Q4 8th Grade Math Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

 

Module 6: Linear Functions

Students are introduced to a function as a rule that assigns exactly one value to each input.  In this module, students use their understanding of functions to model the possible relationships of bivariate data.

Topic B: Bivariate Numerical Data

Topic C: Linear and Nonlinear Models

Topic D: Bivariate Categorical Data

 

Advanced Preparation: Graphing calculator

 

Module 7: Introduction to Irrational Numbers Using Geometry

This module's work relates to the squares and cube roots as well as decimal expansion that allow students to work effectively with Pythagorean Theorem and right triangles.

Topic A: Squares and Cubed Roots

Topic B: Decimal Expansions of Numbers

Topic C: The Pythagorean Theorem

Topic D: Application of Radical and Roots

 

 

  • 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: April 17

    Module

    6

    Topic

    C

    Lesson

    9

    10

    Assessment:

    Mid-Module: administered after lesson 9

    Standards Addressed in Week's Lessons

    Topic C

    8.SP.A.1

    8.SP.A.2

    8.SP.A.3

    Standards Assessed in Assessments

    Mid Module

    8.F.B.4

    8.F.B.5

    8.SP.A.1

    8.SP.A.2

    Notes:

    Lesson 9 (Problem Set)

    If time is an issue, omit exercise 2 & 3 as they are tasks practiced in the previous lesson.

     

    One additional day provided this week for Mid Module assessment.

     

    Lesson 10 (P)

    In exercise 1 & 2, consider writing in examples that are unique to your classroom or school.

  • Week 2: April 24

    Module

    6

    Topic

    C

    D

    Lesson

    11

    13

    14

    Assessment:

    Biweekly 1: Use exit ticket from lesson 11

    End of Module administered after lesson 14

    Standards Addressed in Week's Lessons

    Topic C

    8.SP.A.1

    8.SP.A.2

    8.SP.A.3

    Topic D

    8.SP.A.4

    Standards Assessed in Assessments

    End of Module

    8.F.B.4

    8.F.B.5

    8.SP.A.1

    8.SP.A.2

    8.SP.A.3

    8.SP.A.4

    Notes:

    Lesson 11 (P)

    Be prepared to show videos in Eureka to enhance lesson. Prioritize exercise 1 over exercise 2 and recognize that exit ticket may take longer than indicated.

     

    Lesson 12 Omit

    This lesson is omitted for pacing consideration. Non-linear lines will be addressed in module 1 of algebra. Non-linear lines will not appear on EOM assessment.  optional.

     

    Lesson 13 (P)

    Teachers can take actual student ice cream preference data from class to fill in table in example #1, Consider adding bivariate data and relative frequency to word wall or anchor chart.

     

    Lesson 14 (P)

    Prior to class, prepare the list of students to work in strategic groups of 2-3, and arrange desks or tables to allow for group work.

     

    One additional day provided this week for End of Module assessment.

  • Week 3: May 1

    Module

    2

    7

    Topic

    D

    A

    Lesson

    15

    1

    2

    3

    Standards Addressed in Week's Lessons

    Topic D Mod 2

    8.G.B.6

    8.G.B.7

    Topic A Mod 7

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

    Notes:

    *Lesson 15 (P) Module 2

    This lesson is a refresher on the Pythagorean theorem that allows students to practice it's use for future application of the concepts in module 7.

     

    Lesson 1 (P)

    Students should not use calculators for this lesson. Continue to use Pythagorean problems during small groups this week in order to increase fluency with missing side problems.

     

    Lesson 2 (Socratic Lesson)

    Calculators should be used for square root approximations. Depending on students’

    experience, it may be useful to review or teach the concept of square numbers and perfect squares.

     

    Lesson 3 (S)

    Pick from one of two options for opening and discussion sections. Option #1 is the trichotomy law and is more abstract learning using formulas. Option #2 uses a more concrete example and asks students to use example to make a rule.

     

  • Week 4: May 8

    Module

    7

    Topic

    A

    B

    Lesson

    4

    5

    6

    7

    Assessment:

    Biweekly #2: Exit ticket from lesson 6

    Notes:

    Lesson 4 (P)

    Though this lesson is optional, it is strongly recommended that students learn how to work with numbers in radical form in preparation for the work that they will do in Algebra I.

     

    Lesson 5 (P)

    As students work through exercises, consider having them move by putting questions in stations or around room.

     

    Lesson 6 (P)

    Students will be exposed to the concepts of finite and infinite decimals here; however, the concept of irrational numbers will not be formally introduced until Lesson 11. Consider having students use a graphic organizer to show infinite vs finite numbers.

     

    Lesson 7 (Exploration Lesson)

    If needed, consider starting class with one example of converting a number that only goes into the hundreds place,  like 0.24, into a fraction.

     

    Standards Addressed in Week's Lessons

    Topic A

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

    Topic B

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

  • Week 5: May 15

    Module

    7

    Topic

    B

    Lesson

    8

    9

    10

    11

    Assessment:

    Biweekly #2: Exit ticket from lesson 6

    Notes:

    Lesson 8 (E)

    Pace through the exploratory examples by doing #1-4 only so you can spend the full 10 minutes on the discussion.

     

    Lesson 9 (P)

    If pacing is an issue, prioritize exercise #1.

     

    Lesson 10 (P)

    If pacing is an issue, prioritize exercises 1-3.

     

    Lesson 11 (S)

    Once conceptual understanding and estimation is developed, a calculator may be used for quicker computation.

     

    Standards Addressed in Week's Lessons

    Topic B

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

  • Week 6: May 22

    Module

    7

    Topic

    B

    C

    Lesson

    12

    13

    15

    Notes:

    Lesson 12 (S)

    This lesson includes a fluency activity that will take approximately 10 minutes to complete and support future learning in topic D.

     

    Lesson 13 (E)

    Consider allowing students to use a calculator to check their work, but all decimal expansions should be done by hand. An emphasis should be placed on students’ ability to explain their reasoning.

     

    Lesson 14 Omit

    This lesson is omitted. Even though pi is an important concept, the lessons intention is to build upon the standard of decimal expansion that  is covered previously.

     

    One day this week to administer Mid Module assessment.

     

    Lesson 15 (S)

    Consider using 3x5 note cards as a manipulative that students can cut out triangles from for the discussion section of the lesson. Consider making a large model to demonstrate in front of class.

     

    Assessment:

    Biweekly #3: Use exit ticket from Lesson 15

    Mid-Module: After lesson 13

    Standards Addressed in Week's Lessons

    Topic B

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

    Topic C

    8.G.B.6

    8.G.B.7

    8.G.B.8

    Standards Assessed in Assessments

    Mid-Module

    8.NS.A.1

    8.NS.A.2

    8.EE.A.2

  • Week 7: May 29

    Module

    7

    Topic

    C

    Lesson

    16

    17

    18

    Notes:

    Lesson 16 (S)

    Consider using converse statements that are true and not true to demonstrate its meaning to start lesson.

     

    Lesson 17 (P)

    Calculators will be helpful in this lesson for determining values of radical expressions.

     

    Lesson 18 (E)

    This lesson includes a fluency activity that will take approximately 10 minutes to complete and support future learning in topic D.

     

    Standards Addressed in Week's Lessons

    Topic C

    8.G.B.6

    8.G.B.7

    8.G.B.8

  • Week 8: June 5

    Module

    7

    Topic

    D

    Lesson

    19

    20

    21

    22

    Notes:

    Lesson 19 (P)

    Printable nets, located at the end of the lesson, can be used to create 3-D models for this Opening Exercise.

     

    Lesson 20 (P)

    Models for students can be helpful as kids build conceptual understanding of how to measure volume of truncated cones.

     

    Lesson 21 (E)

    Exploratory Challenge Exercise question #4 can be cut if pacing is an issue.

     

    Lesson 22 (S)

    Teacher does demonstration in front of class. If no manipulatives, show embedded video.

     

    Lesson 23 Omit

    Lesson is intended to be optional and is not assessed in the EOM.

     

    Standards Addressed in Week's Lessons

    Topic D

    8.G.B.7

    8.G.C.9

  • Week 9: June 12

    Module

    7

    Topic

     

    Lesson

     

    Assessment:

    End of Module: Administer after Lesson 23

    ANet

    Standards Assessed in Assessments

    End of Module

    8.G.B.6

    8.G.B.7

    8.G.B.8

    8.G.C.9

    ANET

    Major

    8.EE.A.2

    8.G.B.6

    8.G.B.7

    8.G.B.8

    Supporting

    8.NS.A.1

    8.NS.A.2

    8.SP.A.3

    8.SP.4

    Additional

    8.G.C.9

    Review

    8.EE.A.1

    8.EE.C.8c

    8.F.A.2

    8.F.B.4

    Notes:

    One day provided for administering  End of Module assessment.

     

    Three days this week provided for prep and administration of ANET.