Draft Summer 2008
Examples for Student Performance Standards
IAR Math Course: Math 8
Numerical and Proportional Reasoning 2.2a
NOTES:
During the spiral review of arithmetic skills & CMT Strands students review, learn, and develop
calculation & estimation skills with positive numbers (whole numbers, decimals, and fractions).
Students are assessed on these skills (without a calculator) on paper and pencil “calculation
quizzes” and common quarterly calculation tests.
During the unit “Working with Signed Numbers”, students learn and develop calculation strategies
and skills for positive and negative numbers. These, too, are assessed without a calculator.
These are included in the Math 8 curriculum because students have not mastered these
expected performances from the grade 7 expected performances.
Students also do additional work with writing and solving proportions in Math 8. (See
example on next page.)
Numerical and Proportional Reasoning 2.2a, page 1
Draft Summer 2008
Examples for Student Performance Standards
IAR Math Course: Math 8
Example 2.2a
Impact 2, Ch. 8.2 Using Proportions Inv.4 p.550
Numerical and Proportional Reasoning 2.2a, page 2
Draft Summer 2008
Examples for Student Performance Standards
IAR Math Course: Math 8
(1) Estimate and solve problems involving percent of increase and decrease.
Example 1: From test practice for “Percent” Test – (with calculator available)
1.
A fruit drink that was sold in 16-ounce containers is now sold in 20-ounce
containers. What is the percent of increase in the amount of fruit drink?
2.
The price of a computer system at an electronics store is $1099. Determine the
percent of decrease in price if the computer system sold for $1349 a month
earlier.
Example 2: From CMT practice bank – Strand 11 – (without calculator available)
1. Last year, Pat made $508 per week. This year, he received a raise of $24.50 per
week. What is a good estimate of the percent of increase in Pat’s pay? SHOW and
EXPLAIN how you made your estimate.
2.
A bicycle regularly costs $814. If you receive a 26% discount, show and explain
how you could estimate the discounted price of the bicycle.
Numerical and Proportional Reasoning 2.2a, page 3
Draft Summer 2008
Examples for Student Performance Standards
IAR Math Course: Math 8
Example 3: From Impact Mathematics, Course 2, p. 563 Problem Set A –This is not a percent
of increase/decrease example but illustrates how percent diagrams are introduced. On the
unit test, students need to label the intervals on a percent diagram and use it to make an
estimate. – Part of “Percent” Unit
Numerical and Proportional Reasoning 2.2a, page 4
Draft Summer 2008
Examples for Student Performance Standards
IAR Math Course: Math 8
Example 4: From Impact Mathematics, Course 2, p. 576 (On Your Own Exercises) – Part of
“Percent” Unit
Numerical and Proportional Reasoning 2.2a, page 5