Q1 8th Grade Math Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 1: Integer Exponents and Scientific Notation

Students’ knowledge of operations on numbers is expanded to include operations on numbers in integer exponents. Module 1 also builds on students’ understanding from previous grades with regard to transforming expressions.

Topic A: Exponential Notation and Properties of Integer Exponents

Topic B: Magnitude and Scientific Notation

 

Advanced Preparation:

Scientific Calculators

White Boards

Anchor Chart Paper

 

Module 2: The Concept of Congruence

Students learn about translations, reflections, and rotations in the plane and, more importantly, how to use them to precisely define the concept of congruence.

Topic A: Definitions and Properties of the Basic Rigid Motions

Topic B: Sequencing the Basic Rigid Motions

Topic C: Congruence and Angle Relationships

 

Advanced Preparation:

Transparency or patty paper

Wet or dry erase markers for use with transparency

Optional: geometry software

 

Module 3: Similarity

Students learn about dilation and similarity and apply that knowledge to a proof of the Pythagorean Theorem based on the Angle-Angle criterion for similar triangles.

Topic A: Dilation

 

Advanced Preparation:

Straightedge

Compass

 

2017-2018 Math Schedule of Assessed Standards (SAS)

  • Module Tip Sheet for Parents

    These documents provide parents an opportunity to see what their children are learning in the current module including:

    • Standards
    • Key vocabulary
    • Example Problems
    • Pictorial Models
    • Ideas for how to can help children at home
    • Coherence of learning with past and future modules
  • Week 1: September 5

    Module

    1

    Topic

    A

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    Topic A

    EE.A.1

    Notes:

    Lesson 1 (S)

    This may be the first time students are experiencing dots and braces, emphasize their use and terminology while working through the lesson. Consider starting lesson with ending discussion questions; Why should we bother with exponential notation? Why not just write out the multiplication?

     

    Lesson 2 (S)

    To scaffold towards conceptual understanding, consider using concrete numbers before using variables in examples.

  • Week 2: September 11

    Module

    1

    Topic

    A

    Lesson

    3

    4

    5

    Assessment

    Biweekly #1: Exit ticket from lesson 5

    Mid Module Assessment: Administer after lesson 5

    Standards Addressed in Week's Lessons

    Topic A

    EE.A.1

    Notes:

    Lesson 3 (S)

    Consider allowing students to work with examples 1 and 2 for an extended period of time to solve before supplying guidance on the answer, SMP1. Students at this point are not exposed to zero or negative integers, however, they will be in lesson 4 & 5. If whole group conversations go there, foreshadow what they may be exposed to.

     

    Lesson 4 (E)

    Exercises 3 and 4 may be omitted if time is an issue.

     

    Lesson 5 (S)

    In line with previous implementation suggestions, it is important that students are shown the symbolic arguments in this lesson, but less important for students to reproduce them on their own. Students should learn to fluently and accurately apply the laws of exponents as in Exercises 5–10, 11, and 12. Use discretion to omit other exercises.

     

    Lesson 6 Omit

    For pacing consideration, this lesson has been omitted. It enriches existing understanding of the law of exponents and can be used with those students that have shown mastery to this point.

     

    One day is provided this week for Mid Module assessment.

    Standards in Mid or  End of Module Assessment

    Mid Module

    EE.A.1

  • Week 3: September 18

    Module

    1

    Topic

    B

    Lesson

    7

    8

    9

    10

    Standards Addressed in Week's Lessons

    Topic B

    EE.A.3

    EE.A.4

    Notes:

    Lesson 7 (P)

    Consider beginning lesson with a quick discussion on why it might be useful to use different expressions for numbers with magnitude.

     

    Lesson 8 (P)

    Consider omitting exercise 4 & 5 if pacing is an issue. Fluency practice is recommended for the end of the lesson.

     

    Lesson 9 (P)

    Consider again starting class by asking students why it might be helpful to represent numbers of magnitude with smaller expressions and how we might do that.

     

    Lesson 10 (P)

    If needed, lesson 10 is slightly shorter and time can be used this day to finish off fluency practice from lesson 8.

  • Week 4: September 25

    Module

    1

    Topic

    B

    Lesson

    11

    12

    13

    Assessment

    Biweekly #2: Exit ticket from lesson

    End of Module Assessment: Administer after lesson 13

    Notes:

    Lesson 11 (S)

    Technology will be needed to show YouTube video.

     

    Lesson 12 (E)

    This is a challenging, but crucial, lesson and should not be skipped.

     

    Lesson 13 (E)

    Consider reminding students that the work they do to explain or prove a question/theorem will be repeated in high school geometry and other advanced math.

     

    One day this week provided for End of Module assessment.

    Standards Addressed in Week's Lessons

    Topic B

    EE.A.3

    EE.A.4

    Standards in Mid or  End of Module Assessment

    End of Module

    EE.A.3

    EE.A.4

  • Week 5: October 2

    Module

    2

    Topic

    A

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    Topic A

    G.A.1

    Notes:

    Lesson 1 (E)

    Consider giving students a big picture view of congruence to start module. Each student will need a transparency, marker, and eraser for lesson.

     

    Lesson 2 (P)

    Students will continue to need transparencies to map transformations. Once conceptual understanding displayed by students, consider having students use geometry software to save time. Consider making an anchor chart for transformation definitions and visuals. Prime notation is introduced to students in Grade 7, Module 6, Topic B, Lesson 8. Briefly remind students of this notation using the diagram below

     

    Lesson 3 (S)

    The word Translation is written out during lesson instead of the abbreviation "T" in order to emphasize the rigid motion that is happening and not confuse students. Abbreviations for rigid motions will begin in future lessons.

     

    Lesson 4 (P)

    Consider showing a reflection of a famous face, building, food item, etc on the front board to start lesson on reflection so students have a big picture understanding.

  • Week 6: October 10

    Module

    2

    Topic

    A

    B

    Lesson

    5

    6

    7

    Notes:

    Lesson 5 (S)

    Prior to lesson, prepare technology to show video during lesson. Consider putting two arrows around classroom clock indicating positive and negative rotations via the clockwise or counter clockwise.

     

    Lesson 6 (P)

    Consider asking students to stand up and visually demonstrate 90, 180, 270, and 360 degree turns in order to visualize the concept.

     

    Lesson 7 (E)

    Consider having different color pens or pencils available for students to identify new transformations.

    Assessment

    Biweekly #3

    Exit ticket from lesson 6

    Standards Addressed in Week's Lessons

    Topic A

    G.A.1

     

    Topic B

    G.A.2

  • Week 7: October 16

    Module

    2

    Topic

    B

    Lesson

    8

    9

    10

    Notes:

    Lesson 8 (S)

    Prior to lesson, technology will be needed for video. Consider have students answer this question from Discussion session concretely to drive home point: "Does the order in which we sequence rigid motions really matter?" It is the basis for the exit ticket.

     

    Lesson 9 (E)

    Students can only find the center 𝐹 through trial and error at this point. Finding the center of rotation for two congruent figures is a skill that will be formalized in high school Geometry.

     

    Lesson 10 (P)

    Prior to lesson, technology will be needed for video.

     

    One day this week is provided for Mid Module assessment.

    Assessment

    Mid Module Assessment

    Administer after lesson 10

    Standards Addressed in Week's Lessons

    Topic B

    G.A.2

    Standards in Mid or  End of Module Assessment

    Mid Module

    G.A.1

  • Week 8: October 23

    Module

    2

    Topic

    C

    Lesson

    11

    12

    13

    14

    Notes:

    Lesson 11 (S)

    Consider asking students to use the word congruence rather than same size whenever they share out in class from this lesson on.

     

    Lesson 12 (E)

    Consider using concrete numbers to support students having a tougher time describing theorem with them.

     

    Lesson 13 (E)

    Consider having students or class keep track of new theorems as they come up in a student journal or anchor charts.

     

    Lesson 14 (S)

    Keep the work of Example 1 visible while students work on Exercises 1–4.

    Standards Addressed in Week's Lessons

    Topic C

    G.A.2

    G.A.5

  • Week 9: October 30

    Module

    3

    Topic

    A

    Lesson

    1

    2

    Assessment

    End of Module

    Administer after lesson 14

    Standards Addressed in Week's Lessons

    Topic A

    G.A.3

    Standards in Mid or  End of Module Assessment

    End of Module

    G.A.2

    G.A.5

    Notes:

    One day this week is provided for End of Module assessment

     

    Lesson 1 (E)

    When demonstrating the term "similar" consider showing what happens to a picture on a phone or computer when it is

     

    Lesson 2 (P)

    A straightedge and compass are needed for this lesson.