Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
Curriculum Coverage in Mathematics for the 2013-14 School Year as Outlined by TNCore (TN transition to Common Core)
The following Dropped SPIs will NOT appear on the 2013-2014 TCAP Exam.
8th Grade Dropped SPI’s:
SPI 0806.3.3 Solve and graph linear inequalities in two variables.
SPI 0806.4.4 Convert between and within the U.S. Customary System and the metric system.
SPI 0806.4.5 Identify the intersection of two or more geometric figures in the plane.
SPI 0806.5.1 Calculate probabilities of events for simple experiments with equally probable outcomes.
SPI 0806.5.2 Use a variety of methods to compute probabilities for compound events (e.g., multiplication, organized lists, tree diagrams, area models).
TNCore recommends the following:
 Stop teaching the dropped SPIs
 Spend 60-75% of the year on the TNCore Focus Clusters listed below (The Focus Clusters are identified in red throughout the map.)
8.EE Understand the connections between proportional
8.EE Analyze and solve linear equations and pairs of simultaneous
relationships, lines, and linear equations (5, 6)
linear equations (7, 8)
8.F Define, evaluate, and compare functions (1, 2, 3)
8.F Use functions to model relationships between quantities (4, 5)
The Standards for Mathematical Practice
MP1. Make sense of problems
MP2. Reason abstractly and
and persevere in solving them.
quantitatively.
MP5. Use appropriate tools
strategically.
MP3. Construct viable
arguments and critique the
reasoning of others.
MP7. Look for and make use of
structure.
MP6. Attend to precision.
MP4. Model with mathematics.
MP8. Look for and express
regularity in repeated reasoning.
PARCC
Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for mathematics to serve as
a bridge between the Common Core State Standards and the PARCC assessments. The 2013-14 school year is the final year to prepare for the PARCC
assessment, which will replace TCAP/EOC in 2014-15. Constructed Response Assessments (CRA) will be administered in grades 1 through 8, as well as
Algebra I, Algebra II, and Geometry.
Course emphases for PARCC Assessments are indicated by:
 Major Content
 Supporting Content
o Additional Content
PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

Supporting Content
o
Additional Content
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Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
Common Core State Standards
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State Performance Indicators (SPIs)
Chapter 4 – Exponents and Roots
(Allow 3.5 weeks for instruction, review, and assessment)
√ 0806.2.1 Recognize and use exponential, scientific,
8.EE.A.1 Know and apply the properties of integer
and calculator notation.
exponents to generate equivalent numerical
√ 0806.2.6 Simplify expressions using the laws of
expressions.
exponents.
√ 0806.2.6 Simplify expressions using the laws of
8.EE.A.1 (See Lesson 4-1)
exponents.
SPI 0806.2.3 Use scientific notation to compute
8.EE.A.3 Use numbers expressed in the form of a
products and quotients.
single digit times an integer power of 10 to estimate
very large or very small quantities, and to express how SPI 0806.2.4 Solve real-world problems requiring
scientific notation.
many times as much one is than the other.
8.EE.A.4 Perform operations with numbers expressed
in scientific notation, including problems where both
decimal and scientific notation are used.
√ 0806.3.2 Represent algebraic relationships with
8.EE.A.2 Use square root and cube root symbols to
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represent solutions to equations of the form x = p and equations and inequalities.
x3 = p, where p is a positive rational number.
8.NS.A.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.NS.A.1 Know that numbers that are not rational are
called irrational.
 8.EE.A.2 Know that √2 is irrational.
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PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

SPI 0806.2.1 Order and compare rational and
irrational numbers and locate on the number line.
√ 0806.2.2 Square numbers and simplify square
roots.
SPI 0806.2.2 Identify numbers and square roots as
rational or irrational.
Supporting Content
o
Additional Content
Content & Tasks
4-1: Exponents
4-2 Integer Exponents
Task: Exploring Powers of Ten
Task: A Few Folds
4-3 Properties of Exponents
Task: Alien Attack
4-4 Scientific Notation
AT A-1 Operations on Numbers in
Scientific Notation
Task: 100 People
Task: A Million Dollars
4-5 Squares and Square Roots
AT A-2 Square Roots and Cube
Roots
Task: Cube Hotel
Cube Hotel Lesson Plan
4-6 Estimating Square Roots
4-6 Extension Simplifying Square
Roots
Irrational Numbers on the Number
Line
4-7 The Real Number System
Task: Rational or Irrational
Reasoning
Rational vs Irrational Activity
Rational vs Irrational Game
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Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
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8.G.B.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.B.6 Explain a proof of the Pythagorean
Theorem and its converse.
8.G.B.8 Apply the Pythagorean Theorem to find
the distance between two points in a coordinate
system.
SPI 0806.4.1 Use the Pythagorean Theorem to solve
contextual problems.
4-8 The Pythagorean Theorem
Task: Jane’s TV
Shodor Manipulatives
SPI 0806.4.2 Apply the Pythagorean theorem to find 4-9 Applying the Pythagorean
distances between points in the coordinate plane to
Theorem and Its Converse
measure lengths and analyze polygons and polyhedra. Task: As the Crow Flies
Task: Fire in Pythagorville
Pythgorville Map
Chapter 7 – Foundations of Geometry
(Allow 2 weeks for instruction, review, and assessment)
8.G.A.5 Use informal arguments to establish facts SPI 0806.4.3 Find measures of the angles formed by
7-2 Parallel Lines and
about the angles created when parallel lines are cut parallel lines cut by a transversal.
Perpendicular Lines
by a transversal.
Task: Lunch Lines
8.G.A.5 Use informal arguments to establish facts
7-3 Triangles
about the angle sum and exterior angle of triangles.
Task: Find the Angle
8.G.A.2 Understand that a two-dimensional figure
7-6 Congruence
is congruent to another if the second can be
Task: Similar Triangles
obtained from the first by a sequence of rotations,
Task: Window "Pain"
reflections, and translations; given two congruent
figures, describe a sequence that exhibits the
congruence between them.
PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

Supporting Content
o
Additional Content
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Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
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8.G.A.1 Verify experimentally the properties of
rotations, reflections, and translations.
 8.G.A.2 (See Lesson 7-6)
 8.G.A.3 Describe the effect of dilations,
translations, rotations, and reflections on twodimensional figures using coordinates.
 8.G.A.4 Understand that a two-dimensional figure
is similar to another if the second can be obtained
from the first by a sequence of rotations,
reflections, translations, and dilations; given two
similar two-dimensional figures, describe a
sequence that exhibits the similarity between them.
 8.G.A.5 (See Lesson 7-3)
Chapter 8 – Perimeter, Area, and Volume
(Allow 1.5 weeks for instruction, review, and assessment)
o 8.G.C.9 Know the formulas for the volumes of
cones, cylinders, and spheres and use them to
solve real-world and mathematical problems.
7-7 Transformations
7-7A Similarity and Congruence
Transformations
7-7B Identifying Combined
Transformations
Task: Dilations in the Coordinate
Plane
Task: Aaron's Design
Task: Coordinating Reflections
Learnzillion 8.G.A.3
Illustrative Math 8.G.A.3
o 8.G.C.9 (See lesson 8-5)
8-6 Volume of Pyramids and Cones
8-6 Hands on Lab
Task: Matchsticks
Task: Comparing Snow Cones
8-9 Spheres
o 8.G.C.9 (See lesson 8-5)
Chapter 9 – Data and Statistics
(Allow 2 weeks for instruction, review, and assessment)
SPI 0806.5.4 Recognize misrepresentations of
published data in the media.
√ 0806.5.6 Use observations about differences
between two or more samples to make conjectures
about the populations from which the samples were
taken.
PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

Supporting Content
o
Additional Content
8-5 Volume of Prisms and
Cylinders
8-5 Hands on Lab
9-1 Samples and Surveys (Review
if Needed)
9-2 Identifying Sampling Errors
and Bias
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Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
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8.SP.A.1 Construct and interpret scatter plots for
bivariate measurement data to investigate patterns of
association between two quantities.
8.SP.A.2 Know that straight lines are widely used to
model relationships between two quantitative
variables.
8.SP.A.3 Use the equation of a linear model to solve
problems in the context of bivariate measurement data,
interpreting the slope and intercept.
8.SP.A.4 Understand that patterns of association can
also be seen in bivariate categorical data by displaying
frequencies and relative frequencies in a two-way
table.
PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

SPI 0806.5.4 Recognize misrepresentations of
published data in the media.
√ 0806.5.8 Consider the source, design, analysis, and
display of data to evaluate statistics reported in the
media.
SPI 0806.5.3 Generalize the relationship between two
sets of data using scatterplots and lines of best fit.
Supporting Content
9-8 Misleading Graphs and
Statistics
9-9 Scatter Plots
Task: Birds' Eggs
Task: Scatter Diagram
Two-Way Tables
Lesson
o
Additional Content
5
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Holt McDougal 8th Grade Mathematics 3rd Nine Weeks
2013-2014
Khan Academy/Common Core
Mathematics Performance Task Bank
Resource Toolbox:
Additional Resources
Holt, Course 3 Text Resources
BrainPop
Virtual Nerd
Khan Academy
Internet 4 Classrooms
Teacher Tube
Kuta Software
Illuminations
TI-Inspire for Middle Grades
TI-Inspire Activity Exchange
The Futures Channel
STEM Resources
Formative Assessment
Discovery Education
All SPI Example Questions
Common Core
Common Core Standards
TN Core
CCSS Tool Box
Common Core 360
Mathematics Assessment Project
New York Common Core Library
Illustrative Mathematics
LearnZillion
Howard County Schools Resources
Common Core Curriculum 8th Grade Math Resources
http://www.tn.gov/education/ci/math/index.shtml
http://www.tn.gov/education/assessment/ach_prof_level.shtml
http://www.tn.gov/education/assessment/ach_samplers.shtml
www.insidemathemaics.org
Common Core Standards - Mathematics
Common Core Standards - Mathematics Appendix A
TN Core
http://www.ccsstoolbox.org/
PARCC Model Content Frameworks
 Major Content
Common Core Focus Clusters/Standards

Supporting Content
o
Additional Content
6
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