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Mathematics – Grade 8
Unit of Study: Measurement
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1-3 (15 days)
Big Idea
Unit Rationale
The students will continue to develop measurement skills by using estimation, models, and
nets to solve application problems involving surface area and volume. Students will use their
knowledge of proportional reasoning to describe how changes in dimensions affect distance,
area, and volume. These skill are important in real-world applications and in other academic
disciplines. These measurement skills provide the foundation for the knowledge and skills in
the high school curriculum.
Students should understand that:
 the concepts and uses of measurement has many real-world applications
 measurement concepts provide a basis for developing skills in geometry
 the Pythagorean Theorem and other formulas are necessary to solve problems, such
as determining flight patterns or constructing buildings
 estimation, theorems, formulas, and proportional reasoning provide the necessary
skills to determine the reasonableness of answers
Essential Questions
Guiding Questions
What real life problems might require that you use mathematical formulas to find
accurate measurements?
How do you know the most appropriate technique, tools, or formulas to determine
measurements?
√ How can I use formulas to find the lateral and total surface area and volume of threedimensional solids?
√ How can the Pythagorean Theorem be used to find the height of an object?
√ How can I use proportional relationships in similar two- and three-dimensional figures
to find missing measurements?
√ If the dimensions of a shape are doubled, what happens to that shape's area or
volume?
TEKS
TEKS Specificity - Intended Outcome
8.8 Measurement. The student uses procedures to determine measures of threedimensional figures. The student is expected to:
Concepts
8.8(A) find lateral and total surface area of prisms, pyramids, and cylinders using
concrete models and nets (two-dimensional models)
8.8(B) connect models of prisms, cylinders, pyramids, spheres, and cones to formulas
for volume of these objects
8.8 (C) estimate measurements and use formulas to solve application problems
involving lateral and total surface area and volume.
8.9 Measurement. The student uses indirect measurement to solve problems. The
student is expected to:
8.9(A) use the Pythagorean Theorem to solve real-life problems
8.9(B) use proportional relationships in similar two-dimensional figures or similar
three-dimensional figures to find missing measurements.
8.10 Measurement. The student describes how changes in dimensions affect linear,
area, and volume measures. The student is expected to:
SAISD © 2010-2011 – Third Grading Period
“I CAN” statements highlighted in yellow should be displayed for students.
I can:
 find lateral and total surface area of prisms, pyramids, and cylinders using concrete
models and nets (8.8A)
 connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for
volume of these objects (8.8B)
 estimate measurements and use formulas to solve application problems involving
lateral and total surface area and volume (8.8C)
 use the Pythagorean Theorem to solve real-life problems (8.9A)
 use proportional relationships in similar two- or three-dimensional figures to find
missing measurements (8.9B)
 describe the effects on perimeter and area when dimensions of a shape are changed
proportionally (8.10A)
 describe the effect on volume when dimensions of a solid ore changed proportionally
(8.10B)
Mathematics Grade 8
Page 1 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
8.10(A) describe the resulting effects on perimeter and area when dimensions of a
shape are changed proportionally
8.10(B) describe the resulting effect on volume when dimensions of a solid are
changed proportionally.
8.14 Underlying processes and mathematical tools. The student applies Grade 8
mathematics to solve problems connected to everyday experiences, investigations in
other disciplines, and activities in and outside of school. The student is expected to:
Skills
(A) identify and apply mathematics to everyday experiences, to activities in and
outside of school, with other disciplines, and with other mathematical topics
I can:
 identify mathematics in everyday experiences, activities in and outside of school, with
other subjects and with other math topics (8.14A).
 apply mathematics in everyday experiences, activities in and outside of school, with
other subjects and with other math topics (8.14A).
 use a problem-solving model to solve problems (8.14B).
 select and use different strategies to solve problems (8.14C).
 use the Guess and Check Strategy to solve problems (8.14C).
 explain mathematical ideas using words, pictures, objects, and symbols (8.15A).
 validate or explain my answers to problems when using mathematical properties
(8.16B).
(B) use a problem solving model that incorporates understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for reasonableness
(C) select and develop an appropriate problem-solving 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.
8.15
Underlying processes and mathematical tools. The student communicates
about Grade 8 mathematics through informal and mathematical language,
representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate
units, and graphical, numerical, physical, or algebra mathematical models.
8.16
Underlying processes and mathematical tools. The student uses logical
reasoning to make conjectures and verify conclusions. The student is expected to:
(B) validate his/her conclusions using mathematical properties and relationships.
ELPS
1(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
2(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
3(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
3(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
4(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;
5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
5(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
Evidence of Learning
80% of the time students will demonstrate on paper that they can:
1. find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets
2. connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects
3. estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume
4. use the Pythagorean Theorem to solve real-life problems
5. use proportional relationships in similar two- or three-dimensional figures to find missing measurements
6. describe the effects on perimeter and area when dimensions of a shape are changed proportionally
7. describe the effect on volume when dimensions of a solid ore changed proportionally
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 2 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mathematics – Grade 8
Unit of Study: Measurement
CURRICULUM GUIDE
Third Grading Period – Weeks 1-3 (15 days)
Essential Pre-requisite Skills
Grade 6
 estimate measurements (including circumference) and evaluate reasonableness of
results (6.8A)
 select and use appropriate units, tools, or formulas to measure and to solve problems
involving length (including perimeter), area, time, temperature, volume, and weight
(6.8B)
Grade 7
 estimate measurements and solve application problems involving length (including
perimeter and circumference) and area of polygons and other shapes (7.9A)
 connect models for volume of prisms (triangular and rectangular) and cylinders to
formulas of prisms (triangular and rectangular) and cylinders (7.9B)
 estimate measurements and solve application problems involving volume of prisms
(rectangular and triangular) and cylinders (7.9C)
The Teaching Plan
Instructional Model & Teacher Directions
Days 1-15:
Step 1: Problem Solving:
Begin each day with problem solving for 10 minutes.
Use the following experiences from 3rd 9 Weeks Spiraling Guide-Grade 8
 use the strategies of making a model, drawing a diagram, guessing, checking and revising, working backward, making a systematic list,
looking for a pattern and solving a simpler problem in order to solve problems (8.14C)
Day 1: Similar Figures and Proportional Relationships
Step 2: Interactive Learning:
 Use the activity Proving Similarity.
 Give the students some time to plot the points and draw the triangles on their paper.
 After the students fill in the chart they should be able to identify the similar triangles.
 You may have to review the definition of similar: same shape, different size, corresponding angles are congruent, corresponding sides
are proportional.
Step 3: Visual Learning and Practice:
 Students will work individually to complete the “Your Turn” page.
 Students will create their own quadrilaterals and then a similar larger one and a similar smaller quadrilateral.
 Circulate as students are working, making sure that the figures they are creating are similar.
 Reinforce the concept of proportional side lengths as the students are creating their similar figures.
Resources
3rd 9 Weeks Spiraling Guide-Grade 8
Step 2: Interactive Learning:
 Proving Similarity activity guide
Additional materials needed:
 protractors
 rulers
Step 3: Visual Learning and Practice:
 Proving Similarity activity guide
Additional materials needed:
 protractors
 rulers
Step 4: Differentiate/Assessment
On Level Learners:
 Students will apply the use of proportional relationships to find missing measurements in the problems in the activity Similarity vs.
Pythagorean Theorem. (Graded Assignment)
Struggling Learners:
 Work with students in a small group. Instead of using the assignment as a graded assignment, use the home work for a grade.
Advanced Learners:
 Connected Mathematics Project (CMP) Looking for Pythagoras – pp. 73-75
Suggested Homework: Similarity (Graded Assignment)
Step 4: Differentiate/Assessment
 Similarity vs. Pythagorean
Theorem.
 Similarity
Day 2: Assessment/Reteach
 Use the Similarity Quiz (Graded Assignment)
Struggling Learners:
 If students need additional resources you can refer to McDougal Littell Course 3 – Chapter 8 Resource Gook Practice A, B, C
Advanced Learners:
Assessment/Reteach
 Similarity Quiz
 McDougal Littell Course 3 Chapter
 8 Resources
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 3 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
McDougal Littell Course 3 Best Practices Toolkit – Pre-AP Copymasters pp. 379 -384
Day 3: Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4)
Unit 6 Lesson 2
This lesson will take 2 days to complete
Step 2: Interactive Learning
Choose a strategy from the Grouping Strategies to place the students in groups of 3.
 The teacher will distribute scissors, protractors, rulers, Ladders, Juliet(S.E. p. 132 and Damsel in Distress to each group of 3 students so
that students will develop and interest in the concepts addressed by completing the Juliet problem.
 The teacher will prompt students to complete Juliet by cutting out the ladders and determining which ladder exactly reaches the base of
Juliet’s window so that students will use indirect measurement to solve problems
 The teacher will actively monitoring the students, referring to the Facilitation Questions on p. 265 of T.E. so that students will use the
Pythagorean Theorem to solve real-life problems (8.9A).
Step 3: Visual Learning and Practice
 The teacher will keep students in groups of 3, and distribute a protractor, ruler, calculator, and Exploring Triangles S.E. pp. 133-134
Activity Master: Triangles (link p. 3 of Damsel in Distress) to each student so that students will be actively involved in the exploration of
the mathematical concepts addressed.
 The teacher will prompt students to complete Exploring Triangles so that students will use geometry to model and describe the physical
world and use pictures or models to demonstrate the Pythagorean Theorem (8.7C).
 The teacher will actively monitoring the students, referring to the Facilitation Questions on pp. 267-268 of T.E. so that students can
verbalize their understanding of the concepts.
Day 4
Choose a strategy from the Grouping Strategies to place the students in groups of 3.
 The teacher will discuss key vocabulary: legs, hypotenuse, Pythagorean Theorem, square root and square with the students.
 The teacher will give each group 1 word and have them complete the 4-Square Vocabulary Model on poster paper so that students will
review key vocabulary from the lesson wit their group by completing the 4-Square Vocabulary Model for a given vocabulary word
 Have groups share their posters with the class so that students will formalize their understanding to TEKS 8.7C and 8.9A addressed in the
lesson.
Step 4: Differentiate/Assessment
 The teacher will debrief Exploring Triangles by having groups of students present their findings to the class using the key vocabulary from
the lesson so that students will justify solutions to the Exploring Triangles problems (8.2B) and students will communicate mathematical
ideas using language, appropriate units, and numerical models by completing questions 1-4 (8.15A).
 While you are debriefing the lesson, refer to the Facilitation Questions on pp. 271-272 of T.E.
 Provide students with a copy of Using the Pythagorean Theorem (S.E. p. 135) (Graded Assignment)
Teachers will use differentiation so that:
 struggling students can work in a small group with the teacher to reinforce the concepts and use calculators as needed
 on level students can work independently to complete the assignment
 advanced students can complete the problem on p. 140 (SE)
 Reteach Opportunity: McDougal Littell Course 3 pp. 482 - 492
√
Step 2: Interactive Learning
 Region 4 Accelerated Curriculum
 Teacher Edition pp. 265-270
 Student Edition pp. 132-134
 Damsel in Distress
 Pages 1-2 can be found in the
Appendix (CD in back of
Accelerated Curriculum Teacher
Edition
Step 3: Visual Learning and Practice
 Activity Master: Triangles (link p. 3
of Damsel in Distress)
 Page 3 can be found in the
Appendix (CD in back of
Accelerated Curriculum T.E.
Step 4: Differentiate/Assessment
 Region 4 Accelerated Curriculum
 Teacher Edition pp. 271-271
 Student Edition p. 135 (Graded
Assignment)
 Teacher Edition p. 284
 Student Edition p.141 (Graded
Assignment )
 McDougal Littell Course 3 pp. 482 492
How can the Pythagorean Theorem be used to find the height of an object?
How do you know the most appropriate technique, tools, or formulas to determine measurements?
Suggested Homework: Multiple choice questions 1-4 on p. 141 of the S. E.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 4 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Day 5
Step 2: Interactive learning: Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) Unit 8 Lesson 1
This lesson will take 4 days.
 The teacher will divide the class into 2 groups and distribute a fly swatter (or whatever you’d like to use to act as a fly swatter) to each
group so that students will develop an interest in the concepts addressed by completing the Swat IT! problem as a group.
 The teacher will display the Transparency: Swat IT! by projecting it on a wall or hard surface (the students will be swatting at the solids).
 The teacher will discuss the Swat IT rules with the class: see p. 334 of the T.E. for a complete list of rules).
 As the teacher calls out the 3-D figures from p. 334, 1 at a time, the students will identify nets of three-dimensional figures..
 After students swat at a net, have their group explain why they believe that net matches the solid being called out.
Step 3: Visual Learning and Practice:
Cycle 1
Divide students in groups of 2 by using a strategy from the list of Grouping Strategies and distribute scissors, tape, and Activity Master:
Nets (link Unit 8 Lesson 1, pp. 2-5) to each group of students.
 The teacher will prompt students to complete Method of Madness (S.E. pp 165-166) so that students can develop surface area formulas.
 If students are having difficulty finding a second method, prompt them to explain how they would find the area of only two part of the
shaded region.
 The teacher will actively monitor the students, referring to the Facilitation Questions on p. 336 of T.E. to check for student understanding.
Days 6&7
 Students will remain in the groups in which they were working on day 3.
 The teacher will give each group 1 word and have them complete the Frayer Model Definition Map. Vocabulary words to use: triangular
prism, rectangular prism, cube, triangular pyramid, rectangular pyramid, cylinder, perimeter, base(s), faces, surface area, total surface
area, lateral surface area, height
 The groups will share their definition maps with the class so that students will review key vocabulary from the lesson.
 The teacher will distribute copies of the Activity Master: Formula Cards (link Unit 8 Lesson 1 p. 6) to each student along with the Formula
Hunt – Total Surface Area sheets (S.E. p. 167-168).
 Instruct the students to create a graphic organizer by attaching the cards in the appropriate spaces and answering the questions below
each formula so that students will use logical reasoning to summarize what they have learned about developing the formula for surface
area (8.16B).
 The teacher will debrief Method of Madness in a whole class discussion so that students will formalize their understanding of TEKS 8.8A
and 8.8C addressed in the lesson.
 The students will compare and contrast lateral surface area and total surface area by implementing strategy #2 of Marzano’s Nine
Strategies. Students can take Cornell Notes and/or summarize what they have learned about developing a formula for surface area.
 The teacher will use the Facilitation Questions found on pp. 340-344 of the T.E .to debrief with the students and check for understanding.
Step 3: Visual Learning and Practice (continued)
Cycle 2
 Distribute the Traveling Around Worksheet to each student (S.E. p. 169)
Step 2 Interactive Learning
 Region 4 Accelerated Curriculum
 Teacher Edition pp. 333-335
 Transparency: Swat IT!(link Unit 8
Lesson 1, p. 1)
 Page 1 can be found in the
Appendix (CD in back of Teacher
Edition)
Step 3 Visual Learning and Practice
 Region 4 Accelerated Curriculum
 Teacher Edition pp. 336-338
 Student Edition pp. 165-166
 Activity Master: Nets (link Unit 8
Lesson 1, pp. 2-5)
 pp. 2-5 can be found in the
Appendix (CD in back of Teacher
Edition)
 Student Edition pp. 167-168
 Formula Cards (link Unit 8 Lesson 1
p. 6)
 Frayer Model Definition Map.
 Page 6 can be found in the
Appendix (CD in back of the
Teacher Edition).
Step 3 Visual Learning and Practice
 Accelerated Curriculum (Region 4)
 Teacher Edition pp. 347-349
 Student Edition p. 169

Prompt each student to take his/her worksheet to another student. The students will calculate lateral and total surface area of
various 3-dimensional shapes (8.8A). Each pair of students will need to agree to work on the same problem on each other’s paper and
sign their names. Each student may only work 1 problem on another student’s paper, then they must move on to another partner. Once
students complete all problems, everyone returns to his/her seat,
 The teacher will actively monitor the students as they calculate lateral and total surface area of various 3-dimensional shapes (8.8A). and
check for student understanding by referring to the Facilitation Questions on pp. 347-348 of T.E.
 The teacher will debrief Traveling Around using the Facilitation Questions on pp. 350-352 so that students will be able to formalize their
understanding of TEKS 8.8A addressed in the lesson.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 5 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Day 8
Step 4: Differentiate/Assessment:
Teachers will use differentiation so that:
 Struggling students will complete Independent Practice (S.E. pp 170 – 172) by working in a small group with teacher direction. (Graded
Assignment) Reteach Opportunity: McDougall Littell Course 3 pp. 542-552
 On level students can complete Independent Practice (S.E pp 170-172) independently. (Graded Assignment)
 Advanced students can complete Independent Practice (S.E. P. 172 only) and work on the Pizza Delivery Problem (S.E. 173) (Graded
Assignment)
√
Step 4 Differentiate/Assessment
 Accelerated Curriculum (Region 4)
 Teacher Edition pp. 353-356
 Student Edition pp. 170-172, and
pp. 174-175. (2 Graded
Assignments)
 McDougal Littell Course 3 pp. 542552
How can I use formulas to find the lateral and total surface area and volume of three-dimensional solids?
What real life problems might require that you use mathematical formulas to find accurate measurements?
Suggested Homework: Multiple Choice Questions 1-4 (S.E. pp. 174-175
Day 9
Step 2: Interactive Learning: Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) Unit 9 Lesson 1
This lesson will take 2 days.
Students should be working in groups of 3. Choose a grouping strategy from the list of Grouping Strategies.
Distribute calculators to each student and display Transparency: Solids.
 The teacher will prompt students to use the dimensions provided on Transparency: Solids to complete Nutty Calculations (S.E. p. 185).
Formula charts should be available so that students will be finding the volume of solids (8.8B,C)
 As the teacher actively monitors the students’ work, ask the Facilitation Questions on T.E. p. 376 to check for student understanding.
Step 3: Visual Learning and Practice
 The teacher will run Volume Simulation following the steps outlined on pp. 379- 380 of T.E. so that students will connect models of 3dimensional shapes to formulas for volume (8.8B). Practice moving the ruler around on the screen prior to showing to the students so that
you will be comfortable with the presentation.
 Students should be answering question on The Filling Station Part 1 (S.E. 186) to accompany the volume demonstrations to estimate
measurements and use formulas to solve problems involving volume (8.8C).
 The teacher will actively monitor the students as they answer the questions on the Student page, and use the facilitation questions on pp.
380-381 to check for student understanding of the formulas for volume of three-dimensional shapes.
Day 10
Step 3: Visual Learning and Practice (continued)
 The teacher will provide students with The Filling Station Parts 2&3 (S.E. pp 187-188)and Nutty Calculations (S.E. p 185) which they
completed the day before so that students will estimate measurements and use formulas to solve problems involving volume (8.8C)
 The teacher will actively monitor the students’ work and ask Facilitation Questions from T.E. pp. 380 – 381 to check for student
understanding as students connect models of 3-dimensional shapes to formulas for volume (8.8B).
 The teacher will debrief The Filling Station using the Facilitation Questions on T.E. pp. 385-388 so that students can connect models of 3dimensional shapes to formulas for volume (8.8B).
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Step 2: Interactive Learning
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4) Unit 9 Lesson 1
 T.E. p.375
 S.E. p. 185
 Transparency: Solids(can be found
in the Appendix – CD – in back of
T.E.
Step 3: Visual Learning and Practice
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 379 - 381
 S.E. p. 186
 Volume Simulation (this can be
found in the Appendix CD in back of
T.E.
Step 3: Visual Learning and Practice
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 380 - 388
 S.E. pp. 187-188
Page 6 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Step 4: Differentiate/Assessment:
Teachers will use differentiation so that:
 struggling students can complete S.E. p. 189 by working in a small group with teacher guidance. Students should be provided with
calculators. Reteach Opportunity for small groups of students needing additional assistance: McDougall Littell Course 3 pp. 553-567
 on level students should be working independently to complete pp. 189-190. (Graded Assignment)
 advanced students should be assigned p. 190 and the Puzzling Prism Problem on p. 191 of S.E. (Graded Assignment)
What real life problems might require that you use mathematical formulas to find accurate measurements?
Suggested Homework:
Any problems not completed in class should be assigned for homework along with SE p 192 (Graded Assignment)
Days 11&12 Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) Unit 7 Lesson 2
This lesson will take 2 days
Step 2: Interactive Learning:

Choose a strategy from the list of Grouping Strategies in order to create groups of 4 and distribute centimeter cubes to each group
of students and The Dog Pen activity (S.E. p. 149)
 As students complete the activity, actively monitor and use the Facilitation Questions on p. 302 of T.E. to check for student understanding
of the concept of changes in area given a fixed perimeter.
 When students have completed the activity, distribute chart paper and markers so each group can present their solutions to the class.
Step 3: Visual Learning and Practice:
 Prepare in advance the four stations: Rectangle Station with Rectangle ABCD Activity Master (Link for all activity masters Unit 7 Lesson
2) Triangle Station with Triangle XYZ Activity Master, Quadrilateral Station with Quadrilateral PQRS Activity Master, and Trapezoid Station
with Trapezoid JKLM Activity Master.
Choose a strategy from the list of Grouping Strategies in order to create groups of 4.
 Distribute Station Tracker A, B, C, D, (Unit 7 Lesson 2 pp. 5-8) to each group of students. Each of the 4 students will have a different
lettered Station Tracker.
 Follow the directions in the T.E. p. 305 to direct the students through the 4 stations.
 After completing the rotations through the stations, students will work together to complete the Station Summary (S.E. pp 150-151) and
students will use proportional relationships in similar two-dimensional figures to find missing measurements (8.9B)
 Actively monitor the students, asking the Facilitation Questions on p. 306 of T.E. to check for understanding.
 Students should complete Can You Draw It? (S.E. p. 152) and be able to describe the resulting effects on perimeter and area when
dimensions of a shape are changed proportionally (8.10A)
 Debrief Station Summary using facilitation Questions on pp. 310-312 T.E.
Step 4: Differentiate/Assessment
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 389 - 391
 S.E. pp. 189-190
 McDougall Littell Course 3 pp. 553567
Step 2: Interactive Learning
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 302-303
 S.E. p. 149
Step 3: Visual Learning and Practice
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 304-312
 S.E. pp 150-152
 Link for all activity masters Unit 7
Lesson 2) The activity masters and
Station Trackers can be found in the
Appendix (CD in back of T.E.)
 Focus on vocabulary: scale factor, perimeter, proportional change, corresponding sides. Use Strategy #5 (nonlinguistic representations)
of Marzano’s Nine and have students draw pictures to depict the definition of the words.
 You should also include questions about the area of the figures. Although this is not mentioned in the Facilitation Questions,
now is the most appropriate time to include those questions so that students can see the change in area as well as perimeter.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 7 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Step 4: Differentiate/Assessment
Teachers will use differentiation so that:
 struggling students will review the examples on p. 153 in a small teacher-directed group and then will work on problems 1-4 p. 153-154
so that students will use proportional relationships in similar two-dimensional figures to find missing measurements and students will be
able to describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally (8.10A)
 (Graded Assignment)
 on level students will complete the independent practice pp 153-154 so that students will use proportional relationships in similar twodimensional figures to find missing measurements and students will be able to describe the resulting effects on perimeter and area when
dimensions of a shape are changed proportionally (8.10A)
 (Graded Assignment)
 advanced students will complete problems 5&6 p. 154 and Ryan's Rectangles p. 155 so that students will use proportional relationships in
similar two-dimensional figures to find missing measurements and students will be able to describe the resulting effects on perimeter and
area when dimensions of a shape are changed proportionally (8.10A)
 (Graded Assignment)
 Reteach opportunity for small groups of students needing additional instruction: McDougall Littell Course 3 482-492
√
√
Step 4: Differentiate/Assessment
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4)
 T.E. pp. 313-314
 S.E. pp 153-155
 McDougall Littell Course 3 482-492
How can I use proportional relationships in similar two- and three-dimensional figures to find missing measurements?
If the dimensions of a shape are doubled, what happens to that shape's area or volume?
How do you know the most appropriate technique, tools, or formulas to determine measurements?
Suggested Homework: Any unfinished problems from Independent Practice and Ryan’s Rectangles (S.E. p. 155) and p. 156 SE
(Graded Assignment)
Days 13&14 Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) – Unit 9 Lesson 3
This lesson will take 2 days.
Step 2: Interactive Learning:
Choose a strategy from the list of Grouping Strategies in order to create groups of 4.
 Distribute tape, scissors and Nets of Prisms to each group of students so that students cancut the nets for the 4 prisms and assemble
them into rectangular prisms
 As the students complete this task, actively monitor using the Facilitation Questions on T.E. p. 409. so that students will develop an interest
in the concepts addressed in this lesson (determining the resulting effect on volume when dimensions are changed proportionally.)
Step 3: Visual Learning and Practice:
 Students will complete Volume Explorations (S.E. p. 201) as they work in their groups of 4 so that they will describe resulting effect on
volume when dimensions of a solid are changed proportionally (8.10B) and will use proportional relationships in similar two- and threedimensional figures to find missing measurements(8.9B)
 The teacher will actively monitor as the students are working, asking the Facilitation Questions on T.E. p. 410. to check for understanding.
 Debrief the Volume Explorations using the Facilitation Questions on pp. 412-414. These questions are vital if the students are going to
have a clear understanding of the concept of how volume changes in relationship to proportional changes in dimensions of a 3dimensional figure.
 Ask the students to compare and contrast the resulting effects of changing the dimensions of a two- or three-dimensional shape
on perimeter, area, and volume. Give students poster paper or large construction paper and have them give examples that
explain their answer to the question so that students will make conjectures form patterns or sets of examples and non-examples.
(8.16A)
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Step 2: Interactive Learning:
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4).
 T.E. p. 408-409
 Nets of Prisms The nets can be
found in the Appendix (CD in back
of T.E.
Step 3: Visual Learning and Practice
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4).
 T.E. pp. 410-414
 S. E. p. 201
Page 8 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Step 4: Differentiate/Assessment:
Teachers will use differentiation so that:
 struggling students can review in a small group with teacher direction the information on p. 202 S.E. in order to describe resulting effect on
volume when dimensions of a solid are changed proportionally (8.10B) . Problems from the Independent Practice pp. 202-204 may be
worked together in a small group. Reteach opportunity: McDougall Littell Course 3 p. 279
 on level students can complete the Independent Practice pp 202-204 S.E. in order to describe resulting effect on volume when
dimensions of a solid are changed proportionally (8.10B) . (Graded Assignment)
 advanced students can complete the Independent Practice and/or Selena's Cylinders S.E. p. 205 in order to describe resulting effect on
volume when dimensions of a solid are changed proportionally (8.10B) . (Graded Assignment)
Step 4: Differentiate/Assessment:
 Accelerated Curriculum for
Mathematics Grade 8 TAKS
(Region 4).
 T.E. pp. 415-419
 S. E. p. 202-206
 McDougall Littell Course 3 p. 279
√ If the dimensions of a shape are doubled, what happens to that shape's area or volume?
What real life problems might require that you use mathematical formulas to find accurate measurements?
Suggested homework: any problems not completed in the Independent Practice and Selena’s Cylinders (S.E. p. 205) and p. 206
(Graded Assignment)
Day 15
Assessment/Reteach
 Give the Measurement Assessment to each student so that students will demonstrate their knowledge of the TEKS in Objective 4.
 Use the data from the assessment to assist students with concepts they have not yet mastered.
Content Vocabulary
 legs
 hypotenuse
 Pythagorean Theorem
 square root
 triangular prism
 cube
 triangular pyramid
 rectangular pyramid
 cylinder
 perimeter
 rectangular prism
SAISD © 2010-2011 – Third Grading Period









base(s)
surface area – total and lateral
height
volume
cubic units
scale factor
proportional change
corresponding sides
faces
Mathematics Grade 8
Assessment/Reteach:
 Measurement Assessment
TAKS Vocabulary
 find
 connect
 estimate
 describe
 *Reference McDougal Littell Textbook for English-Spanish
Glossary for ELL students.
Page 9 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini-Assessments
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
TEKS 8.9A – TAKS 2006 #33
ACT Practice Test Question
TEKS 8.9A – TAKS 2006 #36
ACT Practice Test Question
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 10 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TEKS 8.10B – TAKS 2003 #38
Exit Math TAKS – 2006 #2
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 11 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mathematics – Grade 8
Unit of Study: Probability and Statistics
CURRICULUM OVERVIEW
Third Grading Period – Weeks 4 - 6 (14 days)
Big Idea
Understanding probability and statistics will help students become
informed consumers of data and information. When describing and
predicting the results of a probability experiment, students should
begin to recognize and account for all the possibilities of a given
situation. Students should be able to compare different graphical
representations of the same data and solve problems by analyzing
the data presented.
Unit Rationale
Students should understand that:
 data may be presented in scatter plots, circle graphs, bar graphs, histograms, etc., to convey information.
 it is important to recognize appropriate and accurate representations of data in everyday situations and in
information related to science and social studies.
 calculating means of central tendency is an important skill that allows them to do many things, such as
average grades, figure sports statistics, and determine election results.
 these skills provide the foundation for mastering the knowledge and skills in the high school curriculum.
Essential Questions
What is probability and how does it happen in our daily lives?
How do I recognize misuses of graphical or numerical
information to determine if the information presented is correct?
Guiding Questions
√How can the use of theoretical or experimental probabilities help me determine if a game is fair or not?
√How do I choose the appropriate measure of central tendency or range to describe a set of data?
√How do I draw conclusions and make predictions by analyzing trends in scatter plots?
√How do I evaluate methods of sampling to determine validity of an inference made from a set of data?
TEKS
TEKS Specificity - Intended Outcome
8.11 Probability and Statistics. The student applies concepts of theoretical and
experimental probability to make predictions. The student is expected to:
8.11(A) find the probabilities of dependent and independent events;
8.11(B) use theoretical probabilities and experimental results to make predictions
and decisions;
Concepts
8.12 Probability and Statistics. The student uses statistical procedures to describe
data. The students is expected to:
8.12(A) select the appropriate measure of central tendency or range to describe a
set of data and justify the choice for a particular situation
8.12(B) draw conclusions and make predictions by analyzing trends in scatterplots
8.12 (C) select and use an appropriate representation for presenting and
displaying relationships among collected data, including line plots, line graphs, stem
and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn
diagrams, with and without the use of technology.
8.13 Probability and Statistics. The student evaluates predictions and conclusions
based on statistical data. The student is expected to:
“I CAN” statements highlighted in yellow should be displayed for students.
I can:
 find the probabilities of dependent and independent events.(8.11A)
 use theoretical probabilities and experimental results to make predictions and
decisions.(8.11B)
 select and use different models to simulate an event.(8.11C)
 select the appropriate measure of central tendency or range to describe a set of data
and justify the choice for a particular situation.(8.12A)
 draw conclusions and make predictions by analyzing trends in scatterplots.(8.12B)
 select and use an appropriate representation for presenting and displaying
relationships among collected data, including line plots, line graphs, stem and leaf
plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn
diagrams, with and without the use of technology.(8.12C)
 evaluate methods of sampling to determine validity of an inference made from a set of
data.(8.13A)
 recognize misuses of graphical or numerical information and evaluate predictions and
conclusions based on data analysis.(8.13B)
8.13(A) evaluate methods of sampling to determine validity of an inference made
from a set of data
8.13(B) recognize misuses of graphical or numerical information and evaluate
predictions and conclusions based on data analysis.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
8.14 Underlying processes and mathematical tools. The student applies Grade 8
mathematics to solve problems connected to everyday experiences, investigations in
other disciplines, and activities in and outside of school. The student is expected to:
(A) identify and apply mathematics to everyday experiences, to activities in and
outside of school, with other disciplines, and with other mathematical topics
Skills
(B) use a problem solving model that incorporates understanding the problem,
making a plan, carrying out the plan, and evaluating the solution for reasonableness
(C) select and develop an appropriate problem-solving 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.
I can:
 identify mathematics in everyday experiences, activities in and outside of school, with
other subjects and with other math topics (8.14A).
 use a problem-solving model to solve problems (8.14B).
 select and use different strategies to solve problems (8.14C).
 explain mathematical ideas using words, pictures, objects, and symbols (8.15A).
 make conjectures from patterns or sets of examples and non-examples (8.16A).
 validate or explain my answers to problems when using mathematical properties
(8.16B).
8.15 Underlying processes and mathematical tools. The student communicates
about Grade 8 mathematics through informal and mathematical language,
representations, and models. The student is expected to:
(A) communicate mathematical ideas using language, efficient tools, appropriate
units, and graphical, numerical, physical, or algebra mathematical models.
8.16 Underlying processes and mathematical tools. The student uses logical
reasoning to make conjectures and verify conclusions. The student is expected to:
(A)make conjectures from patterns or sets of examples and non-examples
(B) validate his/her conclusions using mathematical properties and relationships.
ELPS
1(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary;
1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;
2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;
2(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
3(D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency;
3(H) narrate, describe, and explain with increasing specificity and detail as more English is acquired;
4(E) read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned;
5(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary;
5(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired
Evidence of Learning
80% of the time students will demonstrate on paper or use models to show they can:
1 find the probabilities of dependent and independent events.
2. use theoretical probabilities and experimental results to make predictions and decisions.
3. select and use different models to simulate an event.
4. select the appropriate measure of central tendency or range to describe a set of data.
5. draw conclusions and make predictions by analyzing trends in scatterplots.
6. select and use an appropriate representation for presenting and displaying relationships among collected data.
7. evaluate methods of sampling to determine validity of an inference made from a set of data.
8. recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 13 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Mathematics – Grade 8
Unit of Study: Probability and Statistics
CURRICULUM GUIDE
Third Grading Period – Weeks 4 - 6 (14 days)
Essential Pre-requisite Skills
Grade 6
 construct sample spaces using lists and tree diagrams (6.9A)
 find the probabilities of a simple event and its complement and describe the
relationship between the two (6.9B)
 select and use an appropriate representation for presenting and displaying different
graphical representations of the same data including line plot; line graph, bar graph,
and stem and leaf plot (6.10A)
 identify mean (using concrete objects and pictorial models), median, mode, and
range of a set of data (6.10B)
 sketch circle graphs to display data (6.10C)
 solve problems by collecting, organizing, displaying, and interpreting data (6.10D)
Grade 7
 construct sample spaces for simple or composite experiments (7.10A)
 find the probability of independent events (7.10B)
 select and use an appropriate representation for presenting and displaying
relationships among collected data, including line plot, line graph, bar graph, stem and
leaf plot, circle graph, and Venn diagrams, and justify the selection (7.11A)
 make inferences and convincing arguments based on an analysis of given or collected
data (7.11B)
 describe a set of data using mean, median, mode, and range (7.12A)
 choose among mean, median, mode, or range to describe a set of data and justify the
choice for a particular situation (7.12B)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Assessment for Learning
so students can….
Days 1-14:
Step 1: Problem Solving:
Begin each day with problem solving for 10 minutes.
Use the following experiences from 3rd 9 Weeks Spiraling Guide-Grade 8
 use the strategies of making a model, drawing a diagram, guessing, checking and revising, working backward, making a
systematic list, looking for a pattern and solving a simpler problem in order to solve problems (8.14C)
Day 1 - 2: Connected Mathematics Program – What do You Expect? Investigation 4 (Grade 7)
This lesson will take 2 days to complete.
Step 2: Interactive Learning
Students should be working in groups of 2 or 4. Choose a strategy from the list of Grouping Strategies in order to create groups.
 Introduce the Deep in the Dungeon game, p. 41, and ask the class how they might simulate Zark randomly choosing paths.
 Play a game with the class, letting half the class hide the treasure and the other half proceed through the maze, randomly
choosing paths.
 Instruct the students to play they game within their groups so that the students can questions about the outcomes of that game,
finding the probabilities of dependent and independent events.(8.11A)
 Students should answer questions in Problem 4.1 p. 42 in order to demonstrate their understanding of the concept. (Graded
Assignment)
 As you actively monitor the students working, ask questions that highlight the differences between multistage outcome and singlestage outcomes.
Step 3: Visual Learning and Practice
 Assign problems 4.1 Follow-up.
 Refer to pages 49a-49l in T.E. for additional information helpful to the teacher when teaching this investigation.
 Debrief with the entire class the answers to 4.1 Follow-up.
 Read together as a class 4.2 – Finding the Best Arrangement, p 43
 Assign questions in Problem 4.2.sot that students will find the probabilities of dependent and independent events (8.11A)
 Actively monitor while students work in their groups of 2 or 4 to answer the questions.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Resources
3rd 9 Weeks Spiraling Guide-Grade 8
Step 2: Interactive Learning
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 41-42
Necessary Materials:
 graphing calculators
 grid paper
 spinners, colored blocks, coins, and
number cubes (dice)
 opaque containers (2 identical
containers per group)
Step 3: Visual Learning and Practice
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 43-44
Page 14 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Use the Problem 4.2 Follow-up questions as a class discussion, reinforcing student understanding of the concepts.
Step 4: Differentiate/Assessment
The teacher will use differentiation so that:
 struggling students will be able to work in a small group with teacher direction completing or McDougall Littell Course 3 pp. 381386 (Graded assignment) and be able to find the probabilities of dependent and independent events (8.11A)
 on level learners can work independently to complete questions 1,3,4,5 pp. 45-46(Graded assignment) so that students will find
the probabilities of dependent and independent events (8.11A)
 advanced learners can work independently to answer questions 1,3,4,5 pp. 45-46 and #7 pg. 48. (Graded assignment) so that
students will find the probabilities of dependent and independent events (8.11A)
Step 4: Differentiate/Assessment
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 45-49
 McDougall Littell Course 3 pp. 381-386
√How can the use of theoretical or experimental probabilities help me determine if a game is fair or not?
What is probability and how does it happen in our daily lives?
Suggested Homework: complete the problems that were started during class time
Journal Writing – Students should respond to one of the Mathematical Reflections Questions on p. 49 so that students will
communicate mathematical ideas using language and graphical models (8.15A)
Days 3-4: Connected Mathematics Program – What Do You Expect (Grade 7) Investigation 5
This lesson will take 2 days to complete.
Step 2: Interactive learning:
 Read as a class the introduction to Investigation 5.1 on p. 50.
 Invite the students to read 5.1 Shooting the One-and-One and ask for examples of when they have seen this happen.
 Instruct the students to read and answer Part A of Problem 5.1 using the Think/Pair/Share response method. (Students write
down their own ideas, share with a partner, and then participate in class discussion)
Step 2 Interactive Learning
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 50-51
Choose a strategy from the list of Grouping Strategies in order to create groups of 4 students. Instruct students to complete
questions B from Problem 5.1, working together as a groups so that they will select and use different models to simulate an event
(8.11C)

Students will share their plans for simulating the free throw situation.
Step 3: Visual Learning and Practice:
 Assign parts C-F of Problem 5.1 so that students will use theoretical probabilities and experimental results to make predictions and
decisions (8.11B).
 Actively monitor the students and reinforce the vocabulary of theoretical and experimental probability.
Step 3 Visual Learning and Practice
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 51-52
Identify the similarities and differences of the two (Marzano’s Nine)
 As a class, discuss the questions to Problem 5.1 Follow-up.
 Work through Problem 5.2 – Finding Expected Value as a class so that students will use Lab Sheet 5.2, and as a class find the
expected value for the 60% shooter.
 Students should work in pairs to complete the remainder of the lab sheet and be able to identify patterns they see in the tables.
Step 4: Differentiate/Assessment:
The teacher will use differentiation so that:
 struggling students can work in a small teacher-directed group to complete Problem 5.2 Follow-up, questions 1-3 p. 52 or
McDougall Littell Course 3 pp. 381-387in order to use theoretical probabilities and experimental results to make predictions and
decisions (8.11B) (Graded Assignment)
 on level students will complete Problem 5.2 Follow-up, questions 1-3 p. 52 independently in order to use theoretical probabilities
and experimental results to make predictions and decisions (8.11B) (Graded Assignment)
Step 4 Differentiate/Assessment
 Connected Mathematics Program –
What Do You Expect? (Grade 7)
 Pages 52 -57
 Be sure to refer to pp. 58a – 58h for
additional information helpful to teaching
this investigation.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 15 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 advanced learners will work problems 11 - 13 p. 57 in order to use theoretical probabilities and experimental results to make
predictions and decisions (8.11B) (Graded Assignment)
 McDougall Littell Course 3 pp. 381-387
√How can the use of theoretical or experimental probabilities help me determine if a game is fair or not?
What is probability and how does it happen in our daily lives?
Suggested Homework: ACE questions 1-6 struggling learners and 7-10 for on level and advanced learners (Graded
Assignment)
Day 5-6: Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4)
Unit 10 Lesson 1
This lesson will take 2 days to complete.
Step 2: Interactive Learning:
Students will be working in groups of 2. Choose a strategy from the list of Grouping Strategies in order to create groups.
 The teacher will distribute a paper clip to each group of students so that students can complete Match the Donation, S.E. p. 207208
 Actively monitor the students’ work, use the facilitation questions posed on p. 424 of T.E. to reinforce the understanding of finding
the probabilities of dependent and independent events (8.11A) and using theoretical probabilities and experimental results to
make predictions and decisions (8.11B)
Step 3: Visual Learning and Practice
 Students can continue to work with the partner from the 1st activity.
 Distribute scissors and Donation Spinners to each group of students so that students can use the spinners to complete Increase
the Donations (S.E. p. 209-210.) (Graded Assignment)
 Actively monitor the students referring to the Facilitation Questions pp. 427-428 in order to clarify the concepts of probability.
Step 4: Differentiate/Assessment:
 Debrief Match the Donation and Increasing the Donations by using the Facilitation Questions to lead the discussion.
 Focus on the following vocabulary words: ration, probability, outcomes, experimental probability, theoretical probability,
independent event, dependent event ( Use Strategies #1 and #5 of Marzano’s Nine or a strategy from Rojas Math/Science
Vocabulary Tools) in order to reinforce vocabulary.
The teacher will use differentiation so that:
 struggling students will work in a small teacher-led group to complete Independent Practice Unit 10 Lesson 1 S.E. p. 211-212 so
that the concepts of probability will be appropriately reinforced.
 on level students will independently complete Independent Practice Unit 10 Lesson 1 S.E. p. 211-212 so that the concepts of
probability will be appropriately reinforced.
 advanced learners will complete Probability Detective (S.E. p. 213, T.E. p. 436) so that the concepts of probability will be
appropriately reinforced..
Step 2: Interactive Learning
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson 1
 T.E. p. 424-426
 S.E. p. 207-208
Step 3: Visual Learning and Practice
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson 1
 Donation Spinners (Spinners can be
found in Appendix CD in back of T.E.)
 T.E. p. 427-430
 S.E. p. 209-210
Step 4: Differentiate/Assessment
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson 1
 T.E. p. 431-436
 S.E. p. 211-213
√How can the use of theoretical or experimental probabilities help me determine if a game is fair or not?
What is probability and how does it happen in our daily lives?
Suggested Homework: P. 214, problems 1-4. Remove the multiple choice answers for numbers 1,2,4 prior to giving to the
students.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 16 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Days 7-8 Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) Unit 10 Lesson 2
This lesson will take 2 days.
Step 2: Interactive Learning:
 Display Transparency: CDs and Downloads (Unit 10 Lesson 2) so that students can work independently to complete CDs and
Downloads activity and gain an interest in using scatter plots to make decisions.
 When students have completed the work, have them share their thinking processes and predictions by analyzing trends in scatter
plots.(8.12B) with a partner.
 Invite a volunteer to share his/her predictions and complete the graph using the Transparency.
 Use the Facilitation Questions on p. 438 of T.E. to reinforce understanding.
Step 3: Visual Learning and Practice:
 Distribute scissors, tape and Scatter plots (page 2 of Unit 10 Lesson 2) so that students can complete Scatter plot Match (S.E. pp.
216-217)
 The teacher should be actively monitoring, using the Facilitation Questions on pp./ 440 – 441 to check for student understanding
as students draw conclusions and make predictions by analyzing trends in scatterplots.(8.12B)
 Debrief Scatterplot Match using the Facilitation Questions to lead the discussion (T.E. pp. 444-445.)
Step 4: Differentiate/Assessment
The teacher will use differentiation so that:
 struggling students can work in a small group with the teacher to complete Independent Practice Unit 10 Lesson 2. (S.E. pp. 218220) (Graded Assignment)
 on level students will independently complete Independent Practice Unit 10 Lesson 2. (S.E. pp. 218-2200 (Graded Assignment)
 advanced students can work on the Old Faithful Problem (S.E. p. 221, T.E. p. 450) (Graded Assignment)
Step 2: Interactive Learning
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson2
 Transparency: CDs and Downloads
(Unit 10 Lesson 2). Transparency can
also be found in Appendix CD in back of
T.E.
 T.E. pp. 438-439; S.E. p. 215
Step 3: Visual Learning and Practice
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson2
 Scatter plots (page 2 of Unit 10 Lesson
2) Scatterplots can be found in Appendix
CD in back of T.E.
 T.E. pp. 440 - 445
 S.E. p. 216-217
Step 4: Differentiate/Assessment
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10 Lesson2
 T.E. pp. 444 - 450
 S.E. p. 218-221
√How do I draw conclusions and make predictions by analyzing trends in scatter plots?
How do I recognize misuses of graphical or numerical information to determine if the information presented is correct?
Suggested Homework: S.E. pp -222-224 (Graded Assignment)
Days 9 - 10 Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) – Unit 10 Lesson 3
This lesson will take 2 days.
Step 2: Interactive Learning:
 Students should work in groups of 3. Choose a strategy from the list of Grouping Strategies in order to create groups.
 Distribute a calculator, scissors, and Height Cards (Unit 10, Lesson 3 p. 1) so that students can cut apart the Height Cards and
use them to complete Height Puzzles (S.E. p. 225)
 As the students work, actively monitor using the Facilitation Questions to check for understanding.
√How do I choose the appropriate measure of central tendency or range to describe a set of data?
Step 3: Visual Learning and Practice:
 Students should work in groups of 3. Students may remain in the same groups they had in Step 2 or choose a strategy from the
list of Grouping Strategies in order to create groups.
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Step 2: Interactive Learning:
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4).
 Height Cards (Unit 10, Lesson 3 p. 1).
Height Cards can also be found in
Appendix CD in back of T.E.
 T.E. pp. 452-453
 S.E. p. 225
Step 3: Visual Learning and Practice
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4).
Page 17 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Distribute calculators, scissors, and a set of Mode, Mean, Median cards (Unit 10 Lesson 3, p. 2) so that students can cut apart
the cards and distribute 1 card to each student
 Follow the directions as outlined in T.E. p. 454 for completion of the Training Workout Activity (S.E. pp. 226-227, T.E. p.454) and
students will select the appropriate measure of central tendency or range to describe a set of data (8.12A)
 If groups finish more quickly than others, assign Picture This (S.E. p. 228)
 Debrief Training Workout using the Facilitation Questions on pp. 459-460 of T.E. to lead the discussion.
 Focus on the following vocabulary: mean, median, mode, range, measures of central tendency, statistical measures. Choose a
strategy from Rojas Math/Science Vocabulary Tools in order to reinforce vocabulary.
Step 4: Differentiate/Assessment:
The teacher will use differentiation so that:
 struggling students can work in a small group with teacher assistance to complete Independent Practice Unit 10 Lesson 3 (S.E.
pp. 229-232 or McDougall Littell Course 3 pp. 270-279 to be able to select the appropriate measure of central tendency or range
to describe a set of data (8.12A)
 on level learners will independently complete Independent Practice Unit 10 Lesson 3 (S.E. pp. 229-232
 advanced learners will complete the problem on p. 233 S.E.
√How do I choose the appropriate measure of central tendency or range to describe a set of data?
 of Mode, Mean, Median cards (Unit 10
Lesson 3, p. 2) Cards can also be found
in Appendix CD in back of T.E.
 T.E. pp. 454-458
 S. E. p. 226-228
Step 4: Differentiate/Assessment:
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4).
 Unit 10 Lesson 3
 T.E. pp. 459-466
 S. E. p. 229-234
 McDougall Littell Course 3 pp. 270-279

How do I recognize misuses of graphical or numerical information to determine if the information presented is correct?
Suggested Homework: Multiple choice questions 1-4 p. 234 of S.E. In addition to choosing the correct answer, students should
write an explanation about why the answer is correct.
Days 11 – 12: Accelerated Curriculum for Mathematics Grade 8 TAKS (Region 4) Unit 10 Lesson 4
This lesson will take 2 days.
Step 2: Interactive Learning:
 Prompt the students to count the number of letters in their full names and write it on a piece of paper so it is visible to the entire
class so that the students can stand in from of the room with their papers.
 Ask students how they could organize themselves into a human histogram and have the students create a human histogram (See
T.E. p. 468 for suggestions).
 Use the Facilitation Questions (T.E. p. 468) to lead a class discussion after creating the histogram.
Step 3: Visual Learning and Practice:
Choose a strategy from the list of Grouping Strategies in order to create groups of 4.
 Distribute 4 sheets of blank paper, scissors, tape or glue and a set of Displaying Data Cards(Unit 10 Lesson 4, pp. 1-3) to each
group of students.
 Display Transparency: To-Do List (Unit 10 Lesson 4, p. 4) and prompt students to follow the steps outlined on the transparency so
that students will select and use an appropriate representation for presenting and displaying relationships among collected data
(8.12C)
 The teacher should be actively monitoring student work and asking Facilitation Questions when appropriate so that students can
verbalize their understanding of the concepts.
 Debrief Displaying Data using the Facilitation Questions to lead the discussion (T.E. pp.475 – 477).
 Focus on the following vocabulary: histogram, bar graph, circle graph, interval, scale. Choose a strategy from Rojas
Math/Science Vocabulary Tools in order to reinforce vocabulary.
 Students should complete Let’s Get Graphing (S.E. p. 235) so that students will select and use an appropriate representation for
presenting and displaying relationships among collected data (8.12C)
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Step 2: Interactive Learning:
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10, Lesson 4
 T.E. p. 468
Step 3: Visual Leaning and Practice:
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10, Lesson 4
 Displaying Data Cards(Unit 10 Lesson 4,
pp. 1-3)
 Transparency: To-Do List (Unit 10
Lesson 4, p. 4) Can also be found in
Appendix CD in back of T.E.
 Clue Cards (Unit 10 Lesson 4 p. 5)
 T.E. p. 469 – 484
 S.E. p. 235 - 237
Page 18 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Distribute a set of Clue Cards (Unit 10 Lesson 4 p. 5) to each group of students so that students use their Clue Cards to complete
Summer Job (S. E. pp. 236-237)
 Actively monitor and use the Facilitation Questions (T.E. p. 479) as appropriate.
 Display the data list on Transparency: Amy’s Job (Link to Unit 10 Lesson 4, p. 6) and prompt students to verify that this data
meets the conditions stated on the Clue Cards.
 Use the Facilitation Questions (T.E. p. 481-483) to lead the discussion and students will evaluate methods of sampling to
determine validity of an inference made from a set of data (8.13A)
 Display Transparency: Box and Whisker Plots (Link to Unit 10 Lesson 4, p. 7).
 Prompt students to work with their group to create a box and whisker plot of the data list they created on Summer Job. Students
can create the box and whisker plot below the number line that was used to create the line plot.
 Focus on the following vocabulary: box and whisker plot, lower quartile, upper quartile, minimum, maximum, median. Choose a
strategy from Rojas Math/Science Vocabulary Tools in order to reinforce vocabulary.
Step 4: Differentiate/Assessment:
The teacher will use differentiation so that:
 struggling students will select and use an appropriate representation for presenting and displaying relationships among collected
data (8.12C) by completing Independent Practice Unit 10 Lesson 4 (S.E. pp. 238 – 241) while working in a small group with the
teacher. (Graded Assignment)
 on level students will complete the Independent Practice Unit 10 Lesson 4. (S.E. pp. 238 – 241) (Graded Assignment)
 advanced students will complete the problem Yummy in My Tummy (S.E. p. 242) (Graded Assignment)
Step 4: Differentiate/Assessment:
 Accelerated Curriculum for Mathematics
Grade 8 TAKS (Region 4)
 Unit 10, Lesson 4
 T.E. p. 485 – 490
 S.E. p. 238 - 244
√How do I evaluate methods of sampling to determine validity of an inference made from a set of data?
How do I recognize misuses of graphical or numerical information to determine if the information presented is correct?
Suggested Homework: pp 243-244
Day 13
Assessment/Reteach
 Give the Probability Assessment to each student. Answer Key on p. 491 of T.E. so that students will demonstrate their knowledge
of the TEKS in Objective 5.
 Use the data from the assessment to assist students with concepts they have not yet mastered.
Day 14
Exemplars Problem Solving Task-Rectangle Box vs. Cube
Content Vocabulary:
 ratio
 probability
 outcomes
 experimental probability
 interval
 scale
 theoretical probability
 median
 mode
 range
 measures of central tendency
 upper quartile
SAISD © 2010-2011 – Third Grading Period
 dependent event
 scatterplots
 relationship
 negative trend
 box and whisker plot
 lower quartile
 positive trend
 statistical measures
 histogram
 bar graph
 circle graph
 minimum
 maximum independent event mean
Mathematics Grade 8
Assessment/Reteach:
 Probability Assessment (Assessment
can also be found in Appendix CD in
back of T.E.)
 T.E. p. 491 for answer key.
Rectangle Box vs. Cube
TAKS Vocabulary
 select
 draw conclusions
 evaluate
 recognize
*Reference McDougal Littell Textbook for
English-Spanish Glossary for ELL students.
Page 19 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Formative Mini Assessments
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
2006 Exit Level TAKS
TEKS 8.11A – 2006 TAKS #37
2006 Exit Level TAKS
TEKS 8.12A – 2006 TAKS #26
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 20 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
TEKS 8.13A – 2006 TAKS #23
SAT Practice Test Question
SAISD © 2010-2011 – Third Grading Period
Mathematics Grade 8
Page 21 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.