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Math Curriculum 2

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0% found this document useful (0 votes)

29 views216 pages

Math Curriculum 2

Uploaded by

Mhayett Gannaban Subad

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6th, 7th and 8th

GRADE
MATH
CURRICULUM

Middle Township Public Schools

216 S. Main Street
Cape May Court House, NJ 08210
Born On Date: September 2017

1|Page
Contents
Acknowledgements........................................................................................................................................................................................................ 2
Introduction ................................................................................................................................................................................................................... 3
Course Description ......................................................................................................................................................................................................... 3
Standards for Mathematical Practice ............................................................................................................................................................................ 4
6th Grade Math Pacing Guide ......................................................................................................................................................................................... 9
Unit One-Ratios and Rate .................................................................................................................................................................................... 11
Unit Two- The Number Sense .................................................................................................................................................................................. 17
Unit Three-Expressions and Equations .................................................................................................................................................................... 29
Unit Four-Geometry ................................................................................................................................................................................................. 35
Unit Five-Statistics and Probability .......................................................................................................................................................................... 43
6th Grade Math Standards Curriculum Map................................................................................................................................................................. 50

Acknowledgements

Dr. David Salvo-Superintendent

Dr. Toni Lehman-Director of Curriculum and Instruction

Middle School Math Curriculum Committee

Dave Farrow Dawn Robbins

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Introduction

Middle Township Middle School

6th Grade Math

This document serves to meet all requirements for curriculum as per the Middle Township Board of Education and the New Jersey
Department of Education and will serve as a guide for lesson planning. Units within the curricular framework for mathematics are
designed to be taught in order in which they are presented. There is a logical and developmentally-appropriate progression of
standards, with strong consideration given to Major, Supporting, and Additional content standards presented since most concepts build
upon each other. Within the units, the teachers have flexibility of what order to present the standards. Major, Supporting, and
Additional clusters of mathematics content standards are based on the New Jersey Student Learning Standards. Suggested New Jersey
Student Learning Standards for Mathematics are listed in each unit to be imbedded regularly in daily mathematical instruction. This
curriculum emphasizes a new leap forward in the continual process of improving learning for all of our students. These standards are
based on a philosophy of teaching and learning mathematics that is consistent with the most current research and exemplary practices.

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Every lesson, activity, assessment, and resource is designed to build student mathematical understanding and connect to learning the
Standards for Mathematical Practice. In doing so every student is ensured a deeper understanding of mathematical concepts and the
ability to apply them in real-world situations.

In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and
division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending
the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using
expressions and equations; and (4) developing understanding of statistical thinking.

Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics
education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication,
representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s
report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts,
operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and
productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence
and one’s own efficacy).

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or
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pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to
solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given
situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at
hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly
using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in
constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures.
They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their
conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making
plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to
compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there
is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects,
drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal
until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the
arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

4. Model with mathematics.

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proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated
situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map
their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation
and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include
pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or
dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For
example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing
calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making
mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify
relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They
are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others
and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a
problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem
context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school
they have learned to examine claims and make explicit use of definitions.

7. Look for and make use of structure.

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Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three
and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the
shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of
an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step
back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or
as being composed of several objects. For example, they can see 5 - 3(x - y)2 as 5 minus a positive number times a square and use that
to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper
elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on
the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x - 1) = 3. Noticing the regularity in the
way terms cancel when expanding (x - 1) (x + 1), (x - 1) (x2 + x + 1), and (x - 1) (x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of
the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

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Conclusion
At Middle Township School District, the Math curriculum follows the standards for school mathematics. This district math curriculum
describes the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12.
Each Standard consists of two to four specific goals that apply across all the grades.

The five Content Standards each encompass specific expectations, organized by grade bands:

 Number & Operations

 Algebra
 Geometry
 Measurement
 Data Analysis & Probability

This approach reinforces the sequential progression of skills and concepts. This supports developmentally appropriate teaching and
assessments. Each grade level has its own specific standards from each year to be used as stepping stones in the progression of
learning and student achievement.

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Middle Township Middle School

6th Grade Math Pacing Guide

UNIT TITLE ENDURING UNDERSTANDINGS NJSLS TIMEFRAME

1-Ratios and Students will understand that… 6.RP.A 14-20 days

Proportional ● GCF and LCM can be used to compare ratios
Relationships ● Unit rates have a denominator of one
● Ratios can be part to part or part to whole

2-The Number Students will understand how to… 6.NS.A 14-30 days
System ● divide fraction by a fraction 6.NS.B
● multiply and divide multi-digit numbers 6.NS.C
● extend understanding of rational numbers

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3-Expressions Students will understand that… 6.EE.A
and Equations  Expressions can be evaluated when given the value of the variable. 6.EE.B 14-30 days
 One variable equations can be solved using opposite operations 6.EE.C
 Equations can be used to solve real life problems

4-Geometry Students will understand that… 6.G.A 14-20 days

 right triangles, other triangles, special quadrilaterals, and polygons are
composed by triangles and can be decomposed into triangles and other
shapes; apply these techniques in the context of solving real-world and
mathematical problems.
 finding the volume of rectangular prism involves three dimensions.
 polygons can be drawn in the coordinate plane when given coordinates
for vertices.
 three-dimensional shapes can be created from nets.

5-Statistics Students will understand that… 6.SP.A 14-20 days

and  Mean, Median, and Mode are used to represent data. 6.SP.B
Probability  Measures of variation are used to describe distribution or spread of
data.
 Appropriate measures of tendency need to be used.

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Unit One-Ratios and Rate
Content Area: Mathematics Grade(s): 6th
Unit Plan Title: Unit 1 Ratios and Rate Units
Overview/Rationale (Describe and Justify)

Students use multiple forms of ratio language and ratio notation, and formalize understanding of equivalent ratios. Students apply
reasoning when solving collections of ratio problems in real world contexts using various tools. Students bridge their understanding of
ratios to the value of a ratio, and then to a rate and unit rate, discovering that a percent of a quantity is a rate per 100.
Standard(s) Number and Description (Established Goals)

6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
6.RP.2 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
6.RP.3 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.
Math Practice Standards Number and Description (MP1 through MP8)

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MP.5: Use appropriate tools strategically. Students become proficient using a variety of representations that are useful in reasoning with rate
and ratio problems, such as tape diagrams, double line diagrams, ratio tables, a coordinate plane, and equations. They then use judgment in
selecting appropriate tools as they solve ratio and rate problems.
MP.6: Attend to precision. Students define and distinguish between ratio, the value of a ratio, a unit rate, a rate unit, and a rate. Students use
precise language and symbols to describe ratios and rates. Students learn and apply the precise definition of percent.
MP.7:Look for and make use of structure. Students recognize the structure of equivalent ratios in solving word problems using tape diagrams.
Students identify the structure of a ratio table and use it to find missing values in the table. Students make use of the structure of division and
ratios to model 5 miles/2 hours as a quantity 2.5 mph.
MP. 8:Look for and express regularity in repeated reasoning. Students determine reasonable answers to problems involving operations with
decimals. Estimation skills and compatible numbers are used. For instance, when 24.385 is divided by 3.91, students determine that the answer
is close to the quotient of 24 ÷ 4, which equals 6. Students discover, relate, and apply strategies when problem solving, such as the use of the
distributive property to solve a multiplication problem involving fractions and/or decimals (e.g., 350 × 1.8 = 350(1 + 0.8) = 350 + 280 = 630).
When dividing fractions, students may use the following reasoning: Since 2 7 + 2 7 + 2 7 = 6 7 , then 6 7 ÷ 2 7 = 3, so I can solve fraction division
problems by first getting common denominators and then solving the division problem created by the numerators. Students understand the
long division algorithm and the continual breakdown of the dividend into different place value units. Further, students use those repeated
calculations and reasoning to determine the greatest common factor of two numbers using the Euclidean algorithm.

Technology Standard(s) Number and Description

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaborate and to create and communicate knowledge.

Interdisciplinary Standard(s) Number and Description

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells.

Enduring Understandings:

Students will understand that…

● GCF and LCM can be used to compare ratios
● Unit rates have a denominator of one
● Ratios can be part to part or part to whole

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Essential Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How can finding the GCF and LCM assist in solving mathematical problems?

Why is it important to be able to compare quantities using ratios?

When are unit rates beneficial in real world situations?

What is the relationship between ratio, rates, and fractions?

21st Century Connections (P21 Framework – Partnership for 21st Century Learning):
Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit by
marking E, T, A in the box before the appropriate skill (Some boxes may have all 3, some 0).
21st Century Interdisciplinary Themes 21st Century Skills
x
Global Awareness ETA Critical Thinking and Problem Solving
Environmental Literacy Creativity and Innovation
Health Literacy E Communication and Collaboration
Civic Literacy Flexibility and Adaptability
x
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy Social and Cross-Cultural Skills
EA Productivity and Accountability
E Leadership and Responsibility

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ETA Informational Literacy Skills
Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ET CRP1. Act as a responsible and contributing citizen and employee

ETA CRP2. Apply appropriate academic and technical skills
E CRP3. Attend to personal health and financial well-being
ETA CRP4. Communicate clearly and effectively with reason
E CRP5. Consider the environmental, social and economic impacts of decisions
E CRP6. Demonstrate creativity and innovation
CRP7. Employ valid and reliable research strategies

ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

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● ratios and rate can be expressed in fraction form ● express ratios as part to part or part to whole
● unit rates have a denominator of one ● find the unit rate

Key Vocabulary and Terms:

● Ratio
● Rate
● Greatest common factor
● Least common multiple
● Unit Rate
● Equivalent ratio
Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, extended response
Students will find the unit rate to find the best value of an item. test with rubric, academic prompts, observations, homework, journals, Star
Students will use unit rate calculate the cost of trip. Renaissance, and benchmarks testing. Students will demonstrate
Students will calculate the exchange rate for the US dollar. achievements. Students will reflect on errors and make corrections.
Understanding will be judged using an extended- response rubric.

Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)

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Consider how will the design will: (WHERETO – Understanding By Design –Wiggins and McTighe)
Instructional Strategies and W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
Activities (add rows as needed) students are coming from (prior knowledge and interests)?
*D H= Hook all students and Hold their interest?
E= Equip students, help the Experience the key ideas and Explore the issue?
R=Provide opportunities to Rethink and Revise their understandings and work?
E=Allow students to Evaluate their work and its implications?
T=be Tailored (personalized to the different needs, interests and abilities of learners?
O=be Organized to maximize initial and sustained engagement as well as effective learning?

Title Description with Modifications, number of days, etc.

1. Finding GCF and LCM ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
2. Rate and Ratio ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
3. Unit Rate ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
Resources: (All textbooks, websites, and other major resources associated with the course)

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Glencoe Math Build to the Common Core- Course 1
Glencoe Math- Power Up
Glencoe Math Build to the Common Core Practice Masters
www.engageny.org
www.math.com
www.coolmath.com
www.interactivesites.weebly.com

Suggested Time Frame (Days): 25-30 days

*D – Indicates differentiation at the Lesson Level (Identify Modifications for ELL, Gifted and Talented, Basic Skills, Special Education)

Unit Two- The Number Sense

Content Area: Mathematics Grade(s): 6th
Unit Plan Title: Unit 2 The Number Sense
Overview/Rationale (Describe and Justify)

Students will apply and extend previous understandings of multiplication and division to divide fractions by fractions. Multiply and
divide multi-digit numbers and find common factors and multiples.
Standard(s) Number and Description (Established Goals)

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● 6.NS.A Apply and extend previous understandings of multiplication and division to divide fractions by
fractions.
○ 6.NS.A.1 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.

■ Divide whole numbers by unit fractions using models (6-L.1)

■ Reciprocals (6-L.2)
■ Divide whole numbers and unit fractions (6-L.3)
■ Divide fractions (6-L.5)
■ Estimate quotients when dividing mixed numbers (6-L.6)
■ Divide fractions and mixed numbers (6-L.7)
■ Divide fractions and mixed numbers: word problems (6-L.8)
■ Add, subtract, multiply, or divide two fractions (6-O.7)
■ Add, subtract, multiply, or divide two fractions: word problems (6-O.8)

● 6.NS.B Compute fluently with multi-digit numbers and find common factors and multiples.
○ 6.NS.B.2 Fluently divide multi-digit numbers using the standard algorithm.

■ Divisibility rules (6-C.1)

■ Division patterns with zeroes (6-C.2)
■ Divide numbers ending in zeroes: word problems (6-C.3)
■ Estimate quotients (6-C.4)
■ Divide whole numbers - 2-digit divisors (6-C.5)
■ Divide whole numbers - 3-digit divisors (6-C.6)
■ Add, subtract, multiply, or divide two whole numbers (6-O.1)

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■ Add, subtract, multiply, or divide two whole numbers: word problems (6-O.2)

○ 6.NS.B.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.

■ Add and subtract decimal numbers (6-G.1)

■ Add and subtract decimals: word problems (6-G.2)
■ Estimate sums and differences of decimals (6-G.3)
■ Maps with decimal distances (6-G.4)
■ Estimate products of decimal numbers (6-H.1)
■ Multiply decimals (6-H.2)
■ Inequalities with decimal multiplication (6-H.3)
■ Divide decimals by whole numbers (6-H.4)
■ Divide decimals by whole numbers: word problems (6-H.5)
■ Multiply and divide decimals by powers of ten (6-H.6)
■ Division with decimal quotients (6-H.7)
■ Inequalities with decimal division (6-H.8)
■ Add, subtract, multiply, or divide two decimals (6-O.4)
■ Add, subtract, multiply, or divide two decimals: word problems (6-O.5)

○ 6.NS.B.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

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whole numbers with no common factor.

■ Identify factors (6-E.4)

■ Greatest common factor (6-E.7)
■ Least common multiple (6-E.8)
■ GCF and LCM: word problems (6-E.9)

● 6.NS.C Apply and extend previous understandings of numbers to the system of rational numbers.
○ 6.NS.C.5 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.

■ Understanding integers (6-M.1)

■ Compare temperatures above and below zero (6-T.9)

○ 6.NS.C.6 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.
■ 6.NS.C.6a 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

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itself, e.g., -(-3) = 3, and that 0 is its own opposite.

■ Absolute value and opposite integers (6-M.2)

■ Integers on number lines (6-M.3)

■ 6.NS.C.6b 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.

■ Objects on a coordinate plane (6-X.1)

■ Graph points on a coordinate plane (6-X.2)
■ Quadrants (6-X.3)
■ Reflections: graph the image (6-DD.4)

■ 6.NS.C.6c 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

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coordinate plane.

■ Decimal number lines (6-F.9)

■ Integers on number lines (6-M.3)
■ Graph integers on horizontal and vertical number lines (6-M.4)
■ Rational numbers: find the sign (6-P.6)
■ Objects on a coordinate plane (6-X.1)
■ Graph points on a coordinate plane (6-X.2)
■ Coordinate planes as maps (6-X.4)
■ Translations: graph the image (6-DD.3)

○ 6.NS.C.7 Understand ordering and absolute value of rational numbers.

■ 6.NS.C.7a Interpret statements of inequality as statements about the relative position of
two numbers on a number line diagram.

■ Compare integers (6-M.5)

■ 6.NS.C.7b Write, interpret, and explain statements of order for rational numbers in real-

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world contexts.

■ Compare rational numbers (6-P.1)

■ Put rational numbers in order (6-P.2)

■ 6.NS.C.7c 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.

■ Absolute value and opposite integers (6-M.2)

■ Absolute value of rational numbers (6-P.3)

■ 6.NS.C.7d Distinguish comparisons of absolute value from statements about order.

■ Put rational numbers in order (6-P.2)

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■ Absolute value of rational numbers (6-P.3)

○ 6.NS.C.8 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.

■ Objects on a coordinate plane (6-X.1)

■ Graph points on a coordinate plane (6-X.2)
■ Coordinate planes as maps (6-X.4)
■ Distance between two points (6-X.5)
■ Follow directions on a coordinate plane (6-X.6)

Math Practice Standards Number and Description (MP1 through MP8)

Enduring Understandings:

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Students will understand how to…
● divide fraction by a fraction
● multiply and divide multi-digit numbers
● extend understanding of rational numbers

Essential Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How can parts of a whole be divided by other parts of a whole?

Is there only one process for multiplying and dividing multi-digit numbers?

Why is it important to find the greatest common factor and least common multiple of numbers?

How do I distinguish between repeating and terminating decimals?

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E Leadership and Responsibility
ETA Informational Literacy Skills
Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ET CRP1. Act as a responsible and contributing citizen and employee

ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually
be able to do as a result of such knowledge and skill?)

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Students will know…. Students will be able to (do)…
how to divide fractions ● divide fractions by whole numbers, mixed numbers, and
how to multiply and divide multi-digit number fractions
the value of positive and negative integers ● multiply and divide numbers of various amounts
that some fractions have repeating decimals and some fractions ● add and subtract positive and negative integers
have terminating decimals ● find the repeating or terminating decimals as a result of fraction
conversion
Key Vocabulary and Terms:
● terminating decimal
● repeating decimal
● reciprocal
● absolute value
● bar notation
● integer
● opposites
● negative integer
● positive integer
Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, extended response
Students will find fractional amounts of money, food and land. test and rubric, academic prompts, observations, homework, journals, Star
Students will multiply and divide large amounts. Renaissance, and benchmarks testing students will demonstrate
Will see a pattern in fractions that turn into repeating decimals and achievements. Students will reflect on errors and make corrections.
fractions that turn into terminating fractions.
Understanding will be judged using an extended- response rubric.
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)

27 | P a g e
Consider how will the design will: (WHERETO – Understanding By Design –Wiggins and McTighe)
Instructional Strategies and W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
Activities (add rows as needed) students are coming from (prior knowledge and interests)?
*D H= Hook all students and Hold their interest?
E= Equip students, help the Experience the key ideas and Explore the issue?
R=Provide opportunities to Rethink and Revise their understandings and work?
E=Allow students to Evaluate their work and its implications?
T=be Tailored (personalized to the different needs, interests and abilities of learners?
O=be Organized to maximize initial and sustained engagement as well as effective learning?

Title Description with Modifications, number of days, etc.

1. Dividing fractions by ● W-Student learning map
fractions ● H- Real World Link
● E-Vocabulary activities
● R- Redo-nows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
2. multiplying and dividing ● W-Student learning map
multi-digit numbers ● H- Real World Link
● E-Vocabulary activities
● R- Redo-nows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
3. rational numbers with ● W-Student learning map
terminating and ● H- Real World Link
repeating decimals ● E-Vocabulary activities
● R- Redo-nows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
Resources: (All textbooks, websites, and other major resources associated with the course)

28 | P a g e
Glencoe Math Build to the Common Core- Course 1
Glencoe Math- Power Up
Glencoe Math Build to the Common Core- Common Core Practice Masters
www.engageny.org
www.math.com
www.coolmath.com
www.interactivesites.weebly.com

Suggested Time Frame (Days): 20-25 days

*D – Indicates differentiation at the Lesson Level (Identify Modifications for ELL, Gifted and Talented, Basic Skills, Special Education)

Unit Three-Expressions and Equations

Content Area: Mathematics Grade(s): 6th
Unit Plan Title: Unit 3 Expression and Equations
Overview/Rationale (Describe and Justify)

Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given
situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different
forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the
solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea
of maintaining the equality of both sides of an equation to solve simple one step equations. Students construct and analyze tables, such
as tables of quantities that are in equivalent ratios, and they use equations to describe the relationships between quantities.
Standard(s) Number and Description (Established Goals)

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6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.
6.EE.A2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.A2.A Write expression that record operations with number and with letters standing for numbers.
6.EE.A2B Identify parts of an expression using mathematical terms; view one or more parts of an expression as a single entity.
6EE.A.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.
6EE.A3 Apply the operations to generate equivalent expressions.
6.EE.A4 Identify when two expression are equivalent
6.EE.B5 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.
6.EE.B6 Use variables to represent numbers and write expressions when solving real world or mathematical problems; understand that
a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6EE.B.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 nonnegative rational numbers.
6.EE.B8 Write an inequality of the form x>c or x<c to represent a constraint or condition in a real word mathematical problem.
Recognize that inequalities of the form x>c or x<c have infinitely many solutions; represent solutions to such inequalities on number line
diagrams.
6EE.C.9 Use variables to represent two quantities in a real world problem that change in relationship to one another ; write an equation
to represent 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 to relate these to one equation.

Technology Standard(s) Number and Description

Interdisciplinary Standard(s) Number and Description

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells.

30 | P a g e
Enduring Understandings:

Students will understand that…

● Expressions can be evaluated when given the value of the variable.
● One variable equations can be solved using opposite operations
● equations can be used to solve real life problems

Essential Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

Can all algebraic expressions be evaluated?

What is the difference between numeric expressions and equations and algebraic expressions and equations?

What is the difference between an equation and an inequality?

How can algebra be used to solve real word problems?

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Literacy
EA Productivity and Accountability
E Leadership and Responsibility
ETA Informational Literacy Skills
Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ET CRP1. Act as a responsible and contributing citizen and employee

ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually

32 | P a g e
be able to do as a result of such knowledge and skill?)
Students will know…. Students will be able to (do)…
● The difference between an expression and an equation. ● identify expressions and equations.
● The difference between an equation and an inequality. ● identify equations and inequalities.
● How to use algebraic equations to solve real world ● write and solve algebraic equations.
problems.

Key Vocabulary and Terms:

● Commutative property
● Distributive property
● Associative property
● Identity property
● Coefficient
● Variable
● Term
● Equation
● Expression
● Inverse operation
● Inequality

Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, extended response
Students will write and solve algebraic equations. test with rubric, academic prompts, observations, homework, journals, Star
Students will use various algebraic properties to solve real world Renaissance, and benchmarks testing students will demonstrate
problems. achievements. Students will reflect on errors and make corrections.
Students will write, solve and graph inequalities.

33 | P a g e
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how will the design will: (WHERETO – Understanding By Design –Wiggins and McTighe)
Instructional Strategies and W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
Activities (add rows as needed) students are coming from (prior knowledge and interests)?
*D H= Hook all students and Hold their interest?
E= Equip students, help the Experience the key ideas and Explore the issue?
R=Provide opportunities to Rethink and Revise their understandings and work?
E=Allow students to Evaluate their work and its implications?
T=be Tailored (personalized to the different needs, interests and abilities of learners?
O=be Organized to maximize initial and sustained engagement as well as effective learning?

Title Description with Modifications, number of days, etc.

34 | P a g e
● O- encourage students to keep an organized binder
Resources: (All textbooks, websites, and other major resources associated with the course)
Glencoe Math Build to the Common Core- Course 1
Glencoe Math- Power Up
Glencoe Math Build to the Common Core- Common Core Practice Masters
www.engageny.org
www.math.com
www.coolmath.com
www.interactivesites.weebly.com

Suggested Time Frame (Days): 35-40 days

*D – Indicates differentiation at the Lesson Level (Identify Modifications for ELL, Gifted and Talented, Basic Skills, Special Education)

Unit Four-Geometry
Content Area: Mathematics Grade(s): 6th
Unit Plan Title: Unit 4 Geometry
Overview/Rationale (Describe and Justify)

Students will find the area, volume, and surface area of two and three dimensional
Standard(s) Number and Description (Established Goals)

6.G Geometry

● 6.G.A Solve real-world and mathematical problems involving area, surface area, and volume.
○ 6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by

35 | P a g e
composing into rectangles or decomposing into triangles and other shapes; apply these techniques in
the context of solving real-world and mathematical problems.

■ Area of rectangles and squares (6-FF.2)

■ Area of triangles (6-FF.3)
■ Area of parallelograms and trapezoids (6-FF.4)
■ Area of quadrilaterals (6-FF.5)
■ Area of compound figures (6-FF.6)
■ Compare area and perimeter of two figures (6-FF.10)

○ 6.G.A.2 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.

■ Volume of cubes and rectangular prisms (6-FF.14)

○ 6.G.A.3 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.

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Apply these techniques in the context of solving real-world and mathematical problems.

■ Objects on a coordinate plane (6-X.1)

■ Distance between two points (6-X.5)
■ Graph triangles and quadrilaterals (6-CC.6)

○ 6.G.A.4 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.

■ Nets of three-dimensional figures (6-EE.3)

■ Surface area of cubes and rectangular prisms (6-FF.15)
■ Volume and surface area of triangular prisms (6-FF.16)

Math Practice Standards Number and Description (MP1 through MP8)

37 | P a g e
machines working together.
MP.2: Reason abstractly and quantitatively. Students solve problems by analyzing and comparing ratios and unit rates given in tables,
equations, and graphs. Students decontextualize a given constant speed situation, representing symbolically the quantities involved with the
formula, distance = rate × time.
MP.5: Use appropriate tools strategically. Students become proficient using a variety of representations that are useful in reasoning with rate
and ratio problems, such as tape diagrams, double line diagrams, ratio tables, a coordinate plane, and equations. They then use judgment in
selecting appropriate tools as they solve ratio and rate problems.
MP.6: Attend to precision. Students define and distinguish between ratio, the value of a ratio, a unit rate, a rate unit, and a rate. Students use
precise language and symbols to describe ratios and rates. Students learn and apply the precise definition of percent.
MP.7: Look for and make use of structure. Students recognize the structure of equivalent ratios in solving word problems using tape diagrams.
Students identify the structure of a ratio table and use it to find missing values in the table. Students make use of the structure of division and
ratios to model 5 miles/2 hours as a quantity 2.5 mph.
MP. 8: Look for and express regularity in repeated reasoning. Students determine reasonable answers to problems involving operations with
decimals. Estimation skills and compatible numbers are used. For instance, when 24.385 is divided by 3.91, students determine that the answer
is close to the quotient of 24 ÷ 4, which equals 6. Students discover, relate, and apply strategies when problem solving, such as the use of the
distributive property to solve a multiplication problem involving fractions and/or decimals (e.g., 350 × 1.8 = 350(1 + 0.8) = 350 + 280 = 630).
When dividing fractions, students may use the following reasoning: Since 2 7 + 2 7 + 2 7 = 6 7 , then 6 7 ÷ 2 7 = 3, so I can solve fraction division
problems by first getting common denominators and then solving the division problem created by the numerators. Students understand the
long division algorithm and the continual breakdown of the dividend into different place value units. Further, students use those repeated
calculations and reasoning to determine the greatest common factor of two numbers using the Euclidean algorithm.

Technology Standard(s) Number and Description

Interdisciplinary Standard(s) Number and Description

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells.

Enduring Understandings:

Students will understand that…

38 | P a g e
● right triangles, other triangles, special quadrilaterals, and polygons are composed by triangles and can be decomposed into
triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
● finding the volume of rectangular prism involves three dimensions.
● polygons can be drawn in the coordinate plane when given coordinates for vertices.
● three-dimensional shapes can be created from nets.

Essential Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

How can finding the area of polygons be used in real world situations?

How is surface area and volume of three-dimensional shapes related to area?

Why is it important to create nets from three-dimensional figures?

39 | P a g e
Literacy
EA Productivity and Accountability
E Leadership and Responsibility
ETA Informational Literacy Skills
Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ET CRP1. Act as a responsible and contributing citizen and employee

ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually

40 | P a g e
be able to do as a result of such knowledge and skill?)
Students will know…. Students will be able to (do)…
area is measured in square units? ● calculate the area of two dimensional shapes
volume is measured in cubic units? ● calculate the volume of the three-dimensional shapes
nets can be created from three-dimensional shapes? ● create nets from three-dimensional shapes

Key Vocabulary and Terms:

● base
● composite figure
● congruent
● formula
● height
● parallelogram
● polygon
● rhombus
● prism
● cubic units
● surface area
● vertex
● volume
Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, extended response
Students will find the area of two dimensional shapes. test with rubric, academic prompts, observations, homework, journals, Star
Students will calculate the surface area of three-dimensional objects. Renaissance, and benchmarks testing students will demonstrate
Students will create nets from three-dimensional objects. achievements. Students will reflect on errors and make corrections.

41 | P a g e
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how will the design will: (WHERETO – Understanding By Design –Wiggins and McTighe)
Instructional Strategies and W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
Activities (add rows as needed) students are coming from (prior knowledge and interests)?
*D H= Hook all students and Hold their interest?
E= Equip students, help the Experience the key ideas and Explore the issue?
R=Provide opportunities to Rethink and Revise their understandings and work?
E=Allow students to Evaluate their work and its implications?
T=be Tailored (personalized to the different needs, interests and abilities of learners?
O=be Organized to maximize initial and sustained engagement as well as effective learning?

Title Description with Modifications, number of days, etc.

1. area of polygons ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
2. volume of rectangular ● W-Student learning map
prisms ● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
3. Nets of three-dimensional ● W-Student learning map
objects ● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder

42 | P a g e
Resources: (All textbooks, websites, and other major resources associated with the course)
Glencoe Math Build to the Common Core- Course 1
Glencoe Math- Power Up
Glencoe Math Build to the Common Core- Common Core Practice Masters
www.engageny.org
www.math.com
www.coolmath.com
www.interactivesites.weebly.com

Suggested Time Frame (Days): 20-25 days

*D – Indicates differentiation at the Lesson Level (Identify Modifications for ELL, Gifted and Talented, Basic Skills, Special Education)

Unit Five-Statistics and Probability

Content Area: Mathematics Grade(s): 6th
Unit Plan Title: Unit 5 Statistics and Probability
Overview/Rationale (Describe and Justify)

Students build on and reinforce their understanding of numbers; students begin to develop the ability to think statistically. Students
recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The
median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that
each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point.
Students recognize that a measure of variability can also be useful for summarizing data because two very different sets of data can
have the same mean and median yet be distinguished by their variability.
Standard(s) Number and Description (Established Goals)

43 | P a g e
6. SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the
answers.
6SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center,
spread, and overall shape.
6 SP.A3 Recognize that a measure of center for numerical data set summarizes all of its values with a single number. While a measure of
variation describes how its values vary with a single number.
6SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6SP.B.5A Summarize numerical data sets in relation to their context, such as by reporting the number of observations.
6SP.B5B Describing the nature of the attribute under investigation, including how it was measured and its units of measure
6SP.B.5C Giving quantitative measures of center and variability. as well as describing any overall pattern with reference to the context
in which the data were gathered
6. SP.B5.D Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the
data was gathered.
Math Practice Standards Number and Description (MP1 through MP8)

MP1: Make sense of problems and persevere in solving them. Students make sense of and solve real-world and mathematical ratio, rate, and
percent problems using representations, such as tape diagrams, ratio tables, the coordinate plane, and double number line diagrams. They
identify and explain the correspondences between the verbal descriptions and their representations and articulate how the representation
depicts the relationship of the quantities in the problem. Problems include ratio problems involving the comparison of three quantities, multi-
step changing ratio problems, using a given ratio to find associated ratios, and constant rate problems including two or more people or
machines working together.
MP.2: Reason abstractly and quantitatively. Students solve problems by analyzing and comparing ratios and unit rates given in tables,
equations, and graphs. Students decontextualize a given constant speed situation, representing symbolically the quantities involved with the
formula, distance = rate × time.
MP.5: Use appropriate tools strategically. Students become proficient using a variety of representations that are useful in reasoning with rate
and ratio problems, such as tape diagrams, double line diagrams, ratio tables, a coordinate plane, and equations. They then use judgment in
selecting appropriate tools as they solve ratio and rate problems.
MP.6: Attend to precision. Students define and distinguish between ratio, the value of a ratio, a unit rate, a rate unit, and a rate. Students use
precise language and symbols to describe ratios and rates. Students learn and apply the precise definition of percent.
MP.7: Look for and make use of structure. Students recognize the structure of equivalent ratios in solving word problems using tape diagrams.
Students identify the structure of a ratio table and use it to find missing values in the table. Students make use of the structure of division and
ratios to model 5 miles/2 hours as a quantity 2.5 mph.
MP. 8: Look for and express regularity in repeated reasoning. Students determine reasonable answers to problems involving operations with
decimals. Estimation skills and compatible numbers are used. For instance, when 24.385 is divided by 3.91, students determine that the answer

44 | P a g e
is close to the quotient of 24 ÷ 4, which equals 6. Students discover, relate, and apply strategies when problem solving, such as the use of the
distributive property to solve a multiplication problem involving fractions and/or decimals (e.g., 350 × 1.8 = 350(1 + 0.8) = 350 + 280 = 630).
When dividing fractions, students may use the following reasoning: Since 2 7 + 2 7 + 2 7 = 6 7 , then 6 7 ÷ 2 7 = 3, so I can solve fraction division
problems by first getting common denominators and then solving the division problem created by the numerators. Students understand the
long division algorithm and the continual breakdown of the dividend into different place value units. Further, students use those repeated
calculations and reasoning to determine the greatest common factor of two numbers using the Euclidean algorithm.

Technology Standard(s) Number and Description

Interdisciplinary Standard(s) Number and Description

MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells.

Enduring Understandings:

Students will understand that…

Mean, Median, and Mode are used to represent data.

Measures of variation are used to describe distribution or spread of data.

Appropriate measures of tendency need to be used.

Essential Questions: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

What things in a data sample can make the mean, median or mode not a good measure of central tendency?

Why are the measures of variations important when looking at data?

45 | P a g e
Why isn’t one measure of central tendency appropriate to use in every situation?

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ET CRP1. Act as a responsible and contributing citizen and employee

ETA CRP2. Apply appropriate academic and technical skills

46 | P a g e
E CRP3. Attend to personal health and financial well-being
ETA CRP4. Communicate clearly and effectively with reason
E CRP5. Consider the environmental, social and economic impacts of decisions
E CRP6. Demonstrate creativity and innovation
CRP7. Employ valid and reliable research strategies

ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives: (What key knowledge and skills will students acquire as a result of this unit? What should they eventually
be able to do as a result of such knowledge and skill?)
Students will know…. Students will be able to (do)…
● How to find the mean, median and mode ● Find the mean, median, and mode
● How to find the measure of variation. ● Find the measure of variation
● How to choose an appropriate measure of central tendency. ● Choose appropriate measures

Key Vocabulary and Terms:

● average
● mean
● median
● mode
● outliers
● range

47 | P a g e
Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, extended response
Students will find the mean scores on class assignments test with rubric, academic prompts, observations, homework, journals, Star
Students will use mean median , and mode to compare weather in Renaissance, and benchmarks testing students will demonstrate
different areas achievements. Students will reflect on errors and make corrections.
Students will use mean deviation to compare the heights of water
slides at two different water parks
Understanding will be judged using an extended- response rubric.
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how will the design will: (WHERETO – Understanding By Design –Wiggins and McTighe)
Instructional Strategies and W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the
Activities (add rows as needed) students are coming from (prior knowledge and interests)?
*D H= Hook all students and Hold their interest?
E= Equip students, help the Experience the key ideas and Explore the issue?
R=Provide opportunities to Rethink and Revise their understandings and work?
E=Allow students to Evaluate their work and its implications?
T=be Tailored (personalized to the different needs, interests and abilities of learners?
O=be Organized to maximize initial and sustained engagement as well as effective learning?

Title Description with Modifications, number of days, etc.

1. Finding the mean, ● W-Student learning map
median, and mode ● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
2. Measures of variation ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit

48 | P a g e
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
● W-Student learning map
3. Appropriate measures ● H- Real World Link
● E-Vocabulary activities
● R- Redo-knows and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized binder
Resources: (All textbooks, websites, and other major resources associated with the course)
Glencoe Math Build to the Common Core- Course 1
Glencoe Math- Power Up
Glencoe Math Build to the Common Core- Common Core Practice Masters
www.engageny.org
www.math.com
www.coolmath.com
www.interactivesites.weebly.com

Suggested Time Frame (Days): 20-25 days

*D – Indicates differentiation at the Lesson Level (Identify Modifications for ELL, Gifted and Talented, Basic Skills, Special Education)

49 | P a g e
6th Grade Math Standards Curriculum Map

Overview Standards for Unit Focus Standards for Mathematical Practice

Mathematical
Content

Unit 1 6.NS.A.1  Apply and extend previous understandings of multiplication

6.NS.B.2 and division to divide fractions by fractions
6.RP.A.1  Compute fluently with multi-digit numbers and find common
6.RP.A.2 factors and multiples
Operations and 6.RP.A.3*  Understand ratio concepts and use ratio reasoning to solve
Reasoning 6.NS.B.3 problems
about Ratios 6.NS.B.4

Unit 1: 6.NS.A.1 Traffic Jam MP.1 Make sense of problems and persevere in solving them.

Suggested Open 6.RP.A.1 Games at Recess

Educational
Resources 6.RP.A.2 Price per pound and pounds per dollar

6.RP.A.3 Voting for Three, Variation 1 MP.2 Reason abstractly and quantitatively.

6.RP.A.3c Shirt Sale

6.NS.B.3 Reasoning about Multiplication and Division and Place Value, Part 1

6.NS.B.4 Factors and Common Factors MP.3 Construct viable arguments & critique the reasoning of others.

6.NS.B.4 Multiples and Common Multiples

MP.4 Model with mathematics.

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 2 6.EE.A.1  Apply and extend previous understandings of arithmetic to

6.EE.A.2 algebraic expressions
6.EE.A.3  Reason about and solve one-variable equations and
6.EE.A.4 inequalities
Expressions 6.EE.B.6  Solve real-world and mathematical problems involving area, MP.5 Use appropriate tools strategically.
and 3-D 6.G.A.2 surface area, and volume
Geometry 6.G.A.4

Unit 2: 6.EE.A.1 The Djinni's Offer MP.6 Attend to precision.

Suggested Open 6.EE.A.2 Rectangle Perimeter 1

Educational
Resources 6.EE.A.4 Rectangle Perimeter 2

6.EE.A.4 Equivalent Expressions MP.7 Look for and make use of structure.

6.G.A.2 Volumes with Fractional Edge Lengths

6.G.A.4 Nets for Pyramids and Prisms

MP.8 Look for and express regularity in repeated reasoning.

51 | P a g e
Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 3 6.EE.B.5  Reason about and solve one-variable equations and

6.EE.B.7 inequalities
6.NS.C.5  Apply and extend previous understandings of numbers to the
6.NS.C.6 system of rational numbers
Equations, The 6.NS.C.7  Solve real-world and mathematical problems involving area,
Rational 6.EE.B.8 surface area, and volume
Number System 6.NS.C.8*
6.G.A.3
and
6.G.A.1
2-D Geometry
MP.1 Make sense of problems and persevere in solving them.
Unit 3: 6.EE.B.5 Make Use of Structure

Suggested Open 6.EE.B.7 Morning Walk

Educational
Resources 6.NS.C.5 Warmer in Miami
MP.2 Reason abstractly and quantitatively.
6.NS.C.6 Mile High

6.NS.C.7 Jumping Flea

6.NS.C.7a Fractions on the Number Line

MP.3 Construct viable arguments & critique the reasoning of others.
6.NS.C.7b Comparing Temperatures

6.EE.B.8 Fishing Adventures 1

6.NS.C.8 Nome, Alaska MP.4 Model with mathematics.

6.G.A.1, 6.G.A.3 Polygons in the Coordinate Plane

52 | P a g e
Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 4 6.EE.C.9  Represent and analyze quantitative relationships between MP.5 Use appropriate tools strategically.
6.SP.A.1 dependent and independent variables
6.SP.A.2  Develop understanding of statistical variability
6.SP.A.3  Summarize and describe distributions
Variability, 6.SP.B.4  Understand ratio concepts and use ratio reasoning to solve
Distributions, 6.SP.B.5 problems
and 6.RP.A.3*  Apply and extend previous understandings of numbers to the MP.6 Attend to precision.
6.NS.C.8* system of rational numbers
Relationships
between
Quantities

Unit 4: 6.EE.C.9 Families of Triangles MP.7 Look for and make use of structure.

Suggested Open 6.SP.A.1 Identifying Statistical Questions

Educational
Resources 6.SP.A.2, 6.SP.B.4 Puppy Weights
MP.8 Look for and express regularity in repeated reasoning.
6.SP.A.3 Is It Center or Is It Variability?

6.SP.B.5c Number of Siblings

6.SP.B.5d Mean or Median?

Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

53 | P a g e
Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. NS.A.1. Interpret and compute MP.4 Model with mathematics. Concept(s): No new concept(s) introduced
quotients of fractions, and solve word
problems involving division of Students are able to:
fractions by fractions, e.g., by using
visual fraction models and equations  Divide a fraction by a fraction.
to represent the problem.  Represent division of fractions using visual models.
For example, create a story context
 Interpret quotients of fractions in the context of the problem.
for (2/3) ÷ (3/4) and use a visual
 Compute quotients of fractions in order to solve word problems.
fraction model to show the quotient;
 Write equations to solve word problems involving division of fraction by a
use the relationship between
fraction.
multiplication and division to explain
 Use the relationship between multiplication and division to explain division of
that (2/3) ÷ (3/4) = 8/9 because 3/4 of
fractions.
8/9 is 2/3. (In general, (a/b) ÷ (c/d) =
ad/bc.) How much chocolate will
each person get if 3 people share 1/2 Learning Goal 1: Compute quotients of fractions.
lb. of chocolate equally? How many Learning Goal 2: Construct visual fraction models to represent quotients of fractions and
3/4-cup servings are in 2/3 of a cup of use the relationship between multiplication and division to explain
yogurt? How wide is a rectangular division of fractions.
strip of land with length 3/4 mi and
area 1/2 square mi? Learning Goal 3: Solve real-world problems involving quotients of fractions and interpret
the solutions in the context given.

6. NS.B.2. Fluently divide multi-digit numbers using the standard algorithm. Concept(s): No new concept(s) introduced

Students are able to:

 Use the standard algorithm to divide multi-digit numbers with speed and
accuracy.

Learning Goal 4: Fluently divide multi-digit numbers using the standard algorithms.

54 | P a g e
Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. RP.A.1. Understand the concept of MP.2 Reason abstractly and Concept(s):

a ratio and use ratio language to quantitatively.
describe a ratio relationship between  A ratio shows relative sizes or values of two quantities.
two quantities.
For example, "The ratio of wings to Students are able to:
beaks in the bird house at the zoo was
2:1, because for every 2 wings there
 Describe a ratio relationship between two quantities using ratio language.
was 1 beak." "For every vote
candidate A received, candidate C
received nearly three votes." Learning Goal 5: Explain the relationship of two quantities in given ratio using ratio
language.

6. RP.A.2. Understand the concept of MP.2 Reason abstractly and Concept(s):

a unit rate a/b associated with a ratio quantitatively.
a:b with b ≠ 0, and use rate language  A rate is a ratio comparing two different types of quantities.
in the context of a ratio relationship. Students will be able to:
For example, "This recipe has a ratio
of 3 cups of flour to 4 cups of sugar,  Determine the unit rate given a ratio relationship.
so there is 3/4 cup of flour for each
 Describe a unit rate relationship between two quantities using rate language.
cup of sugar." "We paid $75 for 15
hamburgers, which is a rate of $5 per
hamburger." Learning Goal 6: Use rate language, in the context of the ratio relationship, to describe a
unit rate.

55 | P a g e
Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

measurements, find missing MP.8 Look for and express regularity in  Calculate a percent of a quantity and solve problems by finding the whole when
values in the tables, and plot the repeated reasoning given the part and the percent.
pairs of values on the coordinate  Convert measurement units using ratio reasoning.
plane. Use tables to compare  Transform units appropriately when multiplying and dividing quantities.
ratios.
Learning Goal 7: Create and complete tables of equivalent ratios to sole real world and
6. RP.A.3b. Solve unit rate
mathematical problems using ratio and rate reasoning that include making tables
problems including those
of equivalent ratios, solving unit rate problems, finding percent of a quantity as a
involving unit pricing and
rate per 100.
constant speed.
Learning Goal 8: Use ratio and rate reasoning to convert measurement units and to
For example, if it took 7 hours to
transform units appropriately when multiplying or dividing quantities.
mow 4 lawns, then at that rate,
how many lawns could be mowed
in 35 hours? At what rate were
lawns being mowed?

6. RP.A.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.

6. RP.A.3d. Use ratio reasoning to

convert measurement units;
manipulate and transform units
appropriately when multiplying or
dividing quantities.

56 | P a g e
Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. NS.B.3. Fluently add, subtract, multiply, and divide multi-digit decimals using Concept(s): No new concept(s) introduced
the standard algorithm for each operation.
Students are able to:

 Add and subtract multi-digit decimals with accuracy and efficiency.

 Multiply and divide multi-digit decimals with accuracy and efficiency.

Learning Goal 9: Fluently add, subtract, multiply and divide multi-digit decimals.

6. NS.B.4. Find the greatest common MP.7 Look for and make use of structure. Concept(s): No new concept(s) introduced
factor of two whole numbers less than
or equal to 100 and the least common Students are able to:
multiple of two whole numbers less
than or equal to 12.  Create lists of factors for two whole numbers less than or equal to 100; find the
largest factor common to both lists.
 Create lists of multiples for two whole numbers less than or equal to 12; find the
smallest multiple common to both lists.

Learning Goal 10: Find the greatest common factor of two whole numbers less than or
equal to 100 and the least common multiple of two numbers less than
or equal to 12.

Unit 1 Grade 6 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to determine Summative assessment is an opportunity for students to demonstrate mastery of the skills
how students are progressing against the standards. taught during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.

57 | P a g e
Unit 1 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 2 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. EE.A.1. Write and evaluate MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
numerical expressions involving quantitatively.
whole-number exponents Students are able to:
MP.7 Look for and make use of structure.
 Write numerical expressions (involving whole number exponents) from verbal
descriptions.
 Evaluate numerical expressions involving whole number exponents.

Learning Goal 1: Write and evaluate numerical expressions involving whole number
exponents.

6. EE.A.2. Write, read, and evaluate MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
expressions in which letters stand for

58 | P a g e
Unit 2 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

numbers quantitatively. Students are able to:

6. EE.A.2a. Write expressions that
record operations with numbers MP.7 Look for and make use of structure.  Write algebraic expressions from verbal descriptions.
and with letters standing for  Use mathematical terms (sum, term, product, factor, quotient, coefficient) to
numbers. For example, express the identify the parts of an expression.
calculation "Subtract y from 5" as  Evaluate algebraic expressions and formulas, including those involving exponents.
5 - y.
Learning Goal 2: Use mathematical language to identify parts of an expression.
6. EE.A.2b. Identify parts of an
Learning Goal 3: Write and evaluate algebraic expressions involving exponents (include
expression using mathematical
evaluating formulas).
terms (sum, term, product, factor,
quotient, coefficient); view one or
more parts of an expression as a
single entity. For example,
describe the expression 2 (8 + 7)
as a product of two factors; view (8
+ 7) as both a single entity and a
sum of two terms

6. EE.A.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). For
example, use the formulas V = s3

59 | P a g e
Unit 2 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

and A = 6s2 to find the volume and

surface area of a cube with sides of
length s = ½

6. EE.A.3. Apply the properties of MP.2 Reason abstractly and Concept(s):

operations to generate equivalent quantitatively.
expressions.  Properties of operations: distributive property, combining like terms
For example, apply the distributive MP.7 Look for and make use of structure. Students are able to:
property to the expression 3 (2 + x) to
produce the equivalent expression 6  Combine like terms to generate an equivalent expression.
+ 3x; apply the distributive property  Factor to generate an equivalent expression.
to the expression 24x + 18y to  Multiply (apply the distributive property) to generate an equivalent expression.
produce the equivalent expression 6
(4x + 3y); apply properties of
Learning Goal 4: Apply properties of operations (factor, distribute, and combine like
operations to y + y + y to produce the
equivalent expression 3y terms) to generate equivalent expressions and to identify when two
6. EE.A.4. Identify when two expressions are equivalent.
expressions are equivalent (i.e., when
the two expressions name the same
number regardless of which value is
substituted into them).
For example, the expressions y + y +
y and 3y are equivalent because they
name the same number regardless of
which number y stands for
6. EE.B.6. Use variables to represent MP.2 Reason abstractly and Concept(s):
numbers and write expressions when quantitatively.
solving a real-world or mathematical  A variable can represent an unknown number or any number in a set of numbers.
problem; understand that a variable MP.6 Attend to precision. Students are able to:
can represent an unknown number,
or, depending on the purpose at hand, MP.7 Look for and make use of structure.  Write expressions for solving real-world problems.
any number in a specified set.
Learning Goal 5: Use variables to represent numbers and write expressions when solving

60 | P a g e
Unit 2 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

real world or mathematical problems.

6. G.A.2. Find the volume of a right MP. 2 Reason abstractly and Concept(s): No new concept(s) introduced
rectangular prism with fractional edge quantitatively.
lengths by packing it with unit cubes Students are able to:
of the appropriate unit fraction edge
lengths, and show that the volume is  Pack a right rectangular prism with fractional edge lengths with unit fraction
the same as would be found by cubes.
multiplying the edge lengths of the  Show that the volume found by packing is the same as would be found by
prism. Apply the formulas V = l w h multiplying the edge lengths of the prism.
and V = B h to find volumes of right  Apply volume formulas, V = l w h and V = b h, to right rectangular prisms with
rectangular prisms with fractional fractional edge lengths.
edge lengths in the context of solving
real-world and mathematical Learning Goal 6: Find the volume of a right rectangular prism with fractional edge lengths
problems.
by packing it with unit cubes and show that the volume is the same as it
would be if found by multiplying the edge lengths; apply volume
formulas to right rectangular prisms with fractional edge lengths.

6. G.A.4. Represent three- MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
dimensional figures using nets made persevere in solving them.
up of rectangles and triangles, and use Students are able to:
the nets to find the surface area of MP.4 Model with mathematics.
these figures. Apply these techniques  Represent three dimensional objects with nets made up of rectangles and triangles.
in the context of solving real-world MP.5 Use appropriate tools strategically  Find surface area of three-dimensional objects using nets.
and mathematical problems.  Solve real world and mathematical problems involving surface area using nets.

Learning Goal 7: Represent three dimensional figures objects with nets made of rectangles
and triangles, and use the nets to find the surface area of the figures in
order to solve real world and mathematical problems.

Unit 2 Grade 6 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan

61 | P a g e
Unit 2 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Formative assessment informs instruction and is ongoing throughout a unit to determine Summative assessment is an opportunity for students to demonstrate mastery of the skills
how students are progressing against the standards. taught during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. EE.B.5. Understand solving an MP.5 Use appropriate tools strategically. Concept(s):

equation or inequality as a process of
answering a question: which values MP.6 Attend to precision.  Solving an equation or inequality is a process of answering the question:
from a specified set, if any, make the determine which values from a specified set, if any, make the equation or
equation or inequality true? Use inequality true.

62 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

substitution to determine whether a Students are able to:

given number in a specified set makes
an equation or inequality true.  Substitute a number into an equation to determine whether it makes an equation
true.
 Substitute a number into an inequality to determine whether it makes the
inequality true.

Learning Goal 1: Use substitution to determine whether a given number makes an equation
or inequality true.

6. EE.B.7. Solve real-world and MP.1 Make sense of problems and Concept(s):
mathematical problems by writing persevere in solving them.
and solving equations of the form x +  An equation is defined by two expressions that are equivalent to one another.
p = q and px = q for cases in which p, MP.2 Reason abstractly and Students will be able to:
q and x are all nonnegative rational quantitatively.
numbers.  Solve real world problems by writing and solving equations of the form x + p = q
MP.6 Attend to precision. (p, q, and x are non-negative and rational).
 Solve real world problems by writing and solving equations of the form px = q (p,
MP.7 Look for and make use of structure. q, and x are non-negative and rational).

Learning Goal 2: Solve real world problems by writing and solving equations of the form x
+ p = q and px = q (p, q, and x are non-negative rational numbers).

6. NS.C.5. Understand that positive MP.2 Reason abstractly and Concept(s):

and negative numbers are used quantitatively.
together to describe quantities having  Positive and negative numbers, used together, describe quantities having opposite
opposite directions or values (e.g., MP.5 Use appropriate tools strategically directions or opposite values.
temperature above/below zero, Students are able to:
elevation above/below sea level,
credits/debits, positive/negative  Represent quantities with positive and negative numbers in real-world contexts.
electric charge); use positive and  Interpret positive and negative numbers in real-world contexts.
negative numbers to represent  Explain the meaning of zero, in context, in each real-world situation.

63 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

quantities in real-world contexts,

explaining the meaning of 0 in each Learning Goal 3: Use positive and negative numbers to represent quantities in real-world
situation. situations, explaining the meaning of zero in the context of the real-
world situation.

6. NS.C.6. Understand a rational MP.5 Use appropriate tools strategically. Concept(s):

number as a point on the number line.
Extend number line diagrams and MP.8 Look for and express regularity in  Opposite signs of numbers indicate locations on opposite sides of 0 on the number
coordinate axes familiar from repeated reasoning. line.
previous grades to represent points on  The opposite of the opposite of a number is the number itself (e.g. the opposite of
the line and in the plane with negative three is -3. The opposite of the opposite of three, -(-3), is equal to the original
number coordinates. number, 3).
6.NS.C.6a. Recognize opposite  Signs of numbers in ordered pairs indicate their locations in quadrants of the
signs of numbers as indicating coordinate plane.
locations on opposite sides of 0 on  When two ordered pairs differ only by signs, the locations of the points are related
the number line; recognize that the by reflections across one or both axes.
Students are able to:
opposite of the opposite of a
number is the number itself, e.g., –
 Position rational numbers on horizontal and vertical number lines.
(–3) = 3, and that 0 is its own  Position pairs of rational numbers on a coordinate plane.
opposite.  Explain the conditions for which pairs of points are reflections across an axes in
the coordinate plane.
6. NS.C.6b. Understand signs of  Locate numbers and their opposites on the number line and explain their relation
numbers in ordered pairs as to 0.
indicating locations in quadrants of
the coordinate plane; recognize Learning Goal 4: Locate rational numbers and their opposites on horizontal and vertical
that when two ordered pairs differ number line; explain their relation of the opposites to zero.
only by signs, the locations of the
points are related by reflections Learning Goal 5: Plot pairs of positive and negative rational numbers in the coordinate
across one or both axes. plane; describe two ordered pairs that differ only by signs as reflections
across one or both axes.
6. NS.C.6c. Find and position
integers and other rational numbers

64 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

on a horizontal or vertical number

line diagram; find and position
pairs of integers and other rational
numbers on a coordinate plane.

6. NS.C.7. Understand ordering and MP.2 Reason abstractly and Concept(s):

absolute value of rational numbers. quantitatively.
6.NS.C.7a. Interpret statements of  The absolute value of a rational number is its distance from 0 on the number line.
inequality as statements about the MP.3 Construct viable arguments and Students are able to:
relative position of two numbers critique the reasoning of others.
on a number line diagram. For  Given an inequality, determine the position of one rational number relative to
MP.5 Use appropriate tools strategically another.
example, interpret –3 > –7 as a
 Write a inequality and explain statements of order for rational numbers in real
statement that –3 is located to the world situations.
right of –7 on a number line
oriented from left to right. Learning Goal 6: Use statements of inequality to determine relative positions of two
rational numbers on a number line; write and explain statements of order
6. NS.C.7b. Write, interpret, and
for rational numbers in real-world contexts.
explain statements of order for
rational numbers in real-world Learning Goal 7: Explain the meaning of absolute value of a rational number as distance
contexts. For example, write –3 oC from zero on the number line and as magnitude for a positive or negative
> –7 oC to express the fact that –3 quantity in a real-world situation.
o
C is warmer than –7 oC.

6. NS.C.7c. 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. For example, for an
account balance of –30 dollars,

65 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

write |–30| = 30 to describe the

size of the debt in dollars.

6. NS.C.7d. Distinguish
comparisons of absolute value
from statements about order. For
example, recognize that an
account balance less than –30
dollars represent a debt greater
than 30 dollars.

6. EE.B.8. Write an inequality of the MP.2 Reason abstractly and Concept(s):

form x > c or x < c to represent a quantitatively.
constraint or condition in a real-world  An inequality may represent a constraint (or a condition) in a real-world problem.
or mathematical problem. Recognize MP.6 Attend to precision.  Infinity (x > c and x < c have an infinite number of solutions).
that inequalities of the form x > c or x Students are able to:
< c have infinitely many solutions; MP.7 Look for and make use of structure.
represent solutions of such  Represent real-world constraint or condition by writing an inequality of the form x
inequalities on number line diagrams > c or x < c.
 Graph inequalities of the form x > c or x < c on number lines.

Learning Goal 8: Write an inequality of the form x > c or x < c to represent a constraint or
condition in a real world or mathematical problem and represent them on
a number line.

6. NS.C.8. Solve real-world and MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
mathematical problems by graphing persevere in solving them.
points in all four quadrants of the Students are able to:
coordinate plane. Include use of MP.2 Reason abstractly and
coordinates and absolute value to find quantitatively.  Graph points in all four quadrants of the coordinate plane in order to solve real-
distances between points with the world and mathematical problems.
same first coordinate or the same MP.4 Model with mathematics.  Draw polygons in the coordinate plane.
second coordinate.  Use absolute value to find distances between points with the same first coordinate

66 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

*(benchmarked) MP.5 Use appropriate tools strategically. or the same second coordinate.
 Use coordinates to solve real-world distance, perimeter, and area problems.
6. G.A.3. Draw polygons in the
coordinate plane given coordinates
for the vertices; use coordinates to Learning Goal 9: Solve real world and mathematical problems by graphing points in all
find the length of a side joining points four quadrants of the coordinate plane. Use the absolute value of the
with the same first coordinate or the differences of their coordinates to find distances between points with the
same second coordinate. Apply these
same first coordinate or same second coordinate.
techniques in the context of solving
real-world and mathematical
problems.
6. G.A.1. Find the area of right MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
triangles, other triangles, special persevere in solving them.
quadrilaterals, and polygons by Students are able to:
composing into rectangles or MP.2 Reason abstractly and
decomposing into triangles and other quantitatively.  Compose rectangles in order to find the area of triangles, special quadrilaterals
shapes; apply these techniques in the and polygons.
context of solving real-world and MP.5 Use appropriate tools strategically.  Decompose triangles, special quadrilaterals, and polygons into triangles and other
mathematical problems. shapes in order to find their area.
MP.7 Look for and make use of structure.  Compose rectangles and decompose into triangles in order to solve real-world
problems.

Learning Goal 10: Find the area of right triangles, other triangles, special quadrilaterals and
polygons by composing into rectangles or decomposing into triangles
and other shapes to solve real world or mathematical problems.

Unit 3 Grade 6 What This May Look Like

67 | P a g e
Unit 3 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

6. EE.C.9. Use variables to represent MP.2 Reason abstractly and Concept(s):

two quantities in a real-world quantitatively.
problem that change in relationship to  Two quantities that change in relationship to one another may be represented
one another; write an equation to MP.4 Model with mathematics. with an equation in two variables, with a graph, and with a table of values.
express one quantity, thought of as Students are able to:
the dependent variable, in terms of MP.6 Attend to precision.
the other quantity, thought of as the  Represent two quantities that related to one another, with variables.
independent variable. Analyze the  Write an equation in two variables.
relationship between the dependent  Distinguish the dependent variable from the independent variable.
and independent variables using  Analyze a given graph and table of values, and relate them to the equation.
graphs and tables, and relate these to

68 | P a g e
Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

the equation.
For example, in a problem involving
motion at constant speed, list and Learning Goal 1: Write an equation using two variables (independent and dependent) to
graph ordered pairs of distances and represent two quantities that change in relationship to one another in
times, and write the equation d = 65t a real world problem.
to represent the relationship between
distance and time. Learning Goal 2: Analyze the relationship between the dependent and independent
variables and relate the equation to a given graph and to its table of
values.

6. SP.A.1. Recognize a statistical MP.2 Reason abstractly and Concept(s):

question as one that anticipates quantitatively.
variability in the data related to the  Variability/Variation
question and accounts for it in the MP.6 Attend to precision  A statistical question is one that anticipates variability in the data that is related
answers. to the question.
For example, “How old am I?” is not Students are able to:
a statistical question, but “How old
are the students in my school?” is a  Distinguish questions that are statistical (anticipate variability in data) from
statistical question because one those that are not.
anticipates variability in students’
ages. Learning Goal 3: Distinguish questions that are statistical (anticipate variability in data)
from those that are not.

6. SP.A.2. Understand that a set of MP.4 Model with mathematics. Concept(s):

data collected to answer a statistical
question has a distribution which can  A data set has a distribution which can be described by its center, spread, and
be described by its center, spread, and overall shape.
overall shape.  A measure of center summarizes, with a single number, the values of an entire
6. SP.A.3. Recognize that a measure data set.
of center for a numerical data set  A measure of variation describes, with a single number, how the values of a
summarizes all of its values with a data set vary.
single number, while a measure of
variation describes how its values

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Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

vary with a single number. Students are able to:

6. SP.B.4. Display numerical data in
plots on a number line, including dot  Distinguish center from variation.
plots, histograms, and box plots.  Display numerical data in dot plots on a number line.
 Display numerical data in histograms on a number line.
 Display numerical data in box plots on a number line.

Learning Goal 4: Display numerical data in plots on the number line (including dot
plots, histograms, and box plots) and summarize in relation to their
context.

6. SP.B.5. Summarize numerical data MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
sets in relation to their context, such quantitatively.
as by: Students are able to:
6. SP.B.5a. Reporting the number MP.4 Model with mathematics.
of observations.  Determine the number of observations of a data set.
MP.5 Use appropriate tools strategically.  Describe the data in context, including how it was measured and the units of
6. SP.B.5b. Describing the nature measurement.
of the attribute under investigation,  Calculate measures of center, mean and median.
including how it was measured and  Calculate measures of spread, interquartile range and mean absolute deviation.
its units of measurement.  Describe the overall shape of a distribution (skewed left, skewed right, etc.).
 Identify striking deviations (outliers).
6.SP.B.5c. Giving quantitative  Choose measures of center and variability appropriate to the shape of the
measures of center (median and/or distribution and context.
mean) and variability (interquartile
range and/or mean absolute Learning Goal 5: Summarize numerical data in relation to their context by identifying
deviation), as well as describing the number of observations and describing how the data was
any overall pattern and any measured.
striking deviations from the overall
pattern with reference to the Learning Goal 6: Calculate, and interpret measures of center (mean and median) and
context in which the data were variability (interquartile range and mean absolute deviation); report

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Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

gathered. measures of center and variability appropriate to the shape of the

distribution and context.
6. SP.B.5d. Relating the choice of
measures of center and variability
to the shape of the data distribution
and the context in which the data
were gathered.

6. RP.A.3. Use ratio and rate MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
reasoning to solve real-world and quantitatively.
mathematical problems, e.g., by Students are able to:
reasoning about tables of equivalent MP.4 Model with mathematics.
ratios, tape diagrams, double number  Use ratio and rate reasoning to create tables of equivalent ratios relating
line diagrams, or equations. MP.5 Use appropriate tools strategically quantities with whole number measurements, find missing values in tables and
*(benchmarked) plot pairs of values.
MP.6 Attend to precision.  Compare ratios using tables of equivalent ratios.
6. RP.A.3a. Make tables of  Solve real world and mathematical problems involving unit rate (including unit
equivalent ratios relating MP.7 Look for and make use of structure. price and constant speed).
quantities with whole number  Calculate a percent of a quantity and solve problems by finding the whole when
measurements, find missing MP.8 Look for and express regularity in given the part and the percent.
values in the tables, and plot the repeated reasoning  Convert measurement units using ratio reasoning.
 Transform units appropriately when multiplying and dividing quantities.
pairs of values on the coordinate
plane. Use tables to compare
Learning Goal 7: Create and complete tables of equivalent ratios to sole real world and
ratios.
mathematical problems using ratio and rate reasoning that include
6. RP.A.3b. Solve unit rate making tables of equivalent ratios, solving unit rate problems, finding
problems including those percent of a quantity as a rate per 100.
involving unit pricing and
Learning Goal 8: Use ratio and rate reasoning to convert measurement units and to
constant speed. For example, if it
transform units appropriately when multiplying or dividing quantities.
took 7 hours to mow 4 lawns, then
at that rate, how many lawns

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Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

could be mowed in 35 hours? At

what rate were lawns being
mowed?

6. RP.A.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.

6. RP.A.3d. Use ratio reasoning to

convert measurement units;
manipulate and transform units
appropriately when multiplying or
dividing quantities.

6. NS.C.8. Solve real-world and MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
mathematical problems by graphing persevere in solving them.
points in all four quadrants of the Students are able to:
coordinate plane. Include use of MP.2 Reason abstractly and
coordinates and absolute value to find quantitatively.  Graph points in all four quadrants of the coordinate plane in order to solve real-
distances between points with the world and mathematical problems.
same first coordinate or the same MP.5 Use appropriate tools strategically.  Draw polygons in the coordinate plane.
second coordinate.  Use absolute value to find distances between points with the same first
coordinate or the same second coordinate.
 Use coordinates to solve real-world distance, perimeter, and area problems.

Learning Goal 9: Solve real world and mathematical problems by graphing points in all

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Unit 4 Grade 6

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

four quadrants of the coordinate plane; use the absolute value of the
differences of their coordinates to find distances between points with
the same first coordinate or same second coordinate.

Unit 4 Grade 6 What This May Look Like

District/School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills
determine how students are progressing against the standards. taught during a particular unit.

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

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7th GRADE
MATH
CURRICULUM

Middle Township Public Schools

216 S. Main Street

Cape May Court House, NJ 08210

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Contents
Acknowledgements...................................................................................................................................................................................................... 75
Introduction ................................................................................................................................................................................................................. 74
Course Description ....................................................................................................................................................................................................... 77
Standards for Mathematical Practice .......................................................................................................................................................................... 78
7th Grade Math Pacing Guide...................................................................................................................................................................................... 82
Unit Plans ..................................................................................................................................................................................................................... 84
Unit One-The Number System ................................................................................................................................................................................. 84
Unit Two-Expressions and Equations....................................................................................................................................................................... 91
Unit Three-Ratios and Proportions .......................................................................................................................................................................... 99
Unit Four- Statistics and Probability ...................................................................................................................................................................... 106
Unit Five-Geometry................................................................................................................................................................................................ 114
7th Grade Math Standards Curriculum Map............................................................................................................................................................... 121

Acknowledgements

Dr. David Salvo-Superintendent

Dr. Toni Lehman-Director of Curriculum and Instruction

Middle School Math Curriculum Committee

Jessica Douglass Kara Osmundsen Donna Rubcich

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Introduction

Middle Township Middle School

7th Grade Math

Mathematics Grade 7 Overview

Grade 7 units were created and organized in line with the areas of focus as identified by the Common Core State Standards and the
PARCC Model Content Frameworks. Each unit is comprised of standards that are considered major content along with standards that
are supporting and/or additional content. The fluency standards for grade 7 are presented in units one and two and will be assessed for
student accuracy. However, the expectation is that students will have many opportunities to develop fluency, defined as speed and
accuracy, with rational number arithmetic and solving multi-step problems (including those involving positive and negative rational
numbers and word problems leading to one variable equation) throughout the school year.

Unit 1 builds on the students’ understanding of rational numbers concepts presented in grade 6 to develop fluency with addition,
subtraction, multiplication and division of rational numbers and to use these skills in a problem solving context. Success with problem
solving and developing fluency with rewriting linear expressions and solving linear equations presented in unit 2 will be dependent

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upon the completion of the work with rational numbers in unit 1. The standards presented in unit 3 combine rational number
arithmetic and linear expressions and equations concepts to build on the work from grade 6. These standards require the students to
analyze proportional relationships and use them in problem solving. The geometry standards will provide opportunities for the
students to use proportional reasoning in context. In unit 4 the students will continue to use ratios and proportional reasoning in multi‐
step ratio and percent problems. The standards from the Statistics and Probability domain will support the use of proportional
reasoning in context. The fluency standards in unit 3 are repeated in unit 5 with the opportunity to extend the understandings to
geometry concepts.

Course Description
Middle School math in Middle Township Public School district focus is to make math relevant, rigorous, and possible for every
student. In meeting the demands of the New Jersey Student Learning Standards (NJSLS) Middle Township School District strives to
instill a deep appreciation for math. Focus, coherence, and rigor are the driving forces behind the transition to the NJSLS. These
standards build upon the knowledge gained in previous lessons and grades, guides students through each concept with thoughtful
progressions, while making connections so that each standard is a natural extension of what students have already learned.
Every lesson, activity, assessment, and resource is designed to build student mathematical understanding and connect to learning the
Standards for Mathematical Practice. In doing so every student is ensured a deeper understanding of mathematical concepts and the
ability to apply them in real-world situations.

In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional
relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations;
(3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional
shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

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Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics
education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication,
representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s
report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts,
operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and
productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence
and one’s own efficacy).

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or
pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to
solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively.

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hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly
using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the
workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student
might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use
geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically
proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated
situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map
their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation
and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include
pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or
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dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For
example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing
calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making
mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify
relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They
are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision.

7. Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three
and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the
shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of
an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step
back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or
as being composed of several objects. For example, they can see 5 - 3(x - y)2 as 5 minus a positive number times a square and use that
to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning.

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Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper
elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and
conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on
the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x - 1) = 3. Noticing the regularity in the
way terms cancel when expanding (x - 1) (x + 1), (x - 1) (x2 + x + 1), and (x - 1) (x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of
the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Conclusion
At Middle Township School District, the Math curriculum follows the standards for school mathematics. This district math curriculum
describes the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12.
Each Standard consists of two to four specific goals that apply across all the grades.

The five Content Standards each encompass specific expectations, organized by grade bands:

 Number & Operations

 Algebra
 Geometry
 Measurement
 Data Analysis & Probability

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Middle Township Middle School

7th Grade Math Pacing Guide

UNIT TITLE ENDURING UNDERSTANDINGS NJSLS TIMEFRAME

1-Ratios and Students will understand that…
Proportional  Proportional relationship can be used to solve percent problems. 7.RP.A 14-20 days
Relationships  Negative integers can be used in everyday context that involve values
below zero.
 Every quotient of integers (with non-zero divisor) is a rational
number.
2-The Number Students will understand that… 20-30 days
Sense  Algebraic expressions can be used to represent real-world situations. 7.NS.A
 An equation is a mathematical sentence stating that two expressions
are equal.

3-Expressions Students will understand that… 20-30 days

and Equations  Proportional relationships can be used to solve real-world problems. 7.EE.A
 Geometry helps describe real-world objects through drawing, 7.EE.B
constructing, and describing relationships between geometrical
figures

4-Geometry Students will understand that…

 Probability describes the likelihood of an event occurring. 7.G.A 20-30 days
 Statistics can be used to draw conclusions about a population 7.G.B

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Students will understand that…
5-Statitics and  Geometric shapes can be drawn freehand, with a ruler and protractor, 7.SP.A 14-20 days
Probability or using technology. 7.SP.B
 real-life problems involving area, surface area, and volume can be 7.SP.C
solved by using formulas

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Unit Plans
Unit One-The Number System
Content Area: Math Grade(s) 7
Unit Plan Title: 1 - The Number System
Overview/Rationale
Unit 1 builds on the students’ understanding of rational numbers concepts presented in grade 6 to develop fluency with addition,
subtraction, multiplication and division of rational numbers and to use these skills in a problem solving context. Success with problem
solving and developing fluency with rewriting linear expressions and solving linear equations presented in unit 2 will be dependent upon
the completion of the work with rational numbers in unit 1.
Standard(s) Number and Description
7.RP.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or
different units.
7.RP.2 - Recognize and represent proportional relationships between quantities.
7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
7.EE.2 - 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.
7.EE.3 - 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.
7.NS.1 - 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.
7.NS.2 - Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
7.NS.3 - Solve real-world and mathematical problems involving the four operations with rational numbers.

Student Learning Objectives and Corresponding CCSS

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MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically
MP 6 - Attend to precision
MP 7 - Look for and make use of structure
MP 8 - Look for and express regularity and repeated reasoning

https://www.engageny.org/resource/grade-7-mathematics-module-2/file/113666
Provides example problems using each Mathematical Practice Standard (pages 8-9).

https://www.engageny.org/resource/grade-7-mathematics-module-4/file/117471
Provides example problems using each Mathematical Practice Standard (pages 7-9).

Technology Standard(s) Number and Description

8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Interdisciplinary Standard(s) Number and Description

LA.7.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.

Science - MS - PS 3-4 - Plan an investigation to determine the relationships among energy transferred, the type of matter, the mass, and the
change in the average kinetic energy of the particles as measured by the temperature of a sample.

SCI.7-8.5.3.8.C.1- Model the effect of positive and negative changes in population size on a symbiotic pairing.

Enduring Understandings:

Students will understand that…

● Proportional relationship can be used to solve percent problems.
● Negative integers can be used in everyday context that involve values below zero.
● Every quotient of integers (with non-zero divisor) is a rational number.
Unit Essential Questions :
● How percent’s help you understand situations involving money in real-world situations?
● How do you perform addition, subtraction, multiplication, and division of integers and determine the reasonableness of a solution?

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● How do you perform addition, subtraction, multiplication, and division of fractions and determine the reasonableness of a
solution?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit by
marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
x
Global Awareness ETA Critical Thinking and Problem Solving
Environmental Literacy E Creativity and Innovation
Health Literacy ET Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
x
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E Productivity and Accountability
E Leadership and Responsibility
E Informational Literacy Skills
E Media Literacy Skills
ETA Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ETA CRP1. Act as a responsible and contributing citizen and employee

A CRP2. Apply appropriate academic and technical skills

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TA CRP3. Attend to personal health and financial well-being
ETA CRP4. Communicate clearly and effectively with reason
TA CRP5. Consider the environmental, social and economic impacts of decisions
E CRP6. Demonstrate creativity and innovation
E CRP7. Employ valid and reliable research strategies

A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

T CRP11. Use technology to enhance productivity

ET CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…

● How to estimate and find the percent of a number. ● Find percent of increase and decrease and use percent’s to solve
● The percent proportion and the percent equation to solve real problems involving sales tax, tips, markups, discounts, and simple
world problems. interest.
● How to use percent’s to calculate tip, tax, and discounts. ● Add, subtract, multiply, and divide integers.
● How to use a formula to determine simple interest. ● Solve multi-step real life problems by performing operations on
● The absolute value of a number is positive. rational numbers.
● When adding, subtracting, multiplying, and dividing integers,
whether the result will be positive, negative or zero by
implementing the integer rules.
● How to write fractions as decimals and compare fractions.
● How to use simple rules for adding, subtracting, multiplying,
and dividing fractions and mixed numbers with like and

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unlike denominators.
● How to use the dimensional analysis to convert between
measurements.
Key Vocabulary and Terms:
discount, gratuity, markdown, markup, percent equation, percent error, percent of change, percent of decrease, percent of increase, percent
proportion, principle, sales tax, selling price, simple interest, tip, absolute value, additive inverse, graph, integer, negative integer, opposites,
positive integer, zero pair, bar notation, common denominator, least common denominator, like fractions, rational numbers, repeating decimal,
terminating decimal, unlike fractions

Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, academic prompts,
Suggested performance tasks, but not limited to: observations, homework, journals, Star Renaissance, and benchmarks
Glencoe Math Course 2 - Common Core Performance Task text testing students will demonstrate achievements. Students will reflect on
● DVD Deals page 181 - complete Scoring Rubric can be found errors and make corrections.
on page PT2
● Weather Report page 255 - complete Scoring Rubric with Performance Scales
answers can be found on page PT3 Learning goals and scales-Scales use an explicit set of criteria used for
● Managing Money page 339- complete Scoring Rubric with assessing progress toward a learning goal or target.
answers can be found on page PT4

25% Sale Task

25% Sale Rubric
25% Sale Sample
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Title Description with Modifications, number of days, etc.
1. Percent Proportion, ● W-Student learning map
Equation, Percent of ● H- Real World Link
Change, Percent of ● E-Vocabulary activities
Number and Simple ● R- attend to precision and corrections

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Interest ● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
Days : 9-12 organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
2. Operations with Integers ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
Days : 9-12 organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
3. Operations with Rational ● H- Real World Link
Numbers ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

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Glencoe Math Course 2
Glencoe Math Course 2 - Power Up for the PARCC Assessment
Glencoe Math Course 2 - Common Core Performance Tasks
Various websites
● http://www.state.nj.us/education/modelcurriculum/math/7u1.shtml
User Name: model Password: curriculum
● https://www.insidmathematics.org/performance-assessment-tasks
● www.mathplayground.com
● www.teacherspayteachers.com
● www.kahnacademy.org
● www.xpmath.com
● www.illustrativemathematics.org
● www.mathbitsnotebook.com
● http://map.mathshell.org/
● https://parcc.pearson.com/practice-tests/math/
● https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021
Provides fluency exercises along with recommended use
● https://www.engageny.org/resource/grade-7-mathematics-module-2
Engage NY - Grade 7: Rational Numbers
● Teacher materials
● Student materials
● Copy ready materials
● Module overview
● Assessments
● https://www.engageny.org/resource/grade-7-mathematics-module-4
Engage NY - Grade 7: Percent and Proportional Relationships
● Teacher materials
● Student materials
● Copy ready materials
● Module overview
● Assessments

Additional General Modifications

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● “Chunking” new material
● Providing step by step prompts
● Repeated practice
● Sequence review
● Directed questioning and responses
● Sequence tasks from easy to difficult
● individual/small group/whole group
● Modeling - teacher demonstrates, students use model to problem solve
● Meaningful real-life connections

Suggested Time Frame: http://www.state.nj.us/education/modelcurriculum/timeline.pdf

30-35 days

Unit Two-Expressions and Equations

Content Area: Math Grade(s) 7
Unit Plan Title: 2 - Expressions and Equations
Overview/Rationale
In unit 2 students will learn how to simplify and evaluate algebraic expressions. Students will solve one-two step equations and
inequalities involving addition, subtraction, multiplication and division.
Standard(s) Number and Description
7.EE.1 - Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
7.EE.2 - 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.
7.EE.3 - 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.
7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to

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solve problems by reasoning about the quantities.
7.EE.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.
7.EE.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.
7.NS.3 - Apply and extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers.

Student Learning Objectives and Corresponding CCSS

Student learning objectives for the unit, along with the corresponding Common Core State Standards.
Math Practice Standards - Number and Description
MP 1 - Make sense of problems and persevere in solving them
MP 2 - Reason abstractly and quantitatively
MP 3 - Construct viable arguments and critique reasoning of others
MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically
MP 6 - Attend to precision
MP 7 - Look for and make use of structure
MP 8 - Look for and express regularity or repeated reasoning

https://www.engageny.org/resource/grade-7-mathematics-module-3/file/113666
Provides example problems using each Mathematical Practice Standard (pages 8-9).

Technology Standard(s) Number and Description

8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Interdisciplinary Standard(s) Number and Description

LA.7.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.7-8.8.2.8.E.1-Calculate the speed of an object given distance and time.

Enduring Understandings:

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Students will understand that…
● Algebraic expressions can be used to represent real-world situations.
● An equation is a mathematical sentence stating that two expressions are equal.

Unit Essential Questions:

● How can you use numbers and symbols to represent mathematical ideas?
● How can you describe the relationship between equivalent quantities that are expressed algebraically in different forms in a
problem context and explain their equivalence in light of the context of the problem?

21st Century Connections

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Career Ready Practices:
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ETA CRP1. Act as a responsible and contributing citizen and employee

A CRP2. Apply appropriate academic and technical skills
TA CRP3. Attend to personal health and financial well-being
ETA CRP4. Communicate clearly and effectively with reason
TA CRP5. Consider the environmental, social and economic impacts of decisions
E CRP6. Demonstrate creativity and innovation
E CRP7. Employ valid and reliable research strategies

A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

T CRP11. Use technology to enhance productivity

ET CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…

● How to evaluate and simplify algebraic expressions. ● evaluate and simplify algebraic expressions
● How to describe the relationships and extend terms in ● add, subtract, and factor linear expressions students
arithmetic sequences. ● solve one and 2 step equations
● How to explore patterns in sequences of geometric figures. ● solve one and 2 step inequalities
● How to identify and use mathematical properties to simplify

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algebraic expressions.
● How to apply the Distributive Property to rewrite algebraic
expressions.
● How to add and subtract linear expressions.
● How to factor linear expressions using models.
● How to read and write integers and find the absolute value of
an integer.
● How to write and solve addition, subtraction, multiplication,
and division equations.
● How the process for solving multiplication and division one-
step equations is like solving one-step addition and
subtraction equations.
● Why it is important to perform identical operations on each
side of the equals sign.
● How to write and solve inequalities and compare inequalities
to each other.

Key Vocabulary and Terms:

Additive Identity Property, algebra, algebraic expression, arithmetic sequence, Associative Property, coefficient, Commutative Property, constant,
counterexample, define a variable, Distributive Property, equivalent expressions, factor, factored form, like terms, linear expressions, monomial,
Multiplicative Identity Property, Multiplicative Property of Zero, property, sequence, simplest form, term, variable, Addition Property of Equality,
Addition Property of Inequality, coefficient, Division Property of Equality, Division Property of Inequality, equation, equivalent equation, inequality,
Multiplication Property of Equality, Multiplication of Inequality, solution, Subtraction Property of Equality, Subtraction Property of Inequality, two-
step equation, two-step inequality

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Glencoe Math Course 2 - Common Core Performance Task text testing students will demonstrate achievements. Students will reflect on
● Movie Time page 427-Complete Scoring Rubric with answers errors and make corrections.
can be found on page PT1
● Fall Reading page 525-Complete Scoring Rubric with answers
can be found on page PT2 Performance Scales
Learning goals and scales-Scales use an explicit set of criteria used for
Meals Out Task assessing progress toward a learning goal or target.
Meals Out Rubric
Meals Out Sample

T-Shirt Task and Rubric

Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Title Description with Modifications, number of days, etc.
1. Expressions ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

● W-Student learning map

2. Equations ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections

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● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

● W-Student learning map

3. Inequalities ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
Days : 9-12
Resources:
Glencoe Math Course 2
Glencoe Math Course 2 - Power Up for the PARCC Assessment
Glencoe Math Course 2 - Common Core Performance Tasks
Various websites
● http://www.state.nj.us/education/modelcurriculum/math/7u2.shtml
User Name: model Password: curriculum
● https://www.insidmathematics.org/performance-assessment-tasks
● www.mathplayground.com
● www.teacherspayteachers.com

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● www.kahnacademy.org
● www.xpmath.com
● www.illustrativemathematics.org
● www.mathbitsnotebook.com
● http://map.mathshell.org/
● https://parcc.pearson.com/practice-tests/math/
● https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021
Provides fluency exercises along with recommended use
● https://www.engageny.org/resource/grade-7-mathematics-module-3
Engage NY - Grade 7: Expressions and Equations
● Teacher materials
● Student materials
● Copy ready materials
● Module overview
● Assessments

Additional General Modifications

● “Chunking” new material
● Providing step by step prompts
● Repeated practice
● Sequence review
● Directed questioning and responses
● Sequence tasks from easy to difficult
● individual/small group/whole group
● Modeling - teacher demonstrates, students use model to problem solve
● Meaningful real-life connections

Suggested Time Frame: http://www.state.nj.us/education/modelcurriculum/timeline.pdf

30-35 days

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Unit Three-Ratios and Proportions
Content Area: Math Grade(s) 7
Unit Plan Title: 3 - Ratios and Proportions
Overview/Rationale
The standards presented in Unit 3 combine rational number arithmetic and linear expression and equations concepts to build on the work
from grade 6. These standards require the students to analyze proportional relationships and use them in problem solving. The geometry
standards will provide opportunities for the students to use proportional reasoning in content.

Standard(s) Number and Description

7.RP.1 - Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or
different units.
7.RP.2 - Recognize and represent proportional relationships between quantities.
7.RP.2a - Decide whether two quantities are in a proportional relationship.
7.RP.2b - Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional
relationships.
7.RP.2c - Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items
purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
7.RP.2d - Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to
the points (0, 0) and (1, r) where r is the unit rate.
7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems.
7.NS.3 - Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing
and reproducing a scale drawing at a different scale.
7.G.2 - Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing
triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no
triangle.

Student Learning Objectives and Corresponding CCSS

Student learning objectives for the unit, along with the corresponding Common Core State Standards.

Math Practice Standards Number and Description

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MP 1 - Make sense of problems and persevere in solving them.
MP 2 - Reason abstractly and quantitatively
MP 3 - Construct viable arguments and critique reasoning of others
MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically
MP 6 - Attend to precision
MP 7 - Look for and make use of structure
MP 8 - Look for and express regularity and repeated reasoning

https://www.engageny.org/resource/grade-7-mathematics-module-4/file/117471
Provides example problems using each Mathematical Practice Standard (pages 7-9).

Technology Standard(s) Number and Description

8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Interdisciplinary Standard(s) Number and Description

LA.7.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.7-8.8.2.8.E.1-Calculate the speed of an object given distance and time.

SCI.7-8.5.4.8.A.c Gravitation is a universal attractive force by which objects with mass attract one another. The gravitational force between two
objects is proportional to their masses and inversely proportional to the square of the distance between the object.

Enduring Understandings:

Students will understand that…

● Proportional relationships can be used to solve real-world problems.
● Geometry helps describe real-world objects through drawing, constructing, and describing relationships between geometrical
figures.

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Unit Essential Questions :
● How can you show that two objects are proportional and determine when it is appropriate to use a unit rate and understand its
limitations?
● How do you solve problems involving scale drawings of geometric figures, including reproducing a scale drawing at a different
scale?
● How can you represent angle relationships using equations to solve for unknown angles?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit by
marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
x
Global Awareness ETA Critical Thinking and Problem Solving
x
Environmental Literacy E Creativity and Innovation
Health Literacy ET Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
x
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E Productivity and Accountability
E Leadership and Responsibility
E Informational Literacy Skills
E Media Literacy Skills
ETA Information, Communication, and Technology (ICT) Literacy

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Career Ready Practices:
Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ETA CRP1. Act as a responsible and contributing citizen and employee

A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

T CRP11. Use technology to enhance productivity

ET CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…

● Rate is a measure of one quantity per unit of another ● find and convert unit rates.
quantity. ● solve complex fractions.
● What is a complex fraction? ● identify proportional and non-proportional relationships.
● What makes two quantities proportional? ● graph and solve proportional relationships.
● How to graph a relationship to solve if it is proportional or ● calculate constant rate of change.
non-proportional. ● identify slope.

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● How to solve a proportion. ● solve problems using direct variation.
● How rate of change is related to slope. ● draw triangles from three measures of angles or sides.
● How to determine if a linear function is a direct variation from ● solve problems involving scale drawings of geometric figures.
an equation, table, and graph.
● Identify and classify triangles and find missing angle
measures.
● Solve problems involving scale drawings.

Key Vocabulary and Terms:

complex fraction, constant of proportionality, constant rate of change, constant of variation, coordinate plane, cross products, dimensional analysis,
direct variation, equivalent ratios, non-proportional, proportion, proportional, ordered pair, origin, quadrants, rate, rate of change, slope, unit rate,
unit ratio, x-axis, x-coordinate, y-axis, y-coordinate, acute triangle, right triangle, obtuse triangle, scalene triangle, isosceles triangle, equivalent
triangle, triangle, congruent segments, scale drawing, scale model, scale, scale factor

Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, academic prompts,
Suggested performance tasks, but not limited to: observations, homework, journals, Star Renaissance, and benchmarks
Glencoe Math Course 2 - Common Core Performance Task text testing students will demonstrate achievements. Students will reflect on
● p.93 Road Trip- Complete Scoring Rubric with answers can errors and make corrections.
be found on PT1
Performance Scales
Ice Cream Performance Task Learning goals and scales-Scales use an explicit set of criteria used for
Ice Cream Performance Task Rubric assessing progress toward a learning goal or target.
Ice Cream Performance Task Student Sample

Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Title Description with Modifications, number of days, etc.

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1. Proportional and Non- ● W-Student learning map
proportional ● H- Real World Link
Relationships ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

● W-Student learning map

2. Rate of change, slope and ● H- Real World Link
direct variation ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

● W-Student learning map

3. Triangles and Scale ● H- Real World Link
Drawings ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

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*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.

Days : 9-12
Resources:
Glencoe Math Course 2
Glencoe Math Course 2 - Power Up for the PARCC Assessment
Glencoe Math Course 2 - Common Core Performance Tasks
Various websites
● http://www.state.nj.us/education/modelcurriculum/math/7u3.shtml
User Name: model Password: curriculum
● https://www.insidmathematics.org/performance-assessment-tasks
● www.mathplayground.com
● www.teacherspayteachers.com
● www.kahnacademy.org
● www.xpmath.com
● www.illustrativemathematics.org
● www.mathbitsnotebook.com
● http://map.mathshell.org/
● https://parcc.pearson.com/practice-tests/math/
● https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021
Provides fluency exercises along with recommended use
● https://www.engageny.org/resource/grade-7-mathematics-module-4
Engage NY - Grade 7: Percent and Proportional Relationships
● Teacher materials
● Student materials
● Copy ready materials
● Module overview
● Assessments

105 | P a g e
Suggested Time Frame: http://www.state.nj.us/education/modelcurriculum/timeline.pdf
30-35 days

Unit Four- Statistics and Probability

Content Area: Math Grade(s) 7
Unit Plan Title: 4 - Statistics and Probability
Overview/Rationale
Unit 4 students will continue to use ratios and proportional reasoning in multi-step ratio and percent problems. Statistics and
Probability of calculating simple and compound event along with use of random samples to make predictions and compare populations.
Standard(s) Number and Description
7. SP.1 - Understand that statistics can be used to gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random
sampling tends to produce representative samples and support valid inferences.
7. SP.2 - Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate
multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
7.SP.3 - 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.
7.SP.4 - Use measures of center and measures of variability for numerical data from random samples to draw informal comparative
inferences about two populations.
7.SP.5 - 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.
7.SP.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.
7.SP.7 - 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.
7.SP.7a - Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities
of events.
7.SP.7b - Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7.SP.8 - Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

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7.SP.8a - 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.
7.SP.8b - 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.
7.SP.8c - Design and use a simulation to generate frequencies for compound events.

Student Learning Objectives and Corresponding CCSS

Student learning objectives for the unit, along with the corresponding Common Core State Standards.
Math Practice Standards - Number and Description
MP 1 - Make sense of problems and persevere in solving them.
MP 2 - Reason abstractly and quantitatively
MP 3 - Construct viable arguments and critique reasoning of others
MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically
MP 6 - Attend to precision
MP 7 - Look for and make use of structure
MP 8 - Look for and express regularity and repeated reasoning

https://www.engageny.org/resource/grade-7-mathematics-module-5/file/123101
Provides example activities using Mathematical Practice Standards 2-6 (pages 6).

Technology Standard(s) - Number and Description

8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Interdisciplinary Standard(s) - Number and Description

LA.7.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.7-8.5.1.8.D.a- Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-
group work

Enduring Understandings:

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Students will understand that…
● Probability describes the likelihood of an event occurring.
● Statistics can be used to draw conclusions about a population.

Unit Essential Questions :

How can you predict the outcome of future events through designing and using simulations?

How can you generate multiple samples of the same size to gauge the variation in estimates or predictions?

How can you analyze whether a sample is representative of a population?

21st Century Connections

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ETA Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ETA CRP1. Act as a responsible and contributing citizen and employee

A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

T CRP11. Use technology to enhance productivity

ET CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…

● What the relationship is between the probability of an event ● Calculate probability of simple and compound events
and its complement. ● Predict outcomes of an event by using theoretical and
● How experimental probability and theoretical probability are experimental probability, sample space, and simulation

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alike. ● Compare data from a double box plot by their centers and
● How tree diagrams, tables, and lists help find the probability variations.
of a compound event.
● How using a simulation is related to experimental probability.
● How using the Fundamental Counting Principle compares to
making a tree diagram.
● How to find the number of permutations of a set of objects.
● What the difference is between independent and dependent
events.
● When statistics can be used to gain information about a
population from a sample.
● How using a survey is one way to determine experimental
probability.
● What ways the display of can influence conclusions?
● How to use data displays to compare two populations.
● What some of the factors is there that should be considered
when selecting an appropriate display for a set of data.

Key Vocabulary and Terms:

complementary events, compound event, dependent event, experimental probability, fair, fundamental counting principle, independent events
outcome, permutation, probability, random, relative frequency, sample space, simple event, simulation, theoretical probability, tree diagram,
uniform probability model, unfair, biased sample, convenience sample, double box plot, double dot plot, population, sample, simple random sample,
statistics, survey, systematic random sample, unbiased sample, voluntary response sample

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Glencoe Math Course 2 - Common Core Performance Task text testing students will demonstrate achievements. Students will reflect on
● p.787 Carnival Prizes- Complete Scoring Rubric with answers errors and make corrections.
can be found on PT5
● p.851 Class Evaluation- Complete Scoring Rubric with Performance Scales
answers can be found on PT6 Learning goals and scales-Scales use an explicit set of criteria used for
assessing progress toward a learning goal or target.
Spinner Bingo Task
Spinner Bingo Task Rubric
Spinner Bingo Task Student Sample
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Title Description with Modifications, number of days, etc.

1. Probability of Simple and ● W-Student learning map

Compound Events ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
Days : 9-12 ● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
2. Make Predictions ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
Days : 9-12 ● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

111 | P a g e
*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
3. Comparing Box Plots ● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
Days : 9-12 ● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
4. Measures of Central ● H- Real World Link
Tendency ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
Days : 9-12 ● O- encourage students to keep an organized ISN (Interactive Student Notebook)

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● http://www.state.nj.us/education/modelcurriculum/math/7u4.shtml
User Name: model Password: curriculum
● https://www.insidmathematics.org/performance-assessment-tasks
● www.mathplayground.com
● www.teacherspayteachers.com
● www.kahnacademy.org
● www.xpmath.com
● www.illustrativemathematics.org
● www.mathbitsnotebook.com
● http://map.mathshell.org/
● https://parcc.pearson.com/practice-tests/math/
● https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021
Provides fluency exercises along with recommended use
● https://www.engageny.org/resource/grade-7-mathematics-module-5
Engage NY - Grade 7: Statistics and Probability
● Teacher materials
● Student materials
● Copy ready materials
● Module overview
● Assessments

Additional General Modifications

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Suggested Time Frame (Days): http://www.state.nj.us/education/modelcurriculum/timeline.pdf
36 - 48 days

Unit Five-Geometry
Content Area: Math Grade(s) 7
Unit Plan Title: 5 - Geometry
Overview/Rationale
The fluency standards in Unit 3 are repeated in Unit 5 with the opportunity to extend the understandings to geometry concepts. Students
will use facts about angles to write and solve simple equations for an unknown angle in a figure. Solve real world problems involving area
and circumference of circles, area, volume and surface area of 2D and 3D shapes.
Standard(s) Number and Description
7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing
and reproducing a scale drawing at a different scale.
7.G.2 - Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing
triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no
triangle.
7.G.3 - Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular
prisms and right rectangular pyramids.
7.G.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.
7.G.5 - Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple
equations for an unknown angle in a figure.
7.G.6 - 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.

Student Learning Objectives and Corresponding CCSS

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MP 2 - Reason abstractly and quantitatively
MP 3 - Construct viable arguments and critique reasoning of others
MP 4 - Model with mathematics
MP 5 - Use appropriate tools strategically
MP 6 - Attend to precision
MP 7 - Look for and make use of structure
MP 8 - Look for and express regularity and repeated reasoning

https://www.engageny.org/resource/grade-7-mathematics-module-6
Provides example problems using each Mathematical Practice Standard (page 5 - 6).
Technology Standard(s) - Number and Description
8.1.8.A.3 - Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Interdisciplinary Standard(s) - Number and Description

LA.7.W.7.1 - Write arguments to support claims with clear reasons and relevant evidence.

Enduring Understandings:

Students will understand that…

● Geometric shapes can be drawn freehand, with a ruler and protractor, or using technology.
● Real-life problems involving area, surface area, and volume can be solved by using formulas.

Unit Essential Questions :

How can you describe two-dimensional figures that result from slicing three-dimensional figures by a plane which may or may not be
parallel or perpendicular to a base or face?

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How can you produce a logical conclusion about the relationship between the circumference and area of a circle?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit by
marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
x
Global Awareness ETA Critical Thinking and Problem Solving
x
Environmental Literacy E Creativity and Innovation
Health Literacy ET Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
x
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E Productivity and Accountability
E Leadership and Responsibility
E Informational Literacy Skills
E Media Literacy Skills
ETA Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

ETA CRP1. Act as a responsible and contributing citizen and employee

A CRP2. Apply appropriate academic and technical skills

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TA CRP3. Attend to personal health and financial well-being
ETA CRP4. Communicate clearly and effectively with reason
TA CRP5. Consider the environmental, social and economic impacts of decisions
E CRP6. Demonstrate creativity and innovation
E CRP7. Employ valid and reliable research strategies

A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

T CRP11. Use technology to enhance productivity

ET CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…

● What are the differences between vertical and adjacent ● use facts about angles in a multi-step problem to write and solve
angles? simple equations for an unknown angle in a figure
● How vertical, adjacent, complementary, and supplementary ● identify nets of three-dimensional figures
angles are related. ● calculate area and circumference of circles
● How triangles can be classified. ● calculate area of composite figures
● How you can use a map to estimate the actual distance ● calculate volume and surface area of composite figures
between two places. ● calculate volume of prisms and pyramids
● How drawing the different views of a three-dimensional figure ● calculate surface area of prisms and pyramids
help with a deeper understanding of the figure.
● How to name a three-dimensional figure using the shape of
the base.
● What the relationship is between the circumference and the

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diameter of a circle.
● How the circumference and area of a circle are alike and how
they are different.
● How finding the volume of a rectangular prism and the
volume of a triangular prism are alike and how they are
different.
● Why the surface area of a three-dimensional figure is
measured in square units instead of cubic units.
● How to justify the formula for the surface area of a pyramid.
● How to find the surface area and volume of a composite
figure.

Key Vocabulary and Terms:

acute angle, acute triangle, adjacent angles, base, complementary angles, cone, congruent, congruent segments, coplanar, cross section, cylinder,
diagonal, edge, equilateral triangle, face, isosceles triangle, obtuse triangle, obtuse angle, plane, polyhedron, prism, pyramid ,right angle, right
triangle, scale, scale drawing, scale factor, scale model, scalene triangle, skew line, straight line, straight angles, supplementary angles, triangles,
vertex, vertical angles, center, circle, circumference, composite figure, diameter, lateral face, lateral surface area, pi, radius, regular pyramid,
semicircle, slant height, surface area, volume

Assessment Evidence:
Performance Tasks: Other Assessment Measures: Through quizzes, tests, academic prompts,
Suggested performance tasks, but not limited to: observations, homework, journals, Star Renaissance, and benchmarks
Glencoe Math Course 2 - Common Core Performance Task text testing students will demonstrate achievements. Students will reflect on
● p.605 Stacking Triangles- Complete Scoring Rubric with errors and make corrections.
answers can be found on page PT3
● p. 701 Juice Box Packaging - Complete Scoring Rubric with Performance Scales
answers can be found on page PT4 Learning goals and scales-Scales use an explicit set of criteria used for
assessing progress toward a learning goal or target.

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Historic Bicycle Task
Historic Bicycle Task Rubric
Historic Bicycle Task Student Sample
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Title Description with Modifications, number of days, etc.
1. Classify Angles ● W-Student learning map
● H- Real World Link
● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
Days : 9-12
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
● W-Student learning map
2. Area and Circumference of ● H- Real World Link
Circles ● E-Vocabulary activities
● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)

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figures ● R- attend to precision and corrections
● E-students analyze progress throughout unit
● T-Scaffold activities to meet individual student needs
● O- encourage students to keep an organized ISN (Interactive Student Notebook)
Days : 9-12
*D - The teacher will provide more guidance to struggling learners. The teacher will have higher-level
learners generate their own comprehension questions. The teacher will provide modified levels of graphic
organizers to use for various learners. The teacher will group students in the way they feel best suits the
assigned discussion/task. See additional resources for additional general modifications.
Resources:
Glencoe Math Course 2
Glencoe Math Course 2 - Power Up for the PARCC Assessment
Glencoe Math Course 2 - Common Core Performance Tasks
Various websites
● http://www.nj.gov/education/modelcurriculum/math/7u5.shtml
User Name: model Password: curriculum
● https://www.insidmathematics.org/performance-assessment-tasks
● www.mathplayground.com
● www.teacherspayteachers.com
● www.kahnacademy.org
● www.xpmath.com
● www.illustrativemathematics.org
● www.mathbitsnotebook.com
● http://map.mathshell.org/
● https://parcc.pearson.com/practice-tests/math/
● https://www.engageny.org/resource/mathematics-fluency-support-grades-6-8/file/133021
Provides fluency exercises along with recommended use
● https://www.engageny.org/resource/grade-7-mathematics-module-6
Engage NY - Grade 7: Geometry
● Teacher materials
● Student materials
● Copy ready materials

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● Module overview
● Assessments

Additional General Modifications

*D – Indicates differentiation at the Lesson Level

7th Grade Math Standards Curriculum Map

Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

Unit 1 7.NS.A.1  Apply and extend previous understandings of

7.NS.A.2 operations with fractions to add, subtract, multiply,
7.NS.A.3 and divide rational numbers
7.EE.A.1  Use properties of operations to generate equivalent
Operations on 7.EE.A.2 expressions
Rational Numbers &

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Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

Expressions

MP.1 Make sense of problems and persevere in solving

them.
Unit 1: 7.NS.A.1 Comparing Freezing Points

Suggested Open 7.NS.A.1b-c Differences of Integers

Educational Resources
7.NS.A.2 Why is a Negative Times a Negative Always Positive
MP.2 Reason abstractly and quantitatively.
7.NS.A.2d Equivalent fractions approach to non-repeating decimals

7.NS.A.2d Repeating decimal as approximation

7.EE.A.1 Writing Expressions

MP.3 Construct viable arguments & critique the
7.EE.A.2 Ticket to Ride reasoning of others.

MP.4 Model with mathematics.

Unit 2 7.EE.B.3  Solve real-life and mathematical problems using

7.EE.B.4* numerical and algebraic expressions and equations MP.5 Use appropriate tools strategically.
7.RP.A.1  Analyze proportional relationships and use them to
7.RP.A.2 solve real-world and mathematical problems
Equations and Ratio 7.RP.A.3*  Draw, construct, and describe geometrical figures and
& Proportion 7.G.A.1 describe the relationships between them

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Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

MP.6 Attend to precision.

Unit 2: 7.EE.B.3 Discounted Books

Suggested Open 7.EE.B.3 Shrinking

Educational Resources
7.EE.B.4 Fishing Adventures 2 MP.7 Look for and make use of structure.

7.EE.B.4, 7.NS.A.1 Bookstore Account

7.EE.B.4b Sports Equipment Set

MP.8 Look for and express regularity in repeated
7.RP.A.1 Cooking with the Whole Cup reasoning.

7.RP.A.2 Sore Throats, Variation 1

7.RP.A.2 Buying Coffee

7.RP.A.2c Gym Membership Plans

7.G.A.1 Floor Plan

7.G.A.1 Map distance

Unit 3 7.SP.A.1  Use random sampling to draw inferences about a

7.SP.A.2 population
7.SP.B.3  Draw informal comparative inferences about two
7.SP.B.4 populations
Drawing Inferences 7.SP.C.5  Investigate chance processes and develop, use, and

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Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

about Populations 7.SP.C.6 evaluate probability models

7.SP.C.7
& Probability Models 7.SP.C.8

Unit 3: 7.SP.A.1 Mr. Briggs Class Likes Math

MP.1 Make sense of problems and persevere in solving
Suggested Open 7.SP.A.2 Valentine Marbles them.
Educational Resources
7.SP.B.3,4 College Athletes

7.SP.B.3,4 Offensive Linemen

7.SP.C.6 Heads or Tails MP.2 Reason abstractly and quantitatively.

7.SP.C.7, 6 Rolling Dice

7.SP.C.7a How Many Buttons

7.SP.C.8 Tetrahedral Dice MP.3 Construct viable arguments & critique the
reasoning of others.
7.SP.C.8 Waiting Times

MP.4 Model with mathematics.

Unit 4 7.G.B.4  Solve real-life and mathematical problems involving

7.G.B.5 angle measure, area, surface area, and volume.
7.G.B.6  Draw, construct, and describe geometrical figures and
7.G.A.2 describe the relationships between them.
Problem Solving with 7.G.A.3  Solve real-life and mathematical problems using MP.5 Use appropriate tools strategically.
Geometry 7.EE.B.4* numerical and algebraic expressions and equations
7.RP.A.3*

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Overview Standards for Mathematical Unit Focus Standards for Mathematical Practice
Content

MP.6 Attend to precision.

Unit 4: 7.G.B.4 Wedges of a Circle

MP.7 Look for and make use of structure.
Sample Open 7.G.B.4 Eight Circles
Educational Resources
7.G.B.6, 7.RP.A.3 Sand under the Swing Set

7.G.A.2 A task related to 7.G.A.2 MP.8 Look for and express regularity in repeated
reasoning.
7.G.A.3 Cube Ninjas!

7.RP, 7.EE, 7.NS Drill Rig

7.RP.A.3, 7.EE.B.3,4 Gotham City Taxis

Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

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Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

7.NS.A.1. Apply and extend MP.2 Reason abstractly and Concept(s):

previous understandings of quantitatively.
addition and subtraction to add  Opposite quantities combine to make 0 (additive inverses).
and subtract rational numbers; MP.3 Construct viable arguments &  p + q is the number located a distance |q| from p, in the positive or negative direction
represent addition and subtraction critique the reasoning of others. depending on whether q is positive or negative.
on a horizontal or vertical number  Subtraction of rational numbers as adding the additive inverse, p – q = p + (–q)
MP.5 Use appropriate tools
line.  The product of two whole numbers is the total number of objects in a number of
strategically.
7.NS.A.1a. Describe equal groups.
situations in which opposite MP.7 Look for and make use of Students are able to:
quantities combine to make structure.
0. For example, In the first  Represent addition and subtraction on a horizontal number line.
round of a game, Maria  Represent addition and subtraction on a vertical number line.
scored 20 points. In the  Interpret sums of rational numbers in real-world situations.
second round of the same  Show that the distance between two rational numbers on the number line is the
game, she lost 20 points. absolute value of their difference.
What is her score at the end
of the second round? Learning Goal 1: Describe real-world situations in which (positive and negative) rational
numbers are combined, emphasizing rational numbers that combine to
7.NS.A.1b. Understand p + q make 0. Represent sums of rational numbers (p + q) on horizontal and
as the number located a vertical number lines, showing that the distance along the number line is |q|
distance |q| from p, in the and including situations in which q is negative and positive.
positive or negative direction Learning Goal 2: Add and subtract (positive and negative) rational numbers, showing that the
depending on whether q is distance between two points on a number line is the absolute value of their
positive or negative. Show difference and representing subtraction using an additive inverse.
that a number and its
opposite have a sum of 0 (are
additive inverses). Interpret
sums of rational numbers by
describing real-world
contexts.

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Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

7.NS.A.1c. 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.

7.NS.A.1d. Apply properties

of operations as strategies to
add and subtract rational
numbers.

7.NS.A.2. Apply and extend MP.2 Reason abstractly and Concept(s):

previous understandings of quantitatively.
multiplication and division and of  Every quotient of integers (with non-zero divisor) is a rational number.
fractions to multiply and divide MP.4 Model with mathematics.  Decimal form of a rational number terminates in 0s or eventually repeats.
rational numbers.  Integers can be divided, provided that the divisor is not zero.
MP.7 Look for and make use of
7.NS.A.2a. Understand that  If p and q are integers, then –(p/q) = (–p)/q = p/(–q).
structure.
multiplication is extended Students are able to:
from fractions to rational
numbers by requiring that  Multiply and divide signed numbers.
operations continue to satisfy  Use long division to convert a rational number to a decimal.
the properties of operations,
particularly the distributive
Learning Goal 3: Multiply and divide signed numbers, including rational numbers, and
property, leading to products
such as (–1)(–1) = 1 and the

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Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

rules for multiplying signed interpret the products and quotients using real-world contexts.
numbers. Interpret products
of rational numbers by Learning Goal 4: Convert a rational number to a decimal using long division and explain why
describing real-world the decimal is either a terminating or repeating decimal.
contexts.

7.NS.A.2b. 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). 2c.
Interpret quotients of rational
numbers by describing real
world contexts.

7.NS.A.2d. Convert a
rational number to a decimal
using long division; know
that the decimal form of a
rational number terminates in
0s or eventually repeats.

7.NS.A.3. Solve real-world and MP.1 Make sense of problems and Concept(s):
mathematical problems involving persevere in solving them.
the four operations with rational  The process for multiplying and dividing fractions extends to multiplying and
numbers. MP.2 Reason abstractly and dividing rational numbers.
7.NS.A.2. Apply and extend quantitatively. Students are able to:
previous understandings of

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Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

multiplication and division and of MP.4 Model with mathematics.  Add and subtract rational numbers.
fractions to multiply and divide  Multiply and divide rational numbers using the properties of operations.
MP.5 Use appropriate tools
rational numbers.  Apply the convention of order of operations to add, subtract, multiply and divide
7.NS.A.2c. Apply properties strategically.
rational numbers.
of operations as strategies to
MP.6 Attend to precision.  Solve real world problems involving the four operations with rational numbers.
multiply and divide rational
numbers. Learning Goal 5: Apply properties of operations as strategies to add, subtract, multiply, and
divide rational numbers.
Learning Goal 6: Solve mathematical and real-world problems involving addition,
subtraction, multiplication, and division of signed rational numbers.

7.EE.A.1. Apply properties of MP.2 Reason abstractly and Concept(s):

operations as strategies to add, quantitatively.
subtract, factor, and expand linear  Rewriting an expression in different forms in a problem context can shed light on
expressions with rational MP.7 Look for and make use of the problem.
coefficients. structure. Students are able to:
7.EE.A.2. Understand that
rewriting an expression in  Add and subtract linear expressions having rational coefficients, using properties of
operations.
different forms in a problem
context can shed light on the  Factor and expand linear expressions having rational coefficients, using properties of
problem and how the quantities in operations.
it are related. For example, a +  Write expressions in equivalent forms to shed light on the problem and interpret the
0.05a = 1.05a means that relationship between the quantities in the context of the problem.
“increase by 5%” is the same as
“multiply by 1.05.”.
Learning Goal 7: Apply the properties of operations as strategies to add, subtract, factor, and
expand linear expressions with rational coefficients.

Learning Goal 8: Rewrite algebraic expressions in equivalent forms to highlight how the
quantities in it are related.

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Unit 1 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

Unit 1 Grade 7 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 2 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

7.EE.B.3. Solve multi-step real- MP.1 Make sense of problems and Concept(s):
life and mathematical problems persevere in solving them.
posed with positive and negative ● Rational numbers can take different forms.
MP.2 Reason abstractly and

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Unit 2 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

rational numbers in any form quantitatively. Students are able to:

(whole numbers, fractions, and
decimals), using tools MP.3 Construct viable arguments &  solve multi-step real-life problems using rational numbers in any form.
strategically. Apply properties of critique the reasoning of others.  Solve multi-step mathematical problems using rational numbers in any form.
operations to calculate with MP.4 Model with mathematics.  Convert between decimals and fractions and apply properties of operations when
numbers in any form; convert calculating with rational numbers.
MP.5 Use appropriate tools
between forms as appropriate; and  Estimate to determine the reasonableness of answers.
strategically.
assess the reasonableness of
answers using mental computation MP.6 Attend to precision. Learning Goal 1: Solve multi-step real life and mathematical problems with rational
and estimation strategies. For numbers in any form (fractions, decimals) by applying properties of
example: If a woman making $25 operations and converting rational numbers between forms as needed.
an hour gets a 10% raise, she will Assess the reasonableness of answers using mental computation and
make an additional 1/10 of her estimation strategies.
salary an hour, or $2.50, for a
new salary of $27.50. If you want
to place a towel bar 9 3/4 inches
long in the center of a door that is
27 1/2 inches wide, you will need
to place the bar about 9 inches
from each edge; this estimate can
be used as a check on the exact
computation.

7.EE.B.4. Use variables to MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
represent quantities in a real-world persevere in solving them.
or mathematical problem, and Students are able to:
construct simple equations and MP.2 Reason abstractly and
quantitatively.  Compare an arithmetic solution to a word problem to the algebraic solution of
inequalities to solve problems by
the word problem, identifying the sequence of operations in each solution.
reasoning about the quantities.
MP.3 Construct viable arguments &  Write an equation of the form px + q = r or p(x + q)=r in order to solve a word
7.EE.B.4a. Solve word critique the reasoning of others. problem.

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Unit 2 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

problems leading to MP.4 Model with mathematics.  Fluently solve equations of the form px + q = r and p(x + q)= r.
equations of the form px + q  Write an inequality of the form px + q > r, px + q < r , px + q ≥ r or px + q ≤ r to
= r and p(x + q) = r, where p, MP.5 Use appropriate tools solve a word problem.
strategically.
q, and r are specific rational  Graph the solution set of the inequality.
numbers. Solve equations of
MP.6 Attend to precision.  Interpret the solution to an inequality in the context of the problem.
these forms fluently.
Compare an algebraic MP.7 Look for and make use of
solution to an arithmetic structure. Learning Goal 2: Use variables to represent quantities in a real-world or mathematical
solution, identifying the problem by constructing simple equations and inequalities to represent problems.
sequence of the operations
used in each approach. For Learning Goal 3: Fluently solve equations; solve inequalities, graph the solution set of the
example, the perimeter of a inequality and interpret the solutions in the context of the problem (Equations of the
rectangle is 54 cm. Its length form px + q = r and p(x + q) = r and inequalities of the form px + q > r, px + q ≥r,
is 6 cm. What is its width? px+ q ≤ r, or px + q < r, where p, q, and r are specific rational numbers).

7.EE.B.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.

For example: As a
salesperson, you are paid
$50 per week plus $3 per
sale. This week you want
your pay to be at least $100.
Write an inequality for the

132 | P a g e
Unit 2 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

number of sales you need to

make, and describe the
solutions. *(benchmarked)

7.RP.A.1. Compute unit rates MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
associated with ratios of fractions, quantitatively.
including ratios of lengths, areas Students are able to:
and other quantities measured in MP.4 Model with mathematics.
 Compute unit rates with ratios of fractions.
like or different units. For
MP.6 Attend to precision.  Compute unit rates with ratios of fractions representing measurement quantities.
example, if a person walks 1/2
in both like and different units of measure.
mile in each 1/4 hour, compute the
unit rate as the complex fraction
1 Learning Goal 4: Calculate and interpret unit rates of various quantities involving ratios
2 mph, equivalently 2 mph.
1 of fractions that contain like and different units.
4

7.RP.A.2. Recognize and MP.1 Make sense of problems and Concept(s):

represent proportional persevere in solving them.  Proportions represent equality between two ratios.
relationships between quantities.  Constant of proportionality
MP.2 Reason abstractly and Students are able to:
7.RP.A.2a. Decide whether quantitatively.
two quantities are in a  Use tables and graphs to determine if two quantities are in a proportional
proportional relationship, MP.3 Construct viable arguments &
relationship.
critique the reasoning of others.
e.g., by testing for equivalent  Identify the constant of proportionality (unit rate) in tables, graphs, equations,
ratios in a table or graphing MP.4 Model with mathematics.
diagrams, and verbal descriptions of proportional relationships.
on a coordinate plane and  Write equations representing proportional relationships.
MP.5 Use appropriate tools
observing whether the graph  Interpret the origin and (1, r) on the graph of a proportional relationship in
strategically.
is a straight line through the context.
origin. MP.6 Attend to precision.  Interpret a point on the graph of a proportional relationship in context.
7.RP.A.2b. Identify the MP.7 Look for and make use of

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Mathematical Practice

constant of proportionality structure. Learning Goal 5: Determine if a proportional relationship exists between two quantities
(unit rate) in tables, graphs, MP.8 Look for and express regularity e.g. by testing for equivalent ratios in a table or graph on the coordinate
equations, diagrams, and in repeated reasoning. plane and observing whether the graph is a straight line through the
verbal descriptions of
origin.
proportional relationships.
7.RP.A.2c. Represent Learning Goal 6: Identify the constant of proportionality (unit rate) from tables, graphs,
proportional relationships by equations, diagrams, and verbal descriptions.
equations. Learning Goal 7: Write equations to model proportional relationships in real world
problems.
For example, if total cost t is Learning Goal 8: Use the graph of a proportional relationship to interpret the meaning of
proportional to the number n any point (x, y) on the graph in terms of the situation - including the
of items purchased at a points (0, 0) and (1, r), recognizing that r is the unit rate.
constant price p, the
relationship between the total
cost and the number of items
can be expressed as t = pn.

7.RP.A.2d. Explain what a

point (x, y) on the graph of a
proportional relationship
means in terms of the
situation, with special
attention to the points (0, 0)
and (1, r) where r is the unit
rate.
7.RP.A.3. Use proportional MP.1 Make sense of problems and Concept(s):
relationships to solve multistep persevere in solving them.  Recognize percent as a ratio indicating the quantity per one hundred.
ratio and percent problems. Students are able to:
Examples: simple interest, tax, MP.2 Reason abstractly and
markups and markdowns, quantitatively.  use proportions to solve multistep percent problems including simple interest,
gratuities and commissions, fees, MP.4 Model with mathematics. tax, markups, discounts, gratuities, commissions, fees, percent increase, percent
percent increase and decrease, decrease, percent error.
MP.5 Use appropriate tools

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Mathematical Practice

percent error. *(benchmarked) strategically.  Use proportions to solve multistep ratio problems.

MP.6 Attend to precision. Learning Goal 9: Solve multi-step ratio and percent problems using proportional
relationships (simple interest, tax, markups and markdowns, gratuities
MP.7 Look for and make use of
and commissions, fees, percent increase and decrease, percent error)
structure.

7.RP.A.3: Use proportional MP.1 Make sense of problems and Concept(s):

relationships to solve multistep persevere in solving them.  Scale and proportion
ratio and percent problems. Students are able to:
Examples: simple interest, tax, MP.2 Reason abstractly and
markups and markdowns, quantitatively.  Use ratios and proportions to create scale drawings.
gratuities and commissions, fees, MP.4 Model with mathematics.  Reproduce a scale drawing at a different scale.
percent increase and decrease,  Computing actual lengths and areas from a scale drawing.
MP.5 Use appropriate tools
percent error.  Solve problems involving scale drawings using proportions.
strategically.

MP.6 Attend to precision. Learning Goal 10: Use ratio and proportion to solve problems involving scale drawings of
geometric figures.
7.G.A.1: Solve problems
MP.7 Look for and make use of
involving scale drawings of
structure.
geometric figures, including
computing actual lengths and
areas from a scale drawing and
reproducing a scale drawing at a
different scale.

Unit 2 Grade 7 What This May Look Like

District/ School Formative Assessment Plan District/School Summative Assessment Plan
Formative assessment informs instruction and is ongoing throughout a unit to Summative assessment is an opportunity for students to demonstrate mastery of the skills
determine how students are progressing against the standards. taught during a particular unit.

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Unit 2 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 3 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

7.SP.A.1. Understand that MP.3 Construct viable arguments & Concept(s)

statistics can be used to gain critique the reasoning of others.  Statistics can be used to gain information about a population by examining a
information about a population by sample of the population.
examining a sample of the MP.6 Attend to precision.  Generalizations about a population from a sample are valid only if the sample is
population; generalizations about representative of that population.
a population from a sample are  Random sampling tends to produce representative samples.
valid only if the sample is Students are able to:
representative of that population.
 Analyze and distinguish between representative and non-representative samples
Understand that random sampling
of a population.
tends to produce representative

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Mathematical Practice

samples and support valid

inferences. Learning Goal 1: Distinguish between representative and non-representative samples of a
population (e.g. if the class had 50% girls and the sample had 10%
girls, then that sample was not representative of the population).
7.SP.A.2. Use data from a MP.1 Make sense of problems and Concept(s):
random sample to draw inferences persevere in solving them.  Inferences can be drawn from random sampling.
about a population with an Students are able to:
unknown characteristic of interest. MP.2 Reason abstractly and
Generate multiple samples (or quantitatively.  Analyze data from a sample to draw inferences about the population.
simulated samples) of the same  Generate multiple random samples of the same size.
size to gauge the variation in MP.3 Construct viable arguments &  Analyze the variation in multiple random samples of the same size.
estimates or predictions. For
critique the reasoning of others.
example, estimate the mean word Learning Goal 2: Use random sampling to produce a representative sample.
length in a book by randomly MP.4 Model with mathematics.
Learning Goal 3: Develop inferences about a population using data from a random
sampling words from the book; sample and assess the variation in estimates after generating multiple
predict the winner of a school MP.6 Attend to precision.
samples of the same size.
election based on randomly
sampled survey data. Gauge how
far off the estimate or prediction
might be.
7.SP.B.3. Informally assess the MP.3 Construct viable arguments & Concept(s): No new concepts introduced
degree of visual overlap of two critique the reasoning of others.
numerical data distributions with MP.1 Make sense of problems and Students are able to:
similar variabilities, measuring the
persevere in solving them.
difference between the centers by  locate, approximately, the measure of center (mean or median) of a distribution
expressing it as a multiple of a
MP.2 Reason abstractly and  Visually assess, given a distribution, the measure of spread (mean absolute
measure of variability. deviation or inter-quartile range).
quantitatively.
For example, the mean height of  Visually compare two numerical data distributions and describe the degree of
players on the basketball team is overlap.
10 cm greater than the mean MP.4 Model with mathematics.
 Measure or approximate the difference between the measures centers and
height of players on the soccer express it as a multiple of a measure of variability.
team, about twice the variability MP.5 Use appropriate tools
(mean absolute deviation) on strategically.
either team; on a dot plot, the Learning Goal 4: Visually compare the means of two distributions that have similar
separation between the two

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Mathematical Practice

distributions of heights is MP.6 Attend to precision. variability; express the difference between the centers as a multiple of
noticeable. a measure of variability.
MP.7 Look for and make use of
structure.

7.SP.B.4. Use measures of center MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
and measures of variability for persevere in solving them.
numerical data from random Students are able to:
samples to draw informal MP.2 Reason abstractly and
comparative inferences about two quantitatively.  Using measures of center, draw informal inferences about two populations and
populations. For example, decide compare the inferences.
whether the words in a chapter of MP.3 Construct viable arguments &  Using measures of variability, draw informal inferences about two populations
a seventh-grade science book are and compare the inferences.
critique the reasoning of others.
generally longer than the words in
a chapter of a fourth-grade MP.4 Model with mathematics.
science book. Learning Goal 5: Draw informal comparative inferences about two populations using
MP.5 Use appropriate tools
their measures of center and measures of variability.
strategically.

MP.6 Attend to precision.

7.SP.C.5. Understand that the MP.4 Model with mathematics. Concept(s):

probability of a chance event is a  Probability of a chance event is a number between 0 and 1.
number between 0 and 1 that MP.5 Use appropriate tools  Probability expresses the likelihood of the event occurring.
expresses the likelihood of the strategically.  Larger probability indicates greater likelihood.
event occurring. Larger numbers Students are able to:
indicate greater likelihood. A MP.6 Attend to precision.  Draw conclusions about the likelihood of events given their probability.
probability near 0 indicates an
unlikely event, a probability MP.7 Look for and make use of
around 1/2 indicates an event that Learning Goal 6: Interpret and express the likelihood of a chance event as a number
structure.
is neither unlikely nor likely, and a between 0 and 1, relating that the probability of an unlikely event
probability near 1 indicates a happening is near 0, a likely event is near 1, and 1/2 is neither likely
likely event.

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Mathematical Practice

nor unlikely.

7.SP.C.6. Approximate the MP.2 Reason abstractly and Concept(s):

probability of a chance event by quantitatively.  Relative frequency
collecting data on the chance  Experimental probability
process that produces it and MP.1 Make sense of problems and  Theoretical probability
observing its long-run relative persevere in solving them. Students are able to:
frequency, and predict the
 Collect data on chance processes, noting the long-run relative frequency.
approximate relative frequency
given the probability. For
MP.3 Construct viable arguments &  Predict the approximate relative frequency given the theoretical probability.
critique the reasoning of others.
example, when rolling a number
cube 600 times, predict that a 3 or Learning Goal 7: Approximate the probability of a chance event by collecting data and
MP.4 Model with mathematics. observing long-run relative frequency; predict the approximate relative
6 would be rolled roughly 200
times, but probably not exactly frequency given the probability
MP.5 Use appropriate tools
200 times.
strategically.

7.SP.C.7. Develop a probability MP.1 Make sense of problems and Concept(s):

model and use it to find persevere in solving them.  Uniform (equally likely) and non-uniform probability models
probabilities of events. Compare Students are able to:
probabilities from a model to MP.2 Reason abstractly and  Develop a uniform probability model.
observed frequencies; if the quantitatively.  Use a uniform probability model to determine the probabilities of events.
agreement is not good, explain
MP.4 Model with mathematics.  Develop (non-uniform) probability models by observing frequencies in data that
possible sources of the
has been generated from a chance process.
discrepancy.
MP.6 Attend to precision.
7.SP.C.7a. Develop a
Learning Goal 8: Develop a uniform probability model by assigning equal probability to
uniform probability model by
all outcomes; develop probability models by observing frequencies and
assigning equal probability to
use the models to determine probabilities of events; compare
all outcomes, and use the
probabilities from a model to observed frequencies and explain sources
model to determine
of discrepancy when agreement is not good
probabilities of events. For
example, if a student is
selected at random from a
class, find the probability

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Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

that Jane will be selected and

the probability that a girl will
be selected.

7.SP.C.7b. . Develop a
probability model (which
may not be uniform) by
observing frequencies in data
generated from a chance
process.
For example, find the
approximate probability that
a spinning penny will land
heads up or that a tossed
paper cup will land open-end
down. Do the outcomes for
the spinning penny appear to
be equally likely based on the
observed frequencies?
7.SP.C.8. Find probabilities of MP.1 Make sense of problems and Concept(s):
compound events using organized persevere in solving them.  Just as with simple events, the probability of a compound event is the fraction
lists, tables, tree diagrams, and of outcomes in the sample space.
simulation. MP.2 Reason abstractly and Students are able to:
7.SP.C.8a. Understand that, quantitatively.  Use organized lists, tables, and tree diagrams to represent sample spaces.
just as with simple events, MP.4 Model with mathematics.  Given a description of an event using everyday language, identify the outcomes
the probability of a in a sample space that make up the described event.
compound event is the MP.5 Use appropriate tools  Design simulations.
fraction of outcomes in the strategically.  Use designed simulations to generate frequencies for compound events.
sample space for which the
compound event occurs. MP.7 Look for and make use of Learning Goal 9: Represent sample spaces for compound events using methods such as
structure. organized lists, tables and tree diagrams, identifying the outcomes in
7.SP.C.8b. Represent sample MP.8 Look for and express regularity the sample space which compose the event. Use the sample space to
spaces for compound events find the probability of a compound event.
using methods such as

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Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

organized lists, tables and in repeated reasoning. Learning Goal 10: Design and use a simulation to generate frequencies for compound
tree diagrams. For an event events.
described in everyday
language (e.g., “rolling
double sixes”), identify the
outcomes in the sample space
which compose the event.
7.SP.C.8c. Design and use a
simulation to generate
frequencies for compound
events. For example, use
random digits as a simulation
tool to approximate the
answer to the question: If
40% of donors have type A
blood, what is the probability
that it will take at least 4
donors to find one with type
A blood?

Unit 3 Grade 7 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

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Unit 3 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 4 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

7.G.B.4: Know the formulas for MP.1 Make sense of problems and Concept(s):
the area and circumference of a persevere in solving them.  Circumference
circle and use them to solve Students are able to:
problems; give an informal MP.2 Reason abstractly and  Solve problems by finding the area and circumference of circles.
derivation of the relationship quantitatively.  Show that the area of a circle can be derived from the circumference.
between the circumference and
area of a circle. MP.3 Construct viable arguments & Learning Goal 1: Know the formulas for the area and circumference of a circle and use
critique the reasoning of others. them to solve problems. Give an informal derivation of the relationship
MP.4 Model with mathematics. between the circumference and area of a circle.
MP.5 Use appropriate tools
strategically.

MP.6 Attend to precision.

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Mathematical Practice

MP.7 Look for and make use of

structure.
MP.8 Look for and express regularity
in repeated reasoning.

7.G.B.5. Use facts about MP.3 Construct viable arguments & Concept(s): No new concept(s) introduced
supplementary, complementary, critique the reasoning of others. Students are able to:
vertical, and adjacent angles in a MP.4 Model with mathematics.  Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and multi-step problem to write and solve simple equations.
solve simple equations for an MP.5 Use appropriate tools  Solve mathematical problems by writing and solving simple algebraic equations
unknown angle in a figure. based on the relationships between and properties of angles (supplementary,
strategically.
complementary, vertical, and adjacent.
MP.6 Attend to precision. Learning Goal 2: Write and solve simple multi-step algebraic equations involving
7.EE.B.4. Use variables to
represent quantities in a real-world supplementary, complementary, vertical, and adjacent angles.
MP.7 Look for and make use of
or mathematical problem, and
construct simple equations and structure.
inequalities to solve problems by
reasoning about the quantities.
7.EE.B.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.

7.G.B.6. Solve real-world and MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
mathematical problems involving persevere in solving them. Students are able to:
area, volume and surface area of  Solve real-world and mathematical problems involving area of two dimensional
two- and three-dimensional objects MP.2 Reason abstractly and objects composed of triangles, quadrilaterals, and polygons.
composed of triangles, quantitatively.  Solve real-world and mathematical problems involving volume of three
quadrilaterals, polygons, cubes, dimensional objects composed of cubes and right prisms.

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Unit 4 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

and right prisms. MP.3 Construct viable arguments &  Solve real-world and mathematical problems involving surface area of three-
critique the reasoning of others. dimensional objects composed of cubes and right prisms.
MP.4 Model with mathematics.
Learning Goal 3: Solve real-world and mathematical problems involving area, volume and
MP.5 Use appropriate tools surface area of two- and three-dimensional objects composed of
strategically. triangles, quadrilaterals, polygons, cubes, and right prisms.

MP.6 Attend to precision.

MP.7 Look for and make use of

structure.

7.G.A.2. Draw (with technology, MP.3 Construct viable arguments & Concept(s):
with ruler and protractor as well as critique the reasoning of others.  Conditions for unique triangles, more than one triangle, and no triangle.
freehand) geometric shapes with Students are able to:
given conditions. Focus on MP.5 Use appropriate tools
constructing triangles from three strategically.  Draw geometric shapes with given conditions, including constructing triangles
measures of angles or sides, from three measures of angles or sides.
noticing when the conditions MP.6 Attend to precision.  Recognize conditions determining a unique triangle, more than one triangle, or
determine a unique triangle, more no triangle.
than one triangle, or no triangle MP.7 Look for and make use of
structure. Learning Goal 4: Use freehand, mechanical (i.e. ruler, protractor) and technological tools
to draw geometric shapes with given conditions (e.g. scale factor),
focusing on constructing triangles.

7.G.A.3. Describe the two- MP.5 Use appropriate tools Concept(s):

dimensional figures that result strategically.  Cross-sections of three-dimensional objects
from slicing three-dimensional Students are able to:
figures, as in plane sections of MP.6 Attend to precision.
right rectangular prisms and right  Analyze three dimensional shapes (right rectangular pyramids and prisms) by
rectangular pyramids. MP.7 Look for and make use of examining and describing all of the 2-dimensional figures that result from slicing

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Unit 4 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

structure. it at various angles.

Learning Goal 5: Describe all of the 2-dimensional figures that result when 3-
dimemsional figures are sliced from multiple angles.

7.EE.B.4. Use variables to MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
represent quantities in a real-world quantitatively.
or mathematical problem, and MP.4 Model with mathematics. Students are able to:
construct simple equations and
inequalities to solve problems by MP.6 Attend to precision.  Write an equation of the form px + q = r or p(x + q)=r in order to solve a word
reasoning about the quantities. problem.
7.EE.B.4a. Solve word MP.7 Look for and make use of  Fluently solve equations of the form px + q = r and p(x + q)= r.
problems leading to equations structure.
of the form px + q = r and p(x
+ q) = r, where p, q, and r are Learning Goal 6: Fluently solve simple equations of the form px + q = r and p(x + q) = r,
specific rational numbers. 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. For example, the
perimeter of a rectangle is 54
cm. Its length is 6 cm. What is
its width?

*(benchmarked)

7.RP.A.3. Use proportional MP.1 Make sense of problems and Concept(s):

relationships to solve multistep persevere in solving them.  Recognize percent as a ratio indicating the quantity per one hundred.
ratio and percent problems.

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Mathematical Practice

Examples: simple interest, tax, MP.2 Reason abstractly and Students are able to:
markups and markdowns, quantitatively.
gratuities and commissions, fees, MP.4 Model with mathematics.  Use proportions to solve multistep percent problems including simple interest,
percent increase and decrease, tax, markups, discounts, gratuities, commissions, fees, percent increase, percent
percent error MP.5 Use appropriate tools decrease, percent error.
*(benchmarked)
strategically.  Use proportions to solve multistep ratio problems.

MP.6 Attend to precision. Learning Goal 7: Solve multi-step ratio and percent problems using proportional
relationships (simple interest, tax, markups and markdowns, gratuities
MP.7 Look for and make use of and commissions, fees, percent increase and decrease, percent error).
structure.

Unit 4 Grade 7 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

146 | P a g e
Unit 4 Grade 7

Content Standards Suggested Standards for Critical Knowledge & Skills

Mathematical Practice

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8th GRADE
MATH
CURRICULUM

Middle Township Public Schools

216 S. Main Street

Cape May Court House, NJ 08210

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Contents
Acknowledgements 149
Introduction 150
Course Description 150
Standards for Mathematical Practice 151
8th Grade Math Pacing Guide 156
Unit One-The Number System 158
Unit Two-Expressions and Equations 164
Unit Three-Functions 171
Unit Four-Geometry 177
Unit Five-Statistics 185
8th Grade Math Standards Curriculum Map 192

Acknowledgements

Dr. David Salvo-Superintendent

Dr. Toni Lehman-Director of Curriculum and Instruction

Middle School Math Curriculum Committee

Jennifer Parmelee
Paul Ringkamp
Kristin Stiles

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Introduction

Middle Township Middle School

8th Grade Math

In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations,
including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear
equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and

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three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the
Pythagorean Theorem.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the
solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try
special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important
features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or
pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to
solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively.

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Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given
situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at
hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly
using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

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5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three
and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the
shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of
an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step
back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or
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as being composed of several objects. For example, they can see 5 - 3(x - y)2 as 5 minus a positive number times a square and use that
to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning.

Conclusion
At Middle Township School District the Math curriculum follows the standards for school mathematics. This district math curriculum describes
the mathematical understanding, knowledge, and skills that students should acquire from prekindergarten through grade 12. Each Standard
consists of two to four specific goals that apply across all the grades.

The five Content Standards each encompass specific expectations, organized by grade bands:

 Number & Operations

 Algebra
 Geometry
 Measurement
 Data Analysis & Probability

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Middle Township Middle School

8th Grade Math Pacing Guide

UNIT TITLE ENDURING UNDERSTANDINGS CCCS TIMEFRAME
1-The Number Students will understand that…
System  Laws of exponents can be used to find powers of monomials. 8.NS.A 14-20 DAYS
 Scientific notation can be used to write large and small numbers.
 Mathematical expressions can be compared using real number
properties.

2-Expressions Students will understand that…

and Equations  there are connections between proportional relationships, lines and 8.EE.A 20-30 DAYS
linear equations 8.EE.B
 pairs of simultaneous linear equations can be analyzed and solved 8.EE.C
 patterns and relationships can be represented graphically, numerically
and symbolically
 reasoning can be generalized into algorithms for solving proportion
problems

3-Functions Students will understand that…

 Define, evaluate, and compare functions. 8.F.A 14-20 DAYS
 Use functions to model relationships between quantities. 8.F.B

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Students will understand that…
 Understand congruence and similarity using physical models or 8.G.A
4-Geometry geometry software 8.G.B
 Apply properties of congruence to lines and angles 8.G.C 14-20 DAYS
 Understand and apply the Pythagorean Theorem
 Solve real world and mathematical problems involving cylinders,
cones and spheres

5-Statistics and Students will understand that

Probability  Investigate patterns of association in bivariate data. 8.SP.A 14-20 DAYS

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Unit One-The Number System
Content Area: Math Grade(s) 8
Unit Plan Title: The Number System - Chapter 1
Overview/Rationale

It is essential that this curriculum unit build on the number sense that students bring with them to school. Problems and numbers which
arise in the context of the students’ world are more meaningful than traditional textbook exercises. Students will be encouraged to
question and challenge strategies and techniques to problem solve solutions involving connections made with quantitative information
encountered in their daily lives.

Standard(s) Number and Description

The Number System - 8.NS
CCSS.Math.Content.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, and convert a decimal expansion which repeats eventually into a
rational number.
CCSS.Math.Content.8.NS.A.2
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line
diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expansion of √2, show that √2 is between
1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

Expressions and equations work with radicals and integer exponents. - 8.EE.1, 8.EE.2, 8.EE.3, 8.EE.4
CCSS.Math.Content.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.
CCSS.Math.Content.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.
CCSS.Math.Content.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. For example, estimate the population of the United States as 3 times 108 and the
population of the world as 7 times 109, and determine that the world population is more than 20 times larger.
CCSS.Math.Content.8.EE.A.4

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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

Math Practice Standards Number and Description

MP1 - Make sense of problems and persevere in solving them.
MP2 - Reason abstractly and quantitatively.
MP3 - Construct viable arguments and critique the reasoning of others.
MP4 - Model with mathematics.
MP5 - Use appropriate tools strategically.
MP6 - Attend to precision.
MP7 - Look for and make use of structure.
MP8 - Look for and express regularity in repeated reasoning.

Technology Standard(s) Number and Description

TECH.8.2.8.C - The design process is a systematic approach to solving problems.

TECH.8.2.2.C.1 - Brainstorm ideas on how to solve a problem or build a product.

Interdisciplinary Standard(s) Number and Description

LA.8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.MS-ESS1-3 - Analyze and interpret data to determine scale properties of objects in the solar system.

Enduring Understandings:

Students will understand that…

● laws of exponents can be used to find powers of monomials.
● scientific notation can be used to write large and small numbers.
● mathematical expressions can be compared using real number properties.

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Essential Questions :
● Why is it helpful to write numbers in different ways?
● How can you determine when numbers are irrational and approximate them using rational numbers?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit
by marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
X
Global Awareness E,T,A Critical Thinking and Problem Solving
X
Environmental Literacy E,A Creativity and Innovation
X
Health Literacy E Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E,T,A Productivity and Accountability
E Leadership and Responsibility
E,T,A Informational Literacy Skills
E Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

160 | P a g e
E CRP1. Act as a responsible and contributing citizen and employee
E,T,A CRP2. Apply appropriate academic and technical skills
E CRP3. Attend to personal health and financial well-being
E,T,A CRP4. Communicate clearly and effectively with reason
E CRP5. Consider the environmental, social and economic impacts of decisions
E,T,A CRP6. Demonstrate creativity and innovation
E CRP7. Employ valid and reliable research strategies

E,T,A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E,T CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…
● Simplify real number expressions by multiplying and
● what steps to use in order to determine if a number dividing monomials.
is rational or irrational ● Simplify expressions using negative exponents.
● how to summarize the processes used to operate ● Recognize numbers have square and cube roots.
with roots ● Estimate using square and cube roots.
● the meaning of irrational numbers ● Convert fractions to decimals and vice versa.
● how to approximate irrational numbers ● Write and evaluate expressions involving powers and
● how to apply properties of powers and exponents exponents.
● what steps to use when evaluating a problem using
numbers that are written in scientific notation

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Key Vocabulary and Terms:
● base
● cube root
● exponent
● irrational number
● monomial
● perfect cube
● perfect square
● power
● radical sign
● rational number
● repeating decimal
● scientific notation
● square root
● terminating decimal

Assessment Evidence:
Performance Tasks: Other Assessment Measures: *Include Benchmarks

● varied formative and summative concept assessments ● GLENCOE Math - Built to the Common Core
○ for example but not limited to: ○ pre/post assessment per unit
■ graphic organizers, exit slips, individual wipe ○ Pretest Chapter 1
boards, open ended questions, peer ○ Posttest Chapter 1
assessments ● STAR Assessment - benchmark
■ written end of unit tests, projects with ● Grade 8 Model Curriculum Assessment
rubrics, self-evaluation
● Rugs Project
● Glencoe Math - Power Up Performance Task - pg. 101

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Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how well the design will:
Instructional Strategies and
Activities (add rows as needed) Description with Modifications, number of days, etc. - Modifications made as the need becomes apparent or
*D as stated in IEPs, 504s and ELL documents.
● List of modifications available in IEP Direct

Title
1. concept map/graphic ● Promote use of graphic organizer
organizer ● Allow graphic organizer to assist in means of test taking
● Refer to graphic organizers, concept map, and/or mnemonic devices
● Use of symbolic representations, such as pictures, to assist in making language connections

2. concept instruction ● Teacher models the desired learning strategy or task, and then teacher will gradually shift
responsibility to the students.
3. practice, and problem ● Apply a variety of strategies to comprehend vocabulary and mathematical concepts
solving practice ● Monitor Student Understanding
4. groups, individual, and ● Assist those who require additional help
partner activities ● Allow extended time
Resources:
● Glencoe Math - consumable text
● Glencoe Math - Power Up for PARCC
● various online resources
○ http://www.insidemathematics.org/performance-assessment-tasks
○ www.mathplayground.com

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○ www.teacherspayteachers.com
○ www.kahnacademy.org
○ www.xpmath.com
○ www.illustrativemathematics.org
○ www.mathbitsnotebook.com
○

Suggested Time Frame: 6 weeks (30 days) instruction - 1 week (5 days) assessment = 7 weeks (35 days)

Unit Two-Expressions and Equations

Content Area: Math Grade(s) 8
Unit Plan Title: Expressions & Equations - Chapter 2,3
Overview/Rationale

It is essential that this curriculum unit build on the algebraic connections that students bring with them to school. Students will
demonstrate and effectively communicate their mathematical understanding of ratios and proportional relationships with a focus on
expressions and equations. Their strategies and executions should meet the content, thinking processes and qualitative demands as
outlined by the standards.

Standard(s) Number and Description

Understand the connections between proportional relationships, lines, and linear equations.

CCSS.Math.Content.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. For example, compare a distance-time graph to a distance-time equation to determine which of two moving
objects has greater speed.
CCSS.Math.Content.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;
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.

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Analyze and solve linear equations and pairs of simultaneous linear equations.

CCSS.Math.Content.8.EE.C.7
Solve linear equations in one variable.
CCSS.Math.Content.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).
CCSS.Math.Content.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.
CCSS.Math.Content.8.EE.C.8
Analyze and solve pairs of simultaneous linear equations.
CCSS.Math.Content.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.
CCSS.Math.Content.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. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
CCSS.Math.Content.8.EE.C.8.c
Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs
of points, determine whether the line through the first pair of points intersects the line through the second pair.

Math Practice Standards Number and Description

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Technology Standard(s) Number and Description
TECH.8.2.8.C - The design process is a systematic approach to solving problems.

TECH.8.2.2.C.1 - Brainstorm ideas on how to solve a problem or build a product.

Interdisciplinary Standard(s) Number and Description

LA.8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.MS-PS2-1 - Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. (systems motion
problems)

Enduring Understandings:

Students will understand that…

● there are connections between proportional relationships, lines and linear equations
● pairs of simultaneous linear equations can be analyzed and solved
● patterns and relationships can be represented graphically, numerically and symbolically
● reasoning can be generalized into algorithms for solving proportion problems

Essential Questions :
● What is equivalence? How is equivalence demonstrated using expressions and equations?
● How can patterns, relations and graphs be used to explain real life relationships?

21st Century Connections

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X
Global Awareness E,T,A Critical Thinking and Problem Solving
X
Environmental Literacy E,A Creativity and Innovation
X
Health Literacy E Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E,T,A Productivity and Accountability
E Leadership and Responsibility
E,T,A Informational Literacy Skills
E Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

E CRP1. Act as a responsible and contributing citizen and employee

E,T,A CRP2. Apply appropriate academic and technical skills
E CRP3. Attend to personal health and financial well-being
E,T,A CRP4. Communicate clearly and effectively with reason
E CRP5. Consider the environmental, social and economic impacts of decisions
E,T,A CRP6. Demonstrate creativity and innovation
E CRP7. Employ valid and reliable research strategies

167 | P a g e
E,T,A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them
E,T CRP9. Model integrity, ethical leadership, and effective management
E CRP10. Plan education and career paths aligned to personal goals
E CRP11. Use technology to enhance productivity
E CRP12. Work productively in teams while using cultural global competence
Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…
● how the multiplicative inverse is used to solve an ● solve equations with rational coefficients
equation that has a rational coefficient ● write and solve two step equations
● that solving an equation with variables on both sides ● solve equations with variables on both sides
is similar to solving a two-step equation ● solve multi step equations
● how to determine how many possible solutions there ● identify proportional and no proportional linear
are there to a linear equation with one variable relationships by finding a constant rate of change
● the relationship among the unit rate, slope, and ● use tables and graphs to find the slope of a line
constant rate of change or a proportional linear ● use direct variation to solve problems
relationship ● graph linear equations using the slope and y-intercept
● how to use a graph to solve a system of equations ● graph an equation using x and y intercepts
● how to determine the number of solutions for a ● write an equation of a line
system of linear equations ● solve systems of linear equations algebraically and
graphically

Key Vocabulary and Terms:

● coefficient
● multiplicative inverse
● identity property
● null set
● two step equations
● constant of proportionality

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● constant of variation
● constant rate of change
● direct variation
● linear relationships
● point slope form
● rise/run
● slope
● slope intercept form
● standard form
● systems of equations
● x intercept
● y intercept
● ordered pairs

Assessment Evidence:
Performance Tasks: Other Assessment Measures: *Include Benchmarks
● varied formative and summative concept assessments
○ for example but not limited to: ● GLENCOE Math - Built to the Common Core
■ graphic organizers, exit slips, individual wipe ○ pre/post assessment per unit
boards, open ended questions, peer ○ Pretest Chapter 2
assessments ○ Pretest Chapter 3
■ written end of unit tests, projects with ○ Posttest Chapter 2
rubrics, self-evaluation ○ Posttest Chapter 3
● Squares and Circles Project ● STAR Assessment - benchmark
● Picking Apples Project ● Grade 8 Model Curriculum Assessment
● Glencoe Math - Power Up Performance Task - pg. 165, 257

Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)

169 | P a g e
Consider how will the design will:
Instructional Strategies and
Activities (add rows as needed) Description with Modifications, number of days, etc. - Modifications made as the need becomes apparent or
*D as stated in IEPs, 504s and ELL documents.
● List of modifications available in IEP Direct

2. concept instruction ● Teacher models the desired learning strategy or task, and then teacher will gradually shift
responsibility to the students.
3. practice, and problem ● Apply a variety of strategies to comprehend vocabulary and mathematical concepts.
solving practice ● Monitor Student Understanding
4. groups, individual, and ● Assist those who require additional help
partner activities ● Allow extended time
Resources:
● Glencoe Math - consumable text
● Glencoe Math - Power Up for PARCC
● various online resources
○ http://www.insidemathematics.org/performance-assessment-tasks
○ www.mathplayground.com
○ www.teacherspayteachers.com
○ www.kahnacademy.org
○ www.xpmath.com
○ www.illustrativemathematics.org

170 | P a g e
○ www.mathbitsnotebook.com
○

Suggested Time Frame: 10 weeks (50 days) instruction - 1 week (5 days) assessment = 11 weeks (55 days)

Unit Three-Functions
Content Area: Math Grade(s) 8
Unit Plan Title: Functions - Chapter 4
Overview/Rationale

It is essential that this curriculum unit build on the algebraic relations that students bring with them to school. Students will learn the
concept of a function and why functions are necessary for describing algebraic concepts in everyday life. Students will consider functions
of discrete and continuous rates and understand the difference between the two.

Standard(s) Number and Description

Define, evaluate, and compare functions.

CCSS.Math.Content.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.1
CCSS.Math.Content.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic
expression, determine which function has the greater rate of change.
CCSS.Math.Content.8.F.A.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.
For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points

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(1, 1), (2, 4) and (3, 9), which are not on a straight line.

Use functions to model relationships between quantities.

CCSS.Math.Content.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.
CCSS.Math.Content.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.

Math Practice Standards Number and Description

Technology Standard(s) Number and Description

TECH.8.2.8.C - The design process is a systematic approach to solving problems.

TECH.8.2.2.C.1 - Brainstorm ideas on how to solve a problem or build a product.

Interdisciplinary Standard(s) Number and Description

LA.8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.MS-PS3-2 - Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential

172 | P a g e
energy are stored in the system.

Enduring Understandings:

Students will understand that…

● Define, evaluate, and compare functions.
● Use functions to model relationships between quantities.

Essential Questions :
● How do we use functions to model relationships between quantities?
● How doe define, evaluate and compare functions?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit
by marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
X
Global Awareness E,T,A Critical Thinking and Problem Solving
X
Environmental Literacy E,A Creativity and Innovation
X
Health Literacy E Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E,T,A Productivity and Accountability
E Leadership and Responsibility

173 | P a g e
E,T,A Informational Literacy Skills
E Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

E CRP1. Act as a responsible and contributing citizen and employee

E,T,A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E,T CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…
● how to write an equation from a graph ● translate tables and graphs into linear equations
● how to use tables and graphs represent relations ● represent relations using tables and graphs

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● the effect the domain has on the range in a function ● determine whether a relation is a function
● how to use a table or graph to determine if a function ● find function values and complete function tables
is linear or nonlinear ● represent linear functions using tables and graphs
● the characteristics of a quadratic function ● compare properties of functions represented I different
● how to describe the similarities and differences ways
between qualitative and quantitative graphs ● determine whether a function is linear or nonlinear
● graph quadratic functions
● sketch and describe qualitative graphs

Key Vocabulary and Terms:

● continuous data
● dependent variable
● discrete data
● domain
● function
● independent variable
● linear equation
● linear function
● nonlinear function
● quadratic function
● qualitative graph
● range
● relation

Assessment Evidence:
Performance Tasks: Other Assessment Measures: *Include Benchmarks

● varied formative and summative concept assessments ● GLENCOE Math - Built to the Common Core
○ for example but not limited to: ○ pre/post assessment per unit

175 | P a g e
■ graphic organizers, exit slips, individual wipe ○ Pretest Chapter 4
boards, open ended questions, peer ○ Posttest Chapter 4
assessments ● STAR Assessment - benchmark
■ written end of unit tests, projects with ● Grade 8 Model Curriculum Assessment
rubrics, self-evaluation
● Party Project
● Vincent's Graphs Project
● Glencoe Math - Power Up Performance Task - pg. 359

Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how will the design will:
Instructional Strategies and
Activities (add rows as needed) Description with Modifications, number of days, etc. - Modifications made as the need becomes apparent or
*D as stated in IEPs, 504s and ELL documents.
● List of modifications available in IEP Direct

176 | P a g e
4. groups, individual, and ● Assist those who require additional help
partner activities ● Allow extended time
Resources:
● Glencoe Math - consumable text
● Glencoe Math - Power Up for PARCC
● various online resources
○ http://www.insidemathematics.org/performance-assessment-tasks
○ www.mathplayground.com
○ www.teacherspayteachers.com
○ www.kahnacademy.org
○ www.xpmath.com
○ www.illustrativemathematics.org
○ www.mathbitsnotebook.com
○

Suggested Time Frame: 2 weeks (10 days) instruction - 1 week (5 days) assessment = 3 weeks (15 days)

Unit Four-Geometry
Content Area: Math Grade(s) 8
Unit Plan Title: Geometry - Chapter 5, 6, 7, 8
Overview/Rationale

It is essential that this curriculum unit build on the spatial relations that students bring with them to school. Students will learn about
transformations on the coordinate plane and apply their properties to determine congruence. The ideas taught in geometry are
foundational for future understanding of geometry concepts. They will learn to manipulate two- and three-dimensional shapes and angles.
These concepts will be built on in later math classes and also in real-world problem-solving in the future.

Standard(s) Number and Description

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Understand congruence and similarity using physical models, transparencies, or geometry software.

CCSS.Math.Content.8.G.A.1
Verify experimentally the properties of rotations, reflections, and translations:
CCSS.Math.Content.8.G.A.1.a
Lines are taken to lines, and line segments to line segments of the same length.
CCSS.Math.Content.8.G.A.1.b
Angles are taken to angles of the same measure.
CCSS.Math.Content.8.G.A.1.c
Parallel lines are taken to parallel lines.
CCSS.Math.Content.8.G.A.2
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations,
reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
CCSS.Math.Content.8.G.A.3
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
CCSS.Math.Content.8.G.A.4
Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations,
reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between
them.
CCSS.Math.Content.8.G.A.5
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. For example, arrange three copies of the same triangle so
that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Understand and apply the Pythagorean Theorem.

CCSS.Math.Content.8.G.B.6
Explain a proof of the Pythagorean Theorem and its converse.
CCSS.Math.Content.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and
three dimensions.
CCSS.Math.Content.8.G.B.8
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

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Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

CCSS.Math.Content.8.G.C.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Math Practice Standards Number and Description

Technology Standard(s) Number and Description

TECH.8.2.8.C - The design process is a systematic approach to solving problems.

TECH.8.2.2.C.1 - Brainstorm ideas on how to solve a problem or build a product.

Interdisciplinary Standard(s) Number and Description

LA.8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.MS-ETS1-1 - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (surface area and
volume)

Enduring Understandings:

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Students will understand that…
● Understand congruence and similarity using physical models or geometry software
● Apply properties of congruence to lines and angles
● Understand and apply the Pythagorean Theorem
● Solve real world and mathematical problems involving cylinders, cones and spheres

Essential Questions :
● How can the Pythagorean Theorem be used to find distances on the coordinate grid?
● How would you describe the effect of transformations on geometric figures?
● What properties of transformations produce congruent and similar figures?
● How can you determine the surface area and volume of cones, cylinders and spheres?

21st Century Connections

Check all that apply. Indicate whether these skills are E-Encouraged, T-Taught, and/or A-Assessed in this unit
by marking E, T, A in the box before the appropriate skill.
21st Century Interdisciplinary Themes 21st Century Skills
X
Global Awareness E,T,A Critical Thinking and Problem Solving
X
Environmental Literacy E,A Creativity and Innovation
X
Health Literacy E Communication and Collaboration
Civic Literacy E Flexibility and Adaptability
Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E,T,A Productivity and Accountability
E Leadership and Responsibility

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E,T,A Informational Literacy Skills
E Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

E CRP1. Act as a responsible and contributing citizen and employee

E,T,A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E,T CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

E CRP12. Work productively in teams while using cultural global competence

Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…
● the angle relationships made when parallel lines are ● identify relationships of angles formed by two parallel
cut by a transversal lines cut by a transversal

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● the relationship among the legs and hypotenuse of a ● model the relationship among the sides of a right triangle
right triangle ● apply the Pythagorean Theorem
● how to use the Pythagorean Theorem to find ● find distance between two points on the coordinate plane
distance between two points on the coordinate plane ● graph transformations on the coordinate plane
● how figures are transformed on the coordinate plane ● use scale factors to graph dilations
● why transformations create congruent images ● use a series of transformations to create congruent figures
● the properties of similar polygons ● write congruent statements for congruent figures
● how the scale factor of a dilation relates to the ratio ● use transformations to create similar figures
of two of the corresponding sides of the preimage ● identify similar polygons and find missing measures
and the image ● relate the slope of a line to similar triangles
● how the volume and surface area of a 3D figure ● find the relationship between areas and perimeters of
differs similar figures
● how changing the radius or height of a figure affects ● find the volume of cylinders, cones and spheres
the volume ● find the surface area of cylinders and cones
● solve problems involving similar solids

Key Vocabulary and Terms:

● alternate interior/exterior angles
● corresponding angles
● hypotenuse
● interior angles
● legs
● parallel lines
● perpendicular lines
● polygon
● Pythagorean Theorem
● transversal
● angle of rotation
● center of dilation
● center of rotation
● congruent

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● dilation
● image
● line of reflection
● preimage
● reflection
● rotation
● transformation
● translation
● corresponding parts
● indirect measurement
● scale factor
● similar polygons
● composite solids
● cone
● cylinder
● hemisphere
● lateral area
● nets
● polyhedron
● similar solids
● sphere
● surface area
● volume

Assessment Evidence:
Performance Tasks: Other Assessment Measures: *Include Benchmarks

● varied formative and summative concept assessments ● GLENCOE Math - Built to the Common Core
○ for example but not limited to: ○ pre/post assessment per unit

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■ graphic organizers, exit slips, individual wipe ○ Pretest Chapter 5
boards, open ended questions, peer ○ Pretest Chapter 6
assessments ○ Pretest Chapter 7
■ written end of unit tests, projects with ○ Pretest Chapter 8
rubrics, self-evaluation ○ Posttest Chapter 5
● Aaron's Designs Project ○ Posttest Chapter 6
● Patterns in Prague Project ○ Posttest Chapter 7
● Glencoe Math - Power Up Performance Task ○ Posttest Chapter 8
○ pg. 443, 499, 581, 653 ● STAR Assessment - benchmark
● Grade 8 Model Curriculum Assessment
Teaching and Learning Actions: (What learning experiences and instruction will enable students to achieve the desired results?)
Consider how will the design will:
Instructional Strategies and
Activities (add rows as needed) Description with Modifications, number of days, etc. - Modifications made as the need becomes apparent or
*D as stated in IEPs, 504s and ELL documents.
● List of modifications available in IEP Direct

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4. groups, individual, and ● Assist those who require additional help
partner activities ● Allow extended time
Resources:
● Glencoe Math - consumable text
● Glencoe Math - Power Up for PARCC
● various online resources
○ http://www.insidemathematics.org/performance-assessment-tasks
○ www.mathplayground.com
○ www.teacherspayteachers.com
○ www.kahnacademy.org
○ www.xpmath.com
○ www.illustrativemathematics.org
○ www.mathbitsnotebook.com
○

Suggested Time Frame: 10 weeks (50 days) instruction - 2 weeks (10 days) assessment = 12 weeks (60 days)

Unit Five-Statistics
Content Area: Math Grade(s) 8
Unit Plan Title: Statistics - Chapter 9
Overview/Rationale

It is essential that this curriculum unit build on the statistical reasoning that students bring with them to school. Statistical reasoning skills
are advantageous in making everyday decisions based on data. This problem solving process will guide our students to formulate
questions, collect data, analyze data and interpret results.

Standard(s) Number and Description

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Investigate patterns of association in bivariate data.

CCSS.Math.Content.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.
CCSS.Math.Content.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.
CCSS.Math.Content.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.
For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr. as meaning that an additional hour of sunlight each
day is associated with an additional 1.5 cm in mature plant height.
CCSS.Math.Content.8.SP.A.4
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. For example, collect
data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at
home. Is there evidence that those who have a curfew also tend to have chores?

Math Practice Standards Number and Description

Technology Standard(s) Number and Description

TECH.8.2.8.C - The design process is a systematic approach to solving problems.

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TECH.8.2.2.C.1 - Brainstorm ideas on how to solve a problem or build a product.

Interdisciplinary Standard(s) Number and Description

LA.8.W.1 - Write arguments to support claims with clear reasons and relevant evidence.

SCI.MS-ETS1-3 - Analyze data from tests to determine similarities and differences among several design solutions to identify the best
characteristics of each that can be combined into a new solution to better meet the criteria for success.

Enduring Understandings:

Students will understand that…

● Investigate patterns of association in bivariate data.

Essential Questions :
● What inferences can be collected and drawn from sets of data when having positive, negative or no association?

21st Century Connections

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Financial, Economic , E Initiative and Self-Direction
Business and Entrepreneurial
Literacy E Social and Cross-Cultural Skills
E,T,A Productivity and Accountability
E Leadership and Responsibility
E,T,A Informational Literacy Skills
E Media Literacy Skills
E Information, Communication, and Technology (ICT) Literacy

Career Ready Practices:

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

E CRP1. Act as a responsible and contributing citizen and employee

E,T,A CRP8. Utilize critical thinking to make sense of problems and persevere in solving them

E,T CRP9. Model integrity, ethical leadership, and effective management

E CRP10. Plan education and career paths aligned to personal goals

E CRP11. Use technology to enhance productivity

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E CRP12. Work productively in teams while using cultural global competence
Student Learning Goals/Objectives:
Students will know…. Students will be able to (do)…
● how to estimate a line of best fit for a scatter plot ● use a scatter plot to investigate the relationship between
● what a box and whisker plot tell you about a set of two sets of data
data ● draw lines of best fit and use them to make predictions
● how to determine when the median best describes ● find the measures of center and variation
the spread of distribution ● find and interpret the mean absolute deviation
● analyze data distributions

Key Vocabulary and Terms:

● bivariate data
● distribution
● line of best fit
● mean absolute deviation
● qualitative data
● quantitative data
● relative frequency
● scatter plot
● standard deviation

Assessment Evidence:
Performance Tasks: Other Assessment Measures: *Include Benchmarks

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assessments ● STAR Assessment - benchmark
■ written end of unit tests, projects with ● Grade 8 Model Curriculum Assessment
rubrics, self-evaluation
● House Prices Project
● Scatter Diagram Project
● Glencoe Math - Power Up Performance Task - pg. 731

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● Glencoe Math - consumable text
● Glencoe Math - Power Up for PARCC
● various online resources
○ http://www.insidemathematics.org/performance-assessment-tasks
○ www.mathplayground.com
○ www.teacherspayteachers.com
○ www.kahnacademy.org
○ www.xpmath.com
○ www.illustrativemathematics.org
○ www.mathbitsnotebook.com
○

Suggested Time Frame: 2 weeks (10 days) instruction - 1 week (5 days) assessment = 3 weeks (15 days)

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8th Grade Math Standards Curriculum Map
Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 1 8.EE.A.1  Work with integer exponents

8.G.C.9  Solve real-world and mathematical problems involving
8.EE.A.3 volume of cylinders, cones, and spheres
8.EE.A.4  Know that there are numbers that are not rational, and
Exponents, Expressions, 8.NS.A.1 approximate them by rational numbers
and Equations 8.NS.A.2  Understand the connections between proportional
8.EE.B.5 relationships, lines, and linear equations
8.EE.B.6

MP.1 Make sense of problems and persevere in solving them.

8.EE.A.1 Extending the Definitions of Exponents

Unit 1: 8.G.C.9 A Canister of Tennis Balls

Suggested Open 8.EE.A.3 Ant and Elephant

Educational Resources MP.2 Reason abstractly and quantitatively.
8.EE.A.4 Giant burgers

8.NS.A.1 Converting Decimal Representations of Rational Numbers to Fraction

Representations

8.NS.A.2 Irrational Numbers on the Number Line MP.3 Construct viable arguments & critique the reasoning. of
others.
8.EE.B.5 Who Has the Best Job?

8.EE.B.6 Slopes Between Points on a Line

MP.4 Model with mathematics.

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 2 8.F.A.1  Define, evaluate, and compare functions

8.F.A.2  Use functions to model relationships between quantities
8.F.A.3  Analyze and solve linear equations and simultaneous linear MP.5 Use appropriate tools strategically.
8.F.B.4* equations
Functions, Equations, 8.F.B.5
and Solutions 8.EE.C.7
8.EE.C.8*

MP.6 Attend to precision.

Unit 2: 8.F.A.1 Function Rules

Suggested Open 8.F.A.2 Battery Charging MP.7 Look for and make use of structure.
Educational Resources
8.F.A.3 Introduction to Linear Functions

8.F.B.4 Chicken and Steak, Variation 1

MP.8 Look for and express regularity in repeated reasoning.
8.F.B.4 Baseball Cards

8.EE.C.7 The Sign of Solutions

8.EE.C.7 Coupon versus discount

8.EE.C.8a Intersection of Two Lines

8.EE.C.8 How Many Solutions

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

Unit 3 8.EE.A.2  Work with radicals and integer exponents

8.G.C.9  Solve real-world and mathematical problems involving
8.G.B.6 volume of cylinders, cones, and spheres
8.G.B.7  Understand and apply the Pythagorean Theorem
Geometry: Pythagorean 8.G.B.8*  Understand congruence and similarity using physical models,
Theorem, Congruence 8.G.A.1 transparencies, or geometry software
and Similarity 8.G.A.2
8.G.A.3
Transformations
8.G.A.4
8.G.A.5
8.G.B.6 Converse of the Pythagorean Theorem MP.1 Make sense of problems and persevere in solving them.

Unit 3: 8.G.B.7 Running on the Football Field

Suggested Open 8.G.B.8 Finding isosceles triangles

Educational Resources
8.G.A.1 Reflections, Rotations, and Translations MP.2 Reason abstractly and quantitatively.

8.G.A.2 Congruent Triangles

8.G.A.3 Effects of Dilations on Length, Area, and Angles

8.G.A.4 Are They Similar MP.3 Construct viable arguments & critique the reasoning. of
others.
8.G.A.5 Street Intersections

8.G.A.5 Similar Triangles II

8.G.A.5 Triangle's Interior Angles

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

MP.4 Model with mathematics.

MP.5 Use appropriate tools strategically.

Unit 4 8.SP.A.1  Investigate patterns of association in bivariate data

8.SP.A.2  Use functions to model relationships between quantities
MP.6 Attend to precision.
8.SP.A.3  Understand and apply the Pythagorean Theorem
8.SP.A.4  Analyze and solve linear equations and simultaneous linear
Statistics and 8.F.B.4* equations
Probability: Scatterplots 8.G.B.8*
and Association 8.EE.C.8c*
MP.7 Look for and make use of structure.
8.SP.A.1 Texting and Grades 1

Unit 4: 8.SP.A.2 Animal Brains

Suggested Open 8.SP.A.3 US Airports MP.8 Look for and express regularity in repeated reasoning.
Educational Resources
8.SP.A.4 What's Your Favorite Subject

8.SP.A.4 Music and Sports

8.F.B.4 Delivering the Mail

8.G.B.8 Finding the distance between points

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

8.EE.C.8 Kimi and Jordan

Unit 1 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.EE.A.1. Know and apply the MP.1 Make sense of problems and Concept(s):
properties of integer exponents to persevere in solving them.
generate equivalent numerical  Exponents as simplified representation of repeated multiplication.
expressions. For example, 32 × 3–5 = MP.2 Reason abstractly and Students are able to:
3–3 = 1/33 = 1/27. quantitatively.
 Apply properties of exponents to numerical expressions.
8.G.C.9. Know the formulas for the
volumes of cones, cylinders, and
MP.4 Model with mathematics.  Generate equivalent numerical expressions using positive and negative integer
spheres and use them to solve real- exponents.
MP.5 Use appropriate tools strategically.
world and mathematical problems.  Find volume of cones, cylinders and spheres using to solve real world problems.
MP.6 Attend to precision.
Learning Goal 1: Apply the properties of integer exponents to write equivalent numerical
MP.7 Look for and make use of structure. expressions; apply formulas to find the volume of a cone, a cylinder, or
a sphere when solving real-world and mathematical problems.
MP.8 Look for and express regularity in
repeated reasoning.

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

8.EE.A.3. Use numbers expressed in MP.2 Reason abstractly and Concept(s):

the form of a single digit times an quantitatively.
integer power of 10 to estimate very  Very large and very small quantities can be approximated with numbers
large or very small quantities, and to MP.4 Model with mathematics. expressed in the form of a single digit times an integer power of 10.
express how many times as much one Students are able to:
MP.5 Use appropriate tools strategically.
is than the other. For example,
 Estimate very large and very small quantities with numbers expressed in the form
estimate the population of the United MP.6 Attend to precision.
States as 3 × 108 and the population of a single digit times an integer power of 10.
of the world as 7 × 109, and MP.7 Look for and make use of structure.  Compare numbers written in the form of a single digit times an integer power of
determine that the world population is 10 and express how many times as much one is than the other.
more than 20 times larger. MP.8 Look for and express regularity in
repeated reasoning. Learning Goal 2: Estimate and express the values of very large or very small numbers with
numbers expressed in the form of a single digit times an integer power of
10. Compare numbers expressed in this form, expressing how many times
larger or smaller one is than the other.

8.EE.A.4. Perform operations with MP. 2 Reason abstractly and Concept(s): No new concept(s) introduced
numbers expressed in scientific quantitatively.
notation, including problems where Students are able to:
both decimal and scientific notation MP.4 Model with mathematics.
 Multiply and divide numbers expressed in scientific notation, including problems
are used. Use scientific notation and
MP.5 Use appropriate tools strategically. in which one number is in decimal form and one is in scientific notation.
choose units of appropriate size for
 Add and subtract numbers expressed in scientific notation, including problems in
measurements of very large or very MP.6 Attend to precision. which one number is in decimal form and one is in scientific notation.
small quantities (e.g., use millimeters
per year for seafloor spreading). MP.7 Look for and make use of structure.  Use scientific notation and choose units of appropriate size for measurements of
Interpret scientific notation that has very large or very small quantities.
been generated by technology. MP.8 Look for and express regularity in  Interpret scientific notation that has been generated by technology (e.g. recognize
repeated reasoning. 4.1E-2 and 4.1e-2 as 4.1 x 10-2).

Learning Goal 3: Perform operations using numbers expressed in scientific notation,

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

including problems where both decimals and scientific notation are

used. In real-world problem-solving situations, choose units of
appropriate size for measurement of very small and very large quantities
and interpret scientific notation generated when technology has been
used for calculations.

8.NS.A.1. Know that numbers that are MP. 2 Reason abstractly and Concept(s):
not rational are called irrational. quantitatively.
Understand informally that every  Numbers that are not rational are irrational.
number has a decimal expansion; for  Every number has a decimal expansion.
rational numbers show that the Students are able to:
decimal expansion repeats eventually,
and convert a decimal expansion  Compare decimal expansions of rational and irrational numbers.
which repeats eventually into a  Represent a rational number with its decimal expansion, showing that it repeats
rational number. eventually.
 Convert a decimal expansion (which repeats eventually) into a rational number.

Learning Goal 4: Represent a rational number with its decimal expansion, showing that it
eventually repeats, and convert such decimal expansions into rational
numbers.

8.NS.A.2. Use rational MP.1 Make sense of problems and Concept(s):

approximations of irrational numbers persevere in solving them.
to compare the size of irrational  Rational approximation of irrational numbers
numbers, locate them approximately MP.4 Model with mathematics. Students are able to:
on a number line diagram, and
MP.5 Use appropriate tools strategically.  Compare irrational numbers by replacing each with its rational approximation.
estimate the value of expressions
 Locate rational approximations on a number line.
(e.g., 2). For example, by truncating
 Estimate the value of expressions containing irrational numbers.
the decimal expansion of 2, show
that 2 is between 1 and 2, then

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

between 1.4 and 1.5, and explain how Learning Goal 5: Use rational numbers to approximate irrational numbers, locate irrational
to continue on to get better numbers on a number line, and estimate the value of expressions
approximations. containing irrational numbers.

8.EE.B.5. Graph proportional MP.2 Reason abstractly and Concept(s):

relationships, interpreting the unit rate quantitatively.
as the slope of the graph. Compare  Quantitative relationships can be represented in different ways.
two different proportional MP.4 Model with mathematics. Students are able to:
relationships represented in different
MP.5 Use appropriate tools strategically.  Graph proportional relationships.
ways. For example, compare a
distance-time graph to a distance-
MP.6 Attend to precision.  Interpret unit rate as the slope of a graph.
time equation to determine which of  Compare two different proportional relationships that are represented indifferent
MP.7 Look for and make use of structure.
two moving objects has greater speed. ways (table of values, equation, graph, verbal description).
MP.8 Look for and express regularity in
repeated reasoning. Learning Goal 6: Graph proportional relationships, interpreting slope as unit rate, and
compare two proportional relationships, each represented in different
ways.

8.EE.B.6. Use similar triangles to MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
explain why the slope m is the same quantitatively.
between any two distinct points on a Students are able to:
non-vertical line in the coordinate MP.4 Model with mathematics.
 Show, using similar triangles, and explain why the slope, m, is the same between
plane; derive the equation y = mx for a
MP.5 Use appropriate tools strategically. any two distinct points on a non-vertical line.
line through the origin and the
 Derive, from two points, the equation y = mx for a line through the origin.
equation y = mx + b for a line MP.6 Attend to precision.
intercepting the vertical axis at b.  Derive, from two points, the equation y = mx + b for a line intercepting the
MP.7 Look for and make use of structure. vertical axis at b.

MP.8 Look for and express regularity in Learning Goal 7: Derive the equation of a line (y = mx for a line through the origin and the
repeated reasoning. equation y = mx +b for a line intercepting the vertical axis at b) and use
similar triangles to explain why the slope (m) is the same between any

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

two points on a non-vertical line in the coordinate plane.

Unit 1 Grade 8 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

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Overview Standards for Unit Focus Standards for Mathematical Practice
Mathematical
Content

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Unit 2 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.F.A.1. Understand that a function is MP.2 Reason abstractly and Concept(s):

a rule that assigns to each input quantitatively.
exactly one output. The graph of a  A function is a rule.
function is the set of ordered pairs MP.5 Use appropriate tools strategically.  If a rule is a function, then for each input there is exactly one output.
consisting of an input and the Students are able to:
corresponding output.
 Use function language.
 Describe a function as providing a single output for each input.
 Determine whether non-numerical relationships are functions.
 Describe a function as a set of ordered pairs.
 Read inputs and outputs from a graph.
 Describe the ordered pairs as containing an input, and the corresponding output.

Learning Goal 1: Define a function as a rule that assigns one output to each input and
determine if data represented as a graph or in a table is a function.

8.F.A.2. Compare properties (e.g. rate MP.5 Use appropriate tools strategically. Concept(s):
of change, intercepts, domain and
range) of two functions each MP.8 Look for and express regularity in  Functions (quantitative relationships) can be represented in different ways.
represented in a different way repeated reasoning.  Functions have properties; properties of linear functions.
(algebraically, graphically, Students are able to:
numerically in tables, or by verbal
descriptions). For example, given a  Analyze functions represented algebraically, as a table of values, and as a graph.
linear function represented by a table  Interpret functions represented by a verbal description.
of values and a linear function  Given two functions, each represented in a different way, compare their
represented by an algebraic properties.
expression, determine which function
has the greater rate of change.
Learning Goal 2: Compare two functions each represented in a different way (numerically,
verbally, graphically, and algebraically) and draw conclusions about their
properties (rate of change and intercepts).

8.F.A.3 Interpret the equation y = mx MP.2 Reason abstractly and Concept(s):

+ b as defining a linear function,

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Unit 2 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

whose graph is a straight line; give quantitatively.  A linear function is defined by the equation y = mx + b.
examples of functions that are not  The graph of a linear function is a straight line.
linear. For example, the function A = MP.3 Construct viable arguments and Students are able to:
s2 giving the area of a square as a critique the reasoning of others.
function of its side length is not linear  Analyze tables of values, graphs, and equations in order to classify a function as
because its graph contains the points MP.5 Use appropriate tools strategically. linear or non-linear.
(1, 1), (2, 4) and (3, 9), which are not  Determine if equations presented in forms other than y = mx + b (for example 3y
on a straight line. – 2x = 7) define a linear function.
 Give examples of equations that are non-linear functions.
 Show that a function is not linear using pairs of points.

Learning Goal 3: Classify functions as linear or non-linear by analyzing equations, graphs,

and tables of values; interpret the equation y = mx + b as defining a linear
function.

8.F.B.4. Construct a function to MP.6 Attend to precision. Concept(s):

model a linear relationship between
two quantities. Determine the rate of MP.2 Reason abstractly and  As with equations, two (x, y) values can be used to construct a function.
change and initial value of the quantitatively. Students are able to:
function from a description of a
relationship or from two (x, y) values, MP.7 Look for and make use of structure.  Determine the rate of change and initial value of a function from a description of a
including reading these from a table relationship.
or from a graph. Interpret the rate of  Determine the rate of change and initial value of a function from two (x, y) values
change and initial value of a linear by reading from a table of values.
function in terms of the situation it  Determine the rate of change and initial value of a function from two (x, y) values
models, and in terms of its graph or a by reading these from a graph.
table of values.  Construct a function in order to model a linear relationship.
 Interpret the rate of change and initial value of a linear function in context.

Learning Goal 4: Model a linear relationship by constructing a function from two (x, y)
values. Interpret the rate of change and initial value of the linear function
in terms of the situation it models, and in terms of its graph or a table of

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Unit 2 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

values.

8.F.B.5. Describe qualitatively the MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
functional relationship between two persevere in solving them.
quantities by analyzing a graph (e.g., Students are able to:
where the function is increasing or MP.2 Reason abstractly and
decreasing, linear or nonlinear). quantitatively.  Analyze a graph.
Sketch a graph that exhibits the  Provide qualitative descriptions of graphs (e.g. where increasing or decreasing,
qualitative features of a function that MP.4 Model with mathematics. linear or non-linear).
has been described verbally.  Given a verbal description, sketch a graph of a function based on the qualitative
MP.5 Use appropriate tools strategically. features described.

Learning Goal 5: Sketch a graph of a function from a qualitative description and give a
qualitative description of a graph of a function.

8.EE.C.7. Solve linear equations in MP.5 Use appropriate tools strategically. Concept(s):
one variable.
8EE.C.7a. Give examples of MP.6 Attend to precision.  Linear equations may have an infinite number of solutions.
linear equations in one variable  Linear equations may have no solution or a single solution.
with one solution, infinitely Students are able to:
many solutions, or no solutions.
Show which of these possibilities  Give examples of linear equations in one variable with one solution (x = a),
infinitely many solutions (a = a), or no solutions (a = b.)
is the case by successively
 Transform a given equation, using the properties of equality, into simpler forms.
transforming the given equation
 Transform a given equation until an equivalent equation of the form x = a, a = a,
into simpler forms, until an or a = b results (a and b are different numbers).
equivalent equation of the form x  Solve linear equations that have fractional coefficients; include equations
= a, a = a, or a = b results (where requiring use of the distributive property and collecting like terms.
a and b are different numbers).

8.EE.C.7b. Solve linear equations Learning Goal 6: Apply the distributive property and collect like terms to solve linear
with rational number equations in one variable that contain rational numbers as coefficients.

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Practice

coefficients, including equations Use an equivalent equation of the form x = a, a = a, or a = b (where a and
whose solutions require b are different numbers) to describe the number of solutions.
expanding expressions using the
distributive property and
collecting like terms.

8.EE.C.8. Analyze and solve pairs of MP.1 Make sense of problems and Concept(s):
simultaneous linear equations. persevere in solving them.
8.EE.C.8a. Understand that  Simultaneous linear equations may have an infinite number of solutions.
solutions to a system of two MP.2 Reason abstractly and  Simultaneous linear equations may have no solution or a single solution.
linear equations in two variables quantitatively.  Solutions to a system of two linear equations in two variables correspond to points
correspond to points of of intersection of their graphs.
intersection of their graphs, MP.6 Attend to precision. Students will be able to:
because points of intersection
MP.7 Look for and make use of structure.  Solve systems of two linear equations in two variables algebraically.
satisfy both equations
 Estimate solutions of a linear system of two equations by graphing.
simultaneously.  Solve simple cases of a linear system of two equations by inspection.
 Solve real-world and mathematical problems leading to two linear equations in
8.EE.C.8b. Solve systems of two two variables.
linear equations in two variables
algebraically, and estimate
solutions by graphing the Learning Goal 7: Solve systems of linear equations in two variables algebraically and by
equations. Solve simple cases by inspection. Estimate solutions by graphing, explain that points of
inspection. For example, 3x + 2y intersection satisfy both equations simultaneously, and interpret solutions
= 5 and 3x + 2y = 6 have no in context.
solution because 3x + 2y cannot
simultaneously be 5 and 6.

8.EE.C.8c. Solve real-world and

mathematical problems leading
to two linear equations in two
variables. For example, given

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Unit 2 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

coordinates for two pairs of

points, determine whether the
line through the first pair of
points intersects the line through
the second pair.

Unit 2 Grade 8 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

Unit 3 Grade 8

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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.EE.A.2. Use square root and cube MP.2 Reason abstractly and Concept(s):
root symbols to represent solutions to quantitatively.
equations of the form x2 = p and x3 =  Square root and cube roots; perfect squares and perfect cubes
p, where p is a positive rational MP.4 Model with mathematics.  Inverse relationship between powers and square roots
number. Evaluate square roots of Students are able to:
small perfect squares and cube roots MP.5 Use appropriate tools strategically.
of small perfect cubes. Know that 2  Give the value of square roots of small perfect squares.
is irrational. MP.6 Attend to precision.  Solve equations of the form x2 = p, where p is a positive rational number.
8.G.C.9. Know the formulas for the  Use the square root symbol to represent solutions to equations of the form x2 = p.
volumes of cones, cylinders, and MP.7 Look for and make use of structure.  Give the value of cube roots of small perfect cubes.
spheres and use them to solve real-  Solve equations of the form x3 = p, where p is a positive rational number.
world and mathematical problems. MP.8 Look for and express regularity in  Use the cube root symbol to represent solutions to equations of the form x3 = p.
repeated reasoning.  Show or explain that 2 is an irrational number.
 Use volume formulas to find a single unknown dimension of cones, cylinders and
spheres when solving real world problems.

Learning Goal 1: Evaluate square roots and cubic roots of small perfect squares and cubes
respectively and use square and cube root symbols to represent solutions
to equations of the form x2 = p and x3 = p where p is a positive rational
number; identify √2 as irrational.

Learning Goal 2: Apply the formula for the volume of a cone, a cylinder, or a sphere to
find a single unknown dimension when solving real-world and
mathematical problems.

8.G.B.6. Explain a proof of the MP.2 Reason abstractly and Concept(s):

Pythagorean Theorem and its quantitatively.
converse.  Pythagorean Theorem
 If the square of one side of a triangle is equal to the sum of the squares of the
other two sides, then the triangle is a right triangle (Pythagorean theorem
converse).
Students are able to:

 Given a proof of the Pythagorean theorem, explain the proof.

 Given a proof of the converse of the Pythagorean theorem, explain the proof.

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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Learning Goal 3: Explain a proof of the Pythagorean Theorem and its converse.

8.G.B.7. Apply the Pythagorean MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
Theorem to determine unknown side quantitatively.
lengths in right triangles in real-world Students are able to:
and mathematical problems in two MP.7 Look for and make use of structure.
and three dimensions.  Determine side lengths of right triangles by applying the Pythagorean Theorem to
solve real world and mathematical problems involving two dimensional spaces.
 Determine side lengths of right triangles by applying the Pythagorean Theorem to
solve real world and mathematical problems involving three dimensional spaces.

Learning Goal 4: Apply the Pythagorean Theorem to determine unknown side lengths of
right triangles in two and three dimensional cases when solving real-
world and mathematical problems.

8.G.B.8. Apply the Pythagorean MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
Theorem to find the distance between quantitatively.
two points in a coordinate system Students are able to:
MP.7 Look for and make use of structure.
 Determine the distance between two points in a coordinate plane by drawing a
right triangle and applying the Pythagorean Theorem.

Learning Goal 5: Use the Pythagorean Theorem to determine the distance between two
points in the coordinate plane.

8.G.A.1. Verify experimentally the MP.3 Construct viable arguments and Concept(s):
properties of rotations, reflections, critique the reasoning of others.
and translations:  A property of rigid motion transformations (rotation, reflection, and translation)
8.G.A.1a. Lines are transformed MP.5 Use appropriate tools strategically. is that the measure of a two-dimensional object under the transformation remains
to lines, and line segments to line unchanged.
segments of the same length. MP.8 Look for and express regularity in Students are able to:

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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.G.A.1b. Angles are repeated reasoning.  Show and explain that performing rotations, reflections, and translations on lines
transformed to angles of the results in a line.
same measure.  Show and explain that performing rotations, reflections, and translations on line
segments results in a line segment and does not alter the length of the line
8.G.A.1c. Parallel lines are segment.
transformed to parallel lines.  Show and explain that performing rotations, reflections, and translations on angles
results in an angle and does not alter the measure of the angle.
 Show and explain that performing rotations, reflections, and translations on
parallel lines results in parallel lines.
 Explain that a property of rigid motion transformations (rotation, reflection, and
translation) is that the measure of a two-dimensional object under the
transformation remains unchanged.

Learning Goal 6: Explain and model the properties of rotations, reflections, and
translations with physical representations and/or geometry software
using pre-images and resultant images of lines, line segments, and
angles.

8.G.A.2. Understand that a two- MP.2 Reason abstractly and Concept(s):

dimensional figure is congruent to quantitatively.
another if the second can be obtained  A two-dimensional figure is congruent to another if the second can be obtained
from the first by a sequence of MP.7 Look for and make use of structure. from the first by a sequence of rotations, reflections, and translations.
rotations, reflections, and translations; Students are able to:
given two congruent figures, describe
a sequence that exhibits the  given two congruent figures, describe a transformation or sequence of
congruence between them. transformations that shows the congruence between them.

Learning Goal 7: Describe and perform a sequence of rotations, reflections, and/or

translations on a two dimensional figure in order to prove that two
figures are congruent.

8.G.A.3. Describe the effect of MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
dilations, translations, rotations, and

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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

reflections on two-dimensional quantitatively. Students are able to:

figures using coordinates.
MP.3 Construct viable arguments and  Describe, using coordinates, the resulting two-dimensional figure after applying
critique the reasoning. of others. dilations with scale factor greater than, less than, and equal to 1.
 Describe, using coordinates, the resulting two-dimensional figure after applying
MP.5 Use appropriate tools strategically. translation, rotation, and reflection.

Learning Goal 8: Use the coordinate plane to locate images or pre-images of two-
dimensional figures and determine the coordinates of a resultant image
after applying dilations, rotations, reflections, and translations.

8.G.A.4. Understand that a two- MP.2 Reason abstractly and Concept(s):

dimensional figure is similar to quantitatively.
another if the second can be obtained  A two-dimensional figure is similar to another if the second can be obtained from
from the first by a sequence of MP.7 Look for and make use of structure. the first by a sequence of rotations, reflections, translations, and dilations.
rotations, reflections, translations, and  Congruent figures are also similar.
dilations; given two similar two- Students are able to:
dimensional figures, describe a
sequence that exhibits the similarity  Describe a transformation or sequence of transformations that show the similarity
between them. between them given two similar two-dimensional figures.

Learning Goal 9: Apply an effective sequence of transformations to determine that figures

are similar when corresponding angles are congruent and corresponding
sides are proportional. Write similarity statements based on such
transformations.

8.G.A.5 Use informal arguments to MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
establish facts about the angle sum quantitatively.
and exterior angle of triangles, about Students are able to:
the angles created when parallel lines MP.3 Construct viable arguments and
are cut by a transversal, and the critique the reasoning. of others.  Give informal arguments to establish facts about the angle sum of triangles.
angle-angle criterion for similarity of  Give informal arguments to establish facts about exterior angles of triangles.
triangles.  Give informal arguments to establish facts about the angles created when parallel

210 | P a g e
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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

For example, arrange three copies of lines are cut by a transversal.

the same triangle so that the sum of  Give informal arguments to establish the angle-angle criterion for similarity of
the three angles appears to form a triangles.
line, and give an argument in terms of
transversals why this is so. Learning Goal 10: Give informal arguments to justify facts about the exterior angles of a
triangle, the sum of the measures of the interior angles of a triangle, the
angle-angle relationship used to determine similar triangles, and the
angles created when parallel lines are cut by a transversal.

Unit 3 Grade 8 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

211 | P a g e
Unit 4 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.SP.A.1. Construct and interpret MP.3 Construct viable arguments and Concept(s):
scatter plots for bivariate critique the reasoning. of others.
measurement data to investigate  Association in data (bivariate measurement data)
patterns of association between two MP.5 Use appropriate tools strategically. Students are able to:
quantities. Describe patterns such as
MP.7 Look for and make use of  Construct and interpret scatter plots.
clustering, outliers, positive or
negative association, linear
structure.  Analyze patterns of association between the two quantities represented in a
association, and nonlinear scatter plot.
association.  Describe clustering, outliers, positive or negative association, linear or non-
linear association when explaining patterns of association in a scatter plot.

Learning Goal 1: Construct and interpret scatter plots for bivariate measurement data
and describe visual patterns of association (clusters, outliers, positive
or negative association, linear association and nonlinear association,
strong, weak, and no association).

8.SP.A.2. Know that straight lines MP.2 Reason abstractly and Concept(s):
are widely used to model quantitatively.
relationships between two  Straight lines are used to model approximately linear relationships between
quantitative variables. For scatter MP.5 Use appropriate tools strategically. quantitative variables.
plots that suggest a linear Students are able to:
MP.7 Look for and make use of
association, informally fit a straight
structure.  Informally fit a line (of best fit) to a scatter plot that suggests a linear
line, and informally assess the model
association.
fit (e.g. line of best fit) by judging
the closeness of the data points to the  Informally assess the model’s fit by judging the closeness of the data points to
line. the line (line of best fit).

Learning Goal 2: For scatter plots that suggest a linear association, informally fit a
straight line and informally assess the model’s fit.

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Practice

8.SP.A.3. Use the equation of a MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
linear model to solve problems in the quantitatively.
context of bivariate measurement Students are able to:
data, interpreting the slope and MP.4 Model with mathematics.
 Given the equation for a linear model (line of best fit), interpret the slope and
intercept. For example, in a linear
MP.6 Attend to precision. intercept.
model for a biology experiment,
 Given the equation for a linear model, solve problems in the context of
interpret a slope of 1.5 cm/hr as MP.7 Look for and make use of measurement data.
meaning that an additional hour of structure.
sunlight each day is associated with
Learning Goal 3: Use a linear model (equation) representing measurement data to solve
an additional 1.5 cm in mature plant
problems, interpreting the slope and intercept in the context of the
height.
situation.

8.SP.A.4. Understand that patterns MP.2 Reason abstractly and Concept(s):

of association can also be seen in quantitatively.
bivariate categorical data by  Categorical data: patterns of association can also be observed in bivariate
displaying frequencies and relative MP.4 Model with mathematics. categorical data through analyzing two-way tables containing frequencies or
frequencies in a two-way table. relative frequencies.
MP.5 Use appropriate tools strategically. Students are able to:
Construct and interpret a two-way
table summarizing data on two MP.7 Look for and make use of
categorical variables collected from  Construct and interpret a two-way frequency table containing data on two
structure. categorical variables.
the same subjects. Use relative
frequencies calculated for rows or  Construct and interpret a two-way relative frequency table containing data on
columns to describe possible two categorical variables.
association between the two  Describe any association between the two categorical variables using relative
variables. For example, collect data frequencies calculated for rows or columns.
from students in your class on
whether or not they have a curfew on Learning Goal 4: Construct two-way frequency tables and two-way relative frequency
school nights and whether or not tables, and describe possible associations between two variables.
they have assigned chores at home.
Is there evidence that those who have

213 | P a g e
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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

a curfew also tend to have chores?

8.F.B.4. Construct a function to MP.2 Reason abstractly and Concept(s):

model a linear relationship between quantitatively.
two quantities. Determine the rate of  As with equations, two (x,y) values can be used to construct a function.
change and initial value of the MP.6 Attend to precision. Students are able to:
function from a description of a
relationship or from two (x, y)
MP.7 Look for and make use of  Construct a function in order to model a linear relationship.
values, including reading these from
structure.  Interpret the rate of change and initial value of a linear function in context.
a table or from a graph. Interpret the
rate of change and initial value of a Learning Goal 5: Model a linear relationship by constructing a function from two (x,y)
linear function in terms of the values. Interpret the rate of change and initial value of the linear
situation it models, and in terms of function in terms of the situation it models, and in terms of its graph
its graph or a table of values. or a table of values.

8.G.B.7. Apply the Pythagorean MP.2 Reason abstractly and Concept(s): No new concept(s) introduced
Theorem to determine unknown side quantitatively.
lengths in right triangles in real- Students are able to:
world and mathematical problems in MP.7 Look for and make use of
structure.  Determine side lengths of right triangles by applying the Pythagorean
two and three dimensions.
Theorem to solve real world and mathematical problems in two and three
8.G.B.8. Apply the Pythagorean
dimensions.
Theorem to find the distance
 Determine the distance between two points in a coordinate plane by applying
between two points in a coordinate
the Pythagorean Theorem.
system.

Learning Goal 6: Apply the Pythagorean Theorem to determine unknown side lengths
of right triangles in two and three dimensions to solve real-world
and mathematical problems and to determine the distance between
two points in the coordinate plane.

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Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

8.EE.C.8. Analyze and solve pairs of MP.2 Reason abstractly and Concept(s):
simultaneous linear equations. quantitatively.
 Simultaneous linear equations may have an infinite number of solutions.
8.EE.C.8c. Solve real-world and MP.6 Attend to precision.  Simultaneous linear equations may have no solution or a single solution.
mathematical problems leading  Solutions to a system of two linear equations in two variables correspond to
to two linear equations in two MP.1 Make sense of problems and
points of intersection of their graphs.
variables. For example, given persevere in solving them.
Students will be able to:
coordinates for two pairs of
MP.7 Look for and make use of
points, determine whether the  Solve systems of two linear equations in two variables algebraically.
structure.
line through the first pair of  Estimate solutions of a linear system of two equations by graphing.
points intersects the line through  Solve simple cases of a linear system of two equations by inspection.
the second pair.  Solve real-world and mathematical problems leading to two linear equations
in two variables.

Learning Goal 7: Solve real world and mathematical problems leading to two linear
equations in two variables, interpreting solutions in context.

Unit 4 Grade 8 What This May Look Like

Focus Mathematical Concepts

Districts should consider listing prerequisites skills. Concepts that include a focus on relationships and representation might be listed as grade level appropriate.
Prerequisite skills:

Common Misconceptions:

215 | P a g e
Unit 4 Grade 8

Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice

Number Fluency (for grades K-5):

District/School Tasks District/School Primary and Supplementary Resources

Exemplar tasks or illustrative models could be provided. District/school resources and supplementary resources that are texts as well as digital
resources used to support the instruction.

Instructional Best Practices and Exemplars

This is a place to capture examples of standards integration and instructional best practices.

216 | P a g e

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