SCIENCE
SOCIAL STUDIES
MATHEMATICS
LANGUAGE ARTS
FLP
CONTACTS
Mathematics Grade 8
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 1: Students understand and use basic and advanced concepts of number and number systems | ||
| NUMBERS, NUMBER RELATIONSHIPS, AND NUMBER SYSTEMS | FLP Lessons | Lesson Descriptions |
| 8.1.1. Identify subsets of the real number system; i.e., natural and whole numbers, integers, rational and irrational numbers | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.1.2. Solve real-world problems involving ration, proportion, and percent | Be Label Able | Students use > and < when comparing nutritional information of various cereals. |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | |
| Don't Use It All Up! | Students examine the Earth's water supply, using fractions to illustrate the different types of water. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. | |
| Lunchtime Favorites | Students determine what percentage of their diets comes from plants, what percentage comes from animals and what percentage from plants and animals. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. | |
| 8.1.3. Use prime factorization to determine the greatest common factor and least common multiple | ||
| 8.1.4. Represent large and small numbers using scientific notation | Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| OPERATIONS AND THEIR PROPERTIES | ||
| 8.1.5. Apply operation properties to simplify computations and solve problems; i.e., commutative, associative, and distributive | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.1.6. Apply the order of operations to simplify numeric expressions and solve problems | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| COMPUTATIONAL FLUENCY AND ESTIMATION | ||
| 8.1.7. Add, subtract, multiply, and divide integers | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.1.8. Select and use a computational technique (e.g., mental calculation, paper-and-pencil, technology) to solve problems | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.1.9. Determine when an estimate is sufficient and an exact answer is needed in problem situations | From Sea to Shining Sea | Students compute the commodity cash receipts for the top five and bottom five agriculture producing states in the nation. |
| Calorie Counting | Students calculate a personal total daily energy expenditure. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Be Label Able | Students use > and < when comparing nutritional information of various cereals. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| Standard 2: Geometry and Spatial Sense | ||
| TWO- AND THREE-DIMENSIONAL SHAPES, GEOMETRIC PROPERTIES AND RELATIONSHIPS | FLP Lessons | Lesson Descriptions |
| 8.2.1. Use nets to represent the relationships between two- and three-dimensional figures | ||
| 8.2.2. Classify quadrilaterals based on side lengths, angle measures, and sets of parallel sides | ||
| 8.2.3. Identify the angles formed and the relationships between the angles when parallel lines are intersected by a transversal | ||
| 8.2.4. Apply the Pythagorean Theorem to problems involving right triangles | ||
| COORDINATE GEOMETRY | ||
| 8.2.5. Represent shapes using coordinate geometry | ||
| TRANSFORMATION AND SYMMETRY | ||
| 8.2.6. Draw the results of a combination of transformations in the coordinate plane; i.e., reflections, rotations, and translations | ||
| 8.2.7. Use scale, proportion, and congruency to solve problems involving similar figures | ||
| VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING | ||
| 8.2.8. Use two-dimensional representations of three-dimensional objects to visualize and solve problems; e.g., those involving surface area and volume | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| DATA COLLECTION, DISPLAY, AND INTERPRETATION | FLP Lessons | Lesson Descriptions |
| 8.3.1. Formulate a question and select a random or representative sample | Germ Busters | Students read and interpret the data from the graphs they created about the growth of microbes on three different potatoes in order to better understand how germs grow and the importance of properly washing hands to kill germs. |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| It All Starts With A | Students conduct surveys to learn what agriculture provides to people. They organize, simplify, and communicate their findings using tallies, frequency tables & histograms. | |
| Be Label Able | Students graph the weight of several nutritional components identified on cereal box labels to select the healthiest cereal. | |
| From Sea to Shining Sea | Students create graphs depicting the top five commodities nationally and compute the commodity cash receipts for the top five and the bottom five states. | |
| Gala Fiesta Jamboree | Students create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class, and the local community. | |
| What Piece of the Pie? | Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food and creating, reading and interpreting pie charts and graphs. | |
| Why I Buy | Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After collecting, graphing and analyzing the data, students will decide which brand of a product they will buy and why. | |
| Global Grocery Bags | Students learn why people around the world spend different percentages of their annual income on food. Students synthesize data using tables and graphs. | |
| What's the Shape of Your Diet? | Students record the servings and kinds of food that they eat throughout a day, then compare the actual number of servings consumed with the suggested servings in the Food Guide Pyramid. | |
| 8.3.2. Collect, organize, and display data using scatter and stem-and-leaf plot | ||
| PROBABILITY | ||
| 8.3.3. Determine possible outcomes using organized lists, tree diagrams, Venn diagrams, factorials, and the basic counting principle | Germ Busters | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Mighty Macros | Students conduct simple food experiments and collect data about their personal food choices to learn how the foods they eat satisfy the body's nutritional needs for: carbohydrates, proteins and lipids. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.3.4. Distinguish between experimental and theoretical probability; i.e., the results of an experiment may not match the theoretical probability | Germ Busters | Students state possible outcomes for an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. The students consider which potato will show the most microbial growth. |
| STATISTICAL METHODS | ||
| 8.3.5. Calculate and compare the measures of central tendency (i.e., mean, median, mode) and spread (i.e., range) | What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. |
| It All Starts With A | Students gather and graph data from a survey he or she conducts about why agriculture is important to people and calculate the mode, mean/average and range for the data set. | |
| Gala Fiesta Jamboree | Students survey friends and family about holidays and use the data to determine frequencies to discover peoples feelings and preferences about celebrations. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| Global Grocery Bags | Students brainstorm, categorize and prioritize what is bought with his or her family's money, synthesize data using tables and graphs. Each student presents information about another country's spending. They then compare and contrast the presented data to draw conclusions concerning allocations of money available for basic needs and wants. | |
| What Will the Land Support? | Students model the concept of carrying capacity of land by playing a board game in which they simulate the effects of early settlers moving into an unsettled area. The board game shows identical pieces of land with the same resources, and the effects that each person has when they come to the area. They discuss what might influence then to slow population growth or even stabilize population size. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.3.6. Identify an outlier within a set of data and discuss its effects on the measures of central tendency and spread | It All Starts With A | Students gather and graph data from a survey he or she conducts about why agriculture is important to people and calculate the mode, mean/average and range for the data set. |
| Gala Fiesta Jamboree | Students survey friends and family about holidays and use the data to determine frequencies to discover peoples feelings and preferences about celebrations. | |
| Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| Germ Busters | Students state possible outcomes for an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. The students consider which potato will show the most microbial growth. | |
| PREDICTIONS, DATA ANALYSIS AND INFERENCES | ||
| 8.3.7. Make inferences based on analysis of data and interpretation of graphs | From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Till We or Won't We? | Students construct and perform experiments simulating rain on a field, investigating how soil preparation, tillage techniques, and mulches affect soil erosion and water runoff. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| Standard 4: Measurement | ||
| MEASURABLE ATTRIBUTES, MEASUREMENT SYSTEMS AND UNITS | FLP Lessons | Lesson Descriptions |
| 8.4.1. Select an appropriate degree of precision when using measurements for calculations | Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. |
| Germ Busters | Students record data on the growth of microbes on three different potatoes at on week intervals, in order to better understand how germs grow and the importance of properly washing hands to kill germs. | |
| 8.4.2. Compare unit measurements between systems, e.g., a yard is almost a meter | Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. |
| MEASUREMENT TOOLS, TECHNIQUES, AND FORMULAS | ||
| 8.4.3. Use formulas to determine the surface area and volume of right cones and spheres | ||
| Standard 5: Algebra, Functions, and Patterns | ||
| PATTERNS, RELATIONS, AND FUNCTIONS | FLP Lessons | Lesson Descriptions |
| 8.5.1. Extend numerical patterns; e.g., Pascal's triangle and the Fibonacci sequence | ||
| NUMERIC AND ALGEBRAIC REPRESENTATIONS | ||
| 8.5.2. Use variables, expressions and equations to represent problem situations | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| Mighty Macros | Students convert their body weight from pounds to kilograms, then use multiplication to determine the amount of protein they need. The students also determine how grams of fat and carbohydrates they should each consume. | |
| What Piece of the Pie? | Students predict and compare the expenses of retailing a food product, then given the range for each expense, compute the average. | |
| From Sea to Shining Sea | Students identify the top five commodities for each agricultural region, then compute the commodity cash receipts for the top five and bottom five states. | |
| Less Elbowroom | Students examine the world's population growth, and how it has increased. Exponential growth is referenced when considering times that the population has doubled. | |
| Six Billion and Still Growing | Students graph historical and projected world populations to understand that human populations grow exponentially and examine the circumstances that affect birth and death rates. | |
| Piecing Together Population Patterns | Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific country's food, economics, and natural resources. | |
| 8.5.3. Apply the order of operations and the commutative, associative, and distributive properties to simplify algebraic expressions | ||
| 8.5.4. Apply inverse operations and the properties of equality to solve multi-step equations and inequalities in one variable | ||
| MATHEMATICAL MODELING | ||
| 8.5.5. Write multi-step equations and inequalities to represent problem situations | Calorie Counting | Students gather data on personal caloric consumption and physical activity energy expenditure over a 24-hour period, then calculate total daily energy expenditure. Students discuss changes that could be made to balance caloric consumption and physical activity in his or her life. |
| What's The Shape of Your Diet? | Students record the serving of food that they consume throughout the day and compare the actual number consumed with the number of servings recommended in the Food Guide Pyramid. | |
| RATES OF CHANGE | ||
| 8.5.6. Solve problems involving rates; i.e., speed equals distance divided by time (miles per hour) | ||