## Arkansas - Mathematics: 8th Grade

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below to go to the Gizmo Details page.

### NO: Number and Operations

#### NO.1: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.

NO.1.3: Compare and order real numbers including irrational numbers and find their approximate location on a number line (Use technology when appropriate)

#### NO.2: Students shall understand meanings of operations and how they relate to one another.

NO.2.1: Apply the addition, subtraction, multiplication and division properties of equality to twostep equations

NO.2.3: Use inverse relationships (addition and subtraction, multiplication and division, squaring and square roots) in problem solving situations

NO.2.4: Apply rules (conventions) for order of operations to rational numbers

NO.2.5: Model and develop addition, subtraction, multiplication and division of rational numbers

#### NO.3: Students shall compute fluently and make reasonable estimates.

NO.3.1: Compute, with and without appropriate technology, with rational numbers in multi-step problems

NO.3.2: Solve, with and without appropriate technology, multistep problems using a variety of methods and tools (i.e. objects, mental computation, paper and pencil)

NO.3.3: Use Estimation to solve problems involving rational numbers; including ratio, proportion, percent (increase or decrease) then judge the reasonableness of solutions

NO.3.5: Calculate and find approximations of square roots with appropriate technology

NO.3.6: Solve, with and without technology, real world percent problems including percent of increase or decrease

### A: Algebra

#### A.4: Students shall recognize, describe and develop patterns, relations and functions.

A.4.1: Find the nth term in a pattern or a function table

A.4.2: Using real world situations, describe patterns in words, tables, pictures, and symbolic representations

A.4.3: Interpret and represent a two operation function as an algebraic equation

A.4.4: Use tables, graphs, and equations to identify independent/dependent variables (input/output)

#### A.5: Students shall represent and analyze mathematical situations and structures using algebraic symbols.

A.5.1: Solve and graph two-step equations and inequalities with one-variable and verify the reasonableness of the result with real world application with and without technology

A.5.2: Solve and graph linear equations (in the form y=mx+b)

A.5.3: Translate sentences into algebraic equations and inequalities and combine like terms within polynomials

A.5.4: Write and evaluate algebraic expressions using rational numbers

#### A.6: Students shall develop and apply mathematical models to represent and understand quantitative relationships.

A.6.1: Describe, with and without appropriate technology, the relationship between the graph of a line and its equation, including being able to explain the meaning of slope as a constant rate of change (rise/run) and y-intercept in real-world problems

A.6.2: Represent, with and without appropriate technology, linear relationships concretely, using tables, graphs and equations.

A.6.4: Represent, with and without appropriate technology, simple exponential and/or quadratic functions using verbal descriptions, tables, graphs and formulas and translate among these representations

#### A.7: Students shall analyze change in various contexts.

A.7.1: Use, with and without technology, graphs of real life situations to describe the relationships and analyze change including graphs of change (cost per minute) and graphs of accumulation (total cost)

### G: Geometry

#### G.8: Students shall analyze characteristics and properties of 2 and 3 dimensional geometric shapes and develop mathematical arguments about geometric relationships.

G.8.1: Form generalizations and validate conclusions about properties of geometric shapes

G.8.2: Make, with and without appropriate technology, and test conjectures about characteristics and properties between two-dimensional figures and three-dimensional objects

G.8.3: Determine appropriate application of geometric ideas and relationships, such as congruence, similarity, and the Pythagorean theorem, with and without appropriate technology

#### G.9: Students shall apply transformations and the use of symmetry to analyze mathematical situations.

G.9.1: Determine a transformation's line of symmetry and compare the properties of the figure and its transformation

G.9.2: Draw the results of translations and reflections about the xand y-axis and rotations of objects about the origin

#### G.10: Students shall specify locations and describe spatial relationships using coordinate geometry and other representational systems.

G.10.1: Use coordinate geometry to explore the links between geometric and algebraic representations of problems (lengths of segments/distance between points, slope/perpendicular-parallel lines)

#### G.11: Students shall use visualization, spatial reasoning and geometric modeling.

G.11.1: Using isometric dot paper interpret and draw different views of buildings

### M: Measurement

#### M.12: Students shall use attributes of measurement to describe and compare mathematical and real-world objects.

M.12.1: Understand, select and use, with and without appropriate technology, the appropriate units and tools to measure angles, perimeter, area, surface area and volume to solve real world problems

#### M.13: Students shall identify and use units, systems and processes of measurement.

M.13.1: Draw and apply measurement skills with fluency to appropriate levels of precision

M.13.2: Solve problems involving volume and surface area of pyramids, cones and composite figures, with and without appropriate technology

M.13.3: Apply proportional reasoning to solve problems involving indirect measurements, scale drawings or rates

M.13.4: Find the distance between two points on a coordinate plane using with the Pythagorean theorem

### DAP: Data Analysis and Probability

#### DAP.14: Students shall formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.

DAP.14.2: Explain which types of display are appropriate for various data sets (scatter plot for relationship between two variants and line of best fit)

DAP.14.3: Interpret or solve real-world problems using data from charts, line plots, stem-and leaf plots, double-bar graphs, line graphs, box-and whisker plots, scatter plots, frequency tables or double line graphs

#### DAP.15: Students shall select and use appropriate statistical methods to analyze data.

DAP.15.2: Analyze, with and without appropriate technology, graphs by comparing measures of central tendencies and measures of spread

DAP.15.3: Given at least one of the measures of central tendency create a data set

#### DAP.17: Students shall understand and apply basic concepts of probability.

DAP.17.1: Compute, with and without appropriate technology, probabilities of compound events, using organized lists, tree diagrams and logic grid

DAP.17.2: Make predictions based on theoretical probabilities, design and conduct an experiment to test the predictions, compare actual results to predict results, and explain differences

Content correlation last revised: 5/22/2007