Download 8th Grade Math Pacing Guide 2016-17

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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