7th-8th Grade Math Compression Curriculum Map
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7th/8th Grade Math Compression Curriculum Map (Quarter 1)
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Time FrameUtah State Core StandardExpected Student Outcome (Objective)Essential Academic VocabularyAssessments (Formative & Summative)Instructional Learning Activities
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12 to 15 days8.EE.2I can represent solutions to equations of the form x^2 = p and x^3 = p using square and cube roots.square, square root, cube, cube root, radicalPre-test: #22

Interim: #22

ACT: Pre-Algebra;square roots and approximations
Use the geometric representations of square area and cube volumes and their relation to the side length.
Use the idea of inverse operations to introduce the concept of roots.
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8.NS.1I can differentiate between rational and irrational numbers.
I can convert a decimal expansion into a rational number.
decimal expansion, repeating decimal, terminating decimal, rational, irrational, square rootPre-test: #19

Interim: #19
Use the Pythagorean Theorem with non-perfect squares to introduce irrational numbers.
Use the powers of ten technique:
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8.NS.2I can appoximate, locate on a number line, and compare size of irrational numbers.
I can estimate expressions involving irrational numbers.
rational, irrational, decimal expansion, square root, truncating, roundingPre-test: #20, 21

Interim: #20, 21

ACT: Pre-Algebra; ordering numbers by value
Construct the Wheel of Theodorus to create physical lengths of the square roots of the counting numbers. Transfer those lengths onto a number line.
Find increasingly accurate estimations for square roots of numbers by guess-and-check with a calculator.
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5 days8.NS.3(It was proposed that this standard be added)

I can perform operations with radicals (square roots).
I can simplify radicals (square roots).
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20 to 25 days8.EE.7I can solve linear equations in one variable.
I can solve linear inequalities in one variable (new to the core).
solve, variable, order of operations, solution, like terms, distributive propertyPre-test: 1, 2, 3

Interim: 1, 2, 3

ACT: Pre-Algebra; linear equation in one variable.
Build on the equations solved in seventh grade and move toward increased fluency and procedural skill in solving more complex linear equations.
Examine solutions in the context of the original equation.
Consider teaching unique solutions, no solutions, and infinitly many solutions.
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5 to 10 days8.EE.7c(It was proposed that this standard be added)

I can solve one-variable absolute value equations.
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7.EE.1I can write equaivalent expressions by adding like terms.
I can write equivalent expressions by using the distributive property.
terms, coeffiecient, like-terms, distribute, expression, rational linear, expand, factor, equivalent, simplifyModel equaivalent expressions such as
4x + 14 = 2(2x) + 2(7) + 2(2x + 7) and have students explain why all three are equivalent.
Use manipultives such as algebra Tiles or candy to model equivalent expressions.
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7.EE.2I can write and solve equations for multi-step real-life prolems.terms, coefficients, like-terms, distribute, expression, rational, linear, expand, factor, equivalent, simplifyUse multiple studetn-generated equivalent representation of the same problem to explore how the structure of an expression reveals different attributes of the context.
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7.EE.3I can solve one-step and two-step equations.
I can solve one-step and two-step inequalities.
I can solve inequalities when adding like-terms and using the distributive property are necessary.
I can write and solve inequalities for nulti-step real-life problems.
estimate, rational number, reasonableness, solutionChose real-life problems to highlight the advantages of using different numerical representations (fractions, decimals, percent) or models (bar, equation, drawing).
Assign student partneers to solve problems, present solutions, and compare solution strategies.
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7.EE.4I can solve equations when I have to add like terms.
I can solve equations when I have to use the distributive property.
algebraic, inequality, equation, inverse operations, solution set, at most, at least, less than, greater than, <, >Solve simple problems arithmetically and compare the process to that of finding solutions algebraicaly.
Partner problems: One student solves, the other writes reasons why steps work.
Find and analyze mistakes in student work samples.
Have students solve problems based on a verbal or written description.
Use arithmetic and algebraic approaches to problems to examine the structure of the mathematics.
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