Grade 8



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunityIn order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. 4229102327910-571500-1270The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Standards for Mathematical Practice Mathematical Practice Standards can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.Purpose of the Mathematics Curriculum MapsThe Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students. How to Use the Mathematics Curriculum MapsTennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentWeekly and daily objectives/learning targets should be included in your plan. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and ics Addressed in QuarterSimilarity and TransformationsUsing Similar TrianglesRight Triangles with TrigonometryProperties of Angles and Segments in CirclesOverviewDuring the third quarter students formalize their understanding of similarity, which was informally studied prior to geometry. Similarity of polygons and triangles is explored. Triangle similarity postulates and theorems are formally proven. The proportionality of corresponding sides of similar figures is applied. Similarity is extended to the side-splitting, proportional medians, altitudes, angle bisectors, and segments theorems. The geometric mean is defined and related to the arithmetic mean. The special right triangles of 30-60-90 and 45-45-90 are also studied. Students are introduced to the right-triangle trigonometric ratios of sine, cosine, and tangent, and their applications. Angles and the sine, cosine, and tangent functions are defined in terms of a rotation of a point on the unit circle. Students will end the quarter by starting their study of circles. They will quickly review circumference and then should be able to identify central angles, major and minor arcs, semicircles and find their measures. They will finish the quarter studying inscribed angles and intercepted arcs.Content StandardType of RigorFoundational StandardsSample Assessment Items**G-SRT.A.2Conceptual Understanding 8.G.A.1, 2,3, 4,5Illustrative: Are They Similar; Illustrative: Congruent and Similar Triangles; Illustrative: Similar TrianglesG-SRT.B.4, 5Conceptual Understanding 8.G.A.1, 2,3, 4,5Illustrative: Joining Two Midpoints of Sides of a Triangle; Illustrative: Pythagorean Theorem; Illustrative: Bank Shot; Illustrative: Points From DirectionsG-SRT.C.6, 7, 8Conceptual Understanding & Application8.G.A.1, 2,3, 4,5Mathshell: Hopewell GeometryG-C.A.1, 2Conceptual Understanding 8.G.A.5; 8.G.B.7Illustrative: Similar Circles; Illustrative: Neglecting the Curvature of the EarthG-MG.A.3Application8.G.A.5; 8.G.B.7Illustrative: Ice Cream Cone; Illustrative: Satellite** TN Tasks are available at and can be accessed by Tennessee educators with a login and password. Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.The fluency recommendations for geometry listed below should be incorporated throughout your instruction over the course of the school year.G-SRT.B.5 Fluency with the triangle congruence and similarity criteria G-GPE.B.4,5,7 Fluency with the use of coordinates G-CO.D.12Fluency with the use of construction toolsReferences: STATE STANDARDS CONTENTINSTRUCTIONAL SUPPORT & RESOURCESSimilarity and TransformationsRight Triangles and Trigonometry (Allow approximately 5 weeks for instruction, review, and assessment)Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Understand similarity in terms?? of similarity transformationsG-SRT.A.2 Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.Enduring Understanding(s)Polygons are similar if and only if corresponding angles are congruent and corresponding sides are proportional.Geometric figures can change size and/or position while maintaining proportional attributesEssential Question(s)How is similarity defined by transformations? How can you prove two figures are similar?Objective(s):Use proportions to Identify similar polygons.Solve problems using the properties of similar polygons.Identify similarity transformations.Verify similarity after a similarity transformation.Use the textbook resources to address procedural skill and fluency.Lesson 7.2 Similar Polygons pp.465-473Lesson 7.6 Similarity Transformations pp. 505-511Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 2, Topic A, Lesson 2 – Scale Drawings by Ratio MethodEngageny Geometry Module 2, Topic A, Lesson 3 – Scale Drawings by the Parallel MethodEngageny Geometry Module 2, Topic B Lesson 6 – DilationsEngageny Geometry Module 2, Topic B, Lesson 7 – Do Dilations Map Segments?Engageny Geometry Module 2, Topic C, Lesson 12 – Similarity TransformationsEngageny Geometry Module 2, Topic C, Lesson 14 – SimilarityTask(s):Illustrative Math: Are They Similar? G-SRT.A.2VocabularySimilar polygons, similarity ratio, scale factordilation, similarity transformation, center of dilation, scale factor of a dilation, enlargement, reductionActivity with DiscussionDraw two regular pentagons that are different sizes. Are the pentagon’s similar? Will any two regular polygons with the same number of sides be similar? ExplainExplain how you can use scale factor to determine whether a transformation is an enlargement, a reduction, or a congruence transformation.Writing in MathCompare and contrast congruent, similar, and equal figures.Domain: G-MG Modeling with GeometryCluster: Apply geometric concepts?? in modeling situationsG-MG.A.3 Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). ★Enduring Understanding(s)Geometric figures can change size and/or position while maintaining proportional attributes.Essential Question(s)How can geometric properties and relationships be applied to solve problems that are modeled by geometric objects?How do you use proportions to find side lengths in similar polygons?Objective(s):Create scale drawings of polygonal figures by the ratio method. Use scale factors to solve problems.Use the textbook resources to address procedural skill and fluency.Lesson 7.7 Scale Drawings and Scale Models pp. 512-517Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 2, Topic A, Lesson 2 – Making Scale Drawings Task(s):Illustrative Math: Ice Cream ConeVocabularyScale model, scale drawing, scaleWriting in MathFelix and Tamara are building a replica of their high school. The high school is 75 feet tall and the replica is 1.5 feet tall. Felix says the scale factor of the actual high school to the replica is 50:1, while Tamara says the scale factor is 1:50. Is either of them correct? Explain your reasoning.Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster(s): Understand similarity in terms of similarity transformations. Prove theorems involving similarityG-SRT.B.3 Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.G-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.Enduring Understanding(s)Polygons are similar if and only if corresponding angles are congruent and corresponding sides are proportional.Essential Question(s)What relationships among sides and other segments in a triangle are always true?How do you use proportions to find side lengths in similar polygons? How do you show two triangles are similar?Objective(s):Students will prove the angle-angle criterion for two triangles to be similar and use it to solve triangle problemsIdentify similar triangles and use their properties to solve problems.Use the textbook resources to address procedural skill and fluency.Lesson 7.3 Similar Triangles pp. 474-483Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 2, Topic C, Lesson 15 – AA SimilarityEngageny Geometry Module 2, Topic C, Lesson 17 – SSS & SAS SimilarityEngageny Geometry Module 2, Topic C, Lesson 16 – Applying Similar TrianglesMath Shell Lesson: Flood Light ShadowsWriting in MathContrast and compare the triangle congruence theorems with the triangle similarity theorems.Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Prove theorems involving similarityG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.Enduring Understanding(s)Polygons are similar if and only if corresponding angles are congruent and corresponding sides are proportional.Congruence and similarity criteria for triangles are used to solve problems and prove relationships of geometric figures. Essential Question(s)How do you use proportions to find side lengths in similar polygons?How might the features of one figure be useful when solving problems about a similar figure?Objective(s):Prove that special segments in similar triangles are proportional.Prove the Pythagorean Theorem by using similar triangles.Recognize and use proportional relationships of corresponding angle bisectors, altitudes, and medians of similar triangles.Use the Triangle Angle Bisector Theorem to find lengths of sides of similar triangles.Use the textbook resources to address procedural skill and fluency.Lesson 7.4 Parallel Lines and Proportional Parts (mid-segments was previously covered in unit 2) pp. 484-492Lesson 7.5 Parts of Similar Triangles pp.495-503Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 2, Topic A, Lesson 4 – Triangle Side Splitter TheoremEngageny Geometry Module 2, Topic B, Lesson 10 – Dividing a Line Segment into Equal PartsEngageny Geometry Module 2, Topic C, Lesson 18 – Triangle Angles Bisector TheoremEngageny Geometry Module 2, Topic C, Lesson 19 – Parallel Lines and Proportional SegmentsTask(s)Illustrative Math: Pythagorean TheoremIllustrative Math: Joining Two Midpoints of Sides of a TriangleVocabularyMid-segment of a triangleActivity with DiscussionUse multiple representations to explore angle bisectors and proportions. (See p. 492, #47)Find a counterexample: If the measure of an altitude and side of a triangle are proportional to the corresponding altitude and corresponding side of another triangle, then the triangles are similarDomain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Prove theorems involving similarityG-SRT.B.4 Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.G-SRT.B.5 Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.Enduring Understanding(s)Similar figures map one shape proportionally onto another through non-rigid motions. Congruence and similarity criteria for triangles are used to solve problems and prove relationships of geometric figures. Essential Question(s)Can the geometric mean be used in any triangle?How does geometric mean help us to find the missing sides in a right triangle?Objective(s):Students will prove the geometric mean relationships in a triangle using similarity.Students will prove the triangle proportionality theorem (side splitting theorem) using similarity.Solve problems involving relationships between parts of a right triangle and the altitude to its hypotenuse.Use the textbook resources to address procedural skill and fluency.Lesson 8.1 Geometric Mean pp.531-539Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 2, Topic D, Lesson 21 – Special Relationships within Right TrianglesEngageny Geometry Module 2, Topic D, Lesson 24 – Prove the Pythagorean Theorem Using SimilarityVocabularyGeometric meanWriting in MathHow does geometric mean help to find the missing sides in a right triangle?Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Define trigonometric ratios?and solve problems involving?right trianglesG-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.Enduring Understanding(s)The concept of similarity enables us to explore geometric relationships and apply trigonometric ratios to solve real world problems.Essential Question(s)How does the understanding of triangle similarity develop an understanding of trigonometric ratios and relationships in triangles?Objective(s):Compare common ratios for similar right triangles and develop a relationship between the ratio and the acute angle leading to the trigonometry ratios.Use the textbook resources to address procedural skill and fluency.Lesson 8.3 Special Right Triangles pp.552-559Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Task(s) HYPERLINK "" Discovering Special Right Triangles Learning TaskFinding Right Triangles in your Environment Learning Task Create your own triangles Learning TaskActivity with DiscussionExplain how you can find the lengths of two legs of a 30-60-90 triangle in radical form if you are given the length of the hypotenuse.Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Define trigonometric ratios?and solve problems involving?right trianglesG-SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.G-SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles.G-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. ★Enduring Understanding(s)Trigonometry can be used to measure sides and angles indirectly in right triangles.Essential Question(s)How do you find a side length or angle measure in a right triangle?How do trigonometric ratios relate to similar right triangles?Objective(s):Define trigonometric ratios for acute angles in right triangles.Use trigonometric rations and Pythagorean Theorem to solve right triangles.Use the relationship between the sine and cosine of complementary angles.Use the textbook resources to address procedural skill and fluency.Lesson 8.4 Trigonometry pp.562-271Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Learnzillion: Apply Sine and Cosine FunctionsSimilar Right Triangles and Trig Ratios LessonTask(s)Discovering Trigonometric Ratio Relationships Learning Task p.22Inside Mathematics: Hopewell Geometry Performance TaskVocabularyTrigonometry, trigonometry ratio, sine, cosine, tangent, inverse sine, inverse cosine, inverse tangentActivity with DiscussionExplain how you can use ratios of the side lengths to find the angle measures of the acute angles in a right triangle.Domain: G-SRT Similarity, Right Triangles and TrigonometryCluster: Define trigonometric ratios?and solve problems involving?right trianglesG-SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. ★Enduring Understanding(s)Trigonometry can be used to measure sides and angles indirectly in right triangles.Essential Question(s)How do you find a side length or angle measure in a right triangle?When you know the lengths of the sides of a right triangle, how can you find the measures of the two acute angles?Objective(s):Students will solve trigonometry and Pythagorean Theorem problems based on written descriptions.Students will apply trigonometric ratios and Pythagorean Theorem to solve angle of elevation and angle of depression problems.Use the textbook resources to address procedural skill and fluency.Lesson 8.5 – Angles of Elevation and Depression pp.574-581Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Learnzillion Lesson: Develop an Understanding and Apply Right Triangle Rules Learnzillion: Apply Relationships of Right Triangles Using Pythagorean TheoremTask(s) HYPERLINK "" Find that Side or Angle Task HYPERLINK "" TN Task :InterstateTN Task: Making Right Triangles Illustrative Math: Ask the PilotVocabularyAngle of elevation, angle of depressionWriting in MathHow is a right triangle used to find the sine and cosine of an acute angle? Is there a unique right triangle that must be used?Properties of Angles and Segments in Circles (Allow approximately 4 weeks for instruction, review, and assessment)t)Domain: G-C CirclesCluster: Understand and apply theorems about circlesG-C.A.1 Prove that all circles are similar.Domain: G-CO CongruenceCluster: Experiment with transformations in the planeG-CO.A.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.Domain: G-GMD Geometric Measurement and DimensionCluster: Explain volume formulas and use them to solve problems G-GMD.A.1 Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.Enduring Understanding(s)The concept of similarity as it relates to circles can be extended with proof. Essential Question(s)What role do circles play in modeling the word around us?Objective(s):Give an argument to justify the formula for the circumference of a circle.Prove that all circles are similar.Use the textbook resources to address procedural skill and fluency.Lesson 10.1 – Circles and Circumference pp.683-691Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Learnzillion Lesson: G-CO.A.1Learnzillion Lesson: G-GMD.A.1Task(s)Illustrative Math: Similar Circles TaskAll Circles are Similar TaskVocabularyCircle, center, radius, chord, diameter, congruent circles, concentric circles, circumference, pi, inscribed, circumscribedWriting in MathProvide examples of how distance traveled can depend on the circumference of a circle when used with vehicles.Domain: G-C CirclesCluster: Understand and apply theorems about circlesG-C.A.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. Enduring Understanding(s)Relationships between angles, radii and chords will be investigated.Similarities will be applied to derive an arc length and a sector area. Essential Question(s)When lines intersect a circle, or within a circle, how do you find the measures of resulting angles, arcs, and segments?Objective(s):Investigate and identify relationships between parts of a circle and angles formed by parts of a circleUse the textbook resources to address procedural skill and fluency.Lesson 10.2 Measuring Angles and Arcs pp.692-700Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 5, Topic A, Lesson 4 – Explore Relationships between Inscribed Angles, Central Angles and their Intercepted ArcsTask(s) HYPERLINK "" Circles and their Relationships among Central Angles, Arcs and Chords HYPERLINK "" Investigating Angle Relationships in Circles Getting a Job Task (Click on HCPSS Task:?Getting a Job)VocabularyCentral angle, arc, minor arc, major arc, semicircle, congruent arcs, adjacent arcs, arc lengthWriting in MathDescribe how to use central angles to find other angles within a triangleDiscuss relationships between the arcs intercepted by an angle and the measure of that angle. Domain: G-C CirclesCluster: Understand and apply theorems about circlesG-C.A.2 Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. Enduring Understanding(s)Relationships between angles, radii and chords will be investigated.Similarities will be applied to derive an arc length and a sector area. Essential Question(s)How are segments within circles, such as radii, diameters, and chords, related to each other? What is the relationship of their measurements? Objective(s):Identify and describe relationships involving inscribed angles.Prove properties of angles for a quadrilateral inscribed in a circle.Use the textbook resources to address procedural skill and fluency.Lesson 10.4 Inscribed Angles pp.709-716Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Geometry Module 5, Topic A, Lesson 5 – Prove Inscribed Angle TheoremTask(s)Illustrative Math: Opposite angles in a cyclic quadrilateralVocabularyInscribed angle, intercepted arcWriting in MathCompare and contrast inscribed angles and central angles of a circle. If they intercept the same arc how are they related?RESOURCE TOOLBOXTextbook ResourcesConnectED Site - Textbook and Resources Glencoe Video LessonsHotmath - solutions to odd problemsComprehensive Geometry Help: Online Math Learning (Geometry)I LOVE MATHNCTM IlluminationsNew Jersey Center for Teaching & Learning (Geometry)Others HYPERLINK "" TN Ready Geometry BlueprintState ACT ResourcesCalculatorFinding Your Way Around TI-83+ & TI-84+ ()Texas Instruments Calculator Activity ExchangeTexas Instruments Math NspiredSTEM ResourcesCasio Education for Teachers*Graphing Calculator Note: TI tutorials are available through Atomic Learning and also at the following link: Math Bits - graphing calculator steps Some activities require calculator programs and/or applications.Use the following link to access FREE software for your MAC. This will enable your computer and TI Calculator to communicate: Free TI calculator downloadsStandardsCommon Core Standards - MathematicsCommon Core Standards - Mathematics Appendix A TN CoreCCSS Flip Book with Examples of each StandardGeometry Model Curriculum North Carolina – Unpacking Common Core geometry.htmlUtah Electronic School - Geometry Ohio Common Core ResourcesChicago Public Schools Framework and Tasks Mathy McMatherson Blog - Geometry in Common CoreVideos Math TV VideosThe Teaching ChannelKhan Academy Videos (Geometry)TasksEdutoolbox (formerly TNCore) Tasks Inside Math Tasks Mars Tasks Dan Meyer's Three-Act Math Tasks NYC tasks Illustrative Math TasksUT Dana Center SCS Math Tasks GSE Analytic Geometry Unit 1: Similarity, Congruence and ProofsNWEA MAP Resources: in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) These Khan Academy lessons are aligned to RIT scores. ?Interactive ManipulativesGeoGebra – Free software for dynamic math and science learningNCTM Core Math Tools (Not free) Any activity using Geometer’s Sketchpad can also be done with any software that allows construction of figures and measurement, such as Cabri, Cabri Jr. on the TI-83 or 84 Plus,TI-92 Plus, or TI-Nspire.Literacy Resources Literacy Skills and Strategies for Content Area Teachers (Math, p. 22)Glencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12) () ................
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