Curriculum Design Template. Course Title: Math 8 Grade Level: 8

Transcription

1 Curriculum Design Template Content Area: Mathematics 8 Course Title: Math 8 Grade Level: 8 Equations Transformations Marking Period 1 Angles and Triangles Graphing and Writing Linear Equations Marking Period 2 Systems of Linear Equations Functions Marking Period 3 Real Number and the Pythagorean Thm Volume and Similar Solids Data Analysis and Displays Marking Period 4 Date Created: July 2013 Board Approved on:

2 Unit Title Lessons to include Time Common Core Standards Math Equations Transformations Angles and Triangles Graphing and Writing Linear Equations Systems of Linear Equations Functions 1.1 Solving Simple Equations 1.2 Solving Multi-Step Equations 1.3 Solving Equations with Variable son both sides 1.4 Rewriting Equations and Formulas 2.1 Congruent Figures 2.2 Translations 2.3 Reflections 2.4 Rotations 2.5 Similar Figures 2.6 Perimeters and Areas of Similar Figures 2.7 Dilations 3.1 Parallel Lines and Transversals 3.2 Angles of Triangles 3.3 Angles of Polygons 3.4 using similar triangles 4.1 Graphing Linear Equations 4.2 Slope of a Line 4.3 graphing proportional relationships 4.4 graphing linear equations in slopeintercept form 4.5 graphing linear equations in standard form 4.6 Writing Equations in Slope-Intercept Form 4.7 Writing Equations in Point-Slope Form 5.1 Solving Sytems of Linear Eq by Graphing 5.2 Solving Systems of Linear Eq by Subst. 5.3 Solving Systems of Linear Eq by Elim 5.4 Solving Special Systems of Linear Eq 6.1 Relations and Functions 6.2 Representation of Functions 6.3 linear functions 6.4 comparing linear and nonlinear functions 6.5 Analyzing and sketching graphs 12 days 8.EE.7a-b 19 days 8.G.1a-c, 8.G.2, 8.G.3, 8.G.4 13 days 8.G.5 19 days 8.EE.4, 8.EE.5, 8.EE.6 13 days 8.EE.7a-b, 8.EE.8a-c 14 days 8.F.1; 8.F.2, 8.F.3; 8.F.4 8.F.5

3 Real Numbers and the Pythagorean Theorem Volume and Similar Solids Data Analysis and displays Exponents and scientific notation 7.1 finding square roots 7.2 Finding Cube Roots 7.3 the Pythagorean theorem 7.4 approximating square roots 7.5 using the Pythagorean theorem 8.1 Volumes of Cylinder 8.2 Volumes of Cones 8.3 Volumes of Spheres 8.4 Surface Areas and Volumes of Similar Solids 9.1 Scatter Plots 9.2 lines of best fit 9.3 two-way tables 9.4 choosing a data display 10.1 Exponents 10.2 product of powers property 10.3 quotient of powers property 10.4 zero and negative exponents 10.5 reading scientific notation 10.6 writing scientific notation 10.7 scientific notation 15 days 13 days 8.G.9 12 days 18 days 8.EE.2, 8.NS.1; 8.NS.2; 8.G.6; 8.G.7; 8.G.8 8.SP.1; 8.SP.2, 8.SP.3, 8.SP.4 8.EE.1, 8.EE.3; 8.EE.4

4 Course Title: Math 8 Grade Level: 8th Overarching How do you solve simple and multistep equations? What are transformations? How do you classify angles and what is similarity? What is slope? What is an equation of a line? How do we graph linear equations? How do we solve systems of linear equations? What is a relation? A function? How do we find square and cube roots? How do we find the volume of solids? How do we use and create data displays? How do we read and write scientific notation? What are exponents and their properties? Overarching Enduring Understanding Students in 8 th Grade Math will learn how to analyze proportional relationships. They will perform rational number operations and generate equivalent expressions. Students will solve problems using linear equations and inequalities. They will understand geometric relationships and solve problems involving angles, surface area and volume. They will also analyze and compare populations as well as find probabilities of events. Course Description Math 8 covers all basic components of a pre-algebra course, including the exploration of expressions, equations, and functions, rational numbers, solving and analyzing linear equations and inequalities, proportions, graphing relations and functions, the Pythagorean theorem, exponents, rational expressions and equations, angles and similarity, and exponents and scientific notation. Graphing calculators and other technology are used when appropriate. This course is designed to prepare students moving into Algebra I. Technology Standards A 3 - Construct a spreadsheet, enter data, use mathematical or logical functions to manipulate and process data, generate charts and graphs, and interpret the results B 9 - Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products. Life Skills Standards A.1 - Apply critical thinking and problem-solving strategies during structured learning experiences B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives A.2 - Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities O.(2).1 - Develop an understanding of how science and mathematics function to provide results, answers, and algorithms for engineering activities to solve problems and issues in the real world O.(2).2 - Apply science and mathematics when developing plans, processes, and projects to find solutions to real world problems.

5 Solving Equations How can you use inductive reasoning to discover rules in mathematics? How can you test a rule? How can you solve a multi-step equation? How can you check the reasonableness of your solution? How can you solve an equation that has variables on both sides? How can you use a formula for one measurement to write a formula for a different measurement? literal equation To review previously learned skills necessary for the upcoming chapter Students will use properties of equality to solve one-step equations Students will solve multi-step equations by using inverse operations to isolate the variable Students will solve equations with variables on both sides by using properties of equality and collecting variable terms on one side Students will solve equations that have no solution, one solution, infinitely many solutions students will convert between customary and metric units 8.EE.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). 8.EE.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. Explore the sum of the angles of a triangle Use an equation to solve for the missing angle Give students specific criteria to create their own equation. Use the basic skills and skills review handbook s Use the record and practice journal

6 Transformations How can you identify congruent triangles? How can you arrange tiles to make a tessellation? How can you use reflections to classify a frieze pattern? What are three basic ways to move an object in a plane? How can you use proportions to help make decision in art, design, and magazine layouts? How do changes in dimensions of similar geometric figures affect the perimeters and the areas of figures? How can you enlarge or reduce a figure in the coordinate plane? What are the formulas for volumes of cones, cylinders and spheres and how to use them in real world problems? Congruent figures, corresponding angles, corresponding sides, transformation, image, translation, reflection, line of reflection, rotation, center of rotation, angle of rotation, similar figures, dilation, center of dilation, scale factor Identify congruent figures and congruent parts of congruent figures Transform figures using translations, reflections, rotations and dilations Find the areas and perimeters of similar figures 8.G.1 Verify experimentally the properties of rotations, reflections, and translations: 8.G.1.a Lines are taken to lines, and line segments to line segments of the same length. 8.G.1.b Angles are taken to angles of the same measure. 8.G.1.c Parallel lines are taken to parallel lines. 8.G.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. 8.G.3 Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates. 8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them. Using a piece of string, measure the diameter of different size circles as well as the circumference and compare these measurements (ratio of circumference to the diameter). Cut out various polygons and translate them around on a coordinate plane using various transformations. Work with a partner to find the dimensions of two similar triangles when one is

7 150% larger Use youtube videos to teach the concepts. The hands on activities provided above provide differentiation. Angles and Triangles How can you describe angles formed by parallel lines and transversals? How can you describe the relationship among the angles of a triangle? How can you find the sum of the interior angle measures and the sum of the exterior angle measures of a polygon? How can you use angles to tell whether triangles are similar? How can you classify two angles as complementary or supplementary? How can you classify triangles by their angles? How can you find a formula for the sum of the angle measures of any polygon? Which properties of triangles make them special among all other types of polygons? How can you use properties of parallel lines to solve real life problems? Transversal, interior angles, exterior angles, interior angles of a polygon, exterior angles of a polygon, convex polygon, concave polygon, regular polygon, indirect measurement Students will: Explore the properties of parallel lines cut by a transversal. Explore the sum of the angle measures of a triangle. Investigate the sum of the angle measures of several polygons. Explore properties of similar triangles. 8.G.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. Relate math terms in this chapter to definitions of English words Work with a partner and discuss the meaning of each name for the various triangles. Use reasoning to define each name and match each name with a triangle. Draw various angles and see which ones can be combined to make a triangle and which ones cannot. Discover the sum of the angle measures of a polygon by having students cut the polygon into triangles. Graphing and Writing linear equations

8 How can you recognize a linear equation? How can you draw its graph? How can you use the slope of a line to describe the line? How can you describe the graph of the equation y = mx? How can you describe the graph of the equation y = mx + b? How can you describe the graph the equation ax + by = c? How can you write an equation of a line when you are given the slope and y- intercept? How can you write the equation of a line when you are given the slope and a point on the line? Linear equation, solution of a linear equation, slope, rise, run, y-intercept, point-slope form, x-intercept, slope-intercept form, standard form Students will be able to Write the equation of line given its slope and y-intercept write the equation of a line when you are given the slope and a point on the line write the equation of a line given a slope and a point write an equation of a line when you are given two points on the line solve real life problems using equations, graphs and intercepts write a system of linear equations and solve the system using several methods 8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. 8.EE.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. US Map activity on PT-194 Give students specific criteria to create and graph their own linear equations Remind students that the goal is to isolate the variable using previously learned skills Systems of Linear Equations

9 How can you solve a system of linear equations? How can you use substitution to solve a system of linear equations? How can you use elimination to solve a system of linear equations? Can a system of linear equations have no solution? Can a system of linear equations have many solutions? System of linear equations, solution of a system of linear equations To solve systems of linear equations using three different techniques To solve systems equations with no solutions or infinitely many solutions 8.EE.7 Solve linear equations in one variable. 8.EE.8a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. 8.EE.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. 8.EE.8c Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. Use graphing calculator to illustrate solutions of systems (graph and trace and table view) Alternative assessment T-232 Structured Interview Graphic organizer

10 Functions How can you use a mapping diagram to show the relationship between two data sets? How can you represent a function in different ways? How can you use a function to describe a pattern? How can you recognize when a pattern in real life is linear or non-linear? How can you use a graph to represent relationships between quantities without using numbers? Input, output, relation, mapping diagram, function, function rule, linear function, nonlinear function Use a mapping diagram to show a function Write linear functions for graph or a table of values Compare linear and non-linear graphs 8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 1 8.F.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. 8.F.3 Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. 8.F.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. Work with a partner to plot the points from a table to a coordinate plane and write a linear equation for the function represented by the graph. With a partner, copy and complete an input-output table. Find the domain and

11 range of the function represented by the table. Relate words input and output with the prepositions in and out. Help students understand concepts by showing how it is used in everyday life. Show that representing a function table as a list of ordered pairs is for convenience. Graphic organizer to compare and contrast relations and functions Real Numbers and the Pythagorean Theorem How can you find the dimensions of a square or a circle when you are given its area? How is the cube root of a number different from the square root of a number? How are the lengths of the sides of a right triangle related? How can you find decimal approximations of square roots that are not rational? In what other ways can you use the Pythagorean Theorem? Square root, perfect square, radical sign, radicand, cube root, perfect cube, theorem, legs, hypotenuse, Pythagorean Theorem, irrational number, real number, distance formula find the square root of a perfect square use the Pythagorean theorem to find the missing lengths of a right triangle approximate non-perfect square roots as being between two integers find cube roots and estimate square roots use properties of square roots to simplify expressions solve right triangle problems and determine if three lengths are the sides of a right triangle 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that 2 is irrational. 8.G.6 Explain a proof of the Pythagorean Theorem and its converse. 8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. 8.G.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of 2, show that 2 is between 1 and 2, then between 1.4 and 1.5, and

12 explain how to continue on to get better approximations. Define and model the period of a pendulum. YouTube video instruction. Smartboard activity to prove Pythagorean Thm Ask students to use mental math to answer a series of verbal questions. Have students verify the Pythagorean theorem by drawing right triangles with legs of a given length, measuring the hypotenuse, and then calculating the hypotenuse using the Pythagorean theorem. YouTube video instruction. Volume and Similar Solids How can you find the volume of a cylinder? How can you find the volume of a cone? How can you find the volume of a sphere? When the dimensions of a solid increase by a factor of k, how does the surface area change? How does the volume change? Sphere, hemisphere, similar solids Find the volume of cylinders and solve for a missing dimension given the volume Find the volume of cones Find the volume of spheres Find the volume of composite solids (comprised of spheres, cylinders and cones) 8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Making hay people see T-339 Students bring in a variety of containers various shapes and sizes that are covered in class and can hold water. At the end of the chapter put students in groups and challenge them to find the volumes passing the containers to each group. At the end students put water in to reveal actual volume. Formula Triangles Math Chats

13 Data and Analysis and displays How can you construct and interpret a scatter plot? How can you use data to predict an event? How can you read and make a two-way table? How can you display data in a way that helps you make decisions? scatter plots, line of fit, line of best fit, two-way table, joint frequency, marginal frequency Construct scatter-plots and draw the line of best fit and analyze the equations Complete the lesson on constructing scatter-plots, drawing the line of best fit and analyzing the equations Will create and use two-way tables to analyze data Will choose and construct an appropriate data display 8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? Have students find a set of real life data that can be modeled by a linear equation. Have them justify their reasoning by using a graphing calculator. Conduct a survey in the class. Ask each student to write the number of his or her first cousins. Collect the pieces of paper and write the data on the smartboard. Review Game Rolling for Data T-402 Look for fun activities on the web to differentiate lesson. Use youtube videos to teach concepts.

14 Information Frame graphic organizer P. 384 Group Quiz (see T385 for details) Exponents and Scientific Notation How can you use exponents to write numbers? How can you use inductive reasoning to observe patterns and write general rules involving properties of exponents? How can you divide two powers that have the same base? How can you evaluate a nonzero number with an exponenet of zero? How can you evaluate a nonzero number with a negative integer exponent? How can you read numbers that are written in scientific notation? How can you perform operations with numbers written in scientific notation? Power, base, exponent, scientific notation, negative exponent Write expressions involving exponents and evaluate powers Use the product of powers property to simplify expressions Use the quotient of powers property to simplify expressions Use the definition of zero and negative exponents to evaluate and simplify expressions Read numbers in scientific notation and write them in standard form Convert numbers in standard form to scientific notation Perform operations with numbers written in scientific notation 8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, = 3 3 = 1/3 3 = 1/27. 8.EE.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the world population is more than 20 times larger. 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology Review the vocabulary associated with exponents Work with a partner to write the distance between planets as whole numbers, and in scientific notation.

15 Have students create pyramids of factors. Ask them to write the exponential form and evaluate each row.