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Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 1 - Module 1
The Number System – Real Numbers
(Approximately 2 weeks)
Highlighted Math Practice Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.4.1: Model with
mathematics.
Click here for video examples from Inside
Mathematics
MAFS.K.12.MP.6.1: Attend to precision
Click here for video examples from Inside
Mathematics
MAFS.K.12.MP.7.1: Look for and make
use of structure.
Click here for video examples from Inside
Mathematics
MAFS.8.NS.1.1: Know that numbers that
are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
Identify the difference between rational and irrational numbers.
Rewriting rational numbers and decimals.
Converting a repeating decimal into fractions.
Decimal to Fraction Conversion
Fraction to Decimal Conversion
Rational Numbers
Repeating Decimals
Go Math – Lesson 1.1 and 1.2.
MAFS.8.NS.1.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²).
Compare and order rational and irrational numbers including square roots.
Estimate square roots.
Approximating Irrational Numbers
Comparing Irrational Numbers
Locating Irrational Numbers
Repeating Decimals
The Irrational Beauty of the Golden Ratio
Go Math – Lesson 1.3
MAFS.8.EE.1.2: Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
Evaluate perfect square and cube roots.
Dimensions Needed
Roots and Radicals
The Root of the Problem
Go Math – Lesson 1.1
Module 1 - Key Vocabulary
square root perfect square cube root perfect cube irrational numbers real numbers repeating decimals
terminating decimals
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 1 - Module 2
Expressions and Equations – Exponents & Scientific Notation
(Approximately 2 weeks)
Highlighted Math Practice Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.1.1: Make sense of
problems and persevere in solving
them. Click here for video examples
from Inside Mathematics
MAFS.K.12.MP.2.1: Reason abstractly
and quantitatively.
Click here for video examples from
Inside Mathematics
MAFS.K.12.MP.4.1: Model with
mathematics.
Click here for video examples from
Inside Mathematics
MAFS.K.12.MP.8.1: Look for and
express regularity in repeated
reasoning.
Click here for video examples from Inside Mathematics
MAFS.8.EE.1.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.
Add, subtract, multiply, and divide positive and negative exponents.
Apply the properties of integer exponents to simplify expressions.
Equivalent Powers Expressions
Exponents Tabled
Multiplying and Dividing Integer Exponents
Go Math – Lesson 1.1 and 1.2.
MAFS.8.EE.1.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
Convert between scientific and standard notation
Compare Numbers
Estimating Extreme Values
Estimating Length Using Scientific Notation
How many Times?
Order Matters
Go Math – Lesson 2.2 and 2.3
MAFS.8.EE.1.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notations are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.
Perform operations with numbers expressed in scientific notation.
Estimating Length Using Scientific Notation
Mixed Form Operations
Scientific Calculator Display
Scientific Multiplication and Division
Sums and Differences in Scientific Notation
Go Math – Lesson 2.4
Module 2 - Key Vocabulary
Rational Number Scientific Notation Standard Notation Integers
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 2 - Module 3
Expressions & Equations and Functions – Proportional Relationships
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.4.1: Model with
mathematics. Click here for video
examples from Inside Mathematics
MAFS.K.12.MP.7.1: Look for and
make use of structure.
Click here for video examples from
Inside Mathematics
MAFS.8.EE.2.6: Use similar triangles to
explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Derive the equation y = mx from a table or graph for proportional relationship.
Deriving Lines – 1
Deriving Lines – 2
Slope Triangles
Go Math – Lesson 3.1.
MAFS.8. F.2.4: Construct a function to model a
linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Determine a rate of change and initial value from a table or graph.
Calculate the slope of a line.
Understand the relationship between rate of change and slope.
Construction Functions
Drain the Pool
Interpreting Distance – Time Graphs
Line and Linear Equations
Profitable Functions
Smart TV
Trekking Functions
Go Math – Lessons 3.1, 3.2, and 3.3
MAFS.8.EE.2.5: Graph proportional relationships,
interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
Interpret the unit rate as slope.
Graph and compare proportional relationships.
Compare Slopes
Interpreting Slope
Line and Linear Equations
Proportional Paint
Go Math – Lesson 3.3
MAFS.8. F.1.2: Compare properties of two
functions each represented in a different way (algebraically, graphically, numerically in tables, or
by verbal descriptions).
Compare the values of the rate of change from different representations.
Competing Functions
Innovative Functions
Interpreting Distance – Time Graphs
Speed Reading
The House is Mine!
Go Math – Lesson 3.3
Module 3 - Key Vocabulary
Constant Proportion Rate of change Unit Rate Slope Proportional Relationship
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 2 - Module 4
Expressions & Equations and Functions – Nonproportional Relationships
(Approximately 3 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.4.1: Model with
mathematics.
Click here for video examples from
Inside Mathematics
MAFS.K.12.MP.6.1: Attend to precision
Click here for video examples from
Inside
Mathematics
MAFS.K.12.MP.7.1: Look for and make
use of structure.
Click here for video examples from
Inside Mathematics
MAFS.8.F.1.3: Interpret the equation y =
mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Determine the difference between linear and nonlinear relationships.
Graph a linear relationship using the slope-intercept form.
Explaining Linear Functions Linear or Nonlinear? Nonlinear Functions What Am I?
Go Math – Lesson 4.1, 4.3, and 4.4
MAFS.8.EE.2.6: Use similar triangles to
explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Derive the slope-intercept form of an equation.
Deriving Lines – 1 Deriving Lines – 2 Slope Triangles
Go Math – Lessons 4.2
MAFS.8.F.2.4: Construct a function to model
a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Determine the difference between linear and nonlinear relationships.
Graph a linear relationship using the slope-intercept form.
Derive the slope-intercept form of an equation.
Construction Functions
Drain the Pool
Interpreting Distance-Time Graphs
Line and Linear Equations
Smart TV
Trekking Functions
Go Math – Lesson 4.2, 4.3, and 4.4
Module 4 - Key Vocabulary
Linear Equation Slope-Intercept Form y-intercept
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 2 - Module 5
Functions and Statistics & Probability – Writing Linear Equations
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.2.1:
Reason abstractly and
quantitatively.
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.4.1:
Model with mathematics.
Click here for video
examples from Inside
Mathematics
MAFS.K.12.MP.6.1:
Attend to precision
Click here for video
examples from Inside
Mathematics
MAFS.8.F.2.4: Construct a function to model a
linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Determine the difference between linear and nonlinear relationships.
Graph a linear relationship using the slope-intercept form.
Derive the slope-intercept form of an equation.
Construction Functions Drain the Pool Interpreting Distance-Time Graphs Line and Linear Equations Smart TV Trekking Functions
Go Math – Lesson 5.1 and 5.2
MAFS.8.SP.1.1: Construct and interpret scatter
plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Contrast linear and nonlinear sets of bivariate data.
Bungee Cord Data
Cheesy Statistics
Infectious Statistics
Population Density
Sleepy Statistics
Go Math – Lessons 5.3
MAFS.8.SP.1.2: Know that straight lines are widely
used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
Describe the line of best fit. Line of Good Fit – 1
Line of Good Fit – 2
Three Scatterplots
Two Scatterplots
Go Math – Lesson 5.3
MAFS.8.SP.1.3: Use the equation of a linear model
to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
Interpret the slope and intercept from the line of best fit.
Developmental Data
Foot Length
Stretching Statistics
Go Math – Lesson 5.3
Module 5 - Key Vocabulary
Bivariate Data Line of Best Fit Nonlinear Relationship
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 2 - Module 6
Functions – Functions
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to:
MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.F.1.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Identify and represent functions from table, graph, and ordered pairs.
Identifying Algebraic Functions
Recognizing Functions
Tabulating Functions
What is a Function?
Go Math – Lesson 6.1 and 6.2
MAFS.8.F.1.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
Determine whether a function is linear.
Explaining Linear Functions
Linear or Nonlinear?
Nonlinear Functions
What Am I?
Go Math – Lessons 6.2
MAFS.8.F.2.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Use tables, graphs, and equations to compare functions.
Construction Functions
Drain the Pool
Interpreting Distance-Time Graphs
Line and Linear Equations
Smart TV
Trekking Functions
Go Math – Lesson 6.3
MAFS.8.EE.2.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
Compare two different proportional relationships using tables and graphs.
Compare Slopes
Interpreting Slope
Line and Linear Equations
Proportional Paint
Go Math – Lesson 6.3
MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics
MAFS.8.F.1.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Use tables, graphs, and equations to compare functions.
Competing Functions
Innovative Functions
Interpreting Distance – Time Graphs
Speed Reading
The House is Mine!
Go Math – Lesson 6.3
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Describe a relationship given a graph and vice-versa.
Bacterial Growth Graph
Graph the Ride
Interpreting Distance-Time Graphs
Jet Fuel
Lines and Linear Equations
Population Trend
Go Math – Lesson 6.4.
Module 6 - Key Vocabulary
Linear Function
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 3 - Module 7
Expressions & Equations – Solving Linear Equations
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.1.1: Make sense of
problems and persevere in solving
them. Click here for video examples
from Inside Mathematics
MAFS.K.12.MP.4.1: Model with
mathematics.
Click here for video examples from
Inside Mathematics
MAFS.K.12.MP.6.1: Attend to
precision
Click here for video examples from
Inside
Mathematics
MAFS.K.12.MP.8.1: Look for and
express regularity in repeated
reasoning.
Click here for video examples from
Inside Mathematics
MAFS.8.EE.3.7: Solve linear equations in one variable. MAFS.8.EE.3.7b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Solve equations with the variable
on both sides with rational numbers
coefficients whose solution require
distributive property and collecting
like terms.
Counting Solutions
Equation Prototypes
Linear Equations – 1
Linear Equations – 2
Linear Equations - 3
Go Math – Lesson 7.1, 7.2, and 7.3
MAFS.8.EE.3.7: Solve linear equations in one variable. MAFS.8.EE.3.7a: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
Finding the number of solutions for
a linear equation.
Counting Solutions
Equation Prototypes
Linear Equations – 1
Linear Equations – 2
Linear Equations - 3
Go Math – Lessons 7.4
Module 7 - Key Vocabulary
Coefficient Constant Infinitely Many
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 3 - Module 8
Expressions & Equations – Solving Systems of Linear Equations
(Approximately 3 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics
MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics
MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.EE.3.8: Analyze and solve pairs of simultaneous linear equations. MAFS.8.EE.3.8a: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. MAFS.8.EE.3.8b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. MAFS.8.EE.3.8c: Solve real-world and mathematical problems leading to two linear equations in two variables.
Solve system of two linear equations in two variables using graphing, elimination, and substitution.
analyze special systems that have no solution or an infinite number of solutions
Represent real-world situations using systems of equations.
How Many Solutions?
Identify the Solution
Solving Real-Life Problems: Baseball Jerseys
Solving Systems of Linear Equations by Graphing
Solving Systems of Linear Equations
System Solutions
Writing System Equations
Go Math – Lesson 8.1 to 8.5
Module 8 - Key Vocabulary
System of equations Substitution Method Elimination Method
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 4 - Module 9
Geometry – Transformations and Congruence
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from Inside Mathematics MAFS.K.12.MP.5.1: Look for and make use of structure. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.G.1.1: Verify experimentally the properties of rotations, reflections, and translations:
a. Lines are taken to lines, and line segments to line segments of the same length.
b. Angles are taken to angles of the same measure.
c. Parallel lines are taken to parallel lines.
Demonstrate the properties of rotation, reflections, and translations
Angle Transformations
Parallel Line Transformations
Segment Transformations
Go Math – Lessons 9.1 to 9.3.
MAFS.8.G.1.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Interpret the effects of rotations, reflections and translations on two-dimensional figures using coordinates.
Dilation Coordinates
Reflection Coordinates
Rotation Coordinates
Translation Coordinates
Go Math – Lessons 9.1 to 9.4
MAFS.8.G.1.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Find the connection between translations, rotations, reflections and figures that have the same shape and size.
Multistep Congruence
Proving Congruence
Rigid Motion – 1
Rigid Motion – 2
Rigid Motion – 3
Go Math – Lesson 9.5
Module 9 - Key Vocabulary
Center of rotation Congruent Image Line of Reflection Preimage Reflection Rotation
Transformation Translation
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 4 - Module 10
Geometry – Transformations and Similarity
(Approximately 1 week)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.5.1: Look for and make use of structure. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.G.1.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Interpret the effects dilations on two-dimensional figures using coordinates.
Dilation Coordinates
Reflection Coordinates
Rotation Coordinates
Translation Coordinates
Go Math – Lessons 10.1 and 10.2
MAFS.8.G.1.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Find the connection between transformations and similar figures.
Proving Similarity
Similarity – 1
Similarity – 2
Similarity – 3
Go Math – Lessons 10.4
Module 10 - Key Vocabulary
Center of Dilation Dilation Enlargement Reduction Scale Factor Similar
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 5 - Module 11
Geometry – Angle Relationships in Parallel Lines and Triangles
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.4.1: Model with mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.5.1: Look for and make use of structure. Click here for video examples from Inside Mathematics MAFS.K.12.MP.6.1: Attend to precision Click here for video examples from Inside Mathematics
MAFS.8.G.1.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
Understand angle relationships formed by parallel lines that are cut by a transversal.
Determine the measures of the angles of a triangle.
Justifying Angle Relationships
Justifying the Exterior Angle of a Triangle Theorem
Justifying the Triangle Sum Theorem
Same Side Interior Angles
What is the Triangle Relationship?
Go Math – Lessons 11.1 and 11.2
MAFS.8.G.1.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
Find the connection between transformations and similar figures.
Proving Similarity
Similarity – 1
Similarity – 2
Similarity – 3
Go Math – Lessons 10.4
MAFS.8.EE.3.7: Solve linear equations in one variable. MAFS.8.EE.3.7b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Finding angles measures of triangles involving equations.
Counting Solutions
Equation Prototypes
Linear Equations – 1
Linear Equations – 2
Linear Equations - 3
Go Math – Lessons 11.2 and 11.3.
MAFS.8.EE.2.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
Use similar triangles to explain slope.
Deriving Lines – 1
Deriving Lines – 2
Slope Triangles
Go Math – Lesson 11.3
Module 11 - Key Vocabulary
Alternate Exterior Angles Alternate Interior Angles Corresponding Angles Exterior Angles Interior Angles Remote Interior Angle Same-Side Interior Angles
Transversal
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 9 - Module 12
Geometry – The Pythagorean Theorem
(Approximately 2 weeks)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics MAFS.K.12.MP.5.1: Look for and make use of structure. Click here for video examples from Inside Mathematics MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics
MAFS.8.G.2.6: Explain a proof of the Pythagorean Theorem and its converse.
Use models and diagrams to explain the Pythagorean Theorem
Converse of the Pythagorean Theorem
Explaining a Proof of the Pythagorean Theorem
Pythagorean Squares
Go Math – Lessons 12.1 and 12.2
MAFS.8.G.2.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Prove the Pythagorean Theorem and use it to solve problems.
CPALMS Resource Go Math – Lesson 12.1.
MAFS.8.G.2.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
Use the Pythagorean Theorem to find the distance between two points on a coordinate plane.
CPALMS Resources Go Math – Lesson 12.3
Module 12 - Key Vocabulary
Hypotenuse Legs Theorem Vertex
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 5 - Module 13
Geometry – Volume
(Approximately 1 week)
Highlighted Math Practice Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.3.1: Construct
viable arguments and critique the
reasonableness of others.
Click here for video examples
from Inside Mathematics
MAFS.K.12.MP.4.1: Model with
mathematics.
Click here for video examples
from Inside Mathematics
MAFS.K.12.MP.6.1: Attend to
precision
Click here for video examples
from Inside
Mathematics
MAFS.8.G.3.9: Know the
formulas for the volumes of
cones, cylinders, and spheres
and use them to solve real-
world and mathematical
problems.
Find the volume of cylinders, cones,
and spheres and use to solve real-
world problems.
Burning Spheres
Cone Formula
Cylinder Formula
Go Math – Lessons 13.1 to 13.3
Module 13 - Key Vocabulary
Cylinder Cone Sphere
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 6 - Module 14
Statistics and Probability – Scatter Plots
(Approximately 1 week)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.6.1: Attend to
precision
Click here for video examples from
Inside
Mathematics
MAFS.K.12.MP.7.1: Look for and
make use of structure.
Click here for video examples from
Inside Mathematics
MAFS.8.SP.1.1: Construct and interpret
scatter plots for bivariate measurement
data to investigate patterns of association
between two quantities. Describe patterns
such as clustering, outliers, positive or
negative association, linear association,
and nonlinear association.
Construct and interpret
scatter plots.
Bungee Cord Data
Cheesy Statistics
Infectious Statistics
Population Density
Sleepy Statistics
Go Math – Lessons 14.1 and 14.2.
MAFS.8.SP.1.2: Know that straight lines
are widely used to model relationships
between two quantitative variables. For
scatter plots that suggest a linear
association, informally fit a straight line,
and informally assess the model fit by
judging the closeness of the data points to
the line.
Use a trend line to make a
prediction from a scatter plot.
Line of Good Fit – 1
Line of Good Fit – 2
Three Scatterplots
Two Scatterplots
Go Math – Lesson 14.2
MAFS.8.SP.1.3: Use the equation of a
linear model to solve problems in the
context of bivariate measurement data,
interpreting the slope and intercept.
Find the equation of a trend
line.
Developmental Data
Foot Length
Stretching Statistics
Go Math – Lesson 14.2
Module 14 - Key Vocabulary
Bivariate Data Cluster Outlier Scatter Plot Trend Line
Pre-Algebra Mathematics Curriculum Map
Course Number: 1205070 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.
Unit 6 - Module 15
Statistics and Probability – Two-Way Tables
(Approximately 1 week)
Highlighted Math Practice
Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources
MAFS.K.12.MP.6.1: Attend to
precision
Click here for video examples from
Inside
Mathematics
MAFS.K.12.MP.8.1: Look for and
express regularity in repeated
reasoning.
Click here for video examples from
Inside Mathematics
MAFS.8.SP.1.4: Understand that patterns of
association can also be seen in bivariate
categorical data by displaying frequencies
and relative frequencies in a two-way table.
Construct and interpret a two-way table
summarizing data on two categorical
variables collected from the same subjects.
Use relative frequencies calculated for rows
or columns to describe possible association
between the two variables.
Construct and interpret two-
way frequency tables
Organize and analyze
categorical data
Music and Sports
School Start Time
Siblings and pets
Two-Way Frequency Table
Go Math – Lessons 15.1 and 15.2
Module 15 - Key Vocabulary
Conditional Relative Frequency
Frequency Joint Relative Frequency Marginal Relative Frequency
Relative Frequency Two-Way Table