Download Grade 8 Term 1 - GuthrieGrade8

Grade 8 Term 1
September 2, 2010
UNIT 1: Number Sense & Numeration
Overall: 8m8 - represent, compare and order equivalent representations of numbers including those involving positive exponents
Key Principles
Specific Expectations
Examples
Learning Tools
Resources
Dr. Marian Small Big Ideas
Sample Problems
BIN1: A Number Tells How
many or how much
BIN2: Classifying numbers
or numerical relationships
provides information about
the characteristics of the
numbers or the relationship.
BIN3: There are many
equivalent representations for
a number or numerical
relationship. Each
representation may
emphasize something
different about that number
relationship.
BIN4: Numbers are
compared in many ways.
Sometimes they are
compared to each other;
other times they are
compared to benchmark
numbers.
Big Ideas 4-8 (pg 20-24)
Thinking of numbers as
factors or multiples of other
numbers provides alternative
representations of those
numbers.
Classifying numbers as
factors and/or multiples of
other numbers, or as primes
or composites, provides
additional information about
those numbers.
Factors and multiples are
intrinsically related.
8m11: express repeated
multiplication using exponential
notation
8m12: represent whole
numbers in expanded form
using powers of ten
8m15: determine common
factors and common multiples
using prime factorization of
numbers
e.g. the prime factorization of
12 is 2  2  3; the prime
factorization of 18 is 2  3  3;
the greatest common factor of
12 and 18 is 2  3 or 6; the
least common multiple of 12
and 18 is 2  2  3  3 or
2 2  3 2 or 36.
e.g.
2
1
347 = 3  10 + 4  10 + 7
8m25: estimate, and verify
using a calculator, the
positive square roots of
whole numbers, and
distinguish between whole
numbers that have wholenumber square roots (ie.
perfect square numbers) and
those that do not.
8m13: represent, compare,
and order rational numbers
(i.e. positive and negative
fractions and decimals to
thousandths)
Explain why a square with
an area of 20 cm2 does not
have a whole-number side
length.
1
the same and
2
1
different as ?
2
How is
Plot on the number line:
1 3 5
, ,
2 4 6
8m14: translate between
equivalent forms of a number
(i.e. fractions, decimals,
percents)
e.g.
3
4
= 0.75 = 75%
base ten
calculators
centi-cubes
coloured counters
color tiles
connecting cubes
Cuisenaire rods
decimal Chart
drawings
fraction circles
fraction tiles
Fraction Tile Mat
geoboards
grid paper
hundreds chart
internet
number line
pattern blocks
place value charts
place value mats
playing cards
Math Makes Sense (MMS) p. 6 – 7, 14 – 23
SCDSB Factor Linking Cubes
TIPS4RM Gr8 Unit 3, Day 1,2
MMS p.323-324
TIPS4RM Gr8 Unit 3, Day 4
MMS p. 135 – 138
TIPS4RM Gr8 Unit 5, Day 1
SCDSB Exploring Fractions
SCDSB Fraction War
SCDSB Ordering Fractions
SCDSB Representing a Fraction
SCDSB Equivalent Fractions
Super Source: Yack in the Box Part 1 only
MMS p. 52, 165 – 168
TIPS4RM Gr8 Unit 5, Day 13
SCDSB TI-15 Activities
SCDSB Representation Match
SCDSB FracDecPer _Geoboard
SCDSB FracDecPer_Geoboard2
Super Source: Exercises on the Uneven
Bars