#### 8.1: The student understands that different forms of numbers are appropriate for different situations.

8.1.A: compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals;

8.1.B: select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships;

8.1.C: approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as pi, square root of 2); and

#### 8.3: The student identifies proportional or non-proportional linear relationships in problem situations and solves problems.

8.3.B: estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

#### 8.4: The student makes connections among various representations of a numerical relationship.

8.4.A: The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).

#### 8.5: The student uses graphs, tables, and algebraic representations to make predictions and solve problems.

8.5.A: predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; and

8.5.B: find and evaluate an algebraic expression to determine any term in an arithmetic sequence (with a constant rate of change).

#### 8.6: The student uses transformational geometry to develop spatial sense.

8.6.A: generate similar figures using dilations including enlargements and reductions; and

8.6.B: graph dilations, reflections, and translations on a coordinate plane.

#### 8.7: The student uses geometry to model and describe the physical world.

8.7.B: use geometric concepts and properties to solve problems in fields such as art and architecture;

8.7.C: use pictures or models to demonstrate the Pythagorean Theorem; and

8.7.D: locate and name points on a coordinate plane using ordered pairs of rational numbers.

#### 8.8: The student uses procedures to determine measures of three-dimensional figures.

8.8.A: find lateral and total surface area of prisms, pyramids, and cylinders using concrete models and nets (two-dimensional models);

8.8.B: connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects; and

8.8.C: estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume.

#### 8.9: The student uses indirect measurement to solve problems.

8.9.A: use the Pythagorean Theorem to solve real-life problems; and

8.9.B: use proportional relationships in similar two-dimensional figures or similar three-dimensional figures to find missing measurements.

#### 8.10: The student describes how changes in dimensions affect linear, area, and volume measures.

8.10.A: describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and

8.10.B: describe the resulting effect on volume when dimensions of a solid are changed proportionally.

#### 8.11: The student applies concepts of theoretical and experimental probability to make predictions.

8.11.A: find the probabilities of dependent and independent events;

8.11.B: use theoretical probabilities and experimental results to make predictions and decisions; and

8.11.C: select and use different models to simulate an event.

#### 8.12: The student uses statistical procedures to describe data.

8.12.A: select the appropriate measure of central tendency or range to describe a set of data and justify the choice for a particular situation;

8.12.B: draw conclusions and make predictions by analyzing trends in scatterplots; and

8.12.C: select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology.

Correlation last revised: 8/7/2014

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