Only Grade 8 mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Grade 8 · 28 / 28 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:8.NS.1 | Provisional target; review pending | Know that real numbers are either rational or irrational. Understand informally that every number has a decimal expansion which is repeating, terminating, or is non-repeating and non-terminating. |
| math-2017:8.NS.2 | Provisional target; review pending | Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions, e.g., π². For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations. |
| math-2017:8.EE.1 | Provisional target; review pending | Understand, explain, and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × 3^-5 = 3^-3 = 1/3³ = 1/27. |
| math-2017:8.EE.2 | Provisional target; review pending | Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. |
| math-2017:8.EE.3 | Provisional target; review pending | 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. For example, estimate the population of the United States as 3 × 10^8; and the population of the world as 7 × 10^9; and determine that the world population is more than 20 times larger. |
| math-2017:8.EE.4 | Provisional target; review pending | Perform operations with numbers expressed in scientific notation, including problems where both decimal notation and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities, e.g., use millimeters per year for seafloor spreading. Interpret scientific notation that has been generated by technology. |
| math-2017:8.EE.5 | Provisional target; review pending | Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. |
| math-2017:8.EE.6 | Provisional target; review pending | 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. |
| math-2017:8.EE.7 | Provisional target; review pending | Solve linear equations in one variable. |
| math-2017:8.EE.8 | Provisional target; review pending | Analyze and solve pairs of simultaneous linear equations graphically. |
| math-2017:8.F.1 | Provisional target; review pending | 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. Function notation is not required in Grade 8. |
| math-2017:8.F.2 | Provisional target; review pending | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. |
| math-2017:8.F.3 | Provisional target; review pending | Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. |
| math-2017:8.F.4 | Provisional target; review pending | Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. |
| math-2017:8.F.5 | Provisional target; review pending | 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. |
| math-2017:8.G.1 | Provisional target; review pending | Verify experimentally the properties of rotations, reflections, and translations (include examples both with and without coordinates). |
| math-2017:8.G.2 | Provisional target; review pending | 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. (Include examples both with and without coordinates.) |
| math-2017:8.G.3 | Provisional target; review pending | Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates. |
| math-2017:8.G.4 | Provisional target; review pending | 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. (Include examples both with and without coordinates.) |
| math-2017:8.G.5 | Provisional target; review pending | Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so. |
| math-2017:8.G.6 | Provisional target; review pending | Analyze and justify an informal proof of the Pythagorean Theorem and its converse. |
| math-2017:8.G.7 | Provisional target; review pending | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions. |
| math-2017:8.G.8 | Provisional target; review pending | Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. |
| math-2017:8.G.9 | Provisional target; review pending | Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres. |
| math-2017:8.SP.1 | Provisional target; review pending | Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering; outliers; positive, negative, or no association; and linear association and nonlinear association. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.2 | Provisional target; review pending | Understand 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. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.3 | Provisional target; review pending | Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. (GAISE Model, steps 3 and 4) |
| math-2017:8.SP.4 | Provisional target; review pending | 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. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores? |