
8Grade 8 Standards
Top Mathematicians

Statistics & Probability

8.SP.1
Critique ways in which data is presented in circle graphs, line graphs, bar graphs and pictographs.
• Compare information provided for the same data set by a given set of graphs, including circle graphs, line graphs, bar graphs and pictographs, to determine the strengths and limitations of each graph.
• Identify the advantages and disadvantages of different graphs, including circle graphs, line graphs, bar graphs and pictographs, in representing a given set of data.
• Justify the choice of a graphical representation for a given situation and its corresponding data set.
• Explain how the format of a given graph, such as the size of the intervals, the width of the bars and the visual representation, may lead to misinterpretation of the data.
• Explain how a given formatting choice could misrepresent the data.
• Identify conclusions that are inconsistent with a given data set or graph, and explain the misinterpretation. 

8.SP.2
Solve problems involving the probability of independent events.
• Determine the probability of two given independent events; and verify the probability, using a different strategy.
• Generalize and apply a rule for determining the probability of independent events.
• Solve a given problem that involves determining the probability of independent events. 

8.395

8.405

8.4115

8.425


8.SP.1

Patterns and Relations

8.PR.1
Graph and analyze twovariable linear relations.
• Determine the missing value in an ordered pair for a given equation.
• Create a table of values by substituting values for a variable in the equation of a given linear relation.
• Construct a graph from the equation of a given linear relation (limited to discrete data).
• Describe the relationship between the variables of a given graph. 
8.PR.2
Model and solve problems concretely, pictorially and symbolically, using linear equations of the form:
• ax = b where a, b and c are integers.
• x/a = b, a ≠ 0 where a, b and c are integers.
• ax + b = c where a, b and c are integers.
• x/a + b = c, a ≠ 0 where a, b and c are integers.
• a(x + b) = c where a, b and c are integers.
• Model a given problem with a linear equation; and solve the equation, using concrete models, e.g., counters, integer tiles.
• Verify the solution to a given linear equation, using a variety of methods, including concrete materials, diagrams and substitution.
• Draw a visual representation of the steps used to solve a given linear equation, and record each step symbolically.
• Solve a given linear equation symbolically.
• Identify and correct an error in a given incorrect solution of a linear equation.
• Apply the distributive property to solve a given linear equation; e.g., 2(x + 3) = 5 is equivalent to 2x + 6 = 5.
• Solve a given problem, using a linear equation, and record the process. 

8.1015

8.2915

8.3015

8.3715

8.4510


8.PR.1

Number

8.N.1
Demonstrate an understanding of perfect squares and square roots, concretely, pictorially and symbolically (limited to whole numbers).
• Represent a given perfect square as a square region, using materials such as grid paper or square shapes.
• Determine the factors of a given perfect square, and explain why one of the factors is the square root and the others are not.
• Determine whether or not a given number is a perfect square, using materials and strategies such as square shapes, grid paper or prime factorization, and explain the reasoning.
• Determine the square root of a given perfect square, and record it symbolically.
• Determine the square of a given number. 

8.N.2
Determine the approximate square root of numbers that are not perfect squares (limited to whole numbers).
• Estimate the square root of a given number that is not a perfect square, using the roots of perfect squares as benchmarks.
• Approximate the square root of a given number that is not a perfect square, using technology; e.g., a calculator, a computer.
• Explain why the square root of a number shown on a calculator may be an approximation.
• Identify a number with a square root that is between two given numbers. 

8.N.3
Demonstrate an understanding of percents greater than or equal to 0%, including greater than 100%.
• Provide a context where a percent may be more than 100% or between 0% and 1%.
• Represent a given fractional percent, using grid paper.
• Represent a given percent greater than 100%, using grid paper.
• Determine the percent represented by a given shaded region on a grid, and record it in decimal, fraction and percent form.
• Express a given percent in decimal or fraction form.
• Express a given decimal in percent or fraction form.
• Express a given fraction in decimal or percent form.
• Solve a given problem involving percents.
• Solve a given problem involving combined percents, e.g., addition of percents, such as GST + PST.
• Solve a given problem that involves finding the percent of a percent; e.g., "A population increased by 10% one year and by 15% the next year. Explain why there was not a 25% increase in population over the two years." 

8.N.4
Demonstrate an understanding of ratio and rate.
• Express a twoterm ratio from a given context in the forms 3:5 or 3 to 5.
• Express a threeterm ratio from a given context in the forms 4:7:3 or 4 to 7 to 3.
• Express a part to part ratio as a part to whole fraction; e.g., frozen juice to water: 1 can concentrate to 4 cans of water can be represented as 1/5, which is the ratio of concentrate to solution, or 4/5, which is the ratio of water to solution.
• Identify and describe ratios and rates (including unit rates) from reallife examples, and record them symbolically.
• Express a given rate, using words or symbols; e.g., 20 L per 100 km or 20 L/100 km.
• Express a given ratio as a percent, and explain why a rate cannot be represented as a percent. 

8.N.5
Solve problems that involve rates, ratios and proportional reasoning.
• Explain the meaning of ab within a given context.
• Provide a context in which a/b represents a:
 fraction.
 rate.
 ratio.
 quotient.
 probability.
• Solve a given problem involving rate, ratio or percent. 

8.815

8.95

8.1015

8.1115

8.125

8.135

8.1415

8.1515

8.1620

8.1715

8.1815

8.1915

8.2015

8.2115

8.2215

8.235

8.2415

8.255

8.2615

8.275


8.N.6
Demonstrate an understanding of multiplying and dividing positive fractions and mixed numbers, concretely, pictorially and symbolically.
• Identify the operation required to solve a given problem involving positive fractions.
• Provide a context that requires the multiplying of two given positive fractions.
• Provide a context that requires the dividing of two given positive fractions.
• Estimate the product of two given positive proper fractions to determine if the product will be closer to 0,1/2 or 1.
• Estimate the quotient of two given positive fractions, and compare the estimate to whole number benchmarks.
• Express a given positive mixed number as an improper fraction and a given positive improper fraction as a mixed number.
• Model multiplication of a positive fraction by a whole number concretely or pictorially, and record the process.
• Model multiplication of a positive fraction by a positive fraction concretely or pictorially, using an area model, and record the process.
• Model division of a positive proper fraction by a whole number concretely or pictorially, and record the process.
• Model division of a whole number by a positive proper fraction concretely or pictorially, using an area model, and record the process.
• Model division of a positive proper fraction by a positive proper fraction pictorially, and record the process.
• Generalize and apply rules for multiplying and dividing positive fractions, including mixed numbers.
• Solve a given problem involving positive fractions, taking into consideration order of operations (limited to problems with positive solutions).
• Apply a personal strategy to solve, symbolically, a given division problem involving improper fractions.
• Refine personal strategies to increase their efficiency. 

8.N.7
Demonstrate an understanding of multiplication and division of integers, concretely, pictorially and symbolically.
• Identify the operation required to solve a given problem involving integers.
• Provide a context that requires multiplying two integers.
• Provide a context that requires dividing two integers.
• Model the process of multiplying two integers, using concrete materials or pictorial representations, and record the process.
• Model the process of dividing an integer by an integer, using concrete materials or pictorial representations, and record the process.
• Generalize and apply a rule for determining the sign of the product and quotient of integers.
• Solve a given problem involving the division of integers (2digit by 1digit) without the use of technology.
• Solve a given problem involving the division of integers (2digit by 2digit) with the use of technology.
• Solve a given problem involving integers, taking into consideration order of operations. 

8.N.1

Shape and Space

8.SS.1
Develop and apply the Pythagorean theorem to solve problems.
• Model and explain the Pythagorean theorem concretely, pictorially or using technology.
• Explain, using examples, that the Pythagorean theorem applies only to right triangles.
• Determine whether or not a given triangle is a right triangle by applying the Pythagorean theorem.
• Determine the measure of the third side of a right triangle, given the measures of the other two sides, to solve a given problem.
• Solve a given problem that involves Pythagorean triples; e.g., 3, 4, 5 or 5, 12, 13. 

8.SS.2
Draw and construct nets for 3D objects.
• Match a given net to the 3D object it represents.
• Construct a 3D object from a given net.
• Draw nets for a given right cylinder, right rectangular prism and right triangular prism, and verify by constructing the 3D objects from the nets.
• Predict 3D objects that can be created from a given net, and verify the prediction. 

8.SS.3
Determine the surface area of:
• right rectangular prisms to solve problems.
• right triangular prisms to solve problems.
• right cylinders to solve problems.
• Explain, using examples, the relationship between the area of 2D shapes and the surface area of a given 3D object.
• Identify all the faces of a given prism, including right rectangular and right triangular prisms.
• Identify all the faces of a given right cylinder.
• Describe and apply strategies for determining the surface area of a given right rectangular or right triangular prism.
• Describe and apply strategies for determining the surface area of a given right cylinder.
• Solve a given problem involving surface area. 

8.SS.4
Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders.
• Determine the volume of a given right prism, given the area of the base.
• Generalize and apply a rule for determining the volume of right cylinders.
• Explain the connection between the area of the base of a given right 3D object and the formula for the volume of the object.
• Demonstrate that the orientation of a given 3D object does not affect its volume.
• Apply a formula to solve a given problem involving the volume of a right cylinder or a right prism. 

8.SS.5
Draw and interpret top, front and side views of 3D objects composed of right rectangular prisms.
• Draw and label the top, front and side views for a given 3D object on isometric dot paper.
• Compare different views of a given 3D object to the object.
• Predict the top, front and side views that will result from a described rotation (limited to multiples of 90º), and verify predictions.
• Draw and label the top, front and side views that result from a given rotation (limited to multiples of 90º).
• Build a 3D block object given the top, front and side views, with or without the use of technology.
• Sketch and label the top, front and side views of a 3D object in the environment, with or without the use of technology. 

8.795

8.805


8.SS.6
Demonstrate an understanding of the congruence of polygons.
• Determine the coordinates of the vertices of an image following a given combination of transformations of the original figure.
• Draw the original figure and determine the coordinates of its vertices, given the coordinates of the image's vertices and a description of the transformation (translation, rotation, reflection). 

8.SS.1