ExploreLearning Gizmos

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

1: : The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.A: : apply mathematics to problems arising in everyday life, society, and the workplace;

1.B: : use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

1.C: : select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

1.D: : communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

1.E: : create and use representations to organize, record, and communicate mathematical ideas;

1.G: : display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

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

2.C: : convert between standard decimal notation and scientific notation; and

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

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

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

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

3.C: : 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 dilation.

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

4.B: : graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and

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

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

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

5.B: : represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ? 0;

5.C: : 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 representation;

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

5.E: : solve problems involving direct variation;

5.G: : identify functions using sets of ordered pairs, tables, mappings, and graphs;

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

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

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

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

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

6.C: : use models and diagrams to explain the Pythagorean theorem.

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

7.A: : solve problems involving the volume of cylinders, cones, and spheres;

7.B: : 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 cylinders;

7.C: : use the Pythagorean Theorem and its converse to solve problems; and

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

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

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

8.B: : 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 constants;

8.C: : 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 constants; and

8.D: : 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 triangles.

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

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

10.B: : differentiate between transformations that preserve congruence and those that do not;

10.C: : 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 representation; and

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

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

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

11.C: : 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 selected

12: : 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 investor.

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

12.B: : 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 calculator;

12.D: : calculate and compare simple interest and compound interest earnings;

12.E: : identify and explain the advantages and disadvantages of different payment methods;

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

Correlation last revised: 9/16/2020

Texas - Mathematics: 8th Grade

Essential Knowledge and Skills (TEKS) | Adopted: 2012