8th Grade Math
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Match’s common-core aligned 8th grade Mathematics course creates a bridge between middle school math instruction and High School math. In 8th grade students become proficient in three core areas outlined in the Massachusetts Curriculum Frameworks for Mathematics: 1) analyzing, modeling and solving linear equations and systems of linear equations, 2) understanding functions and using functions to describe quantitative relationships, and 3) analyzing two- and three-dimensional space and figures using distance, angle, similarity and congruence and understanding and applying the Pythagorean Theorem.
Student mastery in each of these areas is fundamental to success in high school mathematics and therefore 8th grade is a particularly foundational year. Solving and graphing linear equations is a particularly important building block skill that students need to master in 8th grade. While exposure to functions and the idea that real world situations can be represented graphically began in 7th grade with graphing proportional relationships, in 8th grade students explore, solve and learn to graph more complex functions. Students compare linear proportional relationships to linear non-proportional relationships and explore nonlinear relationships – grappling for the first time with situations that are not represented graphically by a line.
The 8th grade math course also builds a critical foundation for high school geometry as students explore the concepts of congruence and similarity and investigate and work with the Pythagorean theorem.
How to Use This Course
Mathematics at Match
The goals of Match Education’s math program are intrinsically tied to our school’s mission of providing our students with the skills and knowledge they will need to succeed in college and beyond. At Match, we seek to inspire our scholars to pursue advanced math courses, and we provide them with the foundations they will need to be successful in these courses.
Our math curriculum is designed around several core beliefs about how to best achieve our ambitious goals. These beliefs drive the decisions we make about what to teach and how to teach it.
- Content-rich Tasks: We believe that students learn best when asked to solve problems that spark their curiosity, require them to make novel connections between concepts, and may offer more than one avenue to the solution.
- Practice and Feedback: We believe that practice and feedback are essential to developing students’ conceptual understanding and fluency.
- Productive Struggle: We believe that students develop essential strategies for tackling complex problems, and build non-cognitive skills such as grit and resilience, through productive struggle.
- Procedural Fluency Combined with Conceptual Understanding: We believe that knowing “how” to solve a problem is not enough; students must also know “why” mathematical procedures and concepts exist.
- Communicating Mathematical Understanding: We believe that the process of communicating their mathematical thinking helps students solidify their learning and helps teachers assess student understanding.
For more information, view our full Mathematics Program Overview.