That's cool!! I still feel like I'm struggling with how to use Euler's formula to generate the rule in terms of n, just for the original problem. So in the explanation below, what do v_3 and v_4 represent and why is 2e = 3v_3 + 4v_4?

Here's an example of content standards for Unit 1 of what we call MYP 3 (a mix of 8th grade math & Algebra 1). Instead of grading via points, I would assess a student's demonstrated level of understanding for each standard. We also assess several process standards that extend over the entire year.

Illustrative Mathematics teaches polynomial division using partial products first, then connects that method to standard long division. I like this progression, especially if Ss used rectangle diagrams like this to multiply and factor polynomials in Algebra 1 and to divide numbers even earlier.