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BGJHS
2013-2014 Pacing Guide (8th Grade Pre-Algebra)
First Quarter
Date
Aug. 6-9
Unit Goals
Students will solve
problems involving
radicals.
Students will
classify numbers as
rational or
irrational and use
approximations to
compare irrational
numbers.
Aug.12-16
Students will solve
problems involving
radicals.
Students will
classify numbers as
rational or
irrational and use
approximations to
I Can Statements
I can evaluate square roots of small
perfect squares.
Common Core/ Program Studies

8.EE.2 – Use square root and cube
root symbols to represent solutions
to equations of the form x2 = p and
x3 = p, where p is a positive rational
number. Evaluate square roots of
small perfect squares and cube
roots of small perfect cubes. Know
that √2 is irrational.

8.NS.2 – Use rational
approximations of irrational
numbers to compare the size of
irrational numbers, locate them
approximately on a number line
diagram, and estimate the value of
expressions.

8.EE.2 – Use square root and cube
root symbols to represent solutions
to equations of the form x2 = p and
x3 = p, where p is a positive rational
number. Evaluate square roots of
small perfect squares and cube
roots of small perfect cubes. Know
that √2 is irrational.

8.NS.2 – Use rational
approximations of irrational
numbers to compare the size of
I can find the solution(s) of equations of
the form x2 = p.
I can use reasoning to determine between
which two consecutive whole numbers a
square root will fall.
I can plot the estimated value of an
irrational number on a number line.
I can estimate the value of an irrational
number by rounding to a specific place
value.
I can estimate the value of an irrational
number by rounding to a specific place
value.
I can estimate the value of an expression
involving square roots by using the order
of operations.
I can use estimated values to compare two
or more irrational or rational numbers.
I can find the solution of equations of the
Aug.19-23
compare irrational
numbers.
form x3 = p.
Students will
classify numbers as
rational or
irrational based on
decimal expansions.
I can classify a number as rational or
irrational based on its decimal expansion.
irrational numbers, locate them
approximately on a number line
diagram, and estimate the value of
expressions.
I can evaluate cube roots of small perfect
cubes.

8.NS.1 - Understand informally that
every number has a decimal
expansion; the rational numbers are
those with decimal expansions that
terminate in 0s or eventually repeat.
Know that other numbers are called
irrational.

8.G.6 – Explain a proof of the
Pythagorean Theorem and its
converse.
I can use visual models to demonstrate
the relationship of the three side lengths
of any right triangle.

8.G.6 – Explain a proof of the
Pythagorean Theorem and its
converse.
I can use algebraic reasoning to relate the
visual model to the Pythagorean Theorem.

8.G.7 – Apply the Pythagorean
Theorem to determine unknown
side lengths in right triangles in realworld and mathematical problems
in two and three dimensions.
I can justify that the square root of a nonperfect square will be irrational.
I can convert a repeating or terminating
decimal into a rational number.
Students will
explain a proof of
the Pythagorean
Theorem and apply
the Pythagorean
Theorem to solve
real-world
problems.
Aug. 26-30
Students will
explain a proof of
the Pythagorean
Theorem and apply
the Pythagorean
Theorem to solve
real-world
problems.
I can use visual models to demonstrate
the relationship of the three side lengths
of any right triangle.
I can use algebraic reasoning to relate the
visual model to the Pythagorean Theorem.
I can use the Pythagorean Theorem to
determine if a given right triangle is a right
triangle.
I can calculate the length of the
hypotenuse or a leg of a right triangle
using the Pythagorean Theorem.
I can draw a diagram and use the
Pythagorean Theorem to solve real-world
problems involving right triangles.
Sept. 3-6
Students will
calculate distance
using Pythagorean
Theorem.
I can connect any two points on a
coordinate grid to a third point so that the
three points form a right triangle.

8.G.8 – Apply the Pythagorean
Theorem to find the distance
between two points in coordinate
system.

8.EE.1 – Know and apply the properties
of integer exponents to generate
equivalent numerical expressions. For
example, 32 x 3 – 5 = 3 – 3 = 1/33 = 1/27.

8.EE.3 – Use numbers expressed in the
form of a single digit times an integer
power of 10 to estimate very large or
very small quantities, and to express
how many times as much one is than
the other. For example, estimate the
population of the United States as 3 x
108 and the population of the world as
I can calculate the distance between two
points on a coordinate grid using the
Pythagorean Theorem.
Review for Unit 1 assessment
Summative Assessment over
Unit 1 - Friday
Sept. 9-13
Students will use
exponent rules to
simplify
expressions.
I can evaluate expressions with exponents.
I can use the product properties of
exponents to simplify expressions.
I can use the quotient properties of
exponents to simplify expressions.
Sept. 16-20
Student will use
scientific notation
to solve real-world
problems.
I can convert a number from standard notation
to scientific notation.
I can convert a number from scientific notation
to standard notation.
I can compare quantities written in scientific
notation, telling how much larger or smaller
7 x 109, and determine that the world
population is more than 20 times larger.
one is compared to the other.
Sept. 17-21
Student will use
scientific notation
to solve real-world
problems.
I can add and subtract two numbers written in
scientific notation.

8.EE.4 – Perform operations with
numbers expressed in scientific
notation, including problems where
both decimal and scientific notation are
used. Use scientific notation and
choose units of appropriate size for
measurements of very large or very
small quantities (e.g., use millimeters
per year for seafloor spreading).
Interpret scientific notation that has
been generated by technology.

8.EE.3 – Use numbers expressed in the
form of a single digit times an integer
power of 10 to estimate very large or
very small quantities, and to express
how many times as much one is than
the other. For example, estimate the
population of the United States as 3 x
108 and the population of the world as
7 x 109, and determine that the world
population is more than 20 times larger.

8.EE.4 – Perform operations with
numbers expressed in scientific
notation, including problems where
both decimal and scientific notation are
used. Use scientific notation and
choose units of appropriate size for
measurements of very large or very
small quantities (e.g., use millimeters
per year for seafloor spreading).
I can multiply or divide numbers written in
scientific notation.
I can choose appropriate units of measure
when using scientific notation.
I can interpret scientific notation that has been
generated from technology.
Interpret scientific notation that has
been generated by technology.
Sept. 23-27
Student will use
scientific notation
to solve real-world
problems.
I can add and subtract two numbers written in
scientific notation.

8.EE.3 – Use numbers expressed in the
form of a single digit times an integer
power of 10 to estimate very large or
very small quantities, and to express
how many times as much one is than
the other. For example, estimate the
population of the United States as 3 x
108 and the population of the world as
7 x 109, and determine that the world
population is more than 20 times larger.

8.EE.4 – Perform operations with
numbers expressed in scientific
notation, including problems where
both decimal and scientific notation are
used. Use scientific notation and
choose units of appropriate size for
measurements of very large or very
small quantities (e.g., use millimeters
per year for seafloor spreading).
Interpret scientific notation that has
been generated by technology.
I can multiply or divide numbers written in
scientific notation.
I can choose appropriate units of measure
when using scientific notation.
I can interpret scientific notation that has been
generated from technology.
Review for Unit 2 assessment
Summative Assessment over
Unit 2 - Friday
Sept. 30-Oct. 2
Oct. 3 - 11
Reteaching of Unit 1
and 2
Fall Break
Reteaching of Unit 1 and 2
Reteaching of Unit 1 and 2
Fall Break
Fall Break
BGJHS
2013-2014 Pacing Guide (8th Grade Pre-Algebra)
Second Quarter
Date
Unit Goal
Oct. 14-18
Students will solve a one-variable
equation.
I Can Statements
I can solve linear equations with
one variable.
Common Core/Program Studies

8.EE.7a – Solve linear equations in
one variable. 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 successfully 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.EE.7b – Solve linear equations
with rational number coefficients,
including equations whose
solutions require expanding
expressions using the distributive
property and collecting like terms.

8.EE.7a – Solve linear equations in
one variable. Give examples of
linear equations in one variable
with one solution, infinitely many
solutions, or no solutions. Show
which of these possibilities is the
I can solve linear equations with
rational number coefficients.
Oct. 21-25
Students will solve a one-variable I can solve linear equations with
one variable.
equation.
I can solve linear equations with
rational number coefficients.
case by successfully 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).
Oct. 28-Nov. Students will solve a one-variable I can solve linear equations with
1
one variable.
equation.

8.EE.7b – Solve linear equations
with rational number coefficients,
including equations whose
solutions require expanding
expressions using the distributive
property and collecting like terms.

8.EE.7a – Solve linear equations in
one variable. 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 successfully 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.EE.7b – Solve linear equations
with rational number coefficients,
including equations whose
solutions require expanding
expressions using the distributive
I can give examples of linear
equations that have one solution,
infinitely many solutions, or no
solutions.
I can solve linear equations with
rational number coefficients.
I can solve multi-step equations
that require the use of the
distributive property and
combining like terms.
property and collecting like terms.
Nov. 4-8
Students will solve a one-variable I can solve linear equations with
one variable.
equation.

8.EE.7a – Solve linear equations in
one variable. 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 successfully 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.EE.7b – Solve linear equations
with rational number coefficients,
including equations whose
solutions require expanding
expressions using the distributive
property and collecting like terms.

8.F.1 Understand that a function is a
rule that assigns to each input exactly
one output. The graph of a function is
the set of ordered pairs consisting of
an input and the corresponding
output.
I can give examples of linear
equations that have one solution,
infinitely many solutions, or no
solutions.
I can solve linear equations with
rational number coefficients.
I can solve multi-step equations
that require the use of the
distributive property and
combining like terms.
Review for Unit 3
assessment
Summative
Assessment
over Unit 3 - Friday
Nov. 11-15
Students will define, evaluate, and I can explain that a function
represents a relationship between
compare functions.
an input and an output.
I can identify a function from a set
of ordered pairs, a table, or a
graph.
I can give examples of
relationships that are non-linear
functions (from a table, graph,
ordered pairs).
Nov. 18-22
Students will use functions to I can match the graph of a
model
relationships
between function to a given situation.
quantities.
I can write a story that describes

8.F.5 Describe qualitatively the
functional relationship between two
quantities by analyzing a graph (e.g.,
where the function is increasing or
decreasing, linear or nonlinear).
Sketch a graph that exhibits the
qualitative features of a function that
has been described verbally

8.EE.5 Graph proportional
relationships, interpreting the unit
rate as the slope of the graph.
Compare two different proportional
relationships represented in different
ways. For example, compare a
distance-time graph to a distance-time
equation to determine which of two
moving objects has greater speed.
the functional relationship
between two variables depicted
Students will graph, interpret, and on a graph.
compare proportional relationships.
I can create a graph of function
that describes the relationship
between two variables.
I can graph proportional
relationships in the coordinate
plane.
I can use a graph, a table, or an
equation to determine the unit
rate of a proportional relationship
and use the unit rate to make
comparisons between various
proportional relationships.
I can justify that the graph of a
proportional relationship will
always intersect the origin (0,0) of
the graph.
Nov. 25-26
Students will graph, interpret, and I can graph proportional
compare proportional relationships. relationships in the coordinate

8.EE.5 Graph proportional
relationships, interpreting the unit
rate as the slope of the graph.
Compare two different proportional
relationships represented in different
ways. For example, compare a
distance-time graph to a distance-time
equation to determine which of two
moving objects has greater speed.

8.F.1 Understand that a function is a
rule that assigns to each input exactly
one output. The graph of a function is
the set of ordered pairs consisting of
an input and the corresponding
output.

8.F.5 Describe qualitatively the
functional relationship between two
quantities by analyzing a graph (e.g.,
where the function is increasing or
decreasing, linear or nonlinear).
Sketch a graph that exhibits the
qualitative features of a function that
has been described verbally

8.EE.5 Graph proportional
relationships, interpreting the unit
rate as the slope of the graph.
Compare two different proportional
relationships represented in different
plane.
I can use a graph, a table, or an
equation to determine the unit
rate of a proportional relationship
and use the unit rate to make
comparisons between various
proportional relationships.
I can justify that the graph of a
proportional relationship will
always intersect the origin (0,0) of
the graph.
Dec. 2-6
Students will define, evaluate, and Review for Unit 4
compare functions.
assessment
Summative
Assessment
Students will use functions to over Unit 4 - Friday
model
relationships
between
quantities.
Students will graph, interpret, and
compare proportional relationships.
ways. For example, compare a
distance-time graph to a distance-time
equation to determine which of two
moving objects has greater speed.
Dec. 9-13
Leaving This week extra due to days Will probably be finishing
missed during the semester.
function unit due to missing
(EXPLORE, STAR, BENCHMARK TESTING, days throughout the semester
ETC.)
Leaving This week extra due to days
missed during the semester.
(EXPLORE,STAR/SMI,BENCHMARK
TESTING/CIITS, ETC.)
Dec. 16-20
FINAL EXAMS AND REVIEW
FINAL EXAMS AND REVIEW
FINAL EXAMS AND REVIEW
Dec. 23Jan. 3
Winter break
Winter break
Winter break
BGJHS
2013-2014 Pacing Guide (insert grade level here)
Third Quarter
Date
Unit Goal
Jan 6-10
Students will
calculate the
slope of a linear
function given a
graph, table,
ordered pairs,
equation, or realworld problem.
I Can Statement
Common Core/Program of Studies
I can interpret the unit rate of a proportional
relationship as the slope of the graph.
8.EE.6 Use similar triangles to explain why the slope m
is the same between any two distinct points on a nonvertical 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.
I can use similar triangles to explain why the
slope is the same between any two distinct
points on a non-vertical line in the
coordinate plane.
I can calculate slope from a table, ordered
pairs, or real world situation.
Jan 13-17
Students will
identify
properties of a
linear function.
I can explain why the equation y =mx + b
represents a linear function and
interpret the slope and y-intercept in
relation to the function.
I can determine the properties of a
function written in algebraic form (e.g.,
rate of change, meaning of y-intercept,
linear, non-linear).
I can determine the properties of a
function when given the inputs and
outputs in a table.
I can determine the properties of a
function represented as a graph.
I can determine the properties of a
function when given the situation
verbally.
Jan. 21-24
Students will
identify
properties of a
linear function.
I can compare the properties of two
functions that are represented
differently (e.g., as an equation, in a
table, graphically or a verbal
8.EE.6 Use similar triangles to explain why the slope m
is the same between any two distinct points on a nonvertical 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.F.3 Interpret the equation y = mx + b as defining a
linear function, whose graph is a straight line; give
examples of functions that are not linear. For example,
the function A = s2 giving the area of a square as a
function of its side length is not linear because its graph
contains the points (1,1), (2,4) and (3,9), which are not
on a straight line.
8.F.2 Compare properties of two functions each
represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function
represented by a table of values and a linear function
represented by an algebraic expression, determine
which function has the greater rate of change.
8.F.4 Construct a function to model a linear
relationship between two quantities. Determine the
rate of change and initial value of the function from a
description of a relationship or from two (x, y) values,
including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear
function in terms of the situation it models, and in
terms of its graph or a table of values.
8.F.2 Compare properties of two functions each
represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function
represented by a table of values and a linear function
representation).
I can write a linear function that models
a given situation verbally, as a table of x
and y values, or as a graph.
I can define the initial value/y-intercept
of the function in relation to the
situation.
represented by an algebraic expression, determine
which function has the greater rate of change.
8.F.4 Construct a function to model a linear
relationship between two quantities. Determine the
rate of change and initial value of the function from a
description of a relationship or from two (x, y) values,
including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear
function in terms of the situation it models, and in
terms of its graph or a table of values.
I can define the rate of change in
relation to the situation.
I can define the y-intercept in relation to
the situation.
Jan. 27-31
Students will
compare
properties of a
linear function.
I can compare the properties of two
functions that are represented
differently (e.g., as an equation, in a
table, graphically or a verbal
representation).
Review for Unit 5 assessment
Summative Assessment over
Unit 5 - Friday
Feb. 3-7
Students will
solve systems of
equations.
8.F.2 Compare properties of two functions each
represented in a different way (algebraically,
graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function
represented by a table of values and a linear function
represented by an algebraic expression, determine
which function has the greater rate of change
8.F.4 Construct a function to model a linear
relationship between two quantities. Determine the
rate of change and initial value of the function from a
description of a relationship or from two (x, y) values,
including reading these from a table or from a graph.
Interpret the rate of change and initial value of a linear
function in terms of the situation it models, and in
terms of its graph or a table of values.
I can use the graphs of two linear equations
to estimate the solution of the system.
8.EE.8: Analyze and solve pairs of simultaneous linear
equations.
I can solve a system of two equations by
graphing.
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.
b. Solve systems of two linear equations in two
variables algebraically, and estimate solutions by
graphing the equations. Solve simple cases by
inspection. For example, 3x + 2y = 5 and 3x + 2y = 6
have no solution because 3x + 2y cannot
simultaneously be 5 and 6.
Feb. 10-14
Students will
solve systems of
equations.
1.
I can solve a system of two equations
using linear combinations (elimination.)
8.EE.8: Analyze and solve pairs of simultaneous
linear equations.
2.
I can solve a system of two equations
b. Solve systems of two linear equations in two
variables algebraically, and estimate solutions by
graphing the equations. Solve simple cases by
inspection. For example, 3x + 2y = 5 and 3x + 2y = 6
have no solution because 3x + 2y cannot
simultaneously be 5 and 6.
by inspection.
Feb. 18-21
Students will
solve systems of
equations.
I can solve real-world and mathematical
problems that involve a system of two
equations using graphing, substitution,
linear combinations (elimination), or
inspection.
Review for Unit 6 assessment
Summative Assessment over
8.EE.8: Analyze and solve pairs of simultaneous linear
equations.
c. Solve real-world and mathematical problems leading
to two linear equations in two
variables. For example, given coordinates for two pairs
of points, determine whether the line through the first
pair of points intersects the line through the second
pair.
Unit 6 - Friday
Feb. 24-28
Students will
transform figures
on the
I can define and identify a translation.
8.G.1 abc Verify experimentally the properties
of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments
coordinate plane. I can define and identify a reflection.
I can define and identify a rotation.
I can describe the changes occurring to
the x and y coordinates of a figure after
a translation.
I can describe the changes occurring to
the x and y coordinates of a figure after
a reflection.
to line segments of the same length.
b. Angles are taken to angles of the same
measure.
c. Parallel lines are taken to parallel lines.
8.G.3 Describe the effect of dilations,
translations, rotations, and reflections on twodimensional figures using coordinates.
I can describe the changes occurring to
the x and y coordinates of a figure after
a rotation.
I can translate a figure on a coordinate
plane and use prime notation to
describe the new points.
I can reflect a figure on a coordinate
plane and use prime notation to
describe the new points.
I can rotate a figure on a coordinate
plane and use prime notation to
describe the new points.
Mar. 3-7
Students will
justify whether
two figures are
congruent or
I can describe the changes occurring to
the x and y coordinates of a figure after
8.G.2 Understand that a two-dimensional
figure is congruent to another if the second
can be obtained from the first by a sequence
similar based on
the
transformation
that has taken
place.
a dilation.
I can define congruency and identify the
congruency symbol.
I can use corresponding sides and angles
to write a congruence statement.
I can describe the sequence of rotations,
reflections, and/or translations that will
make a two-dimensional figure
congruent to another figure.
of rotations, reflections, and translations;
given two congruent figures, describe a
sequence that exhibits the congruence
between them.
8.G.4 Understand that a two-dimensional
figure is similar to another if the second can
be obtained from the first by a sequence of
rotations, reflections, translations, and
dilations; given two similar two-dimensional
figures, describe a sequence that exhibits the
similarity between them.
I can identify the corresponding angles
and sides when given similar figures and
use the similarity symbol to write a
similarity statement.
.
I can describe a sequence of
transformations to prove or disprove
that two given figures are similar.
Mar. 10-12
Students will use
parallel lines and
facts about
triangles to
calculate interior
and exterior
angle measures.
I can prove that the sum of any triangle's
interior angles will have the same
measure as a straight angle.
Students will
prove similarity
of triangles using
the angle-angle
similarity
I can find an unknown angle (interior or
exterior) using the exterior angle
theorem.
I can identify angle relationships created
when parallel lines are cut by a
transversal.
I can prove triangles are similar using the
8.G.5 Use informal arguments to establish
facts about the angle sum and exterior angle
of triangles, about the angles created when
parallel lines are cut by a transversal, and the
angle-angle criterion for similarity of triangles.
For example, arrange three copies of the same
triangle so that the sum of the three angles
appears to form a line, and give an argument
in terms of transversals why this is so.
postulate.
Mar. 13-14
angle-angle criterion.
3rd quarter break
BGJHS
2013-2014 Pacing Guide (8th Grade Pre-Algebra)
Fourth Quarter
Date
Unit Goal
Mar. 17-21
Students will
use parallel lines
and facts about
triangles to
calculate
interior and
exterior angles.
Mar. 24-28
I Can Statement
I can prove that the sum of any
triangle's interior angles will have
the same measure as a straight
angle.
I can identify angle relationships
created when parallel lines are cut
by a transversal.
Students will
prove similarity
of triangles
using the angleangle similarity
postulate.
I can find an unknown angle (interior
or exterior) using the exterior angle
theorem.
Students will
find the volume
I can use the formula to find the
Common Core/Program of Studies
8.G.5 Use informal arguments to establish facts about
the angle sum and exterior angle of triangles,
about the angles created when parallel lines are
cut by a transversal, and the angle-angle criterion
for similarity of triangles. For example, arrange
three copies of the same triangle so that the sum
of the three angles appears to form a line, and give
an argument in terms of transversals why this is so
I can prove triangles are similar
using the angle-angle criterion.
8.G.7: Apply the Pythagorean Theorem to determine
unknown side lengths in right triangles in real-world
of three
dimensional
figures.
volume of a cone.
Students will
use Pythagorean
theorem to
calculate
distances in a
threedimensional
figure.
I can use the formula to find the
volume of a sphere.
I can use the formula to find the
volume of a cylinder.
and mathematical problems in two and three
dimensions.
8.G.9: Know the formulas for the volumes of cones,
cylinders, and spheres and use them to solve realworld and mathematical problems.
I can find the radii, height, or
approximate for pi when given the
volume of a cone, cylinder, or
sphere.
I can solve real-world problems
involving the volume of cylinders,
cones, and spheres.
I can draw a diagram to find right
triangles in a three-dimensional
figure and use the Pythagorean
Theorem to calculate various
dimensions.
Review for Unit 7
assessment
Summative Assessment over
Unit 7 - Friday
Mar. 31-April 4
SPRING BREAK
SPRING BREAK
April 7-11
I can identify patterns or trends,
Students will
such as clustering, outliers, positive
create
scatterplots and or negative association, linear
association, and nonlinear
SPRING BREAK
8.SP.1: Construct and interpret scatter plots for
bivariate measurement data to investigate patterns of
association between two quantities. Describe
patterns such as clustering, outliers, positive or
determine
patterns in the
data.
association.
I can construct a scatter plot on a
coordinate grid representing the
relationship between two data sets.
I can interpret the patterns of
association in a data sample.
I can recognize whether or not data
plotted on a scatter plot have a
linear association.
negative association, linear association, and nonlinear
association.
8.SP.2: Know that straight lines are widely used to
model relationships between two quantitative
variables. For scatter plots that suggest a linear
association, informally fit a straight line, and
informally assess the model fit by judging the
closeness of the data points to the line.
I can draw a straight trend line (line
of best fit) to approximate the linear
relationship between the plotted
points of two data sets.
April 14-17
Good Friday
I can determine the equation of the
trend line that approximates the
linear relationship between the
plotted points of two data sets.
Students will
create
scatterplots and
write equations I can interpret the y-intercept of the
for the trend
equation in the context of the
line.
collected data.
I can interpret the slope of the
equation in the context of the
collected data.
I can use the equation of the trend
line to summarize the given data
and make predictions regarding
8.SP.3: Use the equation of a linear model to solve
problems in the context of bivariate measurement
data, interpreting the slope and intercept. For
example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an
additional hour of sunlight each day is associated with
an additional 1.5 cm in mature plant height.
additional data points.
April 21-25
Students will
use bivariate
categorical data
to construct
two-way table
and to
determine
relative
frequencies.
I can create a two-way table to
record the frequencies of bivariate
categorical values.
I can determine the relative
frequencies for rows and/or
columns of a two-way table.
Review for Unit 8
assessment
Summative Assessment over
Unit 8 - Friday
April 28-May 2
May 5-9
May 12-16
8.SP.4: Understand that patterns of association can
also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way
table. Construct and interpret a two-way table
summarizing data on two categorical variables
collected from the same subjects. Use relative
frequencies calculated for rows or columns to describe
possible association between the two variables. For
example, collect data from students in your class on
whether or not they have a curfew on school nights
and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew
also tend to have chores?
Final Exam
Review
TESTING?
Final Exam Review
Final Exam Review
TESTING?
TESTING?
Final Exam
Review and
Final Exams will
be given
Final Exam Review and Final
Exams will be given
Final Exam Review and Final Exams will be
given
May 19-22
May 20 election
day
Last day for students May 22
Pacing Guide should be sent to administrators on the Skydrive and will be used for walk-throughs.