Grade 8 Pacing Guide: Q2 Mathematics

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

 

Module  2

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

Students explore measurement using kilograms, grams, liters, milliliters, and intervals of time in minutes.

Topic D: Two- and Three-Digit Measurement Addition Using the Standard Algorithm

Topic E: Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm

 

Advanced Preparation

See Module p. 8&9

 

Module 3: Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10

Students extend the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100.

Topic A: The Properties of Multiplication and Division

Topic B: Multiplication and Division Using Units of 6 and 7

Topic C: Multiplication and Division Using Units up to 8

Topic D: Multiplication and Division Using Units of 9

Topic E: Analysis of Patterns and Problem Solving Including Units of 0 and 1

Topic F: Multiplication of Single-Digit Factors and Multiples of 10

 

Advanced Preparation

-Personal white boards

-Place value disks

 

Module 4: Multiplication and Area

Students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication.

Topic A: Foundations for Understanding Area

Topic B: Concepts of Area Measurement

 

 

Assessment

 

Standards Addressed:

8.G.A.3

 

 

Weekly Overview

Lesson 3  Omit

Exercise 3 can be omitted if time is an issue. The word reciprocal can be emphasized when discussing manipulation of a dilation.

 

Lesson 4 (S)

To further assist the learning, graph paper rather than notebook paper can be used to have both horizontal and vertical line. FTS can be added to an anchor chart or other tracking device for theorums that are established during course of year.

 

Lesson 5 (P)

Direct students to use centimeters for exercise 1.

 

Lesson 6 (P)

For exercise 3, allow students to grapple with answer mathematically prior to using coordinate graph. Exercise 6-7 can be omitted if time is an issue. Similar Problem Set problems can be assigned for homework.

 

Lesson 7 (S)

During the Discussion section, students may use a protractor to confirm similar angles.

 

 

Week 2

Lesson 8

Week 3

Lesson 9

Lesson 10

Standards Addressed:

Topic A

8.G.A.3

Topic B

8.G.A.4

8.G.A.5

 

Assessment

Mid Module Assessment

Adminster after lesson 7

Biweekly 1

Exit ticket from lesson 8

 

Weekly Overview (note: this week covers both the week of Veteran's Day and the week of Thanksgiving)

Lesson 8 (P)

Students will need to reference an anchor chart that describes the different type of rigid motions.

Lesson 9 (E)

Ask each student to verbally or in written form share what they have learned about similarity and dilation in closing of lesson.

One day this week is provided for Mid Module assessment.

 

Lesson 10 (S)

Include the AA criteria for similarity on anchor chart that included FTS from Topic A of this module. In exercise 1 & 2, if students hesitate to begin, suggest specific side lengths for them to use.

 

 

Module 3

 

Topic B

Lesson 11

Lesson 12

Lesson 13

Standards Addressed:

Topic B

8.G.A.4

8.G.A.5

Topic C

8.G.B.6

8.G.B.7

 

Assessment

End of Module Assessment

Administer after lesson 12

 

Biweekly 2

Exit ticket from lesson 13

 

Weekly Overview

Lesson 11 (P)

Students use what they know about dilation, congruence, the fundamental theorem of similarity (FTS), and the angle-angle (AA) criterion to determine if two triangles are similar

 

Lesson 12 (M)

Real world application is used for students to demonstrate knowlege of module 3 topics.

 

Lesson 13 (S)

Pythagorean Theorum lessons come after the end of module, however they are part of the major works of the grade and a prerequisite for later modules in 8th grade as well as high school math classes. Scaffold abstract understanding of the theorum with concrete numbers when needed.

 

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

 

Module 3,4

Topic C

Topic A

 

Standards Addressed:

Topic C

8.G.B.6

8.G.B.7

 

 

 

Assessment

 

Topic A

8.EE.C..7

 

Notes

Lesson 14 (P)

It may be necessary to demonstrate how to use the squared button on a calculator.

 

Lesson 1 (P)

Encourage students throughout lesson to compare and share with table partners about how to translate mathematical statements to symbols. Encourage multiple accurate solutions.

 

Lesson 2 (P)

Carefully differentiate from using expressions and equations with students when describing problems.Can tell students that non-linear equations will be discussed later in the year during module 7. Examples 2-6 can be written on the board and different colors used to identify the correct responses to questions posed.

 

Lesson 3 (P)

Consider developing a word bank or word wall to be used throughout the module.

 

Module 4

Topic A

 

Standards Addressed:

Topic A

8.EE.C.7

 

Assessment

Biweekly 3

 

Exit ticket from lesson 4

 

 

Notes

Lesson 4 (P)

Be sure to use the names distributive, associative, and commutative when discussing how to manipulate an equation. Allow students to use multiple roads to a solution emphasizing only that properties are used correctly.

 

Lesson 5 (P)

Encourage students to draw diagrams to represent the situations presented in the word problems.

 

Lesson 6 (P)

Checking solutions should become a regular part of practice for whole class demonstrating and independant student work. Example 5 can be omitted for pacing considerations.

 

Lesson 7 (S)

Closing questions should include a way for each student to justify to an elbow partner the difference between unique, infinite, and no solution.

 

Module 4

Topic A

Topic B

Standards Addressed:

Topic A

8.EE.C.7

 

 

Assessment

NWEA MOY Window 12/11 - 1/26

Topic B

8.EE.B.5

 

 

Notes

Lesson 8 (P)

This lesson on solving rational equations is included because of the types of equations students see in later topics of this module related to slope.

Lesson 9 (S)

If the Discussion is too challenging for students, use Exercises 3–11, which is a series of more accessible applications of linear equations. If using that alternative, use only question 2 from the Exit Ticket.

Lesson 10 (S)

Make clear to students that constant rate must be assumed in order to write linear equations in two variables.

 

Lesson 11 (P)

To scaffold for students, facilitate discussion on prior understanding from 7th grade modules of constant rate and proportions.

 

Module 4

Topic B

Assessment

Mid Module Assessment

 

Administer after lesson 14

 

Standards Addressed:

Topic B

8.EE.B.5

 

Notes

Lesson 12 (E)

Model for students and ask them to consistently display independently, that answers to linear equations in two variables should be written in an ordered pair.

 

Lesson 13 (S)

Students need graph paper to complete Exercises 1–2

 

Lesson 14 (S)

The term standard form has been introduced in preceding lessons. Continue to refer to this term with students even when one variable is equal to zero.

 

One day this week is provided for Mid Module assessment.

 

Module 4

Topic C

 

Lesson 15

 

Lesson 16

Standards Addressed:

Topic C

8.EE.B.5

8.EE.B.6

 

 

Assessment

 

 

Notes

Lesson 15 (P)

Two days are provided for lesson 15. Teach lesson whole group and provide differentiation through centers work with slope using problem set problems on day 2.

 

Lesson 16 (S)

Slope formula can be represented in various ways for students and at this point teachers can consider using the words "slope" and "rate of change" as interchangable. Consider using problem set questions during small group time this week.

Module 4

Topic C

 

Assessment

ANet

Standards Addressed:

Topic C

8.EE.B.5

8.EE.B.6

 

 

 

 

Notes

Lesson 17 (S)

The slope intercept formula is introduced and that vocabulary, including "m" being equal to the slope, can be used from here on when discussing linear equations.

 

Lesson 18 (P)

Two days are provided for lesson 18 to provide additional practrice time using information about slope and intercepts to draw a line. The Opening Exercise requires students to examine part (f) from the Problem Set of Lesson 17.Coordinate planes are provided for students in the exercises of this lesson, but they need graph paper to complete the problem set.