Gizmos for Wyoming - Mathematics: 8th Grade (Performance Level Descriptors adopted 2014)

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

NS: : The Number System

NS.A: : Know that there are numbers that are not rational and approximate them by rational numbers.

NS.A.B.1: : Basic students identify numbers as being rational or irrational;

EE: : Expressions and Equations

EE.B: : Work with radicals and integer exponents.

EE.B.A.1: : Advanced students apply the properties of integer exponents with integers involving multiple negative exponents;

EE.B.P.3: : Proficient students evaluate square roots of perfect squares up to 144 and cube roots of perfect cubes up to 1,000;

EE.B.B.3: : Basic students express numbers in scientific notation.

EE.B.P.4: : Proficient students compare or multiply/divide two numbers in scientific notation;

EE.B.A.3: : Advanced students compare or apply the four operations (+, -, x, and ÷) between two or more numbers in scientific notation.

EE.B.P.5: : Proficient students choose units of appropriate size for measurements of very large or very small quantities in scientific notation.

EE.C: : Understand the connections between proportional relationships, lines, and linear equations.

EE.C.B.1: : Basic students graph proportional relationships from a table of values;

EE.C.P.1: : Proficient students graph proportional relationships from the equation y = mx;

EE.C.A.2: : Advanced students explain why the slope (m) is equivalent between any two different points located on any non-vertical line in the coordinate plane;

EE.C.P.3: : Proficient students derive the equation y = mx with slope (m) from a table or graph and derive the equation y = mx + b with slope (m) and y-intercept (b) from a table or graph.

EE.C.A.3: : Advanced students derive the equation y = mx + b with slope (m) and y-intercept (b) from a verbal description.

EE.D: : Analyze and solve linear equations and pairs of simultaneous linear equations.

EE.D.A.1: : Advanced students solve linear equations in one variable with rational number coefficients and constants that require multi-steps and identify the solution of a linear equation in one variable as infinitely many solutions or no solutions;

EE.D.B.2: : Basic students identify the solution to a system of two linear equations from a graph as the point of intersection of the two lines.

EE.D.P.2: : Proficient students solve systems of two linear equations in two variables algebraically or graphically.

EE.D.B.3: : Advanced students construct and solve systems of two linear equations which represent real-world or mathematical problems.

F: : Functions

F.E: : Define, evaluate, and compare functions.

F.E.P.2: : Proficient students identify if a table of values or a graph in the coordinate plane represent a function;

F.E.P.3: : Proficient students compare the properties of two linear functions represented in different ways;

F.E.B.3: : Basic students identify linear and non-linear functions represented by graphs.

F.E.P.4: : Proficient students identify linear and non-linear functions represented by equations and tables.

F.E.A.3: : Advanced students identify linear and non-linear functions represented by verbal descriptions.

F.F: : Use functions to model relationships between quantities.

F.F.B.1: : Basic students construct a graph to model a real-world linear relationship between two quantities;

F.F.P.1: : Proficient students create an equation to represent a function which models a real-world linear relationship between two quantities;

F.F.A.1: : Advanced students use the graph and equation representing a function to analyze the relationship between two quantities;

F.F.B.2: : Basic students determine the rate of change and initial value of a function from a graph;

F.F.P.2: : Proficient students determine the rate of change and initial value of a function from a table;

F.F.A.2: : Advanced students determine the rate of change and initial value of a function from a verbal description;

F.F.B.3: : Basic students interpret the rate of change and initial value of a real-world linear function in terms of its graph;

F.F.P.3: : Proficient students interpret the rate of change and initial value of a real-world linear function in terms of its graph or table of values;

F.F.A.3: : Advanced students interpret the rate of change and initial value of a real-world linear function in terms of a verbal description;

F.F.B.4: : Basic students identify graphs of functional relationships as being linear or non-linear.

F.F.P.4: : Proficient students identify and describe the qualitative features from analyzing a linear function.

F.F.A.4: : Advanced students identify and describe the qualitative features from analyzing a non-linear function.

G: : Geometry

G.G: : Understand congruence and similarity using physical models, transparencies, or geometry software.

G.G.B.1: : Basic students identify the transformations (rotation, reflection, and translation) of figures;

G.G.P.1: : Proficient students describe the effects on lines, line segments, and angles of figures when rotations, reflections, and translations are performed;

G.G.P.2: : Proficient students describe the properties of congruency between two figures when at most two transformations are performed;

G.G.A.1: : Advanced students describe the properties of congruency between two figures when three or more transformations are performed;

G.G.B.2: : Basic students translation is performed on the coordinate plane;

G.G.P.3: : Proficient students identify coordinates when a sequence of rotations, reflections, translations, or dilations are performed in the coordinate plane;

G.G.A.2: : Advanced students explain the sequence of rotations, reflections, translations, and dilations performed on the pre-image to determine the image;

G.G.B.3: : Basic students identify similarity from a sequence of transformations;

G.G.P.4: : Proficient students describe the properties of similarity between two figures when transformations are performed;

G.G.A.3: : Advanced students describe the property of similarity with triangles when identifying and establishing the Angle-Angle (AA) criterion for the triangles.

G.G.B.4: : Basic students determine the interior angle measure(s) of a triangle;

G.G.P.5: : Proficient students determine the interior and exterior angle measures of a triangle;

G.G.B.5: : Basic students identify the types of angles created when parallel lines are cut by a transversal.

G.H: : Understand and apply the Pythagorean theorem.

G.H.B.1: : Basic students apply the Pythagorean Theorem in mathematical problems by setting up the equation a² + b² = c².

G.H.P.1: : Proficient students calculate the unknown side lengths in right triangles in real-world and mathematical problems;

G.H.A.1: : Advanced students explain and identify the proofs of the Pythagorean Theorem and the converse of the Pythagorean Theorem;

G.H.P.2: : Proficient students calculate the distance between two points on a grid by applying the Pythagorean Theorem.

G.H.A.2: : Advanced students calculate the distance between two points by applying the distance formula.

G.I: : Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

G.I.B.1: : Basic students identify the formulas for the volumes of cones, cylinders, and spheres.

G.I.P.1: : Proficient students calculate the volumes of a cone, cylinder, or sphere as a decimal value or in terms of pi.

G.I.A.1: : Advanced students solve for a component part (radius or height) given the volume of a cone, cylinder, or sphere and determine the volume of a composite figure containing two to more cones, cylinders, or spheres.

SP: : Statistics and Probability

SP.J: : Investigate patterns of association in bivariate data.

SP.J.B.1: : Basic students identify the pattern of association in scatter plots as a positive association, negative association, or no association;

SP.J.P.1: : Proficient students identify the pattern of association as a positive association, negative association, or no association given data in a table and describe characteristics of scatter plots such as clustering, outliers, and linear versus non-linear association;

SP.J.A.1: : Advanced students identify the pattern of association given a verbal description as a positive association, negative association, or no association;

SP.J.P.2: : Proficient students identify a line of best fit for scatter plots;

SP.J.A.2: : Advanced students graph a curve of best fit for scatter plots;

SP.J.B.2: : Basic students use the equation of a linear model in the context of data to identify slope and intercepts;

SP.J.P.3: : Proficient students use the equation of a linear model in the context of data to interpret the meaning of the slope and intercepts;

SP.J.A.3: : Advanced students use the data in a scatter plot to create an equation of a line of best fit;

Correlation last revised: 9/16/2020

Wyoming - Mathematics: 8th Grade

Performance Level Descriptors | Adopted: 2014

NS: : The Number System

EE: : Expressions and Equations

F: : Functions

G: : Geometry

SP: : Statistics and Probability