Materials:

at least 1 1/2 inch binder for math only

notebook paper (keep in math binder for daily use)

graph paper (keep in math binder for daily use)

pencils (keep in math binder for daily use)

(2) dry erase markers

(4)glue sticks(turn in to teacher, keep in classroom)

kleenex (turn in to teacher, keep in classroom)

1stQuarter Curriculum (August 6th – October 1st)

Unit 1: Real Number System

Common Core Standards addressed:

  • 8.NS.1- Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
  • 8.NS.2 – Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, andestimate the value of expressions.
  • 8.EE.2 – Use square root and cube root symbols to represent solutions toequations 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.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 coordinate system.

Student Learning Targets: Vocabulary:

  1. I can evaluate square roots of small perfect squares.
  2. I can find the solution(s) of equations of the form x2 = p.
  3. I can use reasoning to determine between which two consecutive

whole numbers a square root will fall.

  1. I can plot the estimated value of an irrational number on a number

line.

  1. I can estimate the value of an irrational number by rounding to a

specific place value.

  1. I can estimate the value of an expression involving square roots

by using the order of operations.

  1. I can use estimated values to compare two or more irrational

or rational numbers.

  1. I can find the solution of equations of the form x3 = p.
  2. I can evaluate cube roots of small perfect cubes.
  3. I can classify a number as rational or irrational based on its decimal expansion.
  4. I can justify that the square root of a non-perfect square will be irrational.
  5. I can convert a repeating or terminating decimal into a rational number.
  6. I can use visual models to demonstrate the relationship of the three side lengths of any right triangle.
  7. I can use algebraic reasoning to relate the visual model to the Pythagorean Theorem.
  8. I can use the Pythagorean Theorem to determine if a given right triangle is a right triangle.
  9. I can calculate the length of the hypotenuse or a leg of a right triangle using the Pythagorean Theorem.
  10. I can draw a diagram and use the Pythagorean Theorem to solve real-world problems involving right triangles.
  11. I can connect any two points on a coordinate grid to a third point so that the three points form a right triangle.
  12. I can calculate the distance between two points on a coordinate grid using the Pythagorean Theorem.

Unit 2: Exponents and Scientific Notation

Common Core Standards addressed:

  • 8.EE.1– Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 x 3 – 5 = 3 – 3 = 1/33 = 1/27.
  • 8.EE.3 – Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 x 108 and the population of the world as 7 x 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.

Student Learning Targets: Vocabulary:

  1. I can evaluate expressions with exponents.
  2. I can use the product properties of exponents to simplify

expressions.

  1. I can use the quotient properties of exponents to simplify

expressions.

  1. I can convert a number from standard notation to scientific

notation.

  1. I can convert a number from scientific notation to standard

notation.

  1. I can compare quantities written in scientific notation, telling

how much larger or smaller one is compared to the other.

  1. I can add and subtract two numbers written in scientific notation.
  2. I can multiply or divide numbers written in scientific notation.
  3. I can choose appropriate units of measure when using scientific notation.
  4. I can interpret scientific notation that has been generated from technology.

Tentative Outline of Units for the Year:

  1. The Real Number System
  2. Exponents and Scientific Notation
  3. Solving linear Equations
  4. Functions
  5. Linear Functions
  6. Solving Systems of Equations
  7. Geometry
  8. Statistics and Probability

I will send a more detailed description of each unit at the beginning of the quarter in which the unit is being taught. First quarter will contain the first two units listed.

Grading Policy:

Homework: It will be assigned on a daily basis.

Notes/activities -Students are expected to take classroom lesson notes and complete all in-class activities. These will be kept in your binder. They should also be used for homework help and as study guides for quizzes and tests. Some activities will be graded.

Projects–Each unit will contain a small project which will be due at the end of the unit.

Quizzes – These will range from 30 to 50 points and will be given over multiple lessons in a unit.

Tests -These will be at the end of each unit and will be worth approximately 100 points each.

Extended Response and Short Answer Questions –These will be on each unit test and will be worth various amounts of points.

Bellringers/Exit Slips – This is completed at the beginning/end of class each day.

Spiral Reviews – These will be worth 10-20 points each week and will review previously taught content.

Semester Final – This will be a cumulative test given at the end of each semester. (10% of the semester grade)

*The grades for tests, quizzes, bellringers, etc. will be entered into Infinite Campus within 5 days of the due date.

*Students are expected to complete all assignments, even if absences occur. If a student has a missing assignment due to absences, thenI will speak to him/her individually about a due date for those assignments. Quizzes and tests must be taken afterschool if an absence occurred on the day they were given.

Calculators:

Due to the change in the state math requirements and that basic math skills are very important, calculators will be used on a very limited basis. All homework should be completed at home without the use of a calculator. If a calculator is permitted, then I will let the students use them in class for the lesson and then they can use one for homework.

Student/Parent Resources –

1.)Teacher webpage – (Angela Langford)

All unit materials can be found on this webpage.

2.)Weekly Emails from 8th grade teachers – Email Melissa Joiner, , to sign-up for this.

3.)Remind – Follow instructions below to receive daily text messages for your child’s math class

Do you need a friendly reminder about your child’s upcoming math test?

Or what about a reminder of the due date for that math project?

Or even better, a reminder for when the permission slip is due for the upcoming field trip?

If so, REMIND is for you.

In an attempt to keep parents informed of important dates and deadlines, I will be utilizing the Remind 101 text messaging system this school year. All you (parents and students) have to do is send two simple messages to the number below.

1-757-561-2074

Type the following message:

For 5th Period:@26z

For 6th Period:@qm3

After you send the above message, you will instantly receive a text stating that Mrs. Langford needs to know who you are before being added to the class.

Simply REPLY with your full name.

After replying with your name, you will receive a thank you message stating that as a member of your class, you will now receive all of Mrs. Langford’s notifications.

If you have any questions or concerns, please feel free to contact me by e-mail at or by phone at (270)746-2290.