SCOPE & SEQUENCE 8 Grade Math 8th Grade MYP Math
SCOPE & SEQUENCE8th Grade MYP Math8th Grade Math2019-2020Vision for 8th Grade MathMathematics courses at Uplift Education aim to build conceptual and procedural understanding of math through four components of instruction: fluency, inquiry, communication, and real-worldapplication. The courses should balance explicit, direct instruction of skills and strategies with authentic opportunities for scholar inquiry and reflection. The end goal is to create life-long learnerswith strong communication and critical thinking skills, which they consistently apply to solve issues in their own local and global communities.Year at a GlanceAugust1.RealSLANumbersSeptember2.Equations andInequalitiesOctober3.Similarityand DilationsNovemberDecember4.Proporitonal RelationshipsBreakand SlopeTime Frame6 Lessons8 Lessons7 Lessons12 Lessons12 Lessons8 Lessons6 Lessons8 Lessons McGraw Hill Course 3 Textbook and online resourcesThe National Library of Virtual Manipulatives http://nlvm.usu.edu/Thatquiz.orgixl.com hinstruction.comInteractive Math GlossaryJanuaryFebruary5.GeometryMarchSTAAR PrepApril6.DataAnalysisMay7.FinancialLiteracyUnit TitleUnit 1: Real NumbersUnit 2: Equations and InequalitiesCA 1Unit 3: Similarity and DilationsUnit 4: Proportional Relationships and SlopeCA 2Unit 5: GeometrySTAAR BenchmarkSTAAR PrepSTAAR TestUnit 6: Data AnalysisUnit 7: Financial LiteracyRPAGeneral Resources Openmiddle.com Wyrmath.com Wodb.ca http://www.projectsharetexas.org/resource-index Estimation180.com Algebra worksheet generator http://www.math.com/students/worksheet/algebra sp.htmNotes TIME FRAME: Unit time frames are approximate and subject to change dependent on data and scholars’ needs, as well as campus testing schedules.TEKS: All readiness TEKS are represented in bold text. Most supporting TEKS are represented where appropriate and deemed necessary.MYP UP Stage 1: Global contexts, key concepts, related concepts, and assessment criteria have been selected carefully to ensure Uplift meets IB requirements. If you choose to change any of these to personalizeyour units, please ensure you are assessing each global context, key concept, and related concept at least 1x per year and each assessment criteria at least 2x per year.PERFORMANCE TASKS: A minimum of 2 investigations and 2 real world projects are required. The first must be completed before Collaboration Day 2, and the second before the end of the year. You may chooseto use the tasks detailed in the scope (indicated as investigations) or you may create your own, but the task must be assessed using MYP Criterion B, C, and D, depending on the assessment.
SCOPE & SEQUENCE8th Grade MYP MathREQUIREDUnit & Key ComponentsTime Frame6 LessonsAug. 12 – Aug. 28Unit 1: Real NumbersUnit 1 establishes knowledge around the real numbersystem. Although 8th grade math standards do not includeoperations with rational numbers and generating equivalentforms, it is advised to review these fundamental skills inorder to ensure scholars grasp that basic knowledge.Content and Skills Use Venn Diagrams and writing to classify realnumberso Define and give numerical examples ofwhole numbers, integers, and rationalnumberso Classify sets of numbers - Consider using Review operations with rational numbers andgenerating equivalent forms of rational numberso Rational numbers include fractions,decimals and integerso Introduce utilizing the calculatorOrder a set real numberso Numbers may be listed as a set ordisplayed on a tableo Show comparisons using inequalitieso Show comparisons and ordering using anumber lineEstimate the value of square roots and locate thevalue on a number lineo Conceptually connect square roots andarea of a squareo Include square roots of numbers lessthan 225Convert between standard notation andscientific notationthe Sorting Activity from the Course Structure TEKS8.2A8.2B8.2C8.2DBold ReadinessMYP UP: Stage 1Global ContextIdentities and RelationshipsKey ConceptRelationshipsRelated ConceptsEquivalenceModelStatement of InquiryShared characteristics helpus understand complexrelationships.8th Grade Unit test (Criterion A)Real Number SystemRepresentations (CriterionC): Scholars first sort a set ofreal numbers into a blankVenn Diagram and providewritten justification for whichvalues belong in eachset/subset. Scholars thencreate a number line to orderthose numbers and describe,in writing, how to comparereal numbers in differentforms.Scientific NotationInvestigation (Criterion B):Scholars multiply a givenfactor by powers of 10 (bothpositive and negative) towrite rules about expressingnumbers in scientificnotation. Scholars verify theirrules using very large andsmall values in scientific andstandard notation.Resources McGraw Hill RTIchapters 1 and 6reteach resourcesMcGraw Hill 7th GradeChapters 1 and 7McGraw Hill 8th GradeChapter 1
SCOPE & SEQUENCE8th Grade MYP MathTime Frame8 LessonsSep. 3 - Sep. 20REQUIREDUnit & Key ComponentsUnit 2: Equations and InequalitiesUnit 2 introduces solving more complex equations andinequalities. Ensure scholars can determine thedifferences and similarities of equations andinequalities through verbal descriptions, graphs, andsymbols. Review solving one- and two-step one-variableequations, if neededo Solve equations using inverse operations toisolate the variable Model and solve one-variable equations withvariables on both sides and rational coefficients andconstantso Model equations using tiles and counterso Solve equations using inverse operations toisolate the variableo Utilize real-world problems to modelmathematical situations and solve theequations that represent the situation Write equations and inequalities given wordproblems or real-world problems given equationsand inequalitieso Highlight key terms that mean certainmathematical processes and operations(i.e. more than, split, increase) Solve systems of equations by graphing andunderstand the meaning of a solution to a system ofequationso Review the parts of a graph (coordinates,origin, x-axis, y-axis) and how to read agrapho Explore and define the solution of a systemof equations is indicated by theintersecting point on the graphTEKS8.8A8.8B8.8C8.9AMYP UP: Stage 1Global ContextFairness and DevelopmentKey ConceptRelationshipsRelated ConceptsModelsRepresentationBold ReadinessStatement of InquiryRelationships betweenindividuals or groups of peoplecan be unequal, yet this doesnot mean they are unfair.8th Grade Sales Pitch Project (Criterion Cand D): Scholars work in pairsand each take on the role of asales representative trying tosell a new blended learningproduct to their campus to helpscholars with math. They useboth a graph and equation todetermine when their productis cheaper than the competitorand when they are equal. Theythen deliver a written or oralpitch to their director aboutwhy they should buy theirproduct. In their pitch, scholarsmay employ real-world salestactics (for example, if theirproduct is not the better deal,they may come up with adiscount which will make theirproduct more desirable).Resources McGraw Hill Chapter 6Use manipulatives (real orvirtual) to model solvingone-variable equations.
SCOPE & SEQUENCE8th Grade MYP MathREQUIREDUnit & Key ComponentsTime Frame7 LessonsOct. 8 – Oct. 25Unit 3: Similarity and DilationsThe concept of similarity is not new knowledge for scholarsin 8th grade, including ratio and scale factor. Unit 3establishes the connection between the concepts ofsimilarity and dilations. Emphasize representing dilatedfigures as an algebraic rule involving the scale factor. Review the attributes of similar figureso Same shape, different sizeo Congruent corresponding angles, proportionalcorresponding sideso Angle-angle similarity as criterion for similartrianglesRepresent dilations using an algebraic expression(x, y) (kx, ky)o Establish k is the constant or scale factoro Explore and establish reduction occurs whenscale factor (k) is less than 1o Explore and establish enlargement occurswhen scale factor (k) is greater than 1o Utilize graphs of dilated figures to determinethe algebraic rule representing the dilationo Utilize listed coordinates of shapes and thecoordinates of its dilated image to determinethe algebraic rule representing the dilationDescribe the effect on area based on changes indimensionsUse informal arguments to establish facts about:o The angle sum and exterior angle of triangles,o The angles created when parallel lines are cutby a transversalTEKS8.3A8.3B8.3C8.8D8.10DBold ReadinessMYP UP: Stage 1Global ContextOrientation in Space andTimeKey ConceptFormRelated ConceptsMeasurementSpaceJustificationStatement of InquiryStrong relationships canwithstand changes8th Grade Unit test (Criterion A)Dilation Investigation(Criterion B): Scholarsinvestigate dilations on thecoordinate plane in order togenerate the algebraicrepresentation for dilations.Scholars also verify thatdilations produce similarfigures using rulers andprotractors. (Extension:scholars compare the areaand perimeter of dilations inorder to generate rules forthe perimeter/area changesbased on the scale factor).Resources McGraw Hill Chapter 2
SCOPE & SEQUENCE8th Grade MYP MathREQUIREDUnit & Key ComponentsTime Frame12 LessonsOct. 28 – Dec. 6Unit 4: Proportional Relationships and SlopeUnit 4 allows scholars to investigate the differencesbetween proportional and non-proportional relationshipsgiven various representations. Slope and functions arealso critical concepts within the unit. Review the concept of unit rates and similarity inorder to develop an understanding of slopeo The slope of any line is a numberequivalent to its rate of change which,when written with a denominator of 1, iscalled the unit rateo Develop an understanding that slope, m,given as the rate comparing similartriangles’ change in y-values to the changein x-values, (y2 – y1)/(x2 – x1),Differentiate between proportional (y kx) and nonproportional (y mx b) linear relationships givenvarious representations of data or real-worldsituationso Represent proportional and nonproportional situations with tables, graphs,and equationsDetermine the slope and the y-intercept given atable or grapho Utilize the slope formula or rise over runo Establish the slope of horizontal line is zeroo Establish the slope of vertical line does notexistSolve problems involving direct variationWrite and graph equations of linear functions givenvarious representations of dataDetermine functions given multiple representationso Utilize ordered pairs, tables, mappings .5IBold ReadinessMYP UP: Stage 1Global ContextIdentities andRelationshipsKey ConceptRelationshipsRelated ConceptsRepresentationPatternChangeStatement of InquiryAs human beings, werepresent ourselves indifferent ways fordifferent situations8th Grade Assessment(s)Similar Triangle Investigation(Criterion B): Use similar triangles onthe coordinate plane to develop anunderstanding of slope as a constantrate of change. Scholars will describehow to find slope on the coordinateplane and verify their process byanswering questions about slopes andsimilar triangles on the coordinateplane.Ramp Project (Criterion C and D):Scholars read about the ADAStandards for ramp construction(http://www.adawheelchairramps.com/) and discuss the importance of therequirements. They then explore theslope of various ramps (physically attheir campus or measurementsprovided by the teacher of key placesin DFW) and calculate the slope toensure they meet the requirements.Scholars then read a building plan forUplift Pinnacle MS and calculate theheight and length of ramps for thatcampus. They put their findings in apersuasive letter to the constructioncompany responsible for the newbuilding.Resources McGraw HillChapters 3 and 4
SCOPE & SEQUENCE8th Grade MYP MathTime Frame12 LessonsJan 9 – Feb. 21REQUIREDUnit & Key ComponentsUnit 5: GeometryUnit 5 covers geometric concepts such as angles, graphtransformations, surface area, and volume. Pythagoreantheorem is introduced to scholars in multiple ways.Scholars should utilize the STAAR Reference charts as aguide while working through these problems in the unit. Determine the measures of angle pairso Formed by parallel lines cut by atransversalo Triangle Sum Theoremo Exterior angles of a triangle Apply the Pythagorean Theorem and its converseo Use models/diagrams to explain thePythagorean Theorem in terms of equalareaso Apply to find distance on the coordinateplane Graph and describe transformations on thecoordinate plane using an algebraicrepresentationo Review dilations and differentiate betweendilations and congruence transformations Calculate surface area and lateral surface area ofrectangular prisms, triangular prisms, andcylinderso Use previous knowledge of nets and theconcept of LA and SA to understand whythe formulas work Calculate volume of cylinders, cones, and sphereso Understand the volume of a cylinder as Bh,area of the base times the height of 10B8.10CMYP UP: Stage 1Global ContextScientific and TechnicalInnovationKey ConceptFormRelated enceStatement of InquiryStrength comes fromstructureBold Readiness8th Grade Assessment(s)Surface Area Investigation (Criterion B andC): Scholars cut apart real world objects in theshape of rectangular prisms, triangularprisms, and cylinders in order to derive theirsurface area formulas. Scholars compare theirgenerated formulas to those on the formulasheets and reflect on why they may look thesame or different.Volume Investigation (Criterion B): Scholarscompare the volumes of cylinders and coneswith the same radius and height in order toderive the formula for the volume of a conebased on that of a cylinder.Angle Investigation (Criterion B): Scholarsuse protractors and in order to derive rulesfor the angle pairs formed by parallel lines ortriangles.Pythagorean Theorem Investigation(Criterion B): Scholars graph right trianglesand squares on the coordinate plane to derivethe Pythagorean Theorem.Art Design Project (Criterion C and D):Scholars choose a piece of artwork withvarious transformations (reflections,rotations, translations, dilations) and plots iton the coordinate plane. Scholars writealgebraic representations of thetransformations to describe the artwork.Scholars may include a description of theartwork and how transformations are used inart and design.Resources McGraw HillChapters 5, 7,and 8
SCOPE & SEQUENCE8th Grade MYP MathREQUIREDUnit & Key ComponentsTime Frame8 LessonsMar 16– Apr 10STAAR PrepStart to prepare for the first administration of the STAARtest by reviewing all readiness concepts while spiraling insupporting content. Refer to STAAR resources, such asblueprints and performance indicators 6 LessonsApr 16– May 1TEKSMYP UP: Stage 1Unit 6 introduces the concept of Mean Absolute Deviationusing no more than 10 data points. Scholars should reviewscatterplots by construction examples and describing thedata. Construct scatterplots using given or self-collecteddata sets Analyze scatterplotso Differentiate between linear, non-linear, andno association datao Make predictions using trend lines Calculate the Mean Absolute Deviation DExtended Do NowsBold ReadinessDifferentiated Stations andAssessmentsDaily Exit TicketsBriefly cover trend lines, simple and compoundinterest before the STAAR test.Unit 6: Data Analysis8th Grade Math2019-2020Continual mini-assessmentswith STAAR Resources8.5C8.5D8.11A8.11BBold ReadinessGlobal ContextGlobalization andsustainabilityKey ConceptRelationshipsRelated ConceptsModelPatternGeneralizationStatement of InquiryExamining trends can help usmake predictions about thefutureUnit test (Criterion A)Scatterplot Investigation(Criterion B): Scholarsinvestigate a relationship oftheir choosing to see if anassociation exists (i.e. heightand shoe size). They collectdata and represent it in atable and using a scatterplot.Scholars then describe inwriting, if there is arelationship between the twoquantities. They can verifytheir relationship byapproximating a measure onanother individuals (i.e. anNBA player) and maycalculate the percent errorfrom their approximation.ResourcesMcGraw Hill ResourcesMcGraw Hill AssessmentMastersTEA released sampleitems/testsSTAAR-aligned Resources:Motivation Math, STAARMaster, TEKSing TowardsSTARR, STAAR Ready STAARReadyState STAAR /staar/math/ McGraw Hill Chapter 9Read to Learn: MAD(Blackboard)
SCOPE & SEQUENCE8th Grade MYP MathTime FrameREQUIREDUnit & Key Components7 LessonsUnit 7: Financial LiteracyMay 5– May 22In Unit 7, review differences between simple and compoundinterest. The unit also includes financial concepts involvingloans, interest rates, investments and college finances. Calculate simple and compound interest Compare the effect of interest rates and length of aloan on the total cost of a loan Discuss the benefits of various investments andcompare investments to the cost of collegeo Explain how investments grow over timeo Devise a savings plan for attending at leastone year of collegeTEKSMYP UP: Stage 18.12A8.12C8.12D8.12GGlobal ContextPersonal and CulturalExpressionBold ReadinessRelated ConceptsQuantityChangeSystemKey ConceptLogicStatement of InquiryActions taken in the presentwill impact your options inthe future8th Grade Unit test (Criterion A)Recurring PerformanceAssessment (RPA) – MandatoryUplift RPA scholar deadlineduring this unit.RPA: College and CareerProject (Criterion C and D):Scholars research college andthe associated costs toattend. Then scholars willresearch and decide on botha college-required andnoncollege-required career.Scholars will then create awritten-piece of workdescribing the college andcareers in addition to theirrationale and mathematicalreasoning for the path theyhope to take.Resources McGraw Hill Chapter 10http://bizworld.org/RTC departmentRice University RUSMPresources
SCOPE & SEQUENCE8th Grade MYP Math8th Grade Math2019-2020Appendix A:MYP MATH OBJECTIVES – YEAR 3Criterion A: Knowing and UnderstandingCriterion B: Investigating PatternsCriterion C: CommunicatingCriterion D: Applying mathematics in real-lifecontextsi. identify relevant elements of authentic reallife situationsi. select appropriate mathematics whensolving problems in both familiar andunfamiliar situationsi. select and apply mathematical problemsolving techniques to discover complexpatternsi. use appropriate mathematical language(notation, symbols and terminology) in bothoral and written explanationsii. apply the selected mathematicssuccessfully when solving problemsii. describe patterns as relationships and/orgeneral rules consistent with findingsii. use different forms of mathematicalrepresentation to present informationii. select appropriate mathematical strategieswhen solving authentic real-life situationsiii. solve problems correctly in a variety ofcontexts.iii. verify and justify relationships and/orgeneral rules.iii. move between different forms ofmathematical representationiv. communicate complete and coherentmathematical lines of reasoningiii. apply the selected mathematical strategiessuccessfully to reach a solutioniv. explain the degree of accuracy of asolutionv. organize information using a logicalstructure.v. explain whether a solution makes sense inthe context of the authentic real-lifesituation.Reporting Categories are based on the STAAR Grade 8 Mathematics Blueprint. Highlighted TEKS are aligned with STAAR Readiness assessed curriculum.
SCOPE & SEQUENCE8th Grade MYP Math8th Grade Math2019-20208th Grade TEKS8.1A – applymathematics toproblems arising ineveryday life, society,and the workplace8.1B – use a problem‐solving model thatincorporates analyzinggiven information,formulating a plan orstrategy, determining asolution, justifying thesolution, and evaluatingthe problem solvingprocess and thereasonableness of thesolutionMathematical Process Standards8.1C – select tools,8.1D – communicate8.1E – create and useincluding real objects,mathematical ideas,representations tomanipulatives, paperreasoning, and theirorganize,and pencil, andimplications usingrecord, andtechnology asmultiplecommunicateappropriate, andrepresentations,mathematical ideastechniques, includingincluding symbols,mental math,diagrams, graphs, andestimation, and numberlanguage as appropriatesense as appropriate, tosolve problems8.1F – analyzemathematicalrelationships to connectand communicatemathematical ideas8.1G – display, explain,and justify mathematicalideas and argumentsusing precisemathematical languagein written or oralcommunicationReporting Category 1: Numerical Representations and Relationships8.2A – Extend previous knowledge of sets and subsets using a visual representation to describe 8.2C – Convert between standard decimal notation and scientific notation.relationships between sets of real numbers.8.2B – Approximate the value of an irrational number, including π and square roots of numbers 8.2D – Order a set of real numbers arising from mathematical and real-world contexts.less than 225, and locate that rational number approximation on a number line.Reporting Category 2: Computations and Algebraic Relationships8.4A – Use similar right triangles to develop an understanding that slope, m, given as the ratecomparing the range in y-values to the change in x – values, (y2 – y1)/(x2-x1), is the same for anytwo points (x1, y1) and (x2, y2) on the same line.8.4B – Graph proportional relationships, interpreting the unit rate as the slope of the linethat models the relationship.8.4C – Use data from a table or graph to determine the rate of change or slope and yintercept in mathematical and real-world problems.8.5A – Represent linear proportional situations with tables, graphs, and equations in the formof y kx.8.5B – Represent linear non-proportional situations with tables, graphs, and equations in theform of y mx b, where b 0.8.5E – Solve problems involving direct variation.8.5F – Distinguish between proportional and non-proportional situations using tables, graphs,and equations in the form y kx or y mx b, where b 0.8.5G – Identify functions using sets of ordered pairs, tables, mappings, and graphs.8.5H – Identify examples of proportional and non-proportional functions that arise frommathematical and real-world problems.8.5I – Write an equation in the form y mx b to model a linear relationship between twoquantities using verbal, numerical, tabular, and graphical representations.8.8A – Write one-variable equations or inequalities with variables on both sides that representproblems using rational number coefficients and constants.8.8B – Write a a corresponding real-world problem when given a one-variable equation orinequality with variables on both sides of the equal sign using rational number coefficients andconstants.8.8C – Model and solve one-variable equations with variables on both sides of the equal singthat represent mathematical and real-world problems using rational number coefficients andconstants.8.9A – Identify and verify the values of x and y that simultaneously satisfy two linear equationsin the form y mx b from the intersections of the graphed equations.Reporting Category 3: Geometry and Measurement8.3A – Generalize that the ratio of corresponding sides of similar shapes are proportional,including a shape and its dilation.8.7C – Use the Pythagorean theorem and its converse to solve problems.
SCOPE & SEQUENCE8th Grade MYP Math8.3B – Compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane.8.3C – Use an algebraic representation to explain the effect of a given positive rational scalefactor applied to two-dimensional figures on a coordinate plane with the origin as the centerof dilation.8.6A – Describe the volume formula V Bh of a cylinder in terms of its base area and its height.8.6C – Use models and diagrams to explain the Pythagorean Theorem.8.7A – Solve problems involving the volume of cylinders, cones, and spheres.8.7B – Use previous knowledge of surface area to make connections to the formulas forlateral and total surface area and determine solutions for problems involving rectangularprisms, triangular prisms, and cylinders.8th Grade Math2019-20208.7D – Determine the distance between two points on a coordinate plane using thePythagorean Theorem.8.8D – Use informal arguments to establish facts about the angle sum and exterior angle oftriangles, the angles created when parallel lines are cut by a transversal, and the angle-anglecriterion for similarity of triangles.8.9A – Identify and verify the values of x and y that simultaneously satisfy two linear equationsin the form y mx b from the intersections of the graphed equations.8.10A – Generalize the properties of orientation and congruence of rotations, reflections,translations, and dilations of two-dimensional shapes on a coordinate plane.8.10B – Differentiate between transformations that preserve congruence and those that donot.8.10C – Explain the effect of translations, reflections over the x- or y- axis, and rotationslimited to 90 , 180 , 270 , and 360 as applied to two-dimensional shapes on a coordinateplane using an algebraic representation.8.10D – Model the effect on linear and area measurements of dilated two-dimensional shapes.Reporting Category 4: Data Analysis and Personal Financial Literacy8.5C – Contrast bivariate sets of data that suggest a linear relationship with bivariate sets ofdata that do not suggest a linear relationship from a graphical representation.8.5D – Use a trend line that approximates the linear relationship between bivariate sets ofdata to make predictions.8.11A – Construct a scatterplot and describe the observed data to address questions ofassociation such as linear, non-linear, and no association between bivariate data.8.11B – Determine the mean absolute deviation and use this quantity as a measure of theaverage distance data are from the mean using a data set of no more than 10 data points.8.12A – Solve real-world problems comparing how interest rates and loan length affect thecost of credit.8.12C – Explain how small amounts of money invested regularly, including money saved forcollege and retirement, grow over time.8.12D – Calculate and compare simple interest and compound interest earnings.8.12G – Estimate the cost of a two year and four year college education, including familycontribution, and devise a periodic savings plan for accumulating the money needed tocontribute to the total cost of attendance of at least the first year of college.
8th Grade MYP Math REQUIRED EXAMPLES Time Frame Unit & Key Components TEKS MYP UP: Stage 1 Assessment(s)/MYP Objective(s) Resources 7 Lessons Oct. 8 – Oct. 25 Unit 3: Similarity and Dilations Unit test (Criterion A) The concept of similarity is not new knowledge for schola
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
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Master Syllabi for Grade 6 Courses 1 Grade 6 Math: TX Fundamentals of Geometry and Algebra Scope & Sequence: Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K¹² Scope & Sequence
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Practice Test Scoring Guide-Grade 7 Math Fall 2019 3 Grade 7 Math Practice Test Item Number 1 . (1 Point) The student selected a correct cross section. Practice Test Scoring Guide-Grade 7 Math Fall 2019 10 Item Number 8 . Practice Test Scoring Guide-Grade 7 Math Fall 2019 11 Item Number 9 . Practice Test Scoring Guide-Grade 7 Math Fall 2019 12 Item Number (1 Point) Student selected the .
