Mathematics 8 Course Outline
2012-2013
Ms. Keddy
Course Description:
A major emphasis in this course will be to encourage and enable students to gain
confidence in their mathematical abilities, become better problem solvers,
communicate mathematically, and understand the value of mathematics in their
everyday lives. In Math 8 students will continue to develop skills and concepts
learned in grade 7, as well as discover and learn new outcomes for grade 8.
The following are topics to be covered in Math 8:
Topic
Number
Theory
Outcomes
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Operation
Sense
model and link various representations of square root of a
number
recognize perfect squares between 1 and 144 and apply
patterns related to them
distinguish between an exact square root of a number and
its decimal approximation
find the square root of any number, using an appropriate
method
demonstrate an understanding of the Pythagorean
relationship, using models
apply the Pythagorean relationship in problem situations
demonstrate and explain the meaning of negative
exponents for base ten
represent any number written in scientific notation in
standard form, and vice versa
π add and subtract fractions concretely, pictorially, and
symbolically
π add and subtract fractions mentally, when appropriate
π multiply fractions concretely, pictorially, and
symbolically
π divide fractions concretely, pictorially, and symbolically
π estimate and mentally compute products and quotients
involving fractions
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apply the order of operations to fraction computations,
using both pencil and paper and the calculator
π model, solve, and create problems involving fractions in
meaningful contexts
π add, subtract, multiply, and divide positive and negative
decimal numbers with and without the calculator
Tentative
Timeframe
4 weeks
4 weeks
Numerical
Operations
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Measurement
Ratios,
Rates, and
Proportions
2-D
Geometry
Data
Management
represent and apply fractional percents, and percents
greater than 100, in fraction or decimal form, and vice
versa
demonstrate an understanding of the properties of
operations with integers and positive and negative rational
numbers (in decimal and fractional forms)
create and solve problems which involve finding a, b, or c
in the relationship a% of b = c, using estimation and
calculation
apply percentage increase and decrease in problem
situations
compare and order integers and positive and negative
rational numbers (in decimal and fractional forms)
π estimate areas of circles
π develop and use the formula for the area of a circle
π describe patterns and generalize the relationships
between areas and perimeters of quadrilaterals, and
areas and circumferences of circles
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calculate the areas of composite figures
π solve proportion problems that involve equivalent ratios
and rates
π solve problems involving proportions, using a variety of
methods
π construct and analyse tables and graphs to describe
how change in one quantity affects a related quantity
π solve problems involving the intersection of two lines
on a graph
π solve indirect measurement problems, using proportions
π make and apply informal deductions about the minimum
and sufficient conditions to guarantee the uniqueness of
a triangle and the congruency of two triangles
π make and apply generalizations about the properties of
rotations and dilatations, and use dilatations in
perspective drawings of various 2-D shapes
π make and apply generalizations about the properties of
similar 2-D shapes
π perform various 2-D constructions and apply the
properties of transformations to these constructions
π make and apply generalizations about the properties of
regular polygons
π demonstrate an understanding of the variability of
repeated samples of the same population
π develop and apply the concept of randomness
π construct and interpret circle graphs
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construct and interpret scatter plots and determine a
line of best fit by inspection
π construct and interpret box-and-whisker plots
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extrapolate and interpolate information from graphs
3 weeks
3 weeks
4 weeks
3 weeks
4 weeks
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3-D
Geometry
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Measurement
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Patterns and
Relations
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Probability
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determine the effect of variations in data on the mean,
median, and mode
develop and conduct statistics projects to solve
problems
evaluate data interpretations that are based on graphs
and tables
draw isometric and orthographic views of 3-D shapes
and construct 3-D models from these views
Recognize, name, describe and make and apply
generalizations about the properties of prisms,
pyramids, cylinders, and cones
estimate and calculate volumes and surface areas of
right prisms and cylinders
measure and calculate volumes and surface areas of
composite 3-D shapes
represent patterns and relationships in a variety of
formats and use these representations to predict
unknown values
Analyse polygons to determine their properties and
interrelationships
interpret graphs that represent linear and non-linear
data
construct and analyse tables and graphs to describe
how change in one quantity affects a related quantity
link visual characteristics of slope with its numerical
value by comparing vertical change with horizontal
change
solve problems involving the intersection of two lines on
a graph
solve and verify simple linear equations algebraically
create and solve problems, using linear equations
conduct experiments and simulations to find
probabilities of single and complementary events
determine theoretical probabilities of single and
complementary events
compare experimental and theoretical probabilities
demonstrate an understanding of how data is used to
establish broad probability patterns
2 weeks
3 weeks
3 weeks
2 weeks
Required Materials:
Students are expected to come to each class prepared with:
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binder
looseleaf
pencils and erasers
math set
scientific calculator
graph paper
Assessment:
All of the work completed will be to demonstrate student understanding and
achievement of the Grade 8 math outcomes. Assessment of learning is ongoing
and could take a variety of forms, some of which include tests, quizzes, mental
math, exit cards, portfolio, assignments, projects, observation, discussion, math
dictionary, etc. Letter grades will be used to describe the level of achievement
students have demonstrated during each school term:
A—the student demonstrates achievement of the expected learning outcomes
B—the student demonstrates achievement of most of the expected learning
outcomes
C—the student demonstrates achievement of some of the expected learning
outcomes
D—the student demonstrates achievement of few of the expected learning
outcomes
General Information
An organized binder is one of the keys to success in this course. Your math binder
should only have one subject – MATHEMATICS. It should be divided into the
following sections:
1. Math Starters:
solving activity.
Each class will start with a mental math and/or problem
2. Math Dictionary: New vocabulary introduced in each unit should be kept
here.
3. Notes and Sample Problems: Important notes and examples of key
questions should be written in this section.
4. Class Work: This contains completed questions and homework exercises. All
work should have the date and page numbers from the textbook listed.
5. Assignments/Projects: All marked assignments and projects go in this
section.
6. Tests and Quizzes: Tests and quizzes will be reviewed in class. Students
are required to make corrections to their work using a different coloured pen
or pencil. Tests and quizzes must be signed by a parent/guardian.
General Information:
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All math work must be completed in PENCIL. Work done in pen will NOT
be accepted.
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Practice questions will be assigned on a regular basis. While these questions
will not always be collected and marked, the completion of these questions is
essential to the development of concepts taught in this course and must be
completed. Additional questions will often be provided for students who
need/wish to have more practice to solidify concepts and ensure
understanding.
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If you miss a class it is very important that you find out what was covered
that day. Please see me beforehand if you know you will be absent the day
of a quiz or test. Assignments are due on the assigned day at the beginning
of class.
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Homework, announcements, a class calendar, and course documents can all
be accessed via a classroom website. This will be updated on a daily basis.
Please feel free to access this site to remain up-to-date with class activities.
To get to the site, go to the ICS website
http://sharepoint.tcrsb.ca/ics/default.aspx and click on Classroom Links.
Nova Scotia Grade 8 Mathematics Assessment
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In 2011-2012 the Nova Scotia Department of Education implemented a
Grade 8 Mathematics Assessment. This assessment covers math
outcomes from elementary through to grade 8. The assessment consists
of both multiple choice and constructed response questions and will be
written in early June of 2013. Further information will be sent home later
in the school year.
Extra Help!
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Extra help sessions are available at the following times:
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Morning: 8:15 – 8:45 on Day 1 and Day 2 in the MPR
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Afternoon: 3:15 – 3:45 on Day 1 in the MPR
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Lunch: 12:15 – 12:40 on Day 2 in the classroom
Please feel free to contact me with questions or concerns at any time.
School: 839-6300
Email: juliekeddy@staff.ednet.ns.ca
Student Signature: ___________________________
Parent/Guardian Signature: ____________________________