Download Geometry grade 8 pacing

EDL Using Geometry Grade 8 KUDOS- Trimester 3
What students should be able to Know, Understand and be able to Do
K (know)
-That using geometry can help you identify relationships between lines and determine angle measures
-That angles that have a combined measure of 180° are called supplementary angles
-Parallel lines do not intersect
-A transversal is a line that intersects two or more lines at different points
-A straight line has a measure of 180°
-Corresponding angles of two intersections have equal measures
-Vertical angles are opposite angles and have equal measures
-Area is the number of square units that a figure covers
-Volume is the number of cubic units it takes to fill an enclosed space.
-Formula for solving Area of: rectangle (A=lw), triangle (A=½bh), circle (A=πr2)
-Formula for solving Volume of: rectangular prism (V=lwh), cylinder (V= πr2h)
-Area is the number of square units that a figure covers
-Volume is the number of cubic units it takes to fill an enclosed space.
U (understand)
-How to find area and volume of plane and solid figures
- That to find the area of an irregular shape, you must divide it into rectangles, triangles, circles, etc..
-the area of an irregular shape is equal to the sum of the areas of the figure that make it up.
-that to find the volume of any prism, find the area of the base, then multiply the area of the base by the height of the prism.
-Sum of angle measures of any polygon = (n−2) ×180°, where n equals the number of sides in the polygon
-That the angles formed by parallel lines intersected by a transversal have specific relationships
-All two-dimensional figures, or plane figures, have a specific area.
-That some shapes are made up of 2 or more plane figures and you must divide the shape into individual plane figures, find the individual
areas of each figure and add them together to get total areas.
DO
-
Find the measure of angles knowing the different rules about angles
Solve problems about the sum of angle measures of different polygons
Identify how angles relate to other angles in order to solve for missing angle.
Use geometric concepts to measure figures
Use grid paper to see the area in square units
Find the area of irregular shapes
Find the area of plane shapes and the volume of solid figures
Given the measures of other angles, solve for the missing angle.
Solve for Volume, area, base, height, length and width, using the formulas above.
Suggested Daily pacing and use of materials for Math
Materials needed for this course
•
•
•
•
•
•
•
•
•
Geometry Focus Books (1 per student- green) (they should not write in this)
Geometry Focus Teacher Guide (black with green)
Math Strategy tips for teachers- Wiki (these come from the teacher guide but I have copied them so that you will not need to look
for them.) They go with pg 2-3 in student books
Learn About-Using Geometry- Is a copy of what students have on page 2-3 (wiki)
Focus Answer Form-Algebra Book H
Focus Answer Key-Algebra Book H- gives explanations of story problem answers in addition to letter answers
Grade 8 Daily Warmups (these come from the practice tests which can also be found in the test ready books in your building so
even though it says ‘do not reproduce’, we have purchased these and they are in your building but to keep things simple and to not
have students have so many books, we are providing this on the Wiki too in an easier format)
Grade 8 Number Sense Review-come from Test Ready books (in your building but I have compiled them into a document on the
Wiki for easier access
Grade 8 Daily Warmup and Number Sense Review answer key
Daily Pacing-Geometry 8 Trimester 3
Every day, there must be teacher-directed instruction, this should take place in the Warm-up and Focus Lesson
Daily Warmups and Number Sense Review-(5 minutes) (students work independently 2-3 minutes, teacher-directed
corrections and problem solving 2-3 minutes)
• Use the daily warm-ups and Number Sense Reviews as problems on overhead when students are entering the room.
• please make sure to check them or solve together so students can see how they did and learn how to do them correctly
• Because number sense is such a big portion of the test and understanding it is crucial to every other math area, we want to
make sure students get it daily.
• The warm-ups provide mixed practice so that students are keeping other math areas fresh.
Focus lesson- 20 min. (5-10 (teacher-directed) 10-student work time) Review ideas from KUDOS (above) and have
students complete the problems alone or in pairs- checking answers and having them correct mistakes.
• The goal is for students to learn math skills and strategies that they can apply in class today as well as during the regular
day. The main ideas from the chapter are on pages 2-3 in the student book. The Math strategy tips go with these pages.
These ideas should be reviewed daily with sample problems.
• The book basically provides 20 lessons of practice on the topics in the preview. Follow the pacing in the pacing guide.
• It is suggested that you do a sample problem with students and then have them complete some on their own, making sure
to have them check their answers with you and once they understand and get them correct, they can move onto Britannica
or games.
• Day 1 has a pre-assessment (grade these but do not show students how they did, hold onto these as you will compare
them to post-assessments and go over with students at the end of the trimester, make sure that you tell students that it is
okay if they do not know the info for the pre-test).
• Last day has a post-assessment (same test) Make sure to show students how they improved.
Britannica- 15-20 minutes- Students should be working on number sense and Geometry topics.
•
•
•
You may want to start around level 3 and then adjust levels as you see how students are doing.
Make sure to assign the pre and post test to every topic you assign.
What worked best 1st trimester was to have students complete the Focus lesson to accuracy and then have them use
Britannica for 20 minutes- they can use the last 5 minutes for Britannica games.
Exit Cards-2 minutes Use 1-2 problems from the Number Sense Review or Warmups.
•
•
As students hand these to you on the way out, create 2 piles, one of right answers and one of wrong answers.
Based on the number of papers in each pile, evaluate whether you need to re-teach, move-on or differentiate (i.e. pull
small groups of students for instruction in specific areas, etc.)