Grade Level: 8th Standard with code: 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form = and = where is a positive rational number. Evaluate square roots x2 p x3 p, p of small perfect squares and cube roots of small perfect cubes. Know that is irrational. √2 Domain: Expressions and Equations Cluster: Work with radicals and integer exponents. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares. Evaluate cube roots of small perfect cubes. Know that the square root of 2 is irrational. Make sense of problems Reason abstractly and Construct viable Model with Use appropriate Attend to Look for and Look for and and persevere in solving quantitatively. arguments and mathematics. tools strategically. precision. make use of express regularity them. critique the structure. in repeated reasoning of others. reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment Essential Elements Students: When presented Square root Students know: Students understand EE8.EE.1-4. Level IV Students will: with an equation of the form that/are able to: Compose and EE8.EE.1-4. Use powers of 10 to compose and decompose numbers. decompose numbers Ex. Recognize 3 x 102 = 300 as another way to state 3 x 100 = 300. x2= p, Cube root Characteristics of to three digits. Ex. 5 x 101 = ___. rational and Fluently determine Translate this to the form irrational numbers, the square roots of x = Irrational Level III Students will: small perfect squares plus or minus square root p EE8.EE.1-4. Compose and decompose numbers to three digits. and evaluate the expression and cube roots of Strategies for Perfect squares Ex. 300 + 50 + 7 = _____. when is a perfect square. small perfect cubes, p powering, Ex. 57 = _____ + _____. Perfect cubes Ex. Show that twelve is one 10 and two ones, or 12 ones, or seven ones and five ones, Translate equations in Strategies for etc. When presented an equation the form x2 = p to the finding and
Grade Level: 8th Standard with code: 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. Domain: Expressions and Equations Cluster: Work with radicals and integer exponents. Quarter 1: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares. Evaluate cube roots of small perfect cubes. Know that the square root of 2 is irrational. Quarter 2: Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: When presented with an equation of the form x2= p, Translate this to the form x = plus or minus square root p and evaluate the expression when p is a perfect square. When presented an equation Square root Cube root Irrational Perfect squares Perfect cubes Students know: Characteristics of rational and irrational numbers, Strategies for powering, Strategies for finding and Students understand that/are able to: Fluently determine the square roots of small perfect squares and cube roots of small perfect cubes, Translate equations in the form x2 = p to the EE8.EE.1-4. Compose and decompose numbers to three digits. Level IV Students will: EE8.EE.1-4. Use powers of 10 to compose and decompose numbers. Ex. Recognize 3 x 102 = 300 as another way to state 3 x 100 = 300. Ex. 5 x 101 = ___. Level III Students will: EE8.EE.1-4. Compose and decompose numbers to three digits. Ex. 300 + 50 + 7 = _____. Ex. 57 = _____ + _____. Ex. Show that twelve is one 10 and two ones, or 12 ones, or seven ones and five ones, etc.
8th-Math-Pacing-Guide-Version-3.docx