Grade 8 Prioritized Math Standards
4.1 Numerical Operations
CPI 4.1.8A2: Understand that rational numbers can be of varying sizes and that any two
rational numbers can be compared to each other or to external references. Also, operations on a
number can impact the size of the number, making it larger, smaller, or unchanged (equivalent).
Secure
Developing
Beginning
♦ Identify the relative magnitude of
numbers by comparing their absolute
value (e.g., |− 7| = |7| ; |− 7| > |5| )
♦ Determine where the product, sum,
difference, etc. of two integers would
be on a number line (e.g., given a
number line with points A and B
identified, determine where the
product of A and B would be on the
number line)
♦ Given two rational numbers (e.g.,
0.1, 0.2, etc.) determine which
operation would yield the
largest/smallest number (e.g., 0.1
divided by 0.2, the sum of 0.1 and
0.2, the product of 0.1 and 0.2, or 0.1
raised to the second power)
♦ When adding positive and
negative numbers, identify
whether the answer will be
positive or negative
♦ Convert numbers from
scientific notation to standard
form
♦ Identify scientific notation and
standard notation and explain
their appropriate uses*
♦ Demonstrate the relative
magnitude of rational numbers
based on their distance from zero
(absolute value on a number line)
♦ Match a number in
scientific notation to
standard notation
♦ Given a situation,
match a representation
of a number to a
situation (e.g., scientific
notation – distance to
the moon; fraction –
pieces of string;
decimal – timing of a
race)
CPI 4.1.8A4: Compare and order numbers
Secure
Developing
Beginning
♦ Order numbers represented in
scientific notation with numbers
written in standard notation
♦ Compare and order numbers in
exponential form with numbers
written in scientific notation*
♦ Compare and order fractions to
decimals and to percents – must
do all three
♦ Order numbers written in
exponential form*
♦ Determine the relative location
of a rational number between two
whole numbers on a number line
♦ Order positive and
negative integers
♦ Order numbers
written in absolute
value notation
♦ Order numbers
written in square root
notation
♦ Order decimals
4.2 Geometry & Measurement
CPI 4.2.8E1: Understand and use strategies for calculating perimeter and area
Matched Link
♦ Find the perimeter of a figure
and its dilation and compare the
two – use appropriate units of
measure*
♦ Find the area of a figure and
its dilation and compare the two
– use appropriate units of
measure*
Near Link
♦ Find the perimeter of
combined shapes - use
appropriate units of measure
(e.g., )
♦ Estimate the area of combined
shapes using a grid and check
your answer – use appropriate
units of measure*
Far Link
♦ Determine the area of a
triangle, rectangle, and square
- use appropriate units of
measure
♦ Determine the
circumference of a circle - use
appropriate units of measure
♦ Determine the area of a
circle – use appropriate units
of measure
♦ Determine the area and
perimeter of a figure and its
dilation
CPI 4.2.8E3: Understand and use strategies and formulas for calculating surface area & volume
Matched Link
♦ Find the surface area of
triangular and rectangular prisms
– using appropriate units of
measure
♦ Find the surface area of
triangular and rectangular
pyramids – using appropriate
units of measure
♦ Find the volume of prisms,
cones, and pyramids – using
appropriate units of measure
♦ Calculate the volume of a
three-dimensional figure and its
dilation and compare the two –
using appropriate units of
measure
Near Link
♦ Calculate the volume of figures
with the same and different bases
and heights – using appropriate
units of measure
♦ Find the surface area of a
triangular prism – using
appropriate units of measure
♦ Find the surface area of a
rectangular prism – using
appropriate units of measure
♦ Find the surface area of a
triangular pyramid – using
appropriate units of measure
♦ Find the surface area of a
rectangular pyramid – using
appropriate units of measure
Far Link
♦ Identify a threedimensional figure and the
dilation of the figure*
♦ Classify prisms as having
rectangular or triangular
bases*
♦ Classify pyramids as
having a triangular or
rectangular base*
CPI 4.2.8E4: Use formulas to find the volume and surface area of a sphere
Matched Link
♦ Find the surface area of a sphere
– using appropriate units of
measure
♦ Find the volume of a sphere
using – using appropriate units of
measure [e.g., V = 4/3 π r3 or 2/3
(V of cylinder) or V =(π r2 h) 3 2 ]
Near Link
♦ Show the difference
between surface area and
volume of a sphere (e.g.,
volume = filling a sphere,
and surface area = covering
a sphere)*
♦ Match surface area and
volume to the appropriate
model/scenario
Far Link
♦ Identify the radius and
diameter of a sphere
4.3 Patterns & Algebra
CPI 4.3.8A1: Identify, extend, and create number patterns
Matched Link
♦ Create a pattern involving integers
(e.g., by following rules such as
Next = Now + -3)*
♦ Identify the explicit rule, iterative
pattern, or verbal rule of a given
pattern and extend it by at least three
terms - must include negative
numbers, decimals, and/or
fractions*
♦ Given a graph, create a table to
show the pattern of change in the
dependent variable y and
independent variable x*
♦ Describe infinite sequences, such
as Pascal’s Triangle
♦ Describe and extend a Fibonacci
sequence by at least three terms,
involving whole numbers, rational
numbers, and integers (1, 1, 2, 3, 5,
8, 13…)
Near Link
♦ Identify and extend a pattern
using formal iterative
formulas (e.g., Next = Now
+3; Next = Now + Previous)*
♦ Describe and extend a
pattern involving rational
numbers by at least three
terms – rational numbers must
include negative numbers,
decimals, and/or fractions*
Far Link
♦ Describe a basic number
pattern (e.g., 1, 2, 3
represents a +1 pattern)
♦ Describe and extend a
pattern involving integers by
at least three terms (e.g.,
given the pattern -8, -1,
6,13,…, the student
determines the pattern is +7
and extends the pattern, -8, 1, 6,13, 20, 27, 34 )*
4.4 Data Analysis, Probability & Discrete Math
CPI 4.4.8D1: Use vertex-edge graphs to solve problems
Matched Link
Near Link
Far Link
♦ Use a vertex-edge graph to
find the shortest route (e.g., a
map or flight path)*
♦ Use a vertex-edge graph to
find the shortest route that
includes every possible edge
(e.g., garbage trucks or snow
removal)
♦ Use a vertex-edge graph to
find the shortest distance from
point A to point D going through
points B and C
♦ Determine if a
vertex-edge graph has
a circuit*
♦ Follow paths on a
vertex-edge graph
through multiple
points (e.g., go from
point A to point D
going through points
B and C)
♦ Identify a vertex and an edge on a
vertex-edge graph
♦ Identify whether a vertex is odd or
even
(e.g., A Vertex A is
odd; Vertex B is
odd; Vertex C is
even, Vertex D is
even, Vertex E is
even)