# MATH SCOPE AND SEQUENCE

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MATH SCOPE AND SEQUENCE Math Essentials ● 2019-2020 UNIT 1 – REAL NUMBERS AND FRACTIONS Eureka Math Module 2, Topics A-D (Approximately 17 Days ● 8/8/19 - 8/30/19) Unit 1 Overview In this unit, during Topic A, students find sums and differences of signed numbers and establish rules related to the addition and subtraction of rational numbers. Students begin by using a number line to count up and down. Eventually, students efficiently add integers using well-defined rules. When working with subtraction, students recognize that subtracting a signed number is the same as adding the opposite. They also understand that the distance between two signed numbers is the absolute value of their difference. Finally, students apply the properties of operations to add and subtract rational numbers. In this Unit, during Topic B, students extend their understanding of multiplication and division of whole numbers, decimals, and fractions to find the products and quotients of signed numbers. Students begin by conceptualizing multiplication as repeated addition. They use their understanding of repeated addition to justify the rules for multiplication of integers. The additive inverse and distributive property are used to show that (−1) (−1) = 1. Students use their understanding of division as the process of finding the missing factor of a product to justify that the rules for dividing signed numbers are consistent with that of multiplication, provided the divisor is not zero. Students extend the integer rules to include all rational numbers, provided the divisor is not zero. Finally, students convert fractions into decimals that either terminate in zeros or repeat. Lesson 13 (E): The content of this lesson is not aligned with the explicit expectations of the standards since it focuses on converting between fractions and decimals. However, the concepts and skills developed may prove to be advantageous for student’s long term. This lesson is an optional enrichment activity. Specifically, students will find sums and differences of signed numbers and establish rules related to the addition and subtraction of rational numbers extend their understanding of multiplication and division of whole numbers, decimals, and fractions to find the products and quotients of signed numbers. Students begin by conceptualizing multiplication as repeated addition. convert fractions into decimals that either terminate in zeros or repeat. 1

Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is Focus Standards necessary LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 7.NS.A.1 Apply and extend previous understandings of addition and subtraction to Remediation add and subtract rational numbers; represent addition and subtraction on a Standard(s): horizontal or vertical number line diagram 6.NS.C.6, 6.NS.C.7 7.NS.A.2 Apply and extend previous understandings of multiplication and division Remediation and of fractions to multiply and divide rational numbers. Standard(s): 6.NS.C.6, 6.NS.C.7 7.NS.A.3 Solve real-world and mathematical problems involving the four operations Remediation with rational numbers Standard(s): 6.NS.C.6, 6.NS.C.7 Focus Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Spanish cognates are included (if applicable) for Tier 3 and Tier 2 vocabulary terms. Spanish Unit Terms & Tools cognates will be shown as follows: Vocab Term/Spanish Cognate. New Unit Terms Additive Identity Multiplicative Identity Terminating Decimal (Tier 3 Vocabulary) Additive Inverse Repeating Decimal Expansion Expansion Familiar Terms Equation Negatives Positives (Tier 3 Vocabulary) Expression Opposites Rational Numbers Integer Inverse Cross-Curricular Terms (Tier 2 Vocabulary) 2

Suggested Tools Integer Cards, Expressions Number Line Equations Integer Game (See explanation Tape Diagram on page 11) Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) listed below lesson Please note, this calendar suggests lessons that can be combined and taught in one class period. It Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. Week Beginning: Monday Tuesday Wednesday Thursday Friday August 5th No school for No school for No school for Unit 1: Real students students students Numbers and FLEX Fractions 7th grade Module 2 Lesson 1 August 12th Unit 1: Real Unit 1: Real Unit 1: Real Unit 1: Real Unit 1: Real Numbers and Numbers and Numbers and Numbers and Numbers and Fractions Fractions Fractions Fractions Fractions 7th grade 7th grade Module 7th grade Module 2 7th grade Module 2 7th grade Module 2 Module 2 2 Lesson 2 Lesson 5 Lesson 7 Lesson 8-9 Lesson 3 August 19th Unit 1: Real Unit 1: Real Unit 1: Real Unit 1: Real Numbers and Numbers and Numbers and Numbers and Fractions Flex Fractions Fractions Fractions 7th grade 7th grade Module 2 7th grade Module 2 7th grade Module 2 Module 2 Lesson 11 Lesson 12 Lesson 13 Lesson 10 August 26th Unit 1: Real Unit 1: Real Unit 1: Real Numbers and Numbers and Numbers and Fractions Fractions Fractions FLEX FLEX th 7th grade th 7 grade Module 7 grade Module 2 Module 2 2 Lesson 14 Lesson 16 Lesson 15 3

September 2nd Labor Day Unit Two begins (Holiday) Additional Information Remediation Support Module 1 lesson 4 and 6 (LDOE Remediation Guide) Additional Lessons Module 1 lesson 4 and 6 (Optional for remediation and enrichment) Assessment The mid-module assessment is designed to be given after completing Topic B. Information (Mid- Module and End-of- . Module) 4

UNIT 2 – INTEGER EXPONENTS AND SCIENTIFIC NOTATION WITH SUPPORTING LESSONS FOR EQUATIONS AND INEQUALITES 8th grade Eureka Math Module 1 Topics A (Approximately 9 Days ● 9/3/19 - 9/13/19) Unit 2 Overview In this unit, during Topic A, students begin by learning the precise definition of exponential notation restricted to positive integer exponents. Students relate multiplication and division of expressions with the same base to combining like terms using the distributive property. They relate raising a power to a power to multiplying three factors using the associative property. Students expand their definition of exponential notation to include what it means to raise a nonzero number to a zero power and what it means to raise a positive integer to a negative exponent. Finally, students accept the properties of exponents as true for all integer exponents. Lesson 6 (E): The content in this lesson extends beyond the explicit expectations of the standards. This lesson is an optional enrichment activity. Specifically, students will learn the precise definition of exponential notation restricted to positive integer exponents accept the properties of exponents as true for all integer exponents. relate multiplication and division of expressions with the same base to combining like terms using the distributive property Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is Focus Standards necessary LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 8.EE.A.1 Know and apply the properties of integer exponents to generate Remediation equivalent numerical expressions. For example, 32 × 3−5 = 3−3 = 1/33 = 1/27 Standards: 6.EE.A.1 5

8.EE.A.3 Use numbers expressed in the form of a single digit times an integer Remediation power of 10 to estimate very large or very small quantities, and to express Standards: how many times as much one is than the other. For example, estimate the 6.EE.A.1 population of the United States as 3 × 108 and the population of the world as 7 × 109, and determine that the world population is more than 20 times large 8.EE.A.4 Perform operations with numbers expressed in scientific notation, Remediation including problems where both decimal and scientific notations are used. Standards: Use scientific notation and choose units of appropriate size for 6.EE.A.1 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 Focus Standards for Mathematical Practice MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Unit Terms & Tools New Unit Terms Scientific Notation (Tier 3 Vocabulary) Familiar Terms Base, ƒ Expanded Form (of Square and Cube (of a (Tier 3 Vocabulary) Exponent, decimal numbers) number) ƒ Power ƒ Exponential Notation ƒ Whole Numbers Equivalent Fractions ƒ Integer ƒ Cross-Curricular Terms (Tier 2 Vocabulary) Suggested Tools Scientific Calculator and Rapid White Board Exchange Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) Sample Calendar listed below lesson 6

Please note, this calendar suggests lessons that can be combined and taught in one class period. It also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. Week Beginning: Monday Tuesday Wednesday Thursday Friday September 2nd Labor Day UNIT 2 – Integer UNIT 2 – Integer UNIT 2 – Integer (Holiday) Exponents and Exponents and Exponents and Scientific Notation Scientific Notation Scientific Notation FLEX 8th grade Module 1 8th grade Module 1 8th grade Module 1 Lesson 5 and 6 Lesson 1 and 2 Lesson 3 and 4 September 9th Unit 2: Supporting Unit 2: Supporting Unit 2: Supporting Unit 2: Supporting 7th grade Module 3 7th grade Module 3 7th grade Module 3 7th grade Module 3 FLEX Lesson 1 Lesson 2 Lesson 3 Lesson 4 Additional Information Remediation Support (LDOE Remediation Guide) Additional Lessons Sprint and Fluency (Optional for remediation and Sprint and Fluency Packets (teacher edition) enrichment) Assessment . The mid-module assessment is designed to be given after completing Topic A. Information (Mid- Module and End-of- End of Module Assessments Topics A and B Module) 7

UNIT 3 – LINEAR EQUATIONS/INEQUALITIES 8th grade Eureka Math Module 4 Topics A and C (Approximately 25 Days ● 9/17/19 - 10/23/19) Unit 3 Overview In this unit, during Topic A, students write and solve linear equations. They learn that a linear equation in is a statement of equality between two linear expressions in . They also learn that an equation that contains a variable really is a question: Is there a value of that makes the linear equation true? Students begin using properties of equality to rewrite linear expressions, specifically using the distributive property to combine like terms. Further, students practice substituting numbers into equations to determine if a true number sentence is produced. Finally, students learn that not every linear equation has a solution. This leads to an understanding that linear equations either have a unique solution, no solution, or infinitely many solutions. In Topic C, students know that the slope of a line describes the rate of change of a line. Students first encounter slope by interpreting the unit rate of a graph (8. EE.B.5). In general, students learn that slope can be determined using any two distinct points on a line by relying on their understanding of properties of similar triangles from Module 3 (8. EE.B.6). Students verify this fact by checking the slope using several pairs of points and comparing their answers. In this topic, students derive = mx+ for linear equations by examining similar triangles. Students generate graphs of linear equations in two variables first by completing a table of solutions and then by using information about slope and -intercept. Once students are sure that every linear equation graphs as a line and that every line is the graph of a linear equation, students graph equations using information about - and -intercepts. Next, students learn some basic facts about lines and equations, such as why two lines with the same slope and a common point are the same line, how to write equations of lines given slope and a point, and how to write an equation given two points. With the concepts of slope and lines firmly in place, students compare two different proportional relationships represented by graphs, tables, equations, or descriptions. Finally, students learn that multiple forms of an equation can define the same line. In Topic B, students use linear equations and inequalities to solve problems (7. EE.B.4). They continue to use tape diagrams from earlier grades where they see fit, but will quickly discover that some problems would more reasonably be solved algebraically (as in the case of large numbers). Specifically, students will use linear equations and inequalities to solve problems write and solve linear equations begin using properties of equality to rewrite linear expressions, specifically using the distributive property to combine like term 8

Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is Focus Standards necessary LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of Remediation the graph. Compare two different proportional relationships represented in Standard(s) different ways. For example, compare a distance-time graph to a distance- 6.EE.A.2 time equation to determine which of two moving objects has greater 7.EE.B.4 speed. 8.EE.B.6 Use similar triangles to explain why the slope is the same between any Remediation two distinct points on a non-vertical line in the coordinate plane; derive the Standard(s) equation = for a line through the origin and the equation = mx + for 6.EE.A.2 a line intercepting the vertical axis at . 7.EE.B.4 8.EE.C.7 Solve linear equations in one variable Remediation Standard(s) 6.EE.A.2 7.EE.B.4 Focus Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. SMP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics MP.7 Look for and make use of structure. Unit Terms & Tools New Unit Terms Horizontal line Rate of change Slope intercept (Tier 3 Vocabulary) Linear Equation Slope Vertical line non-vertical line Familiar Terms Variable (Tier 3 Vocabulary) proportional relationships 9

Cross-Curricular Terms (Tier 2 Vocabulary) Suggested Tools Rapid White Board Exchange Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) listed below lesson Please note, this calendar suggests lessons that can be combined and taught in one class period. It Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. Week Beginning: Monday Tuesday Wednesday Thursday Friday September 16th Unit 3: Linear Unit 3: Linear Unit 3: Linear District PD Equations Equations Equations FLEX (Student Holiday) 8th grade Module 4 8th grade Module 4 8th grade Module 4 Lesson 1 Lesson 2 Lesson 3 September 23rd Unit 3 Linear Unit 3 Linear Unit 3: Linear Equations Equations Equations Solving Multi-Step 7th grade 7th grade FLEX 8th grade Module 4 Equations Module 2 Lesson Module 2 Lesson Lesson 4 17 22 and 23 September 30rd Unit 3: Linear Unit 3: Linear Unit 3: Linear Unit 3 Equations Equations Equations FLEX 7thgrade Module 3 8th grade Module 4 8th grade Module 4 8th grade Module 4 Lesson 12 and 13 Lesson 5 and 6 Lesson 7 and 8 Lesson 9 October 7th Unit 3 Fall Break Fall Break Solving Multi-step 7thgrade Module 3 FLEX (Holiday) (Holiday) Equations Lesson 14 and 15 October 14th Unit 3: Linear Unit 3: Linear Unit 3: Linear Unit 3: Linear Unit 3: Linear Equations Equations Equations Equations Equations 8th grade Module 4 8th grade Module 4 8th grade Module 4 8th grade Module 4 8th grade Module 4 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 10

October 21th Unit 3: Linear Unit 3: Linear Equations Equations FLEX Unit 4 Beings 8th grade Module 4 8th grade Module 4 Lesson 20 Lesson 21 Additional Information Remediation Support (LDOE Remediation Guide) Additional Lessons Lessons 1-2, 5, & 8-9 (E): The content in these lessons extends beyond the explicit expectations of (Optional for the standards. These lessons are optional enrichment activities. LDOE Remediation Tool: The LDOE remediation and Eureka Remediation Tool provides additional support for this topic. enrichment) Assessment . Information (Mid- Module and End-of- Module) 11

UNIT 4 – SYSTEMS OF EQUATIONS 8th grade Eureka Math Module 4 Topics D (Approximately 12 Days ● 10/24/19 - 11/8/19) Unit 4 Overview In this unit, Topic D: Simultaneous equations and their solutions are the focus of Topic D. Students begin by comparing the constant speed of two individuals to determine which has greater speed (8. EE.C.8c). Students graph simultaneous linear equations to find the point of intersection and then verify that the point of intersection is in fact a solution to each equation in the system (8. EE.C.8a). To motivate the need to solve systems algebraically, students graph systems of linear equations whose solutions do not have integer coordinates. Students learn to solve systems of linear equations by substitution and elimination (8. EE.C.8b). Students understand that a system can have a unique solution, no solution, or infinitely many solutions, as they did with linear equations in one variable. Finally, students apply their knowledge of systems to solve problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit. Specifically, students will graph simultaneous linear equations to find the point of intersection and then verify that the point of intersection is in fact a solution to each equation in the system apply their knowledge of systems to solve problems in real-world contexts, including converting temperatures from Celsius to Fahrenheit. Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is Focus Standards necessary LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 8.EE.C.8 Analyze and solve pairs of simultaneous linear equations. Remediation Standards: a. Understand that solutions to a system of two linear equations in two 6.EE.A.2 variables correspond to points of intersection of their graphs, because 7.EE.A.1 points of intersection satisfy both equations simultaneously. 7.EE.B.4 12

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, 3 + 2 = 5 and 3 + 2 = 6 have no solution because 3 + 2 cannot simultaneously be 5 and 6. 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. Focus Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics MP.7 Look for and make use of structure. Unit Terms & Tools New Unit Terms Linear System (Tier 3 Vocabulary) Familiar Terms Equivalent Equation Constant Variable (Tier 3 Vocabulary) Linear Equations Simultaneous linear equations Cross-Curricular Terms (Tier 2 Vocabulary) Suggested Tools White board Exchanges Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) listed below lesson Please note, this calendar suggests lessons that can be combined and taught in one class period. It Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. 13

Week Beginning: Monday Tuesday Wednesday Thursday Friday October 21 Unit 4: System of Unit 4: System of Equations Equations th 8 grade Module 4 th 8 grade Module 4 Lesson 23 Lesson 24 October 28 Unit 4: System of Unit 4: System of Unit 4: System of Unit 4: System of Equations Equations Equations Equations 8th FLEX 8th grade Module 4 8th grade Module 4 8th grade Module 4 grade Module 4 Lesson 25 Lesson 26 Lesson 27 Lesson 28 November 4th Unit 4: System of Unit 4: System of Unit 4: System of Equations 8th Equations Equations FLEX FLEX grade Module 4 Algebra I Module 1 Algebra I Module 1 Lesson 29 Lesson 20 Lesson 23 November 11th Student Holiday Unit 5 Additional Information Remediation Support (LDOE Remediation Guide) Additional Lessons (Optional for remediation and enrichment) Assessment . None Information (Mid- Module and End-of- Module) 14

UNIT 5 –LINEAR FUNCTIONS 8th grade Eureka Math Module 5 and 6 Topics A (Approximately 9 Days ● 11/12/19 - 11/22/19) Unit 4 Overview In this unit, Module 5, Topic A, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. The module begins by explaining the important role functions play in making predictions. For example, if an object is dropped, a function allows us to determine its height at a specific time. To this point, student work has relied on assumptions of constant rates; here, students are given data that show that objects do not always travel at a constant speed. Once the concept of a function is explained, a formal definition of function is provided. A function is defined as an assignment to each input, exactly one output (8.F.A.1). Students learn that the assignment of some functions can be described by a mathematical rule or formula. With the concept and definition firmly in place, students begin to work with functions in real-world contexts. For example, students relate constant speed and other proportional relationships (8. EE.B.5) to linear functions. In this unit, Module 6 Topic A examines the relationship between two variables using linear functions (8.F.B.4). Linear functions are connected to a context using the initial value and slope as a rate of change to interpret the context. Students represent linear functions by using tables and graphs and by specifying rate of change and initial value. Slope is also interpreted as an indication of whether the function is increasing or decreasing and as an indication of the steepness of the graph of the linear function (8.F.B.5). Specifically, students will learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. begin to work with functions in real-world contexts. examines the relationship between two variables using linear functions examines the relationship between two variables using linear functions represent linear functions by using tables and graphs and by specifying rate of change and initial value Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be Focus Standards needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is necessary 15

LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 8.F.A.1 Understand that a function is a rule that assigns to each input exactly one Remediation output. The graph of a function is the set of ordered pairs consisting of an Standards: input and the corresponding output. 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 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 ( , ) 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. 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. Focus Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics MP.7 Look for and make use of structure. Unit Terms & Tools New Unit Terms Linear Function (Tier 3 Vocabulary) Two-Way Frequency Table (description Familiar Terms Categorical variable Numerical variable Slope (Tier 3 Vocabulary) Intercept or initial value Cross-Curricular Terms 16

(Tier 2 Vocabulary) Suggested Tools White board Exchanges Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) listed below lesson Please note, this calendar suggests lessons that can be combined and taught in one class period. It Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. Week Beginning: Monday Tuesday Wednesday Thursday Friday November 11th Unit 5: Linear Unit 5: Linear Unit 5: Linear Functions Functions Functions Student Holiday FLEX 8th grade Module 5 8th grade Module 5 8th grade Module 5 Lesson 1 Lesson 2 Lesson 3 and 4 November 18th Unit 5: Linear Unit 5: Linear Unit 5: Linear Functions Functions Functions Remediation FLEX 8 grade Module 6 8th grade Module 6 th 8th grade Module 6 Lesson 1 Lesson 2 Lesson 3 November 25 Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving Holiday Holiday Holiday Holiday Holiday Additional Information Remediation Support (LDOE Remediation Guide) Additional Lessons (Optional for remediation and enrichment) Assessment . None Information (Mid- Module and End-of- Module) 17

UNIT 6 – STATISTICS 6th grade Module 6 and Algebra I Module 2 Eureka Math (Approximately 15 Days ● 12/2/19 -12/20/19) Unit 6 Overview In this unit, Topic A, students begin to think and reason statistically by first recognizing a statistical question as one that can be answered by collecting data (6. SP.A.1). Students learn that the data collected to answer a statistical question have a distribution that is often summarized in terms of center, variability, and shape (6. SP.A.2). Beginning in Topic A, and throughout the module, students see and represent data distributions using dot plots and histograms (6. SP.B.4). In Topics B and C, students study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the distribution. The mean and mean absolute deviation (MAD) are used for data distributions that are approximately symmetric, and the median and interquartile range (IQR) are used for distributions that are skewed. Students apply their experience in writing, reading, and evaluating expressions in which letters stand for numbers (6. EE.A.2) as they learn to compute and interpret these statistical measures for center and spread. Specifically, students will learn that the data collected to answer a statistical question have a distribution that is often summarized in terms of center, variability, and shape study quantitative ways to summarize numerical data sets in relation to their context and to the shape of the distribution. learn to compute and interpret these statistical measures for center and spread. Addressed in Eureka Math Resource – Use of supplemental resources is not needed Partially Addressed in Eureka Math Resource – Use of supplemental resources may/may not be needed Not Adequately Addressed in Eureka Math Resource – Use of supplemental resources is Focus Standards necessary LOUISIANA CONNECTORS When teaching students with significant disabilities who are eligible to take the LEAP Connect assessment, use the specific Louisiana Connectors that are aligned to the unit’s focus standards. 6.SP.A.1 Recognize a statistical question as one that anticipates variability in the Remediation data related to the question and accounts for it in the answers. For Standards: example, “How old am I?” is not a statistical question, but “How old are the 18

students in my school?” is a statistical question because one anticipates variability in students’ ages. 6.SP.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.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. d. 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 Focus Standards for Mathematical Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics MP.7 Look for and make use of structure. Unit Terms & Tools New Unit Terms histograms measures of center plots (Tier 3 Vocabulary) interquartile range mean absolute deviation Familiar Terms (Tier 3 Vocabulary) Cross-Curricular Terms (Tier 2 Vocabulary) 19

Suggested Tools White board Exchanges Coding: 1.1-A represents Eureka Math Module 1. Lesson 1 – Topic A ● Addressed standard(s) listed below lesson Please note, this calendar suggests lessons that can be combined and taught in one class period. It Sample Calendar also includes remediation and extension lessons that are recommended for classroom use. While this sample calendar helps guide instructional timing, it does not dictate exactly what lesson a teacher should be addressing on a given day. In addition, included FLEX days should be used for remediation, practice, enrichment, assessment, or other instructional activities. Week Beginning: Monday Tuesday Wednesday Thursday Friday November 25 Thanksgiving Thanksgiving Thanksgiving Thanksgiving Thanksgiving Holiday Holiday Holiday Holiday Holiday December 2nd Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics 6th th th th grade Module 6 6 grade Module 6 6 grade Module 6 6 grade Module 6 Algebra I Module 2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 1 December 9th Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Unit 6: Statistics Algebra I Module 2 Algebra I Module 2 Algebra I Module 2 Algebra I Module 2 Algebra I Module 2 Lesson 2 Lesson 3 Lesson 9 Lesson 10 Lesson 11 December 16 Flex Assessment Review for Exams Exams Exams Additional Information Remediation Support (LDOE Remediation Guide) Additional Lessons (Optional for remediation and enrichment) Assessment . None Information (Mid- Module and End-of- Module) 20

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