2. Use the relationship between the probability of an event and and the probability of its complement.

Transcription

1 ACT NON NEGOTIABLE STANDARDS- TO BE TAUGHT: 1. Solve one-step equations having integer or decimal answers 2. Use the relationship between the probability of an event and and the probability of its complement. 3. Exhibit some knowledge of the angles associated with parallel lines 4. Estimate of calculate the length of a line segment based on other lengths given on a geometric figure. 5. Compute the perimeter of polygons when all side lengths are given 6. Compute the area of rectangles when whole number dimensions are given 1! Intellectual Property of McCracken County Public Schools

2 #3 Domain: The Number System Standard: CC.8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. Targets: KNOWLEDGE: (1) recognize the difference between rational and irrational numbers Ex. (pi) is one example of an irrational number REASONING: (1) explain the different types of irrational numbers (2) interpret the difference between irrational and rational numbers (3) expansion of decimals (rational) and conversion of decimal expansion rational irrational decimal expression -apply fractions, decimals, and % in a mathematical situation- locate on a line -explain the difference between rational and irrational numbers (give an example of each) -convert rational and irrational numbers to their decimal expansion Did student accurately demonstrate: -knowledge of rational and irrational numbers and give examples? -conversion of rational and irrational numbers to their decimal expansion -application of fractions, decimals, and % graph them on a number line 2! Intellectual Property of McCracken County Public Schools

3 #6 Domain: Expressions and Equations Standard: CC.8.EE.7a 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 and b are different numbers). Targets: KNOWLEDGE: (1) solve equations with one solution, no solution, and infinitely many solutions (2) students give examples of equations that show simpler form for such that x = a REASONING: (1) distinguish between the solution for equations, understand and explain the reason for one solution, or infinitely many solutions infinitely solutions equivalent Solve linear equations having: one solution: x+5 = 12 (x=7) no solution: x+5 = x+6 (5 does not equal 6) infinitely many solution: x+5=x+5 (5=5) Can my students: -solve different types of linear equations involving one solution, no solution, infinitely many solutions as well as understand and explain those differences 3! Intellectual Property of McCracken County Public Schools

4 #7 Domain: Expressions and Equations Standard: CC.8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Targets: KNOWLEDGE: (1) solve multi-step equations with rational number coefficients and expanding expressions REASONING: (1) use the distributive property and combine like terms coefficients distributive property rational numbers Solve equations with rational number coefficients, distributive property, combining like terms Can my students solve equations: -involving any (all) types of rational number coefficients -involving the distributive property -involving like terms 4! Intellectual Property of McCracken County Public Schools

5 #2 Domain: Functions Standard: CC.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. Targets: KNOWLEDGE: (1) describe the slope of a line (2) describe the difference between linear and non-linear REASONING: (1) explain/analyze why the function increases or decreases linear or non-linear SKILL: (1) describe a function verbally PRODUCT: (1) sketch a graph that shows a verbally described function qualitative facts linear non-linear slope Describe the difference between linear and non-linear Describe and sketch the four kinds of slope Verbally describe to your partner four kinds of slope Can my students accurately: -identify linear as a straight line and non-linear as anything not straight -describe and sketch positive, negative, none, and undefined or zero slopes -verbally describe slopes 5! Intellectual Property of McCracken County Public Schools

6 #1 Domain: Functions Standard: CC.8.F.1 Understand 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.1 Targets: KNOWLEDGE: (1) students will understand input and output relationships of functions with tables and graphs (2) students will learn that x is the input and y is the output function input/output ordered pairs What is a function? Construct a function table with a given equation, then graph the function (Did your students master the standard and how do you know?) Do my students know: -a function is a relationship where every x (input) has exactly one y (output) -how to create a function table, given an equation -to accurately graph the function 6! Intellectual Property of McCracken County Public Schools

7 #3 Domain: Functions Standard: CC.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 and a linear function represented by an algebraic expression, determine which function has the greater rate of change. Targets: KNOWLEDGE: (1) identify functions algebraically, graphically, and numerically involving real world situations REASONING: (1) compare and contrast two functions with different representations (2) draw conclusions based on those different representations linear function algebraic expression rate of change rate of change Given an algebraic equation, table and graph explain how each is or is not a function and why Compare and contrast two function with different representations verbally Do my students: -exhibit understanding that an algebraic equation with a power >1 is not a function -that in a table, all x values must have exactly 1 y value to be a function -that a graph must pass the vertical line test to be a function 7! Intellectual Property of McCracken County Public Schools

8 8! Intellectual Property of McCracken County Public Schools