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Map Test Prep: 8th Grade Math

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Map Test Prep: 8th Grade Math - Page Text Content

S: MAP Test Survival Guide

FC: MAP Test Survival Guide: 8th Grade Mathematics

1: Welcome to my Mix Book technology curriculum project! The following MixBook is an example of what students might create and publish, following the directions found at the end of this MixBook, as a study guide for the MAP test. Technology is a powerful motivator for students. They can use their creativity to create different ways to study for the Map test. They will also be able to share these projects with other students, family, and friends. In addition to being viewed on-line, this Mixbook can be made into a hard copy which can be kept in the classroom for future students, put in the library to continue to use as a study aid, or taken home to for family and friends. - Alicia

2: Table Of Contents -Use fractions, decimals, and percents to solve problems. . . . . . 1-2 -Apply properties of operations to all rational numbers including order or operations and inverse numbers . . . . . . 3-4 -Use symbolic algebra to represent and solve problems that involve linear relationships . . . . . . 5-6

3: Using fractions, decimals, and percents to solve problems by: Joseph and Maria | - "per cent" means "out of a hundred" - Percentages refer to fractions of a whole. For example, 50% is equal to 1/2; 25% is equal to 1/4; and 40% is equal to 2/5. Percent to Decimal Conversions: - When converting a percent to a decimal, you must place a decimal behind the number in the ones spot. Once you have placed the decimal, you must move it two places to the left. If there is already a decimal in the number, leave it there, and move it 2 spaces to the left. Examples: 27% = 0.27 104% = 1.04 0.5% = 0.005 (In this case, the decimal is already there.Now, all that is left is do is to move it 2 spaces to the left.) Percent to Fraction Conversions: - The words "per cent" mean out of a hundred. When we convert decimals to fractions, we read the problem as follows: 40% is 40 out of 100. Examples: 40/100. Once we have that, we can reduce the fraction : 40/100 = 20/50 = 10/25 = 2/5 Decimal to Percent Conversions: - When converting a decimal to a percent, you simply move the decimal 2 spaces to the right, and add a percent sign at the end of the new number. Examples: 0.33 = 33% 0.67 = 67% 0.357 = 35.7% 0.3 = 30%

5: Apply properties of operations to all rational numbers by Chad and Lisa | Properties of Operations | - When you are working with a multi-step problem, there is an order of operations that must be performed. You must always perform the parenthesis first, then the exponents, multiply, divide, add, and subtract. This is a rule that will always be applied when solving problems with many operations. P.E.M.D.A.S. (Please Excuse My Dear Aunt Sally)

6: Practice Problems 1) 7+5(3-2)-6 = _____ 2) (16-7)+(32-14)-6 = _____ 3) 4+7+11-12-3+4(2) = _____ 4) 54-50+17-1(-1) = _____ 5) 3(5+7)/6 = _____ 6) 20/10(1) = _____ 7) 21+8 x 22 = _____ 8) (10/5) x 11 = _____ 9) 19-5+8 = _____ 10) 16+(12/2)+13 x 15 = _____ | Practice Problems

7: Practice Problems | Percents to Decimals: 47%= _____ 567%= _____ 0.89%= _____ 34%= _____ 0.07%= _____ 25%= _____ 79%= _____ 17%= _____ 0.015%= _____ 113%= _____ Simplifying Fractions: 20/40= / 3/9+ / 3/15= / 14/16 = / 2/5+ / 150/275= / Percent to Fractions: 40%=____= / 67%=____= / 104%=____= / 79%=____= / 254%=____= / 32%=____= / Decimal to Percent: 0.49=_____ 18.9=_____ 1.23=_____ 7.6=____ 98.0=_____ 0.08=_____ 0.36=_____ 0.24=_____ 0.52=_____ 6.9=_____

8: Use symbolic algebra to represent and solve problems that involve linear relationships by Josie and Sam. | Tips for solving word problems using algebra: 1- Read the problem carefully looking for clues and important information. 2- Look for clues to determine which math operation is needed. 3- Look for what is needed to solve the problem. 4- Use symbols such as "x" to find the missing information. 5- Eliminate non-essential information. 6- Draw sketches and models to represent the problem. 7- Is the word problem similar to a previous problem, if so, how was it solved? 8- Develop a plan based in the information given. 9- Carry out the problem using math operations. 10 - Review your answer, and check your work. 11- Work the answer backwards, starting with the answer, to see if you can come up with the original problem. 12- Do the inverse of what is being done to the variable. And remember, because it is an equation, what is being done to one side must be done to the other side.

9: Equations - solve for x: 3 + x = 11 5x = 25 x = 3 x - 4 = 14 3x + 2 = 17 7 x - 14 = 22 x + 7 = 13 3x + 7 = 21 7x - 21 = 14 4 5 3 Word Problems using algebra: 1) The Johnson's are planning a 3-day trip to the ocean, 332 miles away. They have $216 to spend on food for the 3 of them. How much can they spend on food, per day? 2) Susie plans to film 4 seals at the zoo. The show is 15 minutes long, and she has 2 hours of film. How many shows can Susie tape? | Practice Problems | Practice Problems

10: To the right, is a sample lesson plan of which I would use to instruct my students on how to create a Mix Book in order to aid them in studying and preparing for their MAP tests.

11: DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: Students will be able to use symbolic algebra to represent and solve problems that involve linear relationships. (GLE Mathematics, Algebraic Relationships, Strand 2 Represent and analyze mathematical situations and structures using algebraic symbols, Concept A Represent mathematical situations, MA 4. 1.6, 3.1 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) GLE #2: Students will be able to apply properties of operations to all rational numbers, including order of operations and inverse operations. (GLE Mathematics, Strand 2 Understand meanings of operations and how they relate to one another, Concept C Apply Properties of Operations, MA 5. 1.6, 1.10 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) GLE #3: Students will be able to use fractions, decimals, and percents to solve problems. (GLE Mathematics, Strand 1 Represent and use rational numbers, Concept B Represent and use rational numbers, MA 1. 3.4 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) STUDENT ASSESSMENT To assess the students and their work, I will have the students conduct self-assessments by keeping a checklist that I will give them as they go. I will also be observing them and their work as they research and create their Mix book pages. At the end, I will provide them with a writing prompt where they will tell me what they learned in creating this Mix book ; and also how it helped them to study and prepare for their Map testing. PERFORMANCE ASSESSMENT CRITERIA: (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) COLLABORATION: Any teacher is able to be involved in this lesson, in that they can use this idea for their own classes to make Mix books based on their subjects to help students study. LESSON IMPLEMENTATION Length of Unit (hours, days): This project will go on for a full week of math instruction time (approximately 5 days, and an hour or so per day) We will do it toward the end of completing all of the necessary math lessons, but prior to the MAP testing so the students will have time to study Prerequisite Skills: Students must be able to use a rubric to find what information must be put into the Mix book. With the rubric, they will have to come up with an outline of what they want to put onto their pages of the Mix book. They then must use their computer skills which they have learned throughout the year to create their Mix book pages with a partner. ACCOMMODATION OPTIONS: ELL/IEP Students: All ELL students will be paired with a successful student so that they will be able to aid the ELL student when necessary. Assistive Technology Needs: MANAGEMENT/ORGANIZATION TIPS: The students will have a checklist and a number of items which they must check off every day. For each item they check off, they will receive a certain amount of points, oh which will be necessary to get a grade on this assignment. By keeping their checklist, it will keep them on task and busy with what they need to get accomplished. I will also be walking around the room to make sure they are accomplishing what needs to get done. MATERIALS AND RESOURCES REQUIRED FOR UNIT: The students will need their math books, access to the internet which will be provided in class, and computer access. TECHNOLOGY Web-based resources (name and link) UNIT PLAN FLOW CHART Day 1: Each student will be assigned one math lesson that we have covered from the past semester. They will be required to take notes and fill in an outline that will be provided to them. Day 2: The students will be given a checklist. The checklist will have certain assignments of which will need to be accomplished by a certain date in order to receive the correct amount of points. Today, they will begin their outline on their lesson. Day 3: Today, they will be introduced to Mix book and they will be able to search around the sight to get an idea of some of the pages. They will also be able to begin their Mix book pages. Day 4: The students will continue work on their Mix book pages, and checking off assignments on the checklist as we go. Day 5: Today, we will put all of the Mix book pages together to create the whole book. We will also look through it to make any edits or necessary changes. | Mix Book Lesson Plan SECTION ONE Author: Alicia Kobett Email Address: aliciakobett@yahoo.com Semester Created: Fall semester 2009 LESSON OVERVIEW Title: MAP Test Survival Guide: Eighth Grade Mathematics Brief Description: This Mix book was created to show an example of how students could use technology in order to enhance learning. The students would create a Mix book compiled with notes, helpful hints, and sample problems from Math lessons taught throughout the year. Once they have completed their pages, we would put the book together, and order copies of the Mixbook so the students could use it as a study tool for the Math portion of the MAP test. ESSENTIAL QUESTIONS/GENERALIZATIONS: What is the one big idea that you want the students to leave your class with? The idea that I want the students to leave my class with Is that they understands that there are many ways to learn and study, and not all of them have to be from notes and text books. Also, I want them to be fully prepared for the mathematics portion of the MAP. ENGAGING QUESTION/SCENARIO: How will you engage students and set up the lesson? I will show my students samples of previous Mix books and then explain to them the information that must go into their Mix book. SUBJECT AREA(S) (Put an X by all relevant subject areas.) _x_ Math ___ Science _x_ Reading _x_ Writing ___ Social Studies/History ___ Foreign Language _x_ Art ___ Music ___ PE _x_ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary _x_ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: Students will be able to use symbolic algebra to represent and solve problems that involve linear relationships. (GLE Mathematics, Algebraic Relationships, Strand 2 Represent and analyze mathematical situations and structures using algebraic symbols, Concept A Represent mathematical situations, MA 4. 1.6, 3.1 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) GLE #2: Students will be able to apply properties of operations to all rational numbers, including order of operations and inverse operations. (GLE Mathematics, Strand 2 Understand meanings of operations and how they relate to one another, Concept C Apply Properties of Operations, MA 5. 1.6, 1.10 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) GLE #3: Students will be able to use fractions, decimals, and percents to solve problems. (GLE Mathematics, Strand 1 Represent and use rational numbers, Concept B Represent and use rational numbers, MA 1. 3.4 - Grade 8) (Performance Standards 1.1, 1.2, 1.4, 1.7, 2.1, 2.5, 3.4, 4.4) STUDENT ASSESSMENT To assess the students and their work, I will have the students conduct self-assessments by keeping a checklist that I will give them as they go. I will also be observing them and their work as they research and create their Mix book pages. At the end, I will provide them with a writing prompt where they will tell me what they learned in creating this Mix book ; and also how it helped them to study and prepare for their Map testing. PERFORMANCE ASSESSMENT CRITERIA: (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) COLLABORATION: Any teacher is able to be involved in this lesson, in that they can use this idea for their own classes to make Mix books based on their subjects to help students study. LESSON IMPLEMENTATION Length of Unit (hours, days): This project will go on for a full week of math instruction time (approximately 5 days, and an hour or so per day) We will do it toward the end of completing all of the necessary math lessons, but prior to the MAP testing so the students will have time to study Prerequisite Skills: Students must be able to use a rubric to find what information must be put into the Mix book. With the rubric, they will have to come up with an outline of what they want to put onto their pages of the Mix book. They then must use their computer skills which they have learned throughout the year to create their Mix book pages with a partner. ACCOMMODATION OPTIONS: ELL/IEP Students: All ELL students will be paired with a successful student so that they will be able to aid the ELL student when necessary. Assistive Technology Needs: MANAGEMENT/ORGANIZATION TIPS: The students will have a checklist and a number of items which they must check off every day. For each item they check off, they will receive a certain amount of points, oh which will be necessary to get a grade on this assignment. By keeping their checklist, it will keep them on task and busy with what they need to get accomplished. I will also be walking around the room to make sure they are accomplishing what needs to get done. MATERIALS AND RESOURCES REQUIRED FOR UNIT: The students will need their math books, access to the internet which will be provided in class, and computer access. TECHNOLOGY Web-based resources (name and link) UNIT PLAN FLOW CHART Day 1: Each student will be assigned one math lesson that we have covered from the past semester. They will be required to take notes and fill in an outline that will be provided to them. Day 2: The students will be given a checklist. The checklist will have certain assignments of which will need to be accomplished by a certain date in order to receive the correct amount of points. Today, they will begin their outline on their lesson. Day 3: Today, they will be introduced to Mix book and they will be able to search around the sight to get an idea of some of the pages. They will also be able to begin their Mix book pages. Day 4: The students will continue work on their Mix book pages, and checking off assignments on the checklist as we go. Day 5: Today, we will put all of the Mix book pages together to create the whole book. We will also look through it to make any edits or necessary changes.

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  • By: Alicia K.
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  • Title: Map Test Prep: 8th Grade Math
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