8th Grade Pre-Algebra
Mrs. McDougal
Materials:
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at least 1 inch binder for math only
notebook paper (keep in math binder for daily use)
graph paper composition notebook (keep in math binder)
pencils (keep in math binder for daily use)
(2) dry erase markers
(4) glue sticks (turn in to teacher, keep in classroom)
kleenex (turn in to teacher, keep in classroom)
1st Quarter Curriculum (August 5th – September 30th)
Unit 1: Real Number System
Common Core Standards addressed:
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8.NS.1 - Understand informally that every number has a decimal expansion; the rational numbers are those with
decimal expansions that terminate in 0s or eventually repeat. Know that other numbers are called irrational.
8.NS.2 – Use rational approximations of irrational numbers to compare the size of irrational numbers, locate
them approximately on a number line diagram, and estimate the value of expressions.
8.EE.2 – Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p,
where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small
perfect cubes. Know that √2 is irrational.
8.G.6 – Explain a proof of the Pythagorean Theorem and its converse.
8.G.7 – Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and
mathematical problems in two and three dimensions.
8.G.8 – Apply the Pythagorean Theorem to find the distance between two points in coordinate system.
Student Learning Targets:
Vocabulary:
1. I can evaluate square roots of small perfect squares.
2. I can find the solution(s) of equations of the form x2 = p.
3. I can use reasoning to determine between which two consecutive
whole numbers a square root will fall.
4. I can plot the estimated value of an irrational number on a number
line.
5. I can estimate the value of an irrational number by rounding to a
specific place value.
6. I can estimate the value of an expression involving square roots
by using the order of operations.
7. I can use estimated values to compare two or more irrational
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2.
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13.
Terminating Decimal
Repeating Decimal
Irrational Number
Rational Number
Real Number
Perfect Cube
Perfect Square
Square Root
Cube Root
Radical
Pythagorean Theorem
Leg
Hypotenuse
or rational numbers.
8. I can find the solution of equations of the form x3 = p.
9. I can evaluate cube roots of small perfect cubes.
10. I can classify a number as rational or irrational based on its decimal expansion.
11. I can justify that the square root of a non-perfect square will be irrational.
12. I can convert a repeating or terminating decimal into a rational number.
13. I can use visual models to demonstrate the relationship of the three side lengths of any right triangle.
14. I can use algebraic reasoning to relate the visual model to the Pythagorean Theorem.
15. I can use the Pythagorean Theorem to determine if a given right triangle is a right triangle.
16. I can calculate the length of the hypotenuse or a leg of a right triangle using the Pythagorean Theorem.
17. I can draw a diagram and use the Pythagorean Theorem to solve real-world problems involving right
triangles.
18. I can connect any two points on a coordinate grid to a third point so that the three points form a right
triangle.
19. I can calculate the distance between two points on a coordinate grid using the Pythagorean Theorem.
Unit 2: Exponents and Scientific Notation
Common Core Standards addressed:
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8.EE.1 – Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example,
32 x 3 – 5 = 3 – 3 = 1/33 = 1/27.
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8.EE.3 – Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very
small quantities, and to express how many times as much one is than the other. For example, estimate the population of
the United States as 3 x 108 and the population of the world as 7 x 109, and determine that the world population is more
than 20 times larger.
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8.EE.4 – Perform operations with numbers expressed in scientific notation, including problems where both decimal and
scientific notation are used. Use scientific notation and choose units of appropriate size for 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.
Student Learning Targets:
Vocabulary:
1. Integer exponents
1. I can evaluate expressions with exponents.
2. Base
2. I can use the product properties of exponents to simplify
3. Power
expressions.
3. I can use the quotient properties of exponents to simplify
4. Squared
expressions.
5. Cubed
4. I can convert a number from standard notation to scientific
6. Scientific Notation
notation.
7. Standard Notation
5. I can convert a number from scientific notation to standard
8. Quantity
notation.
9. Power of ten
6. I can compare quantities written in scientific notation, telling
how much larger or smaller one is compared to the other.
7. I can add and subtract two numbers written in scientific notation.
8. I can multiply or divide numbers written in scientific notation.
9. I can choose appropriate units of measure when using scientific notation.
10. I can interpret scientific notation that has been generated from technology.
Tentative Outline of Units for the Year:
1. The Real Number System
2. Exponents and Scientific Notation
3. Solving linear Equations
4. Functions
5. Linear Functions
6. Solving Systems of Equations
7. Geometry
8. Statistics and Probability
I will send a more detailed description of each unit at the beginning of the quarter in which
the unit is being taught. First quarter will contain the first two units listed.
Grading Policy:
Homework: It will be assigned on a regular basis.
Notes/activities - Students are expected to take classroom lesson notes and complete all in-class activities in their
interactive notebooks. These will be kept in the binder. They should also be used for homework help and as study
guides for quizzes and tests. Some activities will be graded.
Projects – Each unit will contain a small project which will be due at the end of the unit.
Quizzes – These will range from 30 to 50 points and will be given over multiple lessons in a unit.
Tests - These will be at the end of each unit and will be worth approximately 100 points each.
Extended Response and Short Answer Questions – These will be on each unit test and will be worth various amounts of
points.
Bellringers/Exit Slips – This is completed at the beginning/end of class each day.
Spiral Reviews – These will be worth 10-20 points each week and will review previously taught content.
Semester Final – This will be a cumulative test given at the end of each semester. (10% of the semester grade)
*The grades for tests, quizzes, bellringers, etc. will be entered into Infinite Campus within 5 days of the due
date.
*Students are expected to complete all assignments, even if absences occur. If a student has a missing assignment
due to absences, then I will speak to him/her individually about a due date for those assignments. Quizzes and tests
must be taken afterschool if an absence occurred on the day they were given.
Student/Parent Resources –
1.) Teacher webpage – http://www.bgreen.kyschools.us/olc/teacher.aspx?s=1137 (Patty McDougal)
All unit materials can be found on this webpage.
2.) Weekly Emails from 8th grade teachers – Email Melissa Joiner, melissa.joiner@bgreen.kyschools.us, to sign-up
for this.
If you have any questions or concerns, please feel free to contact me by e-mail at patty.mcdougal@bgreen.kyschools.us
or by phone at (270)746-2290.