explorelearning pd blog · web view1 day multiplying decimals (area model) multiplying with...

Unit # 1 - NumbersModule # 1 – Integers

Start Date – 08/19/14End Date – 08/22/14

Section Number and Topic Standards Learning TargetInstructional Time

Frame

Additional Resources

Lesson Plan 1.1 Identifying Integers and Their Opposites

Content MAFS:6.NS.3.5

Practice MP.2.1Reasoning

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

1 Day Integers, Opposites, and Absolute ValuesRational Numbers, Opposites, and Absolute ValuesPoints in the Coordinate Plane - Activity B

Lesson Plan 1.2Comparing and Ordering Integers

Content MAFS:6.NS.3.7bMAFS:6.NS.3.7MAFS:6.NS.3.7a

PracticeMP.5.1Using tools.

Write, interpret, and explain statements of order for rational numbers in real-world contexts. 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.


Lesson Plan 1.3Absolute Value

Content MAFS:6.NS.3.7cMAFS:6.NS.3.7MAFS:6.NS.3.7d

PracticeMP.4.1Reasoning.

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. Understand ordering and absolute value of rational numbers. Distinguish comparisons of absolute value from statements about order.


Review and Assess

Quiz over Module 1 1 Day

http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=210



























Unit # 1 - NumbersModule # 2 – Factors and Multiples

Start Date – 08/25/14 End Date – 08/26/14

Section Number and Topic Standards Learning Target Instructional Time Frame


Lesson Plan 2.1Greatest Common Factor

ContentMAFS:6.NS.2.4


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 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

1 Day Factor Trees (Factoring Numbers)

Finding Factors with Area Models

Lesson Plan 2.2Least Common Multiple


PracticeMP.8.1Patterns.



Finding Factors with Area Models













Unit # 1 - NumbersModule # 3 – Rational Numbers


Section Number and Topic Standards Learning TargetInstructional Time Frame


Lesson Plan 3.1Classifying Rational Numbers


PracticeMP.3.1Logic.

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.

1 Day

Lesson Plan 3.2Identifying Opposites and Absolute Value of Rational Numbers

ContentMAFS:6.NS.3.6cMAFS:6.NS.3.6MAFS:6.NS.3.6a

PracticeMP.4.1Modeling

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. 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.


Lesson Plan 3.3Comparing and Ordering Rational Numbers

ContentMAFS:6.NS.3.7aMAFS:6.NS.3.7MAFS:6.NS.3.7b


Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Understand ordering and absolute value of rational numbers. Write, interpret, and explain statements of order for rational numbers in real-world contexts.

1 Day Integers, Opposites, and Absolute ValuesRational Numbers, Opposites, and Absolute ValuesPoints in the Coordinate Plane - Activity BModeling Fractions (Area Models)Fraction, Decimal, Percent (Area and Grid Models)

Review Review Unit 1 - Numbers1 Day

Assess Assess Unit 1 - Numbers 1 Day




















Unit # 2 – Number OperationsModule # 4 – Operations with Fractions




Lesson Plan 4.1Applying GCF and LCM to Fraction Operations


PracticeMP.5.1Using tools


1 Day Proportions and Common Multipliers

Factor Trees

Lesson Plan 4.2Dividing Fractions



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.

1 Day Dividing Fractions

Lesson Plan 4.3Dividing Mixed Numbers




1 Day Dividing Mixed Numbers

Lesson Plan 4.4Solving Multistep Problems with Fractions and Mixed Numbers


PracticeMP.1.1Problem Solving


1 Day

Review and Assess Quiz over Module 4 1 Day









Unit # 2 – Number OperationsModule # 5 – Operations with Decimals




Lesson Plan 5.1Dividing Whole Numbers


PracticeMP.6.1Precision.

Fluently divide multi-digit numbers using the standard algorithm.

1 Day

Lesson Plan 5.2Adding and Subtracting Decimals


PracticeMP.2.1Reasoning

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

1 Day Adding Decimals (Base-10 Blocks)Subtracting Decimals (Base-10 Blocks)Sums and Differences with Decimals

Lesson Plan 5.3Multiplying Decimals


PracticeMP.5.1Using tools


1 Day Multiplying Decimals (Area Model)

Multiplying with Decimals

Lesson Plan 5.4Dividing Decimals


PracticeMP.2.1Reasoning


1 Day

Lesson Plan 5.5Applying Operations with Rational Numbers


Practice MP.1.1Problem Solving.


1 Day

ReviewReview Unit 2 – Number Operations

1 Day

Assess Assess Unit 2 - Number Operations

1 Day








Unit # 3 – Proportionality: Ratios and RatesModule # 6 – Representing Ratios and Rates




Lesson Plan 6.1Ratios

ContentMAFS:6.RP.1.1MAFS:6.RP.1.3MAFS:6.RP.1.3a

Practice MP.4.1Modeling.

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 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. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

1 Day Part-to-part and Part-to-whole

Ratios

Beam to Moon (Ratios and

Proportions)

Lesson Plan 6.2Rates

Content MAFS:6.RP.1.2MAFS:6.RP.1.3MAFS:6.RP.1.3b

Practice MP.3.1Logic.

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. 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. Solve unit rate problems including those involving unit pricing and constant speed.

1 Day

Distance-Time Graphs

Lesson Plan 6.3Using Ratios and Rates to Solve Problems

Content MAFS:6.RP.1.3 MAFS:6.RP.1.3a

Practice MP.6.1Precision.

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. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

1 DayFunction Machines 3

Beam to Moon (Ratios and Proportions)

Household Energy UsageRoad Trip (Problem Solving)

Review and Assess Content

Practice







http://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=98













Unit # 3 – Proportionality: Ratios and RatesModule # 7 – Applying Ratios and Rates




Lesson Plan 7.1Ratios, Rates, Tables, and Graphs

Content MAFS:6.RP.1.3a


Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

1 Day Percents and

Proportions

Lesson Plan 7.2Solving Problems with Proportions

Content MAFS:6.RP.1.3MAFS:6.RP.1.3b

Practice MP.7.1Using structure.

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. Solve unit rate problems including those involving unit pricing and constant speed.

1 Day Beam to Moon

(Ratios and Proportions)

Percent of Change

Lesson Plan 7.3Converting within Measurement Systems

Content MAFS:6.RP.1.3d


Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

1 Day Unit Conversions

Lesson Plan 7.4Converting Between Measurement Systems

Content MAFS:6.RP.1.3b


Solve unit rate problems including those involving unit pricing and constant speed.

1 Day Unit Conversions














Unit # 3 – Proportionality: Ratios and RatesModule # 8 - Percents




Lesson Plan 8.1Understanding Percent

Content MAFS:6.RP.1.3c

Practice MP.2.1Reasoning.

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

1 Day Percents and Proportions

Lesson Plan 8.2Percents, Fractions, and Decimals

Content MAFS: 6.RP.1.3

Practice MP.4.1Modeling

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.

1 Day Percents and Proportions

Lesson Plan 8.3Solving Percent Problems

Content MAFS: 6.RP.1.3c


Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

1 Day Percent of Change

Review Review Unit 3 – Proportionality

1 Day

Assess Assess Unit 3 – Proportionality

1 Day







Unit # 4 – Equivalent ExpressionsModule # 9 – Generating Equivalent Numerical Expressions




Lesson Plan 9.1Exponents

Content MAFS:6.EE.1.1


Write and evaluate numerical expressions involving whole-number exponents.

1 DayOrder of

Operations

Lesson Plan 9.2Prime Factorization

Content MAFS: 6.EE.1.1




Lesson Plan 9.3Order of Operations


Practice MP.5.1Using tools.


1 DayOrder of

Operations









Unit # 4 – Equivalent Expressions Module # 10 – Generating Equivalent Algebraic Expressions




Lesson Plan 10.1Modeling and Writing Expressions

Content MAFS:6.EE.1.2aMAFS:6.EE.2.6


Write expressions that record operations with numbers and with letters standing for numbers. 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.

1 Day Using Algebraic Equations

Order of Operations

Lesson Plan 10.2Evaluating Expressions

Content MAFS: 6.EE.1.2c


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 whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

1 Day Order of Operations

Lesson Plan 10.3Generating Equivalent Expressions

Content MAFS:6.EE.1.3MAFS: 6.EE.1.2bMAFS: 6.EE.1.4


Apply the properties of operations to generate equivalent expressions. 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. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

1 Day

Review Review Unit 4 – Equivalent Expressions

1 Day

Assess Assess Unit 4 – Equivalent Expressions

1 Day








Unit # 5 – Equations and InequalitiesModule # 11 – Equations and Relationships




Lesson Plan 11.1Writing Equations to Represent Situations

Content MAFS:6.EE.2.7MAFS: 6.EE.2.5MAFS: 6.EE.2.6


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 non-negative rational numbers. 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. 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.

1 DayRoad Trip (Problem Solving)

Lesson Plan 11.2Addition and Subtraction Equations

ContentMAFS: 6.EE.2.7


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 non-negative rational numbers.

1 Day

Lesson Plan 11.3Multiplication and Division Equations

Content MAFS:6.EE.2.5MAFS:6.EE.2.6MAFS: 6.EE.2.7


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. 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. 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 non-negative rational numbers.

1 Day Road Trip (Problem Solving)

Lesson Plan 11.4Writing Inequalities

Content MAFS:6.EE.2.5MAFS:6.EE.2.6MAFS:6.EE.2.8


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. 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. 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.

1 Day Compound Inequalities

Solving Linear Inequalities in One Variable

Review and Assess Quiz over Module 11 1 Day Review and Assessment












Unit # 5 – Equations and InequalitiesModule # 12 – Relationships in Two Variables




Lesson Plan 12.1Graphing on the Coordinate Plane

Content MAFS:6.NS.3.6cMAFS: 6.NS.3.6MAFS: 6.NS.3.6bMAFS: 6.NS.3.8


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. 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. 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. 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.

1 Day City Tour (Coordinates)

Points in the Coordinate Plane - Activity B

Lesson Plan 12.2Independent and Dependent Variables in Tables and Graphs



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.

1 Day Growing Plants (data tab)

Function Machines 3

Graphing Skills


Lesson Plan 12.3Writing Equations from Tables





Graphing Skills


Lesson Plan 12.4Representing Algebraic Relationships in Tables and Graphs





Graphing Skills


Review Review Unit 5 – Equations and Inequalities

1 Day

Assess Assess Unit 5 – Equations and Inequalities

1 Day














Unit # 6 – Relationships in GeometryModule # 13 – Area and Polygons




Lesson Plan 13.1Area of Quadrilaterals

Content MAFS: 6.G.1.1


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.

1 Day Area of Parallelograms

Lesson Plan 13.2Area of Triangles




1 Day Area of Triangles

Lesson Plan 13.3Solving Area Equations




1 Day Fido's Flower Bed

(Perimeter and Area)

Lesson Plan 13.4Area of Polygons















Unit # 6 – Relationships in GeometryModule # 14 – Distance and Area in the Coordinate Plane




Lesson Plan 14.1Distance in the Coordinate Plane

Content MAFS:6.NS.3.8MAFS:6.NS.3.6b


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. 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.

1 Day Points in the Coordinate Plane - Activity BPythagorean Theorem with a Geoboard

Lesson Plan 14.2Polygons in the Coordinate Plane



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.

1 Day







Unit # 6 – Relationships in GeometryModule # 15 – Surface Area and Volume of Solids




Lesson Plan 15.1Nets and Surface Area



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.

1 Day Surface and Lateral Area of Prisms and CylindersSurface and Lateral Area of Pyramids and Cones

Lesson Plan 15.2Volume of Rectangular Prisms



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.

1 DayPrisms and

Cylinders - Activity A

Lesson Plan 15.3Solving Volume Equations

Content MAFS: 6.EE.2.7MAFS: 6.G.1.2


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 non-negative rational numbers. 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.

1 Day Balancing Blocks (Volume)Prisms and Cylinders - Activity A

ReviewReview Unit 6 – Relationships in Geometry

1 Day

Assess Assess Unit 6 – Relationships in Geometry

1 Day
















Unit # 7 – Measurement and DataModule # 16 – Displaying, Analyzing, and Summarizing Data




Lesson Plan 16.1Measures of Center



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.

1 Day Mean, Median and ModeMovie Reviewer (Mean and Median)Reaction Time 1 (Graphs and Statistics)Reaction Time 2 (Graphs and Statistics)

Lesson Plan 16.2Mean Absolute Deviation

Content MAFS: 6.SP.2.5c


Summarize numerical data sets in relation to their context, such as by: 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.

1 Day Describing Data Using StatisticsReal-Time Histogram

Lesson Plan 16.3Box Plots

Content MAFS: 6.SP.2.4


Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

1 Day Box-and-Whisker Plots

Lesson Plan 16.4Dot Plots and Data Distributions


PracticeMP.3.1Logic


1 Day Describing Data Using StatisticsMean, Median and ModeMovie Reviewer (Mean and Median)Reaction Time 1 (Graphs and Statistics)Reaction Time 2 (Graphs and Statistics)

Lesson Plan 16.5Histograms




1 Day HistogramsReal-Time Histogram

ReviewReview Unit 7 – Measurement and Data

1 Day

Assess Assess Unit 7 – Measurement and Data

1 Day



































Unit # 8 – The Number SystemModule # 17 – Adding and Subtracting Integers




Lesson Plan 17.1Adding Integers with the Same Sign

ContentMAFS: 7.NS.1.1MAFS:7.NS.1.1bMAFS:7.NS.1.1d


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. 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. Apply properties of operations as strategies to add and subtract rational numbers.

1 Day Adding on the Number LineAdding and Subtracting IntegersAdding and Subtracting Integers with Chips

Lesson Plan 17.2Adding Integers with Different Signs

ContentMAFS: 7.NS.1.1MAFS:7.NS.1.1b


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. 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.

1 Day Adding on the Number LineAdding and Subtracting IntegersAdding and Subtracting Integers with Chips

Lesson Plan 17.3Subtracting Integers

ContentMAFS:7.NS.1.1cMAFS:7.NS.1.1


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 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.

1 Day Adding and Subtracting IntegersAdding and Subtracting Integers with ChipsSums and Differences with Decimals

Lesson Plan 17.4Applying Addition and Subtraction of Integers

ContentMAFS:7.NS.1.3MAFS:7.NS.1.1MAFS:7.NS.1.1dMAFS:7.EE.2.3

PracticeMP.1.1Problem Solving.

Solve real-world and mathematical problems involving the four operations with rational numbers. 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. Apply properties of operations as strategies to add and subtract rational numbers. 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.

1 Day Adding on the Number Line

Review And Assess Quiz over Module 17 1 Day




























Unit # 8 – The Number SystemModule # 18 - Multiplying and Dividing Integers




Lesson Plan 18.1Multiplying Integers

ContentMAFS:7.NS.1.2MAFS:7.NS.1.2a


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.


Lesson Plan 18.2Dividing Integers

ContentMAFS: 7.NS.1.2MAFS: 7.NS.1.2bMAFS: 7.NS.1.3

PracticeMP.7.1Using structure.

Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 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. Solve real-world and mathematical problems involving the four operations with rational numbers.


Lesson Plan 18.3Applying Integer Operations

ContentMAFS: 7.NS.1.3MAFS: 7.NS.1.2aMAFS: 7.NS.1.2cMAFS: 7.EE.2.3

PracticeMP.4.1Modeling.

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. Apply properties of operations as strategies to multiply and divide rational numbers. 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.

1 Day





Unit # 8 – The Number SystemModule # 19 – Rational Numbers




Lesson Plan 19.2Adding Rational Numbers

ContentMAFS:7.NS.1.1dMAFS:7.NS.1.1aMAFS:7.NS.1.1bMAFS: 7.NS.1.3


Apply properties of operations as strategies to add and subtract rational numbers. Describe situations in which opposite quantities combine to make 0. 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. Solve real-world and mathematical problems involving the four operations with rational numbers.

1 Day Adding and Subtracting Integers

Lesson Plan 19.3Subtracting Rational Numbers

ContentMAFS: 7.NS.1.1cMAFS: 7.NS.1.1


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 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.

1 Day Adding and Subtracting Integers

Review Review Unit 8 – The Number System

1 Day

Assess Assess Unit 8 – The Number System

1 Day







Unit # 9 - Ratios and Proportional RelationshipsModule # 21 – Proportions and Percents




Lesson Plan 21.1Percent Increase and Decrease

ContentMAFS:7.RP.1.3


Use proportional relationships to solve multistep ratio and percent problems.

1 Day Percents and ProportionsPolling: NeighborhoodPercent of Change

Lesson Plan 21.2Rewriting Percent Expressions

ContentMAFS: 7.RP.1.2MAFS: 7.RP.1.3MAFS: 7.SP.2.3


Recognize and represent proportional relationships between quantities. Use proportional relationships to solve multistep ratio and percent problems. 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.


Lesson Plan 21.3Applications of Percent

ContentMAFS: 7.RP.1.3MAFS: 7.SP.2.3


Use proportional relationships to solve multistep ratio and percent problems. 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.





















Unit # 1 – Expressions, Equations, and InequalitiesModule # 1 – Expressions and Equations




Lesson Plan 1.1Algebraic Expressions

ContentMAFS: 7.EE.1.1MAFS: 7.EE.1.2


Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 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.


Using Algebraic Equations

Using Algebraic

Expressions

Lesson Plan 1.2One-Step Equations with Rational Coefficients



Use variables to represent quantities in areal-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

1 Day Modeling One-Step

Equations - Activity B

Lesson Plan 1.3Writing Two-Step Equations



Use variables to represent quantities in areal-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

1 Day Modeling and Solving Two-

Step Equations

Lesson Plan 1.4Solving Two-Step Equations

ContentMAFS: 7.EE.2.4aMAFS: 7.EE.2.4


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. Use variables to represent quantities in areal-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

1 Day Solving Two-Step

Equations



















Unit # 1 – Expressions, Equations, and InequalitiesModule # 2 - Inequalities




Lesson Plan 2.1Writing and Solving One-Step Inequalities

ContentMAFS:7.EE.2.4b


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.

1 Day Compound InequalitiesSolving Linear Inequalities in One Variable

Lesson Plan 2.2Writing Two-Step Inequalities

ContentMAFS:7.EE.2.4a


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.

1 DayLinear Inequalities in

Two Variables - Activity A

Lesson Plan 2.3Solving Two-Step Inequalities

ContentMAFS: 7.EE.2.4b


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.MP.5.1Using tools.

1 DayLinear Inequalities in

Two Variables - Activity A

Review Review Unit 1 – Expressions, Equations, and Inequalities

1 Day

Assess Assess Unit 1 – Expressions, Equations, and Inequalities

1 Day












Unit # 2 - GeometryModule # 4 – Circumference, Area, and Volume




Lesson Plan 4.1Circumference

ContentMAFS: 7.G.2.4


Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

1 Day Circles: Circumference

and Area

Lesson Plan 4.2Area of Circles



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.

1 Day Circles: Circumference

and Area

Lesson Plan 4.3Area of Composite Figures



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.

1 Day

Lesson Plan 4.4Solving Surface Area Problems





Perimeter and Area of

Rectangles

Prisms and Cylinders - Activity A

Lesson Plan 4.5Solving Volume Problems




1 Day Prisms and Cylinders - Activity A

Balancing Blocks

(Volume)

Review Review Unit 2 – Geometry 1 Day

Assess Assess Unit 2 – Geometry 1 Day





















Unit # 3 – Statistics and SamplingModule # 6 – Analyzing and Comparing Data




Lesson Plan 6.1Comparing Data Displayed in Dot Plots

ContentMAFS: 7.SP.2.4MAFS: 7.SP.2.3


Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. 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.

1 Day Describing Data Using StatisticsMean, Median and ModeMovie Reviewer (Mean and Median)Populations and SamplesReaction Time 1 (Graphs and Statistics)Reaction Time 2 (Graphs and Statistics)

Lesson Plan 6.2Comparing Data Displayed in Box Plots



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. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

1 DayBox-and-Whisker Plots

Lesson Plan 6.3Using Statistical Measures to Compare Populations



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. Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.

1 DayPopulations and Samples

Review And Assess
















Unit 4 - ProbabilityModule # 7 – Experimental Probability




Lesson Plan 7.1Probability

ContentMAFS:7.SP.3.5MAFS:7.SP.3.7a


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. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.

1 Day Spin the Big Wheel!

(Probability)

Lesson Plan 7.2Experimental Probability of Simple Events

ContentMAFS: 7.SP.3.6MAFS: 7.SP.3.7b


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. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.


(Probability)

Probability Simulations

Lesson Plan 7.3Experimental Probability of Compound Events

ContentMAFS: 7.SP.3.8MAFS: 7.SP.3.8aMAFS: 7.SP.3.8bMAFS: 7.SP.3.8c


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.

1 Day Independent and Dependent Events

Lesson Plan 7.4Making Predictions with Experimental Probability

ContentMAFS: 7.SP.3.6


Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.


(Probability)

Theoretical and Experimental

Probability



















Unit 4 - ProbabilityModule # 8 – Theoretical Probability and Simulations




Lesson Plan 8.1Theoretical Probability of Simple Events

ContentMAFS:7.SP.3.7aMAFS: 7.SP.3.6MAFS: 7.SP.3.7


Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. 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. 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.

1 Day Probability Simulations

Theoretical and

Experimental Probability

Lesson Plan 8.2Theoretical Probability of Compound Events

ContentMAFS: 7.SP.3.8MAFS:7.SP.3.8aMAFS:7.SP.3.8b


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.

1 Day Independent and

Dependent Events

Lesson Plan 8.3Making Predictions with Theoretical Probability

ContentMAFS: 7.SP.3.6MAFS: 7.SP.3.7a


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. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.

1 Day

Lesson Plan 8.4Using Technology to Conduct a Simulation

Content MAFS: 7.SP.3.8cMAFS: 7.SP.3.8


Design and use a simulation to generate frequencies for compound events.Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

1 Day Independent and

Dependent Events

Review Review Unit 4 – Probability 1 Day

Assess Assess Unit 4 – Probability 1 Day












Unit # 6 – Proportional and Non-Proportional Relationships and Functions

Module 11 – Proportional RelationshipsStart Date – 03/30/15End Date – 04/02/15



Lesson Plan 11.1Representing Proportional Relationships

ContentMAFS: 8.EE.2.6MAFS: 8.F.2.4


Use similar triangles to explain why the slope is the same between any two distinct points on anon-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. 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.

1 Day Point-Slope Form of a Line - Activity APoints, Lines, and EquationsSlope - Activity BSlope-Intercept Form of a Line - Activity B

Lesson Plan 11.2Rate of Change and Slope

ContentMAFS:8.F.2.4

PracticeMP.7.1Using structure

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.

1 Day Distance-Time (metric)Distance-Time Velocity-Time (metric)Slope - Activity B

Lesson Plan 11.3Interpreting the Unit Rate as Slope



Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

1 Day Distance-Time (metric)Distance-Time Velocity-Time (metric)Slope - Activity B

Review And Assess

















Module # 12 – Non-Proportional RelationshipsStart Date – 04/06/15End Date – 04/10/15



Lesson Plan 12.1Representing Linear Non-proportional Relationships

ContentMAFS: 8.F.1.3


Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.

1 Day Points, Lines, and Equations

Lesson Plan 12.2Determining Slope and y-intercept

ContentMAFS: 8.EE.2.6MAFS: 8.F.2.4


Use similar triangles to explain why the slope is the same between any two distinct points on anon-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. 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.

1 Day

Point-Slope Form of a Line - Activity APoints, Lines, and EquationsSimilar Figures - Activity ASlope - Activity BSlope-Intercept Form of a Line - Activity BDistance-Time Graphs

Lesson Plan 12.3Graphing Linear Non-proportional Relationships Using Slope and y-intercept

ContentMAFS: 8.F.2.4MAFS: 8.F.1.3


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. 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.

1 DayDistance-Time Graphs

Lesson Plan 12.4Proportional and Non-proportional Situations



Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

1 Day

Review And Assess













Module # 13 – Writing Linear EquationsStart Date – 04/13/15End Date – 04/16/15



Lesson Plan 13.1Writing Linear Equations from Situations and Graphs




1 DayDistance-Time Graphs

Lesson Plan 13.2Writing Linear Equations from a Table




1 Day Distance-Time (metric)Distance-Time Velocity-Time (metric)Introduction to FunctionsLinear FunctionsPoint-Slope Form of a Line - Activity APoints, Lines, and EquationsSlope-Intercept Form of a Line - Activity B

Lesson Plan 13.3Linear Relationships and Bivariate Data

ContentMAFS: 8.SP.1.1MAFS: 8.SP.1.2MAFS: 8.SP.1.3


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. 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. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

1 DayCorrelationLeast-Squares Best Fit LinesTrends in Scatter PlotsSolving Using Trend Lines

Review And Assess


















Module # 14 - FunctionsStart Date – 04/17/15End Date – 04/24/15

Section Number and Topic

Standards Learning TargetInstructional Time Frame


Lesson Plan 14.1Identifying and Representing Functions

Content MAFS: 8.F.1.1


Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

1 Day Introduction to Functions

Linear Functions

Lesson Plan 14.2Describing Functions

ContentMAFS: 8.F.1.3MAFS: 8.F.1.1


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. 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 Day Function Machines 2 (Functions, Tables, and Graphs)

Linear Functions

Points, Lines, and Equations

Slope-Intercept Form of a Line - Activity B

Lesson Plan 14.3Comparing Functions

ContentMAFS: 8.F.1.2MAFS: 8.EE.2.5MAFS: 8.F.2.4

PracticeMP.3.1Logic.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. 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.

1 Day

Distance-Time (metric)Distance-Time Velocity-Time (metric)Slope - Activity B

Distance-Time (metric)

Distance-Time Velocity-Time (metric)

Introduction to Functions

Linear Functions

Point-Slope Form of a Line - Activity A


Lesson Plan 14.4Analyzing Graphs



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.

1 Day Distance-Time (metric)

Distance-Time Velocity-Time (metric)

Function Machines 2 (Functions, Tables, and Graphs)

Linear Functions

Points, Lines, and Equations


Review Review Unit 6 – Proportions and Non-Proportional Relationships and Functions.

1 Day

Assess Assess Unit 6 – Proportions and Non-Proportional Relationships and Functions.

1 Day
























Unit # 7 – Solving Equations and Systems of EquationsModule # 15 – Solving Linear Equations




Lesson Plan 15.1Equations with the Variable on Both Sides

ContentMAFS:8.EE.3.7 MAFS:8.EE.3.7b


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

1 Day Modeling and Solving Two-Step EquationsSolving Equations By Graphing Each SideSolving Two-Step Equations

Lesson Plan 15.2Equations with Rational Numbers

ContentMAFS: 8.EE.3.7bMAFS: 8.EE.3.7


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


Lesson Plan 15.3Equations with the Distributive Property

ContentMAFS: 8.EE.3.7b


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


Lesson Plan 15.4Equations with Many Solutions or No Solution

ContentMAFS: 8.EE.3.7a


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).


Review And Assess






















Unit # 7 – Solving Equations and Systems of EquationsModule # 16 – Solving Systems of Linear Equations




Lesson Plan 16.1Solving Systems of Linear Equations by Graphing

ContentMAFS:8.EE.3.8aPracticeMP.3.1Logic.

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.

1 Day Solving Linear Systems (Slope-Intercept Form)

Lesson Plan 16.2Solving Systems by Substitution

ContentMAFS:8.EE.3.8bMAFS:8.EE.3.8c


Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. Solve real-world and mathematical problems leading to two linear equations in two variables.

1 Day Solving Linear Systems (Slope-Intercept Form)Solving Linear Systems (Standard Form)Solving Linear Systems (Matrices and Special Solutions)

Lesson Plan 16.3Solving Systems by Elimination

ContentMAFS: 8.EE.3.8bMAFS: 8.EE.3.8c PracticeMP.1.1Problem Solving.



Lesson Plan 16.4Solving Systems by Elimination with Multiplication

ContentMAFS: 8.EE.3.8bMAFS: 8.EE.3.8c

PracticeMP.1.1Problem

Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. Solve real-world and mathematical problems leading to two linear equations in two variables. Solving.


Lesson Plan 16.5Solving Special Systems

ContentMAFS: 8.EE.3.8bMAFS: 8.EE.3.8c



Solving Linear Systems (Slope-Intercept Form)Solving Linear Systems (Standard Form)Solving Linear Systems (Matrices and Special Solutions)

Review Review Unit 7 – Solving Equations and Systems of Equations.

1 Day

Assess Assess Unit 7 – Solving Equations and Systems of Equations.

1 Day































Unit # 9 – Measurement and GeometryModule # 20 – The Pythagorean Theorem




Lesson Plan 20.1The Pythagorean Theorem

Content MAFS: 8.G.2.7MAFS: 8.G.2.6


Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. Explain a proof of the Pythagorean Theorem and its converse.

1 Day Distance Formula - Activity APythagorean Theorem - Activity BPythagorean Theorem with a Geoboard

Lesson Plan 20.2Converse of the Pythagorean Theorem



Explain a proof of the Pythagorean Theorem and its converse.

1 Day Distance Formula - Activity APythagorean Theorem - Activity BPythagorean Theorem with a Geoboard

Lesson Plan 20.3Distance Between Two Points



Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

1 Day Distance Formula - Activity APoints in the Coordinate Plane - Activity APythagorean Theorem - Activity BPythagorean Theorem with a Geoboard

Review And Assess
















Unit # 10 – Statistics: Bivariate DataModules # 22 & 23- Scatter Plots and Two-Way Tables

Start Date – End Date –



Lesson Plan22.1Scatter Plots and Association

ContentFLCC: 8.SP.1.1


Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

1 CorrelationFinding PatternsTrends in Scatter PlotsSolving Using Trend Lines

Lesson Plan22.2Trend Lines and Predictions

ContentFLCC: 8.SP.1.3FLCC: 8.SP.1.1FLCC: 8.SP.1.2


Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. 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. 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.

1 CorrelationLeast Squares Best Fit LinesTrends in Scatter PlotsSolving Using Trend Lines

Lesson Plan23.1Two-Way Frequency Tables



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.

1

Lesson Plan23.2Two-Way Relative Frequency Tables



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.

1










Unit # - NameModule # - Name



Content

Practice

Content

Practice

Content

Practice

Content

Practice




Content

Practice

Content

Practice

Content

Practice

Content

Practice

explorelearning pd blog · web view1 day multiplying decimals (area model) multiplying with...

Documents