GATEWAY REGIONAL HIGH SCHOOL
MATHEMATICS GRADE 8
PACING GUIDE
The Math 8 curriculum is comprised of the following major concepts or ‘Big Ideas’: (1) tools of algebra; (2) equations and inequalities; (3) rational and irrational numbers; (4) polynomials; (5) functional and relations; and (6) linear systems. While knowledge of content is being developed students are engaged in handson and cooperative activities that encourage mathematical reasoning, problem solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculatorbased lab equipment. In addition they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long and shortterm projects using EdConnect and Desmos.
PACING GUIDE
Month  # Days  Standards  Skills  Activities  Assessments 
September  20  8.NS.1 8.NS.2 8.EE.1  Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.  Collaborative discussions – Laws of Exponents Creative option:  Students should be arranged into 4 groups (multiplying, dividing, power to a power, and power of 0)  Watch the video on the laws of exponents “Super Base (WSHS Math Rap Song) https://www.youtube.com/watch?v=QIZTruxt2rQ  Give each group a poster board and ask them to make a creative, catchy poster including the following information  Their group’s exponent rule  A sample problem  Explanation  Catchy hint to help them remember the rule  Any additional decorations CRP12 A Penny for Your Thoughts: Exploring Squares and Square Roots  Students should be arranged individually or in pairs  Give each group about 30 pennies (other items with the same size and shape can be substituted)  Give each student the “A Penny for Your Thoughts” worksheet to complete CRP12 Bingo Spinner Activity – Root Race  Students should be arranged in groups of 24 people.  Each group should be given a deck of cards with all of the face cards and jokers removed.  Deal out four cards to everyone within the group.  Each student must find the product of all four numbers. Then they need to find the square root (to the nearest tenth).  Students should record their numbers, products, and roots.  First group to get all of their problems correct wins!  Adaptation ideas:  Require that two students need to get the same answers before being checked.  Do not tell the group which problems are incorrect once they have been checked.  Activity can be done using a pair of dice to create a 2 digit number. Analyzing questions 8.1.8.A.2, CRP11 Interactive Whiteboard Lessons based on student need  Quiz In EdConnect:Rational Numbers Quick ChecksRational and Irrational Numbers Test evaluate squares and radicals to solve real world problems. Performance Assessment: 8.NS.A.1 Converting Decimal Representations of Rational Numbers to Fraction Representations 8.NS.A.2 Irrational Numbers on the Number Line

October  25  8.GA.1 8.GA.2 8.GA.3 8.GA.4 8.G.5  Verify experimentally the properties of rotations, reflections, and translations:
Understand that a twodimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. Describe the effect of dilations, translations, rotations, and reflections on twodimensional figures using coordinates. Understand that a twodimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar twodimensional figures, describe a sequence that exhibits the similarity between them. Use formal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angleangle criterion for similarity of triangles.  Collaborative discussions CRP12 Cooperative group work (eg. Placemat Activity)/ Differentiated group work – Translalation Lab. https://njctl.org/courses/math/8thgrademath/2dgeometry/attachments/translationslab/8.1.8.A.2, CRP11, CRP4 Analyzing questions with Dilations. https://njctl.org/courses/math/8thgrademath/2dgeometry/attachments/dilationslab/8.1.8.A.2, CRP11 Interactive Whiteboard Lessons based on student need Three Act Videos: http://threeacts.mrmeyer.com/tacocart/  Quiz Rotations, Reflections, and Translations. Quick ChecksTwo Dimensional Congruence Test Proportionality in tables and Graphs Problem Solving, Similar Figures and Scale Drawings https://njctl.org/courses/math/8thgrademath/2dgeometry/attachments/2dgeometrychaptertestretest/ Project – Scale Drawing Project. Performance Assessment  8.G.A.1 Reflections, Rotations, and Translations 8.G.A.3 Effects of Dilations on Length, Area, and Angles 8.G.A.5 Triangle's Interior Angles 
November/December  20  8.GA.6 8.GA.7 8.GA.8  Explain a proof of the Pythagorean Theorem and its converse. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. 
Building a bridge project 8.1.8.A.2, CRP2 Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work8.1.8.A.2, CRP11 Analyzing questions Interactive Whiteboard Lessons based on student need  Quiz Pythagorean Theorem, Quick ChecksDistance and Midpoint. 
4  8.GA  Benchmark  Cooperative group work/ Differentiated group work Analyzing questions  Benchmark Assessment2D Geometry  
December/ January  28  8.EE.7  7. Solve linear equations in one variable. a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers). b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.  Collaborative discussions – Khan Academy linear equations. Analyzing questions Interactive Whiteboard Lessons based on student need Three Act Videos: http://threeacts.mrmeyer.com/ditchdiggers/ Radical Makeover Lab Labs: Select one of the following fro Desmos Connect Three Slippery Slopes! Marble Masters  RAFT – Occasions for an Equation. Quiz – Multistep Equations Performance Assessments: 8.EE.C.7 The Sign of Solutions 8.EE.C.7 Coupon versus discount 
Feb/March  26 
8.EE.6 8.F.3 8.F.4  Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. Construct a function to model a linear relationship between two quantities Evaluating expressions  Collaborative discussions Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions – Three Act Videos. http://threeacts.mrmeyer.com/25billionapps/ Interactive Whiteboard Lessons based on student need Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Three Act Videos: http://mrmeyer.com/threeacts/joulies/  Quiz Proportional Relationships Quick ChecksSolve Linear Equations. Performance Assessments: 8.F.A.3 Introduction to Linear Functions 8.F.B.4 Chicken and Steak, Variation 1 8.EE.C.7 The Sign of Solutions 8.EE.C.7 Coupon versus discount 
12  8.EE.8  Analyze and solve pairs of simultaneous linear equations  Collaborative discussions Writing Systems to Model Situations Analyzing questions Interactive Whiteboard Lessons based on student need  Assessment – Solving system of Equations. Benchmark AssessmentLinear Functions.  
May  23 
8.F.4 8.F.5  The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Compare properties of two functions each represented in a different way Interpret the equation y = mx + b as defining a linear function Construct a function to model a linear relationship between two quantities. Describe qualitatively the functional relationship between two quantities by analyzing a graph  Collaborative discussions Comparing Different Representations of Functions (CRP11) Analyzing a Graph – Three Act Videos. http://threeacts.mrmeyer.com/25billionapps/ CRP8 Interactive Whiteboard Lessons based on student need  Quick Checks describe the relationship using that graph.
Test construct graphs from two quantities that form a linear relationship Lab  compare properties of two functions and represent functions in multiple ways 
June  12  8.G.9  Use formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems.  Collaborative discussions  Kahn Academy Volume. Cooperative group work (eg. Placemat Activity)/ Differentiated group work Analyzing questions – Using the Smart Responders. Lab: RAFT – Volume Verification Interactive Whiteboard Lessons based on student need  Quiz identify what a 3dimensional figure.
Quick Checks use a formula to find the volume of a prism and cylinder. Performance Assessment: https://njctl.org/courses/math/8thgrademath/3dgeometry/attachments/volumeactivity/ 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Numbers and Operations  Timeframe: 20 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to find the squares and square roots of both rational and irrational numbers. Students will know the perfect squares. They will also be able to simplify perfect square radical expressions as well as nonperfect square radicands. Students will use the perfect squares to approximate square roots. Students will understand the properties of exponents and will use them to solve equations with perfect square and cube roots.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS What is the difference between rational and irrational numbers?  ENDURING UNDERSTANDINGS  
Squares and Radicals can help solve real world problems. Squares and Radicals affect the numbers that are being used within an operation. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
8.NS.A.1 Converting Decimal Representations of Rational Numbers to Fraction Representations 8.NS.A.2 Irrational Numbers on the Number Line  
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: 2D Geometry  Timeframe: 25 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in.
 
LEARNING TARGETS  
ESSENTIAL QUESTIONS
 ENDURING UNDERSTANDINGS  

21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper 8.G.A.1 Reflections, Rotations, and Translations 8.G.A.3 Effects of Dilations on Length, Area, and Angles 8.G.A.5 Triangle's Interior Angles 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Pythagorean Theorem  Timeframe: 20 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to explain the proof of the Pythagorean Theorem. Students will find unknown side lengths using the Pythagorean Theorem. Students will use the Pythagorean Theorem to solve problems involving distance and midpoints. Students will solve real world application problems using the Pythagorean Theorem.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS How does the Pythagorean Theorem help solve real world problems? How do we compute the distance and midpoint within problems?  ENDURING UNDERSTANDINGS  
The Pythagorean Theorem can be used to solve real world problems. The Pythagorean Theorem aids in solving problems involving right triangles. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper 8.G.B.6 Converse of the Pythagorean Theorem8.G.B.7 Running on the Football Field 8.G.B.8 Finding isosceles triangles 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Solving Equations  Timeframe: 28 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to solve twostep equations. Students will be able to solve multiplestep equations. Students will be able to solve equations that contain fractions. Students will be able to solve equations that contain the same variable on both sides of the equation. Students will be able to simplify and compare algebraic expressions that contain the same variable. Students will be able to and translate word problems into equations and solve them.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS How can the value of an unknown variable be found?  ENDURING UNDERSTANDINGS  
How to solve an equation in one variable for that variable. How to translate word problems into an equation 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper 8.EE.C.7 The Sign of Solutions 8.EE.C.7 Coupon versus discount 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Graphing Equations  Timeframe: 26 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to identify point on a line given its equation. Students will be able to graph a line given different forms of the equation. Students will be able to describe how slope relates to horizontal and vertical lines. Students will be able to relate similar triangles to slope. Students will be able to identify a linear function from a table. Students will be able to use proportional relationships to solve real world problems. Students will be able to solve linear equations for desired variables and values.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS
 ENDURING UNDERSTANDINGS  

21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests) Labs: Select one of the following
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
8.F.A.3 Introduction to Linear Functions 8.F.B.4 Chicken and Steak, Variation 1 8.EE.C.7 The Sign of Solutions 8.EE.C.7 Coupon versus discount 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Systems of Equations  Timeframe: 12 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will be able to graph systems of linear equations to find a solution. Students will be able to solve a system of equations by using substitution and elimination. Students will be able to translate real world problem into a system.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS How can real world situations be modeled by systems? How can solutions be found to a system?  ENDURING UNDERSTANDINGS  
The point at which lines intersect is the solution to the system with those lines. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
 
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
8.EE.C.8a Intersection of Two Lines 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Functions  Timeframe: 23 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will understand what a function is and its corresponding graph. Students will compare properties of different functions and relate the information to real world situations. Students will graph slopeintercept form of a line. Students will construct a function and determine the rate of change and initial value. Students will describe a functional relationship by examining a graph.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS What is a function? How are functions represented? What can a relationship between numbers tell about a problem? Are properties of functions and graphs the same for all functions?  ENDURING UNDERSTANDINGS  
Properties of functions and their graphs are similar but not identical. Slopeintercept form is an easy way of graphing functions. The definition of a function and what it’s graph represents. The ability to graph a function and write a function from a graph. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Relationships and Functions Lab – Intro to Functions (either group or individual) Domain and Range Vertical Line Test Comparing Different Representations of Functions 8.F.A.3 Introduction to Linear Functions 8.F.B.4 Chicken and Steak, Variation 1 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 
GATEWAY GROUP CURRICULUM UNIT PLAN  
Content Area: Mathematics  
Unit Title: Geometry  Timeframe: 12 Days  
Lesson Components  
UNIT SUMMARY  
A summary of what the unit will contain and the learning students will be engaged in. Students will identify what a 3dimensional figure is. Students will use a formula to find the volume of a prism and cylinder. Students will use a formula to find the volume of pyramids, cones & spheres. square and cube roots.  
LEARNING TARGETS  
ESSENTIAL QUESTIONS What is a 3dimensional figure? How can I find the volume of a 3dimensional figure? How can the volume of a 3dimensional figure help me solve real world problems?  ENDURING UNDERSTANDINGS  
There are different formulas that can be used when solving for the volume of a 3dimensional figure. 
21st Century Themes/Career Readiness Practices  
Global Awareness: Students will analyze and synthesize information from multiple news sources relating to current events/global issues. Students will explore stereotypes and understand other cultures through class readings and writing prompts. Creativity and Innovation: Students will brainstorm and produce original narratives/arguments inspired from the texts read. Students will analyze texts for discussion and for developing a written response. Students will be open and responsive to new and diverse perspectives and develop arguments relating to the risks and rewards of undertaking bold actions. Critical Thinking and Problem Solving: Students will use various types of reasoning as appropriate to the situation. Students will analyze how parts of a text interact to produce the overall theme or purpose. Students will effectively analyze and evaluate evidence, arguments, claims, beliefs, and alternate points of view. Students will synthesize and make connections between information and arguments. Students will interpret information and draw conclusions based on analysis. Communication and Collaboration: Students will articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. Students will use various media to communicate. Students will demonstrate ability to work effectively and respectfully with diverse teams and work to accomplish a common goal. Information Literacy: Students will critically evaluate information from the internet in short research projects to assess its credibility for research purposes and use the information to accomplish a task. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information. Media Literacy: Students will interpret and analyze a variety of media sources to better understand the unit theme. This includes how media can influence beliefs and behaviors. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. Students will create media products. ICT LiteracyInformation, Communications and Technology: Students will use technology as a tool to research, organize, evaluate, and communicate information. Students will apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies. Life and Career Skills/Standards/Practices: Students will interact with others through listening and speaking in a respectable and professional manner, manage goals, work independently and be selfdirected.  
EVIDENCE OF LEARNING  
Assessment (attach benchmarks/unit tests)
8.NS.A.1 Converting Decimal Representations of Rational Numbers to Fraction Representations 8.NS.A.2 Irrational Numbers on the Number Line  
Materials/Equipment: Calculator, Interactive White Board, graph paper, ChromeBooks  
Differentiation/Adaptations/Modifications: The curriculum has a strong foundation of differentiated instruction. Differentiated instruction or modifications for all students, special education, ELL, and gifted & talented students include but not limited to learning environment, scheduling of learning tasks, materials and procedures. The classroom teacher often makes these modifications as appropriate to each child’s developmental and academic needs and/or directed by a child’s IEP or 504 plans. Gifted & talented students as well as all students are given choice of learning activities, assessments and projects as appropriate to the unit of study or lesson to meet their intellectual and academic differences.
 
Resources Provided: Textbook, Internet resources, graph paper 
Technology Standards:  Career Ready Practices: (See Pacing Guide for Specific Integration) 
Standard 8.1 Educational Technology: All students will use digital tools to access manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
 CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 