Download Materials: 1 inch binder for math class only notebook or loose leaf

8th Grade Pre-Algebra
Mrs. Dotson
Materials:
 1 inch binder for math class only
 notebook or loose leaf paper
 pencils (enough to last all year)
4th Quarter Curriculum
Unit 7: Geometry Part A: Transformations
Common Core Standards addressed:
8.G.1 abc Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
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 of rotations, reflections, and translations; given two congruent figures,
describe a sequence that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.
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 twodimensional figures, describe a sequence that exhibits the similarity between them.
Student Learning Targets:
1.
2.
3.
4.
5.
6.
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.
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.
7. I can describe the changes occurring to the x and y coordinates of a figure after a translation.
8. I can describe the changes occurring to the x and y coordinates of a figure after a reflection.
9. I can describe the changes occurring to the x and y coordinates of a figure after a rotation.
10. I can describe the changes occurring to the x and y coordinates of a figure after a dilation.
11. I can identify the corresponding angles and sides when given similar figures and use the similarity symbol to write
a similarity statement.
.
12. I can describe a sequence of transformations to prove or disprove that two given figures are similar
Vocabulary
Reflection, Translation, Rotation, Dilation,
Transformation, Scale Factor, Similarity, Congruency
Unit 7: Part B – Lines/Angles/Volume/Pythagorean Theorem
Common Core Standards addressed:
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.
8.G.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
8.G.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and
mathematical problems.
Student Learning Targets:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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.
I can find an unknown angle (interior or exterior) using the exterior angle theorem.
I can prove triangles are similar using the angle-angle criterion.
I can find unknown lengths using the Pythagorean Theorem in three-dimensional shapes.
I can use the formula to find the volume of a cone.
I can use the formula to find the volume of a cylinder.
I can use the formula to find the volume of a sphere.
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.
Vocabulary:
Corresponding Parts, Transversal, Alternate Interior Angles, Alternate Exterior Angles,
Corresponding Angles, Interior Angle, Exterior Angle, Angle Sum Theorem, Angle-Angle
Criterion, Sphere, Cylinder, Radius, Diameter, Circumference, Area, Pi, Surface Area,
Volume, Quadrilateral, Polygon, Cube, Right Prism
Unit 8: Statistics
Common Core Standards Addressed:
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 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.
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.
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?
Learning Targets:
1. I can identify patterns or trends, such as clustering, outliers, positive or negative association, linear association,
and nonlinear association.
2. I can construct a scatter plot on a coordinate grid representing the relationship between two data sets.
3. I can interpret the patterns of association in a data sample.
4. I can recognize whether or not data plotted on a scatter plot have a linear association.
5. I can draw a straight trend line (line of best fit) to approximate the linear relationship between the plotted
points of two data sets.
6. I can determine the equation of the trend line that approximates the linear relationship between the plotted
points of two data sets.
7. I can interpret the y-intercept of the equation in the context of the collected data.
8. I can interpret the slope of the equation in the context of the collected data.
9. I can use the equation of the trend line to summarize the given data and make predictions regarding additional
data points.
10. I can create a two-way table to record the frequencies of bivariate categorical values.
11. I can determine the relative frequencies for rows and/or columns of a two-way table.
12. I can use the relative frequencies and context of the problem to describe possible associations between the two
sets of data.
Vocabulary:
Scatterplot, Outliers, Linear Association, Non-Linear Association, Positive Association, Negative Association, Slope,
Y-Intercept, Line of Best Fit, Two Way Table, Relative Frequency
Grading Policy:
Homework: It will be assigned on a daily basis. Also, spiral reviews will be assigned on Mondays and due on Fridays.
Notes/activities - Students are expected to take classroom lesson notes and complete all in-class activities. These will
be kept in your binder. They should also be used for homework help and as study guides for quizzes and tests.
Projects – Each unit will contain a small project which will be due at the end of the unit.
Quizzes – These will range from 30 to 50 points and will be given over multiple lessons in a unit.
Tests - These will be at the end of each unit and will be worth approximately 100 points each.
Extended Response and Short Answer Questions – These will be on each unit test and will be worth various amounts of
points.
Bell Ringers / Exit Slips – This is completed at the beginning/end of class each day.
Spiral Review – This is assigned on Monday and due on Friday. This task is worth 10-20 points weekly.
Semester Final – This will be a cumulative test given at the end of each semester. (10% of the semester grade)
*The grades for tests, quizzes, bell ringers, etc. will be entered into Infinite Campus within 5 days of the due date.
*Students are expected to complete all assignments, even if absences occur. If a student has a missing assignment
due to absences, then I will speak to him/her individually about a due date for those assignments. Quizzes and tests
must be taken afterschool if an absence occurred on the day they were given.
Calculators:
Due to the change in the state math requirements and that basic math skills are very important, calculators will be used
on a very limited basis. All homework should be completed at home without the use of a calculator. If a calculator is
permitted, then I will let the students use them in class for the lesson and then they can use one for homework.
Student/Parent Resources –
1.) Teacher webpage – http://www.bgreen.kyschools.us/olc/class.aspx?id=32751&s=1151 (Bobbi Dotson)
All unit materials can be found on this webpage.
2.) Weekly Emails from 8th grade teachers – Email Melissa Joiner, [email protected], to sign-up
for this.
3.) Remind 101 – Follow instructions below to receive daily text messages for your child’s math class
1st, 5th, and 7th Period:
Text this number 510-986-4335
With this message @9ee42
2nd and 6th Period:
Text this number 510-986-4335
With this message @c713
If you have any questions or concerns, please feel free to contact me by e-mail at [email protected] or
by phone at 746-2290