__1st Quarter Focus (August 12th-October 10th)__**Unit 1: Scale drawings**

**Vocabulary: ratio, complex fraction, unit rate, rate , proportion, equivalent, constant of proportionality. rate of change, slope, cross product, quantities, proportional relationship, direct proportional relationship**

**Standards:**

- students can understand the concept of scale.
- students can compute the length and area of a scaled figure.
- students can compute the length and area of an actual figure and give scaled dimensions.
- students can reproduce a scale drawing at a different scale.
- students can convert measurements within a system of measurement.
- students can find the scale (unit rate) of a scaled figure.
- students can identify a proportional relationship in a table.
- students can identify a proportional relationship on a coordinate plane.
- students can identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.
- students can explain what a point on the graph of a proportional relationship means within the context of the situation. students can explain what the constant of proportionality means within the context of the problem.
- students can write equations to represent proportional relationships.
- solve real-world and mathematical problems involving area, volume and surface area of two and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
- students can compute unit rates.
- students can compute unit rates with fractions.
- students can compute unit rates with measurements, like length, area, volume, or other units.

__2nd quarter focus (October 14th-December 20th)__**Units 3-5: Measuring circles, proportional relationships & percents, rational numbers arithmetic**

**vocabulary: additive inverse, rational numbers, distance, addend, sum, absolute value, commutative property, associative property, distributive property, signed numbers, rational numbers, negative symbol, integer, numerator, denominator, quotient, divisor, long division**

**standards:**

- students can identify a proportional relationship in a table.
- students can identify a proportional relationship on a coordinate plane.
- students can identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions.
- students can explain what a point on the graph of a proportional relationship means within the context of a situation. students can explain what the constant of proportionality means within the context of the problem.
- students can write equations to represent proportional relationships.
- students can use tools (ruler, protractor, geometric software) to construct geometric shapes, especially triangles.
- students can construct geometric figures on the coordinate grid.
- students can state from memory the formula for the area and circumference of a circle.
- students can determine based on the context of a problem which formula to use.
- students can understand the relationship between the circumference and area of a circle.
- students can solve problems using the area and circumference formulas.
- students can solve multi-step problems and area and circumference problems.
- students can generate and use facts about area and circumference formulas to work backwards or solve when given different measurements.
- students can use proportional relationships to solve multi-step ratio problems.
- students can understand the concept of scale.
- students can compute the length and area of a scaled figure.
- students can compute the length and area of an actual figure given scaled dimensions.
- students can reproduce a scale drawing at a different scale.
- students can convert measurements within a system of measurement.
- students can find the scale (unit rate) of a scaled figure.
- students can solve real-world problems involving the area. students can solve mathematical problems involving the area.
- students can generate and use facts about area, to work backwards or solve when given different measurements.
- students can use mental math and estimation strategies to assess the reasonableness of a solution.
- students can compute unit rates.
- students can compute unit rates with fractions.
- students can compute unit rates with measurements, like length, area, volume or other units.
- apply properties of operations as strategies to add and subtract rational numbers.
- students can use proportional relationships to solve multi-step ratio problems.
- students can recognize additive inverses of rational numbers.
- students can recognize addition of positive or negative rational numbers as the movement in a positive or negative direction.
- students can calculate using additive inverses of rational numbers.
- students can interpret the sum of rational numbers in context.
- students can interpret the sum of rational numbers on a number line.
- students can recognize that subtraction can be written as adding the additive inverse of a rational number.
- students can use a number line to represent the addition or subtraction of rational numbers.
- students can add and subtract multiple rational numbers with and without context.
- students can multiply and divide rational numbers.
- students can use properties, like the distributive property, to calculate using rational numbers.
- students can interpret the products and quotients of rational numbers in context.
- students can interpret how to place the negative in a division problem like -(p/q)=(-p)/q=p/(-q).
- students can convert a rational number into a decimal using long division.
- students can identify whether the decimal form of a number as rational or not.
- students can identify the characteristics of the decimal form of a number as rational or not.
- students can identify the characteristics of the decimal form of a rational number.
- students can add, subtract, multiply and divide fractions, mixed numbers, decimals, percents from 6th grade.
- students can solve real-world problems with fractions, mixed numbers, decimals, percents from 6th grade.
- students can solve mathematical problems with fractions, mixed numbers, decimals, percents from 6th grade.
- students can calculate multi-step discount, percentage change, tax/tip, interest and markup/markdown problems.
- students can use mental math and estimation strategies to assess the reasonableness of a solution.
- students can graph inequalities.
- students can interpret the solution to inequality graph within context.
- students can translate a verbal expression into an algebraic expression or inequality.
- students can solve one step equations and inequalities.
- students can apply properties of equality to solve equations and inequalities.
- students can construct equations and inequalities given a real world or mathematical scenario.
- students can equations in the form, px+q=r and p(x+q)=r, where p,q, and r are specific rational numbers.
- students can solve inequalities in the form, px+q>r or px+q<r, where p,q,and r are specific rational numbers.
- Students can solve word problems with equations in the form, px+q=r and p(x+q)=r, where p,q,and r are specific rational numbers.
- students can solve word problems with inequalities in the form, px+q>r or px+q<r, where p,q, and r are specific rational numbers.
- students can solve problems using the distributive property.
- students can solve a problem using arithmetic strategies and algebraic properties and compare the solutions.
- students can identify the sequence of the operations used to solve a problem using arithmetic strategies within one-step equations.
- students can identify the sequence of the operations used to solve a problem using algebraic strategies within two-step equations.

__3rd quarter focus (january 7th-March 12th)__**Units: 6&7 Expressions, equations, & Inequalities; Angles,Triangles, & Prisms**

vocabulary: rational, coefficients, factor, GCF, properties of operations, constant, like terms, monomial, binomial, variable, expressions, algebraic solution, arithmetic solution, two-step linear equations, property of equality, inverse operations, linear equations, distributive property, two-step linear inequalities, at least, at most, <,>, inequalities, scale drawing, area, lengths, geometric figures, triangle, angle sum theorem, geometric figures, slice, two-dimensional figures, pyramid, rectangular prism, triangular pyramid, cube, vertical angles, supplementary, complementary, adjacent angles, volume, surface area, two-and three-dimensional figures

standards:

vocabulary: rational, coefficients, factor, GCF, properties of operations, constant, like terms, monomial, binomial, variable, expressions, algebraic solution, arithmetic solution, two-step linear equations, property of equality, inverse operations, linear equations, distributive property, two-step linear inequalities, at least, at most, <,>, inequalities, scale drawing, area, lengths, geometric figures, triangle, angle sum theorem, geometric figures, slice, two-dimensional figures, pyramid, rectangular prism, triangular pyramid, cube, vertical angles, supplementary, complementary, adjacent angles, volume, surface area, two-and three-dimensional figures

standards:

**students can calculate multi-step discount, percent change, tax/tip, interest, and markup/markdown problems.****students can use mental math and estimation strategies to assess the reasonableness of a solution.****students can state from memory the formula for the area and circumference of a circle.****students can determine based on the context of a problem which formula to use.****students can understand the relationship between the circumference and area of a circle.****students can solve problems using the area and circumference formulas.****students can solve multi-step problems; area and circumference problems.****students can generate and use facts about area and circumference formulas to work backwards or solve when given different measurements.****students can represent problems as mathematical expressions when displayed as verbal expressions, tape diagrams or other representations.****students can use properties to rewrite expressions.**- students can combine like terms to create equivalent expressions.
- students can interpret the meaning of combined terms within the context of a problem.
- students can determine and interpret the relationship between quantities within the context of a problem.
- Students can graph inequalities.
- students can interpret the solution to inequality graph within context.
- students can translate a verbal expression into an algebraic expression or inequality.
- students can solve one step equations and inequalities.
- students can apply properties of equality to solve equations and inequalities.
- students can construct equations and inequalities given real world or mathematical scenarios.
- students can solve equations in the form, px+q=r and p(x+q)=r. where p,q, and r are specific rational numbers.
- students can solve inequalities in the form, px+q>r or Px+q<r, where p,q, and r are specific rational numbers.
- students can solve word problems with equations in the form, px+q=r and p(x+q)=r, where p,q, and r are specific rational numbers.
- students can solve word problems with inequalities in the form, px+q>r or px+q<r, where p,q,and r are specific rational numbers.
- students can solve problems using the distributive property.
- students can solve a problem using arithmetic strategies and algebraic properties and compare the solutions.
- students can identify the sequence of the operations used to solve a problem using arithmetic strategies within one-step equations.
- students can identify the sequence of the operations used to solve a problem using algebraic strategies within two-step equations.
- students can evaluate linear expressions.
- students can combine like terms. students can create equivalent expressions.
- students can factor expressions, i.e. using the distributive property.
- students can expand expressions.
- students can add and subtract linear expressions.
- students can apply properties to expressions.
- students can recognize additive inverses of rational numbers.
- students can recognize addition of positive or negative rational numbers as the movement in a positive or negative direction.
- students can calculate using additive inverses of rational numbers.
- students can interpret the sum of rational numbers in context.
- students can interpret the sum of rational numbers on a number line.
- students can recognize that subtraction can be written as adding the additive inverse of a rational number.
- students can use a number line to represent the addition or subtraction of rational numbers.
- students can add and subtract multiple rational numbers with and without context.
- students can identify supplementary, complementary, vertical, and adjacent angles, given a graphic.
- students can state characteristics from memory about the angle relationships, given a graphic.
- students can write and solve simple equations based on angle relationships.
- students can solve equations to find missing angle measurements.
- students can solve multi-step problems to find missing angle measurements.
- students can draw geometric shapes, especially triangles, given conditions.
- students can use tools to construct geometric shapes, especially triangles.
- students can identify and classify angles and triangles.
- students can determine the conditions that make a triangle unique.
- students can determine when the conditions do not make a triangle.
- students can construct geometric figures on the coordinate grid.
- students can identify the resulting shape from slicing a 3-dimensional figure, including spheres, cones, cylinders, regular prisms and pyramids.
- students can describe the 2-dimensional shape that the slice makes, including spheres, cones, cylinders, regular prisms and pyramids.
- students can slice a 3-dimensional figure horizontally, vertically or diagonally to the base, including spheres, cones, cylinders, regular prisms and pyramids.
- students can solve real world problems involving the area, volume, and surface area of two and three dimensional figures.
- students can solve mathematical problems involving the area, volume, and surface area of two and three dimensional figures.
- students can generate and use facts about area, volume and surface area formulas to work backwards or solve when given different measurements.

__4th quarter focus (March 23rd- May 29th)__**Unit 8 : Probability & Sampling**

**Vocabulary: probability, event, likely event, unlikely event, outcomes possible, outcomes, favorable outcomes, theoretical probability, experimental probability, trials, simple probability, equally likely, uniform, probability model**

Standards:

Standards:

- students can make predictions and give the probability.
- students can approximate the probability of an event by collecting data.
- students can predict and interpret a large experimental data set.
- students can understand that a probability can be written as a ratio, decimal, or percent.
- students can recognize that probability will always be expressed as a rational number.
- students can understand that larger numbers indicate greater likelihood.
- students can understand that the smaller numbers indicate an unlikely event.
- students can understand that a probability around 1/2 indicates an event that is neither unlikely nor likely.
- students can develop a theoretical (uniform) probability model.
- students can develop an experimental (based on observations and may not be uniform) probability model.
- students can use a probability model to make predictions.
- students can compare theoretical and experimental probabilities.
- students can identify within context the possible sources of discrepancies between the model (theoretical) and observed (experimental) outcomes.
- students can create and interpret the probability of compound events based on organized lists, tables, tree diagrams, and simulation.
- students can represent the samples space of simple and compound events using organized lists, tables, tree diagrams, and simulation.
- students can understand the difference between independent and dependent events.
- students can find the probability of an event with and without replacement.
- students can find the probability of compound independent and dependent events.
- students can understand the variability of their data.
- students can determine the degree of visual overlap of two numerical data distributions with similar range, inter-quartile range, or mean absolute deviation.
- students can determine if a sample is valid.
- students can identify a random sample. students can interpret information given a sample.
- students can understand that random samples produce representations of the general population that can support inferences.
- students can use the data from random samples to make predictions and draw conclusions.
- students can create multiple samples to estimate the variation between the predictions.
- students can create multiple samples to estimate the variation between populations.
- students can make inferences based on population or sample data.
- students can convert a rational number into a decimal using long division.
- students can create inferences based on the measures of center of two populations based on numerical data.
- students can create inferences based on the measures of variability of two populations based on numerical data.

**Helpful Instructional Links**Prodigy math game:

prodigygame.com/

Kids.Gov

https://kids.usa.gov/teens/index.html

Cool Math

http://www.coolmath-games.com/

USF Math Portal

http://fcit.usf.edu/math/websites/math68.html

Kid Sites

http://www.kidsites.com/sites-edu/math.htm

Math is Fun

http://www.mathsisfun.com/

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**Apps for Success!**

__Apple Devices (ios)__

**android devices (google play):**