Mathematics 8

Long Range Plans

2014-2015

Mr. Shawn Allison

Mathematics 8

Long Range Plans

St. Mary’s School

2014-2015

Teacher:	Mr. Allison

Course Description:	Class Website: www.slallison.weebly.com

The new Mathematics 8 program encourages students to achieve the goals of mathematics education as well as embrace lifelong learning in mathematics. Students are encouraged to communicate in order to learn and express their understanding. Students will connect mathematical ideas to other concepts in mathematics, to everyday experiences, and to other disciplines. Fluency in mental mathematics and estimation will allow students to develop and apply new mathematical knowledge through problem solving. While developing their mathematical reasoning, students will also select and use technologies as tools for learning and for solving problems.

Text/Resources:

Math Makes Sense 8 (Text)

Resource Pack for Assessment for Learning in Mathematics

Developing Mathematical Fluency

Quick Draw 1 & 2

Western Canadian Protocol (Illustrative Examples)

Teacher developed resources/projects

Assorted Mathematics Manipulatives

Course Content:

Number Concepts	Patterns and Relations
Unit 1: Square Roots and the Pythagorean Theorem Unit 2: Integers Unit 3: Operations with Fractions Unit 5: Percent, Ratio, and Rate	Unit 6: Linear Equations and Graphing
Shape and Space	Statistics and Probability
Unit 4: Measuring Prisms and Cylinders Unit 8: Geometry	Unit 7: Data Analysis and Probability

Course Evaluation:

Unit Exams:	34%

Assignments and Quizzes:	33%

Projects	33%

100%

Materials:

-3-ring binder (2”) – (YOU WILL NEED A SEPARATE BINDER FOR MATH!)

-Loose-leaf and Graph Paper

-Geometry Set

-Duotangs (x3)

-Pencils, Red Pen, Eraser, Pencil Crayons, Ruler, Highlighter

-Scientific Calculator

-Student Agenda (THIS IS NOT AN OPTION AND MUST BE IN CLASS EVERYDAY!)

*Students MUST have these supplies in Mathematics at all times!

Classroom Expectations:

1.	Come to class on time! (If you are late and the door is	closed, knock once,	and wait quietly! – You will be expected to make up any/all missed class	time due to unexcused late arrivals.)

2.	Always be prepared! (NEVER COME TO CLASS EMPTY HANDED!)	Always have the correct binder, textbook, calculator, PENCIL and other	required materials.

3.	Complete all of your assignments. (All class work is your responsibility)

4.	Always remember:

Respect for self

Respect for others

Respect for our actions

5.	This classroom is a BULLY-FREE zone!

6. Communication with Parents will be done by email, phone or my website

www.slallison.weebly.com

Unit 1:	Square Roots and the Pythagorean Theorem

Strand:	General Outcome:
Number	Develop number sense

Unit Timeline:	September 1st – October 2nd (5 weeks)

Specific Outcome:	Indicator:
1. Demonstrate an understanding of perfect squares and square roots, concretely, pictorially, and symbolically. (limited to whole numbers.) [C, CN, R, V]	Represent a given perfect square as a square region, using materials such as grid paper or square shapes. Determine the factors of a given perfect square, and explain why one of the factors is the square root and the others are not. Determine whether or not a given number is a perfect square, using materials and strategies such as square shapes, grid paper or prime factorization, and explain the reasoning. Determine the square root of a given perfect square, and record it symbolically. Determine the square of a given number.
Resource(s):
Math Makes Sense Unit 1, Lesson 1.1, pp. 6–10; Unit 1, Lesson 1.2, pp. 11–16; Unit 1, Lesson 1.3, pp. 17–21; Unit 1, Lesson 1.5, pp. 31–36; Unit 1, Lesson 1.7, pp. 46–51; Unit 1, Unit Problem, pp. 60, 61

Specific Outcome:	Indicator:
2. Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers). [C, CN, ME, R, T] [ICT: P2–3.4]	Estimate the square root of a given number that is not a perfect square, using the roots of perfect squares as benchmarks. Approximate the square root of a given number that is not a perfect square, using technology; e.g., a calculator, a computer. Explain why the square root of a number shown on a calculator may be an approximation. Identify a number with a square root that is between two given numbers.
Resource(s):
Math Makes Sense Unit 1, Lesson 1.4, pp. 22–27; Unit 1, Game, p. 28; Unit 1, Technology Lesson, p. 29; Unit 1, Lesson 1.5, pp. 31–36; Unit 1, Lesson 1.7, pp. 46–51

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 1.1: Unit Rubric: Square Roots and the Pythagorean Theorem Master 1.2: Ongoing Observations: Square Roots and the Pythagorean Theorem PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 1.5: Reflecting on Learning PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Pythagorean Tree Project The Pythagorean Theorem W.S. Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 1.1: Unit Rubric: Square Roots and the Pythagorean Theorem Master 1.3: Performance Assessment Rubric: The Locker Problem Master 1.4: Unit Summary: Square Roots and the Pythagorean Theorem
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 4:	Measuring Prisms and Cylinders

Strand:	General Outcome:
Shape and Space (Measurement)	Use direct and indirect measurement to solve problems.

Unit Timeline:	October 3rd – November 7th (6 weeks)

Specific Outcome:	Indicator:
1. Develop and apply the Pythagorean theorem to solve problems. [CN, PS, R, T, V] [ICT: P2–3.4]	Model and explain the Pythagorean theorem concretely, pictorially or using technology. Explain, using examples, that the Pythagorean theorem applies only to right triangles. Determine whether or not a given triangle is a right triangle by applying the Pythagorean theorem. Determine the measure of the third side of a right triangle, given the measures of the other two sides, to solve a given problem. Solve a given problem that involves Pythagorean triples; e.g., 3, 4, 5 or 5, 12, 13.
Resource(s):
Math Makes Sense *Unit 1 Review* Unit 1, Lesson 1.5, pp. 31–36; Unit 1, Technology Lesson, pp. 37, 38; Unit 1, Lesson 1.6, pp. 39–45; Unit 1, Lesson 1.7, pp. 46–51; Unit 1, Unit Problem, pp. 60, 61

Specific Outcome:	Indicator:
2. Draw and construct nets for 3-D objects. [C, CN, PS, V]	Match a given net to the 3-D object it represents. Construct a 3-D object from a given net. Draw nets for a given right cylinder, right rectangular prism and right triangular prism, and verify by constructing the 3-D objects from the nets. Predict 3-D objects that can be created from a given net, and verify the prediction.
Resource(s):
Math Makes Sense Unit 4, Lesson 4.1, pp. 170–176; Unit 4, Lesson 4.2, pp. 177–182; Unit 4, Lesson 4.3, pp. 183–187; Unit 4, Lesson 4.4, pp. 188–193; Unit 4, Lesson 4.7, pp. 209–214

Specific Outcome:	Indicator:
3. Determine the surface area of: • right rectangular prisms • right triangular prisms • right cylinders to solve problems. [C, CN, PS, R, V]	Explain, using examples, the relationship between the area of 2-D shapes and the surface area of a given 3-D object. Identify all the faces of a given prism, including right rectangular and right triangular prisms. Identify all the faces of a given right cylinder. Describe and apply strategies for determining the surface area of a given right rectangular or right triangular prism. Describe and apply strategies for determining the surface area of a given right cylinder. Solve a given problem involving surface area.
Resource(s):
Math Makes Sense Unit 4, Lesson 4.3, pp. 183–187; Unit 4, Lesson 4.4, pp. 188–193; Unit 4, Lesson 4.7, pp. 209–214; Unit 4, Unit Problem, pp. 228, 229

Specific Outcome:	Indicator:
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders. [C, CN, PS, R, V]	Determine the volume of a given right prism, given the area of the base. Generalize and apply a rule for determining the volume of right cylinders. Explain the connection between the area of the base of a given right 3-D object and the formula for the volume of the object. Demonstrate that the orientation of a given 3-D object does not affect its volume. Apply a formula to solve a given problem involving the volume of a right cylinder or a right prism.
Resource(s):
Math Makes Sense Unit 4, Lesson 4.5, pp. 195–200; Unit 4, Game, p. 201; Unit 4, Lesson 4.6, pp. 202–208; Unit 4, Lesson 4.8, pp. 215–219; Unit 4, Unit Problem, pp. 228, 229

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 4.1: Unit Rubric: Measuring Prisms and Cylinders Master 4.2: Ongoing Observations: Measuring Prisms and Cylinders PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Reflect Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 4.5: Reflecting on Learning PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 5: A Good Place for Learning PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 4.1: Unit Rubric: Measuring Prisms and Cylinders Master 4.3: Performance Assessment Rubric: Prism Diorama Master 4.4: Unit Summary: Measuring Prisms and Cylinders
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 8:	Geometry

Strand:	General Outcome:
Shape and Space (3-D Objects and 2-D Shapes	Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.

Unit Timeline:	November 8th – December 6th (4 weeks)

Specific Outcome:	Indicator:
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms. [C, CN, R, T, V] [ICT: C6–3.4]	Draw and label the top, front and side views for a given 3-D object on isometric dot paper. Compare different views of a given 3-D object to the object. Predict the top, front and side views that will result from a described rotation (limited to multiples of 90º), and verify predictions. Draw and label the top, front and side views that result from a given rotation (limited to multiples of 90º). Build a 3-D block object given the top, front and side views, with or without the use of technology. Sketch and label the top, front and side views of a 3-D object in the environment, with or without the use of technology.
Resource(s):
Math Makes Sense Unit 8, Lesson 8.1, pp. 434–439; Unit 8, Technology Lesson, p. 440; Unit 8, Lesson 8.2, pp. 441–446; Unit 8, Lesson 8.3, pp. 447–453; Unit 8, Technology Lesson, p. 454

Strand:	General Outcome:
Shape and Space	Describe and analyze position and motion of objects and shapes.

Specific Outcome:	Indicator:
6. Demonstrate an understanding of the congruence of polygons. [CN, R, V]	Determine the coordinates of the vertices of an image following a given combination of transformations of the original figure. Draw the original figure and determine the coordinates of its vertices, given the coordinates of the image’s vertices and a description of the transformation (translation, rotation, reflection).
Resource(s):
Math Makes Sense Unit 8, Lesson 8.4, pp. 456–461; Unit 8, Lesson 8.5, pp. 462–469; Unit 8, Game, p. 470; Unit 8, Lesson 8.6, pp. 471–478; Unit 8, Technology Lesson, p. 479; Unit 8, Unit Problem, pp. 488, 489

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 8.1: Unit Rubric: Geometry Master 8.2: Ongoing Observations: Geometry PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 8.5: Reflecting on Learning: Unit 08 PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 8.1: Unit Rubric: Geometry Master 8.3: Performance Assessment Rubric: Creating Tessellating Designs Master 8.4: Unit Summary: Geometry
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 3:	Operations with Fractions

Strand:	General Outcome:
Number	Develop Number Sense

Unit Timeline:	January 3rd – February 7th (5 weeks)

Specific Outcome:	Indicator:
6. Demonstrate an understanding of multiplying and dividing positive fractions and mixed numbers, concretely, pictorially and symbolically. [C, CN, ME, PS]	Identify the operation required to solve a given problem involving positive fractions. Provide a context that requires the multiplying of two given positive fractions. Provide a context that requires the dividing of two given positive fractions. Estimate the product of two given positive proper fractions to determine if the product will be closer to 0, 1/2 or 1. Estimate the quotient of two given positive fractions, and compare the estimate to whole number benchmarks. Express a given positive mixed number as an improper fraction and a given positive improper fraction as a mixed number. Model multiplication of a positive fraction by a whole number concretely or pictorially, and record the process. Model multiplication of a positive fraction by a positive fraction concretely or pictorially, using an area model, and record the process. Model division of a positive proper fraction by a whole number concretely or pictorially, and record the process. Model division of a whole number by a positive proper fraction concretely or pictorially, using an area model, and record the process. Model division of a positive proper fraction by a positive proper fraction pictorially, and record the process. Generalize and apply rules for multiplying and dividing positive fractions, including mixed numbers. Solve a given problem involving positive fractions, taking into consideration order of operations (limited to problems with positive solutions). Apply a personal strategy to solve, symbolically, a given division problem involving improper fractions. Refine personal strategies to increase their efficiency.
Resource(s):
Math Makes Sense Unit 3, Lesson 3.1, pp. 104–109; Unit 3, Lesson 3.2, pp. 110–114; Unit 3, Lesson 3.3, pp. 115–120; Unit 3, Lesson 3.4, pp. 121–126; Unit 3, Game, p. 127; Unit 3, Lesson 3.5, pp. 129–134; Unit 3, Lesson 3.6, pp. 135–140; Unit 3, Lesson 3.7, pp. 141–146; Unit 3, Lesson 3.8, pp. 147–152; Unit 3, Lesson 3.9, pp. 153–155; Unit 3, Unit Problem, pp. 164, 165

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice –Assessment Focus Questions	Master 3.1: Unit Rubric: Operations with Fractions Master 3.2: Ongoing Observations: Operations with Fractions PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 3.5: Reflecting on Learning PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 3.1: Unit Rubric: Operations with Fractions Master 3.3: Performance Assessment Rubric: Sierpinski Triangle Master 3.4: Unit Summary: Operations with Fractions
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 5:	Percent, Ratio, and Rate

Strand:	General Outcome:
Number	Develop Number Sense

Unit Timeline:	February 8st – March 19th ( 6 weeks)

Specific Outcome:	Indicator:
3. Demonstrate an understanding of percents greater than or equal to 0%, including greater than 100%. [CN, PS, R, V]	Provide a context where a percent may be more than 100% or between 0% and 1%. Represent a given fractional percent, using grid paper. Represent a given percent greater than 100%, using grid paper. Determine the percent represented by a given shaded region on a grid, and record it in decimal, fraction and percent form. Express a given percent in decimal or fraction form. Express a given decimal in percent or fraction form. Express a given fraction in decimal or percent form. Solve a given problem involving percents. Solve a given problem involving combined percents, e.g., addition of percents, such as GST + PST. Solve a given problem that involves finding the percent of a percent; e.g., “A population increased by 10% one year and by 15% the next year. Explain why there was not a 25%increase in population over the two years.”
Resource(s):
Math Makes Sense Unit 5, Lesson 5.1, pp. 234–241; Unit 5, Lesson 5.2, pp. 242–247; Unit 5, Lesson 5.3, pp. 248–255; Unit 5, Lesson 5.4, pp. 256–262

Specific Outcome:	Indicator:
4. Demonstrate an understanding of ratio and rate. [C, CN, V]	Express a two-term ratio from a given context in the forms 3:5 or 3 to 5. Express a three-term ratio from a given context in the forms 4:7:3 or 4 to 7 to 3. Express a part to part ratio as a part to whole fraction; e.g., frozen juice to water: 1 can concentrate to 4 cans of water can be represented as 1/5 which is the ratio of concentrate to solution, or 4/5, which is the ratio of water to solution. Identify and describe ratios and rates (including unit rates) from real-life examples, and record them symbolically. Express a given rate, using words or symbols; e.g., 20 L per 100 km or 20 L/100 km. Express a given ratio as a percent, and explain why a rate cannot be represented as a percent.
Resource(s):
Math Makes Sense Unit 5, Lesson 5.5, pp. 264–268; Unit 5, Lesson 5.6, pp. 269–275; Unit 5, Game, p. 278; Unit 5, Lesson 5.7, pp. 279–286; Unit 5, Lesson 5.8, pp. 287–293; Unit 5, Lesson 5.9, pp. 294–299; Unit 5, Lesson 5.10, pp. 300–306; Unit 5, Unit Problem, pp. 314, 315

Specific Outcome:	Indicator:
5. Solve problems that involve rates, ratios and proportional reasoning. [C, CN, PS, R]	Explain the meaning of a/b within a given context. Provide a context in which a/b represents a: fraction rate ratio quotient probability. Solve a given problem involving rate, ratio or percent.
Resource(s):
Math Makes Sense Unit 5, Lesson 5.5, pp. 264–268; Unit 5, Lesson 5.6, pp. 269–275; Unit 5, Lesson 5.7, pp. 279–286; Unit 5, Lesson 5.8, pp. 287–293; Unit 5, Lesson 5.9, pp. 294–299; Unit 5, Lesson 5.10, pp. 300–306; Unit 5, Unit Problem, pp. 314, 315

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 5.1: Unit Rubric: Percent, Ratio, and Rate Master 5.2: Ongoing Observations: Percent, Ratio, and Rate PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 5.5: Reflecting on Learning: Unit 5 PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 5.1: Unit Rubric: Percent, Ratio, and Rate Master 5.3: Performance Assessment Rubric: What Is the Smartest, Fastest, Oldest? Master 5.4: Unit Summary: Percent, Ratio, and Rate
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 2:	Integers

Strand:	General Outcome:
Number	Develop Number Sense

Unit Timeline:	March 21st – April 11th (4 weeks)

Specific Outcome:	Indicator:
7. Demonstrate an understanding of multiplication and division of integers, concretely, pictorially and symbolically. [C, CN, PS, R, V]	Identify the operation required to solve a given problem involving integers. Provide a context that requires multiplying two integers. Provide a context that requires dividing two integers. Model the process of multiplying two integers, using concrete materials or pictorial representations, and record the process. Model the process of dividing an integer by an integer, using concrete materials or pictorial representations, and record the process. Generalize and apply a rule for determining the sign of the product and quotient of integers. Solve a given problem involving the division of integers (2-digit by 1-digit) without the use of technology. Solve a given problem involving the division of integers (2-digit by 2-digit) with the use of technology. Solve a given problem involving integers, taking into consideration order of operations.
Resource(s):
Math Makes Sense Unit 2, Lesson 2.1, pp. 64–69; Unit 2, Lesson 2.2, pp. 70–75; Unit 2, Game, p. 76; Unit 2, Lesson 2.3, pp. 77–82; Unit 2, Lesson 2.4, pp. 84–89; Unit 2, Lesson 2.5, pp. 90–93; Unit 2, Unit Problem, pp. 100, 101

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 2.1: Unit Rubric: Integers Master 2.2: Ongoing Observations: Integers PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 2.5: Reflecting on Learning PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 2.1: Unit Rubric: Integers Master 2.3: Performance Assessment Rubric: Charity Golf Tournament Master 2.4: Unit Summary: Integers
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 6:	Linear Equations and Graphing

Strand:	General Outcome:
Patterns and Relations	Use patterns to describe the world and to solve problems.

Unit Timeline:	April 18th – May 9th (4 weeks)

Specific Outcome:	Indicator:
1. Graph and analyze two-variable linear relations. [C, ME, PS, R, T, V] [ICT: P2–3.3]	Determine the missing value in an ordered pair for a given equation. Create a table of values by substituting values for a variable in the equation of a given linear relation. Construct a graph from the equation of a given linear relation (limited to discrete data). Describe the relationship between the variables of a given graph.
Resource(s):
Math Makes Sense Unit 6, Lesson 6.6, pp. 351–358; Unit 6, Lesson 6.7, pp. 359–365; Unit 6, Technology Lesson, pp. 366, 367; Unit 6, Unit Problem, pp. 376, 377

Strand:	General Outcome:
Patterns and Relations	Represent algebraic expressions in multiple ways.

Specific Outcome:	Indicator:
2. Model and solve problems, concretely, pictorially and symbolically, using linear equations of the form: where a, b and c are integers.	Model a given problem with a linear equation; and solve the equation, using concrete models, e.g., counters, integer tiles. Verify the solution to a given linear equation, using a variety of methods, including concrete materials, diagrams and substitution. Draw a visual representation of the steps used to solve a given linear equation, and record each step symbolically. Solve a given linear equation symbolically. Identify and correct an error in a given incorrect solution of a linear equation. Apply the distributive property to solve a given linear equation; e.g., 2(x + 3) = 5 is equivalent to 2x + 6 = 5. Solve a given problem, using a linear equation, and record the process.
Resource(s):
Math Makes Sense Unit 6, Lesson 6.1, pp. 318–326; Unit 6, Lesson 6.2, pp. 327–332; Unit 6, Lesson 6.3, pp. 333–337; Unit 6, Lesson 6.4, pp. 338–343; Unit 6, Lesson 6.5, pp. 344–348; Unit 6, Game, p. 349; Unit 6, Unit Problem, pp. 376, 377

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 6.1: Unit Rubric: Linear Equations and Graphing Master 6.2: Ongoing Observations: Linear Equations and Graphing PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 6.5: Reflecting on Learning PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 6.1: Unit Rubric: Linear Equations and Graphing Master 6.3: Performance Assessment Rubric: Planning a Ski Trip Master 6.4: Unit Summary: Linear Equations and Graphing
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills

Unit 7:	Data Analysis

Strand:	General Outcome:
Statistics and Probability	Collect, display, and analyze data to solve problems.

Unit Timeline:	May 10th – May 31st (4 weeks)

Specific Outcome:	Indicator:
1. Critique ways in which data is presented in circle graphs, line graphs, bar graphs and pictographs. [C, R, T, V] [ICT: C7–3.1, C7–3.2, F4–3.3]	Compare information provided for the same data set by a given set of graphs, including circle graphs, line graphs, bar graphs and pictographs, to determine the strengths and limitations of each graph. Identify the advantages and disadvantages of different graphs, including circle graphs, line graphs, bar graphs and pictographs, in representing a given set of data. Justify the choice of a graphical representation for a given situation and its corresponding data set. Explain how the format of a given graph, such as the size of the intervals, the width of the bars and the visual representation, may lead to misinterpretation of the data. Explain how a given formatting choice could misrepresent the data. Identify conclusions that are inconsistent with a given data set or graph, and explain the misinterpretation.
Resource(s):
Math Makes Sense Unit 7, Lesson 7.1, pp. 382–390; Unit 7, Technology Lesson, pp. 391–393; Unit 7, Lesson 7.2, pp. 394–402; Unit 7, Technology Lesson, pp. 403–405; Unit 7, Unit Problem, pp. 430, 431

Specific Outcome:	Indicator:
2. Solve problems involving the probability of independent events. [C, CN, PS, T] [ICT: P2–3.4]	Determine the probability of two given independent events; and verify the probability, using a different strategy. Generalize and apply a rule for determining the probability of independent events. Solve a given problem that involves determining the probability of independent events.
Resource(s):
Math Makes Sense Unit 7, Lesson 7.3, pp. 407–413; Unit 7, Game, p. 416; Unit 7, Lesson 7.4, pp. 417–422; Unit 7, Technology Lesson, p. 423; Unit 7, Unit Problem, pp. 430, 431

Purpose	Tools and Process	Recording and Reporting
Assessment for Learning	Unit Launch Question; conference; scaffold problems throughout the unit Investigate – Ongoing Assessment: Observe and Listen Investigate – Reflect and Share Practice – Assessment Focus Questions	Master 7.1: Unit Rubric: Data Analysis and Probability Master 7.2: Ongoing Observations: Data Analysis and Probability PM 1: Inquiry Process Checklist PM 11: Observation Record 1 PM 12: Observation Record 2 PM 13: Conference Prompts PM 14: Work Sample Records
Assessment as Learning	Discuss the Ideas Reflect Reflect on Your Learning Practice – Assessment Focus Questions Prompt student’s self-assessment Review student work; provide feedback; scaffold as needed; select key pieces	Master 7.5: Reflecting on Learning: Unit 7 PM 2: Self-Assessment PM 3: Self-Assessment: Problem Solving PM 4: Think Mathematics PM 5: A Good Place for Learning PM 6: Before I Start PM 7: Check Your Understanding PM 8: Reflecting on My Work
Assessment of Learning	Unit Review Unit Problem – Performance Assessment Unit Test Review assessment records; add unit results to ongoing records	Master 7.1: Unit Rubric: Data Analysis and Probability Master 7.3: Performance Assessment Rubric: Promoting Your Cereal Master 7.4: Unit Summary: Data Analysis and Probability
Learning Skills/ Mathematical Dispositions	Observe and record throughout the unit	PM 9: Learning Skills Checklist PM 10: Mathematical Dispositions and Learning Skills