CMP2 GRADE 8 STUDENT HOME PAGE
Connected Mathematics 2 logo
Connected Mathematics 2 logo

CMP2 Grade 8 stacked covers
CMP2 Grade 8 stacked covers

Here you will find a complete list of the online materials that tie in with the math you are learning. To print any of these materials on this site, click the print icon at the top of the window.
You can also use Web Codes, printed right in your CMP2 textbook, to go directly to any of the Multiple-Choice Skills Practice, Homework Help, Did You Knows?, Active Math Activities, or vocabulary quizzes.
Video Tutors

Students are encouraged to solve and practice 10-15 problems from the Textbook each day – Students may turn completed and well-thought-out solutions in an organized math notebook for extra credit at the end of each quarter to improve their grade.

August

26 First day for students

Topics:

School and Classroom rules and procedures
Review Selected 7th Grade Topics:
Fractions, Order of operations, Equations and Distributive property of Multiplication.

September

2 Labor Day holiday (All schools and offices closed)
24 – 25 Mid-quarter progress reports distributed


Topics: -

I-Thinking with Mathematical Models

Review linear equations

Thinking With Mathematical Models is a review of the seventh grade book titled Moving Straight Ahead. Students are exposed to situations that can be represented as a linear model. Students perform three experiments and record results in a table. When they graph the results, they discover a pattern that can be expressed as a linear equation. The second focus of this unit is a week-long review of solving linear equations.
  • Example of a linear function: y = 2x + 7
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Thinking With Mathematical Models.
Online resources for Thinking With Mathematical Models*


Linear Equations
Solving Equations
Simplifying Expressions
Functions
Other online resources

I-Homework Practice:
Thinking With Mathematical Models
1- Pg. 12-22;1-34
2- Pg. 33-45;1-63
3- Pg. 53- 60; 1-60
4- Academic Vocabulary; Page 67-68


II-Say it with Symbols

Equations of circles, linear equations, and quadratic equations

Say it with Symbols explores the topic that beginning algebra used to focus on almost exclusively: the use of symbols. In a “traditional” algebra curriculum, students are asked to spend most of their time learning to manipulate symbols without getting a chance to think about what the symbols actually mean. CMP emphasizes the meaning behind the symbols in order to help students build their own understanding of the basics of algebra and to give them a reason to believe in the usefulness of algebra as an aid in problem solving.
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Say it with Symbols.
Online resources for Say it with Symbols*
Other online resources

II-Homework Practice
Say it With Symbols
1- Pg. 12-17; 1-51
2- Pg. 28-35;1-37
3- Pg.45-51; 1-44
4- Pg. 60-68; 1-39
5- Pg.76-83-; 1-43
6- Academic Vocabulary; Page 89-93


October

29 First quarter ends (46 days)

30 Second quarter begins

Topics: -

III-Growing, Growing , Growing

Exponential equations

Now that the students have a solid understanding of linear relationships -- relationships based on repeated addition -- Growing, Growing, Growing expands that knowledge to include exponential relationships, which are relationships based on repeated multiplication. Students study various real-life scenarios, in which exponential relationships exist, such as population growth, the growth of bacteria, and the spread of an invasive plant species across a pond. They learn to move fluently among the four ways to represent these relationships, which are words, tables, graphs and equations.
  • Example of a linear function: y = 2x + 7
  • Example of an exponential function: y = 4x + 7
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Growing, Growing, Growing.
Online resources for Growing, Growing, Growing*


Exponents
Exponential Functions
Other online resources


III- Homework Practice
Growing, Growing, Growing
1- Pg. 11-18; 1-50
2- Pg. 24-30;1-30
3- Pg.38-44; 1-39
4- Pg. 54-57; 1-12
5- Pg.64-6-; 1-52
6- Academic Vocabulary; Page 82-83

IV-Frogs , Flees, and Painted cubes

Introduction to quadratic equations

In Frogs, Fleas and Painted Cubes, students build on their knowledge of linear and exponential functions to include the nonlinear polynomial relationship, which is the second-degree polynomial or the quadratic function.
  • Example of a linear function: y = 2x + 7
  • Example of an exponential function: y = 4x + 7
  • Example of a quadratic function: y = 2x2 + 3x + 4
Students will learn to recognize quadratic patterns of change in tables and graphs and they will learn to write equations to represent those patterns. They will compare and contrast quadratic patterns of change with those of linear and exponential patterns of change, which they have already studied in depth.
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Frogs, Fleas and Painted Cubes.
Online resources for Frogs, Fleas and Painted Cubes*
Other online resources


IV- Homework PracticeFrogs, Fleas and Painted Cubes1- Pg. 11-17; 1-292- Pg. 30-38;1-613- Pg.44-51; 1-464- Pg. 64-74; 1-505- Academic Vocabulary; Page 86-87

November

Topics: -

V-The Shapes of Algebra

Linear inequalities, systems of equations

The final unit of eighth grade CMP Algebra capitalizes on the strong connections between algebra and geometry to extend students’ understanding and skill in preparation for Geometry and Advanced Algebra. Students will work with equations for lines and curves. They will develop an understanding of how systems of equations and inequalities can help solve problems.
Students extend their earlier work in algebra and geometry by making connections between them. For example, students connect the idea of the Pythagorean Theorem to the coordinate equation for a circle, and connect properties of polygons to slopes of lines.
A student who has successfully completed eighth grade CMP has completed the same material as Algebra I and will be placed in Geometry as his or her next math course.
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Shapes of Algebra.
Online resources for Shapes of Algebra*
Other online resources


V-Homework PracticeShapes of Algebra1- Pg. 12-19; 1-602- Pg. 30-34;1-563- Pg.42-48; 1-624- Pg. 59-65; 1-605- Pg.78-81; 1-186- Academic Vocabulary; Page 89-90

VI-Samples and Populations


Data and statistics

Samples and Populations extend the work done throughout sixth and seventh grade with probability and statistics to help students make connections between the two. Students investigate tools for grouping data and comparing distributions, such as line plots, histograms, and box and whisker plots. Students then explore how to collect data (sampling) in a fair method that truly represents the population they are trying to investigate. Finally, students look at relationships between two attributes to see if a pattern can be generated to explain or predict values.
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Samples and Populations.
Online resources for Samples and Populations*
Other online resources

1 OPTIONAL OR REQUIRED Teacher workday (school use)
11 Veterans Day holiday (All schools and offices closed)
15 Report cards distributed (elementary and secondary)
27 OPTIONAL OR REQUIRED teacher workday (school use)
28 – 29 Thanksgiving Holiday (All schools and offices closed)


VI-Homework Practice
Samples and Populations
1- Pg. 17-24; 1-32
2- Pg. 36-43;1-40
3- Pg.42-48; 1-62
4- Pg. 69-78; 1-35
5- Academic Vocabulary; Page 91-92

December
Topics: -

VII-Looking for Pythagoras

Pythagorean Theorem

Looking for Pythagoras is filled with investigations that develop a fundamentally important relationship connecting geometry to algebra: the Pythagorean Theorem. Students are not merely introduced to a meaningless formula. To encourage deep understanding of what the theorem means, students explore squares created with various lengths, their areas and how these relate to the side lengths of right triangles. Students also explore square roots and strategies for estimating square roots. Irrational numbers are introduced and students are expected to be able to estimate where these occur on a number line.
For an in-depth explanation of unit goals, specific questions to ask your student and examples of core concepts from the unit, go to Looking for Pythagoras.
Online resources for Looking for Pythagoras*
Other online resources

4-5 Mid-quarter progress reports distributed
23 Annual leave (Central offices open; schools closed)
24-25 Winter Break holiday (All schools and offices closed)
26-31annual leave (Central offices open; schools closed)


VII-Homework Practice
Looking for Pythagoras
1- Pg. 12-16; 1-34
2- Pg. 23-28;1-46
3- Pg.38-42; 1-26
4- Pg. 53-59; 1-36
5- Academic Vocabulary; Page 70-71


January

Topics: -

VIII-Kaleidoscopes, Hubcaps, and Mirrors

Symmetry and Transformations

The explorations in Kaleidoscopes, Hubcaps, and Mirrors help students to refine their knowledge of symmetry and use it to make mathematical arguments. Students explore transformations (reflections, rotations, and translations) that preserve angle and side length relationships of figures in the plane.


VIII-Homework Practice
Kaleidoscopes, Hubcaps, and Mirrors
1- Pg. 15-23; 1-53
2- Pg. 36-44;1-28
3- Pg.56-63; 1-26
4- Pg. 70-76; 1-22
5- Pg.88-92; 1-24
6- Academic Vocabulary;
Page 110-111


1-2 New Year’s holiday (All offices and schools closed)
3 Annual leave (Central offices open; schools closed)
20 Martin Luther King, Jr. holiday (All offices and schools closed)
21 OPTIONAL OR REQUIRED teacher workday (school use)
22 Second quarter ends (44 days)


23 Third quarter begins

February

Topics: -

1- Linear , Quadratic and Exponential Functions –
Applications - Enrichment – Skills Review

Homework Practice- Handouts

5 Report cards distributed (elementary and secondary)
17 OPTIONAL OR REQUIRED teacher workday (school use)
18 REQUIRED elementary/secondary district wide workday (Central
Office in-service)
24-25 Mid-quarter progress reports distributed

March

Topics: -

Geometry Review

Points – Lines - Triangles – Quadrilaterals – two dimensions and three dimensions figures – Cones – Spheres and Cylinders

Homework Practice – Handouts


28 Third quarter ends (45 days)
31 OPTIONAL OR REQUIRED teacher workday (school use)


April

Topics: -

Continued Geometry – Review Algebra

1 Fourth quarter begins
11 Report cards distributed (elementary and secondary)
14-17 Spring break/Annual leave (Central offices open; schools closed)
18 Good Friday holiday (All offices and schools closed)

May

Topics: -

E.O.G. Review

6-7 Mid-quarter progress reports distributed
26 Memorial Day holiday (All offices and schools closed)

June

10 Last day for students; fourth quarter ends (45 days);
Report cards distributed (elementary)
11-17 Graduation ceremonies
11-13 OPTIONAL OR REQUIRED Teacher workdays (school use)
27 Report cards distributed (secondary)




Prentice Hall Math Resources


Prentice Hall is our math textbook publisher, their website has many valuable resources. Prentice Hall offers interactive assessments, games and activities and video tutorials which I find are helpful resources to the students. I have started to incorporate these resources into my curriculum so students understand how to navigate the website and are aware of the valuable resources.

When you go onto the Prentice Hall Math website, click the math textbook that corresponds to your math class. Select the resources such as video tutors, lesson quizzes, or chapters tests that you want to review.

I hope you find these resources fun and helpful.