Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

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Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. For grade 8, more than 65% of instructional time is spent on the major focus standards.Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeStandards for Mathematical Practice https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 6-8 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.

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Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8Volume of Cones, Cylinders & SpheresScatter PlotsModel Linear Relationships

Non-linear ModelsBivariate Categorical Data

Overview Before beginning work with the statistics and probability standards, students will continue their work in geometry from quarter three. They will learn about the volumes of cones, cylinders and spheres, and apply radicals and exponents to these geometry concepts.

In Grades 6 and 7, students worked with data involving a single variable. Afterwards, students will apply their knowledge, from 6 th and 7th grade, of single variable data to bivariate data and use their understanding of functions to model the possible relationships of bivariate data. Students will make scatter plots based on data and examine the patterns of their scatter plots or given scatter plots. They will assess the fit of a linear model by judging the closeness of the data points to the line (8.SP.A.1, 8.SP.A.2) and interpret the rate of change and the initial value in context (8.SP.A.3). Students will then use the equation of a linear function and its graph to make predictions. Students examine bivariate categorical data by using two-way tables to determine relative frequencies. They use the relative frequencies calculated from tables to informally assess possible associations between two categorical variables (8.SP.A.4).

The statistics and probability standards covered in this quarter are part of the additional standards that engage students in content that is related to some of the focus standards. These standards are from the functions and expressions/equations domains and are incorporated where appropriate. The inclusion of these standards should help students see the connection between this major work and the statistics/probability standards and how they can be applied to real-world situations. Including these focus standards should also provide additional opportunities for students to engage with them prior to the state assessment. During the weeks after the assessment students will continue working with some of the remaining focus standards through use of performance tasks and lessons that reinforce grade-level standards and that provide opportunities for students to apply their knowledge to mathematical and real-world problems. Moreover, engaging students in meaningful work around these focus standards will serve as a bridge to success in learning algebra content.

Year at a GlanceGrade Level Standard Type of Rigor Foundational Standards Sample Assessment Items

8.G.9 Conceptual Understanding & Application 8.EE.2 NAEP Items,8.SP.1 Conceptual Understanding 6.NS.8 OrgLib Assessment and Question Bank;8.SP.2 Conceptual Understanding 8.SP.1 Math Shell Summative Items8.SP.3 Conceptual Understanding & Application 8.SP.2 engage ny Released Items 8.SP.4 Conceptual Understanding Opened.com Assessment Items8.EE.2 Conceptual Understanding & Procedural

Skill6.EE.5, 7.NS.3 Math Shell Summative Items

8.F.4 Conceptual Understanding & Application 7.RP.2 NAEP Items,8.F.5 Conceptual Understanding & Application 8.F.1, 8.F.2, 8.F.3 OrgLib Assessment and Question Bank

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Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

The fluency standards for 8th grade listed below should be incorporated throughout your instruction over the course of the school year. Click engage ny Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.

8.EE.7 Solve one-variable linear equations, including cases with infinitely many solutions or no solutions. 8.G.9 Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step

problem solving in grade 7.

References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESVolume, Statistics & Probability

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES(Allow approximately 1.5 weeks for instruction, review and assessment)

Domain: GeometryCluster: Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.

8.G.C.9 : Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of the form x 2 = p and x 3 = 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.(8.G.9 correlates with 8.EE. 1 & 2 because it requires working with integer exponents and if given the volume of an object, to calculate the radius one has to take the square or cube root of a value.)

Enduring Understanding(s): Geometric attributes (such as shapes, lines,

angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Essential Question(s): What is the relationship of the volume of a

sphere, cone, and cylinder?

Objective(s): Students will develop a conceptual

understanding of volume by comparing the liquid contained within a solid to the volume of a standard rectangular prism.

Students will solve real-world problems that involve calculating the volumes of cones, cylinders and spheres.

Additional Information: “Know the formula” does not mean

memorization of the formula. To “know” means to have an understanding of why the formula works and how the formula relates to the measure (volume) and the figure. This understanding should be for all students.

Students build on understandings of circles and volume from 7th grade to find the volume of cylinders, cones and spheres. Students should understand the relationship between the volume of a) cylinders and cones and b) cylinders and spheres to the corresponding formulas.

For the cylinder-cone connection, teachers can launch by holding a can (cylinder) and prompting students for volume of a cylinder

Glencoe12-2A Volume of Prisms and Cylinders12-2B Volume of Pyramids, Cones and Spheres

Holt8-5 Volume of Prisms and Cylinders8-5 Hands on Lab8-6 Volume of Pyramids and Cones8-6 Hands on Lab8-9 Spheres

Additional Recommended Resources:Engage NY: Volume - Lessons 9-11Illustrative Math Tasks: 8.G.9 (Four tasks) Concept Task: Chocolate Factory

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Math Shell Problem-Solving Lesson: Sampling and Estimating: How Many Jellybeans 8.G.C.9 Illuminations Lesson: Ice Cream PuddleIlluminations Lesson: Cubed CansBetter Lesson: Cylinder Volume Part 1Better Lesson: Cylinder Volume Part 2Better Lesson: Speaking of Spheres Part 1 8.G.C.9Better Lesson: Speaking of Spheres Part 2Math Station Activities: p. 168Illustrative Math: Tasks for review of cluster 8.EE.A (Focus standards)

Correlated iReady Lesson(s): The iReady

Vocabulary: Cones, cylinders, spheres, radius, volume, height, Pi

Writing in Math:Students will describe how the volume formula for a cone can be derived from the volume formula of a cylinder.

Graphic Organizer(s):Have students create foldables for vocabulary terms and give examples of each.Students can use graphic organizers/flowcharts for volume of cones, spheres, and cylinders.Geometry Formula Foldable Graphic Organizer Area, Volume & Surface Area (pp. 30-34)

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES(previously studied): Area of base x height. To motivate the formula for volume of a cone, during the exploration, use cylinders and cones with the same base and height. Groups will fill their cone with rice or water and pour into the cylinder. Students will discover/experience that 3 cones full are needed to fill the cylinder. This non-mathematical derivation of the formula for volume of a cone (V=1/3Bh or 1/3 x Area of Base x height) will help most students remember the formula. During the summary, have strategically selected groups from the Explore, share (in order, groups that have a misconception, building to the group that derived the formula and can explain).

Examples:How much frozen yogurt can this cone hold? Express your answer in terms of Pi.

James wanted to plant pansies in his new planter. He wondered how much potting soil he should buy to fill it. Use the measurements in the diagram below to determine the planter’s volume.

program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Volume of Cylinders, Cones and Spheres

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Calculate the volume of the sphere.

Statistics & Probability(Allow approximately 3.5 weeks for instruction, review and assessment)

Domain: Statistics and ProbabilityCluster: Investigate patterns of association in bivariate data. 8.SP.A.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.

8.SP.A.2: Know that straight lines are widely used to model relationships

Enduring Understanding(s): The rules of probability can lead to more

valid and reliable predictions about the likelihood of an event occurring.

The characteristics of functions and their representations are useful in making sense of patterns and solving problems involving quantitative relationships.

Essential Question(s): How would you determine that a

Glencoe10-1A Measures of Central Tendency10-1B Graphing Technology: Mean and Median10-1C Changes in Data10-2A Measures of Variation10-3B Explore Scatter Plots10-3C Scatter Plots10-3D Explore Lines of Best Fit10-3E Lines of Best Fit10-3F Graphing Technology: Scatter Plots

Vocabulary: bivariate data, scatter plot, linear model, clustering, linear association,non-linear association, outliers, positive association, negative association, categorical data, two-way table, relative frequency

Writing in Math:Students will describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association in a particular data set.

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V=πr2hV=π (20)2(100)V=π (400)(100)V=π (40,000)V= 40,000π cm3 or125,600 cm3

V=43 πr3

V=43 π (3)3

V=43 π (27)

V= 4π (9)

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter 4 Grade 8

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESbetween 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.

8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

8.SP.A.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.

8.F.A Define, evaluate and compare functions.

8.F.B.B Use functions to model relationships between quantities.

(Standards 8.SP.3 & 4 are standards require the use of the skills noted in the standard clusters 8.F.A & B.)

relationship is a function? What are some characteristics of a (linear)

(nonlinear) function? How would you interpret the features (e.g.

rate of change, initial value, increasing/decreasing) of a function, in a real world context?

How would you determine, depict, and describe “patterns of association” between two quantities, in bivariate data?

Objectives:

Students distinguish linear patterns from nonlinear patterns based on scatter plots.

Students describe positive and negative trends in a scatter plot.

Students identify and describe unusual features in scatter plots, such as clusters and outliers

Students make predictions based on the graph of a line that has been fit to data.

Students identify situations where it is reasonable to use a linear function to model the relationship between two numerical variables.

Students interpret slope and the initial value in a data context

Students use row relative frequencies or column relative frequencies to informally determine if there is an association between two categorical variables.

Additional Information:Students build on their previous knowledge of scatter plots examine relationships between variables. They analyze scatter plots to

Holt9-3 Organizing Data9-4 Measures of Central Tendency9-5 Variability9-9 Scatter Plots

Additional Recommended Resources:engage ny Lesson: Bivariate Numerical Data Lesson 6 8.SP.1 Construct and investigate scatter plotsInside Mathematics Task: House Prices 8.F.1 & 4; 8.SP.1Illustrative Math Task: Hand Span & Height 8.SP.1Illustrative Math Task: Texting & Grades I 8.SP.1

engage ny Lesson Bivariate Numerical Data Lesson 8 Straight Lines and Scatter Plots 8.SP.2Illustrative Math: Laptop Battery Charge 8.SP.2

engage ny Lessons: Linear and Non-linear Models Lesson 10 8.SP.3engage ny Lesson: Bivariate Numerical Data Lesson 11 8.SP.3 Linear models and interpreting slope.Illustrative Math Task: US Airports, Assessment Variation 8.SP.3

engage ny Lesson: Bivariate Categorical Data Lesson 13 8.SP.4 Two-Way Tables and FrequenciesIllustrative Math Task: What’s Your Favorite Subject? 8.SP.4

Math Shell 8.SP.A Assessment Task: Birds’ EggsMath Shell 8.SP.A Assessment Task: Scatter

Graphic Organizer:Scatter Plot Content Card (Frayer Model)Scatter Plot and Line of Best FitScatter Plots (Scroll to “Helpful Links for Scatter Plots”)

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESdetermine positive and negative associations, the degree of association, and type of association. Students examine outliers to determine if data points are valid or represent a recording or measurement error. Students can use tools such as those at the National Center for Educational Statistics to create a graph or generate data sets. (http://nces.ed.gov/nceskids/createagraph/default.aspx)

Example:• Data for 10 students’ Math and Science scores are provided in the chart. Describe the association between the Math and Science scores.

The capacity of the fuel tank in a car is 13.5 gallons. The table below shows the number of miles traveled and how many gallons of gas are left in the tank. Describe the relationship between the variables. If the data is linear, determine a line of best fit. Do you think the line represents a good fit for the data set? Why or why not? What is the average fuel efficiency of the car in miles per gallon?

Example:1. Given data from students’ math scores and absences, make a scatter plot.

Diagram Bivariate Data

Choose from the following resources and use them to deepen students' conceptual understanding of mathematical content and develop their ability to apply that knowledge to non-routine problems.

Optional Resources:Math Shell Lesson: Interpreting and Using Data 8.SP.1-4Lesson: Line of Best Fit 8.SP.2 Better Lesson: Super Mario World 3 8.SP.3Illustrative Math: Tasks for review of 8.F.A (Focus standards)Illustrative Math: Tasks for review of 8.F.B (Focus standards)Illustrative Math: Tasks for review of 8.NS.A (Focus standards)

Correlated iReady Lesson(s): The iReady program includes a variety of resources that can be used to support teacher-led instruction in Tier 1 and guided small-group Tier 1, 2 or 3 instruction.

Linear Models Problem Solving with Linear Models Associations Between Two

Categorical Variables

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

2. Draw a line of best fit, paying attention to the closeness of the data points on either side of the line.

3. From the line of best fit, determine an approximate linear equation that models the given data (about y = − 25/3 x +95) 4. Students should recognize that 95

represents the y-intercept and −25

3

represents the slope of the line.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

The table illustrates the results when 100 students were asked the survey questions: Do you have a curfew? Do you have assigned chores? Is there evidence that those who have a curfew also tend to have chores?

Solution: Of the students who answered that they had a curfew, 40 had chores and 10 did not. Of the students who answered they did not have a curfew, 10 had chores and 40 did not. From this sample, there appears to be a positive correlation between having a curfew and having chores.

Expressions, Equations and Functions(Allow approximately 4 weeks for instruction, review and assessment)

Domain: Expressions and Equations

8.EE.B Understand the connections between proportional relationships, lines and linear equations.

Correlation to Algebra 1 Major Work Standard(s)

A.REI.D.10 Represent and solve equations and inequalities graphically.

Lesson Plan: 8.EE.B.5 - Graphing Proportional Relationships

Lessons for Learning Lesson Plans: 8.EE.5 (pp. 16-22)

Similar Triangles and Linear Functions Lessons/Tasks: 8.EE.6

Khan Academy Lesson Videos 8.EEDomain: Expressions and Equations

8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.

Correlation to Algebra 1 Major Work Standard(s)

A-CED.1- 4 Create equations that describe numbers or relationships.

A-REI.1& 3, 10-12 Reasoning with equations and inequalities

Lesson Plan: 8.EE.7 - Solving Linear Equations

Lessons for Learning Lesson Plans: 8.EE.8 (pp. 23-28)

https://sharemylesson.com/teaching-

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESresource/playlist-solving-linear-equations-8eec7a-277335

Khan Academy Lesson Videos 8.EEDomain: Functions

8.F.A Define, evaluate and compare functions.

Correlation to Algebra 1 Major Work Standard(s)

F-IF. 1 Understand the concept of a function and use function notation.

A-REI.11 Represent and solve equations and inequalities graphically.

Lesson Plans w/resources: 8.F.1 (7 Lessons) Click in purple box titled "Related Resources" for lesson plans, tutorials, tasks and activities.Online math learning Lessons (scroll to 8.F.1-3)

Khan Academy Lesson Videos 8.F

Domain: Functions

8.F.B Use functions to model relationships between quantities.

Correlation to Algebra 1 Major Work Standard(s)

A-CED.2 Create equations that describe numbers or relationships.

A-SSE.1 Interpret the structure of expressions.

F-IF.4, 8 Interpret functions that arise in applications in terms of the context.

Lessons and Tasks for 8.F.4Better Lessons: 8.F.B

Achieve the Core Lesson: Domino Effect

Online math learning Lessons (scroll to 8.F.4 and 8.F.5)

Khan Academy Lesson Videos 8.F

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RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. While some of these resources are imbedded in the map,

the use of these categorized materials can assist educators with maximizing their instructional practices to meet the needs of all students.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resourceswww.my.hrw.comwww.connected.mcgraw-hill.comHolt, Course 3 Text Resources

Standards SupportTNReady Math StandardsAchieve the CoreEdutoolbox

VideosKhan AcademyWatch Know LearnLearn ZillionVirtual NerdMath PlaygroundStudyJams

Calculator ActivitiesTI-73 ActivitiesCASIO ActivitiesTI-Inspire for Middle Grades

Interactive ManipulativesNational Library of Interactive Manipulatives Glencoe Virtual Manipulatives

Additional SitesPBS: Grades 6-8 Lesson PlansFrayer Model TemplateGrade 8 Flip Book(This book contains valuable resources that help develop the intent, the understanding and the implementation of the state standards.)

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