Pre Algebra 8 Curriculum Guide - Mrs. Ciardiello's Math...
Transcript of Pre Algebra 8 Curriculum Guide - Mrs. Ciardiello's Math...
Pre – Algebra 8 Curriculum Guide
Table of Contents Page Unit 1: Variables and Equations ………………………….…………… 3 - 4
Unit 2: Integers…………………………………………….…………… 5 - 7
Unit 3: Solving Equations and Inequalities………………….………… 8 - 10
Unit 4: Ratio, Proportion, and Percent ……………………………….. 11 - 13
Unit 5: Linear Equations ...…………………………………………….. 14
Unit 6: Data Analysis and Probability …..…………………………….. 15 - 16
Unit 7: Polygons and Transformations ………………………………… 17 - 19
Unit 8: Real Numbers and Right Triangles ………………………........ 20
Unit 9: Measurement, Area, and Volume ……………………………… 21 - 23
Unit 10: Factors, Fractions, and Exponents ...………………………… 24
Unit 11: Post MSA……………………………………………………...... 25 - 27
Key WJ and FL – Math by Design
AR – Additional Resources
CR – BCR and ECR Problems
CZA – Classzone Animations
PZ – Middle School With Pizzazz
PRZ – Pre-Algebra With Pizzazz
BP – Brain Pop
SMA – Smart Notebook (Angel)
MSM – Smart Notebook (Software)
TSC – Teaching Student-Centered Mathematics
- Tip for teachers
Testing Dates Diagnostic: August 25 - 30
Benchmark 1: October 19 through October 20
Benchmark 2: December 15 through December 16
Benchmark 3: February 21 through February 24
MSA: March 13 – March 14
End of Year: June 4 through June 14 o (Dates subject to change due to calendar adjustments at the
end of the year.)
Notes All indicators on the VSC for 8
th grade are covered prior to MSA.
STEM –
Linked
Activities
To get to the Sqworl
website,
CTL +
click to
follow link
www.thinkport.org
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Skills Review
Prior to starting Unit 1 students will need to review the following skills:
Converting Mixed Numbers to Improper Fractions and vice versa {p. 707}
Adding and Subtracting Fractions and Mixed Numbers {p. 710 like fractions only}
Multiplying and Dividing Fractions and Mixed Numbers {p.713 multiply only}
Rational numbers need to be infused during daily instruction. This would include, but not limited to
solving equations that contains decimals or fractions. They are indirectly assessed in a variety of indicators on MSA.
Resources
TSC – 66 - 106
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Testing Lab 1, 2 & 3
Mixing Vats 1 & 2
Shipping 1 & 2
Unit 1: Variables and Equations Big Idea – Variables are symbols that take the place of numbers or ranges of numbers. They have different
meanings depending on whether they are being used as representations of quantities that vary, or change
representations of specific unknown values, or placeholders in a generalized expression or formula.
Represent and analyze mathematical situations and structures using algebraic symbols
Diagnostic Assessment
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.1.1 (5 – 9)
Interpret frequency tables.
4B1a Interpret tables
Use no more than 5 categories having no more than 2 quantities per
category and whole numbers or
decimals with no more than 2
decimal places (0 – 100)
Bar graph Data
Frequency table
Histogram
Histogram questions are optional.
AR – Mixed Practice (page 115)
3.1.2
(10 – 13)
Evaluate a numeric
expressions involving
the Order of Operations
1B1c
Evaluate numeric
expressions using the
order of operations
Use no more than 5 operations
including exponents of no more than
3 and 2 sets of parentheses, brackets,
a division bar, or absolute value with
rational numbers (-100 to 100)
Numerical expressions
Evaluate
Order of operations
Verbal model
BP – Order of Operations
SMA – Order of Operations
PRZ – DD – 8
TSC – 132 - 134
Pre-Assessment available
3.1.3
(15 – 19)
Write a one, two, or
three operation
expression with one
variable to model a real-world situation
1B1a
Write an algebraic
expression to
represent unknown quantities
Use one unknown and no more than
3 operations and rational numbers (-
1000 to 1000)
Variable
Variable Expression
Phrases that suggest
mathematical expression {Table on
pg. 16}
Need more words to
symbols with 2 steps
PRZ – DD – 42
Evaluate an algebraic
expression with one or
two unknowns and up
to three operations
1B1b
Evaluate an algebraic
expression
Use one or two unknowns and up to
three operations and rational numbers
(-100 to 100)
PRZ – DD – 11
Given an algebraic
expression, describe a
real-life situation
1B1e
Describe a real-world
situation represented
by an algebraic
expression
CR – Write Algebraic
Expressions: Plumber
CR – Write Algebraic
Expressions: Scooter World
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Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
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Warehouse 1, 2 & 3
Unit 2: Integers Big Idea –Integers add to number the idea of opposite, so that every number has both size and a positive or negative relationship to
other numbers.
Develop and analyze algorithms for computing with integers and develop fluency in their use.
3.1.4
(20 – 23)
Calculate powers of
integers. 6C1b
Calculate powers of
integers and square
roots of perfect square
whole numbers
Use powers with bases no more than
12 and exponents no more than 3, or
square roots of perfect squares no
more than 144
Power
Exponent
Base
BP - Exponents
3.1.5
(28 – 31)
Solve a one step
equation using mental
math. Determine if the value is a viable solution
1B2a
Write equations or
inequalities to represent
relationships
Use a variable, the appropriate
relational symbols (>, >, <, <, =), and
no more than 3 operational symbols
(+, -, , ) on either side and rational
numbers (-1000 to 1000)
Equation
Solution
Solving an Equation
PRZ – DD – 27
PRZ – DD – 28
PRZ – DD – 30 PRZ – DD – 32
3.1.6
(33 – 37)
Use formulas to solve
problems (e.g. distance,
area, and interest).
1B2f
Apply given formulas
to a problem-solving
situation
Use no more than four variables and
up to three operations with rational
numbers (-500 to 500)
Formula
Area
Perimeter
d = rt
CR – Apply a Formula: Joe's
Trip
BP – Distance Rate and Time
PRZ – DD – 24
Teach d=rt triangle for any
unknown value
3.1.7
(38 – 42)
Write a one, two, or
three step operation
equation to model a
real-world situation
7A1c
Make a plan to solve
a problem
PRZ – DD – 43, 44
Provide the nth term of
an arithmetic sequence.
1A1a
Determine the
recursive relationship
of arithmetic
sequences represented
in words, in a table or
in a graph
Provide the nth term no more than 10
terms beyond the last given term
using common differences no more
than 10 with integers (-100 to
5000)
nth term CR – Arithmetic Sequence:
Erica's Job
Need more sequence
practice
Textbook does not refer to
the nth term
TSC – 265 - 272
Assessment
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Understand the meaning and effects of arithmetic operations with integers
Use the properties of addition and multiplication to simplify computations with integers
Combine like terms
Pre – Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.2.1
(53 – 56)
Use relational symbols
when working with
integers (<,> =)
Determine the absolute
value of integers.
6A1b
Compare, order, and
describe rational
numbers with and
without relational
symbols (<, >, =)
Use no more than 4 integers (-100 to
100) or positive rational numbers (0-
100) using equivalent forms or
absolute values
Integer
Positive
Negative
Absolute value
Opposite
BP – Absolute Value
Absolute value opposite
Arrow addition excellent
way to reinforce important
concepts tied to the number
line.
PRZ – AA – 8, 9, 10
3.2.2
(58 – 62)
Add integers 6C1a
Add, subtract, multiply
and divide integers
Use one operation (-1000 to 1000)
Teach additive inverse as
KCO – Keep Change
Opposite
BP – Adding and Subtracting
Integers
CR – Subtracting Integers: Temperatures in Bismarck
Pre-Assessment available
PRZ – AA – 11, 12, 13, 14, 15,
16, 17
PRZ – AA – 19, 20, 21, 22, 24
TSC – 138 - 146
3.2.3
(63 – 67)
Subtract integers
6. A.1.b Size-o-rama
Sunnyside Up Similar Shadows
Musical Scales
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Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.2.4
(70 – 73)
Extend patterns present
in a variety of forms
(e.g. tables, graphs, or
sequences)
1A1a
Determine the recursive
relationship of
arithmetic sequences
represented in words, in a table or in a graph
Provide the nth term no more than 10
terms beyond the last given term
using common differences no more
than 10 with integers (-100 to 5000)
Textbook pg. 68-69
Begin to phase out
symbol and use division
bar exclusively.
PRZ – DD - 22
Multiply Integers 6C1a
Add, subtract, multiply
and divide integers
Use one operation (-1000 to 1000) PRZ – AA – 25, 26, 27, 28
Provide the nth term of
a geometric sequence.
1A1b
Determine the recursive
relationship of
geometric sequences
represented in words, in
a table, or in a graph
Provide the nth term no more than 5
terms beyond the last given term
using the recursive relationship of
geometric sequences with whole
numbers and a common ratio of no
more than 5:1
(0 – 10,000)
CR – Geometric Sequence:
Judy's Patio
3.2.5
(74 – 77)
Divide Integers 6C1a
Add, subtract, multiply
and divide integers
Use one operation (-1000 to 1000) CR – Using Formulas:
Temperatures
PRZ – DD – 23 PRZ – AA – 29, 30, 31, 32
3.2.6
(80 – 84)
Use the properties of
Addition and
Multiplication
6C1d
Use properties of
addition and
multiplication to
simplify expressions
Use the commutative property of
addition or multiplication, associative
property of addition or multiplication,
additive inverse property, the distributive property, or the identity property for one or zero with integers (-100 to 100)
Commutative
Associative
Inverse
Identity
BP – Commutative Property
BP – Associative Property
SMA – Properties
Some of these properties are
addressed in previous
sections
PRZ – AA – 65, 66, 67
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Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.2.7
(85 – 89)
Use the distributive
property 6C1d
Use properties of
addition and
multiplication to
simplify expressions
Use the commutative property of
addition or multiplication, associative
property of addition or
multiplication, additive inverse
property, the distributive property, or the identity property for one or zero
with integers (-100 to 100)
Distributive
Property
Distributive property is an
essential skill – takes
several days to fully develop
BP – Distributive Property
SMA – Distributive Property PRZ – DD – 15, 16, 17, 18
Combine like terms in
an algebraic expression
or equation.
1B1d
Simplify algebraic
expressions by
combining like terms
Use no more than 3 variables with
integers (-50 to 50), or proper
fractions with denominators as
factors of 20 (-20 to 20)
Coefficient
Constant
Term
Like term
CR – Simplifying and
Evaluating Algebraic
Expressions: Johnny’s Backyard
SMA – Combining Like Terms
PRZ – DD – 9, 10, 12, 13, 14
3.2.8
(91-95)
Identify and plot points
in a coordinate plane 1C1a
Graph linear equations
in a coordinate plane
Use two unknowns having integer
coefficients (-9 to 9) and integer
constants (-20 to 20)
Coordinate plane
x-axis, y-axis
Origin
Quadrants
Ordered pairs
x-coordinate y-coordinate
BP – Coordinate Plane
Assessment {Review of Integers – SMA – Integers 3}
Benchmark 1
1. C.1.a Algebra vs
Cockroaches
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Shipping 1 & 2
Unit 3: Solving Equations and Inequalities Big Idea – Functional relationships can be expressed in real contexts, graphs, algebraic equations, tables and words.
Each representation for a given function is simply a different way of expressing the same idea. Each representation
provides a different view of the function. The value of a particular representation depends on its purpose.
Understand the meaning of equivalent forms of expressions, equations, and inequalities
Write equivalent equations and inequalities and solve them with fluency
Difference between solutions to equations and solutions to inequalities
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective:
Students will be
able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.3.1
(109 – 112)
Solve one-step
equations involving
addition or
subtraction.
1B2b
Solve for the unknown
in a linear equation
Use one unknown no more than 3 times
on one side and up to three operations
(same or different but only one
division) and rational numbers (-2000
to 2000)
Equivalent equations
Inverse operations
Using Algeblocks to
model properties of equality while solving equations.
Showing the inverse operation horizontally avoids errors with signed numbers
Keep = sign lined up as
you work vertically down the page. Draw a bar through them to emphasize BOTH sides
of equation. TSC – 279 - 283
3.3.2
(113 – 116)
Solve one-step
equations involving multiplication or
division.
1B2b
Solve for the unknown in a linear equation
Use one unknown no more than 3 times
on one side and up to three operations (same or different but only one
division) and rational numbers (-2000
to 2000)
CR – Solving Linear
Equations: Acme Telephone
BP – Equations with
Variables
3.3.3
(119 – 123)
Solve two-step
equations. 1B2b
Solve for the unknown
in a linear equation
Use one unknown no more than 3 times
on one side and up to three operations
(same or different but only one
division) and rational numbers (-2000
to 2000)
BP – Two Step Equations
Takes several days be
sure to include
decimals and fractions.
PRZ – DD – 33, 34, 35, 36,
37
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Course
Chapter
Lesson
(Page)
Objective:
Students will be
able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.3.4
(124 – 128)
Solve problems that
involve writing two-
step equations.
1B2g
Write equations and
inequalities that
describe real-world
problems
CR – Solving Linear
Equations: Music Club
Text doesn’t identify
that each
transformation results
in an equivalent
equation.
3.6.1
(271 – 275)
Solving equations
involving two or three
steps in one variable
which may include
combining like terms.
1B2b
Solve for the unknown
in a linear equation
Use one unknown no more than 3 times
on one side and up to three operations
(same or different but only one
division) and rational numbers (-2000
to 2000)
PRZ – DD – 38, 39
Identify equivalent equations
1B2e Identify equivalent
equations
Use one unknown no more than 3 times on one side and up to three operations
(same or different but only one
division) and integers (-2000 to 2000)
Topic not addressed specifically in this
section.
Need to reinforce that
each transformation
results in an equivalent
equation.
1B2g
Write equations and
inequalities that
describe real-world
problems
3.3.6
(140 – 145)
Solve a one step
inequality using addition or
subtraction and graph
the solution
1B2c
Solve for the unknown in an inequality
Use a one- or two- operation inequality
with one variable on one side no more than 3 times whose result after
combining coefficients is a positive
whole number coefficient with integers
(-100 to 100)
Inequality
Solution of an inequality >, < open circle
>, < closed circle
BP – Inequalities
BP – Solving and Graphing Inequalities
PRZ – DD – 50, 51
Students will not be
assessed on or X an
inequality by a
negative which
requires reversing the
inequality.
Transitions In Math – Pre-Algebra - Page 11 of 27
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Course
Chapter
Lesson
(Page)
Objective:
Students will be
able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.3.7
(146 – 149)
Solve a one step
inequality using
multiplication or
division and graph the
solution
1B2d
Identify or graph
solutions of inequalities
on a number line
Use one variable once with a positive
whole number coefficient and integers
(-100 to 100)
3.6.5
(295 – 299)
Solve two step
inequalities which
may include
combining like terms.
1B2c
Solve for the unknown
in an inequality
Use a one- or two- operation inequality
with one variable on one side no more
than 3 times whose result after
combining coefficients is a positive
whole number coefficient with integers
(-100 to 100)
Distributive property
Like terms
Inequality
PRZ – DD – 52
Graph the solution to
an inequality on a number line.
1B2d
Identify or graph solutions of inequalities
on a number line
Use one variable once with a positive
whole number coefficient and integers (-100 to 100)
3.6.6
(301 – 305)
Write a one or two
step inequality to
model a real-world
situation.
1B2a
Write equations or
inequalities to represent
relationships
Use a variable, the appropriate
relational symbols (>, >, <, <, =), and
no more than 3 operational symbols (+,
-, , ) on either side and rational numbers
(-1000 to 1000)
Inequality CR – Write Inequalities:
Baltimore Orioles
Assessment
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Cafeteria 1, 2 & 3
Unit 4: Ratio, Proportion and Percents Big Idea – Proportional thinking is developed through activities involving comparing and determining
the equivalence of ratios and solving proportions in a wide variety of problem-based contexts and
situations without recourse to rules or formulas.
A ratio is a comparison of any two quantities.
Proportions involve multiplicative rather than additive comparisons.
Equal ratios result form multiplication or division, not form addition or subtraction.
Write and solve proportions
Pre - Assessment Course Objective: Students VSC & Indicator Assessment Limit Vocabulary Resources & Notes
6. C.3.a Drive In
Size-o-rama Sunnyside Up
Similar Shadows At the Track
Transitions In Math – Pre-Algebra - Page 13 of 27
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Chapter
Lesson
(Page)
will be able to… Shaded Assessment limits are tested
on the non-calculator section.
3.7.1
(317 – 320)
Express ratios and find
unit rates
6C3a
Determine unit rates
Use positive rational numbers (0 –
100)
Ratio
Equivalent Ratio
Rate Unit Rate
CR – Unit Rates: Bill and Ted's
Adventure
BP – Ratios SMA – 8.6c3a unit rate
PRZ – BB – 29
TSC – 154 - 156
3.7.2
(322 – 326)
Solve problems
involving proportional
reasoning.
6C3c
Solve problems using
proportional reasoning
Use positive rational numbers (0 –
1000)
Proportion
Cross Product
Scale Model
Scale
Need to include more with
scale drawings especially
with visuals (floor plans,
maps)
TSC – 156 - 178
BP - Proportions
CR – Proportional Reasoning:
Painting a Wall
CR – Proportional Reasoning: Salt
CR – Proportional Reasoning:
Download Johnny Cash
CR – Proportional Reasoning:
Pizza
SMA – Proportions 7.2
PRZ – BB – 32
Determine lengths and
distances using ratios
and scale drawings.
3C2a
Use proportional
reasoning to solve
measurement problems
Use proportions, scale drawings with
scales as whole numbers, or rates
using whole numbers or decimals (0 –
1000)
3. C.2.a Drive In
Size-o-rama Sunnyside Up
Similar Shadows
House of Scales
6. C.3.c
Drive In Size-o-rama
Sunnyside Up
Similar Shadows
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Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.7.3
(327 – 330)
Solve percent problems
using proportions 6C3b
Determine or use
percents, rates of
increase and decrease,
discount, commission,
sales tax, and simple
interest in the context of
a problem
Use positive rational numbers (0 –
10,000)
Percent
Proportional method using
BP –Percents
PRZ – BB – 36, 46, 47, 49, 50
3.7.4
(331 – 335)
Rewrite fractions,
decimals, and percents 6A1b
Compare, order, and
describe rational numbers with and
without relational
symbols (<, >, =)
Use no more than 4 integers (-100 to
100) or positive rational numbers (0-
100) using equivalent forms or absolute values
BP – Converting Fractions to
Decimals
PRZ – BB – 38, 39, 40 TSC – 114 - 118
Order and compare
fractions, decimals, and
percents.
6A1b
Compare, order, and
describe rational
numbers with and
without relational
symbols (<, >, =)
Use no more than 4 integers (-100 to
100) or positive rational numbers (0-
100) using equivalent forms or
absolute values
TSC – 118 - 123
3.7.5
(338 – 341)
Estimate the solutions
for rate, discount, sales
tax, etc. problems.
6C3b
Determine or use
percents, rates of increase and decrease,
discount, commission,
sales tax, and simple
interest in the context of
a problem
Use positive rational numbers (0 –
10,000)
Percent of change Percent of increase Percent of decrease
PRZ – BB – 51, 52, 53
Continue to use proportional
strategies
6. A.1.b Size-o-rama
Sunnyside Up Similar Shadows
Musical Scales
6. C.3.b Drive In
Size-o-rama
Sunnyside Up
Similar Shadows
6. C.3.b Drive In
Size-o-rama Sunnyside Up
Similar Shadows
Transitions In Math – Pre-Algebra - Page 15 of 27
Page 15 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.7.6
3.7.7
(342 – 350)
Solve rate, discount,
sales tax
6C3b
Determine or use
percents, rates of
increase and decrease,
discount, commission,
sales tax, and simple
interest in the context of
a problem
Use positive rational numbers (0 –
10,000)
Mark-up
Discount Simple Interest (I =prt) Is/of = %/100 Part/whole = %/100
CR – Percent Problems:
Baseball Mitt
CR – Discounts: Video Game
CR – Percent Problems:
Commission
CR – Percent Increase: Student
Enrollment CR – Percent
Increase: Calvert Population
CR – Percent Increase - POW
CR – Percent Problems: Mr.
Weaver's Class CR – Discount: Bridget's
Boutique
SMA – 7.6 notebook
SMA – Shopping Spree
proportions
SMA – Shopping Spree Invoice
PRZ – BB – 43
3.7.8
(354 – 657)
Make predictions based
on the results of an
experiment.
5C1a Make predictions
and express the
probability of the
results as a fraction, a
decimal with no more than 2 decimal places,
or a percent
Use 20 to 500 results Outcomes
Events
Favorable Outcomes
Probability of an
Event Theoretical
Probability
Experimental
Probability
BP – Basic Probability
SMA - probability
Assessment
6. C.3.b Drive In
Size-o-rama Sunnyside Up
Similar Shadows
Transitions In Math – Pre-Algebra - Page 16 of 27
Page 16 of 27 2011 - 2012
Mine Shaft 1, 2 & 3
Mixing Vats 1, 2 & 3
Unit 5: Linear Equations Big Idea – Functional relationships can be expressed in real contexts, graphs, algebraic equations, tables and
words. Each representation for a given function is simply a different way of expressing the same idea. Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.
Model and solve contextualized problems using various representations such as graphs, tables, and equations
Use graphs to analyze the nature of changes in quantities in linear relationships
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.11.2
(545 – 548)
Generate scatterplots
4A1c Organize and display data
to make a scatter plot
Use no more than 10 points and
whole numbers (0 – 1000)
Scatterplot
Positive, negative,
and no relationship
CR – Scatterplots: Scientist
SMA – 11.2
CR – Scatterplots: Hours Sleep
TSC – 326 - 328 Interpret scatterplots
4B1c
Interpret scatter plots
Use no more than 10 points using
whole numbers or decimals with no
more than 2 decimal places (0 – 100)
3.11.3 (549 – 553)
Solve and graph linear equations in a
coordinate plane
1C1a Graph linear equations
in a coordinate plane
Use two unknowns having integer coefficients (-9 to 9) and integer
constants (-20 to 20)
Solution Function form (y =)
Ordered pair
Ax + By = C or Y = mx + b AR: Bounce Back (pg 139)
CR – Graphing Linear Equations
CR – Graphing Linear
Equations: Movie Tickets
CR – Graphing Linear EQ: Z00
CR – Graphing Linear EQ: Video
BP – Graphing Linear Equations
SMA – 11.3
3.11.6
(570 – 574)
Determine the slope of
the graph of a linear
function graphically
and algebraically.
1C2a
Determine the slope of
a graph in a linear
relationship
Use an equation with integer
coefficients (-9 to 9) and integer
constants (-20 to 20) and a given
graph of the relationship
Slope
Rise
Run
13.5 - Extra graphs of non-
linear relations
CR – Graph Interpretation
BP – slope and intercept SMA – Slope-Intercept Form
Determine whether a
function is linear or
nonlinear by its graph
1A1c
Determine whether
relationships are linear
or nonlinear when
represented in words, in
a table, symbolically, or
in a graph
Use a graph to determine if a
relationship is linear or nonlinear
Function
Linear
Nonlinear
CR – Recognizing a Linear
Function
* Textbook - 13.5 Examples of
non linear graphs
Assessment
Benchmark 2
1. C.1.a & 1.C.2a Algebra vs
Cockroaches
Transitions In Math – Pre-Algebra - Page 17 of 27
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Unit 6: Data Analysis and Probability Big Idea – Data sets can be analyzed in various ways to provide a sense of the shape of the data, including how spread out they are
and how they are centered. Probability is about predictions over the long term rather than predictions of individual events.
Select, create, and use appropriate graphical representations of data.
Use proportionality and a basic understanding of probability to make and test conjectures about the results.
Compute probabilities for simple compound events.
Pre – Assessment
Transitions In Math – Pre-Algebra - Page 18 of 27
Page 18 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective:
Students will be
able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are
tested on the non-calculator
section.
Vocabulary Resources & Notes
3.12.1
(597 – 600)
Interpret back to back
stem-and-leaf plots.
Stem-and-leaf plot
Mean, median, mode, and range
TSC – 321 - 322
3.12.2
(601 – 604)
Organize data into
box-and-whisker
plots.
4A1b
Organize and display
data to make box-and-
whisker plots
Use no more than 12 pieces of data
and whole numbers (0 – 1000)
Box-and-whisker plot
Lower extreme
Lower quartile (1st)
Median (2nd)
Upper quartile (3rd)
Upper extreme
More time and practice
needed finding medians and
quartiles from odd and even
sets of data.
First time indicator is
assessed
Also teach using the TI-73
SMA – Box and Whisker Plots
SMA – box whisker
CR – Data Displays: Final Exam
Interpret box-and-
whisker plots.
4B1b
Interpret box-and-
whisker plots
Use minimum, first (lower)
quartile, median (middle quartile),
third (upper) quartile, or maximum
and whole numbers (0 – 100)
Analyze multiple box-
and-whisker plots on the same scale.
4B1e
Analyze multiple box-and-whisker plots using
the same scale
CR – Data Displays: Mr. Pace
TSC – 324 - 326
3.12.3
(605 – 609)
Create a circle graph.
4A1a
Organize and display
data to make circle
graphs
Use no more than 5 categories with
data in whole number percents
Circle graph
Use appropriate data
displays
12.3 includes line graphs,
these do not need to be
covered.
CR – Create Circle Graph:
Favorite Sports
BP - Graphs
PRZ – CC – 65, 66, 67
Interpret circle
graphs. 4B1d
Interpret Circle Graphs
Use no more than 8 categories (0-
1000)
CR – Interpret Circle Graph:
Chesapeake Middle School
Course
Chapter
Lesson
(Page)
Objective:
Students will be
able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are
tested on the non-calculator
section.
Vocabulary Resources & Notes
3.12.4
(618 – 622)
Use counting methods
to count the number
of choices.
Tree Diagrams
Counting Principle
CR – Possible Outcomes:
Birthday
CR – Possible Outcomes: Pizza
PRZ – BB – 62
3.12.5
(623 – 626)
Use permutations to
count possibilities
5A1b Determine the
number of outcomes
Use no more than 5 dependent
events with no more than 10
outcomes in the first event
Permutation
Factorial
Teach how to find npr and n!
on TI-73 as well as
multiplying fractions
Transitions In Math – Pre-Algebra - Page 19 of 27
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PRZ – BB – 61
3.12.8
(639 – 643)
Describe the
difference between
independent and
dependent events.
5A1a
Describe the difference
between independent
and dependent events
Independent Events
Dependent Events
CR – Possible Outcomes: Finish
Line
BP – Independent and
Dependent Events
TSC – 341 - 344
Determine the number
of possible outcomes
of multiple dependent events.
5A1b
Determine the number
of outcomes
Use no more than 5 dependent
events with no more than 10
outcomes in the first event
CR – Possible Outcomes:
Running a Race
Determine the
probability of two
independent events.
5B1a
Express the probability
of an event as a
fraction, a decimal, or a
percent
Use a sample space of 36 to 60
outcomes
Probability of Event A
* Probability of Event B
P(A) * P(B)
CR – Theoretical and
Experimental Probability: Game
Show
CR – Possible Outcomes: Mrs.
Cooper
PRZ – BB – 60
Determine the
probability of the
occurrence of a
second event that is
dependent upon the
first.
5B2a
Express the probability
as a fraction, a decimal,
or a percent
Use a sample space of no more
than 60 outcomes
Probability of Event A
* Probability of Event B
given A
P(A) * P(B given A)
TSC – 333 - 351
Assessment
Transitions In Math – Pre-Algebra - Page 20 of 27
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Unit 7: Polygons and Transformations Big Idea – What makes shapes alike and different can be determined by an array of geometric properties. The coordinate view of
shape offers another way to understand certain properties of shapes, changes in positions, and how they appear or change size.
Identify special pairs of angles and find their measures
Describe sizes, positions, and orientations of shapes using transformations
Examine the congruence, similarity, and line or rotational symmetry of objects using transformations.
Pre – Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.8.1
(375 – 379)
Describe angles as
acute, obtuse, right, or
straight.
Angles
Straight
Right
Acute
Obtuse
Supplementary
Complementary
Vertical
Corresponding
Alternate Interior
Alternate Exterior
Lines
Parallel
Perpendicular
Transversal
Great deal of vocabulary
that is expected to be
known. Pre-Assess prior to
starting the unit to see what
the students already know.
The text book lesson doesn’t
have the constructions it is a
special topic lesson after 8.1
TSC – 179 - 199
BP – Angles
BP – Parallel and Perpendicular
Lines CR – Parallel Lines: Washington
Map
SMA – Angles
PRZ – CC – 8, 9, 10, 12, 13
Describe pairs of angles
complementary or
supplementary.
Recognize vertical
angles
Recognize parallel lines
2A1a
Identify and describe
geometric relationships
between angles formed
when parallel lines are
cut by a transversal.
Use alternate interior, alternate
exterior, or corresponding angles
Describe the
relationship between angles formed by
parallel lines and a
transversal
2A2a
Determine the measurements of angles
formed by parallel lines
cut by a transversal
Use alternate interior, alternate
exterior, and corresponding angles
Determining the
measures of unknown
angles formed by
parallel lines and a
transversal.
2A2a
Determine the
measurements of angles
formed by parallel lines
cut by a transversal
Use alternate interior, alternate
exterior, and corresponding angles
Construct a segment
perpendicular to a given
line segment at a given
point
2C1b
Construct perpendicular
line segments
Provide a given point on a given line
segment
Radius, Diameter Protractor, Compass Construct vs. Draw Ruler, Arc
Transitions In Math – Pre-Algebra - Page 21 of 27
Page 21 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.8.2
(382 – 385)
Classify triangles by
sides and angles
By Angles
Acute Obtuse Right By Sides Equilateral Isosceles Scalene
BP – Types of Triangles
3.8.3
(386 – 389)
Classify quadrilaterals Quadrilaterals
Trapezoid Rhombus Square Rectangle Parallelogram
Only reinforce vocabulary
and provide opportunities to
apply equations to
geometric relationships
PRZ – CC – 14
3.8.4
(390 – 939)
Recognize that the sum
of the interior angle
measure of a polygon is
determined by the
number of sides it has.
Polygon Regular Polygon
Pentagon Hexagon Heptagon Octagon
Only reinforce vocabulary
and provide opportunities to
apply equations to
geometric relationships
BP - Polygons
3.8.5
(396)
Construct a triangle
congruent to a given
triangle (also known as
copying a triangle).
2C1c
Construct triangles
Construct a triangle congruent to a
given triangle
Vertices Hands on Activity
CR – Construction: Alicia's
Triangle
PRZ – CC – 21
3.8.5
(397 – 401)
Determine the length of
corresponding sides of
congruent polygons and
the measures of corresponding angles of
congruent polygons.
Congruent
Corresponding Parts
Do not need to teach the
rules of congruence
PRZ – CC – 18, 19, 20
Transitions In Math – Pre-Algebra - Page 22 of 27
Page 22 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.8.6
(404 – 408)
Reflect figures and
identify lines of
symmetry.
2E1a
Identify, describe, and
plot the results of
multiple transformations
on a coordinate plane
Identify or plot the result of two
transformations on one figure using
translations (horizontal or vertical),
reflections (horizontal or vertical), or
rotations about a given point (90 or
180 )
Transformation
Reflection
Rotation
Translation
Clockwise
Counterclockwise
Image
Symmetry
BP – Transformation
TSC – 209 - 215
CR – Identify Transformations:
Desk
8.7 – Only covers rotating
about the origin, according
to the standard, students
must be able to rotate about
any given point.
Try teaching using clear
paper/tracing paper
3.8.7
(409 – 413)
Plot the result of a
transformation, such as
translation, reflection,
or rotation on a
coordinate plane
3.8.8 (416 – 451)
Use ratios to determine the length of
corresponding sides of
similar polygons.
3C2a Use proportional
reasoning to solve
measurement problems
Use proportions, scale drawings with scales as whole numbers, or rates
using whole numbers or decimals (0
– 1000)
Similar Polygons Ratios
Proportions
Do not need to teach dilations
BP – Similar Figures
PRZ – CC – 22
Determine the measures
of corresponding angles
of similar polygons.
2D1a
Determine similar parts
of polygons
Use the length of corresponding sides
or the measure of corresponding
angles and rational numbers with no
more than 2 decimal places (0 – 1000)
Draw quadrilaterals
given their dimensions
2C1a
Draw quadrilaterals
Provide given whole number
dimensions in inches or centimeters
or angle measurements
Additional Resources Needed
CR – Geometric Figures:
Isosceles Trapezoid
8th grade taking aim has
several problems that
address this objective
Assessment
3. C.2a Drive In
Size-o-rama Sunnyside Up
Similar Shadows House of Scales
2. D.1.a
Similar Shadows
2. E.1.a
(WJ) E-Luminate
Transitions In Math – Pre-Algebra - Page 23 of 27
Page 23 of 27 2011 - 2012
Unit 8: Real Numbers and Right Triangles Big Idea – If a square is constructed on each side of a right triangle, the areas of the two smaller squares will together equal the area
of the square on the longest side, the hypotenuse.
Analyze characteristics and properties of two-dimensional geometric shapes and develop mathematical arguments about geometric
relationships.
Use square roots and the Pythagorean Theorem to solve problems.
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested
on the non-calculator section.
Vocabulary Resources & Notes
3.9.1
(431 – 436)
Determine square roots
of perfect square whole
numbers
6C1b
Calculate powers of
integers and square
roots of perfect square
whole numbers
Use powers with bases no more than
12 and exponents no more than 3, or
square roots of perfect squares no
more than 144
Square root
Radical Expression
Perfect Squares
6C2a can be taught using
calculator then rounding
BP – Square Root
SMA – Square Roots and
Radical Signs
PRZ – CC – 47, 50, 48
TSC – 150 - 151
Estimate the square roots
of whole numbers that are not perfect squares.
6C2a
Estimate the square
roots of whole numbers
Use whole numbers (0 – 100)
3.9.2
(437 – 441)
Identify real numbers as
rational or irrational. Rational Number
Irrational Number
BP – Rational and Irrational
Numbers
SMA – 9.2a, 9.2c, 9.2d
PRZ – BB – 27, 28
3.9.3
(443 – 447)
Identify the hypotenuse
and the legs of a right
triangle.
2A1b
Identify and describe
the relationship among the parts of a right
triangle
Use the hypotenuse or the legs of
right triangles
Legs (a and b)
Hypotenuse (c)
Pythagorean Theorem a2 + b2 = c2
BP – Pythagorean Theorem
SMA – Pythagorean Theorem
SMA – Pythagorean Theorem Warm-up
SMA – Pythagorean Theorem –
Single Question
PRZ – CC - 52 Determine if three side
lengths form a right
triangle.
2A2c Determine whether three given side lengths form a right triangle
3.9.4
(450 – 453)
Use the Pythagorean
Theorem to solve real
world problems.
2A2b
Apply right angle
concepts to solve real-world problems
Use the Pythagorean Theorem Pythagorean Triple CR – Pythagorean Theorem: Brandon's House CR – Pythagorean Theorem: Flagpole CR – Pythagorean Theorem: Cat PRZ – CC – 51, 53, 54 TSC – 205 - 206
Assessment
Benchmark 3 2. A.2.b & 2.A.2.c (WJ) Access for All (FL) Light the Way
Transitions In Math – Pre-Algebra - Page 24 of 27
Page 24 of 27 2011 - 2012
Unit 9: Measurement, Area, and Volume Big Idea – Area and volume formulas provide a method of measuring these attributes by using only measures of length. Area,
perimeter, and volume are related to each other, although not precisely or by formula.
Develop and use formulas to determine the circumference of circles and area of triangles, parallelograms, trapezoids, and circles and
develop strategies to find the area of more-complex shapes
Develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.3.5
(134 – 139)
Determine the area of a
triangle 3C1b
Estimate and determine
area of a composite
figure
Include composite figures with no more
than 6 polygons (triangles, rectangles,
or circles) by measuring, partitioning, or
using formulas with whole number
dimensions (0 - 10,000)
Area
Base
Height
A = bh/2
PRZ – CC – 38, 39
TSC – 255
3.10.1
(481 – 485)
Determine the area of a
variety of quadrilaterals (rectangles, squares,
parallelograms, and
trapezoids).
3C1b
Estimate and determine area of a composite
figure
Include composite figures with no more
than 6 polygons (triangles, rectangles, or circles) by measuring, partitioning, or
using formulas with whole number
dimensions (0 - 10,000)
Trapezoid
A =½( b1 + b2)h
Parallelogram
A =bh
Rectangle
A = lw
Squares
A = s2
BP – Area of Polygons
SMA – Area of Triangles and Parallelograms
TSC – 251 - 257
Determine the area of
composite figures
which consist of
quadrilaterals, triangles,
and circles.
3C1b
Estimate and determine
area of a composite
figure
Include composite figures with no more
than 6 polygons (triangles, rectangles,
or circles) by measuring, partitioning, or
using formulas with whole number
dimensions (0 - 10,000)
CR – Area: Company Logo
CR – Determining Area by
Partitioning: Backyard
SMA – Composite Figures
PRZ – CC – 28, 35, 36, 37, 41
3. C.1.b
(FL) Safety First
(WJ) 3R’s
(WJ) Pentagonal plot
Transitions In Math – Pre-Algebra - Page 25 of 27
Page 25 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.6.4
(288 – 294)
Determine the
circumference of a
circle
3C1a
Estimate and determine
the circumference or
area of a circle
Include circles using rational numbers
with no more than 2 decimal places (0 –
10,000)
Circle
Center
Radius
Diameter
pi = 22/7 or 3.14
Circumference
C=2лr
C=лd
Area
A = лr2
CR – Circumference of a Circle:
Tire Change
BP – pi
BP – Circles {covers
circumference and area}
SMA – Circumference
SMA – Circles
PRZ – CC – 30
TSC – 256 - 257
3.10.2
(486 – 490)
Determine the area of a
circle.
3C1a
Estimate and determine
the circumference or area of a circle
Include circles using rational numbers
with no more than 2 decimal places (0 –
10,000)
CR – Area of a Circle: Manhole
Cover
CR – Area of a Circle: Water Sprinkler
SMA – Area of Circles
3C1b
Estimate and determine
area of a composite
figure
Include composite figures with no more
than 6 polygons (triangles, rectangles,
or circles) by measuring, partitioning, or
using formulas with whole number
dimensions (0 - 10,000)
3.10.3
(492 – 495)
Identify prisms,
pyramids, cylinders,
cones, and spheres.
solid Polyhedron Prisms Pyramids Cylinders
Cones Spheres Edge Vertex Faces
Determine the number
of faces, edges, and
vertices.
3.10.4
(502 – 506)
Determine the surface
area of prisms and
cylinders.
3C1e
Determine the surface
area of cylinders,
prisms, and pyramids
Slant height 10.4 is helpful in reinforcing
composite figures
SMA – Trapezoids and Surface
Area
3. C.1.a
Sunnyside Up
(WJ) Slam Dunk
(WJ) Aquatic Adventure
Transitions In Math – Pre-Algebra - Page 26 of 27
Page 26 of 27 2011 - 2012
Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.10.5
(507 – 512)
Determine the surface
area of pyramids and
cones.
3C1e
Determine the surface
area of cylinders,
prisms, and pyramids
10.5 is helpful in reinforcing
composite figures
3.10.6
(513 – 517)
Determine the volume
of a prisms and a
cylinder.
3C1c
Estimate and determine
the volume of a
cylinder
Use cylinders, the given formula, and
whole number dimensions (0 – 10,000)
Volume
Volume of a cylinder is only
formula needed for volume
expose to both V = Bh and
V = 2r h
CR – Volume of a Cylinder: Campbell's Soup
CR – Volume of a Cylinder:
Water Tank
SMA – Volume of a Cylinder
Student Packet
SMA – Volume of a Cylinder
BP – Volume of a Prisms
BP – Volume of a Cylinder
PRZ – CC – 42, 46
TSC – 257 - 262
3C1d
Determine the volume of cones, pyramids, and
spheres
3.10.7
(518 – 523)
Determine the volume
of a pyramid and a
cone.
3C1d
Determine the volume
of cones, pyramids, and
spheres
PRZ – CC – 45
Assessment
3. C.1.c Sunnyside Up
(FL) Ahoy Matey
(FL) Bring your own food
(FL) Who’s Hungry
(WJ) Aquatic Adventure
Transitions In Math – Pre-Algebra - Page 27 of 27
Page 27 of 27 2011 - 2012
Unit 10: Factors, Fractions, and Exponents Big Idea –Numbers, ways of representing numbers, relationships among numbers, and number systems
Rules and properties of exponents
Develop and use scientific notation
Pre - Assessment Course
Chapter
Lesson
(Page)
Objective: Students
will be able to…
VSC & Indicator Assessment Limit Shaded Assessment limits are tested on
the non-calculator section.
Vocabulary Resources & Notes
3.4.5
(192 – 195)
Compare fractions and
mixed numbers. 6A1b
Compare, order, and
describe rational
numbers with and
without relational
symbols (<, >, =)
Use no more than 4 integers (-100 to
100) or positive rational numbers (0-
100) using equivalent forms or absolute
values
BP – Mixed Numbers
SMA – 4.5 Order Compare
Fractions
TSC – 74 - 78
3.4.6
(196 – 200)
Use the rules of
exponents to simplify
expressions (product of
powers and quotient of
powers)
6C1c
Identify and use the
laws of exponents to
simplify expressions
Use the rules of power times power or
power divided by power with the same
integer as a base (-20 to 20) and
exponents (0-10)
CR – Laws of Exponents:
Homework Problem
BP – Multiplying and Dividing
Exponents
SMA - 4.6 Rule of Exponent
SMA – Rules of Exponents
PRZ – BB – 11, 12 DD – 20,
3.4.7 (201 – 204)
Use negative and zero exponents while
simplifying
expressions.
6C1c Identify and use the
laws of exponents to
simplify expressions
Use the rules of power times power or power divided by power with the same
integer as a base (-20 to 20) and
exponents (0-10)
PRZ – BB – 9, 13 TSC – 136 - 137
3.4.8
(205 – 208)
Use scientific notation
to express numbers. 6C1c
Identify and use the
laws of exponents to
simplify expressions
Use the rules of power times power or
power divided by power with the same
integer as a base (-20 to 20) and
exponents (0-10)
Students have not had much
exposure to sci. notation
BP – Standard and Sci. Notation
SMA – Exponents and Scientific
Notation
TSC – 134 - 136
Use scientific notation to multiply and divide
extremely large numbers.
6A1a Read, write, and represent rational numbers
Use exponential notation or scientific
notation (-10,000 to 1,000,000,000)
CR – Sci. Notation: John's News
PRZ – BB – 10, 21, 22, 23, 24,
25
Assessment
MSA
6. A.1.b Size-o-rama
Sunnyside Up Similar Shadows
Musical Scales