ĐĎॹá>ţ˙ Ÿţ˙˙˙—˜™š›œ˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁ!` řżˇ6bjbj\­\­ 7@>Ç>ǧž ˙˙˙˙˙˙¤FFFFśśśB dŠéŠéŠéŠédîëlŚ ˛ śfóVźőźőźőźő›öąö ˝öÝßßßßßß$h!hĐ#Ž iśa˙—ö›öa˙a˙ FFźőźőŰl    a˙ŽFźőśźőÝ a˙Ý  Nhś źőZó pŤŮž…ČŠéď˙( a|‚ 0˛  ^$â^$ ^$ś XĹöŢŁů  Żű¤SýĹöĹöĹö  ůĹöĹöĹö˛ a˙a˙a˙a˙Ś Ś Ś äßŠéŚ Ś Ś ŠéĘ4ţ@> FFFFFF˙˙˙˙  FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Weeks: SEQ Week \* MERGEFORMAT 1-3 Instructional Unit Plan Unit I Georgia Performance Standards M8D2aUse tree diagrams to find the number of outcomes.M8D2bApply the addition and multiplication principles of counting.M8D3aFind the probability of simple independent events.M8D3bFind the probability of compound independent events. Unit 1 Framework Essential Questions How do I determine a sample space? How can a tree diagram help me find the number of possible outcomes related to a given event? When and why do I use addition to determine sample space size? When and why do I use multiplication to determine sample space size? When and why do I use addition to determine the probabilities? When and why do I use multiplication to determine probabilities? Unit 1 Framework Enduring Understandings Tree diagrams are useful for describing relatively small sample spaces and computing probabilities, as well as for visualizing why the number of outcomes can be extremely large. Sometimes the outcome of one event does not affect the outcome of another event. (This is when the outcomes are called independent.) When two compound events occur, we use multiplication to determine their probability. That is, to find the probability of event A happens and event B happens, we should multiply the probability that A happens times the probability that B happens. When we find the probability that event A happens or event B happen, we should add the probability that A happens to the probability that B happens. Probabilities are similar to percents. They are all between 0 and 1, where a probability of 0 means an outcome has 0% chance of happening and probability of 1 means that the outcome will happen 100% of the time. If we add the probabilities of every outcome in a sample space, the sum should always equal 1. If the probability that an event will happen is “P,” then the probability that it won’t happen is “1 minus P.” Vocabulary Event Probability Impossible Tree diagram Certain Equally likely Mutual exclusive Disjoint events Sample Space Relative frequency Fundamental Counting Principle Addition Counting Principle Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. Unit I Assessment GPS Framework, Grade 8, Unit 1, Probability, Culminating Tasks: Activity 1 “Is It Fair?” And Activity 2 “A Fair Hopper,” pp. 33 – 41 of 41  FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week: SEQ Week \* MERGEFORMAT 1 Georgia Performance Standards M8D3aFind the probability of simple independent events.M8D3bFind the probability of compound independent events. Unit 1 Framework Enduring Understandings Sometimes the outcome of one event does not affect the outcome of another event. (This is when the outcomes are called independent.) When two compound events occur, we use multiplication to determine their probability. That is, to find the probability of event A happens and event B happens, we should multiply the probability that A happens times the probability that B happens. When we find the probability that event A happens or event B happen, we should add the probability that A happens to the probability that B happens. Probabilities are similar to percents. They are all between 0 and 1, where a probability of 0 means an outcome has 0% chance of happening and probability of 1 means that the outcome will happen 100% of the time. If the probability that an event will happen is “P,” then the probability that it won’t happen is “1 minus P.” Unit 1 Framework Essential Questions When and why do I use addition to determine the probabilities? When and why do I use multiplication to determine probabilities?Vocabulary Event Equally likely Probability Impossible Mutual exclusive Certain Experimental Probability Disjoint events Theoretical Probability Independent event Dependent event Literacy GPS ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:1 Warm-Up/Quick Practice Mental Math: Halve and double to multiply (or example, for 4 x 5, think 2 x 10; for 8 x 15, think 4 x 30) Perform operations on rational numbers Write each fraction in simplest form Skill Mastery: Compare and order rational numbersProblem Solving Review problem-solving steps: (1) Understand the Problem (2) Make a Plan (3) Solve (4) Look Back Solve non-routine problems involving the Draw a Diagram strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 814  Focus LessonsRef #State StandardsObjectivesResources Materials1.1.1M8D3aFind the probability of a simple independent eventHolt Mathematics Course 3, Lesson 10 -1, “Probability,” pp. 522 - 526Textbook, pp. 522 – 526 Probability line from the lesson Optional: Coins, number cubes, and spinners 1.1.2M8D3aEstimate probability using experimental methodsHolt Mathematics Course 3, Lesson 10 -2, “Experimental Probability,” pp. 527 – 530 Textbook, pp. 527 - 5301.1.3M8D3aEstimate probability using theoretical methods Find the probability of mutually exclusive events Holt Mathematics Course 3, Lesson 10 -4, “Theoretical Probability,” pp. 540 - 544Textbook, pp. 540 – 544 Optional: Dominoes, Monopoly Game1.1.4M8D3bFind the probability of independent and dependent eventsHolt Mathematics Course 3, Lesson 10 -5, “Independent and Dependent Events,” pp. 545 – 549 Textbook, pp. 545 – 549 Optional: Spinners as pictured1.1.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Find the probability of an event using Holt Mathematics Course 3, “Ready to Go On?” Problems 1 – 8, p. 538. (note: All activities listed in the instructional task component are done so with the expectation that students work with partners or small groups to develop mathematical communication skills) Maintenance: Simplify numerical expressions using Holt Mathematics Course 3, “Are You Ready?” Problems 6 – 9, 17 – 24, p. 3. Maintenance: Connect mathematics with other content areas using Holt Mathematics Course 3, “Social Studies Link,” pp. 25 and 43. Exploration: Explore different geometric ways to represent the same fractional part with and without pattern blocks. Intervention: Homework Weekly Focus: Find the probabilities of independent and dependent events; find possible outcomes Maintenance: Perform operations on rational numbers Skill: Compare and order rational numbers Reflection with Closure What is the difference between an independent and dependent event? Give an example of each. When determining the probability of a compound event occurring, which type of problem involves adding to determine the probability of the event and which type of problem involves just multiplying? Give an example of each.  Journal Illustrate the complete sample space for the experiment of pulling two coins from a jar that contains two pennies, a nickel, and a dime.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Compare and order rational numbers. Place the following numbers in order from greatest to least: -1.2 0.65 -12 6/5 -3/4 Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:2 Georgia Performance Standards M8D2Students will determine the number of outcomes related to a given event.M8D2aUse tree diagrams to find the number of outcomes.M8D2bApply the addition and multiplication principles of counting.M8D3aFind the probability of simple independent events. Unit 1 Framework Enduring Understandings Tree diagrams are useful for describing relatively small sample spaces and computing probabilities, as well as for visualizing why the number of outcomes can be extremely large. Unit 1 Framework Essential Questions How do I determine a sample space? How can a tree diagram help me find the number of possible outcomes related to a given event? When and why do I use addition to determine sample space size? When and why do I use multiplication to determine sample space size? When and why do I use addition to determine the probabilities? When and why do I use multiplication to determine probabilities? Vocabulary Sample Space Fundamental Counting Principle Addition Counting Principle Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:2 Warm-Up/Quick Practice Mental Math: Halve and double factors (for example, for 4 x 45, think 2 x 90) Perform operations on rational numbers Write equivalent fractions, decimals, and percents SM: Perform operations on whole numbers Problem Solving Solve non-routine problems involving the Make a Model strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 815 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.2.1M8D2a, bExplore a counting situation in which multiplication provides an answer GPS Framework, Grade 8, Unit 1, Probability, “Mrs. Love’s Children,” pp. 7 – 10 of 41Copies of task, p. 7 of 411.2.2M8D2bConstruct a systematic list of outcomes for complex processes GPS Framework, Grade 8, Unit 1, Probability, “Reading in the Dark,” pp. 11 – 12 of 41 Copies of task, p. 11 of 411.2.3M8D2a, b M8D3aFind the number of possible outcomes in an experimentHolt Mathematics Course 3, Lesson 10 -8, “Counting Principles,” pp. 558 – 562 Textbook, pp. 558 – 562 Snap cubes to represent clothing to illustrate tree diagram 1.2.4M8D2bDistinguish among problems where order is not important from those in which it is Holt Mathematics Course 3, Lesson 10 -9, “Permutations and Combinations,” pp. 563 – 567 Textbook, pp. 563 - 5671.2.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Determine possible outcomes using Holt Mathematics Course 3, “Ready to Go On?” Problems 9 – 15, p. 568. Maintenance: Simplify numerical expressions. Maintenance: Connect mathematics with other content areas using Holt Mathematics Course 3, “Social Studies Link,” pp. 25 and 43. Exploration: Explore different geometric ways to represent the same fractional part with and without pattern blocks. Intervention: Include the reteaching of finding the probability of compound independent events. Homework Weekly Focus: Use tree diagrams or organized lists to determine possible outcomes Maintenance: Find the probability of compound independent events Skill: Perform operations with whole numbers Reflection with Closure When making a tree diagram and the diagram becomes too time consuming and extremely large, what are your options? Are tree diagrams always useful in determining possible outcomes? If not, give examples of situations where they are not useful and explain why.  Journal How do you determine whether or not order is important when determining the possible outcomes?  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Perform operations with whole numbers. (1) 547 x 293= (2) 6,084 ÷ 26 = (3) 208 + 12,846 + 19 + 4,082 = (4) 59,002 – 39,648 = Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:3 Georgia Performance Standards M8D2aUse tree diagrams to find the number of outcomes.M8D2bApply the addition and multiplication principles of counting.M8D3aFind the probability of simple independent events.M8D3bFind the probability of compound independent events. Unit 1 Framework Enduring Understandings Sometimes the outcome of one event does not affect the outcome of another event. (This is when the outcomes are called independent.) When two compound events occur, we use multiplication to determine their probability. That is, to find the probability of event A happens and event B happens, we should multiply the probability that A happens times the probability that B happens. Probabilities are similar to percents. They are all between 0 and 1, where a probability of 0 means an outcome has 0% chance of happening and probability of 1 means that the outcome will happen 100% of the time. If the probability that an event will happen is “P,” then the probability that it won’t happen is “1 minus P.” Unit 1 Framework Essential Questions How can I use probability to determine if a game is fair or to figure my chances of winning the lottery? When and why do I use addition to determine sample space size? When and why do I use multiplication to determine sample space size? When and why do I use addition to determine the probabilities? When and why do I use multiplication to determine probabilities? Vocabulary Fair Equally likely Complement Sample space Relative frequency Independent event Compound independent events Multiplication Rule of Probability Addition Rule of Probability Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:3 Warm-Up/Quick Practice Mental Math: Halve and double factors including decimals (for example, for 8 x 1.5, think 4 x 3; for 20 x 6.5. think 10 x 13) Determine the probability of a simple event not happening (the complement of an event) Write sets of three equivalent fractions SM: Use order of operations to simplify expressionsProblem Solving Solve non-routine problems involving the Guess and Test strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 816 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.3.1M8D3a, b M8D2aUse a tree diagram to determine the fairness of a game Determine the probability of compound independent events GPS Framework, Grade 8, Unit 1, Probability, “Heads Wins!” pp. 19 -22 of 41Copies of tasks Optional: Coins to simulate probability event 1.3.2M8D2bCalculate the probability of winning the lotteryGPS Framework, Grade 8, Unit 1, Probability, “Fancy Winning the Lottery,” pp. 25 – 26 of 41Copies of tasks1.3.3M8D2b M8D3a, bDetermine the fairness of a gameGPS Framework, Grade 8, Unit 1, Probability, “Number Cube Sums,” pp. 29 – 31 of 41Pairs of different colored dice Copies of tasks1.3.4M8D2a, b M8D3a, bDetermine the fairness of a game Perform experimental probability Calculate relative frequency Make a tree diagram of possible outcomes Compute theoretical probabilityGPS Framework, Grade 8, Unit 1, Probability, Culminating Task “Activity 1: Is It Fair?” pp. 33 – 34 of 41 Begin the assignment in class and complete at home. Assignment is due the following Monday. Red-red chips Red-yellow chips Red-blue chips Blue-yellow chips Cups Copies of assignment1.3.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Use probability to make decisions and predictions from Holt Mathematics Course 3, p. 553, Problem Solving Lesson 10 – 6. Maintenance: Play “Permutations,” a game with Scrabble"! tiles (or make a set), Holt Mathematics Course 3, p. 570. Maintenance: Review addition and subtraction of decimal fractions. Exploration: Explore math tricks using Holt Mathematics Course 3,  Math Magic, p. 50. Intervention: Include the reteaching of identifying the difference in the structure of problems in which order is not important from those in which it is. Homework Weekly Focus: Determine fairness of games Maintenance: Determine possible outcomes when order is important and when it is not Skill: Use order of operations to simplify expressions Reflection with Closure If ten red snap cubes and five blue snap cubes were placed in a bag. A game is played where you receive one point for every red cube that is drawn and your partner receives two points for every blue cube that is drawn. Is the game fair or not? Explain your reasoning.  Journal Create a counting problem that can be solved by a tree diagram or an organized list. Solve the problem both ways and give advantages and disadvantages of each solution. You are playing a game tossing a pawn and you receive one point if the pawn lands on its side and your opponent receives two points if it lands straight up. Is the game fair or unfair? Explain your reasoning.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Use order of operations to simplify expressions. (1) 4 + 18 ÷ 2 – 5 = (2) 11 – (1 + 8) ÷ 3 = (3) (5 + 3) x (10 – 2) = (4) 6 + 3 (8 – 5) – 9 ÷ 3 = Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Weeks:4-9 Instructional Unit Plan Unit 2 Georgia Performance Standards M8D2aUse tree diagrams to find the number of outcomes.M8D2bApply the addition and multiplication principles of counting.M8D3aFind the probability of simple independent events.M8D3bFind the probability of compound independent events. Unit 2 Framework Enduring Understandings Exponents are useful for representing very large or very small numbers.Unit 2 Framework Essential Questions When are exponents used and why are they important? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? Vocabulary Exponent Base Factor Exponential growth Exponential form Standard form Growth factor Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.Unit 2 Assessment GPS Framework, Grade 8, Unit 2, Exponents, “Culminating Task: Constructing the Irrational Number Line,” pp. 42 – 45 of 45   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:4 Georgia Performance Standards M8N1Students will understand different representations of numbers including square roots, exponents, and scientific notation.M8N1iSimplify expressions containing integer exponents.M8N1kUse appropriate technologies to solve problems involving square roots, exponents, and scientific notation.M8A1bSimplify and evaluate algebraic expressions. Unit 2 Framework Enduring Understandings Exponents are useful for representing very large or very small numbers. Unit 2 Framework Essential Questions When are exponents used and why are they important? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? Vocabulary Exponent Base Factor Exponential form Standard form Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:4 Warm-Up/Quick Practice Mental Math: Halve and double factors including decimals (for example, for 6 x 3.5, think 3 x 7; for 24 x 0.25, think 12 x .5 then 6 x 1) Determine the possible outcomes of an event Simplify expressions involving order of operations SM: Write equivalent fractions, decimals, and percentsProblem Solving Solve non-routine problems involving the Work Backward strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 817 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.4.1M8N1i, k Develop an understanding of exponents Explore bases other than ten GPS Framework, Grade 8, Unit 2, Exponents, “A Few Folds,” pp. 7 – 8 of 45 and “Exploring Powers of 10,” pp. 30 – 33 of 45 Allow this to be a two-day activity by beginning “Extension”, p. 33 of 45—exploring other basesPatty paper, if possible Copies of tasks, pp. 7 of 45 and pp. 30 – 31 of 451.4.2M8N1iDevelop a deeper understanding of exponents by exploring bases other then ten GPS Framework, Grade 8, Unit 2, Exponents, “Extension,” p. 33 of 45 None required 1.4.3M8N1i M8A1bWrite expressions in exponential and standard forms Holt Mathematics Course 3, Lesson 4-1, “Exponents,” pp. 162 – 165 Textbook, pp. 162 - 1651.4.4M8N1i M8A1b Begin to recognize exponential patterns in tables Evaluate expressions with negative exponents and the zero exponent Holt Mathematics Course 3, Lesson 4-2, “Look for a Pattern in Integer Exponents,” pp. 166 – 169 Textbook, pp. 166 - 1691.4.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Further explore bases other than 10. Maintenance: Play  Permutations, a game with Scrabble"! tiles (or make a set), Holt Mathematics Course 3, p. 570. Maintenance: Review addition and subtraction of decimal fractions. Exploration: Explore math tricks using Holt Mathematics Course 3, “Math Magic,” p. 50. Intervention: Include the reteaching of determining the fairness of a game. Homework Weekly Focus: Evaluate expressions involving exponents Maintenance: Determine the fairness of a game Skill: Write equivalent fractions, decimals, and percents Reflection with Closure In the equation y = 2 how does the value of y change each time n increases by 1? How does an exponential graph differ from a linear graph? Give an example of each.  Journal Describe how you can distinguish a linear relationship from an exponential relationship from looking at a table.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Fraction, Decimal, Percent Equivalents Complete the table. Fractions Decimals Percents 2/3 ___ 66.6% ___ 1.25 ___ 9/10 ___ ___ Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:5 Georgia Performance Standards M8N1Students will understand different representations of numbers including square roots, exponents, and scientific notation.M8N1iSimplify expressions containing integer exponents.M8N1jExpress and use numbers in scientific notation.M8N1kUse appropriate technologies to solve problems involving square roots, exponents, and scientific notation. Unit 2 Framework Enduring Understandings Exponents are useful for representing very large or very small numbers. Unit 2 Framework Essential Questions When are exponents used and why are they important? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? Vocabulary Scientific notation Standard notation Exponent Power Base Factor Reciprocal Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:5 Warm-Up/Quick Practice Mental Math: Think money (for example, for 12 x 5, think 12 nickels, that’s 60; for 48 x 25, think 48 quarters, that’s 12 dollars, so the answer is 1200) Evaluate expressions with positive integer exponents Determine the probability of a compound event SM: Find the percent of a numberProblem Solving Solve non-routine problems involving the Find a Pattern strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 818 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.5.1M8N1iApply the properties of exponentsHolt Mathematics Course 3, Lesson 4-3, “Properties of Exponents,” pp. 170 – 173 Textbook, pp. 170 - 1731.5.2M8N1i, kApply knowledge of exponents to a real-life situationGPS Framework, Grade 8, Unit 2, Exponents, “Nesting Dolls,” pp. 36 – 37 of 45 Copies of task, p. 36 of 45 Calculators1.5.3M8Ni, j, kExpress large and small numbers in scientific notation Compare two numbers written in scientific notationHolt Mathematics Course 3, Lesson 4-4, “Scientific Notation,” pp. 174 – 178 and “Multiply and Divide Numbers in Scientific Notation,” p. 179 Textbook, pp. 174 – 179 Calculators1.5.4M8Ni, j, kApply knowledge of large and small numbers to real-life situationsGPS Framework, Grade 8, Unit 2, Exponents, “It’s A Big Universe (or is it small?),” pp. 34 – 35 of 45 Copies of task, p. 34 Video (refer to lesson)1.5.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Explore powers of 10 using GPS Framework, Grade 8, Unit 2, Exponents, “Exploring Powers of 10”, pp. 30 - 33 of 45. Maintenance: Review fractions and mixed numbers using Holt Mathematics Course 3, “Are You Ready?” p. 61. Maintenance: Use different strategies to solve problems from Holt Mathematics Course 3, “Problem Solving on Location” pp. 456 - 457. Exploration: Explore squared and cubed numbers using a calculator. Record a list of squared and cubed numbers. Intervention: Include the reteaching of recognizing patterns of exponential growth in tables and equations. Homework Weekly Focus: Evaluate expressions with positive and negative integers; write numbers in scientific notation Maintenance: Identify tables as linear or exponential relationships Skill: Find the percent of a number  Reflection with Closure Why do you subtract exponents when dividing powers with the same base?  Journal Create a list of occupations that would find scientific notation useful. Explain how each occupation listed uses scientific notation.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Percent of a Number Find the following: (1) 84% of 620 (2) 93% of 1,967 (3) 5% of 3,458 (4) 102% of 5,975 Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:6 Georgia Performance Standards M8N1Students will understand different representations of numbers including square roots, exponents, and scientific notation.M8N1aFind the square roots of perfect squares.M8N1bRecognize the (positive) square root of a number as a length of a side of a square with a given area.M8N1eRecognize and use the radical symbol to denote the positive square root of a positive number.M8N1fEstimate the square root of a positive number.M8N1iSimplify expressions containing integer exponents.M8N1jExpress and use numbers in scientific notation.M8N1kUse appropriate technologies to solve problems involving square roots, exponents, and scientific notation. Unit 2 Framework Enduring Understandings Exponents are useful for representing very large or very small numbers. There are many relationships between the lengths of the sides of a right triangle. Unit 2 Framework Essential Questions When are exponents used and why are they important? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? Why is it useful for me to know the square root of a number? Vocabulary Perfect square Square root RadicalLiteracy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:6 Warm-Up/Quick Practice Mental Math: Continue to think money (for example, for 64 x 50, think 64 half dollars, that’s 32 dollars, so the answer is 3200). Write large and small numbers using scientific notation Evaluate expressions with negative exponents SM: Multiply and divide fractions and mixed numbersProblem Solving Solve non-routine problems involving the Make a Table strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 819 Solve multi-step routine problems  Focus LessonsRef#State StandardsObjectivesResources Materials1.6.1M8Ni, j, kApply scientific notation to real-life situationsMathematics In Context, (MIC), Revisiting Numbers, “Speed of Light,” Problems 16 – 18, pp. 8 – 9 and “Distance in Space,” Problems 19 – 23, p. 10 MIC, pp. 8 - 101.6.2M8NiFurther investigate powers of tenMIC, Revisiting Numbers, “Notation: Base Ten,” Problems 1 – 10, pp. 16 – 18 Copies of Student Activity Sheet 2 MIC, pp. 16 - 181.6.3M8N1j, kFurther explore exponents using real-life applicationsMIC: Revisiting Numbers, “Notation: Base Ten,” Problems 11 – 19, pp. 18 – 20 and “Small Numbers,” Problems 20 – 24, pp. 20 – 21 MIC, pp. 20 - 211.6.4M8N1a, b, e, fFind areas of polygons drawn on a dot grid using various strategiesGPS Framework, Grade 8, Unit 2, Exponents, “Pythagoras Plus,” pp. 9 - 17of 45 Copies of task, pp. 9 – 12 of 451.6.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Use scientific notation from Holt Mathematics Course 3, p. 177, Practice Lesson 4-4. Maintenance: Review fractions and mixed numbers. Maintenance: Use different strategies to solve problems from Holt Mathematics Course 3, “Problem Solving on Location” pp. 456 - 457. Exploration: Explore squared and cubed numbers using a calculator. Record a list of cubed numbers. Intervention: Include the reteaching of expressing and using numbers in scientific notation. Homework Weekly Focus: Multiply and divide numbers in scientific notation; find the length of a line segment drawn on grid paper Maintenance: Solve problems involving scientific notation Skill: Multiply and divide fractions and mixed numbers Reflection with Closure Create a list of ten square roots that are whole numbers and a list of ten square roots that are not whole numbers. Explain why you chose the numbers in each list. Between which two whole numbers does the square root of 94 lie? Prove it.  Journal Describe how you would find the side length of a square drawn on dot paper without using a ruler. Consider both upright and tilted squares.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Multiply and divide fractions and mixed numbers. (1) 3/8 x 3/8 (2) 2 3/5 x 1 2/3 (3) 7/9 ÷ 2/3 (4) 2 3/4 ÷ 1 1/2 Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:7 Georgia Performance Standards M8N1Students will understand different representations of numbers including square roots, exponents, and scientific notation.M8N1aFind the square roots of perfect squares.M8N1bRecognize the (positive) square root of a number as a length of a side of a square with a given area.M8N1cRecognize square roots as points and as lengths on a number line.M8N1dUnderstand that the square root of zero is zero and that every positive number has two square roots that are opposite in sign.M8N1eRecognize and use the radical symbol to denote the positive square root of a positive number.M8N1fEstimate the square root of a positive number.M8N1gSimplify, add, subtract, multiply, and divide expressions containing square roots.M8N1kUse appropriate technologies to solve problems involving square roots, exponents, and scientific notation.M8G2Students will understand and use the Pythagorean theorem.M8G2aApply properties of right triangles, including the Pythagorean theorem.M8G2bRecognize and interpret the Pythagorean theorem as a statement about areas of squares on the sides of a right triangle. Unit 2 Framework Enduring Understandings All real numbers can be plotted on a number line. There are many relationships between the lengths of the sides of a right triangle. Some properties of real numbers hold for all irrational numbers. Unit 2 Framework Essential Questions Why is it useful for me to know the square root of a number? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? What is the Pythagorean theorem and when does it hold? Vocabulary Perfect square Square root Significant digits Pythagorean theorem Proof Theorem Leg Hypotenuse Radical Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:7 Warm-Up / Quick Practice Mental Math: Use compatible factors, (for example, for 2 x 8 x 5, think 2 x 5 = 10, and 10 x 8 = 80) Identify perfect square numbers Simplify expressions with negative and positive exponents SM: Compute with rational numbersProblem Solving Solve non-routine problems involving the Solve a Simpler Problem strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 820 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.7.1M8N1a, b, d, e, gFind square roots Develop understanding that every positive number has two square roots that are opposite in sign Holt Mathematics Course 3, “Squares and Square Roots,” pp. 182 - 185 Textbook, pp. 182 – 185 Calculators1.7.2M8N1c, f, kEstimate square roots to a given number of decimal places Solve problems involving square rootsHolt Mathematics Course 3, “Estimating Square Roots,” pp. 186 - 189 Include a discussion on significant digits as a way of describing how precisely a number is written Textbook, pp. 186 – 189 Calculators1.7.3M8N1c, g, h, i, k Use a graphing calculator to evaluate expressions that have negative exponents Holt Mathematics Course 3, “Technology Lab: Evaluate Powers and Roots,” p. 190 Graphing calculators Textbook, p. 1901.7.4M8N1.hDetermine if a number is rational or irrational Holt Mathematics Course 3, “The Real Numbers,” pp. 191- 194Graphing calculators Textbook, pp. 190 - 1941.7.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Demonstrate an understanding of squares and square roots by solving problems from Holt Mathematics Course 3, p. 185 Problem Solving Lesson 4 – 5. Maintenance: Choose an operation and look back when solving problems from Holt Mathematics Course 3, “Focus on Problem Solving,” pp. 91 and 181. Maintenance: Collect, organize, and analyze data. Exploration: Create magic squares using Holt Mathematics Course 3, “Game Time: Magic Squares,” p. 202. Intervention: Include the reteaching of multiplying and dividing numbers in scientific notation. Homework Weekly Focus: Solve problems involving square roots Maintenance: Solve problems involving scientific notation Skill: Compute with rational numbers Reflection with Closure Describe how you can use the Pythagorean theorem to find the distance between two dots on a sheet of dot paper without measuring. Create similar figures other than squares on the legs of a right triangle. Will the Pythagorean theorem still hold true? Explain.  Journal Distinguish between the terms squares and square roots.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Rational Number Computations Solve. (1) 1.3 x 6.4 = (2) 98.32 ÷ 0.4 = (3) 2.56 x 0.002 = (4) 357 ÷ 0.03 = Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:8 Georgia Performance Standards M8N1Students will understand different representations of numbers including square roots, exponents, and scientific notation.M8N1aFind the square roots of perfect squares.M8N1bRecognize the (positive) square root of a number as a length of a side of a square with a given area.M8N1eRecognize and use the radical symbol to denote the positive square root of a positive number.M8N1fEstimate the square root of a positive number.M8N1gSimplify, add, subtract, multiply, and divide expressions containing square roots.M8G2Students will understand and use the Pythagorean theorem.M8G2aApply properties of right triangles, including the Pythagorean theorem. Unit 2 Framework Enduring Understandings There are many relationships between the lengths of the sides of a right triangle. Some properties of real numbers hold for all irrational numbers. Unit 2 Framework Essential Questions When are exponents used and why are they important? Why is it useful for me to know the square root of a number? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? What is the Pythagorean theorem and when does it hold? Vocabulary Right triangle Equilateral triangle Perpendicular 30-60-90 triangle Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:8 Warm-Up / Quick Practice Mental Math: Use compatible factors (for example, for 25 x 5 x 9 x 2 x 4, think 25 x 4 = 100, 5 x 2 = 10, so 100 x 10 x 9 = 9000) Find the square roots of perfect squares Determine the length of a line segment drawn on dot paper without measuring SM: Simplify numerical expressions using order of operationsProblem Solving Solve non-routine problems involving the Use Logical Reasoning strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 821 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.8.1M8N1a, b, e M8G2a, bExplore a proof of the Pythagorean theorem Use the Pythagorean theorem to solve problemsHolt Mathematics Course 3, “Explore Right Triangles,” p. 195 and “Use the Pythagorean Theorem to solve problems Lab 4-8 Recording Sheet Scissors Paper Textbook, pp. 196 - 1991.8.2M8G2a, bContinue to use the Pythagorean theorem to solve problemsMIC, Reasoning with Ratios, “Pythagoras,” pp. 47 – 48 (Exclude problems 5a and 5b) and “Shadows and Blind Spots,” p. 57 MIC, pp. 47 – 48, and 571.8.3M8N1a, b, e, g M8G2a,bApply the Pythagorean theorem to a real-life situationGPS Framework, Grade 8, Unit 2, Exponents, “Comparing TVs,” pp. 18 – 22 of 45Copies of the task, p. 18 of 45 Calculators1.8.4N8N1a, e, f, g M8G2a Apply knowledge of squares and right triangles to solve a problemGPS Framework, Grade 8, Unit 2, Exponents, “Making Quilts,” pp. 23 – 28 of 45 Copies of tasks1.8.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Solve problems where the Pythagorean theorem can be applied. Maintenance: Choose an operation and look back when solving problems from Holt Mathematics Course 3, “Focus on Problem Solving,” pp. 91 and 181. Maintenance: Collect, organize, and analyze data. Exploration: Create magic squares using Holt Mathematics Course 3, “Game Time: Magic Squares,” p. 202. Intervention: Include the reteaching of solving problems involving square roots. Homework Weekly Focus: Find the missing lengths of right triangles Maintenance: Solve problems involving square roots Skill: Simplify numerical expressions using order of operations Reflection with Closure If given the square root of the hypotenuse and the square root of one leg, how would you determine the dimensions of the right triangle? Will the Pythagorean theorem work on any other type of triangle besides a right triangle? If so, find another triangle when this theorem can be applied and prove that it works. If not, explain why.  Journal In what ways is the Pythagorean theorem useful? Give at least two examples.  Evidence of Learning (Assessments) Weekly Focus: Teacher-selected items Skill Mastery: Order of Operations Simplify: (1) 7 x (3 + 2) = (2) 12 ÷ (6 - 2) x 1/2 = (3) 8 + 5(3 + 2) – 13 = (4) (7 – 3)(4 + 4) + 4 Performance Assessments: Culminating Tasks:   FORMTEXT Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:9 Georgia Performance Standards M8N1aFind the square roots of perfect squares.M8N1bRecognize the (positive) square root of a number as a length of a side of a square with a given area.M8N1cRecognize square roots as points and as lengths on a number line.M8N1dUnderstand that the square root of 0 is 0 and that every positive number has two square roots that are opposite in sign.M8N1eRecognize and use the radical symbol to denote the positive square root of a positive number.M8N1fEstimate the square root of a positive number.M8N1gSimplify, add, subtract, multiply, and divide expressions containing square roots.M8N1hDistinguish between rational and irrational numbers.M8N1iSimplify expressions containing integer exponents.M8N1kUse appropriate technologies to solve problems involving square roots, exponents, and scientific notation.M8G2aApply properties of right triangles, including the Pythagorean theorem.M8G2bRecognize and interpret the Pythagorean theorem as a statement about areas of squares on the sides of a right triangle. Unit 2 Framework Enduring Understandings An irrational number is a real number that can not be written as a ratio of two integers. All real numbers can be plotted on a number line. Square roots can be rational or irrational. Some properties of real numbers hold for all irrational numbers. There are many relationships between the lengths of the sides of a right triangle. Unit 2 Framework Essential Questions Why is it useful for me to know the square root of a number? How do I simplify and evaluate algebraic expressions involving integer exponents and square roots? What is the Pythagorean theorem and when does it hold? Vocabulary Wheel of Theodorus Terminating decimals Repeating decimals Significant digits Real numbers Rational numbers Irrational numbers Literacy GPS ELA8RC2 The student participates in discussions related to curricular learning in all subject areas. 5 ELA8RC3 The student acquires new vocabulary in each content area and uses it correctly. ELA8RC4 The student establishes a context for information acquired by reading across subject areas.  Atlanta Public Schools Teaching PlansEighth  FORMTEXT Grade Quarter:1Week:9 Warm-Up / Quick Practice Mental Math: Think about making compatible factors, e.g., 28 X 25, think 28 = 7 X 4, then 7 X 4 X 25, that’s 100 X 7 = 700, etc. Find the two consecutive whole numbers in which a square root lie Use a calculator to find the square root rounded to the nearest tenth SM: Perform operations with whole numbers Problem Solving Solve non-routine problems involving the Act It Out strategy from Holt Mathematics Course 3, Problem Solving Handbook, p. 822 Solve multi-step routine problems  Focus LessonsRef #State StandardsObjectivesResources Materials1.9.1M8N1a, c, d, e, f, g, h, k M8G2a,bDemonstrate an understanding of squares, square roots, real numbers, and the Pythagorean theorem Holt Mathematics Course 3, “Ready to Go On,” p. 200 Textbook, p. 2001.9.2M8N1i, gCompute surface area Determine cost for given situationGPS Framework, Grade 8, Unit 2, Exponents, “The Three Little Builders (continued),” pp. 23 – 28 of 45 Students are to complete e and f only.Copies of the task, pp. 38 – 39 of 451.9.3M8N1a, c, d, e, f, g, h, k M8G2a,bConstruct a number line with rational and irrational numbers Use the Pythagorean Theorem Compare and order irrational numbersGPS Framework, Grade 8, Unit 2, Exponents, “Culminating Task: Constructing the Irrational Number Line,” pp. 42 – 45 of 45 Allow two days to complete this activity. Copies of the task, p. 42 of 451.9.4M8N1a, c, d, e, f, g, h, k M8G2a,bConstruct a number line with rational and irrational numbers Use the Pythagorean Theorem Compare and order irrational numbers GPS Framework, Grade 8, Unit 2, Exponents, “Culminating Task: Constructing the Irrational Number Line,” pp. 42 – 45 of 45 Copies of the task, p. 42 of 45 Grid paper Compasses Rulers1.9.5See Variety of Instructional Tasks Variety of Instructional Tasks Weekly Focus: Identify rational and irrational numbers. Maintenance: Use different strategies to solve problems from Holt Mathematics Course 3, “Problem Solving on Location” pp. 112 - 113. Maintenance: Interpret graphs. Exploration: Explore writing repeating decimals as fractions. Intervention: Include in reteaching of solving problems whereas the Pythagorean theorem can be applied. Homework Weekly Focus: Identify rational and irrational number Maintenance: Collect, display, and analyze data Skill: Perform operations with whole numbers Reflection with Closure How can you determine if a given decimal can be written as a fraction? 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