lafayette parish school system eighth grade · pdf fileorder of operations is reviewed in...

Lafayette Parish School System Eighth Grade MathCurriculum Map

Unit 1: Rational Numbers, Measures, and Models Time Frame: 4 weeks Dates: 8/16/11 – 9/9/11 Edusoft range: 9/12/11 – 9/14/11 GLE #

GLEs TLW be able to:

Evidence /Assessment of Learning (AL) Instructional Strategies Differentiation

Essential Big ideas/ covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current year. Important: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessments. Condensed: Less important/least frequent; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment GQ – Guided Questions AL – Assessment of Learning

1

Description of unit contents: This unit focuses on number theory and the use of rational numbers in problem-solving contexts. Order of operations is reviewed in situations involving fractions, decimals, and integers. Circle graphs are created based on the central angle measurements to display data sets. Student Understanding: The student uses fractions, decimals, and integers in the context of problem-solving settings. Students also revisit the order of operations while working with rational numbers. They use the measurement of the central angle to calculate fractional parts of the circle for circle graphs. Vocabulary List: rational numbers, integers, whole numbers, natural numbers, exponents, order of operations, number line, estimation, circle graphs, fractions, decimals, percents Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. Also, Edusoft Pre-test and Star Math Test will be given during the first weeks of schools by select schools. 3 E

Estimate the answer to an operation involving rational numbers based on the original numbers. (N-1-M) (N-2-M)

• The learner will use estimation with mental math.

• The learner will determine if the answer to

a contextual problem (problem solving) using rational numbers is reasonable.

AL: Can students determine what operation to use when problem solving? AL: Can students determine the reasonableness of their answers based on the original numbers in problem solving?

Focus: Estimation, Mental math Thematics: Bean Moving Problem p. 5 (Any problem which would engage the students could be substituted here.) {First day of school problem} Estimation: 86, 216 This GLE should be ongoing throughout the school year. Use it as a focus lesson for each day of the unit. Act. 8: How good were my estimates? (BLM)






2

1 E

Compare rational numbers using symbols (i.e., <, <, =, >, >) and position on a number line (N-1-M) (N-2-M)

• The learner will use a Venn diagram to display the number system

• The learner will convert fractions,

decimals and percents. GQ: Can students compare rational numbers using symbolic notation as well as use position on a number line? AL: Can students display different forms of rational numbers on a number line and symbols? AL: Can students convert fractions to decimals, to percents?

Thematics: Venn Diagrams: 225-230 FDP: 597, 599 Glencoe: Lesson 1.3 Integers and Absolute Value Lesson 2.1 Fractions/Decimals Lesson 5.2 Fraction, Decimal, Percent Lesson 2.2 Comparing/Ordering Rational Numbers McDougal Littell: Lesson 9.2 Rational and Irrational Numbers Lesson 4.5 Comparing Fractions Lesson 5.5 Fractions and Decimals Lesson 7.4 Fraction, Decimals and Percents p. 746 Equivalent Fraction, Decimals and Percents p. 711 Estimation (Adding/Subtracting) p. 716 Estimation (Multiplying/Dividing) JBHM Unit 1

Act. 1: Compare and Order (BLM) Act. 7: Bullseye (BLM) Venn Perplexors

5 E

Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations (N-4-M)

• The learner will review all operations with integers.

• The learner will review all operations with

rational numbers. • The learner will simplify expression using

order of operations including those involving grouping symbols positive exponents, fractions and decimals.

GQ: Can students use order of operations

Thematics Integers: 122-133 Fractions: 137-142, 271, 598 Decimals: 594, 591, 592 Glencoe: Lesson 1.4 Adding Integers Lesson 1.5 Subtracting Integers Lesson 1.6 Multiplying/Dividing Integers Lesson 2.3 Multiplying Rational Numbers

Optional Act. 2: Grouping Dilemma Act. 3: Target Game (Must be done if you choose to do Act. 4) Act. 4: Target Story Chain Literacy Strategy: Integer Battle Fraction Battle






3

correctly in interpreting the values of expressions with parentheses? AL: Can students compute using all operations with integers, decimals, fractions, and whole numbers? AL: Can students use order of operations to solve problems including those using positive exponents and grouping symbols?

Lesson 2.4 Dividing Rational Numbers Lesson 2.5 Adding/Subtracting like Fractions Lesson 2.6 Adding/Subtracting Unlike Fractions Lesson 1.2 Variables, Expressions, and Properties McDougal Littell: Lessons 2.1 – 2.5 Integers Lessons 5.1 – 5.4 Fractions p. 221 – 222 Order of Operations

36 I

Organize and display data using circle graphs. (D-1-M)

• The learner will estimate the angle of a circle occupied by a given fraction.

• The learner will compute the percent

of a circle given a fraction. • The learner will draw and measure

angles in the circle. • The learner will make frequency table

to gather data for a circle graph. GQ: Can students identify the measurement of angles from given fractions based on the central angle of a circle to create a circle graph? AL: Can the students estimate the angle of a circle occupied by a given fraction? AL: Can the student compute the percent of a circle from the given fraction of a circle occupied by the data?

Mandatory Act. 6: London, Paris, Rome (BLM) * can also be found in JBHM as Destination USA Thematics: Circle Graphs: 552-553, 557-558, 563 Frequency Tables: 552-555, 557 Glencoe: Lesson 9.2 Circle Graphs McDougal Littell: Lesson 12.3 Using Data Displays

M&M/Skittles Activity






4

AL: Can students draw and measure angles in a circle graph given the central angle?

6 I

Identify missing information or suggest a strategy for solving a real-life, rational-number problem (N-5-M)

• The learner will analyze a word problem and determine what information is essential and what is non-essential to solving the word problems.

GQ: Can students recognize, interpret, and evaluate problem-solving contexts with rational numbers? AL: Can students solve word problems using the information given and disregard extraneous information?

Act. 5: Missing (BLM) Literacy Strategy: Learning Log Glencoe: Lesson 1.1 Problem-Solving JBHM Unit 1

Lafayette Parish School System Eighth Grade Math Curriculum Map

Unit 2: Rates, Ratios, and Proportions Time Frame: 7 1/2 weeks Dates: 9/15/11 – 11/08/11 Edusoft Range: 11/09/11 – 11/11/11 GLE #


Evidence /Assessment of Learning Instructional Strategies Differentiation

1

Description of unit contents: This unit focuses on proportional relationships and solutions of problems involving rates, ratios and percentages. This level of proficiency includes work with similar triangles and the lengths of corresponding sides. The rate of change of derived measures such as density, velocity, and monetary conversion rates are connected to proportional reasoning. Data patterns and predictions are made in this unit, as well as, comparing combinations and permutations. Single and multiple event probabilities are explored. Student Understanding: Students have a full understanding of percents, including those greater than 100 and less than 1, as well as percent of increase and decrease. They will find rates and apply them in solving real-life problems involving proportions, including those involving fractions and integers. Working with derived units, such as density, velocity, and international monetary conversion rates, the students can discuss the nature of rates of change within such units. Students will use lists, diagrams and tables to solve problems involving combinations and permutations. Students compare combinations and permutations and identify when order is important. They also find single and multiple event probabilities. Students can identify data patterns and make predictions from these patterns. Vocabulary List: rate, unit rate, ratio, proportion, proportional reasoning, percent, similarity, random sampling, tree diagram, order of operations, organized list, permutation, combination, corresponding, percent increase, percent decrease, discount, similar triangles, indirect measurement, mutually exclusive, non-mutually exclusive, independent event, dependent event, rate of change, density, velocity, monetary conversions, scaling, similarity, congruence Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 9 E

Find unit/cost rates and apply them in real-life problems. (N-8-M) (N-5-M) (A-5-M)

• The learner will use rates and ratios to solve real-life problems.

• The learner will find unit rates. AL: Can students determine the best buy by calculating the unit price?

Mandatory Act. 5: The Better Buy? (BLM) Literacy Strategy: SQPL and Learning Logs Thematics: Rates/Ratios: 6-12, 321-324, 326-327 Unit Rates: 7-8,10 Glencoe: Lesson 4.1 Ratios and Rates McDougal Littel: Lessons 7.1 Ratios and Rates JBHM Unit 2

Optional Act. 7: My Future Salary (BLM) Reading Strategy: SQPL and Professor Know-It-All





2

7 Use proportional reasoning to model and to solve real-life problems. (N-8-M)

• The learner will review solving one-step equations.

• The learner will use proportional reasoning.

GQ: Can students set up and solve proportions representing real-life problems, including those with fractions, decimals, and integers?

Thematics: Proportional Reasoning: 86, 90-92 Glencoe: Lesson 1.8 Addition/Subtraction One-Step Equations Lesson 1.9 Multiplication/Division One-Step Equations Lesson 1.7 Writing Expressions and Equations Lesson 4.4 Solving Proportions McDougal Littel: Lesson 1.5 Equations and Solutions Lesson 7.2 Writing and Solving Proportions JBHM Unit 2

Optional Act. 9: Proportional Reasoning (BLM)

8 E

Solve real-life problems involving percentages including those less than 1 and greater than 100. (N-5-M)(N-8-M)

• The learner will compute percentages including those less than 1 and greater than 100 to solve problems in context.

• The learner will solve real – life percent problems including but not limited to: 1. taxes 2. tips 3. discounts and

sale price • The learner will set-up and solve the

percent of increase and decrease problems.

GQ: Can students handle all percent problems less than one, greater than 100, percent increase, percent decrease? GQ: Can students set up and solve

Act. 6: Refreshing Dance (BLM) Literacy Strategy: Professor Know-It-All Thematics: Percent Proportion: 84-92 Working with Percent: 96-97 Percent of Change: 98-100, 102 Estimation with Percent: 85, 90-91 Glencoe: Lesson 5.3 Percent Proportion Lesson 5.4 Finding Percents Mentally Lesson 5.5 Percent and Estimation Lesson 5.6 Percent Equation Lesson 5.7 Percent of Change McDougal Littel: Lesson 7.3 Solving Percent Problems Lesson 7.5 Percent of Change Lesson 7.6 Percent Applications

JBHM Intervention Activities Unit 1 Activity 12: My Dream House





3

percent of change problems (% increase, % decrease)

Lesson 7.7 Using the Percent Equation JBHM Unit 2

29 I

Solve problems involving lengths of sides of similar triangles. (G-5-M) (A-5-M)

• The learner will use in similar triangles in relation to proportional reasoning.

GQ: Can students interpret, model, set up, and solve proportions linking the measures of sides of similar triangles?

Thematics Similar Triangles: 201, 203-204, 207-208 Glencoe: Lesson 4.5 Similar Polygons McDougal Lesson 8.8 Similarity and Dilations JBHM Unit 2

Optional Act. 8: Similar Triangles

30 E

24 C

Construct, interpret, and use scale drawings in real-life situations. (G-5-M) (M-6-M) (N-8-M) Demonstrate conceptual and practical understanding of symmetry, similarity and congruence and identify similar and congruent figures.(G-2-M)

AL: Can students discuss and solve real-life problems involving lengths of similar triangles? Skills: • The learner will use scale factors as it

relates to indirect measurement. • The learner will review the scale factor

of dilated figures. • The learner will determine line(s) of

symmetry of geometric shapes. • The learner will describe rotational

symmetry of geometric shapes. • The learner will review similarity and

identify similar and congruent figures. • The learner will construct scale

drawings in real-life situations. • The learner will interpret scale drawings

in real-life situations.

Act. 10: Scaling the Trail Thematics Indirect Measurement/Scale Factor: 451-454, 457-458 Coordinate Plane: 602, 613 Similar Figures: 202-204, 207-209 Congruent Figures: 241-243,247,250,409,411 Glencoe: Lesson 4.5 Similar Polygons Lesson 4.6 Scale Drawings Lesson 4.7 Indirect Measurement Lesson 6.5 Congruent Polygons McDougal Littel: p. 321 Making a Scale Drawing Lesson 2.8 Coordinate Plane Lesson 8.5 Congruent Polygons Lesson 8.8 Similarity and Dilations JBHM Unit 2 and Unit 3

JBHM Unit 2





4

18 I

Apply rate of change in real-life problems, including density, velocity, and international monetary conversions.(M-1-M)(N-8-M)(M-6-M)

Skills: • Convert units of money. • Use rate of change in application

problems with density. • Use rate of change in application

problems with velocity. GQ: Can students discuss the rate of change

of derived measures (velocity)? GQ: Can students identify the missing

element in a ratio/proportion as it relates to real-life problems involving density, velocity, and monetary conversions.?

Mandatory Act. 9: Using Algebra to Make Connections

Optional Act. 11: Density Literacy Strategy: Split Page Note Taking Act. 12: Different Densities Act. 13: Velocity Literacy Strategy: Split Page Note Taking Act. 14: Calculating Velocity

41 I

Select random samples that are representative of the population, including sampling with or without replacement, and explain the effect of sampling bias. (D-2-M) (D-4-M)

• The learner will predict the actions of a larger group by using a sample.

• The learner will determine if a sample contains bias.

Thematics Sampling p. 540-541 Glencoe Lesson 8.7 Sampling McDougal p. 644 Samples JBHM Unit 2

42 I

Use lists, tree diagrams, and tables to apply the concept of permutations to represent an ordering with or without replacement. (D-4-M)

GQ: Can students apply concepts of combinations and permutations and identify when order is important?

Thematics Tree Diagrams p. 113-114 Counting Principle p. 369-373 Permutations p. 377-379 Glencoe Lesson 8.1 Simple Probability Lesson 8.2 Tree Diagrams and Counting Outcomes Lesson 8.3 Permutations McDougal

CMP Clever Counting





5

Lesson 12.4 Counting Methods Lesson 12.5 Permutations JBHM Unit 2

43 E

Use lists and tables to apply the concept of combinations to represent the number of possible ways a set of objects can be selected from a group. (D-4-M)

GQ: Can students apply concepts of combinations and permutations and identify when order is important?

Thematics Combinations p. 374 - 376 Glencoe Lesson 8.4 Combinations McDougal Lesson 12.6 Combinations JBHM Unit 2

CMP Clever Counting

45 E

Calculate, illustrate, and apply single-and multiple-event probabilities, including mutually exclusive, independent events and non-mutually exclusive, dependent events. (D-5-M)

Skills: • Mutually exclusive events • Independent events • Dependent events • Geometric probability using area

models GQ: Can students determine probability? Can they calculate, illustrate and apply both single and multiple events? GQ: Can students determine probability including mutually exclusive independent events and non-mutually exclusive dependent events?

Thematics: Probability: 305-306 Geometric Probability: 304, 308-309 Glencoe: Lesson 8.1 Simple Events Lesson 8.5 Compound Events Lesson 8.6 Experimental Events McDougal Littel: Lesson 12.8 p. 652-653 JBHM Unit 4

Optional Act. 3: What is the Probability? (BLM) Literacy Strategy: Brainstorming

Lafayette Parish School System Curriculum Map

8th Grade Math Curriculum Map Unit 3: Geometry and Measurement

Time Frame: 4 weeks Dates: 11/14/11 – 12/15/11 Edusoft Range: 12/16/11 – 12/20/11 GLE #

GLEs Evidence /Assessment of Learning Instructional Strategies Differentiation

Description of unit contents: The content of this unit focuses on the properties of transformations on the coordinate grid; the relationships among angles formed by parallel lines; and applications of the Pythagorean Theorem and its converse. Student Understanding: Students grasp the meaning of congruence and measurement. They can apply transformations and identify properties that remain the same as figures undergo transformations in the plane. Students can provide one justification of the Pythagorean theorem and its converse and apply both in real-life applications. Vocabulary List: Distance, midpoint, bisector, perpendicular bisector, line symmetry, rotational symmetry, coordinate plane, quadrants, transformation, translation, reflection, dilation, rotation, vertical angles, adjacent angles, corresponding angles, alternate interior angles, alternate exterior angles, complementary angles, supplementary angles, Pythagorean theorem Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 33 C

Graph solutions to real-life problems on the coordinate plane. (G-6-M)

Skills: The learner will plot points on a coordinate plane (quadrants and plotting) in real life situations GQ: Can students use the coordinate plane to represent models of real-problems?

26 E

25 E

Predict, draw, and discuss the resulting changes in lengths, orientation, angle measures, that occur in figures under a similarity transformation (dilation) (G-3-M)(G-6-M) Predict, draw and discuss the resulting changes in lengths, orientation, angle measures, and coordinates when figures

• The learner will dilate figures (reduce and enlarge) given the scale factor.

• The learner will use transformations (reflections, translations, and rotations) to match figures.

• The learner will note the properties of the figures that remain unaffectd by the transformations.

• The learner will predict, draw and discuss the resulting changes in lengths, orientation, angle

Thematics: Transformations: 511, 513-518 Lines of Symmetry: 264 Rotational Symmetry: 258-259, 262, 264, 266 Glencoe: Lesson 4.8 Dilations Lesson 6.7 Reflections Lesson 6.8 Translations Lesson 6.9 Rotations McDougal Littel: Lesson 8.6 Reflection and Symmetry

Patty Paper Geometry Optional: Activity 2: Dilations (BLM)


Eighth Grade Math Curriculum Map Unit 3: Geometry and Measurement


GLEs


Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current year Important: Key knowledge/skills/covered less frequently; 30% of content; 0-30% of instructional time; fewer # of items on state assessment. Condensed: Less important/covered less frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment GQ-Guided Question AL:

2

are translated, reflected across horizontal or vertical lines and rotated on a grid.(G-3-M) (G-6-M)

measure, and coordinates when figures are translated, reflected across the horizontal or vertical lines, and rotated on a grid.

GQ: Can students use transformation (reflections, translations, rotations) to match figures and note the properties of the figures that remain invariant (the same) under transformations?

Lesson 8.7 Reflection and Symmetry; Translations and Rotations JBHM: Unit 3 Kaleidoscopes Mandatory Activity 1: Trans-formations! (BLM) Literacy Strategy: Professor Know-It-All and Graphic Organizer

23 I

Define and apply the terms measure, distance, and midpoint, bisect, bisector, and perpendicular bisector. (G-2-M)

Skills: • The learner will apply angle

properties and their relationships in context.

• The learner will apply the terms midpoint and bisector in context.

GQ: Can students appropriately use the terms measure, distance, midpoint, bisect, bisector, and perpendicular bisector with or without a coordinates?

Thematics: Angle: 603, 359, 363-364, 434-438 Bisector: 407-408, 411 Perpendicular Bisector: 205, 244-246 Quadrilateral: 272 – 278 Triangles: 604 Glencoe: Lesson 6.1 Lines and Angles Lesson 6.2 Triangles and Angles McDougal Littell: Lesson 8.1 Angle Pairs Lesson 9.1 Square Roots Lesson 9.3 Pythagorean Theorem Lesson 9.4 Using Pythagorean Theorem JBHM: Unit 3 Mandatory Activity 3: The Bisection Literacy Strategy: Learning Log

Buckle Down p. 90-94 Eagle Website

23 I

Define and apply the terms measure, distance, and midpoint, bisect, bisector, and perpendicular bisector. (G-2-M)

Skills: • The learner will apply angle

properties and their relationships in context.

• The learner will apply the terms midpoint and bisector in context.

GQ: Can students appropriately use the terms measure, distance, midpoint, bisect, bisector, and perpendicular bisector with or without a coordinates?

Thematics: Angle: 603, 359, 363-364, 434-438 Bisector: 407-408, 411 Perpendicular Bisector: 205, 244-246 Quadrilateral: 272 – 278 Triangles: 604 Glencoe: Lesson 6.1 Lines and Angles Lesson 6.2 Triangles and Angles McDougal Littell: Lesson 8.1 Angle Pairs Lesson 9.1 Square Roots Lesson 9.3 Pythagorean Theorem Lesson 9.4 Using Pythagorean Theorem JBHM: Unit 3 Mandatory Activity 3: The Bisection Literacy Strategy: Learning Log

Buckle Down p. 90-94 Eagle Website

28 E

Apply concepts, properties, and relationships of adjacent, corresponding, vertical, alternate interior, complementary, and supplementary angles. (G-5-M)

• The learner will apply the properties of angles

AL: Can students apply the relationships among angles formed by parallel lines?

Optional Activity 10: Angle Relationships (Good Problem)

31 E

Use area to justify the Pythagorean theorem and apply the Pythagorean theorem and its converse in real-life problems. (G-5-M) (G-7-M)

• The learner will apply the meaning of square root to the Pythagorean Theorem.

• The learner will review special

properties of right triangles.

Thematics: Square Root: 165-167 Right Triangles: 292-293 Pythagorean Theorem: 294-299 Glencoe: Lesson 3.1 Square Roots

Optional Activities: Activity 10: Angle Relationships (Good Problem) Activity 9: The Converse


Eighth Grade Math Curriculum Map Unit 3: Geometry and Measurement


GLEs


Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current year Important: Key knowledge/skills/covered less frequently; 30% of content; 0-30% of instructional time; fewer # of items on state assessment. Condensed: Less important/covered less frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment GQ-Guided Question AL:

3

Lafayette Parish School System 8th Grade Math Curriculum Map

Unit 4: Measurement and Geometry Time Frame: 4 weeks Dates: 1/4/12 – 1/26/12 Edusoft Range: 1/27/12 – 1/31/12 GLE #



Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high number of test itmes on state assessment; mastery in current year. Important: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of intems on state assessment. Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment. GQ: Guided Question

1

Description of unit contents: In this unit, basic 2- and 3-dimensional shapes, their surface areas, and their volumes are explored. The use of nets will help students visualize three dimensional solids. Conversions of volume within the same system and comparisons of relative sizes of units of volume across systems are made. Similar analyses of rates of change of sides, areas, and volumes are made. Student Understanding Students see the links between planar nets and their corresponding 3-D figures and can explain relationships between vertices, edges, and faces of polyhedra. Students develop, understand, and apply the surface area and volume formulas for prisms, cylinders, and pyramids. Students begin to understand and apply these concepts to the cone, but it is not mastered at this level. They also select units and estimate the surface area and volumes/capacity of specified figures. They are able to compare and contrast the relative measures of objects or quantities measured in the metric and customary systems, as well as convert between units of volume in the same system. Vocabulary List volume, surface area, prisms, pyramids, cylinders, units of U.S. and metric systems, polyhedral, net Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 27 C

Construct polyhedra using 2-dimensional patterns (nets) (G-4-M)

Skills: • Review 2-dimensional figures • Identify polygons • Review calculating area of parallelograms,

triangles, and circles. • Construct polyhedra using nets • Identify number of faces, vertices and edges

for prisms and pyramids

Thematics: Area: 69-75, 166 Area of Circle: 44 McDougall Littell: Lessons: 10.1 – 10.3 Glencoe: Lesson 6.4 Classifying Quadrilaterals Lesson 7.1 Area of Parallelograms, Triangles, and Trapezoids Lesson 7.2 Circumference and Area of Circles Lesson 7.3 Area of Complex Figures

Buckle Down 109-110 *** A cylinder does not have faces, vertices, or edges. It is not a polyhedron. ***






2

17 E

Determine the volume and surface area of prisms and cylinders. (M-1-M) (G-7-M)

Skills: • Estimate volume • Find surface area of rectagular and triangular

prisms • Find volume of rectangular and triangular

prisms • Find volume and surface area of cylinders • Find surface area of prisms and cylinders • How changes in linear deminsions of a

rectangular prism affects volume.

GQ: Can students describe the nature of surface area, volume, and capacity as measures of size? GQ: Can students apply and interpret the results of surface area and volume considerations applied to prisms, cylinders, pyramids, and cones?

Thematics: Volume: 43-45, 47-50, 422-424, 428-429 Surface Area Prism: 419-420, 425, 427 Cylinder: 319-320, 324-325 Glencoe: Lesson 7.5 Volume McDougal Littel: Lessons 10.6 JBHM Unit 4 Glencoe: Lesson 7.7 Surface Area McDougal Littel: Lesson 10.4 McDougal Littel: Lesson 10.6 (Hands-On Activity) p. 512 JBHM Unit 4 Thematics: Prediction: 31-35, 38 Surface Area Relationship to Volume: 321-322, 324, 326 Surface Area Prism: 419-420, 425, 427, Cylinder: 319-320 324-325 Filling & Wrapping Mandatory Act 1: Volume and Surface Area(BLM) Literacy Strategy: Learning Logs

Optional Activities Act 2: Rectangular Prisms Literacy Strategy: SQPL and Professor Know-it-All Act 4: Odd Volumes(BLM) Act 5: Cylinders(BLM) Literacy Strategy: SPAWN and Learning Logs Act 6: Pyramids and Cones(BLM) Literacy Strategy: Learning Logs Act 7: Comparing Cones(BLM) Literacy Strategy: Learning Logs Act. 15: Data Patterns (BLM) Literacy Strategy: Professor Know-It-All Act. 16: Packaging Costs Act. 17: Dimensions and Surface Area Literacy Strategy: Learning Logs






3

Act 8: Common Containers(BLM) Act. 10: Changing Areas and Volumes Literacy Strategy: Learning Logs, Brainstorm, Reciprocal Teaching

32 E

48

Model and explain the relationship between the dimensions of a rectangular prism and its volume. (i.e., how scale change in linear dimension(s) affects volume) (G-5-M) Illustrate patterns of change in dimension(s) and corresponding changes in volumes of rectangular solids (P-3-M)

• Analyze and predict from data • Resulting changes in volume when there

is a change in one or more dimensions of the rectangular prism.

GQ: Can students explain the how the volume of a (rectangular prism) changes when one or more of the dimensions are changed?

Eagle Website

19 20 C 21 E

Demonstrate an intuitive sense of the relative sizes of common units of volume in relation to real-life applications and use this sense when estimating. (M-2-M)(G-1-M) Identify and select appropriate units for measuring volume. (M-3-M) Compare and estimate measurements of volume and capacity within and

Skills: • Compare U.S and metric volume and capacity • Choose appropriate units of volume. • Benchmarks for capacity measurements and

temperature • Apply estimation strategies to estimate the

sizes of common units of volume. GQ: Can students make appropriate estimates of volume and capacity and use these in applications?

GQ: Can student compare and contrast the relative measures of objects or quantities measured in the metric and customary systems,

Thematics: Metric: 593, 610 Capacity: 470 US customary: 610 JBHM Unit 4 McDougall Littlell: Lessons 3.5, 10.1, 10.2, p. 741

Preparing for the LEAP 21 (Amsco) p. 208 Commonsense Unit Comparisons






4

between the US and metric systems. (M-4-M) (G-1-M)

as well as convert between units of volume in the same system.

22 E

Convert units of volume/capacity within systems for U.S. and metric systems. (M-5-M)

Skills: • Convert units of volume and capacity within the

same system both metric and US.

GQ: Can student compare and contrast the relative measures of objects or quantities measured in the metric and customary systems, as well as convert between units of volume in the same system

Thematics: Metric: 593,610 Capacity: 470 US Customary 610

CMP Filling & Wrapping

Lafayette Parish School System Lafayette Parish School System

Curriculum Map 8th Grade Math Curriculum Map

Unit 5: Algebra and Integers Time Frame: 6 weeks Dates: 2/1/12 – 3/16/12 Edusoft Range: 3/21/12 – 3/23/12 (May be extended due to constructed response) GLE #




1

Description of unit contents: The unit focus is on determining relationships of patterns. Representations of these relationships are made using tables, graphs and equations. Equation solutions and descriptions of how rates of change in one variable affect the rate of change in the other variable are also explored as graphs are analyzed and slopes are discussed. Student Understanding: Students in this unit show a strong command of working with positive whole number exponents in evaluating expressions, in computing with scientific notation, or in representing quantities in exponential growth settings. Students are able to use formulas for perimeter/circumference, area, surface area, and volume settings flexibly and solve for missing values in linear formulas, such as temperature conversion formulas. They can discuss rates of change, such as found in the graphs of linear relationships. Students develop an intuitive grasp of slope and will be able to compare and contrast slope in linear settings with exponential settings. They are capable of shifting among representations and discussing the nature of such representations for functions as tables, graphs, equations, and in verbal and written formats. Vocabulary List: scientific notation, equations, linear, inequalities, exponential, functions, rate of change, slope, variable, expression, verbal representation, constant, varying Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 5 E

2 I

Simplify expressions involving operations on integers, grouping symbols, and whole number exponents using order of operations. (N-4-M) Use whole number exponents (0-3) in problem solving contexts. (N-1-M) (N-5-M)

• The learner will simplify expressions & combine like terms.

• The learner will use order of operations to solve real-world problems. Include integers, grouping symbols, and whole number exponents.

• The learner will demonstrate knowledge of vocabulary.

• The learner will use positive exponents (0-3) in problem solving context.

GQ: Can students apply order of operations in evaluating expressions involving fractions,

Thematics: Positive & Negative Exponents: 345-353 Glencoe: Lesson 10.1 Simplifying Algebraic Expressions Lesson 2.8 Powers and Exponents McDougal Littel: Lesson 2.7 The Distributive Property Lesson 4.6 Rules of Exponents Lesson 4.7 Negative and Zero Exponents (Focus on Zero Exponent only not

Optional Act. 15: Formula Madness (BLM) Literacy Strategy: Reciprocal Teaching Act. 13: Make My Answer Correct







2

decimals, integers, and real numbers along with parentheses and exponents? GQ: Can students apply positive whole number exponents in evaluating expressions? GQ: Can students explain and form generalizations about how rates of change work in linear and exponential settings? AL: Do students show a strong command of working with positive whole number exponents in evaluating expressions, in computing scientific notation, or in representing quantities in exponential growth settings?

negative) JBHM Unit 5

4 I

Read and write numbers in scientific notation with positive exponents. (N-3-M)

• The learner will write numbers using scientific notation with positive exponents

GQ: Can students apply positive whole number exponents in computing with scientific notation ?

Thematics Scientific Notation: 214-216, 218-220, 349-350, 352-353 Glencoe Lesson 2.9 Scientific Notation McDougal Littel: Lesson 4.8 Scientific Notation

Optional Act. 12: Computing Using Scientific Notation (BLM)

10 I

Write real-life meanings of expressions and equations involving rational numbers and variables.(A-1-M)(A-5-M)

• The learner will write expressions with variables.

• The learner will translate verbal representations to algebraic expressions and equations.

AL: Are students able to translate real-life

Thematics: Expressions: 41, 48, 60-62, 64-65 Glencoe: Lesson 1.7 Writing Expressions and Equations







3

11 E

Translate real-life situations that can be modeled by linear or exponential relationships to algebraic expressions, equations, and inequalities. (A-1-M) (A-4-M)

situations to algebraic expressions? AL: Can students match verbal representations to algebraic expressions?

McDougal Littel: Lesson 1.3 Variables and Expressions JBHM Unit 5

12 E

Solve and graph solutions of multi-step linear equations and inequalities. (A-2-M)

• Solve 1 and 2-step equations with rational numbers.

• Solve equations using the distributive property.

GQ: Can students solve and graph solutions of multi-step linear equation?

Thematics: Solving One Step: 57-59, 62, 64-66 Solving Multistep: 487-489, 492-494 Glencoe: Lesson 10.2 Solving 2 step equations Lesson 10.3 Writing 2 step equations Lesson 10.4 Solving Equations with Variables on Each Side McDougal Littel: Lesson 3.1 Solving Equations using Addition and Subtraction Lesson 3.2 Solving Equations using Multiplication and Division Lesson 3.3 Solving Two-Step Equations Lesson 3.4 Writing Two-Step Equations JBHM Unit 5

Kutasoftware.com

11

Translate real-life situations that can be

• The learner will translate and Write inequalities from graph to verbal from

Thematics: Writing and Graphing Inequalities: 146-

Optional Act. 14: Graphing







4

12

modeled by linear or exponential relationships to algebraic expressions, equations, and inequalities. (A-1-M) (A-4-M) Solve and graph solutions of multi-step linear equations and inequalities.

verbal to graph. • The learner will graph inequalities on a

number line. • The learner will solve and graph one and

two-step inequalities.

GQ: Can students solve and graph solutions of multi-step linear inequalities?

147, 152 Solving Inequalities: 443-449 Glencoe: Lesson 10.5 Inequalities Lesson 10.6 Solving Inequalities by Adding and Subtracting Lesson 10.7 Solving Inequalities by Multiplying and Dividing McDougal Littel: Lesson 3.6 Solving Inequalities using Addition and Subtraction Lesson 3.7 Solving Inequalities using Multiplication and Division Lesson 6.5 Solving Multi-Steep Inequalities Lesson 6.6 Problem Solving and Inequalities JBHM Unit 5 Mandatory Act. 7: Real-life inequalities (BLM)

Solutions to Linear Inequalities (BLM)

14 Construct a table of x and y values satisfying a linear equation and construct a graph of the line on a coordinate plane. (A-2-M) (A-3-M)

• The learner will make tables. • The learner will graph points from tables. • The learner will graph solutions to

equations

Glencoe: Lesson 11.2 Functions McDougal Littel: Lesson 11.1 Relations and Functions







5

GQ: Can students construct a table of values for a given equation and graph and graph it on a coordinate plane?

13 Switch between functions represented as tables, equations, graphs and verbal representations with and without technology. (A-2-M) (A-3-M) (A-4-M)

. • The learner will determine slope and rate

of change in context. • The learner will determine y-intercept in

context. • The learner will write /solve linear

equations. • The learner will switch between functions

represented as tables, equations, graphs, and verbal representations with and without

GQ: Can students shift among written, verbal, numerical, symbolic, and graphical representations of functions?

Thematics: Linear Equation: 483-485, 490-492 Writing an Equation from a Graph: 191-192, 195-196 Graphing a Line: 179-181, 183, 185-186 Slope: 191-192, 195-196, 332-342 Y-Intercept: 334-341, 341 Equations, Tables, and Functions: 472 -474 Glencoe: Lesson 4.2 (review) Rate of Change Lesson 4.3 Slope Lesson 11.4 Slope Formula Lesson 11.3 Graphing Linear Functions Lesson 11.5 Slope-Intercept Form McDougal Littel: Lesson 11.3 Equations in Two Variables Lesson 11.4 Graphs of Linear Equations Lesson 11.5 Using Intercepts Lesson 11.6 Slope Lesson 11.7 Slope-Intercept Form JBHM Unit 5 Mandatory Act. 1: Camping Sounds (BLM)

Optional Act. 2: Beaming Buildings (BLM) Literacy Strategy: Raft Writing Act. 3: From Table to Graph to Conjecture (BLM) Act. 4: Speed, Time and Distance Act. 5: Linear Equations – Fuel Consumption Literacy Strategy: Brainstorm, Graphic Organizer, Professor Know-It-All







6

Literacy Strategy: Learning Logs

15

16

Describe and compare situations with constant or varying rates of change. (A-4-M) Explain and formulate generalizations about how a change in one variable results in a change in another variable. (A-4-M)

• The learner will distinguish between

nonlinear and linear functions and form generalizations.

GQ: Can students explain and form generalizations about how rates of change work for linear and exponential settings? GQ: Can students describe and compare rates of change for situations where change is constant or varying?

Thematics: Linear & Nonlinear: 181, 183, 185-186 Linear Function: 474-474, 476, 478-479 Exponential Growth: 499-507 Modeling Change in Data: 469-472, 475-477 Glencoe: Lesson 12.1 Linear and Nonlinear Functions McDougal Littel: Lesson 13.5 Non-Linear Functions Mandatory Act. 6: Graphs to Situations (BLM) Literacy Strategy: Process Guide JBHM Unit 5

Optional Act. 13: A Numberless Graph (BLM) (Unit 3) Act. 11: Rate of Change (BLM) Literacy Strategy: Professor Know-It-All Act. 17: Constant and Varying Rates of Change


Unit 6: Growth and Patterns




Description of unit contents: This unit examines the nature of changes to the input variables in function settings through the use of tables and sequences. There is emphasis on recognizing and differentiating between linear and exponential change and developing the expression for the nth term for a given arithmetic or geometric sequence. The collecting and analyzing of data into appropriate displays including box-and-whiskers plots are explored. The unit includes explanations of factors that affect measures of central tendency. Student Understanding: Students recognize the nature of linear growth and exponential growth in terms of constant or multiplicative rates of change and can use this to test their generalizations. They understand that a table, a graph, an algebraic expression, or a verbal description can be used as different representations of the same sequence of numbers. Students determine which display is appropriate for given situations and find the information from a data set that is needed to make a box-and-whiskers plot. They also further develop their understanding of what factors affect measures of central tendency. Vocabulary List: Arithmetic sequence, geometric sequence, nth term, “write the rule”, functions, scatter plots, line of best fit, experimental data, box-and-whisker plot, quartiles, outliers, measures of central tendency, mean, median, mode, range Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 46 I

Distinguish between and explain when real-life numerical patterns are linear/arithmetic (i.e. grows by addition) or exponential/geometric (i.e. grows by multiplication). (P-1-M)

• The learner will distinguish between arithmetic and geometric patterns from sequences of numbers and geometric figures.

GQ: Can students differentiate between linear and exponential growth patterns and discuss each verbally, numerically, graphically, and symbolically?

Thematics: Sequence: 240, 247-249, 256-257 Glencoe: Lesson 11.1 Sequence Lesson 11.1b The Fibonacci Sequence McDougal Littell: p. 68-69, 616-617 JBHM Unit 6

Optional Act. 5: Name That Term (BLM Growing, Growing, Growing DEEP Algebra Strand NCTM Navigations Algebra Strand






Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high number of test itmes on state assessment; mastery in current year. Important: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of intems on state assessment. Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment.

2

47 E 13 I

Represent the Nth term in a pattern as a formula and test the representation.(P-1-M) (P-2-M)(A-5-M) Switch between functions represented as tables, equations, graphs, and verbal representations, with and without technology. (A-3-M) (P-2-M)(A-4-M)

• The learner will determine the Nth term

• The learner will write the rule for the Nth term

• The learner will write an equation from a pattern

GQ: Can students discuss the nature of term numbers in sequences, knowing when it is appropriate to start with the 0th term and when to start with the 1st term? GQ: Can students develop and test the nth term for a generalization about a sequence of numbers?

Thematics: N th Term: p. 289 #1-3 p. 36 #7 p. 194 #17 McDougal Littell: p. 541 – 544, Lesson 11.1 Relations and Functions Lesson 13.5 Non-Linear Functions JBHM Unit 6 Growing, Growing, Growing Mandatory Act. 6: How Much Do I Get? Literacy Strategy: Learning Logs

Optional Act. 1: Find That Rule Literacy Strategy: Split Page Note Taking and Learning Logs Act. 2: Use That Rule (BLM) Act. 3: Make Up a Rule Act. 4: Real Rules (BLM) Literacy Strategy: Professor Know-It-All

14 E

Construct a table of x and y values satisfying a linear equation and construct a graph of the line on the coordinate plane. (A-2-M) (A-5-M)

• The learner will determine

the Nth term • The learner will write the

rule for the Nth term • The learner will write an

equation from a pattern GQ: Can students discuss the nature of term numbers in sequences, knowing when it is appropriate to start with the 0th term and when to start with the 1st term? GQ: Can students differentiate between linear and exponential growth patterns and discuss each verbally, numerically, graphically, and symbolically? AL: Can students construct a table of x and y values and determine between linear and exponential

Glencoe: Lesson 11.2 Function Tables McDougal Littell: Lesson 11.1 Relations and Functions

Optional Act. 15: Formula Madness (BLM) Literacy Strategy: Reciprocal Teaching Act. 13: Make My Answer Correct

8 E

Sketch and interpret a trend line(i.e. line of best fit) on a scatterplot (D-2-M), (A-4-M), (A-5-M)

• The learner will use trend lines or line of best fit to model linear data.

• The learner will analyze data and make predictions from trend lines on a scatter

Thematics: Scatter Plots: 28-30, 34-35, 194, 198, 539, 544, 546, 565, 566 Best Fitted Line: 31-34, 36, 194, 198







3

8 E

39

Sketch and interpret a trend line(i.e. line of best fit) on a scatterplot (D-2-M), (A-4-M), (A-5-M) Analyze and make predictions from discovered data patterns?(D-2-M)

• The learner will use trend lines or line of best fit to model linear data.

• The learner will analyze data and make predictions from trend lines on a scatter plot.

GQ: Can students sketch and interpret a trend line? AL: Can students make predictions from a trend line or line of best fit?

Thematics: Scatter Plots: 28-30, 34-35, 194, 198, 539, 544, 546, 565, 566 Best Fitted Line: 31-34, 36, 194, 198 Glencoe: Lesson 11.6 Scatter Plot McDougal Littel: Lesson 11.2 Scatter Plots JBHM Unit 6 Mandatory Act. 7: Generally Speaking (BLM) Literacy Strategy: Word Grid Act. 9: From Collection of data to Equations

35 E

Match a data set or graph to a described situation, and vice versa (D-1-M)

• The learner will analyze qualitative graphs (graphs from situations and stories from graphs). (Also covered in Unit 3)

34 I

Determine what kind of data display is appropriate for a given situation. (D-1-M)

• The learner will select appropriate data displays.

GQ: Can students determine which display is appropriate for a given situation?

Thematics: Choose Appropriate Data Display: 154, 563-566, 571-572 Glencoe: Lesson 9.3 Choosing Appropriate Data Display McDougal Littel: Lesson 12.3 Using Data Displays JBHM Unit 5

Optional Act. 8: Making a Box-and-Whisker Plot Act. 9: T-Shirt Auction (BLM) Literacy Strategy: Word Grid Act. 10: Reporting Results of the T-Shirt Auction (BLM)

40 E 37 I

Explain factors in a data set that would affect measures of central tendency (e.g. impact of extreme values) and discuss which measure is most appropriate for a given situation. (D-2-M) Collect and organize data using box-and whisker plots and use the plots to interpret quartiles and range. (D-1-M) (D-2-M)

• The learner will choose most appropriate and find measure of central tendency.

• The learner will find Measures of variation.

• The learner will create and interpret Box-and-Whisker plots.

GQ: Can students take a data set and determine the affect an added number will have on the different measures of central tendancy? GQ: Can students create a box-and-whisker plot and explain the information it shows?

Thematics Box and Whisker: 18-23, 144-155 564, 566 Central Tendency: 606 Variation: 18, 145 Glencoe Lesson 9.4 Measures of Central Tendency Lesson 9.5 Measures of Variation Lesson 9.6 Box-and-Whisker Plot McDougal Littel: Lesson 5.8 Mean, Median and Mode Lesson 12.2 Box-and Whisker Plots

Optional Act. 8: Making a Box-and-Whisker Plot Act. 9: T-Shirt Auction (BLM) Literacy Strategy: Word Grid Act. 10: Reporting Results of the T-Shirt Auction (BLM







4

39 Analyze and make predictions from discovered data patterns. (D-2-M)

AL: Can students make predictions from patterns discovered in a set of data?

Glencoe Lesson 11.6 Scatter Plots McDougal Littel: Lesson 11.2 Scatter Plots

44 I

Use experimental data presented in tables and graphs to make outcome predictions of independent events. (D-5-M)

• The learner will use results from experiments to calculate experimental probability.

Glencoe: Lesson 8.6 Experimental Probability McDougal Littell: p. 352 - 356 JBHM Unit 6 Mandatory Act. 7: Generally Speaking (BLM) Literacy Strategy: Word Grid Act. 9: From Collection of data to Equations


Unit 7: What are the Data? Time Frame: 2 weeks Dates: 4/23/12 – 5/8/12 No Edusoft Testing GLE #


Evidence /Assessment of Learning

Instructional Strategies Differentiation

Essential Big ideas/ covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current year. Important: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessments. Condensed: Less important/least frequent; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment

1

Description of unit contents This unit focuses on representations of data using appropriate graphs and displays. Concepts of range, quartiles and shapes of distributions are explored as appropriate graphic displays are explored. Student Understanding Students can represent and interpret single-variable or bivariate data, making graphs to illustrate it by hand or using technology where available. Students can discuss variability in data through the nature of its spread, using range and quartiles, and illustrate the data with stem-and-leaf and box-and-whisker plots. For bivariate data, students can graph the data on the coordinate plane and draw and interpret trend lines for the data set. In discussing distributions, students should be able to note the effect that the shapes of different distributions have on measures of central tendency (mean, median, and mode). Finally, students should be able to analyze the validity projections and generalizations made about patterns in different data sets. Vocabulary List: circle graphs, box-and-whisker plot, quartiles, range, trend line, line of best fit, median, mode, appropriate measure, central angle, measures of central tendency, measures of center, scatter plots, mean Reminder: All GLEs can be further developed using Use It! Don’t Lose It!, Project Lift, Buckle Down, Rise and Shine, or other comparable daily focus. They can also be covered using Ren Math by those schools who utilize that program. 36 I

Organize and display data using circle graphs.

• The learner will collect

data and create circle graphs.

Thematics: Circle Graphs: 552-553, 557-558, 563 Glencoe: Lesson 9.2 Circle Graph McDougal Littel: Lesson 12.3 Using Data Displays

34 Determine what kind of data display is appropriate for a given situation. (D-1-M)

• The learner will collect data and create frequency tables and histograms.

• The learner will collect data and create line graphs.

• The learner will create stem and leaf plots.

• The learner will analyze misleading graphs and statistics.

GQ: Can students select and defend their choice of graphs to

Thematics: Choose Appropriate Data Display: 154, 563-566, 571-572 Histograms: 554-555, 557, 559-560, 563, 566 Line Graphs: 331, 339, 475, 566 Stem-Leaf: 16-17, 21-22 Glencoe: Lesson 9.3 Choose Appropriate Data Display Lesson 9.1 Histogram Stem and Leaf -(Prerequisite Skills page 602) Lesson 9.7 Misleading Graphs and Statistics McDougal Littel: Lesson 1.1 Interpreting Graphs Lesson 12.1 Stem and Leaf Plots

Mandatory Act. 1: Getting to Know You (BLM) Act. 4: Who’s Got the Quickest Reaction? Literacy Strategy: Learning Logs (SEE JBHM) Optional Act 5: Circle Graphs (BLM) Literacy Strategy: Word Grid

34 Determine what kind of data display is appropriate for a given situation. (D-1-M)

• The learner will collect data and create frequency tables and histograms.

• The learner will collect data and create line graphs.

• The learner will create stem and leaf plots.

• The learner will analyze misleading graphs and statistics.

GQ: Can students select and defend their choice of graphs to represent data sets for single-variable data or bivariate data? GQ: Can students discuss the nature of variability and graphically illustrate it with stem-and-leaf and box-and-whisker plots, as well as through the use of range and quartiles? GQ: Can students analyze generalizations and claims made on the basis of data analyses and offer discussions of the relative validity?

Thematics: Choose Appropriate Data Display: 154, 563-566, 571-572 Histograms: 554-555, 557, 559-560, 563, 566 Line Graphs: 331, 339, 475, 566 Stem-Leaf: 16-17, 21-22 Glencoe: Lesson 9.3 Choose Appropriate Data Display Lesson 9.1 Histogram Stem and Leaf -(Prerequisite Skills page 602) Lesson 9.7 Misleading Graphs and Statistics McDougal Littel: Lesson 1.1 Interpreting Graphs Lesson 12.1 Stem and Leaf Plots p. 612 – 613 Misleading Graphs

Mandatory Act. 1: Getting to Know You (BLM) Act. 4: Who’s Got the Quickest Reaction? Literacy Strategy: Learning Logs (SEE JBHM) Optional Act 5: Circle Graphs (BLM) Literacy Strategy: Word Grid Act. 6: Stem and Leaf (BLM) Literacy Strategy: Word Grid Act. 11: Situations to Graphs (BLM) Literacy Strategy:Opinionnaire







2

40

Explain factors in a data set that would affect measures of central tendency (impact of extreme values) and discuss which measure is most appropriate for a given situation. (D-2-M)

• The learner will choose

appropriate measures of central tendency. (review)

GQ: Can students describe the effect that various shapes of distributions have on the values of their mean, median, and mode(s).

Thematics: Central Tendency: 606 Variation: 18, 145 Glencoe: Lesson 9.4 Measures of Central Tendency

Mandatory Act. 8: Line of Best Fit Act.9: Making Appropriate Graphs Literacy Strategy: Split-Page Note Taking Act. 12: A Stable Measure (BLM) Literacy Strategy: Learning Logs Optional Act. 2: Scattered, Clustered, or Common? (BLM) Act. 3: How Old Are Your Siblings? Literacy Strategy: Word Grid Act. 7: Box and Whiskers (BLM) Literacy Strategy: Word Grid Act. 10: Match That Data! (BLM)

38 E

39

Sketch and interpret a trend line(i.e. line of best fit) on a scatterplot (D-2-M), (A-4-M), (A-5-M) Analyze and make predictions from discovered data patterns?(D-2-M)

• The learner will use a trend line and line of best fit to make a linear model for a data set.

• The learner will analyze data and make predictions from trend lines on a scatter.

GQ: Can students graph bivariate data on a coordinate graph and draw and discuss trend lines for its pattern, if any?

Thematics: Scatter Plots: 28-30, 34-35, 194, 198, 539, 544, 546, 565, 566 Best Fitted Line: 31-34, 36, 194, 198 Glencoe: Lesson 11.6 Scatter Plot McDougal Littel: Lesson 11.2 Scatter Plots JBHM Unit 6

Optional Act. 2: Scattered, Clustered, or Common? (BLM) Act. 3: How Old Are Your Siblings? Literacy Strategy: Word Grid Act. 7: Box and

35 Match a data set or graph







3

35 Match a data set or graph to a described situation and vice versa(D-M-1)

37 Collect and organize data using box and whisker plots and use the plots to interpret quartiles and range(D-1-M) (D-2-M)

Glencoe: Lesson 9.6 Box-and Whisker Plots McDougal Littell: Lesson 12.2 Box-and-Whisker Plots


Unit 8: Examining Chances Time Frame: 2 weeks Dates: 5/9/12 – 5/23/12 No Edusoft testing GLE #





1

Description of unit contents: This unit examines sampling with and without replacement and the need for randomness in statistical situations and how this affects games of chance. Permutations and combinations are used in situations that describe counts for elementary ordering and grouping. Single- and multiple-event probability situations explore the role of mutually exclusive, independent, and non-mutually exclusive, dependent events. Student Understanding: Students’ understanding of choices and chances extends to include the role of randomness in sampling and surveys, as well as for games of chance. They can analyze the nature of independent, mutually exclusive and dependent, non-mutually exclusive events. They can apply permutations to analyze orderings with and without replacements and combinations and to examine the number of r-sized groups that can be formed from n-objects or individuals. They can calculate, illustrate, and apply single- and multiple-event probabilities for a wide variety of events. Vocabulary List: Random samples, bias, tree diagram, permutation, combination, mutually exclusive, dependent event, independent event, sampling, replacement 41

Select random samples that are representative of the population, including sampling with and without replacement, and explain the effect of sampling on bias. (D-2-M) (D-4-M)

• The learner will explore sampling techniques.

• The learner will conduct sample analysis.

• The learner will distinguish between biased and unbiased surveys.

• The learner will describe effect of sampling on bias/results of survey.

GQ: Can students recognize and discuss ways that randomness contributes to surveys, experiments, and games of chance? GQ: Can students suggest ways of minimizing bias in sampling or surveys through the use of random samples?

Thematics: See Unit 2 Glencoe: Lesson 8.7 Using Sampling to Predict McDougal Littell: Samples p. 644-645

Mandatory Act. 1: Selecting a Sample Literacy Strategy: Opinionnaire Act. 4: What does the Cookie Thief Look Like? (BLM) Literacy Strategy: Professor Know-It-All Optional Act. 2: Let Me Count the Ways (BLM) Literacy Strategy: Learning Logs

41

Select random samples that are representative of the population, including sampling with and without replacement, and explain the effect of sampling on bias. (D-2-M) (D-4-M)

• The learner will explore sampling techniques.

• The learner will conduct sample analysis.

• The learner will distinguish between biased and unbiased surveys.

• The learner will describe effect of sampling on bias/results of survey.

GQ: Can students recognize and discuss ways that randomness contributes to surveys, experiments, and games of chance? GQ: Can students suggest ways of minimizing bias in sampling or surveys through the use of random samples?

Thematics: See Unit 2 Glencoe: Lesson 8.7 Using Sampling to Predict McDougal Littell: Samples p. 644-645

Mandatory Act. 1: Selecting a Sample Literacy Strategy: Opinionnaire Act. 4: What does the Cookie Thief Look Like? (BLM) Literacy Strategy: Professor Know-It-All Optional Act. 2: Let Me Count the Ways (BLM) Literacy Strategy: Learning Logs







2

42 I 43 E

Use lists, tree diagrams, and tables to apply the concept of permutations to represent an ordering with and without replacement. (D-4-M) Use lists and tables to apply the concept of combinations to represent the number of possible ways a set of objects can be selected from a group. (D-4-M)

• The learner will construct

organized lists. • The learner will construct

tree diagrams. • The learner will

differentiate between permutations and combinations.

• The learner will solve permutations and combinations.

GQ: Can students determine the number of orderings (permutations) or combinations (groupings) that can occur under given conditions?

Thematics Lesson 8.3 Permutation Lesson 8.4 Combinations Lab 8.4b Combinations/ Pascal’s Triangles Glencoe: Lesson 8.7 Using Sampling to Predict Lesson 8.3 Permutation Lesson 8.4 Combinations Lab 8.4b Combinations/ Pascal’s Triangles McDougal Littel: Lesson 12.4 Counting Methods Lesson 12.5 Permutations Lesson 12.6 Combinations

Mandatory Act. 1: Selecting a Sample Literacy Strategy: Opinionnaire Act. 4: What does the Cookie Thief Look Like? (BLM) Literacy Strategy: Professor Know-It-All Optional Act. 2: Let Me Count the Ways (BLM) Literacy Strategy: Learning Logs Data Around Us NCTM Navigating Through Probability

44 I

Use experimental data presented in tables and graphs to make outcome predictions of independent events. (D-5-M)

Glencoe: Lesson 8.6 Experimental Probability McDougal Littel: p. 352 – 357, p. 637 – 638

45 E

Calculate, illustrate, and apply single- and multiple-event probabilities, including mutually exclusive, independent events and non-mutually exclusive, dependent events.(D-5-M)

• The learner will distinguish between experimental probability and theoretical probability.

• The learner will distinguish between independent and dependent events.

• The learner will distinguish between mutually exclusive and non-mutually exclusive.

• The learner will calculate probability of single events and multiple-event probability

Thematics: See Unit 2 Glencoe: Lesson 8.5 Compound Events McDougal Littel: Lesson 12.7 Probability and Odds Lesson 12.8 Independent and Dependent Events

Mandatory Act. 5: Experimental Probabilities Act. 6: Independent Events Act. 7: Dependent Events Optional Act. 8: Is It Fair? (BLM) Literacy Strategy: Story Chain DEEP Probability Strand

45 E

Calculate, illustrate, and apply single- and multiple-event probabilities, including mutually exclusive, independent events and non-mutually exclusive, dependent events.(D-5-M)

• The learner will distinguish between experimental probability and theoretical probability.

• The learner will distinguish between independent and dependent events.

• The learner will distinguish between mutually exclusive and non-mutually exclusive.

• The learner will calculate probability of single events and multiple-event probability

AL: Can students distinguish between independent and dependent compound events? AL: Can students distinguish between mutually exclusive and non-mutually exclusive events?

Thematics: See Unit 2 Glencoe: Lesson 8.5 Compound Events McDougal Littel: Lesson 12.7 Probability and Odds Lesson 12.8 Independent and Dependent Events

Mandatory Act. 5: Experimental Probabilities Act. 6: Independent Events Act. 7: Dependent Events Optional Act. 8: Is It Fair? (BLM) Literacy Strategy: Story Chain DEEP Probability Strand







3

lafayette parish school system eighth grade · pdf fileorder of operations is reviewed in...

Documents