8th Grade Accelerated II Math Syllabus, 2019-2020 School Year
Northview Jr. Academy, Sevier County School System
Teacher: Mrs. Sara Rawlinson
Course Calendar: Organized by Six Weeks
1st Six Weeks
1.1 2.3 2.2
Rational And Irrational Scientific Notation with Creating and Solving
Numbers Neg. Powers of 10 Equations
1.2 2.4 2.3
Sets of Real Numbers Operations with Solving for a Variable
Scientific Notation
1.3 1.1 2.4
Ordering Real Numbers Solving Equations Creating and Solving
Inequalities
2.1 1.2 2.5
Integer Exponents Modeling Quantities Creating and Solving
Compound Inequalities
2.2 2.1
Scientific Notation with Modeling with Expressions
Positive Powers of 10
2nd Six Weeks
3.1 4.1 5.1
Graphing Relationships Identifying and Understanding
Graphing Sequences Linear Functions
3.2 4.2 5.2
Understanding Relations Constructing Arithmetic Using Intercepts
and Functions Sequences
3.3 4.3 5.3
Modeling with Functions Modeling with Arithmetic Interpreting Rate of
Sequences Change and Slope
3.4
Graphing Functions
*Schedule and Sequence of lessons may change, due to unforeseen events.
3rd Six Weeks
6.1 6.5 7.3
Slope- Intercept Form Comparing Properties of Linear Inequalities in Two
Linear Functions Variables
6.2 7.1 14.1
Point-Slope Form Modeling Linear Relationships Scatter Plots and Association
6.3 7.2 14.2
Standard Form Using Functions to Model Trend Lines and Predictions
One Variable Equations
6.4
Transforming Linear
Functions
4th Six Weeks
11.1 11.1 (8th Book) 12.1 (8th Book)
Solving Linear Systems by Parallel Lines Cut By a Transversal Pythagorean Theorem
Graphing
11.2 11.2 (8th Book) 12.2 (8th Book)
Solving Linear Systems by Angle Theorems for Triangles Converse of the Pythagorean
Substitution Theorem
11.3 11.3 (8th Book) 12.3 (8th Book)
Solving Linear Systems by Angle-Angle Similarity Distance Between Two Points
Addition and Subtraction
11.4
Solving Linear Systems
by Multiplying First
5th Six Weeks
13.1 (8th grade book) 9.2 (8th grade book) 10.1 (8th grade book)
Volume of Cylinders Properties of Reflections Properties of Dilations
13.2 (8th grade book) 9.3 (8th grade book) 10.2 (8th grade book)
Volume of Cones Properties of Rotations Algebraic Representations of
Dilations
13.3 (8th grade book) 9.4 (8th grade book) 10.3 (8th grade book)
Volume of Spheres Algebraic Representations Similar Figures
of Transformations
*Schedule and Sequence of lessons may change, due to unforeseen events.
9.1 (8th grade book) 9.5 (8th grade book)
Properties of Translations Congruent Figures
6th Six Weeks
12.1 17.1 18.1
Creating Systems of Linear Adding and Subtracting Multiplying Polynomials
Equations Polynomials
12.2 17.2 18.2
Graphing Systems of Adding Polynomial Expressions Multiplying Polynomial
Linear Inequalities Expressions
12.3 17.3 18.3
Modeling with Subtracting Polynomial Special Products of
Linear Systems Expressions Binomials
Review for Accelerated II
End of Course Exam
Textbook Information
HMH Algebra 1: Student Edition
Published by Houghton Mifflin Harcourt
ISBN-10: 0544381890
Major Required Assignments
MODULE 1 QUIZ 1st Six Weeks
MODULE 2 QUIZ 1st Six Weeks
MODULE 14 QUIZ 3rd Six Weeks
MODULE 11 QUIZ 4th Six Weeks
MODULE 12 QUIZ 4th Six Weeks
MODULE 13 QUIZ 5th Six Weeks
MODULE 9 QUIZ 5th Six Weeks
MODULE 10 QUIZ 5th Six Weeks
Accelerated II 6th Six Weeks
End of Course Exam
*There will be an exam at the end of each six weeks, covering the content presented in each six weeks.
*Schedule and Sequence of lessons may change, due to unforeseen events.
Tennessee Math Practices
Math Practices Explanations and Examples
In grade 8, students solve real world problems through the application of algebraic and geometric
1. Make sense of problems and concepts. Students seek the meaning of a problem and look for efficient ways to represent and solve
persevere in solving them. it. They may check their thinking by asking themselves, “What is the most efficient way to solve the
problem?”, “Does this make sense?”, and “Can I solve the problem in a different way?”
In grade 8, students represent a wide variety of real world contexts through the use of real numbers
and variables in mathematical expressions, equations, and inequalities. They examine patterns in data
2. Reason abstractly and
and assess the degree of linearity of functions. Students contextualize to understand the meaning of
quantitatively.
the number or variable as related to the problem and decontextualize to manipulate symbolic
representations by applying properties of operations.
In grade 8, students construct arguments using verbal or written explanations accompanied by
expressions, equations, inequalities, models, and graphs, tables, and other data displays (i.e. box
3. Construct viable arguments
plots, dot plots, histograms, etc.). They further refine their mathematical communication skills through
and critique the reasoning of
mathematical discussions in which they critically evaluate their own thinking and the thinking of other
others.
students. They pose questions like “How did you get that?”, “Why is that true?” “Does that always
work?” They explain their thinking to others and respond to others’ thinking.
In grade 8, students model problem situations symbolically, graphically, tabularly, and contextually.
Students form expressions, equations, or inequalities from real world contexts and connect symbolic
and graphical representations. Students solve systems of linear equations and compare properties of
4. Model with mathematics. functions provided in different forms. Students use scatterplots to represent data and describe
associations between variables. Students need many opportunities to connect and explain the
connections between the different representations. They should be able to use all of these
representations as appropriate to a problem context.
Students consider available tools (including estimation and technology) when solving a mathematical
problem and decide when certain tools might be helpful. For instance, students in grade 8 may
5. Use appropriate tools
translate a set of data given in tabular form to a graphical representation to compare it to another data
strategically.
set. Students might draw pictures, use applets, or write equations to show the relationships between
the angles created by a transversal.
In grade 8, students continue to refine their mathematical communication skills by using clear and
6. Attend to precision. precise language in their discussions with others and in their own reasoning. Students use appropriate
terminology when referring to the number system, functions, geometric figures, and data displays.
Students routinely seek patterns or structures to model and solve problems. In grade 8, students apply
properties to generate equivalent expressions and solve equations. Students examine patterns in
7. Look for and make use of
tables and graphs to generate equations and describe relationships. Additionally, students
structure.
experimentally verify the effects of transformations and describe them in terms of congruence and
similarity.
In grade 8, students use repeated reasoning to understand algorithms and make generalizations
about patterns. Students use iterative processes to determine more precise rational approximations
8. Look for and express regularity for irrational numbers. They analyze patterns of repeating decimals to identify the corresponding
in repeated reasoning. fraction. During multiple opportunities to solve and model problems, they notice that the slope of a line
and rate of change are the same value. Students flexibly make connections between covariance,
rates, and representations showing the relationships between quantities.
Tennessee Math Standards For 8th Grade
● 8.NS.A Know that there are numbers that are not rational, and approximate them by rational numbers.
○ 8.NS.A.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 or terminates,
and convert a decimal expansion which repeats eventually or terminates into a rational number.
8.NS.A.2 Use rational approximations of irrational numbers to compare the size of irrational numbers locating
them approximately on a number line
diagram. Estimate the value of irrational expressions such as π².
*Schedule and Sequence of lessons may change, due to unforeseen events.
● 8.EE.A Work with radicals and integer exponents.
○ 8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions.
○ 8.EE.A.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.A.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.
○ 8.EE.A.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.
● 8.EE.B Understand the connections between proportional relationships, lines, and linear equations.
○ 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two
different proportional relationships represented in different ways.
○ 8.EE.B.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; know and 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.C Analyze and solve linear equations and systems of two linear equations.
○ 8.EE.C.7 Solve linear equations in one variable.
■ 8.EE.C.7.a 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).
■ 8.EE.C.7.b Solve linear equations with rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms.
○ 8.EE.C.8 Analyze and solve systems of two linear equations.
■ 8.EE.C.8.a 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.
■ 8.EE.C.8.b Solve systems of two linear equations in two variables algebraically, and estimate solutions by
graphing the equations. Solve simple cases by inspection.
■ 8.EE.C.8.c Solve real-world and mathematical problems leading to two linear equations in two variables.
● 8.F.A Define, evaluate, and compare functions.
○ 8.F.A.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. (Function notation is not required
in 8th grade.)
○ 8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
○ 8.F.A.3 Know and 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.
● 8.F.B Use functions to model relationships between quantities.
○ 8.F.B.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.B.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.G.A Understand and describe the effects of transformations on two-dimensional figures and use informal
arguments to establish facts about angles.
○ 8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations:
■ 8.G.A.1.a Lines are taken to lines, and line segments to line segments of the same length.
■ 8.G.A.1.b Angles are taken to angles of the same measure.
■ 8.G.A.1.c Parallel lines are taken to parallel lines.
*Schedule and Sequence of lessons may change, due to unforeseen events.
○ 8.G.A.2 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using
coordinates.
○ 8.G.A.3 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.
● 8.G.B Understand and apply the Pythagorean Theorem.
○ 8.G.B.4 Explain a proof of the Pythagorean Theorem and its converse.
○ 8.G.B.5 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.B.6 Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.C Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
● 8.G.C.7 Know and understand the formulas for the volumes of cones, cylinders, and spheres, and use them to
solve real-world and mathematical problems.
8.SP Statistics and Probability
● 8.SP.A Investigate patterns of association in bivariate data.
○ 8.SP.A.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.A.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.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept.
● 8.SP.B Investigate chance processes and develop, use, and evaluate probability models
○ 8.SP.B.4 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.
*Schedule and Sequence of lessons may change, due to unforeseen events.
