Welcome Math Students to Room 228. Scroll down to see daily activities.
This website is your one-stop resource to access notes, examples from lessons, videos, etc. Assignments are downloadable in case you lose your original or would like another copy.
Please visit this page daily as content is added on a daily basis.
Monday, April 13, 2020 BVMS will reopen (tentatively)
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CLICK FOR: 8th Grade Resources (MATH)CLICK FOR: 7th Grade Resources (MATH)CLICK FOR: 6th Grade Resources (MATH)Click on any of the resources above for access to Optional Practice at Grade Level.
CLICK HERE FOR: OTHER DISTRICT BASED RESOURCES |
OFFICIAL DISTRICT UPDATES REGARDING COVID-19 SCHOOL CLOSURES
Out of an abundance of caution, and in consultation with local public health, many San Diego County school districts will close March 16 in order to curb the potential transmission of the coronavirus (COVID-19).
In alignment with the San Diego County Office of Education and in consultation with the County Health & Human Services Agency, the Escondido Union School District is closing starting Monday, March 16, through Monday, April 13, pending no other health concerns. Bear Valley Middle School will be closed until Monday, April 13, 2020.
In order to ensure equal access to all of our students, Mr. Pearson will not provide any structured / required assignments at this time nor will Mr. Pearson be providing an independent study option. The Escondido Union School District will be sending out resources for families that students can participate in to keep them engaged at their grade level. These activities are highly recommended for students in the absence of classes. Please refer to the Escondido Union School District webpage at www.eusd.org for updates pertaining to school closure.
Friday, March 13, 2020 |
IM Unit 7 Study Guide
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve real-world problems, including problems where both decimal
and scientific notation are used.
Thursday, March 12, 2020 |
IM Unit 7 Lessons 10 and 11
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve real-world problems, including problems where both decimal
and scientific notation are used.
Wednesday, March 11, 2020 |
IM Unit 7 Lesson 9
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve real-world problems, including problems where both decimal
and scientific notation are used.
Tuesday, March 10, 2020 |
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve real-world problems, including problems where both decimal
and scientific notation are used.
Monday, March 9, 2020
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IM Unit 7 Lesson 8
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Friday, March 6, 2020 |
Station Activity (Due 3.9.20)
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Thursday, March 5, 2020 |
Quiz Exponent Rules
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Wednesday, March 4, 2020 |
Quiz Exponent Rules Tomorrow |
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IM Unit 7 Lessons 6 and 7 (Review):
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Tuesday, March 3, 2020 |
IM Unit 7 Lesson 5
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Monday, March 2, 2020 |
Trimester 3 Begins
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Friday, February 28, 2020 |
Trimester 2 Ends
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Thursday, February 27, 2020 |
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
8.EE.3 Use numbers expressed in scientific notation to estimate very large or very
small quantities and to express how many times as much one is than the
other.
8.EE.4 Perform multiplication and division with numbers expressed in scientific
notation to solve real-world problems, including problems where both decimal
and scientific notation are used.
Wednesday, February 26, 2020 |
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Lesson Standard(s):
8.EE.1 Develop and apply the properties of integer exponents to generate equivalent
numerical expressions.
Unit 5 End-of-Unit Assessment Retakes offered:
Wednesday 2/26 (Before School, During Lunch, After School)
Thursday 2/27 (Before School, During Lunch, After School in Room 227)
Friday 2/28 (Before School only)
Tuesday, February 25, 2020 |
End-of-Unit 5 Written Performance Task |
Monday, February 24, 2020 |
Unit 5 End-of-Unit AssessmentUnit 7 Workbooks issued to students |
The last day to turn in MISSING / LATE WORK for Trimester 2 is Friday 2/21/20.
Friday, February 21, 2020 |
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Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Thursday, February 20, 2020 |
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Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Wednesday, February 19, 2020 |
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Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
8.F.B Use functions to model relationships between quantities.
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Tuesday, February 18, 2020 |
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Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Friday, February 14, 2020 - NO SCHOOL - HOLIDAY Monday, February 17, 2020 School resumes on Tuesday 2/18/20
WINDOW FOR RETAKE OF IM UNIT 5 MID-UNIT ASSESSMENT IS 2/10/20-2/13/20
Thursday, February 13, 2020 |
Quiz - Area and Volume IM Unit 5
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Lesson Standard(s):
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Wednesday, February 12, 2020 |
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Lesson Standard(s):
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slope-intercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slope-intercept
form.
• Interpret the rate of change and initial value of a li
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Tuesday, February 11, 2020 |
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Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slope-intercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slope-intercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and y-intercept of its graph
or a table of values.
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Monday, February 10, 2020
Friday, February 7, 2020 |
IM Unit 5 Lesson 10
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Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slope-intercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slope-intercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and y-intercept of its graph
or a table of values.
8.G.9 Understand how the formulas for the volumes of cones, cylinders, and spheres
are related and use the relationship to solve real-world and mathematical
problems.
Thursday, February 6, 2020 |
IM Unit 5 Mid-Unit Performance Task |
Lesson Standard(s):
8.F.4 Analyze functions that model linear relationships.
• Understand that a linear relationship can be generalized by 𝑦 = 𝑚𝑥 + 𝑏.
• Write an equation in slope-intercept form to model a linear relationship by
determining the rate of change and the initial value, given at least two (x, y)
values or a graph.
• Construct a graph of a linear relationship given an equation in slope-intercept
form.
• Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of the slope and y-intercept of its graph
or a table of values.
8.F.5. Qualitatively analyze the functional relationship between two quantities.
• Analyze a graph determining where the function is increasing or decreasing;
linear or non-linear.
• Sketch a graph that exhibits the qualitative features of a real-world function.
Wednesday, February 5, 2020 |
IM Unit 5 Mid-Unit Assessment |
Tuesday, February 4, 2020
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Group Station Activity
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Monday, February 3, 2020
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Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.2 Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions). For
example, given a linear function represented by a table of values and a linear
function represented by an algebraic expression, determine which function has
the greater rate of change.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Friday, January 31, 2020
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Lesson Standard(s):
8.F.5 Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function
that has been described verbally.
Thursday, January 30, 2020 |
IM Unit 5 Lesson 5
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Lesson Standard(s):
8.F.B Use functions to model relationships between quantities.
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
8.F.5 Describe qualitatively the functional relationship between two quantities by
analyzing a graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function
that has been described verbally.
Wednesday, January 29, 2020 |
IM Unit 5 Lesson 4
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
8.F.3 Interpret the equation as defining a linear function, whose graph is a straight
line; give examples of functions that are not linear. For example, the
function giving the area of a square as a function of its side length is not linear
because its graph contains the points , and , which are not on a straight line.
Tuesday, January 28, 2020 |
IM Unit 5 Lesson 3
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Lesson Standard(s):
8.F.A Define, evaluate, and compare functions.
8.F.1 Understand that a function is a rule that assigns to each input exactly one
output. The graph of a function is the set of ordered pairs consisting of an
input and the corresponding output.
8.F.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two ( x , y ) values, including reading
these from a table or from a graph. 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.
Monday, January 27, 2020 |
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END-OF-UNIT 4 ASSESSMENT RETAKE OPPORTUNITY WINDOW 1/21/20-1/24/20
Wednesday, January 22, 2020 -
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Please have a fully charged iPad and Reading Book with you each day. |
Tuesday, January 21, 2020 |
IM Unit 5 Lesson 2
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Monday, January 20, 2020 |
Holiday - No School
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Friday, January 17, 2020
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IM Unit 5 Workbooks issued to students
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Lesson Standard(s):
8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Thursday, January 16, 2020
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Wednesday, January 15, 2020
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Unit 4 Written Performance Task
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Tuesday, January 14, 2020
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Unit 4 End-of-Unit Assessment
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Monday, January 13, 2020
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Unit 4 End-of-Unit Practice Test
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Friday, January 10, 2020 |
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Thursday, January 9, 2020 |
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Lesson Standard(s):
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Wednesday, January 8, 2020 |
IM Unit 4 Lessons 8 and 9
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Tuesday, January 7, 2020
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Monday, December 23, 2019 -
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Friday, December 20, 2019
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Complete Desmos Activity
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Thursday, December 19, 2019
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Finish Station Activity from 12.18.19
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Wednesday, December 18, 2019
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Station Activity
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Tuesday, December 17, 2019
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.8 Analyze and solve pairs of simultaneous linear equations.
Monday, December 16, 2019
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Retake of Unit 4 Mid-Assessment offered during class (if student opts to take it)
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Friday, December 13, 2019
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Unit 4 Mid-Unit Assessments returned to students today (along with Answer Key)
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Thursday, December 12, 2019 |
IM Unit 4 Lesson 7
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Wednesday, December 11, 2019 |
Unit 4 Mid Unit Assessment # 1
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Tuesday, December 10, 2019 |
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, December 9, 2019 |
IM Unit 4 Lesson 6
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Friday, December 6, 2019
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Today is the final day for Unit 3 Test Retakes.
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Thursday, December 5, 2019
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IM Unit 4 Lesson 4
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Wednesday, December 4, 2019
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IM Unit 4 Lesson 3
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Tuesday, December 3, 2019
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IM Unit 4 Lesson 2
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Lesson Standard(s):
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
Monday, December 2, 2019
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IM Unit 4 Lesson 1
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Lesson Standard(s):
8.EE.7 Students solve one-variable equations including those with the variables
being on both sides of the equals sign. Students recognize that the solution to
the equation is the value(s) of the variable(s), which make the equation TRUE
(balanced) when they are substituted back into the equation. Equations shall
include rational numbers, distributive property and combining like terms.
Monday, November 25, 2019 -
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Thanksgiving Recess - No School
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Friday, November 22, 2019
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Thursday, November 21, 2019
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END-OF-UNIT 3 WRITTEN ASSESSMENT # 2 |
Wednesday, November 20, 2019
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IM Unit 3 End-of-Unit Assessment |
Tuesday, November 19, 2019
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IM Unit 3 Lesson 12
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| 11.19.19 IM Unit 3 Lesson 12.ppsx |
Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Monday, November 18, 2019 |
END-OF-UNIT 3 WRITTEN ASSESSMENT # 1
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Friday, November 15, 2019 |
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Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Thursday, November 14, 2019 |
Quiz
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Wednesday, November 13, 2019 |
11.8.19 Homework Due beginning of class
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Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Tuesday, November 12, 2019 |
TRIMESTER TWO Begins
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Lesson Standard(s):
8.EE.B Understand the connections between proportional relationships, lines, and
linear equations.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Monday, November 11, 2019 |
In Honor of Veteran's Day - No School |
NOTE: THE LAST DAY TO TURN IN MISSING CLASSWORK / HOMEWORK FOR TRIMESTER ONE IS 11/4/19. NO LATE WORK WILL BE ACCEPTED AFTER THIS DATE.
Friday, November 8, 2019
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End of Trimester One
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Lesson Standard(s):
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
8.F.4 Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a
description of a relationship or from two (x, y) values, including reading these
from a table or from a graph. 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.
Thursday, November 7, 2019
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Wednesday, November 6, 2019
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IM Unit 3 Lessons 6 and 7
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Tuesday, November 5, 2019
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IM Unit 3 Lessons 5 and 6
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Monday, November 4, 2019
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Unit 3 Assessment # 1NOTE: There will be NO Retake Opportunity offered for this test.
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Friday, November 1, 2019
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Finish your Station Activity
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Thursday, October 31, 2019
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Wednesday, October 30, 2019
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IM Unit 3 Extension Activity (GROUP)
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Tuesday, October 29, 2019
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IM Unit 3 Lesson 4
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Monday, October 28, 2019
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IM Unit 3 Lesson 3
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Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Friday, October 25, 2019
|
Window for IM Unit 2 End-of-Unit Assessment Retake closes today.
| ||||
Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Thursday, October 24, 2019 |
|
Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Wednesday, October 23, 2019 |
Written Response Essay Questions
| ||
Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
Tuesday, October 22, 2019
|
IM Unit 3 Lesson 1
| ||
Lesson Standard(s):
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
Monday, October 21, 2019 |
| ||
|
|
Lesson Standard(s):
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of
lengths, areas and other quantities.
7.RP.2 Recognize and represent proportional relationships between quantities.
8.EE.5 Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in
different ways. For example, compare a distance-time graph to a distance-
time equation to determine which of two moving objects has greater speed.
Thursday, October 17, 2019 -
Friday, October 18, 2019
|
Parent-Student-Teacher Conferences:
|
Wednesday, October 16, 2019
|
|
Tuesday, October 15, 2019
|
Station Activity (Introduction to Slope)
|
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
Window for UNIT 2 End-of-Unit Test Retakes 10/15/19-10/25/19
Monday, October 14, 2019
Slope Intercept Form
|
Unit 2 End-of-Unit Test (Online)
The y-intercept of a line is where the line intersects and passes through the y-axis. The y-intercept will be Zero if the line passes through the Origin. It can be a positive (above zero) value or a negative (below zero) value depending on where the line intersects the y-axis. If two lines have the same slope, they are parallel. If two lines have the same y-intercept, both lines pass through the same point (a common point that is shared) on the y-axis.
| ||
Friday, October 11, 2019 |
END OF UNIT 2 Practice Performance Task
| ||
Thursday, October 10, 2019 |
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Wednesday, October 9, 2019 |
IM Unit 2 Lesson 12
| ||||
Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies,
or geometry software.
Tuesday, October 8, 2019 |
IM Unit 2 Lesson 11
| ||
Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Monday, October 7, 2019 |
STATION ACTIVITY (REVIEW)
| ||||
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Friday, October 4, 2019
|
UNIT 2 MID-UNIT ASSESSMENTS RETURNED TO STUDENTS. RETAKE OPPORTUNITY WILL BE AVAILABLE FROM 10/7/19-10/11/19.
|
Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
8.G.4 Understand that a two-dimensional 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 two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Thursday, October 3, 2019
|
IM Unit 2 Lesson 10: Introduction to Slope
| ||
Lesson Standard(s):
8.EE.6 Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical 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.
8.G.4 Understand that a two-dimensional 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 two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Wednesday, October 2, 2019
|
Unit 2 Mid-Unit Assessment
|
Tuesday, October 1, 2019
|
IM Unit 2 Lesson 8 "Similar Triangles" and Lesson 9 "Side Length Quotients"
| ||
Lesson Standard(s):
8.G.2 Understand that a two-dimensional 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.
8.G.4 Understand that a two-dimensional 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 two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Monday, September 30, 2019
|
IM Unit 2 Lesson 7 "Similar Polygons"
| ||||
Lesson Standard(s):
8.G.2 Understand that a two-dimensional 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.
8.G.4 Understand that a two-dimensional 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 two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Friday, September 27, 2019 |
IM Unit 2 Lesson 6 "Similarity"
| ||||
Lesson Standard(s):
8.G.2 Understand that a two-dimensional 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.
8.G.4 Understand that a two-dimensional 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 two-dimensional figures, describe
a sequence that exhibits the similarity between them.
Thursday, September 26, 2019 |
|
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 25, 2019 |
| ||
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Tuesday, September 24, 2019
|
Quiz - Dilations and Scale Factor |
Monday, September 23, 2019
|
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Lesson Standard(s):
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Friday, September 20, 2019 |
|
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Thursday, September 19, 2019 |
IM Unit 2 Lesson 2 Concentric Grids
| ||
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Wednesday, September 18, 2019
|
Continue working on Dilations HW
| ||
Tuesday, September 17, 2019 |
Written Unit 1 Assessment
|
Video: Dilations and Scale Factor
Monday, September 16, 2019 |
IM Unit 2 Lesson 1
| ||||
Lesson Standard(s):
7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a
scale drawing at a different scale.
8.G.* Understand congruence and similarity using physical models, transparencies, or
geometry software.
Friday, September 13, 2019 |
Window for Retake of Mid-Unit Assessment closes today.
|
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Thursday, September 12, 2019 |
Unit 2 IM Workbooks issued to students
| ||||
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 11, 2019 |
End-of-Unit Test (Open Notes and Book)
|
Tuesday, September 10, 2019 |
IM Unit 1 Lesson 16
|
Lesson Standard(s):
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles.
Monday, September 9, 2019 |
IM Unit 1 Lesson 15
| ||||
Lesson Standard(s):
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles.
Friday, September 6, 2019
|
Unit 1 Mid-Unit Assessment (Open Book and Open Notes)
All test grades have been placed in PowerSchool as of 4pm.
|
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, September 5, 2019
|
IM Unit 1 Lesson 14 Review
|
Lesson Standard(s):
7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in
a multi-step problem to write and solve simple equations for an unknown angle
in a figure.
8.G.1 Verify experimentally the properties of rotations, reflections, and
translations.
8.G.5 Use informal 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 angle-angle criterion for similarity of triangles. For
example, arrange three copies of the same triangle so that the sum of the
three angles appears to form a line, and give an argument in terms of
transversals why this is so.
Wednesday, September 4, 2019
|
Classwork: IM Unit 1 Lesson 12
| ||||
Lesson Standard(s):
8.G.2 Understand that a two-dimensional 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.
Tuesday, September 3, 2019
|
Classwork: Introduction to Dilations
From the Origin (0,0):
| ||
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Monday, September 2, 2019
|
School Holiday - NO SCHOOL
|
Friday, August 30, 2019
|
| ||
Lesson Standard(s):
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, August 29, 2019
|
| ||
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Wednesday, August 28, 2019 |
IM Unit 1 Lesson 8
| ||
| 8.28.19 Lesson.ppsx |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Tuesday, August 27, 2019
|
Quiz # 1 (Open Book / Open Notes)
|
Monday, August 26, 2019
|
IM Unit 1 Lesson 7
| ||
| 8.26.19 Lesson.ppsx |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Friday, August 23, 2019
|
No Homework
|
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Thursday, August 22, 2019 |
BACK TO SCHOOL NIGHT - 6:00pm-8:00pmIM Unit 1 Lesson 6
| ||
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.2 Given two congruent figures, describe a sequence (rotations, reflections, and
translations) that exhibits the congruence between them.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Wednesday, August 21, 2019 |
IM Unit 1 Lesson 5
| ||||
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
8.G.3 Describe the effect of dilations, translations, rotations, and reflections on two-
dimensional figures using coordinates.
Tuesday, August 20, 2019 |
IM Unit 1 Lessons 3 and 4
| ||||
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Monday, August 19, 2019 |
IM Unit 1 Lesson 2
|
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Friday, August 16, 2019
|
IM Unit 1 Lesson 1
| ||||
| 8.16.19 IM Unit 1 Lesson 1.ppsx |
| 8.16.19 IM Unit 1 Lesson 1 Introduction.pdf |
Lesson Standard(s):
8.G.1 Verify experimentally the properties of rotations, reflections, and translations.
Thursday, August 15, 2019 |
Unit 1 Workbooks Issued to ALL Students
| ||
| 8.15.19 Pretest.pdf |
Wednesday, August 14, 2019 |
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