Unit 1: Real Numbers, Exponents, and Scientific Notation

GO-MATH Pacing Guide Grade 8

Unit 1: Real Numbers, Exponents, and Scientific Notation Module 1: Real Numbers---estimating 9 days

Module 2: Exponents and Scientific Notations---estimating 13 days

Unit 1 Assessment: 2 Days

Unit 1

Estimated 24 Days

Standards

The Number System

Cluster: Know that there are numbers that are not rational and approximate them by rational numbers. M.8.1: 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. Instructional Note: A decimal expansion that repeats the digit 0 is often referred to as a “terminating decimal.”

M.8.2: 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 such as π2. (e.g., By truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.)

Expressions and Equations

Cluster: Work with radicals and integer exponents.

M.8.3: Know and apply the properties of integer exponents to generate equivalent numerical expressions. (e.g., 32 × 3–5 = 3–3 = 1/33 = 1/27.)

M.8.4: 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.

M.8.5: 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. (e.g., Estimate the population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times larger.)

M.8.6: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. (e.g., Use millimeters per year for seafloor spreading.) Interpret scientific notation that has been generated by technology.

Days Module/Lesson/ and EQ (Essential Question) Standard Mathematical Habits of Mind (MHM)

Vocabulary

1 Module 1: Real Numbers

Module 1: Essential Question: How can you use real numbers to solve real-

world problems?

Unit 1 Vocabulary Preview

p. 2;

Visualize Vocabulary p.4;

Are You Ready? p. 5-6

2

Lesson 1.1----- Rational and Irrational Numbers

EQ: ---How do you rewrite rational numbers and

decimals, take square roots and cube roots, and

approximate irrational numbers?

M.8.1

M.8.2

M.8.4

MHM6 cube root, irrational

numbers, perfect cube,

perfect square, principal

square root, rational

number, repeating

decimal, square root,

terminating decimal

2 Lesson 1.2----- Sets of Real Numbers

EQ: --- How can you describe relationships between

sets of real numbers?

M.8.1 MHM7

real numbers

3 Lesson 1.3----- Ordering Real Numbers

EQ:---How do you order a set of real numbers?

M.8.2 MHM4

1

**Module 1 Quiz-Ready to Go On? p.27;

Module 1-Mixed Review: Assessment Readiness p.28

1 Module 2:Exponents and Scientific Notation

Module 2: Essential Question: How can you use scientific notation to solve

real-world problems?

Visualize vocabulary p.

30;

Are You Ready? P. 31-32

3

Lesson 2.1-----Integer Exponents

EQ:---How can you develop and use the properties of

integer exponents?

Going Further: 2.1-Zero and Negative Exponents

M.8.3

M.8.3

MHM8

MHM3

3

Lesson 2.2-----Scientific Notation with Positive Powers

of 10

EQ:---How can you use scientific notation to express

large quantities?

Going Further: 2.2-Comparing Very Large Numbers

M.8.5

M.8.5

MHM4

MHM2

scientific notation

3

Lesson 2.3----- Scientific Notation with Negative

Powers of 10

EQ:---How can you use scientific notation to express

very small quantities?

Going Further: 2.3-Comparing Very Small Numbers

M.8.5

M.8.5

MHM2

MHM2

2

Lesson 2.4----Operations with Scientific Notation

E.Q:---How do you add, subtract, multiply, and divide

using scientific notation?

M.8.6 MHM1

1

**Module 2 Quiz-Ready to Go On? p. 57;


2

* Unit 1 Study Guide Review: (1 Day) p. 59-62

Unit 1- Mixed Review: Assessment Readiness: (1 Day) p. 63-64

Notes:

Unit 2: Proportionaland Nonproportional Relationships and Functions Module 3: Proportional Relationships-----estimating 9 days

Module 4: Nonproportional Relationships-----estimating 10 days

Module 5: Writing Linear Equations-----estimating 9 days

Module 6: Functions-----estimating 12 days

Unit 2 Assessment: 2 Days

Unit 2

Estimated 42 Days

Standards

The Number System

Cluster: Understand the connections between proportional relationships, lines, and linear equations.

M.8.7: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. (e.g., Compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.)

M.8.8: 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. Functions:

Cluster: Define, Evaluate, and Compare Functions

M.8.11: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. Instructional Note: Function notation is not required in grade 8.

M.8.12: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.)

M.8.13: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. (e.g., The function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.)

Cluster: Use functions to model relationships between quantities

M.8.14: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.

M.8.15: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.

Statistics and Probability

Cluster: Investigate patterns of association in bivariate data.

M.8.25: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

M.8.26: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.

M.8.27:Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. (e.g., In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.)

1 Module 3: Proportional Relationships

Module 3: Essential Question:

Unit 2 Vocabulary

Preview p. 66; Visualize

Vocabulary p.68;

Are You Ready? P. 69-70

2

Lesson 3.1-----Representing Proportional

Relationships EQ: How can you use tables, graphs and equations to

represent proportional situations?

M.8.8

M.8.14

MHM4 constant of

proportionality,

proportional relationship

3 Lesson 3.2----- Rate of Change and Slope

EQ: How do you find a rate of change or a slope?

Going Further 3.2-Using Right Triangles to Explore Slope

M.8.8

M.8.14

M.8.8

MHM7

MHM4

rate of change, slope

2

Lesson 3.3-----Interpreting the Unit Rate and Slope

EQ:How do you interpret the unit rate as slope?

M.8.7

MHM4 unit rate

1



1

Module 4: Nonproportional Relationships

Module Essential Question:

How can you use nonproportional relationships to solve real-world

problems?

Visualize Vocabulary

p.92, Are You Ready?

p. 93-94

2 Lesson 4.1---Representing Linear Nonproportional

Relationships

EQ:How can you use tables, graphs and equations to

represent linear nonproportional situations?

M.8.13 MHM4 Linear equations

2

Lesson 4.2---Determining Slope and y-intercept

EQ: How can you determine the slope and the y-

intercept of a line?

M.8.8

M.8.14

MHM7 Slope-intercept form of

an equation, y-intercept

2

Lesson 4.3---Graphing Linear Nonproportional

Relationships

EQ: How can you graph a line using the slope

and y-intercept?

M.8.13

M.8.14

MHM6

2 Lesson 4.4---Proportional and Nonproportional

Situations

EQ: How can you distinguish between

proportional and nonproportional situations?

M.8.12

M.8.13

M.8.14

MHM6

1



1

Module 5: Writing Linear Equations Module Essential Question:

How can you use linear equations to solve real-world problems?


p.124, Are You Ready?

p. 125-126

2

Lesson 5.1—Writing Linear Equations from Situations

and Graphs

EQ:How do you write an equation to model a linear

relationship given a graph or a description?

M.8.14 MHM2

2

Lesson 5.2 ---Writing Linear Equations from a Table

EQ:How do you write an equation to model a linear

relationship given a table?

M.8.14 MHM4

3 Lesson 5.3--- Linear Relationships and Bivariate Data

EQ:How can you contrast linear and nonlinear sets of

bivariate data?

M.8.25

M.8,26

M.8.27

MHM6 bivariate data,

nonlinear relationship

1

**Module 5 Quiz-Ready to Go On? p.147 ;


1

Module 6: Functions Module Essential Question:

How can you use functions to solve real-world problems?

Visualize Vocabulary p.

150; Are You Ready? p.

151-152

2

Lesson 6.1---Identifying and Representing

Functions

EQ: How can you identify and represent

functions?

M.8.11 MHM4 function,

input,

output

3

Lesson 6.2 --- Describing Functions

EQ: What are some characteristics that you can

use to describe functions?

Going Further 6.2-Creating Linear Equations

Activity 6.2 How Many Squares?

M.8.11

M.8.13

M.8.13

MHM6

MHM7

Linear equation,

Linear function

3

Lesson 6.3--- Comparing Functions

EQ: How can you use tables, graphs, and

equations to compare functions?

Going Further 6.3-Rate of Change and Initial

Value

M.8.12

M.8.7

M.8.14

MHM3

MHM4

2

Lesson 6.4 ---Analyzing Graphs

EQ:How can you describe a relationship given a

graph and sketch a graph given a description?

M.8.15 MHM4

1



2

* Unit 2 -Study Guide Review: (1 Day) p. 181-187

Unit 2-Mixed Review: Assessment Readiness: (1 Day) p. 189-190

Notes:

Unit 3: Solving Equations and Systems of Equations

Module 7: Solving Linear Equations-----estimated 9 days

Module 8: Solving Systems of Linear Equations-----estimated 13 days

Unit 3 Assessment: 2 days

Unit 3 Estimated 24 Days

Standards


Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations.

M.8.9: Solve linear equations in one variable.

• M.8.9a---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).

• M.8.9b---Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

M.8.10: Analyze and solve pairs of simultaneous linear equations.

• M.8.10a---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.

• M.8.10b---Solve systems of two linear equations in two variables algebraically and estimate solutions by graphing the equations. Solve simple cases by inspection. (e.g., 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.)

• M.8.10c---Solve real-world and mathematical problems leading to two linear equations in two variables. (e.g., Given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.)

1

Module 7: Solving Linear Equations


How can you use equations with the variable on both sides to solve real-

world problems?

Unit 3 Vocabulary


Vocabulary p.194;

Are You Ready? P. 195-

196

2

Lesson 7.1–Equations with the Variable on Both

Sides

EQ: How can you represent and solve equations

with the variable on both sides?

M.8.9

M.8.9b

MHM4

2

Lesson 7.2– Equations with Rational Numbers

EQ: How can you solve equations with rational

number coefficients and constants?

M.8.9

M.8.9b

MHM6

1 Lesson 7.3--- Equations with the Distributive

Property

EQ: How do you use the Distributive Property to

solve equations?

M.8.9b MHM1

2

Lesson 7.4 ---Equations with Many Solutions or No

Solution

EQ:How can you give examples of equations with

a given number of solutions?

Activity 7.4—Mathy Plants (Optional)

M.8.9a MHM8

1



1

Module 8: Solving Systems of Linear Equations


How can you use systems of equations to solve real-world problems?


224

Are You Ready? p. 225-

226

1

Lesson 8.1---Solving Systems of Linear Equations

by Graphing

EQ: How can you solve a system of equations by

graphing?

M.8.10a

M.8.10

M.8.10c

MHM3 solution of a system of

equations,

system of equations

2

Lesson 8.2---Solving Systems by Substitution

EQ:How do you use substitution to solve a system

of linear equations?

M.8.10b

M.8.10c

MHM6 substitution method

3

Lesson 8.3 --- Solving Systems by Elimination

EQ:How do you solve a system of linear equation

by adding or subtracting?

M.8.10b

M.8.10c

MHM1 Elimination method

3

Lesson 8.4 --- Solving Systems by Elimination with

Multiplication

EQ:How do you solve a system of linear equations

by multiplying?

M.8.10b

M.8.10c

MHM1

2

Lesson 8.5 --- Solving Special Systems

EQ: How do you solve a system with no solutions

or infinitely many solutions?

M.8.10b

M.8.10c

MHM2

1



2


Unit 3 -Mixed Review: Assessment Readiness: (1 Day) p. 271-272

Notes:

Unit 4: Transformational Geometry

Module 9: Transformations and Congruence-----estimating 13 days

Module 10: Transformations and Similarity-----estimating 11days


Unit 4 Estimated 26 Days

Standards

Geometry

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. M.8.16: Verify experimentally the properties of rotations, reflections and translations:

M.8.16a---Lines are taken to lines, and line segments to line segments of the same length.

M.8.16b---Angles are taken to angles of the same measure.

M.8.16c---Parallel lines are taken to parallel lines.

M.8.17: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.

M.8.18:Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.

M.8.19: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.

1 Module 9: Transformations and Congruence


How can you use transformations and congruence to solve real-world problems?

Unit 4 Visualize Vocabulary

p.276,

Are You Ready p. 277-278

2

Lesson 9.1---Properties of Translations

EQ:How do you describe the properties of translation

and their effect on the congruence and orientation of

figures?

M.8.16

M.8.16a-c

M.8.18

MHM6 Image, preimage,

transformation, translation

2

Lesson 9.2---Properties of Reflections

EQ: How do you describe the properties of reflection


figures?

M.8.16

M.8.16a-c

M.8.18

MHM5 line of reflection, reflection

2

Lesson 9.3 --- Properties of Rotations

EQ: How do you describe the properties of rotation


figures??

M.8.16

M.8.16a-c

M.8.18

MHM2 center of rotation, rotation

3

Lesson 9.4 ---Algebraic Representations of

Transformations

EQ: How can you describe the effect of a translation,

rotation, or reflection on coordinates using an

algebraic representation?

M.8.18 MHM3

2

Lesson 9.5---Congruent Figures

EQ: What is the connection between transformations

and figures that have the same shape and size?

M.8.17 MHM6 congruent

1



1 Module 10: Transformations and Similarity


How can you use dilations and similarity to solve real-world problems?

Visualize Vocabulary p. 312; Are You Ready? p. 313-314

3

Lesson 10.1---Properties of Dilations

EQ:How do you describe the properties of dilations?

M.8.18

M.8.19

MHM5 center of dilation, dilation,

enlargement, reduction,

scale factor

3

Lesson 10.2 ---Algebraic Representations of Dilations

EQ:How can you describe the effect of a dilation on

coordinates using an algebraic representation?

M.8.18 MHM4

3

Lesson 10.3---Similar Figures

EQ: What is the connection between transformations

and orientations of similar figures?

Activity 10.3—Copy-Cat (Optional)

M.8.19 MHM6 similar

1 **Module 10 Quiz-Ready to Go On? p.333 ;

Module 10-Mixed Review: Assessment Readiness p. 334

2



Notes:

Unit 5: Measurement Geometry Module 11: Angle Relationships in Parallel Lines and Triangles-----estimating 11 days

Module 12: The Pythagorean Theorem-----estimating 9 days

Module 13: Volume-----estimating 8 days


Unit 5

Estimated 30 Days

Standards


Cluster: Understand the connections between proportional relationships, lines, and linear equations.

M.8.8: 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.

Cluster: Analyze and solve linear equations and pairs of simultaneous linear equations.

M.8.9: Solve linear equations in one variable.

• M.8.9a---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).

• M.8.9b---Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Geometry

Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software.

M.8.20: 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. (e.g., Arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.)

Cluster: Understand and apply the Pythagorean Theorem

M.8.21: Explain a proof of the Pythagorean Theorem and its converse.

M.8.22: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

M.8.23: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

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

M.8.24:Know the formulas for the volumes of cones, cylinders and spheres and use them to solve real-world and mathematical

problems.

1

Module 11: Angle Relationships in Parallel Lines and Triangles


How can you use angle relationships in parallel lines an triangles to solve

real-world problems?

Unit 5 Vocabulary


Vocabulary p. 344;


346

3

Lesson 11.1 ---Parallel Lines Cut by a Transversal

EQ:What can you conclude about the angles formed

by parallel lines that are cut by a transversal?

M.8.20 MHM6 alternate exterior angles,

alternate interior angles,

corresponding angles,

same-side interior angles,

transversal

3

Lesson 11.2---Angle Theorems for Triangles

EQ: What can you conclude about the measures of the

angles of a triangle?

M.8.20

M.8.9

M.8.9b

MHM5 exterior angle, interior

angle, remote interior angle

3 Lesson 11.3---Angle-Angle Similarity

EQ:How can you determine when two triangles are

similar?

Going Further 11.3—Similar Triangles and Slope

M.8.20

M.8.8

M.8.9

M.8.8

MHM4

MHM2

similar figures, similar

1



1 Module 12: The Pythagorean Theorem


How can you use the Pythagorean Theorem to solve real-world

problems?

Visualize Vocabulary p.372; Are You Ready? p. 373-374

2

Lesson 12.1----The Pythagorean Theorem

E.Q.:How can you prove the Pythagorean Theorem and

use it to solve problems?

M.8.22

M.8.21

MHM5 hypotenuse, legs

3 Lesson 12.2-----Converse of the Pythagorean Theorem

E.Q.:How can you test the converse of the Pythagorean

Theorem and use it to solve problems?

Game 12.2- Triple Concentration (Optional)

M.8.21 MHM7

2 Lesson 12.3-----Distance Between Two Points

EQ: How can you use the Pythagorean Theorem to find

the distance between two points on a coordinate

plane?

M.8.23 MHM2

1

**Module 12 Quiz-Ready to Go On? p. 393


1 Module 13: Volume


How can you use volume to solve real-world problems?

Visualize Vocabulary p. 396; Are You Ready? p. 397-398

2 Lesson 13.1---Volume of Cylinders E.Q.:How do you find the volume of a cylinder?

M.8.24 MHM3 cylinder

2 Lesson 13.2---Volume of Cones

E.Q.:How do you find the volume of a cone?

M.8.24 MHM4 cone

2 Lesson 13.3---Volume of Spheres

E.Q.:How do you find the volume of a sphere?

M.8.24 MHM6 sphere

radius of a sphere

1

**Module 13 Quiz-Ready to Go On? p. 417


2



Notes:

Unit 6: Statistics Module 14: Scatter Plots-----estimated 7 days

Module 15: Two-Way Tables-----estimated 5 days


Unit 6 estimated 14 Days

Standards

Statistics and Probability

Cluster: Investigate patterns of association in bivariate data.

M.8.25: 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.

M.8.26: 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.

M.8.27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. (e.g., In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.)

M.8.28: 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. (e.g., Collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?)

1

Module 14: Scatter Plots

Module 14: Essential Question: How can you use scatter plots to solve real-world problems?


430; Are You Ready? p.

431-432

2

Lesson 14.1-----Scatter Plots and Association

EQ:How can you construct and interpret scatter plots?

M.8.25 MHM7 association, cluster, outlier,

scatter plot

3 Lesson 14.2-----Trend Lines and Predictions

EQ: How can you use a trend line to make a prediction

from a scatter plot?

Activity 14.2- Prime Predictions (Optional)

M.8.25

M.8.26

M.8.27

MHM6 trend line

1



1

Module 15: Two-Way Tables


How can you use two-way frequency tables to solve real-world

problems?


p.448;


450

1

Lesson 15.1 -- Two-Way Frequency Tables

EQ: How can you construct and interpret two-way

frequency tables?

M.8.28 MHM6 frequency, relative

frequency, two-way table

2 Lesson 15.2–Two-Way Relative Frequency Tables

EQ: How can categorical data be organized and

analyzed?

M.8.28 MHM8 conditional relative

frequency, joint relative

frequency, marginal relative

frequency, two-way

frequency tables, two-way

relative frequency tables

1


Module 15 -Mixed Review: Assessment Readiness p. 466

2

* Unit 6 Study Guide Review: (1 Day)

Unit 6-Mixed Review: Assessment Readiness: (1 Day)

Notes:

Unit 7: Getting Ready for Algebra Module GR1: Real Numbers

Lesson GR1.1: Sums of Rational and Irrational Numbers Lesson GR1.2: Products of Rational and Irrational Numbers Lesson GR1.3: Closed Sets

Module GR2: Polynomials

Lesson GR2.1: Terms and Coefficients Lesson GR2.2: Classifying Polynomials Lesson GR2.3: Degree of a Polynomials Lesson GR2.4: Simplifying Polynomials Lesson GR2.5: Adding Polynomials

Module GR3: Inequalities

Lesson GR3.1: One-Step Inequalities Lesson GR3.2: Multi-Step Inequalities Lesson GR3.3: Inequalities with Variables on Both Sides Lesson GR3.4: All Real Numbers as Solutions or No Solution Lesson GR3.5: Writing and Solving Real-World Inequalities

Module GR4: Functions

Lesson GR4.1: Understanding Functions Lesson GR4.2: Graphing Linear Functions Lesson GR4.3: Identifying Linear Functions Lesson GR4.4: Vertical Translations of Linear Functions Lesson GR4.5: Changing the Slope of a Linear Function Lesson GR4.6: Finding Rate of Change Lesson GR4.7: Constant Change and Constant Percent Change

Documents

Unit 1: Real Numbers, Exponents, and Scientific Notation