Domain 8 - Home Page - Newark Public · Web viewDetermine an irrational Numbers and find its equivalency Locating irrational numbers and locating them between two consecutive rational

NEWARK PUBLIC SCHOOLS

Grade 8 MathematicsCURRICULUM GUIDE

2010-2011

NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2010-2011

Mr. Shavar Jeffries, Chairperson

Ms. Barbara King, Vice Chairperson

Ms. Ivan Lamourt

Mr. Marques-Aquil Lewis

Ms. Eliana Pintor

Mr. Juan Rivera

Ms. Arelis Romero

Ms. Shanique L. Davis-Speight

Ms. Nakia J. White

NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N2010-2011

Superintendent.................................................................................................................................................................Dr. Clifford B. Janey

School Business Administrator..........................................................................................................................................Ms. Valerie Wilson

Chief of Staff..........................................................................................................................................................................Ms. Sadia White

Chief Academic Officer..........................................................................................................................................................Mr. Roger Leon

Regional Superintendent......................................................................................................................................................XXXXXXXXXXNorth Region

Regional Superintendent.........................................................................................................................................................Dr. Dale TalbertSouth Region

Regional Superintendent.................................................................................................................................................XXXXXXXXXXXXEast & Central Regions

Regional Superintendent......................................................................................................................................................Dr. Ronald TaylorWest Region

The Office of Academic Services ©2010 Page 3

The Newark Public Schools Subject: Mathematics

TABLE OF CONTENTS

Title Page......................................................................................................................................................................................................1

Board Members............................................................................................................................................................................................2

Administration..............................................................................................................................................................................................3

Table of Contents.........................................................................................................................................................................................4

District Mission Statement...........................................................................................................................................................................5

District Goals and Priorities.........................................................................................................................................................................6

Curriculum Committee.................................................................................................................................................................................9

Course Philosophy......................................................................................................................................................................................10

Course Description.....................................................................................................................................................................................11

Recommended Textbooks..........................................................................................................................................................................12

Course Proficiencies...................................................................................................................................................................................13

Course Pacing.............................................................................................................................................................................................17

Curriculum Units........................................................................................................................................................................................19


The Newark Public Schools Subject: MathematicsTHE NEWARK PUBLIC SCHOOLS DISTRICT

MISSION STATEMENT

The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects of

academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that our

policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven. We

expect our schools and classroom environments to be emotionally safe and intellectually challenging. We pledge to

partner with parents, groups, and organizations that add support to the mission by changing hearts and minds to value

education.

Dr. Clifford B. JaneyState District Superintendent



GOALS AND PRIORITIESGreat Expectations: 2009-13 Strategic Plan

OUR SHARED GOAL: PREPARING ALL STUDENTS FOR COLLEGE, WORK, AND CITIZENSHIP

Our youth need to be able to compete in an increasingly complex, competitive, and diverse world. Many of the best new jobs require not just a high school diploma but at least two years of college. We need to raise the bar, and we are. Our goals for 2013 are very challenging. Students need to be:

Ready to learn by kindergarten. 80 percent of our students will be ready to learn by kindergarten, up from 64 percent in 2008–09.

Reading and writing at grade level by the end of 3rd grade. 80 percent will be reading and writing by the end of 3rd grade, up from 40 percent in 2008–09.

Ready for the middle grades. 80 percent of 5th graders will be proficient or above in language arts literacy and 85 proficient or above in math, up from 40 percent and 59 percent, respectively, in 2008–09.

Ready for high school. 80 percent will be “on track for graduation,” up from 38 percent of freshmen who are on track to begin the 2009–10 school year.

Ready for college or work. 80 percent will graduate, and 80 percent of graduates will enroll in college, up from 54 percent and 38 percent, respectively, in 2008–09.



GOALS AND PRIORITIESGreat Expectations: 2009-13 Strategic Plan

PRIORTIES

PRIORITY 1:. Ensure highly effective teachers and principals deliver strong curriculum, instruction, and assessment

Strengthen and align curriculum with rigorous standards, ensuring that it is engaging, challenging, and consistently implemented. Create a highly effective professional development system for teachers and administrators that is more focused on delivering

quality instruction and aligned to the learning needs of each student. Ensure there is a highly effective teacher in every classroom and a highly effective principal in every school by strengthening the

preparation, recruitment, induction, evaluation, recognition, and compensation of effective teachers and principals.

PRIORITY 2: Build a system of great schools that serve students, their families, and the community

Build an aligned, supportive Pre-K–grade 3 pipeline that ensures students are ready for kindergarten, reading by grade 3, and prepared to move forward.

Transform the middle grades experience to ensure students are prepared for high school — academically, socially, and emotionally.

Dramatically transform our high schools, building a system of themed, college and Career-oriented schools that ensure all students graduate prepared for college, work, and citizenship. Implement an aggressive strategy for turning around low-performing schools that includes reconstitution, external partnerships,

full-service “community schools,” and other effective strategies.

PRIORITY 3: Ensure that schools are safe, welcoming, and working collaboratively with parents, families, and community partners to support student success

Ensure that all students, parents, families, and community members are respected and all schools are safe and “family-friendly.” Actively work to help parents and families become more informed and involved. Expand and strengthen quality partnerships, including the “full-service community school” model to provide services,



PRIORITY 4: Improve our educational practice by creating an accountability system that promotes data-informed, effective, and efficient management and operations

Reorganize central and regional offices, and streamline operations to strengthen support to schools and students. Create a culture of accountability that uses data to inform decision-making at every level in support of the district’s strategic

priorities. Increase the transparency of how we make decisions and report on outcomes of our work together



CURRICULUM COMMITTEE

Naga Madhuri Philkhana – Mathematics Coach (K-8)

Susana Monteiro – Teacher, Grade 8



Newark Public SchoolsGrade 8, Mathematics

Course Philosophy

Philosophy of Middle School Mathematics

By the end of eighth grade, each student will use his/her mathematics background to recognize their individual ability to grow into a successful and healthy adult.

Each student will think, write, read and speak the language of mathematics inside and outside of the classroom. These learned skills will be demonstrated by the student’s ability to problem solve with reason, insight, inventiveness and technical proficiency.

To develop versatile mathematics skills, each student will use prior knowledge to become an investigative, independent learner. The teacher will be the acting facilitator to guide, enhance and differentiate instruction. In addition, the teacher will ensure each student strengthens his/her mathematic skills and abilities.

Ultimately, each student will take his/her knowledge outside of the classroom walls to apply problem solving skills to solve real world situations and develop a successful future



Newark Public SchoolsEighth Grade Math

Course Description

This comprehensive course provides for the transition from elementary mathematics to algebra/geometry, while

solidifying students’ grasp of arithmetic concepts and procedures. Emphasis is on the prerequisite skills and concepts

for algebra, as well as problem-solving strategies. Students are guided through problem-solving processes to develop

analytical skills. Extending the basic operations to operations with rational and irrational numbers eases the student’s

transition to algebra. Simple equation-solving techniques and properties of operations are introduced. Students also

explore exponential and quadratic functions. A student who is successful in this curriculum will be ready to take

Algebra I as a ninth grader.



Recommended Textbooks/ResourcesTeacher Reference Texts

Kaplan, J.D. (2008). New Jersey ASK8 Coach, Mathematics, Grade 8. New York: Triumph Learning. ISBN# 978-1-59823-723-8(SE)

Grace, et.al (2009). IMPACT Mathematics Course 3. Columbus, OH: Macmillan McGraw-Hill Glencoe. ISBN# 978-0-07-888708-6

Lappan, et. al. (2009). Data Distributions. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366200-4

Lappan, et. al. (2009). Filling and Wrapping. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366198-9

Lappan, et. al. (2009). Kaleidoscopes, Hubcaps, and Mirrors. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366206-3

Lappan, et.al. (2009). Looking For Pythagoras. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366202-0

Lappan, et. al. (2009). Moving Straight Ahead. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366197-0

Lappan, et. al. (2009). Say It With Symbols. Upper Saddle River: Pearson-Prentice Hall ISBN#0-13-165682-1

Lappan, et. al. (2009). Samples and Populations. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366-209-8

Lappan, et. al. (2009). Shapes of Algebra. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366-

Lappan, et. al. (2009). Thinking With Mathematical Models. Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366201-2

Lappan, et. al. (2009). What Do You Expect? Upper Saddle River: Pearson-Prentice Hall. ISBN#0-13-366-144X

Further Resources Recommended

Brendel, J.T. (2009). New Jersey ASK 8 Math Test 2nd edition. Montvale, New Jersey: Barron’s Educational, Inc. ISBN#0-7641-4308-5



Course Proficiencies

Upon successful completion of this course, students will:

1. Identify Rational and Irrational Numbers2. Use rational approximations of irrational numbers and be able to compare them by locating them on a number line.3. Apply properties of exponents4. Use the square root and cube root symbol to represent solutions5. Use powers of 10 to represent large quantities or very small quantities6. Perform operations using scientific notation for both whole numbers and decimals.7. Use expressions involving more than one operation.8. Choose appropriate measurement units9. Substitute values for variables in order to evaluate algebraic expressions.10. Comprehend the mechanics of simplifying expressions, including those containing one or more enclosures.11. Identify the properties of integers, including negative numbers, in addition, perform accurately the basic operations involving them.12. Solve equations including simple systems of linear, those containing fractions and/or enclosures as well as quadratics.13. Show proficiency in writing English phrases in mathematical terms and be able to solve word problems of many types.14. Simplify products and powers and evaluate algebraic expressions15. Perform the four basic operations on polynomials, including the multiplication at sight of certain special products.16. Apply factoring skills in specific algebraic situations.17. Solve algebraic fractions.18. Use Cartesian coordinates to graph a straight line and solve systems of linear equations graphically.19. Apply the slope of a line and write the equation of a line given certain conditions.20. Use and experiment with properties of transformations21. Comprehend that a two-dimensional figure has congruency with different transformations22. Appropriately integrate technology with the curriculum.23. Relate mathematics education and career choice.

Students who complete this course successfully will be prepared to take Algebra I or Honors Algebra I.



Curriculum Units

Unit 1- Number Sense

Rational Numbers through decimal representations an find the approximation Solve problems using ratios, proportions, and percents Use appropriate numerical operations to solve real-world problems using fractions Determine an irrational Numbers and find its equivalency Locating irrational numbers and locating them between two consecutive rational numbers.

Unit 2-Expressions and Equations (working with radical and integer exponents)

Exponents Use root numbers and determine rational or irrational Use the root symbol to represent solutions to equations Evaluate common perfect squares and cubes Estimate and express large numbers Compare single digits numbers as scientific Notation Perform operations with scientific notation Choose appropriate units of measure for extremely large and small quantities Interpret scientific notation through the use of technology Compare Integers

Unit 3- Expressions and Equations (Evaluate Functions)

Compare Unit Rate by analyzing functions given in the form of an equation, table, or graph Define linear functions by interpreting the linear equation in the form of y = mx +b Use functions to model relationships between two quantities Describe functional relationships between two quantities Solve for linear equations in one variable with one solution Evaluate and simplify equations Solve linear equations with rational number coefficients Find solutions to a system of two linear equations in two variables Locate the point of origin and the point of intersection on a graph



Unit 4- Analyze and Solve Linear Equations

Solve systems of two linear equations in two variables algebraically Setting up two-linear equations

Unit 5-Functions

Complete function tables by applying rules Create graphs using input and output values of a table Compare rates of change by analyzing functions in a form of an equation, table or graph Define linear functions by interpreting the equation y = mx +b Use function model relationships between two quantities Evaluating functions of x and y-values Describe functional relationships between two quantities

Unit 6- Geometry

Verify properties of reflection, rotation, and translations Establish congruency between two 2-dimensional figures Identify similar figures by analyzing the sequence of transformations and/or dilations Generate geometric patterns Solve problems requiring calculations that involve various units of measurement Find surface area Explore the relation between area and perimeter Determine measures of angles Determine the measure of alternate interior and exterior, and interior and exterior angles. Apply the angle relationships formed by parallel lines Solve geometric problems by applying properties Construct nets for 2- and 3-dimensional figures Find proof for Pythagorean Theorem Find unknown side lengths for 2 and 3-dimensional figures Find the distance of coordinate points by applying the Pythagorean Theorem



Unit 7-Applying the Pythagorean Theorem

Find the volume of cones, cylinders, spheres and prisms Find the volume of pyramids Find the surface area of cones, cylinders, spheres, prisms and pyramids

Unit 8-Statistics and Probability

Construct a two way table using collected data Interpret and summarize data Determine data of line of best fit Solve problems in the context of bivariate measurement data Find patterns of bivariate data Find the probability of compound events Explore solutions to problems using the vertex edge Find the possibility of combinations



Suggested Course Pacing

Unit Books/Resources Topics #of Days

Sem

este

r I

I

Looking For Pythagoras

New Jersey ASK 8 Coach

Impact Mathematics-Course 3

Rational Numbers through decimal representations an find the approximationSolve problems using ratios, proportions, and percentsUse appropriate numerical operations to solve real-world problems using fractionsDetermine an irrational Numbers and find its equivalency Locating irrational numbers and locating them between two consecutive rational numbers

15

II

Looking For PythagorasExponentsUse root numbers and determine rational or irrationalUse the root symbol to represent solutions to equationsEvaluate common perfect squares and cubesEstimate and express large numbersCompare single digits numbers as scientific NotationPerform operations with scientific notationChoose appropriate units of measure for extremely large and small quantitiesInterpret scientific notation through the use of technologyCompare Integers

5

III

Moving Straight Ahead

Thinking With Mathematical Models

Say It With Symbols

Impact Mathematics-Course 3

Compare Unit Rate by analyzing functions in the form of an equation, table, or graphDefine linear functions by interpreting the linear equation in the form of y = mx +bUse functions to model relationships between two quantitiesDescribe functional relationships between two quantitiesSolve for linear equations in one variable with one solutionEvaluate and simplify equationsSolve linear equations with rational number coefficientsFind solutions to a system of two linear equations in two variablesLocate the point of origin and the point of intersection on a graph

35

IV



Say It With Symbols

Solve systems of two linear equations in two variables algebraicallySetting up two-linear equations

20



Unit Books/Resources Topics #of DaysSe

mes

ter

II

V



Say It With Symbols

Complete function tables by applying rulesCreate graphs using input and output values of a tableCompare rates of change by analyzing functions in equation, table or graph formDefine linear functions by interpreting the equation y = mx +bUse function model relationships between two quantitiesEvaluating functions of x and y-valuesDescribe functional relationships between two quantities

25

VI

Kaleidoscopes, Hubcaps and MirrorsNJ ASK 8 Math CoachBuckle Down ASK 7 Math CoachImpact Mathematics Course 3-CDCord Bridges to Algebra and Geometry-Learning ContextLooking For PythagorasFilling & Wrapping

Verify properties of reflection, rotation, and translationsEstablish congruency between two 2-dimensional figuresIdentify similar figures by analyzing the sequence of transformations and/or dilationsGenerate geometric patternsSolve problems requiring calculations that involve various units of measurementFind surface areaExplore the relation between area and perimeterDetermine measures of anglesFind the volume of cones, cylinders, spheres and prismsFind the volume of pyramidsFind the surface area of cones, cylinders, spheres, prisms and pyramids

30

VII

Data Distributions

Samples & Populations

What Do You Expect?

Construct a two way table using collected dataInterpret and summarize dataDetermine data of line of best fitSolve problems in the context of bivariate measurement dataFind patterns of bivariate dataFind the probability of compound eventsExplore solutions to problems using the vertex edgeFind the possibility of combinations

20

Total-150



Domain 8.NSThe Number System

Strand 8.NS Number system includes positive, negative integers and rational numbers which are ratios of a number to a whole

Essential Questions Instructional Objectives / Skills and Benchmarks (CCSSIs)

Types of Research Based Activities and Assessments

that could illustrate Objectives

Suggested Resources

How can we compare rational numbers and what is their significance?

1. (NPS-8NS,1) Students find values of numerical expression by using the order of operations or the distributive property with [specify level of accuracy].

2. (CCSSI -8NS,1) Students understand and use rational numbers by representing them as a quotient of two integers and/or as a repeating or terminating decimal with [specify level of accuracy].

3. (NPS-8NS,1) Students solve problems by using rate with [specify level of accuracy]

Investigation 4: Properties of Operations (Accentuate the Negative, St. Ed. pgs. 60-75)

Dealing Down Unit Project (Accentuate the Negative, St. Ed. Pg. 76)

Interactive Chip Model Activity Integer Product Game Activity (Student Express: Active Math, Accentuate the Negative)

Activities from www.education.ti.comRational Numbers Decimal Defender App Rational Number Rampage App Fractions Number Line Fractions to Decimal Form

Investigation 3: Comparing and Scaling Rates ( Comparing and Scaling, St. ed., pgs. 33-39)

CMP-Accentuate the Negative Investigation 4 ACE questions, pgs. Stu. Ed., 69-75.

http://www.purplemath.com/modules/numtypes.htm

Comparing and Scaling, Stu. Ed, Investigation 3ACE Questions Pgs. 40-47




http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=3438






http://www.education.ti.com/



Strand 8.NS Number system includes positive, negative integers and rational numbers which are ratios of a number to a whole




Suggested Resources

How can we compare rational numbers and what is their significance?

4. (NPS-8NS,1) Students solve problems by using ratios, proportions and/or percents with [specify level of accuracy].

Investigation 4: Making Sense of Proportions ( Comparing and Scaling, Stu. ed., pgs. 48-54)

Unit Project, “Paper Pool”(Student Express: Active Math, Comparing and Scaling)

Comparing and Scaling, Stu. Ed, ACE Questions Pgs. 55-62

New Jersey ASK8 Coach Lesson 3-Equivalent Rational Numbers pgs. 29-33Lesson 9-Solving Problems Using Ratios, Rates, Proportions, and Percents pgs. 57-62

http://www.purplemath.com/modules/ratio.htm






Strand 8.NS - Know that there are numbers that are not rational, and approximate them by rational numbers




Suggested Resources

In what sense is an irrational number knowable and how is the number line useful for this purpose?

How and why is a real number system evolved?

5. (CCSSI-8NS, 1) Students understand the meaning of irrational numbers by finding that their decimal equivalencies neither terminate nor repeat with [specify level of accuracy].

6. (CCSSI-8NS, 2) Students compare the size of irrational numbers on a number line diagram by making rational approximations of irrational numbers with [specify level of accuracy].

7. (CSSI-8NS, 2) Students make better approximations of irrational by positioning it between two consecutive rational numbers with [specify level of accuracy].

8. (CSSI-8NS, 2) Students conduct operations with irrational numbers without using calculator with [specify level of accuracy]

Irrational Numbers (Buckle Down, lesson 1 pg. 5)

Analyzing the Wheel of Theodorus (Looking For Pythagoras, Stu. ed., pgs. 46-48)

Irrational Numbers http://www.themathpage.com/areal/irrational-numbers.htm

Line Up Cards Activity http://regentsprep.org/Regents/math/ALGEBRA/AOP1/Tcards.htm

Real Numbers TI 83 Plus Activity Irrational Numbers on the Computer – watch video

Simplify irrational numbershttp://www.edhelper.com/radicals5.htm

Buckle DownDefinition: Looking for Pythagoras, Pg. 48 & 68 Watch videos from website, http://tulyn.com/8th-grade-math/irrational-numbers

ACE Question # 45 Inv. 2 Looking For Pythagoras, Stu. ed., pg 29http://www.homeschoolmath.net/teaching/irrational_numbers.php

www.education.ti.com

Watch videos from website,http://www.onlinemathlearning.com/rational-irrational-numbers.html

For practice:Inv. 2 ACE Ques: 7-35, 41, 44, 45, 49, 51, 52, 53 Stu. ed., pgs. 24-29. Inv.4 ACE Questions: 13-16, 27 pgs. 57-58


http://www.onlinemathlearning.com/rational-irrational-numbers.html




http://www.homeschoolmath.net/teaching/irrational_numbers.php



http://tulyn.com/8th-grade-math/irrational-numbers

http://tulyn.com/8th-grade-math/irrational-numbers

http://www.edhelper.com/radicals5.htm

http://www.edhelper.com/radicals5.htm

http://countdown.luc.edu/NCTM_cat/NumberOperation/IrrationalNumbers/070329/IrratNumbComp/index.html

http://countdown.luc.edu/NCTM_cat/NumberOperation/IrrationalNumbers/070329/IrratNumbComp/index.html


http://regentsprep.org/Regents/math/ALGEBRA/AOP1/Tcards.htm

http://regentsprep.org/Regents/math/ALGEBRA/AOP1/Tcards.htm

http://www.themathpage.com/areal/irrational-numbers.htm

http://www.themathpage.com/areal/irrational-numbers.htm




Domain 8.EE Expressions and Equations

Strand 8.EE- Work with radicals and integer exponents




Suggested Resources

Why is it necessary to follow properties of integer exponents in writing equivalent numerical expression?

Why is an irrational number?

What is the relationship between squares and square roots, cubes and cube roots?

1. (CCSSI -8EE,1) Students generate the equivalent numeric expressions by applying the properties of integer exponents with [specify level of accuracy].

2 (CCSSI -8EE, 2) Students understand that is an irrational number by exploring “Why isan irrational number?” with [specify level of accuracy].

3 (CCSSI -8EE, 2) Students represent solutions to the equations of the form x2 = p and x3

= p, by using square root and cube root symbols with [specify level of accuracy]

Using Exponents (NJASK8 Coach, pgs. 24-28)Paul’s online notes http://tutorial.math.lamar.edu/Classes/Alg/IntegerExponents.aspx Interactive site on properties of exponentshttp://people.hofstra.edu/stefan_Waner/realworld/tut_alg_review/framesA_2.html

Analyzing the Wheel of Theodorus (Looking For Pythagoras) pgs. 46-48Why is an irrational number?http://www.math.utah.edu/~pa/math/q1.html

http://math.pppst.com/roots.htmlInv. Squaring Off (Looking for Pythagoras, pg. 43-46)Square root and cube root jeopardyhttp://teachers.sduhsd.net/abrown/Activities/Jeopardy/RootJeopardy.htm

For Exponentshttp://www.aaamath.com/grade8.htm

Looking For Pythagoras. Additional Practice and Skills Workbook pgs. 41-44

Looking For Pythagoras Applications pgs. 25-28 #’s 35-41, pgs. 29-30 #’s 43-46Additional Practice and Skills Workbook pgs. 31-34


http://www.aaamath.com/grade8.htm


http://teachers.sduhsd.net/abrown/Activities/Jeopardy/RootJeopardy.htm



http://math.pppst.com/roots.html

http://www.math.utah.edu/~pa/math/q1.html

http://www.math.utah.edu/~pa/math/q1.html

http://people.hofstra.edu/stefan_Waner/realworld/tut_alg_review/framesA_2.html



http://tutorial.math.lamar.edu/Classes/Alg/IntegerExponents.aspx

http://tutorial.math.lamar.edu/Classes/Alg/IntegerExponents.aspx



Strand 8.EE- Work with radicals and integer exponents Essential Questions Instructional Objectives / Skills and

Benchmarks (CCSSIs)Types of Research Based

Activities and Assessments that could illustrate Objectives

Suggested Resources

4. (CCSSI -8EE, 2) Students evaluate square roots of common perfect squares and cube roots of common perfect cubes by factoring with [specify level of accuracy].

5. (CPI-8EE, 3) Students estimate and express large quantities by writing numbers in the form of a single digit times an integer power of 10 with [specify level of accuracy].

6. (CPI-8EE, 3) Students determine how many times one number is larger than the other by comparing two numbers written in the form of a single digit times an integer power of 10 with [specify level of accuracy].

Activities from www.eduationti.com Square Roots Squares - Perfect or Not Perfect Squares and Roots Square Roots (Looking For Pythagoras) pgs. 39-42

Writing numbers from standard form to scientific notation. http://

www.purplemath.com/modules/exponent3.htm

http://www.factmonster.com/ ipka/A0876783.html

http://www.purplemath.com/modules/exponent3.htm

For evaluating squares & cubeshttp://www.aaamath.com/grade8.htmImpact MathematicsInv. 4-Exponent Laws and Scientific Notation pgs. 156-158

www.purplemath.com/ www.factmonster.com/

www.purplemath.com/


http://www.purplemath.com/

http://www.factmonster.com/

http://www.purplemath.com/





http://www.factmonster.com/ipka/A0876783.html

http://www.factmonster.com/ipka/A0876783.html







http://www.eduationti.com/



Strand 8.EE- Work with radicals and integer exponents




Suggested Resources

7. (CPI-8EE, 4) Students use and perform operations with numbers expressed in scientific notation and decimal notation by complying the rules of operations with integer exponents used with specified levels of accuracy.

8. (CPI-8EE, 4) Students use scientific notation and choose units of appropriate size for measurements of very large or very small quantities by determining if the selection is apt to the given problem with [specify level of accuracy].

9. (CPI-8EE, 4) Students interpret technology generated scientific notation by applying the rules of operations with [specify level of accuracy].


Powers. Roots, Exponents, and Scientific Notation (Preparing for the New Jersey GEPA Grade 8)


Perform operations with numbers expressed in scientific notation usingInteractive website http://janus.astro.umd.edu/astro/scinote/Decimal to Scientific notation converter http://www.csgnetwork.com/dectosncalc.html

For Scientific Notationhttp://www.aaamath.com/grade8.htm Preparing for the New Jersey GEPA Grade 8

www.anus.astro.umd.edu

www.csgnetwork.com


http://www.csgnetwork.com/

http://www.anus.astro.umd.edu/



http://www.csgnetwork.com/dectosncalc.html

http://www.csgnetwork.com/dectosncalc.html

http://janus.astro.umd.edu/astro/scinote/

http://janus.astro.umd.edu/astro/scinote/







Strand 8.EE- : Understand the connections between proportional relationships, lines and linear equations




Suggested Resources

Why are graphs important when trying to find relationships in a desired situation?

How can real-world situations be modeled using graphs and functions?

1. ( CCSSI -8EE, 5) Students interpret unit rate as the slope of the graph by generating a graph showing proportional relationship between two variables with [specify level of accuracy]

2. ( CCSSI -8EE, 5) Students compare two different proportional relationships by analyzing the proportional relationships; one represented as a graph and the other as an equation with [specify level of accuracy].

Linear ChangesSlope Review - Learning Check quizWalking Marathon (Moving Straight Ahead) pgs 5-6Raising Money (Moving Straight Ahead) pgs. 8-9Climbing stairs (Moving Straight ahead) pgs

Waling Rates and Linear Relationships (Moving Straight Ahead pgs 6-7

www.education.ti.com Moving Straight AheadApplications #’s 6a-d, 13 pgs. 14-16 Connections #’s 20a-c pg. 18 Additional Practice and Skills Workbook 83-86Additional Practice and Skills Workbook 83-86

Moving Straight AheadInv. 1, Problem 1.3 , 1.4-Using the Walkathon MoneyApplications #’s 1d, 3g-I, 4a, 4c, 7a, 9, 10, 12e pgs. 12-15








Strand 8.EE- : Understand the connections between proportional relationships, lines and linear equations




Suggested Resources

Why are graphs important when trying to find relationships in a desired situation?

How can real-world situations be modeled using graphs and functions?

3. ( CCSSI-8EE, 6) Students derive the equation y= mx for a line that passes through the origin, and y = mx + b for a line intercepts the vertical axis at b by finding the slope and y-intercept with [specify level of accuracy]

Using Linear Relationships (Moving Straight Ahead) pgs 8-9Crossing the Line (Moving Straight Ahead) Linear Models and Equations (Thinking With Mathematical Models) pgs. 24-32

Thinking With Mathematical ModelsInv. 2-Linear Models and Equations, Problems 2.1-2.4 pgs. 37-51ACE questions pgs.33-46Additional Practice and Skills Workbook 83-86




Strand 8.EE- : Analyze and solve linear equations and pairs of simultaneous linear equations.




Suggested Resources

How are algebraic expressions used for solving real world problems?

How does writing and solving equations and systems of equations help solve complex problems graphically and algebraically?

1. ( CCSSI -8EE, 7a) Students solve linear equations in one variable with one solution by using exact reasoning methods and approximation with [specify level of accuracy].

2. ( CCSSI -8EE, 7a) Students

evaluate and simplify the equations in one variable by using the symbolic method with [specify level of accuracy].

Crossing the Line (Moving straight ahead) pgs 25-26

Walking to Win (Moving straight ahead) pgs. 24-25Tiling Pools, Thinking in Different Ways, The Community Pool Problem, and Diving In (Say It With Symbols) pgs 19-43

Moving Straight Ahead Investigation 2 Problem 2.2 Crossing the Line pgs. 49-50

Moving Straight Ahead: Investigation2 Problem 2.1: Walking to win pgs. 41-46Applications #’s 1Say It With Symbols:Investigation 1-Equivalent expression Problems 1.1-1.4 pgs. 19-43








Suggested Resources



3. ( CCSSI -8EE, 7b) Students solve linear equations with rational number coefficients including equations whose solutions require expanding expressions by using distributive property and combining like terms with [specify level of accuracy].

Connecting, Tables, Graphs and Equations (Moving Straight Ahead) pgs. 29-30Graphs of Linear Equations (Say it With Symbols) pgs, 24-25 Many Ways to Reach Goal (Say It With Symbols) pgs. 37-38Many Ways to Reach a Goal (Say It With /Symbols)

Moving Straight Ahead: Inv. 2 Problem 2.4-Connecting Tables, Graphs, and Equations pgs. 55-57Applications #’s 15-28Extensions #’s 40-41Say It With Symbols:Inv. 1-Equivalent expression Inv. 2-Linear Equations and inequalities pgs. 39-42 Applications #1-2 pg. 30 #13-22Inv. 3- Equations With Two or More Variables Problem 3.1- Many Ways to Reach a Goal pgs. 55-60Moving Straight Ahead: Investigation 2 Problem 2.1: Walking to win pgs. 41-46Connections #’s 29-34Extensions # 42










Suggested Resources



4. (CCSSI -8EE, 8a) Students find solutions to a system of two linear equations in two variables by locating the point of intersection that satisfies both of the equations simultaneously with [specify level of accuracy]

Say It With Symbols:Linear Inequalities pgs. 26-27Solving Linear Inequalities pgs. 28-29 Connecting y = mx + b and ax +by = c pgs. 39-40Intersecting of Lines pgs.

Say It With SymbolsInv. 2-Linear Equations and inequalities Problem 2.2-Linear Inequalities pgs. 43-46Applications #3-7 pg. 31Problem 2.3- Solving linear Inequalities pgs. 47-50 Inv.3-Equations With Two or More Variables Problem 3.2 Connecting y = mx + b and ax +by = c pgs. 61-64Problem 3.3- Connecting y = mx + b and ax +by = c pgs. 65-68








Suggested Resources



5. ( CCSSI -8EE, 8b) Students solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations with [specify level of accuracy]

6. (CCSSI -8EE, 8c) Students solve real-world mathematical problems by setting up two linear equations in two variables and determine the point of intersection of the two lines by graphing with [specify level of accuracy].

Solving Equations Using Tables and Graphs (Moving straight Ahead) pgs. 46-48Exploring Equality (Moving straight Ahead) pgs. 48-51

From Pouches to Variables (Moving straight Ahead) pgs. 52-53Solving Linear Equations (Moving straight Ahead) pgs.53-54

Moving Straight AheadInvestigations 3: Solving Equations Problem 3.1-Solving Equations Using Tables and Graphs pgs. 67-70Problem 3.2-Exploring EqualityPgs. 71-78Say It with Symbols: Investigation 2-combining Expressions

Moving Straight AheadInvestigations 3: Solving Equations Problem 3.30- From Pouches to Variables pgs. 79-80Problem 3.4-solving Linear Equations pgs. 81-84


The Newark Public Schools Subject: MathematicsDomain 8.F

FunctionsStrand 8.F – Define, evaluate, and compare functions.




Suggested Resources

How are functions applied to solve complex algebraic problems?

1. ( CCSSI -8F, 1) Students complete a function table by a applying a rule with [specify level of accuracy]

2. ( CCSSI -8F, 1) Students create a graph by using the input and output values of a table as ordered pairs of a graph with [specify level of accuracy]

Walking Rates (Moving Straight Ahead pgs. 5-6)Raising money (Moving straight Ahead pgs. 8-9)

Walking Rates and Linear Relationships (Moving Straight Ahead pgs. 6-7)Raising Money (Moving Straight Ahead pgs. 8-9)

Moving Straight AheadInvestigation 1: Walking RatesProblem 1.1 Walking Marathons pgs 5- 6Applications Connections #24a-b

Algebra tools to draw graphs, tables (Prentice Hall, Student Express, Active Math)

Moving Straight AheadInv.1: Walking RatesProblem. 1.2 Walking Rates and Linear Relationships pgs. 6-7 Problem 1.3 Raising Money pgs. 8-9Applications #’s 3c-e, 4b Connections # 23, 25a-b, Extensions 30c-d



Domain 8.FFunctions

Strand 8.F – Define, evaluate, and compare functions.




Suggested Resources


3. ( CCSSI -8F, 2) Students compare the rate of change by analyzing functions given in the form of an equation, a table and a graph with [specify level of accuracy].

4. ( CCSSI -8F, 3) Students define a linear function by interpreting the equation y = mx + b whose graph is a straight line with [specify level of accuracy].

Using the Walkathon Money (Moving Straight Ahead pgs. 10-11)

Virtual Bridge Experiment (Thinking with Mathematical models, Prentice Hall, Student Express, Active Math)

Getting Started with the TI-Navigator™ System: Phone Card

Linear ChangesRaising Money (Moving Straight Ahead pgs 8-9)

Moving Straight AheadInvestigation 1.4-Using the Walkathon Money Problem 1.4- Recognizing Linear Relationships pgs. 10-11Applications #’s 2, 3a, 3f

Algebra tools to draw graphs, tables (Prentice Hall, Student Express, Active Math)

Moving Straight AheadInv.1 Problem 1.3- Using Linear Relationships pgs 8-9Applications #’s 3g-I, 4a






Domain 8.FFunctions

Strand 8.F – Use functions to model relationships between quantities.




Suggested Resources


1. ( CCSSI -8F, 2) Students compare the rate of change by analyzing functions given in the form of an equation, a table and a graph with [specify level of accuracy].

2. ( CCSSI -8F, 3) Students define a linear function by interpreting the equation y = mx + b whose graph is a straight line with [specify level of accuracy].

Using the Walkathon Money (Moving Straight Ahead pgs. 10-11)

Getting Started with the TI-Navigator™ System: Phone Card

Linear ChangesRaising Money (Moving Straight Ahead pgs 8-9)

Moving Straight AheadInvestigation 1.4-Using the Walkathon Money Problem 1.4- Recognizing Linear Relationships pgs. 10-11Applications #’s 2, 3a, 3f

Moving Straight AheadInv.1 Problem 1.3- Using Linear Relationships pgs 8-9Applications #’s 3g-I, 4a







Domain 8.GGeometry

Strand 8.G –Understand congruence and similarity using physical models, transparencies, or geometry software




Suggested Resources

How are transformations and dilations conducted and/or useful in geometric situations in real world?

How is similarity and congruency useful in real-life mathematical situations across the disciplines?

1. (CPI-8G, 1) Students verify the properties of rotation, reflection and translation by conducting experiments with [specify level of accuracy]

2. (CPI-8G, 2) Students establish congruency between two 2- dimensional figures by conducting rotations, reflections and translations and describing the sequence of transformations used with [specify level of accuracy]

3. (CPI-8G, 3) Students describe dilations, rotations, reflections and translations of two dimensional figures by using coordinates with [specify level of accuracy].

Inv. 2 Symmetry Transformations (Kaleidoscopes, Hubcaps and Mirrors, pgs 27-33)Geometers Sketch Pad ActivityDilations in the PlaneExploring TransformationsREAL LIFE, REAL WORLD Activity - Architecture"Fishing for Points"-- Transformations Using Lists

Kaleidoscopes, Hubcaps and Mirrors, Inv. 3: Exploring Congruence (pgs. 48-50)Matching Game- Properties of Congruent Triangles (pg. 51)Inv. 4 Applying Congruence and Symmetry (pgs.65-69)Geometers Sketch Pad Activity

Kaleidoscopes, Hubcaps and Mirrors, Inv.5: Transforming coordinates by use of Geometers Sketch Pad.

Kaleidoscopes, Hubcaps and MirrorsGeometer Sketch Pad Activities

District Math e-board

Hubcap Maker, Transformational Tool, Prentice Hall, Student Express, Active Math








Domain 8.GGeometry





Suggested Resources

1. (CPI-8G, 4) Students identify similar figures by analyzing the sequence of transformations and/or dilations that demonstrate the similarity between them with [specify level of accuracy].

Geometer Sketch Pad Activity District Math e-board



Domain 8.GGeometry

Strand 8.NPS –Iterations/Measurements




Suggested Resources

1. (NPS-8G) Students generate geometric patters by using iterative procedures with [specify level of accuracy].

2. (NPS-8G) Students solve problems requiring calculations that involve different units of measurement within a measurement system by using conversion formulas with [specify level of accuracy].

3. (NPS-8G) Students solve problems that involve finding surface area by generating and applying the surface area formula with [specify level of accuracy].

4. (NPS-8G) Students explore the relationship between area and perimeter by changing one of the two measurements [specify level of accuracy].

Fractals (New Jersey ASK 8Coach) pgs. 142-147

Converting Measurements (New Jersey ASK 8 Coach) pgs. 148-151Approximate Equivalent Measures (New Jersey ASK 8 Coach) pgs. 152-155

Finding Surface Area and Volume (New Jersey ASK 8 Coach) pgs176-184

Square tiles activities: Constant Area Activity, Constant Perimeter Activity

New Jersey ASK 8 Coach Fractals pgs. 142-147

New Jersey ASK 8 Coach Converting Measurements pgs. 148-151Approximate Equivalent Measures pgs. 152-155

New Jersey ASK 8 CoachFinding Surface Area and Volume pgs.176-184



Domain 8.GGeometry





Suggested Resources

1. (NPS-8G) Students determine the measures of angles by identifying supplementary, complementary and vertical angles with [specify level of accuracy].

2. (CPI-8G, 5) Students understand interior, exterior angles, alternate interior and alternate exterior angles by exploring special angle relationships formed when a set of parallel lines are intersected by a transversal with [specify level of accuracy].

Impact Mathematics: Lesson 2.2- Angle Relationships, Inv.1-Supplementary , Complementary and Vertical Angles, pg. 87-90On Your Own Exercises 1-6, 11, 13-22Enrichment: Leveled Lesson Resources P. 18, Teacher Edition Pg. 87BIntervention: Leveled Lesson Resources P. 15, Teacher Edition Pg. 87BSkills Practice: Leveled Lesson Resources P. 16, Teacher Edition Pg. 87B

Impact Mathematics: Lesson 2.2- Angle Relationships, Investigation 2-Parallel Lines Cut By a Transversal, pages 91-93 On Your Own Exercises 7-10, 12

Impact Mathematics, Teacher EditionImpact Mathematics, Teacher Works CD Lesson 2.2

Impact Mathematics, Teacher EditionImpact Mathematics, Teacher Works CD Lesson 2.2



Domain 8.GGeometry





Suggested Resources

3. (CPI-8G, 5) Students solve real life mathematical problems by applying the angle relationships formed when a set of parallel lines are intersected by a transversal with [specify level of accuracy].

Impact Mathematics Teacher Edition: Leveled Lesson Resources- Problem Solving Practice on angle relationships. pg 87BAssessment:Quick Quiz Problems 1-10, page 95, Impact Mathematics Teacher Edition

Impact Mathematics Teacher Edition: Leveled Lesson Resource



Domain 8.GGeometry

Strand 8.G –Geometric properties




Suggested Resources

How do geometric properties help in solving problems and make sense of phenomena?

How are 3-D figures generated from 2-D figures?

1. (NPS-8G) Students solve geometric problems by applying properties of polygons with [specify level of accuracy].

2. (NPS-8G) Students construct 2-dimensional nets for 3-dimensional objects by unfolding 3-D paper models with [specify level of accuracy].

Polygons (Cord Bridges to Algebra and Geometry-Learning context)

Similar Polygons (New Jersey ASK 8 Coach)

Shapes and Properties Activities(Teaching Student-Centered Mathematics Grades 5-8) pgs. 187-188

Three-Dimensional Figures (New Jersey ASK 8 Coach) pgs. 111-116

Cord Bridges to Algebra and Geometry-Learning contextLesson 10.5-Polygons pgs. 555-562 New Jersey ASK 8 CoachLesson 15-Similar Polygons94-98Lesson 17-Using Scale Drawings pgs 106-110

Teaching Student-Centered Mathematics Grades 5-8Shapes and Properties Activities pgs. 187-188

New Jersey ASK 8 Coach Three-Dimensional Figures pgs. 111-116



Domain 8.GGeometry

Strand 8.G –Understand and apply the Pythagorean Theorem




Suggested Resources

What is the importance of Pythagorean Theorem in solving real life mathematical situations?

1. (CPI-8G, 6) Students find proof to the Pythagorean Theorem by establishing an area model with [specify level of accuracy].

2. (CPI-8G, 6) Students find proof to the converse of the Pythagorean Theorem by solving the equation/formula for the values of a or b with [specify level of accuracy].

The Pythagorean TheoremA Proof of the Pythagorean Theorem (Looking For Pythagoras) pgs. 31-32

Proof of the Pythagorean Theorem using Transformations

Interactive Pythagoras(Prentice Hall, Student Express, Active Math)

A Proof of the Pythagorean Theorem (Looking For Pythagoras) pg. 33-34

The Pythagorean Theorem And Classifying Triangles

Looking for PythagorasInvestigation 3-The Pythagorean TheoremProblem 3.1-The Pythagorean Theorem pgs. 51-56Applications #’s 1-14 pgs. 38-40www.education.ti.com Additional Practice Problems pgs. 35-40

Looking for PythagorasInv. 3-The Pythagorean TheoremProblem 3.2-A Proof of the Pythagorean Theorem pgs. 57-60Connections #’s 18-23, 26www.education.ti.com Additional Practice Problems pgs. 35-40








The Newark Public Schools Subject: MathematicsDomain 8.G

GeometryStrand 8.G –Understand and apply the Pythagorean Theorem




Suggested Resources

What is the importance of Pythagorean Theorem in solving real life mathematical situations?

3. (CPI-8G, 7) Students find the unknown side lengths of right triangles in two- and/or three-dimensional figures within real-life mathematical situations with [specify level of accuracy].

4. (CPI-8G, 8) Students find the distance between two points in the coordinates system by applying the Pythagorean Theorem with [specify level of accuracy]

Measuring the Egyptian Way (Looking For Pythagoras) pgs. 36-37Stopping Sneaky Sally (Looking For Pythagoras) pgs. 49-50

Finding Distances (Looking for Pythagoras) p. 35

Lesson 12- The Pythagorean Theorem (New Jersey ASK 8 Coach) pgs. 77-81

Looking For Pythagoras Inv. 3- The Pythagorean TheoremP.3.4-Measuring The Egyptian Way pgs. 36-37Application #’s 15-17 pg40Connection # 25 pg. 42Inv.4-Using The Pythagorean Theorem, P.4.2-Stopping Sneaky Sally, pgs. 79-82Application #’s 3-5 p. 53Connections #’s 24-25 p. 57 Additional Practice Problems pgs. 35-40Investigation 3-The Pythagorean TheoremPr.3.3-Finding Distances p. 35 Connections # 24 pg. 42Extension #’s 27-35 pgs. 43-44New Jersey ASK 8 Math CoachAdditional Practice Problems pgs. 35-40Looking Back and Looking Ahead- Unit Review pgs. 65-67




Domain 8.GGeometry




Suggested Resources

How will applying appropriate measurement concepts, tools, and formulas help solve geometric problems efficiently?

1. (CPI-8G, 9) Students find the volume of cones to solve real-world situations and mathematical problems by exploring and applying the formula with [specify level of accuracy].

2. (CPI-8G, 9) Students find the volume of cylinders to solve real-world situations and mathematical problems by exploring and applying the formula with [specify level of accuracy].

3. CPI-8G, 9) Students find the volume of spheres to solve real-world situations and mathematical problems by exploring and applying the formula with [specify level of accuracy].

Finding the Volume of Other Prisms (Filling and Wrapping pgs. 32-33Cones and Cylinders, Pyramids and Cubes pgs. 50-52

Finding the Volumes of Cylinders(Filling & Wrapping) pgs 34-35Making a New Juice Container (Filling & Wrapping) p. 37

Comparing Spheres and Cylinders (Filling and Wrapping) pgs. 48-50Melting Ice Cream (Filling and Wrapping) pgs. 52-53

Filling & WrappingInv.3 Problem 3.1 p.57-60Investigation 4 Problem 4.2 p.83-86, Problem 4.3 p.87-90Applications #’s 7, 10d, 11b, 15, pgs. 38-41

Filling & Wrapping- Inv. 3, Problem 3.2 p.61-64 and Problem 3.4 p. 69-72Investigation 4 Problem 4.3 p.87-90Applications #’s 1a, 2, 3, 7, 10c, 11a, 14, 15, 17a, 22, 24, 26 pgs. 38-43, Connections #’s 27-29, 33 pgs 44 & 46 Mathematical Reflections p. 47 2b & 3

Filling & Wrapping- Inv. 4 Problem 4.1 p.79-82 & Problem 4.3 p.87-90Applications #’s 2, 10e, 11c pgs. 38-41, Connections #’s 27-29, 31-33 pgs 44-46



Domain 8.GGeometry




Suggested Resources


1. (NPS-8G9) Students explore the formula for finding volume of prisms and solve mathematical problems in real-world situations by applying the formula with [specify level of accuracy].

2. (NPS-8G) Students explore the formula for finding volume of pyramids and solve mathematical problems in real-world situations by applying the formula with [specify level of accuracy].

3. (NPS-8G) Students explore the formula for finding surface area of prisms and solve mathematical problems in real-world situations by applying the formula with [specify level of accuracy]

Finding the Volume of Other Prisms (Filling and Wrapping pgs. 32-33Melting Ice Cream (Filling and Wrapping) pgs. 52-53

Cones, Cylinders, pyramids and Cubes (Filling and Wrapping) p. 50

Making cylinders and Prisms from Nets (Filling and Wrapping) pgs 35-36

Filling & WrappingInv. 3 Problem 3.1 pgs. 57-60Inv. 4 Problem 4.3 p.52-53Applications #’s 1, 7, 10c, 11a, 15, 31-32 pgs. 38-45, Connections #’s 27-29, 31-33 pgs 44-46 Mathematical Reflections #1 p. 47

Filling & Wrapping- Inv. 4 Problem 4.2 pgs. 50Applications #’s 13, 16, 17, 22 pgs. 55-57 Extensions # 33, 35 pgs. 59-60Filling & Wrapping- Inv. 3 Problem 3.3 p.67-68Applications #’s 15, 18 pgs. 40-41Interactive Activities, (Filling and Wrapping, Prentice Hall, Student Express, Grade 7, Active Math)


Domain 8.GGeometry




Suggested Resources


1. (NPS-8G) Students explore the formula for finding surface area of cylinder and solve mathematical problems in real-world situations by applying the formula with [specify level of accuracy].

Making cylinders and Prisms from Nets (Filling and Wrapping) pgs 35-36

Interactive Activity, “Virtual Cylinder”, (Filling and Wrapping, Prentice Hall, Student Express, Grade 7, Active Math)

Filling & Wrapping- Inv. 3 Problem 3.3 p.67-68Applications #’s 1b, 4-6, 12, 14c, 17b, 18, 22 pgs. 39-42

Interactive ActivitiesFilling and Wrapping, Prentice Hall, Student Express, Grade 7, Active Math



Domain 8.SPStatistics and Probability

Strand 8.SP: - Investigate patterns of association in bivariate data




Suggested Resources

What is the use of data organizers (graphs, tables etc.) in making predictions and conjectures in real world problems?

1. (CPI-8SP, 1) Students construct a scatter plot by using bivariate measurement data with [specify level of accuracy].

2. (CPI-8SP, 1) Students interpret and describe scatter plots by investigating patterns of association between two variables with [specify level of accuracy].

3. (CPI-8SP, 2) Students determine closeness of data to the lines of best fit by exploring scatter plots that suggest linear association of two quantities with [specify level of accuracy].

4. (CPI-8SP, 3) Students solve problems in the context of bivariate measurement data by interpreting the slope and the intercept with [specify level of accuracy].

Two kinds of Variability (DataDistributions) pgs. 13-15

Relating Two Variables (Samples and Populations)Are Quality Ratings and Prices Related p. 62

Variability in Categorical Data(Data Distributions) pgs. 7-11

Use Data tools to develop scatter plots ( Prentice Hall, Student Express, Active Math)

Ti Graphing Calculator Activities

ACE questions, Additional Practice, Question Bank (Samples and Populations)

Data DistributionsInv. 1-Making Sense of Variability Problem 1.4-Two Kinds of Variability pgs. 13-15Application #’s 12-13 p. 20Connection #’s 19-23pgs. 23-26

Inv. 4- Relating Two VariablesProblem 4.1-Are Quality Ratings and Prices Related pgs.96-98Applications #1Connections #’s 4-8

Data DistributionsInvestigation 1-Making Sense of Variability Problem 1.1- Variability in Categorical Data pgs 6-8 Application #’s1 & 12Connections #’s 14-15 pg.21




Strand 8.SP: - Investigate patterns of association in bivariate data




Suggested Resources

What is the use of data organizers (graphs, tables etc.) in making predictions and conjectures in real world problems?

5. (CPI-8SP, 4) Students find patterns of association in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table with [specify level of accuracy].

6. (CPI-8SP, 4) Students construct a two way table using the data collected from the same subjects with [specify level of accuracy]

7. (CPI-8SP, 4) Students interpret and summarize data in a two way table by observing the patterns in the categorical variables with [specify level of accuracy]

Solving Archeological Mystery (Samples and Populations) pgs. 47-50

Relating Two Variables (Samples and Populations)Are Quality Ratings and Prices Related p. 62Writing an Equation to Describe A Relationship pgs. 63-65Human Development Index and Life Expectancies pgs. 66-68

Investigation 3-Solving Real-World ProblemsProblem 3.1-solvign an archaeological Mystery pgs. 76-81

Investigation 4- Relating Two VariablesProblem 4.1-Are Quality Ratings and Prices Related pgs.96-98Applications #1Connections #’s 4-8Problem 4.2-Writing an Equation to Describe A Relationship pgs. 99-102Applications #2Connections #9, 27-30Problem 4.3-Human Development Index and Life Expectancies pgs. 103-106Applications- #3Connections #31-35Extension #36





Strand 8.SP: - Probability and Vertex Edge Graphs




Suggested Resources

What are the real life practical implications of theories of probability

How can visual tools such as networks (vertex-edge graphs) be used to answer questions?

1. (CCSSI-8,1) Students determine probability of compound events by using tree diagram/ area model/ multiplication principle with [specify level of accuracy]

2. (CCSSI-8,1) Students explore solutions to practical problems by using vertex edge graphs with [specify level of accuracy]

Red and Blue is a Winner (What do You Expect?) pgs. 7-8

Playing the Multiplication Game (What Do You Expect?) p.9

What do you Expect?Problem 1.2-Red and Blue is a Winner pgs. 23-26Applications #’s 3-10 pgs. Connections #’s 20-22 pgs. Extensions # 29 p.Problem 1.3-Playing The Multiplication Game pgs.27-32 Applications #’s 11-13 pgs.Connections #’s 23-28 pgs. Extensions #’s 30-33pgs.

Documents

Domain 8 - Home Page - Newark Public · Web viewDetermine an irrational Numbers and find its equivalency Locating irrational numbers and locating them between two consecutive rational