Grade 8 Unit 1 Rational Numbers and Exponents. Assessment Plan

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1 Grade 8 Unit 1 Rational Numbers and Exponents Work with radicals and integer exponents Assessment Plan 8. EE.1 Know and apply properties of integer exponents to generate equivalent expressions (PBA/: Type 1) 8. EE.3 Express estimates of very large or very small numbers using a single digit times an integer power of ten (PBA/: Type 1) 8. EE.4 Perform operations with numbers expressed in scientific notation (PBA/: Type 1) Know there are numbers that are not rationalm and approximate them by rational numbers. 8. NS.1 Understand rational numbers are either terminating or repeating decimals; other numbers are irrational (: Type 1) 8. NS.2 Use rational approximations of irrational numbers to compare and put on number line diagram (: Type 1) Unit Supporting Standards (Supporting standards should be used to create a context for Unit Standards, and should not be explicitly taught) Analyze and solve linear equations and pairs of simultaneous linear equations. 8. EE.7 Solve linear equations in 1 variable (PBA: Type 1) Transfer: Students will apply concepts and procedures involving irrational numbers, radicals, integer exponents, and scientific notation to represent, interpret and solve problems for real-world and mathematical situations. Ex: A pet fish needs 1000 in 3 of open water. If you want your fish tank to be a cube, what should the side length be? Ex: The Andromeda galaxy is approximately miles. The distance from the sun to Earth is approximately miles. Using appropriate technology, about how many times further away is the Andromeda galaxy than the sun? Using the output from the technology, demonstrate your ability to interpret this output by converting the output into standard form. 1

2 Standard Learning Targets Assessment QUESTION # PARCC 8. EE.1 Know and apply properties of integer exponents to generate equivalent expressions 8. EE.3 Express estimates of very large or very small numbers using a single digit times an integer power of ten I can apply the properties of integer exponents to generate equivalent numerical expressions. I can estimate very large or very small quantities using a single digit times a power of ten. I can express how much larger one number expressed as a single digit times a power of ten is than another in the context of the situation. 2, 3, 21,22,23,24,25 6, 7 PBA ETA page 1 8.EE.1 ETA page 6 8.EE.1 PBA ETA page 1 8.EE.3 ETA page 7 8.EE.3 8. EE.4 Perform operations with numbers expressed in scientific notation 8. NS.1 Understand rational numbers are either terminating or repeating decimals; other numbers are irrational I can express numbers in scientific notation. I can perform operations with numbers expressed in scientific notation and a mix of scientific notation and decimal notation. I can choose appropriate units of measurements for a given number in scientific notation. I can interpret scientific notation that has been generated by technology. I can distinguish between rational and irrational numbers. I can convert a decimal expansion which repeats eventually into a rational number. I can convert a fraction into a repeating decimal. 4, 5, 6,7 1, 6, 7, 13, 14, 15, 16 8, , 20 17,18 PBA ETA page 1 8.EE.4 ETA page 8 8.EE.4 ETA page 6 8.NS.1 8. NS.2 Use rational approximations of irrational numbers to compare and put on number line diagram. I can find rational approximations of irrational numbers. I can use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions. 11 ETA page 6 8.NS.2 2

3 PARCC BLUEPRINTS TYPE 1 TYPE 2 1 OR 2 TYPE 3 1 problem 8.EE.1 8.EE.3 8.EE.4 8.NS.1 8.NS.2 3

4 Teacher Reflection What lessons do I need to revise? Are there any other resources I need for this unit? What were some concepts students struggled with? What are some concepts students excelled in? 4

5 A learning target I feel that I mastered is Student Reflection Student(s)/Teacher Discussion I feel I mastered this target because A learning target that I struggled with or am confused about is I feel I struggled with this target because My teacher can best support me by 5

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