8th+Grade+State+Math+Indicators


 * || = Objectives on State Math Assessment = ||
 * Number || Indicators that begin with 1 ||
 * Algebra || Indicators that begin with 2 ||
 * Geometry || Indicators that begin with 3 ||
 * Data || Indicators that begin with 4 ||
 * Indicator || Description ||
 * 1.1.K5 || The student knows and explains what happens to the product or quotient when: a positive number is multiplied or divided by a rational number greater than zero and less that one; a positive number is multiplied or divided by a rational number greater than one; a nonzero real number is multiplied or divided by zero. ||
 * 1.2.A1a || The student generates and/or solves real-world problems with rational numbers using the concepts of these properties to explain reasoning: commutative, associative, distributive, and substitution. (We need to place trim around the outside edges of a bulletin board with dimensions of 3 ft by 5 ft. Explain two methods of solving this problem, and why the answers are equivalent.) ||
 * 1.2.A1b || The student generates and/or solves real-world problems with rational numbers using the concepts of these properties to explain reasoning: identity and inverse properties of addition and multiplication. ||
 * 1.2.K2 || The student identifies all the subsets of the real number system (natural/counting, whole, integers, rational, irrational) to which a given number belongs. (Irrational numbers not tested.) ||
 * 1.4.A1a || The student generates and/or solves one- and two-step real world problems using computational procedures and mathematical concepts: rational numbers (figure the height of a triangular garden with a base of 12.5 feet and an area of 400 sq. ft.). ||
 * 1.4.A1b || The student generates and/or solves one- and two-step real world problems using computational procedures and mathematical concepts: the irrational number pi for area and circumference. ||
 * 1.4.A1c || The student generates and/or solves one- and two-step real world problems using computational procedures and mathematical concepts: applications of percents (sales tax or discounts). ||
 * 1.4.K2b || The student performs and explains these computational procedures with rational numbers: order of operations ||
 * 1.4K2a || The student performs and explains these computational procedures with rational numbers: addition, subtraction, multiplication, and division of integers. ||
 * 2.2.A1a || The student represents real-world problems using variables, symbols, expressions, one- and two-step equations with rational number coefficients and constants. ||
 * 2.2.K3a || The student solves one- and two-step linear equations in one variable with rational number coefficients and constants intuitively and/or analytically. ||
 * 2.3.A3 || The student translates between the numerical, tabular, graphical, and symbolic representations of linear relationships with integer coefficients and constants. A fish tank is being filled with water with a 2-liter bottle. There are already 5 liters of water in the fish tank. Show how full the tank is as you empty 2-liter bottles of water into it. ||
 * 2.4.A2 || The student determines if a given graphical, algebraic, or geometric model is an accurate representation of a given real-world situation. ||
 * 3.1.A1a || The student solves real-world problems by using the properties of corresponding parts of similar and congruent figures (scale drawings, map reading, proportions, or indirect measurement). ||
 * 3.1.K6a || The student uses the Pythagorean Theorem to determine if a triangle is a right triangle. ||
 * 3.1.K6b || The student uses the Pythagorean Theorem to figure a missing side of a right triangle where the lengths of all three sides are whole numbers. ||
 * 3.4.K1a || The student uses the coordinate plane to list several ordered pairs on the graph of a line and figure the slope of the line. ||
 * 3.4.K1b || The student uses the coordinate plane to recognize that ordered pairs that lie on the graph of an equation are solutions to that equation. ||
 * 3.4.K1c || The student uses the coordinate plane to recognize that points that do not lie on the graph of an equation are not solutions to that equation. ||
 * 3.4.K1d || The student uses the coordinate plane to determine the length of a side of a figure drawn on a coordinate plane with vertices having the same x- or y-coordinates. ||
 * 4.1.A4a || The student makes predictions based on the theoretical probability of a simple event in an experiment or simulation. ||
 * 4.1.K3 || The student finds the probability of a compound event composed of two independent events in an experiment, simulation, or situation. (What is the probability of getting two heads if you toss a dime and a quarter?) ||
 * 4.2.K3 || The student determines and explains the measures of central tendency (mode, median, mean) for a rational number data set. ||