Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade Eight 2nd Nine Weeks

Data Analysis and Probability
***Data
The learner will be able to collect, display and analyze data.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.14.8.1
The learner will be able to design and conduct investigations which include: adequate number of trials, unbiased sampling, accurate measurement, record keeping.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.14.8.2
The learner will be able to explain which types of display are appropriate for various data sets (scatter plot for relationship between two variants and line of best fit).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.14.8.3
The learner will be able to interpret or solve real world problems using data from charts, line plots, stem and leaf plots, double bar graphs, line graphs, box and whisker plots, scatter plots and frequency tables or double line graphs.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.8.1
The learner will be able to compare and contrast the reliability of data sets with different size populations Ex. 40/80 vs. 400/800.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.8.2
The learner will be able to analyze, with and without appropriate technology, graphs by comparing measure of central tendencies and measures of spread.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.8.3
The learner will be able to given at least one of the measures of central tendency create a data set.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.8.4
The learner will be able to describe how the inclusion of outliers affects those measures.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.16.8.1
The learner will be able to use observations about differences between sets of data to make conjectures about the populations from which the data was taken.
Source
Arkansas Mathematics Frameworks 2004
  
***Probability
The learner will be able to use probability to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.14.8.1
The learner will be able to design and conduct investigations which include: adequate number of trials, unbiased sampling, accurate measurement, record keeping.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.8.1
The learner will be able to compare and contrast the reliability of data sets with different size populations Ex. 40/80 vs 400/800.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.8.1
The learner will be able to compute, with and without appropriate technology, probabilities of compound events, using organized lists, tree diagrams and logic grid.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.8.2
The learner will be able to make predictions based on theoretical probabilities, design and conduct and experiment to test the predictions, compare actual results to predict results, and explain differences Ex. suggested materials for simulations are " polyhedra die, random number table and technology.
Source
Arkansas Mathematics Frameworks 2004
  
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Algebraic Concepts
***Patterns and Functions
The learner will be able to use patterns and functions to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.8.2
The learner will be able to use real world situations, describe patterns in words, tables, pictures, and symbolic representations.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.8.4
The learner will be able to use tables, graphs, and equations to identify independent/dependent variables (input/output).
Source
Arkansas Mathematics Frameworks 2004
  
A.6.8.3
The learner will be able to differentiate between independent/dependent variables given an linear relationship in context.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.8.1
The learner will be able to find the Nth term in a pattern or a function table.
Source
Arkansas Mathematics Frameworks 2004
  
A.4.8.3
The learner will be able to interpret and represent a two operation function as an algebraic equation Ex. y =2x + 1.
Source
Arkansas Mathematics Frameworks 2004
  
A.5.8.2
The learner will be able to solve and graph linear equations (in the form y= mx + b).
Source
Arkansas Mathematics Frameworks 2004
  
A.6.8.1
The learner will be able to describe, with an without appropriate technology, the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change (rise/run) and y-intercept in real world problems.
Source
Arkansas Mathematics Frameworks 2004
  
A.6.8.2
The learner will be able to represent, with and without appropriate technology, linear relationships concretely, using tables, graphs and equations.
Source
Arkansas Mathematics Frameworks 2004
  
A.7.8.1
The learner will be able to use, with and without appropriate technology, graphs of real life situations to describe the relationships an analyze change including graphs of change (cost per minute) and graphs of accumulation (total cost).
Source
Arkansas Mathematics Frameworks 2004
  
A.6.8.4
The learner will be able to represent, with and without appropriate technology, simple exponential and or quadratic functions suing verbal descriptions, tables, graphs and formulas and translate among these representations.
Source
Arkansas Mathematics Frameworks 2004
  
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