Download 8th Grade Math 3rd Six Weeks CSCOPE CURRICULUM MAP

8th Grade Math
Suggested Duration: 20 Days
Unit 5: Algebraic Representation and Applications (13 Days)
Unit 6: Irrational Numbers and Pythagorean Theorem (7 days)
TEKS
CONCEPTS
GUIDING
QUESTIONS
UNIT 5:
Algebraic
Representation and
Applications
8.2A Select appropriate
operations to solve
problems involving rational
numbers and
justify the selections.
8.2B use appropriate
operations to solve
problems involving rational
numbers in problem
situations
8.3A compare and contrast
proportional and nonproportional linear
relationships
8.4 Generate a different
representation of data
given another
representation of data
(such as table, graph,
equation, or verbal
description).
8.5A Predict, find and
justify solutions to
application problems using
appropriate tables,
graphs, and algebraic
equations.
8.5B Find and evaluate an
algebraic expression to
determine any term in an
arithmetic
sequence (with a constant
rate of change).
Identify rational
numbers,
irrational
numbers, and
real numbers.
Algebraic
Relationships
using
proportionality
Algebraic
Reasoning in
expressions,
equations, and
representations
Relationships
among quantities
expressed in
different
representations
Different
representations
of data
generated by one
given form of
representation
Solving
equations
involving a plan
of strategy to
keep values on
What is the difference
between a rational
number and an
irrational number?
Identify a proportional
and non-proportional
relationship.
How can comparing
and contrasting
proportional and nonproportional assist in
linear relationships?
Identify an arithmetic
sequence.
What are the
characteristics of an
equation?
Do algebraic equations
or expressions yield
the same solution or
values?
Identify an expression.
Could an expression
consist of symbols,
operations, and/or
variables to indicate
the application of order
of operations?
3rd Six Weeks
CLOSING TASKS
The students will
create a list of
rational and
irrational numbers
and explain why
they are
considered
rational and
irrational numbers.
The students will
set up a table
identifying the
position and term
of a sequence and
insert the
appropriate values
in each
column/row
The students will
write an equation
on a notecard and
label the parts of
an equation.
The students will
write in two or
more sentences
the difference
between an
equation or an
expression.
FORMATIVE
ASSESSMENT
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Yes, No Cards
Red Cup, Green
Cup
Small Whiteboards
Foldable
Journal Entry
Quiz
Peer/Self
Assessment
Teacher-Student
Conference
Journal
Rubric
Exit Ticket
Demonstration
Questioning
Think Pair Share
Graphic Organizer
Discussion
Four Corners
Observation Data
Appointment Clock
Thumbs Up, Thumbs
Down
RESOURCES
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CScope
TEKSING Towards
STAAR
Teacher Tube
BrainPop
Discovery
Education (United
Streaming) at
mydiscoveryeduca
tion.com
Khan Academy
website
www.mathisfun.co
m
sfdrcisd.curriculumloft.
com
8th Grade Math
8.7D Locate and name
points on a coordinate
plane using ordered pairs
of rational
numbers.
8.9B use proportional
relationships in similar twodimensional figures or
similar three-dimensional
figures to find missing
measurements.
8.14A Identify and apply
mathematics to everyday
experiences, to activities in
and outside of school, with
other disciplines, and with
other mathematical topics.
8.14B use a problemsolving model that
incorporates understanding
the problem, making a plan,
carrying out the plan, and
evaluating the solution for
reasonableness
8.14Cselect or develop an
appropriate problemsolving strategy from a
variety of different types,
including drawing a picture,
looking for a pattern,
systematic guessing and
checking, acting it out,
making a table, working a
simpler problem, or working
backwards to solve a
problem
8.14D select tools such as
real objects, manipulatives,
paper/pencil, and
technology or techniques
such as mental math,
estimation, and number
sense to solve problems.
3rd Six Weeks
both sides
equally balanced
utilizing
reasonableness
for solution
Using geometry
in a coordinate
system by
plotting ordered
pairs on a
coordinate plane
Using arithmetic
sequence to
identify patterns
by finding the
common
difference
between each
pair of
consecutive
numbers
Generating
different
representations
of data given one
form of
representation
Validating and
analyzing
sequences or
tables to
determine
algebraic
expressions and
finding the terms
in a sequence
Describe the nth term.
Identify some different
representations (i.e.
concrete models,
tables, graphs, verbal
descriptions, and
algebraic
expressions/equations)
How do we identify the
value of a variable that
makes the equation
true? (solution)
What is the process of
finding the values of a
variable that makes an
equation true?
Identify a variable.
(symbol, usually a
letter, used to
represent an unknown
value)
Identify the quadrants
in a coordinate plane.
The variable “x” is on
which axis? Variable
“y”?
What are twodimensional figures?
How can you find the
missing value of a twodimensional figure?
The students will
be given an
equation and they
will write a verbal
description, draw a
graph, and create
a table to correlate
with the equation.
The students will
identify how
position and term
will allow to find
the nth term.
The students will
generate a table,
graph, equation,
and verbal
description after
being given a set
of data.
The students will
draw a coordinate
plane and label
the quadrants of
the plane.
The students will
draw a twodimensional
figures and label
appropriately.
Students will
create a number
line utilizing real,
rational, and
irrational numbers.
8th Grade Math
8.15A communicate
mathematical ideas using
language, efficient tools,
appropriate units, and
graphical, numerical,
physical, or algebraic
mathematical models
8.15B Evaluate the
effectiveness of different
representations to
communicate ideas.
8.16A make conjectures
from patterns or sets of
examples and
nonexamples
8.16B validate his/her
conclusions using
mathematical properties
and relationships
Unit 6:
Irrational Numbers
and Pythagorean
Theorem
8.1C Approximate (mentally
[and with calculators]) the
value of irrational numbers
as they
arise from problem
situations
8.1E Compare and order
real numbers with a
calculator.
8.2B Use appropriate
operations to solve
problems involving rational
numbers in problem
situations.
3rd Six Weeks
Using a plan of
strategy to
analyze patterns
to find and
evaluate an
algebraic
expression in an
arithmetic
sequence
Locate and name
ordered pairs on
a coordinate
using rational
numbers.
Use irrational
numbers to find
the value of
square roots that
is not considered
to be a perfect
square root.
Use pictures or
models to
represent the
Pythagorean
Theorem.
Use the
Pythagorean
Theorem to solve
real-life
problems.
Identify what are
square roots? How are
they different from
perfect square roots?
How can the value of
an irrational number
approximation be
graphed on a number
line between integers?
What are the
characteristics of a
right triangle?
What does the
Pythagorean Theorem
variables represent?
How are the sums of
the areas of the
squares drawn on the
legs of the right
triangle equal to the
area of the square
drawn on the
hypotenuse?
The students will
create a number
line and graph
irrational number
between integers.
Students will
graph a set of data
of ordered pairs on
a coordinate
plane.
The student will
draw and label a
right triangle to
include the
hypotenuse of the
triangle.
Students will solve
the areas of the
legs of the right
triangle. Students
will solve the area
of the hypotenuse
of the right
triangle. Students
How can you utilize the will then sum the
Pythagorean Theorem areas of the legs
to determine the size
and compare to
of your television?
the area of the
hypotenuse.
Students will then
compare their
findings with the
Pythagorean
Theorem formula.
8th Grade Math
8.7B use geometric
concepts and properties to
solve problems in fields
such as art and architecture
8.7C Use pictures or
models to demonstrate the
Pythagorean Theorem.
8.9A Use the Pythagorean
Theorem to solve real-life
problems.
8.14A identify and apply
mathematics to everyday
experiences, to activities in
and outside of school, with
other disciplines, and with
other mathematical topics
3rd Six Weeks
Students will
measure the
diagonal section of
a television set to
find the
hypotenuse.