Grade Level & Subject: Math 8 (PreAlgebra)		Curriculum Map	Year 2003
Calendar	April	May	June
	Fourth Nine Weeks – April - June
Possible Resources	Saxon Algebra ½: An Incremental Development Third Edition (2001) (Anchor Text) Lessons 71-90 (pages 225-285) AMATH
Nine Weeks Focus	+,-,x, ¸ Integers or Signed Numbers Percent increase, coefficient Equation of a line & graph Algebra properties
Skills/Standards	Number, Number Sense and Operations 4 5 6 78 9 101112 1. Use scientific notation to express large numbers and small numbers between 0 and 1. 2. Recognize that natural numbers, whole numbers, integers, rational numbers and irrational numbers are subsets of the real number system. 3. Apply order of operations to simplify expressions and perform computations involving integer exponents and radicals. 4. Explain and use the inverse and identity properties and use inverse relationships (addition/subtraction, multiplication/division, squaring/square roots) in problem solving situations. 5. Determine when an estimate is sufficient and when an exact answer is needed in problem situations, and evaluate estimates in relation to actual answers; e.g., very close, less than, greater than. 6. Estimate, compute and solve problems involving rational numbers, including ratio, proportion and percent, and judge the reasonableness of solutions. Number, Number Sense and Operations (Continued) 7. Find the square root of perfect squares, and approximate the square root of non-perfect squares as consecutive integers between which the root lies; e.g., 130is between 11 and 12. 8. Add, subtract, multiply, divide and compare numbers written in scientific notation. 4. Approximate the nth root of a given number greater than zero between consecutive integers when n is an integer; e.g., the 4^th root of 50 is between 2 and 3. (from 10^th grade) Measurement 1. Compare and order the relative size of common U.S. customary units and metric units; e.g., mile and kilometer, gallon and liter, pound and kilogram. 2. Use proportional relationships and formulas to convert units from one measurement system to another; e.g., degrees Fahrenheit to degrees Celsius. 4. Derive formulas for surface area and volume and justify them using geometric models and common materials. For example, find: a. the surface area of a cylinder as a function of its height and radius; b. that the volume of a pyramid (or cone) is one-third of the volume of a prism (or cylinder) with the same base area and height. 5. Determine surface area for pyramids by analyzing their parts. 6. Solve and determine the reasonableness of the results for problems involving rates and derived measurements, such as velocity and density, using formulas, models and graphs. 7. Apply proportional reasoning to solve problems involving indirect measurements or rates. 9. Demonstrate understanding of the concepts of perimeter, circumference and area by using established formulas for triangles, quadrilaterals, and circles to determine the surface area and volume of prisms, pyramids, cylinders, spheres and cones. (Note: Only volume should be calculated for spheres and cones.) 10. Use conventional formulas to find the surface area and volume of prisms, pyramids and cylinders and the volume of spheres and cones to a specified level of precision. Geometry and Spatial Sense 1. Make and test conjectures about characteristics and properties (e.g., sides, angles, symmetry) of two-dimensional figures and three-dimensional objects. 3. Use proportions in several forms to solve problems involving similar figures (part-to-part, part-to-whole, corresponding sides between figures). 4. Represent and analyze shapes using coordinate geometry; e.g., given three vertices and the type of quadrilateral, find the coordinates of the fourth vertex. 6. Draw nets for a variety of prisms, pyramids, cylinders and cones. Patterns, Functions and Algebra 1. Relate the various representations of a relationship; i.e., relate a table to graph, description and symbolic form. 4. Extend the uses of variables to include covariants where y depends on x. 6. Describe the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change and y-intercept in real-world problems. 7. Use symbolic algebra (equations and inequalities), graphs and tables to represent situations and solve problems. 8. Write, simplify and evaluate algebraic expressions (including formulas) to generalize situations and solve problems. 9. Solve linear equations and inequalities graphically, symbolically and using technology. 13. Compute and interpret slope, midpoint and distance given a set of ordered pairs. 15. Describe and compare how changes in an equation affects the related graphs; e.g., for a linear equation changing the coefficient of x affects the slope and changing the constant affects the intercepts. Data Analysis and Probability 5. Explain the mean's sensitivity to extremes and its use in comparison with the median and mode.
Assessments