Standards

By the end of grade eight, students will understand various numerical representations, including square roots, exponents and scientific notation; use and apply geometric properties of plane figures, including congruence and the Pythagorean theorem; use symbolic algebra to represent situations and solve problems, especially those that involve linear relationships; solve linear equations, systems of linear equations and inequalities; use equations, tables and graphs to analyze and interpret linear functions; use and understand set theory and simple counting techniques; determine the theoretical probability of simple events; and make inferences from statistical data, particularly data that can be modeled by linear functions.

Instruction and assessment should include the appropriate use of manipulatives and technology. Topics should be represented in multiple ways, such as concrete/pictorial, verbal/written, numeric/data-based, graphical, and symbolic. Concepts should be introduced and used, where appropriate, in the context of realistic phenomena.

Students will understand the numeric and geometric meaning of square root, apply

properties of integer exponents and use scientific notation.

a. Find square roots of perfect squares.

b. Recognize the (positive) square root of a number as a length of a side of a

square with a given area.

c. Recognize square roots as points and as lengths on a number line.

d. Understand that the square root of 0 is 0 and that every positive number has

two square roots that are opposite in sign.

e. Recognize and use the radical symbol to denote the positive square root of a

positive number.

f. Estimate square roots of positive numbers.

g. Simplify, add, subtract, multiply, and divide expressions containing square

roots.

h. Distinguish between rational and irrational numbers.

i. Simplify expressions containing integer exponents.

j. Express and use numbers in scientific notation.

k.Use appropriate technologies to solve problems involving square roots,

exponents, and scientific notation.

Students will use and apply geometric properties of plane figures, including congruence and the Pythagorean theorem.

a. Investigate characteristics of parallel and perpendicular lines both algebraically

and geometrically.

b. Apply properties of angle pairs formed by parallel lines cut by a transversal.

c. Understand the properties of the ratio of segments of parallel lines cut by one

or more transversals.

d. Understand the meaning of congruence: that all corresponding angles are

congruent and all corresponding sides are congruent.

a. Apply properties of right triangles, including the Pythagorean theorem.

b. Recognize and interpret the Pythagorean theorem as a statement about areas of

squares on the sides of a right triangle.

Students will use linear algebra to represent, analyze and solve problems. They will use equations, tables, and graphs to investigate linear relations and functions, paying particular attention to slope as a rate of change.

a. Represent a given situation using algebraic expressions or equations in one

variable.

b. Simplify and evaluate algebraic expressions.

c. Solve algebraic equations in one variable, including equations involving

absolute values.

e. Interpret solutions in problem contexts.

a. Represent a given situation using an inequality in one variable.

b. Use the properties of inequality to solve inequalities.

c. Graph the solution of an inequality on a number line.

d. Interpret solutions in problem contexts.

a. Recognize a relation as a correspondence between varying quantities.

b. Recognize a function as a correspondence between inputs and outputs where

the output for each input must be unique.

c. Distinguish between relations that are functions and those that are not

functions.

d. Recognize functions in a variety of representations and a variety of contexts.

e. Use tables to describe sequences recursively and with a formula in closed

form.

f. Understand and recognize arithmetic sequences as linear functions with whole

number input values.

g. Interpret the constant difference in an arithmetic sequence as the slope of the

associated linear function.

h. Identify relations and functions as linear or nonlinear.

i. Translate among verbal, tabular, graphic, and algebraic representations of

functions.

a. Interpret slope as a rate of change.

e. Graph the solution set of a linear inequality, identifying whether the solution set is an

open or a closed half-plane.

f. Determine the equation of a line given a graph, numerical information that defines the

line or a context involving a linear relationship.

g. Solve problems involving linear relationships.

a. Given a problem context, write an appropriate system of linear equations or

inequalities.

b. Solve systems of equations graphically and algebraically, using technology as

appropriate.

c. Graph the solution set of a system of linear inequalities in two variables.

d. Interpret solutions in problem contexts.

Students will use and understand set theory and simple counting techniques; determine the theoretical probability of simple events; and make inferences from data, particularly data that can be modeled by linear functions.

a. Demonstrate relationships among sets through use of Venn diagrams.

b. Determine subsets, complements, intersection, and union of sets.

c. Use set notation to denote elements of a set.

a. Use tree diagrams to find the number of outcomes.

b. Apply the addition and multiplication principles of counting.

a. Find the probability of simple independent events.

b. Find the probability of compound independent events.

a. Gather data that can be modeled with a linear function.

b. Estimate and determine a line of best fit from a scatter plot.

The following process standards are essential to mastering each of the mathematics

content standards. They emphasize critical dimensions of the mathematical proficiency that all students need.

a. Build new mathematical knowledge through problem solving.

b. Solve problems that arise in mathematics and in other contexts.

c. Apply and adapt a variety of appropriate strategies to solve problems.

d. Monitor and reflect on the process of mathematical problem solving.

a. Recognize reasoning and proof as fundamental aspects of mathematics.

b. Make and investigate mathematical conjectures.

c. Develop and evaluate mathematical arguments and proofs.

d. Select and use various types of reasoning and methods of proof.

a. Organize and consolidate their mathematical thinking through communication.

b. Communicate their mathematical thinking coherently and clearly to peers,

teachers, and others.

c. Analyze and evaluate the mathematical thinking and strategies of others.

d. Use the language of mathematics to express mathematical ideas precisely.

square root, radical, √, rational, irrational, exponent, additive inverse, multiplicative inverse, scientific notation, significant digits, inequality, sequence, arithmetic sequence, recursive, linear function, function, relation, rate of change, slope, intercept, linear equation, linear inequality, like terms, system of linear equations, transversal, vertical angles, complementary angles, supplementary angles, alternate interior angles, alternate exterior angles, corresponding angles, Pythagorean theorem, legs, hypotenuse, set, {}, element, ∈, subset, ⊂, complement of a set, intersection, ∩, union, ∪, Venn diagram, tree diagram, multiplication principle, addition principle, line of best fit

a. Recognize and use connections among mathematical ideas.

b. Understand how mathematical ideas interconnect and build on one another to

produce a coherent whole.

c. Recognize and apply mathematics in contexts outside of mathematics.

a. Create and use representations to organize, record, and communicate

mathematical ideas.

b. Select, apply, and translate among mathematical representations to solve

problems.

c. Use representations to model and interpret physical, social, and mathematical

phenomena.

After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context.

Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects.

Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the

Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning.

a. Reading in all curriculum areas

•Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas

•Read both informational and fictional texts in a variety of genres and modes of discourse

•Read technical texts related to various subject areas

b. Discussing books

•Discuss messages and themes from books in all subject areas.

•Respond to a variety of texts in multiple modes of discourse.

•Relate messages and themes from one subject area to messages and themes in another area.

•Evaluate the merit of texts in every subject discipline.

•Examine author’s purpose in writing.

•Recognize the features of disciplinary texts.

c. Building vocabulary knowledge

•Demonstrate an understanding of contextual vocabulary in various subjects.

•Use content vocabulary in writing and speaking.

•Explore understanding of new words found in subject area texts.

d. Establishing context.

•Explore life experiences related to subject area content.

•Discuss in both writing and speaking how certain words are subject area related.

•Determine strategies for finding content and contextual meaning for unknown words.

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

7/13/2006