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Morgan County School District |
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Morgan County Curriculum 4.1 Middle Sch. |
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Mathematics - Math- Grade 8 |
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Number Properties and Operations (22%)
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1.1.1 DOK 1 ASSESSED
The learner will be able to
provide examples of and identify rational numbers and irrational numbers (Square roots and TT only).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.2 Supporting
The learner will be able to
describe and provide examples of representations of numbers (rational, square roots, and TT) and operations in a variety of equivalent forms using models, diagrams, and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences), based on real world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.1.3 DOK 2 ASSESSED
The learner will be able to
convert, compare, and order multiple numerical representations (e.g., fractions, decimals, percentages) of rational numbers and irrational numbers (square roots and TT).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.2.1 DOK 2 ASSESSED
The learner will be able to
estimate to solve real-world and mathematical problems with rational numbers, checking for reasonable and appropriate computational results.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.1 DOK 2 ASSESSED
The learner will be able to
add, subtract, multiply, and divide rational numbers to solve real-world problems and to apply order of operations (including positive whole number exponents) to simplify numerical expressions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Operations |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.3.2 Supporting
The learner will be able to
explain how operations (addition and subtraction; multiplication and division; squaring and taking the square root of a number) are inversely related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Operations |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.4.1 DOK 2 ASSESSED
The learner will be able to
apply ratios and proportional reasoning to solve real-world problems (e.g., percents, constant rate of change, unit pricing, percent of increase or decrease).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ratios And Proportional Reasoning |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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1.5.2 DOK 1 ASSESSED
The learner will be able to
identify the use of properties (commutative properties of addition and multiplication, the associative properties of addition and multiplication, the identity properties for addition and multiplication, inverse properties and the distributive property of multiplication over addition and subtraction) to justify a given step in problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties of Numbers And Operations |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.1 DOK 3 ASSESSED
The learner will be able to
measure lengths (to the nearest sixteenth of an inch or the nearest millimeter) and will determine and use in real-world and mathematical problems: *Area and perimeter of triangles and quadrilaterals; *Area and circumference of circles; *Area and perimeter of compound figures composed of triangles, quadrilaterals, and circles; *Area from circumference or perimeter; and *Circumference or perimeter from area.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.2 Supporting
The learner will be able to
estimate measurements in standard units in real world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.3 DOK 2 ASSESSED
The learner will be able to
evaluate the measures of angles by estimation, measurement with a protractor or angle ruler and determine angle measures in mathematical and real-world situations (e.g., supplementary, external, vertical).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.2.1 DOK 2 ASSESSED
The learner will be able to
covert units within the same measurement system and use these units to solve real-world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems of Measurement |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.4 DOK 2 ASSESSED
The learner will be able to
apply formulas to determine that volume of rectangular prisms in real world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.5 Supporting
The learner will be able to
use formulas to find surface area of right rectangular prisms in real world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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2.1.6 DOK 2 ASSESSED
The learner will be able to
apply the Pythagorean theorem to determine the length of a hypotenuse.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measuring Physical Attributes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.1 Supporting
The learner will be able to
describe and provide examples of the basic geometric elements that include points, rays, lines, segments, angles, planes, and will use these elements in real-world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Shapes And Relationships |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.2 DOK 2 ASSESSED
The learner will be able to
identify and compare properties of two-dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral]), quadrilaterals (square, rectangle, rhombus, parallelogram, trapezoid], regular/irregular polygons), and will apply these elements and figures to solve real-world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Shapes And Relationships |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.3 DOK 2 ASSESSED
The learner will be able to
compare properties of three-dimensional figures (spheres, cones, cylinders, prisms, pyramids), and will apply these properties and figures to solve real-world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Shapes And Relationships |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.1.4 DOK 3 ASSESSED
The learner will be able to
provide examples of congruent and similar figures, apply congruent and similar figures to solve real-world and mathematical problems, and apply proportional reasoning to solve problems involving scale drawings and proportional figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Shapes And Relationships |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.2.1 Supporting
The learner will be able to
describe, provide examples of, and apply to real-world and mathematical problems rotational symmetry (90 degrees, 180 degrees, 360 degrees).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.2.2 DOK 2 ASSESSED
The learner will be able to
transform (translations, reflections, and dilations with the center of dilation at the origin) figures in a coordinate plane and determine the new coordinates of the image after the transformation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.2.3 Supporting
The learner will be able to
identify rotation (clockwise or counterclockwise) of figures about the origin, in a coordinate plane.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations of Shapes |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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3.3.1 DOK 2 ASSESSED
The learner will be able to
identify and graph ordered pairs on a coordinate system, correctly identifying the origin, axes, and ordered pairs; and will apply graphing the coordinate system to solve real-world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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Data Analysis and Probability (15%)
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4.1.1 DOK 3 ASSESSED
The learner will be able to
analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and- leaf plots, scatter plots, histograms, box-and-whiskers plots).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Representations of Data Sets |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.2 Supporting
The learner will be able to
explain how different representations of data (e.g., tables, graphs, diagrams, pots) are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Representations of Data Sets |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.4 DOK 2 ASSESSED
The learner will be able to
*construct data displays (Venn diagrams, tables, line graphs, stem-and-leaf plots, circle graphs, scatter plots); *Explain why the type of display is appropriate for the data; and *Explain how misleading representations affect interpretations and conclusions about date (e.g., changing the scale on a graph).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Representations of Data Sets |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.2.1 DOK 2 ASSESSED
The learner will be able to
determine and apply the mean, median, mode, and range of a set of data; *Identify clusters, gaps, and outliers; and *Apply these concepts to compare sets of data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Characteristics of Data Sets |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.1 DOK 2 ASSESSED
The learner will be able to
apply counting techniques to determine the size of a sample space for a real-world or mathematical situation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.2 DOK 3 ASSESSED
The learner will be able to
*Determine theoretical probabilities of simple events; *Determine probabilities based on the results of an experiment; and *Make inferences from probability data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.3 Supporting
The learner will be able to
tabulate experimental results from simulations and explain how theoretical and experimental probabilities are related.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.1.5 Supporting
The learner will be able to
construct box-and-whiskers plots.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Representations of Data Sets |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.3.1 Supporting
The learner will be able to
explain how data gathering, bias issues, and faulty data analysis, can affect the results of data collection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Experiments and Samples |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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4.4.4 Supporting
The learner will be able to
determine theoretical probabilities and represent them using area models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.1.1 Supporting
The learner will be able to
use variables to describe numerical patterns based on arithmetic sequences in real world and mathematical situations (e.g., f(N)=2N+3).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, and Functions |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.1.2 DOK 2 ASSESSED
The learner will be able to
represent, analyze, and generalize functions using tables, graphs, words, and algebraic notations, and will apply the relationships to solve real-world and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, and Functions |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.1.5 DOK 2 ASSESSED
The learner will be able to
explain how the change in one variable affects the change in another variable (e.g., if rate remains constant, an increase in tie results in an increase in distance).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns, Relations, and Functions |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.2.1 DOK 2 ASSESSED
The learner will be able to
evaluate and simplify algebraic expressions applying the order of operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variables, Expressions, And Operations |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.2.2 Supporting
The learner will be able to
describe, define, and provide examples of variables and expressions with a missing value based on real-world and mathematical situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variables, Expressions, And Operations |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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5.3.1 DOK 2 ASSESSED
The learner will be able to
model and solve single-variable, first-degree real-world and mathematical problems (e.g., 4x+2=22, x-4<60).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equations And Inequalities |
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Master |
1.0 |
Morgan County School District(a) |
Classroom
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