AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples the whole. Ex. Given 1/2 of a pizza, identify the missing part (concrete model or touch board). Ex. Given a whole with 1/2 shaded, identify the missing part. EE8.NS.2.a. Express a Ex. Given a hundreds grid, shade in an approximation to a given decimal or 8.NS.2. Use rational fraction with a fraction. approximations of denominator of 100 as a Ex. Given a picture of a shaded hundreds grid, determine the decimal or irrational numbers to decimal. fractional part. compare the size of Ex. When coins representing 60 cents, write the decimal amount as irrational numbers, locate $0.60. them approximately on a EE8.NS.2.b. Compare number line diagram, and quantities represented as Students will: estimate the value of decimals in real-world EE8.NS.2. Represent different forms and values of decimal numbers using examples to hundredths. ĞǆƉƌĞƐƐŝŽŶƐ ;Ğ͘Ő͕͘ ʋ2). fractions with numerators that are multiples of five and a denominator of For 100. example, by truncating the Students will: Ex. Given a hundreds grid with one fourth shaded-in, identify the correct EE8.NS.2. Represent ĚĞĐŝŵĂů ĞǆƉĂŶƐŝŽŶ ŽĨ decimal representation from choices 25/100, 10/100, or 100/100. show different forms and яϮ͕ ƚŚĂƚ яϮ ŝƐ Ex. When coins representing 50 cents, write the decimal value as and 2, then values of decimal ďĞƚǁĞĞŶ ϭ $0.50. between 1.4 and 1.5, and numbers to the explain how hundreds place (decimal, fraction, hundreds grid, Students will: to continue on to get better and money EE8.NS.2. Distinguish between a part represented by a decimal and a approximations. representation). whole number without decimals.
AK Grade-Level Clusters AK-DLM Essential Elements the whole. Instructional Examples Ex. Given 1/2 of a pizza, identify the missing part (concrete model or touch board). Ex. Given a whole with 1/2 shaded, identify the missing part. 8.NS.2. Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of ĞǆƉƌĞƐƐŝŽŶƐ ;Ğ͘Ő͕͘ ʋ2). For example, by truncating the ĚĞĐŝŵĂů ĞǆƉĂŶƐŝŽŶ ŽĨ яϮ͕ show ƚŚĂƚ яϮ ŝƐ ďĞƚǁĞĞŶ ϭ and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. EE8.NS.2.a. Express a fraction with a denominator of 100 as a decimal. EE8.NS.2.b. Compare quantities represented as decimals in real-world examples to hundredths. Students will: EE8.NS.2. Represent different forms and values of decimal numbers to the hundreds place (decimal, fraction, hundreds grid, and money representation). Ex. Given a hundreds grid, shade in an approximation to a given decimal or fraction. Ex. Given a picture of a shaded hundreds grid, determine the decimal or fractional part. Ex. When coins representing 60 cents, write the decimal amount as $0.60. Students will: EE8.NS.2. Represent different forms and values of decimal numbers using fractions with numerators that are multiples of five and a denominator of 100. Ex. Given a hundreds grid with one fourth shaded-in, identify the correct decimal representation from choices 25/100, 10/100, or 100/100. Ex. When coins representing 50 cents, write the decimal value as $0.50. Students will: EE8.NS.2. Distinguish between a part represented by a decimal and a whole number without decimals.
10_AK-DLM_EE_Math_Grade8_draft_Jul2014.docx