Duplin County Schools / Overview



8th Grade - Unit 1 - Moving Straight Ahead (23 days) (7th grade book)8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.1, 8.F.2, 8.F.3, 8.F.4InvestigationsACE ?’sNotes1. Walking Rates Problem 1.1 – Walking MarathonsFinding and using ratesI can write equations and determine dependent and independent variables.1-2, 15-18Good for first day activities, fun experiment to get students to start thinking about mathTape starting and ending points on walls or in hallway so students don’t have to measure to help save timeProblem 1.2 – Walking Rates and Linear RelationshipsTables, graphs, and equationsI can predict linear relationships from multiple representations.3-5, 19-22, 30Problem 1.3 – Raising MoneyUsing linear relationshipsI can determine the pattern of change in linear relationships.6-9, 23-26, 31-32Problem 1.4 – Using the Walkathon MoneyRecognizing linear relationshipsI can determine if a linear relationship is increasing or decreasing.10-14, 27-29, 332. Exploring Linear Relationships With Graphs and TablesProblem 2.1 – Henry and Emile’s RaceFinding the point of intersectionI can solve problems using graphs and tables.1, 29-34, 42Problem 2.2 – Crossing the LineUsing tables, graphs, and equationsI can see the pattern of change for linear relationships in a table, graph, or equation.2-4, 6, 35-37, 43Problem 2.3 – Comparing CostsComparing relationshipsI can solve problems using equations and tables.5, 7-14, 38-39, 44-45Basic intro of solving systems, will come back later in “It’s in the System”Problem 2.4 – Connecting Tables, Graphs, and EquationsI can see the solution of an equation in a table and a graph.15-28, 40-413. Solving EquationsProblem 3.2 – Mystery PouchesExploring equalityI can understand and explain equality.5-8, 36, 39-40, 48Problem 3.3 – From Pouches to VariablesWriting equationsI can use properties of equality to solve linear equations.9-16, 42-43, 51Problem 3.4 – Solving Linear EquationsI can discover strategies for solving linear equations.17-29, 41, 44-47, 50, 52-53, 55-58All may not get to this point, and it is okay, will come back later in “Say It With Symbols”May want to plan warm-up to see if they remember how to solve 1 and 2 step equationsPractice Solving EquationsI can solve equations.Practice solving equations, there will be lots of places in the future where students need to solve equations, so we want to make sure they are proficient with it here, so they can do it throughout the yearAlways emphasize checking answers4. Exploring Slope: Connecting Rates and RatiosProblem 4.1 – Climbing StairsUsing rise and runI can relate the steepness of a set of stairs to a straight-line graph.1, 43-45, 49Problem 4.2 – Finding the Slope of a LineI can find the slope and y-intercept of a line from a table, graph, or equation.2-15, 46, 50, 52Don’t need to memorize another formula, rise is change in y’s and run is change in x’s - if they are sitting in a chair and wanted to run, they must stand up (rise) first and then they can runProblem 4.4 – Putting It All TogetherI can model linear relationships.35-42, 48, 53-54Supplement – Bow Wow BarkleyI can create a function to model a linear relationship.DPI - Lessons for Learning – Bow Wow BarkleyDo not go past what it does in the book, do not need too much detail, will come back around in other units to reinforce and build on these conceptsHold off until later for no and infinite solutions when solving equationsDo not assign all of ACE questions – pick and choose which ones you believe are meaningful and worthwhile. Extension questions for the most part should be held for the true high fliers, easy place for differentiation. 8th Grade - Unit 2 – Thinking With Mathematical Models (23 days)8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.SP.1, 8.SP.2, 8.SP.3, 8.SP.4InvestigationsACE ?’sNotes1. Exploring Data Patterns – 8.F.3, 8.F.5Problem 1.1 – Bridge Thickness and StrengthI can explain and understand relationships between variables from an experiment2, 7-8, 10-15, 35Need small cups and precut paper or there is a simulation in the Dashboard if you can’t do the actual experimentProblem 1.2 – Bridge Length and StrengthI can explain and understand relationships between variables from an experiment1, 9, 16-26, 33Problem 1.3 – Custom Construction PartsFinding patternsI can predict if a pattern is going to be linear or nonlinear.3-6, 27-32, 34, 36Magnetic strip toys or linkage strips could be used as well2. Linear Models and Equations – 8.EE.7, 7b, 8a, 8.F.1, 2Problem 2.1 – Modeling Linear Data PatternsI can find a linear function that is a good model for a set of data.1-3, 35-36Do not have focus on residualProblem 2.2 – Up and Down the StaircaseExploring slopeI can write an equation for a linear from if given a graph, table, or points.6-8, 57At the end, can have conversation around ski slopes, if students have been skiing, good time to have conversation on how they qualify the slopes, green, blue, or blackProblem 2.3 – Tree Top FunEquations for linear functionsI can develop strategies for writing equations for linear functions.4-5, 9-19, 37-42, 56, 58-63Problem 2.4 – Boat Rental BusinessSolving linear equationsI can develop useful strategies for solving liner equations.20-25, 43, 64-68Problem 2.5 – Amusement Park or MoviesIntersecting linear modelsI can find the intersection of two linear functions and describe what that intersection point tells me.26-34, 44-55This topic of solving systems will come back in the last unit, this is just a small tasteCan skip F if neededPractice with graphing I can graph linear functions.Practice worksheets3. Graphing - SupplementalFunctions – what are they? – 8.F.1I can understand and describe functions and non-functions.Be sure to include examples and non-examplesPull from unpacking questionsDetermining FunctionsGraphing Stories – 8.F.5I can analyze and explain graphs.; #57 page 55, unpacking questionsDPI - Lessons for Learning – The Case of the Vase, deals with filling up a vase with water and students having to graphComparing Linear Functions given in diff forms –8.F.2I can compare linear functions given in two different forms.Always have a conversation strengths and weakness about the different forms (words, tables, symbols, graphs) DPI - Lessons for Learning – Sandy’s Candy CorporationComparing Functions4. Variability and Associations in Numerical DataProblem 4.1 – Vitruvian ManRelating body measurementsI can determine if a linear model is a good fit for a set of data.1-3, 14, 16No residuals, skip CCould get data of students in the class Problem 4.2 – Older and FasterI can analyze a scatterplot to determine the shape and strength of a set of data.4-5, 17-18, 24Problem 4.3 – Correlation Coefficients and OutliersI can determine outliers.6-9, 19-20, 23, 25No correlation coefficient, only do D and E and ignore the second questions asking about correlation coefficientJust build conversation around if the data strong or weak and positive or negative5. Variability and Associations in Categorical DataProblem 5.1 – Wood or Steel? That’s The QuestionRelationships in categorical dataI can use a two-way table to show me about preferences among groups.1-16, 19, 20-24, 31Problem 5.2 – Politics of Girls and BoysAnalyzing data in two-way tablesI can analyze preferences among groups from recorded data in a two-way table.17, 25-27, 34Problem 5.3 – After-School Jobs and HomeworkWorking backward: setting up a two-way tableI can organize data to compare two different groups.18, 28-30, 32-33 8th Grade - Unit 3 – Looking for Pythagoras (25 days)8.NS.1, 8.NS.2, 8.EE.1, 8.EE.2, 8.G.6, 8.G.7, 8.G.8InvestigationsACE ?’sNotes1. Coordinate GridsProblem 1.3 – Finding AreasI can use what I know about rectangles and triangles to calculate the area of irregular shapes.15-25, 37-38, 42-43Do not have to be specific with area – thinking of how you can rearrange the shape to make perfect squares and why it’s not easy working with diagonalsEstimating and why it is hard to find the exact area with these diagonal lines2. Squaring Off – 8.NS.2, 8.EE.2Problem 2.2 – Square RootsI can find the square root of a number.4-37, 68, 73-76Only a & b – perfect square rootsProblem 2.4 – Cube RootsI can take the cube root of a number.47-64, 70, 78-80Cube roots – perfect roots 3. The Pythagorean Theorem – 8.G.6, 7, 8Discovering the PT I can explain the proof of the Pythagorean Theorem and it’s converse.Can do 3.1 but give areas after estimatingDiscovering the Pythagorean TheoremDiscover PTUsing the PTI can solve for distance between two points.Applying PTTaco Cart - Dan MeyerMissing Side LengthsI can use what I know about similar triangles to find missing side lengths.Good place to have students go outside to figure our heights of flagpoles or something by comparing shadows4. Using the Pythagorean Theorem: Understanding Real #’s 8.NS.1, 2, 8.G.7Two Lessons for Learning lessons will fit in nicely here – Real Number Race and The Laundry ProblemProblem 4.1 – Analyzing the Wheel of TheodorusSquare roots on a number lineI can order square roots on a number line.1-2, 24-29Problem 4.2 – Representing Fractions as DecimalsI can represent fractions as decimals and predict if it will repeat or terminate.3-7, 30-31Problem 4.3 – Representing Decimals as FractionsI can represent every repeating or terminating decimal as a fraction.8-18, 32-35, 38-40Problem 4.4 – Getting RealIrrational numbersI can identify every number as either rational or irrational.19-23, 36-37, 41-43 DPI - Lessons for Learning – Real Number RaceDPI - Lessons for Learning – The Laundry Problem8th Grade - Unit 4 – Growing, Growing, Growing (15 days)8.EE.1, 8.EE.3, 8.EE.4, 8.F.1, 8.F.3InvestigationsACE ?’sNotes1. Exponential Growth – 8.F.2, 3Problem 1.1 – Making BallotsIntroducing exponential functions – good example for them to see a non-linear patternI can identify variables in a situation and explain how they are related.1-3, 22-41To get exposure to an example of non linear and what it would mean for something to be exponential – thinking of the factor multiplying by and how that relates to exponents LfL – Nonlinear FunctionsI can determine whether a given pattern represents a linear or non-linear relationship.Nonlinear Functions, page 36Could also do Pay It Forward, bacteria growth, medicine decay, etc., many examples of problems that are non linear and how students would recognize this is in the rule, table, and graph5. Patterns With Exponents – 8.EE.1, 2, 3, 4 Problem 5.1 – Looking for Patterns Among ExponentsI can discover patterns in a table of powers.1, 67-69, 82-90 Problem 5.2 – Rules of ExponentsI can discover and understand rules for working with exponents.2-25, 70-71, 91Separate each letter (different rules) and have them practice each for a little while before moving to the nextPractice with working with exponentsI can simply expressions with exponents.Whiteboards are nice to bring out and just have students practice, could make up their own and trade with patterns, etc.Practice worksheetsTeach Scientific Notation – discover what it isI can represent numbers using scientific notation.Scientific Notation Card SortCould pull from Problem 1.2Problem 5.4 – Operations with Scientific NotationI can use scientific notation to help solve problems39-62, 75-76Giant BurgersCan also pull problems from unpacking documents and released EOG to practiceExamples and practice8th Grade - Unit 5 – Butterflies, Pinwheels, and Wallpaper (24 days)8.G.1, 8.G.2, 8.G.3, 8.G.4, 8.G.5InvestigationsACE ?’sNotes1. Symmetry and Transformations – 8.G.1 a, b, cIf running out of time, okay to skip, but just introduce transformations someway (“The Tech of Shrek” and making of Avatar are good videos to introduce) The actual performing of the transformation will take place in Investigation 3.Problem 1.1 – Butterfly SymmetryLine reflectionsI can explain what it means for a figure to have reflection symmetry.1-7, 19-20, 30-35Good place for homework to be having students bring in something, take pictures, cut out pictures of objects they see that have symmetryThis is for quick and easy intro, do not spend must time here, because they will work with them in Problem 3.1Problem 1.2 – In a SpinRotationsI can understand what it means for a figure to have rotational symmetry.8-10, 21-26, 29This is for quick and easy intro, do not spend must time here, because they will work with them in Problem 3.3Problem 1.3 – Sliding AroundTranslationsI can understand what it means for a figure to have translational symmetry.11-13, 27, 36This is for quick and easy intro, do not spend must time here, because they will work with them in Problem 3.2Problem 1.4 – Properties of TransformationsI can describe the change in the figure after each transformation.14-18, 28, 37-39 2. Transformations and Congruence - 8.G.1a, b, 2Problem 2.1 – Connecting Congruent PolygonsI can show congruence of two geometric shapes.1-4, 27-29Problem 2.2 – Supporting the WorldCongruent trianglesI can determine if triangles are congruent.5-6, 13-18, 30-32, 36-393. Transforming Coordinates – 8.G.2, 3, 5Problem 3.1 – Flipping on a GridCoordinate rules for reflectionsI can describe how points “move” under a reflection with coordinate rules.1-3, 8, 16, 26Not C (could for challenge) and only x and y axisStudents are only expected to flip on the x and y axis to meet the standardThe rule is not essential, students need to get the equal distance on both sides, the rule will be a shortcut to help some studentsProblem 3.2 – Sliding on a GridCoordinate rules for translationsI can describe how points “move” under a translation with coordinate rules.4-5, 9, 17-20In this case, the rule is a key piece to this activity, students should easily be able to visualize the translation with the rulesCan even have then stand up and move as if they were the pointProblem 3.3 – Spinning on a GridCoordinate rules for rotationsI can describe the points of motion of a rotation with a coordinate rule.6-7, 21-22, 27Only rotate figures around the origin in 90 degree incrementsCoordinate rule might not be easy for students to pick up on and remember, so this should not be the focusSeveral different methods for rotating – 1) drawing lines to origin to see perpendicular lines, 2) write down coordinates and rotate graph, write new coordinates, rotate back and sketch4. Dilations and Similar Figures – 8.EE.6; 8.G.4, 5Problem 4.1 – Focus on DilationsI can model dilations with coordinate rules and describe how that rule affects the figure.1-10, 23-25 Problem 4.2 – Return of Super SleuthSimilarity transformationsI can use transformation to check whether two figures are similar or not.11-15, 26-27Problem 4.3 – Checking Similarity w/o TransformationsI can know if two triangles are similar by using information about sides and angles.16-20, 28-29Supplement - Sequence of TransformationsI can describe a sequence of transformationsOne transformation followed by another transformationSequence of transformationsProblem 4.4 – Using Similar TrianglesI can use facts about similar triangles to find lengths that are unknown.21-22, 30-31Practice worksheets5. Parallel Lines and TransversalsSupplement - TransversalsI can find missing angle measurements.Working with anglesOnline questionsCan pull from Problem 3.5 and ACE #11-138th Grade - Unit 6 – Say It With Symbols (23 days)8.EE.7, 8.F.1, 8.F.2, 8.F.3, 8.F.4, 8.G.9InvestigationsACE ?’sNotes1. Making Sense of Symbols: Equivalent Expressions 8.EE.7b, 8.F.3Problem 1.1 – Tiling PoolsWriting equivalent expressionI can write an expression that represents border tiles surrounding an object.1-2, 18-24Problem 1.2 – Thinking in Different WaysDetermining equivalenceI can determine if two or more expressions are equivalent.3-4, 25-34, 58Problem 1.4 – Diving InRevisiting the Distributive PropertyI can use the Distributive and Commutative properties to show equivalence.7-17, 53-57, 60#4 A and B, do not need to do2. Combining Expressions – 8.F.3, 8.G.9Problem 2.1 – Walking TogetherAdding expressionsI can determine advantages and disadvantages of different forms of equations.1-5, 17-21, 40Problem 2.2 – Predicting ProfitSubstituting expressionsI can combine expressions to create a new expression.6-9, 22-31Making sure to have the conversation about the difference between income and profitProblem 2.3 – Making CandlesVolumes of cylinders, cones, and spheresI can determine equations to represent the relationships involving volume.10-12, 32-34, 41-43Problem 2.4 – Selling Ice CreamSolving volume problemsI can use formulas to solve problems involving volume.13-16, 35-39 Practice solving Geo problemsI can find volume and surface area of 3D shapes.DPI - Lessons for Learning – Gift Box DilemmaDPI - Lessons for Learning - Meltdown3. Solving Equations – 8.EE.7a, 8bProblem 3.1 – Selling Greeting CardsSolving linear equationsI can use strategies to solve equations that contain parentheses.1-7, 35-38, 53-55Problem 3.2 – Comparing CostsSolving more linear equationsI can use strategies to find a solution common to two-variable linear equations.8-23, 39-41, 43-44, 56Practice - Solving EquationsI can solve equationsCan bring out whiteboards, do relay race, etc. to get students practicing solving as many equations as they canVariety of worksheetsPractice with solving involving no or infinite solutionsI can solve equations.Practice – very end has students making up equations in which is great practice!Practice worksheet4. Looking Back at Functions – 8.F.3, 5Problem 4.1 – Pumping WaterLooking at patterns of changeI can use an equation to answer questions about a function in context.1-4, 25-28, 56 Problem 4.2 – Area and Profit—What’s the Connection?Using equationsI can represent two different contexts by the same equation.5-7, 29-39, 57If time allows, not critical8th Grade - Unit 7 – It’s In The System (13 days)8.EE.5, 8.EE.8InvestigationsACE ?’sNotes1. Linear Equations With Two Variables – 8.EE.8 a, b, cRead unpacking documents carefully to see how far you are suppose to go with this topicProblem 1.1 – Shirts and CapsSolving equations with two variablesI can determine what kind of solutions can be found for an equation with two variables.1-8, 28-35Problem 1.2 – Connecting Ax + By = C and y=mx + bI can change an equation in standard form to slope-intercept form and vice versa9-21, 36-50, 63Can bring out whiteboards after this problem so students can have just practice manipulating these equationsProblem 1.3 – Booster Club MembersI can explain what it means to find the common solution to two linear equations.22-27, 51-62, 642. Solving Linear Systems Symbolically - 8.EE a, b, cMaking sure to include parallel lines (no solution) and the same line (infinite solutions)Pull questions from unpacking documents to answerSolving SystemsI can solve systems of linear equations.Giving students systems in different forms, when one is in y= and other in standard, both in standard, both in y=Can pull some questions from Inv 2, along with ACE questionsPractice worksheetsCookie Calorie ConundrumI can solve a system of linear equationsThis is comparing the calories of a regular Oreo and a double stuff Oreo, always helpful to bring some in to help students get engagedDPI - Lessons for Learning pg 23 – Cookie Calorie Conundrum ................
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