
In chapter 7, there are three main goals for our students. 1) Students will Construct and describe data given in scatter plots, including the line of best fit; 2) students will compare ratios and rates using various representations including numbers, tables, and graphs; 3) Students will find the equation of lines and use them to make predictions based on trends. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 7.1

Focus
Students will learn to describe relationships found between two measurements. (8.SP.1)
Prior Understanding
In seventh grade, students learned how to recognize proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

Section 7.2

Focus
Students will expand their knowledge of functions and slope. They will create slope triangles to assess the rate of change found in a graph and compare functions given various representations. (8.EE.5 and 6; 8.F.3)
Prior Understanding
In seventh grade, students graphed proportional relationships on a coordinate grid. (7.RP.2)

Section 7.3

Focus
Students will investigate patterns displayed in scatter plots and determine how to approximate a line of best fit for the data. (8.SP. 2, 3, and 4)
Prior Understanding
In seventh grade, students learned how to represent proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Construct and interpret scatter plots
· Describe patterns and associations found in scatter plots
· Describe the line of best fit
· Determine linear and non linear functions
· Describe and calculate the slope of a line




In chapter 6, there are two main goals for our students. 1) Students will understand and perform rotations, reflections, and translations of shapes on a coordinate grid; 2) students will be able to determine and explain when two shapes are congruent or similar. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 6.1

Focus
Students will identify and perform transformations, (translations, reflections, rotations, and dilations), of polygons on a coordinate grid. Students will learn how to calculate the new coordinates of the shapes vertices. This section has a tremendous amount of geometric vocabulary. (8.G.1, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

Section 6.2

Focus
Students will apply the knowledge gained in section 6.1 to describe and perform a sequence of transformations on a coordinate grid. (8.G.1, 2, 3, and 4)
Prior Understanding
In sixth grade, students drew polygons on a coordinate grid and reflected a point across and axis, (6.G.3). In seventh grade, students drew geometric shapes and plotted proportional relationships on a coordinate grid, (7.G.2 and 7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Perform rotations, reflections, and translations of shapes on a coordinate grid.
· Describe rotations, reflections, and translations of shapes on a coordinate grid.
· Determine and explain congruent figures.
· Determine and explain similar figures.



In chapter 3, students will focus on one main goal: Understanding how to represent functions in multiple ways, graphs, tables, and rules. This will be expanded on in chapter 4. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 3.1

Focus
Students will be introduced to the various representations of functions: equations, tables, and graphs, (8.F.14)
Prior Understanding
In seventh grade, students completed tables, graphs, equations, and verbal descriptions of proportional relationships, (7.RP.2)

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Solving equations
· Determining when a function is linear or nonlinear
· Creating multiple representations of functions, (i.e., graphs, tables, rules).
· Identifying the rate of change found in a function given in either a table or a graph.

Welcome back to school! In an effort to keep parents and guardians informed of the expectations and content being covered in math class this year, this informational handout will be provided for each chapter. Its intent is to assist in guiding you in ways to support your child in deepening their mathematical understanding.
Section 1.1

Focus
Students will be working on problem solving techniques in teams. The material covered during this section is primarily review from prior grades such as problem types of numbers, operations with integers, and inequality symbols. This section is meant to help build a classroom culture of learning from one another as well as reinforcing the yearlong classroom policies and procedures.
Prior Understanding
In seventh grade, students learned how to solve inequalities, (7.EE.4b). A second major focus in the seventh grade was adding, subtracting, multiplying, and dividing integers, (7.NS). These skills will be built upon and used as foundational skills to the work completed in eighth grade.

Section 1.2

Focus
Students will be working on solving problems dealing with proportional relationships, (8.EE.5). This work will continue throughout the text and school year.
Prior Understanding
In seventh grade, students learned how to determine proportional relationships in tables and graphs, (7.RP.2).

End of Chapter Expectations

1. Section quizzes on the new material as it relates to conceptual understanding.
2. Chapter assessment will cover the following skills: *
· Graphing proportional relationships
· Calculate unit rate
· Comparing two proportional relationships given in different forms, (tables and graphs)
· Solving onestep equations

Coach Holliday
Email: william.holliday@dcsms.org
Website: http://lcm.desotocountyschools.org
Please sign up for POWERSCHOOL through the front office. You and your student will be able to view grades and progress.
8^{th} Grade Math is included on the student’s high school transcript and is also considered in the student’s GPA.
Supply List
I will provide your notebook, folders and graph paper for this class.
*******You will need to bring*********
Pencils and Cap Erasers (You will keep up with these) You must have a pencil EVERYDAY!!
If your last name is: AL MP QZ
Please Bring: Kleenex Antibacterial Wipes 1 package of Pink Erasers
**I will store these items in my classroom so that we can use them as needed.**
Classroom Procedures
1. Be in your seat with all materials ready when the tardy bell rings. Failure to do so will result in receiving a tardy from the office.
2. Unless it is a dire emergency, you will not be excused from class for any reason. Notify me of special circumstances.
3. All work will be done in quad ruled comp book provided with a pencil. No exceptions. If you lose it, you must replace it.
4. Bell work will be completed in the first 10 minutes of class. During this time we will have 10 minutes of silence. If you choose to talk during our 10 minutes of silence, you choose to see me in detention. Bell work will be completed every day and kept in the classroom in the folder provided. This is not time to complete homework. We will have regular bell work test to check for participation.
5. When we sit in teams, this does not mean we chat freely. You are only to speak to one another when instructed by me and should only be within your team in quiet voices.
6. Homework is due the next day at the beginning of the class period. Homework will be checked during bell work. I am looking for evidence of effort and completion. If you do not have your homework, you will get a zero. Homework is very important because it will review your skills. I will grade homework every day!
7. Makeup work. It is the student’s responsibility to get makeup work from my classroom and to turn the work back in to me. I must receive the assignment before the chapter test is given. If I do not receive it in the allotted time, a zero will be given for the work.
8. Honor Code. It is expected that the students in my classroom will not cheat. Anyone caught cheating will be given a zero for the assignment and may face other consequences set forth by the school. This includes any assignment or test.
9. Cell phones/Electronic devices. Do not have visible in my class. This means earphones too. I will take them if I see them. Any device should be kept in your backpack or purse, not your pockets. If someone needs to get in touch with you while you are at school, they should contact the front office.
10. Calculators (and other classroom supplies). They are to be properly used during class, properly taken care of, and returned in an orderly manner before you leave the classroom.
11. Test and Quizzes. You will file your graded tests and quizzes in my classroom in your own personal file folder. If at any time you need to take these home (for tutors or for parents to see your work), you are more than welcome. I plan to send these home each nine weeks.
12. Dismissal. The bell does not dismiss you from class. I will dismiss the class once all materials are properly put away and the class is calm.
Grading Scale: Homework 15%; Classwork/Quizzes 35%; Tests/Projects 40%; Nine Weeks/Semester Exam 10%
Resources
My Website: Go to http://lcm.desotocountyschools.org and click on faculty webpages and click on my name.
You will find Supply Lists, Policies, Rules and Procedures, Parent Letters for each chapter and Study Guides for each chapter.
Remind: Please sign up for Remind to receive updates about assignments and quizzes. Text @6b39k4 to 81010
CPM.ORG this is the web address for our textbook. There is homework help for each homework problem assigned as well as other great resources.
A good resource that we will use this year is a book called Everything You Need To Ace Math In One Big Fat Notebook. This is not required, but will be very helpful this year. The book can be bought at any bookstore, but Amazon has it right now for $10.
Classroom Rules
Keep all hands, feet and objects to yourself
Do not talk and be still while I am talking
Raise your hand to get permission to speak or get out of your seat
Do not eat or drink in my classroom
Always do your best
Consequences
Warning
Infraction Notice
Reflection Sheet/Parent Contact
Writing Assignment/Parent Contact
Office Referral
Black Button Clause: Certain behaviors such as profane language, fighting or other occurrences decided upon by me, the above may be overlooked and the student may be sent directly to the office.
In chapter 9, there are two main goals for our students. 1) Students will calculate missing angles measures found in transversals; 2) Students will learn about the Pythagorean Theorem and use it to solve skillbased and realworld problems. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 9.1

Focus
Students will learn about the relationships between angles and how to use these relationships to calculate missing angle measures when given partial information. (8.G.5)
Prior Understanding
In seventh grade, students solved equations and worked with rational numbers. Both of these skills will be applied in solving for missing angle measures. (7.NS.3)

Section 9.2

Focus
Students will investigate squares, square roots, and the Pythagorean Theorem. By the end of the chapter students should be able to approximate square roots. They should also be able to calculate the missing side length of a right triangle, and apply the Pythagorean Theorem to determine if a triangle is in fact a right triangle. Finally, students will use the Pythagorean Theorem on triangles in the coordinate grid.
(8.NS.1 and 2; 8.EE.2; 8.G.6, 7, and 8)
Prior Understanding
In sixth grade, students found side lengths on the coordinate grid when the points had one coordinate in common. (6.G.3) The Pythagorean Theorem is introduced in 8^{th} grade, so there are no prior experiences with it.

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Calculate missing angles measures found in transversal lines.
· Apply the Pythagorean theorem to solve for missing side lengths of right triangles given twodimensional or threedimensional shapes.
· Calculate squares and square roots, estimating solutions when necessary.
· Explain and prove why the Pythagorean theorem works.




We have come to the final chapter of our textbook  chapter 10! There are two main goals for our students in this chapter. 1) Students will use and evaluate cube roots; 2) Students will know and use formulas to calculate the volume of cones, cylinders, and spheres. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 10.1

Focus
Students will evaluate cube roots and work problems involving calculating volume of threedimensional figures.
Prior Understanding
In seventh grade, students calculated the area and surface area of two and threedimensional figures. (7.G.3 and 6).
In sixth grade, students calculated the volume of rightrectangular prisms. (6.G.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Calculate perfect cube roots.
· Determine when the cube root or square root of a number is irrational or rational.
· Calculate the volume of cones, cylinders, and spheres.




In chapter 8, there are three main goals for our students. 1) Students will identify and give examples of linear and nonlinear functions; 2) students will know and apply properties of integer exponents with rational number bases; 3) Students will perform operations with numbers in both standard form and scientific notation. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 8.2 (Skipping section 8.1)

Focus
Students will learn to apply all the rules of exponents including adding and multiplying. Students will also write numbers using scientific notation and perform operations on numbers written in both scientific notation and standard form. (8.EE.1, 3, and 4)
Prior Understanding
In sixth grade students learned to write and evaluate expressions with whole number exponents. (6.EE.1)

Section 8.3

Focus
Students will culminate their understanding of functions. They will determine if a function is linear or nonlinear given any of the four representations of a function, (graphs, tables, equations, or verbal descriptions)
(8.F.1, 3, and 5)
Prior Understanding
In seventh grade, students had to recognize and represent proportional relationships given information in various forms. (7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Solving realworld problems involving operations with scientific notation.
· Simplify exponential expressions and equations.
· Identify linear and nonlinear functions.
· Sketch graphs of linear and nonlinear functions.




In chapter 7, there are three main goals for our students. 1) Students will Construct and describe data given in scatter plots, including the line of best fit; 2) students will compare ratios and rates using various representations including numbers, tables, and graphs; 3) Students will find the equation of lines and use them to make predictions based on trends. Our goal is to keep a balance of skill based learning along with enhancing our student’s ability to problem solve and think conceptually.
Section 7.1

Focus
Students will learn to describe relationships found between two measurements. (8.SP.1)
Prior Understanding
In seventh grade, students learned how to recognize proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

Section 7.2

Focus
Students will expand their knowledge of functions and slope. They will create slope triangles to assess the rate of change found in a graph and compare functions given various representations. (8.EE.5 and 6; 8.F.3)
Prior Understanding
In seventh grade, students graphed proportional relationships on a coordinate grid. (7.RP.2)

Section 7.3

Focus
Students will investigate patterns displayed in scatter plots and determine how to approximate a line of best fit for the data. (8.SP. 2, 3, and 4)
Prior Understanding
In seventh grade, students learned how to represent proportional relationships on a graph. They also learned about constant of proportionality, (unit rate), which will be helpful in these lessons. (7.RP.2)

End of Chapter Expectations

1) Skills practice will cover all of the material from prior grades.
2) Quiz on the new material as it relates to conceptual understanding.
3) Looping Skills Assessment where questions come from a mix of concepts and skills taught in previous chapters.
4) Chapter assessment will cover the following skills: *
· Solving multistep equations with rational number coefficients
· Construct and interpret scatter plots
· Describe patterns and associations found in scatter plots
· Describe the line of best fit
· Determine linear and non linear functions
· Describe and calculate the slope of a line



