Math 10COverview
Grade 8 Math
Long Range Plan
Jo-Anna Meurs
Math 10C will include students from 10-3 in the classroom. There will be 15
students in 10C and 4 in 10-3. Math 10C has 7 units which follow the Alberta Program of
Studies. Classes will generally run in the same nature. Students will begin with a launch
activity to activate and assess prior knowledge. The class will then move into guided
notes and then an activity or practice problems. Students will be given time to work on
practice problems for the remainder of class. These will serve as their assignments and
should be handed in the next day. Some students may get farther along than other
students, but I will have a list that will be taken in for marks to see how are they are
doing. Assignments/practice problems will serve as both a formative and summative
assessment. Students are welcome to collaborate with peers when working on practice
problems. For this reason, assignments will not hold a lot of weight in students total
mark. Weekly quizzes and unit tests will make up the majority of their summative marks,
as well as their final exam which will be worth 30% of the total grade and a midterm
exam, worth 10% that will be written during review time.
My main goal in teaching mathematics is to help students learn problem solving
skills as well as building foundational knowledge that will assist them in solving real
world problems. Math will assist students in developing logical thinking in which they
can organize information clearly and concisely. In particular, Math 10C will provide
students a foundational knowledge base to solve problems regarding measurement,
trigonometry, and linear functions, while also allowing students to build upon their basic
arithmetic by delving into factors, products, roots, and powers.
Unit Overview
Chapter 1: Measurement
1.1 Imperial Measures if Length
1.2 Measuring Length and Distance
1.3 Relating SI and Imperial Units
1.4 Surface Area of Right Pyramids
and Right Cones
1.5 Volumes of Right Pyramids and
Right Cones
1.6 Surface Area and Volume of a
Sphere
1.7 Solving Problems Involving
Objects
Chapter 2: Trigonometry
2.1 The Tangent Ratio
2.2 Using the Tangent Ratio to
Calculate Lengths
2.3 Measuring an Inaccessible Height
2.4 The Sine and Cosine Ratios
2.5 Using the Sine and Cosine Ratios
to Calculate Lengths
2.6 Applying the Trigonometric Ratios
2.7 Solving Problems Involving More
than One Right Triangle
Chapter 3: Factors and Products
3.1 Factors and Multiples of Whole
Numbers
3.2 Perfect Squares, Perfect Cubes,
and Their Roots
3.3 Common Factors of a Polynomial
3.4 Modelling Trinomials as Binomial
Products
3.5 Polynomials of the Form
2
x + bx+ c
ax 2+ bx+ c
11 days
Sept. 6 - 20
10 days
Sept. 21
Oct. 5
11 days
Oct. 6 25
October 6:
Progress
Reports
Objectives
JoMaterials &
Resources
AN1. Demonstrate an
understanding of factors of whole
numbers by determining the:
Prime factors
Greatest common factor
Least common multiple
Square root
Cube root
AN4. Demonstrate an
understanding of the
multiplication of polynomial
expressions (limited to
monomials, binomials, and
trinomials), concretely, pictorially,
and symbolically.
Evaluation
Plan
- Whiteboard
Activities
(Formative)
- Games (Formative)
- Discussion
(Formative)
- Entrance/Exit Slips
(Formative)
- Quizzes (20%)
- Daily Assignments
(5%)
- Unit Test (35%)
- Whiteboard
Activities
(Formative)
- Games (Formative)
- Discussion
(Formative)
- Entrance/Exit Slips
(Formative)
- Quizzes (20%)
- Daily Assignments
(5%)
- Unit Test (35%)
10 days
Oct. 26Nov. 8
Nov. 4:
Report
Cards
AN5. Demonstrate an
understanding of common factors
and trinomial factoring,
concretely, pictorially, and
symbolically.
AN2. Demonstrate an
understanding of irrational
numbers by:
Representing, identifying,
and simplifying irrational
numbers
Ordering irrational
numbers
AN3. Demonstrate an
understanding of powers with
integral and rational exponents.
RF1. Interpret and explain the
relationships among data, graphs,
and situations
RF2. Demonstrate an
understanding of relations and
functions
10 days
Nov. 9- 24
Nov. 1617:
ParentTeacher
Interviews
- Whiteboard
Activities
Foundations and Pre(Formative)
Calculus:
- Games (Formative)
Mathematics 10
- Discussion
Whiteboards
(Formative)
Loose leaf
- Entrance/Exit Slips
Binders
(Formative)
Graphing Paper
- Quizzes (20%)
Graphing Calculators
- Daily Assignments
(5%)
- Unit Test (35%)
9 days
Nov. 28
Dec. 8
RF3. Demonstrate an
understanding of slope with
respect to:
Rise and run
Line segments and lines
Rate of change
Parallel lines
Perpendicular lines.
( y=mx+b)
General form ( Ax + Bx+C=0
Slopepoint form (
y y 1=m ( xx 1 ) ) to their
graphs.
RF7. Determine the equation of a linear
relation, given:
A graph
- Whiteboard
Activities
Foundations and Pre(Formative)
Calculus:
- Games (Formative)
Mathematics 10
- Discussion
Whiteboards
(Formative)
Loose leaf
- Entrance/Exit Slips
Binders
(Formative)
Graphing Paper
- Quizzes (20%)
Graphing Calculators
- Daily Assignments
(5%)
Unit Test (35%)
9 days
Dec. 12 22
- Whiteboard
Activities
Foundations and Pre(Formative)
Calculus:
- Games (Formative)
Mathematics 10
- Discussion
Whiteboards
(Formative)
Loose leaf
- Entrance/Exit Slips
Binders
(Formative)
Graphing Paper
- Quizzes (20%)
Graphing Calculators
- Daily Assignments
(5%)
- Unit Test (35%)