Further information on the program is available at the Department of Education
website (see link below). Authorized Learning Resources. Math Makes Sense 8.
Level of Instruction: Intermediate Curriculum Overview The Grade 8 Mathematics Program builds upon skills developed in previous grades. Topics in the program (Grades K-9) are organized into four strands: Number, Patterns & Relations, Shape & Space, and Statistics & Probability. Activities that take place in the mathematics classroom should stem from a problem-solving approach and lead to an understanding of the nature of mathematics through specific knowledge, skills and attitudes among and between stands. Further information on the program is available at the Department of Education website (see link below)
Authorized Learning Resources Math Makes Sense 8 (Pearson Education Canada, 2008)
Unit Plan Unit 1
Topic
Weeks Approx. Completion 4
Early October
2
Square Roots and the Pythagorean Th Integers
3
Late October
3
Operations with Fractions
4
Early December
4
Measuring Prisms and Cylinders
4
Late January
5
Percent, Ratio, and Rate
5
Early March
6
Linear Equations and Graphing
4
Mid April
7
Data Analysis and Probability
3
Early May
8
Geometry
3
Early June
Assessment:
Assessment in this course is governed by the Assessment and Evaluation Policy of the Eastern School District. This policy is located at http://www.esdnl.ca/about/policies/esd/I_IL.pdf. The regulations are located at http://www.esdnl.ca/aboutesd/policies/regulations.jsp?cat=I&code=IL
Assessment and Evaluation Plan for Grade 8 Mathematics: A. Performance Assessment – 40 % The evaluation of students in mathematics should include a variety of sources, and must include evaluation in 4 of the following categories. 1. Projects/ Presentations. 2. Assignments. These should take the form of take home, in class, or post test assignments; and they must be more than a drill and practice nature. The recommended number of assignments is one per unit. 3. Journals. Writing as part of communicating in mathematics should be integrated throughout the mathematics program. 4. Portfolio. This can be used to evaluate the student’s performance over time, and should be inclusive of a variety of assessment strategies. B. Tests and Quizzes – 40% All tests are based on the learning outcomes of the course and utilize a variety of testing formats such as multiple choice and completion questions. Tests must also include long answer questions to evaluate the mathematical processes. Expression of written explanations of mathematical understanding is very important. C. Common Mathematics Assessment – 20% The Common Mathematics Assessment is a cumulative assessment based on the specific outcomes of the entire course and is designed to be completed in 2 hours.
Note: All evidence of learning shall be considered when determining a student’s final grade. Averaging shall not be used as a sole indicator of a student’s level of attainment of the course outcomes.
Resource Links: Department of Education Curriculum Guide for Grade 8 Mathematics http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/mathematics/index.html#grade8
