EIGHTH GRADE - Pasco School District · Pasco School District 8th Grade Mainstream Math 2010-2011...

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Mathematics Curricular Guide

EIGHTH GRADE

2010-2011 SCHOOL YEAR

Pasco School District 8th Grade Mainstream Math 2010-2011 School Year


MATHEMATICS SCOPE & SEQUENCE

Unit Title Dates Page 1. Analysis of Data Sets ................................................ 9/1 – 10/31/2010 .................................................................................... 3

2. Properties of Geometric Figures ......................... 11/1/2010 – 2/15/2011 ............................................................................... 6

3. Linear Functions and Equations ............................... 2/16 – 3/30/2011 .................................................................................... 9

4. Additional Key Content ............................................ 4/10 – 4/30/2011 .................................................................................. 12



Unit Name: Analysis of Data Sets September 1 October 31

Standard Lesson & objective Days Formative Assessments/

Assignments Alignment Notes

8.3.A - Summarize and compare data sets in terms of variability and measures of center.

Samples and Populations (S&P): Problem 1.2 Create box-and-whisker plot.

3 *Include FU pg 9; ACE #5 pg 18 *Skill 65 from Skills Intervention (Stevens) mean, median, mode

*Review measures of center *Discuss variability in this problem

8.3.A - Summarize and compare data sets in terms of variability and measures of center. 8.3.B - Select, construct, and analyze data displays, including box-and-whisker plots, to compare two sets of data.

S&P: Problem 1.3 Use box-and-whisker plots to compare two sets of data.

4 * Include FU pg 11 *Check-Up can be used as Formative

*Discuss variability in this problem

S&P: Problem 1.4

Use box plots to compare different attributes and use this information to make recommendations.

3 * Include FU pg 12; ACE #6 pg 19; Supplemental Material: Question #1 (Circle Graphs) OSPI Module Chapter 22 *Reflection #3 pg 23 – Formative *Ochoa created formative assessment for 8.3A *Skill 70 Line Graphs, 71 Bar Graphs, 72 Histograms from Skills Intervention (Stevens)

8.3.C - Create a scatter plot for a two-variable data set, and, when appropriate, sketch and use a trend line to make predictions.

S&P: Problem 1.5 pg 13 interpret data in scatter plot and create scatter plot

2 *ACE #4 pg 16

Thinking With Mathematical Models (TWMM): Problem 1.1 pg 6

3 Intentionally draw trend line

http://standards.ospi.k12.wa.us/ResourcesOfPE.aspx?subject=7%2cPE&gl=9&content=143&pe=864



Create scatter plot based on experiment

TWMM: Problem 1.2

Draw trend line and use it to make predictions

3 *Include FU pg 8 *Ochoa created formative assessment for 8.3B/C



8.3.D - Describe different methods of selecting statistical samples and analyze the strengths and weaknesses of each method.

S&P: Problem 2.2 Identify sampling plans and the advantages and disadvantages of each.

1 *Include FU pg 28; ACE 5-8 pg 31 *Ochoa created formative for 8.3D

8.3.E - Determine whether conclusions of statistical studies reported in the media are reasonable.

1 *Skill 74- Misleading Graphs Skill Intervention book (Stevens)

GAP

8.3.F - Determine probabilities for mutually exclusive, dependent, and independent events for small sample spaces.

Use basic probability as it applies to dependent and independent events

17 * Supplemental Material: OSPI Module Chapter 27 *Supplemental Material: Glencoe textbook, McMillan textbook *Ochoa created formative for 8.3F *Skill 77 Probability, Skill 78 Odds-Skills Intervention (Stevens) *Algebra To Go Resource Book-pg. 185-188 *Glencoe Pre-Algebra textbook 11.4, 11.6, 11.7

Mutually exclusive is not taught explicitly, but teacher can have intentional discourse without new material.

8.3 G – Solve single and multi step problems using counting techniques and Venn diagrams and verify the solutions.

3 *Getting Ready for Algebra (level 5) pg. 16-22 (Stevens) *Port Angeles website

GAP




Process Standards Addressed: 8.5.B – Identify relevant, missing and extraneous information related to the solution to a problem. 8.5.C – Analyze and compare mathematical strategies for solving problems and select and sue one or more strategies to solve a problem. 8.5.D – Represent a problem situation, describe the process used to solve the problem, and verify the reasonableness of the solution. 8.5.G – Extract and organize mathematical information from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning.

Assessment: (type)



Unit Name: Properties of Geometric Figures November 1 February 15



8.2.A - Identify pairs of angles as complementary, supplementary, adjacent, or vertical, and use these relationships to determine missing angle measures. 8.2.B - Determine missing angle measures using the relationships among the angles formed by parallel lines and transversals.

Identify types of angles and use relationships to find measures of different angles.

10 *Supplemental Material: Angle Relationships and Parallel Lines * MAC PowerPoint *Glencoe textbook (Ochoa) *KUTA website *Practice Materials: Line and Angle Relationships *Ochoa created formative assessment for 8.2A/B *Skill 42 Classify Angles, Skill 57 Measuring Angles-Skills Intervention (Stevens) *Glencoe Pre-Algebra textbook 12.3, 12.4

The supplemental material is only the introduction. Teachers need to find practice materials *Essential vocabulary (MAC)

8.2.C - Demonstrate that the sum of the angle measures in a triangle is 180 degrees, and apply this fact to determine the sum of the angle measures of polygons and to determine unknown angle measures.

Shapes and Design (S&D): Problem 4.1 pg 43 Find sums of interior angles of regular polygons and create rules to predict number of sides based on measure of angles.

10 *ACE #1-5, 10 pg 47 *Ochoa created formative assessment for 8.2C *Glencoe Pre-Algebra book 12.12 *Interior Angles Jigsaw *Math on Call (table) *Algebra To Go Resource Book pg. 122

http://www.glencoe.com/sec/math/t_resources/keyconcepts/pdfs/pa03kc_lesson21.pdf

http://www.glencoe.com/sec/math/t_resources/keyconcepts/pdfs/pa03kc_lesson21.pdf

http://glencoe.mcgraw-hill.com/sites/dl/free/0078740509/590597/m3_nat_spwb.pdf

http://glencoe.mcgraw-hill.com/sites/dl/free/0078740509/590597/m3_nat_spwb.pdf





8.2.D - Represent and explain the effect of one or more translations, rotations, reflections, or dilations (centered at the origin) of a geometric figure on the coordinate plane.

Kaleidoscopes, Hubcaps, and Mirrors (K,H,M): Problem 3.1 pg 43 Write rules for reflections on coordinate plane.

10 * Supplemental Material: OSPI Module Chapter 21 *MIRA math *Dilations packet (Ochoa created) *Algebra To Go teacher resource book pg. 154-159, 161

*Writing rules is not part of the PE

K,H,M: Problem 3.2 pg 45 Write rules for translations on coordinate plane.

* Supplemental Material: OSPI Module Chapter 21

K,H,M: Problem 3.3 pg 47 Write rules for rotations on coordinate plane.

*Supplemental Material: OSPI Module Chapter 21 *Ochoa created formative

assessment for 8.2D

Write rules for dilations on coordinate plane.

GAP

8.2.E - Quickly recall the square roots of the perfect squares from 1 through 225 and estimate the square roots of other positive numbers. 8.2.F - Demonstrate the Pythagorean Theorem and its converse and apply them to solve problems.

Looking For Pythagoras (LFP): Problem 2.2; LFP: Problem 3.1 follow-up pg 28; Sums of areas of squares off legs of right triangle equal area square off hypotenuse. Determine exact lengths of sides of squares and understand the relationship between area of a

20 *Follow-Up pg 19; ACE # 15, pg 25 *Student formulated chart on quick square numbers *Glencoe Pre-Algebra textbook 14.1, 14.2, 14.5-14.7

*Teach LFP in order 3.1 through 4.1, skip 3.4






square and length of a side.

LFP: Problem 3.2 Write the Pythagorean Theorem symbolically.

* Include Follow-Up pg 29; 3.4 FU #1 pg 32; ACE #14-16 pg 36

LFP: Problem 3.4 pg 32

Use the converse of the Pythagorean Theorem to determine if a triangle is a right triangle.

Follow-Up #1 pg 32 *Definition of converse is that if a triangle satisfies the Pythagorean Theorem then it is a right triangle.

Problem 4.1 pg 42, and Problem 4.3 pg 45 Use the Pythagorean Theorem to find distances between points as well as area and perimeter.

* Follow-Up pg 42; ACE #1-

4 pg 46



8.2.G - Apply the Pythagorean Theorem to determine the distance between two points on the coordinate plane.

LFP: Problem 3.3 and Follow-Up pg 31 Use the Pythagorean Theorem to find the distance between two points.

3 *Ochoa created formative assessment for 8.2E/F/G

Process Standards Addressed: 8.5.B –Identify relevant, missing, and extraneous information related to the solution to a problem. 8.5.D – represent a problem situation, describe the process used to solve the problem, and verify the reasonableness of the solution. 8.5.E – communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informal and formal mathematical language. 8.5.F – apply previously used problem-solving strategy to a new context.

Assessment: (type)



Unit Name: Linear Functions and Equations February 16 March 30



8.1.A - Solve one-variable linear equations.

Moving Straight Ahead (MSA): Problem 4.1 pg 53; Solve linear equations symbolically

10 *Glencoe Pre-Algebra

textbook 3.1-3.4

*Skills Intervention book

(Stevens) Skill 37, 38, 39,

40

*Kutasoftware.com

*DCVCD chant (Stevens)

*Lonely X big book

(Stevens)

MSA: Problem 4.2 pg 56 Apply inverse operations to solve problems symbolically

* Include Follow-Up pg 56;

ACE #13 pg 61

Say It With Symbols (SIWS): Problem 1.1 pg 6 Solve two variable equations using addition and subtraction.

Problem 1.2 pg 9 Solve one variable equations using division.

*Follow-Up pg 9: ACE #30

pg 14





8.1.B - Solve one- and two-step linear inequalities and graph the solutions on the number line.

5 *kutasoftware.com and direct instruction *Glencoe Pre-Algebra 3.7, 3.8, 8.11, 7.7 *Algebra To Go Resource book pg. 102-104

There is NOTHING on inequalities. *Need to teach greater than and less than

8.1.C - Represent a linear function with a verbal description, table, graph, or symbolic expression, and make connections among these representations. 8.1.D - Determine the slope and y-intercept of a linear function described by a symbolic expression, table, or graph. 8.1.E - Interpret the slope and y-intercept of the graph of a linear function representing a contextual situation. 8.1.F - Solve single- and multi-step word problems involving linear functions and verify the solutions.

MSA: Problem 2.2 pg 18 Create table, graph, equation from linear situation.

15? *MSA ACE # 4-5 pg 10 * Reflection #1 pg 14; *Glencoe Pre-Algebra textbook 8.8, 8.9 *Algebra To Go Resource book pg. 63-65, 78-80 (Stevens)

MSA: Problem 2.3 pg 20 Examine how rates affect different representations

* ACE #6 pg 26; Reflection #2-4 pg 34

MEC created Patterns Menu Use tables, graphs and equations to represent geometric visuals.

* ACE #13 pg 61 *SIWS: ACE # 31-33 pg 15

8.1.G - Determine and justify whether a given verbal description, table, graph, or symbolic expression represents a linear relationship.

TWMM: Problem 2.3 pg 30 Determine whether a relationship between variables is linear or nonlinear

*ACE #2a-c pg 32 *MSA: ACE #9a-c pg 27; #23 pg 89



Process Standards Addressed: 8.5.D – Represent a problem situation, describe the process used to solve the problem, and verify the reasonableness of the solution. 8.5.F – apply a previously used problem-solving strategy in a new context 8.5.G – extract and organize mathematical information from symbols, diagrams and graphs to make inferences, draw conclusions, and justify reasoning 8.5.H – make and test conjectures based on data (or information) collected from explorations and experiments.

Assessment: (type)



Unit Name: Additional Key Content April 10 April 30



8.4.A - Represent numbers in scientific notation, and translate numbers written in scientific notation into standard form. 8.4.B - Solve problems involving operations with numbers in scientific notation and verify solutions.

5 *kutasoftware.com *Glencoe Pre-Algebra textbook 6-11

GAP

8.4.C - Evaluate numerical expressions involving nonnegative integer exponents using the laws of exponents and the order of operations.

5 *Skill Intervention-Skill 8 (Stevens) *Algebra To Go Resource book pg. 34-37 (Stevens)

GAP

8.4.D -Identify rational and irrational numbers. LFP: Problem 5.2 and 5.3 Estimate hypotenuse lengths. (Practices the idea, but does not teach how to identify them).

*Instruction needed on what is an irrational number

Process Standards Addressed: 8.5C – analyze and compare mathematical strategies for solving problems, and select and use one or more strategies to solve a problem. 8.5F – apply a previously used problem-solving strategy to a new context.

Assessment: (type)

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EIGHTH GRADE - Pasco School District · Pasco School District 8th Grade Mainstream Math 2010-2011...

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