Running head: CURRICULUM MAP

Leah Maynez
11:1 Curriculum Map
Arizona State University
PPE 310 - 18965
April 3, 2016
Dr. Lineberry

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Arizonas College and Career Ready Standards Mathematics Eighth Grade

Expressions and Equations (EE)
Understand the connections between proportional relationships, lines, and linear equations.
Standard
8.SP.A.4. Understand that
patterns of association can
also be seen in bivariate
categorical data by
displaying frequencies and
relative frequencies in a
two-way table. Construct
and interpret a two-way
table summarizing data on
two categorical variables
collected from the same
subjects. Use relative
frequencies calculated for
rows or columns to describe
possible association
between the two variables.

Objective
Interpret a two-way
table.

Instructional Strategies
Mini Lesson 1
Sub-Objectives:
Construct a two-way table
Interpret a two-way table
Materials:
Two-way table on the amount of
sleep between 7th and 8th graders
Doc Cam
Piece of paper
Article on Teens and Sleep
(https://sleepfoundation.org/sleeptopics/teens-and-sleep)
Cornell Notes

Functions (F)
Use functions to model relationships between quantities.
Standard

Objective

8.F.B.4. Construct a function Interpret the rate of

to model a linear relationship change and initial value
between two quantities.
of a linear function.
Determine the rate of change
and initial value of the
function from a description
of a relationship or from two
(x, y) values, including
reading these from a table or
from a graph. Interpret the
rate of change and initial

Instructional Strategies
Mini Lesson 2
Sub-Objectives:
Determine the rate of change
from a graph
Determine the initial value from
a graph
Interpret the rate of change and
initial value of a linear function
Materials:

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value of a linear function in

terms of the situation it
models, and in terms of its
graph or a table of values.

Linear function between the

amount of sun protection from
sunblock as time passes (per
hour)
Doc Cam
YouTube on Health Factors
Sun Protection
(http://youtu.be/YhVM8tJ98eQ)
Piece of Paper

Statistics and Probability (SP)

Investigate patterns of association in bivariate data.
Standard

Objective

8.EE.C.8. Analyze and

Analyze pairs of
solve pairs of
simultaneous linear
simultaneous linear
equations.
equations.
c. Solve real-world and
mathematical problems
leading to two linear
equations in two
variables. For example,
given coordinates for two
pairs of points, determine
whether the line through
the first pair of points
intersects the line
through the second pair.

Instructional Strategies
Mini Lesson 3
Sub-Objectives:
Write an equation for pairs of
simultaneous linear equations
Interpret pairs of simultaneous linear
equations
Analyze pairs of simultaneous linear
equations
Materials:
A graph of linear equations between
the amount of fossil fuel burned from
a regular car and a hybrid car
Doc Cam
Piece of paper
Article: What is Air Pollution?
http://www.conserve-energyfuture.com/causes-effects-solutionsof-air-pollution.php)
Cornell Notes

Narrative
This curriculum map was created using the mathematics Arizonas College and Career
Ready Standards. The mini lessons were created for eighth grade pre-algebra classes in the Mesa

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Public Schools District. There are three pre-algebra classes. The first class has a total of 23
students, the second has a total of 29 students, and the last class has a total of 30 students.
Mini Lesson One Sleep
8.SP.A.4. Understand that patterns of association can also be seen in bivariate categorical
data by displaying frequencies and relative frequencies in a two-way table. Construct and
interpret a two-way table summarizing data on two categorical variables collected from the
same subjects. Use relative frequencies calculated for rows or columns to describe possible
association between the two variables.
Teacher will review the objective and the agenda for the day. Teacher will explain to
students that the previous day they learned about two-way tables as well as worked on
constructing two-way tables. Teacher will continue to explain that today they will be interpreting
two-way tables by using joint and marginal frequency to describe possible associations in the
data.
Teacher will review Cornell Notes and review key ideas. Specifically, when interpreting
two-way tables, it is important to consider the whole row or column when looking at specific
categories. It is also important to consider the words and as well as or as it changes the total
numbers. Also, remember the marginal frequency is the sums or total of each row and column.
Teacher will pass out pieces of paper to students. Teacher will display the two-way table
on the amount of sleep (more or less than 8 hours of sleep) between 7th and 8th graders on the doc
cam. Teacher will ask students to find the percent of students in 8th grade and who get less than 8
hours of sleep. Teacher will then ask students to find the percent of students in 7th grade and who
get less than 8 hours of sleep.

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Afterwards, teacher will have students read the article Teens and Sleep. Students will
then write a paragraph about the importance of sleep and the effects of not getting the proper
amount of sleep. Within the paragraph, students will include the results they got from
interpreting the two-way table on the amount of sleep (more or less than 8 hours of sleep)
between 7th and 8th graders and causes for those results. Students will then be given the
opportunity to share their paragraphs with the class.
Mini Lesson Two Sun Safety
8.F.B.4. Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial value of the function from a description of a
relationship or from two (x, y) values, including reading these from a table or from a
graph. Interpret the rate of change and initial value of a linear function in terms of the
situation it models, and in terms of its graph or a table of values.
Teacher will review the objective and the agenda for the day. Teacher will explain to
students that they previously learned about determining the rate of change and initial value from
a graph; therefore, today they will be interpreting the rate of change and initial value of a linear
function. Teacher will explain they will be looking at a real world example of a linear function
between the amount of sun protection from sunblock as time passes (per hour).
Teacher will pass out pieces of paper to students. Teacher will display the linear function
between the amount of sun protection from sunblock as time passes (per hour) on the doc cam.
Teacher will have students determine the rate of change and initial value of the linear function.
Teacher will then have student interpret the rate of change and initial value. Teacher and students
will discuss students findings.

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Teacher will then play the YouTube video. Teachers and students will discuss what they
learned from the video. Students will then be asked to write a paragraph about the health factors
of sun exposure. As well as write about what they can do to assure they are protected from the
sun.
Mini Lesson Three Environmental Health
8.EE.C.8. Analyze and solve pairs of simultaneous linear equations.
c. Solve real-world and mathematical problems leading to two linear equations in two
variables. For example, given coordinates for two pairs of points, determine whether the
line through the first pair of points intersects the line through the second pair.
Teacher will review the objective and the agenda for the day. Teacher will review that
students previously learned. Specifically, what they learned about interpreting pairs of
simultaneous linear equations and writing equations for the linear equations. Teacher will
explain to students that they will be analyzing pairs of simultaneous linear equations from real
world data.
Teacher will pass out pieces of paper to students. Teacher will display the graph of linear
equations between the amount of fossil fuel burned from a regular car and a hybrid car on the
doc cam. Teacher will have students find the equations for the linear equations and then analyze
the pair of simultaneous linear equations. Specifically, at what point do the linear equations
cross, what car burns less fossil fuel before the crossing point, and what car burns more fossil
fuel after the crossing point.
Teacher will then have students read the article What is Air Pollution? Teachers and
students will discuss what they learned from the article. Students will then be asked to write a
paragraph about the causes and effects of air pollution. Within the paragraph, students will also

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incorporate their findings from the the graph of linear equations between the amount of fossil
fuel burned from a regular car and a hybrid car.

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8
References

Causes, Effects and Solutions of Air Pollution - Conserve Energy Future. (2013). Retrieved from
http://www.conserve-energy-future.com/causes-effects-solutions-of-air-pollution.php
Health Factors - Sun Protection. (2011). Retrieved from
http://www.youtube.com/watch?v=YhVM8tJ98eQ
Teens and Sleep. (n.d.). Retrieved from https://sleepfoundation.org/sleep-topics/teens-and-sleep

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PPE 310 Evaluation Rubric for Curriculum Map/Scope and Sequence

Criteria
Curricul
um
Map/Sco
pe and
Sequenc
e
Integrati
on of
Health
Topics
Teacher
Content
Knowled
ge
(TCK)
Score:
x2

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

Your Assignment
Your Assignment
Your Curriculum Map
includes:
includes:
includes:
A cover page that
A cover page that
A cover page that
includes the
includes most of
includes some of
followingname,
the
the
the course, the
followingname,
followingname,
assignment, the
the course, the
the course, the
date and an
assignment, the
assignment, the
appropriate
date and an
date and an
Running head in
appropriate
appropriate
APA format. Your
Running head in
Running head in
cover page should
APA format. Your
APA format. Your
include a page
cover page should
cover page should
number.
include a page
include a page
number.
number.
District provided
curriculum
District provided
District provided
map/scope and
curriculum
curriculum
sequence
map/scope and
map/scope and
appropriate for
sequence
sequence is not
placement
appropriate for
appropriate for
classroom.
placement
placement
classroom.
classroom.
Highlighted text,
outlining the
Highlighted text,
Highlighted text,
followingSleep
outlining most of
outlining some of
= Blue, Topic of
the
the
your Choice =
followingSleep
followingSleep
Yellow, Healthy
= Blue, Topic of
= Blue, Topic of
Environment/Sust
your Choice =
your Choice =
ainability = Green
Yellow, Healthy
Yellow, Healthy
Environment/Sust
Environment/Sust
Integration of the
ainability = Green
ainability = Green
health
components do
Integration of the
Integration of the
not detract from
health
health
the academic
components
components often
content
sometimes detract
detract from the
from
the
academic
academic content
Teacher regularly
content
implements a
Teacher rarely
variety of subjectimplements a
Teacher
specific
sometimes
variety of subjectinstructional
implements a
specific
strategies to
variety of subjectinstructional

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Instructi
onal
Plans
(IP)
SCORE:
x2

enhance student
content
knowledge.
Specifically,
places that
logically fits into
the academic
content that is
being taught,
where you can
teach three
separate mini
lessons; one about
sun safety, one
about sleep, and
one about
environmental
health. (TCK-Tap)

References are
included where
appropriate
This rubric is
attached at the end
of the document
Your word
document file
name includes
your last name,
first name,
assignment #, and
your class section
#
There are no
writing,
grammatical or
spelling errors
Your assignment
was placed in
your E-Portfolio
under the Healthy

10

specific
instructional
strategies to
enhance student
content
knowledge.
Specifically,
places that
logically fits into
the academic
content that is
being taught,
where you can
teach three
separate mini
lessons; one about
sun safety, one
about sleep, and
one about
environmental
health. (TCKTap).
References are
included where
but not on the last
page of the
document
This rubric is
attached but not at
the end of the
document
Your word
document file
name includes
most of the
following last
name, first name,
assignment #, and
your class section
#
There are few
writing,
grammatical or
spelling errors

strategies to
enhance student
content
knowledge.
Specifically,
places that
logically fits into
the academic
content that is
being taught,
where you can
teach three
separate mini
lessons; one about
sun safety, one
about sleep, and
one about
environmental
health. (TCKTap).
References are not
included
This rubric is not
attached at the end
of this document
Your word
document file
name includes
some of the
following last
name, first name,
assignment #, and
your class section
#
There are many
writing,
grammatical or
spelling errors
Your assignment
was not embedded
into your EPortfolio

CURRICULUM MAP

Curriculum
Development tab
Curriculum map
includes: (IP)
o Evidence that
assignment is
appropriate for
the age,
knowledge,
and interests
of all learners
you teach and;
o 3, 1 page,
double spaced
mini-lessons
in teacher talk
format, one
for sleep, one
for sun safety,
and one for
environmental
health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe your
classroom
context and
other pertinent
information

11

Your assignment
was placed in
your E-Portfolio
however it was
placed in the
wrong section
Curriculum map
mostly includes:
(IP)
o Evidence that
assignment is
appropriate for
the age,
knowledge,
and interests
of all learners
you teach and;
o 2 of the 3
following, 1
page, double
spaced minilessons in
teacher talk
format, one
for sleep, one
for sun safety,
and one for
environmental
health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe your
classroom
context and
other pertinent
information

Curriculum map
sometimes
includes: (IP)
o Evidence that
assignment is
appropriate for
the age,
knowledge,
and interests
of all learners
you teach and;
o 1 of the 3
following, 1
page, double
spaced minilessons in
teacher talk
format, one
for sleep, one
for sun safety,
and one for
environmental
health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe your
classroom
context and
other pertinent
information