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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Mathematics - 8th Grade Math |
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Solve problems
The learner will be able to
read, write, compare and solve problems, with and without appropriate technology, including numbers less than 1 in scientific notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.8.1 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Scientific Notations: section 4.8 [Textbook]. |
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Convert scientific and standard notation
The learner will be able to
convert between scientific notation and standard notation, including numbers from zero to one.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.8.3 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Scientific Notation: Section 4.8 [Textbook]. |
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Compare and order real numbers
The learner will be able to
compare and order real numbers including irrational numbers and find their approximate location on a number line (Use technology when appropriate).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.8.4 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Section 9.2 [Textbook]. |
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Real number classifications: subsets
The learner will be able to
understand and justify classification of numbers in the real number system.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense: Rational Numbers |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.1.8.5 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Real Number system: section 9.2 [Textbook]. |
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Course 3, McDougal Littell, Add Number Set Worksheet [Textbook]. |
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Two-step equations
The learner will be able to
apply the addition, subtraction, multiplication, and division properties of equality to two-step equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.8.1 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Section 3.3 [Textbook]. |
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Inverse and identity properties
The learner will be able to
understand and apply the inverse and identify properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.8.2 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Inverse Property of Addition: Section 2.2: #42 [Textbook]. |
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Course 3, McDougal Littell, Inverse property of multiplication: section 5.4 [Textbook]. |
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Course 3, McDougal Littell, Identity property of Addition: section 2.2 [Textbook]. |
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Course 3, McDougal Littell, Identity property of Multiplication: section 2.4 [Textbook]. |
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Inverse relationships
The learner will be able to
use inverse relationships (addition and subtraction, multiplication and division, squaring and square roots) in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.8.3 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Inverse operations: add/subtract: section 3.1 [Textbook]. |
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Course 3, McDougal Littell, Inverse operations: mult/div: section 3.2 [Textbook]. |
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Course 3, McDougal Littell, Inverse operations: square/square root:section 9.1 [Textbook]. |
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Order of operations
The learner will be able to
apply rules (conventions) for order of operations to rational numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Operations: # Theory |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.8.4 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, section 1.2 [Textbook]. |
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Operations with rational numbers
The learner will be able to
model and develop addition, subtraction, multiplication and division of rational numbers. (Example: -8 1/2 + 2 3/4).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prop. of Number Op.:Understand Operation |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.2.8.5 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Addition: section 5.1; section 5.2 [Textbook]. |
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Course 3, McDougal Littell, Subtract: section 5.1; section 5.2 [Textbook]. |
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Course 3, McDougal Littell, Multiply: section 5.3 [Textbook]. |
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Course 3, McDougal Littell, Divide: section 5.4 [Textbook]. |
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Rational numbers: multi-step problems
The learner will be able to
compute, with and without appropriate technology, with rational numbers in multi-step problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Comp. Fluency |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.1 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Compute with rational numbers: throughout course [Textbook]. |
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Solve muti-step problems
The learner will be able to
solve, with and without appropriate technology, multi-step problems using a variety of methods and tools (i.e. objects, mental computation, paper and pencil).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Comp. Fluency |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.2 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Solve multistep problems: throughout course [Textbook]. |
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Estimation to solve problems
The learner will be able to
use estimation to solve problems involving rational numbers; including ratio, proportion, percent (increase or decrease) then judge the reasonableness of solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: Estimation |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.3 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Estimation: ratio: Section 7.1 [Textbook]. |
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Course 3, McDougal Littell, Estimation: Proportion: section 7.2 [Textbook]. |
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Course 3, McDougal Littell, Estimation: Percent (increase/decrease) [Textbook]. Section 7.3; Section 7.5 |
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Factorization of algebraic expressions
The learner will be able to
apply factorization to find LCM and GCF of algebraic expressions. Example: See 2004 Arkansas Mathematics Frameworks for specific examples of algebraic factorization applications.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.4 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Factorization: Alg. Exp.: LCM: Section 4.4 [Textbook]. |
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Course 3, McDougal Littell, Factorization: Alg. Exp.: GCF: Section 4.2 [Textbook]. |
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Approximate square roots
The learner will be able to
calculate and find approximations of square roots with appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.5 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Section 9.1 [Textbook]. |
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Solve real world percent problems
The learner will be able to
solve, with and without technology, real world percent problems including percent of increase or decrease.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| # Op. & Estimation: App. of Computat |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks NO.3.8.6 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Increase: section 7.5 [Textbook]. |
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Course 3, McDougal Littell, Decrease: section 7.5 [Textbook]. |
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Nth term of a pattern
The learner will be able to
find the nth term in a pattern or a function table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.8.1 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, section 11.1 [Textbook]. |
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Describe patterns
The learner will be able to
using real world situations, describe patterns in words, tables, pictures, and symbolic representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.8.2 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, section 11.1 [Textbook]. |
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Represent 2 operation functions
The learner will be able to
interpret and represent a two operation function as an algebraic equation. (Example: y = 2x + 1).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.8.3 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, section 11.3 [Textbook]. |
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Independent/dependent variables
The learner will be able to
use table, graphs, and equations to identify independent/dependent variables (input/output).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, Functions |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.4.8.4 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Input/output: section 11.1 [Textbook]. |
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Course 3, McDougal Littell, Add independent/dependent worksheet [Textbook]. |
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Solve/graph two-step equations/inequal
The learner will be able to
solve and graph two-step equations and inequalities with one variable and verify the reasonableness of the result with real world application with and without technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.8.1 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Equations: Solve: section 3.3 [Textbook]. |
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Course 3, McDougal Littell, Equations: Graph: section 11.4 [Textbook]. |
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Course 3, McDougal Littell, Inequalities: Solve: Section 3.6: Section 3.7 [Textbook]. |
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Course 3, McDougal Littell, Inequalities: Graph: Section 3.6; Section 3.7 [Textbook]. |
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Solve/graph linear equations
The learner will be able to
solve and graph linear equations (in the form y = mx + b).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.8.2 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Section 11.7 [Textbook]. |
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Translate to algebraic
The learner will be able to
translate sentences into algebraic equations and inequalities and combine like terms within polynomials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.8.3 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Sentences to equations: [Textbook]. Section 3.1; Section 3.4 |
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Course 3, McDougal Littell, Sentences to inequalities: section 6.6 [Textbook]. |
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Course 3, McDougal Littell, Combine like terms: section 13.2 [Textbook]. |
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Write/evaluate algebraic expressions
The learner will be able to
write and evaluate algebraic expressions using rational numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.5.8.4 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Write/evaluate expressions: sections 1.3 [Textbook]. |
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Graph/equation relationships
The learner will be able to
describe, with and without appropriate technology, the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change (rise/run) and y-intercept in real-world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.8.1 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Relationship: graph/equation: section 11.4 [Textbook]. |
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Course 3, McDougal Littell, Meaning of slope: section 11.6 [Textbook]. |
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Course 3, McDougal Littell, Meaning of y-intercept: section 11.5 [Textbook]. |
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Represent linear relationships
The learner will be able to
represent, with and without appropriate technology, linear relationships concretely, using tables, graphs, and equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.8.2 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Represent linear relationships using tables [Textbook]. section 11.4 |
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Course 3, McDougal Littell, Represent linear relationships using graphs [Textbook]. section 11.4 |
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Course 3, McDougal Littell, Represent linear relationships using equations [Textbook]. section 11.4 |
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Independent/dependent variables
The learner will be able to
differentiate between independent/dependent variables given a linear relationship context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.8.3 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Add worksheet on independent/dependent variables [Textbook]. |
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Represent exponential/quadratic function
The learner will be able to
represent, with and without appropriate technology, simple exponential and/or quadratic functions using verbal descriptions, tables, graphs and formulas and translate among these representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alg. Rep.:Expressions,Equations,Inequal. |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.6.8.4 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, exponential function:section 13.5 [Textbook]. |
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Course 3, McDougal Littell, quadratic function: section 13.5 [Textbook]. |
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Use/analyze graphs
The learner will be able to
use, with and without technology, graphs of real life situations to describe the relationships and analyze change including graphs of change (cost per minute) and graphs of accumulation (total cost).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analysis of Change: Analyze Change |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks A.7.8.1 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Graphs of real life situations: section 11.2 [Textbook]. |
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Course 3, McDougal Littell, Graphs of real life situations: section 11.3 [Textbook]. |
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Properties of geometric shapes
The learner will be able to
form generalizations and validate conclusions about properties of geometric shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
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Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.8.1 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Properties of geometric shapes [Textbook]. section 8.2; section 8.3; section 8.4 |
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Properties 2-D vs 3-D
The learner will be able to
make, with and without appropriate technology, and test conjectures about characteristics and properties between two-dimensional figures and three-dimensional objects (Example: circle vs. cylinder, square vs. cube).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G..8.8.2 |
Classroom
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Instructional Resources |
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Course 3, McDougal Littell, Characteristics 2-D & 3-D shapes: section 10.3 [Textbook]. |
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Apply geometric concepts
The learner will be able to
determine appropriate application of geometric ideas and relationships, such as congruence, similarity, and the Pythagorean theorem, with and without appropriate technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Properties:Char. Geom. Shapes |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.8.8.3 |
Classroom
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Instructional Resources |
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| · |
Course 3, McDougal Littell, Congruence: section 8.5 [Textbook]. |
| · |
Course 3, McDougal Littell, Similarity: section 8.8 [Textbook]. |
| · |
Course 3, McDougal Littell, Pythagorean theorem: section 9.3 [Textbook]. |
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Transformations
The learner will be able to
determine a transformation's line of symmetry and compare the properties of the figure and its transformation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes:Symmetry&T |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.9.8.1 |
Classroom
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| |
Instructional Resources |
| |
| · |
Course 3, McDougal Littell, Transformations: Section 8.7 [Textbook]. |
| · |
Course 3, McDougal Littell, Line of Symmetry: section 8.6 [Textbook]. |
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Draw the results of transformations
The learner will be able to
draw the results of translations and reflections about the x and y axis and rotations of objects about the origin.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes:Symmetry&T |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.9.8.2 |
Classroom
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| |
Instructional Resources |
| |
| · |
Course 3, McDougal Littell, Translations: section 8.7 [Textbook]. |
| · |
Course 3, McDougal Littell, Reflection: section 8.6 [Textbook]. |
| · |
Course 3, McDougal Littell, Rotations: section 8.7 [Textbook]. |
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Link geometric/algebraic representations
The learner will be able to
use coordinate geometry to explore the links between geometric and algebraic representations of problems (lengths of segments/distance between points, slope/perpendicular-parallel lines).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.10.8.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 3, McDougal Littell, Coordinate Geometry: section 2.8 [Textbook]. |
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Isometric drawings
The learner will be able to
using isometric dot paper interpret and draw different views of buildings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visualization & Geometric models:Spa |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks G.11.8.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 3, McDougal Littell, Chapter 10: special topic: pages 496-497 [Textbook]. |
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Measurement units and tools
The learner will be able to
understand, select and use with and without appropriate technology, the appropriate units and tools to measure angles, perimeter, area, surface area, and volume to solve real world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Attributes: Attributes & To |
|
Master |
1.0 |
2004 Arkansas Mathematics Frameworks M.12.8.1 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Course 3, McDougal Littell, Measure angles: section 8.1 [Textbook]. |
| · |
Course 3, McDougal Littell, Perimeter: section 3.5 [Textbook]. |
| · |
Course 3, McDougal Littell, Area: section 3.5; section 10.1; section 10.2 [Textbook]. |
| · |
Course 3, McDougal Littell, Surface Area: section 10.4; section 10.5 [Textbook]. |
| · |
Course 3, McDougal Littell, Volume: section 10.6 [Textbook]. |
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Equivalent measures
The learner will be able to
describe and apply equivalent measures using a variety of units within the same system of measurement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Physical Attributes: Attributes & To |
| |
