Grade 8 - Crosswalk - comparing current and revised TEKS

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New TEKS

Old TEKS

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(A) apply mathematics to problems arising in everyday life, society, and the workplace;

8.14 (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

- removed the verb "identify" - removed context of other

disciplines, and other mathematial topics

- added context of society and workplace

(B) 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;

8.14(B) use a problem-solving model that incorporates

understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic

guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a

problem; and

merged two old process TEKS reworded problem solving model -from understand => analyze information

-make a plan OR strategy, but removed the list of strategies -carry out plan =>determine a solution

-added justify solution

- eval reasonableness=> eval problem solving process & reasonableness

8th Grade Math Crosswalk

Process TEKS

8.1 The student

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as

appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

8.14 (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems

almost identical new & old, just rearranged words

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

8.15(A) communicate mathematical ideas using language, efficient tools, appropriate units, and

graphical, numerical, physical, or algebraic mathematical models; and

added "reasoning and implications"

removed tools, units

(E) create and use representations to organize, record, and

communicate mathematical ideas;

8.15 (A) communicate mathematical ideas using language, efficient tools, appropriate units, and

(B) evaluate the effectiveness of different representations to communicate ideas

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

8.16 (A) make conjectures from patterns or sets of examples and nonexamples; and

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

8.15 (A) communicate mathematical ideas using language, efficient tools, appropriate units, and

8.16 (B) validate his/her conclusions using

mathematical properties and relationships]

(A) extend previous knowledge of sets and subsets using a visual representation to

describe relationships between sets of real numbers;

NA Not sure when sets/subsets occur in current TEKS

such as a Venn diagram

(B) approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line;

8.1C approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as pi, radical 2)

-locate on a number line is new -specifies to 225

-does not not specify calc use in the new standard (though

mentioned in process standards)

(C) convert between standard decimal notation and scientific notation; and

8.1D express numbers in scientific notation, including negative exponents, in appropriate problem situations

- new standard assumes negative exponent, but does not specify - add "appropriate problem situations"

Number and Operation

8.2 The student

applies

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(D) order a set of real numbers arising from mathematical and real-world contexts.

8.1E compare and order real numbers with a calculator

-takes out "compare" -no mention of calculator

(A) generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;

8.6A generate similar figures using dilations including

enlargements and reductions; 8.3B estimate and find

solutions to application problems involving percents and other proportional relationships such as similarity and rates.

-similar TEKS in new 7th gr standards

-no true correlation to current TEKS, these are the closest

(B) compare and contrast the attributes of a shape and its

dilation(s) on a coordinate plane; and

-never explicitly stated in current TEKS, but often done in the instructional process

(C) use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation

8.10A generalize the

properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane

-algebraic representation - table, graph, expression, equation? all of the above?

- currently done with less formal language

such as (x,y) is to

(0.5x,0.5y)

Proportionality

8.3 The student

applies

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(A) use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change

in y-values to the change in x-values, (y2 - y1) / (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on

the same line;

A.6A develop the concept of slope as rate of change and determine slopes from

graphs, tables, and algebraic representations;

-new to 8th grade, previously in Alg.

-never explicitly stated in current Alg TEKS, but often done in the instructional process

(B) graph proportional relationships, interpreting the unit rate as the slope of the line that models the

relationship; and

graphs, tables, and algebraic

representations; A.6B interpret the meaning of

slope and intercepts in situations using data,

symbolic representations, or graphs;

A.6G relate direct variation to linear functions and solve problems involving

proportional change.

- current 8th gr explores

proportionality/non-proportionality in algebraic formats, but doesn't explicitly explore slope

8.4 The student applies

mathematical process standards to explain

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(C) use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems

graphs, tables, and algebraic representations;

A.6E determine the intercepts of the graphs of linear

functions and zeros of linear functions from graphs, tables, and algebraic

representations;

- 8th grade explores multiple

algebraic representations, but does not specifically ask students to pull slope from the different

representations

(A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx;

8.3A compare and contrast proportional and non-proportional linear relationships

proportional change. 8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal

description).

-never explicitly stated in current 8th TEKS, but often done in the instructional process of 8.3A

mathematical process standards to use proportional and

non-proportional relationships to develop

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(B) represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0;

proportional change. 8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal

description).

8.5C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear

functions

-never explicitly stated in current 8th TEKS, but often done in the instructional process of 8.3A

(C) contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest

a linear relationship from a graphical representation

8.12B draw conclusions and make predictions by analyzing trends in scatterplots;

-the term "bivariate" is new language

-new standard that does not directly correspond to any current 8th or Alg TEKS

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(D) use a trend line that

approximates the linear relationship between bivariate sets of data to make predictions;

8.12B draw conclusions and make predictions by analyzing trends in scatterplots;

A.2D collect and organize data, make and interpret scatterplots (including

recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

A2.1B collect and organize data, make and interpret scatterplots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.

-trends in scatterplots is explored in current 8th gr TEKS, but not actual trend line

-typically done in A1 and A2, but with graphing calculators

-what does this look like w/o calcs? how might it be tested?

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(E) solve problems involving direct variation

8.3B estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

proportional change

straightforward, but broad

(F) distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0;

(G) identify functions using sets of ordered pairs, tables, mappings, and graphs

A.1B gather and record data and use data sets to

determine functional relationships between quantities;

A.5C se, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear

functions

- identify functions/non-functions from the various formats

- clearly stated list of formats to explore functions

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(H) identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and

8.3 knowledge statement: The student identifies proportional or non-proportional linear relationships in problem situations and solves problems...

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(I) write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.

7.5B formulate problem situations when given a simple equation and

formulate an equation when given a problem situation. 6.5 The student uses letters to represent an unknown in an equation. The student is expected to formulate equations from problem situations described by linear relationships.

8.4 The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal

description).

A.6D graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y‑intercept;

- combines the current 6th and 7th TEKS that have students writing equations from problem situations with current 8th grade TEKS generate different representations

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(A) describe the volume formula V = Bh of a cylinder in terms of its base area and its height;

7.9C estimate measurements and solve application

problems involving volume of prisms (rectangular and triangular) and cylinders. 8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to

formulas for volume of these objects

Relates prior knowledge of V=Bh to figures with a circular base

7th grade new TEKS: - formulas for circ, area - solids that are prisms and pyramids

(B) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights

and connect that relationship to the formulas; and

8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to

formulas for volume of these objects

-never explicitly stated in current 8th TEKS, but often done in the instructional process. Circles will now be in 7th grade. Volume of Cylinders and cones will only be done in 8th.

(C) use models and diagrams to explain the Pythagorean theorem.

8.7C use pictures or models to demonstrate the

Pythagorean Theorem

- includes the term "explain"... looking for deeper understanding? 8.6 The student

applies

mathematical process standards to develop

mathematical relationships and make connections to geometric formulas. The student is expected to:

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New TEKS

Old TEKS

Comments

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8th Grade Math Crosswalk

(A) solve problems involving the volume of cylinders, cones, and spheres

8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to

formulas for volume of these objects;

8.8C estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume

(B) use previous knowledge of surface area to make connections to the formulas for lateral and total surface area

and determine solutions for problems involving rectangular prisms,

triangular prisms, and cylinders;

8.8A find lateral and total surface area of prisms,

pyramids, and cylinders using concrete models and nets (two-dimensional models); 8.8C estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume

In new TEKS:

- 7th grade does surface area from nets and composite areas

-8th extends SA to formulas. Cylinders are only in 8th grade now.

(C) use the Pythagorean Theorem and its converse to solve problems

8.9A use the Pythagorean Theorem to solve real-life problems

-converse is new (typically introduced in Geometry)

(D) determine the distance between two points on a coordinate plane using the Pythagorean Theorem

G.7C derive and use formulas involving length, slope, and midpoint.

-never explicitly stated in current 8th TEKS, but often done in the instructional process

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(A) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants

8.5A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations

Write equation/inequalities: - specifies equations and inequalities

- specifies variables on both sides - specifies rational number

coefficients and constants

(B) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants;

7.5B formulate problem situations when given a simple equation and

formulate an equation when given a problem situation

Write word problems: - specifies equations and inequalities

coefficients and constants

(C) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world

problems using rational number coefficients and constants;

7.5C use concrete and pictorial models to solve equations and use symbols to record the actions;

Solve equations/inequalities: - specifies equations and inequalities

coefficients and constants 8.8 The student

applies

mathematical process standards to use one-variable equations or

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(D) use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles

created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

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.11A use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;

- parallel lines cut by transversal are technically new to MS

- interesting connection to the "Expressions, Equations and Relationships" Strand

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mathematical process standards to use multiple representations to develop

foundational concepts of simultaneous linear equations. The student is expected to

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;

-introduces the idea of systems, but not specifically solving

-allows for multiple ways to arrive at a solution

(A) generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of

two-dimensional shapes on a coordinate plane;

7.7B graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane

8.6B graph dilations, reflections, and translations on a coordinate plane. G.10A use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane

- rotations on a coordinate plane are new to MS

Two-Dimensional Shapes

8.10 The student

applies

mathematical process standards to develop

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New TEKS

Old TEKS

Comments

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8th Grade Math Crosswalk

(B) differentiate between transformations that preserve congruence and those that do not

- foundational understanding

(C) explain the effect of translations, reflections over the x- 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

7.7B graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane

G.10A use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane

- translation and reflections pieces are an extension of what is

currently done in 7th gr

- rotations on a coordinate plane are new to MS

such as (x,y) is to (x+2, y+2)

(D) model the effect on linear and area measurements of dilated two-dimensional shapes.

8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally

- includes the word "model"

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(A) construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;

8.12B draw conclusions and make predictions by analyzing trends in scatterplots

A.2D collect and organize data, make and interpret scatterplots (including

recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.

- new vocab "bivariate"

- currently do positive, negative, no correlation

- new discussion linear/non-linear

such as positive trend, negative trend, and no trend

(B) 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; and

8.12A use variability (range, including interquartile range (IQR)) and select the

appropriate measure of

central tendency to describe a set of data and justify the choice for a particular situation

- very new.... - Stats

- calculator use? 8.11 The student

applies

mathematical process standards to use statistical procedures to describe data. The student is

expected to:

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New TEKS

Old TEKS

Comments

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8th Grade Math Crosswalk

(C) simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected.

8.13A evaluate methods of sampling to determine validity of an inference made from a set of data

resources at:

http://smartertexas.org/?page_id=6 04

(A) solve real-world problems

comparing how interest rate and loan length affect the cost of credit;

could have been previously addressed in 8.3A as an application of percent (B) calculate the total cost of

repaying a loan, including credit cards and easy access loans, under various rates of

interest and over different periods using an online calculator;

(C) explain how small amounts of money invested regularly, including money saved for college and retirement over time

over time and exponentially

(D) calculate and compare simple interest and compound interest earnings;

could have been previously addressed in 8.3A as an application of percent

Personal Financial Literacy

8.12 The student

applies

mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a

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New TEKS

Old TEKS

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8th Grade Math Crosswalk

(E) identify and explain the

advantages and disadvantages of different payment methods

such as stored value cards, debit cards, and online payment systems (F) analyze situations to determine if

they represent a financially responsible

decision and identify the benefits of financial responsibility and the costs of financial irresponsibility.

(G) estimate the cost of a 2-year and 4-year college education including family contribution and devise a periodic

savings plan for accumulating the money needed to contribute to thte total cost of attendance for at least the

1st year of college.