CCGPS Mathematics
th
8 Grade Update Webinar
Unit 2: Exponents
September 13, 2013
James Pratt – jpratt@doe.k12.ga.us Brooke Kline – bkline@doe.k12.ga.us
Secondary Mathematics Specialists
Microphone and speakers can be configured by going to:
Tools – Audio – Audio setup wizard
These materials are for nonprofit educational purposes only. Any other use
may constitute copyright infringement.
What are update webinars?
• Update on the work of the 2013 Resource Revision Team
 Overall revisions
 Unit 2 revisions
• Addressing areas which teachers
have found to be more challenging
• Resources
2013 8th Grade Resource Revision Team
8th Grade
CCGPS Unit Revisions
Webinar
Overview of
Comprehensive Course Guide
&
Unit 2: Exponents and Equations
Revision Review Team Members
Shelly Bydlinski - Glynn County School System
Mandy Campbell- Floyd County School System
Samantha Clay – Atlanta Public Schools
Kim Conley - Lee County School System
Joe Hardy – Bibb County School System
8th Grade Comprehensive Course
Overview
 Located on the 6-8 math section of
www.georgiastandards.org
 Designed to provide clarification of CCGPS
Mathematics Standards
 Organized to link together many sources of
information pertinent to CCGPS 8th Grade Math
Begin at www.georgiastandards.org
Select the CCGPS ELA/Math Tab
Direct Link to Page
Select the Mathematics option under
Browse CCGPS
Select the 6-8
option in the Mathematics section
Select the Grade 8 option
Select the Comprehensive Course Guide
Direct Link to
Page
This is your Comprehensive Course Guide
Flipbooks
 Click on blue hyperlink to access
 The Flipbooks offer clarification
 Very Large File (slow loading)
8th Grade Standards
Standard Specific Information
Task Descriptions
Scaffolding Task - Tasks that build up to the learning task.
Learning Task - Constructing understanding through deep/rich contextualized problem solving
tasks.
Practice Task - Tasks that provide students opportunities to practice skills and concepts.
Performance Task - Tasks which may be a formative or summative assessment that checks
for student understanding/misunderstanding and or progress toward the standard/learning
goals at different points during a unit of instruction.
Culminating Task - Designed to require students to use several concepts learned during the
unit to answer a new or unique situation. Allows students to give evidence of their own
understanding toward the mastery of the standard and requires them to extend their chain of
mathematical reasoning.
Achieve CCSS- CTE - Designed to demonstrate how the Common Core and Career and
Technical
Classroom Tasks - Education knowledge and skills can be integrated. The tasks provide
teachers with realistic applications that combine mathematics and CTE content.
Short Cycle Task - Designed to exemplify the performance targets that the standards imply.
The tasks, with the associated guidance, equip teachers to monitor overall progress in their
students’ mathematics.
Formative Assessment Lesson (FAL) - Lessons that support teachers in formative
assessment which both reveal and develop students’ understanding of key mathematical ideas
and applications. These lessons enable teachers and students to monitor in more detail their
progress towards the targets of the standards.
Formative Assessment Lessons
(FALs)
Formative Assessment Lessons
(FALs)
• Formative Assessment Lessons (“Classroom Challenges”)
• Developed by the Shell Center
• Embedded in the FY14 Units, also available at
http://map.mathshell.org.uk/materials/lessons.php
• Intended to guide instructional decisions for the rest of the unit
• Not intended to be graded, but for feedback
• Very beneficial to addressing student misconceptions
• Additional FALs are in the editing process.
Short Cycle Tasks
• Also from the Shell Center (Mathematics Assessment
Project web site:
http://map.mathshell.org.uk/materials/lessons.php)
• Go to the “Tasks” tab: Short assessments with rubrics
“Mathematical skills and practices might be assessed partly in isolation, partly under
scaffolded conditions, and partly when students face substantial problems without
scaffolded support. We call tasks that assess these three different types of
performance novice, apprentice, and expert tasks respectively”
For the FALs click on
this tab
For the Short Cycle
Tasks click on this tab
Make sure to choose the
Correct grade level
Internet Resources
• Webinar Information
• General Resources
• Problem-Based Learning
• Assessment and Instructional
Support Resources
Examples of Resources
Unit 2
Exponents and Equations
Overall Changes in the Unit
 Slight change of format
 Inclusion of Short Cycle Tasks and Formative
Assessment Lessons from the Shell Center
 Included Standards for Mathematical Practices for
each Task
 Suggestions sent by teachers from all over the United
States via email and the wiki
 Observations made from personal experiences
Selected Terms and Symbols
Note: In the Teacher’s Edition (found in the
Learning Village), the Task Table includes
hyperlinks to the FALs and Short Cycle Task. The
link is also found on the task page within the unit.
A new section has been included in each
task to list the appropriate Standards for
Mathematical Practices (SMPs).
The standards are hyperlinked to the CCGPS
document which can also be found at
www.georgiastandards.org
Common Misconceptions have been
identified for each task to assist teachers
in guiding the students to success.
Suggestions for Differentiation have
been added to each task.
Things to Remember
 Use the Wiki to share information with other teachers and
to ask questions.
 This is a living document. Please share anything you may
have to enhance this or any unit. The Wiki is the teacher
community page to share anything you have.
 The DOE CCGPS tab is static, viewable for anyone. Teacher
pages and any updates or additional resources, including
hot links, are only available through Learning Village.
 If you are attending the Georgia Mathematics Conference
at Rock Eagle in October, come visit us. Our session is
Friday morning.
Feedback
Your comments are greatly appreciated:
http://ccgpsmathematics6-8.wikispaces.com/home
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Let 𝑥 = 0.746
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Let 𝑥 = 0.746
Then 100𝑥 = 74. 6 and 1000𝑥 = 746. 6
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Let 𝑥 = 0.746
Then 100𝑥 = 74. 6 and 1000𝑥 = 746. 6
Subtracting: 1000𝑥 = 746. 6
100𝑥 = 74. 6
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Let 𝑥 = 0.746
Then 100𝑥 = 74. 6 and 1000𝑥 = 746. 6
Subtracting: 1000𝑥 = 746. 6
100𝑥 = 74. 6
900𝑥 = 672
Unit 2 Challenges
Rewrite 0.746 as a fraction to show it is a rational number.
Let 𝑥 = 0.746
Then 100𝑥 = 74. 6 and 1000𝑥 = 746. 6
Subtracting: 1000𝑥 = 746. 6
100𝑥 = 74. 6
900𝑥 = 672
𝑥=
672
900
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
There must be an 𝑥 and a 𝑦 such that
𝑥2
2
< 39 < 𝑦 2
2
36 < 39 < 49
6 < 39 < 7
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
There must be an 𝑥 and a 𝑦 such that
𝑥2
2
< 39 < 𝑦 2
2
36 < 39 < 49
6 < 39 < 7
Since 39 is closer to 36, then 39 is closer to 6. We need to
look at values close to 6. So lets try 6.1 first.
6.12 = 37.21
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
There must be an 𝑥 and a 𝑦 such that
𝑥2
2
< 39 < 𝑦 2
2
36 < 39 < 49
6 < 39 < 7
Since 39 is closer to 36, then 39 is closer to 6. We need to look at values
close to 6. So lets try 6.1 first.
6.12 = 37.21
6.22 = 38.44
6.32 = 39.69
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
There must be an 𝑥 and a 𝑦 such that
𝑥2
2
< 39 < 𝑦 2
2
36 < 39 < 49
6 < 39 < 7
Since 39 is closer to 36, then 39 is closer to 6. We need to look at values
close to 6. So lets try 6.1 first.
6.12 = 37.21
6.22 = 38.44
6.32 = 39.69
6.2 < 39 < 6.3
Unit 2 Challenges
Determine a decimal approximation (to the nearest 10th) for 39
There must be an 𝑥 and a 𝑦 such that
𝑥2
2
< 39 < 𝑦 2
2
36 < 39 < 49
6 < 39 < 7
Since 39 is closer to 36, then 39 is closer to 6. We need to look at values
close to 6. So lets try 6.1 first.
6.12 = 37.21
6.22 = 38.44
6.32 = 39.69
6.2 < 39 < 6.3
39 ≈ 6.2
Unit 2 Challenges
Without using your calculator, order the following
numbers from least to greatest:
  12  ,
3
30 , 17 ,  2 2
Adapted from Illustrative Mathematics – 8.EE.2 & 8.NS.2 Irrational Numbers on the Number Line
Unit 2 Challenges
17
Unit 2 Challenges
17
4
16
5
4
25
5
Unit 2 Challenges
17
4
16
?
4
17
5
?
25
5
Unit 2 Challenges
17
4
16
?
4
17
 4.1
5
?
25
5
Unit 2 Challenges
3
30
Unit 2 Challenges
3
4
3
27
30
3
3
64
4
4
Unit 2 Challenges
3
3
27
30
4
?
3
3
30
?
?
64
4
4
Unit 2 Challenges
3
3
27
30
4
?
3
3
30
 3.1
?
?
64
4
4
Unit 2 Challenges
Without using your calculator, order the following
numbers from least to greatest:
-5
-4
-3
-2
-1
0
1
2
3
4
5
Unit 2 Challenges
Without using your calculator, order the following
numbers from least to greatest:
 2 2   12  
-5
-4
-3
-2
-1
3
0
1
2
30
3
17
4
5
Assessment
July 22, 2013 – State School Superintendent Dr. John Barge and Gov.
Nathan Deal announced today that Georgia is withdrawing from the
Partnership for Assessment of Readiness for College and Careers (PARCC)
test development consortium.
Instead, the Georgia Department of Education (GaDOE) will work with
educators across the state to create standardized tests aligned to Georgia’s
current academic standards in mathematics and English language arts for
elementary, middle and high school students. Additionally, Georgia will seek
opportunities to collaborate with other states.
The press release in its entirety can be found at: http://www.gadoe.org/External-Affairs-andPolicy/communications/Pages/PressReleaseDetails.aspx?PressView=default&pid=123
Resources
• GaDOE Resources
 Fall 2011 CCGPS Standards for Mathematical Practices Webinars https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
 Spring 2012 CCGPS Mathematics Professional Learning Sessions on GPB https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
2012 – 2013 CCGPS Mathematics Unit-by-Unit Webinar Series https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
Georgia Mathematics Teacher Forums - http://ccgpsmathematics6-8.wikispaces.com/
CCGPS Mathematics Frameworks and Comprehensive Course Overviews https://www.georgiastandards.org/Common-Core/Pages/Math-6-8.aspx
Mathematics Formative Assessment Lesson Videos https://www.georgiastandards.org/Common-Core/Pages/Mathematics-FormativeAssessment-Lessons-Videos.aspx
Resource List
The following list is provided as a
sample of available resources and
is for informational purposes only.
It is your responsibility to
investigate them to determine
their value and appropriateness
for your district. GaDOE does not
endorse or recommend the
purchase of or use of any
particular resource.
Resources
• CCGPS Resources
 SEDL videos - http://bit.ly/RwWTdc
or http://bit.ly/yyhvtc
 Illustrative Mathematics - http://www.illustrativemathematics.org/
 Dana Center's CCSS Toolbox - http://www.ccsstoolbox.com/
 Common Core Standards - http://www.corestandards.org/
 Tools for the Common Core Standards - http://commoncoretools.me/
 Phil Daro talks about the Common Core Mathematics Standards - http://bit.ly/URwOFT
 LearnZillion - http://learnzillion.com/
• Assessment Resources
Online Assessment System - http://bit.ly/OoyaK5
MAP - http://www.map.mathshell.org.uk/materials/index.php
 Illustrative Mathematics - http://illustrativemathematics.org/
 CCSS Toolbox: PARCC Prototyping Project - http://www.ccsstoolbox.org/
 Smarter Balanced - http://www.smarterbalanced.org/smarter-balanced-assessments/
 PARCC - http://www.parcconline.org/

Resources
Resources
• Professional Learning Resources
 Inside Mathematics- http://www.insidemathematics.org/
 Annenberg Learner - http://www.learner.org/index.html
 Edutopia – http://www.edutopia.org
 Teaching Channel - http://www.teachingchannel.org
 Ontario Ministry of Education - http://bit.ly/cGZlce
Achieve - http://www.achieve.org/
• Blogs
 Dan Meyer – http://blog.mrmeyer.com/
 Robert Kaplinsky - http://robertkaplinsky.com/
• Books
 Van De Walle & Lovin, Teaching Student-Centered Mathematics, Grades 5-8
Resources
http://robertkaplinsky.com/
Resources
http://robertkaplinsky.com/
Feedback
http://www.surveymonkey.com/s/WZKG5G2
James Pratt – jpratt@doe.k12.ga.us
Brooke Kline – bkline@doe.k12.ga.us
Thank You!
Please visit http://ccgpsmathematics6-8.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!
Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the 6-8 Mathematics email listserve.
Follow on Twitter!
Follow @GaDOEMath
Brooke Kline
Program Specialist (6‐12)
bkline@doe.k12.ga.us
James Pratt
Program Specialist (6-12)
jpratt@doe.k12.ga.us
These materials are for nonprofit educational purposes only.
Any other use may constitute copyright infringement.