I can demonstrate for rational numbers that the decimal expansion repeats eventually.
|
|
- Dora Elliott
- 5 years ago
- Views:
Transcription
1 Grade 8 Math Length of Class: School Year Program/Text Used: Competency 1: The Number Systems - Students will demonstrate the ability to know that there are numbers that are not rational and approximate them by rational numbers. Performance Advanced Indicator(s) (In addition to B ) Students will know that numbers that are not rational are called irrational, understand informally that every number has a decimal expansion, and, for rational numbers, show that the decimal expansion repeats eventually. I can convert a decimal expansion which repeats eventually into a rational number. I can demonstrate for rational numbers that the decimal expansion repeats eventually. I can understand that numbers that are not rational are called irrational. I can recognize that 2 is irrational. I can understand informally that every number has a decimal expansion. I inconsistently know that numbers that are not rational are called irrational. I can understand informally that every number has a decimal expansion Students will be able to calculate rational approximations of irrational numbers to compare the size of irrational numbers. I can explain how to continue on to get better approximations. I can estimate the value of expressions (e.g., 2 ). For example, by truncating the decimal expansion of 2, show that 2 is between 1 and 2, then between 1.4 and 1.5. I can use rational approximations of irrational numbers to compare the size of irrational numbers and locate them approximately on a number line diagram. I can use rational approximations or irrational numbers to compare the size of irrational numbers and locate them on a number line diagram
2 Competency 2: Expressions and Equations - Students will demonstrate the ability to work with radicals and integer exponents; understand the connections between proportional relationships, lines, and linear equations; and analyze and solve linear equations and pairs of simultaneous linear equations. Performance Indicator(s) Advanced Students will know and apply the properties of integer exponents to generate equivalent numerical expressions. Students will use square and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. Students will be able to express numbers using scientific notation. I can prove the properties of integer exponents. I can express how many times as much one is than the other. For example, estimate the population of the United States as and the population of the world as , and determine that the world population is more than 20 times larger. I can apply the properties of integer exponents to generate equivalent numerical expressions. I can use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. I can perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. I can interpret scientific notation that has been generated by technology. I can recognize the properties of integer exponents to generate equivalent numerical expressions. For example, = 3 3 = 1/3 3 = 1/27. I can evaluate square roots of small perfect squares and cube roots of small perfect cubes. I can use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities. I can recognize the properties of integer exponents to generate equivalent numerical expressions I can evaluate square roots of small perfect squares and cube roots of small perfect cubes I can use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities
3 Competency 2: Expressions and Equations, cont. Performance Indicator(s) Advanced Students will graph I can compare two proportional relationships. different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater Students will use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. Students will recognize the slope and y-intercept of a line given its equation y = mx + b. Students can create the equation y = mx + b given the graph of a line. speed. I can derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b. I can derive the equation of y = mx + b given the coordinates of two points on the line or the two intercepts or any combination thereof. I can interpret the unit rate as the slope of the graph. I can use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. I can create the equation of y = mx + b given the coordinates of a point and the line s slope. I can create the equation of a line from a graph. I can graph proportional relationships. I can recognize that similar triangles can be used to show the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane. I can recognize the slope and y-intercept of a line given its equation y = mx + b. I can create the equation y = mx + b given the graph of a line. I can graph proportional relationships I can recognize that similar triangles can be used to show the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane inconsistently or I can recognize the slope and y-intercept of a line given its equation y = mx + b incompletely or
4 Competency 2: Expressions and Equations, cont Performance Indicator(s) Advanced Students will identify I can apply the various linear equations in one solution types to variable with one solution, appropriate real-life infinitely many solutions, situations. or no solutions and show which of these possibilities is the case. Students will solve linear equations in one variable with integer coefficients, including equations whose solutions require either expanding expressions using the distributive property or combining like terms with the variable on one side. I can solve linear equations in one variable with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and combining like terms with the variable on both sides of the equation. I can solve linear equations in one variable with one solution, infinitely many solutions, or no solutions and explain which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x=a, a=a, or a=b results (where a and b are different numbers). I can solve linear equations in one variable with integer coefficients, including equations whose solutions require expanding expressions using the distributive property and combining like terms with the variable on both sides of the equation. I can identify linear equations in one variable with one solution, infinitely many solutions, or no solutions and show which of these possibilities is the case. I can solve linear equations in one variable with integer coefficients, including equations whose solutions require either expanding expressions using the distributive property or combining like terms with the variable on one side. I can identify linear equations in one variable with one solution, infinitely many solutions, or no solutions and show which of these possibilities is the case I can solve linear equations in one variable with integer coefficients, including equations whose solutions require either expanding expressions using the distributive property or combining like terms with the variable on one side
5 Competency 2: Expressions and Equations cont Performance Indicator(s) Advanced Students will understand I can solve real-world and that solutions to a system mathematical problems of two linear equations in leading to two linear two variables correspond equations in two variables. to points of intersection of For example, given their graphs, because coordinates for two pairs points of intersection of points, I can determine satisfy both equations whether the line through simultaneously. the first pair of points intersects the line through the second pair using any method of solving systems of linear equations. I can solve systems of two linear equations in two variables algebraically and explain what the solution means. I can identify the solution type: one solution, infinitely many solutions, or no solution, given a graph of a pair of simultaneous linear equations. I can estimate solutions by graphing the equations. I can solve simple cases by inspection. For example, 3x+2y=5 and 3x+2y=6 have no solution because 3x+2y cannot simultaneously be 5 and 6. I can identify the solution type: one solution, infinitely many solutions, or no solution, given a graph of a pair of simultaneous linear equations, inconsistently or I can inaccurately estimate solutions by graphing the equations. I can solve simple cases by inspection inconsistently or
6 Competency 3: Functions - Students will demonstrate the ability to define, evaluate, and compare functions as well as use functions to model relationships between quantities. Performance Indicator(s) Students will define that a function is a rule that assigns to each input exactly one output; understand the graph of a function is the set of ordered pairs consisting of an input and the corresponding output; and interpret the equation y=mx+b as defining a linear function, whose graph is a straight line. Students will determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. Students will describe qualitatively the functional relationship between two quantities by analyzing a graph. Advanced I can analyze examples of functions that are nonlinear. For example, the function A=s 2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. I can construct a function to model a linear relationship between two quantities. I can design real-world scenarios (linear and nonlinear), represent the scenarios graphically and analyze the graphs. I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, I can determine which function has the greater rate of change. I can interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. I can construct a graph that exhibits the qualitative features of a linear and nonlinear function that has been described verbally. I can define that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. I can interpret the equation y=mx+b as defining a linear function, whose graph is a straight line. Given various graphs, I can identify which are or are not linear functions. I can determine the rate of change and initial value of the function from a description of a relationship or from two (x,y) values, including reading these from a table or from a graph. I can describe qualitatively the functional relationship between two quantities by analyzing a graph For example, I can identify where the function is increasing or decreasing, linear or nonlinear. I can define that a function is a rule that assigns to each input exactly one output inconsistently or I can interpret the equation y=mx+b as defining a linear function inconsistently or I can determine the rate of change and initial value of the function from a description of a relationship I can describe qualitatively the functional relationship between two quantities by analyzing a graph
7 Competency 4: Geometry - Students will demonstrate the ability to understand congruence, similarity, and angle relationships using physical models, transparencies, or geometry software; understand and apply the Pythagorean Theorem; and solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Performance Indicator(s) Students will show that a two-dimensional figure is congruent to another through a sequence of rotations, reflections, and translations and describe the sequence that exhibits the congruence between them. Students will understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations. Advanced I can identify and analyze the concept of congruency as it relates to a real-world situation. I can identify and analyze the concept of similarity as it relates to a real-world situation. I can create a congruent figure when given the original two-dimensional shape. I can describe the effect of dilations on twodimensional figures using coordinates. I can show that a twodimensional figure is congruent to another through a sequence of rotations, reflections, and translations. Given two congruent figures, I can describe a sequence that exhibits the congruence between them. I can understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations. Given two similar twodimensional figures, I can describe a sequence that exhibits the similarity between them. I can show that a twodimensional figure is congruent to another through a sequence of rotations, reflections, and translations I can understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations inconsistently or
8 Competency 4: Geometry, cont. Performance Indicator(s) Advanced Students will verify experimentally the properties of rotations, reflections, and translations. Students will use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. I can analyze the effect of translations, rotations, and reflections in real-world situations. I can identify and analyze a real-world situation using angle relationships of triangles and parallel lines cut by a transversal. I can describe the effect of translations, rotations, and reflections on twodimensional figures using coordinates. I can determine numerical measures of angles, given algebraic expressions for angle measurements. I can verify experimentally the properties of rotations, reflections, and translations: a. Lines are taken to lines, and line segments to line segments of the same length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines. I can use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, I can arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. I can verify experimentally the properties of rotations, reflections, and translations I can use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles
9 Competency 4: Geometry, cont. Performance Indicator(s) Students will understand and apply the Pythagorean Theorem. Students will recognize and match formulas for the volumes with the appropriate threedimensional objects of cones, cylinders, and spheres. Advanced (In addition to ) I can explain a formal proof of the Pythagorean Theorem and its converse. I can apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in three dimensions. I can determine the unknown dimension of a cone, cylinder, and sphere, given the volume in a realworld situation. I can apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two dimensions. I can apply the Pythagorean Theorem to find the distance between two points in a coordinate system. I can use the formulas for the volumes of cones, cylinders, and spheres to solve real-world and mathematical problems. I can state the Pythagorean Theorem and its converse using words and symbols. I can determine if a triangle is a right triangle. I can explain an informal proof of the Pythagorean Theorem and its converse. I can recognize and match formulas for the volumes with the appropriate threedimensional objects of cones, cylinders, and spheres. I can state the Pythagorean Theorem and its converse using words and symbols with error. I can determine if a triangle is a right triangle, or explain an informal proof of the Pythagorean Theorem and its converse, I can recognize and match formulas for the volumes with the appropriate threedimensional objects of cones, cylinders, and spheres
10 Competency 5: Statistics and Probability - Students will demonstrate the ability to investigate patterns of association in bivariate data. Performance Indicator(s) Students will interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Students will understand that straight lines are widely used to model relationships between two quantitative variables. Advanced I can collect bivariate measurement data, construct, and interpret scatter plots to investigate patterns of association between two quantities. I can formally fit a straight line and formally assess the model fit for scatter plots that suggest a linear association. I can construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. I can informally fit a straight line and informally assess the model fit by judging the closeness of the data point to the line for scatter plots that suggest a linear association. I can interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. I can describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. I can understand that straight lines are widely used to model relationships between two quantitative variables. I can use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, I can interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in a mature plant height. I can interpret and describe scatter plots for bivariate measurement data to investigate patterns of association between two quantities I can understand that straight lines are widely used to model relationships between two quantitative variables I can use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept
11 Competency 5: Statistics and Probability, cont. Performance Indicator(s) Advanced (In addition to ) Students will understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table and use relative frequencies to describe possible association between the two variables. I can calculate relative frequencies for rows and columns to describe possible association between the two variables. I can construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. For example, I can collect data from students in [your] my class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? I can understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. I can use relative frequencies calculated for rows or columns to describe possible association between the two variables. I can understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table I can use relative frequencies calculated for rows or columns to describe possible association between the two variables Competency 6: Fact Fluency - Students will demonstrate the ability to quickly and accurately verbalize and compute fact fluency. Performance Indicator(s) Students will be able to demonstrate the ability to accurately and efficiently perform basic mathematical skills. I can demonstrate fluency with addition, subtraction, multiplication, and division facts both mentally and with paper and pencil. I inconsistently demonstrate fluency with addition, subtraction, multiplication, or division facts both mentally and with paper and pencil.
Diocese of Erie Mathematics Curriculum Eighth Grade August 2012
The Number System 8.NS Know that there are numbers that are not rational, and approximate them by rational numbers 1 1. Know that numbers that are not rational are called irrational. 1 2. Understand informally
More informationCorrelation of Final Common Core Standards (06/02/10) Grade 8 to UCSMP Algebra, 2008
Correlation of Final Common Core Standards (06/02/10) Grade 8 to UCSMP Algebra, 2008 Final Common Core Standards (06/02/10) Lessons Page References The Number System Know that there are numbers that are
More informationMiddle School Math 3 Grade 8
Unit Activity Correlations to Common Core State Standards Middle School Math 3 Grade 8 Table of Contents The Number System 1 Expressions and Equations 1 Functions 3 Geometry 4 Statistics and Probability
More informationDRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 8 MATH
Module 1 - Math Test: 10/8/2015 Work with radicals and integer exponents. 8.EE.1 8.EE.2 * 8.EE.3 * 8.EE.4 * Know and apply the properties of integer exponents to generate equivalent numerical expressions.
More informationIA_CCSS_Math Math (2011) Grade 8
IA_CCSS_Math Math (2011) Grade 8 8 In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association
More informationAHSAA Homeschool Student Eligibility Exams Mathematics Grade 8
8.NS 8.NS.1 8.NS.2 8.EE 8.EE.3 8.EE.4 8.EE.5 8.EE.6 AHSAA Homeschool Student Eligibility Exams Mathematics Grade 8 The Number System, Expressions and Equations 40% The Number System Know that there are
More informationMathematics Grade 8. Prepublication Version, April 2013 California Department of Education 51
Mathematics In, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear
More informationGrade 8 Math Spring 2017 Item Release
Grade 8 Math Spring 2017 Item Release 1 Grade 8 Reporting Category: Expressions and Equations Question 2 16701 Content Cluster: Investigate patterns of association in bivariate data. Content Standard:
More informationSequence of Grade 8 Modules Aligned with the Standards
Sequence of Grade 8 Modules Aligned with the Standards Module 1: The Number System and Properties of Exponents Module 2: Congruence Module 3: Similarity Module 4: Linear Equations Module 5: Examples of
More information8.EE.7a; 8.EE.7b 1.3 (Extra) 7 I can rewrite equations to solve for a different variable. 8.EE.7 1.4
Pre-Algebra Curriculum Map: (122 days) Unit #1: Algebra: Equations and Graphing (15 days) : Big Ideas Chapter 1 s: 8.EE.7a-b 1 I can solve one and two step equations. (1 day) 8.EE.7a; 8.EE.7b 1.1 (Extra)
More informationCOMMON CORE STATE STANDARDS FOR
COMMON CORE STATE STANDARDS FOR Mathematics (CCSSM) Grade 8 Mathematics Grade 8 In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and
More informationB L U E V A L L E Y D I S T R I C T C U R R I C U L U M MATHEMATICS Integrated Algebra 8
B L U E V A L L E Y D I S T R I C T C U R R I C U L U M MATHEMATICS Integrated Algebra 8 Book/Quarter ORGANIZING THEME/TOPIC FOCUS STANDARDS & SKILLS Looking for Pythagoras (Quarter 1) Square and Cube
More informationGRADE 8. Know that there are numbers that are not rational, and approximate them by rational numbers.
GRADE 8 Students will: The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers that are not rational are called irrational. Understand
More informationEighth Grade Mathematics
Description The Appleton Area School District middle school mathematics program provides students opportunities to develop mathematical skills in thinking and applying problem-solving strategies. The framework
More informationMD College and Career Ready Standards: Grade 8 Math
8.NS The Number System 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1 Know that numbers that are not rational are called irrational. Understand
More informationPre-Algebra 8 Overview
Pre-Algebra 8 Overview Pre-Algebra 8 content is organized into five domains for focused study as outlined below in the column to the left. The Pre-Algebra 8 domains listed in bold print on the shaded bars
More informationGrade 8 Yearlong Mathematics Map
rade 8 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments NS NS Common Core State Standards Standards
More informationTest Blueprint ATI AzMERIT Math 08 Gr. CBAS #1 TE AZ-8.NS THE NUMBER SYSTEM. 6.7% on Test. # on AP. % on Test. # on Test
Blueprint 2016-17 ATI AzMERIT Math 08 Gr. CBAS #1 TE AZ-8.NS THE NUMBER SYSTEM 6.7 Page 1 AZ-8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
More informationArkansas Mathematics Standards Grade
Arkansas Mathematics Standards Grade 8 2016 The Number System AR.Math.Content.8.NS.A.1 Know that there are numbers that are not rational, and approximate them by rational numbers Know that numbers that
More informationFirst Six Weeks Math Standards Sequence Grade 8 Domain Cluster Standard Dates The Number System
First Six Weeks Math Stards Sequence Grade 8 Domain Cluster Stard Dates The Number System The Number System Know that there are numbers that are not rational, approximate them by rational numbers. Know
More informationOakwood City School District Grade Eight Mathematics. Grade Eight Mathematics
Grade Eight Course Description In Grade Eight, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling and association
More informationRepeated Reasoning. Reason A & Q. Make sense. Construct & Critique. Model Tools Precision Structure NS
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation,
More informationGrade 8 Common Core Lesson Correlation
8.NS The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.1 8.NS.2 Know that numbers that are not rational are called irrational. Understand
More informationMath 8 CCSS Guide. Unit 1 Variables, Expressions and Equations (Chapters 1, 2 and 5)
Math 8 CCSS Guide Unit 1 Variables, Expressions and Equations (Chapters 1, 2 and 5) 1.1 Expressions and Variables 1.2 Powers and exponents 1.3 Review Order of operations and variables 1.8 The Coordinate
More information8 th Grade Math Instructional Guide. 1 st Quarter Expressions and Equations (Exponents) and the Number System. 8 th Math Draft 6/7/16 1
8 th Grade Math Instructional Guide Students should continue to develop proficiency with the Common Core s for Mathematical 1. Make sense of problems and persevere in solving them. 2. Reason abstractly
More informationFocus Topic 1 Graphing Proportional Relationships Including Similar Triangles & Unit Rates (3 Weeks)
8th Grade Math Curriculum Map 2013-2014 Focus Topic 1 Graphing Proportional Relationships Including Similar Triangles & Unit Rates (3 Weeks) 8.EE.B.5 Graph proportional relationships, interpreting the
More informationStandards to Topics. Louisiana Student Standards for Mathematics Mathematics 8 Grade 8
Standards to Topics Louisiana Student Standards for Mathematics Mathematics 8 8.NS.A.01 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal
More information3 RD 9 WEEKS. EE 1 EE 3 EE 4 EE 7a EE 7b EE 8a EE 8b EE 8c SP 1 SP 2 SP 3 SP 4 F 2 F 3 F 5
1ST 9 WEEKS 2ND 9 WEEKS 3 RD 9 WEEKS 4 TH 9 WEEKS NS 1 NS 2 EE 2 G 1 G 2 G 3 G 4 G 5 EE 1 G 9 G 6 G 7 G 8 G 5 EE 5 EE 6 F 1 F 2 EE 1 EE 3 EE 4 EE 7a EE 7b EE 8a EE 8b EE 8c SP 1 SP 2 SP 3 SP 4 SP 4 SP
More informationDays 1-2: Perfect Squares/ Perfect Cubes Days 3-4: Square Roots of Perfect Squares /Cube Roots of
Common Core 8 Math Regular Pacing Guide Unit & Days Objectives Topic Performance Tasks QUARTER 1 PACING GUIDE Unit 1: Number Sense-Squares, Square Roots, Cubes & Cube Roots 8.EE.2 Use square root and cube
More informationBPS PreAlgebra Math Planning Guide
BPS PreAlgebra Math Planning Guide 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Mathematical Practice Standards: Vehicle for All Content 1. Make sense of problems and persevere in solving them. 2. Reason abstractly
More informationPittsburg Unified School District. Math 8 CCSS. Teaching Guide for Mathematics Common Core Curriculum REVISED
Pittsburg Unified School District Math 8 CCSS Teaching Guide for Mathematics Common Core Curriculum 2015-2016 REVISED 7.31.15 Benchmark 1 (21% of standards/20 Q) Unit 1: 8.G.1a, b, c 8.G.2 8.G.3 8.G.4
More informationI can Statements Grade 8 Mathematics
I can Statements Grade 8 Mathematics ! I can Statements Grade 8 Mathematics Unit 1 I can: 8.EE.1 know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.3
More informationApril 2016 Draft. Mathematics Florida Standards (MAFS) Correlation to Eureka Math Page 1. eureka-math.org 2016 Great Minds
Mathematics Florida Standards (MAFS) Correlation to Eureka Math Grade 8 April 2016 Draft Mathematics Florida Standards (MAFS) Correlation to Eureka Math Page 1 Grade 8 Mathematics The Grade 8 Mathematics
More informationCurriculum Map Grade 8 Math
Curriculum Map Grade 8 Math Sept. Oct. Nov. Dec. Jan. September 6 October 5 October 9 November 2 November 5 - November 30 December 3 December 21 January 2 January 16 G R A D E 8 Solving Equations: ~Solving
More informationMathematics Grade 8 focuses on three critical areas:
Mathematics Grade 8 focuses on three critical areas: (1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations
More informationFive District Partnership 1
Five District Partnership 1 Grade 8 Math Year-Long Plan Overview Standards Shorthand Description Sept-Oct Nov-Dec Jan-Feb Mar-Apr May-June 8.NS.1 Rational numbers & decimal expansions X 8.NS.2 Irrational
More informationThe School District of Palm Beach County M/J GRADE 8 PRE-ALGEBRA Unit 1: Real Numbers, Exponents & Scientific Notation
MAFS.8.EE.1.1 NO MAFS.8.EE.1.2 MAFS.8.EE.1.3 NO MAFS.8.EE.1.4 NO MAFS.8.NS.1.1 NO MAFS.8.NS.1.2 NO Unit 1: Real Numbers, Exponents & Scientific Notation 2015-2016 Mathematics Florida Know and apply the
More informationI can calculate percent of change. I can calculate percent increases (sales tax, tip/gratuity, commission, fees, markup, etc ).
RATIO & PROPORTIONAL RELATIONSHIPS 7.RP.: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions,
More information8.G.1. Illustrative Mathematics Unit 1. 8.G.1a 8.G.2 8.G.3. 8.G.1c. Illustrative Mathematics Unit 2 8.G.2
Illustrative Mathematics Unit 3 Illustrative Mathematics Unit 2 Illustrative Mathematics Unit 1 8.G.1 8.G.1a 8.G.1b 8.G.1c 8.G.2 8.G.3 8.G.1 8.G.2 8.G.3 8.EE.5 8.EE.6 1st Nine Weeks Rigid Transformations
More informationMadison County Schools Suggested 8 th Grade Math Pacing Guide for Connected Mathematics
Madison County Schools Suggested 8 th Grade Math Pacing Guide for Connected Mathematics The following Standards have changes from the 2015-16 MS College- and Career-Readiness Standards: Significant Changes
More informationCommon Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)
CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand
More informationMathematics Grade 8 focuses on three critical areas:
Mathematics Grade 8 focuses on three critical areas: (1) Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations
More informationCK-12 Middle School Math Grade 8
CK-12 Middle School Math aligned with COMMON CORE MATH STATE STANDARDS INITIATIVE Middle School Standards for Math Content Common Core Math Standards for CK-12 Middle School Math The Number System (8.NS)
More informationUNIT 1 Unit Title: The Number System Unit Description: Know that there are numbers that are not rational, and approximate them by rational numbers
Milford Public Schools Curriculum Department: Mathematics Course Name: Grade 8 Math UNIT 1 Unit Title: The Number System Unit Description: Know that there are numbers that are not rational, and approximate
More informationSubject Area: Mathematics State-Funded Course: Mathematics/Grade 8
FORMAT FOR CORRELATION TO THE COMMON CORE GEORGIA PERFORMANCE STANDARDS (CCGPS) Subject Area: Mathematics State-Funded Course: 27.02300 Mathematics/Grade 8 Textbook Title: CCSS Mathematics Grade 8 Publisher:
More informationCommon Core State Standards with California Additions 1 Standards Map for a Basic Grade-Level Program. Grade Eight Mathematics
Common Core State s with California Additions 1 s Map for a Basic Grade-Level Program Grade Eight Mathematics Publisher 8.NS 1. 8.NS 2. Language Primary Supporting THE NUMBER SYSTEM Know that there are
More informationAIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Eighth Grade The Number System (8.NS) 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers. 1. Know that numbers
More informationMathematics Pacing. Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13. # STUDENT LEARNING OBJECTIVES CCSS Resources
CONTENT AREA: Grade 8 Mathematics Unit 1 Instruction 9/9-10/18/13 Assessment 10/21-10/25/13 Remediation 10/28 11/1/13 UNIT NAME: The Number System # STUDENT LEARNING OBJECTIVES CCSS Resources 1 2 3 4 5
More information8 th Grade Remediation Guide
8 th Grade Remediation Guide Focused remediation helps target the skills students need to more quickly access and practice on-grade level content. This chart is a reference guide for teachers to help them
More informationWashington Island School Grade Level: 8th Subject: Mathematics. Curriculum Map Date Approved: Teacher: Daniel Jaeger
Washington Island School Grade Level: 8th Subject: Mathematics Curriculum Map Date Approved: Teacher: Daniel Jaeger Course Description and Core Principles: Big Ideas Math 8, a common core curriculum is
More informationSCOPE AND SEQUENCE CHART
GSE MATH 8 SCOPE AND SEQUENCE CHART Unit Name Unit Description Georgia Standards of Excellence Unit 1 Exponents and Equations Unit 1: Students explore and understand numbers that are not rational (irrational
More informationMATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient
MATH GRADE 8 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below proficient The Level 2 student is approaching The Level 3 student is proficient
More information7th and 8th Grade Pre-Algebra - General and Resource Room
Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 18, 2016 Lorie Smith, Amy Gottlieb, Amber Rogers, Janet Davidson, Matt Lobban, Sarah-Smith Clark Course Essential Questions: 7th and
More informationCorrelated to the New York State Common Core Mathematics Curriculum. Grade 8. Contents
SADLIER New York Progress Mathematics Correlated to the New York State Common Core Mathematics Curriculum Contents Grade 8 2 Module 1: Integer Exponents and Scientific Notation 4 Module 2: The Concept
More informationCORRELATION OF STANDARDS FOR MATHEMATICAL CONTENT PRENTICE HALL COURSE 3 MATHEMATICS
CORRELATION OF STANDARDS FOR MATHEMATICAL CONTENT PRENTICE HALL COURSE 3 MATHEMATICS The following shows the alignment of Prentice Hall Course 3 Common to the Grade 8 Common Core State Standards for Mathematics.
More informationA TRADITION of EXCELLENCE A VISION for TOMORROW
Pre-Algebra Grade 8 The Number System To successfully complete Grade 8 Pre-Algebra, the learner will Cluster: Know that there are numbers that are not rational, and approximate them by rational numbers.
More informationCommon Core State Standards for Mathematics
A Correlation of To the for Mathematics Table of Contents The Number System... 1 Expressions and Equations... 1 Functions... 4 Geometry... 5 Statistics and Probability... 7 Standards for Mathematical Practices...
More informationGrade 8: Mathematics Curriculum (2010 Common Core) Hamburg School
Focus Topic:RP Ration & Proportional Relationships TSW = The Student Will TSW compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in
More informationAlabama Course of Study Mathematics
A Correlation of Prentice Hall Connected Mathematics 2 (CMP2) with Common Core Investigations Grade 8 to the Alabama Course of Study Mathematics Grade 8 The Number System Know that there are numbers that
More information, Eighth Grade Mathematics, Quarter 1
2017.18, Eighth Grade Mathematics, Quarter 1 The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical
More informationGRADE 8 MATH Curriculum Map
GRADE 8 MATH Curriculum Map Unit #1 (26 days) ~5 weeks Expressions and Equations Analyze and solve linear equations. Simplify linear expressions utilizing the distributive property and collecting like
More informationCommon Core Correlations. Mathematics Grade 8. Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Common Core Correlations Mathematics Grade 8 BENCHMARK CODE 8.EE.1.1 BENCHMARK Know and apply the properties of integer exponents to generate equivalent numerical expressions. SpringBoard Page 72, 73,
More informationGRADE 8 MATH Curriculum Map
GRADE 8 MATH Curriculum Map Unit #1 Analyze and solve linear equations. ~5 weeks Expressions and Equations Simplify linear expressions utilizing the distributive property and collecting like terms. (8.EE.7)
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math Interim Assessment Blocks The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of
More informationSmarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math
Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together
More informationNeshoba Central Middle School 8 th Grade Pacing Guide Pre-Algebra
CCSS Key: The Number System (NS) Expressions and Equations (EE) Functions (F) Geometry (G) Statistics and Probability (SP) NINE WEEKS CCSS MS FRAMEWORK DATE ASSESSED 1 PA.1.b. Formulate and solve standard
More informationHorizontal Progression Recommendations
Greater Albany Public Schools 8 th Grade Math CCSS Pacing Guide Horizontal Progression Recommendations 4 2 Solving Equations 8EE7a-b, 8NS1, 8EE2 5 3 Triangles & Angles with Pythagorean Theorem 6 (5) (end
More informationMiddle School Math Course 3. Correlation of the ALEKS course Middle School Math Course 3 to the Common Core State Standards for Grade 8 (2010)
Middle School Math Course 3 Correlation of the ALEKS course Middle School Math Course 3 to the Common Core State Standards for Grade 8 (2010) 8.NS: The Number System 8.NS.A.1: 8.NS.A.2: = ALEKS course
More informationConnected Mathematics Project 3 (CMP3) 2014
s Map for a Basic Grade Level Program San Diego Unified School District Connected Mathematics Project 3 (CMP3) 2014 Common Core State s with California Additions Grade 8 Mathematics Common Core State s
More informationMathematics Grade 8 PA Alternate Eligible Content
Mathematics Grade 8 PA Content Grade 8 Mathematics Content Approved November 19, 2015 Page 1 PA Reporting Category: M08.A-N The Number System CC.2.1.8.E.1 Distinguish between rational and irrational numbers
More informationEIGHTH GRADE Mathematics Standards for the Archdiocese of Detroit
EIGHTH GRADE Mathematics Standards for the Archdiocese of Detroit The Number System Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1 Know that numbers
More informationGrade 7 Honors Yearlong Mathematics Map
rade 7 Honors Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: PARCC Assessments, Performance Series, District Benchmark Assessments NS NS Common Core State Standards Standards
More informationPacing 8th Grade Math
O.U.R. Unit 1 Big Ideas: Chapters 2 and 3 8.G.1 8.G.1a 8.G.1b 8.G.1c 8.G.3 1st Nine Weeks Rigid Transformations and Congruence Verify experimentally the properties of rotations, reflections, and translations:
More informationPennsylvania System of School Assessment
Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read
More informationSkills available for New York eighth grade math standards
Skills available for New York eighth grade math standards Standards are in bold, followed by a list of the IXL math skills that are aligned to that standard. Students can practice these skills online at
More informationCore Focus on Math and the 2010 Common Core State Standards. Common Core State Standard Clusters
Math and the 2010 Common Core State Standards The table below shows the 2010 Common Core State Standard clusters addressed in depth in each text. Text Title Decimals & Fractions (DF) Common Core State
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationCommon Core State Standards for Mathematics Grade 8 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition 2014
Correlation to the Common Core State Standards for Mathematics Grade 8 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition 2014 Houghton Mifflin Harcourt Go Math, Grade 8 Common Core Edition
More informationPre-Algebra Curriculum Map Unit 1: The Number System M08.A-N Essential Questions Standards Content Skills Vocabulary
Unit 1: The Number System M08.A-N Essential Questions Standards Content Skills Vocabulary Why is it helpful to write numbers in different ways? M08.A-N.1.1.1 Determine whether a number is rational or irrational.
More informationAgile Mind Mathematics 8 Scope & Sequence for Common Core State Standards, DRAFT
Engaging problem-solving situations and effective strategies including appropriate use of tools, proportional reasoning, multiple representations, language and measurement are evident throughout this course.
More informationAchievement Level Descriptors Mathematics Grade 8
Achievement Level Descriptors Mathematics Grade 8 ALD Standard Level 2 Level 3 Level 4 Level 5 Policy demonstrate a below satisfactory level of success with the challenging content of the Florida Standards.
More informationTextbook: Chapter 1 Lesson 1
8 th Grade Math Curriculum Map **Calculators may be used all year on Assessments** Segment 1 6 Weeks Number System [8-NS1] Know that numbers that are not rational are called irrational. Understand informally
More informationApril 2016 Draft. DRAFT New Louisiana Standards for Correlation to Eureka Math Page 1. eureka math.org 2016 Great Minds
DRAFT New Louisiana Standards for 2016 2017 Correlation to Eureka Math Grade 8 April 2016 Draft DRAFT New Louisiana Standards for 2016 2017 Correlation to Eureka Math Page 1 Grade 8 Mathematics The majority
More informationMathematics 8 Essential Curriculum
Mathematics 8 Essential Curriculum The Mathematical Practices The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in
More informationPRAIRIE-HILLS ELEMENTARY SCHOOL DISTRICT th Grade Math Curriculum Map
Month: 5 Weeks Quarter 1 Unit ( 1 ): Real Numbers and Exponents Essential Question(s): Why are quantities represented in multiple ways? How is the universal nature of properties applied to real numbers?
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationMiddle School Math Solution: Course 3
Ohio 8.MP MATHEMATICAL PRACTICES The s for Mathematical Practice describe the skills that mathematics educators should seek to develop in their students. The descriptions of the mathematical practices
More informationCommon Core Math Units Grade 8
Sequenced Units for the Common Core State Standards in Mathematics Prior to, students have written and interpreted expressions, solved equations and inequalities, explored quantitative relationships between
More informationOhio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse
Tutorial Outline Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse exams. Math Tutorials offer targeted instruction,
More information+ Curriculum Mapping Template
+ Curriculum Mapping Template Name: Eichorn/Maiorano, Parent Subject Area: 8 th grade Mathematics 26 Days CMP2/3: Thinking with Mathematical Models What are the key variables in the situation? Is there
More informationBPS Accelerated 7th Grade Math Planning Guide UNIT 7.1: THE NUMBER SYSTEM
Mathematical Practice Standards: Vehicle for All Content Accelerated 7th Grade BPS Suggested Planning Guide BPS Accelerated 7th Grade Math Planning Guide 1. Make sense of problems and persevere in solving
More informationMath 8A. Content Description Content Location U01-L01-A05. Learn: Text. Video U04-L18-A05. Learn: Text and. Video. Learn: Text and U04-L19-A03.
Know that there are numbers that are not rational, and approximate them by rational numbers. NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number
More informationMCPS Math 8 2Q Instructional Guide
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation,
More informationSequence of Math 8 SDC Units Aligned with the California Standards
Sequence of Math 8 SDC Units Aligned with the California Standards Year at a Glance Unit Big Ideas Course 3 Textbook Chapters Dates 1. Equations Ch. 1 Equations 29 days: 9/5/17 10/13/17 2. Transformational
More informationThe descriptions below provide an overview of the concepts and skills that students explore throughout the 8 th grade.
Mathematics Grade 8 The descriptions below provide an overview of the concepts and skills that students explore throughout the 8 th grade. The Number System This is the culminating area for the number
More informationHow do I apply concepts of rational and irrational numbers? Concepts Competencies Resources Assessments CC E.1. number system properties.
M08.A-N The Number System M08.A-N.1 Demonstrate an understanding of rational and irrational numbers. M08.A-N.1.1 Apply concepts of rational and irrational numbers. How do I apply concepts of rational and
More informationPrairie-Hills Elementary School District th Grade Curriculum Map
Month: 5 Weeks Quarter 1 Unit(s): Real Numbers and Exponents Essential Question(s): Why are quantities represented in multiple ways? How is the universal nature of properties applied to real numbers? Standard(s):
More informationThe following Practice Standards and Literacy Skills will be used throughout the course:
Math 8 Curriculum Overview The following Practice Standards and Literacy Skills will be used throughout the course: Standards for Mathematical Practice Literacy Skills for Mathematical Proficiency 1. Make
More informationeducators Common Core Standards Test Bank
great educators Common Core Standards Test Bank Grade 8 Math First Edition Copyright 2012 by Great Educators All rights reserve great educators Great Educators 1106 Old Route 66 St. Robert, MO 65584 Please
More information8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1. Function, linear function, rate of change
8 th Grade Math Curriculum Map Thinking with Math Models Time Line: Marking Period 1 CCSS Essential Questions/ Learning Goals Skills /Vocabulary Formative/ Summative Assessment Resources 8.F.2 Compare
More information