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Skills available for Virginia 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 question. Click on the name of a skill to practice that skill.

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Number and Number Sense

  • 8.1 The student will compare and order real numbers.

  • 8.2 The student will describe the relationships between the subsets of the real number system.

    • 8.2.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 8.2.a.1 Describe and illustrate the relationships among the subsets of the real number system by using representations (graphic organizers, number lines, etc.). Subsets include rational numbers, irrational numbers, integers, whole numbers, and natural numbers.

      • 8.2.a.2 Classify a given number as a member of a particular subset or subsets of the real number system, and explain why.

      • 8.2.a.3 Describe each subset of the set of real numbers and include examples and non-examples.

      • 8.2.a.4 Recognize that the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

  • 8.3 The student will a) estimate and determine the two consecutive integers between which a square root lies; and b) determine both the positive and negative square roots of a given perfect square.

Computation and Estimation

Measurement and Geometry

  • 8.5 The student will use the relationships among pairs of angles that are vertical angles, adjacent angles, supplementary angles, and complementary angles to determine the measure of unknown angles.

  • 8.6 The student will a) solve problems, including practical problems, involving volume and surface area of cones and square-based pyramids; and b) describe how changing one measured attribute of a rectangular prism affects the volume and surface area.

    • 8.6.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 8.6.a.1 Distinguish between situations that are applications of surface area and those that are applications of volume. (a)

      • 8.6.a.2 Determine the surface area of cones and square-based pyramids by using concrete objects, nets, diagrams and formulas. (a)

      • 8.6.a.3 Determine the volume of cones and square-based pyramids, using concrete objects, diagrams, and formulas. (a)

      • 8.6.a.4 Solve practical problems involving volume and surface area of cones and square-based pyramids. (a)

      • 8.6.a.5 Describe how the volume of a rectangular prism is affected when one measured attribute is multiplied by a factor of 1/4, 1/3, 1/2, 2, 3, or 4. (b)

      • 8.6.a.6 Describe how the surface area of a rectangular prism is affected when one measured attribute is multiplied by a factor of 1/2 or 2. (b)

  • 8.7 The student will a) given a polygon, apply transformations, to include translations, reflections, and dilations, in the coordinate plane; and b) identify practical applications of transformations.

    • 8.7.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 8.7.a.1 Given a preimage in the coordinate plane, identify the coordinate of the image of a polygon that has been translated vertically, horizontally, or a combination of both. (a)

      • 8.7.a.2 Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been reflected over the x- or y-axis. (a)

      • 8.7.a.3 Given a preimage in the coordinate plane, identify the coordinates of the image of a right triangle or a rectangle that has been dilated. Scale factors are limited to 1/4, 1/2, 2, 3, or 4. The center of the dilation will be the origin. (a)

      • 8.7.a.4 Given a preimage in the coordinate plane, identify the coordinates of the image of a polygon that has been translated and reflected over the x-or y-axis, or reflected over the x- or y-axis and then translated. (a)

      • 8.7.a.5 Sketch the image of a polygon that has been translated vertically, horizontally, or a combination of both. (a)

      • 8.7.a.6 Sketch the image of a polygon that has been reflected over the x- or y-axis. (a)

      • 8.7.a.7 Sketch the image of a dilation of a right triangle or a rectangle limited to a scale factor of 1/4, 1/2, 2, 3, or 4. The center of the dilation will be the origin. (a)

      • 8.7.a.8 Sketch the image of a polygon that has been translated and reflected over the x- or y-axis, or reflected over the x- or y-axis and then translated. (a)

      • 8.7.a.9 Identify the type of translation in a given example. (a, b)

      • 8.7.a.10 Identify practical applications of transformations including, but not limited to, tiling, fabric, wallpaper designs, art, and scale drawings. (b)

  • 8.8 The student will construct a three-dimensional model, given the top or bottom, side, and front views.

    • 8.8.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

  • 8.9 The student will a) verify the Pythagorean Theorem; and b) apply the Pythagorean Theorem.

  • 8.10 The student will solve area and perimeter problems, including practical problems, involving composite plane figures.

Probability and Statistics

  • 8.11 The student will a) compare and contrast the probability of independent and dependent events; and b) determine probabilities for independent and dependent events.

  • 8.12 The student will a) represent numerical data in boxplots; b) make observations and inferences about data represented in boxplots; and c) compare and analyze two data sets using boxplots.

    • 8.12.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

      • 8.12.a.1 Collect and display a numeric data set of no more than 20 items, using boxplots. (a)

      • 8.12.a.2 Make observations and inferences about data represented in a boxplot. (b)

      • 8.12.a.3 Given a data set represented in a boxplot, identify and describe the lower extreme (minimum), upper extreme (maximum), median, upper quartile, lower quartile, range, and interquartile range. (b)

      • 8.12.a.4 Compare and analyze two data sets represented in boxplots. (c)

  • 8.13 The student will a) represent data in scatterplots; b) make observations about data represented in scatterplots; and c) use a drawing to estimate the line of best fit for data represented in a scatterplot.

    • 8.13.a The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Patterns, Functions, and Algebra