| Big Ideas |
Computational fluency and flexibility extend to operations with fractions. |
Mathematics 8 |
No CCG |
| Keyword: fluency |
Elaboration: Computational Fluency: Computational fluency develops from a strong sense of number.Sample questions to support inquiry with students:When we are working with fractions, what is the relationship between addition and subtraction?When we are working with fractions, what is the relationship between multiplication and division?When we are working with fractions, what is the relationship between addition and multiplication?When we are working with fractions, what is the relationship between subtraction and division? |
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| Big Ideas |
Number represents, describes, and compares the quantities of ratios, rates, and percents. |
Mathematics 8 |
No CCG |
| Keyword: Number |
Elaboration: Number: Number represents and describes quantity.Sample questions to support inquiry with students:How can two quantities be compared, represented, and communicated?How are decimals, fractions, ratios, and percents interrelated?How does ratio use in mechanics differ from ratio use in architecture? |
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| Content |
financial literacy — best buys |
Mathematics 8 |
No CCG |
| Keyword: financial literacy |
Elaboration: coupons, proportions, unit price, products and servicesproportional reasoning strategies (e.g., unit rate, equivalent fractions given prices and quantities) |
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| Content |
theoretical probability with two independent events |
Mathematics 8 |
No CCG |
| Keyword: theoretical probability |
Elaboration: with two independent events: sample space (e.g., using tree diagram, table, graphic organizer)rolling a 5 on a fair die and flipping a head on a fair coin is 1/6 x ½ = 1/12deciding whether a spinner in a game is fair |
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| Content |
central tendency |
Mathematics 8 |
No CCG |
| Keyword: central tendency |
Elaboration: mean, median, and mode |
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| Content |
construction, views, and nets of 3D objects |
Mathematics 8 |
No CCG |
| Keyword: 3D objects |
Elaboration: top, front, and side views of 3D objectsmatching a given net to the 3D object it representsdrawing and interpreting top, front, and side views of 3D objectsconstructing 3D objects with netsusing design software to create 3D objects from netsbentwood boxes, lidded baskets, packs |
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| Content |
Pythagorean theorem |
Mathematics 8 |
No CCG |
| Keyword: Pythagorean theorem |
Elaboration: modelling the Pythagorean theoremfinding a missing side of a right trianglederiving the Pythagorean theoremconstructing canoe paths and landings given current on a riverFirst Peoples constellations |
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| Content |
surface area and volume of regular solids, including triangular and other right prisms and cylinders |
Mathematics 8 |
No CCG |
| Keyword: surface area and volume |
Elaboration: exploring strategies to determine the surface area and volume of a regular solid using objects, a net, 3D design softwarevolume = area of the base x heightsurface area = sum of the areas of each side |
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| Content |
two-step equations with integer coefficients, constants, and solutions |
Mathematics 8 |
No CCG |
| Keyword: two-step equations |
Elaboration: solving and verifying 3x – 4 = –12modelling the preservation of equality (e.g., using a balance, manipulatives, algebra tiles, diagrams)spirit canoe journey calculations |
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| Content |
expressions- writing and evaluating using substitution |
Mathematics 8 |
No CCG |
| Keyword: expressions |
Elaboration: using an expression to describe a relationshipevaluating 0.5n – 3n + 25, if n = 14 |
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| Content |
discrete linear relations (extended to larger numbers, limited to integers) |
Mathematics 8 |
No CCG |
| Keyword: discrete linear relations |
Elaboration: two-variable discrete linear relationsexpressions, table of values, and graphsscale values (e.g., tick marks on axis represent 5 units instead of 1)four quadrants, integral coordinates |
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| Content |
operations with fractions (addition, subtraction, multiplication, division, and order of operations) |
Mathematics 8 |
No CCG |
| Keyword: fractions |
Elaboration: includes the use of brackets, but excludes exponentsusing pattern blocks or Cuisenaire Rodssimplifying ½ ÷ 9/6 x (7 – 4/5)drumming and song: 1/2, 1/4, 1/8, whole notes, dot bars, rests = one beatchanging tempos of traditional songs dependent on context of useproportional sharing of harvests based on family size |
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| Content |
numerical proportional reasoning (rates, ratio, proportions, and percent) |
Mathematics 8 |
No CCG |
| Keyword: proportional reasoning |
Elaboration: two-term and three-term ratios, real-life examples and problemsA string is cut into three pieces whose lengths form a ratio of 3:5:7. If the string was 105 cm long, how long are the pieces?creating a cedar drum box of proportions that use ratios to create differences in pitch and tonepaddle making |
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| Content |
percents less than 1 and greater than 100 (decimal and fractional percents) |
Mathematics 8 |
No CCG |
| Keyword: percents |
Elaboration: A worker’s salary increased 122% in three years. If her salary is now $93,940, what was it originally?What is ½% of 1 billion?The population of Vancouver increased by 3.25%. What is the population if it was approximately 603,500 people last year?beading |
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| Content |
square and cube roots |
Mathematics 8 |
No CCG |
| Keyword: square and cube roots |
Elaboration: finding the cube root of 125finding the square root of 16/169estimating the square root of 30 |
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