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Quarter III 8th Grade Mathematics Content Overview

Quarter III 8th Grade Mathematics Content Overview. December 8, 2010 School Reform Team 4 Crystal Cuby Richardson. Respect the value of each individual’s contribution Reframe from sidebars Share the air Honor time limits Participate and take ownership No cell phones or checking e-mail

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Quarter III 8th Grade Mathematics Content Overview

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  1. Quarter III8th Grade Mathematics Content Overview December 8, 2010 School Reform Team 4 Crystal Cuby Richardson

  2. Respect the value of each individual’s contribution • Reframe from sidebars • Share the air • Honor time limits • Participate and take ownership • No cell phones or checking e-mail • Parking Lot Session Norms

  3. Session Goals Content Goals • Provide an overview of Quarter 3 Mathematics standards and elements. • Identify common misconceptions using SRT-4 Common Assessment Data Pedagogy Goals • Share and model Activating, Summarizing, and other formative assessment strategies to incorporate into daily practice. • Engage in GPS Task and activities through Stations, Menus and Choice Boards.

  4. Agenda – 8th Grade Q3 Part I: Data Talks Part II: Unit 5 Standards & Elements Review Standards-Based Lesson Lesson Design Part III: Session Summary Questions Evaluation

  5. 8th CRCT 2010 Domain

  6. 8th Grade 2010 Fall Benchmark

  7. 8th Grade Content Weights

  8. Standards & Elements Overview • M8A3 • M8A4 • M8D4

  9. Unit 5: Slippery Slope Model Lesson EQ: How can the properties of lines help me to understand graphing linear functions? How is a linear inequality like a linear equation? How are they different? Objective: I can develop solution sets for linear inequalities.

  10. Warm- Up: Read the question below: Mrs. Lopez bought gas at four different stations last month. The graph shows the number of gallons she bought and the total she paid at each station. Part 1: From looking at the graph, Jasmine says she can tell how the price of gas at station X compares to station Y, but Darius says this is not possible. Who is correct and why? Part 2: Can a comparison be made between gas at station X and Z? If so, what is the comparison. If not, why not?

  11. Unit 5: Slippery Slope Vocabulary Review • Using the cards at your table match the term with the definition and/or picture.

  12. Pre-Assessment Mrs. Ryan’s homeroom decided to sell baked goods in order to help raise money to buy winter coats for homeless children.  The graph below compares the amount of money raised to the number of hours selling the baked goods.  • At what rate did the students raise money? • I can determine the equation of this line. (Y/N) What is it? • Imagine this line is the boundary between making enough cookies to buy the coats or not. Where on the coordinate plane would indicate that you have made enough money for your purchase? Please describe.

  13. Mini Lesson • Shade It! • Promethean Lesson • Sample 1 • Sample 2

  14. Work Period: Stations • Graphing Review • GPS Task • Cholesterol – Good or Bad? • What would the graph look like? • Misconceptions

  15. Station 1: Graphing Review • Complete the graphing activities on the computer at the Promethean board. • Graphing Linear Equation Video (slope –intercept and intercept-intercept) • Slope – intercept only • Graphing Tutorial • Graphing Game 3. Graphing Inequality Overview Video

  16. Station 2: GPS Task (Pick One) • Choose to complete either: • Individual or Pair: • Cholesterol – Good or Bad? • Small group: • What Would the Graph Look Like?

  17. Station 3: Misconception Session Complete the exercises at the misconception station. You will need to correct and justify the results of each wrong answer.

  18. Closing: Exit Ticket 1. What is the equation of the line shown? 2. If the line shown is the boundary between making a profit or not at the school fair, shade the half-plane region that would indicate success of the fair. Why did you shade this region? 3. How is graphing linear inequality different from graphing a linear equation?

  19. Your Turn: Design a Lesson Choose a GPS task: 1. Staircases or Crossing the River 2. Complete the task using the appropriate resources (manipulatives) 3. Outline the necessary skills to complete the task. (What will students need to know to complete this – how can I differentiate this task) 4. Create a lesson using one of these tasks

  20. Session Summary Activity Strategy MapQ3 Grade 8: Slippery Slope Would I use this strategy again?

  21. Q & AEvaluations

  22. Thank You for your Participation ccrichardson@atlanta.k12.ga.us

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