Refer to instructional timelines when planning units of instruction.
See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.
ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.
STAAR Standard Key: Blue= STAAR Readiness Standard
Yellow= STAAR Supporting Standard
Bold= Highest Stakes TEKS (greatest need)
Italics= High Stakes TEKS
Process Standards: (8.1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas;
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Unit 1: Expressions and the Number System (10 days)
Rational and Irrational Numbers, Set of Real Numbers, Ordering Real Numbers, Scientific Notation with a Positive Base of 10, Scientific Notation with a Negative Base of 10
Unit 2: Solving and Writing Linear Equations and Inequalities (10 days)
Equations with the variable on Both Sides, Equations with Rational Numbers, Inequalities with Variable on Both Sides, Inequalities with Rational Numbers, Writing Linear Equations and Inequalities from situations and graphs and tables
Unit 3: Angle Relationships in Parallel Lines and Triangles (4 days)
Parallel Lines Cut by a Transversal, Angle Theorems for Triangles
Unit 4: Pythagorean Theorem (4 days)
The Pythagorean Theorem, The Converse of the Pythagorean Theorem, Distance Between Two Points
Unit 5: Similarity and Dilations (6 days)
Angle-Angle Similarity, Properties of Dilations, Algebraic Representations of Dilations, Dilations and Measurement
8.2A(S) extend previous knowledge of sets and subsets using a visual representation to describe relationships to describe relationships between sets of real numbers.
8.2B(S) approximate the value of an irrational number, including and square roots of numbers less than 225, and locate the rational number approximation on a number line.
8.2C(R) convert between standard notation and scientific notation.
8.2D(S) order a set of real numbers arising from mathematical and real-world contexts.
8.8A(S) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants.
8.8B(S) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants.
8.8C(R) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants.
8.8D(S) use informal arguments to establish facts about the angle sum and exterior angle of triangles and the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
8.6C(S) use models and diagrams to explain the Pythagorean Theorem.
8.7C(R) use the Pythagorean Theorem and its converse to solve problems.
8.7D(S) determine the distance between two points on a coordinate plane using the Pythagorean Theorem.
8.3A(S) generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation.
8.3B(S) compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane.
8.3C(R) use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.
8.10D(S) model the effect on linear and area measurements of dilated two-dimensional shapes.
Unit 6: Transformations and Congruence(8 days)
Properties of Translations, Properties of Reflections, Properties of Rotations, Algebraic Representation of Transformations
Unit 7: Algebraic Connections to Slope(8 days)
Rate of Change and Slope, Interpreting the Unit Rate as Slope, Direct Variation
Unit 8: Proportional and Non-Proportional Relationships and Functions (10 days)
Representing Proportional Relationships, Representing Linear Non-Proportional Relationships, Determining Slope and y-intercept, Graphing Linear Non-proportional Relationships using Slope and y-intercept
Unit 9: Surface Area and Volume (10 days)
Surface Area of Prisms, Surface Area of Cylinders, Volume of Cylinders, Volume of Cones, Volume of Spheres
8.10A(S) generalize the properties of orientations and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane.
8.10B(S) differentiate between transformations that preserve congruence and those that do not.
8.10C(R) explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90?, 180?, 270?, and 360? as applied to two-dimensional shapes on a coordinate plane using an algebraic representation.
8.4B(R) graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship.
8.4C(R) use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.
8.4A(S) use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1)/(x2 – x1), is the same for any two points (x, y) and (x, y) on the same line.
8.5G(R) identify functions using sets of ordered pairs, tables, mappings, and graphs.
8.5A(S) represent linear proportional situations with tables, graphs, and equations in the form of y = kx.
8.5E(S) solve problems involving direct variation.
8.5B(S) represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0.
8.5F(S) distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b.
8.5H(S) identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems.
8.5I(R) write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.
8.9A(S) identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations.
8.7B(R) use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders.
8.6A(S) describe the volume formula V = Bh of a cylinder in terms of its base area and its height.
8.6B(S) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas
8.7A(R) solve problems involving the volume of cylinders, cones, and spheres