Long Term Plan 2017-2018

Number of Class Periods for the

Lessons in the Chapter
Chapter
1 7-8 Days
2 9 Days
3 13 Days
4 9 Days
5 7-9 Days
6 10 Days
7 11 Days
8 11 Days
9 13 Days
10 8-12 Days
Total 98-105 Days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length
Total number of instructional weeks/days in school year: 180 days
Total number of instructional weeks/days for all units included in Long-Term
105 days
Plan:

CHAPTER 1: Problem Solving CHAPTER 1 LENGTH: 7-8 days

CHAPTER 1 LEARNING GOALS

Standards:
- 8.SP.2
- 8.EE.5
- Prep for 8.EE.7a, 8.EE.7b
Standards/Learning
Goals Students make sense of problems and persevere in solving them
Students will be able to reason abstractly and quantitatively
Students will model with mathematics to determine and express repeated
reasoning

Students perform adding, subtracting, and multiplying negatives through

Spiraling the 5 Laws of Exponents

CHAPTER 2: Simplifying with Variables CHAPTER 2 LENGTH: 9 days

CHAPTER 2 LEARNING GOALS

 Standards
- 8. EE.7a
- 8.EE.7b
Standards/Learning
Students will learn what a variable is
Goals
Students will be able to write and simplify algebraic expressions
Students will be able to compare two complicated algebraic expressions
and solve for variables knowing that two expressions are equal.

Students use exponents and square roots in the Pythagorean Theorem.

Spiraling
Students can graph and read graphs.

CHAPTER 3: Graphs and Equations CHAPTER 3 LENGTH: 13 days

CHAPTER 3 LEARNING GOALS

Standards:
- 8.EE.7a
- 8.EE.7b
- 8.F.1
- 8.F.2
- 8.F.3
Standards/Learning - 8.F.4
Goals
Students will learn how to graph lines and parabolas using a table
Students will learn how to use tables to determine rules
Students will develop equation-solving strategies and understand that a
solution is what makes the rule or equation true.
Students will continue to understand what makes an equation have no
solution or have all numbers as a solution

Students have mastery of simplifying expressions

Spiraling
Students will further their understanding of variables

CHAPTER 4 and 7: Multiple Representations & Slope and

CHAPTER 4 & 7 LENGTH: 20 days
Association -> Linear Relationship

CHAPTER 4 and 7 LEARNING GOALS

 Standards:
- 8.F.2
- 8.F.4
- 8.EE.6
- 8.SP.1
- 8.SP.2
- 8.EE.6
- 8.F.3
- 8.EE.5
Standards/Learning - 8.SP.3
Goals - 8.SP.4
Students will find connections between graphs, tables, patterns, and rules
Students will be introduced to solving systems of equations where both
equations are in y=mx +b form.
Students will create scatterplots to show the relationship between two
variables
Students will use slope to measure the steepness of a line
Students will find slope using an equation, graph, or any two points on the
line
Students will be able to find the equation of a trend line
Students can graph and read graphs.
Spiraling Students will know how to use tables

CHAPTER 5: System of Equations CHAPTER 5 LENGTH: 7-9 days

CHAPTER 5 LEARNING GOALS

Standards:
- 8.EE.8b
- 8.EE.7b
- 8.EE.8a
- 8.EE.8c
Standards/Learning
Students will learn how to solve multi-variable equations for one of the
Goals
variables
Students will use fractional coefficients to solve equations
Student will be able to find the point at which two lines intersect
Using the connections between graphs, tables, rules, and patterns,
student will be able to solve problems

Students understand solving equations using y=mx+b

Spiraling

CHAPTER 6: Transformations and Similarity CHAPTER 6 LENGTH: 10 days

CHAPTER 6 LEARNING GOALS

 Standards:
- 8.G.1a
- 8.G.1b
- 8.G.1c
- 8.G.2
- 8.G.3
Standards/Learning - 8.G.4
Goals
Students will learn how to transform shapes on a coordinate graph by
flipping, turning, and sliding them.
Using coordinates and expressions, students will be able to describe the
movement on a graph
Students will find missing side lengths of polygons by comparing shapes
and using similarity

Students understand positive, negative, and no slope.

Spiraling
Students can graph and read graphs.

CHAPTER 8: Exponents and Functions CHAPTER 8 LENGTH: 11 days

CHAPTER 8 LEARNING GOALS

Standards:
- 8.F.3
- 8.EE.1
- 8.EE.3
- 8.F.1
- 8.F.3
- 8.F.5
Standards/Learning Students will calculate compound interest
Goals Students will evaluate whether a relationship grows exponentially or
linearly
Using scientific notation and exponents, students will be able to rewrite
expressions
Students will be able to use numbers written in scientific notation to
perform operations
By looking at a table or graph, students will be able to determine if a
relationship is a function
Students perform the 5 Laws of Exponents
Spiraling Students prove Pythagorean Theorem using square roots, exponents, and
manipulation of variables.

CHAPTER 9: Angles and Pythagorean Theorem CHAPTER 9 LENGTH: 13 days

CHAPTER 9 LEARNING GOALS

 Standards:
- 8.G.5
- 8.EE.2
- 8.G.6
- 8.G.7
- 8.G.7
- 8.G.8
Standards/Learning Students will find unknown angles inside and outside of triangles
Goals
Students will find the measurements of missing angles
Students will know if two triangles are similar by evaluating their angles
Using Pythagorean theorem, students will know the missing side lengths
of triangles
Students will be able to find the square root of a number and determine if
the number is an irrational number
Students will convert terminating and repeating decimals to fractions
Students perform the 5 Laws of Exponents
Spiraling Students prove Pythagorean Theorem using square roots, exponents, and
manipulation of variables.

CHAPTER 10: Surface Area and Volume CHAPTER 7 LENGTH: 8-12 days

CHAPTER 10 LEARNING GOALS

Standards:
- 8.G.9
Standards/Learning - 8.EE.2
Goals Students will find the cube root of a number
Students will the surface area and volumes of cylinders, pyramids, and
non rectangular shapes.
Students perform the 5 Laws of Exponents
Spiraling Students prove Pythagorean theorem using square roots, exponents, and
manipulation of variables.