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A Pacing Guide of

digits ©2012

Developed for Round Lake Area Schools

Grade 7 Compact

GRADE LEVEL ESSENTIAL COMPONENTS

DAY(S)/MONTH: LESSON(S)/

MATERIALS:

Ratios & Proportional

Relationships

The Number System Expressions & Equations Geometry Statistics & Probability Mathematical Practices

August 25 Day 1

Unit A Ratios and

Proportional Relationships

Readiness Assessment For Unit A

CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4

miles per hour, equivalently 2 miles per hour.

CCSS.Math.Content.7.RP.A.2 Recognize and represent proportional relationships between quantities.

o CCSS.Math.Content.7.RP.A.2a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

o CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

o CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant

1. CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

2. CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

3. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

4. CCSS.Math.Practice.MP4 Model with mathematics.

5. CCSS.Math.Practice.MP5 Use appropriate tools strategically.

6. CCSS.Math.Practice.MP6 Attend to precision.

7. CCSS.Math.Practice.MP7 Look for and make use of structure.

8. CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

Grade: 7 Compact

Distribution of Literary & Informational Reading (NAEP Framework)

Grade Lit Info

4th

50% 50%

8th

45% 55%

12th

30% 70%

Distribution of Communicative Purpose of Writing (NAEP Framework)

Gr. To Persuade To Explain To Convey Experience

4th

30% 35% 35% 8

th 35% 35% 30%

12th

40% 40% 20%

http://www.corestandards.org/Math/Content/7/RP/A/1


http://www.corestandards.org/Math/Content/7/RP/A/2/a


http://www.corestandards.org/Math/Content/7/RP/A/2/b


http://www.corestandards.org/Math/Content/7/RP/A/2/c


http://www.corestandards.org/Math/Practice/MP1









MATERIALS:


Relationships


price p, the relationship between the total cost and the number of items can be expressed as t = pn.

o CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

August 26 Day 2

Topic 1 Ratios and

Rates

Readiness Lesson r1 Planning a

Concert


1/2/1/4









16. CCSS.Math.Practice.MP8

http://www.corestandards.org/Math/Content/7/RP/A/2/d













MATERIALS:


Relationships


Look for and express regularity in repeated reasoning.

August 27 Day 3

1-1 Equivalent

Ratios CCSS.Math.Content.7.RP.A.1

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4








1-2 Unit Rates CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4








29. CCSS.Math.Practice.MP8 Look for and express regularity in repeated

















MATERIALS:


Relationships


reasoning.

August 28 Day 4

1-3 Ratios with

Fractions CCSS.Math.Content.7.RP.A.1


1/2/1/4







1-4 Unit Rates with

Fractions CCSS.Math.Content.7.RP.A.1


1/2/1/4
























MATERIALS:


Relationships


August 29 Day 5

1-5 Problem

Solving CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction

1/2/1/4










Topic 1 Ratios and

Rates

Review


1/2/1/4

























MATERIALS:


Relationships


Attend to precision.



September 2

Day 6 Topic 1 Ratios and

Rates

Test


1/2/1/4





CCSS.Math.Practice.MP6 Attend to precision.

September 3 Day 7

Topic 2


Readiness Lesson r2 Making and

Editing a Video




CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is








68. CCSS.Math.Practice.MP8 Look for and express
























MATERIALS:


Relationships


proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

regularity in repeated reasoning.

September 4 Day 8

2-1 Proportional

Relationships and Tables










2-2 Proportional

Relationships and Graphs



o CCSS.Math.Content.7.RP.A.2


























MATERIALS:


Relationships


d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

Use appropriate tools strategically.



September 5 Day 9

2-3 Constant of

Proportionality CCSS.Math.Content.7.RP.A.2

Recognize and represent proportional relationships between quantities.


CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.





















MATERIALS:


Relationships


2-4 Proportional

Relationships and Equations



o CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.








September 8 Day 10

2-5 Maps and

Scale Drawings CCSS.Math.Content.7.RP.A.2



CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.





CCSS.Math.Practice.MP5 Use appropriate tools strategically.

2-6 Problem

Solving CCSS.Math.Content.7.RP.A.2


CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP2
















http://www.corestandards.org/Math/Content/7/G/A/1











MATERIALS:


Relationships





from a scale drawing and reproducing a scale drawing at a different scale.

Reason abstractly and quantitatively.

CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

CCSS.Math.Practice.MP4 Model with mathematics.



CCSS.Math.Practice.MP7 Look for and make use of structure.

CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

September 9 Day 11

Topic 2


Review



o CCSS.Math.Content.7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional


CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.





























MATERIALS:


Relationships


relationships.

CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.



September 10 Day 12

Topic 2


Test




CCSS.Math.Content.7.RP.A.2c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.






September 11 Day 13

Topic 3 Percents

Readiness Lesson

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and

CCSS.Math.Content.7.EE.A.2 Understand that rewriting an expression in different forms in



















http://www.corestandards.org/Math/Content/7/EE/A/2



MATERIALS:


Relationships


r3 Restaurant Math percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”








September 12 Day 14

3-1 The Percent

Equation CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

CCSS.Math.Content.7.EE.A.2 Understand that rewriting an

expression in different forms in a problem context can shed

light on the problem and how the quantities in it are related.

For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”







CCSS.Math.Practice.MP7 Look for and make use of


















MATERIALS:


Relationships


structure.

3-2 Using the

Percent Equation CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

CCSS.Math.Content.7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”








September 15 Day 15

3-3 Simple Interest CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.


























MATERIALS:


Relationships


Daystructure.

3-4 Compound

Interest CCSS.Math.Content.7.RP.A.3

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.








September 16 Day 16

3-5 Percent

Increase and Decrease









3-6 Markups and CCSS.Math.Content.7.RP.A.3 Use proportional relationships

CCSS.Math.Practice.MP1 Make sense of problems and




















MATERIALS:


Relationships


Markdowns to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

persevere in solving them.






September 17 Day 17

3-7 Problem




























MATERIALS:


Relationships


September 18 Day 18

Topic 3 Percents

Review










September 19 Day 19

Topic 3 Percents

Test









September 22 Day 20

Unit B Rational

Numbers

Readiness Assessment For

CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and




















http://www.corestandards.org/Math/Content/7/NS/A/1





MATERIALS:


Relationships


Unit B subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

o CCSS.Math.Content.7.NS.A.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.

o CCSS.Math.Content.7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the positive or

negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

o CCSS.Math.Content.7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

o CCSS.Math.Content.7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.

CCSS.Math.Content.7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and






http://www.corestandards.org/Math/Content/7/NS/A/1/a


http://www.corestandards.org/Math/Content/7/NS/A/1/b


http://www.corestandards.org/Math/Content/7/NS/A/1/c


http://www.corestandards.org/Math/Content/7/NS/A/1/d









MATERIALS:


Relationships


divide rational numbers.

o CCSS.Math.Content.7.NS.A.2a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

o CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.

o CCSS.Math.Content.7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.

o CCSS.Math.Content.7.NS.A.2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.












MATERIALS:


Relationships


Topic 4 Adding

and Subtracting Rational Numbers

Readiness Lesson r4 Scuba Diving

CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

o CCSS.Math.Content.7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or

negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.



























MATERIALS:


Relationships


September 23 Day 21

4-1 Rational

Numbers, Opposites, and Absolute Value

o CCSS.Math.Content.7.NS.A.1a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.







4-2 Adding Integers o CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

o CCSS.Math.Content.7.NS.A.1b Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.









September 24 Day 22

4-3 Adding Rational o CCSS.Math.Content.7.NS.A. CCSS.Math.Practice.MP1 Make sense of problems and

























MATERIALS:


Relationships


Numbers 1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.








4-4 Subtracting

Integers



o CCSS.Math.Content.7.NS.A.1d Apply properties of operations as strategies to































MATERIALS:


Relationships


add and subtract rational numbers.

structure.

September 25 Day 23

4-5 Subtracting

Rational Numbers



CCSS.Math.Content.7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.







4-6 Distance on a

Number Line



negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-






























MATERIALS:


Relationships


world contexts. structure.

September 28 Day 24

4-7 Problem

Solving



CCSS.Math.Content.7.NS.A.1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.










Topic 4 Adding


Review



negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses).






























MATERIALS:


Relationships


Interpret sums of rational numbers by describing real-world contexts.






September 29 Day 25

Topic 4 Adding


Test




o CCSS.Math.Content.7.NS.A.























MATERIALS:


Relationships


1c Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.



September 30 Day 26

Topic 5 Multiplying

and Dividing Rational Numbers

Readiness Lesson r5 Running a

Bakery

CCSS.Math.Content.7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.


o CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers
























MATERIALS:


Relationships


(with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.



5-1 Multiplying

Integers




CCSS.Math.Content.7.NS.A.3 Solve real-world and


























MATERIALS:


Relationships


mathematical problems involving the four operations with rational numbers.

October 1 Day 27

5-2 Multiplying

Rational Numbers











5-3 Dividing

Integers


o CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers


























MATERIALS:


Relationships


(with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world contexts.






October 2 Day 28

5-4 Dividing

Rational Numbers


o CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret

quotients of rational numbers by describing real-world contexts.































MATERIALS:


Relationships


5-5 Operations with

Rational Numbers







o CCSS.Math.Content.7.NS.A.2a Understand that multiplication is extended from fractions to rational


























MATERIALS:


Relationships


numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.





October 3 Day 29

5-6 Problem

Solving



















MATERIALS:


Relationships


Model with mathematics.





Topic 5 Multiplying


Review



o CCSS.Math.Content.7.NS.A.2b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real-world
























MATERIALS:


Relationships


contexts.








MATERIALS:


Relationships


October 6 Day 30

Topic 5 Multiplying


Test











October 7 Day 31

Topic 6 Decimals

and Percents o CCSS.Math.Content.7.NS.A.

2d Convert a rational number to a decimal using long




















MATERIALS:


Relationships


Readiness Lesson r6 Summer

Olympics

division; know that the decimal form of a rational number terminates in 0s or eventually repeats.







6-1 Repeating

Decimals o CCSS.Math.Content.7.NS.A.

2d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.








October 8 Day 32

6-2 Terminating

Decimals o CCSS.Math.Content.7.NS.A.

2d Convert a rational number to a decimal using long division; know that the decimal form of a rational






















MATERIALS:


Relationships


number terminates in 0s or eventually repeats.






6-3 Percents

Greater Than 100 CCSS.Math.Content.7.RP.A.3








October 9 Day 33

6-4 Percents Less

Than 1 CCSS.Math.Content.7.RP.A.3























MATERIALS:


Relationships





6-5 Fractions,

Decimals, and Percents









October 10 Day 34

6-6 Percent Error CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.


























MATERIALS:


Relationships


6-7 Problem











October 15 Day 35

Topic 6 Decimals

and Percents

Review




























MATERIALS:


Relationships


October 16 Day 36

Topic 6 Decimals

and Percents

Test







October 17 Day 37

Unit C Expressions

and Equations

Readiness Assessment for Unit C

CCSS.Math.Content.7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.


CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.





Topic 7 Equivalent

Expressions

Readiness Lesson r7 Choosing a Cell

Phone Plan


CCSS.Math.Content.7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how














http://www.corestandards.org/Math/Content/7/EE/B/4












MATERIALS:


Relationships


the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”


Look for and make use of structure.

October 20 Day 38

7-1 Expanding

Algebraic Expressions

















MATERIALS:


Relationships


7-2 Factoring









October 21 Day 39

7-3 Adding
























MATERIALS:


Relationships


7-4 Subtracting









October 22 Day 40

7-5 Problem

Solving





























MATERIALS:


Relationships



Topic 7 Equivalent

Expressions

Review








October 23 Day 41

Topic 7 Equivalent

Expressions

Test



CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or





















MATERIALS:


Relationships


mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

October 24 Day 42

Topic 8 Equations

Readiness Lesson r8 Gym Workouts

o CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?





8-1 Solving Simple

Equations






October 27 Day 43

8-2 Writing Two-

Step Equations

o CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers.

Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is





http://www.corestandards.org/Math/Content/7/EE/B/4/a
















MATERIALS:


Relationships


6 cm. What is its width? structure.

8-3 Solving Two-

Step Equations






October 28 Day 44

8-4 Solving

Equations Using the Distributive Property






8-5 Problem

Solving


Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?























MATERIALS:


Relationships





October 29 Day 45

Topic 8 Equations

Review






October 30 Day 46

Topic 8 Equations

Test






November 3 Day 48

Unit A Ratios and


Enrichment

CCSS.Math.Content.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as



CCSS.Math.Practice.MP3 Construct viable arguments



















MATERIALS:


Relationships


the complex fraction 1/2

/1/4 miles per hour, equivalently 2 miles per hour.





o CCSS.Math.Content.7.RP.A.2d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples:

and critique the reasoning of others.






















MATERIALS:


Relationships


simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

DAY(S)/ MONTH: LESSON(S)/

MATERIALS:


Relationships


Unit B Rational

Numbers

Enrichment

-or-

Topic 8 Equations

Review




CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?







November 4 Day 49

Topic 9

Inequalities

Readiness Lesson r9 Taking Public

Transportation

o o CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to


















http://www.corestandards.org/Math/Content/7/EE/B/4/b






MATERIALS:


Relationships


make, and describe the solutions.

9-1 Solving

Inequalities Using Addition or Subtraction



CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.





November 5 Day 50

9-2 Solving

Inequalities Using Multiplication or Division


CCSS.Math.Content.7.EE.B.4b


















MATERIALS:


Relationships


Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r

are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

9-3 Solving Two-

Step Inequalities







November 6 Day 51

9-4 Solving Multi- o CCSS.Math.Content.7.EE.B.4a Solve word problems leading to











MATERIALS:


Relationships


Step Inequalities equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers.


CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r

are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.





9-5 Problem

Solving


CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers.




















MATERIALS:


Relationships


Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.




November 7 Day 52

Topic 9

Inequalities

Review







Nov ember10 Day 53

Topic 9

Inequalities

Test

o CCSS.Math.Content.7.EE.B.4a Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms


CCSS.Math.Practice.MP2 Reason abstractly and













MATERIALS:


Relationships


fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?


quantitatively.



Unit C Expressions

and Equations

Enrichment



CCSS.Math.Content.7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the


















MATERIALS:


Relationships


quantities.



Nov ember 12 Day 54

Unit D Geometry

Readiness Assessment for Unit D

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve








http://www.corestandards.org/Math/Content/7/G/B/4






MATERIALS:


Relationships


problems; give an informal derivation of the relationship between the circumference and area of a circle.

Topic 10 Angles

Readiness Lesson r10 Miniature Golf






November 13 Day 55

10-1 Measuring

Angles







10-2 Adjacent

Angles





CCSS.Math.Practice.MP5 Use appropriate tools


















MATERIALS:


Relationships


CCSS.Math.Content.7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

strategically.

November 14 Day 56

10-3

Complementary Angles







10-4

Supplementary Angles


CCSS.Math.Content.7.G.B.5 Use facts about supplementary, complementary, vertical, and



















MATERIALS:


Relationships


adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

November 17 Day 57

10-5 Vertical

Angles







10-6 Problem

Solving
























MATERIALS:


Relationships


Look for and make use of structure.




MATERIALS:


Relationships


November 18 Day 58

Topic 10 Angles

Review







November 19 Day 59

Topic 10 Angles

Test






November 20 Day 60

Topic 11 Circles

Readiness Lesson r11 Planning Zoo

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric


















MATERIALS:


Relationships


Habitats shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Construct viable arguments and critique the reasoning of others.



11-1 Center,

Radius, and Diameter








November 21 Day 61

11-2 Circumference

of a Circle

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than



















MATERIALS:


Relationships


one triangle, or no triangle.




11-3 Area of a

Circle








December 1 Day 62

11-4 Relating

Circumference and Area of a Circle
























MATERIALS:


Relationships


11-5 Problem

Solving










December 2 Day 63

Topic 11 Circles

Review


CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference





















MATERIALS:


Relationships


and area of a circle.

December 3 Day 64

Topic 11 Circles

Test







December 4 Day 65

Topic 12 2- and 3-

Dimensional Shapes

Readiness Lesson r12 Architecture






12-1 Geometry

Drawing Tools

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than






















MATERIALS:


Relationships


one triangle, or no triangle. Use appropriate tools strategically.

December 5 Day 66

12-2 Drawing

Triangles with Given Conditions 1






12-3 Drawing

Triangles with Given Conditions 2






December 8 Day 67

12-4 2-D Slices of

Right Rectangular Prisms

CCSS.Math.Content.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.





12-5 2-D Slices of

Right Rectangular

CCSS.Math.Content.7.G.A.3 Describe the two-dimensional figures that




















MATERIALS:


Relationships


Pyramids result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.




December 9 Day 68

12-6 Problem

Solving











Topic 12 2- and 3-

Dimensional Shapes

Review

CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a






















MATERIALS:


Relationships


unique triangle, more than one triangle, or no triangle.




December 10 Day 69

Topic 12 2- and 3-

Dimensional Shapes

Test














MATERIALS:


Relationships


December 11 Day 70

Topic 13 Surface

Area and Volume

Readiness Lesson r13 Growing a

Garden

CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.






13-1 Surface Areas

of Right Prisms







December 12 Day 71

13-2 Volumes of

Right Prisms
























MATERIALS:


Relationships


strategically.


13-3 Surface Areas

of Right Pyramids







December 15 Day 72

13-4 Volumes of

Right Pyramids







13-5 Problem

Solving




CCSS.Math.Practice.MP3 Construct viable arguments



















MATERIALS:


Relationships


and critique the reasoning of others.






December 16 Day 73

Topic 13 Surface

Area and Volume

Review







December 17 Day 74

Topic 13 Surface

Area and Volume

Test























MATERIALS:


Relationships



December 18 Day 75

Unit D Geometry

Enrichment





CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects

















MATERIALS:


Relationships


composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

January 6 Day 77

Unit E Statistics

Readiness Assessment for Unit E

CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.







January 7 Day 78

Topic 14 Sampling

Readiness Lesson r14 Endangered

Species








14-1 Populations

and Samples

CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to


http://www.corestandards.org/Math/Content/7/SP/A/1




















MATERIALS:


Relationships


gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.







January 8 Day 79

14-2 Estimating a

Population








14-3 Convenience

Sampling

CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the























MATERIALS:


Relationships


sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.





January 9 Day 80

14-4 Systematic

Sampling








14-5 Simple

Random Sampling

CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid























MATERIALS:


Relationships


inferences. CCSS.Math.Practice.MP5 Use appropriate tools strategically.





MATERIALS:


Relationships


January 12 Day 81

[Review 14-1 through 14-5 and introduce] 14-6

Comparing Sampling Methods








14-7 Problem

Solving





























MATERIALS:


Relationships


January 13 Day 82

Topic 14 Sampling

Review








January 14 Day 83

Topic 14 Sampling

Test


CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is
















http://www.corestandards.org/Math/Content/7/SP/B/3








MATERIALS:


Relationships


10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

January 15 Day 84

Topic 15

Comparing Two Populations

Readiness Lesson r15 Tornadoes


CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the




















MATERIALS:


Relationships


centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.


January 16 Day 85

15-1 Statistical

Measures


CCSS.Math.Content.7.SP.B.4 Use measures of




















MATERIALS:


Relationships


center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.


15-2 Multiple

Populations and Inferences


CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between


















MATERIALS:


Relationships


the two distributions of heights is noticeable.


January 20 Day 86

15-3 Using

Measures of Center








15-4 Using

Measures of Variability

CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a



CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of

















MATERIALS:


Relationships


seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

others.




January 21 Day 87

15-5 Exploring

Overlap in Data Sets

CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.








15-6 Problem CCSS.Math.Content.7.SP. CCSS.Math.Practice.MP1

















MATERIALS:


Relationships


Solving B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

Make sense of problems and persevere in solving them.








January 22 Day 88

Topic 15


Review


CCSS.Math.Content.7.SP.B.3 Informally assess the degree of visual overlap of two numerical data

























MATERIALS:


Relationships


distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.


January 23 Day 89

Topic 15


Test

CCSS.Math.Content.7.SP.A.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid


CCSS.Math.Practice.MP2 Reason abstractly and














MATERIALS:


Relationships


inferences.



January 26 Day 90

Unit F Probability

Readiness Assessment for Unit F

CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0








http://www.corestandards.org/Math/Content/7/SP/C/5






MATERIALS:


Relationships


indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

others.




Topic 16

Probability Concepts

Readiness Lesson r16 Baseball Stats

CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and























MATERIALS:


Relationships


observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

January 27 Day 91

16-1 Likelihood and

Probability









16-2 Sample Space CCSS.Math.Content.7.SP.C.7 Develop a probability
















MATERIALS:


Relationships


model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.







January 28 Day 92

16-3 Relative

Frequency and Experimental Probability






















MATERIALS:


Relationships


16-4 Theoretical

Probability

CCSS.Math.Content.7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

o CCSS.Math.Content.7.SP.C.7a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.







January 29 Day 93

16-5 Probability

Models











http://www.corestandards.org/Math/Content/7/SP/C/7/a



















MATERIALS:


Relationships


o CCSS.Math.Content.7.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

16-6 Problem

Solving



o CCSS.Math.Content.7.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate









http://www.corestandards.org/Math/Content/7/SP/C/7/b

















MATERIALS:


Relationships


probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

January 30 Day 94

Topic 16


Review



CCSS.Math.Content.7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities




















MATERIALS:


Relationships


from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.


o CCSS.Math.Content.7.SP.C.7b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

February 2 Day 95

Topic 16


Test

CCSS.Math.Content.7.SP.C.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that
















MATERIALS:


Relationships


is neither unlikely nor likely, and a probability near 1 indicates a likely event.




CCSS.Math.Content.7.SP.C.7b Develop a probability












MATERIALS:


Relationships


model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

February 3 Day 96

Topic 17

Compound Events

Readiness Lesson r17 Games and

Probability

CCSS.Math.Content.7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

o CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.







17-1 Compound

Events


CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in
























MATERIALS:


Relationships


everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.



February 4 Day 97

17-2 Sample

Spaces


CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.







17-3 Counting

Outcomes


o CCSS.Math.Content.7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

o CCSS.Math.Content.7.SP.C.8b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in
































MATERIALS:


Relationships


everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

February 5 Day 98

17-4 Finding

Theoretical Probabilities



o CCSS.Math.Content.7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.







17-5 Simulation

with Random Numbers


o CCSS.Math.Content.7.SP.C.8c Design and use a simulation to generate frequencies for compound


















http://www.corestandards.org/Math/Content/7/SP/C/8/c

http://www.corestandards.org/Math/Content/7/SP/C/8/c





MATERIALS:


Relationships


events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

others.




February 6 Day 99

17-6 Finding

Probabilities Using Simulation








17-7 Problem

Solving





























MATERIALS:


Relationships





February 9 Day 100

Topic 17

Compound Events

Review










February 10 Day 101

Topic 17

Compound Events

CCSS.Math.Content.7.SP.C.6 Approximate the probability of a chance





















MATERIALS:


Relationships


Test event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.








February 11 Day 102

Unit E Statistics

-or-

Unit F Probability

Enrichment























MATERIALS:


Relationships


CCSS.Math.Content.7.SP.A.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.


CCSS.Math.Content.7.SP.B.4 Use measures of center and measures of variability for numerical data from random

strategically.










MATERIALS:


Relationships


samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.



CCSS.Math.Content.7.SP.C.7 Develop a probability model and use it to find








MATERIALS:


Relationships


probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.


DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:

The Number System Expressions & Equations Functions Geometry Statistics & Probability Mathematical Practices

February 12 Day 103

Unit A The Number

System

Readiness Assessment for Unit A

CCSS.Math.Content.8.NS.A.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.

CCSS.Math.Content.8.NS.A.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.

Topic 1 Rational and

Irrational Numbers

Readiness Lesson r1 Skyscrapers



2). For







February 13 Day 104

1-1 Expressing

Rational Numbers with Decimal Expansions

CCSS.Math.Content.8.NS.A.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




CCSS.Math.Practice.MP4 Model
















repeats eventually into a rational number.

with mathematics.


1-2 Exploring

Irrational Numbers CCSS.Math.Content.8.NS.A.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.






February 16 Day 105

1-3 Approximating

Irrational Numbers CCSS.Math.Content.8.NS.A.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








1-4 Comparing and

Ordering Rational and Irrational Numbers


2). For




























February 17 Day 106

Topic 1 Project How

High Can You Go



2). For







1-5 Problem Solving CCSS.Math.Content.8.NS.A.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




CCSS.Math.Practice.MP4 Model


















decimal expansion which repeats eventually into a rational number.


2). For


with mathematics.





February 18 Day 107


Irrational Numbers

Review



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.

February 19 Day 108


Irrational Numbers

Test

Topic 1 Project due

next class



2). For



CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. .



February 20 Day 109

Unit A The Number

System

Enrichment

CCSS.Math.Content.8.NS.A.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rat8onal numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

CCSS.Math.Content.8.NS.A.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


Unit B Expressions

and Equations, Part 1

Readiness Assessment for Unit B

CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.

CCSS.Math.Content.8.EE.A.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 many times as much one is than the other. For example, estimate the population of the United States as 3 times 10

8 and

the population of the world as 7 times 10

9, and

determine that the world population is more than 20 times larger.

CCSS.Math.Content.8.EE.A.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

CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.

CCSS.Math.Content.8.EE.C.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b

are different numbers).

CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

February 24 Day 110

Topic 2 Linear

Equations in One Variable

Readiness Lesson r2 Auto Racing


CCSS.Math.Content.8.EE.C.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b

are different numbers).







http://www.corestandards.org/Math/Content/8/EE/C/7


http://www.corestandards.org/Math/Content/8/EE/C/7/a


http://www.corestandards.org/Math/Content/8/EE/C/7/b













2-1 Solving Two-Step

Equations









February 25 Day 111

2-2 Solving Equations

with Variables on Both Sides









2-3 Solving Equations

Using the Distributive Property

CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions


CCSS.Math.Practice.MP2 Reason



























require expanding expressions using the distributive property and collecting like terms.

abstractly and quantitatively.





February 26 Day 112

2-4 Solutions – One,

None, or Infinitely Many


CCSS.Math.Content.8.EE.C.7a Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).







Topic 2 Project

Going Places


































February 27 Day 113

2-5 Problem Solving CCSS.Math.Content.8.EE.C.7 Solve linear equations in one variable.










March 2 Day 114

Topic 2 Linear


Review


































March 3 Day 115

Topic 2 Linear


Test

Topic 2 Project due

next class









March 4 Day 116

Topic 3 Integer

Exponents

Readiness Lesson r3 Ocean Waves

CCSS.Math.Content.8.EE.A.2 Use square root and cube root symbols to represent solutions to equations of the form x

2 = p and x

3 = 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.





CCSS.Math.Practice.MP6 Attend





















to precision.



March 5 Day 117

3-1 Perfect Squares,

Square Roots, and Equations of the Form x

2 = p


2 = p and x

3 = 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.








March 6 Day 118

3-2 Perfect Cubes,

Cube Roots, and Equations of the Form x

3 = p


2 = p and x

3 = 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.








3-3 Exponents and CCSS.Math.Content.8.EE.A.1 Know and apply the

CCSS.Math.Practice.MP1 Make sense of problems and persevere
























Multiplication properties of integer exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.

in solving them.







March 10 Day 119

3-4 Exponents and

Division


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


3-5 Zero and Negative

Exponents CCSS.Math.Content.8.EE.A.

1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.








March 11 Day 120

3-6 Comparing

Expressions with Exponents


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.








Topic 3 Project

Endless Exponents


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.



CCSS.Math.Practice.MP3 Construct viable arguments and
























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


critique the reasoning of others.





3-7 Problem Solving CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.









March 12 Day 121

Topic 3 Integer

Exponents

Review


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.



























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


to precision.



March 13 Day 122

Topic 3 Integer

Exponents

Test

Topic 3 Project due

next class


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.


CCSS.Math.Practice.MP2 Reason abstractly and quantitatively





March 16 Day 123

Topic 4 Scientific

Notation

Readiness Lesson r4

The Mathematics of Sound


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.


8 and


9, and


CCSS.Math.Content.8.EE.A.






























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


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

March 17 Day 124

4-1 Exploring Scientific

Notation CCSS.Math.Content.8.EE.A.

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 many times as much one is than the other. For example, estimate the population of the United States as 3 times 10

8 and


9, and


CCSS.Math.Content.8.EE.A.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



















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


technology.

4-2 Using Scientific

Notation to Describe Very Large Quantities


8 and


9, and









March 18 Day 125

4-3 Using Scientific

Notation to Describe Very Small Quantities


8 and


9, and









4-4 Operating with

Numbers Expressed in Scientific Notation

CCSS.Math.Content.8.EE.A.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

























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 10

8 and


9, and


CCSS.Math.Content.8.EE.A.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.






March 19 Day 126

Topic 4 Project

Making Sense of the Census


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.


8 and


9, and


























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:



CCSS.Math.Content.8.EE.A.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

March 20 Day 127

4-5 Problem Solving CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.

CCSS.Math.Content.8.EE.A.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.









March 23 Day 128

Topic 4 Scientific

Notation CCSS.Math.Content.8.EE.A.

1 Know and apply the properties of integer

CCSS.Math.Practice.MP1 Make sense of problems and persevere


















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


Review exponents to generate equivalent numerical expressions. For example, 3

2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.


8 and


9, and



in solving them.







Topic 4 Scientific

Notation

Test

Topic 4 Project due

next class


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.

CCSS.Math.Content.8.EE.A.3 Use numbers expressed in the form of a single digit























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 times 10

8 and


9, and



to precision.



March 24 Day 129

Unit B Expressions


Enrichment


2 × 3

–5 = 3

–3 = 1/3

3 = 1/27.

CCSS.Math.Content.8.EE.A.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 many times as much one is than the other. For example, estimate the population of the United





















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


States as 3 times 108 and


9, and





CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding









DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


expressions using the distributive property and collecting like terms.

April 7 Day 130

Unit C Expressions


Readiness Assessment for Unit C

CCSS.Math.Content.8.EE.B.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.

CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

CCSS.Math.Content.8.EE.C.8 Analyze and solve pairs of simultaneous linear equations.

CCSS.Math.Content.8.EE.C.8a 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.

CCSS.Math.Content.8.EE.C.8b Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations.























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


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.

CCSS.Math.Content.8.EE.C.8c 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.

April 8 Day 131

Topic 5 Proportional

Relationships, Lines, and Linear Functions

Readiness Lesson r5

High-Speed Trains









5-1 Graphing


CCSS.Math.Content.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional



http://www.corestandards.org/Math/Content/8/EE/C/8/c

http://www.corestandards.org/Math/Content/8/EE/C/8/c















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


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.






April 9 Day 132

5-2 Linear Equations: y

= mx CCSS.Math.Content.8.EE.B.

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.








April 10 Day 133

5-3 The Slope of a

Line CCSS.Math.Content.8.EE.B.

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























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


equation to determine which of two moving objects has greater speed.







DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


5-4 Unit Rates and

Slope CCSS.Math.Content.8.EE.B.

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.







April 13 Day 134

5-5 The y-intercept of

a Line CCSS.Math.Content.8.EE.B.

6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.







5-6 Linear Equations: y

= mx + b CCSS.Math.Content.8.EE.

B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the



























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


vertical axis at b. CCSS.Math.Practice.MP7 Look for and make use of structure.


April 14 Day 135

Topic 5 Project Just

the Ticket

due November 13th









5-7 Problem Solving CCSS.Math.Content.8.EE.B.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.

CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two





























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.



April 15 Day 136



Review









April 16 Day 137



Test

Topic 5 Project due

next class


CCSS.Math.Content.8.EE.B.6 Use similar triangles to explain why the slope m is


CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. .

























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

April 17 Day 138

Unit E Geometry

Readiness Assessment for Unit E

CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:

CCSS.Math.Content.8.G.A.1a Lines are taken to lines, and line segments to line segments of the same length.

CCSS.Math.Content.8.G.A.1b Angles are taken to angles of the same measure.

CCSS.Math.Content.8.G.A.1c Parallel lines are taken to parallel lines.

CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.







Topic 9 Congruence

Readiness Lesson r9

Computer-Aided Design


CCSS.Math.Content.8.G.A.1a Lines are taken to






http://www.corestandards.org/Math/Content/8/G/A/1/a


http://www.corestandards.org/Math/Content/8/G/A/1/b


http://www.corestandards.org/Math/Content/8/G/A/1/c

















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


lines, and line segments to line segments of the same length.








April 20 Day 139

9-1 Translations CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:










9-2 Reflections CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and






























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


translations:









April 21 Day 140

9-3 Rotations CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:


































DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


9-4 Congruent Figures CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.







April 22 Day 141

Topic 9 Project A

Walk in the Park

due February 9th





CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence































DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


between them.

9-5 Problem Solving CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.









April 23 Day 142

Topic 9 Congruence

Review





CCSS.Math.Content.8.G.A.2 Understand that a two-dimensional figure is

































DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

April 24 Day 143

Topic 9 Congruence

Test

Topic 9 Project due

next class











April 27 Day 144

Topic 10 Similarity

Readiness Lesson r10 Air Travel

CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional






















DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


figures using coordinates.

CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.






10-1 Dilations CCSS.Math.Content.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:

CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.







April 28 Day 145

10-2 Similar Figures CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations,































DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.


10-3 Relating Similar

Triangles and Slope CCSS.Math.Content.8.EE.B.

6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.









April 29 Day 146

Topic 10 Project

World Tour!


CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits






























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


the similarity between them.

10-4 Problem Solving CCSS.Math.Content.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.










April 30 Day 147

Topic 10 Similarity

Review































DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


May 1 Day 148

Topic 10 Similarity

Test

Topic 10 Project due

next class








May 4 Day 149

Topic 11 Reasoning in

Geometry

Readiness Lesson r11 Photography

CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.







11-1 Angles, Lines,

and Transversals CCSS.Math.Content.8.G.

A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when


























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.





May 5 Day 150

11-2 Reasoning and

Parallel Lines CCSS.Math.Content.8.G.

A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.







11-3 Interior Angles of

Triangles CCSS.Math.Content.8.G.

A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in


























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


terms of transversals why this is so.

May 6 Day 151

11-4 Exterior Angles of

Triangles CCSS.Math.Content.8.G.

A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.







11-5 Angle-Angle

Triangle Similarity CCSS.Math.Content.8.G.

A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three

























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


May 7 Day 152

Topic 11 Project

Geometry's a Snap!








11-6 Problem Solving CCSS.Math.Content.8.G.A.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.



























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


May 8 Day 153


Geometry

Review









May 11 Day 154


Geometry

Test


next class
























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:



May 12 Day 155

Topic 13 Surface Area

and Volume

Readiness Lesson r13 Sand Sculptures

CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.







Topic 13 Project Math

Rocks!








http://www.corestandards.org/Math/Content/8/G/C/9














DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:




DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


May 13 Day 156

13-1 Surface Areas of

Cylinders CCSS.Math.Content.8.G.

C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.







13-2 Volumes of

Cylinders CCSS.Math.Content.8.G.








May 14 Day 157


Cones CCSS.Math.Content.8.G.




CCSS.Math.Practice.MP3 Construct viable arguments and
























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


critique the reasoning of others.




13-4 Volumes of

Cones CCSS.Math.Content.8.G.








May 15 Day 158


Spheres CCSS.Math.Content.8.G.








13-6 Volumes of

Spheres CCSS.Math.Content.8.G.

C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and


























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


mathematical problems. CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.




May 18 Day 159

13-7 Problem Solving CCSS.Math.Content.8.G.C.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.









May 19 Day 160


and Volume

Review




























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:



May 20 Day 161


and Volume

Test


next class







May 21 Day 162

Unit E Geometry

Enrichment




CCSS.Math.Content.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations,





























DAY(S)/

MONTH:

LESSON(S)/

MATERIALS:


reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.


CCSS.Math.Content.8.G.B.6 Explain a proof of the Pythagorean Theorem and its converse.

CCSS.Math.Content.8.G.B.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

CCSS.Math.Content.8.G.B.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

CCSS.Math.Content.8.G.










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May 22 Day 163

Unit F Statistics

Enrichment

CCSS.Math.Content.8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

CCSS.Math.Content.8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

CCSS.Math.Content.8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

CCSS.Math.Content.8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical





















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data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

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