Core Curriculum Content Standards
4.1.8 A: Number Sense
4.1.8 A.1: Extend understanding of the number system by constructing meanings for the following (unless otherwise noted, all indicators for grade 8 pertain to these sets of numbers as well):
4.1.8 A.1.a: Rational numbers
4.1.8 A.1.b: Percents
4.1.8 A.1.d: Roots
4.1.8 A.1.e: Absolute values
4.1.8 A.3: Understand and use ratios, rates, proportions, and percents (including percents greater than 100 and less than 1) in a variety of situations.
4.1.8 A.4: Compare and order numbers of all named types.
4.1.8 A.5: Use whole numbers, fractions, decimals, and percents to represent equivalent forms of the same number.
4.1.8 A.7: Construct meanings for common irrational numbers, such as pi and the square root of 2.
4.1.8 B: Numerical Operations
4.1.8 B.1: Use and explain procedures for performing calculations involving addition, subtraction, multiplication, division, and exponentiation with integers and all number types named above with:
4.1.8 B.1.a: Pencil-and-paper
4.1.8 B.1.b: Mental math
4.1.8 B.1.c: Calculator
4.1.8 B.3: Find square and cube roots of numbers and understand the inverse nature of powers and roots.
4.1.8 B.4: Solve problems involving proportions and percents.
4.1.8 B.5: Understand and apply the standard algebraic order of operations, including appropriate use of parentheses.
4.1.8 C: Estimation
4.1.8 C.1: Estimate square and cube roots of numbers.
4.1.8 C.2: Use equivalent representations of numbers such as fractions, decimals, and percents to facilitate estimation.
4.2.8 A: Geometric Properties
4.2.8 A.1: Understand and apply concepts involving lines, angles, and planes.
4.2.8 A.1.a: Complementary and supplementary angles
4.2.8 A.1.b: Vertical angles
4.2.8 A.1.c: Bisectors and perpendicular bisectors
4.2.8 A.1.d: Parallel, perpendicular, and intersecting planes
4.2.8 A.2: Understand and apply the Pythagorean theorem.
4.2.8 A.3: Understand and apply properties of polygons.
4.2.8 A.3.a: Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
4.2.8 A.3.c: Sum of measures of interior angles of a polygon
4.2.8 A.4: Understand and apply the concept of similarity.
4.2.8 A.4.a: Using proportions to find missing measures
4.2.8 A.4.b: Scale drawings
4.2.8 A.6: Perform basic geometric constructions using a variety of methods (e.g., straightedge and compass, patty/tracing paper, or technology).
4.2.8 A.6.a: Congruent angles or line segments
4.2.8 A.6.b: Midpoint of a line segment
4.2.8 A.7: Create two-dimensional representations (e.g., nets or projective views) for the surfaces of three-dimensional objects.
4.2.8 B: Transforming Shapes
4.2.8 B.1: Understand and apply transformations.
4.2.8 B.1.a: Finding the image, given the pre-image, and vice-versa
4.2.8 B.1.b: Sequence of transformations needed to map one figure onto another
4.2.8 B.1.c: Reflections, rotations, and translations result in images congruent to the pre-image
4.2.8 B.1.d: Dilations (stretching/shrinking) result in images similar to the pre-image
4.2.8 C: Coordinate Geometry
4.2.8 C.1: Use coordinates in four quadrants to represent geometric concepts.
4.2.8 C.2: Use a coordinate grid to model and quantify transformations (e.g., translate right 4 units).
4.2.8 D: Units of Measurement
4.2.8 D.1: Solve problems requiring calculations that involve different units of measurement within a measurement system (e.g., 4'3" plus 7'10" equals 12'1").
4.2.8 E: Measuring Geometric Objects
4.2.8 E.1: Develop and apply strategies for finding perimeter and area.
4.2.8 E.1.a: Geometric figures made by combining triangles, rectangles and circles or parts of circles
4.2.8 E.1.c: Impact of a dilation on the perimeter and area of a 2-dimensional figure
4.2.8 E.2: Recognize that the volume of a pyramid or cone is one-third of the volume of the prism or cylinder with the same base and height (e.g., use rice to compare volumes of figures with same base and height).
4.2.8 E.3: Develop and apply strategies and formulas for finding the surface area and volume of a three-dimensional figure.
4.2.8 E.3.a: Volume - prism, cone, pyramid
4.2.8 E.3.b: Surface area - prism (triangular or rectangular base), pyramid (triangular or rectangular base)
4.3.8 A: Patterns
4.3.8 A.1: Recognize, describe, extend, and create patterns involving whole numbers, rational numbers, and integers.
4.3.8 A.1.a: Descriptions using tables, verbal and symbolic rules, graphs, simple equations or expressions
4.3.8 A.1.c: Arithmetic sequences (i.e., sequences generated by repeated addition of a fixed number, positive or negative)
4.3.8 A.1.d: Geometric sequences (i.e., sequences generated by repeated multiplication by a fixed positive ratio, greater than 1 or less than 1)
4.3.8 B: Functions and Relationships
4.3.8 B.1: Graph functions, and understand and describe their general behavior.
4.3.8 B.1.a: Equations involving two variables
4.3.8 B.1.b: Rates of change (informal notion of slope)
4.3.8 B.2: Recognize and describe the difference between linear and exponential growth, using tables, graphs, and equations.
4.3.8 C: Modeling
4.3.8 C.1: Analyze functional relationships to explain how a change in one quantity can result in a change in another, using pictures, graphs, charts, and equations.
4.3.8 C.2: Use patterns, relations, symbolic algebra, and linear functions to model situations.
4.3.8 C.2.a: Using concrete materials (manipulatives), tables, graphs, verbal rules, algebraic expressions/equations/inequalities
4.3.8 C.2.b: Growth situations, such as population growth and compound interest, using recursive (e.g., NOW-NEXT) formulas (cf. science standard 5.5 and social studies standard 6.6)
4.3.8 D: Procedures
4.3.8 D.1: Use graphing techniques on a number line.
4.3.8 D.1.a: Absolute value
4.3.8 D.2: Solve simple linear equations informally, graphically, and using formal algebraic methods.
4.3.8 D.2.a: Multi-step, integer coefficients only (although answers may not be integers)
4.3.8 D.2.b: Simple literal equations (e.g., A = lw)
4.3.8 D.2.c: Using paper-and-pencil, calculators, graphing calculators, spreadsheets, and other technology
4.3.8 D.3: Solve simple linear inequalities.
4.3.8 D.4: Create, evaluate, and simplify algebraic expressions involving variables.
4.3.8 D.4.a: Order of operations, including appropriate use of parentheses
4.3.8 D.4.b: Distributive property
4.3.8 D.4.c: Substitution of a number for a variable
4.3.8 D.4.d: Translation of a verbal phrase or sentence into an algebraic expression, equation, or inequality, and vice versa
4.3.8 D.5: Understand and apply the properties of operations, numbers, equations, and inequalities.
4.3.8 D.5.a: Additive inverse
4.3.8 D.5.b: Multiplicative inverse
4.3.8 D.5.c: Addition and multiplication properties of equality
4.4.8 A: Data Analysis
4.4.8 A.1: Select and use appropriate representations for sets of data, and measures of central tendency (mean, median, and mode).
4.4.8 A.1.a: Type of display most appropriate for given data
4.4.8 A.1.b: Box-and-whisker plot, upper quartile, lower quartile
4.4.8 A.1.e: Finding the median and mean (weighted average) using frequency data.
4.4.8 A.1.f: Effect of additional data on measures of central tendency
4.4.8 A.2: Make inferences and formulate and evaluate arguments based on displays and analysis of data sets.
4.4.8 A.3: Estimate lines of best fit and use them to interpolate within the range of the data.
4.4.8 A.4: Use surveys and sampling techniques to generate data and draw conclusions about large groups.
4.4.8 B: Probability
4.4.8 B.1: Interpret probabilities as ratios, percents, and decimals.
4.4.8 B.2: Determine probabilities of compound events.
4.4.8 B.3: Explore the probabilities of conditional events (e.g., if there are seven marbles in a bag, three red and four green, what is the probability that two marbles picked from the bag, without replacement, are both red).
4.4.8 B.5: Estimate probabilities and make predictions based on experimental and theoretical probabilities.
4.4.8 B.6: Play and analyze probability-based games, and discuss the concepts of fairness and expected value.
4.4.8 C: Discrete Mathematics-Systematic Listing and Counting
4.4.8 C.1: Apply the multiplication principle of counting.
4.4.8 C.1.a: Permutations: ordered situations with replacement (e.g., number of possible license plates) vs. ordered situations without replacement (e.g., number of possible slates of 3 class officers from a 23 student class)
4.4.8 C.1.b: Factorial notation
4.4.8 C.1.c: Concept of combinations (e.g., number of possible delegations of 3 out of 23 students)
Correlation last revised: 1/20/2017