Table of Contents
Grade 8
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About the Project
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i
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About the Booklet
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iii
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Instructional Analysis
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v
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Michigan Curriculum Framework - Grade 8
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vii
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Formative Assessment (with rubrics)
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Page 1
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The Family Bond (Grade Levels – 6, 7)
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Page 3
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In this task the students will use tables of
baseball statistics to compare the careers of two players, Barry and
Bobby Bonds, to decide which of the two players will be remembered
as the better player. They will construct a double line graph to
display data on home runs hit by each player. They will then write a
persuasive letter to the local newspaper to explain and defend their
choice based on their analysis of the players’ performance data.
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The Price is Right (Grade Levels – 8)
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Page 20
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Students will determine the cost of mowing two
different-size lawns. They will measure scale drawings of the lawn
plots, use proportion to calculate the areas of the two plots, and
compute the total cost of the lawn service. Finally, they will
prepare a written proposal to a neighbor for the cost of his/her
lawn service.
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Constructed Response (with rubrics)
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Page 37
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The items in this section develop skill in
writing answers to questions. The questions require students to
explain their thinking in clear and complete sentences. Scoring
guides (rubrics) are provided for evaluating the student’s
response.
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Student Inventory Preface
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Page 64
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Inventory of "Big Ideas" (Vital
Understandings) in Mathematics with examples and critical objectives
for Grade 8
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Page 65
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This section provides teachers with a checklist
of "Big Ideas" (vital understandings) in mathematics.
These "Big Ideas" are meant to encompass the most
essential concepts and skills addressed in the standards and
benchmarks of the Michigan Curriculum Framework. These are the
"Big Ideas" that children cannot afford to be without, if
they are to be successful in mathematics. The list is intended to be
"teacher friendly" yet designed to improve the
intellectual quality of student performance.
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Multiple Choice Preface
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Page 76
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Student Skills Inventory of "Big
Ideas" in Mathematics
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Page 79
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This section teaches the student how to take a
multiple-choice/short answer type of test while evaluating content
knowledge of the "Big Ideas" identified in the Teacher’s
Inventory. Answers are provided for evaluating the student’s
response.
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MISD - Summer 1998
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DRAFT
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Assessment 2000
Grade 8
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Finding the perimeter
and area of an irregular figure is a task performed often in the
"real" world. Whether one is concerned with carpeting,
engineering or simply cost estimation, the task must be completed.
Display your skills with the problems below.
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Remember that day you asked your parents for a dog? Julie, an
8th grader, has also asked her mom to allow her to have a dog. Her
mom gives permission, as long as Julie is able to plan the
construction of a fence to surround their backyard. Julie’s Uncle
Matt has also agreed to build the fence, if she can find the
perimeter of the yard. He has asked that she write a note to him
explaining how she arrived at the perimeter, and to show all her
work so that he may double check it. Julie found the following
survey of the backyard. Help her find the perimeter. (Remember,
show
all work, or no dog!)
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1. a) Find the perimeter, in terms of x,
of Julie’s backyard. (Show all work.)
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b) Write a note to Julie’s uncle explaining what you did.
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Julie’s mom also wants to lay new sod
(grass) in the backyard. Uncle Matt agrees to do this project as
well, if Julie can find the area and write him a note explaining how
she arrived at her answer, showing all her work.
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2. a) Find the area, in terms of x, of
Julie’s backyard. (Show all work.)
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b) Write a note to Julie’s uncle explaining what you did.
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3. To actually build the fence and lay the
sod, Uncle Matt needs to know the value for x. Julie
called her city
hall and found that, in her neighborhood, the value for x was 10
feet. Find the
actual perimeter and area of the backyard for x = 10
feet. (Show all work.)
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MISD - Summer 1998
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47
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Assessment 2000
Grade 8
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DRAFT
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Inventory of "Big Ideas"
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Inventory of "Big Ideas" (Vital
Understandings) in Mathematics
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With Examples for Grade 8
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Correlated with Michigan Curriculum Framework
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I. Patterns, Relations and
Functions
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Foundation: "Mathematics is the
science of patterns."* Patterns bring order, connectiveness,
and predictability, to seemingly unordered, unconnected and
unpredictable situations.
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1. Can I (my students/my child) determine
how a pattern is created and extend that pattern?
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Example Grade 8:
I-1.3
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Describe what is happening in the following
patterns. Predict the new number.
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2, 3, 5, 7, 11, 13 …
1, 4, 9, 16, 25 …
1, 2, 4, 8, 16 …
25, 23, 21, 19 …
1, 1, 2, 3, 5, 8, 13, 21 …
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2. Can my students use a function to
generate a set of ordered pairs? (A function is a rule where
the
value of the first quantity determines a corresponding value of the
second.)
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Example Grade 8:
I-2.4
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In your bank you have $24. Every weekend when
you finish your chores, your mom or dad gives you $3.00. On
Saturday, when you go to the movies, you spend $5.00 for
your ticket and food. If you don’t spend any other money
during the week, how long will it be until you’re broke?
If your mom or dad lets you borrow, how much will you owe in
6 months?
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MISD - Summer 1998
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35
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