Instructional Planning: Long-Term Plan Template

Name: Briana Wallington

Student Achievement – Can you briefly describe how this plan leads your students to the achievement
of the big goal?

Without a plan, there is no guidance to get my scholars where they need to be in order to
achieve the 20% growth goal they created and the ultimate goal of being college and career
ready. “The long term plan helps prioritize the actions that lead to the achievement of the
ultimate goal” (Teach for America, 2011). The long-term plan maps out how scholars
should be using their reasoning skills and logic to understand and find multiple solutions
to real world situations. It helps them develop the cognitive strategies they need use in
college and careers. The long term planning also breakdowns exactly when and how the
skills should start to develop in each unit. The long term plan scaffolds the skill of finding
solutions to identifying the a problem, exploring multiple solutions to problems, and
justifying the solutions. Interpreting solutions and the information they have in order to
find and justify a solution is a cognitive strategy needed for success in college and careers
(Conley, 2011). Justifying a solution builds on the communication and accuracy needed to
explain why a solution works in a math problem and in the real world.

Organization/Sequence of Units – Can you explain how the learning goals within each unit logically fit
together? Can you explain how the sequence of units or topics helps build student learning?
a. The learning goals are connected to each other, which doesn’t allow teaching in
isolation. In the article, “Building on the Common the Core”, David Conley talks
about how the brain makes connections and isolated information is hard to retain
(2011). The knowledge and skills needed in one unit is needed to develop the skills
and knowledge in another unit and standard’s goals build on each other. For
example, in Unit 1, scholars are suppose to know how to use a coordinate
grid/graph to verify and interpret transformations and analyze the properties of
transformations. Using a graph to analyze functions, linear equations, and linear
functions will be used in Unit 3 and 5. Also, justifying and proving your answer will
be developed in Unit 2 and 3 and will need to be transferred into Unit 5. The
sequence of the units maps out the skills of reasoning and justifying solutions and
the progress of that development.

Timing – Does the timing of your units (each unit and the course as a whole) take into account your
school calendar?

No, even though there are 180 instructional days and 171 days given to the units, the
timing of the units does not take into account school events and county wide events that
affect the instructional days. My department and I, however, have mapped out when we
are teaching each unit to make up for the days that have not been accounted for.

John Hopkins University School of Education

Long-Term Plan Template 1
 COURSE OVERVIEW & TIMING
This section is designed to help you see the flow of your units/topics across the entire school year.
Unit Unit Length

Unit 1: Transformations 32 Days

Unit 2: Functions 37 Days

Unit 3: Linear Equations 31 Days

Unit 4: Exponents 28 Days

Unit 5: Pythagorean Theorem 28 Days

Unit 6: Bivariate Data: Statistics and Probability 15 Days

OVERALL COURSE TIMING

This section is designed to help you compare the number of available instructional days/weeks to the
number of days/weeks you have accounted for in your Long-Term Plan.
Course Length

Total number of instructional weeks/days in school year: 180 days

Total number of instructional weeks/days for all units included in Long-Term Plan: 171 days

*Note: Be sure to account for all instructional days in the school year, including those after end-of-year testing (if any).

John Hopkins University School of Education

Long-Term Plan Template 2
 UNIT 1: Transformations UNIT 1 LENGTH: 32 Days

UNIT 1 LEARNING GOALS

 8.G.1: Verify experimentally the properties of rotations,

reflections, and translations.
o Rotate, reflect, and translate an image
o Plot and transform ordered pairs in a coordinate plane
o Use a variety of tools to transform figures
o Explain and identify that rotations, reflections, and
translations result in an image that is always congruent
to its pre-image
o Determine the transformation that produces a given
image
 8.G.2: Understand that a two-dimensional figure is congruent to
another if the second can be obtained from the first by a
sequence of rotations, reflections, and translations; given two
congruent figures, describe a sequence that exhibits the
congruence between them.
o Identify transformations are rigid motions if rotating,
reflecting, or translating produced the image
o Use real world examples to determine whether an image
was created by a rigid motion
 8.G.3: Describe the effect of dilations, translations, rotations,
and reflections on two-dimensional figures using coordinates;
8.G.4: Understand that a two-dimensional figure is similar to
another if the second can be obtained from the first by a
sequence of rotations, reflections, translations, and dilations;
given two similar two-dimensional figures, describe a sequence
that exhibits the similarity between them.
o Develop and identify the concept of similarity as it relates
to dilations
o Explain why a dilation produces a similar image and is a
non-rigid transformation

Remedial (R)  SWBAT will explain the difference between the x and y coordinate (R)
Enrichment (E)  SWBAT will be able to plot ordered pairs in a coordinate grid (R)
(to be completed after  SWBAT will understand the direction of which the coordinate grid lays out the four
receiving diagnostic quadrants and how many degrees make up the coordinate grid. (E)
assessment results)

UNIT 2: Functions UNIT 2 LENGTH: 37

UNIT 2 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 3
  8.F.1: Understand that a function is a rule that assigns to each input exactly
one output.
o Describe the properties of a function; understand what makes up a
function
o Distinguish/determine between functions and non-functions using a
variety of representations (tables, graphs, etc.)
o Interpret how inputs and outputs relate to the graph of a function and
an equation
o Create an input and output table
o Explain and verify the function rule to satisfy a table
o Describe what the input and output represents in a real world
problem
 8.F.2: Compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions);
8.EE.5: Graph proportional relationships,interpreting the unit rate as the slope
of the graph. Compare two different proportional relationships represented in
different ways.
o Represent a function in different ways (tables, graphs, etc)
o Create a graphically representation of an equation, table of values,
and scenario that represents a function
o Understand rate of change is the unit rate of proportional
relationships
o Derive the slope formula by analyzing the graph
o Compare rates of change by using equations, graphs, and table of
values
o Use the slope formula to find the rate of change
o Explain that the slope is the rise over run of the graph
o Apply rate of change to real world problems
o Compare different rates of change in real world context
 8.EE.6: Use similar triangles to explain why the slope m is the same between
any two distinct points on a non-vertical line in the coordinate plane; derive the
equation y =mx for a line through the origin, and the equation y = mx + b for a
line intercepting the vertical axis at b; 8.F.3: Interpret the equation y = mx + b
as defining a linear function, whose graph is a straight line; 8.F.4: Construct a
function to model a linear relationship between two quantities.
o Use similar triangles on a coordinate grid to verify that the slopes of
corresponding sides are equal which makes the rate of change equal
o Determine that a linear function is a vertical translation of y=mx
function
o Explain the difference between a line that a y-intercept at the origin
and a line that intersects the y-axis at a point that is not the origin
o Recognize that points on a straight line will have a constant rate of
change
o Write linear equations in slope intercept form
o Graph linear equations
o Identify the characteristics of a linear function
o Find the slope and y intercept for a linear function
o Explain the meaning of slope and y intercept in real
world problems
 8.F.3: Give examples of functions that are not linear; 8.F.5: Describe
qualitatively the functional relationship between two quantities by analyzing a
graph (e.g., where the function is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the qualitative features of a function
that has been described verbally.
o Recognize that non-linear functions do not have a constant rate of
change
o Understand when the rate of change is increasing, decreasing, or
remains constant to match graphs and scenarios
o Sketch graphs that represent functional relationships in real world
context
o Identify functions as linear or non linear

John Hopkins University School of Education

Long-Term Plan Template 4
 Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)
UNIT 3: Linear Equations
Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)
UNIT 4: Exponents
John Hopkins University School of Education
Long-Term Plan Template
 Explain what is a proportional relationship (E)
 Identify proportional relationships graphically (E)
UNIT 3 LENGTH: 31 Days/Weeks
UNIT 3 LEARNING GOALS
 8.EE.7: Solve linear equations in one variable. Give examples of linear
equations in one variable with one solution, infinitely many solutions, or no
solutions. Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
o Isolate the variable to solve an equation
o Solve multi-step equations by combining like terms, applying the
distributive property, and balancing the equation
o Checking the solution of the equation by plugging in
o Use algebraic techniques to balance an equation
o Model problems with visual diagrams and/or algebra tiles
o Identify and use multiple strategies for solving the equation
o Write and solve equations based on real world scenarios
o Form arguments to justify why the solution strategy works
 8.EE.8: Analyze and solve pairs of simultaneous linear equations.
o Graph systems if equations and find the point of intersection
o Use substitution and linear combination to solve systems of
equations
o Use tape diagrams or other pictorial representations to solve systems
of linear equations
o Understand that a system of linear equations will result in one
solution (intersecting lines), no solution (parallel lines) or infinitely
many solution (two equations resulting in the same line)
o Explain that a point of intersection is the solution of a system of
equation and satisfies both equations
o Compare equations to determine when each scenario is the better
choice
o Make connections between algebraic and graphical solutions
o Justify why a scenario is the better option
o Represent solutions to a system in real world context
 SWBAT will explain and use PEMDAS to solve equations (E)
 SWBAT will identify the rules of multiplying, dividing, subtracting, and adding
negative and positive integers. R
 SWBAT will explain and use inverse operations to solve equations (E)
UNIT 4 LENGTH: 28 Days
UNIT 4 LEARNING GOALS
5
  8.EE.1: Know and apply the properties of integer exponents to
generate equivalent numerical expressions.
o Apply the laws of exponents to simplify expressions
o Rewrite the product of powers and quotient of powers in
expanded form to reveal the repeated factors and derive
the rules
o Use patterns in a table of decreasing powers to see that
a number to the zero power is equal to 1 and derive the
rule of negative exponents
o Apply laws of exponents to simple expressions in real
world context
 8.EE.3: Use numbers expressed in the form of a single digit
times an integer power of 10 to estimate very large or very
small quantities, and to express how many times as much one
is than the other.
o Create a table of powers of 10 that includes positive and
negative exponents
o Establish the approximate value of a number
 8.EE.4: Perform operations with numbers expressed in
scientific notation, including problems where both decimal and
scientific notation are used.
o Use rules to write very large or very small numbers in
scientific notation
o Convert from scientific notation to standard form
o Perform operations using numbers written in scientific
notation
o Describe the relationship between the number of zeros
in standard form and the exponent of 10 in scientific
notation ‘
o Rewrite values in standard notation to drive rules for
operations with numbers in scientific notation.
 8.G.9: Know the formulas for the volumes of cones, cylinders,
and spheres and use them to solve real-world and
mathematical problems.
o Calculate the volume of cylinders, cones, and spheres
o Use appropriate unit labels
o Find the unknown dimension
o Calculate volume in a real-world context

Remedial (R)
Enrichment (E)
(to be completed after  SWBAT will describe what an expression is.
receiving diagnostic
assessment results)

UNIT 5: Pythagorean Theorem UNIT 5 LENGTH: 28 Days

UNIT 5 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 6
  8.EE.2: Use square root and cube root symbols to represent
solutions to equations.
o Use repeated multiplication to evaluate square root or
cube root of perfect squares or cubes
o Create a visual representation of perfect squares and
perfect cubes
o Use square root and cube roots in real world contexts
o Justify why the square root of a non-perfect square is
irrational
 8.NS.1 & 8.NS.2: Know that numbers that are not rational are
called irrational.
o Determine if real numbers are rational
o Compare real numbers
o Identify the difference between rational and irrational
numbers
o Use a number line to classify real numbers and
approximate the location of irrational numbers
o Make connections between irrational numbers and real
world situations
 8.G.6: Explain a proof of the Pythagorean theorem and its
converse.
o Classify triangles given the side lengths
o Solve for unknown sides in a right triangle
o Justify if a triangle is a right triangle
o Prove the Pythagorean theorem given a model
 8.G.7: Apply the Pythagorean theorem to determine unknown
side lengths in right triangles in real-world and mathematical
problems in two and three dimensions.
o Justify why the Pythagorean theorem can be used to
solve a given real world problem
 8.G.8: Apply the Pythagorean theorem to find the distance
between two points in a coordinate system.
o Draw right triangles in the coordinate plane to determine
the distance between points
o Solve for the unknown using the Pythagorean Theorem
o Recognize that distance is positive even if the points
include negative ordinates

Remedial (R)
Enrichment (E)
(to be completed after  Understand how to use the number line to find numbers (R)
receiving diagnostic
assessment results)

UNIT 6: Bivariate Data UNIT 6 LENGTH: 15 Days

UNIT 6 LEARNING GOALS

John Hopkins University School of Education

Long-Term Plan Template 7
  8.SP.1 and 8.SP.4: Construct and interpret scatter plots for
bivariate measurement data to investigate patterns of
association between two quantities.
o Construct a scatter plot
o Find the quadrant count ratio
o Write a description of pattern of association
 8.SP.2: Know that straight lines are widely used to model
relationships between two quantitative variables.
o Use strategies like spaghetti method or technology to fit
a line to a set of data
o Justify why a linear model is the best fit for data
 8.SP.3: Use the equation of a linear model to solve problems in
the context of bivariate measurement
o Write an equation for the line of best fit
o Draw line of best fit on the scatter plot
o Model a set of data with a linear function
o Interpret the meaning of slope and y intercept of the line
of best fit

Remedial (R)
Enrichment (E)
(to be completed after  Describe what is slope and y intercept
receiving diagnostic
assessment results)

John Hopkins University School of Education

Long-Term Plan Template 8