8Th Grade Mathematics Curriculum Map

Updated 08/01/2013 8th Grade Mathematics Curriculum Map 2013-2014 School Year First Semester Second Semester Review Unit 4 Unit 5 Unit 6 Unit 7 Unit 1 Unit 2 Unit 3 Unit 8 Integers & Functions Linear Linear Models Solving Transformations, Exponents Geometric Show What Equations Functions and Tables Systems of Congruence and Applications of We Know Equations Similarity Exponents

(3 days) (2-3 weeks) (3-4 weeks) (5-6 weeks) (4-45 weeks) (4-5 weeks) (4-5 weeks) (4-5 weeks) (6 weeks) (10 Days) (14 Days) (26 Days) (25 Days) (19 Days) (13 Days) (18 Days)

MCC7.NS.1 MCC8.F.1 MCC8.EE.5 MCC8.F.4 MCC8.EE.8 MCC8.G.1 MCC8.EE.1 MCC8.G.6 ALL MCC7.NS.1a MCC8.F.2 MCC8.EE.6 MCC8.F.5 MCC8.EE.8a MCC8.G.2 MCC8.EE.2 MCC8.G.7 PLUS MCC7.NS.1b MCC8.F.3 MCC8.SP.1 MCC8.EE.8b MCC8.G.3 (evaluating) MCC8.G.8 High School MCC7.NS.1c Prep MCC8.NS.1 MCC8.SP.2 MCC8.EE.8c MCC8.G.4 MCC8.EE.3 MCC8.G.9 MCC7.NS.1d Review MCC8.NS.2 MCC8.SP.3 MCC8.G.5 MCC8.EE.4 MCC8.EE.2 MCC7.NS.2 inequalities MCC7.NS.2a MCC8.SP.4 MCC8.EE.7a (equations) exponent rules MCC7.NS.2b MCC8.EE.7b word problems MCC7.NS.2c MCC8.NS.1 expressions MCC7.NS.2d MCC8.NS.2 exponential MCC7.NS.3 graphs MCC7.EE.1 graphing MCC7.EE.2 calculators MCC7.EE.3 MCC7.EE.4 MCC7.EE.4a MCC7.EE.4b

1 Updated 08/01/2013 First Semester

REVIEW Operations with Unit 4 Unit 5 Unit 6 Unit 7 Rational Numbers Expressions & Functions Linear Functions Linear Models and Solving Systems of Equations Tables Equations

Apply and extend previous Define, evaluate, and compare Understand the connections Use functions to model Analyze and solve linear equations understandings of operations with functions. between proportional relationships between quantities. and pairs fractions to add, subtract, multiply, MCC8.F.1 Understand that a relationships, lines, and linear MCC8.F.4 Construct a function to of simultaneous linear equations. and divide rational numbers. function is a rule that assigns to each equations. model a linear relationship between MCC8.EE.8 Analyze and solve pairs MCC7.NS.1 Apply and extend previous understandings of addition and input exactly one output. The graph MCC8.EE.5 Graph proportional two quantities. Determine the rate of of simultaneous linear equations. subtraction to add and subtract rational of a function is the set of ordered relationships, interpreting the unit change and initial value MCC8.EE.8a Understand that numbers; represent addition and pairs consisting of an input and the rate as the slope of the graph. of the function from a description of solutions to a system of two linear subtraction on a horizontal or vertical corresponding output. Compare two different proportional a relationship or from two (x , y) equations in two variables number line diagram. MCC8.F.2 Compare properties of relationships represented in different values, including reading these from correspond to points of intersection MCC7.NS.1a Describe situations in two functions each represented in a ways. a table or from a graph. Interpret the of their graphs, because points of which opposite quantities combine to different way (algebraically, MCC8.EE.6 Use similar triangles to rate of change and initial value of a intersection satisfy both equations make 0. graphically, numerically in tables, or explain why the slope m is the same linear function in terms of the simultaneously. by verbal descriptions). between any two distinct points on a situation it models, and in terms of MCC8.EE.8b Solve systems of two MCC7.NS.1b Understand 𝑝+𝑞 as the its graph or a table of values. linear equations in two variables MCC8.F.5 Describe qualitatively the algebraically, and estimate solutions non‐vertical line in the coordinate functional relationship between two by graphing the equations. quantities by analyzing a graph (e.g., Solve simple cases by inspection. where the function is increasing or number located a distance | | from , in 𝑞 𝑝 plane; derive the equation y = mx decreasing, linear or nonlinear). for a line through the origin and the Sketch a graph that exhibits the MCC8.EE.8c Solve real‐world and the positive or negative direction equation y = mx + b for a line qualitative features of a function that intercepting the vertical axis at b. has been described verbally. Define, evaluate, and compare Investigate patterns of association mathematical problems leading to depending on whether 𝑞 is positive or functions. in bivariate data. two linear equations in two variables. MCC8.F.3 Interpret the equation y = MCC8.SP.1 Construct and interpret mx + bas defining a linear function, negative. Show that a number and its scatter plots for bivariate opposite have a sum of 0 (are additive whose graph is a straight line; give measurement data to investigate inverses). Interpret sums of rational examples of functions that patterns of association between two numbers by describing real-world are not linear expressions using the quantities. Describe patterns such as contexts. distributive property and collecting clustering, outliers, positive or MCC7.NS.1c Understand subtraction of like terms. negative association, linear rational numbers as adding the additive Know that there are numbers that association, and nonlinear are not rational, and approximate association. them by rational numbers. inverse, 𝑝–𝑞=𝑝+(–𝑞). Show that the MCC8.SP.2 Know that straight lines MCC8.NS.1 Know that numbers are widely used to model that are not rational are called relationships between two 2 Updated 08/01/2013 distance between two rational numbers on irrational. Understand informally that quantitative variables. For scatter the number line is the absolute value of every number has a decimal plots that suggest a linear their difference, and apply this principle expansion; for rational numbers association, informally fit a in real-world contexts. show that the decimal expansion straight line, and informally assess MCC7.NS.1d Apply properties of operations as strategies to add and repeats eventually, and convert a the model fit by judging the subtract rational numbers. decimal expansion which repeats closeness of the data points to the MCC7.NS.2Apply and extend previous eventually into a rational number. line. understandings of multiplication and MCC8.NS.2 Use rational MCC8.SP.3 Use the equation of a division and of fractions to multiply and approximations of irrational numbers linear model to solve problems in the divide rational numbers. to compare the size of irrational context of bivariate measurement MCC7.NS.2a Understand that numbers, locate them approximately data, interpreting the slope and multiplication is extended from fractions on a number line diagram, and intercept. to rational numbers by requiring that operations continue to satisfy the estimate the value of expressions MCC8.SP.4 Understand that properties of operations, particularly the (e.g., π2). patterns of association can also be distributive property, leading to products seen in bivariate categorical data by such as (–1)(–1)=1 and the rules for displaying frequencies and multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. relative frequencies in a two‐way MCC7.NS.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational table. Construct and interpret a two‐ number. If 𝑝 and 𝑞are integers then

way table summarizing data on two categorical variables collected from the same subjects. Use relative (𝑝/𝑞)=(𝑝)/𝑞=𝑝/(–𝑞). Interpret quotients of frequencies calculated for rows or columns to describe possible rational numbers by describing real-world association between the two contexts. variables. MCC7.NS.2c Apply properties of operations as strategies to multiply and divide rational numbers. MCC7.NS.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. MCC7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. MCC7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. MCC7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the 3 Updated 08/01/2013 problem and how the quantities in it are related. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. MCC7.EE.3 Solve multi-step real life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. MCC7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. MCC7.EE.4aSolve word problems leading to equations of the form

𝑝𝑥+𝑞=𝑟and 𝑝(𝑥𝑞)=𝑟, where 𝑝, 𝑞, and

𝑟are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. MCC7.EE.4bSolve word problems leading to inequalities of the form

𝑝𝑥+𝑞>𝑟or 𝑝𝑥+𝑞<𝑟, where 𝑝, 𝑞, and 𝑟are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.

4 Updated 08/01/2013

Second Semester Unit 2 Unit 3 Unit 8 Unit 1 Exponents Geometric Applications of Show What We Know Transformations, Exponents Congruence and

5 Updated 08/01/2013 Similarity

Understand congruence and Work with radicals and integer Understand and apply the Pythagorean All 8th grade standards similarity using physical models, exponents. Theorem. transparencies, or geometry MCC8.EE.1 Know and apply the MCC8.G.6 Explain a proof of the (or Math I standards for accelerations) software. properties of integer exponents to Pythagorean Theorem and its converse. MCC8.G.1 Verify experimentally generate equivalent numerical MCC8.G.7 Apply the Pythagorean Students will… the properties of rotations, expressions. Theorem to determine unknown side * Use the concepts learned in 8th reflections, and translations: a. MCC8.EE.2 Use square root and cube lengths in right triangles in real-world and grade to complete a culminating task or Lines are taken to lines, and line root symbols to represent solutions to mathematical problems in two and three preview tasks from Math I to prepare th segments to line segments of the equations of the form x2 = p and x3 = p, dimensions. for 9 grade. same length. b. Angles are taken where p is a positive rational number. MCC8.G.8 Apply the Pythagorean to angles of the same measure. c. Evaluate square roots of small perfect Theorem to find the distance between two Parallel lines are taken to parallel squares and cube roots of small perfect points in a coordinate system. lines. cubes. Know that √2 is irrational. Solve real-world and mathematical MCC8.G.2 Understand that a MCC8.EE.3 Use numbers expressed in problems involving volume of two-dimensional figure is the form of a single digit times an integer cylinders, cones, and spheres. congruent to another if the second power of 10 to estimate very large or very MCC8.G.9 Know the formulas for the can be obtained from the first by a small quantities, and to express how volume of cones, cylinders, and spheres sequence of rotations, reflections, many times as much one is than the other. and use them to solve real-world and and translations; given two MCC8.EE.4 Perform operations with mathematical problems. congruent figures, describe a numbers expressed in scientific notation, Work with radicals and integer sequence that exhibits the including problems where both decimal exponents. congruence between them. and scientific notation are used. Use MCC8.EE.2 Use square root and cube MCC8.G.3 Describe the effect of scientific notation and choose units of root symbols to represent solutions to dilations, translations, rotations appropriate size for measurements of very equations of the form x2 = p and x3 = p, and reflections on two- large or very small quantities (e.g., use where p is a positive rational number. dimensional figures using millimeters per year for seafloor Evaluate square roots of small perfect coordinates. spreading). Interpret scientific notation squares and cube roots of small perfect MCC8.G.4 Understand that a that has been generated by technology. cubes. Know that √2 is irrational. two-dimensional figure is similar Analyze and solve linear equations and to another if the second can be pairs of simultaneous linear equations. obtained from the first by a MCC8.EE.7 Solve linear equations in sequence of rotations, reflections, one variable. translations, and dilations; given MCC8.EE.7a Give examples of linear two similar two-dimensional equations in one variable with one figures, describe a sequence that solution, infinitely many solutions, or no exhibits the similarity between solutions. Show which of these them. possibilities is the case by successively MCC8.G.5 Use informal transforming the given equation into arguments to establish facts about simpler forms, until an equivalent the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut equation of the form 𝑥=𝑎, 𝑎=𝑎, or 𝑎=𝑏 by a transversal, and the angle- angle criterion for similarity of triangles

6 Updated 08/01/2013 results (where 𝑎 and 𝑏 are different numbers). MCC8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Know that there are numbers that are not rational, and approximate them by rational numbers. MCC8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. MCC8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2).

7 Updated 08/01/2013 Unit 4: Functions August 12 – August 23, 2013 (10 Days) GPS Standards Addressed: Prerequisite Skills: Define, evaluate, and compare functions.  computation with whole numbers MCC8.F.1 Understand that a function is a rule that and decimals, including application CCGPS Standards: assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an of order of operations MCC8.F.1 input and the corresponding output.  plotting points in a four quadrant MCC8.F.2 MCC8.F.2 Compare properties of two functions each coordinate plan represented in a different way (algebraically, graphically, numerically in tables, or by verbal  understanding of independent and descriptions dependent variables Suggested Learning Resources: https://www.georgiastandards.org/Common-  characteristics of a proportional Core/Common%20Core relationship %20Frameworks/CCGPS_Math_8_8thGrade_Unit4SE.p Essential Question: df

Key Vocabulary: Task  What is a function?  Domain  Secret Codes and Number Rules  What are the characteristics of a function?  Vending Machines  How do you determine if relations are  Function  Order Matters  Graph of a Function  Which is which? functions?  Range of a Function  Culminating Task: Function Mess  How is a function different from a relation?  Why is it important to know which variable Crosswalk - CCSS is the independent variable? Enduring Understandings: MCC8.F.1 Introduction to Functions  How can a function be recognized in any Lesson 19 form?  A function is a specific type of MCC8.F.2 Compare Relationships Lesson 23  What is the best way to represent a function? relationship in which each input has  How do you represent relations and functions a unique output. using tables, graphs, words, and algebraic Georgia GPS Coach  A function can be represented in equations? an input-output table. MCC8 Relations and Functions Lesson 18  What strategies can I use to identify patterns? MCC8 Representing Functions Lesson 19  A function can be represented  How does looking at patterns relate to graphically using ordered pairs functions? that consist of the input and the  How are sets of numbers related to each output of the function in the other? form (input, output).  How can you use functions to model real-  A function can be represented world situations? with an algebraic rule.  How can graphs and equations of functions help us to interpret real-world problems?

8 Updated 08/01/2013

Pre-Plan Pre-Plan August 1 August 2

Pre-Planning Pre-Planning

Pre-Plan 1st Day Back Review Review Review August 5 August 6 August 7 August 8 August 9

DI: Integer & Equation DI: Integer & Equation DI: Integer & Equation Pre-Planning 1st Day of School Review Review Review Syllabus and Classroom (MCC7NS1-3) (MCC7NS1-3) (MCC7NS1-3) Expectations (MCC7EE1-4) (MCC7EE1-4) (MCC7EE1-4) DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 August 12 August 13 August 14 August 15 August 16

Task: Secret Codes (F1) DI: Extra Practice (F1) Task: Vending Machine DI: Practice with each Assessment over function with extra practice (F1) representation of types functions (equations, mapping, tables, graphs) See example below: (F2)

DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 August 19 August 20 August 21 August 22 August 23

Task: Order Matters (F1,2) Task: Which is Which? Task: Function Mess Unit 4 Review Unit 4 Assessment (F1,2) (F1,2)

9 Updated 08/01/2013 Example: Develop 10 different options of things that are functions and not functions, relations and not relations. Have students to create a 4 block table like below and place the item in correct portion of the graphic organizer.

Function Not Function A) Y = 3x + 7 B) 25, 50, 75, 100 C) Relation A C X 4 4 4 Y 3 4 5 D) Etc… Not Relation B

10 Essential Questions:Updated 08/01/2013 Key Vocabulary:  How can patterns, relations, and functions Unit 5: Linear Functions be used as tools to best describe and help  Intersecting Lines August 26 – September 13, 2013 (14 Days) explain real-life relationships?  Origin  How can the same mathematical idea be  Proportional Relationships represented in a different way? Why would  Slope that be useful?  Unit Rate Prerequisite Skills: CCGPS Standards:  What is the significance of the patterns that exist between the triangles created on the  determining unit rate MCC8.EE.5  applying proportional graph of a linear function? MCC8.EE.6  When two functions share the same rate of relationships MCC8.F.3  recognizing a function in change, what might be different about their various forms tables, graphs and equations? What might be the same?  plotting points on a coordinate plane Suggested Learning Resources:  What does the slope of the function line tell me about the unit rate?  understanding of writing https://www.georgiastandards.org/Common- rules for sequences and Core/Common%20Core  What does the unit rate tell me about the number patterns %20Frameworks/CCGPS_Math_8_8thGrade_Unit5SE.p slope of the function line? df  differences in graphing of CCGPS Standards: discrete and continuous data Task Understand the connections between  attributes of similar figures  By the Book proportional relationships, lines, and linear  What’s My Line? equations.  Culminating Task: Filling the Tank MCC8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the Crosswalk - CCSS graph. Compare two different proportional relationships represented in different ways. Enduring Understandings: MCC8.EE. 5 Proportional Relationships Lesson 13 MCC8.EE.6 Use similar triangles to explain MCC8.EE.6 Direct Proportions Lesson 14 why the slope m is the same between any two MCC8.EE.6 Slope Lesson 11  Patterns and relationships can MCC8.EE.5, 6 Slope and y-intercepts Lesson 12 be represented graphically, MCC8.F.3 Work with Linear Function s Lesson 20 numerically, and distinct points on a non‐vertical line in the symbolically. Georgia GPS Coach  Several ways of reasoning, all MCC8 Slope Lesson 20 grounded in sense making, MCC8 Rules for Patterns Lesson 21 coordinate plane; derive the equation y = mx MCC8 Slope Intercept Form of an Equation Lesson 22 for a line through the origin and the equation y can be generalized into MCC8 Linear and nonlinear Relations Lesson 23 algorithms for solving = mx + b for a line intercepting the vertical proportion problems. axis at b. Define, evaluate, and compare functions. MCC8.F.3 Interpret the equation y = mx + b

11 Updated 08/01/2013 Grade 8 – Unit 5 –Linear Functions Sample Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5 August 26 August 27 August 28 August 29 August 30

Task: By the Book (EE5) DI: (EE5,6) Continue (EE5,6) Task: By the Book (EE5) (EE5) w/ practice Slope w/ practice Find the Rate of Change from pattern

Labor Day Day 6 Day 7 Day 8 Day 9 September 2 September 3 September 4 September 5 September 6

Warm up: Proportional Task: What’s My Line? DI: (EE6) Assessment (quiz) (EE5,6) Relationships with (EE6) y-intercept Slope and y-intercept Triangles Labor (to prepare for task) Day END of 4 ½ weeks Task: What’s My Line? (EE6)

Day 10 Day 11 Day 12 Day 13 Day 14 September 9 September 10 September 11 September 12 September 13

Writing Equations: Writing Equations: Writing Equations: Assessment (quiz) Unit 5 Assessment (EE6, F3) (EE6, F3) y= mx + b (EE6, F3) (EE5,6 and F3) Standard form y= mx + b y= mx + b Point-slope form Culminating Task: Filling the Standard form Standard form Tank Point-slope form Point-slope form Unit 5 and/or M/C test Review (EE5,6, F3)

12 CCGPS Standards: MCC8.F.4 MCC8.F.5 MCC8.SP.1 Updated 08/01/2013 MCC8.SP.2 Essential Question: Unit 6: Linear Models and Tables MCC8.SP.3 MCC8.SP.4 September 17 – October 25, 2013 (27 Days)  How can I find the rate of change from a table, graph, equation, or verbal description? Key Vocabulary: Enduring Understandings:  How can I find the initial value from a table,  Model  Collecting and examining data can sometimes help one discover patterns in the way in  Interpret which two quantities vary. graph, equations, or verbal description?  Initial Value  How can I write a function to model a linear  Qualitative Variables  Changes in varying quantities are often related by patterns which, once discovered, can be  Linear used to predict outcomes and solve problems. relationship?  Non-linear  Written descriptions, tables, graphs, and equations are useful in representing and  How can I sketch a graph given a verbal  Slope investigating relationships between varying quantities. description?  Rate of Change  Different representations (written descriptions, tables, graphs, and equations) of the  Bivariate Data  How can I describe a situation given a  Quantitative Variables relationships between varying quantities may have different strengths and weaknesses. graph?  Linear functions may be used to represent and generalize real situations.  Scatter Plot  How can I analyze a scatter plot?  Line of Best Fit  Slope and y-intercept are keys to solving real problems involving linear relationships.  Clustering  How can I create a linear model given a  Outlier scatter plot?  How can I use a linear model to solve Suggested Learning Resources: CCGPS Standards: https://www.georgiastandards.org/Common-Core/Common%20Core problems? %20Frameworks/CCGPS_Math_8_8thGrade_Unit6SE.pdf Use functions to model relationships between quantities. How can I use bivariate data to solve MCC8.F.4 Construct a function to model a linear relationship between  Task two quantities. Determine the rate of change and initial value of the problems?  Winter Is Over function from a description of a relationship or from two (x , y) values,  What strategies can I use to help me  Heartbeats including reading these from a table or from a graph. Interpret the rate of understand and represent real situations  Walk the Graph change and initial value of a linear function in terms of the situation it  Forget the Formula involving linear relationships? models, and in terms of its graph or a table of values.  Heartbeats Too  How can the properties of lines help me to  Mineral Samples MCC8.F.5 Describe qualitatively the functional relationship between two  Walking Race and Making Money quantities by analyzing a graph (e.g., where the function is increasing or understand graphing linear functions?  Mini-Problems decreasing, linear or nonlinear). Sketch a graph that exhibits the  What can I infer from the data?  My Cotton Boll Data qualitative features of a function that has been described verbally.  Outdoor Theater Investigate patterns of association in bivariate data.  How can functions be used to model real-  How Long Should Shoe Laces Really Be? MCC8.SP.1 Construct and interpret scatter plots for bivariate world situations?  Culminating Task: Is the Data Linear? measurement data to investigate patterns of association between two  How does a change in one variable affect the quantities. Describe patterns such as clustering, outliers, positive or Crosswalk - CCSS negative association, linear association, and nonlinear association. other variable in a given situation? MCC8.SP.2 Know that straight lines are widely used to model  Which tells me more about the relationship I MCC8.F.4 Work Linear Functions relationships between two quantitative variables. For scatter plots that Lesson 20 am investigating – a table, a graph or an suggest a linear association, informally fit a straight line, and informally MCC8.F.4 Functions to Solve Problems equation? Why? Lesson 21 assess the model fit by judging the closeness of the data points to the line. MCC8.F.5 Graphs to describe graphs MCC8.SP.3 Use the equation of a linear model to solve problems in the Lesson 22 context of bivariate measurement data, interpreting the slope and Prerequisite Skills: MCC8.SP.1 Scatter Plots Lesson 33 intercept. MCC8.SP.1, 2 Trend Lines Lesson 34 MCC8.SP.4 Understand that patterns of association can also be seen in  identifying and calculating slope MCC8.SP.3 Interpret Linear Models Lesson 35 bivariate categorical data by displaying frequencies and relative MCC8.SP.4 Patterns in Data Lesson 36  identifying the y-intercept  creating graphs using given data frequencies in a two‐way table. Construct and interpret a two‐way table  analyzing graphs Georgia GPS Coach 13  making predictions from a graph MCC8 Solving Prob. w/ Linear Equations Lesson 25 Updated 08/01/2013

Workday DAY 1 DAY 2 DAY 3 DAY 4 September 16 September 17 September 18 September 19 September 20 Linear Function Review *Function or Not a Function continue continue *Domain vs. Range DI: Graphing equations in Teacher *Find x and y intercepts slope-intercept form (use *Positive, negative, zero, different values for “b”, Workday undefined graphing positive, negative, *Slope intercept form undefined and zero slopes) *M=slope, b=y-intercept MCC8F4, 5 *Find slope given 2 points *Find slope from a graph DAY 5 DAY 6 DAY 7 DAY 8 DAY 9 September 23 September 24 September 25 September 26 September 27 Lesson 1: Functional Relationships Task: Winter is Over Task: Heartbeats – Continue DI: Introduction to Patterns and Functions MCC8F4, 5 Introduce Scatterplots Functions MCC8F4,5 MCC8F4,5; MCC8SP1 DAY 10 DAY 11 DAY 12 DAY 13 DAY 14 September 30 October 1 October 2 October 3 October 4 Tasks: Forget the Formula Tasks: Forget the Formula Lesson 2: Scatterplots Minerals Samples Minerals Samples Continue Assess graphing equations Mini-Problems Mini-Problems MCC8.SP.1 My Cotton Ball Data My Cotton Ball Data in slope-intercept form. Outdoor Theater Outdoor Theater MCC8F4, 5 How Long Should Shoe Laces How Long Should Shoe Laces MCC8F4, 5 Really Be? Really Be? DAY 15 DAY 16 DAY 17 DAY 18 Holiday October 7 October 8 October 9 October 10 October 11

DI: Review area of Continue Task: Walk the Graph continue Teacher Workday rectangular prism and volume Data Director: Math MCC8F4,5; MCC8SP2,3,4 Task: Winter is Over Test Units 4,5,part of 6 MCC8F4,5; MCC8SP1 END of 1st 9 weeks 14 Updated 08/01/2013 Holiday DAY 19 DAY 20 DAY 21 DAY 22 October 14 October 15 October 16 October 17 October 18

Lesson 3: Applying & DI: Create scatterplots and Columbus Day MAP: 8th Math MAP: 8th Math Interpreting Lines of Best draw lines of best fit. Fit MCC8SP1,2,3,4

DAY 23 DAY 24 DAY 25 DAY 26 DAY 27 October 21 October 22 October 23 October 24 October 25

DI: Review Box-and- Assessment of line of best Culminating Task: Is this Whisker Plots fit and scatterplots Data Linear? Unit 6 Review Unit 6 Assessment

Task: Heartbeats Too

MCC8F4,5; MCC8SP1,2,4

15 Updated 08/01/2013 Unit 7: Solving Systems of Equations October 28 – December 6, 2013 (25 Days)

CCGPS Standards: Essential Question: CCGPS Addressed:  How do I solve pairs of simultaneous linear equations? MCC8.EE.8a  How can I translate a problem situation into a system of Analyze and solve linear equations MCC8.EE.8b equations? and pairs of simultaneous linear MCC8.EE.8c  What does the solution to a system tell me about the equations. answer to a problem situation? MCC8.EE.8 Analyze and solve pairs  How can I interpret the meaning of a “system of of simultaneous linear equations. equations” algebraically and geometrically?  What does the geometrical solution of a system mean? MCC8.EE.8a Understand that  How can I translate a problem situation into a system of solutions to a system of two linear Prerequisite Skills: equations?  What does the solution to a system tell me about the equations in two variables correspond  Identify and calculate slope answer to a problem situation? to points of intersection of their  Identify y-intercept graphs, because points of intersection  Create graphs given data satisfy both equations simultaneously.  Analyze graphs  Make predictions given a Suggested Learning Resources: MCC8.EE.8b Solve systems of two https://www.georgiastandards.org/Common-Core/Common%20Core graph %20Frameworks/CCGPS_Math_8_8thGrade_Unit7SE.pdf linear equations in two variables algebraically, and estimate solutions by Task  Cara’s Candles graphing the equations. Solve simple Enduring Understandings:  DVD Club cases by inspection.  Field Day  There are situations that require two  Free Throw Percentages or more equations to be satisfied  How Much Did They Cost?  Playing with Straws simultaneously.  Planning a Party MCC8.EE.8c Solve real‐world and  There are several methods for  What are the Coefficients?  Cell Phone Plans solving systems of equations.  Culminating Task: Stained Glass Window  Solutions to systems can be interpreted algebraically, Crosswalk - CCSS geometrically, and in terms of MCC8.EE8 Pairs of Linear Equations Lesson 15 problem contexts. MCC8.EE.8a, b Systems of Linear Equations Graph Lesson 16 Key Vocabulary: MCC8.EE.8a,b, c Systems of Linear Equations Algebra Lesson 17  The number of solutions to a MCC8.EE8c Systems to solve problems Lesson 18 system of equations or inequalities  System of Linear Equations can vary from no solution to an  Simultaneous Equations infinite number of solutions. 16 Updated 08/01/2013 Grade 8 – Unit 7 – Solving Systems of Equations Sample Daily Lesson Plan

DI: Direct Instruction

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 October 28 October 29 October 30 October 31 November 1 DI: Introduction to systems Task: Field Day using equations DI: continue Practice (EEEa,b,c) continue (substitution) tables and With substitution graphs Alt: Moving Straight Ahead Inv. DAY 6 DAY 7 DAY 8 DAY 9 DAY 10 November 4 November 5 November 6 November 7 November 8 Task: Cara’s Candle (EEa,b,c) Task: DVD Club (EEa,b,c) Continue task Assessment over Continue task substitution Based upon substitution Based on substitution END of 13 ½ Weeks DAY 11 DAY 12 DAY 13 DAY 14 DAY 15 November 11 November 12 November 13 November 14 November 15

DI: Notes on elimination Elimination Task: How Much Did and practice (EE8b) practice Continue They Cost? (EE8b,c) Continue

Veteran’s Day Assembly Based on elimination

DAY 16 DAY 17 DAY 18 DAY 19 DAY 20 November 18 November 19 November 20 November 21 November 22

Additional Tasks: Playing continue Assessment over Task: Cell Phone Continue with Straws, Planning a elimination (EE8b,c) (EE8a,b,c) Party Honors Program 5:30

17 Updated 08/01/2013

HOLIDAY HOLIDAY HOLIDAY HOLIDAY HOLIDAY November 25 November 26 November 27 November 28 November 29

Thanksgiving Break

DAY 21 DAY 22 DAY 23 DAY 24 DAY 25 December 2 December 3 December 4 December 5 December 6

Task: Talk or Text continue Task: Stained Glass Review for Unit 7 Assessment (EE8a,b,c) Window Unit 7 Assessment Multiple choice http://illuminations.nctm.or g/LessonDetail.aspx? id=L780

REVIEW REVIEW REVIEW REVIEW REVIEW December 9 December 10 December 11 December 12 December 13

Data Director: Math Units 4, 5, 6 & 7 Review Review Review Review

FINALS FINALS December 16 December 17 Finals Finals Christmas Holidays 1, 3, 5 2, 4, 6 December 18 – January 5 End of 2nd 9 weeks

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19 Updated 08/01/2013

Unit 1 Key Vocabulary: Transformations, Congruence, and Similarity Enduring Understandings:  Alternate Exterior Angles • Coordinate geometry can be a useful tool for understanding geometric  Alternate Interior Angles January 6 – February 7, 2014 (19 Days) shapes and transformations.  Angle of Rotation • Reflections, translations, and rotations are actions that produce congruent  Congruent Figures CCGPS Standards: Prerequisite Skills: geometric objects.  Corresponding Sides MCC8.G.1 • number sense • A dilation is a transformation that changes the size of a figure, but not the  Corresponding Angles MCC8.G.2 • computation w/ whole numbers and shape.  Dilation MCC8.G.3 decimals, (order of operations) • The notation used to describe a dilation includes a scale factor and a center  Linear Pair MCC8.G.4 • addition and subtraction of fractions of dilation. A dilation of scale factor k with the center of dilation at the origin  Reflection MCC8.G.5MRC • measuring length and finding perimeter may be described by the notation (kx, ky).  Reflection Line and area of rectangles and squares • If the scale factor of a dilation is greater than 1, the image resulting from  Rotation • characteristics of 2-D and 3-D shapes the dilation is an enlargement. If the scale factor is less than 1, the image is a  Same-Side Interior Angles • data usage and representations reduction.  Same-Side Exterior Angles • Two shapes are similar if the lengths of all the corresponding sides are proportional and all the corresponding angles are congruent.  Scale Factor • Two similar figures are related by a scale factor, which is the ratio of the  Similar Figures Suggested Learning Resources lengths of the corresponding sides.  Transformation • Congruent figures have the same size and shape. If the scale factor of a  Translation Framework https://www.georgiastandards.org/Common- dilation is equal to one, the image resulting from the dilation is congruent to  Transversal the original figure. Core/Common%20Core • When parallel lines are cut by a transversal, corresponding, alternate %20Frameworks/CCGPS_Math_8_8thGrade_Unit1SE. interior and alternate exterior angles are congruent. Essential Questions pdf  How can the coordinate plane help me understand properties of reflections, Tasks CCGPS Standards Addressed: translations, and rotations? • Introduction to Reflections, Translations, & Rotations  What is the relationship between • Dilations in the Coordinate Plane Understand congruence and similarity using physical models, reflections, translations, and rotations? • Changing Shapes transparencies, or geometry software.  What is a dilation and how does this • Coordinating Reflections, Translations, & Rotations MCC8.G.1 Verify experimentally the properties of rotations, reflections, and transformation affect a figure in the • Playing with Dilations (optional) translations: a. Lines are taken to lines, and line segments to line segments of coordinate plane? • Similar Triangles the same length. b. Angles are taken to angles of the same measure. c.  How can I tell if two figures are similar? • Lunch Lines Parallel lines are taken to parallel lines.  In what ways can I represent the • Window Pain MCC8.G.2 Understand that a two-dimensional figure is congruent to another relationships that exist between similar Crosswalk - CCSS if the second can be obtained from the first by a sequence of rotations, figures using the scale factors, length reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. ratios, and area ratios? MCC8.G.1 Congruence Transformations Lesson 24 MCC8.G.3 Describe the effect of dilations, translations, rotations and  What strategies can I use to determine MCC8.G.3&4 Dilations Lesson 25 reflections on two-dimensional figures using coordinates. missing side lengths and areas of similar MCC8.G.4&5 Similar Triangles Lesson 26 MCC8.G.4 Understand that a two-dimensional figure is similar to another if figures? MCC8.G.5 Int./Ext Angles of Triangles Lesson 27 the second can be obtained from the first by a sequence of rotations,  Under what conditions are similar MCC8.G.5 Parallel Line and Transversals Lesson 28 reflections, translations, and dilations; given two similar two-dimensional figures congruent? figures, describe a sequence that exhibits the similarity between them.  When I draw a transversal through MCC8.G.5 Use informal arguments to establish facts parallel lines, what are the special angle about the angle sum and exterior angle of triangles, and segment relationships that occur? about the angles created when parallel lines are cut by  What information is necessary before I 20 a transversal, and the angle-angle criterion for can conclude two figures are congruent? similarity of triangles. Updated 08/01/2013 Grade 8 – Unit 1 – Transformations, Congruence, and Similarity Tentative Daily Lesson Plan Day 1 Day 2 Day 3 Day 4 Day 5 January 6 January 7 January 8 January 9 January 10 Intro Task: Reflections, Task: Dilations in the Task: Dilations in the Task: Changing Shapes Task: Changing Shapes Translations, & Rotations Coordinate Plane Coordinate Plane (G2-4) (G2-4) (G1-4) (G2-4) (G2-4) Day 6 January 13 January 14 January 15 January 16 January 17 Task: Coordinate Reflection (Packet of Three Tasks) Jekyll Jekyll Jekyll Jekyll (G1-4) Day 7 Day 8 Day 9 January 20 January 21 January 22 January 23 January 24 Review Task: Coordinate th (G1-4) Martin Luther King Reflection 8 grade Triangles Or Holiday (Packet of Three Tasks) (G5) Writing Assessment Assessment (Quiz) (G1-4) (G1-4) Day 10 Day 11 Day 12 Day 13 Day 14 January 27 January 28 January 29 January 30 January 31 Triangle Practice Assessment (Quiz) Transversal (foldable) Angle Measures Angle Measures (G5) (G5) (G5) (G5) (G5) Day 15 Day 16 Day 17 Day 18 Day 19 February 3 February 4 February 5 February 6 February 7 Assessment (Quiz) Task: Lunch Line (G5) Task: Lunch Line Unit 1 Review Unit 1 Assessment (w/ more practice) (G5) (G1-5) (G1-5) (G5) END of 22 ½ weeks

21 Updated 08/01/2013 Key Vocabulary: • Addition Property of Equality • Additive Inverse CCGPS Standards Addressed: • Algebraic Expression Unit 2: Exponents • Addition Property of Equality Work with radicals and integer exponents. • CubePonents Root February 10 – March 4, 2014 (Days 15) MCC8.EE.1 Know and apply the properties of integer exponents to generate • Decimal Expansion equivalent numerical expressions. • Equation Prerequisite Skills: MCC8.EE.2 Use square root and cube root symbols to represent solutions to • Evaluate an Algebraic equations of the form x2 = p and x3 = p, where p is a positive rational number. Expression •computation with whole numbers and decimals (order of operations) Evaluate square roots of small perfect squares and cube roots of small perfect • solving equations • Exponent cubes. Know that √2 is irrational. • plotting points in coordinate plane MCC8.EE.3 Use numbers expressed in the form of a single digit times an integer • Exponential Notation • Independent and dependent variables power of 10 to estimate very large or very small quantities, and to express how • Inverse Operation • Proportional relationships many times as much one is than the other. • Irrational Suggested Learning Resources: MCC8.EE.4 Perform operations with numbers expressed in scientific notation, • Like Terms https://www.georgiastandards.org/Common-Core/Common including problems where both decimal and scientific notation are used. Use • Linear Equation in One Variable %20Core scientific notation and choose units of appropriate size for measurements of very • Multiplication Property of CCGPS: %20Frameworks/CCGPS_Math_8_8thGrade_Unit2SE.pdf large or very small quantities (e.g., use millimeters per year for seafloor Equality MCC8.EE.1 spreading). Interpret scientific notation that has been generated by technology. • Multiplicative Inverses MCC8.EE.2 Analyze and solve linear equations and pairs of simultaneous linear (evaluating) Tasks: equations. • Perfect Square MCC8.EE.3 • Rational or Irrational Reasoning? MCC8.EE.7 Solve linear equations in one variable. • Radical MCC8.EE.4 • A Few Folds. MCC8.EE.7a Give examples of linear equations in one variable with one • Rational MCC8.EE.7a • Alien Attack solution, infinitely many solutions, or no solutions. Show which of these • Scientific Notation MCC8.EE.7b • Nesting Dolls possibilities is the case by successively transforming the given equation into • Significant Digits MCC8.NS.1 • Exponential Exponents • Solution MCC8.NS.2 • Exploring Powers of 10 simpler forms, until an equivalent equation of the form 𝑥=𝑎, 𝑎=𝑎, or 𝑎=𝑏 results • Solve • E. coli • Square Root • Giant burgers • Variable Essential Questions: • Writing for a Math Website  When are exponents used and why are they (where 𝑎 and 𝑏 are different numbers). important? Crosswalk - CCSS  How can I apply the properties of integer exponents MCC8.EE.1 Exponents Lesson 5 MCC8.EE.7b Solve linear equations with rational number coefficients, including to generate equivalent numerical expressions? MCC8.EE.2 Square Roots and Cube Roots Lesson 6 equations whose solutions require expanding expressions using the distributive MCC8.EE.3 Scientific Notation Lesson 7 How can I represent very small and large numbers property and collectingEnduring like terms. Understandings  MCC8.EE3, 4 Solve Problems using SN Lesson 8 Know that there are numbers that are not rational, and approximate them using integer exponents and scientific notation? MCC8.EE.7a, b Linear Equations Lesson 9 • Square roots can be rational or irrational. •by An rational irrational numbers. number is a real number that cannot be written as a ratio  How can I perform operations with numbers MCC8.EE.7a, b Linear Equations Prob. Sol Lesson 10 of two integers. expressed in scientific notation? MCC8.NS.1 Rational Numbers Lesson 1 MCC8.NS.1,2 8EE.2 Irrational Numbers Lesson 2 •Every number has a decimal expansion, for rational numbers it repeats  How can I interpret scientific notation that has been MCC8.NS.1, 2 Compare/Order Rat/Irr. Lesson 3 eventually, and can be converted into a rational number. generated by technology? MCC8.NS.2 Est. the value of Expressions Lesson 4 • All real numbers can be plotted on a number line.  Why is it useful for me to know the square root of a • Rational approximations of irrational numbers can be used to compare number? the size or irrational numbers, locate them approximately on a number line, and estimate the value of expressions.  How do I simplify and evaluate numeric expressions • √2 is irrational. involving integer exponents? • Exponents are useful for representing very large or very small  What is the difference between rational and irrational numbers. numbers? • Properties of integer exponents can be use to generate equivalent numerical expressions. When are rational approximations appropriate?  • Scientific notation can be used to estimate very large or very small  Why do we approximate irrational numbers? 22 quantities and to compare quantities.  What strategies can I use to create and solve linear • Linear equations in one variable can have one solution, infinitely many solutions, or no solutions. equations with one solution, infinitely many solutions, or no solutions? Updated 08/01/2013 Grade 8 – Unit 2 – Exponents Sample Daily Lesson Plan

DI: Direct Instruction Part A of Unit – Equations and Inequalities Part B of Unit – Radicals Part C of Unit – Exponents Part D of Unit - Scientific Notation

DAY 1 DAY 2 DAY 3 DAY 4 Workday February 10 February 11 February 12 February 13 February 14 DI: Equations Review (EE7) DI: Distributive Property and Assessment (EE7b) Task: Writing for a Math Combining Like Terms with Website Task (EE7a,b) Valentine’s Day DI: Distributive Property, Equations (EE7b) DI: Discovery of Final Practice/Practice (EE7a,b) Teacher Expressions, and Combining DI: Practice (EE7b) One/No/Infinite Solutions Workday Like Terms (EE7b) (EE7b) Assessment (EE7a,b) Practice identifying one/none/infinite equations (EE7a,b) DAY 5 DAY 6 DAY 7 DAY 8 February 17 February 18 February 19 February 20 February 21 MAP: 8th Math DI: Approximate irrational numbers on a number line DI: Rational vs. Irrational MAP: 8th Math DI: Discover Perfect to the nearest tenth and Activity (NS1) President’s Day Squares (1-15) using whole number (NS2) Holiday manipulatives (EE2) and DI: Decimal Expansion Assessment of Perfect (NS1) DI: Discover Perfect Cubes Squares/Cubes, Estimating (1-5) using Irrational Numbers (EE2, manipulatives…tie to NS2) Assessment (NS1) volume (EE2)

DAY 9 DAY 10 DAY 11 DAY 12 DAY 13 February 24 February 25 February 26 February 27 February 28 Discovery Task: Alien DI: Practice with Exponents DI: Practice Expressions Task: Exploring Powers of DI: Comparing scientific Attack Task – Use – apply rules (EE1) with Exponents (EE1) 10 with positive and negative notations – how many worksheet as note sheet Only integer bases…no Example: 6 3 4 -3 6 2 exponents (convert into and times larger (EE3) through discovery (EE1) variable bases raised to an 23 out of scientific notation) DI: Practice- include exponents. Additional Practice (EE1) (EE4) DI: Real-world multiplication and division Task: Exponential Or applications (EE4) of scientific notation Exponents Task – make Assessment (EE1) (EE3,4) example (EE1)

23 Updated 08/01/2013 DAY 14 DAY 15 March 3 March 4 Assessment (EE3,4) Unit 2 Assessment and Unit 2 Review

24 Prerequisite Skills: Updated 08/01/2013 Key Vocabulary: • properties of similarity, congruence, and right Unit 3: Geometric Applications of Exponents triangles March 5 – March 28, 2014 (17 Days) CCGPS • Altitude of a Triangle • understand the meaning of congruence: that all MCC8.G.6 • Base (of a Polygon) Coordinate Plane corresponding angles and sides are congruent Essential Questions: MCC8.G.7 • • Coordinate Point of a Plane • two figures are congruent if they have the same  What method is used to determine the missing length of a line segment MCC8.G.8 • Cone shape and size given two polygons? MCC8.G.9 • Converse of Pythagorean Theorem • represent radical expressions in radical form  What is the length of the side of a square of a certain area? MCC8.EE.2 • Cubed Root (irrational) or approximate these numbers as rational  What is the relationship among the lengths of the sides of a right triangle? (equations) • Cylinder • find square roots of perfect squares  How can the Pythagorean Theorem be used to solve problems? • Deductive Reasoning • write a decimal approximation for an irrational • Diameter  What is the correlation between the Pythagorean Theorem and the distance formula? number to a given decimal place • Distance Formula • measuring length and finding perimeter and area of  How can I use the Pythagorean Theorem to find the length of the hypotenuse of a right triangle? • Geometric Solid quadrilaterals  How do I use the Pythagorean Theorem to find the length of the legs of a right triangle? • Height of Solids • characteristics of 2-D and 3-D solids  How do I know that I have a convincing argument to informally prove Pythagorean Theorem? • Hypotenuse • evaluating linear and literal equations in one • Irrational  What is Pythagorean Theorem and when does it apply? variable with one solution • Leg of a Triangle • properties of exponents and real numbers  How can I determine the length of a diagonal? • Literal Equation (commutative, associative, distributive, inverse and  How can I find the altitude of an equilateral triangle? • Perfect Squares identity) and order of operations  How could I find the shortest distance from one point to another if there was an obstacle in the way? • Perfect Cubes • Pythagorean Theorem • express solutions using the real number system  Where can I find examples of two and three-dimensional objects in the real-world? • Pythagorean Triples  How does the change in radius affect the volume of a cylinder, cone, or sphere? • Sphere Enduring Understandings:  How does the change in height affect the volume of a cylinder, cone, or sphere? • Square Root  How does the volume of a cylinder, cone, and sphere with the same radius change if it is doubled? • Radius • Radical How do I simplify and evaluate algebraic equations involving integer exponents, square and cubed root? • The Pythagorean Theorem can be used both  • Rational Number algebraically and geometrically to solve problems  How do I know when an estimate, approximation, or exact answer is the desired solution? • Right Triangle. involving right triangles. • There is a relationship between the Pythagorean Suggested Learning Resources: CCGPS Standards: Theorem and the distance formula. https://www.georgiastandards.org/Common-Core/Common%20Core • Both the Pythagorean Theorem and distance %20Frameworks/CCGPS_Math_8_8thGrade_Unit3SE.pdf formula can be used to find missing side lengths in a Understand and apply the Pythagorean Theorem. coordinate plane and real-world situation. Tasks: MCC8.G.6 Explain a proof of the Pythagorean Theorem • How to solve simple and complex linear and literal • Acting Out and its converse. equations with one solution. • Pythagoras Plus MCC8.G.7 Apply the Pythagorean Theorem to determine • Comparing TVs • Finding the square root of a number is the inverse unknown side lengths in right triangles in real-world and • Angry Bird App operation of squaring that number. mathematical problems in two and three dimensions. • Constructing the Irrational Number Line MCC8.G.8 Apply the Pythagorean Theorem to find the • Finding the cube root of a number is the inverse • How Full Is Your Glass? operation of cubing that number. • Comparing Spheres and Cylinders distance between two points in a coordinate system. • Right triangles have a special relationship among Solve real-world and mathematical problems the side lengths which can be represented by a model Crosswalk - CCSS involving volume of cylinders, cones, and spheres. and a formula. MCC8.G.9 Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world • Pythagorean Triples can be used to construct right MCC8.G.6, 7 Pythagorean Theorem Lesson 29 and mathematical problems. triangles. MCC8.G. 7, 8 Apply Pythagorean Theorem Lesson 31 Work with radicals and integer exponents. • How to simplify radicals and solve quadratic MCC8.G.8 Distance Lesson 30 MCC8.EE.2 Use square root and cube root symbols to equations. MCC8.G.9 Volume Lesson 32 represent solutions to equations of the form x2 = p •Attributes of geometric figures can be used to MCC8.EE2 Irrational Numbers Lesson 2 and x3 = p, where p is a positive rational number. identify figures and find their measures. MCC8.EE2 Square Roots and Cube Roots Lesson 6 • Relationships between change in length of radius or Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is diameter, height, and volume exist for cylinders, 25 cones and spheres. irrational. Updated 08/01/2013 Grade 8 – Unit 3 – Geometric Applications of Exponents Sample Daily Lesson Plan

Day 1 Day 2 Day 3 March 3 March 4 March 5 March 6 March 7 Pythagoras Plus Task Pythagoras Plus Task Pythagorean Practice (G6-8) Notes on Pythagorean Problems Theorem (G6-8) (G6-8) Day 4 Day 5 Day 6 Day 7 Day 8 March 10 March 11 March 12 March 13 March 14 Pythagorean Practice Pythagorean Practice Direct Instruction: Continued Continued Problems Problems Practice w/ Converse, (G6-8) (G6-8) (G6-8) (G6-8) Straight line on graph, right angles not set on ------> ------> Data Director: graph, real world problems (tv diagonal, pool), Pythag Math triples Units 1 & 2 (G6-8) END of 27 Weeks Holiday Day 9 Day 10 Day 11 Day 12 March 17 March 18 March 19 March 20 March 21 Continued Assessment (Quiz) Notes/Intro/Review Continued (G6-8) Pythagorean Theorem (Geo Solids to visualize) (G9) President’s (G6-8) (G9) ------Cylinder, Cone, Pyramid, ------> Day Sphere

Day 13 Day 14 Day 15 Day 16 Day 17 March 24 March 25 March 26 March 27 March 28 Continued Assessment (Quiz) Unit 3 Review Unit 3 Assessment Unit 3 Assessment (G9) (G9) (G6-9) (G6-9) (G6-9)

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26 Updated 08/01/2013 March 31 April 1 April 2 April 3 April 4

Review for CRCT

April 7 April 8 April 9 April 10 April 11

SPRING BREAK

Review for CRCT

CRCT CRCT CRCT CRCT CRCT Reading Language Arts Math Science Social Studies

END of 31 ½ weeks April 28 April 29 April 30 May 1 May 2

Polynomials MAP: 8th Math Polynomials Polynomials Polynomials

27 Updated 08/01/2013

Unit 8: Show What We Know After CRCT Key Vocabulary: Essential CCGPS Standards: Question: All 8th grade standards “How can what Review vocabulary from we learned this previous units (or Math I standards for accelerations) year impact how we think Enduring Understandings: in preparation for next year?” Prerequisite Skills: Students will… th * Use the concepts learned in 8 All 8th grade concepts and grade to complete a culminating task standards or preview tasks from Math I to Suggestedprepare Learning for 9th grade. Resources:

28 Updated 08/01/2013

Grade 8 – Unit 8 – Show what you know Sample Daily Lesson Plan

Day 1 Day 2 Day 3 Day 4 Day 5 May 5 May 6

Day 6 Day 7 Day 8 Day 9 Day 10

Day 21 Day 22 Day23 Day 24 Day 25