Pre Algebra 8 Curriculum Guide - Mrs. Ciardiello's Math Classmrsciardiellosmathclass.weebly.com/.../2/7/2/12723515/pre-algebra_8... · Pre – Algebra 8 Curriculum Guide ... Objective:

Pre – Algebra 8 Curriculum Guide

Table of Contents Page Unit 1: Variables and Equations ………………………….…………… 3 - 4

Unit 2: Integers…………………………………………….…………… 5 - 7

Unit 3: Solving Equations and Inequalities………………….………… 8 - 10

Unit 4: Ratio, Proportion, and Percent ……………………………….. 11 - 13

Unit 5: Linear Equations ...…………………………………………….. 14

Unit 6: Data Analysis and Probability …..…………………………….. 15 - 16

Unit 7: Polygons and Transformations ………………………………… 17 - 19

Unit 8: Real Numbers and Right Triangles ………………………........ 20

Unit 9: Measurement, Area, and Volume ……………………………… 21 - 23

Unit 10: Factors, Fractions, and Exponents ...………………………… 24

Unit 11: Post MSA……………………………………………………...... 25 - 27

Key WJ and FL – Math by Design

AR – Additional Resources

CR – BCR and ECR Problems

CZA – Classzone Animations

PZ – Middle School With Pizzazz

PRZ – Pre-Algebra With Pizzazz

BP – Brain Pop

SMA – Smart Notebook (Angel)

MSM – Smart Notebook (Software)

TSC – Teaching Student-Centered Mathematics

- Tip for teachers

Testing Dates Diagnostic: August 25 - 30

Benchmark 1: October 19 through October 20

Benchmark 2: December 15 through December 16

Benchmark 3: February 21 through February 24

MSA: March 13 – March 14

End of Year: June 4 through June 14 o (Dates subject to change due to calendar adjustments at the

end of the year.)

Notes All indicators on the VSC for 8

th grade are covered prior to MSA.

STEM –

Linked

Activities

To get to the Sqworl

website,

CTL +

click to

follow link

www.thinkport.org

Transitions In Math – Pre-Algebra - Page 2 of 27

Page 2 of 27 2011 - 2012

Skills Review

Prior to starting Unit 1 students will need to review the following skills:

Converting Mixed Numbers to Improper Fractions and vice versa {p. 707}

Adding and Subtracting Fractions and Mixed Numbers {p. 710 like fractions only}

Multiplying and Dividing Fractions and Mixed Numbers {p.713 multiply only}

Rational numbers need to be infused during daily instruction. This would include, but not limited to

solving equations that contains decimals or fractions. They are indirectly assessed in a variety of indicators on MSA.

Resources

TSC – 66 - 106


Page 3 of 27 2011 - 2012

Testing Lab 1, 2 & 3

Mixing Vats 1 & 2

Shipping 1 & 2

Unit 1: Variables and Equations Big Idea – Variables are symbols that take the place of numbers or ranges of numbers. They have different

meanings depending on whether they are being used as representations of quantities that vary, or change

representations of specific unknown values, or placeholders in a generalized expression or formula.

Represent and analyze mathematical situations and structures using algebraic symbols

Diagnostic Assessment

Pre - Assessment Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…

VSC & Indicator Assessment Limit Shaded Assessment limits are tested

on the non-calculator section.

Vocabulary Resources & Notes

3.1.1 (5 – 9)

Interpret frequency tables.

4B1a Interpret tables

Use no more than 5 categories having no more than 2 quantities per

category and whole numbers or

decimals with no more than 2

decimal places (0 – 100)

Bar graph Data

Frequency table

Histogram

Histogram questions are optional.

AR – Mixed Practice (page 115)

3.1.2

(10 – 13)

Evaluate a numeric

expressions involving

the Order of Operations

1B1c

Evaluate numeric

expressions using the

order of operations

Use no more than 5 operations

including exponents of no more than

3 and 2 sets of parentheses, brackets,

a division bar, or absolute value with

rational numbers (-100 to 100)

Numerical expressions

Evaluate

Order of operations

Verbal model

BP – Order of Operations

SMA – Order of Operations

PRZ – DD – 8

TSC – 132 - 134

Pre-Assessment available

3.1.3

(15 – 19)

Write a one, two, or

three operation

expression with one

variable to model a real-world situation

1B1a

Write an algebraic

expression to

represent unknown quantities

Use one unknown and no more than

3 operations and rational numbers (-

1000 to 1000)

Variable

Variable Expression

Phrases that suggest

mathematical expression {Table on

pg. 16}

Need more words to

symbols with 2 steps

PRZ – DD – 42

Evaluate an algebraic

expression with one or

two unknowns and up

to three operations

1B1b

Evaluate an algebraic

expression

Use one or two unknowns and up to

three operations and rational numbers

(-100 to 100)

PRZ – DD – 11

Given an algebraic

expression, describe a

real-life situation

1B1e

Describe a real-world

situation represented

by an algebraic

expression

CR – Write Algebraic

Expressions: Plumber

CR – Write Algebraic

Expressions: Scooter World


Page 4 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…





Page 5 of 27 2011 - 2012

Warehouse 1, 2 & 3

Unit 2: Integers Big Idea –Integers add to number the idea of opposite, so that every number has both size and a positive or negative relationship to

other numbers.

Develop and analyze algorithms for computing with integers and develop fluency in their use.

3.1.4

(20 – 23)

Calculate powers of

integers. 6C1b

Calculate powers of

integers and square

roots of perfect square

whole numbers

Use powers with bases no more than

12 and exponents no more than 3, or

square roots of perfect squares no

more than 144

Power

Exponent

Base

BP - Exponents

3.1.5

(28 – 31)

Solve a one step

equation using mental

math. Determine if the value is a viable solution

1B2a

Write equations or

inequalities to represent

relationships

Use a variable, the appropriate

relational symbols (>, >, <, <, =), and

no more than 3 operational symbols

(+, -, , ) on either side and rational

numbers (-1000 to 1000)

Equation

Solution

Solving an Equation

PRZ – DD – 27

PRZ – DD – 28

PRZ – DD – 30 PRZ – DD – 32

3.1.6

(33 – 37)

Use formulas to solve

problems (e.g. distance,

area, and interest).

1B2f

Apply given formulas

to a problem-solving

situation

Use no more than four variables and

up to three operations with rational

numbers (-500 to 500)

Formula

Area

Perimeter

d = rt

CR – Apply a Formula: Joe's

Trip

BP – Distance Rate and Time

PRZ – DD – 24

Teach d=rt triangle for any

unknown value

3.1.7

(38 – 42)

Write a one, two, or

three step operation

equation to model a

real-world situation

7A1c

Make a plan to solve

a problem

PRZ – DD – 43, 44

Provide the nth term of

an arithmetic sequence.

1A1a

Determine the

recursive relationship

of arithmetic

sequences represented

in words, in a table or

in a graph

Provide the nth term no more than 10

terms beyond the last given term

using common differences no more

than 10 with integers (-100 to

5000)

nth term CR – Arithmetic Sequence:

Erica's Job

Need more sequence

practice

Textbook does not refer to

the nth term

TSC – 265 - 272

Assessment


Page 6 of 27 2011 - 2012

Understand the meaning and effects of arithmetic operations with integers

Use the properties of addition and multiplication to simplify computations with integers

Combine like terms

Pre – Assessment Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.2.1

(53 – 56)

Use relational symbols

when working with

integers (<,> =)

Determine the absolute

value of integers.

6A1b

Compare, order, and

describe rational

numbers with and

without relational

symbols (<, >, =)

Use no more than 4 integers (-100 to

100) or positive rational numbers (0-

100) using equivalent forms or

absolute values

Integer

Positive

Negative

Absolute value

Opposite

BP – Absolute Value

Absolute value opposite

Arrow addition excellent

way to reinforce important

concepts tied to the number

line.

PRZ – AA – 8, 9, 10

3.2.2

(58 – 62)

Add integers 6C1a

Add, subtract, multiply

and divide integers

Use one operation (-1000 to 1000)

Teach additive inverse as

KCO – Keep Change

Opposite

BP – Adding and Subtracting

Integers

CR – Subtracting Integers: Temperatures in Bismarck

Pre-Assessment available

PRZ – AA – 11, 12, 13, 14, 15,

16, 17

PRZ – AA – 19, 20, 21, 22, 24

TSC – 138 - 146

3.2.3

(63 – 67)

Subtract integers

6. A.1.b Size-o-rama

Sunnyside Up Similar Shadows

Musical Scales


Page 7 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.2.4

(70 – 73)

Extend patterns present

in a variety of forms

(e.g. tables, graphs, or

sequences)

1A1a

Determine the recursive

relationship of

arithmetic sequences

represented in words, in a table or in a graph



using common differences no more

than 10 with integers (-100 to 5000)

Textbook pg. 68-69

Begin to phase out

symbol and use division

bar exclusively.

PRZ – DD - 22

Multiply Integers 6C1a


and divide integers

Use one operation (-1000 to 1000) PRZ – AA – 25, 26, 27, 28

Provide the nth term of

a geometric sequence.

1A1b

Determine the recursive

relationship of

geometric sequences

represented in words, in

a table, or in a graph



using the recursive relationship of

geometric sequences with whole

numbers and a common ratio of no

more than 5:1

(0 – 10,000)

CR – Geometric Sequence:

Judy's Patio

3.2.5

(74 – 77)

Divide Integers 6C1a


and divide integers

Use one operation (-1000 to 1000) CR – Using Formulas:

Temperatures

PRZ – DD – 23 PRZ – AA – 29, 30, 31, 32

3.2.6

(80 – 84)

Use the properties of

Addition and

Multiplication

6C1d

Use properties of

addition and

multiplication to

simplify expressions

Use the commutative property of

addition or multiplication, associative

property of addition or multiplication,

additive inverse property, the distributive property, or the identity property for one or zero with integers (-100 to 100)

Commutative

Associative

Inverse

Identity

BP – Commutative Property

BP – Associative Property

SMA – Properties

Some of these properties are

addressed in previous

sections

PRZ – AA – 65, 66, 67


Page 8 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.2.7

(85 – 89)

Use the distributive

property 6C1d

Use properties of

addition and

multiplication to


Use the commutative property of

addition or multiplication, associative

property of addition or

multiplication, additive inverse

property, the distributive property, or the identity property for one or zero

with integers (-100 to 100)

Distributive

Property

Distributive property is an

essential skill – takes

several days to fully develop

BP – Distributive Property

SMA – Distributive Property PRZ – DD – 15, 16, 17, 18

Combine like terms in

an algebraic expression

or equation.

1B1d

Simplify algebraic

expressions by

combining like terms

Use no more than 3 variables with

integers (-50 to 50), or proper

fractions with denominators as

factors of 20 (-20 to 20)

Coefficient

Constant

Term

Like term

CR – Simplifying and

Evaluating Algebraic

Expressions: Johnny’s Backyard

SMA – Combining Like Terms

PRZ – DD – 9, 10, 12, 13, 14

3.2.8

(91-95)

Identify and plot points

in a coordinate plane 1C1a

Graph linear equations

in a coordinate plane

Use two unknowns having integer

coefficients (-9 to 9) and integer

constants (-20 to 20)

Coordinate plane

x-axis, y-axis

Origin

Quadrants

Ordered pairs

x-coordinate y-coordinate

BP – Coordinate Plane

Assessment {Review of Integers – SMA – Integers 3}

Benchmark 1

1. C.1.a Algebra vs

Cockroaches


Page 9 of 27 2011 - 2012

Shipping 1 & 2

Unit 3: Solving Equations and Inequalities Big Idea – Functional relationships can be expressed in real contexts, graphs, algebraic equations, tables and words.

Each representation for a given function is simply a different way of expressing the same idea. Each representation

provides a different view of the function. The value of a particular representation depends on its purpose.

Understand the meaning of equivalent forms of expressions, equations, and inequalities

Write equivalent equations and inequalities and solve them with fluency

Difference between solutions to equations and solutions to inequalities


Chapter

Lesson

(Page)

Objective:

Students will be

able to…

VSC & Indicator Assessment Limit Shaded Assessment limits are tested on

the non-calculator section.


3.3.1

(109 – 112)

Solve one-step

equations involving

addition or

subtraction.

1B2b

Solve for the unknown

in a linear equation

Use one unknown no more than 3 times

on one side and up to three operations

(same or different but only one

division) and rational numbers (-2000

to 2000)

Equivalent equations

Inverse operations

Using Algeblocks to

model properties of equality while solving equations.

Showing the inverse operation horizontally avoids errors with signed numbers

Keep = sign lined up as

you work vertically down the page. Draw a bar through them to emphasize BOTH sides

of equation. TSC – 279 - 283

3.3.2

(113 – 116)

Solve one-step

equations involving multiplication or

division.

1B2b

Solve for the unknown in a linear equation


on one side and up to three operations (same or different but only one


to 2000)

CR – Solving Linear

Equations: Acme Telephone

BP – Equations with

Variables

3.3.3

(119 – 123)

Solve two-step

equations. 1B2b







to 2000)

BP – Two Step Equations

Takes several days be

sure to include

decimals and fractions.

PRZ – DD – 33, 34, 35, 36,

37


Page 10 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective:

Students will be

able to…




3.3.4

(124 – 128)

Solve problems that

involve writing two-

step equations.

1B2g

Write equations and

inequalities that

describe real-world

problems

CR – Solving Linear

Equations: Music Club

Text doesn’t identify

that each

transformation results

in an equivalent

equation.

3.6.1

(271 – 275)

Solving equations

involving two or three

steps in one variable

which may include

combining like terms.

1B2b







to 2000)

PRZ – DD – 38, 39

Identify equivalent equations

1B2e Identify equivalent

equations

Use one unknown no more than 3 times on one side and up to three operations


division) and integers (-2000 to 2000)

Topic not addressed specifically in this

section.

Need to reinforce that

each transformation

results in an equivalent

equation.

1B2g

Write equations and

inequalities that

describe real-world

problems

3.3.6

(140 – 145)

Solve a one step

inequality using addition or

subtraction and graph

the solution

1B2c

Solve for the unknown in an inequality

Use a one- or two- operation inequality

with one variable on one side no more than 3 times whose result after

combining coefficients is a positive

whole number coefficient with integers

(-100 to 100)

Inequality

Solution of an inequality >, < open circle

>, < closed circle

BP – Inequalities

BP – Solving and Graphing Inequalities

PRZ – DD – 50, 51

Students will not be

assessed on or X an

inequality by a

negative which

requires reversing the

inequality.


Page 11 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective:

Students will be

able to…




3.3.7

(146 – 149)

Solve a one step

inequality using

multiplication or

division and graph the

solution

1B2d

Identify or graph

solutions of inequalities

on a number line

Use one variable once with a positive

whole number coefficient and integers

(-100 to 100)

3.6.5

(295 – 299)

Solve two step

inequalities which

may include

combining like terms.

1B2c


in an inequality

Use a one- or two- operation inequality

with one variable on one side no more

than 3 times whose result after

combining coefficients is a positive

whole number coefficient with integers

(-100 to 100)

Distributive property

Like terms

Inequality

PRZ – DD – 52

Graph the solution to

an inequality on a number line.

1B2d

Identify or graph solutions of inequalities

on a number line

Use one variable once with a positive

whole number coefficient and integers (-100 to 100)

3.6.6

(301 – 305)

Write a one or two

step inequality to

model a real-world

situation.

1B2a

Write equations or

inequalities to represent

relationships

Use a variable, the appropriate

relational symbols (>, >, <, <, =), and

no more than 3 operational symbols (+,

-, , ) on either side and rational numbers

(-1000 to 1000)

Inequality CR – Write Inequalities:

Baltimore Orioles

Assessment


Page 12 of 27 2011 - 2012

Cafeteria 1, 2 & 3

Unit 4: Ratio, Proportion and Percents Big Idea – Proportional thinking is developed through activities involving comparing and determining

the equivalence of ratios and solving proportions in a wide variety of problem-based contexts and

situations without recourse to rules or formulas.

A ratio is a comparison of any two quantities.

Proportions involve multiplicative rather than additive comparisons.

Equal ratios result form multiplication or division, not form addition or subtraction.

Write and solve proportions

Pre - Assessment Course Objective: Students VSC & Indicator Assessment Limit Vocabulary Resources & Notes

6. C.3.a Drive In

Size-o-rama Sunnyside Up

Similar Shadows At the Track


Page 13 of 27 2011 - 2012

Chapter

Lesson

(Page)

will be able to… Shaded Assessment limits are tested


3.7.1

(317 – 320)

Express ratios and find

unit rates

6C3a

Determine unit rates

Use positive rational numbers (0 –

100)

Ratio

Equivalent Ratio

Rate Unit Rate

CR – Unit Rates: Bill and Ted's

Adventure

BP – Ratios SMA – 8.6c3a unit rate

PRZ – BB – 29

TSC – 154 - 156

3.7.2

(322 – 326)

Solve problems

involving proportional

reasoning.

6C3c

Solve problems using

proportional reasoning


1000)

Proportion

Cross Product

Scale Model

Scale

Need to include more with

scale drawings especially

with visuals (floor plans,

maps)

TSC – 156 - 178

BP - Proportions

CR – Proportional Reasoning:

Painting a Wall

CR – Proportional Reasoning: Salt


Download Johnny Cash


Pizza

SMA – Proportions 7.2

PRZ – BB – 32

Determine lengths and

distances using ratios

and scale drawings.

3C2a

Use proportional

reasoning to solve

measurement problems

Use proportions, scale drawings with

scales as whole numbers, or rates

using whole numbers or decimals (0 –

1000)

3. C.2.a Drive In


Similar Shadows

House of Scales

6. C.3.c

Drive In Size-o-rama

Sunnyside Up

Similar Shadows


Page 14 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.7.3

(327 – 330)

Solve percent problems

using proportions 6C3b

Determine or use

percents, rates of

increase and decrease,

discount, commission,

sales tax, and simple

interest in the context of

a problem


10,000)

Percent

Proportional method using

BP –Percents

PRZ – BB – 36, 46, 47, 49, 50

3.7.4

(331 – 335)

Rewrite fractions,

decimals, and percents 6A1b

Compare, order, and

describe rational numbers with and

without relational

symbols (<, >, =)



100) using equivalent forms or absolute values

BP – Converting Fractions to

Decimals

PRZ – BB – 38, 39, 40 TSC – 114 - 118

Order and compare

fractions, decimals, and

percents.

6A1b

Compare, order, and

describe rational

numbers with and

without relational

symbols (<, >, =)



100) using equivalent forms or

absolute values

TSC – 118 - 123

3.7.5

(338 – 341)

Estimate the solutions

for rate, discount, sales

tax, etc. problems.

6C3b

Determine or use

percents, rates of increase and decrease,




a problem


10,000)

Percent of change Percent of increase Percent of decrease

PRZ – BB – 51, 52, 53

Continue to use proportional

strategies



Musical Scales

6. C.3.b Drive In

Size-o-rama

Sunnyside Up

Similar Shadows

6. C.3.b Drive In


Similar Shadows


Page 15 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.7.6

3.7.7

(342 – 350)

Solve rate, discount,

sales tax

6C3b

Determine or use

percents, rates of

increase and decrease,




a problem


10,000)

Mark-up

Discount Simple Interest (I =prt) Is/of = %/100 Part/whole = %/100

CR – Percent Problems:

Baseball Mitt

CR – Discounts: Video Game

CR – Percent Problems:

Commission

CR – Percent Increase: Student

Enrollment CR – Percent

Increase: Calvert Population

CR – Percent Increase - POW

CR – Percent Problems: Mr.

Weaver's Class CR – Discount: Bridget's

Boutique

SMA – 7.6 notebook

SMA – Shopping Spree

proportions

SMA – Shopping Spree Invoice

PRZ – BB – 43

3.7.8

(354 – 657)

Make predictions based

on the results of an

experiment.

5C1a Make predictions

and express the

probability of the

results as a fraction, a

decimal with no more than 2 decimal places,

or a percent

Use 20 to 500 results Outcomes

Events

Favorable Outcomes

Probability of an

Event Theoretical

Probability

Experimental

Probability

BP – Basic Probability

SMA - probability

Assessment

6. C.3.b Drive In


Similar Shadows


Page 16 of 27 2011 - 2012

Mine Shaft 1, 2 & 3

Mixing Vats 1, 2 & 3

Unit 5: Linear Equations Big Idea – Functional relationships can be expressed in real contexts, graphs, algebraic equations, tables and

words. Each representation for a given function is simply a different way of expressing the same idea. Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

Model and solve contextualized problems using various representations such as graphs, tables, and equations

Use graphs to analyze the nature of changes in quantities in linear relationships


Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.11.2

(545 – 548)

Generate scatterplots

4A1c Organize and display data

to make a scatter plot

Use no more than 10 points and

whole numbers (0 – 1000)

Scatterplot

Positive, negative,

and no relationship

CR – Scatterplots: Scientist

SMA – 11.2

CR – Scatterplots: Hours Sleep

TSC – 326 - 328 Interpret scatterplots

4B1c

Interpret scatter plots

Use no more than 10 points using

whole numbers or decimals with no

more than 2 decimal places (0 – 100)

3.11.3 (549 – 553)

Solve and graph linear equations in a

coordinate plane

1C1a Graph linear equations

in a coordinate plane

Use two unknowns having integer coefficients (-9 to 9) and integer

constants (-20 to 20)

Solution Function form (y =)

Ordered pair

Ax + By = C or Y = mx + b AR: Bounce Back (pg 139)

CR – Graphing Linear Equations

CR – Graphing Linear

Equations: Movie Tickets

CR – Graphing Linear EQ: Z00

CR – Graphing Linear EQ: Video

BP – Graphing Linear Equations

SMA – 11.3

3.11.6

(570 – 574)

Determine the slope of

the graph of a linear

function graphically

and algebraically.

1C2a

Determine the slope of

a graph in a linear

relationship

Use an equation with integer

coefficients (-9 to 9) and integer

constants (-20 to 20) and a given

graph of the relationship

Slope

Rise

Run

13.5 - Extra graphs of non-

linear relations

CR – Graph Interpretation

BP – slope and intercept SMA – Slope-Intercept Form

Determine whether a

function is linear or

nonlinear by its graph

1A1c

Determine whether

relationships are linear

or nonlinear when

represented in words, in

a table, symbolically, or

in a graph

Use a graph to determine if a

relationship is linear or nonlinear

Function

Linear

Nonlinear

CR – Recognizing a Linear

Function

* Textbook - 13.5 Examples of

non linear graphs

Assessment

Benchmark 2

1. C.1.a & 1.C.2a Algebra vs

Cockroaches


Page 17 of 27 2011 - 2012

Unit 6: Data Analysis and Probability Big Idea – Data sets can be analyzed in various ways to provide a sense of the shape of the data, including how spread out they are

and how they are centered. Probability is about predictions over the long term rather than predictions of individual events.

Select, create, and use appropriate graphical representations of data.

Use proportionality and a basic understanding of probability to make and test conjectures about the results.

Compute probabilities for simple compound events.

Pre – Assessment


Page 18 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective:

Students will be

able to…

VSC & Indicator Assessment Limit Shaded Assessment limits are

tested on the non-calculator

section.


3.12.1

(597 – 600)

Interpret back to back

stem-and-leaf plots.

Stem-and-leaf plot

Mean, median, mode, and range

TSC – 321 - 322

3.12.2

(601 – 604)

Organize data into

box-and-whisker

plots.

4A1b

Organize and display

data to make box-and-

whisker plots

Use no more than 12 pieces of data

and whole numbers (0 – 1000)

Box-and-whisker plot

Lower extreme

Lower quartile (1st)

Median (2nd)

Upper quartile (3rd)

Upper extreme

More time and practice

needed finding medians and

quartiles from odd and even

sets of data.

First time indicator is

assessed

Also teach using the TI-73

SMA – Box and Whisker Plots

SMA – box whisker

CR – Data Displays: Final Exam

Interpret box-and-

whisker plots.

4B1b

Interpret box-and-

whisker plots

Use minimum, first (lower)

quartile, median (middle quartile),

third (upper) quartile, or maximum

and whole numbers (0 – 100)

Analyze multiple box-

and-whisker plots on the same scale.

4B1e

Analyze multiple box-and-whisker plots using

the same scale

CR – Data Displays: Mr. Pace

TSC – 324 - 326

3.12.3

(605 – 609)

Create a circle graph.

4A1a

Organize and display

data to make circle

graphs

Use no more than 5 categories with

data in whole number percents

Circle graph

Use appropriate data

displays

12.3 includes line graphs,

these do not need to be

covered.

CR – Create Circle Graph:

Favorite Sports

BP - Graphs

PRZ – CC – 65, 66, 67

Interpret circle

graphs. 4B1d

Interpret Circle Graphs

Use no more than 8 categories (0-

1000)

CR – Interpret Circle Graph:

Chesapeake Middle School

Course

Chapter

Lesson

(Page)

Objective:

Students will be

able to…

VSC & Indicator Assessment Limit Shaded Assessment limits are

tested on the non-calculator

section.


3.12.4

(618 – 622)

Use counting methods

to count the number

of choices.

Tree Diagrams

Counting Principle

CR – Possible Outcomes:

Birthday

CR – Possible Outcomes: Pizza

PRZ – BB – 62

3.12.5

(623 – 626)

Use permutations to

count possibilities

5A1b Determine the

number of outcomes

Use no more than 5 dependent

events with no more than 10

outcomes in the first event

Permutation

Factorial

Teach how to find npr and n!

on TI-73 as well as

multiplying fractions


Page 19 of 27 2011 - 2012

PRZ – BB – 61

3.12.8

(639 – 643)

Describe the

difference between

independent and

dependent events.

5A1a

Describe the difference

between independent

and dependent events

Independent Events

Dependent Events

CR – Possible Outcomes: Finish

Line

BP – Independent and

Dependent Events

TSC – 341 - 344

Determine the number

of possible outcomes

of multiple dependent events.

5A1b


of outcomes

Use no more than 5 dependent

events with no more than 10

outcomes in the first event

CR – Possible Outcomes:

Running a Race

Determine the

probability of two

independent events.

5B1a

Express the probability

of an event as a

fraction, a decimal, or a

percent

Use a sample space of 36 to 60

outcomes

Probability of Event A

* Probability of Event B

P(A) * P(B)

CR – Theoretical and

Experimental Probability: Game

Show

CR – Possible Outcomes: Mrs.

Cooper

PRZ – BB – 60

Determine the

probability of the

occurrence of a

second event that is

dependent upon the

first.

5B2a

Express the probability

as a fraction, a decimal,

or a percent

Use a sample space of no more

than 60 outcomes

Probability of Event A

* Probability of Event B

given A

P(A) * P(B given A)

TSC – 333 - 351

Assessment


Page 20 of 27 2011 - 2012

Unit 7: Polygons and Transformations Big Idea – What makes shapes alike and different can be determined by an array of geometric properties. The coordinate view of

shape offers another way to understand certain properties of shapes, changes in positions, and how they appear or change size.

Identify special pairs of angles and find their measures

Describe sizes, positions, and orientations of shapes using transformations

Examine the congruence, similarity, and line or rotational symmetry of objects using transformations.

Pre – Assessment Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.8.1

(375 – 379)

Describe angles as

acute, obtuse, right, or

straight.

Angles

Straight

Right

Acute

Obtuse

Supplementary

Complementary

Vertical

Corresponding

Alternate Interior

Alternate Exterior

Lines

Parallel

Perpendicular

Transversal

Great deal of vocabulary

that is expected to be

known. Pre-Assess prior to

starting the unit to see what

the students already know.

The text book lesson doesn’t

have the constructions it is a

special topic lesson after 8.1

TSC – 179 - 199

BP – Angles

BP – Parallel and Perpendicular

Lines CR – Parallel Lines: Washington

Map

SMA – Angles

PRZ – CC – 8, 9, 10, 12, 13

Describe pairs of angles

complementary or

supplementary.

Recognize vertical

angles

Recognize parallel lines

2A1a

Identify and describe

geometric relationships

between angles formed

when parallel lines are

cut by a transversal.

Use alternate interior, alternate

exterior, or corresponding angles

Describe the

relationship between angles formed by

parallel lines and a

transversal

2A2a

Determine the measurements of angles

formed by parallel lines

cut by a transversal


exterior, and corresponding angles

Determining the

measures of unknown

angles formed by

parallel lines and a

transversal.

2A2a

Determine the

measurements of angles

formed by parallel lines

cut by a transversal


exterior, and corresponding angles

Construct a segment

perpendicular to a given

line segment at a given

point

2C1b

Construct perpendicular

line segments

Provide a given point on a given line

segment

Radius, Diameter Protractor, Compass Construct vs. Draw Ruler, Arc


Page 21 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.8.2

(382 – 385)

Classify triangles by

sides and angles

By Angles

Acute Obtuse Right By Sides Equilateral Isosceles Scalene

BP – Types of Triangles

3.8.3

(386 – 389)

Classify quadrilaterals Quadrilaterals

Trapezoid Rhombus Square Rectangle Parallelogram

Only reinforce vocabulary

and provide opportunities to

apply equations to


PRZ – CC – 14

3.8.4

(390 – 939)

Recognize that the sum

of the interior angle

measure of a polygon is

determined by the

number of sides it has.

Polygon Regular Polygon

Pentagon Hexagon Heptagon Octagon

Only reinforce vocabulary

and provide opportunities to

apply equations to


BP - Polygons

3.8.5

(396)

Construct a triangle

congruent to a given

triangle (also known as

copying a triangle).

2C1c

Construct triangles

Construct a triangle congruent to a

given triangle

Vertices Hands on Activity

CR – Construction: Alicia's

Triangle

PRZ – CC – 21

3.8.5

(397 – 401)

Determine the length of

corresponding sides of

congruent polygons and

the measures of corresponding angles of

congruent polygons.

Congruent

Corresponding Parts

Do not need to teach the

rules of congruence

PRZ – CC – 18, 19, 20


Page 22 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.8.6

(404 – 408)

Reflect figures and

identify lines of

symmetry.

2E1a

Identify, describe, and

plot the results of

multiple transformations

on a coordinate plane

Identify or plot the result of two

transformations on one figure using

translations (horizontal or vertical),

reflections (horizontal or vertical), or

rotations about a given point (90 or

180 )

Transformation

Reflection

Rotation

Translation

Clockwise

Counterclockwise

Image

Symmetry

BP – Transformation

TSC – 209 - 215

CR – Identify Transformations:

Desk

8.7 – Only covers rotating

about the origin, according

to the standard, students

must be able to rotate about

any given point.

Try teaching using clear

paper/tracing paper

3.8.7

(409 – 413)

Plot the result of a

transformation, such as

translation, reflection,

or rotation on a

coordinate plane

3.8.8 (416 – 451)

Use ratios to determine the length of

corresponding sides of

similar polygons.

3C2a Use proportional

reasoning to solve

measurement problems

Use proportions, scale drawings with scales as whole numbers, or rates

using whole numbers or decimals (0

– 1000)

Similar Polygons Ratios

Proportions

Do not need to teach dilations

BP – Similar Figures

PRZ – CC – 22

Determine the measures

of corresponding angles

of similar polygons.

2D1a

Determine similar parts

of polygons

Use the length of corresponding sides

or the measure of corresponding

angles and rational numbers with no

more than 2 decimal places (0 – 1000)

Draw quadrilaterals

given their dimensions

2C1a

Draw quadrilaterals

Provide given whole number

dimensions in inches or centimeters

or angle measurements

Additional Resources Needed

CR – Geometric Figures:

Isosceles Trapezoid

8th grade taking aim has

several problems that

address this objective

Assessment

3. C.2a Drive In


Similar Shadows House of Scales

2. D.1.a

Similar Shadows

2. E.1.a

(WJ) E-Luminate


Page 23 of 27 2011 - 2012

Unit 8: Real Numbers and Right Triangles Big Idea – If a square is constructed on each side of a right triangle, the areas of the two smaller squares will together equal the area

of the square on the longest side, the hypotenuse.

Analyze characteristics and properties of two-dimensional geometric shapes and develop mathematical arguments about geometric

relationships.

Use square roots and the Pythagorean Theorem to solve problems.


Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.9.1

(431 – 436)

Determine square roots

of perfect square whole

numbers

6C1b

Calculate powers of

integers and square

roots of perfect square

whole numbers

Use powers with bases no more than

12 and exponents no more than 3, or

square roots of perfect squares no

more than 144

Square root

Radical Expression

Perfect Squares

6C2a can be taught using

calculator then rounding

BP – Square Root

SMA – Square Roots and

Radical Signs

PRZ – CC – 47, 50, 48

TSC – 150 - 151

Estimate the square roots

of whole numbers that are not perfect squares.

6C2a

Estimate the square

roots of whole numbers

Use whole numbers (0 – 100)

3.9.2

(437 – 441)

Identify real numbers as

rational or irrational. Rational Number

Irrational Number

BP – Rational and Irrational

Numbers

SMA – 9.2a, 9.2c, 9.2d

PRZ – BB – 27, 28

3.9.3

(443 – 447)

Identify the hypotenuse

and the legs of a right

triangle.

2A1b

Identify and describe

the relationship among the parts of a right

triangle

Use the hypotenuse or the legs of

right triangles

Legs (a and b)

Hypotenuse (c)

Pythagorean Theorem a2 + b2 = c2

BP – Pythagorean Theorem

SMA – Pythagorean Theorem

SMA – Pythagorean Theorem Warm-up

SMA – Pythagorean Theorem –

Single Question

PRZ – CC - 52 Determine if three side

lengths form a right

triangle.

2A2c Determine whether three given side lengths form a right triangle

3.9.4

(450 – 453)

Use the Pythagorean

Theorem to solve real

world problems.

2A2b

Apply right angle

concepts to solve real-world problems

Use the Pythagorean Theorem Pythagorean Triple CR – Pythagorean Theorem: Brandon's House CR – Pythagorean Theorem: Flagpole CR – Pythagorean Theorem: Cat PRZ – CC – 51, 53, 54 TSC – 205 - 206

Assessment

Benchmark 3 2. A.2.b & 2.A.2.c (WJ) Access for All (FL) Light the Way


Page 24 of 27 2011 - 2012

Unit 9: Measurement, Area, and Volume Big Idea – Area and volume formulas provide a method of measuring these attributes by using only measures of length. Area,

perimeter, and volume are related to each other, although not precisely or by formula.

Develop and use formulas to determine the circumference of circles and area of triangles, parallelograms, trapezoids, and circles and

develop strategies to find the area of more-complex shapes

Develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders


Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.3.5

(134 – 139)

Determine the area of a

triangle 3C1b

Estimate and determine

area of a composite

figure

Include composite figures with no more

than 6 polygons (triangles, rectangles,

or circles) by measuring, partitioning, or

using formulas with whole number

dimensions (0 - 10,000)

Area

Base

Height

A = bh/2

PRZ – CC – 38, 39

TSC – 255

3.10.1

(481 – 485)


variety of quadrilaterals (rectangles, squares,

parallelograms, and

trapezoids).

3C1b

Estimate and determine area of a composite

figure


than 6 polygons (triangles, rectangles, or circles) by measuring, partitioning, or



Trapezoid

A =½( b1 + b2)h

Parallelogram

A =bh

Rectangle

A = lw

Squares

A = s2

BP – Area of Polygons

SMA – Area of Triangles and Parallelograms

TSC – 251 - 257

Determine the area of

composite figures

which consist of

quadrilaterals, triangles,

and circles.

3C1b


area of a composite

figure






CR – Area: Company Logo

CR – Determining Area by

Partitioning: Backyard

SMA – Composite Figures

PRZ – CC – 28, 35, 36, 37, 41

3. C.1.b

(FL) Safety First

(WJ) 3R’s

(WJ) Pentagonal plot


Page 25 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.6.4

(288 – 294)

Determine the

circumference of a

circle

3C1a


the circumference or

area of a circle

Include circles using rational numbers

with no more than 2 decimal places (0 –

10,000)

Circle

Center

Radius

Diameter

pi = 22/7 or 3.14

Circumference

C=2лr

C=лd

Area

A = лr2

CR – Circumference of a Circle:

Tire Change

BP – pi

BP – Circles {covers

circumference and area}

SMA – Circumference

SMA – Circles

PRZ – CC – 30

TSC – 256 - 257

3.10.2

(486 – 490)


circle.

3C1a


the circumference or area of a circle

Include circles using rational numbers

with no more than 2 decimal places (0 –

10,000)

CR – Area of a Circle: Manhole

Cover

CR – Area of a Circle: Water Sprinkler

SMA – Area of Circles

3C1b


area of a composite

figure






3.10.3

(492 – 495)

Identify prisms,

pyramids, cylinders,

cones, and spheres.

solid Polyhedron Prisms Pyramids Cylinders

Cones Spheres Edge Vertex Faces


of faces, edges, and

vertices.

3.10.4

(502 – 506)

Determine the surface

area of prisms and

cylinders.

3C1e


area of cylinders,

prisms, and pyramids

Slant height 10.4 is helpful in reinforcing

composite figures

SMA – Trapezoids and Surface

Area

3. C.1.a

Sunnyside Up

(WJ) Slam Dunk

(WJ) Aquatic Adventure


Page 26 of 27 2011 - 2012

Course

Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.10.5

(507 – 512)


area of pyramids and

cones.

3C1e


area of cylinders,

prisms, and pyramids

10.5 is helpful in reinforcing

composite figures

3.10.6

(513 – 517)

Determine the volume

of a prisms and a

cylinder.

3C1c


the volume of a

cylinder

Use cylinders, the given formula, and

whole number dimensions (0 – 10,000)

Volume

Volume of a cylinder is only

formula needed for volume

expose to both V = Bh and

V = 2r h

CR – Volume of a Cylinder: Campbell's Soup

CR – Volume of a Cylinder:

Water Tank

SMA – Volume of a Cylinder

Student Packet

SMA – Volume of a Cylinder

BP – Volume of a Prisms

BP – Volume of a Cylinder

PRZ – CC – 42, 46

TSC – 257 - 262

3C1d

Determine the volume of cones, pyramids, and

spheres

3.10.7

(518 – 523)


of a pyramid and a

cone.

3C1d


of cones, pyramids, and

spheres

PRZ – CC – 45

Assessment

3. C.1.c Sunnyside Up

(FL) Ahoy Matey

(FL) Bring your own food

(FL) Who’s Hungry

(WJ) Aquatic Adventure


Page 27 of 27 2011 - 2012

Unit 10: Factors, Fractions, and Exponents Big Idea –Numbers, ways of representing numbers, relationships among numbers, and number systems

Rules and properties of exponents

Develop and use scientific notation


Chapter

Lesson

(Page)

Objective: Students

will be able to…




3.4.5

(192 – 195)

Compare fractions and

mixed numbers. 6A1b

Compare, order, and

describe rational

numbers with and

without relational

symbols (<, >, =)



100) using equivalent forms or absolute

values

BP – Mixed Numbers

SMA – 4.5 Order Compare

Fractions

TSC – 74 - 78

3.4.6

(196 – 200)

Use the rules of

exponents to simplify

expressions (product of

powers and quotient of

powers)

6C1c

Identify and use the

laws of exponents to


Use the rules of power times power or

power divided by power with the same

integer as a base (-20 to 20) and

exponents (0-10)

CR – Laws of Exponents:

Homework Problem

BP – Multiplying and Dividing

Exponents

SMA - 4.6 Rule of Exponent

SMA – Rules of Exponents

PRZ – BB – 11, 12 DD – 20,

3.4.7 (201 – 204)

Use negative and zero exponents while

simplifying

expressions.

6C1c Identify and use the



Use the rules of power times power or power divided by power with the same


exponents (0-10)

PRZ – BB – 9, 13 TSC – 136 - 137

3.4.8

(205 – 208)

Use scientific notation

to express numbers. 6C1c

Identify and use the



Use the rules of power times power or

power divided by power with the same


exponents (0-10)

Students have not had much

exposure to sci. notation

BP – Standard and Sci. Notation

SMA – Exponents and Scientific

Notation

TSC – 134 - 136

Use scientific notation to multiply and divide

extremely large numbers.

6A1a Read, write, and represent rational numbers

Use exponential notation or scientific

notation (-10,000 to 1,000,000,000)

CR – Sci. Notation: John's News

PRZ – BB – 10, 21, 22, 23, 24,

25

Assessment

MSA



Musical Scales

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Pre Algebra 8 Curriculum Guide - Mrs. Ciardiello's Math Classmrsciardiellosmathclass.weebly.com/.../2/7/2/12723515/pre-algebra_8... · Pre – Algebra 8 Curriculum Guide ... Objective: