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Type your list of 5-8 topics that your group deemed essential.

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Create an audio response describing what your group described as enduring concepts.

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Type a summary of your group's discussion in task 1.

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Create a video response to share ideas your group discussed for scaffolding learning.

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Strengths:
1. Proportional v Non-proportional
2. Comparing & Ordering Numbers
3. Nsolve

Concerns:
1. Slope & graphing
2. Solving equations by hand
3. Combining positive & negative numbers
4. Transformations

Hope for this year:
1. Evaluating reasonableness of answers (ex: identify positive or negative slope or the y-intercept; solved equations' answers)
2. Converting numbers ( 2 1/4 to 2.25) & number placements

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Strengths: Writing equation slope intercept from word problem
Pythagorean theorem
Real Numbers: Ordering numbers

Opportunities: Transformation rules
MAD
Reading the problem - what is it asking? Positive/negative slope - greatest/least

Skills:
Everything leading up to algebra
Writing equations
Question analysis

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Breakout Group 1
strengths=equations and inequalities
functions
fractions

concerns
financial literacy
volume and surface area
transformations

build what strengths
spend more time on proportional situations
solving equations

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Strengths
Identifying Functions
Calculator Skills
Equations and Inequalities

Concerns
Proportional Reasoning
Transformations (Algebraic Rule)
Angle relationships with Equations

Strengths to Build
Building student up for Algebra I

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Strengths:
1. Pythagorean Theorem
2. Proportional vs. Non-Prop identification
3. Utilizing STAAR Chart and calculator to find volume (just plug in numbers!)
Concerns
1. Transformations
2. "getting back to 0" on a table
3. TSA vs. LSA

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● How is the learning layered on from the previous grade level?
:it shows units from 6th and 7th that should have been covered.

● How can you scaffold the new learning students will see in your classroom? show warmups of spiraled review of what should have been previously learned

● What questions do we have for the grade level below? What units were they not able to teach?

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1. Irrational numbers are new; students have previously classified new numbers and identified on a number line; scientific notation is new; real life application for comparing numbers
2. Number system - use same diagram and notation; Comparing/Ordering start with numbers they've seen before and refer to calculator strategies for converting
3. Did 7th cover square roots?

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Teach it like they've never seen it before. We try to assume that everyone needs the "refresher" and the background knowledge again.
The virtual concept will also allow us to translate (languages) and integrate various manipulatives to help reach students of ALL levels, from beginning ELL to honors.
Asking 7th grade teachers about "last year" is just cruel, haha. But it is vital that all vocabulary/processes/models are aligned vertically.

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Strengths
-Functions
-Comparing & ordering Numbers
-Proportional vs Non-Proportional

Weakness
-Transformations
-Factions
-Volume

Strengths to build
- Algebra lead in topics

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Getting students comfortable using the technology in a digital classroom setting.
Keeping them busy by learning different ways and having options on what to do.
Comfortable with square roots.

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● Look closely at the future alignment, where is the learning going? 8th grade teks are going directly into algebras units.

● What do you see that is enduring?all of the process standards

● What questions do we have for the grade level above? what gaps have you seen from incoming students in the past that effect them most in your grade?

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We chose Unit 2 - 8.5B and it connects to Algebra 8.2B

In 8th grade we look at equations in the form y=mx+b and in algebra they begin converting to other forms.

Incoming Concerns:
Terminology confusion
Mix up slope & y-intercept
positive or negative slope
slope = y/x

What can we do to help to make using point-slope or standard form easier?

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The focus of this year is to prepare students for Algebra I
8.3c
8.4b
8.4c
8.5g
8.5i
8.8c

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● What is the focus for this year of math? slope intercept of equations

● At the end of the year, what will all students leave with? plot points, how to find slope, solve equations with variables on both side, 8.8 C, 8.7C

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We discussed that what our students need most is the application and connection of the algebraic reasoning skills that endure in Math. We know there is a lack of problem solving skills and taking basic Math knowledge to extend it beyond the calculator. We would ask grade levels above what are 3 strengths you see from your incoming students and what are 3 concerns you have that we, as teachers, can try to improve on.

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8.2D order a set of real numbers arising from mathematical and real-world contexts.
8.5B | represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0;
8.5I | write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.
8.4C

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1. There are no TEKS aligned with Algebra for Unit 1 but the familiarity of different types of numbers will be important for Algebra so students should feel comfortable with that.
2, The language of mathematics where a single value can have different representations. This is helpful once students get to higher math levels.
3. No direct questions but wonder what students need from 8th grade to move on to Algebra.

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8.5I
8.4C
8.4B
8.5F
8.10C
8.12D
8.9A

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8.5I
8.5B
8.4C
8.8C

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TEKs:
8.5B - tables, graphs, equations
8.5I - writing equations
8.7C - Pythagorean Theorem
8.8C - model, write, and solve equations
8.12D - simple and compound interest