Assessment Guide

Grade 8 Pre-Algebra Assessment Guide

Grade 8 Pre-Algebra

Getting Ready
Assessment Guide
for FSA
Grade Pre-Algebra
Grade

Grade 8 Pre-Alg AG
88

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 Florida

Assessment
Guide
Grade 8 Pre-Algebra
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 Contents
Overview of Into Math Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Data-Driven Decision Making. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

Performance Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Portfolio Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

Prerequisite Skills Inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Beginning-of-Year Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Middle-of-Year Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

End-of-Year Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Module Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Performance Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Individual Record Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Table of Contents iii

Tests and Record Forms
Prerequisite Skills Inventory . . . . . . . . . . . . 1 Module 12 Test . . . . . . . . . . . . . . . . . . . . 75
Individual Record Form. . . . . . . . . . . . . . . 113 Individual Record Form . . . . . . . 129

Beginning-of-Year Test . . . . . . . . . . . . . . . . 7 Module 13 Test . . . . . . . . . . . . . . . . . . . . 79

Middle-of-Year Test . . . . . . . . . . . . . . . . . 15 Individual Record Form . . . . . . . 130
End-of-Year Test . . . . . . . . . . . . . . . . . . . 23
Individual Record Form. . . . . . . . . . . . . . . 115 Performance Tasks
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Module Tests
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Module 1 Test . . . . . . . . . . . . . . . . . . . . 31
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Individual Record Form . . . . . . . 118
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Module 2 Test . . . . . . . . . . . . . . . . . . . . 35 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . 103
Individual Record Form . . . . . . . 119 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . 108

Module 3 Test . . . . . . . . . . . . . . . . . . . . 39
Individual Record Form . . . . . . . 120

Module 4 Test . . . . . . . . . . . . . . . . . . . . 43
Individual Record Form . . . . . . . 121

Module 5 Test . . . . . . . . . . . . . . . . . . . . 47
Individual Record Form . . . . . . . 122

Module 6 Test . . . . . . . . . . . . . . . . . . . . 51
Individual Record Form . . . . . . . 123

Module 7 Test . . . . . . . . . . . . . . . . . . . . 55 © Houghton Mifflin Harcourt Publishing Company

Individual Record Form . . . . . . . 124

Module 8 Test . . . . . . . . . . . . . . . . . . . . 59
Individual Record Form . . . . . . . 125

Module 9 Test . . . . . . . . . . . . . . . . . . . . 63
Individual Record Form . . . . . . . 126

Module 10 Test . . . . . . . . . . . . . . . . . . . . 67
Individual Record Form . . . . . . . 127

Module 11 Test . . . . . . . . . . . . . . . . . . . . 71
Individual Record Form . . . . . . . 128

iv
 Overview of Into Math Assessment
This guide contains several types of assessments strategically designed for use
throughout the school year. Assessment pacing can also be found in the Into
Math Teacher Edition. The following pages explain how these assessments
help you evaluate students’ understanding of the Mathematics Florida
Standards (MAFS). This guide also contains Individual Record Forms to help
guide your placement and instructional decisions and to improve students’
performance.
There are three types of assessments in Into Math:
• Course-Level Assessments track student performance within and across
school years.
• Module-Level Assessments appraise proficiency against learning goals
and inform next steps for remediation, enrichment, and small-group
instruction.
• Lesson-Level Assessments offer quick checks to inform instruction and
provide multiple opportunities for students to demonstrate success.
All digital assessments offer you auto-scoring, immediate access to
data, reports, and standards correlations, and offer students practice on
technology-enhanced item types. Print versions of the digital assessments are
available in this Assessment Guide.
The Into Math system measures student progress over time and collects
data from core assignments to make timely and effective instructional
recommendations.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Overview of Into Math Assessment v

Course-Level Assessment
Students in Into Math take the Interim Growth Measure up to three times per
year. The Interim Growth Measure is a digital assessment that tracks student
growth over time. It will aid in grouping for instruction and identify students
in need of additional support.

Print Options for Course-Level Assessments:

Prerequisite Skills Inventory in this Assessment Guide should be given at the
beginning of the school year or when a new student arrives. This short-answer
test assesses core precursor skills that are most associated with on-grade
success. Test results provide information about the review or intervention
that students may need in order to be successful in learning the mathematics
related to the standards for this grade level.
Beginning-of-Year Test in this Assessment Guide contains items that are
presented in the Florida Standards Assessment format. This test should be
given early in the year to determine which concepts and skills students need
to practice before receiving instruction in on-grade content. This test will
facilitate customization of instructional content to optimize the time spent
teaching specific objectives.
Middle-of-Year Test in this Assessment Guide assesses the standards taught in
approximately the first half of the year of Into Math. It features item types
that students can expect to see on the Florida Standards Assessments.
End-of-Year Test in this Assessment Guide assesses the full year of standards
in Into Math. It features item types that students can expect to see on the
Florida Standards Assessments.

© Houghton Mifflin Harcourt Publishing Company

vi
 Module-Level Assessment
Beginning- and end-of-module assessments support the teacher in effectively
differentiating instruction by dynamically grouping students and flagging
potential knowledge gaps and identifying areas of strength.
All module-level assessments are available both digitally and in print. Online
assessments offer auto-scoring, immediate access to reporting and standards
correlations, and practice for students on technology-enhanced item types.
Are You Ready? diagnostic assessments are available digitally and in the
Student Edition for each module. These assessments appraise prior knowledge
from previous grades as well as content taught earlier in the grade. The
assessment should be scheduled at the beginning of each module to
determine if students have mastered the prerequisite skills for the module.
Intervention and individualized instructional recommendations are provided.
Module Review formative assessment is available both digitally and in the
Student Edition. The Module Review indicates whether additional instruction
or practice is necessary for students to master the concepts and skills taught
in the module. These tests include items presented in a variety of the Florida
Standards Assessment formats.
Module Test summative assessment is available both digitally and in this
Assessment Guide. The Module Test evaluates students’ mastery of concepts
and skills taught in the module. These tests also assess the mastery of the
Florida Standards taught in the module. Item types on these tests mirror those
that students will find on the Florida Standards Assessments.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module-Level Assessment vii

Lesson-Level Assessment
Into Math offers multiple options for lesson-level formative assessment.
Teachers can assign and auto-score digital lesson-level assessments, or use the
print versions of these assessments found in the Student Edition textbook. The
digital versions of these assessments offer students hints, corrective feedback,
and multiple tries.
• Check Understanding formative assessment is available digitally and in
the Student Edition. Available in every lesson, Check Understanding is
designed to monitor students’ understanding of the skills and concepts
being presented.
• On My Own formative assessment is available digitally and in the
Student Edition for every lesson. On My Own helps students achieve
fluency, speed, and confidence with grade-level skills and concepts.
• More Practice formative assessments are available digitally and in the
Practice and Homework Journal. More Practice allows students to
practice the concepts and skills that they have learned in the lesson.

© Houghton Mifflin Harcourt Publishing Company

viii
 Data-Driven Decision Making
Into Math allows for quick and accurate data-driven decision making so you
can spend more instructional time tailoring to your students’ needs.

Intervention and Review Resources

For skills that students have not yet mastered, the Reteach in the
Differentiated Instruction guide and Tier 1 and Tier 2 RtI Activities online
provide additional instruction and practice on concepts and skills in the
module.

Using Individual Record Forms

This Assessment Guide includes Individual Record Forms (IRF) for all tests. On
these forms, each test item is correlated to the standard it assesses. There
are intervention resources correlated to each item as well. A common error
explains why a student may have missed the item. These forms can be used to:
• Follow progress throughout the year.
• Identify strengths, weaknesses, and provide follow-up instruction.
• Make assignments based on the intervention options provided.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Data-Driven Decision Making ix

Performance Assessment
Performance Assessment, together with other types of assessment, can supply
missing information not provided by other testing formats. Performance
Assessments, in particular, help reveal the thinking strategies students use to
work through a problem. Performance Assessments with multiple tasks for
each unit are provided in the Assessment Guide.
Each of these assessments has several tasks that target specific math concepts,
skills, and strategies. These tasks can help assess students’ ability to use what
they have learned to solve everyday problems. Each assessment focuses on a
theme. Teachers can plan for students to complete one task at a time or use
an extended amount of time to complete the entire assessment.
Teacher support pages introduce each Performance Assessment. A task-
specific rubric helps teachers evaluate students’ work. Papers to illustrate
actual students’ work are also provided to aid in scoring.

© Houghton Mifflin Harcourt Publishing Company

x
 Portfolio Assessment
A portfolio is a collection of each student’s work gathered over an extended
period of time. A portfolio illustrates the growth, talents, achievements, and
reflections of the learner and provides a means for you and the student to
assess performance and progress. Portfolios encourage students to collect
work samples throughout the module as a reinforcement of their progress
and achievements.

Building a Portfolio
There are many opportunities to collect student work throughout the year as
you use Into Math. Give students the opportunity to select some work samples
to be included in their portfolios.
• Provide a folder for each student with the student’s name clearly
marked.
• Explain to students that throughout the year they will save some of
their work in the folder. Sometimes it will be their individual work;
sometimes it will be group reports and projects or completed checklists.

Evaluating a Portfolio
The following points made with regular portfolio evaluation will encourage
growth in self-evaluation:
• Discuss the contents of the portfolio as you examine it with each
student.
• Encourage and reward each student by emphasizing growth, original
thinking, and completion of tasks.
• Reinforce and adjust instruction of the broad goals you want to
accomplish as you evaluate the portfolios.
© Houghton Mifflin Harcourt Publishing Company

• Examine each portfolio on the basis of individual growth rather than in

comparison with other portfolios.
• Share the portfolio with family during conferences or send the portfolio
home with the student.

Grade 8 • Portfolio Assessment xi

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left blank.
 Name Prerequisite Skills
Inventory

Write the correct answer.

1 What is the mean for the set of data shown 5 A gallon of paint covers 400 square feet.
3
below? How many square feet will 2 __ gallons of
8
paint cover?
27, 32, 14, 19, 24, 26, 22, 32, 29

6 Which of the two data sets shown in the box

2 Max drove 460 miles in 8 hours at a
plots below has the greater mean?
constant speed. How long would it take
him to drive 661.25 miles at that speed?

0 1 2 3 4 5 6 7 8 9 10
Set A
3 A mural inspired by a photograph measures
108 inches by 180 inches. The scale factor is
12. What are the dimensions of the
photograph?
0 1 2 3 4 5 6 7 8 9 10
Set B

4 The net of a square pyramid is shown

below. What is the surface area of the
pyramid?
© Houghton Mifflin Harcourt Publishing Company

8 cm

8 cm

GO ON

Grade 8 • Prerequisite Skills Inventory 1

 Prerequisite Skills Name
Inventory

7 A deli makes sandwiches to order. A 10 The circle graph shows the results of an
customer can choose ham, turkey, or roast employment survey of 900 people. How
beef, and have it served on white, wheat, many of the people surveyed are employed
or rye bread. They can also choose mustard, part-time?
mayonnaise, ketchup, or hot sauce. How
many different sandwiches of one meat, Employment Survey
one bread, and one condiment can a Retired
customer order? 10%
Unemployed
5%

Part-Time
25%

8 The Jenkins family’s monthly budget is Full-Time

shown in the circle graph. The family has a 60%
monthly income of $4800. How much
money do they spend on transportation
each month?

Emergency fund
5%
Transportation
5%
Housing 11 Which of the following is a random sample?
Medical 30%
22% A.  A survey company asks radio station
listeners to call in and tell their favorite
Food radio station.
Clothing 15%
6% B.  150 customers at an Italian restaurants
are asked about their favorite food.
Entertainment
7% Savings C.  A professional polling company surveys
10% voters about who they would like to be
elected as senator.
D.  Cameron emails students to find out © Houghton Mifflin Harcourt Publishing Company
how many have a computer at home.

9 An expression is shown.
1 3
6 __
​​   ​​ – (– __
​​   ​​ )
2 4
What is the value of the expression?

GO ON

2
 Name Prerequisite Skills
Inventory

12 In a circle of any size, what ratio does 16 Juanita has a bag of marbles. Without
pi (π) represent? looking, she removes one marble, notes the
color, and replaces it. She repeats this
process 70 times and records the results in
the table below.

Color Frequency
13 The probability of spinning an even number
Red 14
on a spinner is 0.4. What is the probability
of not spinning an even number, expressed Green 19
as a percent?
Blue 21

Yellow 16

What is the probability that she will pick a

blue marble on her seventy-first try?
14 What is the measure of ∠RST in the
diagram below?
R
79°

43° 17 What is 64% of 40?

P S T

1 1
18 Simplify __
​​   ​​ (9a + b) − __
​​   ​​ (4a + 2b).
3 2
15 A horizontal plane intersects a triangular
pyramid as shown below. What is the shape
of the cross-section?
© Houghton Mifflin Harcourt Publishing Company

GO ON

Grade 8 • Prerequisite Skills Inventory 3

 Prerequisite Skills Name
Inventory

19 The volume of a rectangular prism is 240 21 What is the value of the expression below?
cubic centimeters. A rectangular pyramid
(−64) ÷ (−16)
has the same length, width, and height as
the prism. What is the volume of the
pyramid?

22 A quarterback completes 65% of his passes.

Out of his next 40 passes, how many can
you expect to be completed?
20 Tim took a random survey of 20 sixth
graders and 20 eighth graders. He asked
how many hours a week each played sports.
His data is shown in the two dot plots
below.

23 The Canadian $1 coin has a diameter of

26.5 mm. What is the circumference of the
coin? Use 3.14 for π.
0 1 2 3 4 5 6 7 8 9 10
6th Graders

24 Melissa bought a new dishwasher for

0 1 2 3 4 5 6 7 8 9 10 $1,200. The manufacturer is offering a 15%
8th Graders rebate. How much will the dishwasher cost
after the rebate?
What is the difference between the median
number of hours that 6th graders play
sports and the median number of hours
that 8th graders play sports?

© Houghton Mifflin Harcourt Publishing Company

GO ON

4
 Name Prerequisite Skills
Inventory

25 What is the area of the figure below? 29 Write an equation that represents the same
linear relationship shown in the table
6 in. below.
6 in.
6 in. x 2 3 4 5

6 in. y 7 9 11 13

26 Evan wants to leave an 18% tip for the 30 The base of a rectangular pyramid has sides
server at a restaurant. Write and simplify an 3 feet long and 7 feet long. The pyramid is
expression for the total amount Evan pays if 4 feet tall. A second, larger pyramid has
b is the bill for his meal. dimensions that are 3 times the dimensions
of the smaller pyramid. What is the
difference between the volumes of the two
pyramids?

27 What is the greatest integer that satisfies

the inequality 3x − 4 ≤ 8?

31 Solve the inequality 3x − 2 ≤ 4 and graph

the solution.

–5 –4 –3 –2 –1 0 1 2 3 4 5
28 Harry rolls a number cube. What is the
probability that he will roll an even number
or a number greater than 4?
© Houghton Mifflin Harcourt Publishing Company

GO ON

Grade 8 • Prerequisite Skills Inventory 5

 Prerequisite Skills Name
Inventory

32 Sal bought 3 CDs for $15.98 each, a 36 Write an equation that represents the data
computer cable for $39.95, and a case for shown in the table below.
his MP3 player for $24.99. Sales tax is 7%.
To the nearest cent, what is the total cost Fence
of his purchases? 100 150 180 240
Length (y)
Number of
11 16 19 25
Posts (x)

33 The triangles
___ below are similar. What is the
length of ED​​
​​   ?
3 3
E 37 Marissa hiked 1 ​​ __ ​​ miles in __
​​   ​​hours. At that
4 4
rate, how far can she hike in one hour?
B

12 cm

A 16 cm C D 24 cm F
38 Nick tosses a standard number cube and
spins a spinner. The spinner is divided into
four equal sections colored red, blue, green,
and yellow. What is the probability that
Nick rolls an odd number and spins green?

3
34 Convert __
​​   ​​ to a decimal.
8

39 What is the constant of proportionality in

the equation 3y = 2x?

© Houghton Mifflin Harcourt Publishing Company

35 Nicole took a friend to the movies. She
bought both of their movie tickets and
spent $18 on snacks. If she spent $33 total,
how much was each movie ticket?

STOP

6
 Name Beginning-of-Year Test

1 What is the value of the expression below? 4 A flat serving platter is shaped like a circle
and has a diameter of 12 inches as shown
−3 + 2_2_ − 1_3_
5 5 in the diagram.

A −2__4 C −1__45
5

B −2__15 D −1__1
5

2 A rectangular pyramid is sliced by a plane

that is perpendicular to the base of the 12 inches
pyramid as shown below.

What is the area of the serving platter to

the nearest square inch?

A 38 C 113
What is the shape of the face of the slice?
B 75 D 452
A pentagon C trapezoid
B rectangle D triangle
5 Chad and his brother Owen pick apples in
an orchard. For every 16 apples that Chad
picks, Owen picks 4  fewer than him. What
3 When an airplane is 10,000  feet above the
is the rate of proportionality for the apples
ground, it begins descending at a rate of
picked by the brothers?
125 feet per minute. How many minutes,
m, will it take before the airplane reaches a
height of 1,000 feet above the ground?
A 0.43 C 0.67
Which shows both the correct equation for B 0.57 D 0.75
© Houghton Mifflin Harcourt Publishing Company

solving the problem and the correct solution

to that equation?

6 Several angle measures are labeled in the

A 1,000 = 125m − 10,000; m = 88
diagram below.
B 1,000 = 125m − 10,000; m = 72
x°
C 1,000 = −125m + 10,000; m = 88
D 1,000 = −125m + 10,000; m = 72 137° 123°

What is the value of x?

A 57 C 100
B 80 D 123

Grade 8 • Beginning-of-Year Test 7

Beginning-of-Year Test Name

7 Stuart draws a card from a deck 10 For a swimming competition, Fazel trains
containing  ten cards numbered 1 through 3.25 hours in the morning every Monday
10. He replaces the card and shuffles the through Friday and 4.75 hours on Saturday.
deck. If Stuart repeats this process 150 He does not swim on Sundays. Fazel keeps
times, approximately how many times will this schedule for 4 weeks. How many hours
he draw a single-digit card that has an even does Fazel spend swimming in total for the
number? 4 weeks?

A 15 C 75 A 21 C 65
B 60 D 135 B 32 D 84

8 Sasha has some baseball cards (b). Her 11 One thousand children 12 to 15 years old
brother has 15% of the number of  baseball were asked  to state  their favorite sport.  The
cards that she has. The expression 1.15b can circle graph shows the results of this survey.
be used to find the number of baseball
cards that Sasha and her brother have. Favorite Sports
What is another way to write this
expression? Snowboard
8% Football
Golf
A 15b + 1 7% 18%

B b + 0.15 Volleyball
10%
C 1 + 0.15b
Soccer
D b + 0.15b 14%
Baseball
15%
9 The Green Group yard maintenance
company offers mowing as one of its
Hockey Basketball
services. The business has 7 time
11% 17%
slots  available for mowing customer yards
on each of 6 days  per week  during the
How many more  children surveyed stated
© Houghton Mifflin Harcourt Publishing Company
summer months. Which equation could be
used to calculate the maximum number of that their favorite sport was football than
yards mowed in x days? stated it was golf?

A y = 49x A 11

B y = 42x B 70

C y = 7x C 110

D y = 6x D 180

8
 Name Beginning-of-Year Test

12 A movie theater is comparing daily ticket 13 Two schools, Ridgewood and Glenview, are
sales  for a classic movie and a cartoon. The planning a bake sale as a fundraiser. The
movie theater tracks the sales for two amount of profit that will be made by
weeks, and  the graphs of the data are Ridgewood can be expressed as 2x − 10.
shown below. The amount of profit made by Glenview
will be 3x − 15. Which expression
Classic Movie Daily Ticket Sales
represents the difference between
Glenview’s and Ridgewood’s profits?

2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
A x−5 C 5x − 5

Cartoon Daily Ticket Sales

B x − 25 D 5x − 25

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
14 A submarine is at a depth of −660 feet. The
1 ​​times as deep as the
sea floor is 4​​ __
Which statement BEST describes the 2
relationship between the difference of the submarine. What is the distance, in feet,
median daily ticket sales  and the between the submarine and the sea floor?
interquartile range of each distribution?
A 1,980 C 2,970
A The difference in the median daily ticket
sales for a cartoon and a classic movie B 2,310 D 3,630
is  1.5 times the interquartile range of
each distribution.

15 Look at the diagram below.

B The difference in the median daily ticket
sales for a cartoon and a classic movie
is  2 times the interquartile range of
each distribution. (4x + 10)°
x° (x + 20)°
C The difference in the median daily ticket
sales for a cartoon and a classic movie is
What is the value of x in the diagram?
2.5 times the interquartile range of each
distribution.
A 25 C 35
© Houghton Mifflin Harcourt Publishing Company

D The difference in the median daily ticket

sales for a cartoon and a classic movie
B 30 D 40
is  3 times the interquartile range of
each distribution.
16 Which is the value of the expression below?
(4.25 − 1) × 2 − 2 × 2.25 + 1.25

A 1.25 C 11.375
B 3.25 D 15.75

Grade 8 • Beginning-of-Year Test 9

 Beginning-of-Year Test Name

17 Horatio and Jin disagree about the 18 Samantha made a graph to track how much
probability of rolling a sum of 5 using two money she earns at her job.
fair six-sided dice. Horatio thinks the
probability of rolling a sum of 5 is equal to y Money Earned
the probability of rolling any other given
sum less than or equal to 12. Jin says that 65
the probability of rolling a sum of  6  is 60

Salary (in dollars)

greater than the probability of rolling a 55 (6, 49.50)
sum of 5. Which  is the BEST description of a 50
way that  Horatio and Jin can test their 45
theories experimentally? 40
35
A Make a list of every possible value for
each die; find the total number of 5s
30
and the total number of 6s. 25
20
B Roll the dice  and record the resulting x
sum; repeat this 10 times and compare 0 1 2 3 4 5 6 7 8 9 10
the  number of times sums of 6 and 5 Hours Worked
were each rolled.

C Roll the dice and record the resulting If Samantha gets a  $1.40-per-hour raise,
sum; repeat this 100 times and compare which point on the graph would show how
the number of times sums of 6 and 5 much money she now makes for 4 hours
were each rolled. of work?

D Make a list of every possible  sum A (4, 33)

for  the dice; find the total number of
combinations that have a sum of 5 and B (4, 38.60)
the total number of combinations that
C (5.40, 33)
have a sum of 6.
D (5.60, 46.20)

19 The tide at Sandy Beach deposits 3.6 inches

of sand in 90 minutes. What is the average
rate of sand deposit in inches per hour? © Houghton Mifflin Harcourt Publishing Company

A 2.4
B 2.8
C 4.0
D 5.4

10
 Name Beginning-of-Year Test

20 Genevieve is trying to compare CD prices at 21 A triangular prism is shown. The base

two different music stores. Store A has a is an isosceles triangle with an altitude
mean price of $9.46 and a mean absolute of 3 cm.
deviation of $1.63. Store B has a mean price
8 cm
of $9.62 and a mean absolute deviation of
$1.04. Based on these data, what is the

MOST reasonable conclusion for her to
make comparing the two stores?

A The prices at store A are higher because 9 cm

the mean price at both stores is about
the same, but the mean absolute
deviation at store A is higher. So the
maximum price at store A will still be
higher than the maximum price at
store B. 5 cm 5 cm

B The prices at both stores are about the What is the surface area of the triangular
same, but mean absolute deviations prism?
show that store B’s prices are more
consistent than store A’s prices. So the A 108 cm2
prices have less variation at store B than 2
at store A. B 137 cm
2
C 186 cm
C The price of each CD is higher at store
B because store B has a higher mean D 202 cm2
price and a lower mean absolute
deviation. So there is less variation at a
higher mean price.
22 The number of  students on a  school
D The prices at both stores are about the ​​ 5 ​​ the number
basketball team is more than __
same. Nothing else can be determined 8
from these data. of  members  in  other school clubs. If
25  students are on the basketball team,
which inequality represents m, the possible
number  of members  in other school clubs?
© Houghton Mifflin Harcourt Publishing Company

A m > 16
B m < 16
C m > 40
D m < 40

Grade 8 • Beginning-of-Year Test 11

 Beginning-of-Year Test Name

23 A company makes deodorants in different 25 A brand of animal crackers has 13 different

sizes. The height and volume of some of its animal shapes that appear in each box.
deodorants are shown below.
Desiree knows that if the animal shapes are
Deodorant Dimensions evenly distributed, then each one should
​​  1   ​​of each box. She opens 8 boxes
make up ___
13
Height Volume and counts the total number of crackers in
(in inches) (in ounces)
the box as well as the number of bear-
3.40 1.6 shaped crackers in the box. Her results are
4.25 2.0 shown in this table.
5.10 2.4
Number of Crackers
Which deodorant fits the same proportional
dimensions? Total Bears

A 4.25 inches; 2.0 ounces 170 13

B 4.50 inches; 2.2 ounces 167 13

C 4.75 inches; 2.1 ounces 178 14

D 5.25 inches; 2.4 ounces 168 13

172 13
180 14
24 The weather forecast predicts that
overnight, the temperature will change 181 14
by −3.25 degrees each hour.  If the
forecast is correct, by how much will
171 13
the temperature change in 6 hours and
30  minutes? Do Desiree’s data support the premise that
the crackers are evenly distributed among
A −21.125 degrees the different animal shapes?

B −19.705 degrees A Yes, because the mode for the number

C 19.705 degrees of bear-shaped crackers in each box
is 13. © Houghton Mifflin Harcourt Publishing Company
D 21.125 degrees
B No, because the  maximum number  of
bear-shaped crackers in the boxes
is  greater than 13.

C No, because the ratio of bear-shaped

crackers to total crackers in most of the
​​ 1   ​​.
boxes is greater than ___
13
D Yes, because the ratio of bear-shaped
crackers to total crackers in most of the
​​ 1   ​​.
boxes is approximately ___
13

12
 Name Beginning-of-Year Test

26 A student is attempting to draw a 28 Ashley is designing costumes for the school

triangle  with side measures of  8 inches, 15 play. She has 3 colors to choose from: blue,
inches, and  20 inches. How many different orange, and green. She can pick any two of
triangles with these side measures can the those colors. Which table shows all possible
student draw? color combinations that Ashley can use?

A The student will be able to draw a

unique triangle. 1 Orange Blue
A 2 Orange Green
B The student will be able to draw exactly
two different triangles. 3 Blue Green

C The student will be able to draw an

infinite number of different triangles. 1 Orange Blue
2 Orange Green
D The student will not be able to draw a B
triangle with the given side measures. 3 Blue Orange
4 Green Blue

27 Renji owes his parents $204. He pays them 1 Orange Blue

back $8.50 every week. How many 2 Orange Green
payments will it take until Renji has paid
3 Blue Orange
his parents back fully? C
4 Blue Green
A 22 5 Green Orange
B 23 6 Green Blue
C 24
1 Orange Blue
D 25
2 Orange Orange
3 Blue Green
D
4 Blue Blue
5 Green Orange
© Houghton Mifflin Harcourt Publishing Company

6 Green Green

Grade 8 • Beginning-of-Year Test 13

 Beginning-of-Year Test Name

29 A club is selling raffle tickets to raise 30 Vana flew 1,745 miles from Chicago to
money. The club has  saved $125 already, but Los Angeles to visit her friend.  The key on
it needs at least $500. If the club expects to Vana’s map shows that 1 inch represents
sell  50 raffle tickets to meet its needs, how 350 miles. If x represents the number of
much should each raffle ticket cost? inches between Chicago and Los Angeles
on  Vana’s map, which proportion could be
A no more than $10.00 used to  determine x?

B no more than $7.50 x

____ 1    
_____
A ​​  350   ​​ = ​​  1,395 ​​
C at least $10.00
1
____ x    
_____
B ​​  350  ​​ = ​​  1,395 ​​
D at least $7.50
​​  1  ​​ = _____
C ____ ​​  x    ​​
350 1,745
x
____ 1    
_____
D ​​  350   ​​ = ​​  1,745 ​​

© Houghton Mifflin Harcourt Publishing Company

14
 Name Middle-of-Year Test

1 The two shaded areas below represent tiles 3 Which table describes a relation that is a
that need to be replaced in Lauren’s function?
bathroom.

x y x y
–1 1 –1 1
A 0 1 C 0 0
1 1 1 1
2 1 –1 –1

Which transformation can be used to

describe the relationship between the two x y x y
shaded areas?
1 –1 1 –1
A additive identity
B reflection B 1 0 D 0 0
C rotation 1 1 1 1
D translation
1 2 2 2

2 Based on the slope and intercept of the line

shown in the graph below, what is the
equation that represents the line? 4 A school is planning a field trip to either
the art museum or the planetarium.
y Admission costs to both places for each
10 adult and each student and the cost for the
8 entire group are shown in the table.
6
4 Field Trip Admission Costs (in dollars)
2
Art Museum Planetarium
© Houghton Mifflin Harcourt Publishing Company

x
–10 –8 –6 –4 –2 0 2 4 6 8 10 Adult Admission 22 24
–2
Student Admission 12 18
–4
–6
Total Cost 586 816

–8 How many adults and how many students

–10 are planning on going on the field trip?
A 6 adults and  37 children
A y = 2x + 3
B 7 adults and 36 children
B y = 2x − 6
C 14 adults and  24 children
C y = 3x + 2
D 29 adults and 7 children
D y = 3x + 6

Grade 8 • Middle-of-Year Test 15

 Middle-of-Year Test Name

5 A  parallelogram is drawn on the coordinate plane as shown below.

y
10

– 10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x
–2

–4

–6

–8

– 10

If this parallelogram were reflected across the x-axis and translated up 2 units, what would be its
new position?

y y
10 10

8 8

6 6

4 4

2 2
A – 10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x C – 10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x
–2 –2

–4 –4

–6 –6

–8 –8

– 10 – 10

© Houghton Mifflin Harcourt Publishing Company

y y
10 10

8 8

6 6

4 4

2 2

B – 10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x D – 10 – 8 – 6 – 4 – 2 0 2 4 6 8 10 x
–2 –2

–4 –4

–6 –6

–8 –8

– 10 – 10

16
 Name Middle-of-Year Test

6 During a science experiment, Steven studied 7 Which statement correctly describes the
the growth of bean plants. He solution(s) to the equation shown below?
measured  the heights, in cm, of several
​​  1 ​​​​(
__ ​  6 ​)
  15x + __ ​​  17 ​​  (35x + 7)
  ​​ = __
bean plants each day throughout the 3 2
experiment. He then plotted the average A The equation has one solution, which is
height of the plants over time, as shown in x = 0.
the graph below. B The equation has one solution, which is
x = − 5.
Average Growth C The equation has infinitely many
of Experimental solutions.
y Bean Plants D The equation  has no solution.
10
9
8 8 Look at the  figure.
Height (in cm)

7
J
6
3
5
S
4
3 6
2
1
0
x
1 2 3 4 5 6 7 8 9 10 Q 10 R 5 V
Time (in days) Based on  this figure, which transformation
can be used to obtain triangle QJV from
Which statement BEST describes what is
triangle QSR?
shown  by the graph of the data from
Steven’s experiment? A dilation

A Steven planted seeds at the start of the B reflection

experiment that grew an average of C rotation
3 cm every day. D translation
B Steven planted seeds at the start of the
© Houghton Mifflin Harcourt Publishing Company

experiment that grew an average of

1 cm every 2 days. 9 What is the solution to the equation
C When beginning the experiment,  Steven
5
−​​ __( )__ 9
(
 2 ​​ ​​​ y − 4 = ​​    ​​  y + 10 ?
2 )
planted short, young plants that grew A y = 7
an average of 3 cm every day.
B y = 3
D When beginning the experiment, Steven
planted short, young plants that grew C y = − 2
an average of 1 cm every 2 days. D y = − 5

Grade 8 • Middle-of-Year Test 17

 Middle-of-Year Test Name

10 Karl starts hiking up a mountain from its base. He hikes up the mountain at a constant speed
for 4 hours. He then takes a one-hour lunch break before hiking back down the mountain at a
constant speed, faster than his ascending speed. After 2 hours into his descent, Karl stops for a
30-minute break to take pictures. He then continues down at the same speed to the base of the
mountain. Which graph represents Karl’s hike?

y Karl’s Hike y Karl’s Hike

Distance from the Mountain Base

Distance from the Mountain Base

10 10
9 9
8 8
7 7
6 6
(miles)

(miles)
A 5 C 5
4 4
3 3
2 2
1 1
x x
0 0
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11
Time Spent (hours) Time Spent (hours)

y Karl’s Hike y Karl’s Hike

Distance from the Mountain Base
Distance from the Mountain Base

10 10
9 9
8 8
7 7
6 6
(miles)
(miles)

5 5
B D
4 4
3 3
2 2
1 1
x x
0 0
1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11

© Houghton Mifflin Harcourt Publishing Company

Time Spent (hours) Time Spent (hours)

18
 Name Middle-of-Year Test

11 A soccer coach is going to purchase pizzas 12 Triangle ABC is shown on the coordinate
for a team party.  He  researches the price of plane below.
pizza at  two local restaurants.  At store A,
the total cost in dollars,  y, depending on
y
the number of pizzas purchased, x, can be 10
represented by the equation below.
8
y = 8x 6
At store B, the total cost in dollars, y, 4 B (2, 3)
depending on the number of pizzas A 2
purchased, x, can be represented by the (0, 0) C (4, 0)
–10 –8 –6 –4 –2 0 2 4 6 8 10 x
following graph.
–2
Cost of Pizza at Store B –4
y
–6
50 –8
45
Total Cost (in dollars)

–10
40
35
30 If triangle ABC were rotated 90 degrees
25 counterclockwise about point A, what
would be  the new coordinates of point B?
20
15 A (3, −2)
10 B (0, −4)
5 C (−2, 3)
0 x
1 2 3 4 5 6 7 8 9 10 D (−3, 2)
Number of Pizzas  
Which statement  correctly compares the cost 13 The horizontal lines in the figure shown
per pizza  at store A and store B? below are parallel.
A Store A’s cost per pizza is the same cost
as store B’s.
1
B Store A’s cost per pizza  is double the
© Houghton Mifflin Harcourt Publishing Company

cost of store B’s.

C Store A’s cost per pizza is 2 dollars less
2
than store B’s. 3

D Store A’s cost per pizza is 2 dollars more

than store B’s.

Which expression can be used to find the

measure of ∠3?
A 90° + m∠1 + m∠2
B 90° − m∠1 − m∠2
C 180° + m∠1 + m∠2
D 180° − m∠1 − m∠2

Grade 8 • Middle-of-Year Test 19

 Middle-of-Year Test Name

14 A supply company distributes pieces of steel 16 Andrea and Justin went to a video arcade
to its industrial customers. Each piece of together to play some games. Andrea
steel weighs the same. To ensure the truck bought an unlimited  daily pass for $9.  Justin
is not overloaded, it is loaded while on a decided to buy tokens and pay $0.75  for
scale. Below is a table of readings as a each  video game that he played. The graph
truck is loaded. shows their two payment choices.

y Payment Choices
Factory Scale Readings
while Loading 15
14
13
Pieces of Scale Reading 12
Steel Loaded (in lbs) 11

Cost (in dollars)

10
Andrea’s Cost
3 11,500 9
8
6 16,000 7
6
Justin’s Cost
8 19,000 5
4
12 25,000 3
2
1
What is the weight, in pounds, of the x
0
empty truck? 1 2 3 4 5 6 7 8 9 10 11 12131415
Number of Video Games Played
A 6,000 C 8,000
B 7,000 D 8,500 How many video games will Justin have
played when his cost is the same as
Andrea’s?
15 Two parallel line segments  are plotted on
A 6
the same coordinate grid. The  line
B 7
segments  are reflected across the y-axis and
C 9
translated 5  units down. Which statement
D 12
about the transformed line segments  is
true?

© Houghton Mifflin Harcourt Publishing Company

A The line segments  will still be
parallel  and will be located 5 units
closer to each other.
B The line segments will no longer be
parallel and will be located 5 units
closer to each other.
C The line segments  will still be parallel
and will be congruent to the original
line segments.
D The line segments  will no longer be
parallel  and will be congruent to the
original line segments.

20
 Name Middle-of-Year Test

17 The horizontal lines in the figure below are 20 Function 1 is shown in the graph below.
parallel.  y
10
9
8
7
6
J 5
K L 4
3
2
1
x
–10 –9 –8 –7 –6 –5 –4 –3 –2 – 1 0 1 2 3 4 5 6 7 8 9 10
–1
O P M N –2
–3
–4
–5

–6
–7
–8
Which expression  is equivalent to m∠J? –9
– 10
A m∠M − ∠L
B m∠O − m∠K Function 2 has a greater rate of change and
C 180° − m∠K a smaller y-intercept than function 1.
D 180° − m∠P Which equation could represent function 2?
A y = − x − 5
18 What is the solution to the system of linear B y = x + 5
equations shown? C y = − 3x − 5
3x − 2y = 10 D y = 3x + 5
∙− 3x + 4y = 20
A There is one solution located at (3, −2). 21 Angles A, B, and C are formed by three
B There is one solution located at (−6, 4). intersecting lines, as shown.
C There are infinitely many solutions.
D There are no solutions.
© Houghton Mifflin Harcourt Publishing Company

19 Tina has $2.00 in quarters and nickels in her

change purse. She has three times as many
nickels as quarters.  How many nickels does A B
Tina have?
A 15
B 9 Which of these expressions is equivalent to
C 6 m∠C?
D 5 A 180° − m∠A − m∠B
B 180° − m∠A + m∠B
C m∠A + m∠B − 180°
D m∠A + m∠B + 180°

Grade 8 • Middle-of-Year Test 21

 Middle-of-Year Test Name

22 Which set of points represents a nonlinear 24 Figure A∙  is similar to figure  A  on the
function? coordinate plane shown.
A (−3, −6), (0, 1), (3, 8) y
B (−2, 2), (0, 0), (2, 2) 10
C (0, 4), (3, 3), (6, 2) 8
D (8, 0), (9, 1), (10, 2) 6
4 A
23 Ms. Brown’s store sells nuts in bulk. The 2
graph below shows the price for the  pounds x
–10 –8 –6 –4 –2 2 4 6 8 10
of nuts purchased. A′ –2
–4
Bulk Nut Prices
–6
y
–8
–10
$20
Which sequence of transformations would
$16
map figure  A∙ onto figure A?
A a 180° rotation about the origin and
Price

$12
​​ 1 ​​, 
then a dilation by a factor of __
2
centered on the origin
$8
B a reflection across the y-axis and then a
90° rotation counterclockwise about the
$4
origin
C a 90° rotation counterclockwise about
$0 x the origin and then a reflection across
0 2 4 6
the x-axis
Pounds of Nuts
D a reflection across the line y = −x and
How much do the nuts cost per pound? then a dilation by a factor of _​​ 1 ​​,
2
centered on the origin
© Houghton Mifflin Harcourt Publishing Company
A $0.20 per pound
B $4.00 per pound
C $5.00 per pound 25 What is the rate of change for a linear
D $20.00 per pound function containing the points (3, 4) and
(10, 2)?
7 ​​ 
A ​​ __
2
2 ​​​​​      
B ​​ __
7
6
C ​​ ___
13
  ​​ 

13
D ​​ ___
6
  ​​ 

22
 Name End-of-Year Test

1 Look at the numbers shown. 4 Eve is renting a sailboat. The total rental
√— 1 , √— 1 cost consists of a  fixed equipment fee plus
48 , 6_ 39 , 7 _
2 3 an hourly rental charge. A table of the total
Which of these shows the numbers from costs for selected hours of rental is shown
smallest to largest? below.
1,
A 6 __ √— —
39 , √48 , 1
7 __
2 3
Sailboat Rental
1 , √—
6 __ 1 , √—
39 , 7 __
B 2 3
48
Hours Total Cost
—
C √39 , 1 , √—
6 __ 1
48 , 7 __
2 3 2 $40.00
—
D √39 , 1, 7 _
6_ 1, √—
48 5 $77.50
2 3
7 $102.50

2 Mr. Jacobs has a circular pool. The diameter 11 $152.50

of the pool is 12 feet, and it is filled to a
depth of 4 feet. Mr. Jacobs wants to Using the data in the table, what is the
increase the depth to 8 feet. How will this amount of the equipment fee?
change affect the volume of the pool?

A The volume of the pool will double. A $2.50 C $12.50

B The volume of the pool will be cut in B $5.00 D $15.00

half.

C The volume of the pool will increase by 5 Which fraction is equivalent to the
4 feet. ¯?
decimal  0. 54

D The volume of the pool will be reduced 27

___ 6
___
by 4 cubic feet.
A C
50 11

49
___ 5
_
B 90
D 9
3 The diameter of a single strand of human
hair varies depending on its color. The
average diameter of a strand of black hair
© Houghton Mifflin Harcourt Publishing Company

is 2.4 × 10−3 inch. The average diameter of 6 A certain rectangular field is 120 meters
a strand of red hair is 0.001 inch. What is wide and 60 meters long. Joseph and his
the difference, in inches, in the diameters brother are standing at opposite corners of
of a strand of black hair and a strand of the field. If Joseph runs across the diagonal
red hair? of the field to his brother, about how far
does he run?
A 2.401
A 60 meters
B 2.399
B 104 meters
C 3.4 × 10−3
C 134 meters
D 1.4 × 10−3
D 180 meters

Grade 8 • End-of-Year Test 23

 End-of-Year Test Name

7 Trend data associated with an ongoing 9 Tony participated in a long-distance bike

science experiment are shown below. race. The graph shows the number of miles
he traveled over the course of the race.
y
100
Bike Race Speed
90 y
80 100
70 90
60
80
70
50
60

Miles
40 50
30 40
30
20
20
10
10
0
x 0 x
5 10 15 20 25 30 35 40 45 50

1 2 3 4 5
Time (in hours)
Which pattern of association BEST describes
the relationship shown in the graph from What was Tony’s speed, in miles per hour,
the experiment? throughout the race?
A nonlinear with an outlier at (17.5, 85)
A 8 C 30
B nonlinear with an outlier at (42.5, 80)
B 15 D 75
C negative linear with an outlier
at (17.5, 85)

D negative linear with an outlier 10 Earth has a mass of about 6 × 1024 kg.
at (42.5, 80) Jupiter has a mass of about 2 × 1027 kg.
About how many times larger is the mass
of Jupiter than the mass of Earth?
8 Which of these is equivalent to the
A 300 C 3,000
expression 32 × 3−8?
© Houghton Mifflin Harcourt Publishing Company
B 400 D 4,000
A 3−16
B 3−6

C 36 11 A standard basketball has a diameter of

9.5 inches. Rosa’s basketball at home has a
10
D 3 diameter of 9 inches. Approximately how
much more air does the standard basketball
hold than Rosa’s ball at home?

A 50 cubic inches C 415 cubic inches

B 67 cubic inches D 538 cubic inches

24
 Name End-of-Year Test

12 Which graph represents a function?

y y

A C
x x

y y

B D
x x
© Houghton Mifflin Harcourt Publishing Company

13 Consider two different squares, such that 14 Which of these functions is a linear
the first square has an area of 144 cm2, and function?
the second square has a side length that is
A y = x2 − 2
5 cm less than the side length of the first
square. What is the area of the second B y = _​ ​2x ​​ + 5
square?
C x+y=0
A 49 cm2 C 134 cm2
D xy = 10
B 124 cm2 D 289 cm2

Grade 8 • End-of-Year Test 25

 End-of-Year Test Name

15 Use the graph of the function below to 16 Frances is measuring how much crushed ice
answer the question. is needed to fill a snow cone cup level with
y the top. The diameter of the snow cone cup
is 3 in., and the height is 6 in.
7
6 3 in.
5
4
3
2
1
x
–7 –6 –5 –4 –3 –2 – 1 1 2 3 4 5 6 7
–1
–2
–3
–4
–5 6 in.
–6
–7

Which describes the function on the interval

2 < x < 3?

A increasing and linear

B decreasing and linear What is the volume of the snow cone cup?
Use 3.14 for  π.
C increasing and nonlinear
D decreasing and nonlinear A 9.42 in.3 C 42.39 in.3
B 14.13 in.3 D 84.78 in.3

17 Which statement BEST describes whether A The line is not a good fit for the data
the line shown on the scatter plot below is because its y-intercept is too low.
a good fit for the data?
B The line is a good fit for the data
y because it passes through three of
10 the points. © Houghton Mifflin Harcourt Publishing Company

9
C The line is not a good fit for the data
8
because the data do not show a linear
7
association.
6
5 D The line is a good fit for the data
4 because all of the points on the scatter
3 plot are less than 2 units away from
2 the line.
1
0
x
1 2 3 4 5 6 7 8 9 10

26
 Name End-of-Year Test

18 An engineer is monitoring the liquid level 19 The points A (0, 0), B (1, 5), and C (4, 2) are
in two tanks as they are being filled. The plotted on a coordinate grid and form
volume of tank A after x minutes is triangle ABC. What are the longest and
represented by the equation y = 75x + 110. shortest sides of the triangle?
For tank B the engineer has created a table,
​​ ¯ 
A The longest side is AC ​​ . The shortest side
shown below, from measurements taken ¯ 
is ​​ AB ​
.​
while the tank is being filled.
​​ ¯ 
B The longest side is AC ​​ . The shortest side
Tank B ¯ 
is ​​  BC ​​ .
Volume Measurements
​​ ¯ 
C The longest side is AB ​.​ The shortest side
¯ 
is ​​ AC ​​.
Elapsed Time Liquid Volume
(in minutes) (in gallons) ​​ ¯ 
D The longest side is AB ​.​ The shortest side
5 480 is BC ​​.

10 870
20 Which equation represents the line shown
15 1,260 in the graph below?
20 1,650
y
25 2,040 10

Which statement correctly describes the 8

relationship between the two tanks?
6
A Tank A is filling at a rate 3 gallons per
minute faster than tank B. 4
B Tank B is filling at a rate 15 gallons per
minute faster than tank A. 2

C Tank B contained 10 gallons more than 0 x

2 4 6 8 10
tank A when filling began.

D Tank A contained 20 gallons more than A y = __​​ 35 ​​​​​  x

tank B when filling began.
© Houghton Mifflin Harcourt Publishing Company

B y = __​​ 53 ​​  x

C y = __​​ 35 ​​  x + 2

D y = __​​ 53 ​​  x + 2

Grade 8 • End-of-Year Test 27

 End-of-Year Test Name

21 Allen wants to know how many of his classmates play sports and how many play video games.
He surveys 40 students at his school and finds that 21 play both sports and video games, 8 play
sports but not video games, 9 play video games but not sports, and 2 play neither. Which table
correctly represents Allen’s data?

Play Do Not
Play Play
Video Total Play Total
Sports Sports
Games Sports
Do Not Play
Play 21 9 30 Video 21 9 30
A Sports C Games

Do Not Do Not
Play Video 8 2 10 Play Video 8 2 10
Games Games

Total 29 11 40 Total 29 11 40

Play Do Not
Play Play
Video Total Play Total
Sports Sports
Games Sports
Do Not Play
Play 8 9 17 Video 21 8 29
B Sports D Games

Do Not Do Not
Play Video 21 2 23 Play Video 9 2 11
Games Games

Total 29 11 40 Total 30 10 40

© Houghton Mifflin Harcourt Publishing Company

22 The equation y = 22.3x + 62.6 models the length, y, in millimeters of a certain type of fish that
is x years old. What does the slope of the model indicate?

A For each additional year in age, the length of this type of fish increases by an average of
22.3 millimeters.

B For each additional year in age, the length of this type of fish increases by an average of
62.6 millimeters.

C For each additional 22.3 years in age, the length of this type of fish increases by an average
of 62.6 millimeters.

D For each additional 62.6 years in age, the length of this type of fish increases by an average
of 22.3 millimeters.

28
 Name End-of-Year Test

23 Triangle QRS is rotated 90 degrees clockwise 24 The cost of a new math textbook and a
about point Q. study guide together is $58. Three of the
y math textbooks and two study guides cost
$165. How much does one textbook
alone  cost?

A $9 C $49
R
B $40 D $58

x
Q S 25 A function is represented by the table
shown below.

x y
–6 15
–3 9
0 3
What are the new coordinates of point R? –3
3
A (−4, 3)
Which of these functions has the same
B (−3, 4) slope as the function represented by the
C (3, −4) table?

D (4, −3) A y = −2x − 3 1 ​​  x − 3

C y = −​​ __
2
1 ​​  x + 3
B y = −​​ __
2 D y = 2x + 3

26 Triangle A has vertices at (1, 0), (0, 1), and (0, 0) and triangle B has vertices at
(3, 0), (0, 3), and (0, 0). Which statement about the similarity of triangle A and
triangle B is true?
© Houghton Mifflin Harcourt Publishing Company

A Triangle A is not similar to triangle B because the dilation does not preserve
similarity since triangle A is stretched in one direction from (0, 0) to create
triangle B.
B Triangle A is similar to triangle B because they share a common vertex of
(0, 0) since triangle B is a result of rotation about that point.

C Triangle A is not similar to triangle B because a reflection changes the order

of the vertices and does not preserve similarity.

D Triangle A is similar to triangle B because a dilation will map triangle A onto

triangle B.

Grade 8 • End-of-Year Test 29

 End-of-Year Test Name

27 Maura surveyed a total of 500 women and 29 A light pole breaks and falls, as shown.
men regarding their choice of a hot or cold
drink in the morning. The results are shown
in the table below.

Survey Results
7 ft
Hot Drink Cold Drink Total
Women 210 80 290

Men 90 120 210 11 ft
Total 300 200 500 To the nearest foot, what was the original
height of the pole?
What is the relative frequency of women A 13
who chose a hot drink to all people
surveyed who chose a hot drink? B 18
210 C 20
A ​​ _
500
​​
  

300
B ​​ _ ​​
  
D 21
500
210
C ​​ _ ​​
  
300
210 30 A rectangular room has a perimeter of
D ​​ _ ​​
  
290 56 feet. The length is __ ​​  43 ​​   x + 5 feet. The
1  ​​  x + 7 feet. What are the length
width is ​​​ __
4
28 Which statement accurately describes the and width of the room?
solution(s) for the equation below? A The room’s length is 38 feet and its
0.6(−8x + 9) = −1.2(4x − 4.5) width is 18 feet.

A There are no solutions for this equation. B The room’s length is 17 feet and its
width is 11 feet.
B There are infinitely many solutions for
this equation. C The room’s length is 16 feet and its

© Houghton Mifflin Harcourt Publishing Company

width is 12 feet.
C There is one solution for this equation,
x = −1.125. D The room’s length is 22 feet and its
width is 6 feet.
D There is one solution for this equation,
x = −1.40625.

30
 Module 1 • Form A
Name
Module Test

1 Scalene triangle QRS is reflected across a 4 A triangle is shown.

horizontal line to produce triangle LMN.
Which statement is true?
A Triangle LMN is an equilateral triangle.
B The length of side RS is equal to the
length of side LM.
C The length of side NM is equal to the
length of side SQ.
D The perimeter of triangle QRS is equal
to the perimeter of triangle LMN.
Which figure could use one reflection to show
that it is congruent to the given triangle?
2 Parallelogram RSTU is rotated 180º clockwise
around vertex R. How many pairs of parallel A
sides does the rotated figure have?
A 1 C 3
B 2 D 4

3 Triangle ABC is reflected across a vertical

line and then translated 8 units down to
produce triangle EFG.
B
Select all the true statements.
A Side AB is 8 units longer than side EF.
B Angle ABC is congruent to angle EFG.
C Side BC is the same length as side FG.
D Triangle EFG is congruent to triangle
ABC. C
E The measure of angle BCA is equal to
the measure of angle FGE.
F The measure of angle CBA is 8º less
© Houghton Mifflin Harcourt Publishing Company

than the measure of angle GFE.

Grade 8 • Module 1 Test • Form A 31

 Module 1 • Form A Name
Module Test

5 Rotate the given trapezoid 270º 9 Coordinates are transformed using the rule
counterclockwise about the origin. (x, y)   (−x, −y).
Graph the image.
Part A
y
Use the given rule to transform the
10
8
triangle.
6 Graph the image.
4
y
2
10
–10 –8 –6 –4 –2 2 4 6 8 10
x
8
–2
6
–4
4
–6
2
–8
–10 –8 –6 –4 –2 2 4 6 8 10
x
–10
–2
–4
–6
6 Graph the image of the triangle after it is –8
translated 4 units down and reflected across –10
the y-axis.
y
Part B
10
8 Which transformation would give the same
6 image as the rule?
4
A Rotate the triangle 180º clockwise about
2
the origin.
–10 –8 –6 –4 –2 2 4 6 8 10
x
–2 B Rotate the triangle 270º
–4 counterclockwise about the origin.
–6 C Reflect the triangle across the y-axis and
–8 translate it down 4 units.
–10
D Reflect the triangle across the x-axis and
translate it 4 units to the right.

7 Roberto moves a rectangular picture frame © Houghton Mifflin Harcourt Publishing Company

5 feet to the right of its original position

on the wall. How many right angles does
the picture frame have now?

8 A triangle with vertices (−2, 3), (5, 4),

and  (−1, −1) is translated using the rule
(x,  y) (x − 3, y + 4). What are the
coordinates of the image?

32
 Module 1 • Form B
Name
Module Test

1 Scalene triangle FGH is reflected across a 4 Parallelogram WXYZ is rotated 180°

vertical line to produce triangle ABC. Which clockwise about vertex W and reflected
statement is true? across a horizontal line to produce
quadrilateral QRST.
A Triangle ABC is an isosceles triangle.
B The length of side BC is equal to the Select all the true statements.
length of side GH. A QRST is a parallelogram.
C The length of side AB is equal to the B QRST is congruent to WXYZ.
length of side FH.
C Angle QRS is congruent to angle WXY.
D The perimeter of triangle ABC is greater
D QRST has only one pair of congruent
than the perimeter of triangle FGH.
angles.
E The measure of angle XYZ is equal to
2 Rhombus EFGH is rotated 90° the measure of angle RST.
counterclockwise about vertex G. How many F The length of side QR must be the same
pairs of parallel sides does the rotated as the length of side XY.
figure have?
A 0 C 2
5 Rotate the given parallelogram 90°
B 1 D 4 clockwise about the origin.
Graph the image.
3 A quadrilateral is shown.
y
10
8
6
Which figure could use one reflection to 4
show that it is congruent to the given
2
quadrilateral?
–10 –8 –6 –4 –2 2 4 6 8 10
x
–2
–4

A –6
© Houghton Mifflin Harcourt Publishing Company

–8
–10

Grade 8 • Module 1 Test • Form B 33

 Module 1 • Form B Name
Module Test

6 Graph the image of the triangle after it is 9 Coordinates are transformed using the rule
translated 3 units up and reflected across (x, y) (−y, x).
the x-axis.
Part A
y
Use the given rule to transform the
10 triangle.
8
Graph the image.
6
4 y
2 10

–10 –8 –6 –4 –2 2 4 6 8 10
x 8
–2 6
–4 4
–6 2
–8 –10 –8 –6 –4 –2 2 4 6 8 10
x
–10 –2
–4
–6
7 Dionne raises a right triangular flag up to –8
the top of a 9-meter flag pole. How many –10
right angles does the raised flag have?

Part B
Which transformation would give the same
image as the rule?
8 A triangle with vertices (−1, 1), (2, −1),
and  (3, 0) is translated using the rule A Reflect the triangle across the y-axis and
(x, y) (x + 2, y − 6). What are the translate it up 1 unit.
coordinates of the image? B Reflect the triangle across the x-axis and
translate it up 1 unit.

© Houghton Mifflin Harcourt Publishing Company

C Rotate the triangle 180°
counterclockwise about the origin.
D Rotate the triangle 270° clockwise about
the origin.

34
 Module 2 • Form A
Name
Module Test

1 Quadrilateral EFGH is dilated to produce 4 Transformations map triangle RST onto

quadrilateral QRST. triangle LMN.
y R N M
10
8
Q R
(–6, 6) 6 (6, 6) 50°
4
E F
(–2, 2) 2 (2, 2)
x
–10 –8 –6 –4 –2 2 4 6 8 10 60°
(–2, –2) –2 (2, –2) T S
H
–4
G L
(–6, –6) –6 (6, –6)
T S What is the measure of angle LNM?
–8
–10

Which rule represents this dilation?

A (x, y) (3x, 3y) 5 Rectangle  CDEF has vertices C (−10, 10),
D (5, 10), E (5, 5), and F (−10, 5). It is dilated
( 3 x, 3 y)
1
__ 1
__
B (x, y)
1
by a scale factor of __   about the origin to
(x + 4, y + 4) 5
C (x, y)
produce rectangle C´D´E´F´. What is the
D (x, y) (x − 4, y − 4) perimeter, in units, of rectangle C´D´E´F´?

2 Triangle JKL has side lengths of 32 ft, 16 ft,

and 24 ft. Which side lengths could belong
to a dilation of triangle JKL? 6 Which figures are similar
A 4 ft, 2 ft, 3 ft to the given figure?
14
B 8 ft, 4 ft, 7 ft Place an X in the table 10
to show whether each
C 40 ft, 24 ft, 32 ft figure is similar or not
D 64 ft, 34 ft, 48 ft similar to the given 12
figure.
© Houghton Mifflin Harcourt Publishing Company

3 Dilate the given preimage by a scale factor Similar Not Similar

of  2 centered at the point  (2,1).
Draw the image. 12 10
y
10
8 8
6
4
5 7
2
6
–10 –8 –6 –4 –2 2 4 6 8 10
x
–2 12
–4
–6
14 10
–8
–10

Grade 8 • Module 2 Test • Form A 35

 Module 2 • Form A Name
Module Test

7 Triangle ABC  with vertices A (−8, 2), 10 Triangle ABC has vertices A (2, 4),  B (0, −4),
B (−2, 6), and  C (−2, 2)  is reflected about and C (−2, −2). It is dilated about the origin
to form triangle A´B´C´ with vertices
the x-axis and then dilated by a scale factor
A´ (12, 24), B´ (0, −24), and C´ (−12, −12).
​​ 1 ​​ about the origin to produce
of __ What is the scale factor of the dilation?
2
triangle  A´´B´´C´´.
What is the relationship between the area
of triangle ABC and the area of triangle
A´´B´´C´´?
11 Triangle ABC  is similar to  triangle XYZ.
A The area of triangle  A´´B´´C´´ is
one-fourth the area of triangle  ABC. X

B The area of triangle  A´´B´´C´´ is one-half

the area of triangle  ABC.
C The area of triangle  A´´B´´C´´ is two 15 cm
A
times the area of triangle  ABC.
D The area of triangle  A´´B´´C´´ is four 6 cm
4 cm
times the area of triangle  ABC.
C Z
B 3 cm Y

8 Quadrilateral HIJK has vertices H (−1, 3), Part A

I (2, 3), J (2,  −1), and K (−3, −1). It is dilated
by a scale factor of 4  with a center of Which transformations could be used
dilation of (0, 0). What are the coordinates to  create triangle XYZ ?
of the image H´I´J´K´? A dilation and then vertical translation
B vertical translation and then rotation
C reflection across a vertical line and then
dilation
9 Triangle  RST is transformed to create D rotation and then reflection across a
triangle LMN. What are the missing side vertical line
lengths, in units, of triangle LMN? Part B
R
What is the perimeter, in cm, of

© Houghton Mifflin Harcourt Publishing Company

triangle  XYZ ?

12
8
L
3
T S
10   M N

36
 Module 2 • Form B
Name
Module Test

1 Quadrilateral RSTU is dilated to produce 4 Transformations map triangle RST onto

quadrilateral WXYZ. triangle CBA.
y R C
10
W X
(–8, 8) 8 (8, 8)
6
60° 40°
4 T S B A
R S
(–2, 2) 2 (2, 2)
x What is the measure of angle ABC?
–10 –8 –6 –4 –2 2 4 6 8 10
(–2, –2) –2 (2, –2)
U T
–4
–6
(–8, –8) –8 (8, –8)
Z Y 5 Rectangle  ABCD has vertices A (−6, 6),
–10
B (−3, 6), C (−3, −3), and D (−6, −3). It is
1
Which rule represents this dilation? dilated by a scale factor of  __
3
about the
A (x, y) (x + 6, y + 6) origin to produce rectangle A´B´C´D´. What

( 4 x, 4 y)
1
__ 1
__ is the perimeter, in units, of rectangle
B (x, y)
A´B´C´D´?
C (x, y) (x − 6, y − 6)
D (x, y) (4x, 4y)

2 Triangle DEF has side lengths of 28 m, 6 Which figures are similar to the given figure?
42  m, and 21 m. Which side lengths could
belong to a dilation of triangle DEF ? 6
4
A 58 m, 84 m, 42 m
B 35 m, 49 m, 28 m
C 21 m, 35 m, 14 m 7
D 4 m, 6 m, 3 m
Place an X in the table to show whether
each figure is similar or not similar to the
3 Dilate the given preimage by a scale factor given figure.
© Houghton Mifflin Harcourt Publishing Company

of 2  centered at the point  (2, 3).

Similar Not Similar
Draw the image.
y 6
10 7
8
6 4
4
2 3 2
–10 –8 –6 –4 –2 2 4 6 8 10
x
–2
4
–4
8 12
–6
–8
–10 14

Grade 8 • Module 2 Test • Form B 37

 Module 2 • Form B Name
Module Test

7 Triangle QRS  with vertices Q (3,−2),  R (5,−2), 10 Triangle  QRS has vertices Q (0, 8), R (8, −8),
and  S (3,−4)  is reflected about the y-axis and S (−7, 1). It is dilated about the origin
and then dilated by a scale factor of to form triangle Q´R´S´ with vertices
2  about the origin to produce Q´ (0, 56), R´ (56, −56), and S´ (−49, 7). What
triangle  Q´´R´´S´´. is the scale factor of the dilation?
How do the areas of  the image and the
preimage compare?
A The area of triangle  Q´´R´´S´´  is
one-fourth the area of triangle​ QRS. 11 Triangle ABC  is similar to  triangle YXZ.
B The area of triangle  Q´´R´´S´´  is one-half
A
the area of triangle​ QRS. Z
C The area of triangle  Q´´R´´S´´  is twice the 7 in.
area of triangle​ QRS. 4 in.
D The area of triangle  Q´´R´´S´´  is four
times the area of triangle​ QRS.
C B X Y
6 in. 2 in.
8 Quadrilateral PQRS has vertices P (−4, 4),
Q (2, 2), R (4, −2), and S (−2, −4). It is Part A
dilated by a scale factor of  5 with a center Which transformations could be used to
of dilation of (0, 0). create triangle YXZ ?
A dilation and rotation
B dilation and vertical translation
C vertical translation and rotation
D rotation and reflection across vertical
9 Triangle ABC is transformed to create line
triangle XYZ. What are the missing side
lengths, in units, of triangle XYZ ? Part B
A What is the perimeter, in in., of triangle
6 11 YXZ ?
X
B C 3
16   Z Y
© Houghton Mifflin Harcourt Publishing Company

38
 Module 3 • Form A
Name
Module Test

1 Which identity or property is used during 5 Hailey solves the equation shown.
the first step when solving this equation? _1_ (2 − x) = 5 + 3x
_1_ (4x − 1) = _2_ − 8x 4
6 3 In which step does Hailey make her first
A additive identity error?
B associative property A Step 1: _1_ − x = 5 + 3x
2
C distributive property
B Step 2: _1_ = 5 + 4x
D multiplicative identity 2
C Step 3: −_9_ = 4x
2
2 What is the solution to this equation? D Step 4: −_9_ = x
8
_1_ (2x − 15) = ___
1 (4x − 30)
5 10
A There is no solution. 6 Andrew uses the equation 25(x − 4) = 30x,
B There is only one solution: x = 2. where x represents the number of sales, to
determine the number of items he needs to
C There are infinitely many solutions.
sell to break even. Which statement is true
D There is only one solution: x = −2. about the equation?
A There are infinitely many solutions.
3 ( 2 ,
Lindsey solves the equation 4x = 2 3x + __
3 ) B There are two solutions because there
where x represents the length of the side are two variables.

( )
2 is the perimeter
of a square and 2 3x + __
3
C There is no solution because sales
cannot be negative.
of a rectangle. Which statement about the
D There is one solution because there is
equation is true?
only one variable.
A There is one solution because there is
one variable.
7 Place an X in the table to show whether
B There is no solution because length
each equation has one solution, no solution,
cannot be negative.
or infinitely many solutions.
C There is one solution because all sides
of a square are equal. Infinitely
D There are infinitely many solutions One No many
because there are infinite lengths. solution solution solutions
© Houghton Mifflin Harcourt Publishing Company

0.5(x – 3) = 3x – 2.5
4 Tristan has two options for renting a paddle
boat. He can pay $5.00 an hour plus a $10
(
1 __
4(x – 3) = __
2 2
x
+5 )
service fee or $7.50 an hour with no service 3x – 4 = 2x – 2 + x
fee. He solved the equation 5x + 10 = 7.5x
to determine the number of hours for 3(4 – 2x) = 6(–x + 2)
which the two rental options cost the same
amount. Which step is used in solving the
equation?
A distribute 5
B add 10 to both sides
C divide both sides by 10
D subtract 5x from both sides

Grade 8 • Module 3 Test • Form A 39

 Module 3 • Form A Name
Module Test

8 Fill in the blanks with the letter of the

correct equation from the list. A. 0.25(6x + 1) = 1.5x + 0.25
The equation     has one solution, x  =  2. B. 0.25(6x + 1) = 2.5x + 0.25
The equation     has infinitely many C. 0.25(6x + 1) = x + 1.25
solutions.

9 Complete the equation so that it has 14 Use the expression 0.4(x + 5) to write an
infinitely many solutions. equation that has the indicated number of
solutions.
(x
4 ​​ __ ) 1 ​​ (2x −    )
​​   ​​ − 2 ​​ = ​​ __
8 4
Part A
Which equation has infinitely many solutions?
10 Gwen saves 15% of her income. This month
her income was $500 more than last month. A 0.4(x + 5) = 0.1(4x + 2)
The expression 0.15(x + 500) represents the B 0.4(x + 5) = 0.2x + 2
amount of money she saves this month,
C 0.4(x + 5) = 0.3(4x + 2)
where x is last month’s income. Gwen saves
$210 this month. What was Gwen’s income D 0.4(x + 5) = 0.4x + 2
last month? Part B
$                       For which value will the equation have only
one solution: x = 10?

11 Solve the equation. 0.4(x + 5) =    x − 14

0.3(4 − x) = x − 1.4
x =     15 Richard has two different plans for his
business.
Plan 1: He charges $3 per hour to walk a
12 Solve the equation. dog plus $10 for grooming at the end of
3 ​​ (x − 3) + 5 = __
−​​ __ ​​ 1 ​​ (x − 7) the walk.
4 4
x =     Plan 2: He charges $5 per hour to walk a
dog and then offers free grooming at the
end of the walk.
13 Denver is planting strawberry seedlings in a © Houghton Mifflin Harcourt Publishing Company
Part A
new garden. He can plant 3 rows of a
certain length with 2 seedlings left over or Write an equation to model the time in hours,
4 rows of the same length with 3 seedling h, when the two plans cost the same amount.
spots left empty. What is the length, x, of
each row, in meters?
The equation used to solve for x is Part B
                     . When will the two plans, in hours, h, cost
Each row is     meters long. the same amount?

40
 Module 3 • Form B
Name
Module Test

1 Which identity or property is used during 5 Carson solves the equation shown.
the first step when solving this equation?
1 − 4x = _2_ (−2 + x)
3
x = _2_ (2 − 5x)
3 In which step does Carson make his first
A additive identity error?
B associative identity A Step 1: 1 − 4x = −_4_ + x
3
C commutative property B Step 2: 1 = −_4_ + 5x
3
D distributive property C Step 3: _7_ = 5x
3
7 = x
D Step 4: ___ 15
2 What is the solution to this equation?

4( 4)
_1_ (2x − 1) = _1_ x − _1_
8 6 Kelly uses the equation 10t = 5 (3t + 2),
where t represents time in minutes, to
A There are infinitely many solutions.
determine the time it takes her to reach
B There is one solution: x = −4. the library. Which statement is true about
C There is one solution: x = 4. the equation?
D There is no solution. A There are infinitely many solutions.
B There is no solution because time
Alex solves the equation 4x = 2 (5x + _1_),
cannot be negative.
3
3 C There is one solution because there is
where x represents the length of the side
only one variable.
of a square and 2 (5x + _1_) is the perimeter
3 D There are two solutions because there
of a parallelogram. Which statement about are two variables.
the equation is true?
A There is one solution because there is 7 Place an X in the table to show whether
one variable. each equation has one solution, no solution,
B There is no solution because length or infinitely many solutions.
cannot be negative.
Infinitely
C There are four solutions because a
One No many
square has four sides.
solution solution solutions
D There are infinitely many solutions
© Houghton Mifflin Harcourt Publishing Company

4 (x – __
4)
1 = __
1 (12x – 3)
because there are infinite lengths. 3

0.25 (5x – 8) = 1.25x – 5

4 Dina is 5 years younger than twice Julio’s
–2 (x + 0.5) = –2.5 (x – 1)
age now. Alex’s age is _1_ Julio’s age now.
3
Dina and Alex are the same age. The 1 (20 – 8x)
10 + 3x = __
4
equation 2x − 5 = _1_x is used to find Alex’s
3
age. Which step is used in solving the
equation?
A distribute 2
B subtract 5 from 2x
C divide both sides by −5
D subtract 2x from both sides

Grade 8 • Module 3 Test • Form B 41

 Module 3 • Form B Name
Module Test

A. ​​  2 ​​  (x − 2) = 2 ​​(x − ​​  2 ​​)​​

8 Fill in the blanks with the letter of the 1
__ __ 1
correct equation from the list.
1
__ 1
__
The equation     has infinitely many B. ​​  2 ​​  (x − 2) = ​​ 2 ​​x − 1
solutions. 1
__ 3
__
C. ​​  2 ​​  (x − 2) = ​​ 2 ​​x − 6
The equation     has one solution,
x = 5.

9 Complete this equation so that it has 14 Use the expression 0.5 (x − 6) to write an
infinitely many solutions. equation that has the indicated number of
solutions.
​​  1 ​​)​​ = 6 ​​​(__
2 ​​(x − __ ​  1 ​​x −     )​​
4 3
Part A
Which equation has infinitely many solutions?
10 Jaxon tips 25% of the bill before tax. The
expression 0.25 (102 − x) models the tip A 0.5 (x − 6) = 0.1 (5x − 6)
amount for a total bill of $102, where x is B 0.5 (x − 6) = 0.25 (2x − 12)
the dollar amount of tax. Jaxon tips $23.50.
C 0.5 (x − 6) = 0.3 (5x − 6)
How much was the tax?
D 0.5 (x − 6) = 0.45 (2x − 12)
$ Part B
For which value will the equation have only
one solution: x = 20?
11 Solve the equation.
0.5 (x − 6) =     x + 67
−0.8 (0.2 − 4x) = 2.2x − 2.6
x =    
15 Pauline orders wristbands from two
different companies.
12 Solve the equation.
Company 1: The first company sells each
2 ​​  (x − 7) = __
−​​ __ ​​ 1 ​​  (x + 1) − 3 wristband for $2 and has free shipping.
3 6
x =     Company 2: The second company sells each
wristband for $1.25 and charges $6 for
shipping per order. © Houghton Mifflin Harcourt Publishing Company

13 Julie is making fruit smoothies. She can Part A

make 8 servings of a certain amount of
smoothie with 5 ounces of pineapple juice Write an equation to model the number of
left over or 12 servings of the same amount wristbands, w, for which the two companies
if she has 11 ounces more pineapple juice. charge the same amount.
How many ounces, x, of pineapple juice are
in each serving?
The equation used to find x is
Part B
                    .
How many wristbands, w, would Pauline
There are     ounces of pineapple juice have to order for the amount charged by
in each serving. the two companies to be the same?

42
 Module 4 • Form A
Name
Module Test

1 Which statement explains how to determine 4 What are x and the measure of ∠ABC?
if triangle ABC is similar to triangle XYZ? A
X A

36º (x + 45)º

50º 84º 84º (3x)º (6x + 5)º

Z Y B C
C B D
A The triangles are similar because angles
x = 
Y and B are congruent.
B The triangles are not similar because m∠ABC =
only  angles Y and  B are congruent.
C The triangles are similar because two
5 The diagram shows two parallel lines cut by
pairs of angles are congruent.
a transversal.
D The triangles are not similar because
only two pairs of angles are congruent.

7
2 What is the measure of  ∠LMQ? 5
8
3 6
Q 1
4
85º 2
L

92º

55º 45º
N R
M
If the measure of ∠3 = (2y + 20)∘ and the
A 83∘ C 97∘ measure of ∠5 = (210 − 4y)∘, what are the
B 90∘ D 100∘
measures of ∠4 and ∠6?
m∠4 =

3 The diagram shows two parallel lines cut by m∠6 =

a transversal.
© Houghton Mifflin Harcourt Publishing Company

6 What are the missing angle measures?

Q
7
5
8 (5y)º
3 6
1
4
2
yº 114º
S R T

m∠S =
m∠QRS = 
If the measure of  ∠1 = (4x + 1)∘, what is
the measure of  ∠6? m∠Q = 
A (4x + 1)∘ C (4x + 91)∘
B (89 − 4x)∘ D (179 − 4x)∘

Grade 8 • Module 4 Test • Form A 43

 Module 4 • Form A Name
Module Test

7 The diagram shows two parallel lines a and 9 The diagram shows two parallel lines cut by
b cut by transversal lines. a transversal.

a
x° 48° 1 2
3 4
b
52°
5 6
7 8
Part A. Write an equation that can be used
to solve for x.
Equation:            Part A

Part B. Find the value of x. Place an X in the table to show whether

each pair of angles is alternate interior,
x =     corresponding, or
same-side exterior angles.

8 Triangles 1 and 2 have the angle measures Alternate

as shown. Interior Corresponding Same-Side
Angles Angles Exterior Angles

∠1  and  ∠5

Triangle 1 Triangle 2 ∠2  and  ∠8

∠4  and  ∠5
43° 82° 82° 55°

Part B
Part A
Select all the pairs of congruent angles.
What is the missing angle measure in each
triangle? A ∠5 and ∠4 D ∠1 and ∠8
Triangle 1:     B ∠6 and ∠2 E ∠5 and ∠3
Triangle 2:     C ∠7 and ∠8 F ∠3 and ∠2

Part B Part C © Houghton Mifflin Harcourt Publishing Company

Which statement is correct about triangle 1 The measure of ∠2 = (3x)∘, and the
and triangle 2? measure of ∠5 = (2x)∘. What are the
measures of  ∠1  and  ∠7?
A The triangles are similar because
corresponding sides are congruent. m∠1 =    
B The triangles are not similar m∠7 =    
because corresponding sides have
different lengths.
C The triangles are similar because
corresponding angles are congruent.
D The triangles are not similar because
corresponding angles have different
angle measures.

44
 Module 4 • Form B
Name
Module Test

1 Which statement explains how to determine 4 What are x and the measure of ∠ABC?
if triangle ABC is similar to triangle XYZ? A
X A
(2x + 40)º
65º

(3x)º (7x + 10)º

45º 72º 45º C B D
Z Y B C
x = 
A The triangles are similar because angles
C and Z are congruent. m∠ABC =
B The triangles are similar because two
pairs of angles are congruent.
5 The diagram shows two parallel lines cut by
C The triangles are not similar because
a transversal.
only angles C and Z are congruent.
D The triangles are not similar because
only two pairs of angles are congruent. 1 2
3 4

2 What is the measure of ∠LMQ? 5 6

7 8
Q

45º
If the measure of ∠6 = (3y − 10)∘ and the
L measure of ∠4 = (106 − y)∘, what are the
92º measures of ∠3 and ∠5?
20º 65º
N R m∠3 =
M
m∠5 =
A 23∘ C 43∘
B 42∘ D 68∘
6 What are the missing angle measures?
T R S
3 The diagram shows two parallel lines cut by 145º yº
© Houghton Mifflin Harcourt Publishing Company

a transversal.
(4y)º

Q
1 2
3 4 m∠S =
m∠Q = 
5 6
7 8 m∠QRS = 

If the measure of ∠2 = (3y − 8)∘, what is

the measure of ∠7?
A (3y − 8)∘ C (3y − 98)∘
B (172 − 3y)∘ D (188 − 3y)∘

Grade 8 • Module 4 Test • Form B 45

 Module 4 • Form B Name
Module Test

7 The diagram shows two parallel lines a and 9 The diagram shows two parallel lines cut by
b cut by transversal lines. a transversal.

a 7
x° 5
8
3 6
65° 1
4
2

b
36°

Part A. Write an equation that can be used Part A

to solve for x.
Place an X in the table to show whether
Equation:            each pair of angles is alternate exterior,
Part B. Find the value of x. corresponding, or
same-side interior angles.
x =    
Alternate
Exterior Corresponding Same-Side
8 Triangles 1 and 2 have the angle measures Angles Angles Interior Angles
as shown.
∠1  and  ∠8
92°
92° Triangle 1 Triangle 2 ∠3  and  ∠5

68° 18°
∠4  and  ∠8

Part A
Part B
What is the missing angle measure in each
Select all of the pairs of supplementary angles.
triangle?
A ∠4 and ∠1 D ∠8 and ∠2
Triangle 1:    
B ∠5 and ∠6 E ∠6 and ∠3
Triangle 2:    

© Houghton Mifflin Harcourt Publishing Company

C ∠1 and ∠7 F ∠5 and ∠2
Part B
Part C
Which statement is correct about triangle 1
and triangle 2? The measure of ∠1 = (7x)∘, and the
measure of ∠2 = (2x)∘. What are the
A The triangles are similar because
measures of ∠5 and ∠7?
corresponding sides are congruent.
B The triangles are not similar because m∠5 =    
corresponding sides are in proportion. m∠7 =    
C The triangles are similar because
corresponding angles are congruent.
D The triangles are not similar because
corresponding angles have different
angle measures.

46
 Module 5 • Form A
Name
Module Test

1 A line passes through the origin and (4, 5). 4 Triangles LMN and FGH are shown.
Which point is also on the line? y
A (1, 2) C (6, 10) 10
G
B (2, 3) D (8, 10)
F H
5
M
2 A drill is used to dig down into the earth.
After 2 hours, the drill is 12 meters below x
–5 0 5 10
the surface. After 5 hours, the drill is 30
meters below the surface. Which equation L N
represents the depth of the drill in meters, –5
y, after x hours of drilling?

A y = −x C y = −12x
–10
B y = −6x D y = −30x
Place an X in the table to show whether
each statement is true or false.
3 The graph shows the original and sale
True False
prices for clothing.
GH
MN = ___
____
Clothing NL HF
y Price LM + MN + NL
60 = FG + GH + HF
50 Triangle LMN is similar to
Sale price ($)

triangle FGH
40
30
5 Javier keeps a savings jar and deposits $50
20
in it at the end of each month. What is his
10 balance at the end of months 1, 2, 3, and 4?

x Graph the points that represent the

0 relationship.
10 20 30 40 50 60
© Houghton Mifflin Harcourt Publishing Company

Original price ($) y

250
What is the unit rate?
225
3
A __ C 30 200
5 175
Balance ($)

2
B 1 __ D 50
3 150
125
100
75
50
25
x
0
1 2 3 4
End of Month

Grade 8 • Module 5 Test • Form A 47

 Module 5 • Form A Name
Module Test

6 Write an equation for the line. 9 Valerie is comparing the cost of block and
shredded cheeses. The cost of an 8-ounce
y bag of shredded cheese is $3.00.
5 Part A
4
The cost of block cheese is shown in the
3 graph.
2
Graph the line that models the cost of
1 shredded cheese on the same graph.
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 y
–2 10
–3 9
–4 8
–5 7
6
Cost ($)
5
4
3
2
1
7 One pet store charges $51 to groom a cat.
Another pet store’s grooming costs, g, are x
0
3 6 9 12 15 18 21
modeled by the equation g = 65.5c, where
Cheese (oz)
c is the number of cats. How much money
is saved by using the cheaper store when
grooming 3 cats? Part B

$                      Valerie purchases 16 ounces of the less

expensive cheese. How much does the
cheese cost?
8 The depth of an underwater camera on a $                     
cable anchored to the sea floor is
proportional to the time. The table records
the time, in seconds (s), and depth, in
meters (m), of the camera. What are the © Houghton Mifflin Harcourt Publishing Company

missing values in the table?

Time (s) Depth (m)

0 0

–1

60

100 –5

240

48
 Module 5 • Form B
Name
Module Test

1 A line passes through the origin and (3, 6). 4 Triangles LMN and FGH are shown.
Which point is also on the line? y
A (6, 3) C (2, 4) 5 G
B (4, 6) D (1, 4)
M
F H
–5 0 5 10
x
2 An escalator descends at a constant rate.
After 15 seconds, the escalator is 10 feet L N
below its original position. After 45 seconds, –5
it is 30 feet below its original position.
Which equation represents the change in Place an X in the table to show whether
height in feet, y, after x seconds of riding each statement is true or false.
the escalator?
True False
2x
A y = − __ C y = −10x
3 NM = ___
____ FH
3x LN HG
B y = − __ D y = −30x
2 LM + MN + NL
= FG + GH + HF
Triangle LMN is similar to
3 The graph shows the wholesale and retail
triangle FGH
prices for fruit.

y Fruit Prices 5 Davina charges $15 an hour to weed

21 gardens. What does she charge to weed a
18 garden for 1, 2, 3, and 4 hours?
Retail price ($)

15 Graph the points that represent the

12 relationship.
9 y
6
70
3
x
0 60
© Houghton Mifflin Harcourt Publishing Company

1 2 3 4 5 6 7 8 9 10
Wholesale price ($)
50

What is the unit rate? 40

Cost ($)

5
A __ C 5
9
30
4
B 1 __ D 9
5
20

10

x
0
1 2 3 4
Time (hours)

Grade 8 • Module 5 Test • Form B 49

 Module 5 • Form B Name
Module Test

6 Write an equation for the line. 9 Lucas is comparing the cost of regular and
Greek yogurt. The cost of 4 ounces of
y regular yogurt is $0.50.
5 Part A
4
The cost of Greek yogurt is shown in the
3 graph.
2
Graph the line that models the cost of
1 regular yogurt on the same graph.
x
–5 –4 –3 –2 –1 0 1 2 3 4 5 y
–1
–2 5
–3
–4 4
–5
3

Cost ($) 2

1
7 Company A charges $3.25 per spirit banner.
The equation C = 2.45x represents the cost x
in dollars, C, for x spirit banners at 0
1 2 3 4 5 6 7 8 9 10
Company B. How much money is saved by
using the cheaper company when
Yogurt (oz)
purchasing 80 spirit banners? Part B

$                      Lucas purchases 32 ounces of the less

expensive yogurt. How much does the
yogurt cost?
8 The balance of an overdue movie fee is
$                     
proportional to the number of days the
movie is overdue. The table records the
time, in days (d ), and balance, in dollars.
What are the missing values in the table? © Houghton Mifflin Harcourt Publishing Company

Time (d) Balance ($)

0 0

–1

12

40 –10

360

50
 Module 6 • Form A
Name
Module Test

1 Which line is parallel to the graph of the 2 Which equation represents a linear
line y = − _2_x − 5? function?
3
3x − 1 2x + 2 __
A y = − __ C y = __ A xy = 15 C 4y =​ 3√ x −​ 7
2 3
2
B y = − __x − 7
3x + 6
D y = __ B y = 3x2 − 5 D 4x = 3(y − 1)
3 2

3 Which situation can be modeled by the function C = 23x + 12?

A A surf shop charges $12 an hour for a surfboard and $23 for a wetsuit.

B A surf shop charges $23 an hour for a surfboard and $12 for a wetsuit.
C A surf shop charges $12 an hour for a surfboard and $23 an hour for a wetsuit.
D A surf shop charges $23 an hour for a surfboard and $12 an hour for a wetsuit.

4 Amber earns $150 a week plus $10 for each tree she sells. The equation y = 25x + 75 represents
the amount Lupe earns each week, in dollars, for selling x trees. Which statement is true?

A If Amber and Lupe each sell 5 trees in one week, they will earn the same amount.

B If Amber and Lupe each sell 10 trees in one week, Amber will earn $75 more than Lupe.
C Lupe earns more money each week because she is paid $15 more per tree than Amber.
D Amber earns more money each week because her base pay is $75 more than Lupe’s base pay.

5 Aaron rides his bike away from home at a constant speed. He stops at the park for awhile
before riding back home at a constant speed. Which graph represents Aaron’s distance from
home as a function of time?
Distance

Distance
© Houghton Mifflin Harcourt Publishing Company

A C

Time Time
Distance

Distance

B D

Time Time

Grade 8 • Module 6 Test • Form A 51

 Module 6 • Form A Name
Module Test

6 Write the slope-intercept form of the 9 The cost of a magazine subscription includes
​ 4 ​​
equation of the line with a slope of −​__ a discounted initial year. Gene pays $44 for
3
that passes through the point (12, −7). 3 years of the magazine subscription and
$78 for 5 years.
Part A. What is the cost for the initial year
of the magazine subscription?

7 The relationship between the weight of an The cost for the initial year is $   .
object on Venus and Mercury is shown in Part B. What is the cost per year for the
the graph. magazine subscription after the initial year?
Weight: The cost per year after the initial year
y Mercury vs Venus is $   .
50
Mercury (pounds)

40
Weight on

30 10 Sara drops a ball and lets it bounce. She

records the height of the ball after each of
20
its three bounces as an ordered pair, where
10
x represents the bounce number and y
x represents the height of the ball in inches.
0 10 20 30 40 50 60 70 80 90 100
The ordered pairs she records are (1, 8),
Weight on Venus (pounds)
(2, 6), and (3, 1).
Place an X in the table to show whether Part A
each statement is true or false.
Graph the ordered pairs.
True False y
The relation is a function. 10
9
The range is all real numbers. 8
7
The relation is continuous for
Height (in.)

all values in the domain. 6

5
4
3
8 The cost of covered parking is $8 an hour.
© Houghton Mifflin Harcourt Publishing Company
2
The cost of parking in the outdoor lot is
1
shown in the table.
x
0
Outdoor Parking 1 2 3
Bounce
Hours 2 6 8 12
Part B
Cost (dollars) 10 26 34 50
Which words correctly describe the
relationship shown in the graph?
Covered parking costs $     an hour
Select all the correct answers.
more than outdoor parking.
The initial cost of outdoor parking is $     A continuous D linear
more than covered parking. B discrete E nonlinear
C function

52
 Module 6 • Form B
Name
Module Test

1 Which line is parallel to the graph of the 2 Which equation represents a linear
line y = − _3_x + 6? function?
4
4x + 1
A y = − __ 3x − 8
C y = − __ A 2xy + y = 9 C 3y + x2 + x = 0
3 4 __
4 3 B y = 12√ x − 5 D 4x + 2(y − 1) = 0
B y = __x − 3 3
D y = __x + 2
4

3 Which situation can be modeled by the function y = 30x + 17?

A A fishing shop rents boats for $30 per hour and charges $17 per hour for fishing gear.
B A fishing shop rents boats for $17 per hour and charges $30 per hour for fishing gear.
C A fishing shop rents boats for $30 per hour and charges $17 for fishing gear.
D A fishing shop rents boats for $17 per hour and charges $30 for fishing gear.

4 Murphy charges $10 an hour to mow lawns plus a $5 flat fee. The equation y = 8x + 5 represents
the amount Nick charges, in dollars, for x hours of lawn mowing. Which statement is true?

A Murphy charges $10 more than Nick to mow a lawn that takes 2 hours.
B Nick charges $10 more than Murphy to mow a lawn that takes 5 hours.
C Murphy and Nick earn the same amount of money mowing lawns because their flat
fees  are the same.
D Murphy always charges more than Nick because his hourly rate is greater and their flat
fees are the same.

5 Jaelene drains some of the water from a pool at a constant rate. She stops draining water to fix
the hose and then fills the pool up with water again. Which graph represents the volume of
water in the pool over time?
© Houghton Mifflin Harcourt Publishing Company

Volume

Volume

A C

Time
Time
Volume

Volume

B D

Time Time

Grade 8 • Module 6 Test • Form B 53

 Module 6 • Form B Name
Module Test

6 Write the slope-intercept form of the 9 The cost of a newspaper subscription

equation of the line with a slope of −​​ _1_​​  includes a discounted initial week. Beatriz
4
that passes through the point (2, −4). pays $55 for 7 weeks of the newspaper
subscription and $100 for 12 weeks.
Part A. What is the cost for the initial week
of the newspaper subscription?

7 The relationship between the weight of The cost for the initial week is $   .
an  object on Saturn and Mars is shown in Part B. What is the cost per week for the
the  graph. newspaper subscription after the initial week?
Weight: The cost per week after the initial week
y Mars vs Saturn is $   .
50
Weight on Mars

40
(pounds)

30 10 Daniel drops a rubber ball and lets it

bounce. He records the height of the ball
20
after each of its three bounces as an
10
ordered pair, where x represents the bounce
x number and y represents the height of the
0 10 20 30 40 50 60 70 80 90 100
ball in centimeters. The ordered pairs he
Weight on Saturn (pounds)
records are (1, 140), (2, 120), and (3, 60).
Place an X in the table to show whether Part A
each statement is true or false.
Graph the ordered pairs.
True False y
The domain is all real numbers. 140

The range is all real numbers 120

greater than or equal to 0. 100
Height (cm)

The relation is continuous for 80

all values in the domain.
60
40
8 Plumber A charges $75 an hour. The cost of © Houghton Mifflin Harcourt Publishing Company
20
Plumber B is shown in the table.
0
x
Plumber B 1 2 3
Bounce
Hours 0.5 1 1.5 2
Part B
Cost (dollars) 75 100 125 150
Which words correctly describe the
relationship shown in the graph?
The hourly rate of Plumber A is $     an
hour more than Plumber B. Select all the correct answers.
The initial fee of Plumber B is $     A continuous D linear
more than Plumber A.
B discrete E nonlinear
C function

54
 Module 7 • Form A
Name
Module Test

1 What is the solution to the system of 3 Marci bought shoes and socks at two stores.
equations shown in the graph? Each pair of shoes cost x dollars and each pair
of socks cost y dollars. The system shows the
y
total amount Marci spent at the two stores.
5
3x + 2y = 76
4 9x + 6y = 252
3
How many solutions does the system have?
2
1 A no solution
x B one solution
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 C two solutions
–2
D infinitely many solutions
–3
–4
–5 4 Which equations make up the system of
equations shown in the graph?
y
A (−2, −2) C (0, 3)
5
B (−2, 2) D (2, 0)
4
3
2 A line is graphed on the coordinate plane. 2
y 1
x
5 –5 –4 –3 –2 –1 0 1 2 3 4 5
–1
4
–2
3
–3
2
–4
1
–5
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
Select all of the correct equations.
© Houghton Mifflin Harcourt Publishing Company

–2
–3 A y = −3x D y= x −4
–4 B y = 3x E y = −3x + 4
–5
C y = −x + 4 F y = 3x − 4

Which equation completes a system of

equations with infinitely many solutions?
5 Lupe and her friends spend $20 on hot
A 2x − 3y = 1 dogs and popcorn at a sporting event. Hot
dogs cost $2.50 each and popcorn costs
B 3x − 2y = −1 $1.00 each. They buy a total of 11 items at
C 6x − 9y = −9 the concession stand. How many of each
item do they buy?
D 9x − 6y = −6
The friends buy hot dog(s) and
popcorn(s).

Grade 8 • Module 7 Test • Form A 55

 Module 7 • Form A Name
Module Test

Solve each system of equations. Write each solution as an ordered pair.

6  x − 15y = 6
2 7  7x − 8y = 9
− 8  6x − 2y = −3 9 8x − 3y = 30
x − 6y = −1 4x − 9y = 22 ​​ 1 x − 2
y = − __ 3y + x  ​​ = −3
2

10 Place an X in the table to show whether 12 Charles is considering two different family
each system of equations has one solution, membership plans to the planetarium.
no solution, or infinitely many solutions. Option A charges a $20 set-up fee and
$22.50 per family member. Option B charges
Infinitely a $10 set up fee and $30 per family member.
One No many
solution solution solutions Part A
x  − 2y = 8
Graph the system of equations that
y = 2x + 4
represents the cost of each membership
4x − 2y = −10 option.
y = 2x + 5
y Membership Cost
80
11 Solve the system by graphing. 70
x + y =−2 60
y= x +4
50
Cost ($)

Part A
40
Graph the system of equations.
30
y
20
5
4 10
3 x
0 1 2 3 4 5
2
Family Members
© Houghton Mifflin Harcourt Publishing Company
1
x Part B
–5 –4 –3 –2 –1 1 2 3 4 5
–1 Does the solution to the system of
–2 equations make sense?
–3
A No, because the number of family
–4
members must be a whole number.
–5
B No, because the cost must be a positive
number.
Part B
C Yes, both options cost the same amount
What is the solution to the system of
for 1 membership.
equations?
D Yes, both options cost $50 for
(   ,    )
2 memberships.

56
 Module 7 • Form B
Name
Module Test

1 What is the solution to the system of 3 Paul swims and bikes for two weeks. He
equations shown in the graph? swims x miles per hour and bikes y miles
per hour. The system shows the total
y
number of miles he exercised for the two
5 weeks.
4 2x + 3.5y = 45
3 4x + 7y = 100
2
How many solutions does the system have?
1
A one solution
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 B two solutions
–2 C no solution
–3
D infinitely many solutions
–4
–5
4 Which equations make up the system of
A (2, 0) 1
C (1, __ ) equations shown in the graph?
2
B (0, 1) D (−1, __ 3 y
)
2
5
4
2 A line is graphed on the coordinate plane. 3
y 2
5 1
4 x
–5 –4 –3 –2 –1 0 1 2 3 4 5
3 –1
2 –2
1 –3
x –4
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1 –5
–2
© Houghton Mifflin Harcourt Publishing Company

–3 Select all of the correct equations.

–4 A y =x D y = –2x
–5
B y = –x E y=x – 3

Which equation completes a system of C y = −3x F y = –x − 3

equations with infinitely many solutions?

A 2x + 3y = 6 5 Ginger earns $250 selling candles. Small

B 3x + 2y = 6 candles are $10 each and large candles are
$50 each. She sells a total of 13 candles.
C 2x + 3y = 2 How many of each size did she sell?
D 3x + 2y = 2 Ginger sells small candle(s) and
large candle(s).

Grade 8 • Module 7 Test • Form B 57

 Module 7 • Form B Name
Module Test

Solve each system of equations. Write each solution as an ordered pair.

6  x + 4y = −2
3 7  x − 2y = 5
4 8 3x + 4y = −8 9  x − 2y = 16
7
3
x + 6y = 18 5x − 3y = 8 y = −​​ __ ​​x + 1 2y + 5x = 20
2

10 Place an X in the table to show whether 12 Brianna is considering two different daily
each system of equations has no solution, skiing options for her family. Option A
one solution, or infinitely many solutions. charges a one-time $20 lift fee for the
group and $15 ski rental for each person.
Infinitely Option B charges $30 ski rental for each
One No many person with no lift fee.
solution solution solutions

x − 7y = 3
Part A

​​  1 ​​x + 7
y =​​ __ Graph the system of equations that
3
represents the cost of each skiing option.
 x + y = −4
3
y = −3x − 6
y Ski Options
60
11 Solve the system by graphing.
50
 x + y = −1
2
y = 3x + 4 40
Cost ($)

Part A 30
Graph the system of equations.
20
y
10
5
4 x
0
3 1 2 3 4 5
2 People
© Houghton Mifflin Harcourt Publishing Company
1
Part B
x
–5 –4 –3 –2 –1 1 2 3 4 5
–1 Does the solution to the system of
–2 equations make sense?

–3 A Yes, because the cost is the same for

–4 per person.
–5 B Yes, because both options cost $40 for
2 people.
Part B C No, because the cost must be positive.
What is the solution to the system of D No, because the number of people must
equations? be a whole number.

(   ,    )

58
 Module 8 • Form A
Name
Module Test

1 The scatter plot shows the relationship 2 Samuel created a scatter plot of the
between the number of laps and the lap relationship between the number of miles
time, in seconds, for race cars. away from school games are played, x, and
the number of fans that come to cheer on
y
the team, y. He then drew the trend line
20
and calculated the equation to be
Time (seconds)

16
y = −10x + 122.
Place an X in the table to show whether
12
each statement is true or false.

0
x
1 2 3 4 True False
Lap
Samuel predicts there
Which trend line best fits the data? will be 122 fans for a
y game played at school.
20 On average for every
Time (seconds)

mile away from school,

16 10 fewer fans come to
A support the team.
12
An estimated 10 fans will
0
x attend a game played
1 2 3 4 122 miles from school.
Lap

y
20
3 Francis creates a scatter plot of the
Time (seconds)

16 relationship between his hourly pay, in

B dollars, y, and the number of customers he
12 serves, x. He calculates the equation of the
trend line to be y = 2.5x + 7. What does
0
x
1 2 3 4 the y-intercept represent?
The y-intercept represents that Francis earns
Lap
y $ when he serves customers.
20
© Houghton Mifflin Harcourt Publishing Company

Time (seconds)

16
C
12

0
x
1 2 3 4
Lap

y
20
Time (seconds)

16
D
12

0
x
1 2 3 4
Lap

Grade 8 • Module 8 Test • Form A 59

 Module 8 • Form A Name
Module Test

4 Yolanda created a scatter plot of the 6 The number of shots attempted and shots
relationship between the number of times made by members of a basketball team are
she visited different friends each month, shown in the table.
y, and the distance, in miles, of the
friends from her home, x. She calculated Shots Attempted, x 12 7 10 13 18 16 20 14
the equation of the trend line to be Shots Made, y 7 5 9 11 14 12 17 13
y = −3.5x + 20. Use this information to
predict the number of times in one month
Yolanda would visit a friend who is 4 miles Part A
from her home. Graph a scatter plot of the data.

y
18

16
5 The relationship between temperature, in
degrees Fahrenheit, and the number of 14
people at a park is shown in the scatter plot. 12

Shots Made
y 10
35 8
30
Park Attendance

6
25
20 4
15 2
10
0 x
5 2 4 6 8 10 12 14 16 18 20

0 30 40 50 60 70
x Shots Attempted

Temperature (ºF) Part B

Part A Which words describe the correlation of the
data?
How does the outlier affect the slope of the
trend line? Select all the correct words.
A The slope increases. A linear

© Houghton Mifflin Harcourt Publishing Company

B The slope decreases. B negative
C The slope changes sign. C no correlation
D The slope is not affected. D nonlinear
E positive
Part B
Which statement is correct about the outlier’s Part C
effect on predictions with the trend line? Four additional players were added to the
A The predicted number of people will be data set. Which new point would be an
too low. outlier?

B The predicted number of people will be A (8, 7)

too high. B (9, 6)
C The predicted number of people will be C (17, 5)
negative.
D (18, 13)
D The predicted number of people will
not be affected.
60
 Module 8 • Form B
Name
Module Test

1 The scatter plot shows the relationship 2 Julia created a scatter plot of the
between the number of practice typing relationship between the number of fans
sessions and the amount of time it takes in at a school game, x, and the amount of
minutes to type a test passage. money, in dollars, raised by selling
y
concessions, y. She then drew the trend
10 line and calculated the equation to be
9
8 y = 5.2x − 20.
Time (minutes)

7
6 Place an X in the table to show whether
5
4 each statement is true or false.
3
2
1
x
True False
0
1 2 3 4 5 6 7 8 9 10
Sessions Julia estimates that the
concessions will make
Which trend line best fits the data? $5.20 for each
y
additional fan.
10
9 For every fan that
8
attends the game, the
Time (minutes)

7
6 concession raises an
A 5
4
additional $20.
3
2 Julia can predict to
1
x lose $20 if no fans
0
1 2 3 4 5 6 7 8 9 10
attend a game.
Sessions

y
10
9
8 3 Gabriella creates a scatter plot of the
Time (minutes)

7
6 relationship between her hourly pay in
B 5
dollars, y, and the number of coupon books
4
3
2
she sells, x. She calculates the equation of
1 the trend line to be y = 1.5x + 9. What
x
0
1 2 3 4 5 6 7 8 9 10 does the y-intercept represent?
Sessions
The y-intercept represents that Gabriella
y
10
earns $ when she sells coupon
© Houghton Mifflin Harcourt Publishing Company

9 books.
8
Time (minutes)

7
6
C 5
4
3
2
1
x
0
1 2 3 4 5 6 7 8 9 10
Sessions

y
10
9
8
Time (minutes)

7
6
D 5
4
3
2
1
x
0
1 2 3 4 5 6 7 8 9 10
Sessions

Grade 8 • Module 8 Test • Form B 61

 Module 8 • Form B Name
Module Test

4 Pat created a scatter plot of the relationship 6 The three-point shots attempted and
between the number of times he visited made by basketball players are shown in
different coffee shops each month, y, and the table.
the distance, in miles, of the shops from his
home, x. He calculated the equation of the Three-Point Shots
Attempted, x 8 10 7 6 11 10 9 9
trend line to be y = −2.25x + 30. Use this
information to predict the number of times
Three-Point Shots
in one month Pat would visit a coffee shop 3 4 2 1 5 5 3 4
Made, y
that is 8 miles from his home.

Part A
Graph a scatter plot of the data.
5 The relationship between temperature,
y
in degrees Fahrenheit, and the number of ice
cream cones sold is shown in the scatter plot. 6

Three-Point Shots Made

y 5
40
35 4
Ice Cream Cones Sold

30
3
25
20 2
15
10 1
5
0 x
x
0 40 50 60 70 80 90 100 2 4 6 8 10 12
Temperature (ºF) Three-Point Shots Attempted
Part A
Part B
How does the outlier affect the slope of the
trend line? Which words describe the data?

A The slope increases. Select all the correct words.

B The slope decreases. A cluster

C The slope changes sign. © Houghton Mifflin Harcourt Publishing Company
B linear
D The slope is not affected. C negative
Part B D no correlation
Which statement is correct about the outlier’s E positive
effect on predictions with the trend line
Part C
when the temperature is greater than 65 °F?
Four additional players were added to the
A The predicted number of ice cream
data set. Which new point would be an
cones sold will be too low. outlier?
B The predicted number of ice cream
A (6, 2)
cones sold will be too high.
C The predicted number of ice cream B (7, 3)
cones sold will be negative. C (12, 11)
D The predicted number of ice cream D (13, 6)
cones sold will not be affected.
62
 Module 9 • Form A
Name
Module Test

1 Teenagers who are 13–17 years old and 3 Cyclists and runners are surveyed about
have cell phones are asked which type of their preferred method for replacing
phone they have. The results of the survey carbohydrates during a long race. The
are shown in the table. results of the survey are shown in the table.

Ages 13–14 Ages 15–17 Total

Cyclists Runners Total
Smartphone 136 152 288
Energy gel 48 83 131
Basic phone only 28 32 60
Total 164 184 348 Gummy bears 13 6 19
Total 61 89 150
Which question can be answered using
the  table?
What percentage of people surveyed are
A What percentage of teenagers don’t cyclists and prefer gummy bears?
have cell phones?
A 9% C 41%
B What percentage of teenagers are
B 21% D 68%
13–17 years old?
C Are teenagers who are 13–14 years old
more likely to have cell phones than 4 A social media site surveys its subscribers
teenagers who are 18–19 years old? about singing and reading music. The
D Are teenagers who are 15–17 years old results of the survey are shown in the
more likely to have smartphones than relative frequency table.
teenagers who are 13–14 years old?
Can read music Can’t read music Total
Will sing 0.26 0.34 0.6
2 Customers at a restaurant are asked if they
Won’t sing 0.17 0.23 0.4
want croutons and black pepper on their
Total 0.43 0.57 1
salads. The results are shown in the table.

Croutons No croutons Total Place an X in the table to show whether

Black pepper 68 19 87
each statement is true or false.
No black pepper 42 13 55 True False
Total 110 32 142
Approximately 17% of
subscribers can read music
© Houghton Mifflin Harcourt Publishing Company

Which statement is supported by the results?

and won’t sing.
A More customers want black pepper than
want croutons. Approximately 23% of
subscribers won’t sing
B Fewer customers want black pepper given that they can’t read
than want no black pepper. music.
C More customers want croutons and no
For subscribers, there is no
black pepper than want no croutons.
association between
D Fewer customers want croutons and singing and reading music.
black pepper than want croutons and
no black pepper.

Grade 8 • Module 9 Test • Form A 63

 Module 9 • Form A Name
Module Test

5 Seventh and eighth grade students are 7 People are surveyed about eye color and
asked if they have been to the ocean. are asked to open a jar. The results of the
Complete the two-way table. survey are shown in the table.

Ocean No ocean Total Used Used

left hand right hand Total
7th grade 36 50
Brown eyes 12 91 103

8th grade 26 Not brown eyes 11 88 99

Total 23 179 202
Total 100
Part A
What percentage of people surveyed used
6 Some middle school students are asked if the left hand? Round the answer to the
they play checkers and chess. The results of nearest percent if necessary.
the survey are shown in the table.                      %

Chess No chess Total Part B

Checkers 39 42 81 What percentage of people surveyed who
No checkers 6 18 24 have brown eyes used the left hand? Round
the answer to the nearest percent.
Total 45 60 105
                     %
Part A
Part C
What is the conditional relative frequency Which statement is supported by the results
of not playing chess given that the student of the survey?
plays checkers? Round the answer to the
nearest hundredth if necessary. A There is an association between brown
eyes and using the left hand because
people with brown eyes are less likely
to use the left hand than for surveyed
Part B people to use the left hand.
B There is no association between brown
© Houghton Mifflin Harcourt Publishing Company
What is the relative joint frequency that a
student plays checkers and chess? Round the eyes and using the left hand because
answer to the nearest hundredth if people with brown eyes are as likely to
necessary. use the left hand as surveyed people are
likely to use the left hand.
C There is an association between brown
eyes and using the left hand because
Part C
people with brown eyes are as likely to
What is the marginal relative frequency that use the left hand as surveyed people are
a student does not play checkers? Round likely to use the left hand.
the answer to the nearest hundredth if D There is no association between brown
necessary. eyes and using the left hand because
people with brown eyes are less likely
to use the left hand than for surveyed
people to use the left hand.

64
 Module 9 • Form B
Name
Module Test

1 Adults who are 18–49 years old are asked if 3 Swimmers and runners are asked if they
they listen to audio books. The results of prefer chocolate milk or sports drinks after
the survey are shown in the table. exercising. The results from the survey are
shown in the table.
Ages 18–29 Ages 30–49 Total
Audio book 22 75 97 Swimmers Runners Total

No audio book 118 425 543 Chocolate milk 79 89 168

Total 140 500 640 Sports drinks 36 46 82

Total 115 135 250
Which question can be answered using the
table? What percentage of people surveyed are
A Are adults who are 18–29 years old runners and prefer chocolate milk?
more likely to listen to audio books A 32% C 52%
than adults who are 30–49 years old?
B 36% D 66%
B Are adults who are 30–49 years old
more likely to read books than adults
who are 18–29 years old? 4 A social media site surveys its subscribers
C What percentage of adults worldwide about reading music and playing an
are ages 30–49 years old? instrument. The results of the survey are
shown in the relative frequency table.
D What percentage of adults don’t
read  books?
Play an Don’t play an
Total
instrument instrument

2 People ordering pizza are asked if they Can read music 0.46 0.11 0.57
want green peppers and black olives. The Can’t read music 0.14 0.29 0.43
results are shown in the table.
Total 0.6 0.4 1
Black olives No black olives Total
Green peppers 47 36 83 Place an X in the table to show whether
No green peppers 25 21 46
each statement is true or false.
Total 72 57 129
True False
Which statement is supported by the
For subscribers, there is no
results?
© Houghton Mifflin Harcourt Publishing Company

association between reading

A Fewer people want green peppers than music and playing an
want black olives. instrument.

B More people want green peppers and About 73% of subscribers

black olives than want no green can’t read music given that
peppers. they don’t play an instrument.

C Fewer people want no black olives than About 46% of subscribers

want black olives and no green peppers. can’t read music and play an
instrument.
D More people want neither green
peppers nor black olives than want
green peppers.

Grade 8 • Module 9 Test • Form B 65

 Module 9 • Form B Name
Module Test

5 Seventh and eighth grade students are 7 Residents in a retirement community are
asked if they have ever been to the Grand surveyed about eye color and childhood hair
color. The results of the survey are shown in
Canyon. Complete the two-way table.
the table.

Grand No Grand Blond hair Non-blond hair Total

Total
Canyon Canyon
Blue eyes 120 108 228
Seventh Non-blue eyes 32 106 138
12
grade
Total 152 214 366
Eighth
14 50
grade Part A
Total 100 What percentage of residents surveyed had
blond hair? Round the answer to the
nearest percent if necessary.
6 Some middle school students are asked if                      %
they play tennis and softball. The results of
the survey are shown in the table. Part B
What percentage of residents who have
Softball No softball Total
blue eyes had blond hair? Round the
Tennis 21 20 41 answer to the nearest percent if necessary.
No tennis 32 7 39                      %
Total 53 27 80
Part C
Part A Which statement is supported by the results
What is the relative joint frequency that of the survey?
a student plays tennis and softball? A There is an association between blue
Round the answer to the nearest hundredth eyes and blond hair because a resident
if necessary. with blond hair is more likely to have
blue eyes than a surveyed resident.
B There is no association between blue
Part B eyes and blond hair because a resident
with blond hair is more likely to have © Houghton Mifflin Harcourt Publishing Company
What is the conditional relative frequency blue eyes than a surveyed resident.
that a student plays softball given that the
C There is an association between blue
student plays tennis? Round the answer to
eyes and blond hair because a resident
the nearest hundredth if necessary.
with blond hair is less likely to have
blue eyes than a surveyed resident.
D There is no association between blue
Part C eyes and blond hair because a resident
with blond hair is less likely to have
What is the relative marginal frequency
blue eyes than a surveyed resident.
that a student does not play softball?
Round the answer to the nearest hundredth
if necessary.

66
 Module 10 • Form A
Name
Module Test

1 The volume of a number cube is 27 cubic 7 Write the number 0.17 as a fraction in
centimeters. What is the length of each side simplest form.
of the cube in centimeters?
A 3 C 9
B 6 D 81

8 The area of a square window is _1_ square

4
2 Which fraction is equivalent to 0.37? meter. How long is each side of the window
A _3_ 37
C ___ in meters?
7 99
3 37
B ___ D ____
70 100

3 4
Each square of a patchwork quilt uses ___
25 9 The volume of a wooden cube is  343 cubic
square feet of fabric. How wide is each inches. How long is each side of the cube
square in feet? in inches?

1
A ___ C _2
5
_
25
2
B ___ D _4
5
_
25
10 Use <, >, or = to correctly compare
4 Which fraction is equivalent to 0.241? the values.
__ __
241
A _____ 99
C ____ √3 + 4 3 + √4
1000 241
241 1
B ____ D ____
999 241
11 Place an X in the table to classify the
5 Which equation or inequality is true? number as rational or irrational.

A π +  2  > π² Rational Irrational

___ __ ___
B √ 11 + √ 2 = √ 13 1
__
__ 8
C 3 − √9 > 1 √2
__
__ __
© Houghton Mifflin Harcourt Publishing Company

D √_14_ > √_24_ 0.3801

6 Write the number 0.16 as a fraction in 0.02

simplest form.

___
12 Plot a point at the approximation for √ 20 on the number line.

0 1 2 3 4 5 6 7 8 9 10

Grade 8 • Module 10 Test • Form A 67

 Module 10 • Form A Name
Module Test

13 Rank the values from 1 being the LEAST to 14 Gwen is building a square-shaped fence
4 being the GREATEST. around a play area for her puppy. The
fenced area is 256 square feet.
−π
__ Part A
​​√ 5 ​​−   5
__ __ Which equation can Gwen use to find the
​​√ 9 ​​  + ​√​  2 ​​  length of each side of the fenced area, s?

​​  8 ​​
__
3
A 256 = s2 C 256 = 4s
B s = 256
3
D 2s = 256

Part B
How long is each side of the fenced area,
in feet, that Gwen builds for her puppy?

© Houghton Mifflin Harcourt Publishing Company

68
 Module 10 • Form B
Name
Module Test

1 A cube-shaped box has a volume of 1,000 7 Write the number 0.24 as a fraction in
cubic inches. What is the length of each simplest form.
side of the box in inches?
A 500 C 100
B 250 D 10
8 The area of a square field is _1_ square mile.
9
2 Which fraction is equivalent to 0.18? How long is each side of the field in  miles?

18
A ___ 1
C ___
99 18
9
B ___ D _1_
50 8
9 The volume of a cube-shaped container is
729 cubic feet. How long is each side of the
3 A square tile has an area of _4_ square inch.
9 container in feet?
How long is each side of the tile in inches?

A _1_ C _2_
9 3
B 2_
_ D _4_
9 3
10 Use <, >, or = to correctly compare
the values.
4 Which fraction is equivalent to 0.502?
__ __
1 251 √7 + 9 7 + √9
A ____ C ____
502 500
B 99
____ 502
D ____
502 999
11 Place an X in the table to show if each
number is rational or irrational.
5 Which equation or inequality is true?
Rational Irrational
A 2π + 1 < −p
___ ___
B 5 − √ 27 < 2 √ 25
___
C √___
1 > 4
16
1
__
9
D 4π = 12 √2
__
© Houghton Mifflin Harcourt Publishing Company

0.42
6 Write the number 0.12 as a fraction in
simplest form.

___
12 Plot a point at the approximation for √ 42 on the number line.

0 1 2 3 4 5 6 7 8 9 10

Grade 8 • Module 10 Test • Form B 69

 Module 10 • Form B Name
Module Test

13 Rank the values from 1 being the LEAST to 14 Garth is building a square-shaped frame for a
4 being the GREATEST. mirror. The area of the mirror is 144 square
inches.
2
−__
3​​
Part A
__
√ 4 ​​​​     − π
Which equation can Garth use to find the
length of each side of the frame, x?
3π
___ A x3 = 144 C 144 = 2x
√  ​  1    
​​ ___
25 B 4x = 144 D 144 = x2

Part B
How long is each side of the frame, in
inches, that Garth makes for the mirror?

© Houghton Mifflin Harcourt Publishing Company

70
 Module 11 • Form A
Name
Module Test

1 The legs of a triangle measure 8 centimeters 7 Triangle DEF has right angle F. If DF = 5
and 15 centimeters. What length hypotenuse, yards and EF = 12 yards, what is DE in
in centimeters, makes the triangle a right yards? Round the answer to the nearest
triangle? hundredth yard if necessary.
___
A √ 23 C 23
B 17 D 289

2 Triangle ABC has right angle C. If AB = 34 8 What is the distance between points (5, −3)
meters and BC = 30 meters, what is AC in and (−3, −1)? Round the answer to the
meters? nearest hundredth unit if necessary.

A 2 C 16
______
B 4 D √ 2,056

9 The dimensions of a right rectangular prism

3 Which side lengths create a right triangle?
are shown in the diagram.
A 11 feet, 13 feet, 15 feet
B 11 feet, 60 feet, 61 feet
d 10 cm
C 13 feet, 15 feet, 20 feet
D 13 feet, 60 feet, 71 feet
10 cm
20 cm
4 Triangle DEF has DF = 7 meters and EF = 24
meters. What is DE in meters so that angle What is the length of the interior diagonal,
F is a right angle? d, in centimeters? Round the answer to the
___ nearest hundredth centimeter if necessary.
A √ 17 C 23
____
B √ 527 D 25

5 What is the distance in units between (−5, −4)

10 What is the distance between points (3, 4)
and (3, −3)?
___ ___ and (−2, −1)? Round the answer to the
A √ 18 C √ 53 nearest hundredth unit if necessary.
© Houghton Mifflin Harcourt Publishing Company

___ ___
B √ 41 D √ 65

6 Triangle ABC has right angle C. If AC = 6

inches and AB = 10 inches, what is BC in
inches? Round the answer to the nearest
hundredth inch if necessary.

Grade 8 • Module 11 Test • Form A 71

 Module 11 • Form A Name
Module Test

11 Place an X in the table to show whether the triangle with the given side lengths is a right
triangle or not.

Right Triangle Not a Right Triangle

9 in., 40 in., 41 in.

6 ft, 10 ft, 12 ft

12 yd, 16 yd, 20 yd

12 Jason and Millie start at the same point. 14 The graph shows the location of two
Jason walks 1.5  miles north and Millie walks campsites. Each unit on the graph
2.0 miles east. How far apart are they now? represents 1 mile. Campsite A is located
Round the answer to the nearest hundredth at  (−3, −2). Campsite B is located at (4, 1).
mile if necessary.
Part A
Draw the legs of a right triangle so that the
distance between the campsites is the
13 Lucas is painting the cone shown in the hypotenuse of the triangle.
diagram.
y
5
4
3
6 in. s in.
2
1
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
–2
5 in. –3
–4
Part A –5

What is the outer length s of the cone in © Houghton Mifflin Harcourt Publishing Company
Part B
inches?
___ ___ What is the shortest distance between the
A ​​√ 11 ​​  C ​​√ 61 ​​  campsites? Round the answer to the nearest
___ ____
B ​​√ 22 ​​  D ​​√ 136 ​​  hundredth mile if necessary.

Part B
The surface area of the cone is equal to
πr2 + πrs, where r is the radius of the cone
and s is the outer length. How much paint
will Lucas need to paint the cone? Use 3.14
for π, and round the answer to the nearest
square inch.

72
 Module 11 • Form B
Name
Module Test

1 The legs of a triangle measure 7 millimeters 7 Triangle ABC has right angle C. If BC = 24
and 24 millimeters. What length hypotenuse, feet and AC = 10 feet, what is AB in feet?
in millimeters, makes the triangle a right Round the answer to the nearest hundredth
triangle? foot if necessary.
A 625 C 25
___
B 31 D √ 31

2 Triangle DEF has right angle F. If DE = 26 8 What is the distance between points (8, −11)
inches and DF = 24 inches, what is EF in and (−6, 9)? Round the answer to the
inches? nearest hundredth unit if necessary.

A 2 C 100
______
B 10 D √ 1,252

9 The dimensions of a right rectangular prism

3 Which side lengths create a right triangle?
are shown in the diagram.
A 4  cm, 6  cm, 8  cm
B 4  cm, 8  cm, 8  cm
C 6  cm, 8  cm, 10  cm
D 8  cm, 10  cm, 10  cm 20 in.

4 Triangle ABC has AC = 8 miles and BC = 15

miles. What is AB in miles so that angle C is
a right angle? d
__ ____ 20 in.
A √7 C √ 161
B 7 D 17
10 in.

5 What is the distance in units between What is the length of the interior diagonal,
(−5, −4) and (2, −1)? d, in inches? Round the answer to the
___ ___ nearest hundredth inch if necessary.
A √ 58 C √ 34
© Houghton Mifflin Harcourt Publishing Company

___ __
B √ 41 D √5

6 Triangle DEF has right angle F. If DE = 15

10 What is the distance between points (−3, 3)
meters and DF = 9 meters, what is EF in
and (4, −4)? Round the answer to the
meters? Round the answer to the nearest
nearest hundredth unit if necessary.
hundredth meter if necessary.

Grade 8 • Module 11 Test • Form B 73

 Module 11 • Form B Name
Module Test

11 Place an X in the table to show whether the triangle with the given side lengths is a right
triangle or not.

Right Triangle Not a Right Triangle

3 m, 10 m, 12 m

9 in., 12 in., 15 in.

11 ft, 15 ft, 22 ft

12 Jack and Marianne start at the same point. 14 The graph shows the location of two offices.
Jack walks 2.5 miles south and Marianne Each unit on the graph represents 1 mile.
walks 6.0 miles west. How far apart are Office A is located at (2, 5). Office B is
they now? Round the answer to the nearest located at (−4, −2).
hundredth mile if necessary.
Part A
Draw the legs of a right triangle so that
the distance between the offices is the
13 Dora is painting  the cone shown in the hypotenuse of the triangle.
diagram.
y
5
s cm 4
4 cm 3
2
1
6 cm
x
–5 –4 –3 –2 –1 0 1 2 3 4 5
–1
Part A
–2
What is the outer length s of the cone in –3
centimeters?
–4
© Houghton Mifflin Harcourt Publishing Company
___ ____
A ​​√ 10 ​​  C ​​√ 128 ​​  –5
___ ____
B ​​√ 52 ​​  D ​​√ 160 ​​ 

Part B Part B
The surface area of the cone is equal to What is the shortest distance between the
πr 2 + πrs, where r is the radius of the cone offices? Round the answer to the nearest
and s is the outer length. How much paint hundredth mile if necessary.
will Dora need to paint the cone? Use 3.14
for π, and round the answer to the nearest
square centimeter.

74
 Module 12 • Form A
Name
Module Test

1 Which law of exponents is used to simplify 2 Which expression is equivalent to 12−6 • 122?
the expression?
A 12 −12
14
2
___ = 211
2−3
B 12 −4
A quotient of powers law C 12 8
B product of powers law D 1212
C power of powers law
D power of zero law

3 Four friends collected aluminum cans to recycle. The amount of aluminum cans, in pounds, each
person recycled is shown in the table.

Jack Gillian Aisha Fernando

Weight
2.3 × 102 9.87 × 10–1 1.15 × 10 4.007 × 10–2
(pounds)

Who recycled the greatest weight of aluminum cans?

A Jack B Gillian C Aisha D Fernando

4 Add. 5 Divide.
3
(1.2 × 10−4) + (2.4 × 10−3) 4
___
−6
4
A 2.52 × 10−7 C 3.6 × 10−4
B 3.6 × 10−7 D 2.52 × 10−3

Write the number in scientific notation.

6 0.0000035 7 63,550,000,000
© Houghton Mifflin Harcourt Publishing Company

Simplify.
× 105) − (1.1 × 105)
(2 ___________________
8 (42)3 9 10 (3 × 104) + (1 × 107) × (2 × 10−3)
3 × 105

Grade 8 • Module 12 Test • Form A 75

 Module 12 • Form A Name
Module Test

11 Order the numbers in the correct order 14 Place an X in the table to show whether
from 1 being the LEAST to 4 being the each equation is true or false.
GREATEST.
True False
       4.03 × 105
(−47)0 = −1
       5 × 10−3 (57)(52) = 514

       2,370,000 (147) ÷ (142) = 145

       0.00007 (24)−3 = 2−12

12 Saturn’s distance from the sun is 15 An archeologist is studying the mass of

approximately 1.4 × 109 miles. Earth’s several artifacts. The mass of each artifact is
distance from the sun is approximately shown in the table.
1.5 × 108 miles. What is the difference in
the distances from the sun, written in Artifact Mass (grams)
scientific notation?
X 2.4 × 10–2
Y 14.4
A 7.01 × 104
13 The radius of an atom of helium is B 8.4 × 105
3.1 × 10−9 centimeters. The radius of an
atom of xenon is 1.08 × 10−8 centimeters. Part A

Part A How many times greater is the mass of

artifact Y than the mass of artifact X?
Andy uses his calculator to find how much
larger the radius of xenon is than the radius
of helium. The calculator shows the
difference  as 7.7E-9. What is the distance, in
Part B
centimeters, written in scientific notation?
The archeologist compares the masses of

© Houghton Mifflin Harcourt Publishing Company

artifact A and artifact B. Which comparison
is correct?
Part B
A The mass of artifact A is about 0.12
How much longer is the radius of xenon than times the mass of artifact B.
the radius of helium, in centimeters (cm)?
B The mass of artifact A is about 120
A 0.77 cm times the mass of artifact B.
B 0.770000000 cm C The mass of artifact B is about 1.2 times
C 0.0000000077 cm the mass of artifact A.

D 0.00000000077 cm D The mass of artifact B is about 12 times

the mass of artifact A.

76
 Module 12 • Form B
Name
Module Test

1 Which law of exponents is used to simplify 2 Which expression is equivalent to 93 ⋅ 9−8?

the expression?
A 911
39 = 315
___
3 −6 B 95
A power of zero law C 9 −5
B power of powers law D 9 −24
C product of powers law
D quotient of powers law

3 Four bins of plastic were taken to the recycling center. The weight, in pounds, of the plastic in
each bin is shown in the table.

Bin 1 Bin 2 Bin 3 Bin 4

Weight
188 9.03 × 10–3 2.7 × 10 0.055
(pounds)

Which bin of recycled plastic weighs the  least?

A Bin 1 B Bin 2 C Bin 3 D Bin 4

4 Subtract. 5 Divide.
(7.8 × 104) − (5 × 102) 6−4
___
63
A 7.75 × 10 4
C 7.75 × 10 2

B 2.8 × 10 4
D 2.8 × 102

Write the number in scientific notation.

6 0.00000064 7 204,100,000
© Houghton Mifflin Harcourt Publishing Company

Simplify.
(3 × 106) − (1.4 × 106)
____________________
8 (3−2)2 9 10 (2 × 10−3) + (4 × 102) × (1 × 10−5)
4 × 102

Grade 8 • Module 12 Test • Form B 77

 Module 12 • Form B Name
Module Test

11 Order the numbers in the correct order 14 Place an X in the table to show if each
from 1 being the LEAST to 4 being the equation is true or false.
GREATEST.
True False
        5 × 108
(72)3 = 75
        0.000006
(−5−3)0 =1
        9.07 × 10−2
        10,000,000 (62)(64) = 68

(8) ÷ (85) = 8−5

12 The area of Alaska is approximately 6.7 × 105

square miles. The area of Hawaii is
15 A geologist is collecting mining samples.
approximately 1.1 × 104. What is the area of
The mass of each sample collected is shown,
the states combined, written in scientific
in kilograms (kg), in the table.
notation?

Sample Mass (kg)

X 2.35 × 10–1

13 Saturn is approximately 1,472 million Y 1.88 × 102

kilometers from our sun. Venus is A 2,200
approximately 108 million kilometers from
our sun. B 8.9 × 104

Part A Part A
Amber uses her calculator to find How many times greater is the mass of
how much farther Saturn is from sample Y than the mass of sample X?
our sun compared to Venus. The
calculator shows the difference as                      
1.319E9. What is the distance, in
Part B
kilometers, written in scientific
notation? The geologist compares the masses of
sample A and sample B. Which comparison

© Houghton Mifflin Harcourt Publishing Company

is correct?
A The mass of sample B is about 4 times
Part B
the mass of sample A.
How much farther is Saturn from our sun B The mass of sample B is about 40 times
than Venus is from our sun, in kilometers the mass of sample A.
(km)?
C The mass of sample A is about 0.4 times
A 1.319 km the mass of sample B.
B 1,319,000,000 km D The mass of sample A is about
C 1.319000000000 km 400 times the mass of sample B.

D 1,319,000,000,000 km

78
 Module 13 • Form A
Name
Module Test

1 The diameter of a cylinder is 2,000 in. The 6 The volume of a cylinder is 282.6 cubic
height of the cylinder is 8,000 in. What is meters. The radius is 3 meters. Find the
the approximate volume of the cylinder in height of the cylinder to the nearest
cubic inches? (Use 3.14 for π.) hundredth meter. (Use 3.14 for π.)
A 2.512 × 107 C 2.512 × 1010
B 5.024 × 107 D 1.005 × 1011

2 A cylinder has a radius of 5 cm and a 7 A cone has a volume of 37.68 cubic yards
height of 8 cm. What is the volume of the and a diameter of 6 yards. Find the slant
cylinder in cm3? height of the cone to the nearest
hundredth yard. (Use 3.14 for π.)
A 50π C 200π
B 80π D 320π

3 A cone has a diameter of 7.5 ft and a 8 The cone has a radius of 20 mm and a slant
height of 4.25 ft. What is the volume of the height of 38 mm as shown in the diagram.
cone to the nearest hundredth cubic foot?
22 for π.)
(Use ___
7
A 16.70 C 141.92 38 mm

B 62.61 D 187.83

4 A sphere has a diameter of 4 × 10−3 mm. 20 mm

What is the approximate volume of the
sphere in mm³? (Use 3.14 for π.) What is the volume of the cone to
the nearest ten cubic millimeters?
A 1.67 × 10−2 C 2.68 × 10−7
(Use 3.14 for π.)
B 6.70 × 10−5 D 3.35 × 10−8

5 A cone-shaped game piece has a volume of

3.67 cm3. The diameter of the base of the
© Houghton Mifflin Harcourt Publishing Company

game piece is 2 cm. 9 A sphere has a diameter of 8 inches. To the

nearest cubic inch, what is the volume of
the sphere? (Use 3.14 for π.)

x cm

10 A sphere has a radius of __7 feet. What

2
is the volume of the sphere, in cubic
2 cm
feet, expressed in fraction form?
22 for π.)
(Use ___
What is the approximate slant height x of 7
the cone in cm? (Use 3.14 for π.)
A 2.13 C 4.03
B 3.65 D 5.45

Grade 8 • Module 13 Test • Form A 79

 Module 13 • Form A Name
Module Test

11 Popcorn at a concession stand comes in two 14 Wax is poured into a cylindrical mold to
different container options. One container is create a candle. The dimensions of the
shaped like a cone and another is shaped finished candle are shown in the diagram.
like a cylinder, having the dimensions shown (Use 3.14 for π.)
in the diagram.
3 in.

5.5 in
4.5 in.
7.5 in.

2.25 in.

How do the volumes of the two containers

compare? (Use 3.14 for π.)
The volume of the cone is about 3 in
               cubic inches, which
is              the volume of
the cylinder. Part A
To the nearest hundredth cubic inch, what
is the total volume of wax used to create
12 The dimensions of several cylindrical glass the candle?
tubes are given. How do the volumes of the
tubes compare?
Rank the tubes from 1 being the LEAST
volume to 4 being the GREATEST volume. Part B
Philip spends $0.15 per cubic inch for the
radius = 1.5 cm, height = 4 cm
wax to make the candles. How much will it
cost him to purchase enough wax to make
radius = 3.5 cm, height = 4 cm
14 cylindrical candles?
diameter = 1.5 cm, height = 4 cm A $2.10 C $155.43
B $23.31 D $326.40
diameter = 3.5 cm, height = 4 cm
© Houghton Mifflin Harcourt Publishing Company

13 Diane collects vintage glass marbles. Her

favorite marbles have a diameter of
2.25 centimeters each. She keeps 6 of her
favorite marbles in a pouch. One cubic
centimeter of glass has a mass of about
2.6 grams. What is the mass, to the nearest
gram, of the marbles in Diane’s pouch?
(Use 3.14 for π.)

80
 Module 13 • Form B
Name
Module Test

1 The diameter of a cylinder is 4,000 cm. The 6 The volume of a cylinder is 565.2 cubic
height of the cylinder is 6,000 cm. What is inches. The radius is 6 inches. Find the
the approximate volume of the cylinder in height of the cylinder to the nearest
cubic centimeters? (Use 3.14 for π.) hundredth inch. (Use 3.14 for π.)
A 3.014 × 1011 C 7.536 × 107
B 7.536 × 1010 D 3.768 × 107

2 A cylinder has a radius of 3 ft and a height 7 A cone has a volume of 401.92 cubic yards
of 5 ft. What is the volume of the cylinder and a diameter of 16 yards. Find the slant
in ft3? height of the cone to the nearest
hundredth yard. (Use 3.14 for π.)
A 15π C 45π
B 30π D 75π

3 A cone has a diameter of 6.2 mm and a 8 A cone has a radius of 7 in. and a slant
height of 10.8 mm. What is the volume of height of 15 in. as shown in the diagram.
the cone to the nearest hundredth cubic
22 for π.)
millimeter? (Use ___
7 15 in.
A 35.07 C 326.19
B 108.73 D 434.92

7 in.
8
4 A sphere has a diameter of 2 × 10 km. What is the volume of the cone to the
What is the approximate volume of the nearest cubic inch? (Use 3.14 for π.)
sphere in km3? (Use 3.14 for π.)
A 4.19 × 1024 C 3.35 × 1025
B 1.26 × 1025 D 5.87 × 1026

9 A sphere has a diameter of 9 meters. To the

5 A cone-shaped sculpture has a volume of nearest cubic meter, what is the volume of
0.2 ft3. The diameter of the base of the the sphere? (Use 3.14 for π.)
© Houghton Mifflin Harcourt Publishing Company

sculpture is 1 ft.

x ft
10 7 millimeters.
A sphere has a radius of __
4
What is the volume of the sphere, in cubic
millimeters, expressed in fraction form?
22 for π.)
(Use ___
1 ft 7

What is the approximate slant height x of

the cone in ft? (Use 3.14 for π.)
A 0.33 C 0.91
B 0.76 D 1.25

Grade 8 • Module 13 Test • Form B 81

 Module 13 • Form B Name
Module Test

11 A sculpture is being made from a sphere 14 Charlie takes a cylindrical water bottle to
that will sit on top of a cylindrical base. The practice every day. The dimensions of the
dimensions of the two parts are shown, water bottle are shown in the diagram.
with the diameter of the sphere measuring (Use 3.14 for π.)
4.25 m.

4.25 m

1.5 m

3m

How do the volumes of the two parts of

the sculpture compare? (Use 3.14 for π.) 24 cm
4.5 cm
The volume of the sphere is about
          cubic meters, which is Part A
             the volume of the
To the nearest hundredth cubic centimeter,
cylinder.
what is the total volume of the water
bottle?
12 The dimensions of several caution cones are
given. How do the volumes of the cones
compare?
Part B
Rank the cones from 1 being the LEAST
volume to 4 being the GREATEST volume. At the end of practice, Charlie’s water
bottle is one-quarter full. One cubic
radius = 12.5 cm, height = 45 cm centimeter is about 0.03 ounce. If he filled
the water bottle before practice, about how
radius = 12.5 cm, height = 30 cm many ounces of water did Charlie drink?
A 3 oz C 34 oz
diameter = 25 cm, height = 34 cm
B 12 oz D 46 oz
diameter = 25 cm, height = 52 cm

© Houghton Mifflin Harcourt Publishing Company

13 A group of identical ceramic ball bearings
each have a radius of 0.25 inch. The cost of
the ceramic material used is $1.25 per
ounce. There are 1.39 ounces per cubic inch
of ceramic material. What is the cost of
each ceramic ball bearing, to the nearest
cent? (Use 3.14 for π.)

82
 Unit 1
Name
Performance Task

Designing with y
Transformations
This design was completely created 15
using only transformations of the black
10
quadrilateral.
5
In this activity, you will analyze this
design to find out how it was made. x
Then you will use transformations to –15 –10 –5 5 10 15
create a design of your own. –5

–10
1 The top three figures in the first
quadrant were made with –15
translations. Describe how these
were  made in words.

2 Describe the three first-quadrant translations using the

(x, y) notation.

3 The three figures around the origin were created with rotations. Describe the
© Houghton Mifflin Harcourt Publishing Company

three rotations in words.

4 Describe the three rotations using the (x, y) notation.

Grade 8 • Unit 1 • Performance Task 83

 Unit 1 Name
Performance Task

5 The two large figures were made with a dilation, a translation, and a
reflection. Describe how these were made.

6 a. N
 ow create a design of your own in the space provided below. Use all
four types of transformations: translations, reflections, rotations, and
dilations. Record the transformations you use.

b. Explain how you used transformations to create your design.

© Houghton Mifflin Harcourt Publishing Company

84
 Unit 1
Performance Task

Transformational Geometry

Designing with Transformations

Florida Standards
MAFS.8.G.1.1 Verify experimentally the properties of rotations, reflections, and translations.
MAFS.8.G.1.2 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.
MAFS.8.G.1.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
MAFS.8.G.1.4 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.

Purpose
To assess the ability to describe and illustrate two-dimensional figures to
represent translations, rotations, reflections, and dilations
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil
• Additional graph paper/tracing paper (optional)
• A ruler and colored pencils (optional)
Preparation Hints
© Houghton Mifflin Harcourt Publishing Company

• Review vocabulary, including rotation, translation, dilation, and reflection.

• Review how to describe transformations in words.
• Review algebraic rules for transformation.
Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

Grade 8 • Unit 1 • Performance Task 85

 Unit 1
Performance Task

Task Summary
Students describe and illustrate two-dimensional figures to represent
translations, rotations, reflections, and dilations.
Representation
In this task, teachers can…
• Provide options for comprehension by activating prior knowledge about
transformations (i.e. rotations, reflections, etc.).
• Provide options for comprehension by using cues and prompts to direct
attention to key ideas and critical features.
Action and Expression
In this task, teachers can…
• Provide tracing paper to allow students to manipulate the figure to
determine the transformation.
Engagement
In this task, teachers can…
• Optimize relevance by asking students to discuss real-life examples of what
happens when you translate, rotate, reflect, and dilate objects.
• Increase mastery by providing feedback that is substantive and informative.
Expected Student Outcomes
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Identify and construct geometric transformation
Scoring
Use the associated Rubric to evaluate each student’s work.

© Houghton Mifflin Harcourt Publishing Company

86
 Unit 1
Performance Task

Performance Task Rubric

Designing with Transformations

A level 3 response • Indicates that the student has reasoned abstractly and
qualitatively
• Shows the ability to solve problems involving translations,
rotations, reflections, and dilations
• Demonstrates a complete understanding of the use of
transformations to create a design of their own choosing
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has looked for and made use of
structure
• Shows the ability to solve problems involving translations,
rotations, reflections, and dilations
• Demonstrates a basic understanding of the use of
transformations to create a design of their own choosing
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Indicates that the student has made an attempt to reason
abstractly and qualitatively
• Indicates that an attempt was made to solve the problem
• Demonstrates a limited understanding of geometric
transformations to manipulate a figure of their choosing
• Shows that the student has made little or no connection
between translations, rotations, reflections, and dilations
© Houghton Mifflin Harcourt Publishing Company

• May indicate that the student is unprepared to answer

questions outside of a structured environment
A level 0 response • Shows little evidence that the student has made an attempt to
reason abstractly and qualitatively
• Demonstrates a lack of understanding of translations,
rotations, reflections, and dilations
• Shows little evidence of adequately addressing the
components of the task

Grade 8 • Unit 1 • Performance Task 87

 Unit 2
Name
Performance Task

City Streets

1 A city created three new streets. Elm Street runs parallel to Oak Street, and
both are intersected by 5th Avenue. If a truck traveling northeast on Elm
Street turns right to go east on 5th Avenue, it turns (clockwise) through the
64° angle indicated in the picture.

eet
W E

Str
S

5th Avenue Elm 64º

t
ee
kStr
Oa

a. Suppose a car is traveling southwest on Elm Street and turns left to go

east on 5th Avenue. What is the measure of the angle of turn? Explain
how you know.

b. Suppose a car is traveling southwest on Oak Street and turns right onto
5th Avenue. What is the measure of this angle of turn? Explain using
rigid motions.

© Houghton Mifflin Harcourt Publishing Company

c. A car makes a 64° angle of turn going through the intersection of Oak
Street and 5th Avenue. Assuming that the car is following these two
roads, what can you conclude about the car's route through this
intersection? Explain.

88
 Unit 2 Name
Performance Task

2 Suppose you are a city planner and you are creating a grid of three streets
in the city. Two parallel streets are cut by a transversal street. You want to
find the measures of the two labeled angles in order to make the grid.

(2x + 10)°

(4x)°

a. What kind of angle pair is formed by the two labeled angles?

b. What is true about the measures of the angles?

c. What is the measure of each of the labeled angles in the diagram? Show
your work.

3 In most cities, streets are perpendicular to each other. The diagram below
shows a map of three streets.
© Houghton Mifflin Harcourt Publishing Company

Water Street
(3x + 15)°
Park Avenue

(2x + 40)°
Liberty Place

Kylie says that Park Avenue is perpendicular to Liberty Place. Is she correct?
Write and solve an equation to answer this question. Show your work and
explain your reasoning.

Grade 8 • Unit 2 • Performance Task 89

 Unit 2
Performance Task

Linear Equations and Applications

City Streets
Florida Standards
MAFS.8.G.1.5 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 about the angle-angle criterion for similarity of triangles.
MAFS.8.EE.3.7 Solve linear equations in one variable.
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).
b. Solve linear equations with rational number coefficients, including equations
whose solutions require expanding expressions using the distributive property
and collecting like terms.

Purpose
To demonstrate the ability to use the properties of parallel lines cut by a
transversal and to solve linear equations of word problems
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil, calculator (optional)
Preparation Hints
• Review vocabulary such as transversal, interior angles, and exterior angles.

© Houghton Mifflin Harcourt Publishing Company

• Review the properties of parallel lines cut by a transversal.
• Review solving one-variable linear equations.
Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

90
 Unit 2
Performance Task

Task Summary
Students will demonstrate the ability to use the properties of parallel lines cut
by a transversal and solve linear equations to word problems.
Representation
In this task, teachers can…
• Offer both auditory and visual information by identifying out loud and in
writing a similar problem that leads the student to their own thinking.
• Provide options for comprehension by using cues and prompts to direct
attention to key ideas and critical features.
Action and Expression
In this task, teachers can…
• Provide scaffolding by giving students the intermediate questions they will
need to answer in order to complete the task.
Engagement
In this task, teachers can…
• Optimize relevance by asking students to discuss real-life examples of
parallel lines (i.e. city streets with intersections with another road).
• Increase mastery by providing feedback that is substantive and informative.
Expected Student Outcomes
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Successfully solve multi-step linear equations
Scoring
Use the associated Rubric to evaluate each student’s work.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Unit 2 • Performance Task 91

 Unit 2
Performance Task

Performance Task Rubric

City Streets
A level 3 response • Indicates that the student has made sense of problems and
persevered in solving them
• Shows the ability to solve linear equations involving one
variable, given a scenario
• Demonstrates a complete understanding of the properties of
parallel lines cut by a transversal
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has made sense of problems and
persevered in solving them
• Shows the ability to solve linear equations involving one
variable, given a scenario
• Demonstrates a basic understanding of the properties of
parallel lines cut by a transversal
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Shows that the student has made sense of at least some
components of the task
• Indicates that an attempt was made to solve the problem
• Demonstrates a limited understanding of solving linear
equations
• May indicate that the student is unprepared to answer
questions outside of a structured environment
© Houghton Mifflin Harcourt Publishing Company
A level 0 response • May apply mathematics incorrectly or inappropriately to the
situation
• Demonstrates lack of understanding of linear equations
• Shows little evidence of adequately addressing the
components of the task

92
 Unit 3
Name
Performance Task

Back to the Future

Although time travel often occurs in movies and books, it isn’t possible in real life. But
if it were possible, companies would probably exist to sell trips!

1 Imagine that Timely Travel charges $5 per year to go forward Timely Travel
in time. c

a. Complete the table for this relationship. Draw the graph 10,000
on the grid at the right.

Cost ($)
Years (t) 200 400 500 5,000

Cost (c)

t
–500 0 500
b. Write an equation for the graph.
Time (years)

2 Timely Travel charges $15 per year to go backward in time. Timely Travel
c
a. Complete this table and draw the graph.
10,000
Years (t) −200 −400 −500

Cost ($)
Cost (c)

5,000
b. Write an equation for the graph.
© Houghton Mifflin Harcourt Publishing Company

t
–500 0 500

Time (years)

3 Compare the constants of proportionality from Exercises 1 and 2. Why is one

positive and one negative? Explain your reasoning.

Grade 8 • Unit 3 • Performance Task 93

 Unit 3 Name
Performance Task

4 Timely Travel is planning on creating a fundraiser to fund their research.

They want to earn more this year than they did last year. Last year, they
earned $4,000. 80% of the earnings goes directly to the employees, and 20%
is spent on the cost of equipment. This year they want $4,000 to go directly
to the employees.

a. Write and solve an equation to find how much more they need to earn
this year.

b. What is the total amount they need to earn this year?

5 Timely Travel hired 7 interns who will be given work attire to wear.
They  will  wear either a red shirt or a red hat during the time they
work.  Timely Travel wants to spend exactly $40. Shirts cost $8 each,
and  caps  cost $4 each.

a. Write a system of equations to model the

situation. 10

8

6
Caps

b. Graph the system using the grid at the right. © Houghton Mifflin Harcourt Publishing Company
4

0
2 4 6 8 10
c. What is the solution and what does it Shirts
represent?

94
 Unit 3
Performance Task

Relationships and Functions

Back to the Future

Florida Standards
MAFS.8.EE.2.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different
ways.
MAFS.8.EE.3.8 Analyze and solve pairs of simultaneous linear equations.
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.
b. Solve systems of two linear equations in two variables algebraically, and
estimate solutions by graphing the equations. Solve simple cases by inspection.
c. Solve real-world and mathematical problems leading to two linear equations in
two variables.
MAFS.8.F.1.1 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.
MAFS.8.F.2.4 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.

Purpose
To comprehend word problems, find relationships, and use functions to
represent data.
Time
25–30 minutes
Grouping
© Houghton Mifflin Harcourt Publishing Company

Individuals
Materials
• Performance Task, paper, pencil
• Straightedge (optional)
Preparation Hints
• Before assigning the task, review with students about proportional
relationships, nonproportional relationships, linear equations, and
functions.
• Review and understand systems of linear equations.
• Review characteristics of data, graphs, and evaluating word problems.

Grade 8 • Unit 3 • Performance Task 95

 Unit 3
Performance Task

Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.
Task Summary
The students must interpret data and word problems. They evaluate word
problems by finding the linear equation from the data and describing
functions from analyzing graphs. They graph linear relationships by
determining slopes and y-intercepts.
Representation
In this task, teachers can…
• Activate background knowledge by helping students use terms they know
to understand terms in the task they do not know.
• Share background information about the subject of the task to promote
perception and understanding.
Action and Expression
In this task, teachers can…
• Provide graduated levels of support so that students can proceed with the
task without depending too heavily on guidance.
• Support students in setting goals for completing the task and monitoring
their own progress.
Engagement
In this task, teachers can…
• Encourage students to review and reflect on their performance on the task. © Houghton Mifflin Harcourt Publishing Company

• Provide encouragement to students and circulate throughout the classroom

to promote effort and persistence.
Expected Student Outcomes
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Gain confidence in organizing and interpreting data and drawing
conclusions from the information
Scoring
Use the associated Rubric to evaluate each student’s work.

96
 Unit 3
Performance Task

Performance Task Rubric

Relationships and Functions

A level 3 response • Indicates that the student has an ability to determine slope
and y-intercept
• Shows the ability to solve problems involving proportional
relationships and nonproportional relationships
• Demonstrates a complete understanding of data, functions,
linear relationships, and system of linear equations
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has an ability to determine slope
and y-intercept
• Shows the ability to solve problems involving proportional
relationships and nonproportional relationships
• Demonstrates a basic understanding of data, functions, linear
relationships, and system of linear equations
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Indicates that the student has made an attempt to determine
slope and y-intercept
• Indicates that an attempt was made to solve the problem
• Demonstrates a limited understanding of data, functions,
linear relationships, and system of linear equations
• Shows that the student has made little or no connection
between proportional relationships and nonproportional
© Houghton Mifflin Harcourt Publishing Company

relationships
• May indicate that the student is unprepared to answer
questions outside of a structured environment
A level 0 response • Shows little evidence that the student has made an attempt to
solve equations and describe functions
• Demonstrates lack of understanding of functions, system
of linear equations, proportional relationships, and
nonproportional relationships
• Shows little evidence of adequately addressing the
components of the task.

Grade 8 • Unit 3 • Performance Task 97

 Unit 4
Name
Performance Task

Study and Exercise Habits

Eldridge School has 150 students. A sample of 8 students were surveyed about their
study and exercise habits. The results are shown in the table.

Weekly Student Study and Exercise Habits

Hours of Study 4 10 8 0 6 3 5 3
Hours of Exercise 3 0 1 10 4 5 3 6

1 For the students surveyed, what was the average number of hours of study
per week? What was the average number of hours exercised per week?
Show your work.

2 Graph the data points on the grid below. Sketch the trend line.

10
Hours of Exercise

4
© Houghton Mifflin Harcourt Publishing Company
2

0
x
2 4 6 8 10
Hours of Study

3 What is the equation of the trend line?

98
 Unit 4 Name
Performance Task

Use the situation and table below for 4–6.

Students in gym class have a choice of running or lifting for the week. No student can
do both. The results are shown below.

Running Lifting Total

Boys 8 12 20
Girls 15 15 ?
Total 23 27 50

4 How many of the students in the gym class are girls?

5 What is the joint relative frequency of students who are boys who chose
lifting?

6 What is the marginal relative frequency of students who are girls? Explain
your reasoning.

© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Unit 4 • Performance Task 99

 Unit 4
Performance Task

Statistics and Probability

Study and Exercise Habits

Florida Standards
MAFS.8.SP.1.1 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.
MAFS.8.SP.1.2 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.
MAFS.8.SP.1.3 Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and intercept.
MAFS.8.SP.1.4 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.

Purpose
To understand how to predict and interpret trend lines and to assess
frequency tables
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil

© Houghton Mifflin Harcourt Publishing Company

• Graph paper, colored pencils, and straightedge (optional)
Preparation Hints
• Before assigning the task, review trend lines, data tables, and frequency
tables.
• Review topics on scatter plots and two-way tables.
• Be able to understand and solve word problems from conjectures in the
previous lessons.
Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Allow students as much paper as they need to complete the task.

100
 Unit 4
Performance Task

• Allow as much time as students need to complete the task.

• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.
Task Summary
Students will use the data presented to them to create an appropriate graph
and interpret the data with an equation. Students will also interpret a two-
way table summarizing data.
Representation
In this task, teachers can…
• Activate background knowledge by helping students use terms they know
to understand terms in the task they do not know.
• Share background information about the subject of the task to promote
perception and understanding.
Action and Expression
In this task, teachers can…
• Provide graduated levels of support so that students can proceed with the
task without depending too heavily on guidance.
• Support students in setting goals for completing the task and monitoring
their own progress.
Engagement
In this task, teachers can…
• Encourage students to review and reflect on their performance on the task.
• Provide encouragement to students and circulate throughout the classroom
to promote effort and persistence.
Expected Student Outcomes
• Complete the task within the time allowed
© Houghton Mifflin Harcourt Publishing Company

• Reflect engagement in a productive struggle

• Gain confidence in organizing and interpreting data and drawing
conclusions from the information
Scoring
Use the associated Rubric to evaluate each student’s work.

Grade 8 • Unit 4 • Performance Task 101

 Unit 4
Performance Task

Performance Task Rubric

Study and Exercise Habits

A level 3 response • Indicates that the student has made sense of the task and
persevered
• Shows the ability to construct and interpret scatter plots
• Demonstrates a complete understanding of two-way data
tables, frequencies, and relative frequencies
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has made sense of the task and
persevered
• Shows the ability to construct and interpret scatter plots
• Demonstrates a basic understanding of two-way data tables,
frequencies, and relative frequencies
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Indicates that the student has made sense of at least some
components of the task
• Indicates that an attempt was made to solve the problem
• Shows that the student has made little or no connection
between scatter plots and trend lines
• Demonstrates a limited understanding of two-way data
tables, frequencies, and relative frequencies
• May indicate that the student is unprepared to answer
© Houghton Mifflin Harcourt Publishing Company
questions outside of a structured environment
A level 0 response • Demonstrates lack of understanding of two-way data tables,
frequencies, and relative frequencies
• Shows little evidence that the student has made an attempt to
construct and interpret scatter plots
• Shows little evidence of adequately addressing the
components of the task

102
 Unit 5
Name
Performance Task

The Ants Go Marching

1 The length of an ant in inches is about __18 inch or about 3.4 × 10-3 meters.
Write the ant’s length in inches as a decimal. Then write the ant’s length in
meters in standard form, in centimeters in standard form, and as a fractional
number of centimeters.

2 The circumference formula (C = 2πr) has both letter variables and numbers.
Describe the numbers as rational or irrational. Which number is greater?
Explain your reasoning.

3 The radius of the Earth is about 6.378 × 106 meters. Estimate the
circumference of the Earth and determine if it is a rational or irrational
number. Then find about how many ants it would take to make a trail
© Houghton Mifflin Harcourt Publishing Company

around the Earth. Show your work.

Grade 8 • Unit 5 • Performance Task 103

 Unit 5 Name
Performance Task

Use this figure for 4 and 5. Round your answers to the nearest tenth of a centimeter.

h
r

w
s
l

4 Gary puts ants inside the box above. The box is 15 centimeters long,
4 centimeters wide, and 3 centimeters tall. What is the length of the
diagonal s of the bottom side? Show your work.

5 What is the length of the diagonal r of the box? Show your work.

© Houghton Mifflin Harcourt Publishing Company

104
 Unit 5
Performance Task

Real Numbers and the Pythagorean Theorem

The Ants Go Marching

Florida Standards
MAFS.8.NS.1.1 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.
MAFS.8.NS.1.2 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).
MAFS.8.G.2.7 Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.

Purpose
To comprehend number systems and the Pythagorean Theorem
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil
• Calculator (optional)
Preparation Hints
• Before assigning the task, review real numbers and the Pythagorean
Theorem.
• Review vocabulary, including rational numbers, irrational numbers and the
Pythagorean Theorem.
© Houghton Mifflin Harcourt Publishing Company

• Review topics on identifying numbers and using the Pythagorean Theorem.

Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

Grade 8 • Unit 5 • Performance Task 105

 Unit 5
Performance Task

Task Summary
Students will use knowledge of real numbers and the Pythagorean Theorem.
Students will analyze how to calculate problems given the topics given and
decipher a numerical answer.
Representation
In this task, teachers can…
• Activate background knowledge by helping students use terms they know
to understand terms in the task they do not know.
• Share background information about the subject of the task to promote
perception and understanding.
Action and Expression
In this task, teachers can…
• Provide graduated levels of support so that students can proceed with the
task without depending too heavily on guidance.
• Support students in setting goals for completing the task and monitoring
their own progress.
Engagement
In this task, teachers can…
• Encourage students to review and reflect on their performance on the task.
• Provide encouragement to students and circulate throughout the classroom
to promote effort and persistence.
Expected Student Outcomes
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Gain confidence in organizing and interpreting data and drawing
conclusions from the information
Scoring © Houghton Mifflin Harcourt Publishing Company

Use the associated Rubric to evaluate each student’s work.

106
 Unit 5
Performance Task

Performance Task Rubric

The Ants Go Marching

A level 3 response • Indicates that the student has the ability to decipher
data given and understand common formulas such as the
Pythagorean Theorem
• Shows the ability to solve problems involving the correct
formulas such as the Pythagorean Theorem
• Demonstrates a complete understanding of number systems
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has the ability to understand
data given and understand common formulas such as the
Pythagorean Theorem
• Shows the ability to solve problems involving the correct
formulas such as the Pythagorean Theorem
• Demonstrates a basic understanding of number systems
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Indicates that the student has made an attempt to
comprehend data presented and understand common
formulas such as the Pythagorean Theorem
• Indicates that an attempt was made to solve the problem
• Demonstrates a limited understanding of number systems
• Shows that the student has made little or no connection
between common formulas used and problem solving
© Houghton Mifflin Harcourt Publishing Company

• May indicate that the student is unprepared to answer

questions outside of a structured environment
A level 0 response • Shows little evidence that the student has made an attempt to
solve word problems and analyze the data given
• Demonstrates lack of understanding of number systems
• Shows little evidence of adequately addressing the
components of the task.

Grade 8 • Unit 5 • Performance Task 107

 Unit 6
Name
Performance Task

Kevin’s Candle Shop

Kevin is making candles to sell in his candle shop. Answer the questions. Round all
answers to the nearest tenth. Use 3.14 for π.

1 a. Kevin makes a cylinder-shaped candle. He uses a metal can as a mold.

The can has a radius of 6 centimeters and a height of 18 centimeters.
How much wax is needed to fill the metal can? Show your work.

b. Write your answer to Part a in scientific notation.

2 a. Kevin then makes several cone-shaped candles. He uses a cone mold

that  has a height of 15 centimeters and a diameter of 10 centimeters.
How much wax is needed to make three cone-shaped candles?

© Houghton Mifflin Harcourt Publishing Company

b. Write your answer to Part a in scientific notation.

108
 Unit 6 Name
Performance Task

3 a. 
Lastly, Kevin makes a candle in the shape of a sphere. He uses two bowls
as molds, filling them with wax, letting them dry, and then gluing the
hemispheres together to make one sphere. Each bowl has a diameter of
16 centimeters. How much wax is needed to make one spherical candle?
Show your work.

b. Write your answer to Part a in scientific notation.

4 Kevin is writing the volume of a large candle in scientific notation. The

volume is greater than one million centimeters cubed and less than ten
million centimeters cubed. What number will Kevin use as the exponent
of  10? Explain your reasoning.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Unit 6 • Performance Task 109

 Unit 6
Performance Task

Exponents, Scientific Notation, and Volume

Kevin’s Candle Shop

Florida Standards
MAFS.8.EE.1.1 Know and apply the properties of integer exponents to generate equivalent
numerical expressions.
MAFS.8.EE.1.3 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.
MAFS.8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them
to solve real-world and mathematical problems.

Purpose
To understand exponents, scientific notation, and volume
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil
Preparation Hints
• Before assigning the task, review with students exponents, scientific
notation, and volume.
• Review characteristics of data and evaluating three-dimensional shapes.
Implementation Notes
• Read the task aloud to students and make sure that all students have a
clear understanding of the task.
• Students may use manipulatives to complete the task. © Houghton Mifflin Harcourt Publishing Company

• Allow students as much paper as they need to complete the task.

• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.
Task Summary
The students will learn how to interpret word problems and understand
exponents, scientific notation, and volume. They will be able to understand
how to correctly deduce a question and answer them appropriately without
excess work.

110
 Unit 6
Performance Task

Representation
In this task, teachers can…
• Activate background knowledge by helping students use terms they know
to understand terms in the task they do not know.
• Share background information about the subject of the task to promote
perception and understanding.
Action and Expression
In this task, teachers can…
• Provide graduated levels of support so that students can proceed with the
task without depending too heavily on guidance.
Engagement
In this task, teachers can…
• Provide encouragement to students and circulate throughout the classroom
to promote effort and persistence.
• Share strategies to reduce anxiety and increase focus such as deep
breathing or seated stretching exercises.
Expected Student Outcomes
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Gain confidence in organizing and interpreting data and drawing
conclusions from the information
Scoring
Use the associated Rubric to evaluate each student’s work.
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Unit 6 • Performance Task 111

 Unit 6
Performance Task

Performance Task Rubric

Kevin’s Candle Shop

A level 3 response • Indicates that the student has an understanding of common
shapes and of formulating an equation from a word problem
• Shows the ability to solve problems involving exponents,
scientific notation, and volume
• Demonstrates a complete understanding of interpreting
word problems and understanding which formulas to use
appropriately
• Shows complete and correct answers, including a full
explanation as needed
A level 2 response • Indicates that the student has an understanding of common
shapes and of formulating an equation from a word problem
• Shows the ability to solve problems involving exponents,
scientific notation, and volume
• Demonstrates a basic understanding of interpreting
word problems and understanding which formulas to use
appropriately
• May include mathematically correct answers that are not fully
explained
• May include an incorrect response as a result of a
computational error
A level 1 response • Indicates that the student has made an attempt to understand
common shapes and formulate an equation from a word
problem
• Indicates that an attempt was made to solve the problem
• Demonstrates a limited understanding of exponents, scientific
© Houghton Mifflin Harcourt Publishing Company
notation, and volume
• Shows that the student has made little or no connection
between interpreting word problems and understanding
which formulas to use appropriately
• May indicate that the student is unprepared to answer
questions outside of a structured environment
A level 0 response • Shows little evidence that the student has made an attempt to
understand which formula to use appropriately
• Demonstrates lack of understanding of exponents, scientific
notation, and volume
• Shows little evidence of adequately addressing the
components of the task

112
 Name Individual Record Form

Prerequisite Skills Inventory

Item Standard Content Focus DOK Record
1 7.SP.1.1 Understand that statistics can be used to gain information about a 1
population, generalizations are valid only if the sample is representative
of that population, and random sampling tends to produce representative
samples.
2 7.RP.1.3 Use proportional relationships to solve ratio and percent problems. 2
3 7.G.1.1 Solve problems involving scale drawings of geometric figures. 1
4 7.G.2.6 Solve problems involving area, volume, and surface area. 2
5 7.G.2.6 Solve problems involving area, volume, and surface area. 1
6 7.SP.2.3 Informally assess the degree of visual overlap of two data sets, expressing 1
the difference between the centers as a multiple of a measure of variability.
7 7.SP.3.8 Find probabilities of compound events. 2
8 7.RP.1.3 Use proportional relationships to solve ratio and percent problems. 1
9 7.NS.1.1 Add and subtract rational numbers. 1
10 7.RP.1.3 Use proportional relationships to solve ratio and percent problems. 2
11 7.SP.1.1 Understand that statistics can be used to gain information about a 2
population, generalizations are valid only if the sample is representative
of that population, and random sampling tends to produce representative
samples.
12 7.G.2.4 Use the formulas for the area and circumference of a circle. 1
13 7.SP.3.5 Understand the probability of a chance event. 1
14 7.G.2.5 Use facts about angles to find an unknown angle in a figure. 2
15 7.G.1.3 Describe the 2-D figures that result from slicing 3-D figures. 1
16 7.SP.3.6 Approximate the probability of a chance event. 2
17 7.NS.1.2 Multiply and divide rational numbers. 1
18 7.EE.1.1 Add, subtract, factor, and expand expressions with rational coefficients. 1
19 7.G.2.6 Solve problems involving area, volume, and surface area. 2
20 7.G.2.4 Use the formulas for the area and circumference of a circle. 1
21 7.NS.1.2 Multiply and divide rational numbers. 1
© Houghton Mifflin Harcourt Publishing Company

22 7.SP.3.7 Use a probability model to find probabilities of events. 1

23 7.G.2.4 Use the formulas for the area and circumference of a circle. 1
24 7.RP.1.3 Use proportional relationships to solve ratio and percent problems. 1
25 7.G.2.6 Solve problems involving area, volume, and surface area. 2
26 7.EE.1.2 Rewrite an expression in different forms. 1
27 7.G.2.4 Use the formulas for the area and circumference of a circle. 1
28 7.SP.3.7 Use a probability model to find probabilities of events. 1
29 7.RP.1.2 Recognize and represent proportional relationships between quantities. 2
30 7.G.1.1 Solve problems involving scale drawings of geometric figures. 2
31 7.NS.1.1 Add and subtract rational numbers. 1
32 7.EE.2.3 Solve problems posed with positive and negative rational numbers. 2
33 7.G.1.1 Solve problems involving scale drawings of geometric figures. 1

Grade 8 • Prerequisite Skills Inventory • Individual Record Form 113

Individual Record Form Name

Item Standard Content Focus DOK Record

34 7.NS.1.2d Convert a rational number to a decimal. 1
35 7.EE.2.4a Solve word problems leading to equations of the form px + q = r. 2
36 7.RP.1.2 Recognize and represent proportional relationships between quantities. 2
37 7.RP.1.1 Compute unit rates associated with ratios of fractions. 1
38 7.SP.3.8 Find probabilities of compound events. 1
39 7.RP.1.2b Identify the constant of proportionality. 1

© Houghton Mifflin Harcourt Publishing Company

114 Grade 8 • Prerequisite Skills Inventory • Individual Record Form

 Name Individual Record Form

Beginning-of-Year Test
Item Standard Content Focus DOK Record
1 7.NS.1.1c Understand subtraction of rational numbers as adding the additive inverse. 2
2 7.G.1.3 Describe the 2D figures that result from slicing 3D figures. 2
3 7.EE.2.4a Solve word problems leading to equations of the form px + q = r and 2
p(x + q) = r.
4 7.G.2.4 Use the formulas for the area and circumference of a circle. 1
5 7.RP.1.2b Identify the constant of proportionality. 3
6 7.G.2.5 Use facts about angles to find an unknown angle in a figure. 2
7 7.SP.3.6 Approximate the probability of a chance event. 2
8 7.EE.1.2 Rewrite an expression in different forms. 2
9 7.RP.1.2c Represent proportional relationships by equations. 1
10 7.NS.1.3 Solve problems involving the four operations with rational numbers. 2
11 7.RP.1.3 Use proportional relationships to solve ratio and percent problems. 2
12 7.SP.2.3 Informally assess the degree of visual overlap of two data sets, expressing 2
the difference between the centers as a multiple of a measure of variability.
13 7.EE.1.1 Add, subtract, factor, and expand expressions with rational coefficients. 2
14 7.EE.2.3 Solve problems posed with positive and negative rational numbers. 2
15 7.G.2.5 Use facts about angles to find an unknown angle in a figure. 2
16 7.NS.1.1d Add and subtract rational numbers. 1
17 7.SP.3.7b Develop a probability model by observing frequencies in generated data. 2
18 7.RP.1.2d Explain what a point on the graph of a proportional relationship means. 2
19 7.RP.1.1 Compute unit rates associated with ratios of fractions. 2
20 7.SP.2.4 Use measures of center and variability to compare two populations. 3
21 7.G.2.6 Solve problems involving area, volume, and surface area. 2
22 7.EE.2.4b Solve word problems leading to inequalities of the form px + q > r or 2
px + q < r.
23 7.RP.1.2a Decide whether two quantities are in a proportional relationship. 2
24 7.NS.1.2c Multiply and divide rational numbers. 2
© Houghton Mifflin Harcourt Publishing Company

25 7.SP.1.2 Use data from a random sample to draw inferences about a population. 2
26 7.G.1.2 Construct triangles from three measures of angles or sides. 1
27 7.NS.1.2b Understand if p and q are integers, then –(p/q) = (–p)/q = p/(–q). 2
28 7.SP.3.8b Represent sample spaces for compound events using organized lists, tables 1
and tree diagrams.
29 7.EE.2.4b Solve word problems leading to inequalities of the form px + q > r or 2
px + q < r.
30 7.RP.1.2c Represent proportional relationships by equations. 2

Grade 8 • Beginning-of-Year Test • Individual Record Form 115

Individual Record Form Name

Middle-of-Year Test
Item Standard Content Focus DOK Record
1 8.G.1.2 Describe a sequence of transformations relating two congruent figures. 1
2 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2
3 8.F.1.1 Understand that a function assigns to each input exactly one output. 1
4 8.EE.3.8c Solve problems leading to two linear equations in two variables. 2
5 8.G.1.3 Describe the effect of transformations using coordinates. 2
6 8.F.2.4 Model a linear relationship between two quantities. 3
7 8.EE.3.7a Give examples of linear equations in one variable with one solution, 2
infinitely many solutions, or no solutions.
8 8.G.1.4 Describe a sequence of transformations relating two similar figures. 2
9 8.EE.3.7b Solve linear equations with rational number coefficients. 2
10 8.F.2.5 Describe the relationship between two quantities by analyzing a graph. 2
Sketch a graph of a function that has been described verbally.
11 8.EE.2.5 Compare proportional relationships represented in different ways. 3
12 8.G.1.3 Describe the effect of transformations using coordinates. 2
13 8.G.1.5 Know facts about angles of triangles, facts about angles created when 2
parallel lines are cut by a transversal, and the AA similarity criterion.
14 8.F.2.4 Model a linear relationship between two quantities. 2
15 8.G.1.1a Verify experimentally properties of rotations, reflections, and translations: 1
lines are taken to lines, and line segments to line segments of the same
length.
16 8.EE.3.8a Understand solutions to a system of equations correspond to points 2
of intersection of their graphs, because they satisfy the equations
simultaneously.
17 8.G.1.5 Know facts about angles of triangles, facts about angles created when 3
parallel lines are cut by a transversal, and the AA similarity criterion.
18 8.EE.3.8b Solve systems of two linear equations in two variables. 1
19 8.EE.3.8c Solve problems leading to two linear equations in two variables. 2
20 8.F.1.2 Compare properties of functions each represented in a different way. 2
21 8.G.1.5 Know facts about angles of triangles, facts about angles created when 2 © Houghton Mifflin Harcourt Publishing Company
parallel lines are cut by a transversal, and the AA similarity criterion.
22 8.F.1.3 Interpret the equation y = mx + b as defining a linear function. 2
23 8.EE.2.5 Compare proportional relationships represented in different ways. 2
24 8.G.1.3 Describe the effect of transformations using coordinates. 2
25 8.F.2.4 Model a linear relationship between two quantities. 1

116 Grade 8 • Middle-of-Year Test • Individual Record Form

 Name Individual Record Form

End-of-Year Test
Item Standard Content Focus DOK Record
1 8.NS.1.2 Use rational approximations of irrational numbers to compare their sizes. 1
2 8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres. 2
3 8.EE.1.4 Perform operations with numbers expressed in scientific notation. 2
4 8.F.2.4 Model a linear relationship between two quantities. 2
5 8.NS.1.1 Understand that rational and irrational numbers have decimal expansions. 2
6 8.G.2.7 Apply the Pythagorean Theorem to determine unknown side lengths. 2
7 8.SP.1.1 Construct and interpret scatter plots. 2
8 8.EE.1.1 Know and apply the properties of integer exponents. 1
9 8.EE.2.5 Compare proportional relationships represented in different ways. 2
10 8.EE.1.3 Use numbers expressed in scientific notation to estimate quantities. 2
11 8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres. 2
12 8.F.1.1 Understand that a function assigns to each input exactly one output. 2
13 8.EE.1.2 Solve equations of the form x² = p and x³ = p. 3
14 8.F.1.3 Interpret the equation y = mx + b as defining a linear function. 1
15 8.F.2.5 Describe the relationship between two quantities by analyzing a graph. 2
Sketch a graph of a function that has been described verbally.
16 8.G.3.9 Know the formulas for the volumes of cones, cylinders, and spheres. 2
17 8.SP.1.2 Fit a line to a scatter plot and informally assess the fit. 2
18 8.F.1.2 Compare properties of functions each represented in a different way. 3
19 8.G.2.8 Apply the Pythagorean Theorem to find the distance between two points. 2
20 8.F.2.4 Model a linear relationship between two quantities. 2
21 8.SP.1.4 Construct and interpret frequency and relative frequency tables. 2
22 8.SP.1.3 Use a linear model to solve problems for bivariate measurement data. 1
23 8.G.1.3 Describe the effect of transformations using coordinates. 2
24 8.EE.3.8c Solve problems leading to two linear equations in two variables. 3
25 8.F.1.2 Compare properties of functions each represented in a different way. 1
© Houghton Mifflin Harcourt Publishing Company

26 8.G.1.3 Describe the effect of transformations using coordinates. 2

27 8.SP.1.4 Construct and interpret frequency and relative frequency tables. 1
28 8.EE.3.7a Give examples of linear equations in one variable with one solution, 2
infinitely many solutions, or no solutions.
29 8.G.2.7 Apply the Pythagorean Theorem to determine unknown side lengths. 2
30 8.EE.3.7b Solve linear equations with rational number coefficients. 2

Grade 8 • End-of-Year Test • Individual Record Form 117

Individual Record Form Name

Module 1
Intervene
Item Lesson Standard Content Focus DOK With Record
1 1.3 8.G.1.1a Verify experimentally properties of rotations, 2 R–1.3
reflections, and translations: lines are taken to lines,
and line segments to line segments of the same
length.
2 1.4 8.G.1.1c Verify experimentally properties of rotations, 2 R–1.4
reflections, and translations: parallel lines are taken to
parallel lines.
3 1.3 8.G.1.2 Describe a sequence of transformations relating two 1 R–1.3
congruent figures.
4 1.2 8.G.1.2 Describe a sequence of transformations relating two 2 R–1.2
1.3 congruent figures. R–1.3
5 1.4 8.G.1.3 Describe the effect of transformations using 2 R–1.4
coordinates.
6 1.2 8.G.1.3 Describe the effect of transformations using 2 R–1.2
1.3 coordinates. R–1.3
7 1.1 8.G.1.1b Verify experimentally properties of rotations, 2 R–1.1
reflections, and translations: angles are taken to
angles of the same measure.
8 1.2 8.G.1.3 Describe the effect of transformations using 2 R–1.2
coordinates.
9 1.3 8.G.1.3 Describe the effect of transformations using 3 R–1.3
coordinates.

Key: R–Reteach

© Houghton Mifflin Harcourt Publishing Company

118 Grade 8 • Module 1 • Individual Record Form

 Name Individual Record Form

Module 2
Intervene
Item Lesson Standard Content Focus DOK With Record
1 2.2 8.G.1.3 Describe the effect of transformations using 1 R–2.2
coordinates.
2 2.3 8.G.1.4 Describe a sequence of transformations relating two 1 R–2.3
similar figures.
3 2.2 8.G.1.3 Describe the effect of transformations using 2 R–2.2
coordinates.
4 2.3 8.G.1.4 Describe a sequence of transformations relating two 2 R–2.3
similar figures.
5 2.2 8.G.1.3 Describe the effect of transformations using 2 R–2.2
coordinates.
6 2.3 8.G.1.4 Describe a sequence of transformations relating two 2 R–2.3
similar figures.
7 2.1 8.G.1.3 Describe the effect of transformations using 3 R–2.1
coordinates.
8 2.2 8.G.1.3 Describe the effect of transformations using 2 R–2.2
coordinates.
9 2.3 8.G.1.4 Describe a sequence of transformations relating two 2 R–2.3
similar figures.
10 2.2 8.G.1.3 Describe the effect of transformations using 2 R–2.2
coordinates.
11 2.3 8.G.1.4 Describe a sequence of transformations relating two 3 R–2.3
similar figures.

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 2 • Individual Record Form 119

Individual Record Form Name

Module 3
Intervene
Item Lesson Standard Content Focus DOK With Record
1 3.1 8.EE.3.7.b Solve linear equations with rational number 1 R–3.1
coefficients.
2 3.2 8.EE.3.7.a Give examples of linear equations in one variable with 1 R–3.2
one solution, infinitely many solutions, or no solutions.
3 3.1 8.EE.3.7.a Give examples of linear equations in one variable with 2 R–3.1
one solution, infinitely many solutions, or no solutions.
4 3.1 8.EE.3.7.b Solve linear equations with rational number 2 R–3.1
coefficients.
5 3.1 8.EE.3.7.b Solve linear equations with rational number 2 R–3.1
coefficients.
6 3.3 8.EE.3.7.a Give examples of linear equations in one variable with 3 R–3.3
one solution, infinitely many solutions, or no solutions.
7 3.2 8.EE.3.7.a Give examples of linear equations in one variable with 2 R–3.2
one solution, infinitely many solutions, or no solutions.
8 3.2 8.EE.3.7.a Give examples of linear equations in one variable with 2 R–3.2
one solution, infinitely many solutions, or no solutions.
9 3.1 8.EE.3.7.a Give examples of linear equations in one variable with 2 R–3.1
one solution, infinitely many solutions, or no solutions.
10 3.3 8.EE.3.7.b Solve linear equations with rational number 2 R–3.3
coefficients.
11 3.1 8.EE.3.7.b Solve linear equations with rational number 2 R–3.1
coefficients.
12 3.1 8.EE.3.7.b Solve linear equations with rational number 2 R–3.1
coefficients.
13 3.3 8.EE.3.7.b Solve linear equations with rational number 3 R–3.3
coefficients.
14 3.2 8.EE.3.7.a Give examples of linear equations in one variable with 2 R–3.2
one solution, infinitely many solutions, or no solutions.

© Houghton Mifflin Harcourt Publishing Company

15 3.3 8.EE.3.7.b Solve linear equations with rational number 2 R–3.3
coefficients.

Key: R–Reteach

120 Grade 8 • Module 3 • Individual Record Form

 Name Individual Record Form

Module 4
Intervene
Item Lesson Standard Content Focus DOK With Record
1 4.2 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.2
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
2 4.2 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.2
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
3 4.3 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.3
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
4 4.1 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.1
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
5 4.3 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.3
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
6 4.1 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.1
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
7 4.3 8.G.1.5 Know facts about angles of triangles, facts about 3 R–4.3
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
8 4.2 8.G.1.5 Know facts about angles of triangles, facts about 2 R–4.2
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.
9 4.3 8.G.1.5 Know facts about angles of triangles, facts about 1 R–4.3
angles created when parallel lines are cut by a
transversal, and the AA similarity criterion.

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 4 • Individual Record Form 121

Individual Record Form Name

Module 5
Intervene
Item Lesson Standard Content Focus DOK With Record
1 5.3 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2 R–5.3
2 5.2 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2 R–5.2
3 5.4 8.EE.2.5 Compare proportional relationships represented in 2 R–5.4
different ways.
4 5.1 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2 R–5.1
5 5.3 8.EE.2.5 Compare proportional relationships represented in 2 R–5.3
different ways.
6 5.2 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2 R–5.2
7 5.3 8.EE.2.5 Compare proportional relationships represented in 2 R–5.3
different ways.
8 5.2 8.EE.2.6 Derive the equations y = mx and y = mx + b. 2 R–5.2
9 5.3 8.EE.2.5 Compare proportional relationships represented in 3 R–5.3
different ways.

Key: R–Reteach

© Houghton Mifflin Harcourt Publishing Company

122 Grade 8 • Module 5 • Individual Record Form

 Name Individual Record Form

Module 6
Intervene
Item Lesson Standard Content Focus DOK With Record
1 6.2 8.EE.2.6 Derive the equations y = mx and y = mx + b. 1 R–6.2
2 6.1 8.F.1.3 Interpret the equation y = mx + b as defining a 2 R–6.1
linear function.
3 6.3 8.F.2.4 Model a linear relationship between two quantities. 2 R–6.3
4 6.5 8.F.1.2 Compare properties of functions each represented in a 2 R–6.5
different way.
5 6.6 8.F.2.5 Describe the relationship between two quantities by 2 R–6.6
analyzing a graph. Sketch a graph of a function that
has been described verbally.
6 6.2 8.F.2.4 Model a linear relationship between two quantities. 2 R–6.2
7 6.1 8.F.1.1 Understand that a function assigns to each input 2 R–6.1
exactly one output.
8 6.5 8.F.1.2 Compare properties of functions each represented in a 2 R–6.5
different way.
9 6.3 8.F.2.4 Model a linear relationship between two quantities. 3 R–6.3
10 6.6 8.F.1.3 Interpret the equation y = mx + b as defining a 2 R–6.6
linear function.

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 6 • Individual Record Form 123

Individual Record Form Name

Module 7
Intervene
Item Lesson Standard Content Focus DOK With Record
1 7.2 8.EE.3.8.a Understand solutions to a system of equations 1 R–7.2
correspond to points of intersection of their graphs,
because they satisfy the equations simultaneously.
2 7.1 8.EE.3.8.a Understand solutions to a system of equations 2 R–7.1
correspond to points of intersection of their graphs,
because they satisfy the equations simultaneously.
3 7.5 8.EE.3.8.a Understand solutions to a system of equations 2 R–7.5
correspond to points of intersection of their graphs,
because they satisfy the equations simultaneously.
4 7.2 8.EE.3.8.a Understand solutions to a system of equations 2 R–7.2
correspond to points of intersection of their graphs,
because they satisfy the equations simultaneously.
5 7.6 8.EE.3.8.c Solve problems leading to two linear equations in 3 R–7.6
two variables.
6 7.3 8.EE.3.8.b Solve systems of two linear equations in two variables. 2 R–7.3
7 7.4 8.EE.3.8.b Solve systems of two linear equations in two variables. 2 R–7.4
8 7.5 8.EE.3.8.b Solve systems of two linear equations in two variables. 2 R–7.5
9 7.4 8.EE.3.8.b Solve systems of two linear equations in two variables. 2 R–7.4
10 7.5 8.EE.3.8.b Solve systems of two linear equations in two variables. 2 R–7.5
11 7.2 8.EE.3.8.a Understand solutions to a system of equations 3 R–7.2
correspond to points of intersection of their graphs,
because they satisfy the equations simultaneously.
12 7.6 8.EE.3.8.c Solve problems leading to two linear equations in 3 R–7.6
two variables.

Key: R–Reteach

© Houghton Mifflin Harcourt Publishing Company

124 Grade 8 • Module 7 • Individual Record Form

 Name Individual Record Form

Module 8
Intervene
Item Lesson Standard Content Focus DOK With Record
1 8.2 8.SP.1.2 Fit a line to a scatter plot and informally assess the fit. 2 R–8.2
2 8.3 8.SP.1.3 Use a linear model to solve problems for bivariate 2 R–8.3
measurement data.
3 8.3 8.SP.1.2 Fit a line to a scatter plot and informally assess the fit. 2 R–8.3
4 8.3 8.SP.1.3 Use a linear model to solve problems for bivariate 2 R–8.3
measurement data.
5 8.2 8.SP.1.2 Fit a line to a scatter plot and informally assess the fit. 2 R–8.2
6 8.1 8.SP.1.1 Construct and interpret scatter plots. 2 R–8.1

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 8 • Individual Record Form 125

Individual Record Form Name

Module 9
Intervene
Item Lesson Standard Content Focus DOK With Record
1 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.
2 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.
3 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.
4 9.3 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.3
frequency tables.
5 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.
6 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.
7 9.1 8.SP.1.4 Construct and interpret frequency and relative 2 R–9.1
frequency tables.

Key: R–Reteach

© Houghton Mifflin Harcourt Publishing Company

126 Grade 8 • Module 9 • Individual Record Form

 Name Individual Record Form

Module 10
Intervene
Item Lesson Standard Content Focus DOK With Record
1 10.2 8.EE.1.2 Solve equations of the form x² = p and x³ = p. 2 R–10.2
2 10.1 8.NS.1.1 Understand that rational and irrational numbers have 2 R–10.1
decimal expansions.
3 10.2 8.EE.1.2 Solve equations of the form x² = p and x³ = p 2 R–10.2
4 10.1 8.NS.1.1 Understand that rational and irrational numbers have 2 R–10.1
decimal expansions.
5 10.1 8.NS.1.2 Use rational approximations of irrational numbers to 2 R–10.1
compare their sizes.
6 10.1 8.NS.1.1 Understand that rational and irrational numbers have 1 R–10.1
decimal expansions.
7 10.1 8.NS.1.1 Understand that rational and irrational numbers have 3 R–10.1
decimal expansions.
8 10.2 8.EE.1.2 Solve equations of the form x² = p and x³ = p 2 R–10.2
9 10.2 8.EE.1.2 Solve equations of the form x² = p and x³ = p 2 R–10.2
10 10.1 8.NS.1.2 Use rational approximations of irrational numbers to 2 R–10.1
compare their sizes.
11 10.1 8.NS.1.1 Understand that rational and irrational numbers have 2 R–10.1
decimal expansions.
12 10.1 8.NS.1.2 Use rational approximations of irrational numbers to 2 R–10.1
compare their sizes.
13 10.1 8.NS.1.2 Use rational approximations of irrational numbers to 2 R–10.1
compare their sizes.
14 10.2 8.EE.1.2 Solve equations of the form x² = p and x³ = p 2 R–10.2

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 10 • Individual Record Form 127

Individual Record Form Name

Module 11
Intervene
Item Lesson Standard Content Focus DOK With Record
1 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
2 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
3 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
4 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
5 11.4 8.G.2.8 Apply the Pythagorean Theorem to find the distance 2 R–11.4
between two points.
6 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
7 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
8 11.4 8.G.2.8 Apply the Pythagorean Theorem to find the distance 2 R–11.4
between two points.
9 11.3 8.G.2.7 Apply the Pythagorean Theorem to determine 3 R–11.3
unknown side lengths.
10 11.4 8.G.2.8 Apply the Pythagorean Theorem to find the distance 2 R–11.4
between two points.
11 11.3 8.G.2.6 Explain a proof of the Pythagorean Theorem and 2 R–11.3
its converse.
12 11.4 8.G.2.7 Apply the Pythagorean Theorem to determine 2 R–11.4
unknown side lengths.
13 11.3 8.G.2.7 Apply the Pythagorean Theorem to determine 3 R–11.3
unknown side lengths.
14 11.4 8.G.2.7 Apply the Pythagorean Theorem to determine 2 R–11.4
unknown side lengths.

© Houghton Mifflin Harcourt Publishing Company

Key: R–Reteach

128 Grade 8 • Module 11 • Individual Record Form

 Name Individual Record Form

Module 12
Intervene
Item Lesson Standard Content Focus DOK With Record
1 12.1 8.EE.1.1 Know and apply the properties of integer exponents. 1 R–12.1
2 12.1 8.EE.1.1 Know and apply the properties of integer exponents. 2 R–12.1
3 12.2 8.EE.1.3 Use numbers expressed in scientific notation to 2 R–12.2
estimate quantities.
4 12.2 8.EE.1.4 Perform operations with numbers expressed in 2 R–12.2
scientific notation.
5 12.1 8.EE.1.1 Know and apply the properties of integer exponents. 2 R–12.1
6 12.2 8.EE.1.3 Use numbers expressed in scientific notation to 2 R–12.2
estimate quantities.
7 12.2 8.EE.1.3 Use numbers expressed in scientific notation to 1 R–12.2
estimate quantities.
8 12.1 8.EE.1.1 Know and apply the properties of integer exponents. 2 R–12.1
9 12.2 8.EE.1.4 Perform operations with numbers expressed in 2 R–12.2
scientific notation.
10 12.2 8.EE.1.4 Perform operations with numbers expressed in 2 R–12.2
scientific notation.
11 12.2 8.EE.1.3 Use numbers expressed in scientific notation to 2 R–12.2
estimate quantities.
12 12.2 8.EE.1.4 Perform operations with numbers expressed in 2 R–12.2
scientific notation.
13 12.2 8.EE.1.4 Perform operations with numbers expressed in 2 R–12.2
scientific notation.
14 12.1 8.EE.1.1 Know and apply the properties of integer exponents. 2 R–12.1
15 12.2 8.EE.1.3 Use numbers expressed in scientific notation to 2 R–12.2
estimate quantities.

Key: R–Reteach
© Houghton Mifflin Harcourt Publishing Company

Grade 8 • Module 12 • Individual Record Form 129

Individual Record Form Name

Module 13
Intervene
Item Lesson Standard Content Focus DOK With Record
1 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
and spheres.
2 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 1 R–13.1
and spheres.
3 13.2 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.2
and spheres.
4 13.3 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.3
and spheres.
5 13.2 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.2
and spheres.
6 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
and spheres.
7 13.2 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 3 R–13.2
and spheres.
8 13.2 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
and spheres.
9 13.3 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 1 R–13.3
and spheres.
10 13.3 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.3
and spheres.
11 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
13.2 and spheres. R–13.2
12 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
and spheres.
13 13.3 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 3 R–13.3
and spheres.
14 13.1 8.G.3.9 Know the formulas for the volumes of cones, cylinders, 2 R–13.1
and spheres.

© Houghton Mifflin Harcourt Publishing Company

Key: R–Reteach

130 Grade 8 • Module 13 • Individual Record Form

 Correlations
Standard Test and Item Number
8.NS.1.1 Know that numbers that are not rational are called Module 10 Test: 2, 4, 6, 7, 11
irrational. Understand informally that every number has End-of-Year Test: 5
a decimal expansion; for rational numbers show that Unit 5 Performance Task
the decimal expansion repeats eventually, and convert
a decimal expansion which repeats eventually into a
rational number.
8.NS.1.2 Use rational approximations of irrational numbers to Module 10 Test: 5, 10, 12, 13
compare the size of irrational numbers, locate them End-of-Year Test: 1
approximately on a number line diagram, and estimate the Unit 5 Performance Task
value of expressions (e.g., π²).
8.EE.1.1 Know and apply the properties of integer exponents to Module 12 Test: 1, 2, 5, 8, 14
generate equivalent numerical expressions. End-of-Year Test: 8
Unit 6 Performance Task
8.EE.1.2 Use square root and cube root symbols to represent Module 10 Test: 1, 3, 8, 9, 14
solutions to equations of the form x² = p and x³ = p, End-of-Year Test: 13
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.
8.EE.1.3 Use numbers expressed in the form of a single digit times Module 12 Test: 3, 6, 7, 11, 15
an integer power of 10 to estimate very large or very small End-of-Year Test: 10
quantities, and to express how many times as much one is Unit 6 Performance Task
than the other.
8.EE.1.4 Perform operations with numbers expressed in scientific Module 12 Test: 4, 9, 10, 12, 13
notation, including problems where both decimal and End-of-Year Test: 3
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.
© Houghton Mifflin Harcourt Publishing Company

8.EE.2.5 Graph proportional relationships, interpreting the unit Module 5 Test: 3, 5, 7, 9

rate as the slope of the graph. Compare two different Middle-of-Year Test: 11, 23
proportional relationships represented in different ways. End-of-Year Test: 9
Unit 3 Performance Task
8.EE.2.6 Use similar triangles to explain why the slope m is the same Module 5 Test: 1, 2, 4, 6, 8
between any two distinct points on a non-vertical line in Module 6 Test: 1
the coordinate plane; derive the equation y = mx for a line Middle-of-Year Test: 2
through the origin and the equation y = mx + b for a line
intercepting the vertical axis at b.

Grade 8 • Correlations 131

 Standard Test and Item Number
8.EE.3.7a Give examples of linear equations in one variable with one Module 3 Test: 2, 3, 6–9, 14
solution, infinitely many solutions, or no solutions. Show Middle-of-Year Test: 7
which of these possibilities is the case by successively End-of-Year Test: 28
transforming the given equation into simpler forms, until Unit 2 Performance Task
an equivalent equation of the form x = a, a = a, or a = b
results (where a and b are different numbers).
8.EE.3.7b Solve linear equations with rational number coefficients, Module 3 Test: 1, 4, 5, 10–13, 15
including equations whose solutions require expanding Middle-of-Year Test: 9
expressions using the distributive property and collecting End-of-Year Test: 30
like terms. Unit 2 Performance Task
8.EE.3.8a Understand that solutions to a system of two linear Module 7 Test: 1–4, 11
equations in two variables correspond to points of Middle-of-Year Test: 16
intersection of their graphs, because points of intersection Unit 3 Performance Task
satisfy both equations simultaneously.
8.EE.3.8b Solve systems of two linear equations in two variables Module 7 Test: 6–10
algebraically, and estimate solutions by graphing the Middle-of-Year Test: 18
equations. Solve simple cases by inspection. Unit 3 Performance Task
8.EE.3.8c Solve real-world and mathematical problems leading to two Module 7 Test: 5, 12
linear equations in two variables. Middle-of-Year Test: 4, 19
End-of-Year Test: 24
Unit 3 Performance Task
8.F.1.1 Understand that a function is a rule that assigns to each Module 6 Test: 7
input exactly one output. The graph of a function is Middle-of-Year Test: 3
the set of ordered pairs consisting of an input and the End-of-Year Test: 12
corresponding output. Unit 3 Performance Task
8.F.1.2 Compare properties of two functions each represented in Module 6 Test: 4, 8
a different way (algebraically, graphically, numerically in Middle-of-Year Test: 20
tables, or by verbal descriptions). End-of-Year Test: 18, 25
8.F.1.3 Interpret the equation y = mx + b as defining a linear Module 6 Test: 2, 10
function, whose graph is a straight line; give examples of Middle-of-Year Test: 22
functions that are not linear. End-of-Year Test: 14
8.F.2.4 Construct a function to model a linear relationship between Module 6 Test: 3, 6, 9 © Houghton Mifflin Harcourt Publishing Company
two quantities. Determine the rate of change and initial Middle-of-Year Test: 6, 14, 25
value of the function from a description of a relationship or End-of-Year Test: 4, 20
from two (x, y) values, including reading these from a table Unit 3 Performance Task
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.
8.F.2.5 Describe qualitatively the functional relationship between Middle-of-Year Test: 10
two quantities by analyzing a graph (e.g., where the End-of-Year Test: 15
function is increasing or decreasing, linear or nonlinear). Module 6 Test: 5
Sketch a graph that exhibits the qualitative features of a
function that has been described verbally.

132 Grade 8 • Correlations

 Standard Test and Item Number
8.G.1.1a Verify experimentally the properties of rotations, reflections, Module 1 Test: 1
and translations: lines are taken to lines, and line segments Middle-of-Year Test: 15
to line segments of the same length. Unit 1 Performance Task

8.G.1.1b Verify experimentally the properties of rotations, reflections, Module 1 Test: 7

and translations: angles are taken to angles of the same Unit 1 Performance Task
measure.
8.G.1.1c Verify experimentally the properties of rotations, reflections, Module 1 Test: 2
and translations: parallel lines are taken to parallel lines. Unit 1 Performance Task
8.G.1.2 Understand that a two-dimensional figure is congruent to Module 1 Test: 3, 4
another if the second can be obtained from the first by a Middle-of-Year Test: 1
sequence of rotations, reflections, and translations; given Unit 1 Performance Task
two congruent figures, describe a sequence that exhibits the
congruence between them.
8.G.1.3 Describe the effect of dilations, translations, rotations, and Module 1 Test: 5, 6, 8, 9
reflections on two-dimensional figures using coordinates. Module 2 Test: 1, 3, 5, 7, 8, 10
Middle-of-Year Test: 5, 12, 24
End-of-Year Test: 23, 26
Unit 1 Performance Task
8.G.1.4 Understand that a two-dimensional figure is similar to Module 2 Test: 2, 4, 6, 9, 11
another if the second can be obtained from the first by a Middle-of-Year Test: 8
sequence of rotations, reflections, translations, and dilations; Unit 1 Performance Task
given two similar two-dimensional figures, describe a
sequence that exhibits the similarity between them.
8.G.1.5 Use informal arguments to establish facts about the angle Module 4 Test: 1–9
sum and exterior angle of triangles, about the angles Middle-of-Year Test: 13, 17, 21
created when parallel lines are cut by a transversal, and the Unit 2 Performance Task
angle-angle criterion for similarity of triangles.
8.G.2.6 Explain a proof of the Pythagorean Theorem and its Module 11 Test: 1–4, 6, 7, 11
converse.
8.G.2.7 Apply the Pythagorean Theorem to determine unknown side Module 11 Test: 9, 12–14
© Houghton Mifflin Harcourt Publishing Company

lengths in right triangles in real-world and mathematical End-of-Year Test: 6, 29

problems in two and three dimensions. Unit 5 Performance Task
8.G.2.8 Apply the Pythagorean Theorem to find the distance Module 11 Test: 5, 8, 10
between two points in a coordinate system. End-of-Year Test: 19
8.G.3.9 Know the formulas for the volumes of cones, cylinders, and Module 13 Test: 1–14
spheres and use them to solve real-world and mathematical End-of-Year Test: 2, 11, 16
problems. Unit 6 Performance Task

Grade 8 • Correlations 133

 Standard Test and Item Number
8.SP.1.1 Construct and interpret scatter plots for bivariate Module 8 Test: 6
measurement data to investigate patterns of association End-of-Year Test: 7
between two quantities. Describe patterns such as Unit 4 Performance Task
clustering, outliers, positive or negative association, linear
association, and nonlinear association.
8.SP.1.2 Know that straight lines are widely used to model Module 8 Test: 1, 3, 5
relationships between two quantitative variables. For End-of-Year Test: 17
scatter plots that suggest a linear association, informally Unit 4 Performance Task
fit a straight line, and informally assess the model fit by
judging the closeness of the data points to the line.
8.SP.1.3 Use the equation of a linear model to solve problems in the Module 8 Test: 2, 4
context of bivariate measurement data, interpreting the End-of-Year Test: 22
slope and intercept. Unit 4 Performance Task
8.SP.1.4 Understand that patterns of association can also be seen Module 9 Test: 1–7
in bivariate categorical data by displaying frequencies End-of-Year Test: 21, 27
and relative frequencies in a two-way table. Construct Unit 4 Performance Task
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.

© Houghton Mifflin Harcourt Publishing Company

134 Grade 8 • Correlations

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