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OKCPS |
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OCPS ACADEMIC STANDARDS |
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Mathematics - Grade 8 |
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1.1 Solids: Drawing/Perspectives
The learner will be able to
construct models, sketch (from different perspectives), and classify solid figures such as rectangular solids, prisms, cones, cylinders, pyramids, and combined forms (e.g., draw a figure that could result from making 1, 2, or 3 cuts in a given solid).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Three-Dimensional Solids |
Synthesis |
Master |
0.5 |
OK: PASS Standard 3.1; PASS Exam |
Classroom
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1.2 Pythagorean Theorem: Develop
The learner will be able to
develop and apply the Pythagorean Theorem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pythagorean Theorem |
Synthesis |
Master |
1.0 |
OK: PASS Standard 3.5 |
Classroom
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1.3 Similarity: Solve/Relationships
The learner will be able to
apply knowledge of ratio and proportion to solve relationships between similar geometric figures (e.g., build a model of a 3-dimensional object to scale).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Similarity |
Application |
Master |
1.0 |
OK: PASS Standard 3.3; PASS Exam |
Classroom
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2.1 Volume/Surface Area: Estimate
The learner will be able to
approximate and determine surface area and volume in real world situations (e.g., unwrap a box to explore surface area, use rice, 1-inch cubes, centimeter cubes, cups...to estimate the volume of boxes, irregular shaped objects, containers).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Perimeter/Area/Volume |
Application |
Master |
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OK: PASS Standard 3.2; PASS Exam |
Classroom
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2.2 Area: Determine/Region
The learner will be able to
find the area of a "region of a region" for simple composite figures (e.g., area of a rectangular picture frame).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Application |
Master |
1.0 |
OK: PASS Standard 3.4b; PASS Exam |
Classroom
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2.3 Formula: Choose/Measurement
The learner will be able to
select and apply appropriate formulas for given situation in measurement problems (e.g., p=21+2w, v=lwh).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formulas |
Application |
Master |
1.0 |
OK: PASS Standard 3.4a.II; PASS Exam |
Classroom
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3.1 Number Forms: Illustrate/Interpret
The learner will be able to
represent and interpret large numbers and numbers less than one using exponential and scientific notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms |
Evaluation |
Master |
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OK: PASS Standard 2.2b; PASS Exam |
Classroom
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3.2 Ratio/Proportion: Problem Solving
The learner will be able to
apply ratios and proportions to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
2.0 |
OK: PASS Standard 2.1c; PASS Exam |
Classroom
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4.1 Number Line: Graph
The learner will be able to
graph the solution to linear inequalities with one variable on a number line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Lines |
Application |
Master |
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OK: PASS Standard 1.2b; PASS Exam |
Classroom
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4.2 Patterns: Recognize/Continue/Apply
The learner will be able to
recognize and continue patterns and apply experiences and observations in order to formulate suppositions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
Application |
Master |
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OK: PASS Process Standard 3.1 |
Classroom
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4.3 Magnitude: Describe/Estimation
The learner will be able to
use estimation strategies (e.g., rounding) to describe the magnitude of large numbers and numbers less than one.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Magnitude |
Comprehension |
Master |
1.0 |
OK: PASS Standard 2.2c; PASS Exam |
Classroom
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6.1 Sampling: Select/Generalize
The learner will be able to
determine how samples are chosen (random, limited, biased) to draw and support conclusions about generalizing a sample to a population (e.g., is the average height of a men's college basketball team a good representative sample for height predictions?).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Theoretical Probability |
Application, Evaluation |
Master |
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OK: PASS Standard 4.3 |
Classroom
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6.2 Central Tendency: Determine
The learner will be able to
find the range and measures of central tendency (mean, median and mode) of a set of data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measures of Central Tendency |
Application |
Master |
1.0 |
OK: PASS Standard 4.2; PASS Exam |
Classroom
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6.3 Data Display: Select/Use
The learner will be able to
select and apply appropriate formats (e.g., line plots, bar graphs, stem-and-leaf plots, scatter plots, histograms, circle graphs) to display collected data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Display |
Application |
Master |
1.0 |
OK: PASS Standard 4.1; PASS Exam |
Classroom
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8.1 Linear Equations: Create/Solve
The learner will be able to
model, write, and solve one- and two-step linear inequalities with one variable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
Evaluation |
Master |
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OK: PASS Standard 1.2a; PASS Exam |
Classroom
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8.2 Linear Equations:Model/Write/2-Step
The learner will be able to
model, write, and solve two-step linear equations using many different methods.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
Evaluation |
Master |
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OK: PASS Standard 1.1a; PASS Exam |
Classroom
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8.3 Linear Equations: Graph/Interpret
The learner will be able to
graph and interpret the solution to linear equations with one variable on a number line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
Evaluation |
Master |
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OK: PASS Standard 1.1b; PASS Exam |
Classroom
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8.4 Equations: Use/Formula/Suitable
The learner will be able to
select and apply appropriate formulas for given situations for an equation (e.g., d=rt, i=prt).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equations |
Application |
Master |
0.5 |
OK: PASS Standard 3.4a.I; PASS Exam |
Classroom
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8.5 Exponents: Use Rules/ Solve
The learner will be able to
use the rules of exponents to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Exponents |
Application |
Master |
1.0 |
OK: PASS Standard 2.2a; PASS Exam |
Classroom
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10.1 Strategies: Create/Test
The learner will be able to
create and test methods to obtain solutions to practical, daily problems which may have one or more answers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
Synthesis |
Master |
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OK: PASS Process Standard 1.1 |
Classroom
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10.2 Strategies: Multi-Step/Non-Routine
The learner will be able to
use many different strategies to obtain problem solutions, focusing on problems that are non-routine or require multiple steps.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
Application |
Master |
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OK: PASS Process Standard 1.5 |
Classroom
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10.3 Strategies: Other Disciplines/Real
The learner will be able to
apply mathematical problem solving strategies to other disciplines as well as real world scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
Application |
Master |
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OK: PASS Process Standard 4.1 |
Classroom
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10.4 Problems: Create/Generalize
The learner will be able to
create problems from scenarios within and outside of mathematics and generalize answers and strategies to new problem scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problems |
Synthesis |
Master |
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OK: PASS Process Standard 1.3 |
Classroom
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10.5 Solution: Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution |
Evaluation |
Master |
1.5 |
OK: PASS Process Standard 1.4 |
Classroom
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Real Numbers and the Coordinate Plane
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13.1 Linear Equations: Predict/Effects
The learner will be able to
predict the effect on the graph of a linear equation when the slope changes (e.g., make predictions from graphs, identify the slope in the equation y=mx+b and relate to a graph).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Linear Equations |
Application |
Master |
1.0 |
OK: PASS Standard 1.1c; PASS Exam |
Classroom
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Rational and Irrational Numbers
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14.1 Rational Numbers: Compare/Order
The learner will be able to
compare and order rational numbers (positive and negative integers, fractions and decimals) in real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rational Numbers |
Evaluation |
Master |
1.0 |
OK: PASS Standard 2.1a; PASS Exam |
Classroom
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16.1 Modeling: Organize/Record Data
The learner will be able to
use many different representations to organize and record data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Modeling |
Knowledge, Application |
Master |
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OK: PASS Process Standard 5.1 |
Classroom
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16.2 Modeling: Communication
The learner will be able to
apply representations to aid in the communication of mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
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OK: PASS Process Standard 5.2 |
Classroom
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16.3 Modeling: Create/Representations
The learner will be able to
create many different mathematical representations that can be used flexibly and suitably.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Modeling |
Synthesis |
Master |
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OK: PASS Process Standard 5.3 |
Classroom
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16.4 Modeling: Solve/Problems
The learner will be able to
apply many different representations to model and obtain solutions to physical, social, and mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Modeling |
Evaluation |
Master |
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OK: PASS Process Standard 5.4 |
Classroom
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16.5 Mathematical Concepts: Discuss
The learner will be able to
discuss mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
Comprehension |
Master |
1.0 |
OK: PASS Process Standard 2.1 |
Classroom
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16.6 Math Concepts: Apply
The learner will be able to
apply counterexamples to disprove suppositions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
Application |
Master |
0.5 |
OK: PASS Process Standard 3.2 |
Classroom
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16.7 Mathematical Concepts: Interpret
The learner will be able to
interpret mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
Evaluation |
Master |
1.0 |
OK: PASS Process Standard 2.1 |
Classroom
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16.8 Mathematical Concepts: Translate
The learner will be able to
translate (from one to another) mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
Comprehension |
Master |
1.0 |
OK: PASS Process Standard 2.1 |
Classroom
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16.9 Mathematical Concepts: Evaluate
The learner will be able to
evaluate mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
Evaluation |
Master |
1.0 |
OK: PASS Process Standard 2.1 |
Classroom
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16.10 Reasoning: Choose/Strategies
The learner will be able to
choose various types of reasoning strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Master |
1.0 |
OK: PASS Process Standard 3.4 |
Classroom
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16.11 Reasoning:Reflect/Problem Solving
The learner will be able to
reflect on the reasoning used in mathematical problem solving.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Analysis |
Master |
1.0 |
OK: PASS Process Standard 2.2 |
Classroom
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16.12 Reasoning: Use/Strategies
The learner will be able to
use many different reasoning strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Master |
2.0 |
OK: PASS Process Standard 3.4 |
Classroom
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16.13 Reasoning:Justify/Problem Solving
The learner will be able to
justify the reasoning used in mathematical problem solving.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Evaluation |
Master |
1.0 |
OK: PASS Process Standard 2.2 |
Classroom
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16.14 Communication: Choose/Terminology
The learner will be able to
choose appropriate mathematical terminology when discussing mathematical concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication |
Application |
Master |
1.0 |
OK: PASS Process Standard 2.3 |
Classroom
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16.15 Arguments: Create/Mathematical
The learner will be able to
create mathematical arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conjecture/Argument |
Synthesis |
Master |
2.0 |
OK: PASS Process Standard 3.3 |
Classroom
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16.16 Arguments: Evaluate/Mathematical
The learner will be able to
evaluate mathematical arguments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conjecture/Argument |
Evaluation |
Master |
2.0 |
OK: PASS Process Standard 3.3 |
Classroom
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Perspective/Role in Society
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19.1 Mathematical Situations: Model
The learner will be able to
apply verbal, written, physical, pictorial, graphical and/or algebraic methods to model mathematical situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Situations |
Application |
Master |
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OK: PASS Process Standard 1.6 |
Classroom
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21.1 Problem Solving: Technology/Data
The learner will be able to
appropriately use technology to solve problems by both generating and analyzing data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
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OK: PASS Process Standard 1.2 |
Classroom
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