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Youngstown City Schools Instruction Department 2010-2011 School Year Math Pacing Guide Grade 8 Quarter 2 ACADEMIC CONTENT ASSESSMENT/ STANDARDS & GRADE LEVEL TECHNOLOGY GLENCOE/ADDISON VOCABULARY EVIDENCE BENCHMARKS INDICATORS RESOURCES WESLEY RESOURCES COLLECTION By end of 8-10 Program IV. PATTERNS, FUNCTIONS linear inequality ODE Lessons— Assessment Options: AND ALGEBRA STANDARD boundary line http://ims.ode.stateoh.us Math Journals function Rubrics C. Translate information from 1. Relate the various input Ohio Resource Center— Glencoe Pre-Algebra Tests\Quizzes one representation to another representations of a relationship; output www.ohiorc.org Chapter 3 Homework representation of a relation or i.e. relate a table to a graph, in independent variable Chapter 7 Student Performance function. description and symbolic form. dependent variable National Council of Student/Group Projects linear function Teachers of Mathematics— Addison Wesley Portfolios non-linear function http://illuminations.nctm.org Chapter 3 Math Journals D. Use algebraic 2. Generalize patterns and quadratic function Chapter 4 Rubrics representations, such as sequences by describing how to parabola Chapter 10. tables, graphs, expressions, find the nth term. exponential function functions and inequalities, to step function model and solve problem 3. Identify functions as linear or polynomial Mathematical Processes: situations. non-linear based on information term Problem Solving given in a table, graph or equation. monomial Reasoning & Proof x-intercept Communication 4. Extend the uses of variables to y-intercept Representation include covariants where y depends parallel lines Connections on x. system of linear equations (Refer to Academic Content binomial Standards Mathematics pp50- B. Identify and classify 6. Describe the relationship trinomial 53) functions as linear or non- between the graph of a line and its degree linear, and contrast their equation, including being able to like terms properties using tables, explain the meaning of slope as a simplify graphs or equations. constant rate of change and y- intercept in real-world problems. E. Analyze and compare functions and their graphs using attributes, such as rates of change, intercepts and zeros. 1 Youngstown City Schools Instruction Department 2010-2011 School Year Math Pacing Guide Grade 8 Quarter 2 ACADEMIC CONTENT ASSESSMENT/ STANDARDS & GRADE LEVEL TECHNOLOGY GLENCOE/ADDISON VOCABULARY EVIDENCE BENCHMARKS INDICATORS RESOURCES WESLEY RESOURCES COLLECTION By end of 8-10 Program I. NUMBERS, NUMBER variable Math Journals SENSE AND OPERATIONS expression Rubrics equation Tests\Quizzes G. Estimate, compute and 4. Explain and use inverse inequality Glencoe Pre-Algebra Homework solve problems involving real relationships (addition/subtraction, linear equation Chapter 4 Student Performance numbers, including ratio, multiplication/division, line Student/Group Projects proportion and percent, and squaring/square roots) in problem formula Portfolios explain solutions. solving situations isolate Math Journals substitute Rubrics constant coefficient algebraic expression IV. PATTERNS, FUNCTIONS Mathematical Processes: AND ALGEBRA STANDARD Problem Solving Reasoning & Proof F. Solve and graph linear 7. Use symbolic algebra (equations numeric expression Glencoe Pre-Algebra Communication equations and inequalities. and inequalities), graphs and tables evaluate Chapter 1 Representation to represent situations and solve simplify Connections H. Solve systems of linear problems. solve Addison Wesley (Refer to Academic Content equations involving two solution Chapter 3 Standards Mathematics pp50- variables graphically and 8. Write, simplify and evaluate equivalent equations Chapter 4 53) symbolically. algebraic expressions (including addition property of Chapter 10 formulas) to generalize situations equality and solve problems. multiplication property of equality 9. Solve linear equations and inequalities graphically, symbolically and using technology. 2 Youngstown City Schools Instruction Department 2010-2011 School Year Math Pacing Guide Grade 8 Quarter 2 ACADEMIC CONTENT ASSESSMENT/ STANDARDS & GRADE LEVEL TECHNOLOGY GLENCOE/ADDISON VOCABULARY EVIDENCE BENCHMARKS INDICATORS RESOURCES WESLEY RESOURCES COLLECTION By end of 8-10 Program I. NUMBERS, NUMBER 7. Find the square root of perfect square root Glencoe Pre-Algebra SENSE AND OPERATIONS squares and approximate the perfect square Chapter 9 square roots of non-perfect squares radical sign as consecutive integers between angles which the root lies; e.g., √130 is triangles between 11 and 12. Pythagorean Theorem IV. PATTERNS, FUNCTIONS AND ALGEBRA J. Describe and interpret rates 13. Compute and interpret slope, slope Glencoe Pre-Algebra of change from graphical and midpoint and distance given a set rate of change Chapter 8 numerical data of ordered pairs. direct variation Chapter 9 constant of variation 14. Differentiate and explain type of midpoint formula Addison Wesley 3 changes in mathematical distance formula Chapter 4 relationships, such as linear vs. coefficient non-linear, continuous vs. non- constant continuous, direct variation vs. x intercept inverse variation. y intercept 15. Describe and compare how changes in an equation affects the related graphs; e.g., for a linear equation changing the co-efficient of X affects the slope and changing the constant affects the intercepts. 16. Use graphing calculators or computers to analyze change; e.g., interest compounded over time as a nonlinear growth pattern. 3 Youngstown City Schools Instruction Department 2010-2011 School Year Math Pacing Guide Grade 8 Quarter 2 ACADEMIC CONTENT ASSESSMENT/ STANDARDS & GRADE LEVEL TECHNOLOGY GLENCOE/ADDISON VOCABULARY EVIDENCE BENCHMARKS INDICATORS RESOURCES WESLEY RESOURCES COLLECTION By end of 8-10 Program V. DATA ANALYSIS AND PROBABILITY STANDARD A. Create, interpret and use 1. Create and interpret scatterplots Glencoe Pre-Algebra graphical displays and scatterplots and other types of trend Chapter 1 statistical measures to graphs as appropriate. trend line describe data; e.g., box-and- line graph Addison Wesley 3 whisker plots, histograms, 2. Evaluate different graphical double line graph Chapter 1 scatterplots, measures of representations of the same data to bar graph center and variability. determine which is the most double bar graph appropriate for an identified stem and leaf graph purpose, e.g., line graph for part-to- discreet data whole comparison, scatterplot for continuous data relationship between two variants mean mode 3. Differentiate between discreet median and continuous data and range appropriate ways to represent both. measures of spread quartiles B. Evaluate different graphical 4. Compare two sets of data using interquartile Glencoe Pre-Algebra representations of the same measures of center (mean, mode, box and whisker plots Chapter 5 data to determine which is the median) and measures of spread line of best fit Chapter 12 most appropriate (range, quartiles, interquartile representation range, percentiles). Addison Wesley 3 Chapter 1 5. Explain the mean’s sensitivity to extremes and its use in comparison with the median and mode. 6. Make conjectures and possible relationships in a scatterplot and approximate line of best fit. 4