Document Sample

Grade 8 Math Checklist Problem Solving: Understanding Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively P-1 Establish and/or demonstrate an understanding of a problem by ascertaining the meaning of the key words P-1 Establish and/or demonstrate an understanding of a problem by considering alternate interpretations P-1 Establish and/or demonstrate an understanding of a problem by identifying assumptions Problem Solving: Planning and Executing Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively P-2 Design a plan and solve problems using one or more of the following strategies by using a number sentence/equation P-2 Design a plan and solve problems using one or more of the following strategies by using deductive reasoning P-2 Design a plan and solve problems using one or more of the following strategies by breaking problem into sub-problems P-2 Design a plan and solve problems using one or more of the following strategies by recognizing patterns P-3 Apply estimation strategies to a problem P-4 Solve a variety of types of problems including translation problems P-4 Solve a variety of types of problems including process problems P-4 Solve a variety of types of problems including realistic problems P-5 Make appropriate use of technology in solving problems 1 of 15 Grade 8 Math Checklist Problem Solving: Reflecting Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively P-6 Explain, orally and/or in written form, how the solution was obtained P-10 Consider other ways to solve a problem P-11 Display the results using a variety of means such as graphs, charts, or statements Numbers and Operations: Place Value Objectives Often At times Rarely Comments Mastered Worked on Introduced The student will be able to: extensively N-1 Read, write the symbols for, read words for, and express orally any decimal number N-2 Use decimal notation to express numbers greater than one billion N-4 Compare and/or order numbers by using place value down to and including any decimal number N-5 Round a number to the nearest hundred or tenth N-5 Round a number to the nearest thousand or hundredth N-6 State the meaning, and/or give an example, of each of the terms exponent, base, power, squared, cubed N-7 Write equivalent expressions for a number as an expanded numeral using exponential notation (positive exponents) N-8 Convert to an equivalent one in decimal notation, a number written in expanded notation Numbers and Operations: Estimation and Mental Calculations Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-9 Reason out and solve problems by applying the following mental calculation strategies: front-end adding, subtracting, and multiplying N-9 Reason out and solve problems by applying the following mental calculation strategies: adding, subtracting, or multiplying by chaining 2 of 15 Grade 8 Math Checklist Numbers and Operations: Estimation and Mental Calculations Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-9 Reason out and solve problems by applying the following mental calculation strategies: multiplying and dividing by forming aliquot parts N-9 Reason out and solve problems by applying the following mental calculation strategies: adding/subtracting special fractions N-9 Reason out and solve problems by applying the following mental calculation strategies: subtracting a mixed number from a whole number N-9 Reason out and solve problems by applying the following mental calculation strategies: finding fractional parts of whole numbers N-10 Estimate a sum, a difference, a product, or a quotient by reformulating N-10 Estimate a sum, a difference, a product, or a quotient by compensating N-10 Estimate a sum, a difference, a product, or a quotient by translating N-14 Estimate the square root of any whole number less than 100 Numbers and Operations: Whole Numbers Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-15 Reason out and solve percent problems by applying the following mental calculation strategies using fractions to calculate percents N-15 Reason out and solve percent problems by applying the following mental calculation strategies using rules for conversion of percent to decimal, and vice versa N-15 Reason out and solve percent problems by applying the following mental calculation strategies relating complex percents to more easily handled ones N-16 Recognize and solve a variety of problems involving more than one operation 3 of 15 Grade 8 Math Checklist Numbers and Operations: Whole Numbers Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-21 Multiply a two-digit number by a two-digit number using pencil and paper N-25 Use division algorithms, with two-digit divisors N-26 Use a divisibility rule to determine whether a number is divisible by 3, 6, 9 N-26 Use a divisibility rule to determine whether a number is divisible by 4, 8 N-27 Evaluate a numerical expression, containing whole numbers, exponents, and parentheses, by performing operations in the correct order N-28 Find the square root of any perfect square less than 100 by recall N-28 Find the square root of any perfect square by estimation and repeated squaring on a calculator N-28 Find the square root of any perfect square using prime factorization N-29 Determine the approximate square root of a number using estimation and repeated squaring on a calculator N-29 Determine the approximate square root of a number using the square root function on a calculator N-29 Determine the approximate square root of a number using interpolation between two perfect squares N-30 Evaluate expressions in a given base with a positive integer exponent N-30 Evaluate expressions in a given base with a zero exponent 4 of 15 Grade 8 Math Checklist Numbers and Operations: Integers Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-32 Recognize and solve a variety of problems involving positive and negative integers N-35 Locate integers on a number line N-36 Compare and/or order integers N-37 Add and subtract integers, using manipulatives and diagrams N-37 Add and subtract integers, using algorithms N-38 Multiply and divide integers, using manipulatives and diagrams Numbers and Operations: Rational Numbers - Fractions Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-42 Solve a variety of problems involving addition and subtraction of fractions with unlike denominators using manipulatives and pictures N-42 Solve a variety of problems involving multiplication and division of fractions using manipulatives and pictures N-43 Use estimation in helping to solve a variety of problems involving fractional measures N-44 Recognize the uses of fractional numbers in the real world N-50 Use manipulatives, pictures, and symbols to compare and/or order fractions N-52 Convert any fraction or mixed number to a decimal fraction, and vice versa (repeating decimals) N-54 Find the reciprocal of any fraction or mixed number N-56 Estimate the results, and then perform the following operations, addition and subtraction of fractions N-56 Estimate the results, and then perform the following operations, multiplication of fractions N-56 Estimate the results, and then perform the following operations, division of a fraction by a whole number, and vice versa 5 of 15 Grade 8 Math Checklist Numbers and Operations: Rational Numbers - Fractions Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-57 Estimate the result, and then perform the following operations on positive mixed numbers and zero addition and subtraction N-57 Estimate the result, and then perform the following operations on positive mixed numbers and zero multiplication N-58 Evaluate a numerical expression containing fractions, exponents, and parentheses by performing operations in the correct order Numbers and Operations: Rational Numbers - Decimals Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively N-59 Recognize and solve problems involving operations with decimal numbers N-61 Compare and/or order decimal numbers by using place value N-65 Multiply and divide decimal numbers in tenths by decimal numbers in tenths N-66 Determine and use the most appropriate method(s) to find answers to problems involving decimal numbers Numbers and Operations: Calculator Skills Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to use a calculator extensively to: N-76 Add, subtract, multiply, and/or divide fractions N-77 Add, subtract, multiply, and/or divide integers by using the +/- key N-79 Convert fractions to decimals and find the repeating period of a rational number N-81 Evaluate a numerical expression using the memory function key, if necessary N-83 Use the following special function keys percent, square root, ( ), , power, and 1/x 6 of 15 Grade 8 Math Checklist Numbers and Operations: Calculator Skills Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to use the extensively calculator to: N-84 Check accuracy and reasonableness of answers, and demonstrate a variety of ways to correct errors Ratio and Proportion Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively R-1 Solve word problems involving rates and ratios R-2 Use the concept of ratio to compare three quantities of the same unit R-3 Use the concept of rate to compare different quantities R-4 Construct ratios and rates from real-life examples R-5 Express ratios and rates using fraction form R-6 Use real-world examples to find equivalent ratios and rates by using tables and charts R-6 Use real-world examples to find equivalent ratios and rates by multiplying or dividing each term by the same whole number R-7 Rename a ratio or rate in lowest terms R-8 Compare ratios and rates R-9 Read and interpret scale drawings R-10 Construct scale drawings R-13 Express ratios as percents and decimals with any denominator R-15 Rewrite as a decimal number, and vice versa, percents greater than 100 R-15 Rewrite as a decimal number, and vice versa, percents less than 1 R-16 Convert a percent to a proper fraction, and vice versa R-17 Convert a percent to a mixed number, and vice versa R-18 Solve percent problems by writing the corresponding number sentence or proportion R-19 Determine whether a given pair of ratios forms a proportion 7 of 15 Grade 8 Math Checklist Ratio and Proportion Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively R-20 Find the missing element in a proportion using equivalence R-20 Find the missing element in a proportion using the product of means and extremes R-21 Solve real-life percent problems about tips, GST, PST, discount, and sales price R-21 Solve real-life percent problems about commission, simple interest R-21 Solve real-life percent problems about percent increase and decrease Geometry / Measurement: Angles, Lines, and Line Segments Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-1 Recognize, draw, name, and describe or define complementary angles, supplementary angles, congruent angles, vertically opposite angles G/M-7 Use a protractor and a ruler to draw an angle of a given size G/M-7 Use a protractor and a ruler to copy a given angle G/M-8 Determine the measures of vertically opposite, supplementary, and complementary angles when one angle is given G/M-9 Recognize that the sum of the interior angles of a triangle is equal to 180o, and the sum of the interior angles of a quadrilateral is 360o G/M-10 Calculate the value of an unknown angle in a triangle and in a quadrilateral, given the measures of the other angles 8 of 15 Grade 8 Math Checklist Geometry / Measurement: Polygons Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-13 Identify, name, give an example, and list the properties of the following figures isosceles trapezoid G/M-13 Identify, name, give an example, and list the properties of the following figures triangles (classification according to their sides): equilateral, isosceles, scalene G/M-13 Identify, name, give an example, and list the properties of the following figures triangles (classification according to their angles): right, acute, obtuse, equiangular G/M-13 Identify, name, give an example, and list the properties of the following figures convex, concave, regular, irregular polygons G/M-16 Understand and use the terms similar G/M-17 Identify the relationships between the sides and between the angles of similar polygons Geometry / Measurement: Polygons Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-19 Use a scale drawing to make similar figures G/M-20 Calculate the scale factor of two similar polygons G/M-22 Solve problems involving similar triangles and other similar polygons G/M-23 Create similar figures using a variety of tools such as grids, scale factors, photocopiers, pantographs, etc. G/M-25 Identify and state corresponding parts of congruent polygons G/M-26 Construct congruent angles and congruent triangles using paper folding, mira, and/or compass and straight edge G/M-27 State the properties of congruent polygons 9 of 15 Grade 8 Math Checklist Geometry / Measurement: Polygons Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-36 Determine which properties are preserved by translations, rotations, and reflections (such as congruency, area, orientation) Geometry / Measurement: Space Geometry Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-39 Build 3-dimensional objects using nets, straws, etc. G/M-40 Draw representations of 3- dimensional objects G/M-43 Make similar 3-dimensional objects Geometry / Measurement: Length Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-44 Solve a variety of problems involving length G/M-48 Calculate the perimeter of composite figures given the lengths of the sides G/M-48 Calculate the perimeter of figures given partial, but sufficient, information G/M-50 Use the Pythagorean Theorem to determine if a triangle has a right angle G/M-51- Use the Pythagorean Theorem to calculate the length of the hypotenuse of a right triangle G/M-53 Solve problems using the Pythagorean Theorem G/M-56 Find the circumference of a circle, given the radius or diameter G/M-57 find the radius or diameter of a circle, given the circumference 10 of 15 Grade 8 Math Checklist Geometry / Measurement: Area Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-58 Solve a variety of problems involving area G/M-61 Compare and estimate the area of regions using square kilometres (km2) and hectares G/M-64 Estimate and find the area (using a formula) of the following figures triangles, parallelograms, rhombuses G/M-64 Estimate and find the area (using a formula) of the following figures trapezoids, composite figures, circles G/M-65 Calculate the area of a polygon given the scale factor and the area of a similar polygon G/M-66 Measure and calculate the surface area of a cylinder, triangular prism G/M-68 Convert metric units of area G/M-69 Determine the effect on the area of a polygon when its sides are doubled, tripled, etc. Geometry / Measurement: Volume Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-70 Solve a variety of problems involving volume G/M-72 Convert metric units of volume G/M-73 Estimate, then calculate (using a formula) the volume of a triangular prism, cylinder G/M-74 Recognize and discuss the relationships between length, width, height, surface area, and volume of any prism or cylinder G/M-75 Determine various dimensions of rectangular prisms when the volume is known G/M-77 Determine the effect on the volume of a solid of changing one or more of its dimensions G/M-78 Estimate the volume of irregular objects by relating to an object of known value G/M-79 Solve a variety of problems involving capacity, mass, or time 11 of 15 Grade 8 Math Checklist Geometry / Measurement: Volume Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively G/M-80 solve problems involving time zones G/M-81 Convert a variety of units 1 mL of water at 4oC has a volume of 1 cm3 and a mass of 1 g G/M-81 Convert a variety of units 1 L of water at 4oC has a volume of 1 dm3 and a mass of 1 kg G/M-81 Convert a variety of units 1000 L = 1 kL = 1 m3 G/M-81 Convert a variety of units 1000 L of water at 4oC has a mass of 1000 kg = 1 t G/M-82 Know, in order, the metric prefixes from kilo to milli and use this arrangement to change units within SI Data Management: Collecting Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively D-1 Acquire data through surveys, questionnaires D-1 Acquire data through research D-1 Acquire data through interviews D-2 Recognize that the data collected are affected by the nature of the sample D-2 Recognize that the data collected are affected by the method of collection D-2 Recognize that the data collected are affected by the sample size D-2 Recognize that the data collected are affected by biases D-2 Identify the limits of student, collected and published data 12 of 15 Grade 8 Math Checklist Data Management: Organizing and Displaying Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively D-9 Display data using circle graphs (degrees and percents), stem-and- leaf plots D-10 Discuss and determine the most suitable method(s) to display data D-11 Use computer software to assist in the organization and display of data D-12 Determine whether graphs are misleading and state why D-13 Discuss the reasonableness of data and results Data Management: Summarizing and Interpreting Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively D-14 Discuss, interpret and ascribe meaning to the organized data D-15 Determine, from a set of data, the weighted mean D-16 Determine the effect on the mean, median, or mode of a set of numbers when a constant is added to or subtracted from each number D-16 Determine the effect on the mean, median, or mode of a set of numbers when each number is multiplied or divided by a number D-16 Determine the effect on the mean, median, or mode of a set of numbers when a significantly different number is included D-17 List a set of numbers given a mean, median, and/or mode D-18 Read various charts and schedules, and use the information gained to solve problems D-20 Solve problems involving data management 13 of 15 Grade 8 Math Checklist Data Management: Probability Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively D-24 Correctly use the terms experimental probability, theoretical probability, and chance D-25 Predict and calculate probability of simple events by performing repeated experiments (e.g.: tossing coins) D-26 Simulate real situations by using manipulatives D-27 Use a ratio to describe odds D-28 Calculate odds given a probability, and vice versa D-29 Calculate the probability of a single event using concrete materials D-30 List the possible outcomes and favorable outcomes for a random experiment involving compound events D-31 Calculate the probability of a compound event happening D-32 State that the experimental probability more closely approximates the theoretical probability as the number of cases increases Algebra Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively A-2 Evaluate an open expression, with one variable, using the following to replace the variable fractions and decimals A-2 Evaluate an open expression, with one variable, using the following to replace the variable integers A-3 Evaluate an open expression, with two variables, using the following to replace the variables fractions and decimals A-5 Solve word problems by using diagrams, patterns, tables A-5 Solve word problems by using equations A-6 Solve equations, in one variable, using cover-up A-6 Solve equations, in one variable, using undoing 14 of 15 Grade 8 Math Checklist Algebra Objectives Often At times Rarely Comments Mastered Worked on Introduced The student should be able to: extensively A-9 Understand and use functions as ordered pairs A-10 Graph ordered pairs of numbers and tables of values on the coordinate plane in any quadrant A-11 Describe slides using ordered number pairs (coordinates) A-15 Understand and use correctly the terms variable, constant, expression, equation A-17 Generate equivalent expressions by collecting like terms 15 of 15

DOCUMENT INFO

Shared By:

Categories:

Tags:

Stats:

views: | 62 |

posted: | 11/11/2011 |

language: | English |

pages: | 15 |

OTHER DOCS BY stariya

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.