Grade 8 Mathematics Curriculum Document 2016-2017

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Grade 8 Mathematics Curriculum Document

2016-2017

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Table of Contents Cover Page Pg. 1 Table of Contents Pg. 2 Trouble Shooting Guide Pg. 3 Best Practices in the Math Classroom Pg. 4 Problem Solving 4-Square Model Pg. 6 Year at a Glance Pg. 7 Mathematics Process Standards Pg. 8 Math Instructional Resources Pg. 9 Bundle 1: Real Number Relationships Pg. 10 Bundle 2: Equations and Inequalities Pg. 16 Bundle 3: Slope and Proportional and Non-Proportional Functions Pg. 21 Bundle 4: Geometry and Measurement- Two-Dimensional Relationships Pg. 36 Bundle 5: Geometry and Measurement- Pythagorean Theorem Pg. 46 Bundle 6: Data Analysis Pg. 51 Bundle 7: Geometry and Measurement- Three- Dimensional Relationships Pg. 59 Bundle 8: Personal Financial Literacy Pg. 65 Bundle 9: STAAR Review and Testing Pg. 73 Bundle 10: Extended Learning Pg. 73 Bundle 11: Continued Extended Learning Pg. 73

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Trouble Shooting Guide

• The 2015-2016 Mathematics Curriculum Document for Grade 8 includes the following features:

• The NISD Curriculum Document is a TEKS-Based Curriculum.

• Year at a Glance Indicating Bundle Titles and Number of Days for Instruction

• Color Coding: Green- Readiness Standards, Yellow- Supporting Standards, Blue- Process Standards,

Purple- ELPS, Strike-Out- Portion of TEKS not Taught in Current Bundle

• NISD Math Instructional Focus Information

• The expectation is that teachers will share additional effective resources with their campus Curriculum &

Instructional Coach for inclusion in the document.

• The NISD Curriculum Document is a working document. Additional resources and information will be

added as they become available.

• **Theresourcesincludedhereprovideteachingexamplesand/ormeaningfullearningexperiencestoaddresstheDistrictCurriculum.InordertoaddresstheTEKStotheproperdepthandcomplexity,teachersareencouragedtouseresourcestothedegreethattheyarecongruentwiththeTEKSandresearch-basedbestpractices.Teachingusingonlythesuggestedresourcesdoesnotguaranteestudentmasteryofallstandards.Teachersmustuseprofessionaljudgmenttoselectamongtheseand/orotherresourcestoteachthedistrictcurriculum.

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NISD Math Focus

Best Practices in the Math Classroom • Teaching for Conceptual Understanding: Math instruction should focus on developing a true understanding of the math concepts being

presented in the classroom. Teachers should avoid teaching “quick tricks” for finding the right answers and instead focus on developing student understanding of the “why” behind the math. Math is not a list of arbitrary steps that need to be memorized and performed, but is, rather, a logical system full of deep connections. When students see math as a set of disconnected steps to follow they tend to hold many misconceptions, make common mistakes, and do not retain what they have learned. However, when students understand the connections they have fewer misconceptions, make less errors, and tend to retain what they have learned.

• Developing Student Understanding through the Concrete-Pictorial-Abstract Approach: When learning a new math concept, students should be taken through a 3-step process of concept development. This process is known as the Concrete-Pictorial-Abstract approach. During the concrete phase, students should participate in hands-on activities using manipulatives to develop an understanding of the concept. During the pictorial phase, students should use pictorial representations to demonstrate the math concepts. This phase often overlaps with the concrete phase as students draw a representation of what they are doing with the manipulatives. During the abstract phase, students use symbols and/or numbers to represent the math concepts. This phase often overlaps with the pictorial phase as students explain their thinking in pictures, numbers, and words. If math concepts are only taught in the abstract level, students attain a very limited understanding of the concepts. However, when students go through the 3-step process of concept development they achieve a much deeper level of understanding.

• Developing Problem Solving Skills through Quality Problem Solving Opportunities: Students should be given opportunities to develop their problem solving skills on a daily basis. One effective approach to problem solving is the think-pair-share approach. Students should first think about and work on the problem independently. Next, students should be given the opportunity to discuss the problem with a partner or small group of other students. Finally, students should be able to share their thinking with the whole group. The teacher can choose students with different approaches to the problem to put their work under a document camera and allow them to talk through their thinking with the class. The focus of daily problem solving should always be Quality over Quantity. It is more important to spend time digging deep into one problem than to only touch the surface of multiple problems.

• Developing Problem Solving Skills through Pictorial Modeling: One of the most important components of students’ problem solving development is the ability to visualize the problem. Students should always draw a pictorial representation of the problem they are trying to solve. A pictorial model helps students to better visualize the problem in order to choose the correct actions needed to solve it. Pictorial modeling in math can be done with pictures as simple as sticks, circles, and boxes. There is no need for detailed artistic representations. One of the most effective forms of pictorial modeling is the strip diagram (or part-part-whole model in lower grades). This type of model allows students to see the relationships between the numbers in the problem in order to choose the proper operations.

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• Developing Students’ Number Sense: The development of number sense is a critical part of a student’s learning in the mathematics classroom. The ability to reason about numbers and their relationships allows students the opportunity to think instead of just following a rote set of procedures. The standard algorithms for computation may provide students with a quick answer, but they do not allow for development of student thinking and reasoning. The standard algorithms should not be abandoned completely, but should be used as one of many ways of approaching a computation problem. It is, however, very important that students have the opportunity to develop their number sense through alternative computation strategies before learning the standard algorithm in order to prevent students from having a limited view of number relationships.

• Creating an Environment of Student Engagement: The most effective math classrooms are places in which students have chances to interact with their teacher, their classmates, and the math content. Students should be given plenty of opportunities to explore and investigate new math concepts through higher-order, rigorous, and hands-on activities. Cooperative learning opportunities are critical in order for students to talk through what they are learning. The goal should be for the student to work harder than the teacher and for the student to do more of the talking.

• Higher Level Questioning: The key to developing student thinking is in the types of questions teachers ask their students. Teachers should strive to ask questions from the top three levels of Bloom’s Taxonomy to probe student thinking.

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NISD Math Focus

Developing Problem Solving through a 4-Square Model Approach • The 4-square problem solving model should be used to help guide students through the problem solving process. It is important that

students complete step 2 (pictorial modeling) before attempting to solve the problem abstractly (with computation). When students create a visual model for the problem they are better able to recognize the appropriate operation(s) for solving the problem.

Dragon Problem Solving 1. What is the problem asking?

2. This is how I see the problem. (pictorial/ strip diagram)

3. This is how I solve the problem. (computation)

4. I know my work is correct because... (justify)

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Year at a Glance

First Semester Second Semester 1st 6-Weeks 4th 6-Weeks

• Bundle #1- Real Number Relationships (13 days)

• Bundle #2- Equations and Inequalities (12 days)

• Bundle #3- Slope and Proportional and Non-Proportional Reasoning (4 days)

• Bundle #7- Geometry and Measurement (15 days)

• Bundle #8- Personal Financial Literacy (8 days)

• Bundle #9- STAAR Review and Testing (4 days)

2nd 6-Weeks 5th 6-Weeks • Bundle #3 (cont.)- Slope and Proportional and Non-Proportional

Reasoning (23 days)

• Bundle #4- Geometry and Measurement- Two-Dimensional Relationships (5 days)

• Bundle #9 (cont.)- STAAR Review and Testing (17 days)

• Bundle #10- Extended Learning (16 days)

3rd 6-Weeks 6th 6-Weeks • Bundle #4- Geometry and Measurement- Two-Dimensional

Relationships (12 days)

• Bundle #5- Geometry and Measurement- Pythagorean Theorem (8 days)

• Bundle #6- Data Analysis (10 days)

• Bundle #10 (cont.)- Extended Learning (11 days)

• Bundle #13- Continued Extended Learning (18 days)

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Mathematical Process Standards • Process standards MUST be integrated within EACH bundle to ensure the success of students.

8.1A 8.1B 8.1C 8.1D 8.1E 8.1F 8.1G apply mathematics to problems arising in everyday life, society, and the workplace

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

create and use representations to organize, record, and communicate mathematical ideas

analyze mathematical relationships to connect and communicate mathematical ideas

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

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Math Instructional Resources

Resource Print/Online Description Motivation Math Both Supplemental Curriculum https://www.mentoringminds.com/customer/account/login/ Engaging Mathematics Print Collection of Mini-Lessons for All TEKS from Region IV http://www.region4store.com/catalog.aspx?catid=1171582 Think Through Math Online Online Supplemental Curriculum https://lms.thinkthroughmath.com/users/sign_in\ Thinking Blocks Online Online Problem Solving Practice with Strip Diagrams http://www.mathplayground.com/thinkingblocks.html TEKSing Toward STAAR Print STAAR Based Supplemental Curriculum NCTM Illuminations Online Search for Engaging and Rigorous Math Lessons by Grade and

Topic http://illuminations.nctm.org/ Promethean Planet Online Tools and Lessons for Interactive Whiteboard http://www.prometheanplanet.com/en-us/ Interactive Math Glossary Online TEA Interactive Math Glossary http://www.texasgateway.org/resource/interactive-math-glossary?field_resource_keywords_tid=math%20teks&sort_by=title&sort_order=ASC&items_per_page=5 A.I.R.R. Print Practical TEKS Activities http://teksairr.com/sample/

TEKS Information for Teachers TEA STAAR Resources Online TEA Information Regarding STAAR Math http://tea.texas.gov/student.assessment/staar/math/ TEA Math Resources Online TEA Supporting Information for Math TEKS http://tea.texas.gov/Curriculum_and_Instructional_Programs/Subject_Areas/Mathematics/Resources_for_the_Revised_Mathematics_TEKS/ Lead4Ward Resources Online Math TEKS Instructional Resources and Supporting

Information http://lead4ward.com/resources/ TEKS Resource System Online Math TEKS Instructional Resources and Supporting

Information http://www.teksresourcesystem.net/module/profile/Account/LogOn

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Course: Grade 8 Math Bundle 1: Real Number Relationships Dates: August 22nd-September 8th (13 days) TEKS

8.2A extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers 8.2B approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line 8.2C convert between standard decimal notation and scientific notation 8.2D order a set of real numbers arising from mathematical and real-world contexts

ELPS

Learning Strategies 1E: 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 Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2D: monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 2E: use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language Reading 4E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned

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Vocabulary

Cognitive Complexity Verbs: extend, use, describe, approximate, locate, convert, order Academic Vocabulary by Standard: 8.2A π(pi), integers, irrational numbers, natural numbers, negative, nonnegative, non-positive, non-terminating decimal, positive, rational numbers, real numbers, positive, rational numbers, real number, repeating decimal, sets, square roots, subsets, terminating decimal, Venn diagram, whole numbers 8.2B π(pi), decimal, irrational number, negative, nonnegative, non-positive, non-terminating decimal, number line, positive, rational number, repeating decimal, sets of numbers, square root 8.2C standard decimal notation, scientific notation 8.2D equal to (=), greater than(>), greatest to least, irrational numbers, least to greatest, less than (<), negative, non-negative, non-positive, positive, rational numbers, real numbers

Essential Questions

• In what ways can real numbers be represented? • What form of real numbers would be best to compare and order numbers?

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Bundle 1: Teacher Notes

TEKS/Student Expectations

Instructional Implications Distractor Factors Supporting Readiness Standards

TEA Supporting Information

8.2A extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers

In accordance with the standard, students will use a visual representation (i.e. Venn Diagram) to describe relationships between sets of real numbers. Instruction should be an extension of the student’s previous knowledge of sets and subsets (i.e. natural numbers are a subset of whole numbers and integers; integers are subsets of rational numbers, etc.).

The use of a number line may support students with this understanding (i.e. begin with a number line marked ….-2,-1,0,1,2,3…. To reflect integers; discuss fractional and decimal values in between integers -2.5, -0.05, 0, 1 ½, 5/4 to reflect rational numbers). After students place several rational numbers (i.e. every number that can be expressed as a/b, where a is an integer and b is an integer with the condition b≠0) on the number line, they need to develop an understanding that between any two rational numbers there are infinitely more rational numbers (i.e. if the number line is magnified, there would be a hole between numbers on the number line). The students will then place examples of irrational numbers on the number line which should include a variety of examples (i.e. π, √10, 3.142142214222…,etc.) and asked to

Describing the relationship between a set of real numbers will allow students to have a better understanding of the various representations in order to compare the values in mathematical and real-world contexts. 8.2D order a set of real numbers arising from mathematical and real-world contexts

When creating sets and subsets of real numbers, students need only distinguish between rational numbers and irrational numbers. For example, students are not expected to differentiate between transcendental real numbers and algebraic real numbers. Subsets of real numbers include counting or natural numbers, whole numbers, integers, rational numbers, and irrational numbers, A Venn diagram is an applicable visual representation.

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represent these values as an approximated rational number. Instruction should include the understanding that there are also an infinite number of irrational numbers on a number line. The set of rational numbers and the set of irrational numbers form the set of real numbers.

8.2B approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line

In adherence to the TEKS and in conjunction with 8.2A, students should be fluid in recognizing and representing rational numbers in a variety of forms (i.e. 7/10, 0.7, 0.1717…, 70%, -1.3, etc.). This standard will apply that knowledge in approximating the value of and locating a rational number approximation of irrational numbers. Instruction should have students approximate the value of several irrational numbers (i.e. π, √2, √50, -1.232232223, etc.). As students approximate the value of irrational numbers, they should locate these approximated values on a number line. A calculator should be used to determine the approximate value of square roots that represent irrational numbers.

This standard describes the mathematical relationship found in irrational numbers. This relationship will support students in approximating the value of an irrational number in order to effectively order a set of real numbers. 8.2D order a set of real numbers arising from mathematical and real-world contexts

Approximations are limited to values that are less than √225. Though locating the rational number approximations of square roots on a number line is included, it is not a new sill for students to place a rational number on a number line. The mathematical process standards expect students to use graphical and numeric models. A number line is such a model. This SE complements the sorting of real numbers in 8.2D.

8.2C convert between standard decimal notation and scientific notation

In adherence to the TEKS, students will convert between standard decimal notation (i.e. standard notation where numbers are written without exponents using the base ten system; 34.01) and scientific notation (i.e. a mathematical process used to represent very larger or very small numbers where the number is written as a decimal greater than or equal to 1 and less than 10 raised to a positive or negative power of 10l for example, 3.01 x 106). Students need a variety of problems where they convert from standard

Converting between standard decimal notation and scientific notation will build on fluidity in the representation and use of real numbers in a variety of forms. This understanding can then be applied to ordering a set of real numbers which may include a real number represented in scientific notation. 8.2D order a set of real numbers arising from mathematical and real-world contexts

When paired with 8.1A, students may be expected to solve problems. Students are expected to “convert between” the two forms. Negative exponents are part of scientific notation.

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decimal notation to scientific notation and vice versa. Instruction should include real-world situations where scientific notation is used (i.e. approximate population of the world is 7 billion or 7x109). It is important for students to understand the two forms represent equivalent values. In conjunction with 8.2D, instruction should include the ordering of real numbers represented in scientific notation (i.e. order the following distances from Earth from least to greatest).

8.2D order a set of real numbers arising from mathematical and real-world contexts

In conjunction with 8.2B, students will use number lines to order a set of real numbers arising from mathematical (i.e. pi, Pythagorean theorem, square roots) and real-world contexts (i.e. newspaper advertisements, stock market values, temperatures). Instruction should have students comparing/ ordering a mixture of real number representations (i.e. order the following real number from least to greatest: 5 ½, 21/4, √5, 5.25, 5%, π).

* Students may disregard the sign of negative integers when ordering non-positive numbers * Students may compare the number of digits instead of applying their understanding of place value to determine the value of decimals (i.e. 0.451 is greater than 0.98 because it has more digits). * Students may not understand that 0.7 is equivalent to 0.70 * Students may not understand that 0.7575… represents a repeating decimal where 0.757757775… represents a non-repeating decimal * Students may think the square root of a number means dividing the number by 2

Real numbers include integers, percents and positive and negative fractions and decimals. A set of real numbers may also be ordered and may include irrational numbers. The skill of comparing is needed for ordering, so ordering could include comparing.

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* Students may view 5 and √5 as equivalent values * Students need to understand the context of problems to order real numbers correctly (i.e. when ordering time from fastest to slowest, students may want to order from least to greatest).

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Course: Grade 8 Math Bundle 2: Equations and Inequalities Dates: September 9th- September 26th (11 days)

TEKS

8.8A write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants 8.8B write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants 8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

ELPS

Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English 1D: speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions Speaking 3D: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency Reading 4D: use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

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Vocabulary

Cognitive Complexity Verbs: write, use, model, solve Academic Vocabulary by Standard: 8.8A coefficient, constant, equal, equation, inequality, rational number, variable 8.8B coefficient, constant, equal, equation, inequality, rational number, variable 8.8C coefficient, constant, equation, rational number, solution, variable

Essential Questions

• What does the solution of two linear equations, or the intersection point, represent in a real life situation? • What does the solution of an equation or inequality mean in the problem situation?

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8.8A write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants

In accordance with the standard, students are expected to write one-variable equations with variables on both sides of the equal sign (i.e. 1/3x + 5.2 = 6x-3/5) using rational number coefficients and constants. Instruction will model examples of equations identifying conditions (i.e. You have $100 and plan to spend $4.75 a day on snacks; your sister has $20 but is adding $5.25 per day; by what day will you both have the same amount of money?; 100-4.75x =20 + 5.25x) and inequalities representing constraints (i.e. Sam weighs 187 pounds, but is on a diet where he loses 1.7 pounds a week; Joe weighs 93 pounds, but is on a diet where he gain 0.9 pounds a week; how many weeks will Sam weigh more than Joe?; 187- 1.7x > 93 +0.9x). Emphasis needs to be placed on real-world examples of applying greater than/ less than (i.e. the temperature must be warmer than 75 degrees for the air conditioner to turn on; x>75) vs. greater than or equal to/ less than or equal to (i.e. maximum capacity of a ballroom is 300 people; x≤300). Instruction should address how equations yield one solution (i.e. 2/3x + 5.5=11-1/3x, x=5.5); whereas, inequalities yield several possible solutions (i.e. 2/3x + 5.5< 11 -1/3x, x<5.5).

Being able to write one-variable equations or inequalities with variables on both sides that represent problems will reinforce an understanding of the process for modeling and solving one-variable equations that represent mathematical and real-world problems. 8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

Constraints and conditions within the problems may be indicated by words such as “minimum” or “maximum.” Students may need to determine if the value in the solution is part of the solution set or not.

8.8B write a corresponding real-world problem when given a one-variable equation or

In accordance with the standard, students are expected to write a corresponding real-world problem when given a one-variable equation

Being able to write a corresponding real-world problem when given a one-variable equation or

This is the converse of 8.8A.

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inequality with variables on both sides of the equal sign using rational number coefficients and constants

with variables on both sides of the equal sign (i.e. given the equation, 50.2-1/6x = 1/2x -3/5, the problem situation to match the equation could be: the temperature of a glass of water A is 50.2oF and is dropping 1/6oF each hour. The temperature of a glass of water B is 3/5oF below zero and is rising 1/2oF each hour, when will the two glasses of water be the same temperature? Let x equal number of hours) or one-variable inequality with variables on both sides of the inequality (i.e. given the inequality, 0.6x-110.25< 0.4x+110.25, the problem situation could be: the 8th grade class is selling magazine subscriptions and receives 40% of the money from the subscriptions sold plus a #110.25 bonus from the publisher and the publisher receives 60% of the money from subscriptions sold, how much money will the class raise and make more money than the publisher? Let x equal amount of money from subscriptions sold) using rational number coefficients and constants.

inequality with variables on both sides will reinforce an understanding of the process for modeling and solving one-variable equations that represent mathematical and real-world problems. 8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

8.8C model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants

In accordance with the standard, students model and solve one-variable equations with variables on both sides of the equal sign (i.e. 1/2x + 3.1 =5 -0.6x) using rational number coefficients and constants. To model one-variable equations and with variables on both sides of the equal sign using rational number coefficients and constants, instruction should begin with the use of concrete objects (i.e. algebra tiles) using whole number coefficients and constants (i.e. 2x + 3= 3x + 5).

* The student may not understand that an action is replicated on both sides of the equal sign to maintain equality when solving an equation. The value of the expression does not change throughout the solving of the equation process * Students may not treat unlike terms as if the terms are like terms (i.e. 2x +3 may be misrepresented as 5x). * Students may confuse the inverse operation for addition/ subtraction and the

In grades 6 and 7, students are solving one-step or two-step equations and inequalities and representing the solutions on number lines.

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As students begin to associate the representation and manipulation of the concrete objects to the symbolic solving of the equation, then the abstract solving of equations with rational number coefficients and constants can be introduced.

inverse operation of multiplication/ division yielding the incorrect usage of signs (i.e. -3x=6; -3x/3=6/3; x=2).

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Course: Grade 8 Math Bundle 3: Slope and Proportional and Non-Proportional Functions

Dates: September 27th- November 4th (27 days)

TEKS

8.4A use similar triangles to develop an understanding that slope, m given as the rate comparing the change in y-values to the change in x-values, (y2-y1)/(x2-x1), is the same for any two points (x1, y1) and (x2, y2) on the same line 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship 8.4C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems 8.5A represent linear proportional situations with tables, graphs, and equations in the form of y=kx 8.5B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b≠ 0 8.5E solve problems involving direct variation 8.5F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y=kx or y=mx + b, where b≠0 8.5G identify functions using sets of ordered pairs, tables, mappings, and graphs 8.5H identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems 8.5I write an equation in the form y=mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations 8.9A identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y=mx + b from the intersections of the graphed equations

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ELPS

Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English 1D: speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known) Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2D: monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 2I: 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 Speaking 3B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication 3D: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency 3E: share information in cooperative learning interactions 3F: ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments 3G: express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics 3H: narrate, describe, and explain with increasing specificity and detail as more English is acquired Reading 4C: develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language 4G: demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

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Vocabulary

Cognitive Complexity Verbs: use, develop, graph, interpret, determine, represent, solve, distinguish, identify, write, model, verify Academic Vocabulary by Standard: 8.4A line, points (x1,y1) and (x2,y2), rate (comparing change in y-values to change in x-values), similar right triangles, slope (m) 8.4B line, proportional relationship, slope, unit rate 8.4C data, graph, rate of change, slope, table, x-intercept, y=mx+b, y-intercept 8.5A linear proportional situation, table, graph, equation (y=kx) 8.5B linear non-proportional situation, table, graph, equation (y=mx+b) 8.5E direct variation, equation (y=kx) 8.5F equation (y=kx or y=mx+b, b ≠0), graph, linear non-proportional situation, linear proportional situation, table 8.5G function, graph, table, mapping, ordered pair 8.5H function, non-proportional, proportional 8.5I constant rate of change, equation, linear relationship, slope, y=mx+b, y-intercept 8.9A graph, intersection, linear equation (y=mx+b), simultaneously, x-value, y-value

Essential Questions

• How can the rate-of-change be found from a table or graph? • What does the slope represent in the context of a problem situation? • What is a real-world example of a proportional function?

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8.4A use similar triangles to develop an understanding that slope, m given as the rate comparing the change in y-values to the change in x-values, (y2-y1)/(x2-x1), is the same for any two points (x1, y1) and (x2, y2) on the same line

In adherence to the standards, instruction should include problems where students use similar right triangles and the coordinates of the similar right triangles to develop an understanding that slope, m, given as the rate comparing change in y-values to change in x-values (i.e.

) is the same for any two points on that line. Consider the diagram below where the two right triangles are similar since corresponding sides are proportional and corresponding angles are congruent. The two triangles model the slope, m, of the line as the rate comparing the change of the y-values to the change of the x-values

(i.e. which is equivalent

to ).

Using similar right triangles to develop an understanding for the slope of a line will be the foundation for students to graph proportional relationships and interpret the unit rate as the slope of the line. 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

This SE specifies the concept of slope through the lens of proportionality. Teaching the formula for slope is not the intent of 8.4A. The intent of 8.4A is to note that the rate comparing the change in y- and x-values is the same for any two points on the same line including the reversal of the order of the points in the formula.

8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models

In accordance with this standard, instruction should include a variety of problems where students graph proportional relationships and interpret the unit rate (i.e. k=y/x

* The student may graph a non-proportional relationship and interpret the slope as the unit rate * The students may not

This SE specifies the concept of slope through the lens of proportionality. The intent of 8.4B is to connect the unit rate of a

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the relationship simplified to x=1) as the slope of the line modeling a relationship (i.e. the scale on a map shows 5 centimeters represents the actual distance of 9 miles; the rate 9 miles/ 5 centimeters is equivalent to the unit rate, 1.8 miles/ 1 centimeter; the unit rate is the slope, 1.8, for the line y=1.8x, where the slope is interpreted as the increase of 1 centimeter on the map, is an increase of 1.8 miles in the actual distance) as shown in the diagram below.

understand a linear proportional relationship goes through the origin

proportional relationship to the slope of the line that models the proportional relationship.

8.4C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems

In accordance with the standard, students will understand that the rate of change is the same thing as slope. Data from a table or a graph will be used to determine the rate of change or slope and y-intercept (i.e. use data

in the table: = slope and the y-value when x=0 is the y-intercept; or from a graph: rise/run= slope and (0,y) is the y-intercept). Instruction should include mathematical and real-world problems.

* The student may confuse the x-intercept with the y-intercept (i.e. x-intercept= (0,y) and y-intercept= (x,0). * The student may not relate the data from the table (i.e.

) to the rate of change or slope). * The student may think the slope is the unit rate, y/x, for a non-proportional linear relationship * The students may do run/rise as the slope when using data from the graph

This SE specifies the concept of slope through the lens of proportionality. The intent of 8.4C is to begin a discussion about parameter changes with linear functions through proportional and non-proportional relationships. Students will not be asked about parameter changes as they would be in Algebra I.

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8.5A represent linear proportional situations with tables, graphs, and equations in the form of y=kx

In accordance with the standard, students will represent linear proportional situations with tables, graphs, and equations (i.e. y=kx). Instruction should include meaningful problems to represent linear proportional situations (i.e. in a walk-a-thon, a sponsor will donate $2 per mile the participant walks). It is important students develop an understanding that each representation is a different way to communicate the relationship between the quantities, x and y. The

Representing linear proportional situations with tables, graphs, and equations will be the foundation for students to graph proportional relationships and interpret the unit rate as the slope of the line. 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

The SE separates proportional (y=kx) from non-proportional (y=mx+b, b≠0) situations to support learning related to foundations of linear functions and distinguishing between m or k and b. The contexts may include data from real-world applications or mathematical solutions

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use of tables organizes data and provides a means for students to look for patterns and develop a rule that describes the way the quantities are related (i.e. the unit rate, where k=y/x and x=1, will remain the same). The use of a process column identifying the rule can support students in representing the data using symbolic notation for equations of the form y=kx (i.e. y=2x).

Through the use of graphs, students are able to visualize the linear proportional situation. These graphical representations will allow students to observe the unit rate (i.e. k=y/x when x=1) represents the slope of the line, y=kx, and the line contains the origin, (0,0). Students should be able to move fluidly from one representation (i.e. table, graph, and equation) to the next. Exploring these different representations will assist students as they develop a fuller understanding of linear proportional situations.

with paired values. Equations should include rational number coefficients and constants. The focus is on discussion of proportional relationships, laying the foundation for the connection to linear functions in high school with A.5C: Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Algebra I extends this concept with linear equations in two variables with A.2C: “Write linear equations in two variables given a table of values, a graph, and verbal description.” The emphasis is on proportional; relationships as a foundation for functions with the summarizations of “multiplication by a given constant factor (including unit rate)” with k. Conversions between measurement systems may be included as a context for linear proportional situations,

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applying content from 7.4E.

8.5B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b≠ 0

In accordance with the standard, students will represent linear proportional situations with tables, graphs, and equations (i.e. y=mx+b). Instruction should include meaningful problems to represent linear non-proportional situations (i.e. in a walk-a-thon, a sponsor will donate $6 and an additional $2 per mile the participant walks). It is important students develop an understanding that each representation is a different way to communicate the relationship between the quantities, x and y. The use of tables organizes data and provides a means for students to look for patterns and develop a rule that describes the way the quantities are related (i.e. the slope, m, is the rate comparing the change in y-values to the change in x-values,

, and the y-intercept, b, is represented by the y-value in the ordered pair (0,y) where b≠0). The use of a process column identifying the rule can support students in representing the data using symbolic notation for equations of the form y=mx+b, b≠0 (i.e. y=2x+6).

Representing linear non-proportional situations with tables, graphs, and equations will be the foundation for students to use data from a table or graph to determine the slope and y-intercept of linear relationships in mathematical and real-world problems. 8.4C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems

The SE separates proportional (y=kx) from non-proportional (y=mx+b, b≠0) situations to support learning related to foundations of linear functions and distinguishing between m or k and b. The contexts may include data from real-world applications or mathematical solutions paired with values. Equations should include rational number coefficients and constants. The focus is on discussion of proportional relationships, laying the foundation for the connection to linear functions in high school with A.5C: Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Algebra I extends this concept with linear equations in two variables with A.2C: “Write linear equations in two variables given a

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Through the use of graphs, students are able to visualize the linear non-proportional situation. These graphical representations will allow students to observe the constant rate of change, m=rise/run, represents the slope of the line, y=mx+b, and the y-intercept of the line contains the point with the coordinates, (0,b), where b≠0. Students should be able to relate the understanding of slope and y-intercept to the real world situation (i.e. the slope of 2 represents the $2 donation for each mile walked and the y-intercept of (0,6) represents the $6 donation regardless of how many miles are walked). Students should be able to move fluidly from one representation (i.e. table, graph, and equation) to the next. Exploring these different representations will assist students as they develop a fuller understanding of linear non-proportional situations.

table of values, a graph, and verbal description.”

8.5E solve problems involving direct variation

In accordance with the standard, students will solve problems involving direct variation (i.e. the number of gallons of gas a car uses varies directly with the number of miles driven, where y represents the number of gallons of gas, x represents the number of miles driven, and k is the unit rate of

Being able to solve problems involving direct variation (i.e. y=kx) will provide a link for students as they graph proportional relationships and interpret the unit rate (i.e. k in the equation, y=kx) as the slope of the line.

Direct variation includes prediction and comparison problem situations. Pair 8.5E with 8.1D to include multiple representations.

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number of gallons of gas to drive 1 mile) and is written as the equation, y=kx, where k is the unit rate, k=y/x. Instruction should include a variety of direct variation problems for students to solve. Consider the example: The number of miles represented on a map varies directly as the number of centimeters you measure on that map, where the scale is shown as 2cm=25 miles. If it is 3.8cm between two cities on the map, how many miles apart are the two cities? (i.e. the y-values represent the number of miles, the x-values represent the number of centimeters, and the unit rate, k= number of miles/number of centimeters, when x=1 centimeter for the equation y=kx).

8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

Pair 8.5E with 8.1G to include justifying solutions.

8.5F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y=kx or y=mx + b, where b≠0

In accordance with the standard, students will distinguish between proportional and non-proportional situations with tables, graphs, and equations (i.e. y=kx or y=mx+b). Instruction should include meaningful problems to represent both proportional and non-proportional situations (i.e. proportional: in a walk-a-thon, a sponsor will donate $2 per mile the participant walks versus non-proportional: in a walk-a-thon, a sponsor will donate $6 and an additional $2 per mile the participant walks) through the use of tables, graphs, and equations (i.e. y=2x or y=2x+6). Side by side comparisons of the two situations will provide a means for students to distinguish between proportional and non-proportional linear situations (i.e. the proportional situation is a line that contains the origin and the slope is the unit rate, k=y/x; the non-proportional situations is a line that

Being able to distinguish between proportional and non-proportional situations will be the foundation for students to graph proportional relationships and interpret the unit rate as the slope of the line. 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

This SE specifies representational forms and focuses on distinguishing between proportional and non-proportional situations using multiple representations.

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has a y-intercept of 0,b), where b≠0 and the slope is the rate,

It is important instruction includes the difference between the slope of a linear proportional situation and the slope of a linear non-proportional situation are determined.

8.5G identify functions using sets of ordered pairs, tables, mappings, and graphs

In accordance with the standard, students will identify functions using sets of ordered pairs [i.e. identify the set that represents a function: {(0,1), (2,3), (4,5)} or {(0,1), (2,3), (2,5)}], tables, mappings, and graphs. Instruction should include a variety of situations for students to relate to functions (i.e. is it possible for an individual to have more than one birthdate?; is it possible for more than one individual to share the same birthday?). The vertical line test may also be used to determine if a graph represents a function (i.e. if a vertical line passes through two or more points on a graph, the graph does not represent a function; refer

* The student may think two x-values mapped to the same y-value is not a function * The student may think only linear data can represent a function

The focus of identifying functions remain proportional and non-proportional relationships. Students will not be expected to explore other functional relationships. This SE offers the opportunity to deepen the understanding started in earlier grades of input-output tables and multiple representations. Students may be asked to explain the definition of a function (a function is a relation for which each value from

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to the model of the graph below that does not represent a function).

the set of first components of the ordered pairs is associated with exactly one value from the set of second components of the ordered pair) using the stated representations. Students may be asked to distinguish between relations and functions. Students are not expected to use function notation.

8.5H identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems

In accordance with the standard, students will identify proportional and non-proportional functions from mathematical and real-world problems. Instruction should include a variety of problems involving proportional situations (i.e. an insurance agent earns a commission of 21% of the value of the insurance policies she sells) and non-proportional situations (i.e. an insurance agent earns $1500 a month base pay and in addition earns a commission of 9% of the value of the insurance policies she sells) for students to identify. Students can use various methods (such as graphs and equations) to determine whether mathematical and/or real-world problems are

Being able to identify examples of proportional and non-proportional functions from mathematical and real-world problems will be the foundation for students to graph proportional relationships and interpret the unit rate as the slope of the line. 8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship

This SE focuses on identifying examples of proportional and non-proportional situations. This may include comparing tables, graphs, and equations for proportional and non-proportional functions. Students are not expected to interpret or use functional notation.

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proportional. Graphically, proportional relationships are straight lines through the origin. Algebraically, proportional relationships can simplify to the form y=kx.

8.5I write an equation in the form y=mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations

In accordance with the standard, students will write equations of the form y=mx+b to model linear relationships between two quantities using verbal, numerical, tabular, and graphical representation. Instruction should include meaningful situations to represent the linear relationship (i.e. there is a constant rate of change between two quantities). It is important students develop an understanding that each representation is a different way to communicate the relationship between the two quantities. Through verbal representations, students will articulate the relationship between the two quantities as it relates to the given situation (i.e. in a walk-a-thon, a sponsor will donate $6 and an additional $2 per mile the participant walks). A tabular representation organized data and provides a means for students to look for patterns and write an equation in the form, y=mx+b. The use of a process column may be used to model the relationship between the two quantities using numerical representation which can be written in the form y=mx+b (i.e. y=2x+6).

* The student may confuse the x-intercept with the y-intercept * The student may not relate the data from the table (i.e. change in y/change in x) to the rate of change or slope * The students may think the slope is always equal to y/x * The student may do run/rise as the slope when using data from the graph

The SE separates proportional (y=kx) from non-proportional (y=mx+b, b≠0) situations to support learning related to foundations of linear functions and distinguishing between m or k and b. The contexts may include data from real-world applications or mathematical solutions paired with values. Equations should include rational number coefficients and constants. The focus is on discussion of proportional relationships, laying the foundation for the connection to linear functions in high school with A.5C: Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. Algebra I extends this concept with linear

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Through the use of graphs, students are able to visualize the relationship between the two quantities. These graphical representations will allow students to observe that graphs of linear relationships have a constant rate of change (i.e. m in the equation y=mx+b) and y-intercept (i.e. the point (0,b) where the y-coordinate is the b, b≠0, in the equation y=mx+b). When students recognize and understand the role of m and b in the equation y=mx+b (i.e. y=2x+6; the y-intercept represents the $6 donation and the m represent the $2 increase in donation for each mile that is walked), they will begin to develop an understanding of linear relationships.

equations in two variables with A.2C: “Write linear equations in two variables given a table of values, a graph, and verbal description.”

8.9A identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y=mx + b from the intersections of the graphed equations

In accordance with the standard, students identify and verify if the coordinates of the intersection of graphed linear equations simultaneously satisfy both equations (i.e. graph the two equations: y=3x-2 and y=-1/3x-2 and (0,-2) are the coordinates of the ordered pair where the two lines intersect). To verify the x- and y- values satisfy the two equations (i.e. y=3x-2 and y=-1/3x-2), the values are substituted in each equations to determine if the simplified equation results in two true statements (i.e. (0,-2) is the point of intersection because 0-2=3(-2)- 2 and -2=1/3(0)-2 are both true

Being able to identify and verify the values of x and y where two lines intersect will provide the foundational understanding for systems of linear equations. A.2I write systems of two linear equations given a table of values, a graph, and a verbal description A.5C solve systems of two linear equations with two variables for mathematical and real-world problems

This serves as an introductory element for systems of equations. It also reinforces for students that two linear functions may be considered simultaneously. The focus is on the identification of the intersection point and verification that it satisfies both linear equations. Because of prior work with multiple representations, students

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statements).

It is important instruction includes equations where the lines intersect at exactly one point [i.e. (0,3) for y=2x+3 and y=0.4x +3), no point (i.e. lines are parallel for y=2x+3 and y=6/3x-5), and an infinite number of points (i.e. the same line for y=2x+3 and y=2(x+1.5)].

should know that a point on a line satisfies the equation for that line. With this SE, students should identify the point of intersection and perform the appropriate calculations to verify that the x- and y-values for the point of intersection satisfy both graphed equations. Students will not be expected to solve systems of equations. Students will not be expected to work with systems of equations with infinite solutions or with no solutions. When paired with 8.1A and 8.1D, the expectations if that students explain the meaning of the intersection point’s values in terms of the given situation. This SE serves as a conceptual base for A.3H and A.5C.

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Course: Grade 8 Math Bundle 4: Geometry and Measurement- Two-Dimensional Relationships

Dates: November 7th- December 6th (17 days)

TEKS

8.3A generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation 8.3B compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane 8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation 8.8D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles 8.10A generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane 8.10B differentiate between transformations that preserve congruence and those that do not 8.10C explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90º, 180º, 270º, and 360º as applied to two-dimensional shapes on a coordinate plane using an algebraic representation 8.10D model the effect on linear and area measurements of dilates two-dimensional shapes

ELPS Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions Speaking 3B: expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication 3H: narrate, describe, and explain with increasing specificity and detail as more English is acquired

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Reading 4C: develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

Vocabulary

Cognitive Complexity Verbs: generalize, compare, contrast, use, differentiate, explain, model Academic Vocabulary by Standard: 8.3A corresponding sides, dilation, proportional, ratio, similar shapes 8.3B attribute, coordinate plane, dilation, shape 8.3C algebraic representation, center of dilation, coordinate plane, dilation, origin, positive rational, scale factor 8.8D angle, angle-angle criterion (similar triangles), exterior angle, parallel lines, similarity, sum of angles in triangle, transversal, triangle 8.10A congruence, coordinate plane , dilation, orientation, reflection, rotation, translation, two-dimensional shape 8.10B congruence, differentiate, dilations, reflections, rotations, transformations, translations 8.10C algebraic representation, clockwise rotation, coordinate plane, counter-clockwise rotation, ordered pair (x,y), reflection, rotation (90o, 180o, 270o, 360o), transformation, translation, two-dimensional shape, x-axis, y-axis 8.10D area measurement, dilated two-dimensional shapes, linear measurement, scale factor

Essential Questions

• What is the resulting effect on a figure when reflected over a horizontal axis or a vertical axis? • What is the resulting effect on a figure when a value is added/subtracted from the original coordinate values? • What is the significance of scale factors being less than one or greater than one on the dimensions of a figure? • What methods can be used to determine the scale factor of an enlargement or reduction? • If the dimensions of a shape are enlarged/reduced by a given factor, is the area also changed by the same factor? • What are the angles formed by parallel lines and transversals?

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8.3A generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation

In adherence to the TEKS, students should generalize the ratio of corresponding sides of similar shapes are proportional. For rectangles A,B, and C, the ratios of corresponding sides are equal; therefore, these corresponding sides of the similar shapes are proportional.

Instruction should also include a shape and its dilation (i.e. a similarity transformation in which a figure is enlarged, scale factor>1, or reduced, 0<scale factor<1, or congruent, scale factor=1) as shown in the diagram below where an original triangle was proportionally reduced using a scale factor=3/4 (i.e. the length of each side of triangle ABC was multiplied by a scale factor of ¾ to create a dilation such that the ratio between the corresponding sides of the two triangles are proportional).

Generalizing the ratio of corresponding sides of similar shapes will be the foundation for students to be able to use an algebraic representation to explain the effects of a scale factor applied to two-dimensional figures on a coordinate plane. 8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

This SE introduces the term “dilation” with. similar figures. In grade 7.5A, students identify the critical attributes of similarity. These attributes include the generalization that the ratio of corresponding sides of similar figures is proportional. In 7.5C, students are expected to solve problems with similar shapes and scale drawings.

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8.3B compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane

In conjunction with 8.3A, instruction should include problems where students compare and contrast the attributes of a shape and its dilation on a coordinate plane. Consider the diagram below where triangle ABC with vertices A(2,4), B(6,2), C(4,6) is dilated by a scale factor of ½ and the coordinates of the dilated triangle A’B’C’ are A’(1,2), B’(3,1), C’(2,3).

The table below shows a sample of a compare and contrast of the attributes of the two triangles.

The ability to compare and contrast the attributes of a shape and its dilation on a coordinate plane will be the foundation for students to use an algebraic representation to explain the effects of a scale factor applied to two-dimensional figures on a coordinate plane. 8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

The content of this SE connects the work with critical attributes of similarity and similar figures in grade 7 to dilations on a coordinate plane. Students will be able to compare side length ratios (between the original shape and its dilation(s)) and to compare angle measures. Dilations on a coordinate plane are included in two strands: Proportionality, in order to emphasize the role of the scale factor, and two-dimensional shapes, in order to provide a contrast to those transformations that always preserve congruence.

8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

In adherence with the standards, students will use an algebraic representation to explain the effect of a scale factor (i.e. if the scale factor is between 0 1nd 1 the figure shrinks, scale factor >1 the figure is enlarged, scale factor=1 the figure remains the same size (on a two-dimensional figure on a coordinate plane with the origin as the center of dilation (i.e. triangle ABC with vertices A(2,4),

* Students may use the center of dilation rather than the origin * Students may not enlarge or reduce a shape proportionally

Students may be given a rule to apply to vertices of a geometric figure such as (x,y) à (2.5x, 2.5y) in order to graph the dilated figure. This SE limits the dilations to those with positive rational scale factors with the origin as

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B(6,2), C(4,6) is dilated by a scale factor of ½ with the origin as the center of dilation; the coordinates of the dilated image are A’(1,2), B’(3,1), C’(2,3) and each corresponding vertex of the dilated image is half the distance from the origin as each vertex of the original triangle) as shown in the diagram below.

The algebraic representation for the coordinates of the dilation with a scale factor of ½ in the diagram above would be (0.5x,0.5y), where (x,y) are the coordinates of the original shape. Instruction should include a variety of dilation problems involving shapes that are proportionally decreased or increased in size and in different quadrants on the coordinate plane where the scale factor is a positive rational number.

the center of dilation.

8.8D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the

In accordance with the standard, students are expected to use informal arguments to establish facts about the angle sum and exterior angle of triangles, angles created when parallel lines are cut by a transversal, and angle-angle criterion of similar triangles (i.e. refer to the diagrams below). According to the diagram the following

Being able to use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles will reinforce an understanding of the process for making

An informal argument in mathematics refers to the use of everyday language within a conversation about the mathematics. It is not a formal proof with formal language and notation. Integrate informal

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angle-angle criterion for similarity of triangles

facts are established: 1) sum of interior angles in the green triangle is: m⦟A + m⦟B+ m⦟C=180o

2) blue ⦟B and the red ⦟A form an exterior angle for the green triangle so: m⦟A + m⦟B= the measure of the exterior angle

3) the type of angles created when parallel lines are cut by a transversal are:

4) the angle-angle criterion of similar triangles is:

Consider triangles

where and

because it is the same angle. Since two corresponding angles of the two triangles are congruent, the triangles are similar. This is supported by the ratios of the corresponding

sides which are proportional:

conjectures and verifying theorems about geometric relationships concerning angles of a triangle, angles formed by parallel lines cut by a triangle, and angles of similar triangles. G.5A: investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools G.6A: verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points on its perpendicular bisector and apply these relationships to solve problems G.7B: apply the Angle-Angle criterion to verify similar triangles and apply the proportionality of the corresponding sides to solve problems

arguments for the angle-angle criterion for similarity of triangles into work with similarity and dilations to reinforce the work in grade 7 with critical attributes of similarity. An example of an informal argument might be the following: We know that two triangles that have 3 congruent angles are similar. We proved that in 7th grade. If we know the measures of 2 angles of a triangle, the third angle is the difference between 180o and the sum of these 2 angles. If 2 triangles have 2 angles that are congruent, the third angles are congruent because we’ll get the same result when we subtract the sum of the angles from 180o. This means that all 3 angles of both triangles are congruent so the triangles are similar. This means I only need to know that 2 angles of 2 triangles are congruent to tell triangle similarity. Integrate informal arguments for the angle sum and exterior angles of triangles into work with expressions and equations. Students may

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be expected to write an equation based on the relationship between an exterior angle of a triangle and the sum of the measures of the two non-adjacent interior angles. Angle relationships formed by parallel lines cut by a transversal include vertical angles, alternate interior angles, alternate exterior angles, same side exterior angles, same side interior angles, and corresponding angles.

8.10A generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

In adherence with the standards, students will generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane (i.e. triangle ABC with vertices A(1,4), B(4,3), C(2,1) is reflected across the y-axis image such that a generalization about the vertices of the reflected image A’(-1,2), B’(-4,3), C’(-2,1), can be stated as the “x-coordinates of each reflected vertex is the opposite value of the x-coordinate for each corresponding vertex of the original image” and the two shapes are congruent).

Being able to generalize the properties of orientation and congruence of rotations of two-dimensional shapes on a coordinate plane provides the foundational understanding to explain the effect of translations, reflections, or rotations as applied to two-dimensional shapes. 8.10C explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90º, 180º, 270º, and 360º as applied to two-dimensional shapes on a coordinate plane using an algebraic representation

Students should be expected to explain that a dilation with a scale factor of 1 preserves congruence, a scale factor between 0 and 1 creates a reduction, and a scale factor that is greater than 1 creates an enlargement. Dilations on a coordinate plan are included in two strands: * Proportionality, in order to emphasize the role of the scale factor * Two-dimensional shapes, in order to provide a contrast to those transformations that always preserve congruence Orientation of the

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Instruction should be extended to include rotations (i.e. state center of rotation and clockwise or counterclockwise), translations, and dilations. It is important to note that if no direction is given for the rotation, the rotation is assumed to be counter-clockwise.

vertices is the order in which the vertices are labeled (clockwise or counterclockwise). Using this definition, orientation is preserved using translations, dilations, and rotations. It is not preserved for a reflection. Orientation of the figure is the direction in which the figure is placed in the plane. It is preserved by dilation and translation, but not by reflection or rotation.

8.10B differentiate between transformations that preserve congruence and those that do not

In conjunction with 8.10A, students will differentiate between transformations (i.e. rotations, reflections, translations, and dilations) that preserve congruence and those that do not. Instruction should include observations made as students perform transformations on a coordinate plane and represent the results concerning congruence in a table similar to the one shown below:

Being able to differentiate between transformations that preserve congruence and those that do not provides the foundational understanding to explain the effect of translations, reflections, or rotations as applied to two-dimensional shapes. 8.10C explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90º, 180º, 270º, and 360º as applied to two-dimensional shapes on a coordinate plane using an algebraic representation

Dilations are limited to positive, rational scale factors. Students may differentiate between the transformations using multiple representations, including algebraic representations. Dilations that result in a reduction or enlargement do not preserve congruence. A scale factor is applied to the coordinate values of the original figure and noted symbolically as (x,y) à (2x,2y). This is in contrast to those transformations that preserve congruence such as a reflection in (x,y) à (-x,y) or a translation in (x,y) à (x+2, y+1).

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8.10C explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90º, 180º, 270º, and 360º as applied to two-dimensional shapes on a coordinate plane using an algebraic representation

In accordance with the standard, students explain the effect of transformations (i.e. translations, reflections, and rotations) using algebraic representation (i.e. translations,: translation of (x,y) four units left and three units up is [x-4, y+3]; reflections: reflection of (x,y) over the x-axis is (x-y) and reflection of (x,y) over the y-axis is (-x,y); rotations counter-clockwise about the origin: rotation of (x,y) 90o is (-y,x) and rotation of (x,y) 180o is (-x,-y) and rotation of 270o of (x,y) is (y,-x) and rotation of 360o of (x,y) is (x,y)]. Instruction should provide opportunities for students to graph a two-dimensional shape on a coordinate plane, perform one of the required transformations, and then explain the effect using algebraic representation as shown in the in the example below for a reflection over the y-axis.

Instruction should be extended to include translations, reflections, and rotations (i.e. designate the point of rotation and the direction of the rotation, clockwise or counter-clockwise). It is important to note that if no direction is given for the rotation, the rotation is assumed to be counter-clockwise.

* The student may not graph an ordered pair correctly (i.e. graph the y-coordinate using the x-axis and the x-coordinate using the y-axis) * The student may reflect the original shape across the wrong axis (i.e. reflect a shape over the x-axis when asked to reflect over the y-axis). * The student may confuse what components of the coordinates and/or algebraic representation are impacted by the transformation of an object up and down versus right and left * The student may confuse the different transformations

Students may be given a rule to apply to the vertices of a geometric figure with the current SE such as (x,y) à (x+2, y+3) in order to graph a translation or (x,y) à (-x,y) in order to graph a reflection. Students are not expected to explain the effects of composites of transformations. This SE includes rotations about the origin on a coordinate plane. This SE specifies the rotations students should know. Students may be expected to know that (x,y) à(y,-x) represents a 90o clockwise rotation. Students may be expected to know that a 180o rotation may have the same result as the composition of a vertical reflection and a horizontal reflection in either order.

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8.10D model the effect on linear and area measurements of dilates two-dimensional shapes

In adherence with the standard, students will model the effect on linear and area measurements of dilated two-dimensional shapes [i.e. linear measurements of dilated shape= original linear measurements · scale factor and area measurements of dilated shape= original area measurement · (scale factor)2].

Being able to model the effect on linear and area measurements of dilated two-dimensional shapes will provide a foundation for students to use an algebraic representation to explain the effect of a given scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation. 8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

Modeling the effect may be accomplished numerically or algebraically. Examples include the following: * When a polygon is dilated by a factor of 2, its perimeter increases by a factor of 2, and its area increases by a factor of 4. * When a polygon is dilated by a factor of x, its perimeter increases by a factor of x, and its area increases by a factor of x2. This SE builds to Geometry G.10B

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Course: Grade 8 Math Bundle 5: Geometry and Measurement- Pythagorean Theorem

Dates: December 7th- December 16th (8 days)

TEKS

8.6C use models and diagrams to explain the Pythagorean theorem 8.7C use the Pythagorean theorem and its converse to solve problems 8.7D determine the distance between two points on a coordinate plane using the Pythagorean theorem

ELPS

Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English 1B: monitor oral and written language production and employ self-corrective techniques or other resources 1F: use accessible language and learn new and essential language in the process Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2I: 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 Speaking 3D: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency 3G: express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Reading 4C: develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

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Vocabulary

Cognitive Complexity Verbs: use, explain, solve, determine Academic Vocabulary by Standard: 8.6C hypotenuse, leg, Pythagorean theorem, right angle, right triangle 8.7C converse of Pythagorean Theorem, hypotenuse, leg, Pythagorean theorem, right angle, right triangle, square root 8.7D coordinate plane, coordinates (x,y), distance, hypotenuse, leg, points, Pythagorean theorem, right angle, right triangle

Essential Questions

• Why can the Pythagorean Theorem be used only with right triangles? • What is the relationship between the legs and the hypotenuse of a right triangle? • What are some real-world situations in which the Pythagorean Theorem can be useful?

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8.6C use models and diagrams to explain the Pythagorean theorem

In adherence to the standard, students will use models and diagrams to explain the Pythagorean theorem (i.e. a2+b2=c2, where a and b represent the legs of a right triangle and c represents the hypotenuse). Instructions should include the use of square grid paper where students cut out squares with side lengths equal to the legs and hypotenuse of a right triangle. The students will assemble the squares to outline the right triangle and then compare the area of the two squares for the legs to the area of the square for the hypotenuse. The students will draw diagrams to match the models in order to explain the Pythagorean theorem.

Instruction should include the use of a variety of models and diagrams.

Being able to use models and diagrams to explain the Pythagorean theorem will provide the foundation students need to solve problems using the Pythagorean theorem. 8.7C use the Pythagorean theorem and its converse to solve problems

Diagrams provide a visual for a, b, and c and a justification of a2+b2=c2. Students are to explain the Pythagorean Theorem rather than just demonstrate it. Students might use tangrams to rearrange the areas to show the Pythagorean Theorem without explaining the relationship between the side lengths and the area of the corresponding squares and the relationships between the areas of the squares formed by the side lengths of a right triangle. With this SE, students may demonstrate a model of the Pythagorean Theorem to support their explanations.

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8.7C use the Pythagorean theorem and its converse to solve problems

In conjunction with 8.6C, students will use the Pythagorean Theorem (i.e. a2+b2=c2) and its converse (i.e. if a2+b2=c2, then the triangle with legs a and b and hypotenuse c is a right triangle to solve problems. Instruction should vary the context of the problems (i.e. given the hypotenuse and one of the legs, determine the missing leg; given the lengths of two sides, determine the hypotenuse). In adherence to the standard, students should be able to apply the converse to determine if a shape yields a right triangle (i.e. given the length of three sides of a triangle, determine if the triangle is a right triangle). Instruction should also include a variety of problems where the length of the legs or hypotenuse of the right triangle represent irrational numbers

It is important instruction includes a variety of real-world problems.

* Students may have difficulty identifying the hypotenuse vs. the legs of rotated right triangles * The students may confuse the hypotenuse as the length of one of the legs * The students may not understand √27 and 27 are two different numerical values * The students may think the square root of a number equals the number divided by 2

When paired with 8.1A, students solve problems such as real-life problems related to whether or not a right triangle exists as when checking for a right angle when constructing intersecting walls based on lengths.

8.7D determine the distance between two points on a coordinate plane using the Pythagorean theorem

In conjunction with 8.6C/8.7C, students will determine the distance between two points on a coordinate plane (i.e. (x1, y1) and (x2,y2)) using the Pythagorean theorem (i.e. a2+b2= c2, where a and b represent the lengths of the legs of a right triangle and c represents the length of the hypotenuse). Instruction should include the use of different rational numbers as the coordinates for the points. One leg of the right triangle will represent the vertical distance between the two points on the coordinate plane (i.e. a=y2-y1) and the other leg will represent the horizontal distance between two points on the coordinate plane (i.e. b= x2-x1) and the length of the

Being able to determine the distance between two points on a coordinate plane will reinforce an understanding of the Pythagorean Theorem so it can be used efficiently to solve problems. 8.7C use the Pythagorean theorem and its converse to solve problems

This is a mathematical application of the Pythagorean Theorem. Students will not be expected to use the distance formula. The derivation of the distance formula using the Pythagorean Theorem remains in Geometry.

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hypotenuse of the right triangle will represent the distance between two points on the coordinate plane

The distance between point A and point B can be calculated using the Pythagorean Theorem as shown below:

5=c, which represents the distance between A and B on the coordinate plane above.

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Course: Grade 8 Math Bundle 6: Data Analysis Dates: January 2nd- January 17th (10 days) TEKS

8.5C constant bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation 8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions 8.11A construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data 8.11B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points 8.11C simulate generating random samples of same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected

ELPS

Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English 1F: use accessible language and learn new and essential language in the process Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2D: monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 2E: use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language Speaking 3D: speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency 3E: share information in cooperative learning interactions 3F: ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments Reading 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language 4G: demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

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Vocabulary

Cognitive Complexity Verbs: contrast, use, make predictions, construct, describe, determine, simulate Academic Vocabulary by Standard: 8.5C bivariate, graphical representation, linear relationship, sets of data 8.5D bivariate, linear relationship, sets of data, trend line 8.11A bivariate data, data, linear, no association, non-linear, scatterplot 8.11B absolute value, data, mean, mean absolute deviation 8.11C population, random samples, simulation

Essential Questions

• In a scatterplot, how can you see the correlation in a data set?

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8.5C constant bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation

In accordance with the standard, instruction should include graphical representations of bivariate sets of data (i.e. data with two variable involved where each axis on a coordinate grid represents one of the two variables) in order to contrast between bivariate sets of data that suggest a linear relationship and bivariate sets of data that do not suggest a linear relationship.

Through the use of graphs, students are able to visualize the bivariate sets of data that suggest a linear relationship (i.e. Graph A: horizontal

The ability to contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship using a graphical representation will be the foundation for students to use a trend line to approximate the linear relationship between bivariate sets of data in order to make predictions. 8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions

This SE is included to ensure that students do not incorrectly generalize that all non-proportional situations are forms of y=mx+b. Students will not be expected to perform regressions. This contrast will result from reviewing graphical representations of bivariate sets of data.

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axis represents height in inches and vertical axis represents weight in pounds) and those that do not (i.e. Graph B: horizontal axis represents number of letters in last name and vertical axis represents weight in pounds). Instruction should include discussions that have students write statements contrasting the differences between the graphical representations.

8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions

In accordance with the standard, students will use a trend line (i.e. a line on a graph showing the general direction that a set of data seem to be heading) that approximates the linear relationship between bivariate sets of data to make predictions. Using the trend line, predictions may be made concerning the data in the table (i.e. according to the trend line, someone who is approximately 55 inches tall would weigh approximately 11 pounds). Instruction should include experiences where the trend line may or may not go through the origin (0,0).

* Students may think a trend line must connect all the points in the data set. * Students may not set up the intervals on the axes correctly (i.e. the student may begin with 50 on the vertical axis and each interval after 50 will be in increments of 25).

The trend line is identified as a tool for making predictions by approximating the linear relationship between bivariate sets of data.

8.11A construct a scatterplot and describe the observed data to

In accordance with the standard, students will construct scatterplots and describe association such as linear, non-linear, or no association

The ability to construct a scatterplot and describe the observed data as linear, non-linear, or no association

Conclusions may be drawn that focus on association and language such as “positive trend,”

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address questions of association such as linear, non-linear, and no association between bivariate data

between bivariate data (i.e. data with two variables involved where each axis on a coordinate grid represents one of the two variables). Instruction should include students describing the association between the bivariate data for a scatterplot in order to answer questions concerning association such as linear, non-linear, or no association between bivariate data.

between bivariate data will be the foundation for students to use a trend line to approximate the linear relationship between bivariate sets of data in order to make predictions. 8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions

“negative trend,” and “no trend” may be used to describe the association.

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8.11B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points

In accordance with this standard, students will determine the mean absolute deviation (i.e. a measure of the mean average distance data are from the mean) using a data set. Instruction should include a data set (i.e. no more than 10 data points) where students calculate the mean average, the absolute value of the difference between each data value and the mean average (i.e. absolute deviation from the mean), and then the mean average of these absolute value differences (i.e. refer to the table below that represents a set of ten math grades for a student).

Determining the mean absolute deviate supports a student’s ability to use statistical procedures to describe data.

In grade 6, students represent data with box plots which use quartiles to show the spread of data relative to the median. This representation does not take into account every data point explicitly as the data are clustered into quartiles. The variation focuses on the median. To look at the spread of data where each value is taken into consideration, one may use the mean absolute deviation and comparison to the mean. The variation or total variability focuses on the mean. Students should be able to calculate the mean absolute deviation and compare each data point to the mean absolute deviation in order to describe the data. Combined with process standards 8.1D, 8.1F, and 8.1G, the expectation is that students look at the spread and shape of the data through the lens of variation from the mean.

8.11C simulate generating random samples of same size from a population with known characteristics to

In adherence to the TEKS, students will simulate generating random samples (i.e. use a random number generator because random numbers form a basic tool for any simulation study) of the same size from a

Simulating random samples supports a student’s ability to use statistical procedures to describe data.

When paired with 8.1G, students may be expected to justify the argument that a random sample is needed to provide representation of

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develop the notion of a random sample being representative of the population from which it was selected

population with known characteristics. It is important students understand that it is sometimes impossible to gather data from an entire population so the purpose of gathering and using data from random samples of the population is to make inferences and predictions that apply beyond the available set of data. One generally needs to investigate variables of interest based on a smaller sample which is randomly selected from the original population. When gathering data for a sample, it is imperative to incorporate randomness into the sample selection process in order to produce samples that are representative of the population. Instruction may use a spreadsheet with a random number generator to perform many simulations using a selected sample size with given conditions (i.e. Estimate the likelihood that a player will hit 2 home runs in a single game if on average the baseball player hits a home run once in every 10 times at bat (i.e. 10%) and he gets exactly two at bats in every game. A simulation is useful only if it mirrors real-world outcomes, so the possible outcomes for this simulation are only two possible outcomes; he hits a home run or he does not. Since the player hits a home run 10% of his at bats, 10% of the random numbers should represent a home run and the random numbers generated should be two-digit numbers since we want to simulate two at bats in a single game; the digit “4” will represent a home run and any other

a population. One may build on data collection with probabilistic events in grade 7 to draw comparisons to sampling from a population with known characteristics.

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digit represents a different outcome since the digit 4 is one out of the ten digits: 0,1,2,3,4,5,6,7,8,9; this means the number “44” would represent two home runs in a single game and any other 2-digit number represents a failure to hit consecutive home runs in the game). The random number generator would run a selected number of times to generate a sample size of two-digit numbers and this simulation would be repeated numerous times. The results of the random numbers generated would then be analyzed (i.e. suppose the number “44” occurred six times out of 500 numbers, then it would be predicted the baseball player had a 1.2% likelihood of hitting two home runs in a single game). It is important to remember that when using a random number generator, the students will need to “reseed” the random number generator.

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Course: Grade 8 Math Bundle 7: Geometry and Measurement- Three-Dimensional Relationships

Dates: January 18th- February 7th (15 days)

TEKS

8.6A describe the volume formula V=Bh of a cylinder in terms of its base area and its height 8.6B model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas 8.7A solve problems involving the volume of cylinders, cones, and spheres 8.7B use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders

ELPS

Learning Strategies 1B: monitor oral and written language production and employ self-corrective techniques or other resources Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2D: monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed 2I: 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 Speaking 3F: ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments 3G: express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics Reading 4C: develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4G: demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs

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Vocabulary

Cognitive Complexity Verbs: describe, model, connect, solve, use, make connections, determine Academic Vocabulary by Standard: 8.6A area, base, cylinder, formula (V=Bh), height, volume 8.6B area, base, cone, cylinder, formula cylinder volume, formula cone volume, height, volume 8.7A area of the base, circumference, cone, cylinder, diameter, height, length, pi(π), radius, slant height, sphere, volume 8.7B area, area of the base, circumference, cylinder, diameter, height, lateral area, length, pi (π), radius, rectangular prism, total surface area, triangular prism

Essential Questions

• How do you determine which formula is appropriate to use in different situations? • What strategies can be used to determine the surface area of a 3D figure?

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Instructional Implications

Distractor Factors Supporting Readiness Standards


8.6A describe the volume formula V=Bh of a cylinder in terms of its base area and its height

In conjunction with 7.8C, students will build on their prior experience of the formula for the area of a circle to describe the volume formula of a cylinder (i.e. V=Bh) in terms of its base area, B, (i.e. area of a circle where A=π r2) and its height, h. Instruction should include experiences where students verbally describe this relationship (i.e. the formula for the volume of a cylinder is the area of a circle, since the base of a cylinder is in the shape of a circle, times the height of the cylinder since a cylinder is like layers of congruent circles). This process should be repeated for several different cylinders.

Being able to describe the volume formula of a cylinder in terms of its base area and its height will provide the foundation students need to solve problems involving the volume of a cylinder. 8.7A solve problems involving the volume of cylinders, cones, and spheres

The use of the formula V=Bh begins in grade 5 for rectangular prisms with 5.4G and is applied with 6.8D. The use of the formula V=Bh for triangular prisms begins in grade 7 with 7.8B and is applied with 7.9A.

8.6B model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas

In adherence with the standard, students will model the relationship of the volume of a cylinder and a cone with a base and height congruent to the base and height of the cylinder and connect this relationship to the formulas (i.e. V=Bh the volume formula for a cylinder where B represents the area of the base which is the formula for the area of a circle, π r2, so V=Bh is equivalent to the formula, V= π r2h, and V=1/3Bh the volume formula for a cone where B represents the area of the base which is the formula for the

Being able to model the relationship between the volume of a cylinder and a cone having congruent bases and heights will provide the foundation students need to solve problems involving the volume of cylinders and cones. 8.7A solve problems involving the volume of cylinders, cones, and spheres

This SE extends the relationship between prisms and their corresponding pyramids in 7.8A and 7.8B.

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area of a circle, π r2, so V=1/3Bh is equivalent to the formula V=1/3 π r2 h). Instruction should include experiences where students use nets of these shapes and assemble the nets to form a cylinder whose volume formula can be related to the volume formula of a cone with a base and height congruent to the cone (i.e. the volume of a cylinder is three times the volume of a cone with a base and height congruent to the cylinder or the volume of the cone is one-third the volume of a cylinder). Once the volume formula of a cylinder is verified, the students may use rice to fill the assembled net of the cone and pour into the cylinder until it is filled (i.e. it will take 3 of the cones to fill the cylinder).

This process should be repeated for several different cylinders and cones.

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8.7A solve problems involving the volume of cylinders, cones, and spheres

In conjunction with 8.6A/8.6B, students will determine the solution for problems involving the volume of cylinders, cones, and spheres. Problems should include positive rational numbers (decimals and fractions). Instruction should vary the context of the problems (i.e. given the lengths of radius/ diameter/ height, determine the volume; given the volume and one of the dimensions of the radius/ diameter/ height, determine the missing radius/ diameter/ and/or height, given the area of the base, determine the missing height). It is important that students understand why length is represented in units, area is represented in square units, and volume is represented in cubic units.

* The students may confuse the slant height of a cone with the height of the cone * The students may not understand the “B” in the formula represents the area of the base of the shape * The students may use the formula for the circumference of a circle instead of the formula for the area of a circle when calculating the area of the base of a cylinder or cone

Estimation is still included as any work with pi will require an estimation of pi. Students may use the π key on a calculator, 3.14, or 22/7 when solving problems involving the volume of cylinders, cones, and spheres.

8.7B use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders

In conjunction with 7.9D, students will make connections to the formulas for lateral and total surface area (i.e. lateral area= perimeter of base · height, A=Ph and total surface area = 2 · area of base + perimeter of base · height, A= 2B + Ph) and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders. Instruction should include a variety of problem situations that include positive rational numbers (i.e. decimals and fractions). Instruction should also vary the context of the problems (i.e. given the dimensions, determine the

* The students may not understand the “B” in the formula represents the area of the base of the shape * The students may not understand the “P” in the formula represents the perimeter/ circumference of the base of the shape * Students may use the formula for the circumference of a circle instead of the formula for the area of a circle when calculating the area of the base of a cylinder

The previous knowledge that is referenced is determining surface area from nets (7.9D). Previous knowledge also includes how to determine composite area (7.9C). The focus for grade 8 shifts to algebraic representations related to measurement. Specificity is provided for prisms. Pyramids and cones are not included.

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lateral area and/or total surface area; given the lateral area and one of the dimensions of the sides/ edges/ radius/ diameter/ and/or heights, determine the missing sides/ edges/ radius/ diameter/ and/or heights). It is important that students understand why dimensions are represented in units and area is represented in square units. Instruction should include examples of when lateral versus total surface area would be applied (i.e. a canned good label would represent the lateral area and the metal part of the can would represent the total surface area).

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Course: Grade 8 Math Bundle 8: Personal Financial Literacy Dates: February 8th- February 17th TEKS

8.12A solve real-world problems comparing how interest rate and loan length affect the cost of credit 8.12B calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest over different periods using an online calculator 8.12C explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time 8.12D calculate and compare simple interest and compound interest earnings 8.12E identify and explain the advantages and disadvantages of different payment methods 8.12F analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility 8.12G estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college

ELPS Learning Strategies 1A: use prior knowledge and experiences to understand meanings in English Listening 2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions 2I: 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 Speaking 3C: speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired Reading 4C: develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials 4E: read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned 4F: use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

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Vocabulary

Cognitive Complexity Verbs: solve, compare, calculate, use, explain, identify, analyze, estimate, devise Academic Vocabulary by Standard: 8.12A compounded interest, cost of credit, credit, interest rate, loan length 8.12B credit card, easy access loans, loan, payment periods, rate of interest 8.12C interest, invest, principle 8.12D compound interest, earnings, interest, interest rate, principal, simple interest, time 8.12E automatic charge, bill, checking account, consumer, credit, credit card, debit, e-commerce site, electronic payment, online bill pay service, payment method, vendor 8.12F benefits, costs, financial irresponsibility, financial responsibility 8.12G estimated cost, family contribution, periodic savings plan

Essential Questions

• How can you determine if you are financially responsible? Explain. • What do you need to think about when borrowing money to pay for a car?

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Instructional Implications

Distractor Factors Supporting Readiness Standards


8.12A solve real-world problems comparing how interest rate and loan length affect the cost of credit

In adherence with the standard, the student will solve real-world problems that involve credit. The students will compare how the interest rate and the loan length affect the cost of credit. Instruction should include information on credit cards (i.e. brochures, guest speakers, internet, etc.) offered by different local financial institutions. Since features, fees, and interest rates for credit cards vary from financial institution to financial institution, it is important instruction includes information from several financial institutions. Instruction should require students solve different credit problems with different interest rates (i.e. 12.99%, 15%, etc.) and loan lengths (i.e. one month, two months, one year, etc.) so students can make a comparison between the different interest rates and loan lengths and how these affect the credit cost. There is online credit card calculators available for students to calculate interest paid on different lengths of loans. It is important students understand that interest added to the unpaid balance on a credit card and the total amount paid over a period of time will exceed the original amount borrowed.

This SE builds on the grade 7 skill. Interest rates and loan lengths can be compared separately or in combination.

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8.12B calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest over different periods using an online calculator

In adherence with the standard, the student will calculate the total cost of repaying a loan (i.e. include credit cards and easy access loans) under various rates of interest and over different period of time using an online calculator. Instruction should include information on credit cards (i.e. brochures, guest speakers, internet, etc.) offered by different local financial institutions. Since features, fees, and interest rates for credit cards vary from financial institution to financial institution, it is important instruction includes information from several financial institutions. It is important students understand that interest is added to the unpaid balance on a credit card and the total cost of repaying a loan over a period of time will exceed the original amount borrowed.

This SE builds on the grade 7 skill. This SE also builds on the grade 5 skill with the computation skills listed in other grade 8 TEKS.

8.12C explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time

In adherence with the standard, the student will explain how small amounts of money invested regularly will grow over time. Instruction should include opportunities for students to gather different means for investing money on a regular basis from financial institutions or internet resources and then explain the impact small regular investments have over a period of time. Consider the example where an initial amount of $500 is invested and simple interest

This SE builds on the grade 7 skill.

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(i.e. I=prt) is calculated once a year and a regular amount of $50 per month is added to the account. The students could use a spreadsheet to show the growth of the investment over a 10 year period.

8.12D calculate and compare simple interest and compound interest earnings

In adherence with the standard, students will apply their understanding of operations of rational numbers and solve problems involving percents as they calculate simple interest (i.e. formula: I=Prt, where interest= principal times interest rate times length of time) and compound interest (i.e. formula M=P(1+i)n, where final amount including the principal = principal times (1 + rate of interest per year)(number of

years invested)). In order to compare simple interest and compound interest, it is important students understand the difference between simple interest (i.e. interest that is calculated once per period on the principal and not on any interest from past months or year). Students will need to understand the initial money invested is called principal, the additional money earned from the principal is called interest, and the total amount which is earned at the end of a specified time is known as the amount.

* Students may not understand that principal represents the initial money invested, not the additional money earned or the total amount * Students may not represent the length of time correctly (i.e. 0.5 would be used to represent 6 months, not 6). * Students may not represent the rate of interest correctly (i.e. 6% is 0.06, not 0.6).

This SE builds on the grade 7 skill. The inclusion of compounding other than annual compound interest is a district decision.

8.12E identify and explain the advantages and disadvantages of different payment methods

In adherence with the standard, the student will identify and explain advantages and disadvantages of different payment methods.

Different payment methods may include store-value cards, debit cards, and online payment systems.

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Instruction should include information on different payment methods available to consumers. Since features and fees vary for different payment methods, it is important instruction includes information from several financial institutions. Some payment methods in use around the world may include the following: cash, money orders, checks, debit cards, credit cards, wire transfers, lines of credit, and electronic payment (i.e. three main types: one-time customer to vendor payment commonly used when you shop online at an e-commerce site, a recurring customer to vendor payment when you pay a bill through a regularly scheduled direct debit from your checking account or an automatic charge to your credit card, or use an automatic bank to vendor payment where your bank offers an online bill pay service and you log onto your bank’s website and authorize your bank electronically transfer money from your account to pay bills). Instruction should also include opportunities for students to explain the advantages and disadvantages of different payment methods similar to some of the examples shown below: (see end of bundle).

8.12F analyze situations to determine if they represent financially

In adherence with the standard, students will analyze situations to determine if the situations represent financially

This SE builds on the grade 6 skill.

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responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility

responsible (i.e. process of managing money and other assets in a manner that is considered productive and in the best interests of the individual) decisions. Being proficient at the task of finance and money management involves cultivating a mindset that makes it possible to look beyond the wants of today in order to provide for the needs of tomorrow. In order to achieve a high level of financial responsibility, it is necessary to understand the difference between needs and wants, establish a budget and stick to it, pay off credit card balance monthly or within three pay periods, and set aside a monthly amount for savings. Instruction should have students identify the benefits of financial responsibility (i.e. financial security) and the costs of financial irresponsibility (i.e. long term debt, no savings for emergencies, no money for college fund, etc).

8.12G estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college

In adherence with the standard, the student will estimate the cost of a two-year and four-year college education. Costs need to include tuition, books, transportation, room, and board, etc. Instruction should have students devise a periodic savings plan (i.e. family contribution, savings, grants, scholarships, student loans, and work-study) for accumulating the money

This SE builds on the grade 6 and 7 skills. The SE may involve the creation of a budget.

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needed to contribute to the total cost of attending at least the first year of college. Instruction may include having students use the internet to investigate different periodic savings plans and the cost of various colleges and then devise a plan that may work best for the student’s degree plan.

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Course: Grade 8 Math Bundle 9: STAAR Review and Testing

Dates: February 20th-March 28th (21 days)

TEKS -Review previously taught skills/TEKS -Address STAAR questions STEMS at varied DOK levels

Course: Grade 8 Math Bundle 10: Extended Learning

Dates: March 29th- May 8th (27 days)

TEKS Continued Review of 8th Grade Readiness Standards Continued Problem Solving Continued Number Sense Project Based Learning -Introduce project-based learning activities with strong integration of TEKS that need extended exposure for mastery.

Course: Grade 8 Math Bundle 11: Continued Extended Learning

Dates: May 9th – June 1st (17 days)

TEKS Continued Review of 8th Grade Readiness Standards Continued Problem Solving Continued Number Sense Project Based Learning -Introduce project-based learning activities with strong integration of TEKS that need extended exposure for mastery.

Grade 8 Mathematics Curriculum Document 2016-2017

Documents

Transcript of Grade 8 Mathematics Curriculum Document 2016-2017