Georgia

Standards of Excellence
Curriculum Map

Mathematics

Accelerated GSE 7B/8

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 Georgia Department of Education

Accelerated GSE 7B/8 Curriculum Map

1st Semester 2nd Semester

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
(3-4 weeks) (3-4 weeks) (2-3 weeks) (3-4 weeks) (3-4 weeks) (3-4 weeks) (2-3 weeks) (3-4 weeks) (3-4 weeks) (3-4 weeks)
Geometry Inferences Probability Transformations, Exponents Geometric Functions Linear Linear Solving
Congruence and Applications of Functions Models and Systems of
Similarity Exponents Tables Equations
MGSE7.G.2 MGSE7.SP.1 MGSE7.SP.5 MGSE8.G.1 MGSE8.EE1 MGSE8.G.6 MGSE8.F.1 MGSE8.EE.5 MGSE8.F.4 MGSE8.EE.8
MGSE7.G.3 MGSE7.SP.2 MGSE7.SP.6 MGSE8.G.2 MGSE8.EE.2 MGSE8.G.7 MGSE8.F.2 MGSE8.EE.6 MGSE8.F.5 MGSE8.EE.8a
MGSE7.G.4 MGSE7.SP.3 MGSE7.SP7 MGSE8.G.3 (evaluating) MGSE8.G.8 MGSE8.F.3 MGSE8.SP.1 MGSE8.EE.8b
MGSE7.G.5 MGSE7.SP.4 MGSE7.SP.7a MGSE8.G.4 MGSE8.EE.3 MGSE8.G.9 MGSE8.SP.2 MGSE8.EE.8c
MGSE7.G.6 MGSE7.SP.7b MGSE8.G.5 MGSE8.EE.4 MGSE8.EE.2 MGSE8.SP.3
MGSE7.SP.8 MGSE8.EE.7 (equations) MGSE8.SP.4
MGSE7.SP.8a MGSE8.EE.7a
MGSE7.SP.8b MGSE8.EE.7b
MGSE7.SP.8c MGSE8.NS.1
MGSE8.NS.2
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
*Revised standards indicated in bold red font.

NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.

Grades 6-8 Key:

NS = The Number System
RP = Ratios and Proportional Relationships
EE = Expressions and Equations
G = Geometry
SP = Statistics and Probability

Richard Woods, State School Superintendent

July 2015
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 Georgia Department of Education

Accelerated GSE 7B/8 – Expanded Curriculum Map – 1st Semester

Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
1st Semester

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Geometry Inferences Probability Transformations, Exponents
Congruence and
Similarity
Draw, construct, and describe Use random sampling to draw Investigate chance processes Understand congruence and Work with radicals and integer
geometrical figures and describe inferences about a population. and develop, use, and evaluate similarity using physical exponents.
the relationships between them. MGSE7.SP.1 Understand that probability models. models, transparencies, MGSE8.EE.1 Know and apply
MGSE7.G.2 Explore various statistics can be used to gain MGSE7.SP.5 Understand that the or geometry software. the properties of integer
geometric shapes with given information about a population by probability of a chance event is a MGSE8.G.1 Verify exponents to generate equivalent
conditions. Focus on creating examining a sample of the number between 0 and 1 that experimentally the congruence numerical expressions.
triangles from three measures population; generalizations about a expresses the likelihood of the properties of rotations, MGSE8.EE.2 Use square root
of angles and/or sides, noticing population from a sample are valid event occurring. Larger numbers reflections, and translations: and cube root symbols to
when the conditions determine only if the sample is representative indicate greater likelihood. A lines are taken to lines and line represent solutions to
a unique triangle, more than of that population. Understand that probability near 0 indicates an segments to line segments of equations. Recognize that x2 =
one triangle, or no triangle. random sampling tends to produce unlikely event, a probability the same length; angles are p (where p is a positive rational
MGSE7.G.3 Describe the two- representative samples and support around 1/2 indicates an event that taken to angles of the same number and lxl < 25) has 2
dimensional figures (cross valid inferences. is neither unlikely nor likely, and measure; parallel lines are solutions and x3 = p (where p is
sections) that result from MGSE7.SP.2 Use data from a a probability near 1 indicates a taken to parallel lines. a negative or positive rational
slicing three-dimensional random sample to draw inferences likely event. MGSE8.G.2 Understand that a number and lxl < 10) has
figures, as in plane sections of about a population with an MGSE7.SP.6 Approximate the two- dimensional figure is one solution. Evaluate
right rectangular prisms, right unknown characteristic of interest. probability of a chance event congruent to another if the square roots of perfect squares
rectangular pyramids, cones, Generate multiple samples (or by collecting data on the second can be obtained from the < 625 and cube roots of perfect
cylinders, and spheres. simulated samples) of the same chance process that produces first by a sequence of rotations, cubes > -1000 and < 1000.
Solve real-life and mathematical size to gauge the variation in it and observing its long-run reflections, and translations; MGSE8.EE.3 Use numbers
problems involving angle estimates or predictions relative frequency. Predict the given two congruent figures, expressed in scientific
measure, area, surface area, and Draw informal comparative approximate relative describe a sequence that exhibits notation to estimate very
volume. inferences about two populations. frequency given the the congruence between them. large or very small quantities,
MGSE7.G.4 Given the MGSE7.SP.3 Informally assess probability. For example, MGSE8.G.3 Describe the effect and to express how many
formulas for the area and the degree of visual overlap of two when rolling a number cube of dilations, translations, rotations times as much one is than the
circumference of a circle, use numerical data istributions with 600 times, predict that a 3 or 6 and reflections on two- other. For example, estimate
them to solve problems; give similar variabilities, measuring would be rolled roughly 200 dimensional figures using the population of the United
an informal derivation of the the difference between the times, but probably not exactly coordinates. States as 3 × 108 and the
relationship between the medians by expressing it as a 200 times. MGSE8.G.4 Understand that a population of the world as 7 ×
circumference and area of a multiple of the interquartile MGSE7.SP.7 Develop a two- dimensional figure is similar 109, and determine that the
circle. range. to another if the second can be world population is more than
probability model and use it to
MGSE7.G.5 Use facts about MGSE7.SP.4 Use measures of obtained from the first by a 20 times larger.
find probabilities of events.
supplementary, complementary, center and measures of variability sequence of rotations, reflections, MGSE8.EE.4 Add, subtract,
Compare experimental and
vertical, and adjacent angles in a for numerical data from random translations, and dilations; given multiply and divide numbers
theoretical probabilities of
multi-step problem to write and samples to draw informal two similar two- dimensional expressed in scientific notation,
events. If the probabilities are
Richard Woods, State School Superintendent
July 2015
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 Georgia Department of Education
solve simple equations for an comparative inferences about two not close, explain possible figures, describe a sequence that including problems where both
unknown angle in a figure. populations. sources of the discrepancy. exhibits the similarity between decimal and scientific notation
MGSE7.G.6 Solve real-world MGSE7.SP.7a Develop a them. are used. Understand scientific
and mathematical problems uniform probability model by MGSE8.G.5 Use informal notation and choose units of
involving area, volume and assigning equal probability to all arguments to establish facts about appropriate size for
surface area of two- and three outcomes, and use the model to the angle sum and exterior angle measurements of very large or
dimensional objects composed of determine probabilities of events of triangles, about the angles very small quantities (e.g. use
triangles, quadrilaterals, polygons, MGSE7.SP.7b Develop a created when parallel lines are millimeters per year for
cubes, and right prisms.- probability model (which may not cut by a transversal, and the seafloor spreading). Interpret
be uniform) by observing angle-angle criterion for scientific notation that has been
frequencies in data generated from similarity of triangles. generated by technology (e.g.
a chance process. For example, calculators).
find the approximate probability Analyze a nd solve linear
that a spinning penny will land equations and pairs of
heads up or that a tossed paper simultaneous linear equations.
cup will land open‐end down. Do MGSE8.EE.7 Solve linear
the outcomes for the spinning equations in one variable.
penny appear to be equally likely MGSE8.EE.7a Give examples of
based on the observed linear equations in one variable
frequencies? with one solution, infinitely
MGSE7.SP.8 Find probabilities of many solutions, or no solutions.
compound events using organized Show which of these possibilities
lists, tables, tree diagrams, and is the case by successively
transforming the given equation
simulation.
into simpler forms, until an
MGSE7.SP.8a Understand that,
equivalent equation of the form
just as with simple events, the
x = a, a = a, or a = b results
probability of a compound event is (where a and b are different
the fraction of outcomes in the numbers).
sample space for which the MGSE8.EE.7b Solve linear
compound event occurs. equations with rational number
MGSE7.SP.8b Represent sample coefficients, including equations
spaces for compound events using whose solutions require
methods such as organized lists, expanding expressions using the
tables and tree diagrams. For an distributive property and
event described in everyday collecting like terms.
language (e.g., “rolling double Know that there are numbers
sixes”), identify the outcomes in that are not rational, and
the sample space which compose approximate them by
the event. rational numbers.
MGSE7.SP.8c Explain ways to MGSE8.NS.1 Know that numbers
set up a simulation and use the that are not rational are called
simulation to generate frequencies irrational. Understand informally
for compound events. For that every number has a decimal
example, if 40% of donors have expansion; for rational numbers
type A blood, create a simulation show that the decimal expansion
to predict the probability that it repeats eventually, and convert a
will take at least 4 donors to find decimal expansion which repeats
one with type A blood? eventually into a rational number.
MGSE8.NS.2 Use rational
approximation of irrational
Richard Woods, State School Superintendent
July 2015
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Georgia Department of Education
numbers to compare the size
of irrational numbers, locate
them approximately on a
number line, and estimate the
value of expressions (e.g.,
estimate π2to the nearest
tenth). For example, by
truncating the decimal
expansion of √2 (square root
of 2), show that √2 is between
1 and 2, then between
1.4 and 1.5, and explain how
to continue on to get better
approximations.

Richard Woods, State School Superintendent

July 2015
All Rights Reserved
 Georgia Department of Education

Accelerated GSE 7B/8 – Expanded Curriculum Map – 2nd Semester

Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them. 5 Use appropriate tools strategically.
2 Reason abstractly and quantitatively. 6 Attend to precision.
3 Construct viable arguments and critique the reasoning of others. 7 Look for and make use of structure.
4 Model with mathematics. 8 Look for and express regularity in repeated reasoning.
2nd Semester

Unit 6 Unit 7 Unit 8 Unit 9 Unit 10

Geometric Applications of Functions Linear Functions Linear Models and Tables Solving Systems of
Exponents Equations
Understand and Apply the Define, evaluate, and compare Understand the connections Use functions to model Analyze and solve linear
Pythagorean Theorem functions. between proportional relationships between quantities. equations and pairs of
MGSE8.G.6 Explain a proof of the MGSE8.F.1 Understand that a relationships, lines, and MGSE8.F.4 Construct a function simultaneous linear equations.
Pythagorean Theorem and its function is a rule that assigns to linear equations. to model a linear relationship MGSE8.EE.8 Analyze and
converse. each input exactly one output. MGSE8.EE.5 Graph proportional between two quantities. solve pairs of simultaneous
MGSE8.G.7 Apply the The graph of a function is the set relationships, interpreting the unit Determine the rate of change and linear equations (systems of
Pythagorean Theorem to determine of ordered pairs consisting of an rate as the slope of the graph. initial value of the function from a linear equations).
unknown side lengths in right input and the corresponding Compare two different proportional description of a relationship or MGSE8.EE.8a Understand that
triangles in real-world and output. relationships represented in from two (x,y) values, including solutions to a system of two linear
mathematical problems in two and MGSE8.F.2 Compare properties different ways. reading these from a table or equations in two variables
three dimensions. of two functions each represented MGSE8.EE.6 Use similar from a graph. Interpret the rate of correspond to points of
MGSE8.G.8 Apply the in a different way (algebraically, triangles to explain why the slope change and initial value of a intersection of their graphs,
Pythagorean Theorem to find the graphically, numerically in tables, m is the same between any two linear function in terms of the because points of intersection
distance between two points in a or by verbal descriptions). distinct points on a non‐vertical situation it models, and in terms of satisfy both equations
coordinate system. line in the coordinate plane; its graph or a table of values. simultaneously.
Solve real-world and derive the equation y = mx for a MGSE8.F.5 Describe qualitatively MGSE8.EE.8b Solve systems of
mathematical problems involving line through the origin and the the functional relationship between two linear equations in two
volume of cylinders, cones, and equation y = mx + b for a line two quantities by analyzing a graph variables algebraically, and
spheres. intercepting the vertical axis at b. (e.g., where the function is estimate solutions by graphing the
MGSE8.G.9 Apply the formulas Define, evaluate, and compare increasing or decreasing, linear or equations. Solve simple cases by
for the volume of cones, functions. nonlinear). Sketch a graph that inspection.
cylinders, and spheres and use MGSE8.F.3 Interpret the exhibits the qualitative features of a MGSE8.EE.8c Solve real-world
them to solve real-world and equation y = mx + b as defining function that has been described and mathematical problems
mathematical problems. a linear function, whose graph is verbally. leading to two linear equations in
Work with radicals and integer a straight line; give examples of Investigate patterns of two variables.
exponents. functions that are not linear. For association in bivariate data.
MGSE8.EE.2 Use square root example, the function A = s2 MGSE8.SP.1 Construct and
and cube root symbols to giving the area of a square as interpret scatter plots for bivariate
represent solutions to equations. a function of its side length measurement data to investigate
Recognize that x2 = p (where p is not linear because its graph patterns of association between two
is a positive rational number contains the points (1,1), (2,4) quantities. Describe patterns such
and lxl < 25) has 2 solutions and and (3,9), which are not on a as clustering, outliers, positive or
x3 = p (where p is a negative or straight line. negative association, linear
positive rational number and lxl association, and nonlinear
< 10) has one solution. association.
Evaluate square roots of perfect MGSE8.SP.2 Know that straight
Richard Woods, State School Superintendent
July 2015
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 Georgia Department of Education
squares < 625 and cube roots of lines are widely used to model
perfect cubes > -1000 and < relationships between two
1000. quantitative variables. For scatter
plots that suggest a linear
association, informally fit a
straight line, and informally
assess the model fit by judging the
closeness of the data points to the
line.
MGSE8.SP.3 Use the equation
of a linear model to solve
problems in the context of bivariate
measurement data, interpreting the
slope and intercept.
MGSE8.SP.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.
a. Construct and interpret a
two-way table summarizing
data on two categorical
variables collected from
the same subjects.
b. Use r e l at i ve fr e q u e n ci e s
c a l c u l at e d for rows or
columns to describe possible
association between the two
variables. For example,
collect data from students in
your class on whether or not
they have a curfew on school
nights and whether or not
they have assi gned c h o r e s
a t hom e. Is there evidence
that those who have a
curfew also tend to have
chores?

Richard Woods, State School Superintendent

July 2015
All Rights Reserved