| Grade 8-MATH BY OBJECTIVES TO MASTER-USE THESE LINKS TO PREP FOR MAY 19 | | 8.1 Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to: |
| | 8.1.A | compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals; | 2-2, 3-4,6-8, 7-10,8-4 | | 8.1.B | select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships; | 3-4, 3-6,8-1, 8-2,8-3, 8-5,8-6, 8-7,8-9, 12-7 | | 8.1.C | approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (π, √2); and | 9-2, 9-4,9-5, 9-6,9-7, 11-1,11-3, 11-4, 11-6 | | 8.1.D | express numbers in scientific notation, including negative exponents, in appropriate problem situations using a calculator. | 6-9 | | 8.2 Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to: |
| | 8.2.A | select and use appropriate operations to solve problems and justify the selections; | 1-1, 1-3,1-4, 1-5,1-6, 1-7,1-9, 2-9,7-9, 7-10,8-1, 8-2,8-3, 8-5,8-6, 8-8 | | 8.2.B | add, subtract, multiply, and divide rational numbers in problem situations; | 1-7, 3-5, 3-6, 7-1, 7-2,7-3, 7-4, 7-5, 7-7, 7-8,7-9, 7-10,8-3, 8-5, 8-6, 8-7, 8-8,8-10, 12-5 | | 8.2.C | evaluate a solution for reasonableness; and | 1-1, 5-2,5-3 | | 8.2.D | use multiplication by a constant factor (unit rate) to represent proportional relationships; for example, the arm span of a gibbon is about 1.4 times its height, a = 1.4h. | 1-5, 8-10,10-2, 10-3, 10-4 | | 8.3 Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems. The student is expected to: |
| | 8.3.A | compare and contrast proportional and non-proportional relationships; and | 3-3, 5-6,8-7 | | 8.3.B | estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates. | 3-6, 8-1,8-2, 8-3,8-5, 8-6,8-7, 8-8,8-9 | | 8.4 | Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation given one representation of data such as a table, graph, equation, or verbal description. | 1-1, 1-6,2-6, 2-10,3-6, 4-1,4-2, 4-3,4-6, 4-7,10-1, 10-2, 10-3,10-4, 10-5, 10-6 | | 8.5 Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to: |
| | 8.5.A | estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; and | 1-1, 1-3,1-4, 1-5,1-7, 2-3,2-4, 2-5,2-7, 2-8,2-9, 4-1,4-3, 4-6,10-1, 10-2, 10-3,10-4, 10-5, 10-6,12-7 | | 8.5.B | use an algebraic expression to find any term in a sequence. | 7-5 | | 8.6 Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. |
| | 8.6.A | generate similar shapes using dilations including enlargements and reductions; and | 8-10 | | 8.6.B | graph dilations, reflections, and translations on a coordinate plane. | 8-10, 10-7,10-8 | | 8.7 Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: |
| | 8.7.A | draw solids from different perspectives; | 11-2;MAC2: 12-1 | | 8.7.B | use geometric concepts and properties to solve problems in fields such as art and architecture; | 8-7, 8-8,8-9, 9-5,11-1 | | 8.7.C | use pictures or models to demonstrate the Pythagorean Theorem; and | 9-4, 9-5 | | 8.7.D | locate and name points on a coordinate plane using ordered pairs of rational numbers. | 2-10, 10-2, 10-4,10-5, 10-6, 10-7,10-8, 10-9 | | 8.8 Measurement. The student uses procedures to determine measures of solids. The student is expected to: |
| | 8.8.A | find surface area of prisms and cylinders using concrete models and nets (two-dimensional models); | 11-5, 11-6 | | 8.8.B | connect models to formulas for volume of prisms, cylinders, pyramids, and cones; and | 11-3, 11-4 | | 8.8C | estimate answers and use formulas to solve application problems involving surface area and volume. | 11-3, 11-4, 11-5,11-6 | | 8.9 Measurement. The student uses indirect measurement to solve problems. The student is expected to: |
| | 8.9A | use the Pythagorean Theorem to solve real-life problems; and | 9-5, 9-6,9-7 | | 8.9B | use proportional relationships in similar shapes to find missing measurements. | 8-7, 8-8,8-9 | | 8.10 Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. |
| | 8.10.A | describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and | 8-7 | | 8.10.B | describe the resulting effect on volume when dimensions of a solid are changed proportionally. | 11-4 | | 8.11 Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to: |
| | 8.11.A | find the probabilities of compound events (dependent and independent); | 12-5, 12-6 | | 8.11.B | use theoretical probabilities and experimental results to make predictions and decisions; and | 12-6, 12-7 | | 8.11.C | select and use different models to simulate an event | 12-6 | | 8.12 Probability and statistics. The student uses statistical procedures to describe data. The student is expected to: |
| | 8.12.A | select the appropriate measure of central tendency to describe a set of data for a particular purpose; | 4-8,MAC2: 3-7 | | 8.12.B | draw conclusions and make predictions by analyzing trends in scatterplots; and | 4-6 | | 8.12.C | construct circle graphs, bar graphs, and histograms, with and without technology. | 4-1, 4-2 | | 8.13 Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to: |
| | 8.13.A | evaluate methods of sampling to determine validity of an inference made from a set of data; and | 4-8, 12-7 | | 8.13.B | recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis. | 4-8, 12-7 | | 8.14 Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: |
| | 8.14.A | identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; | 1-1, 4-1, 4-2, 4-3, 4-5,4-6, 4-7, 4-8, 8-8, 8-9 | | 8.14.B | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; | 1-1 | | 8.14.C | select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and | 1-1, 1-7,2-9, 3-6,6-3, 6-8,7-2, 8-1,8-3, 8-6,9-5, 11-1,11-5, 12-3, 12-4,13-4, 13-5, 13-7 | | 8.14.D | select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. | 1-1, 1-3, 1-4, 1-5, 1-7,1-9, 2-9, 3-6, 7-9, 7-10, 8-3, 9-2, 10-3, 13-1, 13-2 | | 8.15 Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models |
| | 8.15.A | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and | 1-1, 1-4, 1-6, 1-8, 2-9,4-7, 4-8, 7-6, 7-7, 7-9,8-8, 8-9, 9-5, 10-2, 10-4, 11-7, 13-1 | | 8.15.B | evaluate the effectiveness of different representations to communicate ideas. | 4-7, 4-8 | | 8.16 Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. |
| | 8.16.A | make conjectures from patterns or sets of examples and nonexamples; and | 5-7, 6-1,7-5, 12-4,12-7 | | 8.16.B | validate his/her conclusions using mathematical properties and relationships. | 5-1, 5-2, 5-3, 5-4, 5-5,5-6, 5-7, 6-1, 8-7, 8-8,8-9, 8-10,9-3, 9-4, 9-5, 9-7, 10-7, 10-8, 10-9, 11-2 |
 | 
|
