Online Math Manipulatives: MathPlayground Glencoe Harcourt Free Math Apps
8.NS.A.1 I can show that every number has a decimal. I can change every repeating decimal into a rational number. I can show that the decimal expansion eventually repeats for rational numbers. I can change a repeating decimal expansion into a rational number.
8.NS.A.2 I can use rational approximations of irrational numbers to compare the size of irrational numbers, locate, and plot them approximately on a number line diagram, and then estimate the value of the expressions. I can use estimate values to compare two or more irrational numbers.
8.EE.A.1 I can use the properties of integer exponents to simplify expressions.
8.EE.A.2 I can use square and cube root symbols to represent solutions to equations of the form x^2=p and x^3=p , where p is a positive rational number. I can evaluate the square root of a perfect square and the cube root of a perfect cube. I can understand that the square root of 2 is irrational.
8.EE.A.3 I can write an estimation of a large quantity by expressing it as the product of a single digit number and a positive power of ten. I can write an estimation of a very small quantity by expressing it as the product of a single-digit number and a negative power of ten. I can compare quantities written as the product of a single-digit number and a power of ten.
8.EE.A.4 I can solve operations (+,-,x,÷) with two numbers expressed in scientific notation, including problems that include both decimals and scientific notation. I can use scientific notation and choose units of appropriate size for very large or very small measurements. I can interpret scientific notation that has been generated by technology.
8.EE.B.5 I can graph proportional relationships, interpreting the unit rate as the slope of the graph. I can use a table, an equation or graph to decide the unit rate of a proportional relationship. I can use the unit rate of a graphed proportional unit rate to compare different proportional relationships.
8.EE.B.6 I can use similar triangles to explain why the slope m is the same between two points on a non-vertical line in a coordinate plane. I can explain that an equation in the form of y=mx will represent the graph of a proportional relationship with a slope of m and y-intercept of 0. I can explain that an equation in the form of y=mx + b represents the graph of a linear relationship with a slope of m and a yintercept of b .
8.EE.C.7 I can simplify a linear equation by using the distributive property and combining like terms.
8.EE.C.7a I can give examples of linear equations with one solution, infinitely many solutions or no solutions.
8.EE.C.7b I can solve linear equations with rational number coefficients, including equations when solutions require expanding expressions using the distributive property and combining like terms.
8.EE.C.8a I can explain solutions to a system of two linear equations in two variables as the point of intersection of their graph. I can describe the point of intersection between two lines as the point that satisfies both equations at the same time.
8.EE.C.8b I can solve a system of two equations (linear) in two unknowns algebraically. I can identify cases in which a system of two equations in two unknowns has no solution or an infinite number of solutions. I can solve simple cases of systems of two linear equations in two variables by inspection.
8.EE.C.8c I can solve real-world and mathematical problems leading to two linear equations in two variables.
8.F.A.1 I can define a function as a rule, where for each input there is exactly one output. I can show the relationship between inputs and outputs of a function by graphing them as ordered pairs on a coordinate grid.
8.F.A.2 I can determine the properties of a function given the inputs and outputs in a table. I can compare the properties of two functions that are represented differently (as equations, tables, graphs or given verbally).
8.F.A.3 I can explain why the equation y=mx+b represents a linear function and then find the slope and y-intercept in relation to the function. I can give examples of relationships and create a table of values that can be defined as a non-linear function.
8.F.B.4 I can create a function to model a linear relationship between two quantities. I can determine the rate of change and initial value of the function from decryption of the relationship of two (x,y) values, including reading a table or graph. I can find the rate of change and initial value of a linear function in terms of the situation it models and in terms of its graph or a table of values.
8.F.B.5 I can match the graph of a function to a given situation. I can sketch a graph that exhibits the qualitative features of a function that has been described verbally.
8.G.A.1 I can verify by measuring and comparing the properties of rotated, reflected or translated geometric figures.
8.G.A.1a I can verify that corresponding lines and line segments remain the same length.
8.G.A.1b I can verify that corresponding angles have the same measure.
8.G.A.1c I can verify that corresponding parallel lines remain parallel.
8.G.A.2 I can explain that a two-dimensional figure is congruent to another if the second figure can be made from the first by rotations, reflections and translations. I can describe a sequence of transformations that shows the congruence between two figures.
8.G.A.3 I can describe the changes to the x- and y coordinates of a figure after either dilation, translation, rotation or reflection.
8.G.A.4 I can explain how transformation can be used to prove that two figures are similar. I can describe a sequence of transformations that either prove or disprove that two figures are similar.
8.G.A.5 I can informally prove that the sum of any triangle's interior angles will be the same measure as a straight angle (180 degrees). I can informally prove that the sum of any polygon's exterior angles will be 360 degrees. I can estimate the relationships and measurements of the angles created when two parallel lines are cut by a transversal.
8.G.B.6 I can use algebraic reasoning to relate a visual model to the Pythagorean Theorem.
8.G.B.7 I can draw a diagram and use the Pythagorean Theorem to solve real world problems involving right triangles. I can draw a diagram to find right triangles in a three-dimensional figure and use the Pythagorean Theorem to calculate various dimensions. I can apply the Pythagorean Theorem to find an unkno
8.G.B.8 I can apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
8.G.C.9 I can solve real world problems involving the volume of cones, cylinders and spheres.
8.SP.A.1 I can plot ordered pairs on a coordinate grid representing the relationship between two data sets. I can describe patterns such as clustering, outliers, positive or negative association, linear association and nonlinear association.
8.SP.A.2 I can recognize if the data plotted on a scatter plot has a linear association. I can draw a straight line to approximate the linear relationship between the plotted points of two data sets.
8.SP.A.3 I can determine the equation of a trend line that approximates the linear relationships between the plotted points of two data sets. I can interpret the y-intercept and slope of an equation based on collected data. I can use the equation of a trend line to summarize the given data and make predictions about additional data points.
8.SP.A.4 I can create and explain a two-way table to record the frequencies of bivariate categorical values. I can determine the relative frequencies for rows and/or columns of a two-way table. I can use relative frequencies and the context of a problem to describe possible associations between two sets of data.