PLEASANTON UNIFIED SCHOOL DISTRICT Math 8/Algebra I Course Outline Form
Course Title: Math 8/Algebra I
Course Number/CBED Number:
Grade Level: 8
Length of Course: 1 year
Credit: 10
Meets Graduation Requirements: n/a
Required for Graduation:
Prerequisite: Math 6/7 or Math 7
Course Description:
Main concepts from the CCSS 8th grade content standards include: knowing that there are numbers that are not rational, and approximate them by rational numbers; working with radicals and integer exponents; understanding the connections between proportional relationships, lines, and linear equations; analyzing and solving linear equations and pairs of simultaneous linear equations; defining, evaluating, and comparing functions; using functions to model relationships between quantities; understanding congruence and similarity using physical models, transparencies, or geometry software; understanding and applying the Pythagorean Theorem; investigating patterns of association in bivariate data. Algebra (CCSS Algebra) main concepts include: reason quantitatively and use units to solve problems; create equations that describe numbers or relationships; understanding solving equations as a process of reasoning and explain reasoning; solve equations and inequalities in one variable; solve systems of equations; represent and solve equations and inequalities graphically; extend the properties of exponents to rational exponents; use properties of rational and irrational numbers; analyze and solve linear equations and pairs of simultaneous linear equations; define, evaluate, and compare functions; use functions to model relationships between quantities; understand the concept of a function and use function notation; interpret functions that arise in application in terms of the context; analyze functions using different representations; build a function that models a relationship
14.3 Page 1 of 16 between two quantities; build new functions from existing functions; construct and compare linear, quadratic, and exponential models and solve problems; summarize, represent, and interpret data on a single count or measurement variable; summarize, represent, and interpret data on two categorical and quantitative variables; interpret linear models; investigate patterns of association in bivariate data; interpret structure of expressions; write expressions in equivalent forms to solve problems; perform arithmetic operations on polynomials; understand and apply the Pythagorean Theorem. This class prepares students for Honors Geometry.
Schools Offering: Hart Middle School Harvest Park Middle School Pleasanton Middle School
Board Approved Date:
I. Course Objectives: Content and Performance Standards:
The content and performance standards listed below are in alignment with the Common Core State Standards for Mathematics for grades 8 and 9. The numbering used (when available) correlates with those standards.
Grade 8
The Number System 8.NS Know that there are numbers that are not rational, and approximate them by rational numbers. 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. 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., π). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
14.3 Page 2 of 16 Expressions and Equations 8.EE Work with radicals and integer exponents. 1. Know and apply the properties of integer exponents to generate equivalent 1 1 numerical expressions. For example, 32 × 3–5 = 3–3 = 3= . 3 27 2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger. 4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Understand the connections between proportional relationships, lines, and linear equations. 5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 6. Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 7. Analyze and solve linear equations and pairs of simultaneous linear equations. Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. c. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. d. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
14.3 Page 3 of 16 e. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
Functions 8.F Define, evaluate, and compare functions. 1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. Use functions to model relationships between quantities. 4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Geometry 8.G Understand congruence and similarity using physical models, transparencies, or geometry software. 1. Verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. 2. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 3. Describe the effect of dilations, translations, rotations, and reflections on two- dimensional figures using coordinates. 4. Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two dimensional figures, describe a sequence that exhibits the similarity between them.
14.3 Page 4 of 16 5. Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. Understand and apply the Pythagorean Theorem. 6. Explain a proof of the Pythagorean Theorem and its converse. 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Function notation is not required in Grade 8.
Statistics and Probability 8.SP Investigate patterns of association in bivariate data. 1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
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The content and performance standards listed below are in alignment with the Common Core State Standards for Mathematics and for Algebra. The numbering used (when available) correlates with those standards. The ✭ indicates a modeling standard linking mathematics to everyday life, work, and decision-making, (+) Indicates additional mathematics to prepare students for advanced courses
Number and Quantity The Real Number System N-RN Extend the properties of exponents to rational exponents. 1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5. 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. Use properties of rational and irrational numbers. 3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Quantities N-Q Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions.] 1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ✭ 2. Define appropriate quantities for the purpose of descriptive modeling. ✭ 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ✭
Algebra Seeing Structure in Expressions A-SSE Interpret the structure of expressions. [Linear, exponential, and quadratic.] 1. Interpret expressions that represent a quantity in terms of its context.✭ a. Interpret parts of an expression, such as terms, factors, and coefficients. ✭ b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)n as the product of P and a factor not depending on P. ✭ 2. Use the structure of an expression to identify ways to rewrite it.
14.3 Page 6 of 16 Write expressions in equivalent forms to solve problems. [Quadratic and exponential.] 3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ✭ a. Factor a quadratic expression to reveal the zeros of the function it defines. ✭ b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. ✭ c. Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. ✭
Arithmetic with Polynomials and Rational Expressions A-APR Perform arithmetic operations on polynomials. [Linear and quadratic.] 1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
Creating Equations A-CED Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only); for A.CED.3 linear only.] 1. Create equations and inequalities in one variable including ones with absolute value and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CA✭ 2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ✭ 3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context; for example, represent inequalities describing nutritional and cost constraints on combinations of different foods.✭ 4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations; for example, rearrange Ohm’s law 5. V = IR to highlight resistance R. ✭
14.3 Page 7 of 16 Reasoning with Equations and Inequalities A-REI Understand solving equations as a process of reasoning and explain the reasoning. [Master linear; learn as general principle.] 1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in the variables being solved for; quadratics with real solutions.] 2. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting them in context. 3. Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form. b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula, and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. Solve systems of equations. [Linear-linear and linear-quadratic.] 4. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. 5. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. 6. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.] 7. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 8. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. ✭
14.3 Page 8 of 16 9. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
Functions Interpreting Functions F-IF Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and on arithmetic and geometric sequences] 1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). 2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. 3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n − 1) for n ≥ 1.
Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic.] 4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. ✭ 5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. ✭ 6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. ✭
14.3 Page 9 of 16 Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise- defined.] 7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.✭ a. Graph linear and quadratic functions and show intercepts, maxima, and minima. ✭ b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. ✭ c. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.✭ 8. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t , y = (0.97)t , y = (1.01)12t , and y = (1.2)t/10 , and classify them as representing exponential growth or decay. 9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Building Functions F-BF Build a function that models a relationship between two quantities. [For F.BF.1, 2, linear, exponential, and quadratic.] ✭ 1. Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. ✭ 2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.✭
14.3 Page 10 of 16 Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only.] 3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. 4. Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
Linear, Quadratic, and Exponential Models F-LE Construct and compare linear, quadratic, and exponential models and solve problems. 1. Distinguish between situations that can be modeled with linear functions and with exponential functions. ✭ a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.✭ b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. ✭ c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. ✭ 2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).✭ 3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
Interpret expressions for functions in terms of the situation they model. Interpret the parameters in a linear or exponential function in terms of a context.✭ [Linear and exponential of form f(x)=bx +k.] 4. Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA ✭
14.3 Page 11 of 16 Statistics and Probability Interpreting Categorical and Quantitative Data S-ID Summarize, represent, and interpret data on a single count or measurement variable. 1. Represent data with plots on the real number line (dot plots, histograms, and box plots). ✭ 2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. ✭ 3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). ✭
Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus, discuss general principle.] 4. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. ✭ 5. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. ✭ a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. ✭ b. Informally assess the fit of a function by plotting and analyzing residuals. ✭ c. Fit a linear function for a scatter plot that suggests a linear association. ✭
Interpret linear models. 6. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. ✭ 7. Compute (using technology) and interpret the correlation coefficient of a linear fit. ✭ 8. Distinguish between correlation and causation.
14.3 Page 12 of 16 II. Course Content: Scope/Sequence/Summary of Major Units of Study:
Outlined below is a summary of the major units of study teachers should cover when teaching each of the course objectives/performance standards listed above. These major units of study to the California Common Core Standards.
Major Units of Study for Each Course Objective:
The Number System -Know that there are numbers that are not rational, and approximate them by rational numbers. Expressions and Equations - Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations. Functions - Define, evaluate, and compare functions. Use functions to model relationships between quantities. Geometry - Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones and spheres. Statistics and Probability - Investigate patterns of association in bivariate data.
III. Career Awareness or Preparation Applications:
The beginning of the study of algebra is fundamental to a sound understanding of mathematics. The ability to master algebraic concepts prepared students not only for further studies in mathematics and related fields, but all disciplines of science and corresponding careers. Instructors may choose to invite guest speakers or utilize various career websites. A visit from law enforcement may include demonstrations of the use of algebra in calculating the speed of a skidding vehicle. An engineer may focus on construction of roadways or bridges and corresponding applications to linear functions. Students may also be provided with opportunities to research individual careers and discover how the study of algebra can be beneficial to a particular occupation.
IV. Character Education Reinforcement and Connections:
The study in Math 8, which is the first 40% of Algebra, provides ample opportunities to develop and strengthen character. Students are given opportunities to work together to promote both cooperation and leadership among their peers. Responsibility and self- discipline are reinforced through homework, opportunities to attend “help” sessions and classroom choices. Student participation requires the sharing of different ideas, techniques and procedures in class that in turn help students to recognize, accept and appreciate different modalities of thought.
14.3 Page 13 of 16 V. Course Methodology: Instructional Strategies/Types of Assignments/Tasks/Activities:
The following is a list of the Standards of Mathematical Practices (MP) that can be used to teach each of the units listed above in the course content section.
MP.1. Make sense of problems and persevere in solving them. Students solve real-world problems through the application of algebraic and geometric concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve it. They may check their thinking by asking themselves, “What is the most efficient way to solve the problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?” Students learn that often patience is required to fully understand what a problem is asking. They discern between what information is useful, and what is not. They expand their repertoire of expressions and functions that can used to solve problems. ”
MP.2. Reason abstractly and quantitatively. Students represent a wide variety of real-world contexts through the use of real numbers and variables in mathematical expressions, equations, and inequalities. They examine patterns in data and assess the degree of linearity of functions. Students extend their understanding of slope as the rate of change of a linear function to understanding that the average rate of change of any function can be computed over an appropriate interval. Students contextualize to understand the meaning of the number or variable as related to the problem and decontextualize to manipulate symbolic representations by applying properties of operations.
MP.3. Construct viable arguments and critique the reasoning of others. Students construct arguments using verbal or written explanations accompanied by expressions, equations, inequalities, models, and graphs, tables, and other data displays (e.g., box plots, dot plots, histograms). They further refine their mathematical communication skills through mathematical discussions in which they critically evaluate their own thinking and the thinking of other students. They pose questions like “How did you get that?”, “Why is that true?” and “Does that always work?” They explain their thinking to others and respond to others’ thinking. Students reason through the solving of equations, recognizing that solving an equation is more than simply a matter of rote rules and steps. They use language such as “if… then...” when explaining their solution methods and provide justification
MP.4. Model with mathematics Students model real-world problem situations symbolically, graphically, in tables, and contextually. Working with the new concept of a function, students learn that relationships between variable quantities in the real world often satisfy a dependent relationship, in that one quantity determines the value of another. Students form expressions, equations, or inequalities from real-world contexts and connect symbolic and graphical representations. Students use scatterplots to represent data and describe associations between variables. They should be able to use any of these
14.3 Page 14 of 16 representations as appropriate to a problem context. Students should be encouraged to answer questions, such as “What are some ways to represent the quantities?” or “How might it help to create a table, chart, graph,…?” Students also discover mathematics through experimentation and examining patterns in data from real world contexts. Students apply their new mathematical understanding of exponential, linear and quadratic functions to real-world problems.
MP.5. Use appropriate tools strategically. Students consider available tools (including estimation and technology) when solving a mathematical problem and decide when certain tools might be helpful. For instance, students in grade eight may translate a set of data given in tabular form to a graphical representation to compare it to another data set. Students might draw pictures, use applets, or write equations to show the relationships between the angles created by a transversal that intersects parallel lines. Teachers might ask, “What approach are you considering trying first?” or “Why was it helpful to use…? ”Students develop a general understanding of the graph of an equation or function as a representation of that object, and they use tools such as graphing calculators or graphing software to create graphs in more complex examples, understanding how to interpret the result. They construct diagrams to solve problems.
MP.6. Attend to precision. In grade eight, students continue to refine their mathematical communication skills by using clear and precise language in their discussions with others and in their own reasoning. Students use appropriate terminology when referring to the number system, functions, geometric figures, and data displays. Teachers might ask “What mathematical language, definitions, properties…can you use to explain…? Students begin to understand that a rational number has a specific definition, and that irrational numbers exist. They make use of the definition of function when deciding if an equation can describe a function by asking, “Does every input value have exactly one output value?”
MP.7. Look for and make use of structure. Students routinely seek patterns or structures to model and solve problems. In grade eight, students apply properties to generate equivalent expressions and solve equations. Students examine patterns in tables and graphs to generate equations and describe relationships. Additionally, students experimentally verify the effects of transformations and describe them in terms of congruence and similarity. Students develop formulas such as (a ± b)2 = a2 ± 2ab + b2 by applying the distributive property. Students see that the expression 5 + (x − 2)2 takes the form of “5 plus ‘something’ squared”, and so that expression can be no smaller than 5.
14.3 Page 15 of 16 MP.8. Look for and express regularity in repeated reasoning. In grade eight, students use repeated reasoning to understand the slope formula and to make sense of rational and irrational numbers. Through multiple opportunities to model linear relationships, they notice that the slope of the graph of the linear relationship and the rate of change of the associated function are the same. As students repeatedly check whether points are on the line of slope 3 through the point (1, 2), they might abstract the equation of the line in the form (� 2)(� 1) = 3. Students divide to find 2 decimal equivalents of rational numbers (e.g. = 0. 6) and generalize their observations. 3 − − They use iterative processes to determine more precise rational approximations for irrational numbers. Students should be encouraged to answer questions, such as “How would we prove that…?” or “How is this situation like and different from other situations using this operations?” Students see that the key feature of a line in the plane is an equal difference in outputs over equal intervals of inputs, and that the result of evaluating the � � expression 2 1 for points on the line is always equal to a certain number m. Therefore, �2 �1 − � � if (x, y) is a generic point on this line, the equation m = 1will give a general equation − � � − 1 of that line. −
VI. Course Evaluation: Means of Assessment: (may include, but not limited to)
1. Projects 2. Tests and quizzes a. Multiple Choice b. Performance Tasks c. Constructed Responses d. Free Response e. Formative Assessments f. Summative Assessments 3. Portfolios 4. Group Activities 5. Homework and Classwork 6. Semester Finals 7. CAASPP State Testing 8. Performance Assessment 9. Class Observations 10. Reports and presentations
VII. Instructional Materials:
Basic Text: Houghton-Mifflin-Hartcourt - GoMath 8 and California Algebra 1 AGA
Supplemental Text: OER
Audio Visual Materials: Supplied by publisher
Technology Materials: Supplied by publisher
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