5

Common Core Math 8

Unit 1
Rational Numbers, Properties of Integer Exponents and Square Root

The Number Expressions and

Geometry
System Equations

Understand and
Know that there are numbers that
apply the Work with radicals
are not rational, and approx them
Pythagorean and integers
by rational numbers
Theorem

8.G.6-8 8.NS.1 8.NS.2 8.EE.1-2 8.EE.3-4

Key: Major Clusters; Supporting Clusters; Additional Clusters LAUSD Secondary Math March 17, 2015 Draft
 COMMON CORE MATH 8 – UNIT 1
Using Rational Numbers in Finding the Distance between Two Points and Properties of Integer Exponents and Square Root to Represent Solution to
Equations

Critical Area: Students will understand informally the rational and irrational numbers and use rational numbers approximation of irrational numbers. Students will
use rational numbers to determine an unknown side in triangles. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to
find lengths, and to analyze polygons. Students use radicals and integers when they apply the Pythagorean Theorem in real word.
CLUSTER COMMON CORE STATE STANDARDS
Understand and apply the Pythagorean Theorem. 8.G.6 Explain a proof of the Pythagorean Theorem and its converse.

8.G.7 Apply the Pythagorean Theorem to determine unknown side lengths in

right triangles in real world and mathematical problems in two and three
dimensions.

8.G.8 Apply the Pythagorean Theorem to find the distance between two points
Know that there are numbers that are not rational, and approximate them by in a coordinate system.
rational numbers.
8.NS.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.

8.NS.2. Use rational approximations of irrational numbers to compare the size

of irrational numbers, locate them approximately on a number line diagram, and
estimate the value of expressions (e.g.,𝜋 2 ). For example, 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.

Work with radicals and integer exponents. 8.EE.1 Know and apply the properties of integer exponents to generate
equivalent numerical expressions. For example, 32 × 3−5 = 3−3 = 1⁄ 3=1⁄27
3
8.EE.2 Use square root and cube root symbols to represent solutions to
equations of the form x2 = p and x3 = p, where p is a positive rational number.
Evaluate square roots of small perfect squares and cube roots of small perfect
cubes. Know that √2 is irrational.

8.EE.3 Use numbers expressed in the form of a single digit times an integer
power of 10 to estimate very large or very small quantities, and to express how

LAUSD Secondary Mathematics March 17, 2015 Draft Page 9

 CLUSTER COMMON CORE STATE STANDARDS
many times as much one is than the other. For example, 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.

8.EE.4 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.

MATHEMATICAL PRACTICES LEARNING PROGRESSIONS

1. Make sense of problems and persevere in solving them. http://ime.math.arizona.edu/progressions/#committee.
2. Reason abstractly and quantitatively.3. Construct viable arguments and
critique the reasoning of others. CDE Progress to Algebra K-8
4. Model with mathematics. www.cde.ca.gov/be/cc/cd/documents/updateditem12catt3.doc
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.

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS KEY VOCABULARY

 Students apply real world problem using How are rational and irrational numbers related? Approximate
Pythagorean Theorem. Benchmark
 Students approximate irrational numbers using How can lengths and distances be expressed – Converse
their understanding of square and cube roots. exactly or approximately – using understanding of Cube root, cubic root
 Students extend their understanding of the square roots? Equation
number system by investigating the relationship Equivalent
between the sides of a right triangle. What real world problems does the Pythagorean Estimate,
 Students create equivalent expressions using Theorem allow us to solve? Exponent
integer exponents. Expression
 Students apply their understanding of exponents How do we determine whether two expressions Hypotenuse
to express and compare numbers. involving exponents are equivalent? Integer
 Students understand irrational numbers and Irrational
when to use them in solving problems. How can we express very small or very large Pythagorean Theorem
numbers using exponential (scientific) notation? Radical
Rational
How can you investigate the relationships between Scientific notation
rational and irrational numbers? Side, length, distance, Square root

LAUSD Secondary Mathematics March 17, 2015 Draft Page 10

 RESOURCES INSTRUCTIONAL STRATEGIES ASSESSMENT
Mathematics Assessment Project  Introduce the proof of the Pythagorean Theorem Formative Assessments
8.G.6, 8.G.7: The Pythagorean Theorem: Square using a concrete model such as manipulative or have
Areas students draw a right triangle with sides 3, 4, and 5 SBAC - http://www.smarterbalanced.org/
units. Then have them draw a square of the above ITEM #’S 42906 8 NS1-2, 8 EE 1-2
8.NS.1, 8.NS.2: MAP Concept Lesson, “Repeating dimensions at each side of the right triangle. SBAC Sample Items:
Decimals,”  Have students verify using a model, that the sum of  8 G 7 MAT.08.CR.1.0000G.H.002
the squares of the legs is equal to the square of the  8 G 8 MAT.08.SR.1.0000G.H.143
Illustrative Mathematics hypotenuse in a right triangle.  8 EE 1 MAT.08.SR.1.000EE.B.203
8EE.1: Extending the Definition of Exponents,”  Students should also understand that if the sum of  8 EE 2: MAT.08.TE.1.000EE.B.144
the squares of the 2 smaller legs of a triangle is MAT.08.TE.1.000EE.B.323
LAUSD Adopted Textbooks and Programs equal to the square of the third leg, then the triangle  8 G 7: CR 5: Jane’s TV
 Houghton Mifflin Harcourt, 2014 Go Math! is a right triangle.
 McGraw-Hill, 2014, California Math, Courses  Engage students to have authentic experiences and Mathematics Assessment Project
1-3 exploration which would enable them to use the 8 NS, 8 EE, Short Novice Assessment Tasks
 College Preparatory Mathematics, 2013 Core Pythagorean Theorem to solve problems. 8 EE: Summative Assessment Tasks: “100
Connections, Courses 1-3  Students can use graphic organizers to show the People”
 Pearson, 2013, Common Core System of relationship between the subsets of the real number
Courses system.
LAUSD Periodic Assessments
District assessments can be accessed through:
http://achieve.lausd.net/math
http://achieve.lausd.net/ccss

Use your Single Sign On to access the Interim

Assessments

State Assessments
 Students can approximate square roots by iterative California will be administering the SMARTER
processes. Have students to recognize that 5 falls Balance Assessment as the end of course for
between 22 = 4 and 32 = 9. The value will be closer grades 3-8 and 11. There is no assessment for
to 2 than to 3. Algebra 1.
 For 8.EE 1 and 2, have students experience different The 11th grade assessment will include ítems
43 1 1 from Algebra 1, Geometry, and Algebra 2
examples such as:  43 7  4 4  
47 44 256 standards. For examples, visit the SMARTER
 Have students match cards with a given fractional Balance Assessment at:
exponents and their solutions. http://www.smarterbalanced.org/
Sample Smarter Balanced Items:
32  9 and 9   3

LAUSD Secondary Mathematics March 17, 2015 Draft Page 11

 RESOURCES INSTRUCTIONAL STRATEGIES ASSESSMENT
 13  1 and 3 1 http://sampleitems.smarterbalanced.org/itempreview/
3
1
3
1 1
   
 33    sbac/index.htm
 3   27 27 3
27 3
 Have students convert decimal forms to scientific
SBAC Content Specs:
notation and apply rules of exponents to simplify
http://www.smarterbalanced.org/wordpress/wp-
expressions. Have them use calculators or
content/uploads/2011/12/Math-Content-
spreadsheets, to recognize scientific notation and
Specifications.pdf
output of 2.45E+23 is 2.45 x 1023 and 3.5E-4 is 3.5
8 G 7: CR 5: Jane’s TV
x 10-4.
LANGUAGE GOALS for low achieving, high achieving, students with disabilities and English Language Learners
 Students will summarize the steps in approximating irrational numbers using the square and cube roots.
Example Stem: Irrational numbers are ________. An example of an irrational number is _______. It is an irrational number because ___________)
 Students will provide concluding statements related to sides of the triangle using a concluding statement.
Example Stem: In conclusion, if side A is ____ and side B is ____, the length of the side C is ____ because _____________.
 Students will explain how the mathematical relationship of the sides of a triangle applies in real life, using subordinate conjunctions.
Example Stem: This idea relates to real life in that ___________.
 Students will use comparative adjectives to compare, explain and justify solutions.
(i.e. This exponent is greater than _______ because ___________________)

 Students will compare and contrast rational and irrational numbers.

Example: The difference between a rational and irrational number is__________________.
Mathematics Assessment Project
8.EE: Solving Real-Life Problems: Baseball Jerseys
8.EE.4: Estimating Length Using Scientific Notation

DIFFERENTIATION 
UDL/ FRONT LOADING ACCELERATION INTERVENTION
Expressions and Equations: Acceleration for high achieving students: Intervention for low achieving students and
 Students have an understanding of whole students with disabilities:
number powers of 10 with exponential notation. Provide students with opportunities to be recognized for
 Students have an understanding of the meaning their previous knowledge and to be allowed to avoid  Small teacher to student ratio discussion –
of multiplication and further develop whole redundant learning by being encouraged to learn the have students observe a micro-organism and
number power of 10 to estimate very large or sophisticated and advanced information and skills of the discuss such things as area, volume and rate
very small quantities curriculum or related curriculums at their own rate. This but on a much smaller scale, thus having a

LAUSD Secondary Mathematics March 17, 2015 Draft Page 12

 also includes the opportunity for students to make need for exponential notation.
personal meaning of the lesson. For example:  Emphasize think-pair-share
Expressions and Equations:  Provide multiple representation activity for
Students apply their math knowledge of scientific rational exponents to allow students to
notation and choose appropriate size for discuss and refine their understanding of
measurements depending on quantity to determine exponential and radical notation
such thing as measuring the volume of air a person
breaths in a day , week, year, and lifetime given a
rate.
Bridging from 8 NS 1, 8 NS 2 to the related HS N-RNL
Rational and Irrational Numbers 1, Concept Lesson
http://map.mathshell.org/materials/lessons.php?taskid=42
4&subpage=conceptRational and Irrational Numbers 2,
Concept Lesson
http://map.mathshell.org/materials/lessons.php?taskid=43
4&subpage=concept
References:
1. National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core State Standards (Mathematics).
Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers.
2. McCallum, W., Zimba, J., Daro, P. (2011, December 26 Draft). Progressions for the Common Core State Standards in Mathematics. Cathy Kessel ( Ed.).
Retrieved from http://ime.math.arizona.edu/progressions/#committee.
3. Engage NY. (2012). New York Common Core Mathematics Curriculum. Retrieved from http://engageny.org/sites/default/files/resource/attachments/a-
story-of-ratios-a-curriculum-overview-for-grades-6-8.pdf.
4. Mathematics Assessment Resource Service, University of Nottingham. (2007 - 2012). Mathematics Assessment Project. Retrived from
http://map.mathshell.org/materials/index.php.
5. Smarter Balanced Assessment Consortium. (2012). Smarter Balanced Assessments. Retrieved from http://www.smarterbalanced.org/.
6. Partnership for Assessment of Readiness for College and Career. (2012). PARCC Assessments. Retrieved from http://www.parcconline.org/parcc-
assessment.
7. California Department of Education. (2013). Draft Mathematics Framework Chapters. Retrieved from
http://www.cde.ca.gov/be/cc/cd/draftmathfwchapters.asp.
8. National Council of Teachers of Mathematics (NCTM) Illuminations. (2013). Retrieved from http://illuminations.nctm.org/Weblinks.aspx.
9. The University of Arizona. (2011-12). Progressions Documents for the Common Core Math Standards. Retrieved from
http://ime.math.arizona.edu/progressions.

LAUSD Secondary Mathematics March 17, 2015 Draft Page 13