CHAPTER 111
CHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS
§111.22. Mathematics, Grade 6
(b) Knowledge and Skills
| |
|(6.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) compare and order non-negative rational numbers; |Pages 266, 294 |
| | |
|(B) generate equivalent forms of rational numbers including whole |Examples on pages 12, 163, 187, 202, 260, 300, 301, 308-309 |
|numbers, fractions, and decimals; | |
| | |
|(C) use integers to represent real-life situations; |Throughout. Examples on pages 8-11, 24-28, 45-48, 66, 82-85, 118-120,|
| |146-149, 162-165, 170-174 |
| | |
|(D) write prime factorizations using exponents; and |Page 275 |
| | |
|(E) identify factors and multiples including common factors and common|Pages 288, 289, 291 |
|multiples. | |
| |
|(6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify |
|solutions. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) Model addition and subtraction situations involving fractions with|Pages 12, 259, 260 |
|objects, pictures, words, and numbers; | |
(TEKS Grade 6 Math, Standard 6.2/Math for the World of Work, Cont.)
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(B) use addition and subtraction to solve problems involving fractions|Examples on pages 11, 12, 13, 15, 16, 19, 34-35, 198, 259, 260 |
|and decimals; | |
| | |
|(C) use multiplication and division of whole numbers to solve problems|Examples on pages 43-44, 91, 106-109, 118-120, 121-124, 125-128, |
|including situations involving equivalent ratios and rates; and |133-135, 184 |
| | |
|(D) estimate and round to approximate reasonable results and to solve |Examples on pages 34, 40, 46, 58-59, 135, 148, 188-189, 196, 200, 230,|
|problems where exact answers are not required. |251, 265 |
| |
|(6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is |
|expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use ratios to describe proportional situations; |Pages 43-44 |
| | |
|(B) represent ratios and percents with concrete models, fractions, and|Examples on pages 17, 24, 43-44, 87, 142, 206, 216 |
|decimals; and | |
| | |
|(C) use ratios to make predictions in proportional situations. |Pages 43-44, 184 |
| |
|(6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one |
|quantity changes when a related quantity changes. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use tables and symbols to represent and describe proportional and |Pages 146-147, 184, 200 |
|other relationships involving conversions, sequences, perimeter, area,| |
|etc.; and | |
(TEKS Grade 6 Math, Standard 6.4/Math for the World of Work, Cont.)
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(B) generate formulas to represent relationships involving perimeter, |Pages 67, 146-147, 182, 200, 202, 261 |
|area, volume of a rectangular prism, etc., from a table of date. | |
| |
|(6.5) Patterns, relationships, and algebraic thinking. The students uses letters to represent an unknown in an equation. |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|The student is expected to formulate an equation from a problem |Letters are used for unknown quantities in formulas throughout. See |
|situation. |pages 27, 40, 67, 118-124, 128, 131, 168, 170, 182, 200, 202, 261 |
| |
|(6.6) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is expected |
|to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use angle measurements to classify angles as acute, obtuse, or |Not applicable |
|right; | |
|(B) identify relationships involving angles in triangles and | |
|quadrilaterals; and | |
|(C) describe the relationship between radius, diameter, and | |
|circumference of a circle. | |
| |
|(6.7) Geometry and spatial reasoning. The students uses coordinate geometry to identify location in two dimensions. |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|The student is expected to locate and name points on a coordinate |Pages 159-161 |
|plane using ordered pairs of non-negative rational numbers. | |
(TEKS Grade 6 Math/Math for the World of Work, Cont.)
| |
|(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, capacity,|
|weight, and angles. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) estimate measurements and evaluate the reasonableness of results; |Pages 200, 202, 260 |
| | |
| | |
|(B) select and use appropriate units, tools, or formulas to measure |Pages 200, 202, 260 |
|and to solve problems involving length (including perimeter and | |
|circumference), area, time, temperature, capacity, and weight; | |
| | |
|(C) measure angles; and |Not applicable |
| | |
|(D) convert measures within the same measurement system (customary and|Pages 200, 202, 260, 312-313 |
|metric) based on relationships between units. | |
| |
|(6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions. The student is expected to:|
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) construct sample spaces using lists, tree diagrams, and |Not applicable |
|combinations; and | |
|(B) find the probabilities of la simple event and its complement and | |
|describe the relationship between the two. | |
(TEKS Grade 6 Math/Math for the World of Work, Cont.)
| |
|(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) draw and compare different graphical representations of the same |Pages 70, 92, 94, 97, 159, 161, 162 |
|data; | |
| | |
|(B) use median, mode, and range to describe data; |Page 277 |
| | |
|(C) sketch circle graphs to display data; and |Page 70 |
| | |
|(D) solve problems by collecting, organizing, displaying, and |Pages 70, 92, 94, 97, 159, 161, 162. In addition, see tables |
|interpreting data. |throughout; examples on pages 62, 72, 90. |
| |
|(6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday |
|experiences, investigations in other disciplines, and activities in and outside school. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) identify and apply mathematics to everyday experiences, to |AGS Math for the World of Work teaches students math skills needed in |
|activities in and outside of school, with other disciplines, and with |the workforce. Throughout the text students are engaged in problem |
|other mathematical topics; |solving and application activities that relate mathematical concepts |
| |directly to common workplace activities. See examples on pages 72, |
| |73, 83, 93, 95,102, 169, 174, 175. |
| | |
|(B) use a problem-solving model that incorporates understanding the |Problem solving is modeled is modeled in “Example” boxes in each |
|problem, making a plan, carrying out the plan, and evaluating the |lesson. These follow the steps for problem solving by demonstrating |
|solution for reasonableness; |understanding, planning, execution, and evaluation. See examples on |
| |pages 16, 20, 34, 42, 56, 78, 82,86, 105, 119. |
(TEKS Grade 6 Math, Standard 6.11/Math for the World of Work, Cont.)
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(C) select or develop an appropriate problem-solving strategy from a |A variety of problem-solving methods is used in the Student Text. See|
|variety of different types, including drawing a picture, looking for a|examples on pages 119, 135, 136, 152, 158. In addition, the Teacher’s|
|pattern, systematic guessing and checking, acting it out, making a |Edition presents many other types of methods in “Learning Styles” |
|table, working a simpler problem, or working backwards to solve a |boxes in the marginal notes. See examples on TE pages 43, 48, 56, 72,|
|problem; and |81, 94, 104, 111. |
| | |
|(D) select tools such as real objects, manipulatives, paper/pencil, |(Paper/pencil and computers/calculators are the primary tools used in |
|and technology or techniques such as mental math, estimation, and |the Student Text. For computer/calculator exercises, see “Technology |
|number sense to solve a problem. |Connection” exercises on pages 23, 48, 69, 87, 108, 123, 147, 164, |
| |181, 202, 219, 233, 262. The Teacher’s Edition has additional |
| |technology exercises (Examples on TE pages 39, 48, 55, 61, 68, 84). |
| |(Techniques such as mental math, estimation, and number sense are |
| |encouraged throughout the Student Text (Examples on pages 9, 20, 34, |
| |135, 196, 251, 259) and the Teacher’s Edition (Examples on TE pages |
| |26, 35, 64, 88, 108, 128, 165). |
| |
|(6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical |
|language, representations, and models. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) communicate mathematical ideas using language, efficient tools, |See Exercises and Problem Solving assignments throughout. |
|appropriate units, and graphical, numerical, physical, or algebraic | |
|mathematical models; and | |
| | |
|(B) evaluate the effectiveness of different representations to |Different representations, including formulas, charts, graphs, and so |
|communicate ideas. |forth, are used throughout. |
(TEKS Grade 6 Math/Math for the World of Work, Cont.)
| |
|(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) make conjectures from patterns or sets of examples and |Not applicable |
|nonexamples; and | |
|(B) validate his/her conclusions using mathematical properties and | |
|relationships. | |
§111.23. Mathematics, Grade 7
(b) Knowledge and Skills
| |
|(7.1) Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student |
|is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) compare and order integers and positive rational numbers; |Pages 266, 278, 294 |
| | |
|(B) convert between fractions, decimals, whole numbers, and percents |Examples on pages 12, 17, 24, 87, 142, 163, 187, 202, 206, 216, 260, |
|mentally, on paper, or with a calculator; and |300, 301, 308-309 |
| | |
|(C) represent squares and square roots using geometric models. |Not applicable |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify |
|solutions. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) represent multiplication and division situations involving |Examples on pages 58-61, 100, 118-120, 121-124, 133-136, 252-255 |
|fractions and decimals with concrete models, pictures, words, and | |
|numbers; | |
| | |
|(B) use addition, subtraction, multiplication, and division to solve |Examples on pages 27, 35-36, 61, 105, 112, 118-120, 121-124, 128, 135 |
|problems involving fractions and decimals; | |
| | |
|(C) use models to add, subtract, multiply, and divide integers and |Examples on pages 8, 11, 12, 66, 188, 198, 204, 216, 224, 230, 259, |
|connect the actions to algorithms; |260 |
| | |
|(D) use division to find unit rates and ratios in proportional |Examples on pages 43-44, 54-57, 91-92, 118-120, 135, 243 |
|relationships such as speed, density, price, recipes, and | |
|student-teacher ratio; | |
| | |
|(E) simplify numerical expressions involving order of operations and |Not applicable |
|exponents; | |
| | |
|(F) select and use appropriate operations to solve problems and |See Exercises and Problem Solving assignments throughout. Examples on|
|justify the selections; and |pages 47, 57, 59, 91, 93, 120, 123-124, 174 |
| | |
|(G) determine the reasonableness of a solution to a problem. |Students can determine reasonableness in many problems throughout by |
| |using estimation or by examining the answer in the context of the |
| |problem. |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.3) Patterns, relationships, and algebraic thinking. The student solves problems involving proportional relationships. The student is |
|expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) estimate and find solutions to application problems involving |Examples on pages 24-28, 34, 36, 37, 45, 60-61, 82-85, 118-120, |
|percent; and |121-124, 125-128 |
| | |
|(B) estimate and find solutions to application problems involving |Examples on pages 8-11, 43-44, 158-161, 184, 200 |
|proportional relationships such as similarity, scaling, unit costs, | |
|and related measurement units. | |
| |
|(7.4) Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic |
|form. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) generate formulas involving conversions, perimeter, area, |Pages 146-147, 200, 202, 260, 261, 310 |
|circumference, volume, and scaling; | |
| | |
|(B) graph data to demonstrate relationships in familiar concepts such |Examples on pages 94, 146-147, 159, 161 |
|as conversions, perimeter, area, circumference, volume, and scaling; | |
|and | |
| | |
|(C) describe the relationship between the terms in a sequence and |Not applicable |
|their positions in the sequence. | |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.5) Patterns, relationships, and algebraic thinking. The student uses equations to solve problems. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use concrete models to solve equations and use symbols to record |See Exercises, Problem Solving, and Application assignments |
|the actions; and |throughout. |
| | |
|(B) formulate a possible problem situation when given a simple |Not applicable |
|equation. | |
| |
|(7.6) Geometry and spatial reasoning. The student compares and classifies shapes and solids using geometric vocabulary and properties. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use angle measurements to classify pairs of angles as |Not applicable |
|complementary or supplementary; | |
|(B) use properties to classify shapes including triangles, | |
|quadrilaterals, pentagons, and circles; | |
|(C) use properties to classify solids, including pyramids, cones, | |
|prisms, and cylinders; and | |
|(D) use critical attributes to define similarity. | |
| |
|(7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) locate and name points on a coordinate plane using ordered pairs |Pages 159-161 |
|of integers; and | |
|(B) graph translations on a coordinate plane. | |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.8) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) sketch a solid when given the top, side, and front views; |Not applicable |
|(B) make a net (two-dimensional models) of the surface area of a | |
|solid; and | |
|(C) use geometric concepts and properties to solve problems in fields | |
|such as art and architecture. | |
| |
|(7.9) Measurement. The student solves application problems involving estimation and measurement. |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|The student is expected to estimate measurements and solve application|Pages 200, 202, 260, 310 |
|problems involving length (including perimeter and circumference), | |
|area, and volume. | |
| |
|(7.10) Probability and statistics. The student recognizes that a physical or mathematical model can be used to describe the probability of |
|real-life events. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) construct sample space for compound events (dependent and |Not applicable |
|independent); and | |
|(B) find the approximate probability of a compound event through | |
|experimentation. | |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.11) Probability and statistics. The student understands that the way a set of data is displayed influences its interpretation. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) select and use an appropriate representation for presenting |Pages 70, 92, 94, 97, 159, 161, 162 |
|collected data and justify the selection; and | |
| | |
|(B) make inferences and convincing arguments based on an analysis of |Pages 70, 92, 94, 97, 159, 161, 162, 176 |
|given or collected data. | |
| |
|(7.12) Probability and statistics. The student uses measure of central tendency and range to describe a set of data. The student is expected|
|to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) describe a set of data using mean, median, mode, and range; and |Not applicable |
|(B) choose among mean, median, mode or range to describe a set of data| |
|and justify the choice for a particular situation. | |
| |
|(7.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday |
|experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) identify and apply mathematics to everyday experiences, to |AGS Math for the World of Work teaches students math skills needed in |
|activities in and outside of school, with other disciplines, and with |the workforce. Throughout the text students are engaged in problem |
|other mathematical topics; |solving and application activities that relate mathematical concepts |
| |directly to common workplace activities. See examples on pages 72, |
| |73, 83, 93, 95,102, 169, 174, 175. |
(TEKS Grade 7 Math, Standard 7.13/Math for the World of Work, Cont.)
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(B) use a problem-solving model that incorporates understanding the |Problem solving is modeled is modeled in “Example” boxes in each |
|problem, making a plan, carrying out the plan, and evaluating the |lesson. These follow the steps for problem solving by demonstrating |
|solution for reasonableness; |understanding, planning, execution, and evaluation. See examples on |
| |pages 16, 20, 34, 42, 56, 78, 82,86, 105, 119. |
| | |
|(C) select or develop an appropriate problem-solving strategy from a |A variety of problem-solving methods is used in the Student Text. See|
|variety of different types, including drawing a picture, looking for a|examples on pages 119, 135, 136, 152, 158. In addition, the Teacher’s|
|pattern, systematic guessing and checking, acting it out, making a |Edition presents many other types of methods in “Learning Styles” |
|table, working a simpler problem, or working backwards to solve a |boxes in the marginal notes. See examples on TE pages 43, 48, 56, 72,|
|problem; and |81, 94, 104, 111. |
| | |
|(D) select tools such as real objects, manipulatives, paper/pencil, |(Paper/pencil and computers/calculators are the primary tools used in |
|and technology or techniques such as mental math, estimation, and |the Student Text. For computer/calculator exercises, see “Technology |
|number sense to solve problems. |Connection” exercises on pages 23, 48, 69, 87, 108, 123, 147, 164, |
| |181, 202, 219, 233, 262. The Teacher’s Edition has additional |
| |technology exercises (Examples on TE pages 39, 48, 55, 61, 68, 84). |
| |(Techniques such as mental math, estimation, and number sense are |
| |encouraged throughout the Student Text (Examples on pages 9, 20, 34, |
| |135, 196, 251, 259) and the Teacher’s Edition (Examples on TE pages |
| |26, 35, 64, 88, 108, 128, 165). |
(TEKS Grade 7 Math/Math for the World of Work, Cont.)
| |
|(7.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical |
|language, representations, and models. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) communicate mathematical ideas using language, efficient tools, |See Exercises and Problem Solving assignments throughout. |
|appropriate units, and graphical, numerical, physical, or algebraic | |
|mathematical models; and | |
| | |
|(B) evaluate the effectiveness of different representations to |Different representations, including formulas, charts, graphs, and so |
|communicate ideas. |forth, are used throughout. |
| |
|(7.15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) make conjectures from patterns or sets of examples and |Not applicable |
|nonexamples; and | |
|(B) validate his/her conclusions using mathematical properties and | |
|relationships. | |
§111.24. Mathematics, Grade 8
(b) Knowledge and Skills
| |
|(8.1) Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different |
|situations. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) compare and order rational numbers in various forms including |Pages 266, 278, 294 |
|integers, percents, and positive and negative fractions and decimals; | |
| | |
|(B) select and use appropriate forms of rational numbers to solve |Throughout. Examples on pages 60-61, 64-65, 118-120, 121-124, |
|real-life problems including those involving proportional |180-183, 184-187, 188-190 |
|relationships; | |
| | |
|(C) approximate (mentally and with calculators) the value of |Not applicable |
|irrational numbers as they arise from problem situations ((, √2); and | |
| | |
|(D) express numbers in scientific notation, including negative |Page 299 |
|exponents, in appropriate problem situations using a calculator. | |
| |
|(8.2) Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify |
|solutions. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) select and use appropriate operations to solve problems and |See Exercises and Problem Solving assignments throughout. Examples on|
|justify the selections; |pages 47, 57, 59, 91, 93, 120, 123-124, 174 |
| | |
|(B) add, subtract, multiply, and divide rational numbers in problem |Examples on pages 27, 35-36, 61, 105, 112, 118-120, 121-124, 128, 135 |
|situations; | |
(TEKS Grade 8 Math, Standard 8.2/Math for the World of Work, Cont.)
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(C) evaluate a solution for reasonableness; and |Students can determine reasonableness in many problems throughout by |
| |using estimation or by examining the answer in the context of the |
| |problem. |
| | |
|(D) use multiplication by a constant factor (unit rate) to represent |Examples on pages 8-10, 16-19, 20-23, 24-28, 56-57, 158-161 |
|proportional relationships; for example, the arm span of a gibbon is | |
|about 1.4 times its height, a = 1.4h. | |
| |
|(8.3) Patterns, relationships, and algebraic thinking. The student identifies proportional relationships in problem situations and solves |
|problems. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) compare and contrast proportional and non-proportional |Examples on pages 118-120, 121-124, 158-161 |
|relationships; and | |
| | |
|(B) estimate and find solutions to application problems involving |Examples on pages 8-11, 24-28, 43-44, 58-61, 158-161, 184, 200 |
|percents and proportional relationships such as similarity and rates. | |
| |
|(8.4) Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical |
|relationship. |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|The student is expected to generate a different representation given |Throughout the text, students are given equations that they use to |
|one representation of data such as a table, graph, equation, or verbal|fill in a graph or vice versa. See examples on pages 26, 28, 41, 46, |
|description. |47, 59, 83. In addition, students use graphs to generate equations or|
| |descriptions. See examples on pages 70, 94, 159, 161, 176 |
(TEKS Grade 8 Math/Math for the World of Work, Cont.)
| |
|(8.5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations to make predictions and|
|solve problems. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) estimate, find, and justify solutions to application problems |See Exercises, Problem Solving, and Application assignments |
|using appropriate tables, graphs, and algebraic equations; and |throughout. |
| | |
|(B) use an algebraic expression to find any term in a sequence. |Not applicable |
| |
|(8.6) Geometry and spatial reasoning. The student uses transformational geometry to develop spatial sense. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) generate similar shapes using dilations including enlargements and|Not applicable |
|reductions; and | |
|(B) graph dilations, reflections, and translations on a coordinate | |
|plane. | |
| |
|(8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the physical world. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) draw solids from different perspectives; |Not applicable |
|(B) use geometric concepts and properties to solve problems in fields | |
|such as art and architecture; | |
|(C) use pictures or models to demonstrate the Pythagorean Theorem; and| |
|(D) locate and name points on a coordinate plane using ordered pairs | |
|of rational numbers. | |
(TEKS Grade 8 Math/Math for the World of Work, Cont.)
| |
|(8.8) Measurement. The student uses procedures to determine measures of solids. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) find surface area of prisms and cylinders using concrete models |Not applicable |
|and nets (two-dimensional models); | |
|(B) connect models to formulas for volume of prisms, cylinders, | |
|pyramids, and cones; and | |
|(C) estimate answers and use formulas to solve application problems | |
|involving surface area and volume. | |
| |
|(8.9) Measurement. The student uses indirect measurement to solve problems. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) use the Pythagorean Theorem to solve real-life problems; and |Not applicable |
|(B) use proportional relationships in similar shapes to find missing | |
|measurements. | |
| |
|(8.10) Measurement. The student describes how changes in dimensions affect linear, area, and volume measures. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) describe the resulting effects on perimeter and area when |Not applicable |
|dimensions of a shape are changed proportionally; and | |
|(B) describe the resulting effect on volume when dimensions of a solid| |
|are changed proportionally. | |
(TEKS Grade 8 Math/Math for the World of Work, Cont.)
| |
|(8.11) Probability and statistics. The student applies concepts of theoretical and experimental probability to make predictions. The student|
|is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) find the probabilities of compound events (dependent and |Not applicable |
|independent); | |
|(B) use theoretical probabilities and experimental results to make | |
|predictions and decisions; and | |
|(C) select and use different models to simulate an event. | |
| |
|(8.12) Probability and statistics. The student uses statistical procedures to describe data. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) select the appropriate measure of central tendency to describe a |Not applicable |
|set of data for a particular purpose; | |
|(B) draw conclusions and make predictions by analyzing trends in | |
|scatterplots; and | |
| | |
|(C) construct circle graphs, bar graphs, and histograms, with and |Pages 70, 93-94, 158-159, 160-161 |
|without technology. | |
| |
|(8.13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) evaluate methods of sampling to determine validity of an inference|Not applicable |
|made from a set of data; and | |
|(B) recognize misuses of graphical or numerical information and | |
|evaluate predictions and conclusions based on data analysis. | |
(TEKS Grade 8 Math/Math for the World of Work, Cont.)
| |
|(8.14) Underlying processes and mathematical tools. 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: |
| | |
|(A) identify and apply mathematics to everyday experiences, to |AGS Math for the World of Work teaches students math skills needed in |
|activities in and outside of school, with other disciplines, and with |the workforce. Throughout the text students are engaged in problem |
|other mathematical topics; |solving and application activities that relate mathematical concepts |
| |directly to common workplace activities. See examples on pages 72, |
| |73, 83, 93, 95,102, 169, 174, 175. |
| | |
|(B) use a problem-solving model that incorporates understanding the |Problem solving is modeled is modeled in “Example” boxes in each |
|problem, making a plan, carrying out the plan, and evaluating the |lesson. These follow the steps for problem solving by demonstrating |
|solution for reasonableness; |understanding, planning, execution, and evaluation. See examples on |
| |pages 16, 20, 34, 42, 56, 78, 82,86, 105, 119. |
| | |
|(C) select or develop an appropriate problem-solving strategy from a |A variety of problem-solving methods is used in the Student Text. See|
|variety of different types, including drawing a picture, looking for a|examples on pages 119, 135, 136, 152, 158. In addition, the Teacher’s|
|pattern, systematic guessing and checking, acting it out, making a |Edition presents many other types of methods in “Learning Styles” |
|table, working a simpler problem, or working backwards to solve a |boxes in the marginal notes. See examples on TE pages 43, 48, 56, 72,|
|problem; and |81, 94, 104, 111. |
| | |
|(D) select tools such as real objects, manipulatives, paper/pencil, |(Paper/pencil and computers/calculators are the primary tools used in |
|and technology or techniques such as mental math, estimation, and |the Student Text. For computer/calculator exercises, see “Technology |
|number sense to solve problems. |Connection” exercises on pages 23, 48, 69, 87, 108, 123, 147, 164, |
| |181, 202, 219, 233, 262. The Teacher’s Edition has additional |
| |technology exercises (Examples on TE pages 39, 48, 55, 61, 68, 84). |
| |(Techniques such as mental math, estimation, and number sense are |
| |encouraged throughout the Student Text (Examples on pages 9, 20, 34, |
| |135, 196, 251, 259) and the Teacher’s Edition (Examples on TE pages |
| |26, 35, 64, 88, 108, 128, 165). |
(TEKS Grade 8 Math/Math for the World of Work, Cont.)
| |
|(8.14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical |
|language, representations, and models. The student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) communicate mathematical ideas using language, efficient tools, |See Exercises and Problem Solving assignments throughout. |
|appropriate units, and graphical, numerical, physical, or algebraic | |
|mathematical models; and | |
| | |
|(B) evaluate the effectiveness of different representations to |Different representations, including formulas, charts, graphs, and so |
|communicate ideas. |forth, are used throughout. |
| |
|(7.15) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions. The |
|student is expected to: |
|TEKS: |MATH FOR THE WORLD OF WORK |
| | |
|(A) make conjectures from patterns or sets of examples and |Not applicable |
|nonexamples; and | |
|(B) validate his/her conclusions using mathematical properties and | |
|relationships. | |
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