Curriculum Map - Math8

Math 8 Curriculum Map Stephanie Schott Month Unit 0 January 2-17 (8 days instructional time, 2 days for review
w and test) + short day at end Content Find slope from a table Graphing from slopeintercept form Slope formula Writing equations from a table, graph, and 2 points Story problems
8.EE.5 - Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
Skills & Concepts -Graph proportional relationships with unit rate as slope -Compare different proportional relationships represented different ways ---distance time graph to distance time equation -determine whether or not a relationship is proportional -plot real-life proportional examples & interpret slope in context -Slope intercept form Literacy: Verbal discussion skills, summary sheet introduction
Assessment Quick-Starts & Exit Tickets Weekly Math Journal/Reflection Daily Homework Assignments Discussions and Math Talks Quizzes Assessment portfolio and goals (ongoing) End of unit summary sheet Unit project group mini-project Departmental end-of-quarter Final
Unit 1 January 22-Feb 4 (8 days instructional time, 2 days for review and test)
Systems of Equations Graphing and number of solutions

8.EE.8 - Analyze and solve pairs of simultaneous linear equations. a. 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. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
-Understand why solutions to systems are points of intersection on a graph -estimate solutions by graphing equations -three solution cases -Solve real-world problems graphically Literacy: Writing mathematical writing
Quarter Pre-Assessment/Benchmark Quick-Starts & Exit Tickets Weekly Math Journal/Reflection Daily Homework Assignments Discussions and Math Talks Quizzes Assessment portfolio and goals (ongoing) End of unit summary sheet Unit project Real-World Problem project with writing-focused handout Departmental end-of-unit test
Unit 2 Feb 5-19 (8 days instructional time, 2 days for review and test)
Systems of equations (substitution and elimination) and word problems

8.EE.8 - Analyze and solve pairs of simultaneous linear equations. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
-Solve systems of equations algebraically --Substitution method --Elimination method -Solve simple cases by inspection -Solve real-world problems algebraically Literacy: note-taking, advanced organizers, listening skills (for presentations)
Quick-Starts & Exit Tickets Weekly Math Journal/Reflection Daily Homework Assignments Discussions and Math Talks Quizzes Assessment portfolio and goals (ongoing) End of unit summary sheet Unit project Presentation on how to solve systems Departmental end-of-unit test
Unit 3 Feb 24 Mar 11 (10 days instructional time, 2 days for review and test)
Relations and functions, input/output, domain& range
-Relations are rules assigning inputs and outputs -Functions are specific types of relations 8.F.1 - Understand that a function (each input has exactly one output) is a rule that assigns to each input -graph of a function is the set of exactly one output. The graph of a input/output pairs, called ordered pairs function is the set of ordered pairs -linear vs. nonlinear functions consisting of an input and the -qualitative descriptions corresponding output. 8.F.3 - Interpret the equation y = (increasing/decreasing, linear/nonlinear) mx + b as defining a linear Literacy: graphic organizers contd., function, whose graph is a reading from short paragraph texts for straight line; give examples of comprehension/ mathematical analysis functions that are not linear. For (identifying underlying problem from a example, the function A = s2 giving the area of a square as a written situation) function of its side length is not -Source credibility & internet resources
linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. 8.F.5 - Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Quick-Starts & Exit Tickets Weekly Math Journal/Reflection Daily Homework Assignments Discussions and Math Talks Quizzes Assessment portfolio and goals (ongoing) End of unit summary sheet Unit project Visual representation/poster/labeling or drawing graphs to explain defn. of function Departmental end-of-unit test
Unit 4 Mar 12- 27 (10 days instructional time, 2 days for review and Final)
Function rules Time/distance stories & graphs
-functions represented: ---algebraically, graphically, numerically in tables, verbal 8.F.2 - Compare properties of two descriptions functions each represented in a -compare quantitative properties of different way (algebraically, different functions and representations graphically, numerically in tables, ---slope, y intercepts or by verbal descriptions). For -Construct functions that model linear example, given a linear function represented by a table of values relationships and a linear function represented ---determine initial value and rate of by an algebraic expression, change determine which function has the ---interpret in the situation greater rate of change. Literacy: Speaking using math 8.F.4 - Construct a function to model a linear relationship vocabulary in context during discussions
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.
Quick-Starts & Exit Tickets Weekly Math Journal/Reflection Daily Homework Assignments Discussions and Math Talks Quizzes Assessment portfolio and goals (ongoing) End of unit summary sheet Unit project Create a Match the function card game matching different forms of the same function Departmental end-of-quarter Final

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Math 8 Curriculum Map Stephanie Schott Month Unit 0 January 2-17 (8 days instructional time, 2 days for review

Systems of Equations Graphing and number of solutions

Systems of equations (substitution and elimination) and word problems

Relations and functions, input/output, domain& range

Function rules Time/distance stories & graphs

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