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Skills available for Texas eighth-grade math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample problem. Click on the name of a skill to practice that skill.

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8.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

8.2 The student applies mathematical process standards to represent and use real numbers in a variety of forms.

8.3 The student applies mathematical process standards to use proportional relationships to describe dilations.

8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.

8.5 The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.

8.6 The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.

  • 8.6.A describe the volume formula V = Bh of a cylinder in terms of its base area and its height;

  • 8.6.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

  • 8.6.C use models and diagrams to explain the Pythagorean theorem.

8.7 The student applies mathematical process standards to use geometry to solve problems.

8.8 The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.

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 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.

8.10 The student applies mathematical process standards to develop transformational geometry concepts.

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

  • 8.11.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;

  • 8.11.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

  • 8.11.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.

8.12 The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

  • 8.12.A solve real-world problems comparing how interest rate and loan length affect the cost of credit;

  • 8.12.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;

  • 8.12.C explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time;

  • 8.12.D calculate and compare simple interest and compound interest earnings;

  • 8.12.E identify and explain the advantages and disadvantages of different payment methods;

  • 8.12.F analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility; and

  • 8.12.G estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college.