8th Grade Math Syllabus
Coosa Middle School
2012-2013
1st Semester
Georgia Common Core Standards MCC8.G.1, MCC8.G.2, MCC8.G.3, MCC8.G.4, MCC8.G.5,
MCC8.EE.1, MCC8.EE.2, MCC8.EE.3, MCC8.EE.4, MCC8.EE.7a,b, MCC8.NS.1, MCC8.NS.2,
MCC8.G.6, MCC8.G.7, MCC8.G.8, MCC8.G.9, MCC8.F.1, MCC.F.2,
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* Unit 1 – Transformations, Congruence and Similarity (4-5 wks.)
develop the concept of transformations and the effects that each type of transformation has
on an object;
explore the relationship between the original figure and its image in regards to their
corresponding parts being moved an equal distance which leads to concept of congruence
of figures;
learn to describe transformations with both words and numbers;
relate rigid motions to the concept of symmetry and to use them to prove congruence or
similarity of two figures;
physically manipulate figures to discover properties of similar and congruent figures; and
focus on the sum of the angles of a triangle and use it to find the measures of angles
formed by transversals (especially with parallel lines), find the measures of exterior angles
of triangles, and to informally prove congruence.
* Unit 2 – Exponents (4-5 wks.)
distinguish between rational and irrational numbers and show the relationship between the
subsets of the real number system;
recognize that every rational number has a decimal representation that either terminates or
repeats;
recognize that irrational numbers must have decimal representations that neither terminate
nor repeat;
locate rational and irrational numbers on a number line diagram;
understand that the value of a square root can be approximated between integers and that
non–perfect square roots are irrational;
use the properties of exponents to extend the meaning beyond counting-number exponents;
recognize perfect squares and cubes, understanding that non-perfect squares and nonperfect cubes are irrational;
recognize that squaring a number and taking the square root of a number are inverse
operations; likewise, cubing a number and taking the cube root are inverse operations;
express numbers in scientific notation;
compare numbers, where one is given in scientific notation and the other is given in
standard notation;
compare and interpret scientific notation quantities in the context of the situation;
use laws of exponents to multiply or divide numbers written in scientific notation;
solve one-variable equations with the variables being on both sides of the equals sign,
including equations with rational numbers, the distributive property, and combining like
terms; and
analyze and represent contextual situations with equations, identify whether there is one,
none, or many solutions, and then solve to prove conjectures about the solutions.
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* Unit 3 – Geometric Applications of Exponents (4-5 wks.)
distinguish between rational and irrational numbers;
find or estimate the square and cubed root of non-negative numbers, including 0;
interpret square and cubed roots as both points of a line segment and lengths on a number
line;
use the properties of real numbers (commutative, associative, distributive, inverse, and
identity) and the order of operations to simplify and evaluate numeric and algebraic
expressions involving integer exponents, square and cubed roots;
work with radical expressions and approximate them as rational numbers;
solve problems involving the volume of a cylinder, cone, and sphere;
determine the relationship between the hypotenuse and legs of a right triangle;
use deductive reasoning to prove the Pythagorean Theorem and its converse;
apply the Pythagorean Theorem to determine unknown side lengths in right triangles;
determine if a triangle is a right triangle, Pythagorean triple;
apply the Pythagorean Theorem to find the distance between two points in a coordinate
system; and
solve problems involving the Pythagorean Theorem.
* Unit 4 – Functions (2–3 wks.)
recognize a relationship as a function when each input is assigned to exactly one output;
reason from a context, a graph, or a table, after first being clear which quantity is
considered the input and which is the output;
produce a counterexample: an “input value” with at least two “output values” when a
relationship is not a function;
explain how to verify that for each input there is exactly one output; and
translate functions numerically, graphically, verbally, and algebraically.
* 1st Semester Final Exam
2nd Semester
Georgia Common Core Standards: MCC8.EE.5, MCC8.EE.6, MCC8.EE.8a,b,c, MCC8.F.3,
MCC8.F.4, MCC8.F.5, MCC8.SP.1, MCC8.SP.2, MCC8.SP.3, MCC8.SP.4
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* Unit 5 – Linear Functions (3-4 wks.)
graph proportional relationships;
interpret unit rate as the slope;
compare two different proportional relationships represented in different ways;
use similar triangles to explain why the slope is the same between any two points on a nonvertical line;
derive the equation y = mx for a line through the origin;
derive the equation y = mx + b for a line intercepting the vertical axis at b; and
interpret equations in y = mx + b form as linear functions.
* Unit 6 – Linear Models and Tables (5-6 wks.)
identify the rate of change and the initial value from tables, graphs, equations, or verbal
descriptions;
write a model for a linear function;
sketch a graph when given a verbal description of a situation;
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analyze scatter plots;
informally develop a line of best fit;
use bivariate data to create graphs and linear models; and
recognize patterns and interpret bivariate data.
* Unit 7 – Solving Systems of Equations (4-5 wks.)
understand the solution to a system of equations is the point of intersection when the
equations are graphed;
understand the solution to a system of equations contains the values that satisfy both
equations;
find the solution to a system of equations algebraically;
estimate the solution for a system of equations by graphing;
understand that parallel lines have will have the same slope but never intersect; therefore,
have no solution;
understand the two lines that are co-linear share all of the same points; therefore, they have
infinitely many solutions; and
apply knowledge of systems of equations to real-world situations.
* Show What We Know (3-4 wks.)
Cumulative review of all units using performance tasks and projects
* Preview of 9th Grade CCGPS
* Cumulative Final Exam
During the school year we will use the Common Core Georgia Performance Standards. These
standards have been designed by Georgia to increase student learning and performance. Students
will be challenged with high expectations and will be required to show their ability to apply the
skills they have learned in the classroom. Your child will be tested on these standards in the spring
on the CRCT. Students will be covering the attached standards, completing performance tasks
geared toward accelerating their knowledge, and working on math vocabulary. Students will have
daily work, quizzes, performance tasks, and unit tests that will make up their grades.
I am teaching the math enrichment class, so we will be moving along at a quicker pace and there
may be additional tasks and projects assigned to the students. Please encourage your child to keep
up with the daily work and to start projects in a timely manner. I will always allow ample time for
projects to be completed.
There is extra help available as needed. I will be available to assist your child on Wednesday
afternoons with regular office hours from 3:30 p.m. to 4:30 p.m. Please feel free to e-mail me or
call me concerning your child. The school number is 706-236-1856. My planning time is from 9:50
a.m. to 11:15 a.m. My email address is kduhamel@floydboe.net.
I look forward to a wonderful year!
~ Kim Duhamel
Grading Policy
25% Class Work, Daily Work, Quizzes, Homework
60% Test/Project Grades (5 pts. will be added to grades in this category)
15% Final Exam (9-week exams will be cumulative and count 2 test grades)
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