Gizmos for Texas - Mathematics: 8th Grade (Essential Knowledge and Skills adopted 2012)

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

8.1: : Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

8.1.A: : The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;

8.1.B: : The student is expected to: 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;

8.1.C: : The student is expected to: 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;

8.1.D: : The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

8.1.E: : The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;

8.1.F: : The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; and

8.1.G: : The student is expected to: display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

8.2.B: : The student is expected to: approximate the value of an irrational number, including pi and square roots of numbers less than 225, and locate that rational number approximation on a number line;

8.2.C: : The student is expected to: convert between standard decimal notation and scientific notation; and

8.2.D: : The student is expected to: order a set of real numbers arising from mathematical and real-world contexts.

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

8.3.A: : The student is expected to: generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;

8.3.B: : The student is expected to: compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane; and

8.3.C: : The student is expected to: 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.

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

8.4.A: : The student is expected to: 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, (y sub 2 - y sub 1)/(x sub 2 - x sub 1), is the same for any two points (x sub 1, y sub 1) and (x sub 2, y sub 2) on the same line;

8.4.B: : The student is expected to: graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and

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

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

8.5.A: : The student is expected to: represent linear proportional situations with tables, graphs, and equations in the form of y = kx;

8.5.B: : The student is expected to: represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b not equal to 0;

8.5.C: : The student is expected to: 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;

8.5.D: : The student is expected to: use a trend line that approximates the linear relationship between bivariate sets of data to make predictions;

8.5.E: : The student is expected to: solve problems involving direct variation;

8.5.G: : The student is expected to: identify functions using sets of ordered pairs, tables, mappings, and graphs;

8.5.H: : The student is expected to: identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and

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

8.6: : Expressions, equations, and relationships. The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.

8.6.A: : The student is expected to: describe the volume formula V = Bh of a cylinder in terms of its base area and its height;

8.6.B: : The student is expected to: 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

8.6.C: : The student is expected to: use models and diagrams to explain the Pythagorean theorem.

8.7: : Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to solve problems.

8.7.A: : The student is expected to: solve problems involving the volume of cylinders, cones, and spheres;

8.7.B: : The student is expected to: 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;

8.7.C: : The student is expected to: use the Pythagorean Theorem and its converse to solve problems; and

8.7.D: : The student is expected to: determine the distance between two points on a coordinate plane using the Pythagorean Theorem.

8.8: : Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.

8.8.A: : The student is expected to: write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;

8.8.C: : The student is expected to: 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

8.8.D: : The student is expected to: 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.

8.9: : Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations.

8.9.A: : 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 equations.

8.10: : Two-dimensional shapes. The student applies mathematical process standards to develop transformational geometry concepts.

8.10.A: : The student is expected to: generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;

8.10.B: : The student is expected to: differentiate between transformations that preserve congruence and those that do not;

8.10.C: : The student is expected to: 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

8.10.D: : The student is expected to: model the effect on linear and area measurements of dilated two-dimensional shapes.

8.11: : Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data.

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

8.11.C: : The student is expected to: 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.

8.12: : Personal financial literacy. 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.

8.12.D: : The student is expected to: calculate and compare simple interest and compound interest earnings;

Correlation last revised: 2/10/2025

Texas - Mathematics: 8th Grade

Essential Knowledge and Skills | Adopted: 2012