Nova Scotia Curriculum Companion Sections 5.8A and 5.8B replace section 5.8 in the Student Text. The Curriculum Companion is available on the Mathematics 7 - 9 Learning Commons under Math Makes Sense Core Resources.
Mathematics 8 Pacing Guide - This pacing guide replaces the previous yearly plan. It has been updated to remove non-foundational outcomes and provide flexibility for responsive instruction.
Mathematics Progression: Grades 6 - 9
Desmos Activities: Collection for Math 8 and Collection for Math 8 French Immersion
National Library of Virtual Manipulatives - Virtual Manipulatives sorted by Topic (Number and Operations, Algebra, Geometry, Measurement, Data Analysis & Probability) and grade level (Note: Resource is American, so topics may not align directly with Nova Scotia Curriculum).
N03 Students will be expected to demonstrate an understanding of and solve problems involving percents greater than or equal to 0%. [CN, ME, PS, R, V]
Performance Indicators
N03.01 Provide contexts where a percent may be between 0% and 1%, between 1% and 100%, and more than 100%.
N03.02 Represent a given fractional percent using concrete materials and pictorial representations.
N03.03 Represent a given percent greater than 100% using concrete materials and pictorial representations.
N03.04 Determine the percent represented by a given shaded region on a grid, and record it in decimal, fraction, and percent form.
N03.05 Express a given percent in decimal or fraction form.
N03.06 Express a given decimal in percent or fraction form.
N03.07 Express a given fraction in decimal or percent form.
N03.08 Solve a given problem involving percents mentally, with pencil and paper, or with technology, as appropriate.
N03.09 Solve a given problem that involves finding the percent of a percent.
N04 Students will be expected to demonstrate an understanding of ratio and rate. [C, CN, V]
Performance Indicators
N04.01 Explain the multiplicative relationship found within a ratio.
N04.02 Represent a two-term ratio from a given context concretely and pictorially and record using the forms 3:5 or 3 to 5.
N04.03 Express a three-term ratio from a given context in the forms 4:7:3 or 4 to 7 to 3.
N04.04 Express a part-to-part ratio as a part-to-whole fraction.
N04.05 Identify and describe ratios and rates (including unit rates) from real-life examples and record them symbolically.
N04.06 Express a given rate using words or symbols.
N04.07 Express a given ratio as a percent, and explain why a rate cannot be represented as a percent.
N05 Students will be expected to solve problems that involve rates, ratios, and proportional reasoning. [C, CN, ME, PS, R]
Performance Indicators
N05.01 Explain the meaning of a b within a given context.
N05.02 Provide a context in which a b represents a fraction, a rate, a ratio, a quotient, and a probability.
N05.03 Use pictures, models, or manipulatives to make sense of a proportional situation.
N05.04 Differentiate between proportional and non-proportional contexts.
N05.05 Use multiplicative relationships to compare quantities and to predict the value of one quantity based on the values of another.
N05.06 Use multiple methods to solve proportional tasks and understand that these methods are related to each other.
N05.07 Use estimation to determine the reasonableness of an answer.
N05.08 Solve a proportion using mental mathematics, pencil and paper, or technology, as appropriate.
N05.09 Solve a given problem involving rate, ratio, or percent using mental mathematics, pencil and paper, or technology, as appropriate.
N05.10 Create problems that are examples of proportional reasoning.
N03 On s’attend à ce que les élèves montrent qu’ils comprennent et sont capables de résoudre des problèmes faisant intervenir des pourcentages supérieurs ou égaux à 0 p. 100. [L, CM, RP, R, V]
Indicateurs de rendement
N03.01 Fournir des contextes dans lesquels un pourcentage peut être entre 0 p. 100 et 1 p. 100, entre 1 p. 100 et 100 p. 100 ou supérieur à 100 p. 100.
N03.02 Représenter un pourcentage fractionnel donné à l’aide du matériel concret et de représentations imagées.
N03.03 Représenter un pourcentage donné supérieur à 100 p. 100 à l’aide du matériel concret et de représentations imagées.
N03.04 Déterminer le pourcentage représenté par une région hachurée donnée sur du papier quadrillé et le prendre en note sous la forme d’un nombre décimal, d’une fraction ou d’un pourcentage.
N03.05 Exprimer un pourcentage donné sous forme décimale ou fractionnaire.
N03.06 Exprimer un nombre décimal donné sous forme décimale ou fractionnaire.
N03.07 Exprimer une fraction donnée sous forme décimale ou fractionnaire.
N03.08 Résoudre un problème donné faisant intervenir des pourcentages donnés à l’aide du calcul mental, avec un papier et un crayon ou avec la technologie, selon ce qui est approprié.
N03.09 Résoudre un problème donné faisant intervenir le pourcentage d’un pourcentage.
N04 On s’attend à ce que les élèves montrent qu’ils comprennent les rapports et les taux. [C, L, V]
Indicateurs de rendement
N04.01 Expliquer la relation de multiplication que renferme le concept de rapport.
N04.02 Exprimer un rapport à deux termes tiré d’un contexte donné sous forme imagée et le prendre en note à l’aide des formes « 3:5 » et « 3 à 5 ».
N04.03 Exprimer un rapport à deux termes tiré d’un contexte donné sous les formes « 4:7 : 3 » et « 4 à 7 à 3 ».
N04.04 Exprimer un rapport partie-à-partie sous la forme d’une fraction partie-à-tout.
N04.05 Mettre en évidence et décrire des rapports et des taux (notamment des taux à l’unité) à partir d’exemples tirés de la vie quotidienne et les prendre en note sous forme symbolique.
N04.06 Exprimer un taux donné à l’aide de mots ou de symboles.
N04.07 Exprimer un rapport donné sous la forme d’un pourcentage et expliquer la raison pour laquelle un taux ne peut pas être représenté sous forme de pourcentage.
N05 On s’attend à ce que les élèves résolvent des problèmes faisant intervenir des taux, des rapports et des raisonnements proportionnels.[C, L, CM, RP, R]
Indicateurs de rendement
N05.01 Expliquer la signification de a b dans un contexte donné.
N05.02 Fournir un exemple tiré de la vie quotidienne dans lequel a b représente une fraction, un taux, un rapport, un quotient et une probabilité.
N05.03 Trouver le sens d’une situation faisant intervenir la proportionnalité à l’aide d’images, de modèles ou du matériel de manipulation.
N05.04 Faire la distinction entre contextes proportionnels et contextes non proportionnels.
N05.05 Utiliser des relations de multiplication pour comparer des quantités et faire des prédictions sur la valeur d’une quantité d’après les valeurs d’une autre.
N05.06 Utiliser de multiples méthodes pour résoudre des problèmes faisant intervenir la proportionnalité et comprendre que ces méthodes sont apparentées.
N05.07 Utiliser des estimations pour déterminer la vraisemblance d’une réponse.
N05.08 Résoudre un problème faisant intervenir la proportionnalité à l’aide du calcul mental, avec un papier et un crayon ou avec la technologie, selon ce qui est approprié.
N05.09 Résoudre un problème donné faisant intervenir des taux, des rapports ou des pourcentages à l’aide du calcul mental, avec un papier et un crayon ou avec la technologie, selon ce qui est approprié.
N05.10 Créer des problèmes qui sont des exemples de raisonnement proportionnel.
HRCE Rubrics for N03, N04, N05 - These rubrics can be used for a variety of purposes such as a resource to create learning goals, a tool for student self assessment and on-going, formative assessment, creating report card comments, summative assessment of achievement, and/or as a support in giving descriptive feedback to students.
Online math tools: Grids, dot grids, expression mats, algebra tiles, base 10 blocks, number lines,
Additional Resources and Activities for N03 (percent):
*Updated December 2024* Percent of a Number Google Slides (English, French): In this activity, students shade the a given percentage of a shape and then explain their reasoning. This can be used with technology or printed for each student.
How Many Times Will A Case of Paper Jam?- A company makes copy paper that it claims to be “99.99% jam free." How many paper jams would you expect to have happen in one ream? Here is a link to a Google Slides to explore this question.
Tarsia Puzzle - Fractions, Decimals and Percents from Engaging Math - Students have cards that have either an answer or question on the edge. They then have to match up the edges that have the pairs of questions and answers and eventually it will make a shape. In this case the activity is matching up different representations of the same number (Decimals, Percents and Fractions N03.05, N03.06 and N03.07). These puzzles can be created on your own using the free Tarsia software.
What do you know about percent? Ask students what they know about 35% Can they explain their thinking using a variety of different methods? (words, pictures, graphs, etc)
Relating Fractions, Decimals and Percents Review Desmos Activity - A self checking Desmos review with 28 questions.
Additional Resources and Activities for N04, N05 (ratio and rate):
Comparing Strategies for Proportion Problems - This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. Click here for the teacher lesson plan and student pages. Click here for presentation slides for this lesson. (N05)
Super Bear - This is a three act task from Dan Meyer exploring the relationship between the different sizes of gummy bears. The lesson is laid out in 3 parts with accompanying videos to use as students problem solve.
Using the Internet to Create Proportion Problems from Jon Orr - Let student create their own problem about proportion and rates using The Internet in Real-Time website. Here was my example of a proportion problem: “If there are 48818 apps downloaded in a minute from Apple, how many in one day?”
How Fast is Usain Bolt Running? - Stop the video after 100m, 200m and let students guess and then revise their guess for how long it will take him to finish. See how close they are. They can then calculate speed.
World's Biggest Tire Turns 50 Years Old - The tire stands 24 metres, or 80 feet, high and weighs 10 metric tonnes or 12 U.S. tons. A car would have to be 60 metres or 200 feet tall to handle it. It has stood alongside Interstate 94 since 1965, a year after it debuted at the New York World's Fair. Ask students to estimate the size of the tire and then the ratio of it to a normal car tire. What would the size of the car that would use this tire be?