An Out-of-Your-Seat Math Review

Correlations to the Math Standards ii

Introduction 1

Show Your Work 4

Recording Sheet 5

ANSWERS

8.1 RationalandIrrationalNumbers 68.2 Equations 78.3 Expressions 88.4 Functions 98.5 Geometry 108.6 StatisticsandProbability–Part1 138.7 StatisticsandProbability–Part2 15

Contents

by Camille Mattson

Grade 8

BookTitle ©Didax,Inc.ii

Grade 8 Correlations to the Math Standards

The Number System

8.NS.A Knowthattherearenumbersthatarenotrational,andapproximatethembyrationalnumbers.

Module8.1

Expressions and Equations

8.EE.A Workwithradicalsandintegerexponents. Module8.3

8.EE.B Understandtheconnectionsbetweenproportionalrelationships,lines,andlinearequations.

Module8.2

8.EE.C Analyzeandsolvelinearequationsandpairsofsimultaneouslinearequations

Module8.2

Functions

8.F.A Define,evaluate,andcomparefunctions. Module8.4

8.F.B Usefunctionstomodelrelationshipsbetweenquantities. Module8.4

Geometry

8.G.A Understandcongruenceandsimilarityusingphysicalmodels,transparencies,orgeometrysoftware.

Module8.5

8.G.B UnderstandandapplythePythagoreantheorem. Module8.5

8.G.C Solvereal-worldandmathematicalproblemsincludingvolumeofcylinders,cones,andspheres.

Module8.5

Statistics and Probability

8.SP.A Investigatepatternsofassociationinbivariatedata. Module8.6 Module8.7

©Didax,Inc. 1

IntroductionWelcome to Over There!

CongratulationsonyourpurchaseofOver There!

Over There!isawhole-class,out-of-your-seatmathactivitythatpromotescollaborationbetweenstudentsandreinforcestheideaofsolvingproblemsthrough‟mentalmath.”

Thisboxcontains:

1.Grade8activitycardsorganizedbythe5domainsoftheMathStandards.

2.Thisbooklet,whichincludes,

• CorrelationstotheGrade8MathStandards

• The Getting Started with Over There!pagesfortheteacher.

• RecordingSheetreproduciblestudentblacklinemaster

• ShowYourWorkreproduciblestudentblacklinemaster(optional)

• Answersheetsfortheteacher

Over There!asksstudentstoapplythemathskillstheyhaveacquiredinclassinawholenewcontext.Indoingso,theylearntoworkcollaborativelywiththeirpeerstosolvethequestions.Byverbalizingthemathwiththeirpeers,studentsarebetterabletocomprehendthesolutionandimprovetheir‟mentalmath”skills.

How to Use Over There! in Your Classroom

Theseactivitiescanbeusedasaunitreviewfortheendoftheweek,oraftertheclasshasbeengiveninstructiononthatparticulartopic.

Theseactivitiescanalsobeadministeredpriortoteachingatopicwithinthemathcurriculum.Ifusedinthisway,theactivitycanfunctionasagaugetodeterminehowwelltheclassunderstandsaparticularskillorskills.

Thecardsaresturdyandareprintedwithaspecialcoating,sotheycanbetapedtothewall,althoughmanyteachersmayopttodisplaythecardsondesks

atthefrontoftheroomorevenontheledgeoftheblackboardorwhiteboard.

Thecardsshouldbedistributedaroundtheroomandfacedsotheycanbeseenbythestudents.Thiswaythestudentpairscanmovearoundtofindthecardwhoseanswermatchesthequestiononthecardtheyareholding.

Makesuretherearenoobstaclesonthefloorthatcouldimpedestudents’movementorcauseinjury.

Getting Started1.Putthestudentsintopairsorthrees.Then,have

studentsfiletothefrontoftheroom.

2.DistributeonecopyoftheRecordingSheetandoneormorecopiesofthe(optional)ShowYourWorksheettoeachpair.Decidewhichteammemberwillfillouteachofthesesheets. Note:TheAnswersheetsatthebackofthisbookletareintendedfortheteacher'suseonly.

3.Giveabriefdescriptionoftheactivityandhowthecardswork:

“Each card is numbered clearly. It has a question at the top and an answer at the bottom.

Remember, the answer to the question on the top of the card is on a totally different card. You must find the card with the correct answer. If you have played 'I Have, Who Has?' you are familiar with this idea.”

Thensay,‟We will have one pair begin the game by reading their assigned card. Read the ‛Question’ part of the card at the top. Discuss with your partner. Many of these problems are ‛mental math.’ For word problems, it may be necessary to work out the answer on the Show Your Work sheet. Once you know the answer, go around the room to find the card with that answer written on the bottom of the card.”

‟Write the correct answer in the Team Answer column of the sheet. Then, read the question on that card and find the card that has the appropriate answer. Once

Over There! © Didax, Inc.2

you've completed all the cards, you can return to your seats.”

Beforestudentsbegin,assigneachpairtheir‟startcard,”makingsureeachpairstartswithadifferentcard.

Example:

1.ThefirstpairgoestoCard3andreadsthequestionatthetop.ThepairdiscussesthequestionandworksoutthemathontheShowYourWorksheetifappropriate.OnestudentwritestheanswerontheRecording Sheet.

Card 3

?Thereare4redmarbles,7bluemarbles,and10greenmarbles.Writetheratioofbluemarblesto

redandgreenmarbles. !

40:1

2.Then,studentssay:‟Whereis1to2?”(Partnerorclassmatesanswerandpoint:“OverThere!”)

3.Pairsgoaroundtheroomtofindthecardthathastheanswer(theanswerwillbeatthebottomofthecard—inthiscase,itisCard2).

4.StudentsthenreadthequestionatthetopofCard2andrepeatallthestepsasinCard3.

Card 2?

Thereare4redmarbles,7bluemarbles,and10greenmarbles.Whatistheratioofredmarbles

tobluemarbles? !

1 to 2

5.Allpairsfollowinthesamefashionuntilthewholeclassisengagedintheactivity.Theteacheristheretomakesurethepairsareworkingina(somewhat)orderlyway.

6.AllpairsshouldrecordtheiranswerontheRecordingSheet,includingthenamesofpairsmembers.

7.TheyalsocompletetheShowYourWorksheetsifrequired.

8.Whenallstudentshavecompletedtheactivity,theteacheraskssomequestionstoelicitdiscussion,suchas: ‟Did anyone have difficulty finding the answer to any of the cards?” ‟Which one?” ‟What strategy did you use for solving the problem?”

9.Ifnecessary,theteachermayneedtowritesomenotesontheboardtoillustratethemath-solvingstrategies.

10.Attheendofthesession,theteachercollectsallrecordingsheetsandShowYourWorksheetsandcomparesthemtotheAnswersheets,toevaluatestudents’understandingoftheunit/topic.

© Didax, Inc. 3

What if my students are getting stuck on one of the cards?

Occasionally,youmayfindthatseveralstudentsarestoppedatasinglecard,preventingthemfromcompletingthefullcircuitoftheactivity.

Inthiscase,theteachershouldaskthatallstudentspauseandgobacktotheirseats.

Say:‟Several of you seem to be having difficulty with Card number 2 (orwhichevercarditmaybe).

Let's break out the problem.”

Theteacherthenwritestheproblemontheboard,stepbystep,askingstudentstoparticipateinfindingtheanswer.

Ifyoufindthatmanystudentsarehavingdifficultywithaparticularcard,you'llfindthatthisisanopportunitytoreteachallorpartofthisweek'sunit.

Jump Start Student Learning with Whole-Class Active Engagement

Moderneducationalresearchshowsthatthebenefitsofcollaborativelearningarenumerous.

Inadditiontofosteringcollaborativelearning,Over There! activitycardsrequirethatkidsmoveabouttheclassroomandactivelylocatethecardcontainingtheanswertoagivenquestion.Inthisway,studentsbecomemoreenergizedandengaged.Whentheydolocatetheanswercard,theirproblem-solvingeffortsbecomevalidated.Thismakeslearningmathmorerewardingandfun!

1RATIONAL & IRRATIONAL NUMBERS

noGo aroundthe room

to findthe answer

Is 25 rational or irrational?C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-1 Front Rational Num.pdf 1 10/5/16 11:22 AM

1EQUATIONS

Solve for x.

7x – 2 = 19

80Go aroundthe room

to findthe answer

C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-1 Back Equations 1.pdf 1 10/5/16 11:21 AM

1EXPRESSIONS

24Go aroundthe room

to findthe answer

Simplify.

14� �

3C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-2 Front Expressions 2.pdf 1 10/5/16 11:24 AM

1FUNCTIONS

Grace charges $5.25 per hour to babysit and Sophia charges $10 upfront plus

$2.25 per hour. Who earns more if they each babysit for 4 hours?

y = 3x – 3Go aroundthe room

to findthe answer

C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-2 Back Functions.pdf 1 10/5/16 11:23 AM

1GEOMETRY

What is the approximate volume of the cylinder?

(9, 7)Go aroundthe room

to findthe answer

14 in.

7 in.

C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-3 Front Geometry.pdf 1 10/5/16 11:26 AM

1STATISTICS AND PROBABILITY – Part 1

Use the table to find the percentage of students who earned an A on a math quiz

and who also played the piano.

y = 3x + 30Go aroundthe room

to findthe answer

A 107 194B 16 24C 1081 1428D 377 921F 547 965

Grade Played Piano Did Not Play Piano

C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-3 Back Stats 1.pdf 1 10/5/16 11:25 AM

1STATISTICS AND PROBABILITY – Part 2

The data in the graph show the correlation between the number of school days per year and the average

math assessment score for 9 different countries. What type of correlation is shown in the data?

3%Go aroundthe room

to findthe answer

Number of School Days per Year/Math Assessment Score

Number of School Days per Year

Aver

age

Asse

ssm

ent S

core

, Mat

h

580

560

540

520

500

480

460150 160 170 180 190 200 210 220 230 240 250 260 270

C

M

Y

CM

MY

CY

CMY

K

OTC Grade 8 Set-4 Front Stats 2.pdf 1 10/5/16 11:27 AM