MathematicsGrade 8

Curriculum Guide

2009

Interim Edition

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDE i

CONTENTS

Contents

Acknowledgements .................................................................................................. iii

Foreword .............................................................................................................................v

Background .......................................................................................................................1

Introduction ....................................................................................................................2Purpose of the Document .......................................................................................................2

Beliefs About Students and Mathematics ...............................................................................2

Affective Domain .....................................................................................................................3

Early Childhood ........................................................................................................................3

Goals For Students ..................................................................................................................4

Conceptual Framework for K-9 Mathematics .......................................4Mathematical Processes .........................................................................................................5

Nature of Mathematics ............................................................................................................9

Strands ..................................................................................................................................12

Outcomes and Achievement Indicators .................................................................................13

Summary ..............................................................................................................................13

Instructional FocusPlanning for Instruction ........................................................................................................14

Teaching Sequence ..............................................................................................................14

Instruction Time Per Unit ......................................................................................................14

Resources ............................................................................................................................15

General and Specifi c Outcomes ...................................................................15

General and Specifi c Outcomes by Strand .........................................16

Outcomes with Achievement IndicatorsUnit 1: Square Roots and the Pythagorean Theorem ............................................................27

Unit 2: Integers .....................................................................................................................53

Unit 3: Operations with Fractions .........................................................................................81

Unit 4: Measuring Prisms and Cylinders ............................................................................. 117

Unit 5: Percent, Ratio, and Rate ..........................................................................................141

Unit 6: Linear Equations and Graphing ...............................................................................173

Unit 7: Data Analysis and Probability ..................................................................................197

Unit 8: Geometry ................................................................................................................221

Appendix ......................................................................................................................247

References ...................................................................................................................257

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDEii

CONTENTS

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDE iii

The Department of Education would like to thank Western and Northern Canadian Protocol (WNCP)

for Collaboration in Education, The Common Curriculum Framework for K-9 Mathematics - May 2006 and

The Common Curriculum Framework for Grades 10-12 - January 2008. Reproduced (and/or adapted) by

permission. All rights reserved.

We would also like to thank the provincial Grade 8 Mathematics curriculum committee, the Alberta

Department of Education, the New Brunswick Department of Education, and the following people for their

contribution:

Joanne Hogan, Program Development Specialist - Mathematics,

Division of Program Development, Department of Education

Judy Benson, Teacher - Frank Roberts Junior High, Conception Bay

South

Margie Elms, Teacher - Villa Nova Junior High, Conception Bay South

Mary Ellen Giles, Teacher - Mealy Mountain Collegiate, Happy Valley-

Goose Bay

Shelly Hicks, Teacher - G. C. Rowe Junior High, Corner Brook

Chris Hillier, Teacher - Presentation Junior High, Corner Brook

Sheri Pittman, Teacher - Lakewood Academy, Glenwood

Jacqueline Squires, Teacher - MacDonald Drive Junior High, St. Johns

Wayne West, Teacher - Hillview Academy, Norris Arm

Patricia Maxwell, Program Development Specialist - Mathematics,

Division of Program Development, Department of Education

John-Kevin Flynn, Evaluation Consultant - Mathematics and Science,

Division of Evaluation and Research, Department of Education

Every effort has been made to acknowledge all sources that contributed to the development of this document.

Any omissions or errors will be amended in fi nal print.

Acknowledgements

ACKNOWLEDGEMENTS

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDEiv

ACKNOWLEDGEMENTS

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDE v

Foreword

The Curriculum Focal Points for Prekindergarten through Grade 8

Mathematics released in 2006 by the National Council of Teachers

in Mathematics (NCTM) and the WNCP Common Curriculum

Frameworks for Mathematics K 9 (WNCP, 2006), assists many

provinces in developing a mathematics curriculum framework.

Newfoundland and Labrador has used this curriculum framework to

direct the development of this curriculum guide.

This curriculum guide is intended to provide teachers with the

overview of the outcomes framework for mathematics education. It also

includes suggestions to assist teachers in designing learning experiences

and assessment tasks.

FOREWORD

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDEvi

FOREWORD

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDE 1

INTRODUCTION

The province of Newfoundland and Labrador commissioned an

independent review of mathematics curriculum in the summer of 2007.

This review resulted in a number of signifi cant recommendations.

In March of 2008, it was announced that this province accepted

all recommendations. The fi rst and perhaps most signifi ciant of the

recommendations were as follows:

That the WNCP Common Curriculum Frameworks for

Mathematics K 9 and Mathematics 10 12 (WNCP, 2006

and 2008) be adopted as the basis for the K 12 mathematics

curriculum in this province.

That implementation commence with Grades K, 1, 4, 7 in

September 2008, followed by Grades 2, 5, 8 in 2009 and Grades 3,

6, 9 in 2010.

That textbooks and other resources specifi cally designed to match

the WNCP frameworks be adopted as an integral part of the

proposed program change.

That implementation be accompanied by an introductory

professional development program designed to introduce the

curriculum to all mathematics teachers at the appropriate grade

levels prior to the fi rst year of implementation.

As recommended, the implementation schedule for intermediate

mathematics is as follows.

Implementation Year Grade Level

2008 7

2009 8

2010 9

All teachers assigned to these grades will receive professional

development opportunities related to the new curriculum and resources.

BACKGROUND

GRADE 8 MATHEMATICS DRAFT CURRICULUM GUIDE2

INTRODUCTION

Purpose of the

Document

INTRODUCTION

The Mathematics Curriculum Guides for Newfoundland and Labrador

have been derived from The Common Curriculum Framework for K9

Mathematics: Western and Northern Canadian Protocol, May 2006

(the Common Curriculum Framework). These guides incorporate the

conceptual framework for Kindergarten to Grade 9 Mathematics and

the general outcomes, specifi c outcomes and achievement indicators

established in the common curriculum framework. They also include

suggestions for teaching and learning, suggested assessment strategies,

and an identifi cation of the associated resource match between the

curriculum and authorized, as well as recommended, resource materials.

The curriculum guide

communicates high

expectations for students.

Beliefs About

Students and

Mathematics

Students are curious, active learners with individual interests, abilities

and needs. They come to classrooms wi