Date/day: Day 1 - The Civil War

Dealing with integer numbers (dates) on a number line (timeline).

21st Century Learning Goals:
I will learn how to talk about a timeline from a mathematical perspective.
I will use whatever resources are available to create a general or interactive timeline.
Overview: Students will create a timeline of the Civil Wars main events/battles.
EQ: How long did the Civil War last? When did most of the battles occur during the war?
Learning Targets:
I will place integer numbers (dates) on a number line (timeline).
I will analyze and evaluate the timeline from a mathematical perspective.
I will learn how to place events sequentially on a timeline.
Assessment:
The class will be led by the teacher in a group discussion of the timeline. (formative)
Resources: http://www.educationworld.com/a_lesson/lesson/lesson186.shtml
Date/Day: Day 2 - Fractions
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know
that other numbers are called irrational.
21st Century Learning Goals:
I will think critically about recipe fractions.
I will think creatively about data and make an organized chart or graph from the data.
Overview: Students will look at different Civil War recipes and answer some questions
relating to them.
EQ: How can recipes teach me more about fractions?
Learning Targets:
I will learn how to view fractions from the lens of a recipe.
I will understand the difference between rational and irrational numbers.
Assessment:
Completing the worksheet that will display the recipe(s) relating to the Civil War and problems
below it. (formative)
Instruction:
The teacher will guide the students through the first math problem on the recipe worksheet and
then the students will work independently on the rest of the problems.
Resources: http://www.educationworld.com/a_lesson/lesson/lesson186.shtml

Date/Day: Day 3 - Civil War Casualties Chart (Battle at Bull Run-Battle at Antietam)
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
21st Century Learning Goals:
I will learn how to construct a table showing the information presented in class.
I will learn how to communicate about the information by translating the data into a different
form, i.e. graph
Overview: Students will study the deaths during this part of the Civil War and compare and
contrast different charts and graphs depicting the casualties for the various battles.
EQ: What is similar and different between the casualties of the Battle at Bull Run and the
Battle at Antietam?
Learning Targets:
I will learn how to construct meaning from a chart/graph of information and create my
own table and graph.
I will learn how to communicate using mathematical terms.
Assessment:
Completing the table and graph, as well as a short written comparison/contrast between
existing charts/graphs on the casualties. (formative)
Instruction:
Students will study the Battle of Bull Run and Battle at Antietam statistics on casualties of the
battles. They will look at charts and graphs given in class and create their own tables of the
information. Afterwards, students will construct their own graph of the information (has to be a
different graph than the one they looked at in class).
Resources: http://www.educationworld.com/a_lesson/lesson/lesson186.shtml
Date/Day: Day 4 - Word Problems/ Create field trip survey
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two
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.
8.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. 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.

21st Century Learning Goals:

I will think critically and collaborate with my classmates to construct appropriate survey
questions.
I will communicate those survey questions clearly.
I will later put the data I have collected for the survey, into an Excel spreadsheet and create a
chart/graph showing the class findings.
Overview: Students will study different word problems related to the Civil War.
EQ: How can I deconstruct word problems to interpret information? How can I use this
information to find the quantitative answer?
Learning Targets:
I will learn how to read word problems in a way that helps me understand the different
variables involved.
I will learn how to use the information from statistics problems to interpret mean,
median, mode, range, and possible outliers.
Assessment:
Completing the word problem worksheets. (formative)
Instruction:
Students will be presented with different Civil War-related word problems that they will solve.
The teacher will walk the students through the first word problem.
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 5 - Quiz Day
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know
that other numbers are called irrational.
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two
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.
8.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. 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.
21st Century Learning Goals:
I will think critically about recipe fractions.
I will think critically about statistics and the forms that they can be presented, i.e. graphs,

charts, tables, scatter plot, etc.

Overview: Students will take quizzes on fractions, rational and irrational numbers, and word
problems related to the Civil War. They will have one table of statistics to analyze and create a
graph for.
EQ: How can I apply my understanding of fractions, rational/irrational numbers, word
problems, and statistics?
Learning Targets:
I will apply my knowledge of fractions and rational/irrational numbers.
I will apply my understanding of word problems.
I will create a graph showing my comprehension of statistics presented in a table
format.
Assessment:
Completing the quiz itself. (formative/summative)
Instruction:
Students will work on the quiz for the majority of the class time period, if there is sufficient
time available, the teacher will lead the class through grading their quizzes with red pens at the
end of class.
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Mathematics Week 2:
Date/day: Day 6 - Civil War Casualties Chart (Battle at Vicksburg-Battle at Gettysburg)
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
21st Century Learning Goals:
I will think critically about statistics and the forms that they can be presented, i.e. graphs,
charts, tables, scatter plot, etc.
I will learn how to construct a table showing the information presented in class.
I will learn how to communicate about the information by translating the data into a different
form, i.e. graph
Overview: Students will study the deaths during this part of the Civil War and compare and
contrast different charts and graphs depicting the casualties for the two battles.
EQ: What is similar and different between the casualties of the Battle at Vicksburg and the
Battle at Gettysburg?
Learning Targets:
I will learn how to construct meaning from a chart/graph of information and create my
own table and graph.
I will learn how to communicate using mathematical terms.
Assessment:

Completing the table and graph, as well as a short written comparison/contrast between
existing charts/graphs on the casualties. (formative)
Instruction:
Students will study the Battle of Bull Run and Battle at Antietam statistics on casualties of the
battles. They will look at charts and graphs given in class and create their own tables of the
information. Afterwards, students will construct their own graph of the information (has to be a
different graph than the one they looked at in class).
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 7 - Civil War Statistics
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
21st Century Learning Goals:
I will think critically about statistics and the forms that they can be presented, i.e. graphs,
charts, tables, scatter plot, etc.
Overview: Students will look at the bigger picture when it comes to Civil War casualties.
Instead of focusing on two battles, students will look at charts, tables, and graphs of the overall
casualties suffered on both sides (Union and Confederate) by the end of the war, as well as
injuries.
EQ: What patterns can I see in the information presented to me?
Learning Targets:
I will be able to read charts, tables, and graphs to visualize the statistics about the Civil
War.
Assessment:
Students will write down their observations of the facts presented to them. They will make a
two column chart and on one side they will write what they notice about the information and
on the other side they will write comments and/or questions that they have about the
information. The teacher will then lead the class in an open discussion. (formative)
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 8 - Civil War Credit
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know
that other numbers are called irrational.
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.

21st Century Learning Goals:

I will think critically about word problems relating to monetary values.
I will work collaboratively to dissect word problems relating to monetary values.
Overview: Students will look at word problems relating money to the civil war.
EQ: How can I understand word problems about money?
Learning Targets:
I will try to understand Civil War credit.
I will be able to dissect a word problem.
Assessment:
Completing the word problem worksheet with a partner, and then having a class discussion of
the answers found. (formative)
Instruction:
Students will work on word problems together in pairs within the class. A sample word
problem may look like this:
The Army agreed to buy 100 horses from a horse trader for a total cost of $15,000. The trader
offered the Army two options to pay for the horses. They could pay the full amount in cash at
delivery, or they could pay $1,200 down at delivery and $635 a month for 24 months on an
installment plan. How much more would the Army pay for the horses on the installment plan?
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 9 - Quiz Day
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know
that other numbers are called irrational.
21st Century Learning Goals:
I will think critically and analytically when dissecting word problems.
Overview: Students will take a quiz on word problems and a couple of statistics related to
the Civil War.
EQ: How can I apply my understanding of word problems and statistics?
Learning Targets:
I will learn how to construct meaning from a chart/graph of information and create my
own table and graph.
I will learn how to communicate using mathematical terms.
I will be able to dissect a word problem.
I will be able to read charts, tables, and graphs to visualize the statistics about the Civil
War.
Assessment:
Completing the quiz. (formative/summative)
Instruction:

Students will complete the quiz during class, if enough time exists at the end of the class
period, the students will grade their quizzes using red pens provided by the teacher.
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 10 - Field Trip Day
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two
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.
8.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. 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.
21st Century Learning Goals:
I will think critically and collaborate with my classmates to construct appropriate survey
questions.
I will communicate those survey questions clearly.
I will use the data I have collected for the survey, and create an Excel spreadsheet and a
chart/graph showing the class findings.
Overview: Students will go on a field trip to a nursing home as part of their Service Learning
Project.
EQ: What are ways that we can preserve history?
Learning Targets:
I will learn how to interview someone and organize the findings in a way that makes
mathematical sense.
I will learn how to translate survey data into a table and chart or graph.
Assessment:
Service Learning Project (summative)

Mathematics Week 3:
Date/day: Day 11 - Word problems
Standards:
Understand and Apply the Pythagorean theorem
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.

21st Century Learning Goals:

I will learn how to apply mathematical principles such as the Pythagorean theorem to the Civil
War.
I will think critically about the Civil War.
Overview: Students will study different pythagorean theorem word problems that play around
the topic of the Civil War.
EQ: How can I determine the unknown side length in a right triangle in real world and
mathematical problems?
Learning Targets:
I will learn how to find the unknown side length of a right triangle.
I will be able to dissect a word problem.
Assessment:
Completing the pythagorean theorem word problems worksheet. (formative)
Instruction:
Students will complete their worksheets independently. The teacher will model how to do the
first two problems. The class will discuss the answers to the questions in small groups at the
end of class.
Resources: http://www.history.com/images/media/pdf/CivilWar150Guide.pdf
Date/Day: Day 12 - More Civil War Problems!
Using conversion rates and functions.
Functions
8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The
graph of a function is the set of ordered pairs consisting of an input and the corresponding
output.
8.F.2 Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).
21st Century Learning Goals:
I will think critically and analytically when dissecting word problems.
Overview: Students will break down two problems to find the answers.
EQ: How can I understand function problems? How can I use conversion rates when talking
about the Civil War?
Learning Targets:
I will understand how to do a conversion problem.
I will be able to dissect a function word problem.
I will apply my understanding of word problems.
Assessment:
Completing the math worksheet that deals with multiple word problems that involve function
problems and conversion problems. Class discussion will follow the worksheet completion.
(formative)
Instruction:
Students will complete the worksheet in pairs. The students will then come together to discuss

as a class.
Resources: http://schools.hsd.k12.or.us/Portals/99/Staff%20Folders/Homework/Civil%20War
%20Math%20Sheet.pdf
Date/Day: Day 13 - Field trip: Take survey of information and create a chart or graph
(pie chart/ bar graph/ i.e.)
Standards:
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two
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.
8.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. 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.
21st Century Learning Goals:
I will think critically and collaborate with my classmates to construct appropriate survey
questions.
I will communicate those survey questions clearly.
I will use the data I have collected for the survey, and create an Excel spreadsheet and a
chart/graph showing the class findings.
Overview: Students will put together their graphs/charts/tables from the survey information
and present to the class.
EQ: How can I visually represent statistical data?
Learning Targets:
I will be able to take survey information and translate it into a chart/graph/table.
I will be able to communicate mathematical principles effectively and clearly.
Assessment:
Completing the chart/table/graph and the analysis of the statistical data, i.e. finding the mean,
mode, range, outliers, etc. (formative/summative)
Instruction:
Students will complete their visual representations of their survey data in class and present,
one by one, the way they decided to put together their data and what they found from it.
Date/Day: Day 14 - Quiz Day
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know

that other numbers are called irrational.

Understand and Apply the Pythagorean theorem
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.
Functions
8.F.1 Understand that a function is a rule that assigns to each input exactly one output. The
graph of a function is the set of ordered pairs consisting of an input and the corresponding
output.
8.F.2 Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).
Statistics and Probability
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.2 Know that straight lines are widely used to model relationships between two
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.
8.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. 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.
21st Century Learning Goals:
I will learn how to apply mathematical principles such as the Pythagorean theorem to the Civil
War.
I will think critically about the Civil War.
I will think critically and analytically when dissecting word problems.
Overview: Students will take a quiz on word problems, functions, and statistics concepts.
EQ: How can I apply my real-world knowledge of the Pythagorean theorem, word problems,
and statistics?
Learning Targets:
I will learn how to find the unknown side length of a right triangle.
I will be able to dissect a word problem.
I will understand how to do a conversion problem.
I will be able to dissect a function word problem.
I will apply my understanding of word problems.
Assessment:
Completing the quiz. (formative/summative)
Instruction:

The students will take all class period to work on their final quiz for the Civil War Unit.
Date/Day: Day 15 - Create Civil War Recipes
Standards:
The Number System
8.NS.1 Understand informally that every number has a decimal expansion; the rational
numbers are those with decimal expansions that terminate in 0s or eventually repeat. Know
that other numbers are called irrational.
21st Century Learning Goals:
I will think critically about recipe word problems.
Overview:
EQ: How can recipes teach me more about fractions?
Learning Targets:

I will learn how to view fractions from the lens of a recipe.

I will understand the difference between rational and irrational numbers.

Assessment:
Attempting to create the recipes studied at the beginning of the unit, not a mandatory
assignment, may work in pairs. (formative)
Instruction:
Students will go home and create one of the recipes, using adult help/having adult supervision,
and bring it into class on the last day of the Unit. (Day 15)
Resources: http://www.educationworld.com/a_lesson/00-2/lp2001.shtml