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Texas Standards - Grade 8 Math
The state of Texas 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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(1.8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:
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(1.8.1.A) compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;
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(1.8.1.B) select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships;
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(1.8.1.C) approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (p , ?? 2); and
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(1.8.1.D) express numbers in scientific notation, including negative exponents, in appropriate problem situations using a calculator.
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(1.8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:
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(1.8.2.A) select and use appropriate operations to solve problems and justify the selections;
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(1.8.2.B) add, subtract, multiply, and divide rational numbers in problem situations;
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(1.8.2.C) evaluate a solution for reasonableness; and
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(1.8.2.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.
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(2.8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems. The student is expected to:
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(2.8.3.A) compare and contrast proportional and non-proportional relationships; and
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(2.8.3.B) estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.
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2.8.4 The student makes connections among various representations of a numerical relationship.
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2.8.4.A generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).
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2.8.5 The student uses graphs, tables, and algebraic representations to make predictions and solve problems
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2.8.5.A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations;
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2.8.5.B find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change).
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(3.8.6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense.
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(3.8.6.A) generate similar shapes using dilations including enlargements and reductions; and
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(3.8.6.B) graph dilations, reflections, and translations on a coordinate plane.
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(3.8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world.
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3.8.7.A draw three-dimensional figures from different perspectives;
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(3.8.7.B) use geometric concepts and properties to solve problems in fields such as art and architecture;
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(3.8.7.C) use pictures or models to demonstrate the Pythagorean Theorem; and
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(3.8.7.D) locate and name points on a coordinate plane using ordered pairs of rational numbers.
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(4.8.8) Measurement. The student uses procedures to determine measures of solids.
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(4.8.8.A) find surface area of prisms and cylinders using concrete models and nets (two-dimensional models);
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(4.8.8.B) connect models to formulas for volume of prisms, cylinders, pyramids, and cones; and
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(4.8.8.C) estimate answers and use formulas to solve application problems involving surface area and volume.
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(4.8.9) Measurement. The student uses indirect measurement to solve problems.
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(4.8.9.A) use the Pythagorean Theorem to solve real-life problems; and
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(4.8.9.B) use proportional relationships in similar shapes to find missing measurements.
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(4.8.10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures.
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(4.8.10.A) describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and
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(4.8.10.B) describe the resulting effect on volume when dimensions of a solid are changed proportionally.
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(5.8.11) The student applies concepts of theoretical and experimental probability to make predictions.
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(5.8.11.A) find the probabilities of compound events (dependent and independent);
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(5.8.11.B) use theoretical probabilities and experimental results to make predictions and decisions; and
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(5.8.12) The student uses statistical procedures to describe data.
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(5.8.12.A) select the appropriate measure of central tendency to describe a set of data for a particular purpose;
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(5.8.12.B) draw conclusions and make predictions by analyzing trends in scatterplots; and
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(5.8.12.C) construct circle graphs, bar graphs, and histograms, with and without technology.
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(5.8.13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:
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(5.8.13.A) evaluate methods of sampling to determine validity of an inference made from a set of data; and
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(5.8.13.B) recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.
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(6.8.14) 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.
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(6.8.14.A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
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(6.8.14.B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
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(6.8.14.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
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(6.8.15) The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models.
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(6.8.15.A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models
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(6.8.16) The student uses logical reasoning to make conjectures and verify conclusions.
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(6.8.16.A) make conjectures from patterns or sets of examples and nonexamples; and
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(6.8.16.B) validate his/her conclusions using mathematical properties and relationships.
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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.
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