Core Content Coaching 8th Grade & 7th Grade Advanced Mathematics CRM 3 Foundations for Functions CRM 4 Multiple Representations 2nd Six Weeks October 6 – November 7 24 days

Where should I start? Review the curriculum road map! CRM Scavenger hunt Click on the link to download the CRM scavenger hunt handout? This is the CRM! You can access it through schoolnet.

So…How will the CRMs help me? Suggested pacing to help plan your instruction Links to help access documents more efficiently Read the “Knows” and “Dos” carefully to help plan your instruction and set your expectations for the unit.

So…How will the CRMs help me? Click on the link for each standard to view supporting documents to enrich your understanding of the TEKS. Every CRM includes one performance task for your students to complete Create your own assessments in schoolnet! Use the instructional resources to plan your daily lessons!

How can the Instructional Resources Portfolios or Zip Files help me? Each portfolio and zip file contains the following folders: Click here to view the portfolio module! Exemplar Lessons Technology Instructional Resources TEKS & STAAR Documents

Instructional Resources One Document: A lot of resources! Descriptions of the activities Exemplar Lesson Descriptions Carnegie Learning Additional Resources (AISD created, Region 4, etc…) Anchors of Support (instructional poster ideas, foldables, templates) Intervention Activities Links that take you directly to the activity

CRM 3: Foundations for Functions Use the “knows” and “dos” from the CRM to guide your instructional goals. Take some time to review these when you begin planning. TEKS Want to make sure you have covered all the TEKS? Click on the link below to go to a handout that will help guide your planning. Pacing Guide Steps to Successful Planning Review the CRM content Create a pacing guide that works for you and your students Develop Lessons that meet the needs of your students using the resources provided in the instructional resources folder of the portfolios and zip files

Proportional Relationships Direct Variation 8.5A represent linear proportional situations with tables, graphs, and equations in the form of y = kx 8.5E solve problems involving direct variation 7.4B calculate unit rates from rates in mathematical and real-world problems Proportional relationships: Have a multiplicative relationship Constant rate of change (k) Passes through the origin Students should be able to: Set up and solve proportion problems by determining the constant multiplier or unit rate.

Scientific Notation 8.5B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0 8.5I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations Students will be able to: Write an equation (including rational number coefficients and constants) given a graph or table. Interpret data in graphs, tables, and problem situations to solve problems and make predictions.

Proportional vs. Non-proportional 8.5F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form of y= kx or y = mx + b, where b ≠ 0 8.5H identify examples of proportional and non-proportional functions that arise from mathematical and real-world problem situations Provide students with various tables, graphs, equations, and problem situations have them sort them as proportional and non-proportional. Students should be able to: Identify examples of proportional and non-proportional situations by comparing tables, graphs, and equations for proportional and non-proportional functions.

Functions 8.5G identify functions using sets of ordered pairs, table, mappings, and graphs Students should be able to: Distinguish between relations and functions. Not a Function Function

System of Equations 8.9A identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations Students should be able to: Perform calculations to verify that x- and y- values for the point of intersection satisfy both graphed equations. Explain the meaning of the intersection point’s values in terms of the given situation.

CRM 3: Foundations for Functions Use the “knows” and “dos” from the CRM to guide your instructional goals. Take some time to review these when you begin planning. TEKS Want to make sure you have covered all the TEKS? Click on the link below to go to a handout that will help guide your planning. Pacing Guide Steps to Successful Planning Review the CRM content Create a pacing guide that works for you and your students Develop Lessons that meet the needs of your students using the resources provided in the instructional resources folder of the portfolios and zip files

Slope 8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line.  8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship  8.4C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems This represents positive slope 4 Cost 2 3 6 2 3 Number of Tickets Which means the cost is $0.66 per ticket. Which means 0 tickets cost $0; there is no start up fee or membership fee

Multiple Representations These TEKS were also covered in CRM 3 Multiple Representations 8.5A represent linear proportional situations with tables, graphs, and equations in the form of y = kx  8.5B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0 8.5F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form of y= kx or y = mx + b, where b ≠ 0 8.5G identify functions using sets of ordered pairs, table, mappings, and graphs 8.5H identify examples of proportional and non-proportional functions that arise from mathematical and real-world problem situations 8.5I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations Students should be comfortable generating any representation given another

Rate of Change & Unit Rate 7.4A represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d=rt   7.4C determine the constant of proportionality (k = y/x) within mathematical and real-world problems 7.4E convert between measurement systems, including the use of proportions and the use of unit rates 3 feet is equal to 1 yard y = 3f