Grade 8 Math Yearly Plan

Sample C:

Mathematics 8 Yearly Plan 1A
from Mathematics Teaching Resource

TR8 Yearly Plan 1A

This yearly plan starts with data management because there is minimal background needed for this topic and it is a fun, interesting, and current unit to complete at the start of the year. There is also an attempt to alternate units that tend to be mainly symbolic with units that tend to be mainly spatial. The numerical operations are spread throughout the year to avoid overloading the student. The specific curriculum outcomes listed are identified at the first point in time that they are introduced in the school year. As they are revisited, they are italicized. Measurement is set in December because it is a smaller unit suitable for the limited time. Algebra operations, patterns, and relationships are taught near the end of the year as a prelude to grade 9. In this sample, probability is taught in June because it is an activity-oriented topic that will keep students actively engaged.

Refer to the mental math yearly plan to help plan your daily mental math .

September

Data Management (approximate time: three weeks)

Outcome / Chapter/Section / Pages / Assessment
F1 demonstrate an understanding of the variability of repeated samples of the same population / 5.1 / 188–197
F2 develop and apply the concept of randomness / 5.1
5CP Wrap-Up / 188–197
237 / Formative
BLM 5.1 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
F3 construct and interpret circle graphs / 5.5
5Task / 220–225
238–239 / Formative
BLM 5.5 Rubric
Summative
BLM 5T Task Rubric
F4 construct and interpret scatter plots and determine a line of best fit by inspection / 5.6
5CP Wrap-Up
5Task / 226–233
237
238–239 / Formative
BLM 5.6 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric
F5 construct and interpret box-and-whisker plots / 5.4
5CP Wrap-Up
5Task / 213–219
237
238–239 / Formative
BLM 5.4 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric
F6 extrapolate and interpolate information from graphs / 5.6
5CP Wrap-Up
5Task / 226–233
237
238–239 / Formative
BLM 5.6 Rubric
Summative
BLM 5CP Chapter Problem Wrap-Up Rubric
BLM 5T Task Rubric
F7 determine the effect of variations in data on the mean, median, and mode / 5.3 / 206–212 / Formative
BLM 5.3 Rubric
F8 develop and conduct statistics projects to solve problems / 5Task / 238–239 / Summative
BLM 5T Task Rubric
F9 evaluate data interpretations that are based on graphs and tables / throughout ch5 / 186–233

October

Number Sense (approximate time: three weeks)

Outcome / Chapter/Section / Pages / Assessment
A1 model and link various representations of square root of a number / 1.1
1.3
2Task / 14–19
25–35
102–103 / Summative
BLM 2T Task Rubric
A2 recognize perfect squares between 1 and 144 and apply patterns related to them / 1.1
1.2
2Task / 14–19
20–24
102–103 / Summative
BLM 2T Task Rubric
A3 distinguish between an exact square root of a number and its decimal approximation / 1.2
2Task / 20–24
102–103 / Summative
BLM 2T Task Rubric
A4 find the square root of any number, using an appropriate method / 1.2
1CP Wrap-Up
2Task / 20–24
45
102–103 / Formative
BLM 1.2 Rubric
Summative
BLM 1CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
A5 demonstrate and explain the meaning of negative exponents for base ten / 6.1 / 246–253 / Formative
BLM 6.1 Rubric
A6 represent any number written in scientific notation in standard form, and vice versa / 6.2
8Task / 254–261
380–381 / Formative
BLM 6.2 Rubric
Summative
BLM 8T Task Rubric
D9 demonstrate an understanding of the Pythagorean relationship, using models / 1.3
1.4
1CP Wrap-Up
2Task / 25–35
36–41
45
102–103 / Formative
BLM 1.3 Rubric
Summative
BLM 1CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
D10 apply the Pythagorean relationship in problem situations / 1.4
1CP Wrap-Up
2Task / 36–41
45
102–103 / Formative
BLM 1.4 Rubric
Summative
BLM 1CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric

October/November

Fractions/Rationals (approximate time: five weeks)

Outcome / Chapter/Section / Pages / Assessment
A7 compare and order integers and positive and negative rational numbers (in decimal and fractional forms) / 6.3
6CP Wrap-Up / 262–267
287 / Formative
BLM 6.3 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
B1 demonstrate an understanding of the properties of operations with integers and positive and negative rational numbers (in decimal and fractional forms) / 6.5
6CP Wrap-Up
8Task / 276–283
287
380–381 / Formative
BLM 6.5 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
BLM 8T Task Rubric
B5 add and subtract fractions concretely, pictorially, and symbolically / 2.1
2CP Wrap-Up
2Task / 56–69
101
102–103 / Formative
BLM 5.1 Rubric
Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
B6 add and subtract fractions mentally, when appropriate / 2.1
2CP Wrap-Up
2Task / 56–69
101
102–103 / Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
B7 multiply fractions concretely, pictorially, can symbolically / 2.2
2Task / 70–81
102–103 / Formative
BLM 2.2 Rubric
Summative
BLM 2T Task Rubric
B8 divide fractions concretely, pictorially, and symbolically / 2.3 / 82–91 / Formative
BLM 2.3 Rubric
B9 estimate and mentally compute products and quotients involving fractions / 2.2
2.3
2CP Wrap-Up
2Task / 70–81
82–91
101
102–103 / Formative
BLM 2.2 Rubric
Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
B10 apply the order of operations to fraction computations, using both pencil and paper and the calculator / 2.4
2CP Wrap-Up / 92–97
101 / Formative
BLM 2.4 Rubric
Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
B11 model, solve, and create problems involving fractions in meaningful contexts / 2.1
2.2
2.3
2.4
2CP Wrap-Up
2Task / 56–69
70–81
82–91
92–97
101
102–103 / Summative
BLM 2CP Chapter Problem Wrap-Up Rubric
BLM 2T Task Rubric
B12 add, subtract, multiply, and divide positive and negative decimal numbers with and without the calculator / 6.4
6CP Wrap-Up
8Task / 268–275
287
380–381 / Formative
BLM 6.4 Rubric
Summative
BLM 6CP Chapter Problem Wrap-Up Rubric
BLM 8T Task Rubric
B13 solve and create problems involving addition, subtraction, multiplication, and division of positive and negative numbers / 6.4
8Task / 268–275
380–381 / Formative
BLM 6.4 Rubric
Summative
BLM 8T Task Rubric

December

Measurement (approximate time: three weeks)

Outcome / Chapter/Section / Pages / Assessment
D2 solve measurement problems, using appropriate SI units / 10.1
10.2
10.3
10.4
10.5
10CP Wrap-Up / 430–435
436–443
444–455
456–463
464–473
477 / Summative
BLM 10CP Chapter Problem Wrap-Up Rubric
D3 estimate areas of circles / 10.2 / 436–443
D4 develop and use the formula for the area of a circle / 10.2 / 436–443 / Formative
BLM 10.2 Rubric
D5 describe patterns and generalize the relationships between areas and perimeters of quadrilaterals, and areas and circumferences of circles / 10.1
10.2
10.3 / 430–435
436–443
444–455 / Formative
BLM 10.1 Rubric
BLM 10.3 Rubric
D6 calculate the areas of composite figures / 10.3
10CP Wrap-Up / 444–455
477 / Formative
BLM 10.3 Rubric
Summative
BLM 10CP Chapter Problem Wrap-Up Rubric

D2 should be addressed all year long and not taught in isolation.

January

Ratios, Rates, and Proportions (approximate time: three weeks)

In outcomes C3 and C5, the intent is to focus on the part of the elaboration that relates to ratios, rates, and proportions. Theses outcomes will be revisited later on in the year. For outcome E2, work with dilatations is to be addressed here and the rest of the outcome will be dealt with in the geometry unit.

Outcome / Chapter/Section / Pages / Assessment
A9 solve proportion problems that involve equivalent ratios and rates / 4.2 / 158–167
B2 solve problems involving proportions, using a variety of methods / 4.2
4.3
4CP Wrap-Up / 158–167
168–177
181 / Formative
BLM 4.2 Rubric
Summative
BLM 4CP Chapter Problem Wrap-Up Rubric
C3 construct and analyse tables and graphs to describe how change in one quantity affects a related quantity / 8.2 / 341–347 / Formative
BLM 8.2 Rubric
C5 solve problems involving the intersection of two lines on a graph / 8.4 / 361–367 / Formative
BLM 8.4 Rubric
D1 solve indirect measurement problems, using proportions / 4.2
4.3 / 158–167
168–177
E2 make and apply generalizations about the properties of rotations and dilatations, and use dilatations in perspective drawings of various 2-D shapes / 9.1
9CP Wrap-Up / 121–130
388–394
410–417
421 / Formative
BLM 3.3 Rubric
BLM 9.1 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric

January/February

Outcome / Chapter/Section / Pages / Assessment
A8 represent and apply fractional percents, and percents greater than 100, in fraction or decimal form, and vice versa / 4.1 / 148–157
B3 create and solve problems which involve finding a, b, or c in the relationship a% of b = c, using estimation and calculation / 4.1
4.3 / 148–157
168–177 / Formative
BLM 4.1 Rubric
BLM 4.3 Rubric
B4 apply percentage increase and decrease in problem situations / 4.1
4.3
4CP Wrap-Up
6CP Wrap-Up / 148–157
168–177
181
287 / Summative
BLM 4CP Chapter Problem Wrap-Up Rubric
BLM 6CP Chapter Problem Wrap-Up Rubric

Percentages (approximate time: two weeks)

February

Volumes and Surface Areas (approximate time: three weeks)

Outcome / Chapter/Section / Pages / Assessment
D7 estimate and calculate volumes and surface areas of right prisms and cylinders / 10.4
10.5
10CP Wrap-Up / 456–463
464–473
477 / Formative
BLM 10.4 Rubric
BLM 10.5 Rubric
Summative
BLM 10CP Chapter Problem Wrap-Up Rubric
D8 measure and calculate volumes and surface areas of composite 3-D shapes / 10.4
10.5
10CP Wrap-Up / 456–463
464–473
477 / Formative
BLM 10.5 Rubric
Summative
BLM 10CP Chapter Problem Wrap-Up Rubric
E6 recognize, name, describe, and make and apply generalizations about the properties of prisms, pyramids, cylinders, and cones / 9.3
9CP Wrap-Up / 131–137
403–409
421 / Formative
BLM 3.3 Rubric
BLM 3.4 Rubric
BLM 9.3 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric

March/April

3-D Geometry (approximate time: four weeks)

The outcomes in this section could be done as 2 two-week units, with E1 and E3 done together and then E2 and E4 done together. E7 and the work in E2 on perspective drawings could be addressed either through the technology education or art curriculum.

Outcome / Chapter/Section / Pages / Assessment
E1 make and apply informal deductions about the minimum sufficient conditions to guarantee the uniqueness of a triangle and the congruency of two triangles / 3.1
3.2 / 108–113
114–120 / Formative
BLM 3.1 Rubric
E2 make and apply generalizations about the properties of rotations and dilatations, and use dilatations in perspective drawings of various 2-D shapes / 3.3
9.4
9CP Wrap-Up / 121–130
388–394
410–417
421 / Formative
BLM 3.3 Rubric
BLM 9.1 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric
E3 make and apply generalizations about the properties of similar 2-D shapes / 9.2
9CP Wrap-Up / 395–402
421 / Formative
BLM 9.2 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric
E4 perform various 2-D constructions and apply the properties of transformations to these constructions / 3.3
3CP Wrap-Up / 121–130
141 / Summative
BLM 3CP Chapter Problem Wrap-Up Rubric
E7 draw isometric and orthographic views of 3-D shapes and construct 3-D models from these views / 9.4
9CP Wrap-Up / 410–417
421 / Formative
BLM 9.4 Rubric
Summative
BLM 9CP Chapter Problem Wrap-Up Rubric

April

Algebra (approximate time: two weeks)

Integer work was developed in Grade 7. Work on fractions was covered in November. In this unit, known concepts are extended to negative numbers to develop number and operation sense for rational numbers.

April/May