grade 8 mathematics scope & sequence

Grade 8 Mathematics Scope & Sequence

Scope and Sequence 19-20 Grade 8 Math

1st Six Weeks 2nd Six Weeks

❖ Unit 0: SEL/ (5 days) ➢ Self Awareness: Recognizing Strengths ➢ Self- Management: Goal Setting ➢ Social Awareness: Respect for others ➢ Relationships Skills: Communication and Relationship-building ➢ Responsible Decision-making: Identifying and Solving Problems

❖ Unit 1: Numbers and Proportionality (20 Days)

➢ Big Ideas: Representation of Real Number and Magnitude of Real Numbers and Multiple Representations of Proportionality and Functions.

➢ Important Concepts: ■ Real Number System ■ Scientific Notation ■ Compare and Order ■ Identify Functions ■ Represent Proportional and Non-Proportional Situations ■ Direct Variation ■ Constant of proportionality ■ Constant of Variation k ■ Unit Rate

➢ Readiness TEKS: 8.2D, 8.4B, 8.5G ➢ Supporting TEKS: 8.2A, 8.2B, 8.2C, 8.5A, 8.5E, 8.5F, 8.5H

❖ Unit 2: Linear Relationships and Solutions (25 Days) ➢ Big Ideas: Identifying and Calculating Slope and Y-intercept and Represent

and Solve Equations and Inequalities. ➢ Important Concepts:

■ Slope and Y-intercept ■ Writing Equations ■ Numerical ■ Tabular ■ Verbal ■ Graphical ■ Model and Solve one variable equations with variables on both sides ■ Model and Solve one variable inequalities with variables on both sides ■ Write Real-world situations ■ System of Equation Solutions

➢ Readiness TEKS: 8.4B, 8.4C, 8.5I, 8.8C ➢ Supporting TEKS: 8.4A, 8.5A, 8.5B, 8.8A, 8.8B, 8.9A, 8.12A, 8.12B*

3rd Six Weeks 4th Six Weeks ❖ Unit 3: Financial Planning and Angles (25 Days)

➢ Big Ideas: Students will apply irrational numbers, approximating square roots of non-perfect square numbers, and investigate the well-known Pythagorean Theorem to solve for missing measures in right triangles. Triangles and Transversals and become knowledgeable Consumer and Investors.

❖ Unit 0: SEL/ (5 days) ➢ Self Awareness: Recognizing Strengths ➢ Self- Management: Goal Setting ➢ Social Awareness: Respect for others ➢ Relationships Skills: Communication and Relationship-building ➢ Responsible Decision-making: Identifying and Solving Problems



➢ Important Concepts: ■ Simple and Compound Interest ■ Loans ■ Advantages and Disadvantages of payment methods ■ Explain Proof of Pythagorean Theorem and Converse ■ Distance between two points on Coordinate Grid ■ Square Roots and Irrationals ■ Interior Triangles Angles Sum ■ Remote Interior ■ Parallel lines cut by a Transversal

➢ Readiness TEKS: 8.7C, 8.12D ➢ Supporting TEKS: 8.2B, 8.6C, 8.7D, 8.8D, 8.12A, 8.12B*, 8.12C, 8.12E*,

8.12F*, 8.12G

❖ Unit 4: Geometry and Measurement (25 Days) ➢ Big Ideas: Surface Area and Volume and Similarity and Orientation of

Figures on a Coordinate Plane ➢ Important Concepts:

■ Volume of Cylinders, Cones, and Spheres ■ Lateral and Total Surface Area of prisms and cylinders ■ Transformations-Translation, Reflection, Rotation ■ Dilations-Enlargement, Reduction ■ Algebraic Representation (Motion Rules) ■ Scale Factor ■ Similarity

➢ Readiness TEKS: 8.3C, 8.7A, 8.7B, 8.10C ➢ Supporting TEKS: 8.3A, 8.3B, 8.6A, 8.6B*, 8.10A, 8.10B, 8.10D,

5th Six Weeks 6th Six Weeks

❖ Unit 5: Data Analysis (15 Days) ➢ Big Ideas: Representation and Interpretation of Data ➢ Important Concepts:

■ Univariate Data ■ Bivariate Data ■ Scatterplots ■ Trend lines

➢ Readiness TEKS: 8.5D ❖ Supporting TEKS: 8.5C, 8.11A, 8.11B, 8.11C* ❖ Unit 0: STAAR Review (15 Days)

➢ Big Ideas: Assessed TEKS ➢ Important Concepts: ➢ Readiness TEKS: Assessed ➢ Supporting TEKS: Assessed

❖ Unit 6: Step up to Algebra (25 days) ➢ Big Ideas: Essential Understandings of Algebra ➢ Important Concepts: ➢ Readiness TEKS: 8.4B, 8.5D, 8.5I ➢ Supporting TEKS: 8.5A, 8.5B, 8.5C, 8.9A, 8.11A

❖ Big STAAR Week

Processing Standards: 8.1A, 8.1B, 8.1C, 8.1D, 8.1E, 8.1F, 8.1G Taught Throughout

Secondary Scope & Sequence

Scope and Sequence 2019-2020 _______ Content

1st Six Weeks 2nd Six Weeks Unit 0: SEL/ The First Five Days (5 days)

https://casel.org/wp-content/uploads/2017/01/Competencies.pdf

➢ Big Ideas: Develop classroom culture, building community, and establish

rules and procedures

▪ Self-Awareness

▪ Self-Management

▪ Social Awareness

▪ Relationship Skills

▪ Responsible Decision-Making

Unit 1: Atomic Structure and Element Identity, Intro to Arrangement of the

Periodic Table (19 Days)

➢ Big Ideas:

▪ The nucleus contains protons and neutrons

▪ Electrons are found in the electron cloud which includes the area

around an atomic nucleus

▪ Use different models to show and describe the structure of atoms

(Bohr, etc.)

▪ The number of neutrons and electrons can vary in an atom, but the

protons will not vary

▪ Protons are located in the nucleus and identify the element

▪ Valence electrons are found in the outermost portion of the

electron cloud

▪ Reactivity is directly related to the octet rule; i.e., eight valence

electrons in the outer shell Hydrogen and Helium are the

exceptions as they have two valence electrons

▪ Atomic number of an element provides the number of protons and

electrons in one atom if the atom is neutral

▪ Valence electrons are directly related to representative groups

➢ Important Concepts:

▪ Students will explore various atomic models to understand atomic

structure

Unit 2: Arrangement of the Periodic Table and Chemical Formulas and

Reactions, Balanced and Unbalanced Forces (24 days)

➢ Big Ideas:

▪ Chemical formulas identify substances

▪ The number of atoms of each element is determined from chemical

formulas

▪ Evidence of chemical reactions

▪ Law of conservation of mass

▪ Understanding how unbalanced forces cause acceleration is

foundational for understanding Newton’s laws of motion.


▪ The nucleus contains protons and neutrons

▪ Electrons are found in the electron cloud which includes the area

around an atomic nucleus

▪ Protons are located in the nucleus and identify the element

▪ Valence electrons are found in the outermost portion of the electron

cloud

▪ Reactivity is directly related to the octet rule; i.e., eight valence

electrons in the outer shell Hydrogen and Helium are the exceptions

as they have two valence electrons

▪ Atomic number of an element provides the number of protons and

electrons in one atom if the atom is neutral

▪ Location of metals, metalloids, and nonmetals

▪ Reactivity is directly related to the number of valence electrons

▪ A chemical formula shows the relative proportions of atoms that make

up a substance.

▪ Evidence of chemical reactions includes the production of gas, change

in temperature, production of a precipitate, or permanent color

change




▪ Students will differentiate mass number and atomic mass

▪ Students will calculate atomic mass

▪ Students will describe the structure of atoms

▪ Students will identify elements given subatomic particle

information

▪ Students will predict reactivity and chemical properties

➢ Readiness TEKS: 8.5A 8.5B

➢ Supporting TEKS:

▪ The law of conservation of mass is evident in chemical reactions. The

number of atoms of each element on both side of the yield symbol is

equal even though the arrangement has changed

▪ Acceleration is a change in speed and/or direction of an object’s

motion which is caused by unbalanced forces

▪ Calculate force, mass, or acceleration using the appropriate

mathematical formula and using correct units

➢ Readiness TEKS: 8.5A, 8.5B, 8.5C 8.5D 8.5E 8.6A

➢ Supporting TEKS: 6.6A 7.6A 6.6B 8.6B 6.8C

3rd Six Weeks 4th Six Weeks

Unit 3: Newton’s Laws, Seasons Day & Night, (24 Days)

➢ Big Ideas:

▪ Friction is a force that acts against motion

▪ Acceleration is a change in speed and/or direction of an object’s

motion which is caused by unbalanced forces

▪ Calculate force, mass, or acceleration using the appropriate

mathematical formula and using correct units

▪ The rotation of the Earth on its axis causes day and night

▪ The tilt of the Earth as it spins on its axis affects the amount of

sunlight that reaches a particular hemisphere of the Earth at

different times of the year

▪ The revolution of the Earth around the Sun causes changes in

seasons


▪ Balanced and unbalanced forces

▪ Speed

▪ Acceleration

▪ Friction

▪ Rotation of the Earth on its axis

▪ Revolution of Earth around the Sun

▪ Day and night

Unit 4:Earth Sun and Moon Relationships, Understanding the Universe, Sun’

Energy Effect on Earth, Plate Tectonics/Topographic Maps (24 days)

➢ Big Ideas:

▪ The orbiting of the Moon around the Earth and the Earth orbiting the

Sun creates the sequence of events known as the lunar cycle

▪ The lunar cycle is a predictable pattern of how the illuminated part of

the Moon is seen by someone on Earth

▪ The lunar cycle includes the new moon, waxing crescent moon, first

quarter moon, waxing gibbous moon, full moon, waning gibbous

moon, third quarter moon, and waning crescent moon

▪ The Hertzsprung-Russell diagram (H-R diagram) is used to classify stars

by their luminosity, temperature, and spectral class

▪ There are three types of galaxies (spiral, elliptical, and irregular)

▪ Stars are spheres of matter with enough density and heat to create

nuclear reactions


▪ Demonstrate the sequence of events in the lunar cycle

▪ Predict the sequence of events in the lunar cycle

➢ Readiness TEKS 8.7B 7.8A 8.9B 8.9C 8.8A



▪ Changes in seasons

➢ Readiness TEKS: 8.6A, 8.7A

➢ Supporting TEKS: 8.6B, 6.8C, 6.8D, 6.9C

➢ Supporting TEKS: 8.7C 8.8B 8.8C 8.8D 8.10A 8.10B 8.10C 8.9A 7.8C 6.11B

5th Six Weeks 6th Six Weeks Unit 5: Plate Tectonics/Topographic Maps, Interactions and Relationships,

Impact on the Environment (24 days)

➢ Big Ideas:

▪ Relate plate tectonics to the formation of crustal features

▪ Plate tectonics

▪ Formation of crustal features

▪ Organisms possess adaptations that enable them to survive and

successfully reproduce

▪ Environmental changes can affect the ability of an organism or a

species to survive


▪ Alfred Wegner pioneered the continental drift theory which states

that where Earth’s crust consists of tectonic plates that move on

the asthenosphere

▪ Movement of tectonic plates forms features on Earth’s crust

▪ The crustal features formed depend on the type of boundary

between the tectonic plates

▪ Convergent boundaries, where tectonic plates move towards one

another, can result in the formation of volcanoes, where there is

subduction, and mountains

▪ Topographic maps and satellite views are used to identify land

features

▪ Weathering is a process that breaks down rock on the surface of

the Earth and may reshape the land and erosional features,

including canyons, deltas, valleys, rivers, islands, and coastlines

▪ Biotic and abiotic factors

Unit 6: Organisms, Environment and Matter, STAAR Review, STEM

Challenges (24 days)

➢ Big Ideas:

▪ Short-and long-term environmental changes affect organisms and

traits in subsequent populations

▪ Inherited traits are governed by genetic material found in genes within

chromosomes found in the nucleus of eukaryotic cells.

▪ Punnett squares demonstrate how genotypes determine phenotypes.

▪ Human body systems interrelate and depend on each other


➢ Organisms respond to change in the environment.

➢ Human activities may have an impact on living systems. —

What are examples of ways that humans have impacted the

ocean environment?

➢ Human activities may have an impact on living systems.

➢ Readiness TEKS: 8.11A 8.11B 8.11C

➢ Supporting TEKS: 7.11A, 7 .11C, 7.12B, 7.12D, 7.12F, 7.14B, 7.14C, 6.12D,

7.5B



▪ Changes in populations can occur due to limited resources and the

competition for these resources

▪ Organisms and populations depend on biotic and abiotic resources,

which often results in competition for them

➢ Readiness TEKS: 8.9B 8.9C 8.11A 8.11B

➢ Supporting TEKS: 8.9A 7.8C 6.11B 8.11C 7.10C 7.10B

Processing Standards:______________ Taught Throughout

Grade 8 Social Studies Scope & Sequence

Scope and Sequence 19-20 Grade 8 Social Studies

1st Six Weeks 2nd Six Weeks

❖ Unit 0: The First Five Days (5 days) https://casel.org/wp-content/uploads/2017/01/Competencies.pdf

➢ Big Ideas: Develop classroom culture, building community, and establish rules and procedures

● Self-Awareness ● Self-Management ● Social Awareness ● Relationship Skills ● Responsible Decision-Making

❖ Unit 1: Exploration and Colonization of America (20 days)

➢ Big Ideas:

● Events from one time-period influence events in later time periods

● The physical geography of a place can determine who settles in that

place and how they make a living.

● The physical geography of a place can determine who settles in that

place and how they make a living.

● Colonists benefited from early English traditions of representative

government.


Students will study European exploration and colonization of North

America. The unit focuses on Jamestown and Plymouth, the first two

English settlements in the Americas.

The major focus of this unit is that students understand the motives for

exploration, the impact geography had on colonization including

population distribution, settlement patterns, and economic activities,

❖ Unit 2: The American Revolution and How It Led to our Constitution (27

Days)

➢ Big Ideas:

● Ideas and interests that are in direct conflict with existing government

may cause revolution.

● Key people influence societies and bring about change.

● All conflicts and revolutions have political, economic, and social causes

and effects

● The aim of a constitutional government is to create a fair and peaceful

society.

● Democracy has developed from many forms of government.


Students will study the causes and events of the American Revolution as

well as their effects. The major focus of this unit is that students

understand what led to the American Revolution, causation, conflict and

leadership to analyze causes of the American Revolution including those

individuals who assumed leadership in that conflict. Students will study the

Declaration of Independence and identify the important ideas and the role

of this document in the foundation of our country, battles and other

events during the revolution, key individuals and their impact, and the

effects of the revolution on the newly formed United States of America.

The unit concludes with an examination of the short and long-term effects

of the United States fight for freedom against Britain.





and political, economic, religious, and social reasons that the British

Thirteen Colonies were established.

➢ Readiness TEKS:

8.1A, 8.2A, 8.3A, 8.7C, 8.10A, 8.11A, 8.12B, 8.15D, 8.23A


8.1B, 8.2B, 8.3B, 8.3C, 8.7B, 8.10B, 8.10C, 8.11B, 8.12A, 8.12C, 8.15E,

8.21C, 8.23D, 8.25A, 8.25B

People have a voice in limited government. The powers of the U.S.

government are divided among branches, each with their own duties and

responsibilities. Governments evolve over time. Civic responsibility is an

important part of democracy. U.S. citizens have rights that are protected

by the U.S. Constitution.

➢ Readiness TEKS:

8.1A, 8.4A, 8.4C, 8.7C, 8.10C, 8.15A, 8.15C, 8.15D,8.16A, 8.17A, 8.18A,

8.19A, 8.19B, 8.25C


8.1B, 8.4B, 8.4D, 8.10A, 8.15B, 8.19C, 8.20A, 8.20B, 8.21A, 8.21B, 8.21C,

8.22B 8.23C, 8.23D, 8.23E, 8.25A , 8.26B

3rd Six Weeks 4th Six Weeks

❖ Unit 3: Early Republic and Their Presidents (26 Days)

➢ Big Ideas:

● People influence societies and bring about change.

● Good leaders must deal effectively with political, economic, and

social issues

● Organized groups often exert greater influence than individuals


Students will study the first four presidents of the United States and

their policies. The major focus of this unit is that students understand

the foreign and domestic policy issues Washington, Adams, Jefferson,

and Madison faced as well as the formation of political parties and their

impact on US politics. Students will learn about the feeling of the

❖ Unit 0: The First Five Days (5 days) https://casel.org/wp-content/uploads/2017/01/Competencies.pdf

➢ Big Ideas: Develop classroom culture, building community, and establish rules and procedures

● Self-Awareness ● Self-Management ● Social Awareness ● Relationship Skills ● Responsible Decision-Making

➢ Unit 4: Moving into a New Era with Westward Expansion, Industrialization

and Reforms (26 Days)

➢ Big Ideas:

● People influence societies and bring about change.





country. There is a pride in their country as well as the country is self-

supporting through Free Enterprise.

➢ Readiness TEKS:

8.1A, 8.5A, 8.5C, 8.5E, 8.6A, 8.10C, 8.18A

➢ Supporting TEKS: 8.1B, 8.5B, 8.5D, 8.11B, 8.13A, 8.18B, 8.20A, 8.21A, 8.22A, 8.22B

● Organized groups often exert greater influence than individuals

● The physical geography of a place can determine who settles in that place

and how they make a living.

● Technological innovations help overcome geographic limitations.

● Events from one time-period influence events in later time periods.


Students will study the Term of Andrew Jackson, his run for office, the

Bank Crisis, the movement of the native Americans and the events of his

office.

Students will study how Manifest Destiny influenced the growth of the

United States, the causes and effects of the Mexican War, the acquisition

of Western lands, and how technology influenced westward expansion.

The major focus of this unit is that students understand the causes and

effects of territorial growth of the United States during the 19th century.

The major focus of this unit is that students understand how the Industrial

Revolution transforms America, growth and the growing need for reform.

➢ Readiness TEKS:

8.1A, 8.5C, 8.6C, 8.7C, 8.10A, 8.10B, 8.10C, 8.11A, 8.12B, 8.12C, 8.13B

8.15D, 8.17B, 8.18A, 8.23A, 8.24B 8.27A, 8.27B


8.1B, 8.5B, 8.5F, 8.5G, 8.6B, 8.7A, 8.7D, 8.10A, 8.11B, 8.12A, 8.13A, 8.14A,

8.14B, 8.20B, 8.21A, 8.21C, 8.22B, 8.23B 8.23C, 8.23D, 8.23E, 8.24A, 8.25B ,

8.26A, 8.27C, 8.28A, 8.26B, 8.27B, 8.27C, 8.28A, 8.28B

5th Six Weeks 6th Six Weeks



❖ Unit 5: Civil War and Reconstruction (33 Days)

➢ Big Ideas:

● The geography affects where and how people live.

● Turning points help define major eras in history; some are so

significant they change the world.

● All conflicts and revolutions have political, social, and economic

causes and effect

● Throughout time the United States have a flexible government.


Students will study life in the North and South during the Antebellum

Period, growing sectionalism.

Battles and events of the Civil War, and the period of Reconstruction.

The major focus of this unit is that students understand the causes and

effects of the Civil War. The concept of conflict to examine significant

individuals and turning point events in the American Civil War, including

an emphasis on the ideas and leadership of Abraham Lincoln and their

impact on the period. Necessary changes for Reconstruction including

passage of the 13th, 14th, and 15th Amendments

➢ Readiness TEKS:

8.1A, 8.7C, 8.8B, 8.10B, 8.10C, 8.15D, 8.16A, 8.16B 8.17B, 8.18A, 8.19A

➢ Supporting TEKS: 8.1B, 8.7A, 8.7B, 8.7D, 8.8A, 8.8C, 8.8D, 8.9A, 8.9B, 8.10A, 8.12A, 8.18C, 8.21A, 8.21C, 8.22A, 8.22B, 8.23B, 8.23C, 8.23D, 8.23E 8.26A, 8.26B,

❖ Unit 0: STAAR Camp (15 Days)

➢ Big Ideas:

● STAAR Review


Concepts of economic, social, and political change, this unit provides an

opportunity to review concepts and information from the Grade 8 Social

Studies course in early American history that helped form the heritage and

government of the United States of America from colonial times through

the highlights of Reconstruction. It can serve as a review of content for the

Grade 8 Social Studies STAAR test.

➢ Readiness TEKS: TEKS for this unit will be determined using the Assessed

Curriculum from TEA and the Districts 5-year Historical Data.

➢ Supporting TEKS: TEKS for this unit will be determined using the Assessed

Curriculum from TEA and the Districts 5-year Historical Data.

❖ Unit 6: Stepping Up to 9th Grade (16 Days)

➢ Big Ideas:

Students to analyze the idea that all people are created equal and consider

the question “Have the promises of the Declaration of Independence that

all men [people] are created equal been fulfilled?” It encourages students

to interpret the experiences of minority groups including women, racial

and ethnic groups




8.28A

What are the rights and responsibilities of being a citizen in the United

States?

➢ Readiness TEKS: 8.1A

➢ Supporting TEKS: 8.1B, 8.19C

Processing Standards:_8.29, 8.30, 8.31__ Taught Throughout

grade 8 mathematics scope & sequence

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