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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - IN: Grade 8 |
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Linear Inequalities: Solve/Simple
The learner will be able to
obtain solutions to simple linear inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Inequalities |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
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Order of Operations: Apply/Powers
The learner will be able to
apply the order of operations to determine the values of algebraic expressions containing powers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.4 |
Classroom
|
|
Linear Equations: Solve
The learner will be able to
obtain solutions to simple linear equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
|
Expressions: Evaluate
The learner will be able to
evaluate expressions containing integer powers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
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Expressions: Interpret
The learner will be able to
interpret expressions containing integer powers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
|
Radicals: Apply/Roots
The learner will be able to
apply roots.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Radicals |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
Classroom
|
|
Exponents: Comprehension
The learner will be able to
comprehend negative integer exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.4 |
Classroom
|
|
Exponents: Roots
The learner will be able to
understand exponents and roots.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
Classroom
|
|
Exponents: Evaluate
The learner will be able to
evaluate negative integer exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.4 |
Classroom
|
|
Exponents: Use/Laws of Exponents
The learner will be able to
use the laws of exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
Classroom
|
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Exponents: Law of Exponents
The learner will be able to
apply the laws of exponents for integer exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.5 |
Classroom
|
|
Algebraic Concepts: Investigations
The learner will be able to
develop investigations of algebraic concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.13 week tested: 4. |
Classroom
|
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Algebraic Processes: Investigations
The learner will be able to
develop investigations of algebraic processes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.13 week tested: 4. |
Classroom
|
|
Rates: Understand
The learner will be able to
comprehend the concept of rate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rates |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
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Rate: Demonstrate Understanding
The learner will be able to
illustrate an understanding of rate being a measure of one quantity per unit value of another.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rates |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.7 |
Classroom
|
|
Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.10 |
Classroom
|
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Scatterplots: Representing Data
The learner will be able to
use a scatterplot to represent two-variable data on the coordinate plane and explain the manner in which the data points are distributed, if the pattern appears to be linear, draw a line that appears to best fit the data, and write the equation of that line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scatterplots |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.5 |
Classroom
|
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Fractions: Understand
The learner will be able to
reinforce their understanding of fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.5 week tested: 4. |
Classroom
|
|
Quadratic Functions: Illustrate
The learner will be able to
illustrate simple quadratic functions using oral descriptions, tables, graphs, and formulas and translate among these illustrations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value/Quadratic Functions |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.9 |
Classroom
|
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Graphing: Functions
The learner will be able to
make graphs of functions in the form y = nx^2 and y = nx^3 and explain the likenesses and differences in the graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing Functions |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.10 |
Classroom
|
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Functions: Graph
The learner will be able to
create graphs of functions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing Functions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
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Graphing: Linear Functions
The learner will be able to
graph linear functions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing Functions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
Classroom
|
|
Functions: Recognize/Linear
The learner will be able to
recognize linear functions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Functions |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
Classroom
|
|
Functions: Interpret
The learner will be able to
interpret functions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Functions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
|
Figures: Construct/Understanding
The learner will be able to
deepen their understanding of two- and three-dimensional figures and properties by constructing figures that meet given criteria and by identifying characteristics of figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
Classroom
|
|
Geometric Concepts: Understand
The learner will be able to
deepen their understanding of two- and three-dimensional figures by using geometric concepts to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 4 |
Classroom
|
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Geometry Terms: Develop/Use
The learner will be able to
develop a comprehension of geometric terms and ideas and use those ideas in problem solving activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Vocabulary |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.8 week tested: 4. |
Classroom
|
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Constructions: Geometric/Perform
The learner will be able to
perform basic geometric constructions (copy line and angle, bisect line segments and angles, perpendicular lines and parallel lines).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
Classroom
|
|
Pythagorean Theorem: Apply
The learner will be able to
apply the Pythagorean Theorem and its converse to obtain solutions to problems in two and three dimensions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pythagorean Theorem |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.5 |
Classroom
|
|
Transformations: Draw/Dilation
The learner will be able to
draw examples of the dilation of shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
Classroom
|
|
Translation: Draw/Example
The learner will be able to
draw examples of a slide.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Translations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
Classroom
|
|
Inductive Reasoning: Conjecture
The learner will be able to
apply techniques of inductive reasoning to formulate a conjecture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
Classroom
|
|
Inductive Reasoning: Conjecture
The learner will be able to
apply techniques of inductive reasoning to test conjectures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.5 |
Classroom
|
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Reflection: Draw/Examples
The learner will be able to
draw examples of a flip.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reflections |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
Classroom
|
|
Rotation: Draw/Examples
The learner will be able to
draw examples of a turn.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rotations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.4 |
Classroom
|
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Constructions: Explain/Procedures
The learner will be able to
explain the procedures for basic geometric constructions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
Classroom
|
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Constructions: Procedures/Justify
The learner will be able to
make justifications for the procedures for basic geometric constructions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.2 |
Classroom
|
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Properties: Recognize
The learner will be able to
recognize the basic properties of geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.1 |
Classroom
|
|
Properties: Identify/Three-Dimensional
The learner will be able to
identify the properties of three-dimensional figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.3 |
Classroom
|
|
Properties: Explain
The learner will be able to
explain the basic properties of geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.1 |
Classroom
|
|
Combine Figures: Explain/Intersection
The learner will be able to
explain the intersection of two or more geometric figures in a plane or in space.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Combine/Partition/Transform |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.4.3 |
Classroom
|
|
Integers: Interpret/Integer Powers
The learner will be able to
interpret positive integer powers as being repeated multiplication and negative integer powers as being repeated division or multiplication by the multiplicative inverse.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.3 |
Classroom
|
|
Integers: Understand
The learner will be able to
conceptually understand integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.5 week tested: 4. |
Classroom
|
|
Reasoning: Develop/Abilities
The learner will be able to
develop reasoning abilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.3 week tested: 4. |
Classroom
|
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Reasoning: Approach Problems
The learner will be able to
decide about the manner in which to approach a given problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
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Mathematics as Communication
The learner will be able to
state solutions clearly and logically using suitable mathematical vocabulary and notation, and support solutions with verbal and symbolic evidence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.6 |
Classroom
|
|
Conjecture: Create/Justify
The learner will be able to
create and justify conjectures based on a general description of the mathematical question or problem that was posed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conjecture/Argument |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.2 |
Classroom
|
|
Relationships: Comprehend
The learner will be able to
comprehend the relationship among tables, equations, oral expressions, and graphs of linear functions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.8 |
Classroom
|
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Reasoning: Apply/Problem Solving
The learner will be able to
apply developed reasoning skills to activities in problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.3 week tested: 4. |
Classroom
|
|
Communication: Ideas/Problems
The learner will be able to
communicate their ideas about how to approach problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
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Mathematics as Communication: Practice
The learner will be able to
practice effective communication using the vocabulary of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.2 week tested: 4. |
Classroom
|
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Mathematics as Communication: Develop
The learner will be able to
develop effective communication using the vocabulary of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.2 week tested: 4. |
Classroom
|
|
Units: Apply/Metric/Customary
The learner will be able to
develop measurement abilities by applying customary and/or metric units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.9 week tested: 4. |
Classroom
|
|
Area: Approximate/Calculate
The learner will be able to
approximate and calculate the area of more complex or irregular two- and three-dimensional shapes by dividing them into more basic geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
Classroom
|
|
Perimeter/Area/Volume: Scale Change
The learner will be able to
explore the manner in which perimeter, area, and volume are altered when the measurement scale is changed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
Classroom
|
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Perimeter/Area/Volume: Calculate
The learner will be able to
calculate the perimeter, area, and volume of geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
Classroom
|
|
Volume: Approximate/Calculate
The learner will be able to
approximate and calculate the volume of irregular two- and three-dimensional shapes by dividing them into more basic geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.5 |
Classroom
|
|
Conversion: Same System
The learner will be able to
perform conversions of common measurements for length, area, volume, capacity, weight and time from one measure to another equivalent measure within the same system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Converting |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.1 |
Classroom
|
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Problem Solving: Rates
The learner will be able to
obtain solutions to problems by applying rates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
Classroom
|
|
Problem Solving: Proportions
The learner will be able to
obtain problem solutions by applying proportions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
Classroom
|
|
Problem Solving: Rates
The learner will be able to
obtain solutions to simple problems involving rates and other derived measures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.2 |
Classroom
|
|
Scale Factors: Problem Solve
The learner will be able to
solve problems using scale factors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scale Drawings |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
Classroom
|
|
Formula: Surface Area/Volume
The learner will be able to
apply formulas for the surface area and volume of basic three-dimensional figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
Classroom
|
|
Formula: Perimeter/Area
The learner will be able to
frequently apply the formulas for perimeter and area of basic two-dimensional shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.4 |
Classroom
|
|
Converting: Units
The learner will be able to
perform unit conversions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Converting |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 5 |
Classroom
|
|
Ratio/Proportion/Percent: Problem Solve
The learner will be able to
develop a comprehension of ratios, proportions, and percents and their applications in problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.12 week tested: 4. |
Classroom
|
|
Place Value: Comprehend/Whole Numbers
The learner will be able to
reinforce their comprehension of place value for whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.4 week tested: 4. |
Classroom
|
|
Place Value: Comprehend/Decimals
The learner will be able to
reinforce their comprehension of place value for decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.4 week tested: 4. |
Classroom
|
|
Ratio/Proportion: Apply/Problem Solve
The learner will be able to
apply ratio and proportion to obtain solutions to problems involving scale factors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
Classroom
|
|
Ratio: Problem Solving
The learner will be able to
use the concept of ratio in problem solving scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
Classroom
|
|
Ratio/Proportion: Area/Volume
The learner will be able to
use ratio and proportion to solve problems involving area and volume.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.5.3 |
Classroom
|
|
Square Roots: Estimate/Value
The learner will be able to
estimate the value of a given square root.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Roots/Radicals |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.7 |
Classroom
|
|
Square Roots: Determine
The learner will be able to
determine square roots.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Roots/Radicals |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.7 |
Classroom
|
|
Square Root: Apply/Inverse Relationship
The learner will be able to
apply the inverse relationship that exists between squaring and determining the square root of a perfect square integer.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Roots/Radicals |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.6 |
Classroom
|
|
Scientific Notation: Read/Decimals
The learner will be able to
read a decimal number written in scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
Classroom
|
|
Scientific Notation: Write/Decimal
The learner will be able to
write any decimal number in scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
Classroom
|
|
Scientific Notation: Solve/Decimals
The learner will be able to
obtain solutions to problems involving decimal numbers written in scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
Classroom
|
|
Scientific Notation: Compare/Decimals
The learner will be able to
compare decimal numbers written in scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.1 |
Classroom
|
|
Estimate/Problems: Increase Ability
The learner will be able to
increase their ability to estimate using whole numbers, fractions, and decimals as they apply to measurement, geometry, and solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.7 week tested: 4. |
Classroom
|
|
Estimation Strategies: Apply
The learner will be able to
decide whether solutions to computations on a calculator are reasonable using estimation strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation Strategies |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.3 |
Classroom
|
|
Mental Math: Use/Decimals
The learner will be able to
use mental math to calculate with decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
Classroom
|
|
Mental Math: Use/Fractions
The learner will be able to
use mental math to calculate with basic fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
Classroom
|
|
Mental Math: Use/Powers
The learner will be able to
use mental math to calculate with powers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
Classroom
|
|
Number Sense: Percent/Comprehend
The learner will be able to
comprehend percentage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.5 week tested: 4. |
Classroom
|
|
Problem Solving: Percents
The learner will be able to
obtain solutions to problems involving percents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
Classroom
|
|
Percent: Mental Math
The learner will be able to
calculate percents using mental math.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calculate Percentages |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.4 |
Classroom
|
|
|
Perspective/Role in Society
|
|
|
Interest: Compute/Simple
The learner will be able to
compute simple interest.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Loans/Credit |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.2 |
Classroom
|
|
Interest: Compute/Compound
The learner will be able to
compute compound interest.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Loans/Credit |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.2 |
Classroom
|
|
Probability: Determine/Predict
The learner will be able to
determine the probabilities of events and predict outcomes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Average/Median/Mode/Range |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 6 |
Classroom
|
|
Probability: Comprehend/Predict
The learner will be able to
develop a comprehension of the basic concepts of probability and the skills to use these concepts in making appropriate predictions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.11 week tested: 4. |
Classroom
|
|
Sampling: Recognize/Strategies
The learner will be able to
recognize various strategies for choosing samples, analyzing the strengths and weaknesses of each strategy, and the potential bias in a sample or display.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sampling |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.2 |
Classroom
|
|
Statistics: Recognize
The learner will be able to
recognize claims based on statistical data and, in simple instances, evaluate whether the claims are reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Statistics |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
Classroom
|
|
Data Analysis: Gather/Organize/Analyze
The learner will be able to
gather, organize, analyze, and interpret data using fundamental analysis procedures and articulate suitable conclusions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.10 week tested: 4. |
Classroom
|
|
Data Analysis: Understanding
The learner will be able to
know the meaning of, as well as calculate or identify the minimum, lower quartile, median, upper quartile, the interquartile range, and the maximum of a set of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.3 |
Classroom
|
|
Data Management: Data Sets
The learner will be able to
gather, organize, illustrate and interpret relationships in sets of data that have at least one variable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Management |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 6 |
Classroom
|
|
Graphing: Use/Check
The learner will be able to
use graphing to approximate answers and check the approximations with analytic approaches.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.9 |
Classroom
|
|
Data Display: Study/Interpret/Illustrate
The learner will be able to
study, interpret, and illustrate one- and two-variable data in suitable bar, line and circle graphs, stem-and-leaf plots and box-and-whisker plots, and describe with types of display are suitable for different data sets.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Display |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.4 |
Classroom
|
|
Probability: Equally Likely
The learner will be able to
understand the meaning of an event being equally likely.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.6 |
Classroom
|
|
Outcomes: Recognize/Equally Likely
The learner will be able to
recognize equally likely events.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Outcomes |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.6 |
Classroom
|
|
Permutations: Determine
The learner will be able to
determine the number of ways several objects may be arranged through the use of the Basic Counting Principle or a diagram.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Permutations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.7 |
Classroom
|
|
Experiments: Develop/Explore/Claim
The learner will be able to
develop a study to explore a claim.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 8, 8.6.1 |
Classroom
|
|
Solution: Determine/Communicate
The learner will be able to
determine and communicate answers to problems using strategies, skills, and ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
|
Strategies: Break Up Problem
The learner will be able to
figure out when and how to break up a problem into less difficult components.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.3 |
Classroom
|
|
Strategies: Mathematical Language
The learner will be able to
create methods for obtaining problem solutions by changing data into mathematical language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.1 week tested: 4. |
Classroom
|
|
Strategies: Solve/Similar
The learner will be able to
express the strategy for determining the solution to a problem and illustrate a conceptual understanding of the strategy by obtaining solutions to similar problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.12 |
Classroom
|
|
Analyzing Problems: Relationships
The learner will be able to
analyze problems by recognizing relationships, differentiating between relevant and irrelevant information, recognizing missing information, sequencing and prioritizing information, and observing patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.1 |
Classroom
|
|
Problem: Generalizations
The learner will be able to
progress past a given problem through generalizations to other situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
|
Evaluating Solutions: Completeness
The learner will be able to
determine when an answer is complete.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
|
Solutions: Exact or Approximate
The learner will be able to
identify the advantages of exact and approximate answers to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
Classroom
|
|
Solutions: Degree of Accuracy
The learner will be able to
present solutions to a specified degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.7 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.10 |
Classroom
|
|
Solution: Reasonableness
The learner will be able to
determine the reasonableness of results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 7 |
Classroom
|
|
Solutions: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution within the context of the original problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.11 |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply strategies and/or results obtained from simpler problems to those that are more complex.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.4 |
Classroom
|
|
|
Rational and Irrational Numbers
|
|
|
Rational Numbers: Estimate/Strategies
The learner will be able to
apply strategies in the estimation of results of calculations with rational numbers of various forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.8 |
Classroom
|
|
Irrational Numbers
The learner will be able to
comprehend the idea of irrational numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrational Numbers |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.5 week tested: 4. |
Classroom
|
|
Irrational Numbers: Comprehend
The learner will be able to
comprehend that all irrational numbers are non-repeating decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
Classroom
|
|
Irrational Number: Comprehend/Properties
The learner will be able to
comprehend the properties of irrational numbers that are expressed in different forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
Classroom
|
|
Rational Numbers: Comprehend
The learner will be able to
comprehend that all rational numbers are either terminating or repeating decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.2 |
Classroom
|
|
Rational Numbers: Comprehend/Calculation
The learner will be able to
comprehend that calculations with an irrational number and a rational number (other than zero) will generate an irrational number.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, 8.1.3 |
Classroom
|
|
Rational Numbers: Comprehend/Properties
The learner will be able to
comprehend the properties of rational numbers that are expressed in different forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 1 |
Classroom
|
|
Rational Numbers: Multi-Step Problems
The learner will be able to
perform the basic operations with rational number in multi-step problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.2.1 |
Classroom
|
|
Rational Numbers: Choose/Strategies
The learner will be able to
choose strategies for the estimation of results of calculations with rational numbers of various forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.7.8 |
Classroom
|
|
Rational Numbers: Compute
The learner will be able to
perform computations with rational numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 2 |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
|
|
Linear Equation: Solve
The learner will be able to
obtain solutions to systems of two linear equations using substitution and determine approximate solutions graphically.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.2 |
Classroom
|
|
Real Numbers: Computational Proficiency
The learner will be able to
acquire an increased degree of computational performance with all types of real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 8, 8.6 week tested: 4. |
Classroom
|
|
Linear Equations/Inequalities: Create
The learner will be able to
create and obtain solutions to linear equations and inequalities in one variable, interpret the result(s) in their context, and confirm the reasonableness of the results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations/Inequalities |
|
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.1 |
Classroom
|
|
Slope: Recognize/Positive and Negative
The learner will be able to
recognize lines with positive and negative slope.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slope |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.5 |
Classroom
|
|
Slope: Understand/Concept
The learner will be able to
understand the concept of slope.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slope |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 8, Standard 3 |
Classroom
|
|
Slope: Linear Function
The learner will be able to
determine the slope of a linear function when given the equation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slope |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.6 |
Classroom
|
|
Linear Equations: Slope/Point
The learner will be able to
determine the equation of a line given the slope and a point on the line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
Application |
Master |
IN: Academic Standards, 2000, Grade 8, 8.3.6 |
Classroom
|
|
|
