Connected Mathematics Project 3 (CMP3) 2014
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1 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
2 Common Core State s with California Additions 1 s Map for a Basic Grade-Level Program Grade Eight Mathematics Publisher 8.NS 1. Language THE NUMBER SYSTEM Know that there are numbers that are not rational, approximate them by rational numbers. Know that numbers that are not rational are called irrational. Underst informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, convert a decimal expansion which repeats eventually into a rational number. 8.NS 2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of 2, show that 2 is between 1 2, then between , explain how to continue on to get better approximations. Inv. 2, 4 1 These stards were originally produced by the Common Core State s Initiative, a state-led effort coordinated by the National Governors Association Center for Best Practices the Council of Chief State School Officers. California additions were made by the State Board of Education when it adopted the Common Core on August 2, 2010 modified pursuant to Senate Bill 1200 located at on January 16, Additions are marked in bold underlined. California Department of Education Common Core State s Map January 16, 2013 Page 2
3 Publisher Language EXPRESSIONS AND EQUATIONS Work with radicals integer exponents. Know apply the properties of integer exponents to generate equivalent numerical expressions. For example, = 3 3 = 1/3 3 = 1/27. 8.EE 1. Inv. 5 8.EE 2. 8.EE 3. Use square root cube root symbols to represent solutions to equations of the form x 2 = p x 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares cube roots of small perfect cubes. Know that 2 is irrational. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, to express how many times as much one is than the other. For example, estimate the population of the United States as the population of the world as , determine that the world population is more than 20 times larger. Inv. 2, 4 Inv. 5 Say It Inv. 3 Inv. 1, 2 California Department of Education Common Core State s Map January 16, 2013 Page 3
4 Publisher 8.EE 4. Language Perform operations with numbers expressed in scientific notation, including problems where both decimal scientific notation are used. Use scientific notation choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. Inv. 5 Underst the connections between proportional relationships, lines, linear equations. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two 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 speed. 8.EE 5. Inv. 2, 3, 4, 5 8.EE 6. 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; derive the equation y = mx for a line through the origin the equation y = mx + b for a line intercepting the vertical axis at b. California Department of Education Common Core State s Map January 16, 2013 Page 4
5 Publisher 8.EE 7a. 8.EE 7b. Language Underst the connections between proportional relationships, lines, linear equations. Solve linear equations in one variable. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show 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 b are different numbers). Solve linear equations in one variable. Solve linear equations with rational number coefficients, including equations whose solutions require exping expressions using the distributive property collecting like terms. Say It Inv. 3 Inv. 2 Say It Inv. 3, 4, 5 Say It Inv. 1, 2 8.EE 8a. Analyze solve pairs of simultaneous linear equations. Underst that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. Inv. 2 Say It Inv. 3 Inv. 1, 2, 3 California Department of Education Common Core State s Map January 16, 2013 Page 5
6 Publisher 8.EE 8b. Language Analyze solve pairs of simultaneous linear equations. Solve systems of two linear equations in two variables algebraically, estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 6. Say It Inv. 3 Inv. 1, 2, 4 8.EE 8c. Analyze solve pairs of simultaneous linear equations. Solve real-world mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. Inv. 2 Say It Inv. 3 Inv. 1, 2, 3, 4 California Department of Education Common Core State s Map January 16, 2013 Page 6
7 Publisher FUNCTIONS Language Define, evaluate, compare functions. 8.F 1. Underst 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 the corresponding output. 2 Inv. 1, 2, 3, 4 Inv. 1, 2, 5 Say It Inv. 2, 3, 4, 5 8.F 2. 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 a linear function represented by an algebraic expression, determine which function has the greater rate of change. Inv. 2 Inv. 1 Say It Inv. 2, 4, 5 2 Function notation is not required in Grade 8. California Department of Education Common Core State s Map January 16, 2013 Page 7
8 Publisher Language 8.F 3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 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) (3,9), which are not on a straight line. Inv. 1, 2, 3, 4 Inv. 1, 5 Say It Inv. 1, 2, 4 Inv. 1 Use functions to model relationships between quantities. 8.F 4. Construct a function to model a linear relationship between two quantities. Determine the rate of change 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. Interpret the rate of change initial value of a linear function in terms of the situation it models, in terms of its graph or a table of values. Inv. 1, 2, 4 Say It Inv. 1 Say It Inv. 5 California Department of Education Common Core State s Map January 16, 2013 Page 8
9 Publisher Language 8.F 5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Inv. 1, 2, 3, 4 Inv. 1, 2 Say It GEOMETRY Underst congruence similarity using physical models, transparencies, or geometry software. 8.G 1a. Verify experimentally the properties of rotations, reflections, translations: Lines are taken to lines, line segments to line segments of the same length. Inv. 1, 2 8.G 1b. Verify experimentally the properties of rotations, reflections, translations: Angles are taken to angles of the same measure. Inv. 1, 2, 3 California Department of Education Common Core State s Map January 16, 2013 Page 9
10 Publisher Language 8.G 1c. Verify experimentally the properties of rotations, reflections, translations: Parallel lines are taken to parallel lines. Inv. 1, 2, 3 8.G 2. Underst that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, translations; given two congruent figures, describe a sequence that exhibits the congruence between them. Inv. 2, 3 8.G 3. Describe the effect of dilations, translations, rotations, reflections on two-dimensional figures using coordinates. Inv. 3, 4 8.G 4. Underst 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, dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Inv. 3, 5 California Department of Education Common Core State s Map January 16, 2013 Page 10
11 Publisher Language 8.G 5. Use informal arguments to establish facts about the angle sum exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, give an argument in terms of transversals why this is so. Inv. 3, 4 Underst apply the Pythagorean Theorem. 8.G 6. Explain a proof of the Pythagorean Theorem its converse. Inv. 2, 3 Inv. 1 8.G 7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world mathematical problems in two three dimensions. Inv. 2, 3, 4, 5 8.G 8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. Inv. 2, 3, 5 Inv. 1 California Department of Education Common Core State s Map January 16, 2013 Page 11
12 Publisher Language Solve real-world mathematical problems involving volume of cylinders, cones, spheres. 8.G 9. Know the formulas for the volumes of cones, cylinders, spheres use them to solve real-world mathematical problems. Say It Inv. 2 STATISTICS AND PROBABILITY Investigate patterns of association in bivariate data. 8.SP 1. Construct interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, nonlinear association. Inv. 1, 2, 3, 4 8.SP 2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, informally assess the model fit by judging the closeness of the data points to the line. Inv. 1, 2, 4 Inv. 5 California Department of Education Common Core State s Map January 16, 2013 Page 12
13 Publisher 8.SP 3. Language Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope intercept. For example, in a linear model for a biology experiment, 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 mature plant height. Inv. 1, 2, 4 Inv. 2 8.SP 4. Underst that patterns of association can also be seen in bivariate categorical data by displaying frequencies relative frequencies in a two-way table. Construct interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Inv. 5 California Department of Education Common Core State s Map January 16, 2013 Page 13
14 Publisher MP 1. Language MATHEMATICAL PRACTICES Make sense of problems persevere in solving them. Inv. 3 Inv. 1, 2, 3, 4 Inv. 2 Say It Inv. 3 Students are engaged every day in solving problems, over time, learn to persevere in solving them. To be effective, the problems embody critical concepts skills have the potential to engage students in making sense of mathematics. Students build understing by reflecting, connecting, communicating. These studentcentered problem situations engage students in articulating the knowns in a problem situation determining a logical solution pathway. California Department of Education Common Core State s Map January 16, 2013 Page 14
15 Publisher (Cont.) MP 1. Language (Cont.) Make sense of problems persevere in solving them. The studentstudent student-teacher dialogues help students not only to make sense of the problems, but also to persevere in finding appropriate strategies to solve them. The suggested questions in the Teacher Guides provide the metacognitive scaffolding to help students monitor refine their problem-solving strategies. California Department of Education Common Core State s Map January 16, 2013 Page 15
16 Publisher Language MP 2. Reason abstractly quantitatively. Inv. 1, 2 Inv. 3 Say It Inv. 3 Inv. 2 Throughout the course, students reason abstractly quantitatively. For example, students use models such as bridges trusses to develop ideas about linear equations, use the Pythagorean Theorem transformations, interpret linear equations in the context of a problem. California Department of Education Common Core State s Map January 16, 2013 Page 16
17 Publisher MP 3. Language Construct viable arguments critique the reasoning of others. Inv. 2, 4 Inv. 1 Inv. 1 Say It Inv. 5 Inv. 1 Students have opportunities to construct viable arguments critique the reasoning of others; for example, students may argue that the slope of a line is the same regardless of which two points on it are chosen, decide whether two sample student answers are correct, work backward with equations, analyze proofs, or look for patterns. California Department of Education Common Core State s Map January 16, 2013 Page 17
18 Publisher Language MP 4. Model with mathematics. Inv. 1, 2, 3, 4 Say It Inv. 2 Inv. 2 Students will model many real-world situations using mathematical representations, including modeling both linear inverse situations using tables, graphs, equations, use grids to model squares, use the scale factor between two similar triangles to determine vertical heights that they are unable to measure, develop expressions to model profit. California Department of Education Common Core State s Map January 16, 2013 Page 18
19 Publisher Language MP 5. Use appropriate tools strategically. Inv. 2 Inv. 5 Inv. 1, 5 Inv. 1, 2, 3, 4 Say It Inv. 2 Inv. 2, 3 Throughout the course, students use tables, graphs, equations, graphing calculators, a mirror meter stick to take measurements to estimate the height of an object, clear plastic cylinders, cones, spheres to determine the relationship among their volumes. California Department of Education Common Core State s Map January 16, 2013 Page 19
20 Publisher Language MP 6. Attend to precision. Inv. 2, 5 Inv. 1, 5 Inv. 2 Say It Students use residual analysis to measure the accuracy of a linear model, finding the most precise value for numbers in order to write decimals as fractions, describe an accurate sequence of transformations, refine the precision of input values to get the best possible estimate. California Department of Education Common Core State s Map January 16, 2013 Page 20
21 Publisher Language MP 7. Look for make use of structure. Inv. 1, 3 Inv. 1, 2, 4, 5 Inv. 1, 2, 3 Say It Inv. 3 Inv. 1 Students will see patterns among fractions that they can represent as repeating decimals, underst the connections between kinds of functions, establish the equivalence of various exponential expressions for a number, write coordinate rules to describe the change of coordinates under a transformation, use graphs tables to solve linear equations. California Department of Education Common Core State s Map January 16, 2013 Page 21
22 Publisher MP 8. Appendix Language Look for express regularity in repeated reasoning. Inv. 3 Inv. 1, 2, 3, 4 Inv. 2 Say It Inv. 3 Throughout this course, students are given the opportunity to apply recognize regular patterns such as inverse variation situations, use fractional growth rates explore percent increases decreases, learn that the linear factors of a quadratic equation reveal a characteristic about its graph, test points below above an inequality to see which region contains its solutions. California Department of Education Posted February 2013 California Department of Education Common Core State s Map January 16, 2013 Page 22
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