Grade 8 Math Correlation

Grade 8 Mathematics Correlation Between the Texas Essential Knowledge and Skills for Mathematics and the eTAP Lessons Number, Operation, and Quantitative Reasoning \| Patterns, Relationships, and Algebraic Thinking \| Geometry and Spatial Reasoning \| Measurement \| Probability and Statistics \| Underlying Processes and Mathematical Tools Your browser does not support inline frames or is currently configured not to display inline frames.
Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons		Post-Test
			Outside Link
	Objective 1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. (8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to
Q&A	(A)	compare and order rational numbers in various forms, including integers, percents, and positive and negative fractions and decimals;	Order and Compare Whole Numbers and Decimals Compare and Order Positive and Negative Fractions, Decimals, Mixed Numbers	Mathica's Mathshop: Captain Blunder's Treasure	Q&A
			http://argyll.epsb.ca/jreed/math8/strand1/1102.htm
Q&A	(B)	select and use appropriate forms of rational numbers to solve real-life problems, including those involving proportional relationships;	Use Proportions to Solve Problems	Mathematical Eye: Fractions and Percentages Ratio	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=proport
Q&A	(C)	approximate mentally [and with calculators] the value of irrational numbers as they arise from problem situations ;	Rational & Irrational Numbers		Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=rational
Q&A	(D)	express numbers in scientific notation, including negative exponents, in appropriate problem situations [using a calculator].	Scientific Notation	Discovering Math: Number Theory (Grades 6-8)	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=scinot
	(8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to
Q&A	(A)	select and use appropriate operations to solve problems and justify the selections;	Solving Problems with Algebra	Mathematical Eye: Equations and Formula	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=algrep
Q&A	(B)	add, subtract, multiply, and divide rational numbers in problem situations;	Addition & Subtraction Multiplication & Division with Positive and Negative Numbers Addition & Subtraction of Fractions Subtraction of Fractions Addition and Subtraction of Decimals Multiplication with Decimals Division with Decimals		Q&A

Q&A	(C)	evaluate a solution for reasonableness; and

Q&A	(D)	use multiplication by a constant factor (unit rate) to represent proportional relationships; for example, the arm span of a gibbon is about 1.4 times its height, a = 1.4h.	Use Proportions to Solve Problems	Mathematical Eye: Fractions and Percentages Ratio	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=proport
	Objective 2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. (8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves problems. The student is expected to
	(A)	compare and contrast proportional and non-proportional relationships; and
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=proport
Q&A	(B)	estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.	Percents and their Interpretations	Mathematical Eye: Fractions and Percentages	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=proport http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=percent
	(8.4) Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to
Q&A	(A)	generate a different representation given one representation of data, such as a table, graph, equation, or verbal description.	Data Display Analysis	Discovering Math: Statistics and Data Analysis (Grades 6-8)	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=data
	(8.5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and solve problems. The student is expected to
Q&A	(A)	estimate, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations; and			Q&A
			http://www.studyzone.org/mtestprep/topic7. cfm?TopicID=371
Q&A	(B)	use an algebraic expression to find any term in a sequence.			Q&A
			http://www.cimt.plymouth.ac.uk/projects/mep res/book7/bk7i7/bk7_7i2.htm http://en.wikipedia.org/wiki/Sequence
	Objective 3 The student will demonstrate an understanding of geometry and spatial reasoning. (8.6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to
Q&A	(A)	generate similar shapes using dilations including enlargements and reductions; and	Similar Figures Similarity		Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=similar
Q&A	(B)	graph dilations, reflections, and translations on a coordinate plane.	Transformations		Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=coreflec http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=cotran http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=codilate
	(8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to
	(A)	draw solids from different perspectives;	http://mathforum.org/workshops/sum98/participant s/sanders/Geom3D.html

	(B)	use geometric concepts and properties to solve problems in fields such as art and architecture;	Transformations
			http://www.dartmouth.edu/~matc/math5.geo metry/unit5/unit5.html
Q&A	(C)	use pictures or models to demonstrate the Pythagorean Theorem; and	Pythagorean Theorem and Its Use Pythagorean Theorem	Many-Sided World of Geometry, The, Program 5: The Pythagorean Theorem	Q&A
			http://www.regentsprep.org/Regents/math/geo metry/GP13/indexGP13.htm
Q&A	(D)	locate and name points on a coordinate plane using ordered pairs of rational numbers.	Ordered Pairs	Operation Algebra: Introduction to Linear Relations	Q&A
			http://www.slidermath.com/rpoly/Coord1.shtml
	Objective 4 The student will demonstrate an understanding of the concepts and uses of measurement. (8.8) Measurement. The student uses procedures to determine measures of solids. The student is expected to
Q&A	(A)	find surface area of prisms and cylinders using [concrete] models and nets (two dimensional models); and	Three Dimensional Shapes and Surface Area		Q&A
			http://www.teacherschoice.com.au/Maths_Libra ry/Area%20and%20SA/area_9.htm
	(C)	estimate answers and use formulas to solve application problems involving surface area and volume.
			http://www.teacherschoice.com.au/Maths_Libra ry/Area%20and%20SA/area_9.htm http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=fsolid
	(8.9) Measurement. The student uses indirect measurement to solve problems. The student is expected to
Q&A	(A)	use the Pythagorean Theorem to solve real-life problems; and	Pythagorean Theorem and Its Use Pythagorean Theorem	Many-Sided World of Geometry, The, Program 5: The Pythagorean Theorem	Q&A
			http://www.regentsprep.org/Regents/math/geo metry/GP13/indexGP13.htm
Q&A	(B)	use proportional relationships in similar shapes to find missing measurements.	Similarity	Many-Sided World of Geometry, The, Program 3: Triangles	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=sim-figs
	(8.10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to
	(A)	describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=sim-poly
	(B)	describe the resulting effect on volume when dimensions of a solid are changed proportionally.
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=volumes
	Objective 5 The student will demonstrate an understanding of probability and statistics. (8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student is expected to
Q&A	(A)	find the probabilities of compound events (dependent and independent); and	Probabilities as Ratios, Proportions, Decimals Possible Outcomes Possible Outcomes of Compound Events	High-Stakes World of Statistics, The, Program 4: Probability	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=events
Q&A	(B)	use theoretical probabilities and experimental results to make predictions and decisions.	Estimate the Probability of Future Events	Mathematical Eye: Logic and Problem Solving	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=mutual
	(8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to
Q&A	(A)	select the appropriate measure of central tendency to describe a set of data for a particular purpose;	Data Calculations	Discovering Math: Statistics and Data Analysis Mathematical Eye: Statistics	Q&A
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=stats
Q&A	(B)	draw conclusions and make predictions by analyzing trends in scatterplots; and	Methods of Collecting, Representing, & Displaying Data
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=data
Q&A	(C)	construct circle graphs, bar graphs, and histograms, [with and] without technology.	Methods of Collecting, Representing, & Displaying Data		Q&A
			http://math.youngzones.org/stat_graph.html
	(8.13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to
Q&A	(A)	evaluate methods of sampling to determine validity of an inference made from a set of data; and	Methods of Collecting, Representing, & Displaying Data		Q&A
			http://www.andrews.edu/~calkins/math/we btexts/stat02.htm#TYPE
	(B)	recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

	Objective 6 The student will demonstrate an understanding of the mathematical processes and tools used in problem solving. (8.14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to
	(A)	identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

	(B)	use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and
			http://www.studygs.net/mathproblems.htm
	(C)	select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
			http://www.nzmaths.co.nz/ps/Info/PSStrategies.aspx#An%20In-Depth%20Look%20At%20Strategies
	(8.15) Underlying processes and mathematical tools. The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models. The student is expected to
	(A)	communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

	(8.16) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to
	(A)	make conjectures from patterns or sets of examples and nonexamples; and

	(B)	validate his/her conclusions using mathematical properties and relationships.