| Math - 7 7 | Math - 8 8 |
| Quarter 1- Decimals, Order of Operations (4-5 weeks) Place Value Rounding Operations Comparing/Ordering Reading/Writing Terminating/Repeating Order of Operations |
Quarter
1- Probability (2 weeks) Basic and Compound Independent and Dependent Tree Diagrams Fundamental Counting Principal Experiential vs. Theoretical Permutations/Combinations (Factorials) |
| Number Theory (2-3 weeks) Divisibility Factors Multiples Prime and Composite Numbers Factorization GCF/LCM |
Integers,
Order of Operations, and Exponents Rules (4-5 weeks) Operations w/integers Order of Operations Absolute Value Exponent Rules (product, power, quotients) Scientific Notation Evaluating Expression Introduction to Variables Properties Simplify Expressions Combine like terms |
| Statistics (2 weeks) Measure of Central Tendencies Reading graphs Bar Graphs Line Graphs Stem and Leaf Plot Line Plot Frequency Tables |
Statistics
(2 weeks) Central Tendencies Range Pumpkin Project Display Data Organize Data Technology Extensions Upper and Lower Quartile |
| Quarter 2- Fractions (4-5 weeks) Equivalent fractions Compare and Order Operations Reducing Conversions Mixed Numbers to Improper Fractions |
Quarter
2- Expression, Equations, Inequalities, and Algebraic
Phrases (4-5 weeks) Algebraic Phrases Solving Equations (all levels) Solving Formulas Solving and Graphing Inequalities |
| Geometry and Measurements (4-5 weeks) Basic Terms (rays, lines, perpendicular, parallel, congruent, complimentary, etc…) Angles (measurements) Polygons (triangles, quadrilaterals) Perimeter, Circumference, Area Transformations Shaded Regions Irregular Shapes |
Geometry
(3-4 weeks) 3D- volume Angle sum Similarity/Congruent Algebra Connections Parallel Lines |
| Math - 7 7 | Math - 8 8 |
| Quarter 3- Ratio, Proportion, and Percents
(6 weeks) Ratios/Rates Equivalent Ratios Unit Ratios Proportions (solving and setting up) Indirect measurement Percent/Proportion Convert Fractions/Decimals/Percents |
Quarter
3- Linear Equations and Systems (5 weeks) Introduction to Graphing on Coordinate System Graphing Linear and Quad. Equations Slope and Intercepts Writing Equations in y=mx+b System of Equations graphing, substitution, elimination |
| Probability (3 weeks) Experimental vs. Theoretical Independent vs. Dependent Events Basic/Compound Tree Diagram Fundamental Counting Principle |
Rational
Numbers, Square Roots, and Pythagorean Theorem (4 weeks) Perfect square Estimate Square Roots Simplify Square Roots Radicals (+,-,x) Pythagorean Theorem Distance between points Solving Equations Involving square roots Rational numbers (add, subtract, multiply, divide) Ordering rational numbers |
| Quarter 4- Integers and Coordinate System (4
weeks) Definitions Absolute Value Number Line Compare/Order Coordinate Plane Order Pairs XY axis Operations |
Quarter
4- Ratio, Proportions, and Percents (4 weeks) Setting up ratios Solving proportions Indirect measurement Fractions/Decimals/Percents Discount/Sale Price Simple Interest |
| Basic Algebra (4 weeks) Definitions- variable Writing expressions (algebraic phrases) and equations Solving one and two steps |
Factoring
and Polynomials (4 weeks) Polynomials (add, subtract, multiply, and divide?) Foil Method Factoring |
| Review (1 week) | Review (1 week) |
| Reading | Reading |
| 7 | 8 |
| R–2 Students identify the meaning of unfamiliar vocabulary by…R–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, base words, common roots, or word origins; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (Local) | R–3 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by… |
| R–4 Demonstrate initial understanding of elements of literary texts by… R–4.1 Identifying or describing character(s), setting, problem/ solution, or plots/subplots, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (Local) | R-7-3.1 Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning or word origins, including words from other languages that have been adopted into our language. |
| R–8–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (Local) | R-7-3.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary |
| R-8—4.3 Generating questions before, during, and after reading to enhance//expand understanding and /or gaining new information (Local) | R–5 Analyze and interpret elements of literary texts, citing evidence where appropriate by… |
| R--8—4.4 Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas) (Local) | R-8-5.1 Explaining or supporting logical predictions |
| R—8—4.5 Identifying literary devices as appropriate to genre: rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification, or hyperbole (Local) | R-8-5.2 Describing characterization (e.g. stereotype, antagonist, protagonist) motivation, or interaction, citing thoughts, words, or actions that reveal character’s traits, motivations, or their changes over time. |
| R–6 Analyze and interpret author’s craft, citing evidence where appropriate by… R–6.1 Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation) to analyze literary works. | R-8-5.3 Making inferences about cause/effect internal or external conflicts (e.g. person versus self, person versus person, persn versus nature/society/fate) or the relationship among elements within text. |
| R–7 Demonstrate initial understanding of informational texts (expository and practical texts) by…R–7–7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) | R-8-5.4 Explaining how the narrator’s point of view affects the reader’s interpretation |
| R–7–7.2 Using information from the text to answer questions, to state the main/central ideas, or to provide supporting details (State) | R-8-5.5 Explaining how the author’s message or theme (which may include universal themes) is supported within the text. |
| R-7-7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local) | R–7 Demonstrate initial understanding of informational texts (expository and practical texts) by… |
| R-7-7.5 Identifying the characteristics of a variety of types of text (e.g., reference: thesauruses, reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals; and practical/functional: procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets) (Local) | R–10–7.1 Obtaining information from text features [e.g., table of contents, glossary, index, transition words/phrases, transitional devices (including use of white space), bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations] (State) |
| Reading | Reading |
| 7 | 8 |
| R–8 Analyze and interpret informational text, citing evidence as appropriate by…R–7–8.1 Explaining connections about information within a text, across texts, or to related ideas (State) | R–10–7.2 Using information from the text to answer questions; to state the main/central ideas; to provide supporting details; to explain visual components supporting the text; or, to interpret maps, charts, timelines, tables, or diagrams. (State) |
| R–7–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas (State) | R–10–7.3 Organizing information to show understanding or relationships among facts, ideas, and events e.g. representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, comparing/contrasting or outlining. |
| R–7–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or using supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas that are relevant (State) | R-10-7.4 Generating questions before, during, and after reading to enhance understanding and recall; expand understanding and/or gain new information (Local) |
| R–7–8.4 Distinguishing fact from opinion, and identifying possible bias/propaganda or conflicting information within or across texts (State) | R-10-7.5 Identifying the characteristics of a variety of types of text (e.g., reference - See Appendix A for suggestions), public documents (drivers’ manuals) and discourse, essays (including literary criticisms), articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries; and practical/functional |
| R–7–8.5 Making inferences about causes or effects (State) | R–8 Analyze and interpret informational text, citing evidence as appropriate by… |
| R-7-8.6 Evaluating the clarity and accuracy of information (Local) | R–10–8.1 Explaining connections about information within a text, across texts, or to related ideas (State) EXAMPLE: Students are asked to compare information presented in two textual excerpts. |
| R–10–8.2 Synthesizing and evaluating information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State) EXAMPLE: How does the title of the article reflect the author’s perspective? | |
| R–10–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or explaining how purpose may affect the interpretation of the text; or using supporting evidence to form or evaluate opinions/judgments and assertions about central ideas that are relevant (State) | |
| Reading | Reading |
| 7 | 8 |
| R–10–8.4 Distinguishing fact from opinion, and evaluating possible bias/propaganda or conflicting information within or across texts (State) | |
| R–10–8.5 Making inferences about causes and/or effects (State) | |
| R-10-8.6 Evaluating the clarity and accuracy of information (e.g. consistency, effectiveness of organizational pattern, or logic of arguments) (State) | |
| Writing | Writing |
| 7 | 8 |
| W–1 Students demonstrate command of the structure of sentences, paragraphs, and text by… | W–2 In response to literary or informational text, students show understanding of plot/ideas/concepts by… |
| W–7–1.1 Using varied sentence length and structure to enhance meaning (including phrases and clauses) | W–8–2.1 Selecting and summarizing key ideas to set context |
| Using the paragraph form: indenting, main idea, supporting ideas | W–8–2.3 Connecting what has been read (plots/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas by referring to and explaining relevant ideas or themes. |
| Recognizing organizational structures within paragraphs or within texts. | W–3 In response to literary or informational text, students make and support analytical judgments about text by… |
| Applying a format and text structure appropriate to the purpose of writing. | W–8–3.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (Local) |
| W–2 In response to literary of informational text, students show understanding of plot/ideas/concepts by… | W–8–3.2 Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (Local) |
| W–2–2.1 Selecting and summarizing key ideas to set context. | W–8–3.3 Using specific details and references to text or relevant citations to support focus or judgment (Local) |
| Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas by referring to and explaining relevant ideas. | W–8–3.4 Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (Local) |
| W–4 In written narratives, students organize and relate a story line/plot/series of events by… | W–6 In informational writing, students organize ideas/concepts by … |
| Creating a clear and coherent (logically consistent) story line. | W–8–6.1 Using an organizational text structure appropriate to focus/controlling idea (Local) |
| Establishing context, character motivation problem/conflict/challenge, and resolution and maintaining point of view. | W–8–6.2 Selecting appropriate information to set context, which may include a lead/hook (Local) |
| Using a variety of effective transitional devices (e.g. ellipses, time transitions, white space, or words/phrases) to enhance meaning. | W–7 In informational writing, students effectively convey purpose by… |
| W–5 Students demonstrate use of narrative strategies by... | W–10–7.1 Establishing a topic (State) |
| W-7-5.1 Using relevant and descriptive details and sensory language to advance the plot/story line | W–10–7.2 Stating and maintaining a focus/controlling idea/thesis (State) |
| W–7–5.2 Using dialogue to advance plot/story line | W–10–7.3 Writing with a sense of audience, when appropriate (State) |
| w-7-5.3 Developing characters through description, dialogue, and actions | W–10–7.4 Establishing an authoritative voice (State) |
| W-7-5.4 Using voice appropriate to purpose | W-10-7.5 Using precise and descriptive language that clarifies and supports intent (State) |
| W-7-5.5Maintaining focus | W–9 In independent writing, students demonstrate command of appropriate English conventions by… |
| Writing | Writing |
| 7 | 8 |
| W–8 In informational writing, students demonstrate use of a range of elaboration strategies by… | W–8–9.1 Applying rules of standard English usage to correct grammatical errors (Local) EXAMPLES: subject-verb agreement, pronoun-antecedent, consistency of verb tense, case of pronouns |
| W–7–8.1 Including facts and details relevant to focus/controlling idea, and excluding extraneous information (State) | W–8–9.2 Applying capitalization rules (Local) |
| W–7–8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State) | W–8–9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (Local) EXAMPLES: hyphens, dashes, parentheses |
| W–7–8.3 Addressing readers’ concerns (including counterarguments – in persuasive writing; addressing potential problems –in procedures; providing context –in reports) (State) | W–8–9.5 Applying conventional and word-derivative spelling patterns/rules (Local) |
| W–7–8.4 Commenting on the significance of information, when appropriate (State) | |
| W–9 In independent writing, students demonstrate command of appropriate English conventions by… | |
| W–7–9.1 Applying rules of standard English usage to correct grammatical errors | |
| W–7–9.2 Applying capitalization rules (State) | |
| W-7-9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning (State) | |
| W-7-9.5 Correctly spelling grade-appropriate, high-frequency words and applying conventional spelling patterns/rules (State) |