8th Grade Pacing Guide

Course Description: Major concepts/skills in 8th grade math include: Real Numbers, Pythagorean Theorem, Linear Functions, Indirect Measurement, Scatterplots, Slope, Equations and Inequalities. Concepts and skills that need to be maintained include: Ratio, Proportion, and Percent, Factors and Multiples, Box Plots and Histograms, and Volume and Surface Area. Students will solve relevant and authentic problems using appropriate technology and apply these concepts as well as those developed in earlier years. / ü  EOG
Day / Date / SCS Objectives / Essential Questions / Textbook Alignment / Other Resources
1 / 8/25 / Number Sense
SCOS Objectives:
Prior Knowledge / Can the learner…
·  Use order of operations to simplify an expression?
·  Write and simplify numbers using exponential notation? / 1.1 / Expressions Maze Game
2 / 8/26 / 1.2
3 / 8/27 / 1.3
4 / 8/28 / 1.4, 5.3 (ex 3)
5 / 8/31 / 1.5, 1.6
6 / 9/1 / 1.7, review
7 / 9/2 / Test
8 / 9/3 / Integers
SCOS Objectives:
1.01,5.01,5.03,5.04 / Can the learner…
·  add, subtract, multiply, and divide integers?
·  Graph numbers on a coordinate plane? / 2.1
9 / 9/4 / 2.2, 2.3
10 / 9/8 / Benchmark 1
11 / 9/9 / 2.4, 2.5
12 / 9/10 / 2.6, 2.7
13 / 9/11 / 2.7 Review
14 / 9/14 / Test
15 / 9/15 / Equations and Inequalities
SCOS Objectives:
1.02,5.03,5.03,5.04 / Can the learner…
·  Use algebraic methods to solve various equations and inequalities?
·  Understand that variables in a situation are those quantities that change?
·  Search for a pattern of change that show relationships among variables?
·  Use algebraic problem-solving strategies to solve real-world problems involving linear equations and inequalities? / 3.1 / Connect Four Game With Solving Equations
16 / 9/16 / 3.2
17 / 9/17 / 3.3
18 / 9/18 / 3.3
19 / 9/21 / 3.4
20 / 9/22 / 3.5
21 / 9/23 / 3.5 shaded region
22 / 9/24 / 3.6
23 / 9/25 / 3.7
24 / 9/28 / 3.7
25 / 9/29 / Review
26 / 9/30 / Test
27 / 10/1 / Exponents / Can the learner…
·  Evaluate operations with exponents and compare these to operations with whole numbers?
·  Read, write, and use the real number system including large numbers that occur in real-life situations using standard, scientific, and calculator notation? / 4.2,4.4 word problems
28 / 10/2 / 4.3 (ex 4, 5)
29 / 10/5 / 4.5 ordering numbers in different forms
30 / 10/6 / 4.6
31 / 10/7 / 4.7
32 / 10/8 / 4.6,4.7
33 / 10/9 / 4.8
34 / 10/13 / Review
35 / 10/14 / Test
36 / 10/15* / 5.5 , 9.2
37 / 10/16 / 5.5, 9.2
38 / 10/19 / More Solving Equations and Inequalities
SCOS Objectives:
1.02,5.03,5.04 / Can the learner…
·  Use algebraic methods to solve various equations and inequalities?
·  Understand that variables in a situation are those quantities that change?
·  Search for a pattern of change that show relationships among variables?
·  Use algebraic problem-solving strategies to solve real-world problems involving linear equations and inequalities? / Combining like terms / Equation Match Game
39 / 10/20 / 6.1
40 / 10/21 / 6.1
41 / 10/22 / 6.2
42 / 10/23 / 6.2
43 / 10/26 / 6.3
44 / 10/27 / 6.4
45 / 10/28 / 6.5
46 / 10/29 / 6.5, 6.6
47 / 10/30 / 6.6
48 / 11/2 / 6.6
49 / 11/3 / Review
50 / 11/4 / Test
51 / 11/5* / Linear Equations
SCOS Objectives:
4.02,5.01,5.02,5.03 / Can the learner…
·  Understand that patterns describe a regular or predictable change in data?
·  Collect and/or organize data to create tables, graphs, and symbolic rules that describe patterns of change?
·  Understand the relationships among forms of representations—words, tables, graphs, and symbolic rules?
·  Identify variables and determine an appropriate range of values for independent and dependent variables?
·  Communicate with and interpret information from a variety of representations?
·  Recognize linear situations in all forms of representations—words, tables, graphs, and symbolic rules? / 2.8 / Rise-Run Triangles--NCTM Illuminations Slope Activity
Taking its Toll--NCTM Illuminations Slope Activity
Bouncing Tennis Balls--Scatterplot Introduction NCTM Illuminations
Constant Dimensions--Line of Best Fit NCTM Illuminations
52 / 11/9 / 11.3—ex. 1-3
53 / 11/10 / 11.3 – solve for y given standard form linear equation
54 / 11/12 / 11.3 – solve for y given standard form linear equation
55 / 11/13 / 11.4 – create and graph equations, continue to solve for y
56 / 11/16 / 11.4 – horizontal and vertical lines
57 / 11/17 / 11.5 (x, 0) (0, y)
58 / 11/18 / 11.5 – using intercepts to graph
59 / 11/19 / Quiz on Graphing Lines
60 / 11/20 / 11.6 slope – rise/run, horizontal and vertical
61 / 11/23 / 11.6 formula for slope given two points
62 / 11/24 / 11.6 formula for slope given two points
63 / 11/30 / 11.7 Slope intercept form , Point Slope form
64 / 12/1 / 11.7 - identify slope and intercepts from standard form equations
65 / 12/2 / Write an equation given point and slope
66 / 12/3 / Write an equation given two points
67 / 12/4 / 11.7 – discover relationships – perpendicular and parallel lines
68 / 12/7 / 11.7
69 / 12/8 / Review
70 / 12/9 / Quiz on Writing Lines
71 / 12/10 / 11.2 – correlation from graph given a verbal expression
72 / 12/11 / 11.2 – line of best fit
73 / 12/14 / 11.2 - -- use indicators 4.01-4.03
74 / 12/15 / 11.1 – Functions / Relations
75 / 12/16 / 13.5 – non linear and vertical line test
76 / 12/17 / Review Chapter 11
77 / 12/18 / Chapter 11 Test
78 / 1/4 / Make-up time/ Enrichment
79 / 1/5 / Ratios and Proportions
SCOS Objectives:
1.01, 5.01 / Can the learner…
·  Read and interpret the word names and standard numerals for integers, fractions, decimals, numbers expressed as percents, ratios, and proportions?
·  Use ratios, fractions, rates, unit rates, and percents to solve real-world problems involving proportional reasoning when paying attention to units of measure? / 7.1
80 / 1/6 / 7.2
81 / 1/7 / 7.2
82 / 1/8 / 7.3
83 / 1/11 / 7.4
84 / 1/12 / 7.5
85 / 1/13 / 7.6
86 / 1/14 / 7.7
87 / 1/15** / 7.8
88 / 1/19** / Review
89 / 1/20** / Test
90 / 1/21** / Proportion Activity
91 / 1/26 / Geometry
SCOS Objectives:
1.01,3.01,3.02,3.03, / Can the learner…
·  Explain how 2- and 3- dimensional figures are related?
·  Use and develop algorithms for finding the perimeter and area of polygons?
·  Find the largest and smallest perimeters for polygons of a fixed area and the largest and smallest area for polygons with a fixed perimeter?
·  Use estimation to determine the perimeter, area, and volume of regular and irregular shapes?
·  Use and develop algorithms to calculate the surface area and volume and compare the interrelationships of the process for calculation?
·  Determine the effects that changing the dimensions of a geometric figure has on perimeter, area, surface area, and volume and vice versa? / 8.1, 8.2 / Net Activity--NCTM Illuminations
92 / 1/27 / 8.2, 8.3
93 / 1/28 / 8.3, 8.4
94 / 1/29 / 8.5
95 / 2/1 / 8.5
96 / 2/2 / 8.8
97 / 2/3 / 8.8
98 / 2/4 / 8.8
99 / 2/5 / Review
100 / 2/8 / Test
101 / 2/9 / 9.1
102 / 2/10 / 9.3
103 / 2/11 / 9.3
104 / 2/12 / 9.4
105 / 2/15 / Geometric Probability
106 / 2/16 / Review
107 / 2/17 / Test
108 / 2/18 / 10.1
109 / 2/19 / 10.2
110 / 2/22 / Draw Nets of prism and cylinder
111 / 2/23 / Use net to derive formula for cylinder and extend to general prism
112 / 2/24 / 10.4
113 / 2/25 / 10.6
114 / 3/1 / Effect on volume, area, surface area when dimensions are changed
115 / 3/2 / See NC Goal 2 Sample Items and 2.01 indicators
116 / 3/3 / 10.5 –Given formula find SA
117 / 3/4 / 10.7 – Given formula find volume
117 / 3/5 / Review
119 / 3/8 / Test
120 / 3/9 / Data Analysis
SCOS Objectives:
4.01,4.03 / Can the learner…
·  Construct, explore, and analyze data using various tables and graphs?
·  Compare data using measures of center, measures of spread, and data displays?
·  Use technology to construct, display, and interpret data?
·  Use different sampling techniques and then determine if the sample is misleading or biased? / 5.8
121 / 3/10 / 12.1
122 / 3/11 / 12.2
123 / 3/12 / 12.3
124 / 3/15 / Special Topic – Misleading Graphs – see also indicators
125 / 3/16 / Special Topic – Sample -- Bias
126 / 3/17 / Review
127 / 3/18 / Test
128 / 3/19 / Goal 1 Review / Goal 1 Review / NCDPI Goal 1 Review
129 / 3/22 / Benchmark 2
130 / 3/23
131 / 3/24
132 / 3/25
133 / 3/26 / Goal 2 Review / Goal 2 Review / NCDPI Goal 2 Review
134 / 3/29
135 / 3/30
136 / 3/31
137 / 4/1
138 / 4/12 / Goal 3 Review / Goal 3 Review / NCDPI Goal 3 Review
139 / 4/13
140 / 4/14
141 / 4/15*
142 / 4/16
143 / 4/19
144 / 4/20 / Goal 4 Review / Goal 4 Review / NCDPI Goal 4 Review
145 / 4/21
146 / 4/22
147 / 4/23
148 / 4/26
149 / 4/27
150 / 4/28
151 / 4/29 / Goal 5 Review / Goal 5 Review / NCDPI Goal 5 Review
152 / 4/30
153 / 5/3
154 / 5/4
155 / 5/5
156 / 5/6
157 / 5/7
158 / 5/10
159 / 5/11 / EOG / EOG
160 / 5/12 / EOG
161 / 5/13 / EOG
162 / 5/14 / EOG
163 / 5/17 / EOG
164 / 5/18 / Code Crackers
165 / 5/19
166 / 5/20
167 / 5/21
168 / 5/24
169 / 5/25
170 / 5/26
171 / 5/27
172 / 5/28
173 / 6/1
174 / 6/2
175 / 6/3
176 / 6/4
177 / 6/7
178 / 6/8
179 / 6/9
180 / 6/10

Updated on 7/22/09