Monrovia Unified School District Math 8 Page 1 of 11

Instructional Pacing Guide Updated: 8/7/2013

MONROVIA UNIFIED SCHOOL DISTRICT

INSTRUCTIONAL PACING GUIDE

Math 8 “World Class Schools for World Class Students”

Grading Period Chapters Standards

1 - August 21st- October 11th (7 weeks)

1 and 2 NS1, NS2, EE1, EE2, EE3, EE4, EE7*

2 - October 14th - December 20th (9 weeks)

3 and 4 EE5*, EE6, EE8*, F1, F2*, F3, F4, F5

3 - January 7th - March 10th (10 weeks)

5 and 6 G5, G6, G7*, G8, EE2, G1, G3

4 - March 17th - June 6th (10 weeks)

7, 8, 9 G1, G2, G4, G5, EE6, G9, SP1, SP2, SP3, SP4

* Depth opportunities as identified in Areas of Emphases

Major Cluster Supporting Cluster Additional Cluster

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

8.NS.A.1 1.1 Fractions and decimals are two different ways of writing the same

amount.

•Convert terminating decimals to

fractions and vice versa

•Convert repeating decimals to

fractions and vice versa

Green 2-1

8.EE.A.2 1.8, 1.9, 5.5, 5.6, 5.7 Find roots of numbers using square and volume models. Find square roots and cube root

Red 1-5

Department Math

Course Name MATH 8

Grade Level 8th

Instructional Reference

Materials

Holt Pre-Algebra, Holt Algebra. Glencoe Math Course 3

Monrovia Unified School District Math 8 Page 2 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.NS.A.2 1.9, 1.10 All numbers within the real number system can be represented and

compared in other ways (as fractions and decimals).

•Approximate irrationals numbers:

between two whole number, with

decimal approximations.

•Place irrational numbers on a

number line

Green 4-7

Something like this..

8.NS.A.1 1.10 Understand how classification systems work.

•Identify numbers as

rational/irrational

Green 4-8

Monrovia Unified School District Math 8 Page 3 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.EE.A.1 1.2, 1.3, 1.4, Problem

solving investigation

1.5

•Know, apply and simplify zero

exponent rule and negative exponent

rule.

Red 7-1

8.EE.A.3 1.6, 1.7 Understand that scientific numbers is a way to express very small and

very large numbers in a concise way.

•Convert numbers to and from

scientific notation and standard form

Red 7-2

8.EE.A.1

8.EE.A.3

1.2, 1.3, 1.4, Problem

solving investigation

1.5

Use Multiplication Exponent rules to manipulate expressions written

in scientific notation.

•Know, apply and simplify product

of powers property

•Know, apply and simplify power of

a power property

•Know, apply and simplify power of

a product property

Red 7-3

8.EE.A.1

8.EE.A.3

1.2, 1.3, 1.4, Problem

solving investigation

1.5, 1.7

Use Division Exponent rules to manipulate expressions written in

scientific notation.

•Know, apply and simplify quotient

of powers property

•Know, apply and simplify positive

power of a quotient property

•Know, apply and simplify negative

power of a quotient property

Red 7-4

8.EE.A.4 1.6, 1.7 Use all Exponent rules to manipulate expressions written in scientific

notation.

•Know, apply and simplify all

exponent properties

Scientific Notation -

Addition and

Subtraction

Scientific Notation -

Multiplication and

Division

Scientific Notation

Word Problems

Monrovia Unified School District Math 8 Page 4 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.EE.B.5 3.1, 3.2, 3.3 Interpret the unit rate as the slope of the line •Graph proportional relationships Red 5-3 (Example 5)

Use Problem Solving

worksheet

8.EE.B.5 3.1, 3.2, 3.3 Use graphs and equations to make comparisons of real-world

situations.

•Compare two different proportional

relationships given a graph and an

equation (such as distance-time to

determine which of the two is

moving at a higher rate of speed.)

Building Bridges

Activity

8.EE.B.6 3.3, 3.4, 7.6 Understand the relationship between graphs and equations and that

you can use a graph to derive an equation in slope-intercept form.

•Find the slope of a line given a

picture of the graph and use similar

triangles to come up with the slope.

•Write the equation y=mx+b using

that slope and the y-intercept.

Red 5-3 (Examples 1

and 2, not using

formula)

8.EE.C.7a Chapter 2 •Understand inverse relationships

•To solve a two-step equations, you are undoing the Order of

Operations (starting at the end and working to the beginning.)

•Solve two-step equations Red 2-2

8.EE.C.7b Chapter 2 •Solve multi-step equations

including equations requiring

combining like terms and

simplifying the Distributive

Property.

Red 2-3

Monrovia Unified School District Math 8 Page 5 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.EE.C.7b Chapter 2 Explain why some equations why some equations have no solution,

or an infinite number of solutions.

•Solve multi-step equations with

variables on both sides.

•Identify the difference between

equations with no solutions and an

infinite number of solutions.

Red 2-4

8.EE.C.8a 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

Understand that the point of intersection is the solution to both of the

related equations.

Graph two linear equations and find

the point of intersection.

Red 6-1

8.EE.C.8b 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

Use a mathematical procedure to find a solution to 2 equations allows

us to solve systems with fractions and decimal answers, eliminates

man made errors, and allows us to solve systems with a line graphed

very far from the origin.

Conditional knowledge:

Solve a system of equations using

substitution.

Red 6-2

8.EE.C.8b 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

Use a mathematical procedure to find a solution to 2 equations allows

us to solve systems with fractions and decimal answers, eliminates

man made errors, and allows us to solve systems with a line graphed

very far from the origin.

Conditional knowledge:

Solve a system of equations using

elimination.

Red 6-3

Monrovia Unified School District Math 8 Page 6 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.EE.C.8b 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

Understand why lines that are parallel to each other have no solution

(8=4).

Understand why lines that are graphed on top of each other have an

infinite number of solutions (7=7).

Solve special system of equations Red 6-4

8.EE.C.8b 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

Choose a method for solving

systems

8.EE.C.8c 3.5, Problem Solving

Investigation, 3.6,

3.7, 3.8

We can use systems of equations to solve real-world problems. Application of solving systems of

equations

Red 6-2 (Example 3)

Red 6-3 (Example 4)

Red 6-5 (Example 2)

Swim Lesson

Quinoa Lesson

Suggested

Performance

Tasks

Talk and Text Plans

Monrovia Unified School District Math 8 Page 7 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

KEY: Major Cluster Supporting Cluster Additional Cluster

8.F.A.1 4.2. 4.3, 4.4, 4.7 Understand that a function is a rule that assigns each input exactly to

one output.

•Find inputs and outputs drawn from

a variety of formats including

graphs, tables, maps and coordinate

points.

•Know that the graph of a function is

the complete set of ordered pairs

which are the input/output.

Red 4-2

8.F.A.2 3.3, 4.5 Understand that you re-write equations in slope-intercept form

because it’s the easiest way to graph, you can find parallel and

perpendicular lines. It is the easiest way to do multiple other things.

•Re-write equations in slope-

intercept form

•Graph equations in slope-intercept

form

•Find the slope of a line when given

a table/points

•Compare functions given in

multiple ways

•Compare slopes (rate of change)

Red 2-6

Red 4-3

Red 5-5

Red 5-3 (Use slope

formula)

Comparing Properties of

Two Functions

8.F.A.3 3.4, 4.4, 4.7, 4.8 Understand that any equation written in y= mx+b is a linear function

and graphs as a straight line. Conversely, any graph that is not a

straight line, is not a function.

•Vertical line test Supplemental Materials

8.F.B.4 3.3, 3.4

4.1, 4.3, 4.4, Problem

Solving investigation,

4.5, 4.6

Given a situation, construct a graph and write an equation to make

comparisons.

Supplemental Lesson

Plan - How Did I Move?

How Did I Move

Coleman’s Touchdown

KEY: Major Cluster Supporting Cluster Additional Cluster

Monrovia Unified School District Math 8 Page 8 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

8.F.B.5 4.7, 4.8, 4.9 •Match graphs to real-life situations

•Create graphs for real-life situations

(Identify where a function is

increasing or decreasing and linear

or non-linear.)

Red 4-1

8.G.A.1 6.1, 6.2, 6.3, 7.1 •Verify experimentally the properties

of rotations

Hands-on Lab (8-7) p.

415 in Green Book

Supplemental Materials

8.G.A.1 6.1, 6.2, 6.3, 7.1 •Verify experimentally the properties

of reflections

Supplemental Materials

8.G.A.1 6.1, 6.2, 6.3, 7.1 •Verify experimentally the properties

of translations

Supplemental Materials

8.G.A.2 7.1, 7.2 •Understand that two shapes are congruent if they are the same size

and shape, regardless of orientation.

•Describe the sequence of rotations,

translations and reflections that

exhibits the congruence between the

two shapes.

Two-Dimensional

Congruent Figures

8.G.A.3 6.1, 6.2, Problem

Solvin Investigation,

6.3, 6.4

Use coordinates to describe

transformations (including dilations,

rotations, translations and

reflections.)

Green 8-7

Dilations, Translations,

Rotations and

Reflections

8.G.A.4 7.3, 7.4, 7.7 •Understand that two shapes are similar if they are the same shape

and angle measures, regardless of orientation or size.

•Describe the sequence of dilations,

rotations, translations and reflections

that exhibits the similarity between

the two shapes.

Understanding Similar

Figures

KEY: Major Cluster Supporting Cluster Additional Cluster

Monrovia Unified School District Math 8 Page 9 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

8.G.A.5 5.1, 5.3, 5.4, Problem

Solving Investigation,

Problem Solving

Investigation, 7.5

Be able to demonstrate known facts using models, manipulatives, and

computer software.

Use informal arguments to establish

the following facts:

•The sum of the interior angles of a

triangle is 180 degrees and

demonstrate it.

•The exterior angle of a triangle is

supplementary to the interior angle.

•Corresponding angles in similar

triangles are congruent (angle-angle

criterion).

•The angle relationships created

when parallel lines are cut by a

transversal.

Angle Sums and

Exterior Angles of

Triangles

8.G.B.6 5.2 •Explain a proof of the Pythagorean Theorem

•Understand the converse of the Pythagorean Theorem

•Know the Pythagorean Theorem

•Understand the proof of the

Pythagorean Theorem

Pythagorean Theorem

and its Converse

8.G.B.7 5.5, 5.6 Apply the Pythagorean Theorem to real-world problems in two and

three dimensions.

•Know and apply the formula for

Pythagorean Theorem.

Unknown Sides in a

Right Triangle

8.G.B.8 5.7 •Apply the formula for Pythagorean

Theorem to find the distance

between two points in a coordinate

system.

Red Hands-On Lab p.

588-589

Pythagorean Theorem

Word Problems

KEY: Major Cluster Supporting Cluster Additional Cluster

Monrovia Unified School District Math 8 Page 10 of 11

Instructional Pacing Guide Updated: 8/7/2013

Standard

Glencoe

Lessons

Big Ideas

(Concepts to be Understood)

Timing

(Days)

Skills/Procedures Differentiation &

Intervention

(SIOP, SDAIE, RTI)

Additional Resources

8.G.C.9 Chapter 8 Apply the volume formulas in real-world problems. •Know and use the formulas for the

volumes of cones, cylinders and

spheres in mathematical problems.

Green 10-2 (cylinders)

Green 10-3 (cones)

Green 10-6 (spheres)

Volume in Cones,

Cylinders and Prisms

8.SP.A.1 9.1, 9.2, Problem

solving Investigation

Understand that a scatterplots visually represents a pattern (or lack

of) between two variables.

•Construct and interpret scatterplots

•Describe patterns of scatterplots

including: clustering, outliers,

positive and negative association,

linear association (line of best fit,)

and nonlinear association.

Red 4-1

Scatterplots for Bi-

Variate Data

8.SP.A.2 9.2 •Interpret the line of best fit by judging the closeness of the data to

that line

•Informally find a line of best fit

Use Straight Lines to

Model Relationships

8.SP.A.3 9.2 •Use the equation of a linear model

to solve problems with bivariate

data.

•Interpret the slope and intercept of

linear equations in the context of

situations

Red 5-3 Problem

Solving Worksheet

Interpreting Slope and

Intercepts

8.SP.A.4 9.3 •Construct and interpret a two-way

table (table with two categorical

variables).

•Use relative frequencies to

determine a possible association

between the two variables.

Patterns of Association

(Two-Way Tables)

Monrovia Unified School District Math 8 Page 11 of 11

Instructional Pacing Guide Updated: 8/7/2013

SAMPLE ONLY…….SAMPLY ONLY……SAMPLY ONLY…..SAMPLY ONLY…

Department Policies

Grading Scale:

97% - 100% A+

93% - 96% A

90% - 92% A-

87% - 89% B+

83% - 86% B

80% - 82% B-

77% - 79% C+

73% - 76% C

70% - 72% C-

67% - 69% D+

66% - 60% D

0% - 50% F

Grade Weights:

Assignment Type Percent of Grade

Transition Regular Advanced

Tests/quizzes 55% 60% 65%

Mad Minutes 10% 5% 5%

Homework/Classwork 35% 35% 30%

Makeup Work: Makeup work is accepted for full credit if the student is absent. The student will have a reasonable amount of time to complete any missed assignments.

Late Work Policy: Late work may be accepted for reduced credit at the discretion of the teacher.

Testing Policy: Students must take a makeup test if they are absent for a test. Students are expected to make test corrections for any failing tests (a D or F) to bring up their grade to a 70% (C-).

Teacher Policies: [please insert relevant policy]

Mad Minutes Grading:

Score (60 total) 0-9 10-19 20-29 30-39 40-44 45-49 50-54 55-57 58-60

Score (120 total) 0-19 20-39 40-59 60-79 80-89 90-99 100-109 110-115 116-120

Points 2 3 4 5 6 7 8 9 10

Monrovia Unified School District Math 8 Page 12 of 11

Instructional Pacing Guide Updated: 8/7/2013