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Maine Standards - Grade 8 Math
The state of Maine has prescribed that students of Grade 8 Math master certain topics. The topics are listed below. Each of these topics/strands are covered in TenMarks, helping students refresh their knowledge, as well as learn as they practice - resulting in mastery.
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A.1 Students express or interpret numbers using scientific notation from real-life contexts.
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A.1.a Use positive and negative integer exponents for powers of ten.
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A.1.b Convert between standard and scientific notation forms and compare the relative size of numbers including the interpretation of numbers as displayed on calculators and computers.
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A.2 Students understand the set of real numbers as containing the rational numbers and the irrational numbers.
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A.1.a Know that there are real numbers that are not rational numbers.
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A.1.b Know some common examples of irrational numbers including pi or those arising from square roots.
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B.1 Students understand and use derived measures (measurements expressed as rates).
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B.1.a Calculate measures using multiple attributes including speed (distance per time).
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B.1.b Solve for an unknown component of a measure including finding time given average speed and distance.
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B.2 Students convert across measurement systems and within a system for different units in derived measures.
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B.2.a Approximate metric and customary equivalents given a conversion factor.
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B.2.b Convert derived measures, including feet per second to miles per hour.
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B.3 Students use the mean, median, mode, range, and quartiles to solve problems involving raw data and information from data displays.
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B.3 Students use the mean, median, mode, range, and quartiles to solve problems involving raw data and information from data displays.
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B.4 Students understand and apply concepts of probability.
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B.4.a Use appropriate terminology to describe complementary and mutually exclusive events.
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B.4.b Use an understanding of relative frequency to make and test conjectures about results of experiments and simulations.
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B.4.c Compute probabilities for compound events, using such methods as organized lists, tree diagrams, and area models.
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C.1 Students know and use properties of polygons.
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C.1.a Apply the triangle inequality.
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C.1.b Find the sum of the measures of the interior angles of a polygon.
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C.1.c Apply the property that the sum of the measures of the exterior angles of a polygon is 360 degrees.
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C.2 Students know and use angle properties of parallel lines to solve problems and determine geometric relationships.
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C.2.a Know and use properties of angles created when parallel lines are cut by a transversal.
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C.2.b Use angle properties to determine whether lines are parallel.
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C.2.c Know and use properties of angles created by parallel lines and transversals to determine the angle properties of trapezoids and parallelograms, and apply these properties in problem situations.
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C.3 Students know and use the Pythagorean Theorem.
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C.3 Students know and use the Pythagorean Theorem.
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C.4 Students find the volume and surface area of prisms, pyramids, cylinders, and other figures composed of these solids.
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C.4.a Apply the understanding that the volume of prisms and cylinders can be found by multiplying the area of a base by the height of the solid.
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C.4.b Apply the understanding that the volume of pyramids can be found by multiplying the area of a base by 1/3 the height of the solid.
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C.4.c Apply the understanding that the surface area of a figure is the sum of the areas of its faces and find the surface areas of cylinders.
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D.1 Students create, evaluate, and manipulate expressions.
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D.1.a Create and evaluate expressions using real numbers.
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D.1.b Add and subtract linear expressions.
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D.1.c Apply the properties of the real number system, including distributive and associative laws, to create equivalent expressions.
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D.2 Students understand and solve problems involving linear equations.
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D.2.a Solve any linear equation including linear equations of the form ax + b = cx + d.
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D.2.b Recognize that, in general, linear equations have just one solution??but know also that some linear equations can have no solution and those linear equations that are identities have every value of x as a solution.
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D.2.c Use graphs to estimate solutions to equations and systems of equations, check algebraic approaches, provide alternative solution paths, and communicate the solution to a problem.
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D.3 Students understand and solve linear inequalities in one unknown.
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D.3.a Represent problem situations as inequalities.
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D.3.b Solve linear inequalities.
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D.3.c Interpret the solutions to linear inequalities.
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D.4 Students understand and use the basic properties of linear relationships, y = kx + b.
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D.4.a Understand that linear relationships are characterized by a constant rate of change, k.
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D.4.b Understand that the graph of a linear relationship y = kx + b is a line where the slope is k and b is the y-coordinate of the point where the graph crosses the y-axis (i.e., value of y when x = 0).
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D.4.c Translate common linear phenomena into symbolic statements and graphs, and interpret the slope and y-intercept of the graph of y = kx + b in terms of the original situation.
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Smartest Way to Practice Math
TenMarks is the smartest way to practice and learn math online. Experience our interactive worksheets that engage students.
Personalized program, mapped to state standards
Interactive worksheets with hints and video lessons
Rewards and certificates motivate students
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