Eighth Grade Math Expressions and Equations Interactive Notebook Unit

Grade Levels
8th, Homeschool
Standards
Formats Included
  • PDF
Pages
181 pgs- 28 teacher pgs, 6 standards, 6 Frayer Models, 84 photos, and 58 student pgs
$25.00
$25.00
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Description

A new school year starts with a unit to understand the Common Core Expressions and Equations in 8th Grade. After starting an Interactive Notebook for 8th Grade Math, this unit not only provides the Flippables (foldable activities) but also items necessary to complete your INB lessons.

**Looking to save 20% on the FULL YEAR? Check out the Eighth Grade Math Interactive Notebook here!**

The Expressions and Equations Interactive Notebooks Unit Includes:

  • Vocabulary Frayer Models for Unit Vocabulary
  • Standards Alignment for TEKS, Common Core (CCSS), and Oklahoma Achievement Standards (OAS)
  • Teacher Directions for each Interactive Notebook Activity
  • Suggestions for Right Side (Output) Activities and/or Reflection Activities for each lesson
  • Pictures of Flippables and/or INB Lesson in action
  • Translating Numerical Expressions
  • Parts of an Expression
  • Expressions from Real World Problems
  • Equivalent Expressions
  • Solving Equations
  • Exponent Review
  • Properties of Exponents
  • Simplifying Exponent Expressions
  • Identifying Square Roots and Perfect Squares
  • Cubes and Cube Roots
  • Non-Perfect Squares and Cubes
  • Understanding Scientific Notation
  • Comparing Scientific Notation
  • Adding and Subtracting Scientific Notation
  • Multiplying and Dividing Scientific Notation
  • Writing 2-Step Equation
  • Solving 2-Step Equations
  • Problem Solving with Equations
  • Writing Inequalities
  • Graphing Inequalities
  • Problem Solving with Inequalities
  • One, Many and No Solutions
  • Solving Linear Equations
  • Classifying Rational Numbers
  • Converting Rational Numbers

What is This Aligned to?

All activities are aligned to Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS) and Oklahoma Academic Standards (OAS) and meant to be able to be used in any classroom.

  • CCSS: 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, 7.EE.4, 7.EE.4a, 7.EE.4b, 8.NS.1, 8.NS.2, 8.EE.1, 8.EE.2, 8.EE.3, 8.EE.4, 8.EE.7a, and 8.EE.7b
  • TEKS: 6.2, 6.7a, 6.7b, 6.7c, 6.7d, 6.9a, 6.9b, 7.11a, 8.2a, 8.2b, 8.2c, 8.8a, 8.8c, 8.9, A.11a, and A2.6b
  • OAS: 7.A.3.1, PA,A.3.1, PA.A.4.2, PA.A.4.3, PA.N.1.1, PA.N.1.2, PA.N.1.3, PA.N.1.4, PA.N.1.5, and A1.A.3.4

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Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. Site and District Licenses are also available.

Flippables® and Interactivities® are trademarks of FormulaFun, Inc., and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.

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DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

Total Pages
181 pgs- 28 teacher pgs, 6 standards, 6 Frayer Models, 84 photos, and 58 student pgs
Answer Key
Included
Teaching Duration
2 months
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Standards

to see state-specific standards (only available in the US).
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
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 expressions (e.g., π²). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × (3⁻⁵) = (3⁻³) = 1/3³ = 1/27.

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