Skill plan for TEKS Resource System - 8th grade
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
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1
Unit 1
Value and Magnitude of Rational Numbers
2 - The student applies mathematical process standards to represent and use real numbers in a variety of forms.
A:  extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers
A:  extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers
C:  convert between standard decimal notation and scientific notation
C:  convert between standard decimal notation and scientific notation
D:  order a set of real numbers arising from mathematical and real-world contexts
Integers
Rational numbers
Scientific notation
Percents
D:  order a set of real numbers arising from mathematical and real-world contexts
Integers
Rational numbers
Scientific notation
Percents
2
Unit 2
Statistics with Univariate Data
11 - The student applies mathematical process standards to use statistical procedures to describe data.
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
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
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
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
3
Unit 3
One-Variable Equations, Inequalities, and their Applications
8 - The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.
A:  write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants
A:  write one-variable equations or inequalities with variables on both sides that represent problems using 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
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
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
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
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.
A:  solve real-world problems comparing how interest rate and loan length affect the cost of credit
A:  solve real-world problems comparing how interest rate and loan length affect the cost of credit
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
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
D:  calculate and compare simple interest and compound interest earnings
D:  calculate and compare simple interest and compound interest earnings
4
Unit 4
Developing an Understanding of Slope and Y-Intercept
4 - The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.
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:  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
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
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
5
Unit 5
Proportional and Non-Proportional Functions
4 - The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
5 - The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
Make tables or graphs
Write equations
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
Make tables or graphs
Write equations
E:  solve problems involving direct variation
E:  solve problems involving direct variation
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
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
G:  identify functions using sets of ordered pairs, tables, mappings, and graphs
H:  identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems
H:  identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems
9 - The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations.
A:  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:  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
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.
C:  explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time
C:  explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time
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
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
6
Unit 6
Statistics with Bivariate Data
4 - The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
5 - The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
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
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
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
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
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
11 - The student applies mathematical process standards to use statistical procedures to describe data.
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
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
7
Unit 7
Transformational Geometry
3 - The student applies mathematical process standards to use proportional relationships to describe dilations.
A:  generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation
A:  generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation
B:  compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane
B:  compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane
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
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
10 - The student applies mathematical process standards to develop transformational geometry concepts.
A:  generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane
A:  generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane
B:  differentiate between transformations that preserve congruence and those that do not
B:  differentiate between transformations that preserve congruence and those that do not
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
Translations
Reflections
Rotations
Mixed transformations
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
Translations
Reflections
Rotations
Mixed transformations
D:  model the effect on linear and area measurements of dilated two-dimensional shapes
D:  model the effect on linear and area measurements of dilated two-dimensional shapes
8
Unit 8
Angle and Triangle Relationships involving Real Numbers
2 - The student applies mathematical process standards to represent and use real numbers in a variety of forms.
A:  extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers
A:  extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers
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
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
D:  order a set of real numbers arising from mathematical and real-world contexts
D:  order a set of real numbers arising from mathematical and real-world contexts
6 - The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.
C:  use models and diagrams to explain the Pythagorean theorem
C:  use models and diagrams to explain the Pythagorean theorem
7 - The student applies mathematical process standards to use geometry to solve problems.
C:  use the Pythagorean Theorem and its converse to solve problems
Converse of the Pythagorean theorem
Pythagorean theorem
Find missing side lengths
C:  use the Pythagorean Theorem and its converse to solve problems
Converse of the Pythagorean theorem
Pythagorean theorem
Find missing side lengths
D:  determine the distance between two points on a coordinate plane using the Pythagorean Theorem
D:  determine the distance between two points on a coordinate plane using the Pythagorean Theorem
8 - The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.
D:  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
Triangles
Transversals
D:  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
Triangles
Transversals
9
Unit 9
Measurement of Three-Dimensional Figures
6 - The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.
A:  describe the volume formula V = Bh of a cylinder in terms of its base area and its height
A:  describe the volume formula V = Bh of a cylinder in terms of its base area and its height
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
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
7 - The student applies mathematical process standards to use geometry to solve problems.
A:  solve problems involving the volume of cylinders, cones, and spheres
A:  solve problems involving the volume of cylinders, cones, and spheres
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
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
10
Unit 10
Making Connections
3 - The student applies mathematical process standards to use proportional relationships to describe dilations.
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
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
4 - The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
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
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
5 - The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
G:  identify functions using sets of ordered pairs, tables, mappings, and graphs
G:  identify functions using sets of ordered pairs, tables, mappings, and graphs
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
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 - The student applies mathematical process standards to use geometry to solve problems.
C:  use the Pythagorean Theorem and its converse to solve problems
C:  use the Pythagorean Theorem and its converse to solve problems
8 - The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.
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
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
10 - The student applies mathematical process standards to develop transformational geometry concepts.
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
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
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.
D:  calculate and compare simple interest and compound interest earnings
D:  calculate and compare simple interest and compound interest earnings
11
Unit 11
Financial Planning
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.
A:  solve real-world problems comparing how interest rate and loan length affect the cost of credit
A:  solve real-world problems comparing how interest rate and loan length affect the cost of credit
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
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, grow over time
C:  explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time
D:  calculate and compare simple interest and compound interest earnings
D:  calculate and compare simple interest and compound interest earnings
E:  identify and explain the advantages and disadvantages of different payment methods
E:  identify and explain the advantages and disadvantages of different payment methods
F:  analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility
F:  analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility
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
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
12
Unit 12
Essential Understandings of Algebra
4 - The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
B:  graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
5 - The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
A:  represent linear proportional situations with tables, graphs, and equations in the form of y = kx
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
B:  represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
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
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
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
D:  use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
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
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
9 - The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations.
A:  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:  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
11 - The student applies mathematical process standards to use statistical procedures to describe data.
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
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
This document includes the IXL® skill alignments to Texas Curriculum Management Program Cooperative's TEKS Resource System curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are provided by IXL and are not affiliated with, sponsored by, reviewed, approved or endorsed by Texas Curriculum Management Program Cooperative or any other third party. IXL® and IXL Learning® are registered trademarks of IXL Learning, Inc. All other intellectual property rights (e.g., unregistered and registered trademarks and copyrights) are the property of their respective owners.