8.14D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems 6.1C/7.1C/8.1C select tools, including real objects, manipulatives, paper/pencil, and technology, as appropriate and techniques, including mental math, estimation, and number sense, as appropriate to solve problems 8.15A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models 6.1D/74.1D/8.1D communicate mathematical ideas, reasoning, and their implications using multiple representation, including symbols, diagrams, graphs, and language as appropriate 8.15B evaluate the effectiveness of different representations to communicate ideas 6.1E/7.1E/8.1E create and use representations to organize, record and communicate mathematical ideas 8.16A make conjectures from patterns or sets of examples and non-examples 6.1F/7.1F/8.1F analyze mathematical relationships to connect and communicate mathematical ideas 8.16B validate his/her conclusions using mathematical properties and relationships 6.1G/7.1G/8.1G display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications
determine the correlation coefficient) measure of the strength of linear association 8.12B draw conclusions and make predictions by analyzing trends in scatterplots 8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions 8.5A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations 8.5E solve problems involving direct variation A.6G relate direct variation to linear functions and problems involving proportional change A.2D write and solve equations involving direct variation A.1D represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities 8.5G identify functions using sets of ordered pairs, tables, mappings, and graphs None 8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description) A.5C use, translate, and make connections algebraic, tabular, graphical, or verbal descriptions of linear functions 8.5I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations A.5C use, translate, and make connections algebraic, tabular, graphical, or verbal descriptions of linear functions A.2C write linear equations in two variables given a table of values, a graph, and a verbal description
G.5B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons G.9A formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models G.11C develop, apply, and justify triangle similarity relationships… 8.8D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles G.5B use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles G.9A formulate and test conjectures about the properties of parallel and perpendicular lines based on explorations and concrete models G.9B formulate and test conjectures about the properties and attributes of polygons and their component parts based on explorations and concrete models G.9C formulate and test conjectures about the properties and attributes of circles and the lines that intersect them based on explorations and concrete models G.10B justify and apply triangle congruence relationships G.5A investigate patterns to make conjectures about geometric relationships, including angles formed by parallel lines cut by a transversal, criteria required for triangle congruence, special segments of triangles, diagonals of quadrilaterals, interior and exterior angles of polygons, and special segments and angles of circles choosing from a variety of tools G.6A verify theorems about angles formed by the intersection of lines and line segments, including vertical angles, and angles formed by parallel lines cut by a transversal and prove equidistance between the endpoints of a segment and points its perpendicular bisector and apply these relationships to solve problems 8.9 The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to: Instructional Considerations
Current TEKS New 8th grade TEKS 2013-14 2014-15 Current TEKS New HS TEKS A.8C interpret and determine the reasonableness of solutions to systems of linear equations 8.9 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 A.8B solve systems of linear equations using concrete models, graphs, tables, and algebraic methods A.8C interpret and determine the reasonableness of solutions to systems of linear equations A.3F graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist A.3G estimate graphically the solutions to systems of two linear equations with two variables in real world problems 8.10 The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to: Instructional Considerations Current TEKS New 8th grade TEKS 2013-14 2014-15 Current TEKS New HS TEKS
8.6B graph dilations, reflections, and translations on a coordinate plane 8.10A generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane 8.10B differentiate between transformations that preserve congruence and those that do not 8.10C explain the effect of translations, reflections over the 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 G.10A use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane G.11A use and extend similarity properties and transformations to explore and justify conjectures about geometric figures G5C use properties of transformations and their compositions to make connections between mathematics and the real world, such as tessellations G.3A describe and perform transformations of figures in a plane using coordinate notation G.3B determine the image or pre image of a given two-dimensional figure under a composition of rigid transformations, a composition of non-rigid transformations, and a composition of both, including dilations where the center can be any point in the plane G.3C identify the sequence of transformations that will a given pre-image onto an image on and off the coordinate plane 8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally 8.10D model the effect on linear and area measurements of dilated two-dimensional shapes G.11D describe the effect of perimeter, area, and volume when one or more dimensions of a figure are changed and this idea in solving problems G.10B determine and describe how changes in the linear dimensions of a affect it’s perimeter, area, surface area, or volume, including proportional and non-proportional change 8.11 The student applies mathematical process standards to use statistical procedures to describe data. The student is expected to: Instructional Considerations Current TEKS New 8th grade TEKS 2013-14 2014-15 Current TEKS New HS TEKS
8.12B draw conclusions and make predictions by analyzing trends in scatterplots 8.11A construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data P.3B use functions such a logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data P.3C use regression to determine the appropriate of a linear function to model real-life data (including using technology to determine the correlation coefficient) A2.8A analyze data to select the appropriate model from among linear, quadratic, and exponential models A2.8B use regression methods available through technology to a linear function, a quadratic function, and an exponential function from a given set of data 8.11B determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points None 8.11C simulate generating random samples of the same size from a population with characteristics to develop the notion of a random sample being representative of the population from which it was selected None 8.12 The student applies mathematical process standards to develop an economic way of thinking and problem useful in one’s life as a knowledgeable consumer and investor. The student is expected to: Instructional Considerations Current TEKS New 8th grade TEKS 2013-14 2014-15 Current TEKS New HS TEKS