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8th Grade Math Curriculum
Posted: October 10, 2001
Last Updated: May 3, 2006
Rationale
The eighth grade mathematics curriculum is designed to expose and facilitate learning of the basic mathematical
concepts, knowledge, and skills necessary for the successful participation and application in the secondary level
math classes.
Course Description
The eighth grade student's mathematics course is designed to review and acquire a solid foundation, which includes
the knowledge of numerical operations, mathematical systems, geometry, number theory, probability and statistics,
measurements, and algebraic expressions.
Grade Classification: 8
Duration: 1 Year
Performance Required Alignment to Instructional Strategies Assessment Level of
Show-Me Standards Performance
Required
General Objective # NO,1,A Performance Content
The student will read, write,
and compare numbers 3.3
MA 5
1. Specific Objectives:
The student will: MA, NO, 1, In cooperative learning groups students Students will complete a
A. compare and order A, 8 will discuss the values of rationals and constructed response
rationals and percents percents and plot them on a number question taken from the
including finding their line. Assessment Annotations for
approximate location on a the Curriculum
number line. Real Numbers by Richard Powers Frameworks.p.195
Benchmark B problem #2
Ordering Rational Numbers by Richard
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Powers
General Objective #NO, 1, B Performance Content
The student will represent 3.4
and use rational numbers. MA 1
2. Specific Objectives:
The student will: MA, NO, 1, Discuss methods of fractional Students will create a
B, 8 representation and computation performance event in the
1. use fractions to solve including shortcuts. Practice with form of a take home
problems. selected response quizzes. test(including an answer
key) that compares the cost
MAP Released Items by Richard of items from several
Powers stores. The performance
event will include topics
such as fraction off,
percentage off, sales tax,
etc.
2. use decimals to solve MA, NO, 1, Discuss methods of decimal Students will create a
problems. B, 8 representation and computation performance event in the
including shortcuts. Practice with form of a take home
selected response quizzes. test(including an answer
key) that compares the cost
of items from several
stores. The performance
event will include topics
such as fraction off,
percentage off, sales tax,
etc.
3. use percents to solve MA, NO, 1, Analyze the use of proportions and Students will create a
problems. B, 8 equations calculating percents including performance event in the
but not limited to Commission, form of a take home
Discount/Sale Price, and Percent of a test(including an answer
number. Practice with selected response key) that compares the cost
quizzes. of items from several
stores. The performance
event will include topics
such as fraction off,
percentage off, sales tax,
etc.
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General Objective # NO, 1, Performance Content
C
The student will compose 3.6 MA 1
and decompose numbers.
3. Specific Objectives:
The student will: MA, NO, 1, Interpret among the equivalent Students will take a free
1. make conversions among C, 8 representations of fractions, decimals and constructed response
fractions, decimals,and and percents, and make conversions. exam.
percents.
2. make conversions among MA, NO, 1, Re-introduce students to expanded Students will take a free
expanded notation, scientific C, 8 notation and exponential notation. Also, and constructed response
notation and standard form. engage the students in the actual exam.
multiplication of large and small
numbers and promote the discovery of
patterns to aid in the computation.
General Objective # NO, 1, Performance Content
D
The student will classify and 1.10 MA 5
describe numeric
relationships.
4. Specific Objectives:
The student will: MA, NO, 1, Analyze the rules of divisibility and Students will complete a
1. use factors and multiples D, 8 apply them in the evaluation of the selected response quiz.
to describe relationships LCM and GCF.
between and among numbers
including but not limited to MAP Released Items by Richard
LCM, GCF, and divisibility Powers
rules.
2. use factors and multiples MA, NO, 1, Using multiple methods, provide Students will complete a
to justify characteristics of D, 8 extensive examples of how to create the selected response quiz.
numbers including but not factorization using only prime numbers
limited to prime and after facilitating a conversation on the
composite numbers, and nature of prime and composite numbers.
prime factorization.
MAP Released Items by Richard
Powers
General Objective # NO,2,B Performance Content
The student will describe
effects of operations 3.4, 4.1 MA 1
5. Specific Objectives:
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The student will: MA, NO, 2, Using a variety of techniques such as Given problems with errors
1. describe the effects of B, 8 rules, money, temperature, etc., students the student will be expected
multiplication and division will calculate and analyze products and to find the error and
on integers. quotients. describe the effect the
wrong process had on the
solution.
General Objective # NO, 2, Performance Content
C
The student will apply 1.6, 1.10 MA 5
properties of operations.
6. Specific Objectives:
The student will: MA, NO, 2, Review the order of operations for Students will complete a
1. apply properties of C, 8 rational numbers, and design problems selected response quiz. The
operations to rational to solve including problems with quiz will contain problems
numbers, including order of inverse operations. including order of
operations and inverse operations and inverse
operations. Order of Operations by Richard Powers operations.
General Objective # NO, 2, Performance Content
D
The student will apply 1.6, 3.4
operations on real numbers. MA 5
7. Specific Objectives:
The student will: MA, NO, 2, Given a list of perfect squares and Via a selected response
1. apply the relationship D, 8 exam students will evaluate
square roots, the teacher will facilitate a
between squares and square discussion and provide examples of how squares and square roots of
roots to solve a problem. to approximate the values of nonperfect perfect squares and
squares. approximate the values of
square roots of non perfect
Squares, Square Root, Cubes , and Cube squares, and solve problems
Roots by Richard Powers involving them.
2. apply the relationship MA, NO, 2, Given a list of perfect cubes and cube Via a selected response
between cubes and cube D, 8 roots, the teacher will facilitate a exam students will evaluate
roots to solve a problem. discussion and provide examples of how cube and cube roots of
to approximate the values of nonperfect perfect squares and
squares. approximate the values of
cube roots of non-perfect
Squares, Square Root, Cubes , and Cube cubes, and solve problems
Roots by Richard Powers involving them.
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General Objective # NO, 3, Performance Content
C
The student will compute 1.10, 3.3 MA 1
problems.
8. Specific Objectives:
The student will: MA, NO, 3, Using manipulatives the students will Students will complete a
1. apply all operations on C, 8 discover the rules of operations on all selected response test over
rational numbers. rational numbers and make applications the applications of all
with this knowledge. operations on rational
numbers.
Adding Integers by Richard Powers
General Objective # NO, 3, Performance Content
D
The student will estimate and 3.3, 4.1
justify solutions. MA 1
9. Specific Objectives:
The student will: MA, NO, 3, Based on previously answered questions Given problems in a
D, 8 the students will be presented with selected response format
1. estimate the results of all estimation strategies that help them find students will determine the
operations on rational the reasonableness of an answer. solution through estimation.
numbers and percents.
2. justify the results of all MA, NO, 3, Based on estimates the students will Students will pick a
operations on rational D, 8 defend the estimates and provide three problem and its solution
numbers and percents. reasons. and defend the
reasonableness of the
solution.
General Objective #NO, 3, E Performance Content
The student will use
proportional reasoning. 3.3
MA 1
10. Specific Objectives:
The student will: MA, NO, 3, Facilitate a discussion on rates and Students will be able to
1. solve problems involving E,8 provide example of how to convert rates determine a rate based on a
rates into unit rates including unit pricing. table or graph, and use this
rate to calculate an amount.
2. solve problems involving MA, NO, 3, Assist students in measuring on a scale Using a variety of
proportions, such as scaling E,8 drawing and making conversions, as assessments (selected and
and finding equivalent ratios. well as using proportions to solve for a closed ended constructed
missing value. response), the students will
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solve problems using
proportions including but
not limited to scale
drawing.
General Objective # AR,1,B Performance Content
The student will create and
analyze patterns. 1.6, 3.6 MA 4
11. Specific Objectives:
The student will: MA, AR, 1, Teacher will model the use of patterns Students will design and
B, 8 and how to determine the next terms in justify pictorial and
1. generalize patterns a numerical pattern as well as graphical representations of
represented graphically using discovering the rule to determine the nth patterns including writing
words or symbolic rules, term. algebraic expressions or
including recursive notation. number sentences.
Patterns and Sequences by Richard
Powers
General Objective # AR, 1, Performance Content
C
The student will classify 1.6
objects and representations. MA 4
12. Specific Objectives:
The student will: MA, AR, 1, Given multiple representations of Students will compare and
1. compare and contrast C, 8 patterns students will analyze the contrast patterns based on
various forms of similarities and differences. data given in multiple
representations of patterns. formats such as tables,
graphs etc.
General Objective # AR, 1,D Performance Content
The student will identify and
compare functions. 1.6, 3.6 MA 4
13. Specific Objectives:
The student will: MA, AR, 1, Facilitate a discussion on the definition Using tables, graphs and
1. compare properties of D, 8 and characteristics of linear functions. equations, the student will
linear functions between or verify whether a linear
among tables, graphs, and function is represented. The
equations. student will also compare
intercepts, slopes, etc.
General Objective # AR, 2, Performance Content
A
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The student will represent 1.6, 3.1 MA 4
mathematical situations.
14. Specific Objectives:
The student will: MA, AR, 2, Analyze patterns represented in various The student will complete
1. use symbolic algebra to A, 8 forms, and discuss the development of a a constructed response quiz
represent and solve problems symbolic rule to find any term in the in which he/she will
that involve linear pattern. generate patterns and their
relationships including symbolic rule.
recursive relationships. Understanding and Writing Equations
by Richard Powers
MAP Released Items by Richard
Powers
General Objective # AR, 2,B Performance Content
The student will describe and 3.6 MA 4
use mathematical
manipulation.
15. Specific Objectives:
The student will: MA, AR, 2, Based on previously learned skills Students will complete an
1. generate equivalent forms B, 8 students will create and simplify linear exam in which they
for linear expressions. expressions by applying properties of simplify expressions and
operations and combining like terms. solve equations including
but not limited to changing
between slope intercept and
standard form
General Objective #AR, 3, A Performance Content
The student will use
mathematical models. 1.6, 3.6 MA 4
16. Specific Objectives:
The student will: MA, AR, 3, Teacher will model different ways to Students will choose
1. model and solve problems, A,8 represent and solve problems. another appropriate
using multiple representation of a problem
representations such as as well as solve, and
graphs, tables, equations or analyze the process,
inequalities. solution and graph of an
equation and inequality.
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General Objective #AR, 4, A Performance Content
The student will analyze
change. 1.6, 4.1 MA 2,
MA 4
17. Specific Objectives:
The student will: MA, AR, 4, Teacher will facilitate a discussion that Students will analyze the
1. analyze the nature of A,8 analyzes the nature of change in linear result of changes in slope
changes (including slope and relationships. and intercepts including
intercepts) in quantities in negative slope, and rate of
linear relationships. change.
General Objective #GSR, 1, Performance Content
A
1.6, 3.6 MA 2
The student will describe and
use geometric relationships.
18. Specific Objectives:
The student will: MA, GSR, 1, Using concept circles students will Students will take a series
1. describe, classify and A, 8 analyze triangles and their relationships. of selected and constructed
generate relationships Also students will solve problems by response questions.
between and among triangles writing and solving equations including
using their defining Pythagorean Theorem.
properties including Classifying Polygons by Richard
Pythagorean theorem. Powers
2. describe, classify and MA, GSR, 1, Using concept circles students will Students will take a series
generate relationships A, 8 analyze quadrilaterals and their of selected and constructed
between and among relationships. Also students will solve response questions.
quadrilaterals using their problems by writing and solving
defining properties. equations
Classifying Polygons by Richard
Powers
3. describe, classify and MA, GSR, 1, Using concept circles students will .Students will take a series
generate relationships A, 8 analyze polygons and their of selected and constructed
between and among relationships. Also students will solve response questions.
polygons using their defining problems by writing and solving
properties. equations
Classifying Polygons by Richard
Powers
4. describe, classify and MA, GSR, 1, Using concept circles students will Students will take a series
generate relationships A, 8 analyze 3-dimensional objects and their of selected and constructed
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between and among types of relationships. response questions
3-dimensional objects using
their defining properties Cross sections by Richard Powers
including a)Pythagorean
Theorem b) cross section of
a 3-dimensional object
results in what 2-
dimensional shape.
General Objective #GSR, 1, Performance Content
B
1.6, 3.6 MA 2
The student will apply
geometric relationships.
19. Specific Objectives:
The student will: MA, GSR, 1, Students will create, analyze and solve Students will take a series
1. apply relationships B, 8 problems using similar polygons of selected and constructed
between corresponding sides including solving for a missing side or response questions
and corresponding areas of angle.
similar polygons to solve
problems.
General Objective #GSR, 2, Performance Content
A
3.6 MA 2
The student will use
coordinate systems.
20. Specific Objectives:
The student will: MA, GSR, 2, Students will create similar triangles Students will participate in
1. use coordinate geometry A, 8 and put in vertices to make right a performance event in
to analyze properties of right triangles when given the hypotenuse. which they will graph the
triangles. Also students will calculate area. missing vertex to form a
right triangle, and solve for
The Coordinate System by Richard the missing side and/or
Powers perimeter and area.
2. use coordinate geometry MA, GSR, 2, Students will graph points and
to analyze properties of A, 8 determine which quadrilateral results.
quadrilaterals. Also students will discuss attributes and
calculate areas.
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Area and Perimeter of Rectangles by
Richard Powers
General Objective #GSR, 3, Performance Content
A
3.6 MA 2
The student will use
transformations on objects.
21. Specific Objectives:
The student will: MA, GSR, 3, Following teacher led discussion and Students will take a series
1. reposition shapes under A, 8 examples; students will complete of selected and constructed
formal transformations such guided and independent practice. response questions
as reflection, rotation, and Students will also analyze
translation. transformations and identify which has
occurred in an example.
Transformations by Richard Powers
General Objective #GSR, 3, Performance Content
B
3.6 MA 2
The student will use
transformations on functions.
22. Specific Objectives:
The student will: MA, GSR, 3, After completing dilations students will Students will take a series
1. describe the relationship B, 8 hypothesize about and evaluate the of selected and constructed
between the scale factor and areas based on scale factor including the response questions
the areas of the image using use of a table of values for linear, area,
a dilation and volume.
(stretching/shrinking).
Transformations by Richard Powers
General Objective #GSR, 3, Performance Content
C
1.6 MA 2
The student will use
symmetry.
23. Specific Objectives:
The student will: MA, GSR, 3, Students will determine if a regular Students will take a series
1. identify the number of C, 8 polygon has rotational symmetry and of selected and constructed
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rotational symmetries of describe the symmetry. response questions
regular polygons.
Rotational Symmetry by Richard
Powers
General Objective #GSR, 4, Performance Content
A
3.3 MA 2
The student will recognize
and draw 3-dimensional
representations.
24. Specific Objectives:
The student will: MA, GSR, 4, Students will compare an isometric Students will create an
1. create isometric drawings A, 8 drawing with a mat plan. isometric drawing from a
from a given mat plan. given mat plan.
Isometric Drawings and Mat Plans by
Richard Powers
General Objective #GSR, 4, Performance Content
B
3.1 MA 2
The student will draw and
use visual modes.
25. Specific Objectives:
The student will: MA, GSR, 4, Teacher will model the use of perimeter Students will manipulate
1. draw or use visual models B, 8 and area of complex polygons with shapes to create a new
to represent and solve manipulatives and discuss the shape or change perimeter
problems. similarities and differences. or area. Also students will
view a visual model and
pick the corresponding
result. (tent or cube)
General Objective #M, 1, B Performance Content
The student will identify 1.6 MA 2
equivalent measures.
26. Specific Objectives:
The student will: MA, M, 1, B, Students will convert within cubic units Students will take a quiz of
1. identify the equivalent 8 including but not limited to yd to ft and selected and constructed
volume of measures within a m to cm. response questions.
system of measurement (m ³
to cm ³)
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General Objective #M, 2, B Performance Content
The student will use angle 1.4, 3.2 MA 2
measurement.
27. Specific Objectives:
The student will: MA, M, 2, B, Based on discussion of reflex angles Students will perform
1. use tools to determine the 8 and prior knowledge of protractors, measurements of reflex
measure of reflex angles to students will measure angles that are angles.
the nearest degree. greater than 180 degrees
Angle Measure by Richard Powers
General Objective #M, 2, C Performance Content
The student will apply 3.4, 4.1 MA 2
geometric measurements.
28. Specific Objectives:
The student will: MA, M, 2, C, Teacher will demonstrate the use of Student will pick a three-
1. describe how to solve 8 formulas and how to evaluate them to dimensional object and
problems involving surface find surface area, volume, or any part of explain how to find surface
area and/or volume of a the formula including finding errors of area and volume.
rectangular or triangular computation.
prism, or cylinder.
Surface Area by Richard Powers
General Objective #M, 2, D Performance Content
The student will analyze 1.7, 3.8 MA 2
precision.
29. Specific Objectives:
The student will: MA, M, 2, D, Following a discussion on the precision Students will have to
1. analyze precision and 8 (rounding to the smallest place), the choose the most precise
accuracy in measurement students will determine the number of measurement and determine
situations and determine significant digits. the number of significant
number of significant digits. digits.
Using Significant Digits by Richard
Powers
General Objective #M, 2, E Performance Content
The student will use 1.6, 1.10 MA 2
relationships within a
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measurement system.
30. Specific Objectives:
The student will: MA, M, 2, E, Students will make conversion Students will take a quiz of
1. convert square or cubic 8 including but not limited to ft to yd selected and constructed
units to equivalent square or squared. response questions.
cubic units within the same
system of measurement.
General Objective #DP, 1, A Performance Content
The student will formulate 1.2 MA 3
questions.
31. Specific Objectives:
The student will: MA, DP, 1, Students will create and analyze a Teacher observation of
1. formulate questions, A, 8 survey and determine if it is biased or survey the student created
design studies, and collect not. and analyzed.(Social
data about a characteristic. Studies)
Displaying Data by Richard Powers
General Objective #DP, 1, C Performance Content
The student will represent 1.8, 3.6 MA 3
and interpret data.
32. Specific Objectives:
The student will: MA, DP, 1, C, Students will use provided data to Students will take an exam
1. select, create, and use 8 choose and create a representation of selected and constructed
appropriate graphical including but not limited to all types of response questions.
representation of data graphs, stem and leaf, histogram, Venn
(including scatter plots). diagram with which the students will
create 5 questions that can be answered
by using the representation.
Displaying Data by Richard Powers
General Objective #DP, 2, A Performance Content
The student will describe and 3.4 MA 3
analyze data.
33. Specific Objectives:
The student will: MA, DP, 2, Using appropriate data representations Students will take an exam
1. find, use and interpret A, 8 such as box and whisker, students will of selected and constructed
measures of center, outliers, find, use and interpret values including response questions.
and spread, including range mean without outliers, median, mode,
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and inter quartile range. spread, outliers, and most typical.
Displaying Data by Richard Powers
MAP Released Items by Richard
Powers
General Objective #DP, 2, B Performance Content
The student will compare 3.6 MA 3
data representations.
34. Specific Objectives:
The student will: MA, DP, 2, B, Determine the best choice for Given a set of data the
1. compare different 8 representing data and which students will choose and
representations of the same representation is misleading. construct an approprite
data and evaluate how well representation along with a
each representation shows Displaying Data by Richard Powers representation that is
important aspects of the data. misleading.
General Objective #DP, 3, A Performance Content
The student will develop and 3.5 MA 3
evaluate inferences.
35. Specific Objectives:
The student will: MA, DP, 3, Determine whether a correlation is Students will graph two sets
1. make conjectures about A, 8 positive, negative, or none. Also of data and determine the
possible relationships students will approximate a fitted line. correlation. If appropriate
between 2 characteristics of the students will put in a
a sample on the basis of Displaying Data by Richard Powers fitted line and make
scatter plots of the data and predictions.
approximate lines of fit.
General Objective #DP, 4, A Performance Content
The student will apply basic 3.5 MA 3
concepts of probability.
36. Specific Objectives:
The student will: MA, DP, 4, Students will describe how theoretical Students will take a quiz of
1. make conjectures (based A, 8 and experimental probability are selected and constructed
on theoretical probability) different as well as how they can work response questions.
about the results of together to help us find the solution to
experiments. problems. These problems range from
simple probability to dependent events
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to finding the probability of an
experiment based on theoretical
probability.
Experimental and Theoretical
Probability by Richard Powers
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