Mathematics 6-8 PDF

Eatontown School District
Eatontown, New Jersey
Course of Study
Department of
Mathematics
Grades 6-8
2012
Board Approved: July 23, 2012
EATONTOWN PUBLIC SCHOOLS

EATONTOWN, NJ 07724
BOARD OF EDUCATION
OF THE BOROUGH OF EATONTOWN
MEMBERS
Mrs. Donna Mazzella-Diedrichsen, President
Mrs. Julie Robertson, Vice-President
Mr. John Bennett
Mrs. Sharyn Chasey-Palenzuela
Mr. Robert English
Mrs. Toni Fornicola
Mr. Mark Kramer
Mr. Carl Lawson
Mr. Peter Siino
ADMINISTRATION
Mr. Scott T. McCue, Superintendent of Schools
Mrs. Kathleen Mandeville, Business Administrator
Mr. Lee Lasser, Supervisor of Special Services
PRINCIPALS
Mr. Ronald Danielson, Memorial School
Mrs. Valerie Cioffi, Meadowbrook
Mr. Kevin Iozzi, Vetter School
Mrs. Kimberly Muir, Woodmere
MATHEMATICS GRADES 6-8 COURSE OF STUDY UNIT DESIGNERS

Mrs. Tara Micciulla, Mrs. Francine Densieski, Mrs. Kathleen Bloise
Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC
Michael C. Brown, Technology Coordinator
Table of Contents
Eatontown Vision of Curriculum Excellence ....5
Statement of Philosophy ....6
NJ Core Curriculum Content Standards for Mathematics ........7-12
Cross Curriculum Content Standards 13
Career Education/Consumer Family Life Skills ...14
Methodology..15
Grade 6 Essential Questions..16
Rations and Proportional Relationships ..........17-24
The Number System ............25-33
Expressions and Equations34-42
Geometry .........43-50
Statistic and Probability ..........51-58
Grade 7 Essential Questions...59
Rations and Proportional Relationships ..........60-67
The Number System ............68-76
Expressions and Equations77-84
Geometry .........85-92
Statistic and Probability .........93-101
Grade 7 Appendix .102-108
Grade 8 Essential Questions.109
Functions ..................110-117
The Number System .........118-125
Expressions and Equations.126-134

Geometry ........135-143
Statistic and Probability .........144-151
Grade 8 Appendix ..152-155
Eatontowns Vision of Curriculum Excellence

We, the educators of the Eatontown Public School System, hold forth this vision of the curriculum of
excellence we desire for all our students. We have a dream of a curriculum that is. . .
Designed to develop a community of lifelong learners where children have healthy self-esteem,
respect and compassion for others, essential and technological knowledge, and the creative problemsolving skills needed to meet the challenges of successful citizenship in an ever-changing multicultural global society.
I) STATEMENT OF PHILOSOPHY
The Mathematics Department is committed to providing learning opportunities that foster
high levels of student achievement and promotes lifelong learning experiences. The program
is aligned to the specifications in the Common Core Standards. Mathematics has deeply
permeated our lives. We need only to consider our immediate surroundings to recognize the
impact that current knowledge about the mathematical world has on the way we live. The goal
of Mathematics is not to define as many terms or propose as many laws as possible. Rather,
the goal is to select those terms and laws that describe the universe in the simplest way.
Desirable outcomes of the Mathematics program include providing students with a clear and
logical presentation of the basic concepts and principles of Mathematics in an appropriate
language. Students will also increase their knowledge and develop critical thinking and
problem-solving skills through practical applications of the exercises. The number of
mathematic applications is very large in the real world. The excitement that students feel in
understanding the mathematical explanation for some phenomenon that they see or experience
almost daily is one of the best motivations for building math literacy. Students will develop a
heightened perception and apply math principles to everyday phenomena as they successfully
complete the curriculum.
As educators, we must ensure that the students of Eatontown are equipped with the
mathematical educational abilities and problem solving skills to be prepared to live and work
successfully in our ever increasing global, technological society. The ability to communicate,
reason, make decisions, think critically, choose algorithms and use different ways to problem
solve develop invaluable confidence building tools for lifelong success in a competitive math
literate society. The contents of the Math Curriculum provide a developmental concept
progression to empower students by building on and integrating the following objectives:
To become confident problem solvers
To use various types of mathematical reasoning
To communicate mathematical thinking coherently
To apply mathematics in context outside of mathematics
To organize and record mathematical ideas
This curriculum is designed in the realization that math is vital to the everyday experiences of
everyone. Our students must be well-versed in higher order thinking, the arts, and the ever
changing diversified technology skills required in todays careers.
The Mathematics Curriculum will contribute to Eatontowns children by also addressing their
technology literacy skills. Technology literacy will be grade appropriate, using both
technology tools and computer software to prepare learners to be productive members of the
worldwide work-place.
ARTICULATION
Articulation meetings are periodically held intra, as well as inter-departmentally to address
programmatic directions in Mathematics.
II) COMMON CORE MATH STANDARDS
In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to
whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative numbers; (3) writing,
interpreting, and using expressions and equations; and (4) developing understanding of
statistical thinking.
1. Students use reasoning about multiplication and division to solve ratio and rate problems about
quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of
rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate
the relative size of quantities, students connect their understanding of multiplication and
division with ratios and rates. Thus students expand the scope of problems for which they can
use multiplication and division to solve problems, and they connect ratios and fractions.
Students solve a wide variety of problems involving ratios and rates.
2. Students use the meaning of fractions, the meanings of multiplication and division, and the
relationship between multiplication and division to understand and explain why the
procedures for dividing fractions make sense. Students use these operations to solve
problems. Students extend their previous understandings of number and the ordering of
numbers to the full system of rational numbers, which includes negative rational numbers, and
in particular negative integers. They reason about the order and absolute value of rational
numbers and about the location of points in all four quadrants of the coordinate plane.
3. Students understand the use of variables in mathematical expressions. They write expressions and
equations that correspond to given situations, evaluate expressions, and use expressions and
formulas to solve problems. Students understand that expressions in different forms can be
equivalent, and they use the properties of operations to rewrite expressions in equivalent
forms. Students know that the solutions of an equation are the values of the variables that
make the equation true. Students use properties of operations and the idea of maintaining the
equality of both sides of an equation to solve simple one-step equations. Students construct
and analyze tables, such as tables of quantities that are in equivalent ratios, and they use
equations (such as 3x = y) to describe relationships between quantities.
4. Building on and reinforcing their understanding of number, students begin to develop their ability
to think statistically. Students recognize that a data distribution may not have a definite center
and that different ways to measure center yield different values. The median measures center
in the sense that it is roughly the middle value. The mean measures center in the sense that it
is the value that each data point would take on if the total of the data values were redistributed
equally, and also in the sense that it is a balance point. Students recognize that a measure of
variability (interquartile range or mean absolute deviation) can also be useful for summarizing
data because two very different sets of data can have the same mean and median yet be
distinguished by their variability.
Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and
symmetry, considering the context in which the data were collected. Students in Grade 6 also
build on their work with area in elementary school by reasoning about relationships among
shapes to determine area, surface area, and volume. They find areas of right triangles, other
triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing
pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop,
and justify formulas for areas of triangles and parallelograms. Students find areas of polygons
and surface areas of prisms and pyramids by decomposing them into pieces whose area they
can determine. They reason about right rectangular prisms with fractional side lengths to
extend formulas for the volume of a right rectangular prism to fractional side lengths. They
prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the
coordinate plane.
Grade 6 Overview
Ratios and Proportional Relationships
Understand ratio concepts and use ratio reasoning to solve problems.
The Number System

Apply and extend previous understandings of multiplication and division to divide fractions by
fractions.
Multiply and divide multi-digit numbers and find common factors and multiples.
Apply and extend previous understandings of numbers to the system of rational numbers.
Expressions and Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.
Reason about and solve one-variable equations and inequalities.
Represent and analyze quantitative relationships between dependent and independent variables.
Geometry
Solve real-world and mathematical problems involving area, surface area, and volume.
Statistics and Probability

Develop understanding of statistical variability.
Summarize and describe distributions.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and
applying proportional relationships; (2) developing understanding of operations with rational
numbers and working with expressions and linear equations; (3) solving problems involving
scale drawings and informal geometric constructions, and working with two- and threedimensional shapes to solve problems involving area, surface area, and volume; and (4)
drawing inferences about populations based on samples.
1. Students extend their understanding of ratios and develop understanding of proportionality to
solve single- and multi-step problems. Students use their understanding of ratios and
proportionality to solve a wide variety of percent problems, including those involving
discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems
about scale drawings by relating corresponding lengths between the objects or by using the
fact that relationships of lengths within an object are preserved in similar objects. Students
graph proportional relationships and understand the unit rate informally as a measure of the
steepness of the related line, called the slope. They distinguish proportional relationships from
other relationships.
2. Students develop a unified understanding of number, recognizing fractions, decimals (that have a
finite or a repeating decimal representation), and percents as different representations of
rational numbers. Students extend addition, subtraction, multiplication, and division to all
rational numbers, maintaining the properties of operations and the relationships between
addition and subtraction, and multiplication and division. By applying these properties, and by
viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures
below zero), students explain and interpret the rules for adding, subtracting, multiplying, and
dividing with negative numbers. They use the arithmetic of rational numbers as they
formulate expressions and equations in one variable and use these equations to solve
problems.
3. Students continue their work with area from Grade 6, solving problems involving the area and
circumference of a circle and surface area of three-dimensional objects. In preparation for
work on congruence and similarity in Grade 8 they reason about relationships among twodimensional figures using scale drawings and informal geometric constructions, and they gain
familiarity with the relationships between angles formed by intersecting lines. Students work
with three-dimensional figures, relating them to two-dimensional figures by examining crosssections. They solve real-world and mathematical problems involving area, surface area, and
volume of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes and right prisms.
4. Students build on their previous work with single data distributions to compare two data
distributions and address questions about differences between populations. They begin
informal work with random sampling to generate data sets and learn about the importance of
representative samples for drawing inferences.
Grade 7 Overview
Ratios and Proportional Relationships
Analyze proportional relationships and use them to solve real-world and mathematical problems.
The Number System

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and
divide rational numbers.

Use properties of operations to generate equivalent expressions.
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Geometry
Draw, construct and describe geometrical figures and describe the relationships between them.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Use random sampling to draw inferences about a population.
Draw informal comparative inferences about two populations.
Investigate chance processes and develop, use, and evaluate probability models.
In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning
about expressions and equations, including modeling an association in bivariate data with a
linear equation, and solving linear equations and systems of linear equations; (2) grasping the
concept of a function and using functions to describe quantitative relationships; (3) analyzing
two- and three-dimensional space and figures using distance, angle, similarity, and
congruence, and understanding and applying the Pythagorean Theorem.
1. Students use linear equations and systems of linear equations to represent, analyze, and solve a
variety of problems. Students recognize equations for proportions (y/x = m or y = mx) as
special linear equations (y = mx + b), understanding that the constant of proportionality (m) is
the slope, and the graphs are lines through the origin. They understand that the slope (m) of a
line is a constant rate of change, so that if the input or x-coordinate changes by an amount A,
the output or y-coordinate changes by the amount mA. Students also use a linear equation to
describe the association between two quantities in bivariate data (such as arm span vs. height
for students in a classroom). At this grade, fitting the model, and assessing its fit to the data
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are done informally. Interpreting the model in the context of the data requires students to
express a relationship between the two quantities in question and to interpret components of
the relationship (such as slope and y-intercept) in terms of the situation.
Students strategically choose and efficiently implement procedures to solve linear equations in one
variable, understanding that when they use the properties of equality and the concept of
logical equivalence, they maintain the solutions of the original equation. Students solve
systems of two linear equations in two variables and relate the systems to pairs of lines in the
plane; these intersect, are parallel, or are the same line. Students use linear equations, systems
of linear equations, linear functions, and their understanding of slope of a line to analyze
situations and solve problems.
2. Students grasp the concept of a function as a rule that assigns to each input exactly one output.
They understand that functions describe situations where one quantity determines another.
They can translate among representations and partial representations of functions (noting that
tabular and graphical representations may be partial representations), and they describe how
aspects of the function are reflected in the different representations.
3. Students use ideas about distance and angles, how they behave under translations, rotations,
reflections, and dilations, and ideas about congruence and similarity to describe and analyze
two-dimensional figures and to solve problems. Students show that the sum of the angles in a
triangle is the angle formed by a straight line, and that various configurations of lines give rise
to similar triangles because of the angles created when a transversal cuts parallel lines.
Students understand the statement of the Pythagorean Theorem and its converse, and can
explain why the Pythagorean Theorem holds, for example, by decomposing a square in two
different ways. They apply the Pythagorean Theorem to find distances between points on the
coordinate plane, to find lengths, and to analyze polygons. Students complete their work on
volume by solving problems involving cones, cylinders, and spheres.
Grade 8 Overview
The Number System
Know that there are numbers that are not rational, and approximate them by rational numbers.

Work with radicals and integer exponents.
Understand the connections between proportional relationships, lines, and linear equations.
Analyze and solve linear equations and pairs of simultaneous linear equations.
Functions
Define, evaluate, and compare functions.
Use functions to model relationships between quantities.
Geometry
Understand congruence and similarity using physical models, transparencies, or geometry software.
11
Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving volume of cylinders, cones and spheres.

Investigate patterns of association in bivariate data.
12
III)
CROSS-CURRICULUM CONTENT STANDARDS
Common Core
Mathematics
Technology
LAL
Science
Art
PE & Health
WL
Consumer & Life Skills
Social Studies
The Number
System
Expressions and
Equations
Functions
Geometry
Statistics and
Probability
IV) TECHNOLOGY AND 21ST CENTURY LIFE AND CAREERS STANDARDS

TECHNOLOGY STANDARDS
STANDARD 8.1: EDUCATIONAL TECHNOLOGY ALL STUDENTS WILL USE DIGITAL
TOOLS TO ACCESS, MANAGE, EVALUATE, AND SYNTHESIZE INFORMATION IN ORDER
TO SOLVE PROBLEMS INDIVIDUALLY AND COLLABORATIVELY TO CREATE AND
COMMUNICATE KNOWLEDGE.
8.2: TECHNOLOGY EDUCATION, ENGINEERING AND DESIGN ALL STUDENTS WILL
DEVELOP AN UNDERSTANDING OF THE NATURE AND IMPACT OF TECHNOLOGY,
ENGINEERING, TECHNOLOGICAL DESIGN AND THE DESIGNED WORLD AS THEY
RELATE TO THE INDIVIDUAL, GLOBAL SOCIETY, AND THE ENVIRONMENT.
21ST CENTURY LIFE SKILLS

STANDARD 9.1: 21ST CENTURY LIFE SKILLS
ALL STUDENTS WILL DEMONSTRATE CREATIVE, CRITICAL THINKING,
COLLABORATION AND PROBLEM SOLVING SKILLS TO FUNCTION SUCCESSFULLY AS
GLOBAL CITIZENS AND WORKERS IN DIVERSE ETHNIC AND ORGANIZATIONAL
CULTURES.
STANDARD 9.2: PERSONAL FINANCIAL LITERACY
ALL STUDENTS WILL DEVELOP SKILLS AND STRATEGIES THAT PROMOTE PERSONAL
AND FINANCIAL RESPONSIBILITY RELATED TO FINANCIAL PLANNING, SAVINGS,
INVESTMENT, AND CHARITABLE GIVING IN THE GLOBAL ECONOMY.
STANDARD 9.3: CAREER AWARENESS, EXPLORATION, AND PREPARATION
ALL STUDENTS WILL APPLY KNOWLEDGE ABOUT AND ENGAGE IN THE PROCESS OF
CAREER AWARENESS, EXPLORATION AND PREPARATION IN ORDER TO NAVIGATE
THE GLOBALLY COMPETITIVE WORK ENVIRONMENT OF THE INFORMATION AGE.
STANDARD 9.4: CAREER AND TECHNICAL EDUCATION
ALL STUDENTS WHO COMPLETE A CAREER AND TECHNICAL EDUCATION PROGRAM
WILL ACQUIRE ACADEMIC AND TECHNICAL SKILLS FOR CAREERS IN EMERGING
AND ESTABLISHED PROFESSIONS THAT LEAD TO TECHNICAL SKILL PROFICIENCY,
CREDENTIALS, CERTIFICATES, LICENSES, AND/OR DEGREES.
V) METHODOLOGY
Teachers should use a variety of instructional techniques, including, but not limited to the various
components provided by the publisher. These techniques include, but are not limited to the following:
Textbooks
Testing materials
Computer software
Audio visual materials
Videos
CDs/ DVDs
Audio tapes
Projector
Testing materials
Internet sites provided by the program
Math Prompts
Teachers select/develop activities that encourage students to develop the ability to locate information
used in answering questions; use appropriate tools, equipment, and experiences to extend their
senses; gather, analyze, and interpret data and art performance; construct reasonable explanations and
communicate their findings about investigations; demonstrate basic motor skills; achieve lifelong
wellness skills through knowledge, skills, attitudes, and practices. These activities include, but are
not limited to the following:
Demonstrations
Power point presentations
Cooperative learning groups
Internet websites
Student projects
Student interviews
Student surveys
Peer interaction
Teacher developed activities
Text book examples
Writing/art activities
Student critique of production art/assignments
Students will be able to demonstrate their knowledge of Math content and process skills through a
variety of assessment formats. These activities include, but are not limited to the following:
Rubrics
Oral assessments
Student projects and presentations
Student reports
Teacher observation
Written evaluation
Acuity
15
Grade 6
Essential Questions
How can ratios and proportions be used to solve real world problems?
How are percents, decimals, and fractions related to one another?
What is a proportional relationship?
What is a scale drawing?
What is the percent of a quantity as a rate per 100?
How does one convert units of measurement?
How can we find and use common factors and multiples?
How can we represent and use integers?
How can we locate rational numbers on a number line?
How can we graph ordered pairs on a coordinate plane?
How can we represent and solve situations involving variable quantities?
How can we solve one variable equations and inequalities?
How can we represent and analyze quantitative relationships between dependent and independent
variables?
How can we translate and evaluate verbal expressions as algebraic expressions?
How do you solve for area, surface area, and volume?
How would one classify a figure by its vertices?
How would one use a net of rectangles and triangles to make a three dimensional figure?
How can the collection, organization, interpretation, and display of data be used to answer
questions?
How can I use the measures of center and variability to interpret data?
UNIT
Grade 6
Ratios and
Proportional
Relationships
COVER
PAGE
Unit Title: Ratios and Proportional Relationships
Grade Level: 6
Subject/Topic Areas: Ratio, Rates, Proportion, Percent of a Number, Converting Measurement

Units, Computing with Measure
Key Words: Ratio, proportion, rate, percent, unit, distance, speed, time, unit prices, sale price,
percent of money/numbers, metric units, customary units, pound, ounce, feet, inch, meter, millimeter
Unit Designer/s: Math Curriculum Committee
Time Frame: 4-6 weeks
School District: Eatontown Public Schools

School: Meadowbrook, Vetter and Woodmere
Link to Common Core/Interdisciplinary Standards
6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes.
6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language
in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar,
so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.
6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate
knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and workers
in diverse ethnic and organizational cultures.
Brief Summary of Unit

Students will understand ratio concepts and use ratio reasoning to solve problems. Students will recognize the
concept of a unit rate associated with a ratio. Students will solve unit rate problems including those involving
unit pricing and constant speed. Students will find the percent of a quantity as a rate per 100 and solve problems
involving finding the whole. Students will identify units of measurement, both customary and metric, and
compute the units of measurement.
17
IDENTIFY DESIRED
RESULTS
Grade 6 Ratios and Proportional Relationships
What are the overarching essential
questions?
What overarching understandings

are desired?
How can ratios and proportions be used to

solve real world problems?
How are percents, decimals, and fractions
related to one another?
What is a proportional relationship?
What is a scale drawing?
What is the percent of a quantity as a rate per
100?
How does one convert units of measurement?
Find ratio and equivalent ratios.

Understand if two rates form a
proportion.
Solve proportions using algebraic
equations.
Discover scale drawings.
Compare ratios to percent.
Convert and compute units of
measurement.
What essential and unit questions

will focus this unit?
What will students understand

as a result of this unit?
Students will understand:

How to find ratios and
equivalent ratios.
If two rates form a proportion
and find the proportion.
How to use cross products to
find missing terms in a
proportion.
How to make a scaled
drawing.
The steps of writing a ratio as
a percent.
How to convert and compute
units of measurement.
18
How does one find an

equivalent ratio?
What is a unit rate?
How do you use cross
products to find equivalent
ratios?
How would one use an
algebraic expression to solve a
proportion?
If 1 inch equals 10 miles, how
many miles are in 4 inches?
What is 30% written as a
ratio?
How many inches are in a
foot?
Approximately how many tons
are in 18,000kg?
DETERMINE ACCEPTABLE
EVIDENCE
What evidence will show that students understand ratios and proportional relationships?
Performance Tasks, Projects
Teacher Generated Handouts

Activity Sheets
Hands-On Activities
Lesson Reviews
Interactive Online Games and Activities
Quizzes, Tests, Academic Prompts
District Math Prompts

Teacher Observations
Teacher Generated Tests
Chapter and Unit Tests
Unprompted Evidence, Observations, Work Samples
Teacher Observation
Class Participation
Problem of the Day
Student Self-Assessment
19
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Scale Drawings
Approximate Time Frame: 3 days
What desired understanding/content standards will be assessed through this task?

6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes.
6.RP.2. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language
in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar,
so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve
problems.
9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.
What is the purpose of this assessment task?
X Formative
X Summative
Through what authentic performance task will students demonstrate understanding?

In this project students will work in groups. They will pick an object in the
classroom (desk, book, cart). They will measure each component of that object and
recreate that object using a scale model. The character education traits of
cooperation and respectfulness will be expected.
What student products/performances will provide evidence of desired understandings?

Scaled Drawings
Teacher Observation
Performance and Activity
By what criteria will student products/performances be evaluated?

Ability to apply concept, organization, and informal teacher observation. Students
also will be expected to work cooperatively and respectfully.
What type of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
20
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
What other evidence will be collected during this unit?
What will be assessed?
X Performance Skill
X Understanding
X List
How will evidence be collected?

X Quiz/Test
X Teacher notes
X Assignment
What type of assessments will be used?

X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
X Work Sample
X Other:
What is the assessments purpose?
X Diagnostic
X Formative
X Summative
Describe the Assessment and State the Objective: The students will be able to respond
to teacher created materials, oral response questions and discussion applicable to each
chapter. Utilize technology in their assignments/projects especially in creating the scale
model such as the drawing program, calculator, PowerPoint, and other math programs.
What types of scoring tools will be used for evaluation?

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
21
PLAN LEARNING EXPERIENCES

AND INSTRUCTION
Given the targeted understandings, other unit goals, and the assessment evidence identified,
what knowledge and skills are needed?
Students will need to know
How to find ratios and
equivalent ratios.
If two rates form a
proportion and find the
proportion.
How to use cross
products to find missing
terms in a proportion.
How to make a scaled
drawing.
The steps of writing a
ratio as a percent.
Students will be able to

Find ratio and equivalent
ratios.
Understand if two rates
form a proportion.
Solve proportions using
algebraic equations.
Discover scale drawings.
Compare ratios to
percent.
What sequence of teaching and learning experiences will equip students to develop and
demonstrate THE TARGETED UNDERSTANDINGS?
1.
2.
3.
4.
5.
6.
State the Objective.

Discuss Vocabulary Terms.
Introduce Lessons.
Compete Activity Sheets.
Complete Chapter Assessments.
Complete Unit Assessments.
22
SUPPLEMENTAL RESOURCES
Books: Houghton Mifflin Student Edition, 2005
Suggested Student Reading: Space Word Problems Starring Ratios and Proportions: Math Word
Problems Solved by Rebecca Wingard-Nelson
If You Hopped Like A Frog by David M. Swartz
Pythagoras and the Ratios: A Math Adventure by Julie Ellis
How Tall, How Short, How Far Away by David Adler
Manuals: Common Core Math Standards

Houghton Mifflin Math Teachers Edition, 2005
23
Computer Software: Study Island, Promethean Planet
Other References:
Understanding By Design, McTighe and Wiggins
Web References: Eatontown Public School Eboard

www.eduplace.com/math/mw
http://www.ixl.com/math/standards/common-core/grade-6
Khan Academy www.khanacademy.org
24
UNIT
Grade 6
The Number
System
COVER
PAGE
Unit Title: The Number System
Grade Level: 6
Subject/Topic Areas: Multi-Digit Numbers and Decimals, Fractions, Common Factors and
Multiples, Positive and Negative Numbers, Rational Numbers, Comparing and Ordering Rational
numbers, Graphing on Coordinate Planes
Key Words: Estimation, multiply, divide, divisibility, reciprocal, decimals, fractions, least common
multiple, greatest common factors, positive and negative, number line, rational numbers, absolute
value, ordered pairs, quadrants, reflection.
Time Frame: 8-10 Weeks
Link to Common Core Standards/Interdisciplinary Standards

6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using
visual fraction models and equations to represent the problem. For example, create a story context for (2/3) (3/4) and use a visual fraction
model to show the quotient; use the relationship between multiplication and division to explain that (2/3) (3/4) = 8/9 because 3/4 of 8/9 is
2/3. (In general, (a/b) (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many
3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute
fluently with multi-digit numbers and find common factors and multiples.
6.NS.2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole
numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1100 with a common factor as a
multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). Apply and extend previous
understandings of numbers to the system of rational numbers.
6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative
25
to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and
coordinate axes familiar from previous grades to represent points on the line and in the plane with negative
number coordinates.
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number
line; recognize that the opposite of the opposite of a number is the number itself, e.g., (3) = 3, and
that 0 is its own opposite.
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate
plane; recognize that when two ordered pairs differ only by signs, the locations of the points are
related by reflections across one or both axes.
Find and position integers and other rational numbers on a horizontal or vertical number line diagram;
find and position pairs of integers and other rational numbers on a coordinate plane.
6.NS.7. Understand ordering and absolute value of rational numbers.
Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret 3 > 7 as a statement that 3 is located to the right of 7
on a number line oriented from left to right.
Write, interpret, and explain statements of order for rational numbers in real-world contexts. For
example, write 3 oC > 7 oC to express the fact that 3 oC is warmer than 7 oC.
Understand the absolute value of a rational number as its distance from 0 on the number line; interpret
absolute value as magnitude for a positive or negative quantity in a real-world situation. For example,
for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars.
Distinguish comparisons of absolute value from statements about order. For example, recognize that
an account balance less than 30 dollars represents a debt greater than 30 dollars.
6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value to find distances between points with the same first
coordinate or the same second coordinate.
knowledge.
collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in
diverse ethnic and organizational cultures.

Students will add, subtract, multiple, and divide multi-digit numbers and decimals.
Students will find the greatest common factors of two whole numbers less than or equal to
100 and least common multiples of two whole numbers less than or equal to 12. Students
will apply previous understandings of multiplication and division to divide fractions by
fractions. Students will compare and order rational numbers. Students will use positive
and negative numbers in real world contexts (e.g. temperature above/below zero).
Students will be able to order and find absolute value of rational numbers. Students will
graph points on a coordinate plane and graph its reflection across an axis.
26
IDENTIFY DESIRED
RESULTS
Grade 6 The Number System
questions?

are desired?
Multiplication and division to divide
fractions by fractions can be applied
and extended in a real-world situation.
Multi-digit numbers can be computed
fluently by finding common factors
and multiples.
Rational numbers can be located on a
number line.
Graph points in all four quadrants on a
coordinate plane.
How can we find and use common

factors and multiples?
How can we represent and use
integers?
How can we locate rational numbers
on a number line?
How can we graph ordered pairs on
a coordinate plane?


Students will understand
That multiplication and division is
used when dividing fractions by
fractions.
How to find the greatest common
factor of two numbers than or equal
to 100.
How to find the least common
multiple of two numbers less than or
equal to twelve.
A rational number as a point on a
number line.
How to graph points in all 4
quadrants of a coordinate plane.
27
What is LCM/GCF?
What is the inverse of ?
When are inverses used
when dividing fractions?
Where is -3 located on a
number line?
What is the absolute value
of -7? Is it different than
the absolute value of +7?
What quadrant on a
coordinate plane is (-3, 4)
located?
EVIDENCE
What evidence will show that students understand the number system?

Activity Sheets
Hands-On Activities
Lesson Reviews
Basic Math Facts Exercises and Activities

Teacher Observation
Class Participation
Problem of the Day
28
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Connect the Dots

6.NS.8. Solve real-world and mathematical problems by graphing points in all four
quadrants of the coordinate plane. Include use of coordinates and absolute value to
find distances between points with the same first coordinate or the same second
coordinate.
9.1.8.A.4 Design and implement a project management plan using one or more
problem-solving strategies.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a
variety of tasks and to solve problems.
X Formative
X Summative

Students will create their own connect the dot picture using the coordinate
system. They will draw or trace a picture onto graph paper. Then they will create a
coordinate system over the picture. Next, they will identify at least 50 points at
which the picture touches exact coordinates. They will write these coordinates, in
the order they want them connected, on a separate piece of paper. The character
education trait of responsibility is expected in this task.

Picture and Coordinates
Teacher Observation

will be expected to work in a responsible manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
29
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects including Microsoft Excel,
PowerPoint, and other graphing applications.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
30

AND INSTRUCTION
That multiplication and division is
used when dividing fractions by
fractions.
How to find the greatest common
factor of two numbers than or equal to
100.
How to find the least common
multiple of two numbers less than or
equal to twelve.
A rational number as a point on a
number line.
How to graph points in all 4 quadrants
of a coordinate plane.

Multiplication and division to
divide fractions by fractions can
be applied and extended in a
real-world situation.
Multi-digit numbers can be
computed fluently by finding
common factors and multiples.
Rational numbers can be
located on a number line.
Graph points in all four
quadrants on a coordinate plane.
1. State the Objective.

2. Discuss Vocabulary Terms.
3. Introduce Lessons.
4. Compete Activity Sheets.
5. Complete Chapter Assessments.
6. Complete Unit Assessments.
31
Suggested Student Reading: Extreme Temperatures: Learning About Positive and Negative Numbers
by John Strazzabosco
A Fly on the Ceiling by Julie Glass
Sir Cumference and the Viking's Map by Cindy Neuschwander
Manuals: Common Core Standards-Mathematics

32
Other References: Teacher-Based Materials


http://www.superteacherworksheets.com/ordered-pairs.html
sarah.lodick.com/edit/powerpoint_game/battlegraph/battlegraph.ppt
33
UNIT
Grade 6
Expressions
and
Equations
COVER
PAGE
Unit Title:
Grade Level: 6
Subject/Topic Areas: Writing and Evaluating Algebraic Expressions, Equivalent Expressions, Onevariable Equations, Inequalities, Function Tables
Key Words: Square root, exponents, function table, variable, equation, operation, inverse operation,
expression, inequality, coefficient

6.EE.1. Write and evaluate numerical expressions involving whole-number exponents.
6.EE.2. Write, read, and evaluate expressions in which letters stand for numbers.
o
Write expressions that record operations with numbers and with letters standing for numbers. For
example, express the calculation Subtract y from 5 as 5 y.
o
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient,
coefficient); view one or more parts of an expression as a single entity. For example, describe the
expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two
terms.
o
Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving wholenumber exponents, in the conventional order when there are no parentheses to specify a particular order
(Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface
area of a cube with sides of length s = 1/2.
34
6.EE.3. Apply the properties of operations to generate equivalent expressions. For

example, apply the distributive property to the expression 3 (2 + x) to produce the
equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y
to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y
+ y to produce the equivalent expression 3y.
6.EE.4. Identify when two expressions are equivalent (i.e., when the two expressions
name the same number regardless of which value is substituted into them). For example,
the expressions y + y + y and 3y are equivalent because they name the same number
regardless of which number y stands for. Reason about and solve one-variable equations
and inequalities
6.EE.5. Understand solving an equation or inequality as a process of answering a
question: which values from a specified set, if any, make the equation or inequality true?
Use substitution to determine whether a given number in a specified set makes an
equation or inequality true.
6.EE.6. Use variables to represent numbers and write expressions when solving a realworld or mathematical problem; understand that a variable can represent an unknown
number, or, depending on the purpose at hand, any number in a specified set.
6.EE.7. Solve real-world and mathematical problems by writing and solving equations of
the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational
numbers.
6.EE.8. Write an inequality of the form x > c or x < c to represent a constraint or
condition in a real-world or mathematical problem. Recognize that inequalities of the
form x > c or x < c have infinitely many solutions; represent solutions of such
inequalities on number line diagrams.
6.EE.9.Use variables to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent
variable. Analyze the relationship between the dependent and independent variables
using graphs and tables, and relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph ordered pairs of distances and times,
and write the equation d = 65t to represent the relationship between distance and time.
8.1 Educational Technology - All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Students will be able to write and evaluate algebraic expressions using whole number and
exponents. Students will identify parts of an expression using mathematical terms (sum,
factor, coefficient). They will identify when two expression are equivalent. Student will
write and solve one variable equations and inequalities. Students will use function tables
to solve and equation.
35
IDENTIFY DESIRED
RESULTS
Grade 6 Expressions and Equations
questions?

are desired?
Informal reasoning can be used to solve onevariable equations and inequalities.

Quantitative relationships between
dependent and independent variables can be
represented and analyzed.
Verbal expressions can be written and
evaluated as algebraic expressions.
How can we represent and solve situations

involving variable quantities?
How can we solve one variable equations
and inequalities?
How can we represent and analyze
quantitative relationships between
dependent and independent variables?
How can we translate and evaluate verbal
expressions as algebraic expressions?



How to write and evaluate
expressions.
The parts of an expression
using mathematical terms
(sum, factor, coefficient).
When two expressions are
equivalent.
How to write and solve one
variable
equations
and
inequalities.
How to use input and output
tables to solve and equation.
36
What is a variable?
What is an equation?
How can one use a
function table to solve
an equation?
What is an inequality?
What operation would
you use when given the
word less than/more
than/ decreased by/ sum/
product, etc.?
EVIDENCE
What evidence will show that students understand expressions and equations?

Activity Sheets
Hands-On Activities
Lesson Reviews

Teacher Observation
Class Participation
Problem of the Day
37
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Pulsar and Simple Equations

6.EE.3. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive
property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to
the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y +
y to produce the equivalent expression 3y.
6.EE.6. Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any
number in a specified set.
6.EE.9.Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity,
thought of as the independent variable. Analyze the relationship between the dependent and independent variables
using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant
speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the
relationship between distance and time.
8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information.
9.4.12.O.(2).4Use scientific and mathematical problem-solving skills and abilities to develop realistic solutions to
assigned projects, and illustrate how science and mathematics impact problem-solving in modern society.
X Formative
X Summative

Using the Space Math @ NASA website, students work with linear equations describing the
rotation period of a pulsar, and evaluate the equations for various conditions. Students use the
equations to predict intersection points in time. Use
http://spacemath.gsfc.nasa.gov/weekly/5Page79.pdf to guide students and for answers. The
character education trait of cooperation and trustworthiness will be expected.
Worksheet
Teacher Observation

will be expected to work in a cooperative and trustworthy manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
38
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects including the internet, Excel,
graphing programs, and PowerPoint.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
39

AND INSTRUCTION

How can we represent and solve
situations involving variable
quantities?
How can we solve one variable
equations and inequalities?
How can we represent and analyze
quantitative relationships between
dependent and independent
variables?
How can we translate and evaluate
verbal expressions as algebraic
expressions?

Use informal reasoning can be
used to solve one-variable
equations and inequalities.
Analyze quantitative
relationships between dependent
and independent variables.
Write and evaluate verbal
expressions as algebraic
expressions.

40
Suggested Student Reading: This Plus That: Lifes Little Equations by Amy Krouse Rosenthal
A Gebra Named Al by Wendy Isdell

41
Other References: Understanding By Design, McTighe and Wiggins

https://www.softchalkcloud.com/lesson/files/6y1kqdc5RIwiJ7/M6G3_print.html
42
UNIT
Grade 6
Geometry
COVER
PAGE
Unit Title: Geometry
Grade Level: 6
Subject/Topic Areas: Area, Surface Area, Volume, Polygons on Coordinate Planes, Nets
Key Words: Area, parallelogram, solid figures, nets, volume, surface area, formulas, polygons
Time Frame: 3-5 Weeks
6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or
decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical
problems.
6.G.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the
appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge
lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and mathematical problems.
6.G.3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side
joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving
real-world and mathematical problems.
6.G.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface
area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.

Students will find the area of triangles, quadrilaterals, and polygons. Students will find the volume of a
rectangular prism using V=l w h or V= b h (with length and width equaling base). Students will draw
three-dimensional figures using nets made up of rectangles and triangles and find surface area of the
figure. Students will draw polygons in coordinate planes given coordinates for the vertices.
43
IDENTIFY DESIRED
RESULTS
Grade 6 Geometry
questions?

are desired?
How do you solve for area, surface area,

and volume?
How would one classify a figure by its
vertices?
How would one use a net of rectangles
and triangles to make a three dimensional
figure?
Solving real world and mathematical

problems involving area, surface area, and
volume.
Draw polygons in the coordinate plane given
coordinates for the vertices.
Represent three-dimensional figures using
nets made up of rectangles and triangles, and
find surface area of these figures.


How to find the area of

triangles, quadrilaterals, and
polygons.
How to find the volume of a
rectangular prism using V=l w h
or V= b h (with length and width
equaling base).
How to draw three-dimensional
figures using nets made up of
rectangles and triangles and find
surface area of the figure.
How to draw polygons in
coordinate
planes
given
coordinates for the vertices.
44
What is the formula for

area?
surface area?
volume?
What are polygons?
What are nets?
EVIDENCE
Grade 6 Geometry
What evidence will show that students understand geometry?

Activity Sheets
Hands-On Activities
Lesson Reviews

Teacher Observation
Class Participation
Problem of the Day
45
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Grade 6 Geometry
Task Title: Geometric Clubhouse

6.G.1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems.
6.G.2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the
appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the
edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms
with fractional edge lengths in the context of solving real-world and mathematical problems.
6.G.4. Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find
the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical
problems.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve
problems.
9.4.12.B.(1).11 Apply basic organizational, spatial, structural, and constructional principles to the design of interior
and exterior space so that design plans are effective.
X Formative
X Summative

In groups, students will construct a clubhouse using nets. When the clubhouse is
constructed, students must find surface area of each net and the surface area of the
entire figure. The character education trait of cooperation and respectfulness will be
used.

Constructed Projects
Teacher Observation

will be expected to work cooperatively and respectfully.
X Analytic Rubric
X Holistic Rubric
X Criterion List
46
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
Grade 6 Geometry
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects especially calculators, Excel,
and other math programs.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
47

AND INSTRUCTION
Grade 6 Geometry
How to find the area of triangles,

quadrilaterals, and polygons.
How to find the volume of a rectangular
prism using V=l w h or V= b h (with
length and width equaling base).
How to draw three-dimensional figures
using nets made up of rectangles and
triangles and find surface area of the
figure.
How to draw polygons in coordinate
planes given coordinates for the vertices.
Solve real world and mathematical

problems involving area, surface
area, and volume.
Draw polygons in the coordinate
plane given coordinates for the
vertices.
Represent three-dimensional
figures using nets made up of
rectangles and triangles, and find
surface area of these figures.

48
Books: Houghton Mifflin Math Teachers Edition, 2005
Suggested Student Reading: Mummy Math: An Adventure in Geometry by Cindy Neuschwander

Zachery Zormer: Shape Transformer by Joanne Anderson Reisberg

49


50
UNIT
COVER
Grade 6
Statistics and
Probability
PAGE
Unit Title: Statistics and Probability
Grade Level: 6
Subject/Topic Areas: Variability, Collection of Data, Graphing Data,

Key Words: Sample, bias, population, line plot, steam and leaf plots, graphs, cluster, gap, outlier,
frequency tables, histograms, box-and-whisker plots, quartiles
6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one
anticipates variability in students ages.
6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread,
and overall shape.
6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of
variation describes how its values vary with a single number.
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5. Summarize numerical data sets in relation to their context, such as by:
o Reporting the number of observations.
o Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
o Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as
describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were
gathered.
o Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Students will identify representative samples. Students will collect data and describe it by its measure of center (mean,
median, mode) and variations (range, quartiles). Students will graph information using histograms, line plots, and box-andwhisker plots.
51
IDENTIFY DESIRED
RESULTS
Grade 6 Statistics and Probability
questions?

are desired?
How can the collection,

organization, interpretation, and
display of data be used to answer
questions?
How can I use the measures of
center and variability to interpret
data?
Distributions of data can be

summarized and described in
various ways.
Measures of center and
variability can be used to
interpret data.


How
to
identify
representative samples.
The collection of data and
describe it by its measure of
center (mean, median, mode)
and
variations
(range,
quartiles).
How to graph information
using histograms, line plots,
and box-and-whisker plots.
52
What is the definition of

mean/median/mode?
How does one solve for
mean/median/mode?
What is range and how does
one solve for range?
What is a box-and-whisker
plot?
Where are the quartiles in a
box-and-whisker plot?
What makes a histogram
different than a bar graph?
How does a representative
sample contribute to a
statistical question?
EVIDENCE
What evidence will show that students understand statistics and probability?

Activity Sheets
Hands-On Activities
Lesson Reviews

Teacher Observation
Class Participation
Problem of the Day
53
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Taking a Survey

6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it
in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a
statistical question because one anticipates variability in students ages.
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5. Summarize numerical data sets in relation to their context, such as by:
o Reporting the number of observations.
o Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
o Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute
deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the
context in which the data were gathered.
o Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the
data were gathered.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems .
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and
problem-solving skills.
X Formative
X Summative

In groups, students will determine a statistical question that they will then survey the school on. They will
determine the representative sample and check for bias. Students will collect the data in a frequency table,
and graph the data in a histogram. Students will find mean, median, mode, and range of the data. The
character education traits of cooperation, trustworthiness, and respectfulness will be expected.

Question and Answer
Teacher Observation

will be expected to gather data in a cooperative, trustworthy, and respectful manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
54
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects including Excel, PowerPoint,
and other math programs that help students organize and analyze data.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
55

AND INSTRUCTION
How
to
identify
representative samples.
The collection of data and
describe it by its measure of
center (mean, median,
mode)
and
variations
(range, quartiles).
How to graph information
using histograms, line plots,
and box-and-whisker plots.

Summarize and describe in
various ways the
distribution of data.
Interpret the measures of
center and variability.

56
Suggested Student Reading: A Very Improbable Story: A Math Adventure by Edward Einhorn
Talley OMalley by Stuart Murphy
Lemonade for Sale by Stuart Murphy

57
Other References: Teacher- Based Materials


58
Grade 7
Essential Questions
What is a complex fraction and how does it relate to unit rate?
What strategies can be used to check for proportionality?
How can proportions be used to solve percent problems?
How can adding and subtracting integers be represented on a number line?
Why is subtracting rational numbers the same as adding the additive inverse?
How can the properties of operations be applied to adding, subtracting, multiplying, and dividing?
What strategies are used to convert rational numbers into equivalent forms?
What strategies can be used to simplify expressions with rational coefficients?
How can writing equations and inequalities help solve mathematical and real life problems?
How can we interpret the solution of an inequality by graphing it?
How can proportions be used to solve scale drawings?
How can geometric shapes be drawn to meet given conditions?
How can geometric facts and formulas be used to solve real world situations?
How can the likelihood of the occurrence of an event be expressed?
How can the theoretical probability of an event be predicted?
Can the theoretical probability of an event be compared to the experimental probability using a
simulation?
How can the probability of compound events be calculated?
How can the outcomes of compound events be represented?
59
UNIT
Grade 7
Ratios and
Proportional
Relationships
COVER
PAGE
Unit Title: Ratios and Proportional Relationships

Grade Level: 7
Subject/Topic Areas: Variable Expressions, Solving Equations, Solving Proportions, Coordinate
Graphs, Formulas, Percent
Key Words: Ratio, rate, unit rate, proportion, scale, similar, congruent, complex fraction, decimal,
constant of proportionality, percent, sales tax, tips, discount, percent increase or decrease, scale
drawings, commissions, markups, markdowns
Time Frame: 4 weeks
School: Memorial
7.RP.1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different
units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2
miles per hour.
7.RP.2. Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship,
e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the
origin.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional
relationships.
Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a
constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the
points (0, 0) and (1, r) where r is the unit rate.
7.RP.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns,
gratuities and commissions, fees, percent increase and decrease, percent error.
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems
individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills
needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Students will compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different
units. Students will recognize and represent proportional relationships between quantities by deciding whether two quantities are in a proportional
relationship and identifying the constant of proportionality (unit rate). Students will use proportional relationships to solve multi-step ratio and
percent problems. Students will be able to find sales tax, tip, discounts, scale drawings. Students will be able to extend knowledge of all four
operations with rational numbers.
60
IDENTIFY DESIRED
RESULTS
questions?

are desired?
Unit rates can be computed using

complex fractions.
Proportional relationships can be

determined using a variety of
strategies.
Proportions can be used to solve

multistep ratio and percent.
....problems.
What is a complex fraction and

how does it relate to unit rate?
What strategies can be used to
check for proportionality?
How can proportions be used to
solve percent problems?



How to use rates to compare two
quantities with different units.
How to find the slope of a line.
Solving proportions using scale,
and determine missing lengths
using similar figures.
Utilize proportions to solve
percent problems.
61
What is the average rate of

speed?
How to compare rates from
given data?
How to use models to find
actual size of objects?
What are discounts, sales
tax, tip and wholesale
prices?
EVIDENCE

Activity Sheets
Hands-on Activities
Lesson Reviews

Chapter and Unit Tests and Quizzes
Projects
Teacher Observation
Class Participation
Problem of the Day
62
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Oops! I Shrunk My Partner

7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units.
7.RP.2A Decide whether two quantities are in a proportional relationship.
7.RP.2B Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams,
and verbal descriptions of proportional relationships.
7.RP.2C Represent proportional relationships by equations.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and
to solve problems.
9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing
tasks in different settings (at home, in school, and during play).
9.1.8.C.1 Determine an individuals responsibility for personal actions and contributions to group
activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for
carrying out different tasks, assignments, and projects.
X Formative
X Summative

Students will be able to use proportions to make a scale model of a student peer.
Using metric measurements reduce actual size to a scale of 1:10 cm and create a
model. The character trait of cooperation is used in this project.

Completion of Chart
Student Created Project

Ability to apply concept, organization and informal teacher observation. Students
will be expected to work in a cooperative and respectful manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
63
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students can use Excel,
PowerPoint, and other math programs to complete this unit.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
64

AND INSTRUCTION
How to use rates to compare

two quantities with different
units.
How to find the slope of a
line.
Solving proportions using
scale, Algebra; determine
missing lengths using similar
figures.
Utilize proportions to solve
percent problems.
Unit rates can be computed

using complex fractions.
Proportional relationships can

be determined using a variety
of strategies.
Proportions can be used to

solve multistep ratio and
percent problems.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
Complete Activity Sheets.
Complete Section Assessments.
65
Books: McDougal Littell Middle School Math Course 2 Student Edition
Suggested Student Reading: The Golden Ratio: The Story of PI, the Worlds Most Astonishing
Number, by, Mario Livio
Manuals: McDougal Littell Teachers Edition

McDougal Littell Teachers Resource Kit
Common Core Math Standards
66
Computer Software:
McDougal Littell CD ROM Resources

Study Island
Other References:
Teacher Based Materials
Understanding Design, McTighe and Wiggin

www.classzone.com
67
UNIT
Grade 7
The Number
System
COVER
PAGE
Grade Level: 7
Subject/Topic Areas: Compare and Order Integers, Absolute Value, Integer Operations, Rational
Number Properties and Identities, Converting Fractions, Decimals and Percents
Key Words: Negative-positive integer, absolute value, opposite, rational number, Commutative,
Associative, Distributive Properties, Additive/Multiplicative Identities and Inverses
Time Frame: 8 weeks
School: Memorial

7.NS.1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition
and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For
example, a hydrogen atom has 0 charge because its two constituents are oppositely charged.
Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or
negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing
real-world contexts.
Understand subtraction of rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between two rational
numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
Apply properties of operations as strategies to add and subtract rational numbers.
7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the
properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed
numbers. Interpret products of rational numbers by describing real-world contexts.
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a
rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers by describing real-world
contexts.
Apply properties of operations as strategies to multiply and divide rational numbers.
68
Convert a rational number to a decimal using long division; know that the decimal form of a rational number
terminates in 0s or eventually repeats.
7.NS.3. Solve real-world and mathematical problems involving the four operations with rational numbers.
Understand that multiplication is extended from fractions to rational numbers by requiring that
operations continue to satisfy the properties of operations, particularly the distributive property, leading
to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of
rational numbers by describing real-world contexts.
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of
integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(
q). Interpret quotients of rational numbers by describing real-world contexts.
Convert a rational number to a decimal using long division; know that the decimal form of a rational
number terminates in 0s or eventually repeats.
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic
and organizational cultures.

Students will be able to compare and order rational numbers, perform all four operations
with rational numbers, utilize number properties and identities to simplify and solve
problems, write equivalent expressions using the Distributive Property, find the opposite
and absolute values of a rational number, realize that all rational numbers can be expressed
as terminating or repeating decimals, explain why zero cannot be in the denominator of a
fraction.
69
IDENTIFY DESIRED
RESULTS
questions?

are desired?
Opposite quantities combine to make zero.

Addition and subtraction of rational numbers
means moving a positive or negative movement
on a number line.
Understand subtraction of rational numbers as
adding the additive inverse.
Properties of operations can be used to add,
subtract, multiply and divide rational numbers.
Rational numbers can be converted between
fractions, decimals and percents.
How can adding and subtracting integers

be represented on a number line?
Why is subtracting rational numbers the
same as adding the additive inverse?
How can the properties of operations be
applied to adding, subtracting,
multiplying, and dividing?
What strategies are used to convert
rational numbers into equivalent forms?


What happens to a sum

when moving in a negative
or positive direction on a
number line?
How can you model
subtracting integers using
Algebra Chips?
Will adding or multiplying
integers in any order
change the result?
How can fractions, decimals
be written as equivalent
numbers?

How the Additive Inverse of
a number results in a sum of
zero?
How to use a number line to
add or subtract integers?
What property can be used
when subtracting integers?
How properties are applied to
number operations involving
rational numbers?
What is the connection
between fractions, decimals
and percents?
70
EVIDENCE

Activity Sheets
Hands-on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
71
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Stained Glass Windows

7.NS.2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide
rational numbers. Understand that multiplication is extended from fractions to rational numbers by requiring that operations
continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) =
1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero
divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of rational numbers
by describing real-world contexts.
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in
0s or eventually repeats.
8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
X Formative
X Summative

Students will create a stained glass window using pattern blocks. Then students will
transfer design to a piece of construction paper. Students will then complete a
conversion chart showing what fraction, decimal and percent of their window is
represented by each shape. Finally, students will compute a total cost to
manufacture one window based on cost per piece. This task will require the
character education trait of responsibility.
Completed Window Design
Completed Chart

will work in a responsible manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
72
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Technology used to complete
this unit may include Excel, PowerPoint, and other math programs.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
73

AND INSTRUCTION
How the Additive Inverse of a
number results in a sum of zero?
How to use a number line to add
or subtract integers?
What property can be used when
subtracting integers?
How properties are applied to
number operations involving
rational numbers?
What is the connection between
fractions, decimals and percents?
Opposite quantities combine to make

zero.
Addition and subtraction of rational
numbers means moving a positive or
negative movement on a number line.
Understand subtraction of rational
numbers as adding the additive inverse.
Properties of operations can be used to
add, subtract, multiply and divide
rational numbers.
Rational numbers can be converted
between fractions, decimals and
percents.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
74
Suggested Student Reading: Elliptic Tales: Curves, Counting, and Number Theory, by Abner Ash

McDougal Littell Teachers Resource Kit
Common Core Standards-Mathematics
75
Computer Software:
Study Island


www.classzone.com
76
UNIT
Grade 7
Expressions
and
Equations
COVER
PAGE
Unit Title:
Grade Level: 7
Subject/Topic Areas: Write and Simplify Expressions, Write and Solve Equations, Estimate and
Check for Reasonableness, Solve and Graph Inequalities
Key Words: Expression, equation, inequality, simplify, solve, verbal model, terms, like terms,
coefficients, constant terms, inverse operations
Time Frame: 6 weeks
School: Memorial
7.EE. 1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with
rational coefficients.
7.EE.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 by5% is the
same as multiply by 1.05.
7.EE.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.
7.EE.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.
7.EE.4a. 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.
7.EE.4b. 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.
information in order to solve problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration,
and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic
and organizational cultures.

Students will be able to write and simplify expressions, write and solve equations, solve and
graph inequalities, and determine reasonableness of an answer using estimation.
77
IDENTIFY DESIRED
RESULTS
questions?

are desired?
Properties of operations can be used to

simplify and write equivalent expressions.
Numerical and algebraic expressions using
numbers of any form can be used to solve
real world problems.
Equations and inequalities can be written to
solve mathematical problems.
The solution set of an inequality can be
graphed to interpret it in the context of the
problem.
What strategies can be used to

simplify expressions with rational
coefficients?
How can writing equations and
inequalities help solve mathematical
and real life problems?
How can we interpret the solution of
an inequality by graphing it?



How properties allow us to
combine like terms.
How to write an expression to
represent a real world situation.
How to represent real world
situations using equations and
inequalities.
How to understand the
inequalities have an infinite
number of solutions.
78
What properties can be used

to simplify expressions?
How can real life situations
be represented using
equations and inequalities?
How does a graph show an
infinite number of solutions to
an inequality?
EVIDENCE

Activity Sheets
Hands-on Activities
Lesson Reviews

Projects
Teacher
Observations
Unprompted
Evidence,
Observations, Work Samples
Chapter and unit tests and quizzes
Teacher
Projects Observation
Class Participation
Problem of the Day
79
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Its in the Bag

7.EE. 1. Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational
coefficients.
7.EE.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.
7.EE.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.
7.EE.4a. 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.
7.EE.4b. 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.
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problemsolving skills.
X Formative
X Summative

Students will be able to write relationships between the shapes then translate them into algebraic equations.
Students will design a mystery bag using written clues to describe the relationships between the objects hidden in
their bags. Other students then analyze their clues, create equations, and solve these equations to determine the
contents of the mystery bags.
The character education trait used for this task is cooperation and communication.

Written equations and
solutions
Completed Mystery Bag

will complete the project using effective cooperation and communication skills.
X Analytic Rubric
X Holistic Rubric
X Criterion List
80
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students may use Excel,
PowerPoint, calculators, and other math programs to complete and to share their
work/solutions.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
81

AND INSTRUCTION
How properties allow us to
combine like terms.
How to write an expression to
represent a real world situation.
How to represent real world
situations using equations and
inequalities.
How to understand the
inequalities have an infinite
number of solutions.
Properties of operations can be

used to simplify and write
equivalent expressions.
Numerical and algebraic
expressions using numbers of any
form can be used to solve real
world problems.
Equations and inequalities can be
written to solve mathematical
problems.
The solution set of an inequality
can be graphed to interpret it in the
context of the problem.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
82

McDougal Littell Pre-Algebra Student Edition
Suggested Student Reading: A Gebra Named Al by Wendy Isdell

McDougall Littell Teachers Resource Kit
McDougal Littell Pre-Algebra Edition
McDougal Littell Pre-Algebra Teachers Resource Kit
83
Computer Software:

Study Island
Other References: Teacher Based Materials


www.classzone.com
84
UNIT
Grade 7
Geometry
COVER
PAGE
Unit Title: Geometry
Grade Level: 7
Subject/Topic Areas: Create Proportions Using Scale, Draw Geometric Shapes, Shapes That are
Formed When 3-D Figures are Intersected, Circles, Angles, Formulas, Find Missing Angles and Side
Lengths
Key Words: Proportion, scale, scalar, , intersect, parallel lines, transversal, plane, protractor,
supplementary-complementary-vertical-adjacent angles,; scalene, isosceles, equilateral, equiangular,
acute, obtuse, right triangles, rectangular prism/pyramid, quadrilateral, polygon, cube,;
circumference, area, surface area, volume
Time Frame: 10 weeks
School: Memorial
7.G.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.
7.G.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.
7.G.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.
7.G.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.
7.G.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.
7.G.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.
8.1 Educational Technology - All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills - All students will demonstrate the creative, critical thinking, collaboration, and problem-solving
skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Students will be able to solve proportions involving scale drawings, draw geometric shapes using a ruler, protractor, technology and free
hand. Students will state the shape formed when a 3-D figure is intersected by a plane. Students will solve problems involving circles.
Find the missing angle measure form given information, use formulas for area, surface area and volume. Students will solve problems
involving triangles. Students will find angle measures from parallel lines that are intersected by a transversal.
85
IDENTIFY DESIRED
RESULTS
Grade 7 Geometry
questions?

are desired?
Proportions can be used to solve problems

involving scale drawings.
Geometric shapes can be drawn using a
variety of tools to meet given conditions.
Geometric formulas can be used to solve
mathematical problems for two and three
dimensional figures.
Facts about angles relationships can be
used to solve real world situations.
How can proportions be used to solve

scale drawings?
How can geometric shapes be drawn to

meet given conditions?
How can geometric facts and formulas be

used to solve real world situations?


How proportions are used to

solve problems involving scale.
The tools that can be used to

construct geometric shapes.
How to solve real life

problems using area and surface
area.
How angles are used in real

world situations.
86
How can you draw a

geometric shape using the
scalar factor?
What tools can you use to
draw geometric shapes?
How many square yards of
carpeting will be needed to
cover a rooms floor?
EVIDENCE
Grade 7 Geometry

Activity Sheets
Hands-on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
87
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Grade 7 Geometry
Task Title:
Design a Cereal Box

7.G.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.
7.G.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.
7.G.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.
7.G.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.
X Formative
X Summative

Students will measure rectangular prism nets to create and design a cereal box
with a given scalar factor. Students will determine the surface area and volume of
both boxes to compare changes made after the scalar factor is performed.
This task will show character education trait of responsibility.

Cereal Box Net
Completed Design

will complete the task in a responsible manner.
X Analytic Rubric
X Holistic Rubric
X Criterion List
88
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
Grade 7 Geometry
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students may use calculators,
Excel, PowerPoint, and other math programs to help complete their study/work.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
89

AND INSTRUCTION
Grade 7 Geometry
How proportions are used to solve

problems involving scale.
The tools that can be used to

construct geometric shapes.
How to solve real life problems

using area and surface area.
How angles are used in real world

situations.

Proportions can be use to solve
problems involving scale
drawings.
Geometric shapes can be drawn
using a variety of tools to meet
given conditions.
Geometric formulas can be used
to solve mathematical problems
for two and three dimensional
figures.
Facts about angles relationships
can be used to solve real world
experiences
will equip students to
situations.
What sequence of teaching and learning

1.
2.
3.
4.
5.
6.

Introduce Lessons.
90
develop and
Suggested Student Reading: Sir Cumference and the Dragon of Pi (A Math Adventure) by Cindy
Neuschwander
Manuals:
McDougall Littell Teachers Resource Kit

McDougal Littell Teachers Edition
91
Computer Software:
Study Island


www.classzone.com
www.quizlet.com/9773987/cross-sections-of-3d-figures-flash-cards
92
UNIT
COVER
Grade 7
Statistics and
Probability
PAGE
Grade Level: 7
Subject/Topic Areas: Make Inferences, Generalizations, Predictions and Conclusions from Sample
Data; Find, Compare and Contrast Measures of Center of Data; Express Data as a Multiple of a
Measure of Variability; Determine Probability and Likelihood of an Event; Collect Data of an
Experiment; Create and Interpret Results of a Chance Event; Use the Counting Principle; Design and
Interpret Results of a Simulation; Create and Interpret Box and Whisker Plots
Key Words: Random or representative sample, prediction, conclusion, measures of center, measure
of variability, frequency, outcome, generalizations, experimental and theoretical probability,
compound events, replacement, without replacement, Counting Principle, tree diagram, simulation,
box and whisker plots, upper and lower extremities, upper and lower quartiles
Time Frame: 8 weeks

School: Memorial
7.SP.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.
7.SP.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.
7.SP.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.
7.SP.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.
93
7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the
likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates
an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a
probability near 1 indicates a likely event.
7.SP.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.
7.SP.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.
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to
determine probabilities of events. For example, if a student is selected at random from a class, find the
probability that Jane will be selected and the probability that a girl will be selected.
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a
chance process. For example, find the approximate probability that a spinning penny will land heads up or
that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be
equally likely based on the observed frequencies?
7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
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.
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.
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?
knowledge.
collaboration, and problem-solving skills needed to function successfully as both global citizens and workers
in diverse ethnic and organizational cultures.

Students will be able to make inferences, predictions, generalizations and conclusions from
sample data; find, compare and contrast measures of center of data; express data as a multiple
of measure of variability; determine probability and likelihood of an event; collect data based
on an experiment; record data using frequency charts; create and interpret results of a chance
event; make tree diagrams; use the Counting Principle; design and interpret results of a
simulation.
94
IDENTIFY DESIRED
RESULTS
questions?

are desired?
The likelihood of the occurrence of an event can be

expressed by a number between 0 and 1.
Computing theoretical probability can predict the
frequencies of an event.
Simulations can be designed to compare theoretical
to experimental probability of simple or compound
events.
The probability of a compound event is the addition
or multiplication of fractions depending upon
replacement.
There are a variety of techniques that represent
outcomes of compound events.


How can the likelihood of the occurrence

of an event be expressed?
How can the theoretical probability of an
event be predicted?
Can the theoretical probability of an event
be compared to the experimental
probability using a simulation?
How can the probability of compound
events be calculated?
How can the outcomes of compound
events be represented?
How to determine the probability of an

event.
How to predict the frequencies of an
event using probability.
The simulations that can be created to
compare theoretical and experimental
probabilities.
How fractions can be used to
determine the probability of
compound events.
The techniques that can be used to
represent outcomes of compound
events.
95
What methods can be used to

express the likelihood of an
occurrence?
How can be predict the winner of
a school based election on
randomly sampled survey data?
How can we compare
experimental and theoretical
probability using a simulation?
How can fractions be used to
calculate the probability of
compound events?
How can you represent the
outcome of a compound event?
EVIDENCE

Activity Sheets
Hands-on Activities
Lesson Reviews

Project
Teacher Observation
Class Participation
Problem of the Day
96
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title:
Hershey Kisses
Approximate Time Frame: 1 day

7.SP.5.7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the
likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an
unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability
near 1 indicates a likely event.
7.SP.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.
X Formative
X Summative

Students will be able to formulate predictions based on experimental probability.
Students will work in groups to collect and analyze data from experiment. Students
will complete experimental/theoretical charts to compare and contrast results.
The character education traits shown in this task are cooperation, respect, and
responsibility.

Experiment Performed
Completed Charts/Analysis
Performance Activities

will work in a cooperative, respectful, and responsible manner.

X Analytic Rubric
X Holistic Rubric
X Criterion List
97
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Technology may include
Excel, PowerPoint, ActivInspire, and other math programs to help students solve and
share their data.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
98

AND INSTRUCTION
How to determine the probability of

an event.
How to predict the frequencies of an
event using probability.
The simulations that can be created
to compare theoretical and
experimental probabilities.
How to use fractions to determine
the probability of compound events.
The techniques that can be used to
represent outcomes of compound
events.
The likelihood of the occurrence of an

event can be expressed by a number
between 0 and 1.
Computing theoretical probability can
predict the frequencies of an event.
Simulations can be designed to compare
theoretical to experimental probability of
simple or compound events.
The probability of a compound event is the
addition or multiplication of fractions
depending upon replacement.
There are a variety of techniques that represent
outcomes of compound events.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
99

McDougal Littell Pre-Algebra Student Edition
Pizzazz Worksheets
Suggested Student Reading:
Ten for Dinner by Bogart

McDougal Littell Middle School Math Course 2 Teachers Edition
McDougal Littell Middle School Math Course 2 Resource Kit
McDougal Littell Pre-Algebra Teachers Edition
100
Computer Software:
McDougall Littell CD ROM Resources

Study Island


www.classzone.com
www.mathisfun.com/data/standard-deviation.html
http://quizlet.com/9773987/cross-sections-of-3d-figures-flash-cards/
http://www.origostore.com/v/vspfiles/assets/images/geosampleactivityfacesandframes.pdf
101
102
103
104
105
106
107
108
Grade 8
Essential Questions
How are proportional relationships related to rate of change (slope)?
How can rate of change be represented in various ways?
What does the rate of change and y-intercept represent in a real-world situation?
How can we compare and analyze two quantities on a graph?
How can you determine if a function is linear or non-linear?
What are the characteristics of rational and irrational numbers?
Whats the best way to represent large and small numbers?
How to evaluate square and cube roots.
How to solve linear equations that yield one, no, and infinitely many solutions.
How to represent functions using verbal rules, equations, tables and graphs.
Whats the best way to represent large and small numbers?
How can we use the properties of exponents?
How do we evaluate and simplify radical expressions?
How are angles, lines, and figures affected by various transformations?
How can we verify experimentally the properties of rotations, reflections, and translations?
What do we know about angle measures when a transversal interests parallel lines?
How can scatter plots distinguish correlation between two quantities?
How do you recognize and interpret a non-linear correlation between data points?
109
UNIT
Grade 8
Functions
COVER
PAGE
Unit Title: Functions
Grade Level: 8
Subject/Topic Areas: Defining Functions and Relations Using Graphs, Tables and Verbal
Descriptions; Compare Two Functions Represented In Different Ways; Write an Equation of a Linear
Function and Determine if Function is Linear or Non-Linear Functions
Key Words: Function, linear, non-linear, input, output, domain, range, relation, vertical line test,
solution, x-intercept, y-intercept, slope, rise, run, slope intercept form, perpendicular, parallel,
function notation, best fitting line, system of linear equations, linear inequalities, bivariate
Time Frame: 8 weeks

School: Memorial
8.F.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.
8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression,
determine which function has the greater rate of change.
8.F.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.
For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1),
(2,4) and (3,9), which are not on a straight line.
8.F.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.
8.F.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.
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems
individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational cultures.

Students will be able to determine if a relation forms a function using tables, graphs and verbal models; map and graph
relations to determine if relation is a function; define the domain and range of a function; compare two functions represented
algebraically, graphically, numerically or by verbal description; write an equation of a linear function; determine if a function
is linear or non-linear; find and interpret the rate of change from a table, graph or verbal description; and determine the
behavior of a linear function by looking at an equation.
110
IDENTIFY DESIRED
RESULTS
Grade 8 Functions
questions?

are desired?
Functions can model relationships

between quantities.
Functions can be modeled different
ways.
There are connections between
proportional relationships, lines, and
linear equations.
Bivariate data can be investigated to
find patterns of association.
How are proportional relationships

related to rate of change (slope)?
How can rate of change be represented in
various ways?
What does the rate of change and yintercept represent in a real-world
situation?
How can we compare and analyze two
quantities on a graph?
How can you determine if a function is
linear or non-linear?



How functions model
relationships between
quantities.
How to use mapping, tables
and graphs to model
functions.
The connections between
proportional relationships,
lines and linear equations.
How to investigate bivariate
data to find patterns.
111
How to find the slope of

given data?
How can we find the rate of
change given two points?
Where does the function
intersect the y-axis and how
does it move?
What functions are parallel,
perpendicular or
intersecting?
How to interpret a graph to
see if a function is linear or
non-linear?
EVIDENCE
Grade 8 Functions

Activity Sheets
Hands on Activities
Lesson Reviews
Interactive On-Line Games and Activities

Teacher Generated Tests and Quizzes
Projects
Teacher Observation
Class Participation
Problem of the Day
112
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Grade 8 Functions
Task Title: Slope Intercept

8.F.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.1
8.F.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. For example, the function A = s2 giving the area of a
square as a function of its side length is not linear because its graph contains the points (1,1), (2,4)
and (3,9), which are not on a straight line.
8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to solve problems.
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning
experiences.
X Formative
X Summative

Students will work in groups and measure the height of a desk. Then they will
measure and record the height after placing a textbook on the desk. They will
continue this method for ten textbooks. Next, students will graph the results.
Students will determine the y-intercept and slope of the function.
This task will show character education traits of communication, responsibility, and
cooperation.

Completed Chart
Completed Graph

will demonstrate effective communication, responsibility, and cooperation during this
task.
X Analytic Rubric
X Holistic Rubric
X Criterion List
113
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
Grade 8 Functions
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students may use technology
such as Excel, PowerPoint, and other math programs to complete their study/work.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
114

AND INSTRUCTION
Grade 8 Functions
How functions model relationships

between quantities.
How to use mapping, tables and
graphs to model functions.
The connections between
proportional relationships, lines
and linear equations.
How to investigate bivariate data
to find patterns.
Functions can model relationships

between quantities.
Functions can be modeled
different ways.
There are connections between
proportional relationships, lines,
and linear equations.
Bivariate data can be investigated
to find patterns of association.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
115
Books: McDougal Littell Pre-Algebra Student Edition
Suggested Student Reading: Kiss My Math: Showing Pre-Algebra Whos Boss by Danica McKeller

McDougal Littell Pre-Algebra Teachers Resource Kit
116
Computer Software:
Study Island
Other References:

www.classzone.com
117
UNIT
COVER
Grade 8
The Number
System
PAGE
Grade Level: 8
Subject/Topic Areas: Define Irrational Number; Distinguish Between Rational and Irrational; Write
a Rational Number as a Fraction or Rounded Decimal; Estimate Irrational Numbers to Compare and
Order
Key Words: Rational, irrational number; decimal expansion, truncating, estimation, evaluate
expressions, real numbers, number line
Time Frame: 2 weeks
School: Memorial
8.NS.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.
8.NS.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., 2).
For example, by truncating the decimal expansion of 2, show that 2 is between 1 and 2, then
between 1.4 and 1.5, and explain how to continue on to get better approximations.
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create and
communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking,
collaboration, and problem-solving skills needed to function successfully as both global citizens and
workers in diverse ethnic and organizational cultures.

Students will be able to define and distinguish between rational and irrational number; write a rational
number as a fraction or a rounded decimal; understand that every number has a decimal expansion; and
estimate irrational numbers to compare and order them on a number line.
118
IDENTIFY DESIRED
RESULTS
questions?

are desired?
All real numbers include

rational and irrational numbers.
A quantity can be represented
numerically in various ways.
Problem solving depends on
choosing wise ways.
What are the characteristics of

rational and irrational numbers?
Whats the best way to represent
large and small numbers?


The numbers included in the
real number system.
The ways we can express a
given quantity.
119
What are the characteristics

related to a rational and
irrational numbers?
How can we round rational
and irrational numbers?
EVIDENCE

Activity Sheets
Hands on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
120
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title:
Card Game

8.NS.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.
8.NS.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., 2). For example, by truncating the decimal expansion of 2, show that 2 is
between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better
approximations.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured learning
experiences.
This task will show character traits of communication and responsibility.
X Formative
X Summative

Students will work in groups to create game cards to help them practice ordering real
numbers. An explanation of game rules will be given and demonstrated. Students
will play the game with peers. The Rational and Irrational Numbers Project is
located in the back of the curriculum unit.
The character traits of communication and responsibility will be used in this task.
Game Cards
Game Play

Ability to apply concept, organization and informal teacher observation. Students will
be expected to demonstrate effective communication and responsibility during this
task.
X Analytic Rubric
X Holistic Rubric
X Criterion List
121
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students may utilize various
computer programs in order to create the game cards.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
122

AND INSTRUCTION
The numbers included in

the real number system.
The ways we can express a
given quantity.
All real numbers include

rational and irrational
numbers.
A quantity can be
represented numerically in
various ways. Problem
What numbers are included in the real number system.
solving depends on
What ways can we express a given quantity.
choosing wise ways.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
123
Suggested Student Reading: Moja Means One by Muriel Feelings
Manuals:
McDougal Littells Pre-Algebra Resource Kit
124
Computer Software:
Mc Dougal Littell Pre-Algebra CD-ROM

Study Island


www.classzone.com
125
UNIT
Grade 8
Expressions
and
Equations
COVER
PAGE
Unit Title:
Grade Level: 8
Subject/Topic Areas: Generate Equivalent Expressions; Understand and Utilize Exponents Rules,
Square and Cube Roots; Connect Square Roots and Rational Numbers; Express Numbers in
Scientific Notation; Perform All Four Operations with Numbers Written in Scientific Notation;
Define Unit Rate/Constant Rate; Represent Slope in Graphs, Tables and Equations; Find the Slope of
a Line; Use Similar Triangles to Explain Slope; Discover Slope Intersect Equations; Solve Multi-Step
Equations with Infinite, Finite, and No Solutions; Solve Linear Systems of Equations using Graphing,
Substitution and Combination/ Elimination; Solve Real World Situations by Writing Two Bivariate
Linear Equations
Key Words: Equivalent expressions, properties, exponent rules, radical square root-cube root,
irrational, scientific notation, proportional relationships, unit/constant rate, slope, linear systems of
equations, Delta symbol, intersection, distributive property, bivariate, combination, elimination,
similar triangles
School: Memorial

8.EE.1. Know and apply the properties of integer exponents to generate equivalent numerical expressions. For
example, 32 35 = 33 = 1/33 = 1/27.
8.EE.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.
8.EE.3. Use numbers expressed in the form of a single digit times a whole-number power of 10 to estimate very large
or very small quantities, and to express how many times as much one is than the other. For example, estimate the
population of the United States as 3 times 108 and the population of the world as 7 times 109, and determine that the
world population is more than 20 times larger.
8.EE.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.
126
8.EE.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.
8.EE.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.
8.EE.7. Solve linear equations in one variable.
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).
Solve linear equations with rational number coefficients, including equations whose
solutions require expanding expressions using the distributive property and collecting
like terms.
8.EE.8. Analyze and solve pairs of simultaneous linear equations. 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.
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.
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.
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and to create
and communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as both
global citizens and workers in diverse ethnic and organizational cultures.

Students will simplify expressions by applying the properties of integer exponents.
Students will be able to solve multi-step equations with infinite, finite and no solutions.
Students will define unit/constant rate as slope. Students will compare and contrast two
different proportional relationships represented as graphs, tables and equations. Use the
slope formula given two points. Students will find solutions to linear systems of
equations by a point of intersection, graphing, substitution and combination/elimination
techniques. Students will be able to find the square and cube roots of rational numbers.
Students will write and perform all four operations involving numbers written in
scientific notation. Students will represent each event in one real world situation by
writing two bivariate linear equations. Students will use similar triangles to explain why
the slope is the same between any two distinct points on a non-vertical line in a
coordinate plane.
127
IDENTIFY DESIRED
RESULTS
questions?

are desired?
Radicals can be used to simplify and evaluate

expressions and equations.
Linear equations in one variable can be solved
informally and formally.
Functions can be represented in multiple
ways: such as verbal rules, equations, tables,
and
A quantity can be represented numerically in
various ways. Problem solving depends on
choosing wise ways.
Numbers can be manipulated using radicals
and integer exponents and graphs.
How to evaluate square and cube roots.

How to solve linear equations that yield
one, no, and infinitely many solutions.
How to represent functions using verbal
rules, equations, tables and graphs.
Whats the best way to represent large
and small numbers?
How can we use the properties of
exponents?
How do we evaluate and simplify radical
expressions?



How to evaluate square and
cube roots.
How to solve linear equations
that yield one, no, and
infinitely many solutions.
How to represent functions
using verbal rules, equations,
tables and graphs.
How we can use scientific
notation to express very large
or very small numbers.
How to apply exponent rules.
128
How do you use exponent

rules to simplify expressions
or solve equations?
What are the steps required to
solve linear equations?
How are functions
represented?
How can we use the vertical
line test or mapping to
determine if a relation is a
function?
What information is needed to
create a function using a graph
or table?
EVIDENCE

Activity Sheets
Hands on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
129
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title:
Population Project

8.EE.7. Solve linear equations in one variable. 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).
Solve linear equations with rational number coefficients, including equations whose solutions
require expanding expressions using the distributive property and collecting like terms.
8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to solve
problems.
experiences.
X Formative
X Summative

Students will write, evaluate and simplify variable expressions. Students will write
and solve equations using all four operations. Write and solve equations with
variables on both sides. This task will show character education trait of
responsibility.

Written Expressions
and Equations
Equation Solutions

be expected to show responsibility in their work/study.
X Analytic Rubric
X Holistic Rubric
X Criterion List
130
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
chapter. Utilize technology in their assignments/projects. Students may use various
math programs and technology to help solve the equations.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
131

AND INSTRUCTION
How to evaluate square and cube

roots.
How to solve linear equations that
yield one, no, and infinitely many
solutions.
How to represent functions using
verbal rules, equations, tables and
graphs.
How we can use scientific
notation to express very large or
very small numbers.
How to apply exponent rules.
Radicals can be used to simplify

and evaluate expressions and
equations.
Linear equations in one variable
can be solved informally and
formally.
Functions can be represented in
multiple ways: such as verbal
rules, equations, tables, and
A quantity can be represented
numerically in various ways.
Problem solving depends on
choosing wise ways.
Numbers can be manipulated using
radicals and integer
exponent.graphs.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
132

McDougal Littell Algebra Student Edition

Secrets, Lies and Algebra by Wendy Lichtman
Manuals:
McDougal Littell Pre-Algebra Resource Kit
McDougal Littell Algebra Teachers Edition
McDougal Littell Algebra Resource Kit
133
Computer Software:

Study Island
Other References: Understanding By Design, McTighe and Wiggins


www.classzone.com
http://math.pppst.com/roots.html.
www.mathisfun.com/numbers/cube-root.html
134
UNIT
Grade 8
Geometry
COVER
PAGE
Unit Title:
Geometry
Grade Level: 8
Subject/Topic Areas: Define and Perform Rigid Transformations; Match Lines/Line Segment to
Lines/Line Segments, Angles to Angles, Parallel Lines to Parallel Lines; Perform Transformations
with Coordinate Points; Compare and Contrast Similarity and Congruency; Use and Explain a Proof
of the Pythagorean Theorem to Find Missing Lengths; Use Formulas to Find Area of a Circle,
Volume of Cylinders, Cones and Spheres; Identify and Find Angle Measures, Vertical,
Corresponding, Alternate Interior, Alternate Exterior Angles; Establish Facts About the Angle Sum
and exterior Angles of Triangles
Key Words: Transformation, reflection, rotation, translation, dilation, rigid motion, line, line
segment, parallel lines, angles, pre-image, similar, congruent, Pythagorean Theorem, legs,
hypotenuse, proof, volume, area, cylinder, cone, sphere, coordinate plane; vertical, alternate interior,
alternate exterior, and corresponding angles

School: Memorial
8.G.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.
8.G.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.
8.G.3. Describe the effect of dilations, translations, rotations, and reflections on two-dimensional
figures using coordinates.
8.G.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.
135
8.G.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. For example,
arrange three copies of the same triangle so that the sum of the three angles appears
to form a line, and give an argument in terms of transversals why this is so.
8.G.6. Explain a proof of the Pythagorean Theorem and its converse.
8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.
8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a
coordinate system.
8.G.9. Know the formulas for the volumes of cones, cylinders, and spheres and use
them to solve real-world and mathematical problems.
8.1 Educational Technology All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and
organizational cultures.
Students will be able to define and perform rotations, reflections, translations and
dilations. They will match lines to lines, line segments to line segments, parallel lines to
parallel lines, and angles to angles. Students will prove that area and shape will not
change a figure that is rotated, translated or reflected. Students will plot coordinates to
describe the effect of transformations on the pre-image. Students will compare and
contrast similarity and congruency. Students will explain a proof of the Pythagorean
Theorem and its converse. Students will apply the Pythagorean Theorem to find missing
measures in a right triangle. Students will determine the distance between two points by
constructing a right triangle. Students will apply the formula for area of a circle, volume
of a cylinder, cone or sphere. Students will identify angles using the properties of
intersecting parallel lines by a transversal. Students will be able to establish facts about
the angle sum and exterior angles of a triangle.
136
IDENTIFY DESIRED
RESULTS
Grade 8 Geometry
questions?

are desired?
Congruence and similarity can

be understood using physical
models, transparencies, or
geometry software.
Informal arguments can be
established with transversals
and parallel lines.
How are angles, lines, and figures

affected by various transformations?
How can we verify experimentally the
properties of rotations, reflections,
and translations?
What do we know about angle
measures when a transversal interests
parallel lines?



How we can prove similarity
or congruence using a variety
of methods.
How a dilation takes a line
not passing through the center
of dilation to a parallel line,
and leaves a line passing
through the center
unchanged.
137
How to perform transformations

the coordinate plane?
How can we use the Geometer
Sketchpad?
What congruent angles are
formed when a transversal
intersects parallel lines?
EVIDENCE
Grade 8 Geometry

Activity Sheets
Hands on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
138
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Grade 8 Geometry
Task Title: Design a Ramp

8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right
triangles in real-world and mathematical problems in two and three dimensions.
8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a
coordinate system.
8.1.4.A.5 Determine the benefits of a wide range of digital tools by using them to
solve problems.
9.1.12.A.1Apply critical thinking and problem-solving strategies during structured
learning experiences.
X Formative
X Summative

Students will design a ramp by measuring the distance between the floor of the AllPurpose Room and the Stage. Then they will choose a point on the floor where the
ramp can end, along with two other points. They will use the Pythagorean Theorem to
determine the length of the walkway for each ramp design. Students will find the slope
and area of each ramp design. This information will be used to determine the price to
produce each ramp. Finally they will create a scale drawing of the ramp design that
works best for the AllPurpose Room. This task will show character education traits of
communication and cooperation.

Completed Worksheet
Scale Ramp Design

will be expected to demonstrate effective communication and cooperation skills.
Students will analyze both the function and the cost of the ramp they create.
X Analytic Rubric
X Holistic Rubric
X Criterion List
139
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
Grade 8 Geometry
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
PowerPoint, and other math programs to analyze and display their data.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
140

AND INSTRUCTION
Grade 8 Geometry
How we can prove similarity
or congruence using a variety
of methods.
How a dilation takes a line
not passing through the
center of dilation to a parallel
line, and leaves a line passing
through the center
unchanged.

Congruence and similarity
can be understood using
physical models,
transparencies, or geometry
software.
Informal arguments can be
established with transversals
and parallel lines.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
141

McDougal Littell Algebra Student Edition
Manuals:
Pythagoras and the Ratios by Julie Ellis

McDougal Littell Algebra Teachers Edition
McDougal Littell Algebra Resource Kit
142
Computer Software:
Mc Dougal Littell Pre-Algebra CD-ROM

Study Island
Geometer Sketchpad


www.classzone.com
www.mathisfun.com/geometry/sphere.html
143
UNIT
COVER
Grade 8
Statistics and
Probability
PAGE
Grade Level: 8
Subject/Topic Areas: Construct and Interpret Scatter Plots for Bivariate Data; Determine the Line of
Best Fit; Determine the Meaning of Slope and y-intercept; Investigate Patterns of Association in
Bivariate Data
Key Words: Bivariate, outlier, striking deviation, line of best fit, linear fit, model fit, non-linear
curve, slope, y-intercept, patterns, frequency, relative frequency, correlation, clustering, scatter plot
Time Frame: 2 weeks
School: Memorial
8.SP.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.
8.SP.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.
8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the
slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that
an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
8.SP.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. For example, collect data from students in your class on whether or not they have a
curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a
curfew also tend to have chores?
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaboratively and to create and communicate knowledge.
9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and
organizational cultures.

Students will be able to construct and interpret scatter plots for bivariate measurement data to investigate patterns
of association between two quantities. Students will informally assess the model fit by judging the closeness of the
data points to the line. Students will determine the meaning of slope and y-intercept. Students will investigate
patterns of association in bivariate data.
144
IDENTIFY DESIRED
RESULTS
questions?

are desired?
Describe the correlation

between two bivariate
quantities.
Construct best line of fit from
given data.


How can scatter plots

distinguish correlation
between two quantities?
How do you recognize and
interpret a non-linear
correlation between data
points?
How the striking deviation

helps to determine the
correlation between two
quantities.
How you can draw the best
line of fit on a scatter plot.
145
How can we use data to

construct scatter plots?
How can we analyze
the correlation between
data points?
EVIDENCE

Activity Sheets
Hands on Activities
Lesson Reviews

Projects
Teacher Observation
Class Participation
Problem of the Day
146
Checklists
Rubrics
PERFORMANCE TASK
BLUEPRINT
Task Title: Consumer Spending

8.SP.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.
8.SP.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.
8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement
data, interpreting the slope and intercept. For example, in a linear model for a biology experiment,
interpret a slope of 1.5 cm/hr as meaning that an additional hour of cooperation and responsibility.
experiences.
X Formative
X Summative

Students will correctly plot points on a coordinate plane to create a scatter plot from given
data. Students will construct line of best fit to create an equation for the line. Students will
estimate and calculate money spent per person based on this best line of fit. Students will
research information on the internet to construct an additional scatter plot from collected data.
They will then create a line of best fit and equation from this graph. The character trait of
responsibility will be used in this task. See materials in the back of this curriculum unit.

Graph from Given Data
Graph from Research

be expected to demonstrate responsibility during their work/study.
X Analytic Rubric
X Holistic Rubric
X Criterion List
147
X Checklist
BLUEPRINT FOR OTHER

EVIDENCE
X Performance Skill
X Understanding
X List

X Quiz/Test
X Teacher notes
X Assignment

X Selected Response
X Academic Response
X Observation
X Work Sample
X Other:
X Diagnostic
X Formative
X Summative
PowerPoint, and other math programs to analyze and to represent their data.

X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
148

AND INSTRUCTION
How the striking deviation

helps to determine the
correlation between two
quantities.
How you can draw the best
line of fit on a scatter plot.
Describe the correlation

between two bivariate
quantities.
Construct best line of fit
from given data.
1.
2.
3.
4.
5.
6.

Introduce Lessons.
149
Suggested Student Reading: A Million Fish More or Less by Patricia McKissack
Manuals:
150
Computer Software: McDougal Littell Pre-Algebra CD-ROM
Study Island


www.classzone.com
www.mathisfun.com/data/scatter-xy-plots.html
www.mathisfun.com/definitions/line-of-best-fit.html
www.mathcracker.com/scatter_plot.php
151
152
153
154
155

Mathematics 6-8 PDF

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Eatontown School District

Eatontown, New Jersey

Board Approved: July 23, 2012

EATONTOWN PUBLIC SCHOOLS

MATHEMATICS GRADES 6-8 COURSE OF STUDY UNIT DESIGNERS

Expressions and Equations.126-134

Eatontowns Vision of Curriculum Excellence

II) COMMON CORE MATH STANDARDS

The Number System

Expressions and Equations

Statistics and Probability

8. Look for and express regularity in repeated reasoning.

The Number System

Expressions and Equations

Statistics and Probability

Expressions and Equations

Understand and apply the Pythagorean Theorem.

Statistics and Probability

CROSS-CURRICULUM CONTENT STANDARDS

Consumer & Life Skills

IV) TECHNOLOGY AND 21ST CENTURY LIFE AND CAREERS STANDARDS

21ST CENTURY LIFE SKILLS

Subject/Topic Areas: Ratio, Rates, Proportion, Percent of a Number, Converting Measurement

Time Frame: 4-6 weeks

School District: Eatontown Public Schools

Brief Summary of Unit

What overarching understandings

How can ratios and proportions be used to

Find ratio and equivalent ratios.

What essential and unit questions

What will students understand

Students will understand:

How does one find an

Teacher Generated Handouts

Quizzes, Tests, Academic Prompts

District Math Prompts

Unprompted Evidence, Observations, Work Samples

Approximate Time Frame: 3 days

What desired understanding/content standards will be assessed through this task?

What is the purpose of this assessment task?

Through what authentic performance task will students demonstrate understanding?

What student products/performances will provide evidence of desired understandings?

Performance and Activity

By what criteria will student products/performances be evaluated?

BLUEPRINT FOR OTHER

How will evidence be collected?

What type of assessments will be used?

What types of scoring tools will be used for evaluation?

PLAN LEARNING EXPERIENCES

Students will be able to

State the Objective.

Books: Houghton Mifflin Student Edition, 2005

Manuals: Common Core Math Standards

Web References: Eatontown Public School Eboard

Time Frame: 8-10 Weeks

School District: Eatontown Public Schools

School: Meadowbrook, Vetter and Woodmere

Link to Common Core Standards/Interdisciplinary Standards

to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.NS.7. Understand ordering and absolute value of rational numbers.

Brief Summary of Unit

What overarching understandings