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EAST LONGMEADOW PUBLIC SCHOOLS |
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2006 - 2007 DISTRICT CURRICULUM GUIDES |
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Mathematics - Pre-Algebra |
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Operations: Understand/Apply
The learner will be able to
illustrate an understanding of the identity (-x)(-y)=xy, and apply this to simplify algebraic expressions.
| Strand |
Scope |
Source |
| Operations |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.3 |
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Properties: Rational Numbers
The learner will be able to
develop an understanding of the properties of operations with rational numbers.
| Strand |
Scope |
Source |
| Properties |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.8 |
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Properties: Use/Complete/Rational
The learner will be able to
use associative, commutative, identity, inverse, and distributive properties to complete operations involving rational numbers.
| Strand |
Scope |
Source |
| Properties |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.8 |
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Absolute Value: Understand
The learner will be able to
understand absolute value.
| Strand |
Scope |
Source |
| Absolute Value |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.6 |
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Expressions: Evaluating
The learner will be able to
evaluate algebraic expressions that are simple for specific values of the variable.
| Strand |
Scope |
Source |
| Expressions |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.2 |
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Expressions: Symbolic/Apply
The learner will be able to
apply symbolic expressions.
| Strand |
Scope |
Source |
| Expressions |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.4 |
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Expressions: Symbolic/Associate
The learner will be able to
associate symbolic expressions to verbal, tabular, and graphical representations.
| Strand |
Scope |
Source |
| Expressions |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.4 |
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Expressions: Symbolic/Create
The learner will be able to
create symbolic expressions.
| Strand |
Scope |
Source |
| Expressions |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.4 |
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Inverse Operations: Apply/Add/Subtract
The learner will be able to
apply the inverse relationship between addition and subtraction to simplify computation and obtain problem solutions.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.9 |
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Inverse Operations: Apply/Multiply
The learner will be able to
apply the inverse relationship between multiplication and division to simplify computation and obtain problem solutions.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.9 |
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Inverse Operations: Apply/Square/Root
The learner will be able to
apply the inverse relationship between squaring and taking the square root to simplify computation and obtain problem solutions.
| Strand |
Scope |
Source |
| Inverse Operations |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.9 |
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Computation: Fractions
The learner will be able to
perform computations with fractions.
| Strand |
Scope |
Source |
| Computation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Computing: Decimals
The learner will be able to
perform computations with decimal numbers.
| Strand |
Scope |
Source |
| Computing |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Fractions: Lowest Terms
The learner will be able to
reduce a given fraction to its lowest terms.
| Strand |
Scope |
Source |
| Fractions |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Polygons: Relationship/Sides/Angle Sum
The learner will be able to
examine, apply, and describe the relationship between the number of sides and the sums of the interior and exterior angles of a polygon.
| Strand |
Scope |
Source |
| Polygons |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.G.1 |
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Angles: Comprehend/Relationships
The learner will be able to
comprehend the relationships between the angles formed by intersecting lines.
| Strand |
Scope |
Source |
| Angle Relationships |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.G.3 |
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Angles: Comprehend/Relationships
The learner will be able to
comprehend the relationships between the angles formed by parallel lines cut by a transversal.
| Strand |
Scope |
Source |
| Angle Relationships |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.G.3 |
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Pythagorean Theorem: Understanding
The learner will be able to
have knowledge and/or comprehension of the Pythagorean Theorem.
| Strand |
Scope |
Source |
| Pythagorean Theorem |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.G.4 |
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Pythagorean Theorem: Problem Solving
The learner will be able to
solve problems using the Pythagorean Theorem.
| Strand |
Scope |
Source |
| Pythagorean Theorem |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.G.4 |
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Integers: Compute
The learner will be able to
perform computations with integers.
| Strand |
Scope |
Source |
| Integers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Integer: Estimate
The learner will be able to
estimate with integers.
| Strand |
Scope |
Source |
| Integers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Units: Choose/Convert/Apply/Scale
The learner will be able to
choose, convert (within same system) and apply a suitable scale.
| Strand |
Scope |
Source |
| Units |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.1 |
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Measurement Concepts
The learner will be able to
comprehend the concepts and apply formulas and techniques for finding measurements, including the area and perimeter/circumference of parallelograms, trapezoids, and circles.
| Strand |
Scope |
Source |
| Measurement Concepts |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Units: Choose Appropriate
The learner will be able to
choose suitable units of measure.
| Strand |
Scope |
Source |
| Units |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.1 |
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Units: Apply/Appropriate
The learner will be able to
apply suitable units of measurement.
| Strand |
Scope |
Source |
| Units |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.1 |
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Formula: Volume/Cylinders
The learner will be able to
apply the formula for the volume of a cylinder.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Formula: Surface Area/Rectangular Prism
The learner will be able to
use a formula to determine the surface area of a rectangular prism.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Formula: Volume/Rectangular Prism
The learner will be able to
use a formula to determine the volume of a rectangular prism.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Formulas: Surface Area/Cylinder
The learner will be able to
use a formula to determine the surface area of a cylinder.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Formulas: Surface Area/Sphere
The learner will be able to
use a formula to determine the surface area of a sphere.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Formulas: Volume/Sphere
The learner will be able to
use a formula to determine the volume of a sphere.
| Strand |
Scope |
Source |
| Formulas |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.3 |
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Conversion: Within System
The learner will be able to
convert measurements within a system.
| Strand |
Scope |
Source |
| Converting |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.1 |
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Conversion: Different Systems/Formula
The learner will be able to
convert from one system of measurement to a different system when presented with the formulas.
| Strand |
Scope |
Source |
| Converting |
Introduce |
MA: Curriculum Framework, 2000, Grade 8, 8.M.2 |
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Ratio/Proportion: Solve Problems
The learner will be able to
obtain solutions to problem involving similar plane figures and indirect measurement by applying ratios, proportions, and scale factors.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.4 |
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Write Numbers: Scientific Notation
The learner will be able to
write numbers in scientific notation.
| Strand |
Scope |
Source |
| Write Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.4 |
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Proportions: Model/Linear Equations
The learner will be able to
model problems involving proportional relationships through linear equations.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Introduce |
MA: Curriculum Framework, 2000, Grade 8, 8.P.9 |
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Ratio/Proportion: Apply/Rates
The learner will be able to
apply ratio and proportion to obtain solutions to problems involving unit rates.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.3 |
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Ratio/Proportion: Apply/Problem Solve
The learner will be able to
apply ratio and proportion to obtain solutions to problems involving scale factors.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.3, 8.M.4 |
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Ratio/Proportion: Apply/Rate of Change
The learner will be able to
apply ratio and proportion to obtain solutions to problems involving rate of change.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.3 |
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Proportions: Examine/Linear Equations
The learner will be able to
examine problems involving proportional relationships through linear equations.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Introduce |
MA: Curriculum Framework, 2000, Grade 8, 8.P.9 |
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Ratio/Proportion: Problem Solving
The learner will be able to
obtain problem solutions through the use of ratios and/or proportions.
| Strand |
Scope |
Source |
| Ratio/Proportion |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.M.4 |
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Primes: Solve/Problems
The learner will be able to
use relatively prime numbers to obtain problem solutions.
| Strand |
Scope |
Source |
| Prime/Composite Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.5 |
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Factorization: Prime
The learner will be able to
use prime factorization to solve problems.
| Strand |
Scope |
Source |
| Factors |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.5 |
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Scientific Notation: Operations
The learner will be able to
perform computations with numbers in scientific notation.
| Strand |
Scope |
Source |
| Scientific Notation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.4 |
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Scientific Notation: Problem Solving
The learner will be able to
find solutions to problems that involve scientific notation.
| Strand |
Scope |
Source |
| Scientific Notation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.4 |
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Number Theory: Problem Solving
The learner will be able to
use number theory concepts to solve problems.
| Strand |
Scope |
Source |
| Number Theory |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.5 |
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Patterns: Continue/Represent/Examine
The learner will be able to
continue, represent, examine, and generalize several different patterns (including arithmetic and geometric progressions) using tables, graphs, words, and symbols (when possible).
| Strand |
Scope |
Source |
| Patterns |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.1 |
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Estimation: Exact/Suitable
The learner will be able to
determine whether exact values or estimations are suitable.
| Strand |
Scope |
Source |
| Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.11 |
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Compare/Order: Estimate/Translate
The learner will be able to
compare, order, estimate, and translate between integers, fractions and mixed numbers, decimals, and percents.
| Strand |
Scope |
Source |
| Comparing/Ordering |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.1 |
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Estimation: Apply/Problem Solving
The learner will be able to
apply estimation in problem solving.
| Strand |
Scope |
Source |
| Estimate/Problems |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.11 |
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Estimation: Percents
The learner will be able to
estimate percentage amounts.
| Strand |
Scope |
Source |
| Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Estimation: Decimals
The learner will be able to
estimate decimal numbers.
| Strand |
Scope |
Source |
| Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Estimation: Fractions
The learner will be able to
estimate using fractions.
| Strand |
Scope |
Source |
| Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Estimation: Percents
The learner will be able to
estimate with percentages that are less than 1 and greater than 100.
| Strand |
Scope |
Source |
| Reasoning/Estimation |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Percent: Computation
The learner will be able to
perform computations with percents.
| Strand |
Scope |
Source |
| Calculate Percentages |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Percents: Compute
The learner will be able to
compute with percentages that are less than 1 and greater than 100.
| Strand |
Scope |
Source |
| Calculate Percentages |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.10 |
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Probability: Calculate/Basic/Compound
The learner will be able to
calculate probabilities for basic compound events using tree diagrams, tables, organized lists, the fundamental counting principle, and area models.
| Strand |
Scope |
Source |
| Probability |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.4 |
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Data Displays: Graphical/Variety
The learner will be able to
choose, construct, interpret, and apply several different tabular data displays.
| Strand |
Scope |
Source |
| Data Display |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.2 |
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Data Displays: Tabular/Variety
The learner will be able to
choose, construct, interpret, and apply several different graphical data displays.
| Strand |
Scope |
Source |
| Data Display |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.2 |
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Data: Explain/Spread
The learner will be able to
explain the spread of a set of data.
| Strand |
Scope |
Source |
| Data |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Data: Determine/Spread
The learner will be able to
determine the spread of a group of data.
| Strand |
Scope |
Source |
| Data |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Data: Interpret/Spread
The learner will be able to
interpret the spread of a group of data.
| Strand |
Scope |
Source |
| Data |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Measures of Central Tendency: Explain
The learner will be able to
explain the measures of central tendency for a data set.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Measure of Central Tendency: Interpret
The learner will be able to
interpret a group of data using the suitable measure of central tendency.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Central Tendency: Determine
The learner will be able to
determine measures of central tendency.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Measures of Central Tendency: Compare
The learner will be able to
compare different data sets by applying the measures of central tendency and spread.
| Strand |
Scope |
Source |
| Measures of Central Tendency |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.3 |
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Sampling: Recognize/Methods
The learner will be able to
recognize various types of sampling methods.
| Strand |
Scope |
Source |
| Sampling |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.1 |
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Samples: Characteristics/Limitations
The learner will be able to
explain the attributes and limitations of samples.
| Strand |
Scope |
Source |
| Sampling |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.1 |
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Discrete/Continuous Data: Distinguish
The learner will be able to
distinguish between continuous and discrete data.
| Strand |
Scope |
Source |
| Discrete/Continuous Data |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.2 |
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Discrete/Continuous Data: Displays
The learner will be able to
distinguish between the ways to display discrete and continuous data sets.
| Strand |
Scope |
Source |
| Discrete/Continuous Data |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.D.2 |
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Rational and Irrational Numbers
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Rational Numbers: Choose/Apply/Operation
The learner will be able to
choose and apply the appropriate operations (addition, subtraction, multiplication, division, and positive integer exponents) to obtain solutions to problems involving rational numbers.
| Strand |
Scope |
Source |
| Rational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.12 |
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Irrational Numbers: Define
The learner will be able to
define irrational numbers.
| Strand |
Scope |
Source |
| Irrational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.2 |
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Irrational Numbers: Use
The learner will be able to
make use of irrational numbers.
| Strand |
Scope |
Source |
| Irrational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.2 |
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Irrational Numbers: Compare
The learner will be able to
compare irrational numbers.
| Strand |
Scope |
Source |
| Irrational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.2 |
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Irrational Numbers: Order
The learner will be able to
order irrational numbers in the correct sequence.
| Strand |
Scope |
Source |
| Irrational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.2 |
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Rational Numbers: Apply/Closure
The learner will be able to
apply the closure property on a subset of the rational numbers under an operation.
| Strand |
Scope |
Source |
| Rational Numbers |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.N.8 |
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Technology as a Tool: Suitable
The learner will be able to
apply technology as appropriate.
| Strand |
Scope |
Source |
| Technology as a Tool |
Master |
MA: Curriculum Framework, 2000, Grade 8, 8.P.9, 8.M.2, 8.M.3 |
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