shelby county schools’ mathematics instructional maps are ... grade 8 q1 16-1… · web...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics Quarter 1 Grade 8

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

Shelby County Schools 2016/2017Revised 6/8/16

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In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with

longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025.


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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning



To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


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The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice


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https://www.tn.gov/education/article/mathematics-standards



Standards for Mathematical Practice https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.


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https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



Purpose of the Mathematics Curriculum Maps


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The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students.

How to Use the Mathematics Curriculum Maps


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Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


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Weekly and daily objectives/learning targets should be included in your plans. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.


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Topics Addressed in QuarterDecimal Expansions & Irrational NumbersCompare Irrational NumbersInteger ExponentsSquare Roots and Cube Roots

Very Small & Very Large QuantitiesScientific NotationSolve Linear Equations in One Variable


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Overview During this quarter students will know that there are numbers that are not rational, and approximate them by rational numbers. Students should know that numbers that are not rational are called irrational and understand that every number has a decimal expansion. For rational numbers students should show that the decimal expansion repeats eventually. (8.NS.1) Students should also use rational approximations of irrational numbers to compare the size of irrational numbers and approximately locate them on a number line diagram.(8.NS.2) Students will apply properties of the law of exponents to simplify expressions. (8.EE.1) Students will understand the meaning behind square root and cubed root symbols. (8.EE.2) Numbers will be expressed in scientific notation so students can compare very large and very small quantities and compute with those numbers. (8.EE.3)Lastly, students will write linear and non-linear expressions leading to linear equations, which are solved using properties of equality (8.EE.C.7b). Students learn that


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not every linear equation has a solution. In doing so, students will learn how to transform given equations into simpler forms until an equivalent equation results in a unique solution, no solution, or infinitely many solutions (8.EE.C.7a).

Grade Level Standard Type of Rigor Foundational Standards Sample Assessment Items8.NS.1 Conceptual Understanding Learnzillion Assessment: 8.NS.1-28.NS.2 Conceptual Understanding8.EE.1 Conceptual Understanding 6.EE.1 Learnzillion Assessment: 8.EE.1-3


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https://learnzillion.com/lesson_plans/12483-summative-assessment-grade-8-unit-12

https://learnzillion.com/lesson_plans/4265-summative-assessment-grade-8-unit-4



8.EE.2 Procedural Skill & Fluency 6.EE.5, 7.NS.38.EE.3 Procedural Skill & Fluency 4.OA.2, 5.NBT.2, 8.EE.18.EE.4 Procedural Skill & Fluency 7.EE.3, 8.EE.1 Math Shell Assessment Task: 100

People8.EE.7 Procedural Skill & Fluency 7.EE.1 TNCore Assessment Task: School

Fair


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http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8SchoolFair.pdf

http://tncore.org/sites/www/Uploads/CRA_Tasks/npIFL/0G8SchoolFair.pdf

http://map.mathshell.org/tasks.php?unit=MA02&collection=9

http://map.mathshell.org/tasks.php?unit=MA02&collection=9



Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to


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transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.


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The fluency standards for 8th grade listed below should be incorporated throughout your instruction over the course of the school year. Click Engage NY Fluency Support to access exercises that can be used as a supplement in conjunction with building conceptual understanding.

8.EE.7 Solve one-variable linear equations, including cases with infinitely many solutions or no solutions. 8.G.9 Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step

problem solving in grade 7


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https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021

https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021



References:

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


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http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/

http://www.corestandards.org/

https://www.engageny.org/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Rational and Irrational Numbers


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(Allow 2 weeks for instruction, review and assessment)Domain: The Number SystemCluster: Know that there are numbers that are not rational, and approximate them by rational numbers.

8.NS.A.1 : Know that numbers that are not

Enduring Understandings: Rational numbers can be represented in

multiple ways and are useful when examining situations involving numbers that are not whole.

The rational and irrational numbers allow

Glencoe1-1A Rational Numbers p. 282-3D Compare Real Numbers p. 135

Holt2-1 Rational Numbers p. 682-2 Comparing and Ordering Rational

Vocabulary: rational number, irrational number, truncated decimal.

Writing in Math:Your best friend was absent today. Write a letter to him or her to summarize what you


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http://www.tn.gov/education/standards/math/std_math_gr_8.pdf



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESrational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

8.NS.A.2 : Use rational approximations of

us to solve problems that are not possible to solve with just whole numbers or integers.

Between any two rational numbers there are infinitely many rational and irrational numbers.

Essential Questions:

Numbers (This lesson only references comparing rational numbers to other rational numbers) p. 724-7 The Real Numbers p.195

Choose from the following resources and use them to ensure that the intended outcome and level of rigor of the standards

learned in mathematics class. Have students explain the process of writing a fraction as a repeated decimal and vice versa.Allow students to define and discuss the differences between rational and irrational numbers.


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESirrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2).

In what ways can rational numbers be useful?

Why is it important to be able to compare and approximate rational and irrational numbers?

Objectives: Students will distinguish between rational

are met.

Additional Lessons:Engage NY: Lesson 8 The Long Division AlgorithmEngage NY: Lesson 9 Decimal Expansions of FractionsEngage NY: Lesson 10 Converting Repeating

Think/Pair/Share:Think: Locate the irrational number, √2, on a number line. Pair: How do your solutions compare? Share: Justify your agreed upon solution to the whole group

Graphic Organizer(s):Shelby County Schools 2016/2017

Revised 6/8/1626 of 80

https://www.engageny.org/resource/grade-8-mathematics-module-7-topic-b-lesson-10







TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESand irrational numbers.

Students will convert a decimal expansion which repeats eventually into a rational number.

Students will convert a fraction into a repeating decimal.

Students will find rational approximations of irrational numbers.

Decimals to Engage NY: Lesson 11 Decimal Expansion of Some Irrational NumbersEngage NY: Lesson 13 Comparing Irrational Numbers

Tasks:Illustrative Math: Identifying Rational

Create a Venn Diagram for Rational and Irrational Numbers.


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https://www.illustrativemathematics.org/content-standards/8/NS/A/1/tasks/334








TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students will use rational approximations of

irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions.

Additional Information: Students understand that real numbers

NumbersIllustrative Math: Converting Repeating Decimals to FractionsIllustrative Math: Converting Decimal Representations of Rational Numbers to Fraction RepresentationsIllustrative math: Repeating or Terminating?Illustrative Math: Calculating & Rounding


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https://www.illustrativemathematics.org/content-standards/8/NS/A/tasks/766










TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESare either rational or irrational. They should recognize that rational numbers can be expressed as a fraction.

Write a fraction a/b as a repeating decimal by showing, filling in, or otherwise producing the steps of a long division a/b.

Example(s):

Numbers 8.NS.A.1 Illustrative Math: Approximating Pi

Additional Resources:Station Activities for 8.NS.1 & 2 Refer to p. 1TNCORE Non-Summative Assessment Itemsp. 35 #3-5; p. 46 #6-7


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http://tncore.org/sites/www/Uploads/Assessment/nonsummative_math_final_FINAL.pdf

http://www.ncmcs.org/cms/lib7/NC01001076/Centricity/Domain/68/StationActivitiesGrade8.pdf





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESWrite a given repeating decimal as a fraction. Change 0.4444… to a fraction.

• Let x = 0.444444…..• Multiply both sides so that the repeating digits will be in front of the decimal. In this example, one digit repeats so both sides are multiplied by 10, giving 10x = 4.4444444….

Correlated iReady Lesson(s) Rational and Irrational Numbers Approximating Rational Numbers


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Additionally, students can investigate repeating patterns that occur when fractions have denominators of 9, 99, or 11.

Approximate the value of √5 to the nearest hundredth. Solution: Students start with a rough estimate


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESbased upon perfect squares. √5 falls between 2 and 3 because 5 falls between 22 = 4 and 32

= 9. The value will be closer to 2 than to 3. Students continue the iterative process with the tenths place value. √5 falls between 2.2 and 2.3 because 5 falls between 2.22 = 4.84 and 2.32 = 5.29. The value is closer to 2.2. Further iteration shows that the value of √5 is


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESbetween 2.23 and 2.24 since 2.232 is 4.9729 and 2.242 is 5.0176.

Compare √2 and √3 by estimating their values, plotting them on a number line, and making comparative statements.


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Solution: Statements for the comparison could include: √2 and √3 are between 1 and 2 √3 is between 1.7 and 1.8


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√2 is less than √3Students will understand that the value of a square root can be approximated between integers and that non-perfect square roots are irrational.


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http://a-sea-of-math.blogspot.com/2013/07/foldable-classifying-real-numbers.html

https://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/math-foldables.pdf




Powers, Exponents and Roots( Allow 3 weeks for instruction, review and assessment )

Domain: Expressions and EquationsCluster: Work with radicals and integer exponents.8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent

Enduring Understandings:Algebraic expressions and equations are used to model real-life problems and represent quantitative relationships.

Glencoe2-1A Powers and Exponents p. 912-1B Multiply and Divide Monomials p.972-1C Powers of Monomials p. 1022-2A Negative Exponents 9.108

Vocabulary: power, base, exponent, monomial, laws of exponents, root, square root, cube root, perfect square, perfect cube, radical sign


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numerical expressions. For example, 32 x 3-5 = 1/33 = 1/27.8.EE.A.2 Use square roots and cube root symbols to represent solutions to equations of the form x2 = p and x3=p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small

Essential Questions: How do radicals and exponents influence

one’s understanding of other content, such as geometry and science?

What is the relationship between squares and square roots? Cube and cube roots?

Objectives:

2-3A Roots p. 124

Holt4-1 Exponents p.1624-2 Integer Exponents p. 1664-3 Properties of Exponents p. 1704-5 Square and Square Roots p. 1824-6 Hands-On Lab Explore Cube Roots p.

Writing in Math:Describe what it means to take the square root and cube root of a number.

Compare and contrast multiplying and dividing exponents with the same base.

Explain why the rules you discovered for


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perfect cubes. Know that √2 is irrational. Students will evaluate square roots of small perfect squares and cube roots of small perfect cubes.

Students will use square root and cube root symbols to solve and represent solutions of equations.

Students will apply the properties of integer exponents to generate equivalent

192Additional Topic: Square Roots and Cube Roots p. AT5

Choose from the following resources and use them to ensure that the intended outcome and level of rigor of the standards are met.

multiplying and dividing exponents with the same base do or do not apply to multiplying and dividing exponents with different bases.

Graphic Organizer(s):Have students create various graphic organizers for some of the vocabulary words. Exponent Rules Foldable


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http://mathequalslove.blogspot.com/2013/10/ms-hagans-book-of-exponent-rules.html



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumerical expressions.

Additional Information:Integer (positive and negative) exponents are further developed to generate equivalent numerical expressions when multiplying, dividing or raising a power to a power.

Additional Lessons:Engage NY: Lesson 1 Exponential NotationEngage NY: Lesson 2 Multiplication of Numbers in Exponential FormEngage NY: Lesson 3 Numbers in Exponential Form Raised to a PowerEngage NY: Lesson Square and Cube Roots

Additional Graphic Organizer Ideas


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https://www.google.com/search?q=foldable+for+exponent+rules&safe=strict&biw=1199&bih=759&tbm=isch&tbo=u&source=univ&sa=X&ei=6jSIVYaJNsOXNqnluuAN&ved=0CB0QsAQ#imgrc=6Pg4HNQQWq5fWM%253A%3BaottcPkuMqrNfM%3Bhttps%253A%252F%252Fs-media-cache-ak0.pinimg.com%252F236x%252F34%252F7e%252F57%252F347e570b4547431195f6b3354c91f9ed.jpg%3Bhttps%253A%252F%252Fwww.pinterest.com%252Fbegoniajam%252Fteaching-algebra-exponent-rules

https://www.engageny.org/resource/grade-8-mathematics-module-7-topic-lesson-3

https://www.engageny.org/resource/grade-8-mathematics-module-1-topic-lesson-3/file/46146







TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESStudents will generate equivalent expressions by using numerical bases and the laws of exponents.Example(s):(23)/(52) = 8/25

(22)/(26) = 22-6 = 2-4 = 1/16

Engage NY: Lesson Use Factors to Simplify Square RootsLearnzillion Lesson: 8.EE.2CMP CCSS Investigations: Investigation 1 ExponentsMath Shell Lesson: Applying Properties of Exponents


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http://map.mathshell.org/download.php?fileid=1668

http://map.mathshell.org/download.php?fileid=1668

http://secondarymath.cmswiki.wikispaces.net/file/view/CMP2_CC_G8TG.pdf


https://learnzillion.com/search?utf8=%E2%9C%93&query=8.ee.2&page=1&sort=Relevance&models%5B%5D=LessonPlan&models%5B%5D=LessonSet&models%5B%5D=Resource






70 = 1Students understand this relationship from examples such as 62/62. This expression could be simplified as 36/36 = 1.Using the laws of exponents, this expression could also be written as 62–2 = 60. Combining these gives 60 = 1.

CMP Lesson: Investigation 5- Patterns with Exponents Summary

The following links support CMP Investigation 5 CMP: Inv 5 Lesson PlanCMP: Inv 5 Problem 1 Lab SheetCMP: Inv 5 Problem 1 Student PagesCMP: Problem 5.2 Operating with


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http://blogs.monashores.net/bettenm/files/2009/11/5.2.pdf

http://blogs.monashores.net/buboltzm/files/2010/09/5.1.pdf

http://blogs.monashores.net/bettenm/files/2009/11/Labsheet-5.1.pdf


http://blogs.monashores.net/bettenm/files/2009/11/Investigation-5-Summary.pdf

http://blogs.monashores.net/bettenm/files/2009/11/Investigation-5-Summary.pdf




(32)(33) = (32+3) = 35 = 243(42)3 = 42x3 = 46

Students recognize perfect squares and cubes, understanding that non-perfect squares and cubes are irrational. They should also

Exponents Lesson PlanCMP: Inv 5 Problem 2 Student PagesCMP: Inv 5 Application, Connection, Extension Problems (#56, 57, 60)

Tasks:Math Shell:100 PeopleIllustrative Math: Definition of Exponents


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https://www.illustrativemathematics.org/content-standards/8/EE/A/1/tasks/395

http://www.map.mathshell.org.uk/materials/tasks.php

http://blogs.monashores.net/buboltzm/files/2010/09/ACE-5.pdf

http://blogs.monashores.net/buboltzm/files/2010/09/ACE-5.pdf

http://blogs.monashores.net/buboltzm/files/2010/09/5.2.pdf




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESrecognize that squaring a number and taking the square root of a number are inverse operations; likewise for cubing and taking the cube root.

Illustrative Math: Raising to the Zero and Negative Power 8.EE.1Smarter Balance Performance Task 8.EE.2Smarter Balance Task 2 8.EE.2Illustrative Math: Estimating Square RootsIllustrative Math: Calculating the Square Root of 2Cube Hotel


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http://www.scsk12.org/uf/ci/files/2013/task/6-8/8th-Quarter-3/Q3_8mathtask_Cube_Hotel_Lesson.pdf




http://rda.aps.edu/RDA/Performance_Task_Bank/Documents/8th_Grade/MAT.08.TE.1.000EE.B.144_V1.pdf

http://rda.aps.edu/RDA/Performance_Task_Bank/Documents/8th_Grade/MAT.08.ER.3.000EE.E.138_V1.pdf






Additional Resources:Station Activities Refer to p.9 & 24

Correlated iReady Lessons Properties of Integer Exponents Square Roots and Cube Roots


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http://www.paps.net/site/handlers/filedownload.ashx?moduleinstanceid=17452&dataid=10253&FileName=www.waterbury.k12.ct.us_wmd_site_files_gr8stations.pdf





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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESScientific Notation

( Allow 2 week(s) for instruction, review and assessment )Domain: Expressions and EquationsCluster: Work with radicals and integer8.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

Enduring Understandings: Real world situations involving exponential

relationships can be solved using multiple representations.

Essential Questions:

The following Glencoe & Holt lessons do not address expressing how many times as much one number written in scientific notation is than the other, so please refer to some of the additional lessons and tasks below.

Vocabulary: scientific notation

Writing in Math:Why are numbers expressed in scientific notation more efficient?


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much one is than the other.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

Why would you want to use scientific notation to compare very large or very small numbers?

Objectives: Students will estimate very large or very

small quantities using a single digit times a

Glencoe2-2B Scientific Notation p. 1132-2C Compute with Scientific Notation p.118

Holt

4-4 Scientific Notation p. 174


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quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

power of ten. Students will express how much larger one

number expressed as a single digit times a power of ten is than another in the context of the situation.

Students will express numbers in scientific notation.

Students will perform operations with

Additional Topic: Scientific Notation Operations p. AT2Scientific Notation Lab p. 179



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers expressed in scientific notation and a mix of scientific notation and decimal notation.

Students will choose appropriate units of measurements for a given number in scientific notation.

Students will interpret scientific notation that has been generated by technology.

Additional Lessons:Engage NY Lessons: 8.EE.3 & 4Engage NY Lessons 7-8 deal with powers of 10 and Large Number Quantities. Lessons 9-13 deal with writing numbers in scientific notation and quantitative reasoning with scientific notation


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https://www.engageny.org/resource/grade-8-mathematics-module-1-topic-b-overview




Additional Information:Students use scientific notation to express very large or very small numbers. Students compare and interpret scientific notation quantities in the context of the situation, recognizing that if the exponent increases by one, the value increases 10 times. Likewise, if

Math Shell Lesson: Scientific NotationMath Shell: Generalizing Patterns 8.EE.3

Tasks:Illustrative Math Tasks: 8.EE1- 4 Illustrative Math: Ants vs Humans 8.EE.4 & 8.EE.1


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https://www.illustrativemathematics.org/content-standards/8/EE/A/standards

http://map.mathshell.org/lessons.php?collection=8&unit=8205#task493

http://map.mathshell.org/lessons.php?unit=8100&collection=8



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESthe exponent decreases by one, the value decreases 10 times.Students solve problems using addition, subtraction or multiplication, expressing the answer in scientific notation.Example(s):Write 75,000,000,000 in scientific notation

Additional Resource(s):Station Activities Refer to p.24

Correlated iReady Lessons: Scientific Notation Operations with Numbers Expressed

in Scientific Notation


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http://www.paps.net/site/handlers/filedownload.ashx?moduleinstanceid=17452&dataid=10253&FileName=www.waterbury.k12.ct.us_wmd_site_files_gr8stations.pdf




7.5 x 1010

Write 0.000592 in scientific notation5.92 x 10-4

Express 4.76 x 102 in standard form476Compare 7.5 x 1010 and 5.92 x 10-4


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7.5x1010 is larger because it has the larger value exponent

Students will begin to see scientific expressed differently on various calculators and other technology. E or EE is often used for scientific notation and ^ is used as the exponent


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symbol.3.21E+6 is 3.21 x 106 and 3.21E-4 is 3.21 x 10 -4.

Students will add and subtract with scientific notation. They will also use laws of


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exponents to multiply and divide numbers written in scientific notation, writing the product or quotient in proper scientific notation. (6.45x1011)(3.2x104) = (6.45x3.2)(1011 x 104) = 20.64 x 1015 = 2.064 x 1016


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESLinear Equations

( Allow 2 weeks for instruction, review and assessment )Domain: Expressions and EquationsCluster: Analyze and solve linear equations and pairs of simultaneous linear equations. 8.EE.C.7: Solve linear equations in one variable.

Enduring Understanding(s): Algebraic equations are used to model real-

life problems and represent quantitative relationships.

Essential Question(s):

The following Glencoe & Holt lessons address solving linear equations but do not address equations with infinitely many solutions or no solutions and equations whose solutions require expanding

Vocabulary: linear equation, one solution, infinite solutions, no solution, coefficient, like terms, (inconsistent ), one –step and two –step equation

Writing in Math:Shelby County Schools 2016/2017






8.EE.C.7.a: 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

Why is it important to know whether a linear equation has one solution, infinitely many solutions, or no solution?

Objectives: Students will simplify a linear equation by

using properties and combining like terms.

expressions using the distributive property and collecting like terms.

Glencoe3-1B Write Equations p. 1563-1C/1D Solve one step equation using addition, subtraction, multiplication and

Explain why showing the steps used to solve an equation is equally important as showing the correct answer.

Graphic Organizer(s):Students can use graphic organizers to show the steps used to isolate the variable, and provide written explanation justifying their


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

Additional Information:When the equation has one solution, the variable has one value that makes the equation true as in 12 - 4y =16. The only value for y that makes this equation true is -1.

When the equation has infinitely many solutions, the equation is true for all real

division. P. 1613-2A Two-step Equations p. 1713-2B Solve two-step equations p. 1723-2C Write two-step equations p.1774-1B The Distributive Property p. 2254-1C Simplify Algebraic Expressions p. 2314-2B Solve Equations with Variables on Both Sides p. 241

work. Multi-step Equations Graphic Organizer

Have students create a flow chart, similar to the one below, for solving linear equations.


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http://www.docstoc.com/docs/91942079/Solving-Multistep-Equations




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers as in 7x + 14 = 7(x+2). As this equation is simplified, the variable terms cancel leaving 14 = 14 or 0 = 0. Since the expressions are equivalent, the value for the two sides of the equation will be the same regardless which real number is used for the substitution.

4-2C Solve Multi-step Equations p. 246

Holt

1-8: Solving Equations by Adding or Subtracting p. 381-9: Solving Equations by Multiplying or Dividing


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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESWhen an equation has no solutions it is also called an inconsistent equation. This is the case when the two expressions are not equivalent as in 5x - 2 = 5(x+1). When simplifying this equation, students will find that the solution appears to be two numbers that are not equal or -2 = 1. In this case, regardless which real number is used for the substitution,

2-7: Solving Equations with Rational Numbers2-8: Solving Two-Step Equations



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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESthe equation is not true and therefore has no solution.

Additional Lessons:Engage NY: Writing and Solving Linear Equations 8.EE.7a Read the Module 4, Topic A overview (pdf) to find out what students will learn during each of the 9 lessons. Or you may just do lessons 6, 7 & 9.

Engage NY:Writing and Solving Linear Shelby County Schools 2016/2017


https://www.engageny.org/resource/grade-8-mathematics-module-4-topic-overview





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESEquations 8:EE.7b(Lessons 1-5, 8)CMP CCSS Investigation 2: FunctionsConnected Math: Say It with Symbols Inv. 1-4Say it With Symbols ResourcesConnected Math: Thinking with math Models Inv. 2Thinking with Math Models Answers Inv. 2


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http://www.ashwaubenon.k12.wi.us/faculty/Thompson_Douglas/8TMTGI2A.pdf

http://blogs.monashores.net/buboltzm/notebook-organization/

http://blogs.monashores.net/buboltzm/notebook-organization/

http://8thmathsouthwestmiddle.cmswiki.wikispaces.net/Say+it+With+Symbols+(SWS)

http://blogs.monashores.net/buboltzm/math-8-textbook-pages-say-it-with-symbols/






Tasks:TNCore Task Arc: Equations and Linear Functions 8.EE.7TNCore Assessment Tasks: Currency Conversion, Dog Park & School FairInside Math: Squares and Circles Task 8.EE.7b


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http://www.insidemathematics.org/assets/common-core-math-tasks/squares%20and%20circles.pdf


http://tncore.org/math/assessment_tasks/grades/g8.aspx

http://tncore.org/math/assessment_tasks/grades/g8.aspx

http://tncore.org/math/instructional_resources/grades/grade8.aspx

http://tncore.org/math/instructional_resources/grades/grade8.aspx



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESInside Math: Squares and Circles Task 8.EE.7bMath Shell Formative Assessment Lesson: 8.EE.7Illustrative Math: The Sign of SolutionsIllustrative Math: Coupon versus DiscountIllustrative Math: Sammy’s Chipmunk & Squirrel Observations


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https://www.illustrativemathematics.org/content-standards/8/EE/C/7/tasks/999



http://www.illustrativemathematics.org/illustrations/550

http://map.mathshell.org/lessons.php?collection=8&unit=8240

http://map.mathshell.org/lessons.php?collection=8&unit=8240





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESIllustrative Math: Solving EquationsIllustrative Math: The Sign of Solutions

Additional Resources:Correlated iReady Lessons:

Solving Linear Equations Solving Linear Equations with

Rational Coefficients


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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resources TN Core/CCSS Videos


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https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



www.my.hrw.comwww.connected.mcgraw-hill.comHolt, Course 3 Text Resources

TNReady Math StandardsTNCoreAchieve the Core

Khan AcademyWatch Know LearnLearnZillionVirtual NerdMath PlaygroundStudyJams

Calculator ActivitiesGreatest Common Factor Calculator

Interactive ManipulativesNational Library of Interactive Manipulatives

Additional SitesTeacher Tube


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http://www.teachertube.com/

http://nlvm.usu.edu/en/nav/category_g_4_t_2.html

http://www.mathsisfun.com/greatest-common-factor-tool.html

http://studyjams.scholastic.com/studyjams/index.htm

http://www.mathplayground.com/

http://www.virtualnerd.com/

https://learnzillion.com/login

http://ccss6.watchknowlearn.org/Category.aspx?CategoryID=15865

http://www.khanacademy.org/

http://achievethecore.org/dashboard/300/search/1/2/0

http://www.tncore.org/

http://tn.gov/education/article/mathematics-standards

http://go.hrw.com/gopages/ma/msm3_10.html

http://www.connected.mcgraw-hill.com/

http://www.my.hrw.com/



TI-73 ActivitiesCASIO ActivitiesTI-Inspire for Middle GradesTI-Inspire Activity Exchange

Glencoe Virtual Manipulatives Rational vs Irrational Activity Rational vs Irrational Game Irrational Numbers on the Number Line

The Futures ChannelSTEM Resources

http://community.ksde.org/LinkClick.aspx?fileticket=F2AYEhO1ZMs%3d&tabid=5646&mid=13290


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http://community.ksde.org/LinkClick.aspx?fileticket=F2AYEhO1ZMs%3D&tabid=5646&mid=13290



http://www.stemresources.com/

http://www.thefutureschannel.com/index.php

http://www.scsk12.org/SCS/curriculum_guides/6-12_Math_Webpage/PDF/Irrational_Numbers_on_the_Number_Line.pdf

http://www.math-play.com/rational-and-irrational-numbers-game/rational-and-irrational-numbers-game.html

http://www.scsk12.org/SCS/curriculum_guides/6-12_Math_Webpage/WORD/Rational_vs_Irrational.docx

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

http://education.ti.com/educationportal/activityexchange/activity

http://education.ti.com/en/timathnspired/us/middle-grades-math

http://www.casioeducation.com/educators/activities

http://education.ti.com/en/us/activity/search/subject?d=E6BF78EF098644A8A458D8D1B4AA1A44&s=B843CE852FC5447C8DD88F6D1020EC61&sa=3702C4C225D647AD888ECE38B4EB90A2




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