3rd 6 Weeks November 14 – January 20 29 days TEKS Objective Days Instructional Scope Instruction Resources Assessment 8.4A Generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description). 8.5A Predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations. 8.5B Find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change). 8.14A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. 2,6 7 Connect a model of an arithmetic sequence to its algebraic representation. Include situations that connect to everyday activities and with other mathematical topics. Predict a rule for a model and justify the answer. Example: Nicole built the following figures using color tiles. What rule do you think Nicole is using? Justify your answer. (A student may incorrectly answer that the rule is n + 1 since each figure increases by 1. The rule is n + 2.) Encourage students to write a verbal description of the model that relates the figure number to the model. TAKS Mathematics Preparation Grade 8 (Region 4) “Patterns and Sequence Lesson.” Rethinking Middle School Mathematics: Geometry Across the TEKS (TEXTEAMS) “Tricky Trapezoids.” TAKS Mathematics Preparation Grade 8 (Region 4) “Objective 2 Selected Response Questions,” 9, 10.
or 8.4A Generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description). 8.5A Predict, find and justify solutions to application problems using appropriate tables, graphs, and algebraic equations. 8.14A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. 8.14B Use a problem-solving model that incorporates understanding the 2,6 7 Generate different representations of data. Include situations that connect to everyday activities and with other mathematical topics. Use data from a verbal description to generate a table, a graph, and an equation. Include making predictions concerning the graph of the data. Use data from a table to generate a verbal description, a table, and an equation. Use data from a graph to generate a verbal description, a table, and an equation. The following example could be given to students as the verbal description, data table, graph, or equation. Students would then provide the other representations. Rethinking Middle School Mathematics: Proportionality Across the TEKS (TEXTEAMS) “Jet Ski Rental.” TAKS Mathematics Preparation Grade 8 (Region 4) “Objective 2 Selected Response Questions,” 7, 8.
number of hours worked.) Write an equation that can be used to determine x, the number of hours worked to earn $150.00. (4x = 150) Predict what the graph of the data will look like. (Answers may vary.) Graph the data. What does the ordered pair (3.5, 14) mean? (Yan worked 3.5 hours and earned $14.00.) How much money will Yan earn if she works 15 hours in one week? Justify your answer. ($60) Yan is saving her earnings to buy her mother a birthday gift. If the gift costs $75.00, how many hours must she work? Justify your answer. (19 hours)
Yan received a raise and now earns $5.00 per hour. How will this affect the graph of her earnings? (The graph will be steeper.) 8.5A Predict, find and justify solutions to application problems using appropriate tables, graphs, and algebraic equations. 8.14D Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. 8.15A Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models. 8.15B Evaluate the effectiveness of different representations to communicate ideas. 2,6 7 Solve equations that arise from problem situations. Solve one-step and two-step equations. Estimate solutions. Determine the exact solution (using concrete models if necessary). Justify the solution. Estimate and justify solutions. Match equations to solution strategies. Have students match a given equation with different data tables and/or different graphs. Have students justify the solution. Use an equation to generate a problem situation and related data with a verbal description, a table, and a graph. Have students create a scenario, a data table, and a graph for a given equation. Have students justify the solution. Solve problems using tables, graphs, and equations. Estimate solutions. Rethinking Middle School Mathematics: Algebraic Reasoning Across the TEKS (TEXTEAMS) “Cross-Country Cycling.” Rethinking Middle School Mathematics: Algebraic Reasoning Across the TEKS (TEXTEAMS) “Making Connections Activities 3 and 4.” Rethinking Middle School Mathematics: Algebraic Reasoning Across
8.16A Make conjectures from patterns or sets of examples and nonexamples. 8.16B Validate his/her conclusions using mathematical properties and relationships. Justify the solution the TEKS (TEXTEAMS) “Cover Up.” 8.4A Generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description). 8.6B Graph dilations, reflections, and translations on a coordinate plane. 8.7D Locate and name points on a coordinate plane using ordered pairs of rational numbers. 8.14D Select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. 2,3,6 5 Graph translations and reflections. Predict placement before graphing. Determine how an ordered pair changes under a specific translation or reflection (under a given rule). Example: If point A (–3, 2) is translated under the rule (x – 5, y), what will be the new coordinates of point A? Justify your answer. (–8, 2) Example: If point B (5, –7) is reflected across the y-axis, what will be the coordinates of ? (–5, –7) TAKS Mathematics Preparation Grade 8 (Region 4) “Coordinate Translation Lesson.” TAKS Mathematics Preparation Grade 8 (Region 4) “Coordinate Reflection Lesson.” Rethinking Middle School Mathematics: Geometry Across the TEKS (TEXTEAMS) “Translations.” Rethinking Middle School Mathematics: Geometry Across the TEKS TAKS Mathematics Preparation Grade 8 (Region 4) “Objective 3 Selected Response Questions,” 4.
8.16A Make conjectures from patterns or sets of examples and nonexamples. Determine the relationship (or rule) between given ordered pairs of the original image and the reflected or translated image. Example: What rule describes the translation of to ? Justify your answer. (x + 8, y – 5) Evaluate reasonableness of solutions. (TEXTEAMS) “Reflections.” 8.6B Graph dilations, reflections, and translations on a coordinate plane. 8.7D Locate and name points on a coordinate plane using ordered pairs of rational numbers. 8.14A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with 3,6 8 Graph the dilations on a coordinate plane (include rational numbers). Graph dilations (enlargements and reductions) on a coordinate plane. Determine the scale factor of a dilation given the original figure and the dilated figure on a coordinate plane. Example: Triangle ABC was dilated to form triangle DEF. TAKS Mathematics Preparation Grade 8 (Region 4) “Coordinate Dilation Lesson.” TAKS Mathematics Preparation Grade 8 (Region 4) “Objective 3 Selected Response Questions,” 1, 2, 3.