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Math Grade 8 Standards
|Idaho Department of Education
|Objective||Sub Objectives||Task Analysis||Essential Vocabulary||Sample Assessment||Resources|
|Cognitive level codes:
• B: Memorize
• C: Perform procedures
• D: Demonstrate understanding
• E: Conjecture, generalize, prove
• F: Solve non-routine problems, make connections
• B = Knowledge
• C = Comprehension
• D = Comprehension
• E = Application and Analysis
• F = Synthesis
o NO: student MUST NOT have a calculator while completing this item in order to assess this objective.
|Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment.||virtual manipulatives|
|Standard 1: Number and Operation|
|Goal 1.1: Understand and use numbers.||
8.M.1.1.1 Compare magnitudes and relative magnitudes
of rational numbers, including integers, fractions, decimals, percents, and absolute values.
|• Identify absolute values of rational numbers
• Compare magnitudes and relative magnitudes of rational numbers, including integers, fractions, decimals, percents, and absolute values.
|• Convert between fractions, decimals, and percents
• Order positive and negative integers and other positive rational numbers
• Define and evaluate absolute values
• Compare magnitude of numbers (including absolute values) using less than, greater than, etc.
|integer • rational numbers • absolute value • repeating and terminating decimals||• Compare using <, > or =
│-12│ __ -12
|Compare and Order Rational Numbers|
|8.M.1.1.2 Use rational numbers, including percents and
ratios, and π (pi) to solve problems.
|• Solve problems using rational numbers, including percents and ratios, and π (pi)||• See 8.M.1.1.1
• Determine appropriate form of percent to solve problems
• Recognize and apply formulas to solve problems
• Utilize ratios to solve real life problems.
|ratio • simple interest • percent increase • percent decrease • net cost after discount • pi as a ratio (22/7) • tax • discount||• An art collector sold 1/3 of his collection to a
friend. The collector then donated 50% of what was left to a museum.
What part of the original collection did the collector have left
• A pair of jeans regularly selling for $55.00 is on sale for 25% off. Find the total cost including 6% tax.
• If you invest $2500 at 4% interest
|8.M.1.1.3 Locate the position of rational numbers and
positive real numbers on a number line.
|• Locate the position of rational numbers and positive real numbers on a number line||• See 8.M.1.1.1
• Distinguish magnitude of numbers by placing them appropriately on a number line
|real numbers||• Plot the following points on a horizontal number line: 0, -2, 2/3, 1 1/2, │-7│, √9, 7/2||Rationals on a Number Line|
|8.M.1.1.4 Convert between standard form, scientific
notation, and exponential form.
|• Convert between standard form, scientific notation, and exponential form.||• Use exponents to show repeated multiplication
• Differentiate between positive and negative exponents within scientific notation
• Convert from standard form to scientific notation
• Convert from scientific notation to standard form
|standard form • scientific notation • exponential form||• Write the number in standard form:3.2 x 10-3
• Write the number in scientific notation:36,500,000
|8.M.1.1.5 Apply number theory
concepts (primes, composites, prime factorization, LCM, GCF).
|• Identify prime and composite
• Utilize prime factorization to find LCM and GCF
|• Apply rules of divisibility
• Calculate the prime factorization of composite numbers
• Find the LCM and/or GCF of two numbers less than 100
|prime • composite • prime factorization • LCM • GCF • factors • multiples • relatively prime||• Find the GCF of these numbers 48 &
• Find the LCM of these numbers 14 & 21.
|8.M.1.1.6 Recognize pertinent
information for problem solving.
CL: C, D
|• Recognize pertinent information for problem solving.||• Utilize data tables to solve
• Identify necessary information
|pertinent||• A hiking trail is 43 5/9 miles long. There is a cabin every 4 1/2 miles and an outhouse every 10 miles. How many cabins are along the trail? Explain why you chose the method you used.|
|8.M.1.1.7 Apply integers in one- and
two-step common real -world situations.
|• Simulate real-world situations using integers in one or two steps .||• Apply integer concepts to calculate solutions to real world situations||ascend • descend||• Mount Kilimanjaro has an altitude of 19,340 feet. The lowest point in the Dead Sea has an altitude of -1,312 feet. Which altitude is farther from sea level?|
|8.M.1.1.8 Use appropriate vocabulary.
|• Use appropriate vocabulary.||• Communicate using correct mathematical terminology||• Give the symbol for greater than or equal to.|
|Goal 1.2: Perform computations accurately.||8.M.1.2.1 Recall the common
equivalent fractions , decimals, and percents of halves, thirds, fourths,
fifths, and tenths.
|• Recall the common equivalent fractions, decimals, and percents of halves, thirds, fourths, fifths, and tenths||• Memorize common fractions, decimals and percents||quarter||• Write 66⅔ % as a fraction|
|8.M.1.2.2 Add, subtract, multiply,
and divide rational numbers.
|• Add, subtract, multiply, and divide rational numbers||• Use common denominators to add and
• Evaluate expressions containing decimals without calculators
• Perform multiplication and division of fraction utilizing appropriate reduction techniques
• Evaluate expressions using positive and negative integers
• State answers in simplest terms
|reduce • simplify • evaluate • reciprocal • multiplicative inverse||• Write answers in simplest form:
3/4 + 7/8
4.5 * 56
5/8 ÷ 1/2
(-2) + (-5) - (-3)
|8.M.1.2.3 Evaluate numerical
expressions with whole number exponents.
|• Evaluate numerical expressions with whole number exponents||• Expand and simplify exponential terms||squared • cubed • base • exponent • power||• Evaluate 3^4|
|8.M.1.2.4 Evaluate numerical
expressions with rational numbers using the order of operations.
|• Evaluate numerical expressions with rational numbers using the order of operations||• Evaluate square and cube roots
• Recognize and apply correct order of operations
• See 8.M.1.2.2
|roots • square roots • cube roots • grouping symbols such as parenthesis , brackets, etc||• 15 + 3(6-2^2)|
|8.M.1.2.5 Select and use an
appropriate method of computation from mental math, paper and pencil,
calculator, or a combination of the three .
|• Select and apply an appropriate method of computation from mental math, paper and pencil, calculator, or a combination of the three.||• Simplify mental calculations first
• Differentiate between appropriate use of pencil and paper or calculator
|• Four picture frames cost $5.98 each. Which would you use to find the total cost-mental math or paper and pencil? Explain your choice.|
|8.M.1.2.6 Use a variety of strategies
including common mathematical formulas to compute problems drawn from
real life situations. (338.01.a)
Formulas will be given in problem and limited to area of a parallelogram, triangle, and circle , circumference of a circle, distance formula, simple interest formula, and volume of a rectangular prism.
|• Apply a variety of strategies including common mathematical formulas to compute problems drawn from real life situations||• Replace variables in formulas with appropriate quantities from the problem and evaluate||formula • variable||• Tyrone drove 1,570 miles in 4 days. Using the formula d=rt, find the average distance he drove each day.|
|8.M.1.2.7 Use appropriate vocabulary
|• Use appropriate vocabulary and notations||• Communicate using correct
• Read numbers in exponential and radical form correctly
|• Read 2^3 correctly|
|Goal 1.3: Estimate and judge reasonableness of results.||8.M.1.3.1 Estimate to predict
|• Estimate to predict computation results||• Use a variety of appropriate strategies to estimate solutions||compatible numbers • predict • reasonable||• About 41% of the 13 million people
in Guatemala live in cities. Estimate how many people live in cities.
• Tim is a car salesman and earns a 5% of the price of the cars he sells. Last month he sold 8 cars for a total of $152,558.75. Estimate the amount Tim earned last month.
|8.M.1.3.2 Identify when estimation is
appropriate and apply to problem solving situations. (337.03.b)
|• Identify when estimation is appropriate and apply to problem solving situations||• Solve problems involving approximate answers||approximate||• Shaneekqua has $40 in her pocket. Can she leave a 15% tip for a restaurant bill of $31.49?|
|8.M.1.3.3 Identify whether a given
estimate is an overestimate or underestimate.
|• Identify whether a given estimate is an overestimate or underestimate||• Explain how the estimate was
• Conclude whether given estimate is above or below appropriate estimate
|overestimate • underestimate||• Bill estimated that he needed to purchase 15 12-foot pipes to complete a sprinkler project requiring 150 feet of pipe. Is this an over- or under- estimate?|
|8.M.1.3.4 Use a four-function
calculator to solve complex grade-level problems.
|• Use a four-function calculator to solve complex grade-level problems||• Identify limitations of four function calculators in regards to order of operations||• Use a four function calculator to evaluate for n=-3: 5n^2-5(2n-3)^2|
|8.M.1.3.5 Formulate conjectures and
justify (short of formal proof) why they must be or seem to be true.
|• Formulate conjectures and justify (short of formal proof) why they must be or seem to be true||• Predict reasonable solutions
• Explain appropriate problem solving strategies
|conjecture • justify • formulate||• For the problem 3+2x7-4 Sally arrived at the solution 15 and Jacob found the solution to be 13. Who is correct? How was the incorrect solution found.|
|8.M.1.3.6 Use appropriate vocabulary
|• Use appropriate vocabulary and notations||• Communicate using correct mathematical terminology|