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Grade Holt Math Pacing Chart 2014-2015

Holt Common

Rational Numbers

Graphs and

Exponents and

Ratios,

Geometric

Measurement

Multi-Step

Graphing Lines

Data, Prediction,

Pre-Teach

Core Chapter

Chapter 1

Functions

Roots

Proportions,

Relationships

and Geometry

Equations

Chapter 8

and Linear

Chapter 2

Chapter 3

and Similarity

Chapter 5

Chapter 6

Chapter 7

Functions

Algebra 1

Chapter 4

Chapter 9

Suggested

Pacing

14 days

13 days

33 days

16 days

25 days

15 days

15 days

20 days

10 days

September

September/

October-

December

January/February

February/March

March

April/May

May

October

November

Give End of year

Give End of year

Give EOY

Assessment:

Assessment:

Assessment:

September

January

June

8.NS.1 Students can

8.F.1 Students can identify

8.G.3 Students can

8.G.1 Student use tools

8.G.9 Students know

8.EE.7 Students can

8. EE.5 Students can

8.SP.1 Students can

8.EE.1 Students

Learning

define and identify

a function.

describe the effect

and technology to

the formulas for the

solve linear equations

graph proportional

construct and interpret

know and apply

rational and irrational

of dilations,

explore figures created

volumes of cones,

in one variable.

relationships and

scatter plots describing

Targets

properties of integer

numbers.

8.F.2 Students can

translations,

from translations,

cylinders, and

interpret the unit rate

patterns such as

exponents.

Based on

compare properties of two

rotations, and

reflections, and

spheres and use them

8.EE.8 Students can

as slope of a graph.

clustering, outliers,

Common

8.EE.7 Students solve

functions each identified in

reflections on two-

rotations.

to solve real world

find the point of

positive and negative

8.EE.2

linear equations in one

a different way.

dimensional figures

and mathematical

intersection between

8.EE.6 Students can

association, linear

- Students recognize

Core

variable.

using coordinates.

8.G.2 Students can

problems.

linear equations.

derive an equation

association, and non-

perfect squares and

Standards

8.F.4 Students can

recognize that a two-

y=mx for a line

linear association.

cubes and non-

8.EE.7b Students can

construct a function to

8.G.4 Students

dimensional figure is

through the origin

perfect squares as

solve linear equations

model a linear relationship

explain why

congruent to another

and the equation y=

8.SP.2 Students can

irrational.

with rational number

between two quantities.

figures are similar

after a sequence of

mx + b for a line

informally represent a

-Recognize that

coefficients.

after a sequence of

transformations.

intercepting the

scatter point by using a

squaring a number

8.F.5 Students can sketch

transformations.

vertical axis at b.

line of best fit.

and taking the square

a graph to model a

8.G.3 Students can

root are inverse

function that is described

describe the effect of

8.EE.8 Students can

8.SP.3 Students can

operations.

verbally or vice versa.

dilations, translations,

find the point of

interpret the y-intercept

rotations, and

intersection between

and slope of a line in

8.EE.3 Students use

reflections on two-

linear equations.

the context of a

scientific notation to

dimensional figures

problem.

express very large or

using coordinates.

8.F1 Students can

very small numbers.

identify a function.

8.SP.4 Students can

Apply in contextual

8.G.4 Students can

construct and interpret a

situations.

explain why figures are

8.F.3 Students use

two-way table

similar after a sequence

equations, graphs,

summarizing data on

8.EE.4 Students

of transformations.

and tables to

two categorical

perform operations

categorize functions

variables collected from

with numbers

8.G.5

as linear and non-

the same subjects.

expressed in

-Students can find the

linear.

scientific notation.

measure of angles using

8.EE.8 Students can

parallel line and

8.F.4 Students can

find the point of

8.NS.1 Students can

transversals.

construct a function

intersection between

define and identify

- Find the angle sum

to model a linear

linear equations.

rational and irrational

and exterior angles of

relationship between

numbers.

triangles.

two quantities.

8.F.1 Students can

identify a function.

8.NS.2 Students can

8.F.5 Students can

estimate and order

sketch a graph to

8.F.2 Students can

rational and irrational

June 2014

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