8th grade mathematics - auburn school...

AECSD 8th Grade Mathematics.doc 1

8th Grade Mathematics Curriculum

Course Description:The 8th Grade Mathematics course is aligned with the Mathematics Core Curriculum of MSTStandard 3 of the New York State Learning Standards. It focuses on algebra with a continuationof students’ skills in solving linear equations.

Course Essential Questions:TBD

8th Grade State Assessment Information:Approximate Percentage of Questions Assessing Each StrandStrand: Percent: Time allotted: Units:Number Sense and Operations: 11% (2 weeks) (Unit 1)Algebra: 44% (9 weeks) (Unit 2, Unit 2A, Unit 5)Geometry: 35% (7 weeks) (Unit 3, Unit 4)Measurement: 10% (2 weeks) (Unit 1)Probability and Statistics: 0% (0 weeks)

Additional Information:

8th Grade Formula Sheet

8th Grade Mathematical Language


Post-March 7th Grade Performance IndicatorsThe 7th Grade performance indicators below are denoted by the state as post-test. Therefore,students will be responsible for this knowledge of the 8th Grade assessment. Attention should begiven to them during the normal course of instruction or during review.

7.A.2 Add and subtract monomials with exponents of one7.A.3 Identify a polynomial as an algebraic expression containing one or more terms7.A.4 Solve multi-step equations by combining like terms, using the distributive property, or

moving variables to one side of the equation7.A.7 Draw the graphic representation of a pattern from an equation or from a table of data7.A.8 Create algebraic patterns using charts/tables, graphs, equations, and expressions7.A.9 Build a pattern to develop a rule for determining the sum of the interior angles of

polygons7.A.10 Write an equation to represent a function from a table of values7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle7.G.6 Explore the relationship between the lengths of the three sides of a right triangle to

develop the Pythagorean Theorem7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a right

triangle7.G.9 Determine whether a given triangle is a right triangle by applying the Pythagorean

Theorem and using a calculator7.M.1 Calculate distance using a map scale7.M.5 Calculate unit price using proportions7.M.6 Compare unit prices7.M.7 Convert money between different currencies with the use of an exchange rate table and a

calculator


8th Grade Local Math StandardsNumbering Key: Local.Grade level.Mathematics strand.standard #e.g. L.8.N.5 (L = local; 8 = 8th Grade; N = Number Sense and Operations; 5 = 5th standard)

Number and Operations:

L.8.N.5 Estimation Estimate a percent of a quantity in context; justify the reasonableness of ananswer using estimation

L.8.N.12 Percent, Ratio,Proportion

Read, write, and identify percents less than 1% and greater than 100%; applypercents (including tax, percent increase and decrease, simple interest, saleprices, commission, interest rates, and gratuities); use proportions to convertmeasurements between equivalent units within a given system (metric orcustomary).

L.8.N.13 Power and Roots Use calculation rules for powers for multiplication and division; evaluateexpressions with integral exponents

Algebra:

L.8.A.1 Patterns andRepresentations

Represent data relationships in multiple ways (algebraically, graphically,numerically (in a table), and in words) and convert between forms (e.g. graph alinear equation using a table of ordered pairs); translate between two-step verbaland algebraic statements (expressions, equations, and inequalities).

L.8.A.2 SolvingEquations andInequalities

Solve multi-step inequalities that include parentheses (distributive property),variables on both sides of the inequality, and multiplication or division by anegative number and graph the solution on a number line; solve systems of linearequations graphically (use only equations in slope-intercept form with integralsolutions).

L.8.A.3 Expressions Evaluate algebraic expressions; multiply and divide monomials; add and subtractpolynomials with integer coefficients; multiply a binomial by a monomial orbinomial; divide a polynomial by a monomial (with degree less than thenumerator); factor a GCF out of a polynomial; factor trinomials (with a = 1 and chaving no more than 3 sets of factors).

L.8.A.4 Functions Define a function using correct terminology (domain and range); determine if arelation is a function.

L.8.A.5 Quadratics Recognize the characteristics of quadratic equations in tables, graphically,algebraically and in words, and distinguish between linear and quadraticequations.

Geometry:

L.8.G.1 Shapes andFigures

Construct the following figures: congruent segment, congruent angle,perpendicular bisector, angle bisector

L.8.G.2 Transformationsand Symmetry

Describe and identify transformations (rotation, reflection, translation, dilation)using proper notation; perform rotations of 90 and 180 degrees, reflections over aline, translations, and dilations of a given figure; identify properties preservedunder each transformation

L.8.G.4 Points, Lines,and Angles

Identify pairs of vertical, supplementary, and complementary angles and userelationship of pairs to find angle measures (including algebraically); determinethe relationship between pairs of angles formed when parallel lines are cut by atransversal and use relationships to find missing angle measures (includingalgebraically).

L.8.G.7 CoordinateGeometry

Given a line on a graph: determine its slope and explain its meaning as a constantrate of change, and determine and explain the meaning of the y-intercept; graph aline from a table of values or from an equation in slope-intercept form; determinethe equation of a line given its slope and y-intercept

Problem Solving:


L.8.PS.1 Organization Analyze situations (identify the problem, identify and obtain needed information,and generate possible strategies) and organize work to solve problems (e.g. useAuburn Problem Solving Process).

L.8.PS.2 Strategies Solve problems using a variety of strategies and representations (e.g. usingproportions, solving a similar or simpler problem, working backwards, andfinding a pattern) and recognize that while there may be more than one way tosolve a problem, different methods have advantages and disadvantages

L.8.PS.3 Reflection Estimate possible solutions; examine solution to ensure it is reasonable in contextof problem; compare solution to original estimate.

Reasoning and Proof:

L.8.RP.1 Observe patterns, make generalizations, and form and evaluate conjectures;support or refute statements with valid arguments including the use ofmathematical language and counterexamples (if appropriate).

Communication:

L.8.CM.1 Decode and comprehend mathematics expressed verbally and in (technical)writing; clearly and coherently communicate mathematical thinking verbally,visually, and in writing using appropriate mathematical vocabulary and symbols;organize and accurately label work.

Connections:

L.8.CN.1 Recognize and use connections among branches of mathematics and real life(e.g., make and interpret scale drawings of figures or scale models of objects,determine profit from sale of yearbooks, use tables, graphs, and equations toshow a pattern underlying a function)

Representations:

L.8.Rep.1 Represent mathematical ideas in a variety of ways (verbally, in writing,pictorally, numerically, algebraically, or with physical objects); switch amongdifferent representations; explain how different representations can express thesame relationship but may differ in efficiency.


Math 8B Unit Sequence and Timeline:

Unit 1 Percents and Proportions (N.12)Length: ~ 3 weeksTimeframe: Early September to end of September

Unit 2 Algebra (A.3 + prior knowledge)Length: ~ 3 weeksTimeframe: End of September to mid-October

Unit 2A Solving EquationsLength: ~ 4 weeksTimeframe: Mid-October to Thanksgiving

Unit 3 Special Angle Pairs (G.4)Length: ~ 2 weeksTimeframe: Beginning of December

Unit 4 Transformational Geometry (G.2)Length: ~ 3 weeksTimeframe: Middle of December to start of January

Unit 5 Polynomials (A.4, N.13)Length: ~ 5 weeksTimeframe: Middle of January to End of February (note that mid-term falls in middle of unit)

Mid-term Review and AdministrationLength: ~ 1 weekTimeframe: End of January (24th and 25th ?)

State Assessment Review and AdministrationLength: ~ 2 weeksTimeframe: Early to mid-March (State Assessment: 3/14 and 3/15)

Unit 6 Linear Equations Part 2 (A.2, A.1, G.7)Length: ~ 4 weeksTimeframe: Mid-March to mid-April

Unit 7 Quadratics (A.2)Length: ~ 1 weekTimeframe: End of April

Unit 8 Constructions (G.1)Length: ~ 1 weekTimeframe: Beginning of May


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Unit 1 Percents and ProportionsLength: ~ 3 weeksTimeframe: Early September to end of September

State Standards (Shaded statements are identified as Post-March Indicators):8.N.3 Read, write, and identify percents less than 1% and greater than 100%8.N.4 Apply percents to: Tax, Percent increase/decrease, Simple interest, Sale price,

Commission, Interest rates, Gratuities8.M.1 Solve equations/proportions to convert to equivalent measurements within metric and

customary measurement systems Note: Also allow Fahrenheit to Celsius and viceversa

Local Standards:L.8.N.12 Read, write, and identify percents less than 1% and greater than 100%; apply percents

(including tax, percent increase and decrease, simple interest, sale prices,commission, interest rates, and gratuities); use proportions to convert measurementsbetween equivalent units within a given system (metric or customary).

L.8.N.5 Estimate a percent of a quantity in context; justify the reasonableness of an answerusing estimation

Big Ideas:The fractional or decimal equivalent of a percent may be more efficient for solving a

problem.Percents show up every day.

Essential Questions:What is the difference between 1/2, .5 and 50%?Why would a store offer a 20% off coupon on top of a 10% off sale rather than just a

30% off sale?

Prior Knowledge:to understand concept of whole percents from 0% to 100%to solve a proportion

Unit Objectives:to read, write, and identify percents less than 1% and greater than 100%to convert among percents, decimals, and fractionsto apply percents to solve a variety of problemsto use proportions to convert measurements

Resources:SFAW 8th Grade Course 3 – Chapter 6.4 – 6.6

Review Template (No Calculators):Adding and subtracting monomials

Simplify: 3x + 4x 7x – 5x


Simplify: 5x + 3x 5x – xSimplify: 18x – 7x 4x + 2x

Solve proportionsSolve: 3/2 = x/4 Solve: 18/27 = x/9 Solve: x/6 = 15/18

Convert among %’s, decimals, and fractions.Convert 2/5 to a decimal and a percentage.Convert .45 to a percentage and a fraction.Convert 6% to a decimal and a fraction.

The diagram to the right is an approach to help students recall andorganize the relationship between parts, wholes, andpercents. It represents that a part can be divided by thewhole or the % to get the other, while the whole can bemultiplied by the percent to get the part. For example, for3/4, the part is 3, the whole is 4 and the percent is 75%.Three divided by 4 is 75%. Three divided by 75% is 4.Four times 75% is 3.

%Whole

Part


Unit 2 AlgebraLength: ~ 3 weeksTimeframe: End of September to mid-October

State Standards (Shaded statements are identified as Post-March Indicators):8.A.1 Translate verbal sentences into algebraic inequalities8.A.2 Write verbal expressions that match given mathematical expressions8.A.3 Describe a situation involving relationships that matches a given graph8.A.4 Create a graph given a description or an expression for a situation involving a linear

or nonlinear relationship

Local Standards (Stricken text is covered in a separate unit):L.8.A.1 Represent data relationships in multiple ways (algebraically, graphically, numerically

(in a table), and in words) and convert between forms (e.g. graph a linear equationusing a table of ordered pairs); translate between two-step verbal and algebraicstatements (expressions, equations, and inequalities).

L.8.A.3 Evaluate algebraic expressions; multiply and divide monomials; add and subtractpolynomials with integer coefficients; multiply a binomial by a monomial orbinomial; divide a polynomial by a monomial (with degree less than the numerator);factor a GCF out of a polynomial; factor trinomials (with a = 1 and c having no morethan 3 sets of factors).

L.8.N.5 Estimate a percent of a quantity in context; justify the reasonableness of an answerusing estimation

Big Ideas:A variable represents an amount that can change.Algebraic statements can have real world meaning.Real world situations can be modeled algebraically and graphically.

Essential Questions:Why would you want to model a situation algebraically?

Prior Knowledge: (may need to be taught ’05-’06)to distinguish between an expression and an equationto know key words and concepts for the four operationsto use order of operations using the set of real numbersto add, subtract, multiply and divide integersto plot an ordered pair on the coordinate plane

Unit Objectives:to know that a variable represents an amount that can changeto use a variable to represent an unknown quantityto translate a verbal statement into an algebraic expression, equation, or inequalityto translate an algebraic expression, equation, or inequality into a verbal statementto evaluate an algebraic expressionto complete a table of values


to write an equation from a table of valuesto plot a set of ordered pairs from a table and draw a line through themto describe a situation presented in a graph (linear or nonlinear)to graph a relationship described by an equation or verbal context

Resources:SFAW 8th Grade Course 3 – Chapter 4.1 – 4.3

Review Template (Calculators):Pythagorean Theorem: Find the hypotenuse given the lengths of the legs.

Integer operations:a) -3 - -4 -3 – 4 -3 + -4 3 – 4b) -7 - -5 -7 – 5 -7 + -5 7 – 5

Unit price problems:If 4 equally priced CDs cost 54.80, what is the unit price?Which is a better deal, 12 oz. of Coca-Cola for $.75 or 20 oz. for $1.00?If 3 lbs. of hamburger is 9.77, what is price per pound?

3

4


Unit 2A Solving Equations (necessary for ’05-‘06)Length: ~ 4 weeksTimeframe: Mid-October to Thanksgiving

State Standards (Shaded statements are identified as Post-March Indicators):7.A.4 Solve multi-step equations by combining like terms, using the distributive property, or

moving variables to one side of the equation7.A.5 Solve one-step inequalities (positive coefficients only) (see 7.G.10)7.G.10 Graph the solution set of an inequality (positive coefficients only) on a number line

(See 7.A.5)

Local Standards:L.7.A.2 Solve multi-step equations that include parentheses (distributive property) and

variables on both sides of the equation; write an equation that represents the patternfrom a table of data; solve one-step equations and inequalities and graph the solutionset.

Big Ideas:Algebra is a tool to model and interpret real situations.

Essential Questions:Why is it important to be able to solve equations?How do algebraic properties aid in solving equations?

Prior Knowledge:to use distributive propertyto use order of operations using the set of real numbersto add, subtract, multiply and divide integersto translate a verbal statement into an equation

Unit Objectives:to solve and check multi-step equations with parentheses and variables on both sidesto write an equation that models a real-world situation and solve it

Resources:

Review Template (Calculators):Distribute and simplify:

Simplify: 4(7 + 3x) + 8xSimplify: -3(8x – 10) – 2x

Pythagorean Theorem: Find the length of a leg (include non-perfect squares)

3 5 3

4


Order of Operations:Calculate showing each step:3 – 5 + 4^2 * 35 – 8 / 2 * 45 + 7 – (3 + 4)(4 + 7 * 3)/51 + 3/3 – 1 + 2^3


Unit 3 Special Angle PairsLength: ~ 2 weeksTimeframe: Beginning of December

State Standards (Shaded statements are identified as Post-March Indicators):8.A.12 Apply algebra to determine the measure of angles formed by or contained in parallel

lines cut by a transversal and by intersecting lines8.G.1 Identify pairs of vertical angles as congruent8.G.2 Identify pairs of supplementary and complementary angles8.G.3 Calculate the missing angle in a supplementary or complementary pair8.G.4 Determine angle pair relationships when given two parallel lines cut by a transversal8.G.5 Calculate the missing angle measurements when given two parallel lines cut by a

transversal8.G.6 Calculate the missing angle measurements when given two intersecting lines and an

angle

Local Standards:L.8.G.4 Identify pairs of vertical, supplementary, and complementary angles and use

relationship of pairs to find angle measures (including algebraically); determine therelationship between pairs of angles formed when parallel lines are cut by atransversal and use relationships to find missing angle measures (includingalgebraically).

Big Ideas:

Essential Questions:

Prior Knowledge:to solve an equationto define and draw an angle

Unit Objectives:to define and identify vertical, supplementary, and complementary anglesto determine the measure of the other angle (including algebraically) in a vertical,

supplementary, or complementary pair; given one angle measureto identify alternate interior, alternate exterior, and corresponding angles on parallel lines

cut by a transversalto know and use the fact that alternate interior, alternate exterior, and corresponding

angles on parallel lines cut by a transversal are congruentto know and use the fact that interior angles on the same side of the transversal of parallel

lines are supplementaryto determine the measure of missing angles (including algebraically) formed by parallel

lines cut by a transversal


Resources:

Memory device for students to recall complementary angles.To compliment (complement) someone is the right (angle) thing to do.

Review Template (No Calculators):Solve equations:

3(x+2) = 5x

Common Percents:1/5, 1/4, 1/3’s

Set up proportionsIf $1.00 is equivalent to 16 euros, how many euros would you get if youexchanged $27?On a map, if 1 inch = 16 miles and two cities are 4.5 inches apart of the map, howfar apart are the actual cities?


Unit 4 Transformational Geometry (G.2)Length: ~ 3 weeksTimeframe: Middle of December to start of January

State Standards (Shaded statements are identified as Post-March Indicators):8.G.7 Describe and identify transformations in the plane, using proper function notation

(rotations, reflections, translations, and dilations)8.G.8 Draw the image of a figure under rotations of 90 and 180 degrees8.G.9 Draw the image of a figure under a reflection over a given line8.G.10 Draw the image of a figure under a translation8.G.11 Draw the image of a figure under a dilation8.G.12 Identify the properties preserved and not preserved under a reflection, rotation,

translation, and dilation

Local Standards:L.8.G.2 Describe and identify transformations (rotation, reflection, translation, dilation) using

proper notation; perform rotations of 90 and 180 degrees, reflections over a line,translations, and dilations of a given figure; identify properties preserved under eachtransformation.

Big Ideas:Transformations can be found all around us.

Essential Questions:Why are designs more pleasing to the eye when they involve transformations?

Prior Knowledge:to graph an ordered pairto measure angles and distancesto identify lines of symmetry

Unit Objectives:to describe and identify transformations (rotation, reflection, translation, dilation) using

proper notationto perform rotations of 90 and 180 degrees of a given figureto perform reflections over a line of a given figureto perform translations of a given figureto perform dilations of a given figureto perform rotations of 90 and 180 degrees of a given figure on a coordinate planeto perform reflections over a line of a given figure on a coordinate planeto perform translations of a given figure on a coordinate planeto perform dilations of a given figure on a coordinate planeto identify properties preserved under each transformation

Resources:Connected Mathematics – Kaleidoscopes, Hubcaps, and Mirrors


Investigation 2 – transformationsInvestigation 3 – transformation on the coordinate plane

Review Template (Calculators):Translate words to algebra:

Mary is 4 more than 3 times Julie’s age. If Julie’s age is x, represent Mary’s age?

Translate algebra to words:Write a sentence for the following situation: 2x + 4 = 18

Evaluate:Find the area of a circle whose diameter is 7.


Unit 5 Polynomials (A.4, N.13)Length: ~ 5 weeksTimeframe: Middle of January to End of February (note that mid-term falls in middle ofunit)

State Standards (Shaded statements are identified as Post-March Indicators):8.N.1 Develop and apply the laws of exponents for multiplication and division8.N.2 Evaluate expressions with integral exponents8.A.6 Multiply and divide monomials8.A.7 Add and subtract polynomials (integer coefficients)8.A.8 Multiply a binomial by a monomial or a binomial (integer coefficients)8.A.9 Divide a polynomial by a monomial (integer coefficients) Note: The degree of the

denominator is less than or equal to the degree of the numerator for all variables.8.A.10 Factor algebraic expressions using the GCF8.A.11 Factor a trinomial in the form ax2 + bx + c; a=1 and c having no more than three sets

of factors

Local Standards:L.8.N.13 Use calculation rules for powers for multiplication and division; evaluate expressions

with integral exponentsL.8.A.3 Evaluate algebraic expressions; multiply and divide monomials; add and subtract

polynomials with integer coefficients; multiply a binomial by a monomial orbinomial; divide a polynomial by a monomial (with degree less than the numerator);factor a GCF out of a polynomial; factor trinomials (with a = 1 and c having no morethan 3 sets of factors).

Big Ideas:The subtraction of polynomials involves distributing an unwritten negative one.You must have like terms to add or subtract polynomials.When operating on polynomials, deal with the coefficients and then with the variables.The rules for operating with whole numbers hold true for variables.

Essential Questions:What do you do when you have a subtraction symbol directly in front of parentheses?What is the difference between 2x and x2?How do operations on polynomials differ from operating on numbers?

Prior Knowledge:to define a polynomial (must be taught in ’05-‘06)to add and subtract monomials (must be taught in ’05-‘06)to add, subtract, multiply, and divide integersto use the distributive property

Unit Objectives:to multiply powersto divide powers


to evaluate expressions with integral exponentsto multiply monomialsto divide monomialsto divide a polynomial by a monomial (with degree less than the numerator)to add polynomials with integer coefficientsto subtract polynomials with integer coefficientsto multiply a binomial by a monomialto multiply a binomial by a binomialto factor a trinomial (with a = 1 and c having no more than 3 sets of factors)to factor a GCF out of a polynomial

Resources:

Review Template (No Calculators):Find the sum of the interior angles of a:

Hexagon octagon

Solve equations

Pythagorean triplesDetermine if a triangle with sides of 3, 4, and 5 is a right triangle.


Unit 6 Linear Equations Part 2 (A.2, A.1, G.7)Length: ~ 4 weeksTimeframe: Mid-March to mid-April

State Standards (Shaded statements are identified as Post-March Indicators):8.A.13 Solve multi-step inequalities and graph the solution set on a number line8.A.14 Solve linear inequalities by combining like terms, using the distributive property, or

moving variables to one side of the inequality (include multiplication or division ofinequalities by a negative number)

8.G.18 Solve systems of equations graphically (only linear, integral solutions, y = mx + bformat, no vertical/horizontal lines)

8.G.19 Graph the solution set of an inequality on a number line8.A.17 Define and use correct terminology when referring to function (domain and range)8.A.18 Determine if a relation is a function8.A.19 Interpret multiple representations using equation, table of values, and graph8.G.13 Determine the slope of a line from a graph and explain the meaning of slope as a

constant rate of change8.G.14 Determine the y-intercept of a line from a graph and be able to explain the y-intercept8.G.15 Graph a line using a table of values8.G.16 Determine the equation of a line given the slope and the y-intercept8.G.17 Graph a line from an equation in slope-intercept form (y = mx + b)

Local Standards:L.8.A.2 Solve multi-step inequalities that include parentheses (distributive property),

variables on both sides of the inequality, and multiplication or division by a negativenumber and graph the solution on a number line; solve systems of linear equationsgraphically (use only equations in slope-intercept form with integral solutions.

L.8.A.4 Define a function using correct terminology (domain and range); determine if arelation is a function.

L.8.G.7 Given a line on a graph: determine its slope and explain its meaning as a constant rateof change, and determine and explain the meaning of the y-intercept; graph a linefrom a table of values or from an equation in slope-intercept form; determine theequation of a line given its slope and y-intercept.

Big Ideas:The line represents the infinite set of ordered pairs that make the corresponding linear

equation true.There are an infinite number of solutions to an inequality.

Essential Questions:Why do you flip the inequality when you multiply or divide the inequality by a negative

number?How do you represent the infinite number of solutions to an inequality?

Prior Knowledge: (may need to be taught ’05-’06)to solve multi-step equations including parentheses and variable on both sides


to solve and graph one-step inequalitiesto graph points on the coordinate plane

Unit Objectives:to solve and check multi-step inequalities with parentheses and variables on both sidesto solve and check multi-step inequalities that include negative coefficientsto graph the solution of an inequality on a number lineto define a functionto determine if a relation is a functionto identify the domain and range of a functionto determine the slope and y-intercept of a line from a graphto explain the meaning of (a) slope as a constant rate of changeto explain the meaning of the y-interceptto graph a line from a table of valuesto graph a line from an equation in slope-intercept formto write the equation of a line given its slope and y-interceptto solve a system of linear equations graphically (equations in slope-intercept form with

integral solutions)

Resources:

Review Template (No Calculators):Square roots:

Sqrt 25 + sqrt 49 =Sqrt of 78 is between which two consecutive whole numbers

Scientific Notation:

Binomial times binomial:


Unit 7 Quadratics (A.2)Length: ~ 1 weekTimeframe: End of April

State Standards (Shaded statements are identified as Post-March Indicators):8.G.20 Distinguish between linear and nonlinear equations ax2 + bx + c; a=1 (only

graphically)8.G.21 Recognize the characteristics of quadratics in tables, graphs, equations, and situations

Local Standards:L.8.A.5 Recognize the characteristics of quadratic equations in tables, graphically,

algebraically and in words, and distinguish between linear and quadratic equations.

Big Ideas:The graph of a quadratic equation is symmetric.If x2 is the highest power in the equation, then the equation is quadratic and its graph is a

parabola.

Essential Questions:How can you tell if a relationship is linear or quadratic?

Prior Knowledge: (may need to be taught ’05-’06)to graph linear equationsto use order of operations with real numbersto factor a quadratic equation (with a = 1)

Unit Objectives:to identify a quadratic relationship from a table, a graph, an equation or from contextto distinguish between linear and quadratic equationsto graph a quadratic equation (with a = 1 and domain given) – (if time allows)to find the roots of a quadratic equation graphically and by factoring – (if time allows)

Resources:SFAW 8th Grade Course 3 – Chapter ?

Review Template (No Calculators):Factor trinomial:

Multiply fractions:

Add/subtract fractions:


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Unit 8 ConstructionsLength: ~ 1 weekTimeframe: Beginning of May

State Standards (Shaded statements are identified as Post-March Indicators):8.G.0 Construct the following using a straight edge and compass: Segment congruent to a

segment, Angle congruent to an angle, Perpendicular bisector, Angle bisector

Local Standards:L.8.G.1 Construct the following figures: congruent segment, congruent angle, perpendicular

bisector, angle bisector

Big Ideas:A compass and straightedge are the only tools allowed for constructions.

Essential Questions:Why do we still practice constructions?

Prior Knowledge: (may need to be taught ’05-’06)to define congruent segments, congruent angles, perpendicular, bisector

Unit Objectives:to construct congruent segmentsto construct congruent anglesto construct a perpendicular bisector of a segmentto construct an angle bisector of an angle

Resources:Discovering Geometry?

Review Template (No Calculators):Factor GCF:

Division of fractions:

Special pairs of angles

8th grade mathematics - auburn school...

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