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 standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident throughout the mathematics curriculum maps.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 Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints ( ) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.How to Use the Mathematic Curriculum MapsThis 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 instructional practice in alignment with the three College and Career Ready shifts in instruction for Mathematics. We should see these shifts in all classrooms:The TNCore 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.Mathematical ShiftsFocus standards are focused on fewer topics so students can learn moreCoherence within a grade are connected to support focus, and learning is built on understandings from previous gradesRigor standards set expectations for a balanced approach to pursuing conceptual understanding, procedural fluency, and application and modelingFocusCoherenceRigorThroughout 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 each of the three shifts that teachers should consistently access:Curriculum Maps:Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column. Consult your Pearson/Prentice Hall or Glencoe Algebra 2 Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the standards' explanations provided in the second column. Best practices tell us that making objectives measureable increases student mastery.Carefully review the web-based resources provided in the 'Content and Tasks' column and use them as you introduce or assess a particular standard or set of standards.Review the CLIP Connections found in the right column. Make plans to address the content vocabulary, utilizing the suggested literacy strategies, in your instruction.Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard.Using your Pearson/Prentice Hall or Glencoe TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small-group instruction and math stations.2nd Nine WeeksAlgebra IITN State StandardsEssential UnderstandingsContent & TasksCLIP ConnectionsChapter 6(Allow 8 days for instruction, review, and assessment)A-SSE Seeing Structure in ExpressionsWrite expressions in equivalent forms to solve problems.N-Q Quantities★Reason quantitatively and use units to solve problems.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★SSE.A.1.A Interpret parts of an expression, such as terms, factors, and coefficients.2. Define appropriate quantities for the purpose of descriptive modeling.Pearson1.1 Patterns and ExpressionsGlencoe 1.1 Expressions and Formulas Numerical ExpressionsAlgebraic Expressions Match GameTextbook Resourcesmath Site - Textbook and ResourcesExamples to include:Language objectivesVocabulary strategyWriting promptTasks solution justificationJournalingN-RN The Real Number SystemExtend the properties of exponents to rational exponents1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. 2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.Pearson6.4 Rational ExponentsSimplifying expressions with rational exponentsConverting to and from radical form Simplifying numbers with rational exponentsWriting expressions with rational exponents in simplest formGlencoe 7.6 Rational ExpressionsTN Task Arc –Exponents ()TI Classroom Activity: Rational ExponentsBacterial GrowthN-RN The Real Number SystemExtend the properties of exponents to rational exponentsA-REI Reasoning with Equations and InequalitiesUnderstand solving equations as a process of reasoning and explain the reasoning.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents.2. Solve 2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. Pearson6.5 Solving Square Root and Other Radical Equations Solving radical equations by isolating the radical Solving radical equations with rational exponents Using radical equations to solve problems Solving radical equations and checking for extraneous solutionsSolving equations with two rational exponentsGlencoe 7.7 Solving Radical Equations andInequalitiesTextbook Resourcesmath Site - Textbook and ResourcesEvaluating Statements About RadicalsF-BF Building FunctionBuild new functions from existing functions4. Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.Pearson6.7 Inverse Relations and FunctionsFinding the inverse of a relationGraphing a relation and its inverseFinding an inverse functionGlencoe 7.2 Inverse Functions and RelationsMath Nspired: Functions and Inverses What is the Inverse of a Function?Pearson6.8 Graphing Radical FunctionsGraphing radical functions using a vertical translationGraphing radical functions using a horizontal translationGraphing square root functionsGraphing cube root functionsGlencoe 7.3 Square Root Functions and OperationsChapter 7(Allow 8 days for instruction, review, and assessment)F-LE Linear, Quadratic, and Exponential FunctionsConstruct and compare linear, quadratic, and exponential models and solve problems. HYPERLINK "" F.LE.A.1Distinguish between situations that can be modeled with linear functions and with exponential functions. HYPERLINK "" F.LE.A.1.AProve that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.HYPERLINK ""F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.Pearson7.1 Exploring ExponentialGraphing exponential growthModeling exponential growthGraphing exponential decayUsing exponential functions to solve problemsGlencoe 8.1 Graphing Exponential FunctionsTextbook Resourcesmath Site - Textbook and ResourcesTN Task Arc –Car Depreciation ()TN Task Arc-Culture ShockMath Vision Project 2012-Linear and Exponentia lFunctions (various)Lake AlgaeF-IF Interpreting FunctionsAnalyze functions using different representations.8. b. Use the properties of exponents to interpret expressions for exponential functions.?Pearson7.2 Properties of Exponential FunctionsGraphing exponential functions by translatingUsing exponential functions to solve problemsTN Task Arc – Natural Order of Things ()The Bank AccountMaking Money Maintaining the BalanceHYPERLINK ""F.BF.B.5(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.Pearson7.3 Logarithmic Functions as InversesEvaluating logarithmic expressionsUsing logarithmic expressionsGraphing a logarithmic function using its inverseGraphing a logarithmic function using a translationGlencoe 8.3 Logarithms and Logarithmic FunctionsMath Vision Project 2014- Logarithmic Functions (various)Pearson7.4 Properties of LogarithmsSimplifying logarithmsUsing logarithms to model soundGlencoe 8.5 Properties of Logarithms8.6 Common LogarithmsHYPERLINK ""F.LE.A.4For exponential models, express as a logarithm the solution to?abct?=?d?where?a,?c, and?d are numbers and the base?b?is 2, 10, or?e; evaluate the logarithm using technology.A.REI.D.11 Explain why the?x-coordinates of the points where the graphs of the equations?y?=?f(x) and?y?=?g(x) intersect are the solutions of the equation?f(x) =?g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where?f(x) and/or?g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Pearson7.5 Exponential and Logarithmic EquationsSolving an exponential equation using propertiesSolving an exponential equation using graphingSolving an exponential equation using tablesUsing the change of base formulaSolving logarithmic equationsGlencoe8.2 Solving Exponential Equations and Inequalities 8.4 Solving Logarithmic Equations and Inequalities 8.8 Using Exponential and Logarithmic FunctionsTextbook Resourcesmath Site - Textbook and ResourcesMultiplying Cells Medical Diagnosis TaskCompounding with a 100% Interet RateCompounding with a 5% Interest RateF.LE.A.4For exponential models, express as a logarithm the solution to?abct?=?d?where?a,?c, and?d are numbers and the base?b?is 2, 10, or?e; evaluate the logarithm using technology.Pearson7.6 Natural LogarithmsSolving natural logarithmic equationsSolving natural exponential equationsGlencoe 8.7 Base e and Natural LogarithmsNatural Phenomena on EarthChapter 8(Allow 10 days for instruction, review, and assessment)A-CED Creating Equations★ Create equations that describe numbers or relationships.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.Pearson8.1 Inverse VariationUsing inverse variationsUsing joint and other variationsGlencoe 9.5 Variation FunctionsDirect variation (oil spills on land)A-CED Creating Equations★ Create equations that describe numbers or relationships.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.Pearson8.2 Reciprocal Function FamilyGraphing reciprocal functionGlencoe 9.3 Graphing the Reciprocal FamilyMath Vision Project 2014-Functions and Their InversesSummer InternNon-Linear FunctionsRATIONAL FUNCTIONS: Constructing Houses(see Math Tasks on C & I site)A-CED Creating Equations★ Create equations that describe numbers or relationships.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.Pearson8.3 Rational Functions and Their GraphsGraphing rational functionsGlencoe 9.4 Graphing Rational FunctionsMath Nspired: Airport Impact StudyMath Vision Project 2014- Rational Functions (various)A-APR Arithmetic with Polynomials and Rational Expressions Perform arithmetic operations on polynomials.A-APR Arithmetic with Polynomials and Rational Expressions Rewrite rational expressions. HYPERLINK "" APR.A.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.6. Rewrite simple rational expressions in different forms; write?a(x)/b(x)?in the form?q(x) +r(x)/b(x), where?a(x),?b(x),?q(x), and?r(x) are polynomials with the degree of?r(x) less than the degree of?b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.Pearson8.4 Rational ExpressionsSimplifying a rational expressionMultiplying rational expressionsDividing rational expressionsGlencoe9.1 Multiplying and Dividing Rational ExpressionsTextbook Resourcesmath Site - Textbook and ResourcesChemistry Example: Alcohol SolutionSee Section 8-4 HYPERLINK "" APR.D.7(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.Pearson8.5 Adding and Subtracting Rational ExpressionsAdding rational expressionsSubtracting rational expressionsGlencoe 9.2 Adding and Subtracting Rational FunctionsSee Section 8-4Pearson8.6 Solve Rational EquationsUsing rational equationsGlencoe 9.6 Solving Rational Equations and InequalitiesChapter 9(Allow 4 days for instruction, review, and assessment)F-BF Building FunctionsBuild a function that models a relationship between two quantitiesF-LE Linear, Quadratic, and ExponentialModels★Construct and compare linear, quadratic, and exponential models and solve problems.F-IF Interpreting FunctionsUnderstand the concept of a function and use function notation.2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.*2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.Pearson9.2 Arithmetic SequencesFinding the value of the nth term of an arithmetic sequenceUsing the arithmetic meanGlencoe 11.1 Sequences as Functions 11.2 Arithmetic Sequences11.5 Recursion and IterationTextbook Resourcesmath Site - Textbook and ResourcesTN Task Arc –Interior Angle Sum ()The Devil and Daniel Webster Trout PondGenerating Polynomials from PatternsArithmetic Sequence Word ProblemsSusita's AccountSee Section 9-2Pearson9.3 Geometric SequencesFinding the value of the nth term of a geometric sequenceUsing the geometric meanGlencoe 11.1 Sequences as Functions 11.3 Geometric Sequences11.5 Recursion and IterationTN Task Arc –Honeybees ()Common DifferencesA-SSE Seeing Structure in Expressions Write expressions in equivalent forms to solve problems.4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.Pearson9.5 (Finite)Geometric Series Evaluating a finite geometric seriesUsing the geometric series formula to solve problemsEvaluating an infinite geometric seriesGlencoe 11.3 Geometric SeriesTN Task Arc-Patterns in Patterns ()Chapter 11(Allow 6 days for instruction, review, and assessment)S-IC Making Inferences & Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments.S-IC Making Inferences & Justifying ConclusionsMake inferences and justify conclusions from sample surveys, experiments, and observational studies.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.4. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.Pearson11.2 Probability – SimulationFinding experimental probabilityFinding theoretical and geometric probabilityGlencoe 12.4 Probability and Probability DistributionsTextbook Resourcesmath Site - Textbook and ResourcesA Fair Game Stick or Switch Charity FairMath Nspired: Birthday Problem HYPERLINK "" S.ID.A.2Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.S.ID.A.3Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).Pearson11.5 Analyzing DataMaking a box-and-whisker plotS-IC Making Inferences & Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments.2. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.Pearsonp.724 Describing DataS-IC Making Inferences & Justifying ConclusionsUnderstand and evaluate random processes underlying statistical experiments.1. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.HYPERLINK ""S.IC.B.4Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.Pearson11.7 Samples and SurveysUsing margin of errorGlencoe 12.1 Experiments, Surveys, and Observational StudiesTextbook Resourcesmath Site - Textbook and ResourcesClick ItS-ID Interpreting Categorical and Quantitative DataSummarize, represent, and interpret data on a single count or measurement variable.4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.Pearson11.9 Normal DistributionUsing a normal distributionUsing the standard normal curveGlencoe 12.5 Normal DistributionMath Vision Project 2014- Module and statistics (various)Is This Your Normal?RESOURCE TOOLBOXTextbook ResourcesPearson Tools:math ( ELL, Enrichment, Re-teaching, Quizzes/Tests, Think About a Plan, Test Prep, Extra Practice, Find the Errors, Activities/Games/Puzzles, Video Tutor, Chapter Project, Performance Task, and Student Companion)Glencoe Tools:Student EditionTeacher EditionProblem SolvingVocabulary Puzzle Maker---------------------------------------------------------- Core State Standards InitiativeCommon Core Standards - MathematicsCommon Core Standards - Mathematics Appendix ATN CoreThe Mathematics Common Core ToolboxTennessee Blueprints HYPERLINK "" PARCC Blueprints and Test Specifications FAQCCSS ToolboxNYC tasks New York Education Department TasksPARCC High School Math TN Department of Education Math Standards HYPERLINK "" Algebra 2 TN State StandardsVideosBrightstormTeacher TubeThe Futures ChannelKhan AcademyMath TVLamar University TutorialCalculatorMath nspiredTexas Instrument ActivitiesCasio ActivitiesInteractive ManipulativesKuta Software- worksheet generator Illuminations (NCTM) Stem Resources National Math ResourcesMARS Course 2NASA Space Math Math Vision ProjectUT Dana CenterMars TasksPurple MathAdditional Sites AleksRational vs. Rational worksheet and cards Part 1Rational vs. Rational worksheet and cards Part 2 Online Game for rational vs. irrational numbersDana Center Algebra 2 AssessmentsIllinois State Assessment strategiesSCS Math Tasks (Algebra II)CLIP:Literacy Skills and Strategies for Content Area Teachers(Math, p. 22)Glencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12)Graphic Organizers (dgelman) ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download