Course: 8th Grade Math
Austin ISD Grading Period Snapshot (GPS)
Grading Period (1 6 weeks)
Estimated Pacing Weeks:
Focus TEKS Student Expectations
Big Idea/Concept – Proportional
Reasoning (Rates, Ratios, Proportions,
Per)
What Teachers Do
 Use academic vocabulary and

8.1: The student understands that different forms
of numbers are appropriate for different
situations. The student is expected to:
8.1A: compare and order rational numbers in
various forms including integers, percents,
and positive and negative fractions and
decimals RC 1
8.1B: select and use appropriate forms of
rational numbers to solve real-life problems
including those involving proportional
relationships. RC 1
8.2: The student selects and uses appropriate
operations to solve problems and justify solutions.
The student is expected to:
8.2A: select appropriate operations to solve
problems involving rational numbers and
justify the selections. RC 1
8.2B: use appropriate operations to solve
problems involving rational numbers in
problem situations. RC 1
8.2C: evaluate a solution for reasonableness.
RC 1
8.2D: use multiplication by a given constant
factor (including unit rate) to represent and
solve problems involving proportional
relationships including conversions between
measurement systems. RC 1
2011 - 2012
st




embed essential questions
throughout lessons
Use a variety of teaching
strategies to promote
conceptual understanding and
expect active engagement
from all students
Incorporate hands-on
activities, group work, etc. into
lessons
Ask high level questions that
encourage students to think
deeply about concepts
Check for understanding and
monitor and address
misconceptions
Teach the following concepts:
o Academic vocabulary –
o Essential – ratio,
equivalent ratio,
proportional, nonproportional, rational
number
o Supporting – integer,
place value
o Various forms of rational
numbers and how to
compare and order them
o How rational numbers are
used to solve real-life
problem situations,
including proportions
What Students Do
 Use academic vocabulary and
speak in ways that reflect
understanding of essential
questions
 Participate in activities that lend
themselves to conceptual
understanding, such as handson activities, group work, etc.
 Speak in a way that
demonstrates conceptual
understanding
 Demonstrate understanding of
the following concepts:
o Appropriately using
academic vocabulary
o Comparing and ordering
various forms of rational
numbers
o Determining the most
appropriate form of rational
number to solve real-life
problems
o Using proportional
relationships to identify
equivalent forms of rational
numbers
Student Work
Products/Assessment Evidence
Work Products:

Posters, Foldables, etc.

Journals/Interactive
Notebooks

Classwork

Homework
Assessments:
 Short-Cycle Assessments
 Performance Tasks
 Teacher-created
tests/quizzes
 Enter/Exit slips
 Teacher observation
8.14: The student applies Grade 8 mathematics to
solve problems connected to everyday
experiences, investigations in other disciplines,
and activities in and outside of school. The
student is expected to:
8.14A: identify and apply mathematics to
© 2010 Austin Independent School District
Course 8th grade math Page 1 of 4
updated 2/8/2016
Course: 8th Grade Math
Estimated Pacing Weeks:
Focus TEKS Student Expectations
Austin ISD Grading Period Snapshot (GPS)
2011 - 2012
st
Grading Period (1 6 weeks)
What Teachers Do
What Students Do
Student Work
Products/Assessment Evidence
everyday experiences, to activities in and
outside of school, with other disciplines, and
with other mathematical topics. DC
8.15: The student communicates about Grade 8
mathematics through informal and mathematical
language, representations, and models. The
student is expected to:
8.15A: communicate mathematical ideas
using language, efficient tools, appropriate
units, and graphical, numerical, physical, or
algebraic mathematical models. DC
© 2010 Austin Independent School District
Course 8th grade math Page 2 of 4
updated 2/8/2016
Course: 8th Grade Math
Austin ISD Grading Period Snapshot (GPS)
2011 - 2012
st
Grading Period (1 6 weeks)
Estimated Pacing Weeks:
Note: Numbers do not equate priority
Focus TEKS Student Expectations
Big Idea/Concept – Proportional
Reasoning (Rates, Ratios, Proportions,
and Percents Multiple Representations of
Linear Relationships)
8.3: The student identifies proportional or nonproportional linear relationships in problem
situations and solves problems. The student is
expected to:
8.3A: compare and contrast proportional and
non-proportional linear relationships. RC 2
8.3B: estimate and find solutions to
application problems involving percents and
other proportional relationships such as
similarity and rates. RC 2
8.4: The student makes connections among
various representations of a numerical
relationship. The student is expected to:
8.4A: generate a different representation of
data given another representation of data
(such as a table, graph, equation, or verbal
description). RC 2
8.5: The student uses graphs, tables, and algebraic
representations to make predictions and solve
problems. The student is expected to:
8.5A: predict, find, and justify solutions to
application problems using appropriate
tables, graphs, and algebraic equations. RC 2
8.5B: find and evaluate an algebraic
expression to determine any term in an
arithmetic sequence (with a constant rate of
change). RC 2
© 2010 Austin Independent School District
What Teachers Do
 Use academic vocabulary and





embed essential questions
throughout lessons
Use a variety of teaching
strategies to promote
conceptual understanding and
expect active engagement
from all students
Incorporate hands-on
activities, group work, etc. into
lessons
Ask high level questions that
encourage students to think
deeply about concepts
Check for understanding and
monitor and address
misconceptions
Teach the following concepts:
o Academic vocabulary –
o Essential –linear
relationship,
independent variable,
dependent variable,
rate of change,
constant rate of
change, proportional
relationship, nonproportional
relationship,
arithmetic sequence,
term, position, nth
term
o Supporting – table of
values, coordinate
graph, coordinate pair
o Similarities and
differences between
proportional and nonproportional linear
relationships
What Students Do
 Use academic vocabulary and
speak in ways that reflect
understanding of essential
questions
 Participate in activities that lend
themselves to conceptual
understanding, such as handson activities, group work, etc.
 Speak in a way that
demonstrates conceptual
understanding
 Demonstrate understanding of
the following concepts:
o Appropriately using
academic vocabulary
o Use graphs, tables,
equations, verbal
descriptions to determine if
a relationship is
proportional or nonproportional
o Solving real-world
application problems
involving rate and percents
o Create representations of
data using tables, graphs,
equations, verbal
descriptions
o Write and use algebraic
sequences
Course 8th grade math Page 3 of 4
Student Work
Products/Assessment Evidence
Work Products:

Posters, Foldables, etc.

Journals/Interactive
Notebooks

Classwork

Homework
Assessments:
 Short-Cycle Assessments
 Performance Tasks
 Teacher-created
tests/quizzes
 Enter/Exit slips
 Teacher observation
updated 2/8/2016
Course: 8th Grade Math
Austin ISD Grading Period Snapshot (GPS)
2011 - 2012
st
Grading Period (1 6 weeks)
Estimated Pacing Weeks:
Focus TEKS Student Expectations
What Teachers Do
o
o
o
What Students Do
Student Work
Products/Assessment Evidence
Rates, unit rates,
percents
How to represent the
same set of data in
tables, graphs, equations,
verbal descriptions
Arithmetic sequences and
constants rates of change
Note: Numbers do not equate priority
© 2010 Austin Independent School District
Course 8th grade math Page 4 of 4
updated 2/8/2016