District Text Guide for Math 8 – 2: 2006
The Math 8-2 district standards correlate with the
Prentice Hall text Pre-Algebra,
and the supplemental program Connected
Mathematics. The course is standards-driven, rather than text-driven, thus
several district objectives are referenced in more than one section of the
text. The content will be tested on Math 8 CST and correlates with released
items on the California High School Exit Exam. This course emphasizes the fundamental
computational and procedural concepts and problem-solving strategies leading to
algebra. Students, who reach mastery of concepts, may be offered topics leading
to Algebra 1.
Benchmark #1: Objectives 2.5-2.6, 3.1-3.5 Benchmark #2: Objectives 5.1 – 5.3 Benchmark #3: Objectives 4.1 –4.3
Connected Mathematics: Thinking with Mathematical Models; and Say It with Symbols also - Brad Fulton:
The Pattern and Function Connection
Pattern development through warm-ups,
journal writings, and other activities is essential for conceptualizing
functions and algebra.
Standard
2: Geometry – Objective 2.5 – 2.6
Integrate geometric & algebraic concepts with a
coordinate plane, Pythagorean Theorem & slope.
Standard 3: Functions & Algebra – Objective 3.1 – 3.5
Extend & connect conceptual
understandings of linear relationships expressed verbally and through tables,
graphs, and equations.
Standard 4: Probability – Objectives 4.1 – 4.3
Use simulations and apply basic principles of
probability to make predictions and to evaluate real life situations.
Standard 5: Measurement – Objectives 5.1 – 5.3
Formulas for 2 and 3 dimensional objects: perimeter,
area, volume: Determine congruence and similarity.
SS = Say it with Symbols PH = Prentice Hall textbook; MM = Thinking with Mathematical Models
|
Date |
OBJECTIVE |
PH |
SS |
Comments/Suggestions |
|
1/9 |
3.1, 5.2: Similar
triangles, Scale factors |
6.3 |
|
Corresponding angles
and sides |
|
1/10 |
3.1, 5.2: Area of
circle |
10.3 |
|
A = pr2 = B (the
base!) of a right
cylinder
Circles 9.6 p.469. Key #7, 8, 31 |
|
1/12 |
3.1, 5.2: Area of
quadrilateral (square or rectangle) |
10.1
|
|
A = bh = B (the base!) of a right
rectangular prism (or cube )
#24, 29 Use substitution.
|
|
1/17 |
3.1, 5.2: Area of
triangle |
10.2 |
|
A = ½ bh = B
(the base!) of a right triangular prism |
|
↓ |
3.1, 5.2: Area of
irregular figures |
10.2 |
|
Area of a trapezoid, p510. #25 |
|
1/19 |
3.1, 5.2: Identify
Space Figures |
10.4 |
|
Nets of the right
prisms #4,12,13, the cylinder #15. Key problems #16,17,18. Challenge in TG, p.523 |
|
1/23 |
Review 10.1 – 10.4 |
|
|
|
|
1/24 |
5.2, 5.3: Develop
rules for scale factors |
10.5 |
|
p.528, Surface area
formulas. Test fluency #24. Critical Thinking #22, Mathematical Reasoning #
23. |
|
1/26 |
5.2, 5.3: Volume of
right prism (quadrilateral base) |
10.7 |
|
V = Bh. where B
(the base!) = A the Area of the
quadrilateral base = bh |
|
↓ |
5.2, 5.3: Volume of
right prism (triangle base) |
10.7 |
|
V = Bh. where B
(the base!) = A the Area of the triangular base = ½ bh |
|
↓ |
5.2, 5.3: Volume of
right cylinder (circular base) |
10.7 |
|
V = Bh. where B
(the base!) = A the
Area of the circular base
= pr2 |
|
↓ |
5.2, 5.3: Volume of pyramid
(quadrilateral base) |
10.9 |
|
V = ⅓ Bh. where B
(the base!) = A the Area of the
quadrilateral base = bh |
|
↓ |
5.2, 5.3: Volume of pyramid
(triangle base) |
10.9 |
|
V = ⅓
Bh. where
B (the base!) = A the Area of the triangular base
= ½ bh |
|
↓ |
5.2, 5.3: Volume of cone
(circular base) |
10.9 |
|
V = ⅓
Bh. where B
(the base!) = A the Area of the circular base = pr2 |
|
1/30 |
|
|
|
|
|
1/31 |
3.1: Simplify numerical expressions using
properties |
2.1 |
|
Review commutative, associative, and
identity properties. Assign Exercises # 28-39 |
|
↓ |
3.3. Model direct variation in a one-step
equation |
6.3 |
|
p113 Direct variation between the masses of
different of coins. Uses a pencil and a ruler to create a balance. |
|
2/2 |
3.3: Write equations that represent
equivalence |
2.4 |
|
Vocabulary: variable, equation, solution,
open sentence. Assign Exercises #20-33, 37. |
|
↓ |
3.1: Error analysis in algebraic solutions |
|
2.3 |
Key ACE problem # 20 for error analysis.
Items # 4–8, 13–18 for the identification of equivalent expressions. |
|
2/6 |
3.1: Simplify algebraic expressions (and
evaluate) |
2.3 |
|
Distinguish between simplifying and
solving. Assign #19-30 and error analysis #40. |
|
2/7 |
3.1: Simplify numerical and algebraic
expressions |
2.2 |
|
Visualize the distributive property and its
application. Assign Exercises #29 – 40 |
|
↓ |
3.1, 3.2: Write algebraic sentences |
|
2.1 |
Write equivalent expressions using
distributive property. ACE Problems # 19, 25 as check for understanding. |
|
↓ |
3.1: Simplify expressions using
distributive property |
|
3.1 |
The follow-up should provide continuing
practice with commutative and distributive properties. |
|
2/9 |
3.3, 3.4: Solve one-step equations by ( +
& – ) |
2.5 |
|
Use visual representation of a scale to
show equivalence. Practice Error Analysis #44-45. |