Grade 8

Other Texas Mathematics sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Algebra I (2012)
• Algebra II
• Algebraic Reasoning
• Discrete Mathematics
• Grade 9
• Statistics
• Advanced Quantitative Reasoning
• Geometry (2012)
• Grades 10, 11, 12
• Independent Study in Mathematics
• Mathematical Models with Applications
• Precalculus

The student applies mathematical process standards to represent and use real numbers in a variety of forms8.2

extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers8.2.A

approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line8.2.B

convert between standard decimal notation and scientific notation8.2.C

order a set of real numbers arising from mathematical and real-world contexts8.2.D

The student applies mathematical process standards to use proportional relationships to describe dilations8.3

generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation8.3.A

compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane8.3.B

use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation8.3.C

The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope8.4

use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1) / (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line8.4.A

graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship8.4.B

use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems8.4.C

The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions8.5

represent linear proportional situations with tables, graphs, and equations in the form of y = kx8.5.A

represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 08.5.B

contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation8.5.C

use a trend line that approximates the linear relationship between bivariate sets of data to make predictions8.5.D

solve problems involving direct variation8.5.E

distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 08.5.F

identify functions using sets of ordered pairs, tables, mappings, and graphs8.5.G

identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems8.5.H

write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations8.5.I

The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas8.6

describe the volume formula V = Bh of a cylinder in terms of its base area and its height8.6.A

model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas8.6.B

use models and diagrams to explain the Pythagorean theorem8.6.C

The student applies mathematical process standards to use geometry to solve problems8.7

solve problems involving the volume of cylinders, cones, and spheres8.7.A

use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders8.7.B

use the Pythagorean Theorem and its converse to solve problems8.7.C

determine the distance between two points on a coordinate plane using the Pythagorean Theorem8.7.D

The student applies mathematical process standards to use one-variable equations or inequalities in problem situations8.8

write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants8.8.A

write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants8.8.B

model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants8.8.C

use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles8.8.D

The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations8.9

The student applies mathematical process standards to develop transformational geometry concepts8.10

generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane8.10.A

differentiate between transformations that preserve congruence and those that do not8.10.B

explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation8.10.C

model the effect on linear and area measurements of dilated two-dimensional shapes8.10.D

The student applies mathematical process standards to use statistical procedures to describe data8.11

construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data8.11.A

determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points8.11.B

simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected8.11.C

The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor8.12

solve real-world problems comparing how interest rate and loan length affect the cost of credit8.12.A

calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator8.12.B

explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time8.12.C

calculate and compare simple interest and compound interest earnings8.12.D

identify and explain the advantages and disadvantages of different payment methods8.12.E

analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility8.12.F

estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college8.12.G