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+ 2015-2016 Elmore County Mathematics Mapping Guide Eighth Grade Elmore County Vision Statement Elmore County Public School System strives to prepare students to be responsible and productive citizens in an ever-changing world. Elmore County Mission Statement Elmore County Public Schools' mission is to provide relevant, engaging, positive learning environments where students are empowered to realize their self-worth through continuous academic, social and emotional growth. Mapping Calendar and Mapping Guide Teachers will utilize a variety of resources that will support the strategies found in the 2013 Revised Alabama Course of Study Mathematics. The textbook will be used as only one of many resources and the book will not be taught as the mathematics program. Teachers are free to use their creativity and talents to provide students with engaging, relevant, and meaningful activities connecting mathematics to real life situations. Things to know about the Mapping Calendar and Mapping Guide 1. These documents are ONLY a guide. The days in which to teach particular standards listed are flexible within the window between pre- and post-assessments. 2. Standards pre and post-assessments must be given within the window of time indicated in order to observe growth during a period of time. Teachers will have the option to continue to work with students who do not master the standard(s) as indicated on the postassessments during small group or RtI times. 3. Resources listed on the mapping guide are suggested by teachers. Teachers are encouraged to research and to utilize additional resources that will engage students in meaningful learning activities in mathematics. Please remember that the textbook is ONLY one of the many resources available. 4. Workbook and worksheets are also resources that teachers may use for students to practice what has been taught during instruction. Worksheets should be chosen that will provide teachers with data to check student understanding of instruction. Teachers should monitor and provide corrective feedback to students during any practice session when students are utilizing workbook/worksheet pages. 5. Teachers are strongly encouraged to make notes on all documents, and share their thoughts in regards to document revisions for next year. 6. The mapping calendar and companion mapping guide was created using Learning Focused by Dr. Max Thompson. Remember: Glencoe is ONLY a resource…You are NOT teaching a program. You may choose to use Glencoe as a resource or you may decide to use other resources that will better meet the needs of your students. Remember all workbook or copies should be used as a guided tool while in whole group while teacher is monitoring/ providing corrective feedback or at small group time with the teacher. The only exception to this would be when you are assessing the students. Workbook sheets may be sent home as a parent resource. Other Resources: Alabama Learning Exchange (ALEX) www.alex.state.al.us/ccrs 2013 Revised Alabama Course of Study Mathematics Elmore County Public Schools Eighth Grade 2 EIGHTH GRADE MATHEMA TICS MAPPING GUIDE First Quarter Domain: The Number System Key Learning: I can identify and classify rational and irrational numbers by using a number line and decimal estimation. Number of Days of Instruction: Goal is Days Date: Time is Flexible Dates are Flexible Essential Question: Why is it helpful to write numbers in different ways? Domain: The Number System Lessons Page AMSTI 2013 ALCOS Cluster: Know that there are numbers that are not References Resources rational, and approximate them by rational numbers. 3-1, 3-2, 10- 123-129, 130- Year Two Units Know that numbers that are not rational are called 2 135, 565-570 Looking for irrational. Understand informally that every number Pythagoras Inv. 4: has a decimal expansion; for rational numbers show Using the 8.1 that the decimal expansion repeats eventually, and Pythagorean convert a decimal expansion which repeats Theorem eventually into a rational number. [8-NS1] 10-1, 555-560 Year Two Units Use rational approximations of irrational numbers Looking for Extend to compare the size of irrational numbers, locate Pythagoras Inv. 4; them approximately on a number line diagram, and Using the 10-1, 561-562 estimate the value of expressions. [8-NS2] Pythagorean 8.2 Theorem 10-2 565-570 Concept 1 Essential Questions Rational Numbers How can we write rational numbers as fractions? How can we write rational numbers as decimals? How can be write decimals as a rational number? Elmore County Public Schools Eighth Grade 3 Vocabulary Concept 2 Essential Questions Vocabulary Concept 3 Essential Question Vocabulary Rational numbers, repeating decimals, terminating decimals Irrational Numbers What are irrational numbers? How can we approximate irrational numbers on a number line? Irrational numbers, non-repeating decimals, non-terminating Real Number System How do you identify a number as rational or irrational? How can the number line be used to demonstrate rational and irrational numbers? Real Numbers System Domain: Expressions and Equations Number of Days of Instruction: Goal is Days - Time is Flexible Key Learning: I can add, subtract, multiply and divide using the exponent properties. Date: Dates are flexible Essential Question: How do we simplify expressions involving exponents? 2013 ALCOS Domain: Expressions and Equations Standards Cluster: Work with radicals and integer exponents. Lessons 9-1, 9-3, 9-4, 9-5, Extend Know and apply the properties of integer exponents to generate equivalent numerical expressions. [8EE1] 495-499 9-5. 500-505 8.3 8.4 Page References 481-485 AMSTI Resources Year Two Units Growing, Growing, Growing Inv. 5: Patterns with Exponents 507-514 Use square root and cube root symbols to represent solutions to equations of the form x^2=p and x^3=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. [8-EE2] Elmore County Public Schools Eighth Grade 4 Explore 10-1 553-554 10-1 555-560 CMP Common Core Supplement Extend 561-562 10-1 565-570 10-2 Concept 1 Essential Questions Simplify Exponent Expressions How can I write repeated multiplication using powers? How to write expressions using negative exponents? How can we evaluate negative exponents? Vocabulary Concept 2 Essential Questions Vocabulary Power, base, exponent, monomial Numerical Operations in the Real World How can we approximate square and cube roots? How can we estimate the square root of a non-perfect square? Truncate, cube root, square root, radical, radicand First Quarter Grades: Elmore County Public Schools Eighth Grade 5 INV. 1 Goals of the Investigation Year Two Units Looking for Pythagoras Inv. 2: squaring Off, Inv. 3: The Pythagorean Theorem, Inv.4: using the Pythagorean Theorem Domain: Expressions and Equations Number of Days of Instruction: Goal is Days - Time is Flexible Key Learning: I can apply and graph proportional relationships to real world problems. Date: Dates are flexible Essential Question: What is the relationship among unit rate, slope, and constant rate of change of proportional linear relationship in the real world? 2013 ALCOS Domain: Expressions and Equations Cluster: Work with radicals and integer exponents. 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. [8-EE3] Lessons 9-5 Page References 507-512 AMSTI Resources CMP Common Core Supplement Extend 9-5 513-514 INV. 1 Additional Lesson 6 908-909 Goals of the investigation (Know and apply the properties of integer exponents to generate equivalent expressions. 8.5 Use cube root symbols to represent solutions to equations. 9-5 8.6 Elmore County Public Schools Eighth Grade 6 507-512 Evaluate the cube roots of small perfect cubes. Year Two Units Growing, 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.[8-EE4] Extend 9-5 513-514 Additional Lesson 6 Growing, Growing Inv. 5: Patterns with Exponents ACE 56, 57, 60 908-909 Concept 1 Scientific Notation How do we put number into scientific notation? Essential How do you turn a number from scientific notation to standard notation? Questions Scientific notation, standard notation Vocabulary County Diagnostic Assessments: County Test Grades: 1. STAR Math - State Universal Screener 2. Standards Pre-Assessment /PostAssessment- County made Elmore County Public Schools Eighth Grade 1. County Post-test 2. Two –four other tests 7 1. Assessment should have at least one open ended question when applicable 2. Test should contain a minimum of 12 items. Second Quarter Domain: Expressions and Equations Number of Days of Instruction: Goal is Days - Time is Flexible Key Learning: I can combine like terms. I can solve linear equations with variables on both sides and use the distributive property where an equation has one, none or an infinite number of solutions. Date: Dates are flexible Essential Question: How do we manipulate equations? 2013 ALCOS 8.9 8.9a 8.9b Domain: Expressions and Equations Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Solve linear equations in one variable. [8-EE7] 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). [8-EE7a] b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. [8-EE7b] Lessons 4-3, 4-4, 45, 4-6, 5-2, 5-5 Page References 186-191 193-198 201-206 207-211 231-235 250-255 Elmore County Public Schools Eighth Grade 8 AMSTI Resources Year Two Units Say It With Symbols Inv. 1: Equivalent Expressions, Inv. 2: Combining Expressions, Inv. 3; Solving Equations, Inv. 4; Looking Back at Functions Other Units Thinking with Mathematical Models Inv. 2: Linear Models and Equations Concept 1 Essential Questions Vocabulary Concept 2 Essential Questions Vocabulary Concept 3 Essential Questions Vocabulary Concept 4 Essential Questions Solving Two-Step Linear Equations How do you use inverse operations to solve two-step equations? How do we solve two-step equations with negative coefficients? How do you translate real world problems into two-step equations? Inverse operations, variable, solution, coefficient, translate, constant Solve Multi-Step Linear Equations How do we combine like terms? How do you use inverse operations to solve multi-step equations? Like terms, unlike terms, expressions Equations involving the Distributive property What is the Distributive Property? How can parentheses be removed from an equation? How do we simplify expressions using the Distributive Property? How do we solve equations using the Distributive Property/ Distributive Property, equivalent expressions Equations with Variables on Both Sides How do I make sure all the variable terms are on one side of the equal sign? How do you solve the equation using inverse operations? Vocabulary Second Quarter Grades: Elmore County Public Schools Eighth Grade 9 County Diagnostic Assessments: 1. STAR Math - State Universal Screener 2. Standards Pre-Assessment /PostAssessment- County made 1. Assessment should have at least one open ended question when applicable 2. Test should contain a minimum of 12 items. County Test Grades: 1. County Post-test 2. Two –four other tests Third Quarter Key Learning: I can determine if a function is linear or nonlinear from looking at a graph, equation or table. Number of Days of Instruction: Date: Goal is Time is Flexible Dates are Flexible Essential Equations: How are multiple representations of Functions useful? What are the differences between linear and non-linear functions? . Domain: Functions Lessons Page AMSTI 2013 ALCOS Standards Cluster: Define, evaluate, and References Resources compare functions. Explore 1-5, 32-32 Understand that a function is a 1-5 rule that assigns to each input exactly one output. The graph of a 33-37 function is the set of ordered pairs Extend 1-5, 8consisting of an input and the 38 1, 8-3 corresponding output. (Function 8.11 notation is not required in grade 8. [8-F1] 399-404 Domain: Functions 410-411 Elmore County Public Schools Eighth Grade 10 Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions) [8-F2] 1-5 33-37 8-1 399-404 8-3 410-411 8.12 Concept 1 Essential Questions Vocabulary Concept 2 Essential Questions Vocabulary Domain: Functions Elmore County Public Schools Eighth Grade Year Two Units Say It With Symbols Inv. 2; Combining Expressions Other Units Thinking with Mathematical Models Inv. 1; Exploring Data patterns Frogs, Fleas and Painted Cubes Inv. 2 Quadratic expressions, Inv. 3: Quadratic Patterns o Change, Inv. 4: What is a Quadratic Function? Linear Functions What is a linear function? What is the vertical line test? What is a function table? How can you tell if it’s a function from a set of ordered pairs? Function, vertical line test, independent variable, dependent variable, domain, range, function Compare linear and non-linear functions What is a non-linear function? How can you use a table, graph, or equation to determine if a function is linear or non-linear? Non-linear function, quadratic function Key Learning: I will sketch a graph that models a function using a real-world situation. 11 Number of Days of Instruction: Goal is Date: Time is Flexible Dates are Flexible Essential Equations: How do you construct a function to model a linear relationship between two quantities? 2013 ALCOS Standards 8.13 8.14 Domain: Functions Cluster: Use functions to model relationships between quantities. 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. [8-F3] 8-1, 9-7 Page References 399-404 520-525 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 Elmore County Public Schools Eighth Grade Lessons 12 1-5 33-37 8-3 399-404 8-4 418-423 AMSTI Resources Year One Units The Shapes of Algebra Inv. 4: Solving Systems of Linear equations Symbolically Year Two Units Say It With Symbols Inv. 4; Looking Back at Functions Other Units Thinking with Mathematical Models Inv. 2: Linear Models and Equations, Inv. 3: Patterns with Exponents Other Units Thinking with Mathematical Models Inv. 2: Linear Models and equations, Inv. 3; Equations with Two or More Variables terms of its graph or a table of values. [8-F4] 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. [8-F5] 8.15 Concept 1 Essential Questions Vocabulary Real World Models Can you make a table and graph to represent real world situations? Can you take a table or graph and describe the real world situation? Elmore County Public Schools Eighth Grade 13 8-5 424-430 8-7 439-444 8-1 399-404 8-3 410-411 8-4 418-423 8-5 424-430 8-7 439-444 Year Two Units Say It With Symbols Inv. 4: Looking back at Functions Other Units Thinking With mathematical Models Inv. 2; Linear Models and Equations Domain: Expressions and Equations Number of Days of Instruction: Goal is Days - Time is Flexible Key Learning: I can apply and graph proportional relationships to real world problems. Date: Dates are flexible Essential Question: What is the relationship among unit rate, slope, and constant rate of change of proportional linear relationship in the real world? 2013 ALCOS Domain: Expressions and Equations Cluster: Understand the connections among proportional relationships, lines, and linear equations. Lesson Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. [8-EE5] Page References 6-4 285-289 8-5 424-430 8-7 438 Additional lesson 4. 902 AMSTI Resources Other Units Thinking with Mathematical Models Inv. 2; Linear Models and Equations 8.7 8.8 Concept 1 Essential Questions Use similar triangles to explain why the slope m is the same between any two distinct point 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. [8-EE6] Slope/Rate of Change How do you find the rate of change? What is slope and how do you find it? Elmore County Public Schools Eighth Grade 14 Other Units Thinking with Mathematical Models Inv. 2; Linear Models and Equations How do you use slope to find a constant rate of change? Vocabulary Slope, rate of change Concept 2 Proportional Relationships Essential Questions Vocabulary How do you identify a proportional relationship in tables and graphs? How can you describe a proportional relationship using an equation? How do you determine congruence and similarity? Proportion, congruence, similarity, corresponding parts Concept 3 Slope-Intercept Form Essential Questions How do you determine the slope and y-intercept of a line? How do you graph a line from slope-intercept form? How do you write a linear equation from a graph in slope-intercept form? How do I write a linear equation in slope-intercept form? Slope-intercept form, x-intercept, y-intercept Vocabulary Domain: Expressions and Equations Number of Days of Instruction: Goal is Days - Time is Flexible Key Learning: I can solve and graph a system of linear equations to find the ordered pairs that satisfied a system of one, none or an infinite system of solutions. Date: Dates are flexible Essential Question: How do we solve systems of linear equations graphically and algebraically? 2013 ALCOS 8.10 Elmore County Public Schools Eighth Grade Domain: Expressions and Equations Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations. Analyze and solve pairs of simultaneous linear equations. [8-EE8] Lessons 8-10 15 Page References 461-465 AMSTI Resources Year One Units The Shapes of Algebra Inv. 2; Linear Equations Concept 1 Essential Question Vocabulary Concept 2 Essential Question Vocabulary a. 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. [8EE8a] b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. [8-EE8b] c. Solve real-world and mathematical problems leading to two linear equations in two variables. [8-EE8c] Solving Systems of Equations How many solutions are there when lines are intersecting? How many solutions are there when lines are parallel? How many solutions are there when liens are coincidental? System of equation, coincidental, parallel lines, intersection, solution, substitution Looking at Systems of Linear Equations in Various Contexts Can you create and solve a system of linear equations based on real world problems? and Inequalities, Inv. 3: Equations with Two or More Variables, Inv. 4; Solving Systems of Linear Equations Symbolically Key Learning: I can identify transformation maps from an original geometric figure onto a new figure called an image and identify translations, dilations, and reflections. Number of Days of Instruction: Goal is Date: Time is Flexible Dates are Flexible Essential Equations: How can you best show or describe the change in position of a figure? Domain: Geometry 2013 ALCOS Standards 8.16 Domain: Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. Verify experimentally the properties of rotations, reflections, and translations: [8-G1] Elmore County Public Schools Eighth Grade Lessons 2-7 16 Page References 103-108 AMSTI Resources Year One Units Kaleidoscopes, Hubcaps, and 8.17 8.18 8.19 Concept 1 a. Lines are taken to lines, and line segment to line segments of the same length. [8-G1a] b. Angles are taken to angles of the same measure. [8-G1b] c. Parallel lines are taken to parallel lines. [8-G1c] 11-3 639-644 Additional Lesson 8 911-915 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. [8-G2] Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates. [8-G3] Additional Lesson 8 911-915 2-7 103-108 11-3 639-644 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. [8-G4] Understanding Transformations Additional Lesson 9 916-921 Elmore County Public Schools Eighth Grade 17 Mirrors Inv. 1; Three Types of Symmetry, Inv. 2; Symmetry Transformations, Inv. 3: Exploring Congruence, Inv. 4: Applying Congruence and Symmetry, Inv. 5: Transforming Coordinates Year One Units Kaleidoscopes, Hubcaps, and Mirrors Inv. 3; Exploring Congruence Essential Question Vocabulary Concept 2 Essential Question How do you define and identify Reflections? How do you define and identify Translations? How do you define and identify Rotations? How do you define and identify dilations? Transformation, translation, reflection, rotations, dilations, image, line of symmetry Applying Transformations How do you draw a translation on a coordinate plane? How do you draw a reflection on a coordinate plane? How do you draw a rotation on a coordinate plane? How do you draw dilation on a coordinate plane? Vocabulary County Diagnostic Assessments: 1. Standards PreAssessment - County made Pre-Assessment 2. Global Scholar Elmore County Public Schools Eighth Grade County Test Grades: 1. County Post-test 2. Two –four other tests Third Quarter Grades: 1. Utilize item specifications to create teacher made test. OR 2. Choose assessments from resources that have same criteria as item specifications. 3. Assessment should have at least one open ended question when applicable and several gridded responses. 4. Test should contain a minimum of 12 items. 18 Fourth Quarter Domain: Geometry Key Learning: I can apply the Pythagorean theorem to find the length of a side of a right triangle and its converse and find the distance between two points. Number of Days of Instruction: Date: Goal is Dates are Flexible Time is Flexible Essential Equation: How can I utilize the Pythagorean Theorem to find a missing distance? 2013 Domain: Geometry ALCOS Cluster: Understand and apply Standards the Pythagorean Theorem Explain a proof of the Pythagorean Theorem and its converse. [8-G6] 8.21 8.22 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. [8G7] Elmore County Public Schools Eighth Grade Lessons Online lesson 1 Explore 10-4 10-4 Extend 10-4 10-6 10-5 19 Page References 581 582-587 588 595-600 AMSTI Resources Year Two Units Looking for Pythagoras Inv. 3: The Pythagorean Theorem Year Two Units Looking for Pythagoras Inv. 3: The Pythagorean Theorem, Inv. 4 Online lesson 2 8.23 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. [8G8] 10-5 Online Lesson 2 Concept 1 Solving for the Pythagorean Theorem Essential Question(s) Can you identify the parts of a right triangle? What is the relationship among the legs and the hypotenuse of a right triangle? How do you find the length of the hypotenuse? How do you find the length of a missing leg? Vocabulary Leg, hypotenuse, Pythagorean Theorem Concept 2 Apply the Pythagorean Theorem Essential Question(s) How do you use the converse of the Pythagorean Theorem to determine whether a triangle is a right triangle? How can you use the Pythagorean Theorem to find the distance between two points on the coordinate plane? Why can you use the Pythagorean Theorem to find the distance between two points? What type of real world problems can be solved using the Pythagorean Theorem? Vocabulary Converse, distance Elmore County Public Schools Eighth Grade 20 Using the Pythagorean Theorem 589-594 Year Two Units Looking for Pythagoars Inv. 2; Squaring Off, Inv. 3; The Pythagorean Theorem Key Learning: I can apply the formulas for volumes of cones, cylinders, and spheres in a real world problem. Number of Days of Instruction: Goal is Date: Time is Flexible Dates are Flexible Essential Questions: Why is the volume of three-dimensional figures important in the real world? Domain: Geometry 2013 ALCOS Standards 8.20 Domain: Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. 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 angleangle criterion for similarity of triangles. [8-G5] Lessons Page References Explore 10-3 571 10-3 11-1 619-625 Concept 1 Types of Angles Essential Question How do we classify angles by their measures? How do we classify pairs of angles? How do you find a mixing angle measure using algebra? Acute, right, obtuse, straight, vertical angles, adjacent angles, complementary angles, supplementary angles Line Relationships How do we classify angles by their measures/ How do we classify pairs of angles? Vocabulary Concept 2 Essential Question Elmore County Public Schools Eighth Grade 572-577 21 AMSTI Resources How do you find a mixing angle measure using algebra? Parallel lines, perpendicular lines, transversal, alternate interior angles, alternate exterior angles, corresponding angles Vocabulary Key Learning: I can apply the formulas for volumes of cones, cylinders, and spheres in a real Domain: Geometry world problem. Number of Days of Instruction: Goal is Date: Time is Flexible Dates are Flexible Essential Questions: Why is the volume of three-dimensional figures important in the real world? 2013 ALCOS Standards 8.24 Concept 1 Essential Question Vocabulary Concept 3 Essential Question Vocabulary Concept 4 Elmore County Public Schools Eighth Grade Domain: Geometry Cluster: Solve Real-world and mathematical problems involving volume of cylinders, cones, and spheres. Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. [8G9] Lessons Page References AMSTI Resources 12-3 719-723 Other Units Samples and Populations Inv. 4; Relating Two Variables 12-4 (Add in rectangular and square pyramid) 725-730 Cones What would have the greater effect on the volume of a cone: doubling its radius or doubling its height? Can you identify the parts of a cone? Can you find the volume of a cone? Cone, slant height, area of the base Cylinders How is the formula for the volume of a cylinder similar to the volume formula of a rectangular prism? Can you find the volume of a cylinder? Cylinder Spheres 22 Essential Question Vocabulary Elmore County Public Schools Eighth Grade How are the volume of a sphere and the volume of a cylinder with the same radius and height of 2r related? Can you find the volume of a sphere? Sphere, hemisphere 23 Domain: Statistics and Probability Key Learning: I can construct and interpret scatter plots to spot trends and make predictions between two variables. Number of Days of Instruction: Goal is Date: Dates are Flexible Time is Flexible Essential Equation: How can you construct and interpret scatter plots to make predictions between two variables? 2013 ALCOS Standards 8.25 8.26 8.27 Domain: Statistics and Probability Concept: Investigate patterns of association in bivariate data. 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. [8-SP1] Page References Explore 1-6 39 1-6 40-46 Extend 1-6 47-48 8-9 454-458 Extend 8-9 459 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. [8-SP2] 8-9 454-458 Extend 8-9 459 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3] 8-9 454-458 Extend 8-9 459 Elmore County Public Schools Eighth Grade Lessons 24 AMSTI Resources Other Units Thinking With Mathematical Models Inv. 2: Linear Models and Equations Samples and Populations Inv. 4; Relating Two Variables Year One Units The Shapes of Algebra Inv. 2; Linear Equations and Inequalities, Inv. 3: Equations With Two or More Variables Other Units Thinking With Mathematical Models Inv. 2: Linear Models and Equations 8.28 Concept 1 Essential Question Vocabulary Understand that patterns of Online association can also be seen in Lesson 3 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. [8-SP4] Construct and Analyze Scatter Plots What is a scatter plot? How can you construct a scatter plot from a set of data? What are the inferences that can be drawn from a set of data points having a positive and a negative association/ Why do we estimate a line of best fit for a scatter plot? Scatter plot, lines of best fit, positive correlation, negative correlation, inferences, bivariate Fourth Quarter Grades: Elmore County Public Schools Eighth Grade 25 County Diagnostic Assessments: 1.STAR Math - State Universal Screener 2. Standards Pre-Assessment /Post-Assessment- County made Elmore County Public Schools Eighth Grade 1. Assessment should have at least one open ended question when applicable. 2. Test should contain a minimum of 12 items. County Test Grades: 1. County Post-test 2. Two –four other tests 26