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Grade 8 Math

Long Range Plan


Jo-Anna Meurs

Math 10C Long Range Plan


September December 2016
Jo-Anna Meurs

Content to be Taught (Scope)


Strand: Measurement
General Outcome: Develop spatial sense and proportional reasoning
Overview: Students will be taught: to solve problems that involve linear measurement using SI
and imperial units of measure, estimation strategies and measurement strategies; to apply
proportional reasoning to problems that involve conversions between units of measure; to solve
problems that involve the surface area and volume of 3-D objects, including, right cones, right
cylinders, right prisms, right pyramids, and spheres; to develop and apply the primary
trigonometric ratios to solve problems that involve right triangles.
Chapters 1, 2
Strand: Algebra and Number
General Outcome: Develop algebraic reasoning and number sense.
Overview: Students will be taught: to demonstrate an understanding of factors of whole numbers
by determining the prime factors, greatest common factor, least common multiple, square root and
cube root; to demonstrate an understanding of irrational numbers by representing, identifying,
simplifying and ordering irrational numbers; to demonstrate an understanding of powers with
integral and rational exponents; to demonstrate an understanding of the multiplication of
polynomial expressions, concretely, pictorially, and symbolically; to demonstrate an understanding
of common factors and trinomial factoring, concretely, pictorially, and symbolically.
Chapters 3, 4
Strand: Relations and Functions
General Outcome: Develop algebraic and geographical reasoning through the study of relations
Overview: Students will be taught: to interpret and explain the relationships among data, graphs
and situations; to demonstrate an understanding of relations and functions; to demonstrate an
understanding of slope with respect to rise and run, line segments and lines, rate of change,
parallel lines, and perpendicular lines; to describe and represent linear relations using words,
ordered pairs, tables of values, graphs, and equations; to determine the characteristics of the
graphs of linear relations, including the intercepts, slope, domain, and range; to relate linear
relations, expressed in slope-intercept form, general form, and slope-point form, to their graphs;
to determine the equation of a linear relation, given a graph, a point and the slope, two points,
and a point and the equation of a parallel or perpendicular line, to solve problems; to represent a
linear function using function notation; to solve problems that involve systems of linear equations
in two variables, graphically and algebraically.
Chapters 5,6,7

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

Math 10C Semester Plan


Chapter Title and Specifics

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

3.6 Polynomials of the Form

ax 2+ bx+ c

3.7 Multiplying Polynomials


3.8 Factoring Special Polynomials

September December 2016


Anna Meurs
Duration

11 days
Sept. 6 - 20

10 days
Sept. 21
Oct. 5

11 days
Oct. 6 25
October 6:
Progress
Reports

Objectives

JoMaterials &
Resources

M1. Solve Problems that involve


linear measurement, using:
SI and imperial units of
measure
Estimation strategies
Measurement strategies
M2. Apply proportional reasoning - Foundations and Preto problems that involve
Calculus:
conversions between SI and
Mathematics 10
imperial units of measure
- Whiteboards
- Loose leaf
M3. Solve problems Involving
- Binders
- Graphing Paper
- Graphing Calculators
M4. Develop and apply the
primary trigonometric rations
(sine, cosine, tangent) to solve
problems that involve right
triangles.

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.

- Foundations and PreCalculus:


Mathematics 10
- Whiteboards
- Loose leaf
- Binders
- Graphing Paper
- Graphing Calculators

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%)

Chapter 4: Roots and Powers


4.1 Estimating Roots
4.2 Irrational Numbers
4.3 Mixed and Entire Radicals
4.4 Fractional Exponents and Radicals
4.5 Negative Exponents and
Reciprocals
4.6 Applying the Exponent Laws

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

Chapter 5: Relations and


Functions
5.1 Representing Relations
5.2 Properties of Functions
5.3 Interpreting and Sketching
Graphs
5.4 Graphing Data
5.5 Graphs of Relations and Functions
5.6 Properties of Linear Relations
5.7 Interpreting Graphs of Linear
Functions

10 days
Nov. 9- 24
Nov. 1617:
ParentTeacher
Interviews

RF4. Describe and represent


linear relations using:
Words
Ordered pairs
Tables of values
Graphs
Equations
RF5. Determine the
characteristics of the graphs of
linear relations, including the:
Intercepts
Slope
Domain
Range
RF8. Represent a linear function
using fraction notation.

- 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%)

Chapter 6: Linear Functions


6.1 Slope of a Line
6.2 Slopes of Parallel and
Perpendicular Lines
6.3 Investigating Graphs of Linear
Functions
6.4 Slope Intercept Form of the
Equation for a Linear Function
6.5 Slope Point Form of the
Equation for a Linear Function
6.6 General Form of the Equation for
a Linear Relation

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.

RF5. Determine the


characteristics of the graphs of
linear relations, including the:
Intercepts
Slope
Domain
Range
RF6. Relate linear relations
expressed in:
Slopeintercept form

( 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

A point and the slope


Two points
A point and the equation of a parallel or
perpendicular line
to solve problems.

- 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%)

Chapter 7: Systems of Linear


Equations
7.1 Developing Systems of Linear
Equations
7.2 Solving a System of Linear
Equations Graphically
7.3 Using Graphing Technology to
Solve a System of Linear
Equations
7.4 Using a Substitution Strategy
to Solve a System of Linear
Equations
7.5 Using an Elimination Strategy
to Solve a System of Linear
Equations
7.6 Properties of Systems of Linear
Equations.

9 days
Dec. 12 22

Summative Evaluation Plan:


Unit Tests .. 35%
Quizzes . 20%
Daily Assignments . 5%
Midterm Exam.. 10%
Final Exam 30%

RF9. Solve problems that involve


systems of linear equations in two
variables, graphically, and
algebraically.
-

- 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%)