Grade 8 ILEARN Math Checkpoint 3 Practice

What Checkpoint 3 covers in grade 8, items to try, the mistakes students make most, and the practice that goes with it.

Designed, reviewed, and checked by Greg · 25+ years in the classroom · Updated for 2026-27 · Window Feb 8 – Apr 9, 2027

5standards

100practice items

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What Checkpoint 3 covers

5 standards, 4 marked essential. Short names in our own words.

8.DSP.1Scatter plots: clustering, outliers, and association
8.DSP.2Line of best fit: interpret slope and y-intercept in contextEssential
8.GM.1Dilations, translations, rotations, reflections in the coordinate planeEssential
8.GM.2Volume of cones, spheres, pyramids; surface area of spheresEssential
8.GM.3The Pythagorean Theorem, including the 3-D box diagonalEssential

Try three items

Pick an answer to see the worked solution.

8.GM.2At Proficiency

An ice cream shop sells waffle cones shaped like a cone, with a radius of 6 cm and a height of 14 cm.

What is the volume of one cone? Use 3.14 for π. Round your answer to the nearest hundredth.

Choose an answer to see the worked solution.

8.GM.1Above Proficiency

A triangle is dilated by a scale factor of 3, centered at the origin, to create a larger, similar triangle.

Which attribute of the triangle changes as a result of the dilation?

Choose an answer to see the worked solution.

8.DSP.2At Proficiency

A gym tracks a member's number of visits per month, x, and their monthly membership cost after a discount program, y, in dollars. The equation of the line of best fit is:

y = -1.5x + 60

Which statement describes the rate of change modeled by the equation?

Choose an answer to see the worked solution.

Where students go wrong

The most common mistake on each standard, and what to do about it, from the teacher pages in the Checkpoint 3 intervention.

8.DSP.1

Reading the trend from two points instead of the cloud

What it looks like: A scatter plot called “no association” because two neighboring points disagree, or called strongly positive on the strength of the two extremes. A handful of points stands in for the whole set.
What to do: Squint at the plot, or lay a pencil along it. Ask whether MOST points drift up, drift down, or scatter without direction. Two points can always be found to support either answer, which is exactly why two points cannot decide it.

8.DSP.2

Reporting the slope as a bare number

What it looks like: “The slope is 2.5” with no units, when the question asked what it means for the situation. The arithmetic is right and the interpretation is missing.
What to do: Say the slope as a sentence with both units: “each extra mile adds $2.50 to the fare.” Write the units of x and y down before touching the number, and the sentence writes itself.

8.GM.1

Naming the transformation from what moved rather than what stayed

What it looks like: A rotation called a translation because “it moved across the grid”. Every transformation moves the figure, so movement alone identifies none of them.
What to do: Ask what was PRESERVED and what changed. A translation keeps the orientation exactly; a reflection produces a mirror image; a rotation turns it; a dilation changes the size. Compare one labeled vertex on the preimage with its partner on the image.

8.GM.2

Dropping the fractional factor

What it looks like: A cone of radius 6 and height 10 given a volume of 360π — the cylinder answer. The 13 is left out, so the result is exactly three times too large.
What to do: A cone is a THIRD of the cylinder that contains it, and a pyramid is a third of its prism. Write the fraction down before substituting anything. If your cone answer equals πr²h exactly, you have found the cylinder.

8.GM.3

Taking the last length given to be the hypotenuse

What it looks like: A triangle with a leg of 9 and a hypotenuse of 41 answered with √(9² + 41²) ≈ 42. Both given lengths are added as though they were legs, so a missing LEG is computed as a hypotenuse.
What to do: The hypotenuse is the LONGEST side and sits opposite the right angle — never decided by where it appears in the sentence. Label c first, then choose: legs missing means subtract, hypotenuse missing means add. Here 41² − 9² = 1,600, so the leg is 40.

Get the Checkpoint 3 practice

Free

Try it first

The grade 8 screener: two items per standard, a class tracker and a page that says where each student goes next.

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100 items · 71 pages

Checkpoint 3 Practice

100 practice items at three levels.

View on TPT

60 items · 52 pages

Checkpoint 3 Intervention & Reteach

A teacher page, reteach page, practice, error analysis and exit ticket for each standard.

View on TPT

160 items · 123 pages

Checkpoint 3 Bundle

The practice set and the intervention together.

View on TPT

See inside the Checkpoint 3 practice

Press play for a 20-second look at the real pages.

Checkpoint 3 PracticeBefore the window opens

Checkpoint 3 Intervention & ReteachFor after the checkpoint

Checkpoint 3 BundlePractice and reteach together

Grade 8, window by window

Checkpoint 1 Checkpoint 2Checkpoint 3Summative All of grade 8

Independent practiceIndependent practice for the Indiana ILEARN Math assessment. Not affiliated with, sponsored by, or endorsed by the Indiana Department of Education. Standard names are short summaries in our own words; see IDOE for the official text.