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61 MB|486 pages

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This 486 page file includes station activities focused on congruence, similarity, transformations, transversals, the angle-angle criterion, rational numbers, irrational numbers, the Pythagorean Theorem, functions, linear relationships, bivariate data, linear models, nonlinear relationships, solving linear equations, systems of linear equations, exponents, scientific notation, geometric relationships (resulting from parallel lines and transversals), and volume of cones, cylinders, and spheres. They are designed to align with common core standards for eighth grade math. You save 25% when buying the bundle as compared to all the activities purchased individually. As I add more activities, I will increase the price accordingly, but you will still have access to the file for no additional cost!! I've also included 5 pages of organizational tips and best practices for station learning in the classroom.

My Entire 8th Grade Math Curriculum includes these activities and every other resource I have created for eighth grade math!

I created these activities to use in station rotations in an eighth grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover:

Unit 1: Introduction to Transformations

Unit 2: Understanding Congruence Through Transformations

Unit 3: Understanding Similarity

Unit 4: Rational and Irrational Numbers

Unit 5: Pythagorean Theorem

Unit 6: Functions

Unit 7: Introduction to Linearity

Unit 8: Patterns of Association in Bivariate Data

Unit 9: Nonlinear Functions

Unit 10: Solving Linear Equations

Unit 11: Systems of Linear Equations

Unit 12: Exponents and Scientific Notation

Unit 13: Geometric Relationships

Unit 14: Volume of Cones, Spheres, and Cylinders

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 pages!)

2. Three of a Kind - Translations (Open-Ended!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

3. Math Match - Reflections (36 Cards!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

4. Pick-A-Card - Rotations (6 Scenarios!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

5. Roundabout - Transformations (4 Versions!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

6. Article - Transformations (With Graphic Organizers!)

CCSS.8: G.A.3

7. GO FISH - Transformations (36 Cards!)

CCSS.8: G.A.2

8. Spin-Off - Transformations (Unique Problems for Each Student!)

CCSS.8: G.A.2

9. Problem-Solving - Transformations and Coordinates (Requires Reasoning!)

CCSS.8: G.A.3

10. I Have Who Has - Similarity and Congruence (15 cards!)

CCSS.8: G.A.2, G.A.4, G.A.5

11. Article - Angle-Angle Similarity (With Partner Activity!)

CCSS.8: G.A.5

12. Math Match - Similarity (36 Cards!)

CCSS.8: G.A.5

13. Three of a Kind - Transformation Sequences (Open-Ended!)

CCSS.8: G.A.4

14. Math Match - Roots (36 Cards!)

CCSS.8: EE.A.2

15. Ordering and Operations - Roots and Irrationals (3 Stations in 1!)

CCSS.8: NS.A.1, NS.A.2

16. Poly-Problem-Solver - Decimals to Rationals (4 Versions!)

CCSS.8: NS.A.1

17. Triangler - Rationals to Decimals (16 Cards!)

CCSS.8: NS.A.1

18. Article - Pythagorean Theorem (With Partner Activity!)

CCSS.8: G.A.6

19. GO FISH - Linear Equations (36 Cards!)

CCSS.8: G.A.8

20. Dominoes - Pythagorean Theorem (18 Cards!)

CCSS.8: G.A.7

21. Problem-Solving - Pythagorean Theorem (With Manipulatives!)

CCSS.8: G.A.6

22. Math Match - Functions (36 Cards!)

CCSS.8: F.A.1, F.A.2

23. Pick-A-Card - Functions (6 Scenarios!)

CCSS.8: F.A.2, F.A.3, F.A.4, F.B.5

24. Spin-Off - Functions (Unique Comparisons for Each Student!)

CCSS.8: F.A.2, F.A.3

25. I Have Who Has - Functions (15 Cards!)

CCSS.8: F.A.1, F.A.2, F.A.3, F.B.4, F.B.5

26. Poly-Problem-Solver - Slope (4 Versions!)

CCSS.8: F.A.3, F.B.4

27. Problem-Solving - Linearity

CCSS.8: EE.B.5, EE.B.6

28. Roundabout - Linear Relationships (4 Versions!)

CCSS.8: F.B.4, F.B.5

29. Three of a Kind - Linear Relationships (Open-Ended!)

CCSS.8: F.B.4, F.B.5

30. I Have Who Has - Bivariate Data (15 Cards!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3, SP.A.4

31. Pick-A-Card - Bivariate Data (6 Scenarios!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3

32. Problem-Solving - Linear Models (Real-World!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3

33. Roundabout - Relative Frequency (4 Versions!)

CCSS.8: SP.A.4

34.GO FISH - Nonlinear Functions (36 Cards!)

CCSS.8: F.A.3, F.B.5

35. Dominoes - Nonlinear Functions (18 Cards!)

CCSS.8: F.A.3, F.B.5

36. Poly-Problem-Solver - Nonlinear Functions (4 Versions!)

CCSS.8: F.A.3

37. Pick-A-Card - Nonlinear Relationships (6 Scenarios!)

CCSS.8: F.A.3, F.B.5

38. GO FISH - Solving Equations (36 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

39. Dominoes - Solving Equations (18 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

40. Triangler - Linear Equations (16 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

41. Three of a Kind - Linear Equations (Open-Ended!)

CCSS.8: EE.C.7.A, EE.C.7.B

42. Article - Systems of Linear Equations (With Graphic Organizer!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

43. Poly-Problem-Solver - Linear Systems (4 Versions!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

44. Pick-A-Card - Linear Systems (6 Scenarios!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

45. GO FISH - Linear Systems (36 Cards!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

46. Roundabout - Exponent Operations (4 Versions!)

CCSS.8: EE.A.1

47. Triangle - Operations with Exponents (16 Cards!)

CCSS.8: EE.A.1

48. I Have Who Has - Scientific Notation (15 Cards!)

CCSS.8: EE.A.3, EE.A.4

49. Dominoes - Scientific Notation (18 Cards!)

CCSS.8: EE.A.3, EE.A.4

50. Article - Parallel Lines and Transversals (With Partner Activity!)

CCSS.8: G.A.5

51. I Have Who Has - Transversals & Angles (15 Cards!)

CCSS.8: G.A.5

52. Problem-Solving - Angles in Triangles (With Manipulatives!)

CCSS.8: G.A.5

53. Three of a Kind - Angles (Open-Ended!)

CCSS.8: G.A.5

54. Math Match - Volume (24 Cards!)

CCSS.8: G.C.9

55. Triangler - Sphere Volume (16 Cards!)

CCSS.8: G.C.9

56. Roundabout - Volume of Cylinders and Cones (4 Versions!)

CCSS.8: G.C.9

57. Dominoes - Cones, Spheres, and Cylinders (18 Cards!)

CCSS.8: G.C.9

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities can be found in many different bundles, including my ENTIRE 8th Grade Math Curriculum! Check out my store for all of your options!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file includes ALL 8th grade standard in some depth:

CCSS.MATH.CONTENT.8.G.A.1

Verify experimentally the properties of rotations, reflections, and translations:

CCSS.MATH.CONTENT.8.G.A.1.A

Lines are taken to lines, and line segments to line segments of the same length.

CCSS.MATH.CONTENT.8.G.A.1.B

Angles are taken to angles of the same measure.

CCSS.MATH.CONTENT.8.G.A.1.C

Parallel lines are taken to parallel lines.

CCSS.MATH.CONTENT.8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

CCSS.MATH.CONTENT.8.G.A.3

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

CCSS.MATH.CONTENT.8.G.A.4

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

CCSS.MATH.CONTENT.8.G.A.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.NS.A.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, 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.

CCSS.MATH.CONTENT.8.G.B.6

Explain a proof of the Pythagorean Theorem and its converse.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.G.B.8

Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.EE.B.6

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.MATH.CONTENT.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.1

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.SP.A.2

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

CCSS.MATH.CONTENT.8.SP.A.3

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

CCSS.MATH.CONTENT.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

CCSS.MATH.CONTENT.8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.8.EE.A.1

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

CCSS.MATH.CONTENT.8.EE.A.3

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

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

CCSS.MATH.CONTENT.8.EE.C.7

Solve linear equations in one variable.

CCSS.MATH.CONTENT.8.EE.C.7.A

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

CCSS.MATH.CONTENT.8.EE.C.7.B

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

CCSS.MATH.CONTENT.8.EE.C.8

Analyze and solve pairs of simultaneous linear equations.

CCSS.MATH.CONTENT.8.EE.C.8.A

Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

CCSS.MATH.CONTENT.8.EE.C.8.B

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

CCSS.MATH.CONTENT.8.EE.C.8.C

Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

CCSS.MATH.CONTENT.8.G.A.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

CCSS.MATH.CONTENT.8.G.C.9

Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

BEST BUNDLE COMPLETE YEAR Math Stations for Common Core Eighth Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

My Entire 8th Grade Math Curriculum includes these activities and every other resource I have created for eighth grade math!

I created these activities to use in station rotations in an eighth grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover:

Unit 1: Introduction to Transformations

Unit 2: Understanding Congruence Through Transformations

Unit 3: Understanding Similarity

Unit 4: Rational and Irrational Numbers

Unit 5: Pythagorean Theorem

Unit 6: Functions

Unit 7: Introduction to Linearity

Unit 8: Patterns of Association in Bivariate Data

Unit 9: Nonlinear Functions

Unit 10: Solving Linear Equations

Unit 11: Systems of Linear Equations

Unit 12: Exponents and Scientific Notation

Unit 13: Geometric Relationships

Unit 14: Volume of Cones, Spheres, and Cylinders

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 pages!)

2. Three of a Kind - Translations (Open-Ended!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

3. Math Match - Reflections (36 Cards!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

4. Pick-A-Card - Rotations (6 Scenarios!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

5. Roundabout - Transformations (4 Versions!)

CCSS.8: G.A.1, G.A.1.A, G.A.1.B, G.A.1.C

6. Article - Transformations (With Graphic Organizers!)

CCSS.8: G.A.3

7. GO FISH - Transformations (36 Cards!)

CCSS.8: G.A.2

8. Spin-Off - Transformations (Unique Problems for Each Student!)

CCSS.8: G.A.2

9. Problem-Solving - Transformations and Coordinates (Requires Reasoning!)

CCSS.8: G.A.3

10. I Have Who Has - Similarity and Congruence (15 cards!)

CCSS.8: G.A.2, G.A.4, G.A.5

11. Article - Angle-Angle Similarity (With Partner Activity!)

CCSS.8: G.A.5

12. Math Match - Similarity (36 Cards!)

CCSS.8: G.A.5

13. Three of a Kind - Transformation Sequences (Open-Ended!)

CCSS.8: G.A.4

14. Math Match - Roots (36 Cards!)

CCSS.8: EE.A.2

15. Ordering and Operations - Roots and Irrationals (3 Stations in 1!)

CCSS.8: NS.A.1, NS.A.2

16. Poly-Problem-Solver - Decimals to Rationals (4 Versions!)

CCSS.8: NS.A.1

17. Triangler - Rationals to Decimals (16 Cards!)

CCSS.8: NS.A.1

18. Article - Pythagorean Theorem (With Partner Activity!)

CCSS.8: G.A.6

19. GO FISH - Linear Equations (36 Cards!)

CCSS.8: G.A.8

20. Dominoes - Pythagorean Theorem (18 Cards!)

CCSS.8: G.A.7

21. Problem-Solving - Pythagorean Theorem (With Manipulatives!)

CCSS.8: G.A.6

22. Math Match - Functions (36 Cards!)

CCSS.8: F.A.1, F.A.2

23. Pick-A-Card - Functions (6 Scenarios!)

CCSS.8: F.A.2, F.A.3, F.A.4, F.B.5

24. Spin-Off - Functions (Unique Comparisons for Each Student!)

CCSS.8: F.A.2, F.A.3

25. I Have Who Has - Functions (15 Cards!)

CCSS.8: F.A.1, F.A.2, F.A.3, F.B.4, F.B.5

26. Poly-Problem-Solver - Slope (4 Versions!)

CCSS.8: F.A.3, F.B.4

27. Problem-Solving - Linearity

CCSS.8: EE.B.5, EE.B.6

28. Roundabout - Linear Relationships (4 Versions!)

CCSS.8: F.B.4, F.B.5

29. Three of a Kind - Linear Relationships (Open-Ended!)

CCSS.8: F.B.4, F.B.5

30. I Have Who Has - Bivariate Data (15 Cards!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3, SP.A.4

31. Pick-A-Card - Bivariate Data (6 Scenarios!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3

32. Problem-Solving - Linear Models (Real-World!)

CCSS.8: SP.A.1, SP.A.2, SP.A.3

33. Roundabout - Relative Frequency (4 Versions!)

CCSS.8: SP.A.4

34.GO FISH - Nonlinear Functions (36 Cards!)

CCSS.8: F.A.3, F.B.5

35. Dominoes - Nonlinear Functions (18 Cards!)

CCSS.8: F.A.3, F.B.5

36. Poly-Problem-Solver - Nonlinear Functions (4 Versions!)

CCSS.8: F.A.3

37. Pick-A-Card - Nonlinear Relationships (6 Scenarios!)

CCSS.8: F.A.3, F.B.5

38. GO FISH - Solving Equations (36 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

39. Dominoes - Solving Equations (18 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

40. Triangler - Linear Equations (16 Cards!)

CCSS.8: EE.C.7.A, EE.C.7.B

41. Three of a Kind - Linear Equations (Open-Ended!)

CCSS.8: EE.C.7.A, EE.C.7.B

42. Article - Systems of Linear Equations (With Graphic Organizer!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

43. Poly-Problem-Solver - Linear Systems (4 Versions!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

44. Pick-A-Card - Linear Systems (6 Scenarios!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

45. GO FISH - Linear Systems (36 Cards!)

CCSS.8: EE.C.8, EE.C.8.A, EE.C.8.B, EE.C.8.C

46. Roundabout - Exponent Operations (4 Versions!)

CCSS.8: EE.A.1

47. Triangle - Operations with Exponents (16 Cards!)

CCSS.8: EE.A.1

48. I Have Who Has - Scientific Notation (15 Cards!)

CCSS.8: EE.A.3, EE.A.4

49. Dominoes - Scientific Notation (18 Cards!)

CCSS.8: EE.A.3, EE.A.4

50. Article - Parallel Lines and Transversals (With Partner Activity!)

CCSS.8: G.A.5

51. I Have Who Has - Transversals & Angles (15 Cards!)

CCSS.8: G.A.5

52. Problem-Solving - Angles in Triangles (With Manipulatives!)

CCSS.8: G.A.5

53. Three of a Kind - Angles (Open-Ended!)

CCSS.8: G.A.5

54. Math Match - Volume (24 Cards!)

CCSS.8: G.C.9

55. Triangler - Sphere Volume (16 Cards!)

CCSS.8: G.C.9

56. Roundabout - Volume of Cylinders and Cones (4 Versions!)

CCSS.8: G.C.9

57. Dominoes - Cones, Spheres, and Cylinders (18 Cards!)

CCSS.8: G.C.9

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities can be found in many different bundles, including my ENTIRE 8th Grade Math Curriculum! Check out my store for all of your options!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file includes ALL 8th grade standard in some depth:

CCSS.MATH.CONTENT.8.G.A.1

Verify experimentally the properties of rotations, reflections, and translations:

CCSS.MATH.CONTENT.8.G.A.1.A

Lines are taken to lines, and line segments to line segments of the same length.

CCSS.MATH.CONTENT.8.G.A.1.B

Angles are taken to angles of the same measure.

CCSS.MATH.CONTENT.8.G.A.1.C

Parallel lines are taken to parallel lines.

CCSS.MATH.CONTENT.8.G.A.2

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

CCSS.MATH.CONTENT.8.G.A.3

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

CCSS.MATH.CONTENT.8.G.A.4

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

CCSS.MATH.CONTENT.8.G.A.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.NS.A.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, 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.

CCSS.MATH.CONTENT.8.G.B.6

Explain a proof of the Pythagorean Theorem and its converse.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.G.B.8

Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.EE.B.6

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.MATH.CONTENT.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.1

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.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.

CCSS.MATH.CONTENT.8.SP.A.2

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

CCSS.MATH.CONTENT.8.SP.A.3

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

CCSS.MATH.CONTENT.8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

CCSS.MATH.CONTENT.8.F.A.3

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

CCSS.MATH.CONTENT.8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.8.EE.A.1

Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

CCSS.MATH.CONTENT.8.EE.A.3

Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

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

CCSS.MATH.CONTENT.8.EE.C.7

Solve linear equations in one variable.

CCSS.MATH.CONTENT.8.EE.C.7.A

Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

CCSS.MATH.CONTENT.8.EE.C.7.B

Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

CCSS.MATH.CONTENT.8.EE.C.8

Analyze and solve pairs of simultaneous linear equations.

CCSS.MATH.CONTENT.8.EE.C.8.A

Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

CCSS.MATH.CONTENT.8.EE.C.8.B

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

CCSS.MATH.CONTENT.8.EE.C.8.C

Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

CCSS.MATH.CONTENT.8.G.A.5

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

CCSS.MATH.CONTENT.8.G.C.9

Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

BEST BUNDLE COMPLETE YEAR Math Stations for Common Core Eighth Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Total Pages

486 pages

Answer Key

Included

Teaching Duration

1 Year

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