrational numbers on the number line by using rational approximations of irrational numbers
(required evidence #5).
A calculator is not an allowable tool for this cluster of standards on an assessment. For more information on the assessment of this set of
standards, read the Grade 8 Claim 1 Target A Item Specifications.
8.EE.2 (Calculator allowed on some tasks for this target on Smarter Balanced assessment. See Target B Item Specifications for detail.)
 The student represents solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number that is not a perfect square or a
perfect cube, using square root and cube root symbols (required evidence #2).
 The student represents solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number that is a perfect square or a
perfect cube, and evaluates square roots of small perfect squares and cube roots of small perfect cubes (required evidence #3).
(The cube root content within this standard will be taught alongside the three-dimensional geometry standard 8.G.9 where students must know the
formulas for volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.)
A calculator is not an allowable tool for this cluster of standards on an assessment. For more information on the assessment of this set of
standards, read the Grade 8 Claim 1 Target B Item Specifications.
4
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Vocabulary
Mathematically proficient students communicate precisely by engaging in discussions about their reasoning using appropriate mathematical
language. Students should learn the following terms with increasing precision within the cluster. The bolded terms will be used on Smarter
Balanced assessment items.
Approximate
Decimal expansion
Estimate
Exponent
Expressions
Integers
Irrational number
Non-perfect squares
Non-square rectangle
Number line
Perfect square
Pi
Power
Radical
Radical equations
Rational number
Real numbers
Repeating decimal
Square
Square root
Terminating decimal
(The cube root content within this cluster of standards will be taught alongside the three-dimensional geometry standard 8.G.9 where students must
know the formulas for volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.)
5
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
The Number System (8.NS.1-8.NS.2, 8.EE.2)
Know that there are numbers that are not rational, and approximate them by rational numbers
Standard 8.NS.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.
See Grade 8 Common Core Flip Book pages 4-6 for explanations and examples of this standard.
Learning Objectives




Convert between fractions and repeating decimals (SBAC Grade 8 Claim 1 Target A Achievement Level Descriptor Level 3).
Classify a number as rational or irrational based on its decimal expansion.
Justify a square root of a non-perfect square will be irrational.
Know that real numbers that are not rational are irrational.
SBAC Required Evidence (Claim 1)
 The student classifies real numbers as rational or irrational (required
evidence #1).
 The student converts a repeating decimal into a fraction (required
evidence #2).
A calculator is not an allowable tool for this cluster of standards on
an assessment. For more information on the assessment of this set of
standards, read the Grade 8 Claim 1 Target A Item Specifications.
Connections to Curricular Materials
CMP2 does not have a unit that supports the 8.NS.1-2 cluster of
standards. The Grade 8 curriculum team has suggested supplemental
resources in the pacing guide below and within the additional resources
section. These resources have been marked with an asterisk (*).
Connections to Prior Learning
7.NS.2 a-d Apply and extend previous understandings of multiplication
and division and of fractions to multiply and divide rational numbers.
During Grade 7, students will convert fraction and mixed numbers to
repeating or terminating decimals using long division. In Grade 7, students
also develop an understanding of the rational number set to include all
values that can be written as a/b where a and b are integers and b ≠ 0.
Additional Resources/Technology Resources
Repeating Decimals additional task (MAP)*
Terminating and Repeating Decimals lesson*
Classifying Numbers PPT (SlideShare.doc)*
Classifying Numbers II PPT (NMS)*
Real Number Race task (NCDPI)*
Roots and Classifying Real Numbers student task (NMS)
Exponents and Equations module (georgiastandards.org)
6
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Explanations and Examples
Students should be able to describe, distinguish and classify rational and irrational numbers. Students can use a graphic
organizer to show the relationship between the subsets of the real number system. Any number that can be expressed
as a fraction is a rational number. Students recognize that the decimal equivalent of a fraction will either terminate or
repeat. Fractions that terminate will have denominators containing only prime factors of 2 and/or 5. This understanding
builds on work in 7th grade when students used long division to distinguish between repeating and terminating
decimals. Students should also have an understanding of irrational values such as, pi, e, and square roots of nonperfect squares, and how to describe them. Students should understand the decimal expansion of an irrational number
neither terminates nor repeats.
Students will convert repeating decimals into their fraction equivalent using patterns or algebraic reasoning. Students may investigate repeating
patterns for denominators of 9, 99, and 11.
One method of converting a repeating decimal to a fraction algebraically is shown below.
Change ̅ to a fraction. Set x = ̅ Then, multiply both sides
of the equation by 10 so the repeating value becomes the whole
number. The new equation will be 10x = ̅ . Subtract both
equations and solve for x. If the repeating pattern has more than
one repeating decimal value, multiply the original equation by
the power of 10 for the number of repeating decimal places.
7
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
The Number System (8.NS.1-8.NS.2, 8.EE.2)
Know that there are numbers that are not rational, and approximate them by rational numbers
Standard 8.NS.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). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1
and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
See Grade 8 Common Core Flip Book page 7 for explanations and examples of this standard.
Learning Objectives
 Use rational approximations of irrational numbers to locate them on a number line (SBAC Grade 8 Claim 1 Target A Achievement Level
Descriptor Level 3).
 Use rational approximations of familiar irrational numbers to make numerical comparisons (SBAC Grade 8 Claim 1 Target A Achievement Level
Descriptor Level 3).
 Compare rational and irrational numbers (SBAC Grade 8 Claim 1 Target A Achievement Level Descriptor Level 3).
 Approximate irrational numbers between two integers to a specified level of precision (SBAC Grade 8 Claim 1 Target A Achievement Level
Descriptor Level 4).
 Use approximations to solve problems or estimate the value of an expression (SBAC Grade 8 Claim 1 Target A Achievement Level Descriptor
Level 4).
SBAC Required Evidence (Claim 1)
 The student writes approximations of irrational numbers as rational
numbers (required evidence #3).
 The student compares the sizes of irrational numbers by using
rational approximations of irrational numbers (required evidence #4).
 The student approximates the locations of irrational numbers on the
number line by using rational approximations of irrational numbers
(required evidence #5).
Connections to Prior Learning
In Grades 6 and 7, students will have graphed positive and negative
rational values on a number line.
7.NS.2 a-d Apply and extend previous understandings of multiplication
and division and of fractions to multiply and divide rational numbers.
A calculator is not an allowable tool for this cluster of standards on
an assessment. For more information on the assessment of this set of
standards, read the Grade 8 Claim 1 Target A Item Specifications.
8
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Connections to Curricular Materials
Additional Resources/Technology Resources
CMP2 does not have a unit that supports the 8.NS.1-2 cluster of
standards. The Grade 8 curriculum team has suggested supplemental
resources in the pacing guide below and within the additional resources
section. These resources have been marked with an asterisk (*).
Approximating Square Roots with tiles video
Approximating Square Roots (Khan Academy) video
Patio Predicament task (HCPSS)*
The Code Name Organizer task (HCPSS)*
Roots and Classifying Real Numbers student task (NMS)*
The Laundry Problem task (NCDPI)
Exponents and Equations module: Rational or Irrational Reasoning
(georgiastandards.org)
Number Systems Progression of Learning Document
Illustrative Mathematics tasks
Khan Academy Common Core Number Systems student practice site
Instructional Strategies
Students will use rational approximations of irrational numbers to compare the size of irrational numbers, locate them
approximately on a number line, and estimate the value of expressions with irrational solutions. Students should have
experiences identifying the perfect squares the irrational value is between. Then using either a decimal or fraction
estimation for the irrational value, students should be able to compare, order, or locate the irrational value on a number
line. Students will need to know how to find the irrational value to the nearest tenth and hundredth and explain their
process. The two videos in the Additional Resources for 8.NS.2 demonstrate how to find an estimated fraction and
decimal value for an irrational number.
9
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
The Number System (8.NS.1-8.NS.2, 8.EE.2)
Know that there are numbers that are not rational, and approximate them by rational numbers
Standard 8.EE.2
Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square
roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
(The cube root content within this standard will be taught alongside the three-dimensional geometry standard 8.G.9 where students must know the
formulas for volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.)
See Grade 8 Common Core Flip Book page 11 for explanations and examples of this standard.
Learning Objectives






Identify that the
is irrational (SBAC Grade 8 Claim 1 Target B Achievement Level Descriptor Level 3).
Calculate or approximate to an appropriate degree of precision the square or cube root of a rational number (SBAC Grade 8 Claim 1 Target B
Achievement Level Descriptor Level 3).
Solve simple quadratic monomial equations (ex. 4x2) and represent solution as a square root (SBAC Grade 8 Claim 1 Target B Achievement
Level Descriptor Level 3).
Solve simple cubic monomial equations (ex. 27x3) and represent the solution as a cube root (SBAC Grade 8 Claim 1 Target B Achievement
Level Descriptor Level 3).
Represent the solution to equations using square root and cube root symbols.
Understand that all non-perfect square roots and cube roots are irrational.
SBAC Required Evidence (Claim 1)


The student represents solutions to equations of the form x2 = p
and x3 = p, where p is a positive rational number that is not a
perfect square or a perfect cube, using square root and cube root
symbols.
The student represents solutions to equations of the form x2 = p
and x3 = p, where p is a positive rational number that is a perfect
square or a perfect cube, and evaluates square roots of small
perfect squares and cube roots of small perfect cubes.
Connections to Prior Learning
In Grade 6, students will have learned to write and evaluate numerical
expressions involving whole-number exponents.
In Grades 5 and 6, students will have calculated area of two-dimensional
figures and the volume of a rectangular prism with positive rational edge
lengths.
10
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
For more information on the assessment of this standard, read the
Claim 1 Target B SBAC Item Specifications.
Connections to Curricular Materials
CMP2 does not have a unit that supports the 8.NS.1-2 cluster of
standards. The Grade 8 curriculum team has suggested supplemental
resources in the pacing guide below and within the additional resources
section. These resources have been marked with an asterisk (*).
Additional Resources/Technology Resources
Roots and Classifying Real Numbers student task (NMS)*
Square Roots using area and side length (NMS)*
Square Roots PPT (NJCTL)*
Pythagorean Theorem module (Newark PS)
Geometric Applications of Exponents module (georgiastandards.org)
Exponents and Equations module (georgiastandards.org)
Expressions and Equations Progression of Learning Document
Illustrative Mathematics tasks
Khan Academy Common Core Expressions and Equations practice site
11
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Instructional Strategies
Students may find prime factorization of the radicand to be helpful when solving for a square root or cube root. Students should have experiences
with square roots geometrically and represent the square roots of a number as the side length of a square whose area is equal to the radicand. For
example, students represent
using the following diagram:
Use prime factorization to find the
= 5.
125
5
25
5
5
12
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Grade 8 Number System Unit Pacing Guide for 2014-2015
Looking for Pythagoras and
Alignment Notes
CCSS-M Aligned Lessons
Converting fraction to decimal This lesson would be a review for Common Core standard 7.NS.2d. The Grade 7 standard
(Supplemental lesson)
focuses on converting a fraction to terminating or repeating decimal. The Terminating and
Repeating Decimals lesson will help students develop a sense of what fraction values will
terminate as decimals and which will repeat as decimals. The Repeating Decimals task from
MAP will cover both this lesson on changing from fraction to decimal and the next lesson of
converting a repeating decimal back to a fraction.
Converting decimal to fraction The Repeating Decimals task from MAP will cover converting a repeating decimal back to a
(Supplemental lesson)
fraction. Students will need instruction on the algorithm for converting a repeating decimal to a
fraction. Converting a repeating decimal to a fraction (rational number) will be a launch into to
teaching the Real Number System with rational and irrational numbers.
Classifying numbers in the
Students will need instruction on the meaning of the rational and irrational numbers within the
Real Number System as
Real Number System and how they are classified. The Classifying Numbers PowerPoint and
rational, irrational, integer, and Classifying Numbers II PowerPoint may help to supplement this content. The Real Number
whole number
Race task from NCDPI will provide an opportunity for students to make sense of classifying and
(Supplemental lesson)
identifying numbers as rational, irrational, and a real number.
Squares and square roots
Students will begin to develop their understanding of squares and square roots before beginning
(Supplemental lesson)
Looking for Pythagoras. A Square Roots PowerPoint from NJCTL may support your student
understanding of squares and square roots. A student task has been provided that connects
squares and square roots using area of square and side lengths. These lessons will support some
of the missing content in Looking for Pythagoras.
Rational approximations for
The Patio Predicament task (HCPSS) will develop a connection between 8.EE.2 and 8.NS.2.
irrational values and ordering
Following the Patio Predicament, The Code Name Organizer (HCPSS) will have students
values on a number line
practice finding rational approximations for irrational numbers and graphing them on a number
(Supplemental Lessons)
line. From there, the Square Roots and Classifying Real Numbers student task will tie 8.NS.1,
8.NS.2 and 8.EE.2 together. Additional tasks that will support the development of rational
approximations for irrational numbers and ordering on a number line is the The Laundry
Problem task (NCDPI). The concept of rational approximations for irrational numbers will be
further developed in Looking for Pythagoras when students explore tilted squares.
CCSS-M
Standards
7.NS.2d
8.NS.1
8.NS.1
8.NS.1
8.EE.2
8.NS.2
13
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
The Number System Common
Assessment (8.NS.1-8.NS.2
and 8.EE.2)
For understanding the content required to be assessed, see the rubrics at the end of the unit guide 8.NS.1, 8.NS.2,
which is based on the SBAC Grade 8 Claim 1 item specifications for Target A and B. Based on and 8.EE.2
the SBAC item specifications for Target A and B, a calculator is an not allowable tool during the
assessment.
*SBAC ALD Level 3 means Smarter Balanced Assessment Consortium Achievement Level Descriptors Level 3 criterion for the SBAC assessment.
Hard copies of these lessons can be found at http://staff.rentonschools.us/renton/secondary-math/math-8-ccss-m-resources or within the underlined
hyperlinks.
The following resources were used to create this curriculum guide: SBAC Claim 1 Target A and BItem Specifications, Grade 8 Common Core State
Standards Flip Book compiled by Melisa Hancock, and NC 8th grade Mathematics Unpacked Contents.
14
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Standard 8.NS.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.
4
In addition to being proficient
on the standard, student can
demonstrate one or more of the
following:
 Applies understanding of
standard to unfamiliar
situations and/or to solve
complex problems.
 Use precise and relevant
communication to justify
mathematical thinking.
 Connects knowledge to
other learning targets and/or
advance problem sets.



8.NS.1
3
Classify and define real
numbers as rational or
irrational.
Convert rational number to
terminating and repeating
decimals.
Convert repeating decimal
into a fraction.



2
Convert rational number to
terminating or repeating
decimals.
Classify real numbers as
rational or irrational.
Convert simple repeating
decimal into a fraction.



1
With help, student has
minimal success with
classify real numbers as
rational or irrational.
With help, student has
partial success with
conversion process.
Convert a simple
repeating decimal into a
fraction with omissions
and/or misconceptions.
For example, provide a clear
explanation of the process of
converting a repeating decimal
to a fraction.
Rubric constructed from the SBAC Claim 1 item specifications and SBAC Achievement Level Descriptors. A PLC may decide to further develop
these rubrics.
For more information on the assessment of this standard, read the Claim 1 SBAC Item Specifications-Target A.
15
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Standard 8.NS.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). For example, by truncating the decimal expansion of √2 (square root of 2), show that √2 is between 1
and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
8.NS.2
4
In addition to being proficient
on the standard, student can
demonstrate one or more of the
following:
 Applies understanding of
standard to unfamiliar
situations and/or to solve
complex problems.
 Use precise and relevant
communication to justify
mathematical thinking.
 Connects knowledge to
other learning targets and/or
advance problem sets.





3
Estimate a rational (using
decimals) approximation for
an irrational number
Explain the reasonableness of
the rational approximation.
Use rational approximations
of irrational numbers to locate
them on a number line.
Make numerical comparisons
between rational and
irrational numbers.
Compare rational and
irrational numbers.


2
Identify approximate
locations of familiar
irrational numbers on a
number line.
Identify the perfect squares
the irrational value lies
between.



1
With help, minimal
success estimating and
ordering irrational
numbers on a number line.
Identify rational numbers
on a number line with
omissions and/or
misconceptions.
Identify square roots of
perfect squares less than
100.
For example, estimate the value
of an expression using a
rational approximation or
approximate irrational numbers
between two integers to a
specified level of precision.
Rubric constructed from the SBAC Claim 1 item specifications and SBAC Achievement Level Descriptors. A PLC may decide to further develop
these rubrics.
For more information on the assessment of this standard, read the Claim 1 SBAC Item Specifications-Target A.
16
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)
Standard 8.EE.2
Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
4
In addition to being proficient
on the standard, student can
demonstrate one or more of the
following:
 Applies understanding of
standard to unfamiliar
situations and/or to solve
complex problems.
 Use precise and relevant
communication to justify
mathematical thinking.
 Connects knowledge to
other learning targets and/or
advance problem sets.

8.EE.2
3
Evaluates solutions to

equations in form x2 = p
(where p is positive rational
number) that is not a perfect
square, using square root
symbol AND evaluates square
roots of perfect squares up to
400.
2
Evaluate solutions to
equations in form x2 = p
(where p is positive rational
number) that is a perfect
square using the square root
symbol.

1
With help, minimal
success evaluating
familiar, small perfect
squares (1-100).
For example, solve binomial
quadratic (9x2) and cubic
equations (8x3), and represent
the solution as a square or cube
root.
Rubric constructed from the SBAC Claim 1 item specifications and SBAC Achievement Level Descriptors. A PLC may decide to further develop
these rubrics.
For more information on the assessment of this standard, read the Claim 1 SBAC Item Specifications-Target B.
17
This document is a draft and will continue to develop as we learn more about the Common Core State Standards and the SBAC assessment. (8.NS.1-2, 8.EE.2)