Green: Remaining/Clarified Content (content/cognitive changes) Blue: New Content Yellow: Shifted Content (down 1+ grade levels)

6.1/7.1/8.1 The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.14A identify the mathematics and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics. / 6.1A/7.1A/8.1A apply mathematics to problems arising in everyday life, society, and the workplace
8.14B use a problem-solving strategy that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution of reasonableness
8.14C select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem / 6.1B/7.1B/8.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
8.14D select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems / 6.1C/7.1C/8.1C select tools, including real objects, manipulatives, paper/pencil, and technology, as appropriate and techniques, including mental math, estimation, and number sense, as appropriate to solve problems
8.15A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models / 6.1D/74.1D/8.1D communicate mathematical ideas, reasoning, and their implications using multiple representation, including symbols, diagrams, graphs, and language as appropriate
8.15B evaluate the effectiveness of different representations to communicate ideas / 6.1E/7.1E/8.1E create and use representations to organize, record and communicate mathematical ideas
8.16A make conjectures from patterns or sets of examples and non-examples / 6.1F/7.1F/8.1F analyze mathematical relationships to connect and communicate mathematical ideas
8.16B validate his/her conclusions using mathematical properties and relationships / 6.1G/7.1G/8.1G display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communications
8.2 The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.2A extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers / None
8.1C approximate (mentally and with calculators) the value of irrational numbers as they arise from problem situations (such as ) / 8.2B approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line / A.11A use patterns to generate the laws of exponents and apply them in problem-solving situations / A.11A simplify numerical radical expressions involving square roots
A.11B simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents
8.1D express numbers in scientific notation, including negative exponents, in appropriate problem situations / 8.2C convert between standard decimal notation and scientific notation / None
8.1E compare and order real numbers with a calculator
8.1A compare and order rational numbers in various forms including integers, percent’s, and positive and negative fractions and decimals / 8.2D order a set of real numbers arising from mathematical and real-world contexts / None
8.3 The student applies mathematical process standards to use proportional relationships to describe dilations. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.3A generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation / G.11A use and extend similarity properties and transformations to explore and justify conjectures about geometric figures / G.7A apply the definition of similarity in terms of a dilation to identify similar figures and their proportional sides and the congruent corresponding angles
8.6B graph dilations, reflections, and translations on a coordinate plane / 8.3B compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane
8.3C use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation / G.10A use congruence transformations to make conjectures and justify properties of geometric figures including figures represented on a coordinate plane
G.11A use and extend similarity properties and transformations to explore and justify conjectures about geometric figures. / G.3A describe and perform transformations of figures in a plane using coordinate notation
8.4 The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.4A use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 – y1) / (x2 – x1), is the same for any two points (x1, y1) and (x2, y2) on the same line / A.6A develop the concept of slope as a rate of change and determine slopes from graphs, tables, and algebraic representations / A.3A determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including , , and
8.4B graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship / A.6B interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs / A.3B calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context in mathematical and real-world problems.
A.6B interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs / 8.4C use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems. / A.6B interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs / A.3B calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context in mathematical and real-world problems.
A.6D graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept / A.3C graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problem
8.5 The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description) / 8.5A represent linear proportional situations with tables, graphs, and equations in the form of y = kx / A.6G relate direct variation to linear functions and solve problems involving proportional change / A.2D write and solve equations involving direct variation
8.5B represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0 / A.6D graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and y-intercept / A.2B write linear equations in 2 variables in various forms, including,,, given one point and the slope, and two given points
A.5A determine whether or not given situations can be represented by linear functions / 8.5C contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation / P.3C use regression to determine the appropriateness of a linear function to model real life data (including technology to determine the correlation coefficient) / A.4A calculate, using technology, the correlation coefficient between 2 quantitative variables and interpret the quantity as a measure of the strength of linear association
8.12B draw conclusions and make predictions by analyzing trends in scatterplots / 8.5D use a trend line that approximates the linear relationship between bivariate sets of data to make predictions
8.5A predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations / 8.5E solve problems involving direct variation / A.6G relate direct variation to linear functions and solve problems involving proportional change / A.2D write and solve equations involving direct variation
A.1D represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities / 8.5G identify functions using sets of ordered pairs, tables, mappings, and graphs / None
8.4 generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description)
A.5C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions / 8.5I write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations / A.5C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions / A.2C write linear equations in two variables given a table of values, a graph, and a verbal description
8.3A compare and contrast proportional and non-proportional linear relationships / 8.5F distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form of y=kx or y=mx+b, where b does not equal 0 / A.5C use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions / A.2C write linear equations in two variables given a table of values, a graph, and a verbal description
8.5H identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems / None
8.6 The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.8B connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these objects / 8.6A describe the volume formula V = Bh of a cylinder in terms of its base area and its height
8.6B model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas / G.8D find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composite of these figures in problem situations / G.11D apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure
8.7C use pictures or models to demonstrate the Pythagorean Theorem / 8.6C use models and diagrams to explain the Pythagorean theorem / G.5D identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples. / G.9B apply the relationships in special right triangles 30-60-90 and 45-45-90 and the Pythagorean Theorem, including Pythagorean triples to solve problems
8.7 The student applies mathematical process standards to use geometry to solve problems. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
8.8C estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume / 8.7A solve problems involving the volume of cylinders, cones, and spheres
8.7B use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders / G.8D find surface areas and volumes of prisms, pyramids, spheres, cones, cylinders, and composite of these figures in problem situations / G.11D apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure
G.11C apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems using appropriate units of measure.
8.9A use the Pythagorean Theorem to solve real-life problems
G.7C derive and use formulas involving length, slope, and midpoint / 8.7C use the Pythagorean Theorem and its converse to solve problems
8.7D determine the distance between two points on a coordinate plane using the Pythagorean Theorem / G.5D identify and apply patterns from right triangles to solve meaningful problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples. / G.9B apply the relationships in special right triangles 30-60-90 and 45-45-90 and the Pythagorean Theorem, including Pythagorean triples to solve problems
8.8 The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to: / Instructional Considerations
Current TEKS / New 8th grade TEKS / 2013-14 / 2014-15 / Current TEKS / New HS TEKS
A.7A analyze situations involving linear functions and formulate linear equations or inequalities to solve problems / 8.8A write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants / A.4A find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations