Mathematics Progression: Grades 6 - 9
Mathematics 8 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to remove non-foundational outcomes and provide flexibility for responsive instruction.
Math 8 Retrieval Practice Grid A English, French Grid B English, French
Desmos Activities: Collection for Math 8 and Collection for Math 8 French Immersion
National Library of Virtual Manipulatives - Virtual Manipulatives sorted by Topic (Number and Operations, Algebra, Geometry, Measurement, Data Analysis & Probability) and grade level (Note: Resource is American, so topics may not align directly with Nova Scotia Curriculum).
SP01 Students will be expected to critique ways in which data is presented. [C, R, T, V]
Performance Indicators
SP01.01 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.
SP01.02 Identify the advantages and disadvantages of different graphs, including circle graphs, line graphs, bar graphs, and pictographs, in representing a given set of data.
SP01.03 Justify the choice of a graphical representation for a given situation and its corresponding data set.
SP01.04 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.
SP01.05 Explain how a given formatting choice could misrepresent the data.
SP01.06 Identify conclusions that are inconsistent with a given data set or graph, and explain the misinterpretation.
SP02 Students will be expected to solve problems involving the probability of independent events. [C, CN, PS, T]
Performance Indicators
SP02.01 Determine the probability of two given independent events, and verify the probability using a different strategy.
SP02.02 Generalize and apply a rule for determining the probability of independent events.
SP02.03 Solve a given problem that involves determining the probability of independent events.
SP01 On s’attend à ce que les élèves fassent la critique de façons de représenter des données. [C, R, T, V]
Indicateurs de rendement
SP01.01 Comparer les informations provenant d’un ensemble donné de diagrammes construits à partir des mêmes données, avec des diagrammes circulaires, des diagrammes linéaires, des diagrammes à bandes, des diagrammes à double bande et des pictogrammes, afin de déterminer les avantages et les désavantages de chaque diagramme.
SP01.02 Indiquer les avantages et les désavantages de différents diagrammes, notamment des diagrammes circulaires, des diagrammes linéaires, des diagrammes à bandes, des diagrammes à double bande, des pictogrammes, pour représenter un ensemble donné de données.
SP01.03 Justifier le choix d’une représentation graphique pour une situation donnée et l’ensemble de données qui lui correspond.
SP01.04 Expliquer en quoi le format d’un diagramme donné (taille des intervalles, largeur des bandes, représentation visuelle, etc.), peut entrainer l’interprétation erronée des données représentées.
SP01.05 Expliquer en quoi le choix d’un format donné peut mener à une fausse représentation des données.
SP01.06 Mettre en évidence les conclusions qui ne sont pas compatibles avec un ensemble de données ou un diagramme donné et expliquer pourquoi ces interprétations sont fautives.
SP02 On s’attend à ce que les élèves résolvent des problèmes faisant intervenir la probabilité d’évènements indépendants. [C, L, RP, T]
Indicateurs de rendement
SP02.01 Déterminer la probabilité de deux évènements indépendants donnés et vérifier cette probabilité à l’aide d’une stratégie différente.
SP02.02 Énoncer et appliquer une règle générale pour déterminer la probabilité d’évènements indépendants.
SP02.03 Résoudre un problème donné qui comprend la détermination de la probabilité d’évènements indépendants.
HRCE Rubrics for SP01, SP02 - These rubrics can be used for a variety of purposes such as a resource to create learning goals, a tool for student self assessment and on-going, formative assessment, creating report card comments, summative assessment of achievement, and/or as a support in giving descriptive feedback to students.
Online math tools: Grids, dot grids, expression mats, algebra tiles, base 10 blocks, number lines,
Additional Resources and Activities for SP01 (misleading graphs):
Stats Can Website - Statistics Canada is the national statistical office. The agency ensures Canadians have the key information on Canada's economy, society and environment that they require to function effectively as citizens and decision makers.
How to Spot a Misleading Graph: When they’re used well, graphs can help us intuitively grasp complex data. But as visual software has enabled more usage of graphs throughout all media, it has also made them easier to use in a careless or dishonest way — and as it turns out, there are plenty of ways graphs can mislead and outright manipulate. Lea Gaslowitz shares some things to look out for in this short 4 minute TED-Ed video.
How to Spot Visualization Lies from Flowing Data - It’s important to quickly decide if a graph is telling the truth. This a guide to help you spot the visualization lies.
Playing Around with Data Routines Part 1 - A routine where she slowly reveals the numbers, legends and titles of a graph and asks students what they notice and wonder about the graph as she goes. It slows the thinking down and focuses on sense-making rather than answer-getting
Additional Resources and Activities for SP02 (probability of independent events):
This outcome was deemed non-Foundational and has been removed from Mathematics 8 curriculum.