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Secondary Math Grade 7 – Advanced Math

An Equal Opportunity School District School Year 2015-2016

Secondary Math 7th Grade Advanced

Summary of Revisions/Updates

All changes and updates have been added directly to the 7th Grade Advanced Math Curriculum Map.

This page serves as a summary of changes made. Changes have also been included in the Year at a

Glance document. Below is a summary of the changes:

Only one Learning Check will be given per Nine Week Quarter, with the exception of Quarter 4

in which two Learning Checks will be given (totaling 5 for the school year with the last Learning

Check given after the Mathematics FSA testing window).

Each Learning Check consists of 2 units (combined content evenly distributed):

Quarter 1 – Learning Check #1: Units 1 & 2 (September 28th – October 5th)

Quarter 2 – Learning Check #2: Units 3 & 4 (November 9th – November 16th)

Quarter 3 – Learning Check #3: Units 5 & 6 (January 18th – January 25th)

Quarter 4 – Learning Check #4: Units 7 & 8 (March 28th – April 4th)

Quarter 4 – Learning Check #5: Units 9 & 10 (May 9th – May 16th)

Units go in order of the textbook.

Question format includes Multiple Choice and Brief Constructed Response (BCR). Learning

Checks are still from the textbook. Teachers can tear out Learning Check pages prior to giving

students the book or the chapters/modules from the book. Please keep in mind (2) Unit Mixed

Review Assessment Readiness Exams will be given together as one Learning Check. Learning

Checks can be completed on Bubble Sheets. Teachers will need to hand grade and mark credit

accordingly in the BCR portions of the student bubble sheet. Please see specific grading

directions for BCR questions listed on the Learning Check Answer Keys.

Answer Keys include the math standards that correspond to each question.

The Year at a Glance document lists the Learning Check Testing Windows under the Assessment

section. Please be mindful this is only a suggested time frame in which each Learning Check

should be given in order to follow the pacing guide outlined in the curriculum map. See above for

the testing window of each Learning Check.

Mathematics Formative Assessment System (MFAS) tasks have been added to the maps. Other

tasks are available on CPALMS.

Resources for each Unit have been revised and updated.

MCPS SY 15-16

The District Secondary School Math Curriculum Documents are designed to

maximize and coordinate math instruction throughout the district. The K-12

Academic Services Team has worked with teachers to develop new Curriculum

Maps that are based around the Learning Focused Model. This model is a

planning framework that focuses on student learning. The Math Curriculum

maps include essential questions, key learning statements, items for students to

know and do, and additional teaching resources.

The Standards listed on the Math Curriculum Maps are the Florida Math

Standards (MAFS).

The curriculum documents can be viewed in the K-12 Academic Services

Portal. In addition to the maps, please check the portal for more helpful

documents and additional web links on the Content Area Pages. Be sure to take

part in the variety of Moodle Modules that will be available throughout the year.

It is the sincere wish of the teacher committee and program specialist that

this Math Curriculum Document is helpful in guiding math instruction in Marion

County and provides a useful resource for the teachers. Please feel free to

contact Bobbie Knighton ([email protected]) for questions or

feedback on the Math Curriculum Documents.

English Language Development ELD Standards Special Notes Section: Teachers are required to provide listening, speaking, reading and writing instruction that allows English

language learners (ELL) to communicate information, ideas and concepts for academic success in the

content area of Mathematics. For the given level of English language proficiency and with visual,

graphic, or interactive support, students will interact with grade level words, expressions, sentences and

discourse to process or produce language necessary for academic success. The ELD standard should

specify a relevant content area concept or topic of study chosen by curriculum developers and teachers

which maximizes an ELL’s need for communication and social skills. To access an ELL supporting

document which delineates performance definitions and descriptors, please click on the following link:

http://www.cpalms.org/uploads/docs/standards/eld/MA.pdf

For additional information on the development and implementation of the ELD standards, please contact

the Bureau of Student Achievement through Language Acquisition at [email protected].

The two standards are:

ELD.K12.ELL.SI.1 – English language learners communicate for socal and instructional

purposes within the school setting.

ELD.K12.ELL.MA.1 – English language learners communicate informations, ideas and

concepts necessary for academic success in the content area of Mathematics.

mailto:[email protected]

http://www.cpalms.org/uploads/docs/standards/eld/MA.pdf

mailto:[email protected]

MCPS SY 15-16

As you look at the map documents you will notice several key features

explained here.

If any of the links are not working please copy and paste the address into your browser.

The important learning or generalization of the unit.

LEQ’s focus on specific objectives for a lesson

The Florida Math Standards covered in the Unit.

Know’s = the facts and formulas that need to be explicitly taught.

Do’s = what the student must do to demonstrate mastery.

Question that frames the overall learning.

Key Terms that students should know.

7th Grade Advance Math Year at a Glance 2015 - 2016 SY

Qtr Assessment First Date of Week

Unit/Organizing Principal

Qu

art

er

1

17 Aug Unit 1: Expressions, Equations, and Inequalities

24 Aug

31 Aug

7 Sep 4 Day Unit 2: Geometry

14 Sep ER

21 Sep

Learning Check 1 28 Sep ER Unit 3: Statistics and Sampling

Units 1 & 2 5 Oct

12 Oct

Qu

art

er

2

19 Oct 4 Day Unit 4: Probability

26 Oct

2 Nov

Learning Check 2 9 Nov

Units 3 & 4 16 Nov Unit 5: Real Numbers, Exponents, and Scientific Notation

23 Nov 2 Day

30 Nov ER

7 Dec Unit 6: Proportional and Non-Proportions Relationships and Functions 14 Dec

Qu

art

er

3

21 Dec Winter Break

28 Dec

4 Jan 4 Day

11 Jan

Learning Check 3 18 Jan 4 Day

Units 5 & 6 25 Jan 4 Day

1 Feb Unit 7: Solving Equations and Systems of Equations

8 Feb

15 Feb 4 Day

22 Feb ER

29 Feb Unit 8: Transformational Geometry

7 Mar

14 Mar 4 Day

Qu

art

er

4

21 Mar Spring Break

Learning Check 4 28 Mar

Units 7 & 8 4 Apr ER Unit 9: Measurement Geometry

11 Apr

18 Apr

25 Apr

2 May Unit 10: Bivariate Data

Learning Check 5 9 May

Units 9 & 10 16 May ER

23 May

Marion County Public Schools – Curriculum Map Grade Level: 7 Subject: Advanced Math

June 2015 Advanced Grade 7 Unit: 1

UNIT 1 / ORGANIZING PRINCIPLE: Expressions, Equations and Inequalities Pacing: 15 Days

Key Learning Statement:

Real life situations can be modeled/analyzed/solved using linear equations and inequalities.

Unit Essential Question:

How can real life situations be modeled/analyzed/solved using linear equations and inequalities?

Standards MAFS.7.EE.1.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. MAFS.7.EE.1.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” MAFS.7.EE.2.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. MAFS.7.EE.2.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

b. b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

MAFS.8.EE.3.7: Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many

solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

http://www.cpalms.org/Public/PreviewStandard/Preview/5470




http://www.cpalms.org/Standards/PublicPreviewBenchmark5496.aspx?ShowResource=1



Lesson Essential Questions Know/Do

How are inverse operations applied to solve equations?

How are equations simplified by combining like terms?

How are equations simplified by applying the distributive property?

What steps are required to solve linear equations?

How are verbal situations translated into mathematical representations?

Know

Inverse Operations

Combining Like Terms

Distributive Property

Steps to solving linear equations

Common words and phrases that translate into mathematical representations

Equivalent Expressions Do

Apply inverse operations to solve equations

Simplify by combining like terms on same/opposite sides of the equation

Simplify equations by applying the distributive property

Apply steps to solve linear equations

Translate verbal situations into mathematical representations



Unit 1 Pacing: 15 Days

Culminating Activity Key Vocabulary

Lines and Linear Equations. From the MARS Shell Center. Picking Apples. 2012 Noyce Foundation for the intro pages. The activity says 2005 Mathematics Assessment Resource Service.

Inverse Operations Like Terms Distributive Property Variable Coefficients Algebraic Expressions Equation Properties of Inequalities Factor Operations Solution Rational Number Constant Inequality Integer

Assessments

Module 1 Quiz

Module 2 Quiz

Module 1 Mixed Review


Unit 1 Performance Tasks

The required learning check for this unit will be after Unit 2.




Supporting Texts Resources

Go Math 1-1 Algebraic Expressions 1-2 One-step Equations with rational Coefficients 1-3 Writing Two-step Equations 1-4 Solving Two-step Equations 2-1 Writing and Solving one-step Inequalities 2-2 Writing two-step Inequalities 2-3 Solving two-step Inequalities

Teaching Student Centered Mathematics: Chapter 12, p. 222 – 258 Blue Everglades Book: 7th and 8th Grade MARS Shell Center: Solving Linear Equations in One Variable TASK: Writing for a Math Website – from the Georgia binder Unit 2, p. 22 Maryland Common Core State Curriculum: Expressions & Equations Teaching the Common Core Math Standards (Book): p. 176

Pre-Assessment Standards for Math Practice

CPALMS – MFAS Tasks:

Equivalent Perimeters – Resource ID# 65771

Rectangle Expressions – Resource ID# 66122

Gas Stations Equation – Resource ID# 57175

Gift Card Inequality – Resource ID# 60919 Linear Equations -3 – Resource ID# 59617

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematcs.

Use approporiate tools stategically.

Attend to precision.

Look for and make use of structure.

Look for and express regularity in repeated reasoning.

ADDENDUM

The following are the 87thGrade Advanced links to ELA standards. These apply to all units even though they are only attached to Unit 1. LACC.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. LACC.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. LACC.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

http://map.mathshell.org/lessons.php?unit=7220+collection=8

http://secmathcurriculum.wikispaces.com/file/view/12+21+11_MCCSC+Unit+Plan_8+EE+1-3.pdf

http://www.cpalms.org/Public/PreviewResourceAssessment/Preview/65771




http://www.cpalms.org/Public/ResourceCollection/Preview/202









http://www.cpalms.org/Standards/PublicPreviewBenchmark6164.aspx










b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience LACC.8.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics,

texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LACC.8.SL.1.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. LACC.8.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced LACC.8.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


























UNIT 2 / ORGANIZING PRINCIPLE: Geometry Pacing: 13 Days

Key Learning Statement: Students will use proportions and geometric concepts to solve real-

world problems. Unit Essential Question: How can you use proportions and geometric concepts to solve real-

world problems?

Standards MAFS.7.G.1.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. MAFS.7.G.1.2:Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle or no triangle. MAFS.7.G.1.3: Describe the two-dimensional figures that result from slicing three-dimensional figures as in plane sections of right rectangular prisms and right rectangular pyramids. MAFS.7.G.2.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. MAFS.7.G.2.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. MAFS.7.G.2.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. MAFS.8.G.1.1 Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.

b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.

MAFS.8.G.1.2 Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. MAFS.8.G.1.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.











How can you use scale drawing to solve problems?

How can you draw shapes that satisfy given conditions?

How can you identify cross-sections of 3-dimensional figures?

How can you use angle relationships to solve problems?

How do you find and use the circumference of a circle?

How do you find the area of a circle?

How do you find the area of composite figures?

How can you find the surface area of a figure made up of cubes and prisms?

How can you find the volume of a figure made up of cubes and prisms?

Know

Scale drawings

Similar shaptes

Angle relationshsips

Circumference

Area

Surface Area

Volume

Composite figures Do

Solve problems involving scale drawings of geometric figures.

Draw geometric shapes with given conditions.

Identify cross-sections of 3-D figures

Use angle relationshsips to solve problems.

Know and use formulas for area and circumference of circles.

Find the area of composite figures.

Find the surface area and volume using cubes and prisms.





Window “Pain” Activity from the Georgia Binder. This was their Unit 1 section (the last activity here)

Angle Degree Congruent Dimension Length Interior Angle Exterior Angle Proportion Angle Sum Theorem Vertical Angles Polygon Alternate Interior Angles Alternate Exterior Angles Adjacent Angle Corresponding Angles Supplementary Angles Congruent Complementary Angles Cross-section Intersection Scale Drawing Scale

Assessments

Module 3 Quiz

Module 4 Quiz




Listed below is the required learning check for Performance Matters:

Learning Check 1: Units 1 & 2 Mixed Review Assessment Readiness

(GoMath Advanced Math 2 p. 63 – 64) AND

(GoMath Advanced Math 2 p.137 – 138)





Go Math 3.1 Similar Shapes and Scale Drawing 3.2 Geometric Drawings 3.3 Cross Sections 3.4 Angle Relationships 4.1 Circumference 4.2 Area of Circles 4.3 Area of Composite Figures 4.4 Solving Surface Area Problems 4.5 Solving Volume Problems

Teaching Student Centered Mathematics: Chapter 13, p. 260 – 296 Teaching Student Centered Mathematics: Chapter 14, p. 298 – 323 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for Common Core State Standards:

Similarity and Scale

Constructing Plane Figures Portal:

Keyword: Geometry – Block Party

Keyword: Geometry – Candle Box

Keyword: Geometry – Designing Candy Cartons

Keyword: Circumference – Historic Bicycle

Keyword: Geometry – Smoothie Box Illuminations:

Tree Talk

Area Contractor

Square Circles CPalms:

Adding It All Up

Pinwheel Georgia DOE:

Lunch Lines

Pre-Assessments Standards for Math Practice


Garden Design – Resource ID# 65819

Center Circle Area – Resource ID# 70721

Solve for the Angle – Resource ID# 63041

Cube Volume & Surface Area – Resource ID# 65192

Angle Transformations – Resource ID# 66721

Multistep Congruence – Resource ID# 66741 Reflection Coordinates – Resource ID# 64656









http://illuminations.nctm.org/Lesson.aspx?id=3321



http://www.cpalms.org/Public/PreviewResourceUrl/Preview/4816

http://www.cpalms.org/Public/PreviewResourceUrl/Preview/8262

http://troup612resources.troup.k12.ga.us/curriculum1/mathematics/accel_coord_alg/7_similarity_congruence_proofs/lunch_lines_7se.pdf


















UNIT 3 / ORGANIZING PRINCIPLE: Statistics and Sampling Pacing: 14 Days


Students will analyze data about population, make inferences from samples, and compare two sets of data

Unit Essential Question: How can you solve real-world problems using random samples and

population while analyzing and comparing data?

Standards: MAFS.7.SP.1.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. MAFS.7.SP.1.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be. MAFS.7.SP.2.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable. MAFS.7.SP.2.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.








How can you use a sample to gain information about a population?

How can you generate and use random samples to represent a population?

How do you compare two sets of data displayed in dot plots?

How do you compare two sets of data displayed in box plots?

How can you use statistical measures to compare populations?

Know:

Box plots

Stem-and-leaf plots

Histograms

Dot plots

Summarizing numeric data

Mean

Median

Do:

Use random and nonrandom sampling

Make inferences from dot plots and box plots

Use data to make inferences or predictions about a population

Compare two sets of data





box plot biased sample data population dot plot random sample interquartile range sample lower quartile mean median measure of center spread measure of spread survey mean absolute deviation upper quartile

Assessments

Module 5 Quiz

Module 6 Quiz



Unit 3 Mixed review

Performance Tasks






Go Math 5.1 Populations and Samples 5.2 Making inferences from a random Sample 5.3 Generating Random Samples 6.1 Comparing Data Displayed in Dot Plots 6.2 Comparing Data Displayed in Box Plots 6.3 Using Statistical Measures to Compare Populations

Teaching Student Centered Mathematics: Chapter 12, p. 222 – 259 Teaching Student Centered Mathematics: Chapter 15, p. 325 – 353 Blue Everglades Book: 7th and 8th Grade Illuminations:

Using NBS Statistics for Box and Whisker Plots

Bears in a Boat

The Celebrated Jumping Frog Portal:

Keyword: Statistics and Probability – Candy Bars Cpalms:

Pick Me! Pick Me!

And the Survey Says



Ice Cream Survey – Resource ID# 65207

Movie Genre – Resource ID# 65787

TV Ages -1 – Resource ID# 70682 Word Length – Resource ID# 66146












http://www.cpalms.org/Public/PreviewResourceLesson/Preview/71613
















UNIT 4 / ORGANIZING PRINCIPLE: Probability Pacing: 17 Days

Key Learning Statement: Students will use theoretical and experimental probabilities to make a prediction. Unit Essential Question: How can you investigate chance processes and develop, use and evaluate probability models?

Standards: MAFS.7.SP.3.5: Understand that the probability of a chance event is a number between 0 and 1 that express the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability are ½ indicate an even that is neither unlikely nor likely, and a probability near 1 indicates a likely event. MAFS.7.SP.3.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. MAFS.7.SP.3.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. MAFS.7.SP.3.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?








How can you describe the likelihood of an event?

How do you find the experimental probability of a simple even?

How do you find the experimental probability of a compound event?

How do you make predictions using experimental probability?

How do you find the theoretical probability of a simple event?

How do you find the probability of a compound event?

How do you make predictions using theoretical probability?

How can you use technology simulations to estimate probabilities?

Know:

theoretical probability

experimental probability

simple events

compound events

Do:

Find the likelihood of an event.

Understand that probability of a chance event is a number between 0 and 1.

Find the experimental probability of a simple event.

Find probabilities of compound events.

Make predictions using experimental probability.

Design and use a simulation to generate frequentcies for compound events





data observation percent ratio complement compound event event experiment experimental probability outcome probability simple event simulation theoretical probability trial

Assessments

Module 7 Quiz

Module 8 Quiz







(GoMath Advanced Math 2 p. 263 – 264)





Go Math 7.1 Probability 7.2 Experimental Probability of Simple Events 7.3 Experimental Probability of Compound Events 7.4 Making predictions with Experimental Probability 8.1 Theoretical Probability of Simple Events 8.2 Theoretical Probability of Compound Events 8.3 Making Predictions with Theoretical Probability 8.4 Using Technology to Conduct a Simulation

Teaching Student Centered Mathematics: Chapter 16, p. 354 – 375 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for Common Core State Standards:

Collecting, Organizing, and Analyzing Data

Theoretical Probability

Experimental Probability Portal:

Keyword: Statistics and Probability – Evaluating Statements about Probability

Keyword: Statistics and Probability – Lottery

Keyword: Statistics and Probability – Memory Game Illuminations:

The Game of Skunk

Stick or Switch CPalms:

Let’s Flip Out

How To Hit It Big In The Lottery



Likely or Unlikely – Resource ID# 66135

Hen Eggs – Resource ID# 70676

Marble Probability – Resource ID# 66783

Automotive Probabilities – Resource ID# 70685 Work Clothing – Resource ID# 72054




























UNIT 5 / ORGANIZING PRINCIPLE: Real Numbers, Exponents, and Scientific Notation Pacing: 12 days

Key Learning Statement: Students will use real numbers and scientific notation to solve real world problems.

Unit Essential Question: How can you use real numbers and/or scientific notation to solve real world problems?

Standards MAFS.8.EE.1.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. MAFS.8.EE.1.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. MAFS.8.EE.1.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. MAFS.8.EE.1.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology. MAFS.8.NS.1.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. MAFS.8.NS.1.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2).










How do you rewrite rational numbers and decimals, take square roots and cube roots, and approximate irrational numbers?

How can you describe relationships between sets of real numbers?

How do you order a set of real numbers?

How do you add, subtract, multiply and divide using scientific notation?

How can you develop and use the properties of integer exponents?

How can you use scientific notation to express very large quantities?

How can you use scientific notation to express very small quantities?

Know

Properties of integer exponents

Exponents

Radicals

Scientific Notation

The Square Root of 2 is irrational

Rational Numbers

Decimals Do

Apply properties of integer exponents to simplify expressions

Simplify square and cube roots

Evaluate and recognize perfect squares and perfect cubes

Solve simple equations involving exponents and radicals

Express values in scientific notation

Perform operations with scientifc notation

Interpret values written in scienticic notation

Use technology to generate and interpret data involving exponents and radicals

Order rational and irrational numbers.





Exponents Cube Root Square Root Perfect Square Perfect Cube Radical Scientific Notation Real numbers Terminating decimal Repeating Decimal Integers Negative numbers Positive numbers Whole Numbers Irrational Numbers Base Principal square root Standard notation Power

Assessments









Go Math 9.1 Rational and Irrational Numbers 9.2 Sets of Real Numbers 9.3 Ordering Real Numbers 10.1 Integer Exponents 10.2 Scientific Notation with Positive Powers of Ten 10.3 Scientific Notation with Negative Powers of Ten 10.4 Operation with Scientific Notation

Teaching Student Centered Mathematics: Chapter 16, p. 354 – 375 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for the Common Core Standards:

Problem solving with Exponents and Scientific Notation

Rational and Irrational Numbers

Problem solving with Exponents and Scientific Notation Portal:

Keyword: Equations & Expressions – Estimating Length Using Scientific

Keyword: Functions -- Interpreting Distance-Time Graphs Teaching Common Core Math Standards (Book): p. 157-168 Integer War



Negative Exponential Expressions – Resource ID# 58531

Dimensions Needed – Resource ID# 59158

How Many Times – Resource ID# 56083

Mixed from Operations – Resource ID# 62432

Rational Numbers – Resource ID# 56003

Locating Irrational Numbers – Resource ID# 56087









http://www.patinsproject.com/universal_design_for_learning_project_files/RichmondHS_lesson.pdf

















UNIT 6 / ORGANIZING PRINCIPLE: Proportional and Non-proportional Relationships and Function Pacing: 25 Days


Understand how proportional and non-proportional relationships, linear equations and functions are used in the real world.


How are functions used to model relationships between quantities?

Standards MAFS.8.F.1.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. MAFS.8.F.1.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). MAFS.8.F.1.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. MAFS.8.F.2.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values . MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally . MAFS.8.EE.2.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. MAFS.8.EE.2.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.












How can you use tables, graphs, and equations to represent proportional situations?

How do you find a rate of change or a slope?

How do you interpret the unit rate as slope?

How can you use tables, graphs, and equations to represent linear non-proportional situations?

How can you determine the slope and the y-intercept of a line?

How can you graph a line using the slope and y-intercept?

How can you distinguish between proportional and non-proportional situations?

How do you write an equation to model a linear relationship given a graph or a description?

How do you write an equation to model a linear relationships given a table?

How can you contrast linear and nonlinear sets of bivariate data?

How can you identify and represent functions?

What are some characteristics that you can use to describe functions?

How can you use tables, graphs and equations to compare functions?

How can you describe a relationship given a graph and sketch a graph given a description?

Know

Functions

Proportional Relationships

Linear relationships

Non-Proportional relationships

Unit Rate

Slope

Constant of Proportionality

Direct Variation

Equations in the form of y=mx+b

Systems of equations

Bivariate sets of data

Ordered pairs Do

Identify example of proportional and non-proportional functions that arise from mathematical and rea-world Problems.

Anaylze and interpret graphs

Identify when a relationship is and is not a function

Create related representations of functions (i.e. verbal, graphic, and algebraic)

Graph proportional relationships on the coordinate plane

Interpret slope as a rate of change

Determine slope from tables, graphs, equations, word problems, and/or real-life situations.

Determine a function rule for a linear relationships

Compare rates of change represented in two different formats

Use similar triangles to show slope equality on a non-vertical line

Write the equation of a line in slope-intercept form

Use slope-intercept form to represent a linear equation on the coordinate plane

Interpret slope-intercept equations

Transform equations into slope intercept form

Identify characteristics of linear and nonlinear function





Lines Project from the Marion Portal

Function Proportional Relationships Proportion Slope Slope-Intercept Form Rate Ratios Linear Functions Constant Change Equivalent Ratios Unit Rate Input Constant of Proportionality Ordered Pair Output x-coordinate y-coordinate y-intercept Rates of Change Linear Equation Bivariate Data Non-linear Relationship

Assessments

Module 11 Quiz


Module 12 Quiz


Module 13 Quiz


Module 14 Quiz










Go Math 11.1 Representing Proportional Relationships 11.2 Rate of Change and Slope 11.3 Interpreting the Unite Rate as Slope 12.1 Representing Linear Non-Proportional Relationships 12.2 Determining Slope and y-intercept 12.3 Graphing Linear Non-proportional Relationships using slope and

y-intercept 12.4 Proportional and Non-Proportional Situations 13.1 Writing Linear Equations from Situations and Graphs 13.2 Writing Line Equations from a Table 13.3 Linear relationships and Bivariate Data 14.1 Identifying and Representing Functions 14.2 Describing Functions 14.3 Comparing Functions 14.4 Analyzing Graphs

Teaching Student Centered Mathematics: Chapter 11, p. 201 – 216 Teaching Student Centered Mathematics: Chapter 12, p. 242 – 254 Teaching Student Centered Mathematics: Chapter 15, p. 340 – 342 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for the Common Core State Standards:

Slope and Slope Intercept Form

Relations vs. Functions and Linear vs. Nonlinear

Real-World Situation Graphs Teaching Common Core Math Standards (Book): p. 169-172 & 182-200 AIMS Book:

Looking at Lines Illustrative Mathematics:

Battery Charging Internet 4 Classrooms:

Identifying x- & y-intercepts Georgia DOE:

Vending Machines

Secret Codes and Number Rules

Heartbeats

Forget the Formula WNET



Identifying Algebraic Functions – Resource ID# 57845

This House is Mine! – Resource ID# 57921

What Am I? – Resource ID# 60546

Smart TV – Resource ID# 64596

Jet Fuel – Resource ID# 64660

Proportional Paint – Resource ID# 58625

Deriving Lines -2 – Resource ID# 66710

Bungee Cord Data – Resource ID# 68337









https://www.illustrativemathematics.org/content-standards/tasks/641

http://www.internet4classrooms.com/grade_level_help/algebra_linear_equation_slope_math_eighth_8th_grade.htm

https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_8_8thGrade_Unit4.pdf




http://www.wnet.org/education/



















UNIT 7 / ORGANIZING PRINCIPLE: Solving Equations and Systems of Equations Pacing: 18 days


Solve problems with equations and systems of equations using various solution methods.


How do you solve problems with equations and systems of equations using various solution methods?

Standards MAFS.8.EE.3.7: Analyze and solve pairs of simultaneous linear equations.

a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

MAFS.8.EE.3.8: Analyze and solve pairs of simultaneous linear equations.

a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.






How can you represent and solve equations with the variable on both sides of the equal?

How can you solve equations with rational number coefficients and constants?

How do you use the Distributive Property to solve equations?

How can you give examples of equations with a given number of solutions?

How do you solve systems of equations by graphing?

How is a system of equations solved using the substitution method?

How is a system of equations solved using the elimination method? (adding and subtracting)

How do you write a system of equations to model a situation?

How do you solve a system of linear equations by multiplying?

How do you solve system with no solutions or infinitely many solutions?

Know

Linear equations in one variable

Equationns and systems of equations can have one solution, infinite solutions, or no solution

Substitution method for solving systems of equations

Elimination method for solving systems of equations

Distributive Property

Do

Solve linear equations in one variable

Solve linear equations with the distributive property

Give examples of equations with a give number of solutions

Determine/estimate solutions of systems of equations by graphing

Determine solutions of systems of equations by solving algebraically

Write equations from graphic representations of systems of equations





System of Equations Substitution Method Elimination Method One Solution Many Solutions No Solutions Intersection Co-Linear Distributive Property

Assessments

Module 15 Quiz

Module 16 Quiz









Go Math

15.1 Equations with the Variable on Both Sides

15.2 Equations with Rational Numbers

15.3 Equations with the Distributive Property

15.4 Equations with Many Solutions or No Solution

16.1 Solving Systems of Linear Equations by Graphing

16.2 Solving Systems by Substitution

16.3 Solving Systems by Elimination

16.4 Solving Systems by Elimination with Multiplication

16.5 Solving Special Systems

Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for the Common Core State Standards:

Solving 2-by-2 Systems by Graphing

Solving 2-by-2 Systems by Substitution

Solving 2-by-2 Systems by Elimination MARS Shell Center:

Solving Real-Life Problems: Baseball Jerseys

Classifying Solutions to Systems of Equations NCTM Illuminations:

There Has to be a Solution For This Sweet Problem Teaching the Common Core Math Standards (Book): p. 179-182 Georgia DOE:

How Much Did They Cost?

Playing with Straws

What are the Coefficients?

Cell Phone Plans New York City DOE:

The Cycle Shop



Counting Solutions– Resource ID# 59450 Identifying the Solution – Resource ID# 59689









http://map.mathshell.org/lessons.php?unit=8200&collection=8

http://map.mathshell.org/lessons.php?unit=8220&collection=8

http://illuminations.nctm.org/LessonDetail.aspx?id=L766





http://schools.nyc.gov/NR/rdonlyres/0D9AA86E-F601-4F26-9598-CF57C4FA7CAB/0/NYCDOEHSAlgebraTheCycleShop_Final.pdf













UNIT 8 / ORGANIZING PRINCIPLE: Transformational Geometry Pacing: 19 Days

Key Learning Statement: Students will apply the properties of transformations, congruence and

similarity with plane figures, angles, and on the coordinate plane. Unit Essential Question: How will you apply the properties of transformations, congruence and

similarity with plane figures, angles, and on the coordinate plane?

Standards MAFS.8.G.1.1 Verify experimentally the properties of rotations, reflections, and

translations: a. Lines are taken to lines, and line segments to line segments of the same

length. b. Angles are taken to angles of the same measure. c. Parallel lines are taken to parallel lines.

MAFS.8.G.1.2 Understand that a two-dimensional figure is congruent to another if the

second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. MAFS.8.G.1.3 Describe the effect of dilations, translations, rotations, and reflections

on two-dimensional figures using coordinates. MAFS.8.G.1.4 Understand that a two-dimensional figure is similar to another if the

second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.


How do you describe the properties of orientation and congruence of translations?

How do you describe the properties of orientation and congruence of reflections?

How do you describe the properties of orientation and congruence of rotations?

How can you describe the effect of a translation, rotation, or reflection on coordinates using an algebraic representation?

What is the connection between transformations and figures that have the same shape and size?

How do you describe the properties of dilations?

How can you describe the effect of a dilation on coordinates using an algebraic representation?

What is the connection between transformations and similar figures?

Know

Transformations

Properties of congruency

Similarity

Dilations

Coordinate Plane

Pre-image

Image Do

Identify coordinates of a transformed figure

Prove two figures are congruent by using transformations

Prove two figures are similar by using transformations

Demonstrate that a dilation results in similar figures

Apply properties of parallel lines to find measures of missing angles

Use correct geometric terms to describe angle relationships Apply Angle Sum Theory









Window “Pain” Activity from the Georgia Binder. This was their Unit 1 section (the last activity here)

Transformations Translations Rotations Reflections Dilations Congruent Similarity Image Pre-image Line of Reflection

Assessments

Module 17 Quiz

Module 18 Quiz





Learning Check 4: Unit 7 & 8 Mixed Review Assessment Readiness







Go Math 17.1 Properties of Translations 17.2 Properties of Reflections 17.3 Properties of Rotations 17.4 Algebraic Representations of Transformations 17.5 Congruent Figures 18.1 Properties of Dilations 18.2 Algebraic Representations of Dilations 18.3 Similar Figures

Teaching Student Centered Mathematics: Chapter 13, p. 283 – 290 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for Common Core Standards:

Transformations, Translations and Rotations

Properties of Angle Pairs

Properties of Lines cut by Transversals Portal:

Keyword: Geometry – Identifying Similar Triangles CPalms:

Paper Quilts – Exploring Flips and Slides Kagan:

Geometry 8-12 (Chapter 2: Angles & Lines) Teaching Common Core Math Standards (Book): p. 201-226 The Gatsby Charitable Foundation:

Transformations



Angle Transformations – Resource ID# 66721

Multistep Congruence – Resource ID# 66741

Dilation Coordinates – Resource ID# 64604

Similarity -3 – Resource ID# 69920










http://www.cimt.plymouth.ac.uk/projects/mepres/book9/y9s7act1.pdf















UNIT 9 / ORGANIZING PRINCIPLE: Measurement Geometry Pacing: 19 days


Understand angle relationships, Pythagorean Theorem, and volume in real life situations.


How can you use angle relationships in parallel line and triangle, the Pythagorean Theorem and volume to solve real-world problems?

Standards MAFS.8.G.2.6 Explain a proof of the Pythagorean Theorem and its converse. MAFS.8.G.2.7 Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. MAFS.8.G.2.8 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. MAFS.8.G.3.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. MAFS.8.G.1.5 Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.









What can you conclude about the angles formed by parallel lines that are cut by a transversal?

What can you conclude about the measures of the angles of a triangle?

How can you determine when two triangles are similar?

How can you prove the Pythagorean Theorem and use it to solve problems?

How can you test the converse of the Pythagorean Theorem and use it to solve problems?

How can you use the Pythagorean Theorem to find the distance between two points on a coordinate plane?

How do you find the volume of a cylinder?

How do you find the volume of a cone?

How do you find the volume of a sphere?

Know

Angle pairi relationships

Sum of the angles of triangles

Similar shapes

Circumference of circles

Area of circles

Volume of prisms, pyramids, cones and spheres Do

Represent and derminde angle relationships

Write and solve an equation

Use exponents and order of operation

Graph points on a coordinate plane

Represent and solve right triangles using the Pythagorean Theorem

Represent and solve for the volumes of 3-dimensional curved figures





Real World Pythagorean Theorem Project. This was from Seminole County Public Schools. The front page is a rubric. First line of the text is Calling all Pythagoreans!

TASK: How Full Is Your Glass? Georgia Binder – Unit 3 pg 28

Pythagorean Theorem square root legs Pythagorean triples right triangle x-coordinate y-coordinate width Theorem base circumference height length perimeter transversal corresponding angles exterior angle interior angle remote interior angle similar acute angle same-side interior angles angle congruent obtuse angle parallel lines vertex ordered pair alternate exterior angles right angle volume alternate interior angles capacity cone cylinder spheres radius diameter area

Assessments

Module 19 Quiz


Module 20 Quiz


Module 21 Quiz








Go Math 19.1 Parallel lines cut by a Transversal 19.2 Angle Theorems for Triangles 19.3 Angle-Angle Similarity 20.1 Pythagorean Theorem 20.2 Converse of the Pythagorean Theorem 20.3 Distance between two points 21.1 Volume of Cylinders 21.2 Volume of Cones 21.3 Volume of Spheres

Teaching Student Centered Mathematics: Chapter 13, p. 271 – 273, 281 – 282, 292 Teaching Student Centered Mathematics: Chapter 14, p. 304 – 308, 319 – 324 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for the Common Core State Standards:

Understanding the Pythagorean Theorem

Properties of Right Triangles MARS Shell Center:

Discovering the Pythagorean Theorem Georgia DOE:

Acting Out from The Georgia Binder Unit 3 page 10

Pythagoras Plus from the Georgia Binder pg. 11-15 of Unit 3

Comparing TV’s Georgia Binder pg. 16 of Unit 3 (Scroll to p. 58) AIMS Pythagorean Relationship:

Triangles Surrounded by Squares

Picturing Pythagoras Parts 1 & 2

Pythagorean Puzzle

Problem Solving: Pythagoras

Assessment: Pythagorean Relationships Kagan:

Geometry 8-12 (Lesson 2) Teaching Common Core Math Standards Hands-On (Book): p.227-233 Interactive:

Pythagorean Theorem

Pre-Assessments Standards for Math Practice CPALMS – MFAS Tasks:

Converse of the Pythagorean Theorem – Resource ID# 70752

Pyramid Height – Resource ID# 70904

Coordinate Plane Triangle – Resource ID# 64711

Burning Sphere – Resource ID# 71059

Justifying Angle Relationships – Resource ID# 70163









http://map.mathshell.org/download.php?fileid=1698

http://troup612resources.troup.k12.ga.us/curriculum1/mathematics/coordinate_algebra/1_quantity_relationships/acting_out_student.pdf

http://troup612resources.troup.k12.ga.us/curriculum1/mathematics/8_math/unit_3_web14/8_unit3_2/pythagoras_plus_se.pdf


http://www.shodor.org/interactivate/lessons/PythagoreanTheorem/















May 2014 Advanced Grade 7 Unit: 10

UNIT 10 / ORGANIZING PRINCIPLE: Statistics: Bivariate Data Pacing: 15 days


Use scatterplots and frequency table to solve real world problems. Unit Essential Question:

How do you use scatterplots and frequency table to solve real world problems?

Standards MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. MAFS.8.SP.1.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. MAFS.8.SP.1.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. MAFS.8.SP.1.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables .


How can you construct and interpret scatter plots?

How can you use a trend line to make a prediction from a scatter plot?

How do you construct and interpret two-way frequency tables?

How can categorical data be organized and displayed.

Know

Scatter Plots

Outliers

Bivariate Data

Types of Correlation

Cluster

Trend line (line of best fit)

Two-way tables Do

Construct and Interpret Scatter Plots

Find a trend line from a scatter plot

Interpret the slope and intercept of the line of best fit

Construct and interepret tables that represent bivariate data

Anaylze the effects of outliers









http://education.ti.com/calculators/timathnspired/US/Activities/Detail?sa=1008&t=1135&id=17258

Bivariate Data joint relative frequency Scatter Plots marginal relative frequency Correlation two-way table Positive Correlation relative frequency Negative Correlation conditional relative frequency No Correlation interpolation Clustering extrapolation Outliers Frequency Trend line

Assessments

Module 22 Quiz

Module 23 Quiz





Learning Check 5: Unit 9 & 10 Mixed Review Assessment Readiness







Unit 10 Pacing:15 Days


Go Math

22.1 Scatter Plots and Association

22.2 Trend Lines and Predictions

23.1 Two-way Frequency Tables

23.2 Two-way Relative Frequency Tables

Teaching Student Centered Mathematics: Chapter 15, p. 339 – 353 Blue Everglades Book: 7th and 8th Grade Mathematics Station Activities for the Common Core State Standards:

Scatter Plots

Data and Relationships Illuminations:

Constant Dimensions and On Fire Georgia DOE:

Heartbeats Tool Statistics Activity Websites:

Pythagorean Theorem Teaching Common Core Math Standards Hands-On (Book): p. 237-246

Pre-Assessment Standards for Math Practice CPALMS – MFAS Tasks:

Cheesy Statistics – Resource ID# 69235

Two Scatterplots – Resource ID# 66801

Foot Length – Resource ID# 69361

School Start Time – Resource ID# 66803











http://ctap295.ctaponline.org/~dgelman/











