shelby county schools’ mathematics instructional maps are ... 8 2016_17 q2 9… · web...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 2 Grade 8

Introduction

In 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 ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 9/14/16

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice


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https://www.tn.gov/education/article/mathematics-standards



Standards for Mathematical Practice https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



Purpose of the Mathematics Curriculum Maps


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The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students.

How to Use the Mathematics Curriculum Maps


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Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


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Weekly and daily objectives/learning targets should be included in your plans. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.


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Topics Addressed in QuarterSlopeFunctionsCompare and Construct Functions

Qualitative GraphsSimultaneous Equations

Overview


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During quarter 2 students will learn about slope, functions and simultaneous linear functions. Students’ first encounter slope by interpreting the unit rate of a graph (8.EE.B.5) and begin to work with functions in real-world contexts. For example, students relate constant speed and other proportional relationships (8.EE.B.5) to linear functions. Students will learn that slope can be determined using any two distinct points on a line and by using properties of similar triangles ( 8.EE.B.6) and be introduced to the formal definition of a function (8.F.1) once the concept has been explained. By examining similar triangles students derive y = mx and y = mx + b for linear equations. When y=mx+b is derived, students will interpret this equation as defining a linear function whose graph is a line (8.F.3). Midway the quarter students will learn how to compare the graph of a function and a table of values that represent a function and determine which function has the greater rate of change (8.F.A.2) and examine linear relationships between two quantities and use that information to construct a linear function (8.F.B.4). Finally, students will graph simultaneous linear equations to find the point of intersection and then verify that the point of intersection is in fact a solution to each equation in


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the system (8.EE.C.8a), learn to solve systems of linear equations by substitution and elimination (8.EE.C.8b) and solve real-world problems leading to two linear equations with two variables (8.EE.C.8c)

Grade Level Standard Type of Rigor Foundational Standards Sample Assessment Items8.EE.5 Conceptual Understanding 7.RP.A.2 TN Assessment Task: Buying Tools8.EE.6 Conceptual Understanding 7.RP.A.2, 7.G.A.1 TN Assessment Task: Lemonade Stand8.F.1 Conceptual Understanding 7.RP.A.2 Achieve the Core Mini Assessment8.F.2 Application 7.RP.A.2 TN Assessment Task: Cell Phone


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http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8CellPhone.pdf

http://achievethecore.org/page/1100/functions-mini-assessment

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8LemonadeStand.pdf

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8BuyingTools.pdf



Achieve the Core Mini Assessment8.F.3 Conceptual Understanding Achieve the Core Mini Assessment

TN Assessment Task: Honor Roll8.F.4 Application 7.RP.A.2 Achieve the Core Mini Assessment8.F.5 Conceptual Understanding TN Assessment Task: Rollerblading 8.F.5, 8.F.4

Learn Zillion: Summative-assessment 8.F.1-58.EE.8 Conceptual Understanding, Procedural Skill and

Fluency & Application6.EE.B.5 Achieve the Core Mini Assessment

TN Assessment Task: Cross Country 8.F.4 & 8.EE.8Engage NY Sample Questions - Click on Grade 8


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https://www.engageny.org/resource/new-york-state-common-core-sample-questions

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8CrossCountry.pdf

http://achievethecore.org/page/911/simultaneous-linear-equations-mini-assessment

https://learnzillion.com/lesson_plans/4284-summative-assessment-grade-8-unit-6

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8Rollerblading.pdf


http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8HonorRoll.pdf





Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to


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transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

The fluency standards for 8th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.


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https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021

https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021



8.EE.7 Solve one-variable linear equations, including cases with infinitely many solutions or no solutions. 8.G.9 Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step

problem solving in grade 7

References:

https://www.engageny.org/ http://www.corestandards.org/


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http://www.corestandards.org/

https://www.engageny.org/



http://www.nctm.org/ http://achievethecore.org/


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESSlope

(Allow approximately 2 weeks for instruction, review and assessment)Domain: Expressions and EquationsCluster: Understand the connections between

Enduring Understanding(s): A unit rate, or the slope, can be

Glencoe6-1D Proportional & Non-proportional

Vocabulary: unit rate, proportional relationship, slope, vertical, horizontal, similar


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESproportional relationships, lines, and linear equations

8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.8.EE.B.6: Use similar triangles to explain

represented in a graph, table or equation. The slope can be derived from any two

distinct points.

Essential Question(s): What is the meaning of the slope and

intercept of a line, in the context of the situation?

Relationships (p. 350)6-2C Graphing Technology: Model Linear BehaviorAdditional Lesson 138-2E Extend Lesson Slope Triangles p. 499

Holt12-1 Graphing Linear Equations

triangles, y-intercept

Writing in Math: When is a relationship proportional? How can proportions increase our

understanding of the real world? Ask students: Is $4 per gallon the same as

4 gallons per $1?Shelby County Schools 2016/2017

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http://www.tn.gov/education/standards/math/std_math_gr_8.pdf




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwhy the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equationy = mx + b for a line intercepting the vertical axis at b.

Is the slope between any two points on the same line the same?

How can I create an equation with given information from a table, graph, or problem situation?

Objective(s): Students will compare the slopes of two

12-2 Slope of a Line (Indirectly addresses using similar triangles to explain slope)12-3 Using Slopes and InterceptsTechnology Lab 12-3

Building Conceptual Understanding:CMP CC Lesson: Investigation 2 FunctionsMath Shell: Lines, Slopes & Linear Equations

How do I determine rate of change and its meaning on a graph, table of values, or verbal description?

How do I apply rate of change when given verbal descriptions of real-world scenarios?

Graphic Organizer(s):Shelby County Schools 2016/2017

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http://map.mathshell.org/materials/lessons.php?taskid=583#task583

http://staff.rentonschools.us/renton/secondary-math/math-8-ccss-m-resources/download/8th+TECMP2_CC_G8TG.pdf?id=235094



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

proportional relationships in a variety of ways.

Students will graph proportional relationships.

Students will interpret the unit rate as the slope.

Students will use similar triangles to explain

8.EE.5 & 6

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.

Teachersnotebook.com Foldables


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http://www.teachersnotebook.com/product/themathmagazine/ratios-rates-amp-proportions-foldable-interactive-notebook-6-rp-a-1-7-rp-a-1-8-ee-b-5




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwhy the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane

Students will derive the equation y=mx and y=mx+b

Additional Information: Students identify the unit rate in graphs,

Recommended Additional Lessons:Engage NY Lesson 16: 8.EE.6Engage NY Lesson 18: 8.EE.6CMP Lesson: Thinking w/Mathematical Models Inv. 2Math Shell: Interpreting Distance-Time GraphsLearn Zillion: Introduction-to-linearity


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https://learnzillion.com/resources/64255-introduction-to-linearity


http://blogs.monashores.net/buboltzm/notebook-organization/


https://www.engageny.org/resource/grade-8-mathematics-module-4-topic-c-lesson-18

https://www.engageny.org/resource/grade-8-mathematics-module-4-topic-c-lesson-16



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEStables and equations to compare two proportional relationships represented in different ways.

Students are able to find the slope of a line from multiple points.

Students are able to draw congruent and

Tasks:You must establish a free account to access Edutoolbox.org resourcesTN Tasks: Speed Limit 8.EE.5TN Tasks: Sally’s Car Loan & Distance from Memphis 8.EE.6 & 8.F.1TN Assessment Tasks: Olympic Pool, Buying Tools & Typing Rate 8.EE.5


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http://tncore.org/math/assessment_tasks.aspx


http://tncore.org/math/instructional_resources/grades/grade8.aspx





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESsimilar triangles to using the vertical length of the side vs. the horizontal length of the side.

Students are able to identify that similar triangles have the same slope. Students will use a graph to construct triangles between two points on a line and compare

TN Assessment Tasks: Lemonade Stand & Two Different Graphs 8.EE.6TN Assessment Task: Roof Line 8.EE.6 & 8.F.3Illustrative Math 8.EE.5Illustrative Math 8.EE.6Drops in a Bucket 8.EE.5NYC Schools Lesson: Slippery Slopes 8.EE.6


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https://www.weteachnyc.org/media/filer_public/1d/22/1d2258f7-70a8-4d63-8376-eaa18f471f95/g8_math_slippery_slopes.pdf

http://www.scsk12.org/uf/ci/files/2013/task/6-8/8th-Quarter-1/Drops%20In%20a%20Bucket.pdf

https://www.illustrativemathematics.org/content-standards/8/EE/B/6/tasks/1537

https://www.illustrativemathematics.org/content-standards/8/EE/B/5/tasks







TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESthe sides to understand that the slope is the same between any two points.

Students are able to derive the equation from a line through the origin and intercepting the vertical axis at b.

Examples:

Recommended Additional Resources:Math Station Activities pp. 31 & 48Learner.org: Speed, Rates, Steepness and Lines 8.EE.5Additional Resources 8.EE.5Khan Academy: Slope TrianglesPBSlearningmedia.org: Understanding Slope


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http://www.pbslearningmedia.org/resource/muen-math-ee-vidslopeline/slope-similar-triangles/

https://www.khanacademy.org/math/cc-eighth-grade-math/cc-8th-linear-equations-functions/8th-slope/v/similar-triangles-to-prove-that-the-slope-is-constant-for-a-line

http://stricklerwms.weebly.com/8ee5-graph-and-compare-proportional-relationships.html

http://www.learner.org/courses/learningmath/algebra/session4/part_d/index.html

http://www.learner.org/courses/learningmath/algebra/session4/part_d/index.html

http://www.paps.net/site/handlers/filedownload.ashx?moduleinstanceid=17452&dataid=10253&FileName=www.waterbury.k12.ct.us_wmd_site_files_gr8stations.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESKell works at an after-school program at an elementary school. The table below shows how much money he earned every day last week.

Monday Wednesday Friday

Time Worked

1.5 hours 2.5 hours 4 hours

Money $12.60 $21.00 $33.60

w/ Similar Triangles

Correlated iReady Lesson(s): Representing Proportional

Relationships Linear Equations and Slope


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http://www.pbslearningmedia.org/resource/muen-math-ee-vidslopeline/slope-similar-triangles/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESearned

Mariko has a job mowing lawns that pays $7 per hour.(a) Who would make more money for working 10 hours? Explain or show work.(b) Draw a graph that represents y, the amount of money Kell would make for working x hours,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESassuming he made the same hourly rate he was making last week.(c) Using the same coordinate axes, draw a graph that represents y, the amount of money Mariko would make for working x hours.(d) How can you see who makes more per hour just by looking at the graphs? Explain.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESWrite an equation to represent the graph below. Solution: y = -3/2x


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Students write equations in the form y = mx + b for lines not passing through the origin, recognizing that m represents the

slope and b represents the y-intercept.

The triangle between the first two points has a vertical height of 2 and a horizontal


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESlength of 3. The triangle between the third and fourth points has vertical height of 2 and the horizontal length is 3. Since the height to length ratios are the same then the triangles are similar.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESFunctions

( Allow approximately 2 weeks for instruction, review and assessment )Domain: FunctionsCluster: Define, evaluate and compare functions.

8.F.A.1: Understand that a function is a rule that assigns to each input exactly one output.

Enduring Understanding(s): Functional relationships can be expressed

in real contexts, graphs, algebraic equations, tables, and words; each representation of a given function is simply a different way of expressing the same

Glencoe5-3A Relations and Functions5-3B Functions5-3C Linear Functions

Holt3-4: Functions

Vocabulary: function, y-value, x-value, vertical line test, input, output, relation

Writing in Math: What do you already know about

functions? What would you like to learn


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESThe graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation, f(x), is not required in Grade 8.)8.F.A.3:Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

idea.

Essential Question(s): How can you categorize functions as linear

or non-linear?

Objective(s): Students will identify functions and non-

3-5 Equations, Tables, Graphs

Building Conceptual Understanding:CMP CCSS Investigation 2: FunctionsMath Shell Lesson: Comparing Lines and Equations

Choose from the following resources and

about functions? How can you determine whether a graph

represents a function? How can you determine whether a table

of values represents a function? Compare and contrast relations and

functions. Have students create their own examples


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http://map.mathshell.org/lessons.php?unit=8230&collection=8&redir=1


http://secondarymath.cmswiki.wikispaces.net/file/view/CMP2_CC_G8TG.pdf




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfunctions using equations, tables and graphs.

Students will understand that y = mx+b defines a linear equation.

Additional Information: Functions describe how the change in one

variable affects the other.

use them to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Recommended Additional Lesson(s):Engage NY Lessons: 8.F.1Engage NY Lessons 8.F.3Learn Zillion: Functions

and non-examples of functions for classmates to sort.

Show students the vertical line test. Have them explain why it works.

Compare/Contrast linear and nonlinear functions


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https://learnzillion.com/resources/64254-functions

https://www.engageny.org/ccls-math/8f3




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES In a function for every input there is a

unique output. Input and output values of a function can

be written as an ordered pair and graphed on a coordinate grid.

Students recognize graphs such as the one below is a function using the vertical line

Task(s):You must establish a free account to access Edutoolbox.org resourcesTN Tasks: Growth Pattern 8.F.3TN Assessment Tasks: Fire Department & Heights of 8th Graders 8.F.1TN Assessment Tasks: Bacteria Growth &


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http://tncore.org/math/assessment_tasks/grades/g8.aspx






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCEStest, showing that each x-value

has only one y-value;Honor RollIllustrative Math: Foxes and Rabbits 8.F.1Illustrative Math: Function Rules 8.F.1Illustrative Math: Intro to Linear Functions 8.F.3Growing Dots p. 3

Additional Resources:Shelby County Schools 2016/2017

Revised 9/14/1643 of 80

https://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod3_sequences_se_71713.pdf

https://www.illustrativemathematics.org/content-standards/8/F/A/3/tasks/813






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESStation Activities Refer to pp. 101 & 114TN Non-Summative Assessment ItemsChoose items from pp. 51-71


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http://tncore.org/sites/www/Uploads/Assessment/nonsummative_math_final_FINAL.pdf

http://www.paps.net/site/handlers/filedownload.ashx?moduleinstanceid=17452&dataid=10253&FileName=www.waterbury.k12.ct.us_wmd_site_files_gr8stations.pdf





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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCompare and Construct Functions

( Allow approximately 2 weeks for instruction, review and assessment )Domain: FunctionsCluster: Use functions to model relationships between quantities.

8.F.A.2: Compare properties of two functions each represented in a different way

Enduring Understanding(s): A function is one of the most important

mathematical concepts in terms of its application in the real world. A function can be used to describe how changing one variable affects another variable.

The following lessons do not address determining the initial value of a function

from a description of a relationship or from two (x,y) values (8.F.4). Additional

resources are provided below.

Vocabulary: linear relationship, linear equation, rate of change, slope, initial value, y-intercept, x-intercept, function, x-value, y-value

Writing in Math:Shelby County Schools 2016/2017

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES(algebraically, graphically, numerically in tables, or by verbal descriptions).

8.F.B.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including

Essential Questions(s): How do you represent relations and

functions using tables, graphs, words, and algebraic equations?

What is the best way to represent a function?

How can patterns, relations, and functions

Glencoe5-2B Analyze Tables5-2C Analyze Graphs5-2D Translate Tables and Graphs into Equations5-3B Functions (Use 'Real-World Examples' & Exercises 22, 23, 27, 30, 31 & 33)5-3C Linear Functions (H.O.T Problems)

How do you translate among the four representations (words, graphs, tables symbols) of a linear function?Define constant rate of change?

Graphic Organizer:Have students record information about tables,


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESreading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

8.SP.A.1 : Construct and interpret

be used as tools to best describe and help explain real-life relationships?

Objective(s): Students will determine is a table of values

is a function. Students will translate values from a graph

or table into equations.

6-1A Constant Rate of Change6-1B Explore Graphing Technology: Rate of Change6-1C Slope6-1D Constant Rate of Change6-1E Direct Variation (pp. 351-356)6-2A Slope-Intercept

graphs, words and equations in a Foldable study table.Dinah Zike's Foldables


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https://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/math-foldables.pdf




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESscatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Students will compare and contrast relations and functions.

Students will define constant rate of change and describe its meaning as it relates to the problem situation.

Additional Information:Students compare two functions from different

Holt3-4 FunctionsLab Explore Multiple Representations12-2 Slope of a Line

Building Conceptual Understanding:Math Shell Concept Development Lesson: Comparing Lines and Linear Equations


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES 8.SP.A.3 : Use the equation of a

linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.(8.SP.1 & 3 standards support and directly correlate with the concepts of 8.F.2 and 8.F.4 and will appear

representations.Examples:Compare the two linear functions listed below and determine which equation represents a greater rate of change.

Function 1


Recommended Additional Lessons:Shelby County Schools 2016/2017

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again in Q4) Engage NY Lessons: 8.F.2Engage NY Lesson: 8.F.4CMP Thinking with Mathematical Models Investigations 1, 2 & 3CMP Say it With Symbols Investigation 4 Looking Back at FunctionsLearn Zillion: Functions


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https://learnzillion.com/resources/64254-functions

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-say-it-with-symbols/

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-say-it-with-symbols/



https://www.engageny.org/resource/grade-8-mathematics-module-6-topic-lesson-1




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESTasks:You must establish a free account to access Edutoolbox.org resourcesIllustrative Math: Battery Charging 8.F.2Illustrative Math: 8.F.4 TasksTN Task: Hexagon PuzzleTN Assessment Task: Javier's Bike, Cell Phone and/or Tanker Trucks


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https://www.illustrativemathematics.org/content-standards/8/F/B/4/tasks




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESTN Assessment ItemsChoose items from pp. 51-71Growing Dots p. 3

Additional Resources:Correlated iReady Lesson(s):

Linear Functions, Rate of Change


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https://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod3_sequences_se_71713.pdf

http://tncore.org/sites/www/Uploads/Assessment/nonsummative_math_final_FINAL.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESand Initial Value

Properties of Functions Using a Graph to Analyze a

Functional Relationship


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESQualitative Graphs

( Allow approximately 1 week for instruction, review and assessment )Domain: FunctionsCluster: Understand connections between proportional relationships, lines and linear equations.

Enduring Understandings: Qualitative graphs can be used to describe

relationships between two quantities in real life.

Essential Questions:

Glencoe6-1C More About Graphs Section of the lesson (p. 349)Additional Lesson 7 Qualitative Graphs (pp.796-799)

Vocabulary: qualitative graph

Graphic Organizer:Have students use a foldable or other graphic organizer to keep notes on qualitative graphs.Qualitative Graphs Graphic Organizers pp. 15


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http://mrshester.blogspot.com/2013/12/8th-grade-math-units-3-and-4.html




8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Why would you want to represent a real world functional relationship with a graph?

Objectives: Students will evaluate qualitative functions

and write a description of a scenario that can be represented by the function.

Students will sketch a graph given a verbal

Holt3-3 Interpreting Graphs (pp. 131-133)

Building Conceptual Understanding:Math Shell Concept Development Lesson: Interpreting Distance-Time Graphs

& 16


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http://mrshester.blogspot.com/2013/12/8th-grade-math-units-3-and-4.html

http://map.mathshell.org/lessons.php?unit=8225&collection=8






8.SP.A.2 : Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model

description of its qualitative features.

Additional Information: Given a verbal description of a situation,

students sketch a graph to model that situation. Given a graph of a situation, students provide a verbal description of the situation.


Recommended Additional Lessons:Engage NY Lessons: 8.F.5


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESfit by judging the closeness of the data points to the line.(This standard supports and directly correlates with the concepts of 8.F.5 and will appear again in Q4)

Examples:The graph below shows a John’s trip to school. He walks to his Sam’s house and, together, they ride a bus to school. The bus stops once before arriving at school.

Describe how each part A – E of the graph

CMP Lessons: Thinking with Mathematical Models Investigation 2 Linear Models and EquationsCMP Lessons: Growing, Growing, Growing Investigations 1-4Learn Zillion: Understand and describe the behavior of functionsLearn Zillion Lesson: Sketch Graphs by


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https://learnzillion.com/lessons/3538-sketch-graphs-by-interpreting-situations

https://learnzillion.com/lesson_plans/2978-4-ashley-s-bike-ride-understand-and-describe-the-behavior-of-functions-c

https://learnzillion.com/lesson_plans/2978-4-ashley-s-bike-ride-understand-and-describe-the-behavior-of-functions-c

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-growing-growing-growing/

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-growing-growing-growing/






TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESrelates to the story. Interpreting Situations

Tasks:You must establish a free account to access Edutoolbox.org resourcesTN Instructional Task: Flower PotTN Assessment Task: RollerbladingIllustrative Math Tasks: 8.F.5


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https://www.illustrativemathematics.org/8.F.B.5



https://learnzillion.com/lessons/3538-sketch-graphs-by-interpreting-situations




Additional Resources:Understanding Graphs in Motion VideoLearner.org Lesson Qualitative Graphs

Correlated iReady Lesson(s): Linear Functions Using a Graph to Analyze a


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http://learner.org/courses/learningmath/algebra/session1/part_c/index.html

http://study.com/academy/lesson/understanding-graphs-of-motion-giving-qualitative-descriptions.html



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESFunctional Relationship


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Simultaneous Equations( Allow approximately 2 weeks for instruction, review and assessment )

Domain: Expressions and EquationsCluster: Analyze and solve linear equations and pairs of simultaneous equations.

Enduring Understandings: There are situations that require two or

more equations to be satisfied simultaneously.

There are several methods for solving

Glencoe6-3B Explore Graphing Technology: Systems of Equations6-3C Solve Systems of Equations by Graphing

Vocabulary: System of linear equations,Intersecting lines, parallel lines, same line, substitution, elimination

Graphic Organizer:Shelby County Schools 2016/2017

Revised 9/14/1664 of 80




8.EE.C.8: Analyze and solve pairs of simultaneous linear equations.8.EE.C.8.a Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

systems of equations. The solution to a system of equations can

be determined by graphing each equation and finding the intersection point of the graph, if one exists.

Essential Questions: How can mathematical models (tables,

6-3D Solve Systems of Equations by Substitution

Holt11-6 Systems of Equations12-7 Solving Systems of Linear Equations by Graphing

Solving Systems of Linear Equations Foldable


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http://simplifyingradicals2.blogspot.com/2012/11/solving-systems-of-equations-foldable.html






8.EE.C.8.b:. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.8.EE.C.8.c: Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for

graphs, equations) be used to display and describe a real world situation?

What are the three types of solutions for systems of equations?

What are the advantages and disadvantages of solving a system of linear equations graphically versus algebraically?

Building Conceptual Understanding:TN Task Arc: Understanding and Solving Systems of Linear EquationsEngage NY: 8.EE.8 Lessons 24-30

Choose from the following resources and use them to ensure that the intended outcome and level of rigor (mainly


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https://www.engageny.org/resource/grade-8-mathematics-module-4-topic-d-overview








two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Objectives: Students will solve pairs of simultaneous

linear equations algebraically and graphically.

Students will interpret solutions to pairs of simultaneous equations in the context of the problem.

conceptual understanding and application) of the standards are met.

Recommended Additional Lessons:Math Shell Concept Development Lesson: Classifying Solutions to Systems of EquationsMath Shell Problem Solving Lesson: Baseball Jerseys 8.EE.8c


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http://map.mathshell.org/lessons.php?collection=8&unit=8200

http://map.mathshell.org/lessons.php?collection=8&unit=8200






Additional Information: Systems of linear equations can also have

one solution, infinitely many solutions or no solutions. Students will discover these cases as they graph systems of linear equations and solve them algebraically.

CMP Lessons: The Shapes of Algebra Investigations 2, 3, & 4

Tasks:You must establish a free account to access Edutoolbox.org resourcesIllustrative Math Tasks: 8.EE.8a-cInside Math: On Balance Task Level E 8.EE.8c


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http://www.insidemathematics.org/assets/problems-of-the-month/on%20balance.pdf

https://www.illustrativemathematics.org/8.EE.C.8

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-shapes-of-algebra/

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-shapes-of-algebra/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES A system of linear equations whose

graphs meet at one point (intersecting lines) has only one solution, the ordered pair representing the point of intersection. A system of linear equations whose graphs do not meet (parallel lines) has no solutions and the slopes of these lines are the same. A system of linear equations

p. 7&18TN Assessment Task: Cross Country

Additional Resources:NYC Common Core AssessmentSimultaneous-Linear-Equations-Mini-Assessment


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http://njcore.org/sites/default/files/Grade%208%20%20-%208.EE_.C.8ac%20Mini-Assessment%20-%20FINAL%20BRANDED.pdf

http://njcore.org/sites/default/files/Grade%208%20%20-%208.EE_.C.8ac%20Mini-Assessment%20-%20FINAL%20BRANDED.pdf

http://schools.nyc.gov/NR/rdonlyres/835F949D-A3D9-419E-A54C-A004209AAC80/0/NYCDOEG8MathExpressionsandEquations_Final.pdf

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8CrossCountry.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESwhose graphs are coincident (the same line) has infinitely many solutions, the set of ordered pairs representing all the points on the line.

By making connections between algebraic and graphical solutions and the context of the system of linear equations, students

Correlated iReady Lesson(s): Systems of Linear Equations Solving Systems of Linear Equations

Algebraically


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESare able to make sense of their solutions. Students need opportunities to work with equations and context that include whole number and/or decimals/fractions.

Examples: Find x and y using elimination and then

using substitution.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES3x + 4y = 7-2x + 8y = 10

Plant A and Plant B are on different watering schedules. This affects their rate of growth. Compare the growth of the two plants to determine when their heights will be the same.

Let W = number of weeks


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Let H = height of the plant after W weeks

Plant AW H0 4 (0,4)1 6 (1,6)2 8 (2,8)3 10 (3,10)


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESGiven each set of coordinates, graph their corresponding lines.Solution:


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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resources TN Core/CCSS Videos


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https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



www.my.hrw.comwww.connected.mcgraw-hill.comHolt, Course 3 Text Resources

TNReady Math StandardsAchieve the Core

Khan AcademyWatch Know LearnLearn ZillionVirtual NerdMath PlaygroundStudyJams

Calculator ActivitiesGreatest Common Factor Calculator

Interactive ManipulativesNational Library of Interactive Manipulatives

Additional SitesGrade 8 Flip Book


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http://community.ksde.org/LinkClick.aspx?fileticket=F2AYEhO1ZMs%3D&tabid=5646&mid=13290

http://nlvm.usu.edu/en/nav/category_g_4_t_2.html

http://www.mathsisfun.com/greatest-common-factor-tool.html

http://studyjams.scholastic.com/studyjams/index.htm

http://www.mathplayground.com/

http://www.virtualnerd.com/

https://learnzillion.com/login

http://ccss6.watchknowlearn.org/Category.aspx?CategoryID=15865

http://www.khanacademy.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://tn.gov/education/article/mathematics-standards

http://go.hrw.com/gopages/ma/msm3_10.html

http://www.connected.mcgraw-hill.com/

http://www.my.hrw.com/



TI-73 ActivitiesCASIO ActivitiesTI-Inspire for Middle GradesTI-Inspire Activity Exchange

Glencoe Virtual Manipulatives Rational vs Irrational Activity Rational vs Irrational Game Irrational Numbers on the Number Line

(This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards)Teacher TubeThe Futures ChannelSTEM Resources


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http://www.stemresources.com/

http://www.thefutureschannel.com/index.php

http://www.teachertube.com/

http://www.scsk12.org/SCS/curriculum_guides/6-12_Math_Webpage/PDF/Irrational_Numbers_on_the_Number_Line.pdf

http://www.math-play.com/rational-and-irrational-numbers-game/rational-and-irrational-numbers-game.html

http://www.scsk12.org/SCS/curriculum_guides/6-12_Math_Webpage/WORD/Rational_vs_Irrational.docx

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

http://education.ti.com/educationportal/activityexchange/activity

http://education.ti.com/en/timathnspired/us/middle-grades-math

http://www.casioeducation.com/educators/activities

http://education.ti.com/en/us/activity/search/subject?d=E6BF78EF098644A8A458D8D1B4AA1A44&s=B843CE852FC5447C8DD88F6D1020EC61&sa=3702C4C225D647AD888ECE38B4EB90A2




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shelby county schools’ mathematics instructional maps are ... 8 2016_17 q2 9… · web...

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