Subject: Grade 8 Math, Number Strand
Outcome N8.1 – I can demonstrate understanding of the square and principle square root of
whole numbers.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can determine
basic perfect squares.
With assistance I can determine the
value of a basic number squared.
With assistance I can determine the
value of basic principle square roots.
I can determine basic perfect
squares.
I can determine the value of a basic
number squared.
I can determine the value of basic
principle square roots.
I can independently determine if
specific numbers are perfect
squares.
I can determine the value of a
number squared.
I can determine the value of a
principle square root.
I can explain why a perfect square is
a perfect square.
I can explain my strategy for
determining the square of a number.
I can explain my strategy for
determining the value of a principle
square root.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Recognize, show, and explain the relationship between whole numbers and their factors using concrete or pictorial representations.
Infer and verify relationships between the factors of a perfect square and the principle square root of a perfect square.
Determine if specific numbers are perfect squares through the use of different types of representations and reasoning, and explain the
reasoning.
Describe and apply the relationship between the principle square roots of numbers and benchmarks using a number line.
Explain why the square root of a number shown on a calculator may be an approximation.
Apply estimation strategies to determine approximate values for principle square roots.
Determine the value or an approximate value of a principle square root with or without the use of technology.
Identify a number with a principle square root between two given numbers and explain the reasoning.
Share the story, in writing, orally, drama, dance, art, music, or other media, of the role and significance of square roots in personally selected
historical or modern application situation.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Number Strand
Outcome N8.2 – I can expand and demonstrate understanding of percent greater than or equal
to 0%.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can independently represent
situations concretely, in pictures
and with symbols in which
fractional percents are meaningful.
I can independently solve problems
involving percent stated as percent,
fraction or decimal quantity.
I can apply my understanding of
percent to solve problems involving
combined percent or percent of
percent and explain the reasoning.
I can pose and solve problems
involving percent stated as percent,
fraction or decimal quantity.
With assistance I can record the
percent, fraction, and decimal forms
of a quantity shown by a simple
representation on grid paper.
I can recognize situations in which
fractional percents are meaningful.
I can record the percent, fraction,
and decimal forms of a quantity
shown by a simple representation
on grid paper.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Recognize, represent, and explain situations, including for self, family, and communities, in which percents greater than 100 or fractional percents
are meaningful.
Represent a fractional percent and/or a percent greater than 100 using grid paper.
Describe relationships between different types of representation for the same percent.
Record the percent, fraction, and decimal forms of a quantity shown by a representation on grid paper.
Apply understanding of percents to solve problems, including situations involving combined percents or percents of percents and
explain the reasoning.
Explain, using concrete, pictorial, or symbolic representations, why the order of consecutive percents does not impact the final value.
Demonstrate, using concrete, pictorial, or symbolic representations, that two consecutive percents applied to a specific situation cannot be added
or subtracted to give an overall percent change.
Analyze choices and make decisions based upon percents and personal and community concerns and issues.
Explain the role and significance of percents in different situations.
Pose and solve problems involving percents stated as a percent, fraction, or decimal quantity.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Number Strand
Outcome N8.3 – I can demonstrate understanding of rates, ratios, and proportional reasoning.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify ratios and rates in
familiar situations.
I can identify situations in which a
given quantity represents a fraction,
rate, quotient,percent, probability or
ratio.
I can represent simple rates or
ratios.
I can demonstrate the difference
between ratios and rates.
I can write the symbolic form of a
ratio or rate.
I can solve problems involving rates,
ratios and/or probabilities.
With assistance I can represent
simple rates or ratios.
I can explain ratios and rates in
familiar situations.
I can verify or contradict proposed
relationships between the different
roles for quantities.
I can create problems involving
rates, ratios and/or probabilities.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify and explain ratios and rates in familiar situations.
Identify situations in which a given quantity of a/b represents a fraction, rate, quotient, percent, probability or ratio.
Demonstrate the difference between ratios and rates.
Verify or contradict proposed relationships between the different roles for quantities that can be expressed in the form a/b.
Write the symbolic form for a concrete, physical, or pictorial representation of a ratio or rate.
Explain how to recognize whether a comparison requires the use of proportional reasoning or subtraction.
Create and solve problems involving rates, ratios, and/or probabilities.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Number Strand
Outcome N8.4 – I can demonstrate understanding of multiplying and dividing positive fractions
and mixed numbers.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify situations in which the
multiplication and division of
fractions are involved.
I can model the multiplication of two
basic positive fractions.
I can model the division of two basic
positive fractions.
I can apply strategies for multiplying
positive fractions and for
determining the quotients of
positive fractions.
I can solve problems that involve
one or more operations on positive
fractions.
With assistance I can model the
multiplication of two basic positive
fractions.
With assistance I can model the
division of two basic positive
fractions.
I can critique statements involving
the multiplication and division of
fractions.
I can create problems that involve
one or more operations on positive
fractions.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify and describe situations relevant to self, family, or community in which multiplication and division of fractions are involved.
Model the multiplication of two positive fractions and record the process symbolically.
Compare the multiplication of positive fractions to the multiplication of whole numbers, decimals, and integers.
Generalize and apply strategies for determining estimate of products of positive fractions.
Generalize and apply strategies for multiplying positive fractions.
Critique the statement “Multiplication always results in a larger quantity” and reword the statement to capture the points of correction or
clarification raised.
Explain, using concrete or pictorial models as well as symbolic reasoning, how the distributive property can be used to multiply mixed numbers.
Model the division of two positive fractions and record the process symbolically.
Compare the division of positive fractions to the division of whole numbers, decimals, and integers.
Generalize and apply strategies for determining estimates of quotients of positive fractions.
Estimate the quotient of two given positive fractions and explain the strategy used.
Generalize and apply strategies for determining the quotients of positive fractions.
Critique the statement “Division always results in a smaller quantity” and reword the statement to capture the points of correction or clarification
raised.
Identify, without calculating, the operation required to solve a problem involving fractions and justify the reasoning.
Create, represent and solve problems that involve one or more operations on positive fractions.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Number Strand
Outcome N8.5 – I can demonstrate understanding of multiplication and division of integers.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
With assistance I can model the
multiplication or division of two
simple integers.
With assistance I can apply a
strategy for multiplying and dividing
integers.
I can model the multiplication or
division of two simple integers.
I can apply a strategy for multiplying
and dividing integers.
I can independently record the
process of multiplying two integers
and dividing two integers
symbolically.
I can apply appropriate strategies
for multiplying and dividing
integers.
I can create problems involving the
multiplication and division of
integers.
I can create problems requiring the
use of the order of operations on
integers.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify and describe situations that are relevant to self, family, or community in which multiplication or division of integers would be involved.
Model the multiplication of two integers using concrete materials or pictorial representations, and record the process used symbolically.
Model the division of two integers using concrete materials or pictorial representations, and record the process used symbolically.
Identify and generalize patterns for determining the sign of integer products and quotients.
Generalize and apply strategies for multiplying and dividing integers.
Create and solve problems involving the multiplication or division of integers.
Explain how the order of operations can be extended to include integers and provide examples to demonstrate the use of the order of operations.
Create and solve problems requiring the use of the order of operations on integers.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Patterns and Relations Strand
Outcome: P8.1 – I can demonstrate understanding of linear relations.
Beginning – 1
With assistance I can model a
simple linear relation as an
equation, a graph, a table of
values or a concrete or pictorial
representation.
Approaching – 2
Proficiency – 3
Mastery – 4
I can independently model a
I can explain how a given linear
linear relation shown as an
relation is represented by a given
equation, a graph, a table of
table of values.
values and a concrete or pictorial I can determine which of a set of
representation.
graphs, equations, table of values,
I can independently determine
set of ordered pairs represent a
which of a set of graphs,
linear relation and explain the
equations, tables of values, set of reasoning.
ordered pairs and concrete or
pictorial representations
represent a linear relation.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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I can model a simple linear
relation as an equation, a graph, a
table of values or a concrete or
pictorial representation.
I can identify personal situations
that appear to define linear
relations.
Analyze and describe the relationship shown on a graph for a given situation.
Explain how a given linear relation is represented by a given table of values.
Model a linear relation shown as an equation, a graph, a table of values, or a concrete or pictorial representation in one or more other
forms.
Analyze a set of equations, graphs, ordered pairs, and tables of values, sort the set according to representing the same linear relations, and explain
the reasoning.
Determine the missing coordinate or an ordered pair given the equation of a linear relation, a table of values, or a graph and explain the
reasoning.
Determine which of a set of graphs, equations, tables of values, sets of ordered pairs, and concrete or pictorial representations
represent a linear relationship and justify the reasoning.
Determine if an ordered pair satisfies a linear relation given as a table of values, concrete or pictorial representation, graph, or equation and
explain the reasoning.
Identify situations relevant to self, family, or community that appear to define linear relations and determine, with justification, whether the
graph for the situation would be shown with a solid line or not.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Patterns and Relations Strand
Outcome: P8.2 – I can model and solve problems using linear equations with integers.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
With assistance I can identify
I can identify situations that can
I can independently model and
I can model, solve and explain the
situations that can be modeled by be modeled by a linear equation. solve problems using linear
process orally and symbolically.
a linear equation.
I can identify problems that can
equations.
I can explain why some linear
With assistance I can identify
be represented using linear
I can independently apply
relations have a given restriction.
problems that can be
equations.
symbolic strategies for solving
represented using linear
linear equations.
equations.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify and describe situations, which are relevant to self, family, or community, that can be modeled by a linear equation.
Model and solve linear equations using concrete materials and describe the process orally and symbolically.
Discuss the importance of the preservation of equality when solving equations.
Explain the meaning of and verify the solution of a given linear equation using a variety of methods, including concrete materials,
diagrams, and substitution.
Generalize and apply symbolic strategies for solving linear equations.
Identify, explain, and correct errors in a given solution of a linear equation.
Demonstrate the application of the distributive property in the solving of linear equations.
Explain why some linear relations have a given restriction and provide an example of a situation in which such a restriction would be necessary.
Identify and solve problems that can be represented using linear equations and explain the meaning of the solution in the context of the
problem.
Explain the algebra behind algebra puzzles.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Shape and Space Strand
Outcome: SS8.1 – I can demonstrate understanding of the Pythagorean Theorem.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can use the Pythagorean Theorem
to determine if a triangle is a right
triangle.
I can use the Pythangorean Theorem
to determine the missing
hypotenuse or side of a right
triangle.
I can solve problems involving the
Pythagorean Theorem and
Pythagorean triples.
I can explain how to use the
Pythagorean Theorem to determine
if a triangle is a right triangle.
I can create and solve problems
using the Pythagorean Theorem,
Pythagorean triples and the
Converse of the Pythagorean
Theorem.
With assistance I can explore right
and non-right triangles to generalize
the relationship between the type of
triangle and the Pythagorean
Theorem.
I can explore right and non-right
triangles to generalize the
relationship between the type of
triangle and the Pythagorean
Theorem.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
Generalize the results of an investigation of the expression a² + b² = c².
Explore right and non-right triangles, using technology, and generalize the relationship between the type of triangle and the Pythagorean
Theorem.
Explore right triangles, using technology, using the Pythagorean Theorem to identify Pythagorean triples, hypothesize about the nature of
triangles with side lengths that are multiples of the Pythagorean triples, and verify the hypothesis.
Create and solve problems involving the Pythagorean Theorem, Pythagorean triples, or the Converse of the Pythagorean Theorem.
Give a presentation that explains a historical or personal use or story of the Pythagorean Theorem.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Shape and Space Strand
Outcome: SS8.2 – I can demonstrate understanding of the surface area of 3-D objects limited to right
prisms and cylinders.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can determine a simple 3-D object
from a sketch or net.
I can sketch the top, front or side views
of 3-D objects.
I can construct nets of 3-D objects when
the orientation is familiar to me.
I can choose the appropriate formula to
determine the surface area of 3-D
objects.
I can solve basic problems involving the
surface area of 3-D objects.
I can determine a 3-D object from a
sketch and a net, regardless of
orientation.
I can sketch top, front and side views of
3-D objects.
I can construct nets of 3-D objects
regardless of orientation.
I can use strategies and formulae to
determine the surface area of 3-D
objects.
I can solve problems involving the
surface area of 3-D objects.
I can use sketches of the top, front and
side views to build 3-D objects.
I can use my sketches of the top, front
and side views of a 3-D object to
determine the surface area.
I can use the surface area to create a net
of a 3-D object.
I can develop strategies to determine
the surface area of 3-D objects.
I can create and solve complex
problems involving the surface are of 3D objects.
With assistance I can determine a
simple 3-D object from a sketch or net.
With assistance I can sketch the top,
front or side views of 3-D objects.
With assistance I can construct nets of
3-D objects when the orientation is
familiar to me.
With assistance I can choose the
appropriate formula to determine the
surface area of 3-D objects.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Manipulate concrete 3-D objects to identify, describe, and sketch top, front, and side views of the 3-d object on isometric paper.
Sketch a top, front, or side view of a 3-D object that is within the classroom or that is personally relevant, and ask a peer to identify the 3-D object it represents.
Predict the top, front, and side views for a 3-D object that is to be rotated by a multiple of 90⁰, discuss the reasoning for the prediction, and then verify concretely and pictorially.
Identify and describe nets of 3-D objects that are used in everyday experiences.
Relate the parts of a net to the faces and edges of the 3-D object it represents.
Create a net for a 3-D object, have a peer predict the type of 3-D object that the net represents, explain to the peer the reasoning used in designing the net, and have
the peer verify the net by constructing the 3-D object from the net.
Build a 3-D object made of right rectangular prisms based on the top, front, and side views.
Demonstrate how the net of a 3-D object can be used to determine the surface area of the 3-D object and describe strategies used to determine the surface area.
Generalize and apply strategies for determining the surface area of 3-D objects.
Create and solve personally relevant problems involving the surface area or nets of 3-D objects.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Shape and Space Strand
Outcome: SS8.3 – I can demonstrate understanding of volume limited to right prisms and cylinders.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can identify when to find the
volume of a right prism or right
cylinder.
I can choose the appropriate
formula to use in a situation to find
the volume of a right prism or right
cylinder.
I can solve basic problems involving
the volume of right prisms and right
cylinders.
I can describe the relationship
between the area of the base of a
right prism or right cylinder and the
volume of the 3-D object.
I can use the appropriate formula to
find the volume of a right prism or
right cylinder, regardless of
orientation.
I can solve problems involving the
volume of right prisms and right
cylinders.
I can develop and explain strategies
to find the volume of right prisms
and right cylinders.
I can create problems involving right
prisms and right cylinders.
I can solve complex problems
involving right prisms and right
cylinders.
With assistance I can identify when
to find the volume of a right prism
or right cylinder.
With assistance I can choose the
appropriate formula to use in a
situation to find the volume of a
right prism or right cylinder.
With assistance I can solve basic
problems involving the volume of
right prisms or right cylinders.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify situations from one’s home, school, or community in which the volume of right prism or right cylinder would need to be determined.
Describe the relationship between the area of the base of a right prism or right cylinder and the volume of the 3-D object.
Generalize and apply formulas for determining the area of a right prism and right cylinder.
Explain the effect of changing the orientation of a right prism or right cylinder on the volume of the 3-D object.
Create and solve personally relevant problems involving the volume of right prisms and right cylinders.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Shape and Space Strand
Outcome: SS8.4 – I can demonstrate an understanding of tessellation.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I have a deeper understanding.
I can predict 2-D shapes that will
tessellate.
I can create a tessellation involving
one or more 2-D shapes.
I can compare similar tessellations
in my environment.
I can explain the properties of 2-D
shapes that will tessellate.
I can design a tessellation involving
one or more 2-D shapes and
document the mathematics
involved.
I can identify tessellations from my
environment.
I can explain the specific terms of
tessellation (translations, reflections
and rotations).
I can make a new tessellating shape
by tranforming a portion of a known
tessellating shape.
I can identify complex tessellations
from my environment.
With assistance I can create a
tessellation involving at least one 2D shape.
With assistance I can compare
tessellations in my environment.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Identify, describe, and reproduce a tessellation that is relevant to self, family, or community.
Predict and verify which of a given set of 2-D shapes will tessellate and generalize strategies for determining whether a new 2-D shape will
tessellate.
Identify one or more 2-D shapes that will tessellate with a given 2-D shape and explain the choice.
Design and create a tessellation involving one or more 2-D shapes, and document the mathematics involved within the tessellation.
Identify different transformations present within a tessellation.
Make a new tessellating shape by transforming a portion of a known tessellating shape and use the new shape to create an Escher-type design
that can be used as a picture or wrapping paper.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Statistics and Probability Strand
Outcome: SP8.1 – I can analyze the modes of displaying data and the reasonableness of
conclusions.
Beginning – 1
Approaching – 2
With assistance I can find
examples of graphs of data in the
media.
With assistance I can identify
examples of misrepresentations
of data found within different
media.
I can find examples of graphs of
data in the media.
I can identify examples of
misrepresentations of data found
within different media.
Proficiency – 3
I can independently suggest
alternative ways to represent
data from a given situation.
I can independently find
examples of graphs of data in
media and interpret the
information in the graphs.
I can independently provide
examples of misrepresentations
of data found within different
media.
Mastery – 4
I can suggest alternative ways to
represent data from a given
situation and explain the choices
made.
I can provide examples of
misrepresentations of data found
within different media and
explain what types of
misinterpretations might result
from such displays.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Investigate and report on the advantages and disadvantages of different types of graphs, including circle graphs, lines graphs, bar
graphs, double bar graphs, and pictographs.
Engage in a project.
Suggest alternative ways to represent data from a given situation and explain the choices made.
Find examples of graphs of data in media and personal experiences and interpret the information in the graphs for personal value.
Analyze a data graph found in media for features that might bias the interpretation of the graph and suggest alterations to remove or downplay
the bias.
Provide examples of misrepresentations of data and data graphs found within different media and explain what types of misinterpretations might
result from such displays.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.
Subject: Grade 8 Math, Statistics and Probability Strand
Outcome: SP8.2 – I can demonstrate understanding of the probability of independent events.
Beginning – 1
Approaching – 2
Proficiency – 3
With assistance I can explore the
probability of independent
events.
With assistance I can make
predictions about the results of
probability of independent
events.
I can explore the probability of
independent events.
I can make predictions about the
results of probability of
independent events.
I can ask questions in which
probabilities involving two
events are known.
I can independently explore and
represent the relationship
between the probability of two
independent events and the
probability of each event
separately.
I can independently make and
test predictions about the results
of experiments and simulations
for two independent events.
Mastery – 4
I can explore and explain the
relationship between the
probability of two independent
events and the probability of
each event separately.
I can create and solve problems
related to independent events,
probability of independent
events and decision making.
Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators.
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Ask questions relevant to self, family, or community in which probabilities involving two events are known or which can be researched.
Explore and explain the relationship between the probability of two independent events and the probability of each event separately.
Make and test predictions about the results of experiments and simulations for two independent events.
Create and solve problems related to independent events, probabilities of independent events, and decision making.
Refer to the Saskatchewan Curriculum Guide Grade 8 Mathematics.