Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2014-2015
| |Unit : 3 Slope | |
|Grade Level: 8th grade |Essential Questions: How does slope relate to unit rate? How do slopes of proportional relationships |Suggested Days: 15 |
| |relate to one another? How can you use similar triangles to verify the slope of a line? How is the | |
| |equation y=mx derived? How is the equation y=mx+b derived? What are the differences between linear and | |
| |non-linear functions? | |
|Vocabulary: | |
|Constant of variation |Mathematical Practices: Highlighted practices to be assessed. |
|Direct variation |1. Make sense of problems and persevere in solving them. |
|Linear equation |2. Reason abstractly and quantitatively. |
|Slope |3. Construct viable arguments and critique the reasoning of others. |
|Slope-intercept form |4. Model with mathematics. |
|Point-slope form |5. Use appropriate tools strategically. |
|Standard form |6. Attend to precision. |
|x-intercept |7. Look for and make use of structure. |
|y-intercept |8. Look for and express regularity in repeated reasoning. |
| | |
| Content Standard |Resources |Assessments |
|8.EE.5 Graph proportional relationships, interpreting the unit rate| |Pre-test |
|as the slope of the graph. Compare two different proportional |Holt McDougal Mathematics Grade 8 |Formative assessments: |
|relationships represented in different ways. For example, compare a |Go Math |Observations, anecdotal notes, admit/exit slips, math journals, |
|distance-time graph to a distance-time equation to determine which |8th Grade Unpacking |peer/self assessments, think-pair-share, quizzes |
|of two moving objects has greater speed. |JBHM 8th Grade |Post test (summative) |
|8.EE.6 Use similar triangles to explain why the slope m is the same|Exploration in Core Math |I Can Statements: |
|between any two distinct points on a non-vertical line in the | |explain the slope-intercept form of an equation. |
|coordinate plane; derive the equation y = mx for a line through the | (flip |identify the non-linear is not straight |
|origin and the equation y = mx + b for a line intercepting the |book) |use tables and equations to categorize functions as linear or |
|vertical axis at b. | |non-linear. |
|8.F.3 | that slope is unit rate. |
| |ns-Slope-ymxb-CCSS-8EE56-844549 |determine the slope of lines and determine which is the steepest. |
| |( $4.00) |compare and contrast proportional relationships from a graph, table |
| | |or description. |
| | (Great resources |determine the slope between two points. |
| | |explain why triangles are similar |
| |(More websites are on the next page) |justify why the slope is the same between any two points on a |
| | |non-vertical line. |
| | | |
|NOTE: Websites: |
| (8.E.E.5) |
| (8.E.E.6) |
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|?. |
| (8.E.E.5) |
| (8.E.E.6) |
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| (great website) |
| (performance task) |
| (Smarter Balance) |
| (more test questions) |
| (8.F.A.3) |
| (videos) |
| (8.F.A.3) |
| |
| (great website) |
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| (8.F.A.3) |
| (8.E.E.5) |
| (8.E.E.6) |
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