# Simple Interest Worksheet for 8Th Grade - PDF by jwj34226

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

Course Essential Questions:
TBD

Approximate Percentage of Questions Assessing Each Strand
Strand:                           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)

The 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 be
given to them during the normal course of instruction or during review.

7.A.2 Add and subtract monomials with exponents of one
7.A.3 Identify a polynomial as an algebraic expression containing one or more terms
7.A.4 Solve multi-step equations by combining like terms, using the distributive property, or
moving variables to one side of the equation
7.A.7 Draw the graphic representation of a pattern from an equation or from a table of data
7.A.8 Create algebraic patterns using charts/tables, graphs, equations, and expressions
7.A.9 Build a pattern to develop a rule for determining the sum of the interior angles of
polygons
7.A.10 Write an equation to represent a function from a table of values
7.G.5 Identify the right angle, hypotenuse, and legs of a right triangle
7.G.6 Explore the relationship between the lengths of the three sides of a right triangle to
develop the Pythagorean Theorem
7.G.8 Use the Pythagorean Theorem to determine the unknown length of a side of a right
triangle
7.G.9 Determine whether a given triangle is a right triangle by applying the Pythagorean
Theorem and using a calculator
7.M.1 Calculate distance using a map scale
7.M.5 Calculate unit price using proportions
7.M.6 Compare unit prices
7.M.7 Convert money between different currencies with the use of an exchange rate table and a
calculator

Numbering 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 an
L.8.N.12     Percent, Ratio,     Read, write, and identify percents less than 1% and greater than 100%; apply
Proportion          percents (including tax, percent increase and decrease, simple interest, sale
prices, commission, interest rates, and gratuities); use proportions to convert
measurements between equivalent units within a given system (metric or
customary).
L.8.N.13     Power and Roots     Use calculation rules for powers for multiplication and division; evaluate
expressions with integral exponents
Algebra:
L.8.A.1      Patterns and        Represent data relationships in multiple ways (algebraically, graphically,
Representations     numerically (in a table), and in words) and convert between forms (e.g. graph a
linear equation using a table of ordered pairs); translate between two-step verbal
and algebraic statements (expressions, equations, and inequalities).
L.8.A.2      Solving             Solve multi-step inequalities that include parentheses (distributive property),
Equations and       variables on both sides of the inequality, and multiplication or division by a
Inequalities        negative number and graph the solution on a number line; solve systems of linear
equations graphically (use only equations in slope-intercept form with integral
solutions).
L.8.A.3      Expressions         Evaluate algebraic expressions; multiply and divide monomials; add and subtract
polynomials with integer coefficients; multiply a binomial by a monomial or
binomial; 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 more than 3 sets of factors).
L.8.A.4      Functions           Define a function using correct terminology (domain and range); determine if a
relation is a function.
algebraically and in words, and distinguish between linear and quadratic
equations.
Geometry:
L.8.G.1      Shapes and          Construct the following figures: congruent segment, congruent angle,
Figures             perpendicular bisector, angle bisector
L.8.G.2      Transformations     Describe and identify transformations (rotation, reflection, translation, dilation)
and Symmetry        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 each transformation
L.8.G.4      Points, Lines,      Identify pairs of vertical, supplementary, and complementary angles and use
and Angles          relationship of pairs to find angle measures (including algebraically); determine
the relationship between pairs of angles formed when parallel lines are cut by a
transversal and use relationships to find missing angle measures (including
algebraically).
L.8.G.7      Coordinate          Given a line on a graph: determine its slope and explain its meaning as a constant
Geometry            rate of change, and determine and explain the meaning of the y-intercept; graph a
line from a table of values or from an equation in slope-intercept form; determine
the 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. use
Auburn Problem Solving Process).
L.8.PS.2       Strategies     Solve problems using a variety of strategies and representations (e.g. using
proportions, solving a similar or simpler problem, working backwards, and
finding a pattern) and recognize that while there may be more than one way to
L.8.PS.3       Reflection     Estimate possible solutions; examine solution to ensure it is reasonable in context
of 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 of
mathematical 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 to
show 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 among
different representations; explain how different representations can express the
same relationship but may differ in efficiency.

Math 8B Unit Sequence and Timeline:

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

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

Unit 2A      Solving Equations
Length:      ~ 4 weeks
Timeframe:   Mid-October to Thanksgiving

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

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

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

Length:     ~ 1 week
Timeframe: End of January (24th and 25th ?)

Length:      ~ 2 weeks
Timeframe: 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 weeks
Timeframe:   Mid-March to mid-April

Length:      ~ 1 week
Timeframe:   End of April

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

Unit 1     Percents and Proportions
Length:    ~ 3 weeks
Timeframe: 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, Gratuities
8.M.1     Solve equations/proportions to convert to equivalent measurements within metric and
customary measurement systems Note: Also allow Fahrenheit to Celsius and vice
versa

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 measurements
between 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 answer
using 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 fractions
to apply percents to solve a variety of problems
to use proportions to convert measurements

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

Review Template (No Calculators):
Simplify:      3x + 4x                  7x – 5x

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

Solve proportions
Solve: 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 and
organize the relationship between parts, wholes, and
percents. It represents that a part can be divided by the
whole or the % to get the other, while the whole can be                   Part
multiplied by the percent to get the part. For example, for
3/4, 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.             Whole          %
Four times 75% is 3.

Unit 2     Algebra
Length:    ~ 3 weeks
Timeframe: End of September to mid-October

State Standards (Shaded statements are identified as Post-March Indicators):
8.A.1     Translate verbal sentences into algebraic inequalities
8.A.2     Write verbal expressions that match given mathematical expressions
8.A.3     Describe a situation involving relationships that matches a given graph
8.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 equation
using a table of ordered pairs); translate between two-step verbal and algebraic
statements (expressions, equations, and inequalities).
L.8.A.3 Evaluate algebraic expressions; multiply and divide monomials; add and subtract
polynomials with integer coefficients; multiply a binomial by a monomial or
binomial; 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 more
than 3 sets of factors).
L.8.N.5 Estimate a percent of a quantity in context; justify the reasonableness of an answer
using 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 equation
to know key words and concepts for the four operations
to use order of operations using the set of real numbers
to add, subtract, multiply and divide integers
to plot an ordered pair on the coordinate plane

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

to write an equation from a table of values
to plot a set of ordered pairs from a table and draw a line through them
to 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.
3
4
Integer operations:
a)     -3 - -4        -3 – 4         -3 + -4         3–4
b)     -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?

Unit 2A    Solving Equations (necessary for ’05-‘06)
Length:    ~ 4 weeks
Timeframe: 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 equation
7.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 pattern
from a table of data; solve one-step equations and inequalities and graph the solution
set.

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 property
to use order of operations using the set of real numbers
to add, subtract, multiply and divide integers
to translate a verbal statement into an equation

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

Resources:

Review Template (Calculators):
Distribute and simplify:
Simplify:      4(7 + 3x) + 8x
Simplify:      -3(8x – 10) – 2x

Pythagorean Theorem: Find the length of a leg (include non-perfect squares)
5                  3
3

4

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

Unit 3     Special Angle Pairs
Length:    ~ 2 weeks
Timeframe: 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 lines
8.G.1     Identify pairs of vertical angles as congruent
8.G.2     Identify pairs of supplementary and complementary angles
8.G.3     Calculate the missing angle in a supplementary or complementary pair
8.G.4     Determine angle pair relationships when given two parallel lines cut by a transversal
8.G.5     Calculate the missing angle measurements when given two parallel lines cut by a
transversal
8.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 the
relationship between pairs of angles formed when parallel lines are cut by a
transversal and use relationships to find missing angle measures (including
algebraically).

Big Ideas:

Essential Questions:

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

Unit Objectives:
to define and identify vertical, supplementary, and complementary angles
to determine the measure of the other angle (including algebraically) in a vertical,
supplementary, or complementary pair; given one angle measure
to identify alternate interior, alternate exterior, and corresponding angles on parallel lines
cut by a transversal
to know and use the fact that alternate interior, alternate exterior, and corresponding
angles on parallel lines cut by a transversal are congruent
to know and use the fact that interior angles on the same side of the transversal of parallel
lines are supplementary
to 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 proportions
If \$1.00 is equivalent to 16 euros, how many euros would you get if you
exchanged \$27?
On a map, if 1 inch = 16 miles and two cities are 4.5 inches apart of the map, how
far apart are the actual cities?

Unit 4     Transformational Geometry (G.2)
Length:    ~ 3 weeks
Timeframe: 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 degrees
8.G.9     Draw the image of a figure under a reflection over a given line
8.G.10    Draw the image of a figure under a translation
8.G.11    Draw the image of a figure under a dilation
8.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 each
transformation.

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 pair
to measure angles and distances
to identify lines of symmetry

Unit Objectives:
to describe and identify transformations (rotation, reflection, translation, dilation) using
proper notation
to perform rotations of 90 and 180 degrees of a given figure
to perform reflections over a line of a given figure
to perform translations of a given figure
to perform dilations of a given figure
to perform rotations of 90 and 180 degrees of a given figure on a coordinate plane
to perform reflections over a line of a given figure on a coordinate plane
to perform translations of a given figure on a coordinate plane
to perform dilations of a given figure on a coordinate plane
to identify properties preserved under each transformation

Resources:
Connected Mathematics – Kaleidoscopes, Hubcaps, and Mirrors

Investigation 2 – transformations
Investigation 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 weeks
Timeframe: Middle of January to End of February (note that mid-term falls in middle of
unit)

State Standards (Shaded statements are identified as Post-March Indicators):
8.N.1     Develop and apply the laws of exponents for multiplication and division
8.N.2     Evaluate expressions with integral exponents
8.A.6     Multiply and divide monomials
8.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 GCF
8.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 exponents
L.8.A.3 Evaluate algebraic expressions; multiply and divide monomials; add and subtract
polynomials with integer coefficients; multiply a binomial by a monomial or
binomial; 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 more
than 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 integers
to use the distributive property

Unit Objectives:
to multiply powers
to divide powers

to evaluate expressions with integral exponents
to multiply monomials
to divide monomials
to divide a polynomial by a monomial (with degree less than the numerator)
to add polynomials with integer coefficients
to subtract polynomials with integer coefficients
to multiply a binomial by a monomial
to multiply a binomial by a binomial
to 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 triples
Determine 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 weeks
Timeframe: 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 line
8.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 of
inequalities by a negative number)
8.G.18    Solve systems of equations graphically (only linear, integral solutions, y = mx + b
format, no vertical/horizontal lines)
8.G.19    Graph the solution set of an inequality on a number line
8.A.17    Define and use correct terminology when referring to function (domain and range)
8.A.18    Determine if a relation is a function
8.A.19    Interpret multiple representations using equation, table of values, and graph
8.G.13    Determine the slope of a line from a graph and explain the meaning of slope as a
constant rate of change
8.G.14    Determine the y-intercept of a line from a graph and be able to explain the y-intercept
8.G.15    Graph a line using a table of values
8.G.16    Determine the equation of a line given the slope and the y-intercept
8.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 negative
number and graph the solution on a number line; solve systems of linear equations
graphically (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 a
relation is a function.
L.8.G.7 Given a line on a graph: determine its slope and explain its meaning as a constant rate
of change, and determine and explain the meaning of the y-intercept; graph a line
from a table of values or from an equation in slope-intercept form; determine the
equation 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 inequalities
to graph points on the coordinate plane

Unit Objectives:
to solve and check multi-step inequalities with parentheses and variables on both sides
to solve and check multi-step inequalities that include negative coefficients
to graph the solution of an inequality on a number line
to define a function
to determine if a relation is a function
to identify the domain and range of a function
to determine the slope and y-intercept of a line from a graph
to explain the meaning of (a) slope as a constant rate of change
to explain the meaning of the y-intercept
to graph a line from a table of values
to graph a line from an equation in slope-intercept form
to write the equation of a line given its slope and y-intercept
to 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:

Length:    ~ 1 week
Timeframe: 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 equations
to use order of operations with real numbers
to factor a quadratic equation (with a = 1)

Unit Objectives:
to identify a quadratic relationship from a table, a graph, an equation or from context
to distinguish between linear and quadratic equations
to 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:

Unit 8     Constructions
Length:    ~ 1 week
Timeframe: 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 segments
to construct congruent angles
to construct a perpendicular bisector of a segment
to construct an angle bisector of an angle

Resources:
Discovering Geometry?

Review Template (No Calculators):
Factor GCF:

Division of fractions:

Special pairs of angles