Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 111 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS › Subchapter B - MIDDLE SCHOOL › Section 111.28 - Grade 8, Adopted 2012

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  Introduction.
(1) The desire to achieve
				  educational excellence is the driving force behind the Texas essential
				  knowledge and skills for mathematics, guided by the college and career
				  readiness standards. By embedding statistics, probability, and finance, while
				  focusing on computational thinking, mathematical fluency, and solid
				  understanding, Texas will lead the way in mathematics education and prepare all
				  Texas students for the challenges they will face in the 21st century.
(2) The process standards describe ways in
				  which students are expected to engage in the content. The placement of the
				  process standards at the beginning of the knowledge and skills listed for each
				  grade and course is intentional. The process standards weave the other
				  knowledge and skills together so that students may be successful problem
				  solvers and use mathematics efficiently and effectively in daily life. The
				  process standards are integrated at every grade level and course. When
				  possible, students will apply mathematics to problems arising in everyday life,
				  society, and the workplace. Students will 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. Students will
				  select appropriate tools such as real objects, manipulatives, algorithms, paper
				  and pencil, and technology and techniques such as mental math, estimation,
				  number sense, and generalization and abstraction to solve problems. Students
				  will effectively communicate mathematical ideas, reasoning, and their
				  implications using multiple representations such as symbols, diagrams, graphs,
				  computer programs, and language. Students will use mathematical relationships
				  to generate solutions and make connections and predictions. Students will
				  analyze mathematical relationships to connect and communicate mathematical
				  ideas. Students will display, explain, or justify mathematical ideas and
				  arguments using precise mathematical language in written or oral
				  communication.
(3) The primary
				  focal areas in Grade 8 are proportionality; expressions, equations,
				  relationships, and foundations of functions; and measurement and data. Students
				  use concepts, algorithms, and properties of real numbers to explore
				  mathematical relationships and to describe increasingly complex situations.
				  Students use concepts of proportionality to explore, develop, and communicate
				  mathematical relationships. Students use algebraic thinking to describe how a
				  change in one quantity in a relationship results in a change in the other.
				  Students connect verbal, numeric, graphic, and symbolic representations of
				  relationships, including equations and inequalities. Students begin to develop
				  an understanding of functional relationships. Students use geometric properties
				  and relationships, as well as spatial reasoning, to model and analyze
				  situations and solve problems. Students communicate information about geometric
				  figures or situations by quantifying attributes, generalize procedures from
				  measurement experiences, and use the procedures to solve problems. Students use
				  appropriate statistics, representations of data, and reasoning to draw
				  conclusions, evaluate arguments, and make recommendations. While the use of all
				  types of technology is important, the emphasis on algebra readiness skills
				  necessitates the implementation of graphing technology.
(4) Statements that contain the word
				  "including" reference content that must be mastered, while those containing the
				  phrase "such as" are intended as possible illustrative examples.