• # Week of June 3

Posted by Cassandra Bass on 5/31/2019 4:00:00 PM

## Students will complete a series of puzzles and games to sharpen their thinking.

Free Rice-- For every free answer that students get right, 10 grains of rice is donated throught the World Food Programme to help end hunger.

Jigsaw puzzle--Assemble the puzzle to reveal the rest of the image---Puzzle 2---Puzzle 3----Puzzle 4--Puzzle 5---Puzzle 6

Hangman--Guess letters one at a time to solve the word puzzle. Click a letter to guess it, or type with your keyboard. Each time you solve a word, the balloons you save are added to your score. Up for a challenge? Increase the difficulty and you'll have fewer balloons to hang on to!

High Stakes--Recover money stolen by cracking the safe

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• # Week of May 27

Posted by Cassandra Bass on 5/24/2019 4:00:00 PM

# All missing and late work is due on Tuesday, May 28. Please encourage your student to turn in late and missing work.

## Core Math

This week students will finish selected lessons from Unit 8 and the corresponding cool down.

## Math Plus

This week students will work on topics to prepare for next year. They will finsh Unit 4 grade 8 and select lessons from Unir 5 grade 8.

• # Week of May 20

Posted by Cassandra Bass on 5/17/2019 4:00:00 PM

### This week is EOG and NC Final Exam week.

Tuesday, 5/21 Math EOG

Wednesday,5/22 ELA EOG

Thursday,5/23 Science Final Exam

Friday, 5/25 Socila Studies Final Exam

• # Week of May 13

Posted by Cassandra Bass on 5/14/2019

• # Week of May 6

Posted by Cassandra Bass on 5/3/2019 4:00:00 PM

## Core Math

Monday, 5/6--Students will....lesson 1

• Understand that observing outcomes from prior experiments can provide informationabout how likely these outcomes are to occur

Tuesday, 5/7--Students will .....lesson 2

• Describe the likelihood of an event as impossible, unlikely, equally likely as not, likely, or certain.
• Use percentages, fractions, and decimals to order likelihood of events

Wednesday, 5/8-- Students will ......lesson 3

• Understand that a numerical value (or probability) can be used to describe the chance that some event will occur.
• Find the probabilities of events based on the number of outcomes in the event and the size of the sample space.

Thursday, 5/9--Students will ....lesson 4

• Understand that a numerical value (or probability) can be used to describe the chance that some event will occur.
• Find the probabilities of events based on the number of outcomes in the event and the size of the sample space.

Friday, 5/10--Students will ......lesson 5

• Explain why a probability estimate based on repeating an experiment many times may not be exactly equal to the actual probability for a given event.
• Understand that a probability can be estimated by performing the experiment many times

## Math Plus

Monday, 5/6--Students will ....lesson 2 and lesson 3 and lesson 4

• Understand and explain why you can add, subtract, multiply, and divide an expression from each side of an equation when the expressions involve positive numbers
• Understand and explain why you can add, subtract, multiply, and divide each side of an equation by an expression involving rational numbers and still have an equivalent equation (as long as you don’t divide by 0).
• Understand that there can be multiple correct paths to solve a linear equation.

Tuesday, 5/7--Students will ......lesson 5 and lesson 6

• Solve more complex linear equations.
• Understand strategies for solving linear equations.

Wednesday, 5/8--Students will.....lesson 7 and lesson 8 and lesson 9

• Understand that some equations have no solution and some have an infinite number of solutions.
• Use structure to reason about the number of solutions an equation has.
• Solve a variety of linear equations with one solution, no solution, and an infinite number of solutions.
• Use linear equations to solve problems.

Thursday, 5/9-- Students will....lesson 10 and lesson 11

• Given descriptions of two linear relationships, interpret ordered pairs in contexts, focusing on when or where the same ordered pair makes each relationship true.
• Make connections between ordered pairs in tables and graphs.
• Understand that some relationships share the same set of ordered pairs.
• Make connections between tables, graphs, and contexts given two linear relationships, focusing on when or where the same ordered pair makes each relationship true.

Friday, 5/10--Students will .....lesson 12 and lesson 13

• Understand that some relationships have no ordered pairs in common.
• Understand what a system of equations is.
• Start solving systems algebraically.
• Connect features of the graphs to the number of solutions the system has.
• Understand that a system of equations can have no solutions, one solution, or infinitely many solutions.

• # Week of April 29

Posted by Cassandra Bass on 4/26/2019 8:00:00 PM

# End of Unit 7 Assessment, Friday, 5/3

Monday, 4/29--Students will....lesson 14

• Formulate efficient methods for finding surface areas of prisms.
• Make a connection between the net of a prism and its surface area.
• Use the net of a prism to calculate its surface area.

Tuesday,4/30--Students will .....lesson 15

• Determine from the situation whether volume or surface area is needed to solve the problem.
• Receive Unit 7 study guide to practice for test

Wednesday, 5/1--No school for students

Friday, 5/3--Students will take End of Unit 7 Assessment

# End of Unit 3 grade 8 Assessment, Friday 5/3

Monday, 4/29--Students will ....lesson 6 and lesson 7

• Calculate negative slope values.
• Describe the graph of a line with enough precision that another student can draw the line.
• Write equations of horizontal and vertical lines.
• Write equations of lines that have a negative slope.
• Reason about the graphical representation of a mathematical situation.

Tuesday, 4/30--Students will ......lesson 8 and lesson 9

• Understand that linear equations don’t always look like y=mx+b.
• Understand the graph of an equation is a visual representation of the set of all solutions to an equation.
• Define a “solution” to an equation in two variables.
• Understand the graph of an equation is a visual representation of the set of all solutions to an equation.
• Notice features of equations that can make one variable easier or harder to solve for.

Wednesday, 5/1--No school for students

Thursday, 5/2--Students will .....lesson 10

• Recognize that solutions to linear equations may be limited based on real-world constraints on the quantities.
• Solve and interpret solutions in contexts using multiple representations of non-proportional linear relationships.

Friday, 5/3--Students will take End of Unit 3 grade 8 Assessment

• # Week of April 22

Posted by Cassandra Bass on 4/18/2019 6:00:00 PM

# Core Math

### End of Unit 7 Assessment will be Friday, May 3

Monday, 4/22--Students will ..... lesson 8

• Realize that adjacency is important.
• Recognize that changing the relative order of the sides and angles often makes different triangles.

Tuesday, 4/23--Students will .....lesson 9 and lesson 10

• Draw triangles in different configurations when given two angle measures and one side length.
• Tell from their drawings whether the measurements determine one unique triangle, more than one triangle, or no triangle.
• Draw triangles in different configurations when given two side lengths and one angle measure or three angle measures.

Wednesday, 4/24--Students will ....lesson 12

• Use layers of cubes to understand the volume of a prism.
• Remind students of the connection between the area of the base and the volume of a prism.

Thursday, 4/25--Students will .....lesson 13

• Calculate the volume of a prism by decomposing the base of the figure into simpler shapes.

Friday, 4/26--Students will complete cool downs for lesson 8,9,10,12,and 13

# Math Plus

## End of Unit 3 grade 8 Assessment Friday, May 3

Mon, 4/22--Students will ..... lesson 1

• Understand that there are linear relationships that are not proportional.
• Recognize that the rate of change of the linear relationship is the same value as the slope of the graph of the relationship.

Tuesday, 4/23--Students will .....lesson 2

• Identify and interpret the positive vertical intercept of the graph of a linear relationship.

Wednesday, 4/24--Students will .....lesson 3 and 4

• Develop a procedure for calculating slope based on coordinates of two points.
• Write an equation for a linear relationship by expressing regularity in repeated reasoning.
• Derive y=mx+b by graphing y=mx and the same graph shifted up using the translation that takes (0,0) to (0,b).
• Connect y=b+mx and y=mx+b equation to the graph generally.
• Encounter a graph where the y-intercept is a negative value.
• Connect features of the equation y=b+mx to the graph.

Thursday, 4/25--Students will ......lesson 5

• Understand the difference in visual appearance between lines with positive slopes, lines with negative slopes, and lines with zero slope.
• Interpret a line with a negative slope that represents a real-world situation.

Friday, 4/26--Students will complete cool downs for lessons 1,2,3,4 and 5

• # Week of April 8

Posted by Cassandra Bass on 4/7/2019 11:00:00 PM

### Core Math-- We start Unit 7 on Tuesday, 4/9/19

4/8-- Students will finish Unit 6 End of Unit Assessment

4/9--Students will ..... (Unit 7 lesson 1 HW page 9 practice problems 1-3)

• Add and subtract angles that form 360 degree, straight and right angles.
• Explain reasoning about angles using informal language.

4/10-- Students will.... (Unit 7 lesson 2 HW page 16 practice problems 1-3)

• Understand the meaning of complementary and supplementary angles.
• Recognize when adjacent angles in a diagram are complementary or supplementary and know what this means for their measures.

4/11--Students will .... (Unit 7 lesson 3 HW page

• Identify when nonadjacent angles are complementary or supplementary based on their measures.
• Recognize vertical angles and explain what that means for their measures.
• Understand that complementary or supplementary angles do not have to be adjacent.

4/12--Students will .... (Unit 7 lesson 4 HW page

• Find the measures of angles given the measures of other angles in the diagram and the properties of vertical, supplementary, and complementary angles.
• Understand that an equation can represent the relationship between angle measures.

### Math Plus--Unit 1 grade 8 End of Unit Assessment will be returned on Monday, 4/8/19. Test corrections will be due on Thursday, 4/11/19

4/8-- Students will .... (Unit 2 grade 8 lesson 3 and 4) HW: page 8-9 problems 1-5, page 15-16 problems 1-4, problems 21-22 problems 1,2,4,5,6)

• Given a figure on a coordinate grid and its image under a dilation, describe the dilation, using coordinates to refer to points.
• Find the image of a figure on the coordinate grid under a dilation, and use coordinates to describe the image.
• Understand that if the scale factor is greater than 1, the image of a figure will be bigger and farther away from the center of dilation, and if the scale factor is less than 1, the image of the figure will be smaller and closer to the center of dilation.
• Investigate the effects of different scale factors using the same center.
• See that angles are preserved under dilations.

4/9--Students will .... (Unit 2 grade 8 lesson 5 and 6) page 27 problems 1-2, page 28 problems 3,4,5

• Given a figure on a coordinate grid and its image under a dilation, describe the dilation, using coordinates to refer to points.
• Find the image of a figure on the coordinate grid under a dilation, and use coordinates to describe the image.
• Given a figure on a coordinate grid and its image under a dilation, describe the dilation, using coordinates to refer to points.
• Find the image of a figure on the coordinate grid under a dilation, and use coordinates to describe the image.
• Perform sequences of transformations that demonstrate two figures are similar.
• Understand that, like congruence, similarity is a specific way of classifying things as “the same.”

4/10-- Students will ....(Unit 2 grade 8 lesson 6 and 7) Unit 2 Lesson 1-9 End of Unit Assessment on Monday 4/15/19 HW--page 40-41 problems #1-3

• Perform sequences of transformations that demonstrate two figures are similar.
• Understand that, like congruence, similarity is a specific way of classifying things as “the same.”
• Understand that if two polygons are similar, then all of their corresponding angles have equal measurements.
• Understand that having congruent corresponding angles is not sufficient for establishing similarity.
• Understand that polygons are similar exactly when their corresponding angles are all congruent and there is a single scale factor by which we can multiply all of the side lengths in one to get the side lengths in the other.
• Understand that when two polygons are similar, then there is a single scale factor by which we can multiply all of the side lengths in one to get the side lengths in the other.

4/11--Students will .....(Unit 2 grade 8 lesson 7 and 8)

• Understand that if two polygons are similar, then all of their corresponding angles have equal measurements.
• Understand that having congruent corresponding angles is not sufficient for establishing similarity.
• Understand that polygons are similar exactly when their corresponding angles are all congruent and there is a single scale factor by which we can multiply all of the side lengths in one to get the side lengths in the other.
• Understand that when two polygons are similar, then there is a single scale factor by which we can multiply all of the side lengths in one to get the side lengths in the other.
• Understand that for the special case of triangles, having two corresponding angles of equal measure is sufficient for establishing similarity.

4/12--Students will ....(Unit 2 grade 8 lesson 9)

• Understand that in similar triangles, the quotients of pairs of lengths in one figure are equal to the quotients of the corresponding lengths in the other figure.
• Use quotient relationships between side lengths to fill in missing values.
• # Week of April 1

Posted by Cassandra Bass on 3/31/2019 2:00:00 PM

# WELCOME BACK!!!!! (Last Quarter---Make it COUNT!!!!)

### Core Math-- Unit 6 End of Unit Assessment will be Friday, April 5

4/1-- Students will tell how expressions are equivalent. Unit 6 lesson 20

4/2--Students will combine terms in an expression to write it with less terms. Unit 6 lesson 21

4/3-- Students will work on Unit 6 End of Unit gnjtudy Guide during class.

4/4--Students will review and ask questions regarding Unit 6 study guide

4/5--Students will take Unit 6 End of Unit Assessment

### Math Plus--Unit 1 grade 8 End of Unit Assessment will be Thursday, April 4

4/1-- Students will review and practice the three types of transformations.

4/2--Students will review multiple transformations.

4/3-- Students will complete transformation review and similarity review.

4/4--Students will take Uniit 1 grade 8 Endof Unit Assessment

4/5--Students will begin Unit 2 grade 8.

• # Week of March 4

Posted by Cassandra Bass on 3/3/2019 10:00:00 PM

### Core Math

Monday, 3/4-- Students will

• Find an expression that, when combined with another expression, yields an equivalent expression
• Apply properties of operations to generate an equivalent expression with fewer terms.

Tuesday, 3/5-- Students will

• Generate a variety of expressions by positioning parentheses in different places in a given expression; apply properties to write the expressions with fewer terms
• Identify and correct errors made when applying properties of operations

Wednesday, 3/6-- Students will

• Apply properties of operations to identify equivalent expressions.
• Rewrite an expression with fewer terms by noticing and combining terms with common factors

Thursday, 3/7-- Students will

Friday, 3/8-- Students will complete a Career and College Ready lesson.  Happy Track Out!!!!!

### Math Plus

Monday 3/4--Students will

• Experiment with two-dimensional figures and decide what it means for them to be congruent.
• Use the notion of congruence to make precise what makes two figures the same.

Tuesday, 3/5-- Students will

• Apply the definition of congruence in terms of transformations for polygons on a grid, to decide whether or not two figures are congruent.
• Understand that in a pair of congruent polygons, all corresponding sides have the same length, but having congruent corresponding sides does not necessarily mean the polygons are congruent.

Wednesday, 3/6-- Students will

• Understand that all corresponding distances between pairs of points are equal in congruent figures.

Thursday, 3/7-- Students will

• Show that alternate interior angles are congruent.
• Introduce the standard transversal diagram, with two parallel lines cut by one transversal.

Friday, 3/8-- Students will complete a Career and College lesson.   Happy Track Out!!!!!