How can mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace?
How does a transformation impact a figure in terms of congruence and similarity?
What is a transformation, translation, rotation, reflection, and/or dilation?
What is the difference between an image and a preimage?
What is the difference between congruence and similarity?
What is the scale factor?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: NY-8.G.1, NY-8.G.1a, NY-8.G.1b, NY-8.G.1c, NY-8.G.2, NY-8.G.3, NY-8.G.4
How can I solve for an unknown quantity when provided known quantities?
How do you get the variable by itself?
Can there be no solution or infinitely many solutions?
What is the difference between an expression and an equation?
What relationship can be created with an exterior angle of a triangle?
What type of angles does a transversal create?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Expressions, Equations, and Inequalities: NY-8.EE.7, NY-8.EE.7a, NY-8.EE.7b
Geometry: NY-8.G.5
How can we use given data to identify a pattern that leads to an equation to help predict future or other data points?
What is a unit rate and its connection to slope?
Explain how to create a linear equation?
What can you interpret from the graph?
Define input, output, domain, range, relation and a function?
What is the y-intercept?
Interpret the rate of change?
How can we model this situation?
What is a system of equations?
What does the intersection represent?
Can you solve a system algebraically?
Can we create a system based on given situation with two unknowns?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Functions: NY-8.F.1, NY-8.F.2, NY-8.F.3, NY-8.F.4, NY-8.F.5
Expressions, Equations, and Inequalities: NY-8.EE.5, NY-8.EE.6, NY-8.EE.8, NY-8.EE.8a, NY-8.EE.8b, NY-8.EE.8c
Can we make a connection or correlation between data points to make accurate predictions?
What is a scatter plot and what can it tell us?
Do you notice a trend?
What is a two-way table?
How can we read this chart?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Statistics and Probability: NY-8.SP.1, NY-8.SP.2, NY-8.SP.3
Functions: NY-8.F.4
Statistics and Probability: Interpreting Categorical and Quantitative Data: AI-S.ID.5
How can we prove that Pythagorean Theorem works for all right triangles?
What is an irrational number?
What is a square root, cube root or perfect square?
Define a Pythagorean Triple?
Besides in a given right triangles, where else can we use Pythagorean Theorem?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
The Number System: NY-8.NS.1, NY-8.NS.2
Expressions, Equations, and Inequalities: NY-8.EE.2
Geometry: NY-8.G.6, NY-8.G.7, NY-8.G.8
Why do we use Scientific Notation?
Where in the real world does Volume exist?
What does exponent do or mean?
What is scientific notation?
What is similar and different between a cylinder, cone and sphere?
Into Math
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Expressions, Equations, and Inequalities: NY-8.EE.1, NY-8.EE.3, NY-8.EE.4
Geometry: NY-8.G.9