Curriculum Map (2001-2002) Date 3/12/02

Subject Math Grade 8th

	1^st Quarter
Content · What students should know · After listing of topics covered, list the materials used.	Algebra Estimation Measurement Fraction/Decimal Basic Skills
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master. · Make a list of those which you feel are not relevant for your grade level (mark with NR) or those which are unclear (mark with a U).	8^th -6A2 Represent, order, and compare rational numbers 8^th -6A3 Place rational numbers on a number line 8^th -6B1 Determine the least common multiple and greatest common factor of a set of numbers using prime factorization containing exponents 8^th -6B2 Determine and describe the effects of arithmetic operations with decimals and integers (e.g., multiply by a decimal between zero and one, divide by a negative integer) 8^th -6B3 Simplify arithmetic expressions containing integers using the field properties and order of operations 8^th -6B5 Justify divisibility rules for 3, 4, 6, 8, and 9 8^th -C1 Solve arithmetic and simple algebraic equations using properties of real numbers, equality, and inequality, and justify the procedures 8^th -8C2 Solve simple algebraic equations for a given variable using inverse operations
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 1 Test (performance) Chapter 2 Test (performance) Mental Math Quiz Standard Units (take home test) Metric Test Basic Skills Test (to allow calculator use) (performance)
State Standards · List the standard and benchmark under which the skills taught are located.	8^th -7B1 Measure any quantity to the greatest degree of accuracy determined by the tool 8^th -7B2 Determine the maximum error in measurements 8^th -8A3 Determine the given term of a pattern of numbers or drawings

Curriculum Map (2001-2002) Date 3/12/02

Subject Math Grade 8th

	2^nd Quarter
Content · What students should know · After listing of topics covered, list the materials used.	Number Sense Algebra Rate/Ratio and Proportions
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master. · Make a list of those which you feel are not relevant for your grade level (mark with NR) or those which are unclear (mark with a U).	8^th -6A1 Recognize and use exponential, scientific, and calculator notation 8^th -6B4 Describe and use the inverse relationships of squaring and finding square roots to simplify computations and solve problems 8^th -6C1 Select, use, and justify appropriate operations, methods, and tools to compute or estimate with real numbers 8^th -6D1 Develop, use, analyze, and explain methods for solving number sentences or word problems involving proportions with rational numbers 8^th -6D2 Solve problems that involve percents, including percent increase and decrease, regardless of the piece of information that is missing 8^th -9B1 Create and analyze scale models using proportional reasoning 8^th -9B2 Solve problems involving similar figures
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 6 Test (performance) Chapter 7 Test (performance) Chapter 8 Test (performance)
State Standards · List the standard and benchmark under which the skills taught are located.	8^th –6C2 Analyze algorithms for computing with real numbers and develop fluency in their use

Curriculum Map (2001-2002) Date 3/12/02

Subject Math Grade 8th

	3^rd Quarter
Content · What students should know · After listing of topics covered, list the materials used. ·	Geometry Algebra Probability Statistics
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master. · Make a list of those which you feel are not relevant for your grade level (mark with NR) or those which are unclear (mark with a U). ·	8^th -7A2 Determine the surface area of three-dimensional figures 8^th -7A3 Determine the volume of a sphere 7^th –7A4 Draw Transformations of figures in a plane to match specified criteria 8^th -7C3 Develop and describe surface area and volume formulas for cones and cylinders by relating pyramids to cones and prisms to cylinders 8^th -8A5 Recognize and generate equivalent forms for linear equations, including transforming linear equations into standard and slop-intercept form 8^th -8B1 Graph linear equations and inequalities on the Cartesian plane 8^th -8B2 Graph a set of points and describe the relationship as linear or nonlinear 8^th -9A1 Represent and analyze the properties of geometric shapes using coordinate geometry 8^th -9A2 Examine the congruence or similarity of objects using transformations 8^th -9A3 Draw the image of an object after a combination of transformations 8^th -9A6 Solve pictorial or word problems that involve geometric relationships within a single geometric shape or figure, including the Pythagorean theorem 5^th –9A11 Identify and define a tessellation 5^th –9A12 Create regular and semi-regular tessellations using pattern blocks, other manipulatives, or technology to tile a plane 7^th -9C1 Create and critique arguments concerning geometric ideas and relationships, such as the number of diagonals in a polygon, or the formula for the sum of the interior angles of any polygon 8^th -9D1 Recognize Pythagorean Triples 8^th -9D2 Identify the basic trigonometric ratios in terms of lengths of the sides of a right triangle and an acute angle 8^th -9D3 Solve for missing side lengths using the trigonometric ratios in right triangles 8^th -10A1 Construct, read, interpret, infer, predict, draw conclusions, and evaluate data from various displays, including histograms and scatter plots 8^th -10A2 Determine the best measure of central tendency from mean, median, or mode 8^th -10C1 Describe and explain complementary and mutually exclusive events using appropriate terminology 8^th -10C3 Discuss the difference in empirical and theoretical probability 8^th 8^th -10C4 Compute probabilities for simple compound events using a variety of methods, including area models 8^th -10C5 Identify situations where dependent and independent event occur 8^th -10C6 Determine probabilities using simple counting techniques
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Geometry “Pig” Test (performance, selected response) Probability “Pig” Test (selected response) Statistics “Pig” Test (selected response) Constructing graph after collection data (performance)
State Standards · List the standard and benchmark under which the skills taught are located.	8^th -7A1 Determine derived measurements 8^th -7C2 Solve problems involving angle measurements in polygons and circles 8^th 8^th -8A1 Investigate and describe linear, quadratic, and exponential patterns recursively 8^th -8A2 Investigate and write algebraic expressions to describe the nth term of a simple linear, power, or exponential sequence 8^th -8A4 Create arithmetic and geometric sequences to fit a given set of conditions 8^th -8B3 Describe the relationships between symbolic expressions and graphs of lines using the appropriate vocabulary for the intercepts and slope of the line 8^th -8B5 Determine the slope of a line from a graph 8^th -9A4 Identify possible types of two-or three-dimensional figures that would match a set of given conditions 8^th 8^th -9A5 Determine if a triangle is possible using side lengths and the triangle inequality 8^th -9A7 analyze the results of a combination of reflections, rotations, and translations of a figure and determine alternate motions that could produce the same results 8^th -9A8 Combine simple construction techniques to construct squares, equilateral triangles, or other simple combinations of equal segments, angles, etc. 8^th -9C1 Create and critique arguments concerning geometric ideas and relationships, such as congruence, similarity, the Pythagorean relationship, or formulas for surface areas or volume of simple three-dimensional objects 8^th -9C2 Justify the simple construction methods used to produce angle bisectors, perpendicular lines, and equilateral triangles 8^th -9C3 Represent, solve, and explain numerical and algebraic relationships using geometric concepts 8^th 8^th -9C4 Provide examples or counter-examples to either illustrate or disprove conjectures about geometric characteristics 8^th -9D4 Determine and justify the side length relationships present in 45-45-90 triangles and 30-60-90 triangles 8^th -9D5 Determine the ratio of lengths of sides of a right triangle with given measures for its acute angles using appropriate technologies 8^th -10A3 Discuss how data can be manipulated to represent different points of view based on the use of different measures of central tendency and based on different graphical displays 8^th -10A4 Discuss biased reporting of data and questions that should be asked when data is viewed 8^th -10A5 Analyze graphical displays of data for possible misleading characteristics 8^th – 8^th -10A6 Make conjectures about the possible correlation between two characteristics of a sample on the basis of scatter plots of the data and approximate lines of fit 8^th -10B1 Formulate questions, design studies, and collect data 8^th -10B2 Analyze potential methods of collecting information and decide which methods would produce the most reliable and accurate data 8^th -10B3 Analyze instruments used for surveys for errors and bias 8^th -10B4 Analyze potential experiments or simulations for errors and bias 8^th -10C2 Design and conduct experiments or simulations for probability, including the possible use of technology to simulate events 8^th -10C7 Discuss situations where permutations and combinations should be used in counting outcomes

Curriculum Map (2001-2002) Date 3/12/02

Subject Math Grade 8th

	4^th Quarter
Content · What students should know · After listing of topics covered, list the materials used.	Algebra Sequences Maps Tesselations
Mastery Skills · What students should be able to do · Using the performance descriptors as a guide, list the skills that you plan to have students master. · Make a list of those which you feel are not relevant for your grade level (mark with NR) or those which are unclear (mark with a U).	8^th -9A9 Analyze properties of a shape or a combination of shapes that enable it to tessellate the plane
Assessment · List what instrument (by name) and type (by format, i.e. selected response, essay, performance, or personal communication)	Chapter 9 Test (selected response) Translation Test (selected response and performance) Construction Project Test (performance) Read and Follow Map at Outward Ingersoll (performance) Constructions (performance)
State Standards · List the standard and benchmark under which the skills taught are located.	8^th -8D1 Solve algebraic equations or word problems that involve linear equations or inequalities using algebraic or graphical representations 8^th -8D2 Solve absolute value equations or inequalities in one variable using algebraic or graphical representations 8^th -8D3 Create word problems that meet given conditions and represent linear relationships