MATH 8 SCOPE AND SEQUENCE 2015-2016

UNIT 1: THE NUMBER SYSTEM AND PROPERTY OF

EXPONENTS (3 WKS)

1.1 Rational and Irrational Numbers

1.2- Square root and Cube Root
1.3- Scientific Notation
1.4- Properties of Exponents

* Mod 1 through PDE

UNIT 3: LINEAR FUNCTIONS (4 WKS)

3.A.1- Construct a function to model a linear relationship
between two quantities
3.A.2- Use the equation of a linear model to solve
problems in the context of bivariate measurement data,
interpreting the slope and intercept
3.A.3- Construct and interpret a two-way table
summarizing data on two categorical variables collected
from the same subjects
3.B.1- Functional relationship between two quantities by
analyzing a graph
3.B.2- Scatter plots for bivariate measurement data to
investigate patterns of association between two quantities
3.B.3- Scatter plots that suggest a linear association,
identify a line of best fit by judging the closeness of the
data points to the line

*Mod 6 through PDE

UNIT 2: FUNCTIONS FROM GEOMETRY (3 WKS)

2.A.1- Formulas for the volumes of cones, cylinders, and
spheres
2.B.1- Relation vs. Function
2.B.2- Properties of two functions each represented in a
different way
2.B.3- y = mx + b as defining a linear function
* Mod 5 through PDE

UNIT 4: LINEAR EQUATIONS (8 WKS)

4.A.1- Identify linear equations in one variable
4.A.2- Linear equations that have rational number
coefficients using the distributive property and collecting
like terms
4.B.1- Graph proportional relationships interpreting the
unit rate as the slope of the graph
4.B.2- Similar right triangles (show and explain why the
slope m is the same between any two distinct points on a
non-vertical line in the coordinate plane)
4.B.3- Derive the equation y = mx
4.C.1- Interpret solutions to a system of two linear
equations
4.C.2- Solve systems of two linear equations in two
variables algebraically, and estimate solutions by graphing
the equations
4.C.3- Solve real-world and mathematical problems leading
to two linear equations in two variables
*Mod 4 through PDE

UNIT 5: CONGRUENCE (4 WKS)

5.A.1- Pythagorean Theorem / Distance
5.A.2- Pythagorean Theorem / Unknown Side Lengths
5.A.3- Converse of the Pythagorean Theorem
5.B.1- Congruence
5.B.2- Dilations, Rotations, Reflections, and Translations
5.B.3- Sequence of Transformations
5.B.4- Effect of Dilations, Translations, Rotations, and
Reflections
*Mod 2 through PDE

UNIT 7: IRRATIONAL NUM USING GEOMETRY (7 WKS)

7.A.1- Estimate the value of irrational numbers without a
calculator
7.A.2 - Use rational approximation to compare and order
irrational numbers
7.A.3 - Locate/identify rational and irrational numbers at
their approximate locations on a number line
7.B.1 - Apply the converse of the Pythagorean Theorem to
show a triangle is a right triangle
7.B.2- Pythagorean Theorem to determine unknown side
lengths
7.B.3- Pythagorean Theorem to find the distance between
two points in a coordinate system

UNIT 6: SIMILARITY (3 WKS)

6.1- Identify and apply properties of rotations, reflections,
and translations
6.2- Describe the effect of dilations, translations, rotations,
and reflections
6.3- Describe a sequence of transformations

*Mod 3 through PDE

7.C.1- Formulas for the volumes of cones, cylinders, and

spheres to solve real-world and mathematical problems
*Mod 7 through PDE

MATH 8 SCOPE AND SEQUENCE

Unit 1: The Number System and Properties of Exponents (3 weeks)
Mod 1 through PDE

1.1- Rational and Irrational Numbers

1.2- Square root and Cube Root
1.3- Scientific Notation
1.4- Properties of Exponents

Unit 2: Functions from Geometry (3 weeks)

Mod 5 through PDE

2.A.1- Formulas for the volumes of cones, cylinders, and spheres

2.B.1- Relation vs. Function
2.B.2- Properties of two functions each represented in a different way
2.B.3- y = mx + b as defining a linear function

Unit 3: Linear Equations (4 weeks)

Mod 6 through PDE

3.A.1- Construct a function to model a linear relationship between two quantities

3.A.2- Use the equation of a linear model to solve problems in the context of bivariate measurement data,
interpreting the slope and intercept
3.A.3- Construct and interpret a two-way table summarizing data on two categorical variables collected from
the same subjects
3.B.1- Functional relationship between two quantities by analyzing a graph
3.B.2- Scatter plots for bivariate measurement data to investigate patterns of association between two quantities
3.B.3- Scatter plots that suggest a linear association, identify a line of best fit by judging the closeness of the
data points to the line

Unit 4: Linear Equations (8 weeks)

Mod 4 through PDE

4.A.1- Identify linear equations in one variable

4.A.2- Linear equations that have rational number coefficients using the distributive property and collecting like
terms
4.B.1- Graph proportional relationships interpreting the unit rate as the slope of the graph
4.B.2- Similar right triangles (show and explain why the slope m is the same between any two distinct points
on a non-vertical line in the coordinate plane)
4.B.3- Derive the equation y = mx
4.C.1- Interpret solutions to a system of two linear equations

4.C.2- Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing
the equations
4.C.3- Solve real-world and mathematical problems leading to two linear equations in two variables

Unit 5: Congruence (4 weeks)

Mod 2 through PDE

5.A.1- Pythagorean Theorem / Distance

5.A.2- Pythagorean Theorem / Unknown Side Lengths
5.A.3- Converse of the Pythagorean Theorem
5.B.1- Congruence
5.B.2- Dilations, Rotations, Reflections, and Translations
5.B.3- Sequence of Transformations
5.B.4- Effect of Dilations, Translations, Rotations, and Reflections

Unit 6: Similarity (3 weeks)

Mod 3 through PDE

6.1- Identify and apply properties of rotations, reflections, and translations

6.2- Describe the effect of dilations, translations, rotations, and reflections
6.3- Describe a sequence of transformations

Unit 7: Irrational Numbers Using Geometry (7 weeks)

Mod 7 through PDE

7.A.1- Estimate the value of irrational numbers without a calculator

7.A.2 - Use rational approximation to compare and order irrational numbers
7.A.3- Locate/identify rational and irrational numbers at their approximate locations on a number line
7.B.1- Apply the converse of the Pythagorean Theorem to show a triangle is a right triangle
7.B.2- Pythagorean Theorem to determine unknown side lengths
7.B.3- Pythagorean Theorem to find the distance between two points in a coordinate system
7.C.1- Formulas for the volumes of cones, cylinders, and spheres to solve real-world and mathematical
problems

UNIT SUMMARIES
UNIT 1: THE NUMBER SYSTEM AND PROP OF EXPONENTS (3 WKS)Mod 1 PDE
Unit Overview
This year begins with students extending the properties of exponents to integer exponents. They use the number line model
to support their understanding of the rational numbers and the number system. The number system is revisited at the end of
the year (in Module 7) to develop the real number line through a detailed study of irrational numbers.
The first step, done in Unit 1, is to analyze, sort, classify, and count up to 5 with meaning.

..

Unit Objectives
1.1 Rational and Irrational Numbers- Determine whether a number is rational or irrational. For rational numbers, show
that the decimal expansion terminates or repeats (limit repeating decimals to thousandths). Convert a terminating or
repeating decimal to a rational number (limit repeating decimals to thousandths). Compare and/or order rational numbers.
1.2- Square Root and Cube Root- Use square root and cube root symbols to represent solutions to equations of the
form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of perfect squares (up to and including
122) and cube roots of perfect cubes (up to and including 5 3) without a calculator.
1.3- Scientific Notation- Estimate very large or very small quantities by using numbers expressed in the form of a single
digit times an integer power of 10 and express how many times larger or smaller one number is than another. Perform
operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are
used. Express answers in scientific notation and choose units of appropriate size for measurements of very large or very
small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated
by technology (e.g., interpret 4.7EE9 displayed on a calculator as 4.7 10 9).
1.4- Properties of Exponents- Apply one or more properties of integer exponents to generate equivalent numerical
expressions without a calculator (with final answers expressed in exponential form with positive exponents). Properties
will be provided.

Focus Standards Addressed in this Module

CC.2.1.8.E.1 -

Distinguish between rational and irrational numbers using their properties.

CC.2.2.8.B.1 -

Apply concepts of radicals and integer exponents to generate equivalent expressions.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Proper Conceptions

Misconceptions
1.

2.

A few irrational numbers are given special

names (pi), and much attention is given to
sqrt (2). Because we name so few irrational
numbers, students sometimes conclude that
irrational numbers are unusual and rare. Some
students are surprised that the decimal
representation of pi does not repeat. Some
students believe that if only we keep looking
at digits farther and farther to the right,
eventually a pattern will emerge.

1.

All irrational numbers are non-repeating, nonterminating decimals. They are more
plentiful than rational numbers. In fact,
irrational numbers are much more plentiful
than rational numbers, in the sense that they
are denser in the real line.

2.

The exponent in scientific notation does not

indicate the number of zeros in the standard
form, but rather the number of decimal places
that have been moved to change to scientific
notation.

Students may make the relationship that in

scientific notation, when a number contains
one nonzero digit and a positive exponent,
that the number of zeros equals the exponent.
This pattern may incorrectly be applied to
scientific notation values with negative values
or with more than one nonzero digit. Students
may mix up the product of powers property
and the power of a power property.

Concepts

Competencies

Rational Numbers and Irrational

Numbers

Distinguish between rational and irrational numbers using their

properties.
Convert a terminating or repeating decimal into a rational number.

Vocabulary
Irrational number
Perfect cube
Perfect square
Rational number
Scientific notation
Square root

UNIT 2: FUNCTIONS FROM GEOMETRY (3 WKS) Mod 5 PDE

Unit Overview
Students are introduced to functions in the context of linear equations and area/volume formulas in Unit 2. They define,
evaluate, and compare functions using equations of lines as a source of linear functions and area and volume formulas as a
source of nonlinear functions.

..
Unit Objectives
2.A.1- Formulas for the volumes of cones, cylinders, and spheres- Apply formulas for the volumes of cones, cylinders,
and spheres to solve real-world and mathematical problems. Formulas will be provided.
2.B.1- Relation vs. Function- Determine whether a relation is a function.
2.B.2- Properties of two functions each represented in a different way- Compare properties of two functions each
represented in a different way (i.e., algebraically, graphically, numerically in tables, or by verbal descriptions).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.
2.B.3- y = mx + b as defining a linear function- 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.

..

Focus Standards Addressed in this Module

CC.2.2.8.C.1 -

Define, evaluate, and compare functions.

CC.2.3.8.A.1 -

Apply the concepts of volume of cylinders, cones, and spheres to solve real-world and
mathematical problems.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

Proper Conceptions

1. Some students will mix up x- and y-axes on the

coordinate plane, or mix up the ordered pairs.

1. When emphasizing that the first value is plotted on the

horizontal axes (usually x, with positive to the right) and
the second is the vertical axis (usually called y, with
positive up), point out that this is merely a convention.
The use of the independent and dependent relationship
between the axis may be useful in the decision making
involved in building the graph.

2. A common misconception among middle grade students

is that volume is a number that results from
substituting other numbers into a formula.
3. Students see a constant rate of change as occurring only
when distance between points on a table or graph is kept
constant

2. For these students there is no recognition that volume

is a measure related to the amount of space occupied. If
a teacher discovers that students do not have an
understanding of volume as a measure of space, it is
important to provide opportunities for hands on
experiences where students fill three dimensional
objects. Begin with right- rectangular prisms and fill them
with cubes will help students understand why the units for
volume are cubed. See Cubes
http://illuminations.nctm.org/ActivityDetail.aspx?ID=6
3. Teachers should model linear function tables, and slope
analysis, with inconsistent changes in the domain.
4. Identify constant rate of change in graphs, tables and
equations therefore identifying linear versus exponential
function.

Concepts

Competencies

Functions

Define, interpret, and compare functions displayed

algebraically, graphically, numerically in tables, or by

Vocabulary

Cylinders, Cones, and

Spheres

verbal descriptions.
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.

Linear function
Sphere
Cylinder
Cone

UNIT 3: LINEAR FUNCTIONS (4 WKS) Mod 6 PDE

Unit Overview
In Unit 3, students return to linear functions in the context of statistics and probability as bivariate data provides support in
the use of linear functions.

.
Unit Objectives
3.A.1- Construct a function to model a linear relationship between two quantities- 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.
3.A.2- Use the equation of a linear model to solve problems in the context of bivariate measurement data,

interpreting the slope and intercept- Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and intercept. Example: In a linear model for a biology experiment, interpret a
slope of 1.5 cm/hr. as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature
plant height.
3.A.3- Construct and interpret a two-way table summarizing data on two categorical variables collected from the
same subjects- Construct and interpret a two-way table summarizing data on two categorical variables collected from the
same subjects. Use relative frequencies calculated for rows or columns to describe possible associations between the two
variables. Example: Given data on whether students have a curfew on school nights and whether they have assigned chores
at home, is there evidence that those who have a curfew also tend to have chores?
3.B.1- Functional relationship between two quantities by analyzing a graph- 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 or determine a graph that exhibits the qualitative features of a function that has been described verbally.
3.B.2- Scatter plots for bivariate measurement data to investigate patterns of association between two quantitiesDescribe patterns such as clustering, outliers, positive or negative correlation, linear association, and nonlinear association.
3.B.3- Scatter plots that suggest a linear association, identify a line of best fit by judging the closeness of the data
points to the line- For scatter plots that suggest a linear association, identify a line of best fit by judging the closeness of
the data points to the line.

..

Focus Standards Addressed in this Module

CC.2.2.8.C.2 -

Use concepts of functions to model relationships between quantities.

CC.2.4.8.B.1 -

Analyze and/or interpret bivariate data displayed in multiple representations.

CC.2.4.8.B.2 -

Understand that patterns of association can be seen in bivariate data utilizing frequencies.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

Proper Conceptions

1. Students often confuse a recursive rule with an explicit

formula for a function. For example, after identifying that
a linear function shows an increase of 2 in the values of
the output for every change of 1 in the input, some
students will represent the equation as y = x + 2 instead of
realizing that this means y = 2x + b.

1. When tables are constructed with increasing

consecutive integers for input values, then the distinction
between the recursive and explicit formulas is about
whether you are reasoning vertically or horizontally in the
table. Both types of reasoningand both types of
formulasare important for developing proficiency with
functions.
2. Emphasize that that x usually represents the

2. When making axes for a graph, some students may not

use equal intervals to create the scale. Some students may
infer a cause and effect between independent and
dependent variables, but this is often not the case.
3. When input values are not increasing consecutive
integers (e.g., when the input values are decreasing, when
some integers are skipped, or when some input values are
not integers), some students have more difficulty
identifying the pattern and calculating the slope

independent variable and y represents the dependent

variable and that this is a convention that makes it easier
to communicate.
3. It is important that all students have experience with
such tables, so as to be sure that they do not
overgeneralize from the easier examples. Some students
may not pay attention to the scale on a graph, assuming
that the scale units are always one.
4. To obtain the exact line of best fit, students would use
technology to find the line of regression.

4. Students may mistakenly think their lines of best fit for

the same set of data will be exactly the same. Because
students are informally drawing lines of best fit, the lines
will vary slightly.

Concepts

Competencies

Functions

Construct, analyze, and interpret bivariate data displayed

in scatter plots.

Data and Distributions

Identify and use linear models to describe bivariate
measurement data.
Use frequencies to analyze patterns of association seen in
bivariate data.

Vocabulary

Bivariate data
Scatter plot
Line of best fit
Negative correlation
Clustering
Two-way frequency tables

UNIT 4: LINEAR EQUATIONS (8 WKS) Mod 4 PDE

Unit Overview
In Unit 4, students use similar triangles to explain why the slope of a line is welldefined. Students learn the connection
between proportional relationships, lines, and linear equations as they develop ways to represent a line by different
equations (y = mx + b, y y1 = m (x x1), etc.). They analyze and solve linear equations and pairs of simultaneous linear
equations. The equation of a line provides a natural transition into the idea of a function explored in the next two modules.

Unit Objectives
4.A.1- Identify linear equations in one variable- Write and identify 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).
4.A.2- Linear equations that have rational number coefficients using the distributive property and collecting like
terms- Solve linear equations that have rational number coefficients, including equations whose solutions require
expanding expressions using the distributive property and collecting like terms
4.B.1- Graph proportional relationships interpreting the unit rate as the slope of the graph- Graph proportional
relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships
represented in different ways. Example: Compare a distance-time graph to a distance-time equation to determine which of
two moving objects has greater speed.
4.B.2- Similar right triangles (show and explain why the slope m is the same between any two distinct points on a
non-vertical line in the coordinate plane)- Use similar right triangles to show and explain why the slope m is the same
between any two distinct points on a non-vertical line in the coordinate plane.
4.B.3- Derive the equation y = mx- 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.
4.C.1- Interpret solutions to a system of two linear equations- Interpret solutions to a system of two linear equations in
two variables as points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
4.C.2- Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the
equations- Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the
equations. Solve simple cases by inspection. Example: 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y
cannot simultaneously be 5 and 6.
4.C.3- Solve real-world and mathematical problems leading to two linear equations in two variables- Solve real-world
and mathematical problems leading to two linear equations in two variables. Example: Given coordinates for two pairs of
points, determine whether the line through the first pair of points intersects the line through the second pair.

Focus Standards Addressed in this Module

CC.2.2.8.B.2 -

Understand the connections between proportional relationships, lines, and linear equations.

CC.2.2.8.B.3 -

Analyze and solve linear equations and pairs of simultaneous linear equations.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

Proper Conceptions

1. Only the letters x and y can be used for variables

1. Any letter can be used for a variable.

2. Students think that you always need a variable = a

constant as a solution

2. The solution to an equation is any value or set of

values that when substituted for the variable or set of
variables cause the equation to be balanced.

3. The variable is always on the left side of the

equation
4. Equations are not always in the slope intercept
form, y=mx+b
5. Students believe that all equations, including those
with more than
one variable, have a single solution

3. In the solutions to equations the variable can exist on

either side of the equal sign.
4. A linear relationship can be represented by any two
variable equations with variable exponents equal to one.
5. The solutions to an equation can be singular, infinite
or non-existent. Some solutions may have constraints.

Concepts

Competencies

Linear Equations

Analyze and describe linear relationships between two

variables, using slope.
Interpret solutions to a linear equation and systems of two
linear equations.
Analyze, model and solve linear equations.
Analyze and solve pairs of simultaneous equations.

Vocabulary

Slope
Rate of change
Linear equation
Simultaneous linear
equations

UNIT 5: CONGRUENCE (4 WKS) Mod 2 PDE

Unit Overview
In Unit 5, students study congruence by experimenting with rotations, reflections, and translations of geometrical figures.
Their study of congruence culminates with an introduction to the Pythagorean Theorem in which the teacher guides
students through the proof of the theorem using the areas of squares built on each side of the right triangle. Students
practice the theorem in realworld applications and mathematical problems throughout the year. (In Module 7, students
learn to prove the Pythagorean Theorem on their own and are assessed on that knowledge in that module.)

Unit Objectives
5.A.1- Pythagorean Theorem / Distance- Apply the Pythagorean Theorem to find the distance between two points in a
coordinate system.
5.A.2- Pythagorean Theorem / Unknown Side Lengths- Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical problems in two and three dimensions
5.A.3- Converse of the Pythagorean Theorem- Apply the converse of the Pythagorean Theorem to show a triangle is a
right triangle.
5.B.1- Congruence- Identify Geometric figures that have the same size and the same shape. Congruent
figures may have different orientations. Example: Congruent angles have the same degree measure and Congruent
segments are the same length. In the case of congruent polygons, the identifying vertices of the two polygons refer to
corresponding angles.
5.B.2- Dilations, Rotations, Reflections, and Translations- Identify and apply properties of dilations, rotations,
reflections, and translations. Example: Angle measures are preserved in rotations, reflections, and translations
5.B.3- Sequence of Transformations- Given two congruent figures, describe a sequence of transformations that exhibits
the congruence between them.
5.B.4- Effect of Dilations, Translations, Rotations, and Reflections- Describe the effect of dilations, translations,
rotations, and reflections on two-dimensional figures, using coordinates.

Focus Standards Addressed in this Module

CC.2.3.8.A.2 -

Understand and apply congruence, similarity, and geometric transformations using various tools.

CC.2.3.8.A.3 -

Understand and apply the Pythagorean Theorem to solve problems.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

Proper Conceptions

1. Students often confuse situations that require adding

with multiplicative situations in regard to scale factor.

1. Providing experiences with geometric figures and

coordinate grids may help students visualize the
difference.

Concepts

Competencies

Congruence and Similarity

Use transformations to demonstrate congruence and

similarity of geometric figures.
Use various tools to understand and apply geometric
transformations to geometric figures.
Apply the Pythagorean Theorem and its converse to solve
mathematical problems in two and three dimensions.

Vocabulary

Congruence
Rotation
Reflection
Translation
Pythagorean theorem
Hypotenuse
Leg

UNIT 6: SIMILARITY (3 WKS) Mod 3 PDE

Unit Overview
The experimental study of rotations, reflections, and translations in Unit 6 prepares students for the more complex work of
understanding the effects of dilations on geometrical figures in their study of similarity in Module 5. They use similar
triangles to solve unknown angle, side length and area problems.

Unit Objectives
6.1- Identify and apply properties of rotations, reflections, and translations- Identify and apply properties of rotations,
reflections, and translations. Example: Angle measures are preserved in rotations, reflections, and translations.
6.2- Describe the effect of dilations, translations, rotations, and reflections- Describe the effect of dilations, translations,
rotations, and reflections on two-dimensional figures, using coordinates.
6.3- Describe a sequence of transformations- Given two similar two-dimensional figures, describe a sequence of
transformations that exhibits the similarity between them.

Focus Standards Addressed in this Module

CC.2.3.8.A.2 -

Understand and apply congruence, similarity, and geometric transformations using various tools.

CC.2.3.8.A.3 -

Understand and apply the Pythagorean Theorem to solve problems.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

Proper Conceptions

1. Students often confuse situations that require

adding with multiplicative situations in regard to
scale factor.

1. Providing experiences with geometric figures and

coordinate grids may help students visualize the
difference.

Concepts

Competencies

Congruence and Similarity

Use transformations to demonstrate congruence and

similarity of geometric figures.
Use various tools to understand and apply geometric
transformations to geometric figures.

Vocabulary

Dilation
Similar triangles

Apply the Pythagorean Theorem and its converse to solve

mathematical problems in two and three dimensions.

UNIT 7: IRRATIONAL NUMBERS USING GEOMETRY (7 WKS) Mod 7 PDE

Unit Overview
By Module 7 students have been using the Pythagorean Theorem for several months. They are sufficiently prepared to learn
and explain a proof of the theorem on their own. The Pythagorean Theorem is also used to motivate a discussion of
irrational square roots (irrational cube roots are introduced via volume of a sphere). Thus, as the year began with looking at
the number system, so it concludes with students understanding irrational numbers and ways to represent them (radicals,
nonrepeating decimal expansions) on the real number line.

..
Unit Objectives
7.A.1- Estimate the value of irrational numbers without a calculator- Estimate the value of irrational numbers without a

calculator (limit whole number radicand to less than 144).Example: 5 is between 2 and 3 but closer to 2.
7.A.2- Use rational approximation to compare and order irrational numbers- Use rational approximations of irrational
numbers to compare and order irrational numbers.
7.A.3- Locate/identify rational and irrational numbers at their approximate locations on a number lineLocate/identify rational and irrational numbers at their approximate locations on a number line.
7.B.1- Apply the converse of the Pythagorean Theorem to show a triangle is a right triangle- Apply the converse of the
Pythagorean Theorem to show a triangle is a right triangle.
7.B.2- Pythagorean Theorem to determine unknown side lengths- Apply the Pythagorean Theorem to determine
unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
7.B.3- Pythagorean Theorem to find the distance between two points in a coordinate system- Apply the Pythagorean
Theorem to find the distance between two points in a coordinate system.
7.C.1- Formulas for the volumes of cones, cylinders, and spheres to solve real-world and mathematical problemsApply formulas for the volumes of cones, cylinders, and spheres to solve real-world and mathematical problems. Formulas
will be provided.

..

Focus Standards Addressed in this Module

CC.2.1.8.E.1 -

Distinguish between rational and irrational numbers using their properties.

CC.2.1.8.E.4 -

Estimate irrational numbers by comparing them to rational numbers.

Important Standards Addressed in this Module

There are no standards currently aligned to this resource.

Misconceptions

1. Some students are surprised that the decimal

representation of pi does not repeat. Some students
believe that if only we keep looking at digits farther and
farther to the right, eventually a pattern will emerge. A
few irrational numbers are given special names (pi), and
much attention is given to sqrt (2). Because we name so
few irrational numbers, students sometimes conclude that
irrational numbers are unusual and rare.

Proper Conceptions

1. Irrational numbers are much more plentiful than

rational numbers, in the sense that they are
denser in the real line.