8th Grade Math Scope and Sequence 2018-2019

SCOPE & SEQUENCE 8th Grade Math
8th Grade Math 2018-2019
Year at a Glance
August September October November December January February March April May
3.Similarity
1.Real 2.Equations and 4.Proporitonal 6.Data
SLA and Break 5.Geometry STAAR Prep 7.Financial Literacy
Numbers Inequalities Relationships and Slope Analysis
Dilations
Time Frame Unit Title

7 Unit 1: Real Numbers
7 Unit 2: Equations and Inequalities
CA 1
7 Unit 3: Similarity and Dilations
13 Unit 4: Proportional Relationships and Slope
CA 2
12 Unit 5: Geometry
CA3
6 Unit 6: Data Analysis
STAAR Test
9 Unit 7: Financial Literacy
General Resources
 McGraw Hill Course 3 Textbook and online resources  Openmiddle.com
 The National Library of Virtual Manipulatives http://nlvm.usu.edu/  Wyrmath.com
 Thatquiz.org  Wodb.ca
 ixl.com http://www.ixl.com/math/grade-8  http://www.projectsharetexas.org/resource-index
 RegentsPrep.org  Estimation180.com
 Emathinstruction.com  Algebra worksheet generator
 Interactive Math Glossary http://www.math.com/students/worksheet/algebra_sp.htm
Notes
 TIME FRAME: Unit time frames are approximate and subject to change dependent on data and scholars’ needs, as well as campus testing schedules.
 TEKS: All readiness TEKS are represented in bold text. Most supporting TEKS are represented where appropriate and deemed necessary.
 MYP UP Stage 1: Global contexts, key concepts, related concepts, and assessment criteria have been selected carefully to ensure Uplift meets IB requirements. If you choose to change any
of these to personalize your units, please ensure you are assessing each global context, key concept, and related concept at least 1x per year and each assessment criteria at least 2x per
year.
 PERFORMANCE TASKS: A minimum of 2 investigations and 2 real world projects are required. The first must be completed before Collaboration Day 2, and the second before the end of the
year. You may choose to use the tasks detailed in the scope (indicated as investigations) or you may create your own, but the task must be assessed using MYP Criterion B, C, and D,
depending on the assessment.
REQUIRED EXAMPLES
Time Unit & Key Components TEKS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)
7 class Unit 1: Real Numbers 8.2A Global Context Unit test (Criterion A)  McGraw Hill RTI
periods 8.2B Scientific and technical chapters 1 and 6
 Review operations with rational numbers and 8.2C innovation Real Number System reteach resources
generating equivalent forms of rational numbers 8.2D Representations (Criterion  McGraw Hill 7th Grade
Key Concept C): Scholars first sort a set of Chapters 1 and 7
 Use Venn Diagrams and writing to classify real Logic real numbers into a blank  McGraw Hill 8th Grade
numbers Venn Diagram and provide Chapter 1
 Order real numbers using inequalities and a number Related Concepts written justification for which
line System values belong in each
 Estimate the value of square roots and cubed roots Justification set/subset. Scholars then
and locate the value on a number line create a number line to order
Statement of Inquiry those numbers and describe,
 Convert between standard notation and scientific
Models help to logically in writing, how to compare
notation identify patterns and real numbers in different
equivalency forms.
Scientific Notation
Investigation (Criterion B):
Scholars multiply a given
factor by powers of 10 (both
positive and negative) to
write rules about expressing
numbers in scientific
notation. Scholars verify their
rules using very large and
small values in scientific and
standard notation.
REQUIRED EXAMPLES
Frame Objective(s)
7 class Unit 2: Equations and Inequalities 8.8A Global Context Sales Pitch Project (Criterion C  McGraw Hill Chapter 6
periods 8.8B Fairness and Development and D): Scholars work in pairs  Use manipulatives (real or
 Review solving one- and two-step one-variable equations, if and each take on the role of a virtual) to model solving
8.8C Key Concept sales representative trying to one-variable equations.
needed
 Model and solve one-variable equations with variables on
8.9A Relationships sell a new blended learning
both sides and rational coefficients and constants product to their campus to help
 Solve inequalities with and without reversing the inequality Related Concepts scholars with math. They use
symbol Equivalence both a graph and equation to
 Write equations and inequalities given word problems or Simplification determine when their product
real-world problems given equations and inequalities Representation is cheaper than the competitor
and when they are equal. They
 Solve systems of equations by graphing and understand the
Statement of Inquiry then deliver a written or oral
meaning of a solution to a system of equations
Relationships between pitch to their director about
individuals or groups of people why they should buy their
can be unequal, yet this does product. In their pitch, scholars
not mean they are unfair. may employ real-world sales
tactics (for example, if their
product is not the better deal,
they may come up with a
discount which will make their
product more desirable).
REQUIRED EXAMPLES
Frame Objective(s)
7 Class Unit 3: Similarity and Dilations 8.3A Global Context Unit test (Criterion A)  McGraw Hill Chapter 2
Periods 8.3B Orientation in Space and
Time Dilation Investigation
 Review the definition of similar figures 8.3C (Criterion B): Scholars
o Same shape, different size 8.8D Key Concept investigate dilations on the
o Congruent corresponding angles, proportional
corresponding sides
8.10D Form coordinate plane in order to
generate the algebraic
o Angle-angle similarity as criterion for similar triangles
Related Concepts representation for dilations.
 Graph reductions and enlargements on the coordinate plane
Measurement Scholars also verify that
 Represent dilations using an algebraic expression (x, y)  Space dilations produce similar
(kx, ky) Justification figures using rulers and
 Describe the effect on area based on changes in dimensions protractors. (Extension:
Statement of Inquiry scholars compare the area
Strong relationships can and perimeter of dilations in
withstand changes order to generate rules for
the perimeter/area changes
based on the scale factor).
REQUIRED EXAMPLES
Frame Objective(s)
13 Class Unit 4: Proportional Relationships and Slope 8.4A Global Context Similar Triangle Investigation  McGraw Hill Chapters 3
Periods 8.4B Fairness and Development (Criterion B): Use similar and 4
Key Concept triangles on the coordinate
 Review the concept of unit rates and similarity in order to 8.4C Relationships plane to develop an
develop an understanding of slope 8.5A understanding of slope as a
 Calculate slope and identify the y-intercept given a table or
graph
8.5B Related Concepts constant rate of change.
8.5E Representation Scholars will describe how to
 Solve problems involving direct variation
Pattern find slope on the coordinate
 Write and graph equations of linear functions given various 8.5F
Change plane and verify their process
representations of data 8.5G by answering questions about
 Differentiate between proportional (y=kx) and non- 8.5H Statement of Inquiry slopes and similar triangles on
proportional (y = mx + b) linear relationships given various As human beings, we the coordinate plane.
representations of data or real-world situations
8.5I
represent ourselves in
o Represent proportional and non-proportional different ways for Ramp Project (Criterion C and
situations with tables, graphs, and equations different situations D): Scholars read about the ADA
 Differentiate between relations and functions given Standards for ramp
multiple representations construction
(http://www.adawheelchairram
ps.com/) and discuss the
importance of the
requirements. They then
explore the slope of various
ramps (physically at their
campus or measurements
provided by the teacher of key
places in DFW) and calculate
the slope to ensure they meet
the requirements. Scholars then
read a building plan for Uplift
Pinnacle MS and calculate the
height and length of ramps for
that campus. They put their
findings in a persuasive letter to
the construction company
responsible for the new
building.
12 Class Unit 5: Geometry 8.6A Global Context Surface Area Investigation  McGraw Hill Chapters 5, 7,
Periods 8.6C Personal and Cultural (Criterion B and C): Scholars cut and 8
Expression apart real world objects in the
 Determine the measures of angle pairs 8.7A shape of rectangular prisms,
o Formed by parallel lines cut by a transversal 8.7B Key Concept triangular prisms, and cylinders
o Triangle Sum Theorem 8.7C Form in order to derive their surface
o Exterior angles of a triangle 8.7D area formulas. Scholars
 Apply the Pythagorean Theorem and its converse 8.8D Related Concepts compare their generated
o Use models/diagrams to explain the Pythagorean Measurement formulas to those on the
8.10A Generalization formula sheets and reflect on
Theorem in terms of equal areas
o Apply to find distance on the coordinate plane
8.10B Equivalence why they may look the same or
8.10C different.
 Graph and describe transformations on the coordinate Statement of Inquiry Volume Investigation (Criterion
plane using an algebraic representation Strength comes from B): Scholars compare the
o Review dilations and differentiate between structure volumes of cylinders and cones
dilations and congruence transformations with the same radius and height
 Calculate surface area and lateral surface area of in order to derive the formula
rectangular prisms, triangular prisms, and cylinders for the volume of a cone based
o Use previous knowledge of nets and the concept on that of a cylinder.
of LA and SA to understand why the formulas Angle Investigation (Criterion
B): Scholars use protractors and
work
in order to derive rules for the
 Calculate volume of cylinders, cones, and spheres angle pairs formed by parallel
o Understand the volume of a cylinder as Bh, area lines or triangles.
of the base times the height of the cylinder Pythagorean Theorem
Investigation (Criterion B):
Scholars graph right triangles
and squares on the coordinate
plane to derive the Pythagorean
Theorem.
Art Design Project (Criterion C
and D): Scholars choose a piece
of artwork with various
transformations (reflections,
rotations, translations,
dilations) and plots it on the
coordinate plane. Scholars write
algebraic representations of the
transformations to describe the
artwork. Scholars may include a
description of the artwork and
how transformations are used
in art and design.
REQUIRED EXAMPLES
Frame Objective(s)
4 Class STAAR Prep 8.5D Extended Do Nows McGraw Hill Resources

Periods 8.12D McGraw Hill Assessment
Daily Exit Tickets Masters
 Briefly cover trend lines, simple and compound interest TEA released sample
before the STAAR test. Differentiated Stations and items/tests
Assessments STAAR-aligned Resources:
Motivation Math, STAAR
Continual mini-assessments Master, TEKSing Towards
with STAAR Resources STARR, STAAR Ready STAAR
Ready
6 Class Unit 6: Data Analysis 8.5C Global Context Unit test (Criterion A)  McGraw Hill Chapter 9
Periods 8.5D Globalization and  Read to Learn: MAD
sustainability Scatterplot Investigation (Blackboard)
 Construct scatterplots using given or self-collected data 8.11A (Criterion B): Scholars
sets 8.11B Key Concept investigate a relationship of
 Analyze scatterplots Relationships their choosing to see if an
o Differentiate between linear, non-linear, and no association exists (i.e. height
association data Related Concepts and shoe size). They collect
o Make predictions using trend lines Model data and represent it in a
 Calculate the Mean Absolute Deviation (MAD) Pattern table and using a scatterplot.
Generalization Scholars then describe in
writing, if there is a
Statement of Inquiry relationship between the two
Examining trends can help us quantities. They can verify
make predictions about the their relationship by
future approximating a measure on
another individuals (i.e. an
NBA player) and may
calculate the percent error
from their approximation.
REQUIRED EXAMPLES
Frame Objective(s)
9 Class Unit 7: Financial Literacy 8.12A Global Context Unit test (Criterion A)  McGraw Hill Chapter 10
Periods 8.12C Personal and Cultural  http://bizworld.org/
Expression College Investment Project  RTC department
 Calculate simple and compound interest 8.12D (Criterion C and D): Scholars  Rice University RUSMP
 Compare the effect of interest rates and length of a loan 8.12G Key Concept research the cost of resources
on the total cost of a loan Logic attending college (at-least
 Discuss the benefits of various investments and compare the first year) at their school
investments to the cost of college Related Concepts of choice. Scholars then
o Explain how investments grow over time Quantity devise a periodic savings plan
Change for accumulating the money
o Devise a savings plan for attending at least one
System needed to contribute to that
year of college cost. Scholars should base
Statement of Inquiry their plan off real world
Actions taken in the present investment opportunities
will impact your options in and actual interest rates and
the future costs.
8th Grade TEKS

8.1A – apply 8.1B – use a problem‐ 8.1C – select tools, 8.1D – communicate 8.1E – create and use 8.1F – analyze 8.1G – display, explain,
mathematics to solving model that including real objects, mathematical ideas, representations to mathematical and justify mathematical
problems arising in incorporates analyzing manipulatives, paper reasoning, and their organize, relationships to connect ideas and arguments
everyday life, society, given information, and pencil, and implications using record, and and communicate using precise
and the workplace formulating a plan or technology as multiple communicate mathematical ideas mathematical language
strategy, determining a appropriate, and representations, mathematical ideas in written or oral
solution, justifying the techniques, including including symbols, communication
solution, and evaluating mental math, diagrams, graphs, and
the problem solving estimation, and number language as appropriate
process and the sense as appropriate, to
reasonableness of the solve problems
solution
8.2A – Extend previous knowledge of sets and subsets using a visual representation to describe 8.6C – Use models and diagrams to explain the Pythagorean Theorem.
relationships between sets of real numbers.
8.2B – Approximate the value of an irrational number, including π and square roots of numbers 8.7A – Solve problems involving the volume of cylinders, cones, and spheres.
less than 225, and locate that rational number approximation on a number line.
8.2C – Convert between standard decimal notation and scientific notation. 8.7B – Use previous knowledge of surface area to make connections to the formulas for
lateral and total surface area and determine solutions for problems involving rectangular
prisms, triangular prisms, and cylinders.
8.2D – Order a set of real numbers arising from mathematical and real-world contexts. 8.7C – Use the Pythagorean theorem and its converse to solve problems.
8.3A – Generalize that the ratio of corresponding sides of similar shapes are proportional, 8.7D – Determine the distance between two points on a coordinate plane using the
including a shape and its dilation. Pythagorean Theorem.
8.3B – Compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane. 8.8A – Write one-variable equations or inequalities with variables on both sides that represent
problems using rational number coefficients and constants.
8.3C – Use an algebraic representation to explain the effect of a given positive rational scale 8.8B – Write a a corresponding real-world problem when given a one-variable equation or
factor applied to two-dimensional figures on a coordinate plane with the origin as the center inequality with variables on both sides of the equal sign using rational number coefficients and
of dilation. constants.
8.4A – Use similar right triangles to develop an understanding that slope, m, given as the rate 8.8C – Model and solve one-variable equations with variables on both sides of the equal sing
comparing the range in y-values to the change in x – values, (y2 – y1)/(x2-x1), is the same for any that represent mathematical and real-world problems using rational number coefficients and
two points (x1, y1) and (x2, y2) on the same line. constants.
8.4B – Graph proportional relationships, interpreting the unit rate as the slope of the line 8.8D – Use informal arguments to establish facts about the angle sum and exterior angle of
that models the relationship. triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle
criterion for similarity of triangles.
8.4C – Use data from a table or graph to determine the rate of change or slope and y- 8.9A – Identify and verify the values of x and y that simultaneously satisfy two linear equations
intercept in mathematical and real-world problems. in the form y=mx+b from the intersections of the graphed equations.
8.5A – Represent linear proportional situations with tables, graphs, and equations in the form 8.10A – Generalize the properties of orientation and congruence of rotations, reflections,
of y=kx. translations, and dilations of two-dimensional shapes on a coordinate plane.
8.5B – Represent linear non-proportional situations with tables, graphs, and equations in the 8.10B – Differentiate between transformations that preserve congruence and those that do
form of y=mx+b, where b ≠ 0. not.
8.5C – Contrast bivariate sets of data that suggest a linear relationship with bivariate sets of 8.10C – Explain the effect of translations, reflections over the x- or y- axis, and rotations
data that do not suggest a linear relationship from a graphical representation. limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate
plane using an algebraic representation.
8.5D – Use a trend line that approximates the linear relationship between bivariate sets of 8.10D – Model the effect on linear and area measurements of dilated two-dimensional shapes.
data to make predictions.
8.5E – Solve problems involving direct variation. 8.11A – Construct a scatterplot and describe the observed data to address questions of
association such as linear, non-linear, and no association between bivariate data.
8.5F – Distinguish between proportional and non-proportional situations using tables, graphs, 8.11B – Determine the mean absolute deviation and use this quantity as a measure of the
and equations in the form y=kx or y=mx+b, where b≠0. average distance data are from the mean using a data set of no more than 10 data points.
8.5G – Identify functions using sets of ordered pairs, tables, mappings, and graphs. 8.12A – Solve real-world problems comparing how interest rates and loan length affect the
cost of credit.
8.5H – Identify examples of proportional and non-proportional functions that arise from 8.12C – Explain how small amounts of money invested regularly, including money saved for
mathematical and real-world problems. college and retirement, grow over time.
8.5I – Write an equation in the form y = mx + b to model a linear relationship between two 8.12D – Calculate and compare simple interest and compound interest earnings.
quantities using verbal, numerical, tabular, and graphical representations.
8.6A – Describe the volume formula V = Bh of a cylinder in terms of its base area and its height. 8.12G – Estimate the cost of a two year and four year college education, including family
contribution, and devise a periodic savings plan for accumulating the money needed to
contribute to the total cost of attendance of at least the first year of college.
August 2018
Keep in mind:
 MAP Testing Window: 8/20—9/21
Sun Mon Tue Wed Thu Fri Sat

31 1 2 3 4
Collaboration Day
Kick Off
5 6 7 8 9 10 11
First Day of School
SLA
12 13 14 15 16 17 18
Unit 1: Real Numbers
19 20 21 22 23 24 25
26 27 28 29 30 31

September 2018
Keep in mind:
 MAP Testing Window: 8/20—9/21
 CA 1 Testing Window: 9/24-10/3

1
2 3 4 5 6 7 8
EPAS Testing (HS)
HOLIIDAY
Unit 2: Equations and Inequalities
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
CA 1 Testing
30
October 2018
Keep in mind:

1 2 3 4 5 6
End of Quarter 1
Collaboration Day 1
CA 1 Testing
7 8 9 10 11 12 13
HOLIDAY
Unit 3: Similarity and Dilations
14 15 16 17 18 19 20
21 22 23 24 25 26 27
SCHOLAR HALF DAY
28 29 30 31

November 2018
Keep in mind:


1 2 3
Unit 4: Proportional Relationships

and Slope
4 5 6 7 8 9 10
Unit 4: Proportional Relationships and Slope
11 12 13 14 15 16 17
18 19 20 21 22 23 24
FALL BREAK FALL BREAK FALL BREAK FALL BREAK FALL BREAK
25 26 27 28 29 30

December 2018
Keep in mind:
 EOC Retesting Window: 12/3-12/6

1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
CA 2 Testing
16 17 18 19 20 21 22
SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY End of Quarter 2
SCHOLAR HALF DAY WINTER BREAK
CA 2 Testing
23 24 25 26 27 28 29
WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK
30 31
WINTER BREAK
January 2019
Keep in mind:
 MAP Testing Window: 1/17-2/22

1 2 3 4 5
WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK
6 7 8 9 10 11 12
Collaboration Day 2 Campus PD First Day of Semester 2

Unit 5: Geometry
13 14 15 16 17 18 19
Unit 5: Geometry
20 21 22 23 24 25 26
HOLIDAY
Unit 5: Geometry
27 28 29 30 31
Unit 5: Geometry
February 2019
Keep in mind:
 MAP Testing Window: 1/17-2/22
 TELPAS Window: 2/25-4/5

1 2
Unit 5: Geometry
3 4 5 6 7 8 9
EPAS Testing (HS)
Unit 5: Geometry
10 11 12 13 14 15 16
Unit 5: Geometry
17 18 19 20 21 22 23
HOLIDAY Unit 6: Data Analysis
24 25 26 27 28
Unit 6: Data Analysis

CA 3 Testing
March 2019
Keep in mind:

1 2
CA 3 Testing
3 4 5 6 7 8 9
End of Quarter 3 Collaboration Day 3

CA 3 Testing
10 11 12 13 14 15 16
SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK
17 18 19 20 21 22 23
Unit 6: Data and Statistics
24 25 26 27 28 29 30
SCHOLAR HALF DAY HOLIDAY
Bad Weather Make-Up
Unit 6: Data and Statistics
April 2019
Keep in mind:

31 1 2 3 4 5 6
ACT Testing
STAAR Prep
7 8 9 7th Writing STAAR 10 11 12 13

8th Math STAAR 8th Reading STAAR English II EOC
English I EOC
STAAR Prep/Testing
14 15 16 17 18 19 20
HOLIDAY
Bad Weather Make-Up
Unit 7: Financial Literacy
21 22 23 24 25 26 27
ACT Make-Up
28 29 30
May 2019
Keep in mind:
 Senior Finals/CA 4 Testing Window 5/13-5/15
 High School CA 4 Testing Window 5/20-5/23

1 2 3 4
5 6 7 8 9 10 11
Biology EOC Algebra I EOC US History EOC
12 13 14 15 16 17 18
6th/7th Math STAAR 8th Science STAAR 8th Humanities STAAR
19 20 21 22 23 24 25
SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY
Last Day of School
CA 4 Testing / Finals Week
276 28 28 29 30 31
HOLIDAY Campus PD
May 2018
Keep in mind:
 Event (Date Range)

1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
Unit 7: Financial SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY
Last Day of School
Literacy Finals/Uplift EOC
27 28 29 30 31
HOLIDAY Campus PD

8th Grade Math Scope and Sequence 2018-2019

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

8th Grade Math Scope and Sequence 2018-2019

Uploaded by

Copyright:

Available Formats

SCOPE & SEQUENCE 8th Grade Math

8th Grade Math 2018-2019

Time Frame Unit Title

4 Class STAAR Prep 8.5D Extended Do Nows McGraw Hill Resources

8th Grade TEKS

Sun Mon Tue Wed Thu Fri Sat

Unit 1: Real Numbers

Unit 1: Real Numbers

Unit 1: Real Numbers

Sun Mon Tue Wed Thu Fri Sat

Unit 2: Equations and Inequalities

Unit 2: Equations and Inequalities

Sun Mon Tue Wed Thu Fri Sat

Unit 3: Similarity and Dilations

Unit 3: Similarity and Dilations

Unit 3: Similarity and Dilations

Sun Mon Tue Wed Thu Fri Sat

Unit 4: Proportional Relationships

Unit 4: Proportional Relationships and Slope

Unit 4: Proportional Relationships and Slope

Unit 4: Proportional Relationships and Slope

Sun Mon Tue Wed Thu Fri Sat

Unit 4: Proportional Relationships and Slope

Sun Mon Tue Wed Thu Fri Sat

WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK

Collaboration Day 2 Campus PD First Day of Semester 2

HOLIDAY Unit 6: Data Analysis

Unit 6: Data Analysis

Sun Mon Tue Wed Thu Fri Sat

End of Quarter 3 Collaboration Day 3

Unit 6: Data and Statistics

Sun Mon Tue Wed Thu Fri Sat

7 8 9 7th Writing STAAR 10 11 12 13

Unit 7: Financial Literacy

Sun Mon Tue Wed Thu Fri Sat

Unit 7: Financial Literacy

Unit 7: Financial Literacy

Unit 7: Financial Literacy

Sun Mon Tue Wed Thu Fri Sat

Unit 7: Financial Literacy

Unit 7: Financial Literacy

Unit 7: Financial Literacy

You might also like