Grade 8 Pacing Guide: Q1 Mathematics

Q2 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 9/4

Week 2 - 9/10

Week 3 - 9/17

Week 4 - 9/24

Week 5 - 10/1

Week 6 - 10/9

Week 7 - 10/15

Week 8 - 10/22

Week 9 - 10/29

Overview

 

Module 1: Properties of Multiplication & Division and Solving Problems with Units of 2–5 and 10

This module begins the year by building on students’ fluency with addition and knowledge of arrays

Topic A: Multiplication and the Meaning of the Factors

Topic B: Division as an Unknown Factor Problem

Topic C: Multiplication Using Units of 2 and 3

Topic D: Division Using Units of 2 and 3

Topic E: Multiplication and Division Using Units of 4

Topic F: Distributive Property and Problem Solving Using Units of 2–5 and 10

 

Advanced Preparation:

  • white board - teach routines and procedures for using white boards
  • threes array template from lesson 2 - you can insert templates in sheet protectors

 

Module 2: Place Value and Problem Solving with Units of Measure

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

Topic A: Time Measurement and Problem Solving

Topic B: Measuring Weight and Liquid Volume in Metric Units

Topic C: Rounding to the Nearest Ten and Hundred

 

Advanced Preparation:

  • Preprinted number line up to 60 in intervals of 5 - Lesson 3 (May use number line template from lesson 4)
  • 1-kilogram weight, 1-kilogram benchmark bag of beans (one per pair of students)
  • Digital metric scale, Pan balance
  • 18 counters per student
  • Tape Diagram
  • Number bond template
  • Array template
  • Personal White Boards (see directions in module overview to make your own)
  • Dry erase markers
  • Dry erase clothes/erasers
  • Sheet protectors

 

2017-2018 Math Schedule of Assessed Standards (SAS)

 

3rd Grade Book of Sprints

Domain 1

Lesson 1 (2 days)

Lesson 2 (2 days)

Assessment

Students' emergent writing from the Doctor's Office Learning Center can be used in their portfolio as part of an ongoing assessment.

**Make sure you have portfolios created for each student. For this domain, the work samples that should be photocopied and included in the student portfolios are: emergent writing samples from the Doctor's Office and their self-portrait.**

Notes

Learning Center: Doctor's Office Learning Center

This center will be set up for the whole domain. Students should be able to visit this center at least 1x/week. Here is where to find information on the center:

  • p. 34 of the Teacher's Guide explains how to set up the office
  • p. 34 gives prompts that should be used with students during the center
  • p. 35 explains how to facilitate the center (note: facilitation is different before and after the pausing point--before the pausing point, it is more teacher-led, whereas after it is more student-led)

Lesson 1: Before the lesson, you will need to create an "Attendance Board" (see pg. 23 of the Teacher's Guide for more information). For Skills Small Groups, you will also need to create a "Good Listening Poster" based off of Image Card 1:1 (see pg. 46 in the Teacher's Guide) and set up an easel with chart paper. Complete the "Starting the Day" portion as is. For Skills Small Group 1, complete as is. The "Good Listening" portion of this group is really important, since it is a behavior the students will have to use for the rest of the year. Complete Skills Small Group 2 as is. Please note that students aren't expected to use the tripod or quadropod grip at the beginning of the year. For the read aloud, choose the prompts that will increase your students' comprehension and engagement with the read aloud. It is OK if students do not master the definition of "humans" during the discussion, as it will be reviewed during Lesson 2. The extension activity is to trace students' bodies on chart paper. This is the same extension for Lessons 2-4, so you do not need to finish everyone in one day.

Lesson 2: Complete "Starting the Day" and the "Skills Small Groups 1 and 2" as is. Begin the "Picture Talk" by asking students what they remember from the day before. For techniques to use during the "Picture Talk", review pp. 37-41 in the General Overview.

Domain 1

Lesson 3 (2 days)

Lesson 4 (2 days)

Notes

Lesson 3: You will need Image Cards 3-1-3-4 for this lesson. Place students name cards in their cubbies before school, so they can use them to sign in. Complete the Skills Small Groups as is. For the Listening and Learning portion of the lesson, you will need the trade book, Shade of People.  Have two objects that you can use for an example of "shades" (i.e. a red bin, and a red folder that are different shades).

Lesson 4: For Flip Book page 4-15, where there are no suggested student engagement strategies, you could have students pretend to feel sick and cry. This is the last day that is recommended to use time to trace students' bodies.

Domain 1

Lesson 5 (2 days)

Lesson 6 (2 days)

Assessment

Skills Task Assessment where students recite a nursery rhyme is completed in lessons 6-9. Each student should stand in front of the whole group or small group and recite a rhyme they have learned. The Listening & Learning Task Assessment also occurs in Lessons 6-9. Play "Simon Says" in a small group and notice which students are having difficulty in order to determine which body parts need to be re-taught.

Notes

Lesson 5: On this day, students will begin to "sign in" to their Learning Center using their name cards. Create sign in sheets for each center ahead of time. You will need Play-Doh and alphabet cookie cutters for Skills Small Group 2. You will also need an apple for the "Picture Walk".

Lessons 6-8: Pausing Point 1: First, administer the task assessments to determine which Pausing Point activities would be most appropriate for your students. Also, look at the "Skills Review" chart on pg. 128 of the Teacher's Guide to see which emergent literacy skills have been addressed thus far.  If students need more practice in a particular area, choose a Pausing Point activity that addresses those skills.

Domain 1

Lesson 7 (2 days)

Lesson 8 (2 days)

Notes

Lessons 8: Pausing Point 1: First, administer the task assessments to determine which Pausing Point activities would be most appropriate for your students. Also, look at the "Skills Review" chart on pg. 128 of the Teacher's Guide to see which emergent literacy skills have been addressed thus far.  If students need more practice in a particular area, choose a Pausing Point activity that addresses those skills.

Domain 1

Lesson 9 (2 days)

Lesson 10 (2 days)

Notes

Lesson 9: Starting in this lesson, the curriculum only gives some student engagement ideas for the read aloud. You are asked to plan other ideas in the blank spaces. For example, on page 6, when the author writes "...with my ears", you could have students simply touch their ears. It is important to think of ways to keep students' attention and help them internalize the content. You will need crackers for the read-aloud discussion in this lesson. The extension activity for this lesson will continue in lessons 10, 11 and 12.

Lesson 10: In Skills Small Group 2, students will make a self-portrait. You will need paper plates, small squares of construction paper, glue and crayons and/or markers. As in Lesson 9, Lesson 10 does not give as many suggestions for student engagement strategies. You will need to plan what strategies to use, based on the needs of your students. We recommend engaging students through kinesthetic movements (i.e. touching different body parts) and questioning (asking students to relate the content through their own lives). Plan as many engagement strategies as you feel appropriate for your students--there does not need to be a strategy in every blank space on the lesson plan.

**For Lesson 12, you will need baby pictures of each student, so you may want to send a note home today, in order to have a few days to collect the pictures.**

Domain 1

Lesson 11 (2 days)

Lesson 12 (2 days)

Notes

Lesson 11: For Skills Small Group 1, you will need magnetic (or foam, cookie, etc) capital letters, so they can match the letter to the first letter of their name on their name card. Remember to use the Language Support Techniques from pp. 37-41 in the General Overview. For the "Deepening Understanding" activity, you will need a few objects for students to touch, describe, and compare.

**For Lesson 12, you will need baby pictures of each student, so you may want to send a reminder note home today, in order to have a few days to collect the pictures.**

Lesson 12: See pg. 190 of the Teacher's Guide for instructions on how to create the bulletin board with students pictures from when they are babies and now. (Also, read the margin on pg. 196 for an idea of how to make the bulletin board into a "Guess Who?" game.) The Attendance Routine also changes in this lesson. Students will now pick their name from one of two piles to put on the attendance board. For Skills Small Group 2, you will need pipe cleaners, straws and tape.

Domain 1

Lesson 13 (2 days)

Lesson 14 (2 days)

Assessment

In Lesson 13, students self-portraits can be used as part of their portfolio. Asking students to draw self-portraits at various times of the year is a good way to document students' increasing sense of body image and fine motor skills. Make a photocopy of the drawing to include in their portfolios.

Also, Lesson 13 has time for you to begin to take some informal assessments of students during Learning Centers. You will take anecdotal notes on the 3 language arts objectives of: carry on a dialogue or conversation with an adult or same-aged peer, initiating comments and or responding to partner's comments (SL.P.1b), recognize and call classmates and teacher by name (SL.P.1c), and acknowledge and return greetings and farewells (SL.P.1c). Put the notes in students' portfolios. Review pg. 281 of the Teacher's Guide for more information.

Notes

Lesson 13: You will need Image Cards 13-1-13-3 for this lesson. You will also introduce the student job of moving the arrow on the schedule to point to the portion of the day you are working on. This is very important to build student ownership in the classroom. Follow the suggestion in the margin for the "Nursery Rhyme" portion of the lesson that has you substitute different body parts into the song. For Skills Small Group 2, you will need materials for students to draw a self-portrait (whole body). You will also need strips with each student's name on it for them to use to label their portraits. Read the margin on pg. 215 for an idea on how to include the self-portraits on your bulletin board. There is no extension activity for this lesson. Instead, you should begin observations in the Doctor's Office Learning Center and other Learning Centers. See the "Assessment" column for more information.

Lesson 14: Be sure to read the "Advance Preparation" on pp. 225-226 of the Teacher's Guide. Skills Small Group 2 has a lot of advance preparation, since the students will be painting. Remember, you will need to plan some student engagement strategies to use, based on the needs of your students. We recommend engaging students through kinesthetic movements (i.e. touching different body parts) and questioning (asking students to relate the content through their own lives). Plan as many engagement strategies as you feel appropriate for your students--there does not need to be a strategy in every blank space on the lesson plan. For the extension activity, you are going to facilitate a pretend picnic. You can incorporate props to make it more entertaining for students. This activity will continue for lessons 15 and 16, as well.

Domain 1

Lesson 15 (2 days)

Lesson 16 (2 days)

Notes

Lesson 15: Complete Lesson 15 as is. The extension activity is the same as Lesson 14.

Lesson 16: For Skills Small Group 2, you will need to set up materials for fingerpainting. Again, you will need to plan some student engagement strategies to use, based on the needs of your students. We recommend engaging students through kinesthetic movements (i.e. touching different body parts) and questioning (asking students to relate the content through their own lives). Plan as many engagement strategies as you feel appropriate for your students.  There does not need to be a strategy in every blank space on the lesson plan. The extension activity is the same as Lesson 14.

Domain 1

Lesson 17-19 (3 days)

DA (1 day)

Assessment

Before the Pausing Point, complete the Skills and the Listening & Learning Task Assessments. The Skills assessment needs to be administered individually and students are asked to identify the first letter of their name. The Listening & Learning assessment also needs to be administered individually. You will point to different body parts and students will say what sense corresponds to that body part.

Domain Assessment: Continue to observe students in the Doctor's Office Learning center (see "Assessment Notes" from Week 7 for more information). Complete the Skills and Listening & Learning Task Assessments on pp. 281-283 with students individually.

**Make sure you have portfolios created for each student. For this domain, the work samples that should be photocopied and included in the student portfolios are: emergent writing samples from the Doctor's Office and their self-portrait (noted earlier).**

Notes

Lessons 17-19: Pausing Point: Complete the Skills and the Listening & Learning Task Assessment to determine which activities to use, based on student need. You may choose to complete activities in whole or small group. Also, review pg. 276 of the Teacher's Guide to review what skills have been taught in Unit 1. Based on your observations of students, determine which skills need to be re-taught in either whole or small group, and choose corresponding activities.

Domain Assessment: Complete the Domain Assessments on pgs. 281-283 individually with students. Use the recording forms on pgs. 284-286 to analyze students' responses and record. Also, continue to take anecdotal notes on students in the Doctor's Office Learning center (see "Assessment Notes" from Week 7 for more information).

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