Texas · ages 13–14
8th grade Mathematics worksheets
These are the Texas Essential Knowledge and Skills (TEKS) expectations for 8th grade mathematics (typically ages 13–14). Edstronaut writes practice questions against them — around your child's own name, interests and the people in their life — and every answer sheet cites the standard it covers.
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What 8th grade mathematics covers
63 published expectations from Texas Essential Knowledge and Skills (TEKS), showing the first 40. Every question Edstronaut writes cites one of these.
Grade 8
- 8.1The student uses mathematical processes to acquire and demonstrate mathematical understanding
- 8.1.Aapply mathematics to problems arising in everyday life, society, and the workplace
- 8.1.Buse 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
- 8.1.Cselect tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
- 8.1.Dcommunicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
- 8.1.Ecreate and use representations to organize, record, and communicate mathematical ideas
- 8.1.Fanalyze mathematical relationships to connect and communicate mathematical ideas
- 8.1.Gdisplay, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
- 8.2The student applies mathematical process standards to represent and use real numbers in a variety of forms
- 8.2.Aextend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers
- 8.2.Bapproximate 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
- 8.2.Cconvert between standard decimal notation and scientific notation
- 8.2.Dorder a set of real numbers arising from mathematical and real-world contexts
- 8.3The student applies mathematical process standards to use proportional relationships to describe dilations
- 8.3.Ageneralize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation
- 8.3.Bcompare and contrast the attributes of a shape and its dilation(s) on a coordinate plane
- 8.3.Cuse 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
- 8.4The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope
- 8.4.Ause 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
- 8.4.Bgraph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship
- 8.4.Cuse data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems
- 8.5The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions
- 8.5.Arepresent linear proportional situations with tables, graphs, and equations in the form of y = kx
- 8.5.Brepresent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ≠ 0
- 8.5.Ccontrast 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
- 8.5.Duse a trend line that approximates the linear relationship between bivariate sets of data to make predictions
- 8.5.Esolve problems involving direct variation
- 8.5.Fdistinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b, where b ≠ 0
- 8.5.Gidentify functions using sets of ordered pairs, tables, mappings, and graphs
- 8.5.Hidentify examples of proportional and non-proportional functions that arise from mathematical and real-world problems
- 8.5.Iwrite an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations
- 8.6The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas
- 8.6.Adescribe the volume formula V = Bh of a cylinder in terms of its base area and its height
- 8.6.Bmodel the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas
- 8.6.Cuse models and diagrams to explain the Pythagorean theorem
- 8.7The student applies mathematical process standards to use geometry to solve problems
- 8.7.Asolve problems involving the volume of cylinders, cones, and spheres
- 8.7.Buse 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
- 8.7.Cuse the Pythagorean Theorem and its converse to solve problems
- 8.7.Ddetermine the distance between two points on a coordinate plane using the Pythagorean Theorem