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2009 Mathematics Standards of Learning Training Institutes

2009 Mathematics Standards of Learning Training Institutes. Middle School Mathematics Grade 8. Virginia Department of Education. Matching Cards What’s New in the 8 th Grade SOL?. Today’s Objectives.

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2009 Mathematics Standards of Learning Training Institutes

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  1. 2009 Mathematics Standards of Learning Training Institutes Middle School Mathematics Grade 8 Virginia Department of Education

  2. Matching Cards What’s New in the 8th Grade SOL?

  3. Today’s Objectives To give an overview of the 2009 Mathematics Standards of Learning, highlight additions, deletions , and new foci. To provide sample activities that support new standards. To show connections between grades 6-8 SOL.

  4. Reporting Category Changes 2009 Mathematics Standards of Learning for Grade 8

  5. Number and Number Sense

  6. Number and Number Sense SOL 8.1 The student will a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations, and properties of operations with real numbers; and b) compare and order decimals, fractions, percents, and numbers written in scientific notation. (Part b was previously part c in the 2001 standards Slight Change 2009 Mathematics Standards of Learning for Grade 8

  7. Number and Number Sense SOL 8.2 NO CHANGE! The student will describe orally and in writing the relationship between the subsets of the real number system. 2009 Mathematics Standards of Learning for Grade 8

  8. Number and Number Sense 2009 Mathematics Standards of Learning for Grade 8

  9. Computation and Estimation

  10. Computation and Estimation SOL 8.3 The student will solve practical problems involving rational numbers, percents, ratios, and proportions; and determine the percent increase or decrease for a given situation 2009 Mathematics Standards of Learning for Grade 8

  11. Computation and Estimation SOL 8.3 NEW The student will b) determine the percent increase or decrease for a given situation (Specifics about what types of real-life problems, such as finding discount and discount prices and balancing a checkbook, have been moved from the SOL into the Curriculum Framework.) 2009 Mathematics Standards of Learning for Grade 8

  12. Percent Increase or Decrease Activity Salaries Activity 2009 Mathematics Standards of Learning for Grade 8

  13. Computation and Estimation SOL 8.4 NO CHANGE! The student will apply the order of operations to evaluate algebraic expressions for given replacement values of the variables. 2009 Mathematics Standards of Learning for Grade 8

  14. Computation and Estimation SOL 8.5 The student will Determine whether a given whole number is a perfect square; and find the two consecutive whole numbers between which a square root lies. (Essentially the same SOL , but now broken into two bullets.) 2009 Mathematics Standards of Learning for Grade 8

  15. Measurement

  16. Measurement SOL 8.6 The student will a) verify by measure and describe the relationships among vertical angles, adjacent angles, supplementary angles, and complementary angles; and measure angles of less than 360°. (Essentially the same SOL , but now broken into two bullets.) 2009 Mathematics Standards of Learning for Grade 8

  17. Measurement SOL 8.6 NEW The student will a) verify by measure and describe the relationships among vertical angles, adjacent angles, supplementary angles, and complementary angles; and 2009 Mathematics Standards of Learning for Grade 8

  18. Measurement SOL 8.7 The student will investigate and solve practical problems involving volume and surface area of prisms, cylinders, cones, and pyramids; and describe how changing one measured attribute of the figure affects the volume and surface area. 2009 Mathematics Standards of Learning for Grade 8

  19. Measurement SOL 8.7 NEW The student will b) Describe how changing one measured attribute of the figure affects the volume and surface area. 2009 Mathematics Standards of Learning for Grade 8

  20. Geometry

  21. Geometry SOL 8.8 SLIGHT CHANGES! The student will a) apply transformations to plane figures; and b) identify applications of transformations. (Essentially the same SOL, but now broken into two bullets, specific references to transformations and applications have been moved to the Curriculum Framework.) 2009 Mathematics Standards of Learning for Grade 8

  22. Geometry SOL 8.9 NO CHANGE! The student will construct a three-dimensional model, given the top or bottom, side and front views. 2009 Mathematics Standards of Learning for Grade 8

  23. Geometry SOL 8.10 SLIGHT CHANGES! The student will verify the Pythagorean Theorem; and apply the Pythagorean Theorem. (Essentially the same SOL, but now broken into two bullets, specific references have been moved to the Curriculum Framework.) 2009 Mathematics Standards of Learning for Grade 8

  24. Geometry SOL 8.11 NEW SOL The student will solve practical area and perimeter problems involving composite, plane figures. 2009 Mathematics Standards of Learning for Grade 8

  25. Geometry SOL 8.11 From 2001 SOL 7.7 From Measurement The student will solve practical area and perimeter problems involving composite, plane figures. 2009 Mathematics Standards of Learning for Grade 8

  26. Finding the Area of Composite Figures Activity Find the area of the composite figure. 2009 Mathematics Standards of Learning for Grade 7

  27. Probability and Statistics

  28. Probability and Statistics SOL 8.12 NEW FOCUS The student will determine the probability of independent and dependent events with and without replacement. 2009 Mathematics Standards of Learning for Grade 8

  29. Independent/Dependent Events Activity Sort the cards into piles of dependent and independent events. Choose a few to try and calculate the probability. 2009 Mathematics Standards of Learning for Grade 8

  30. Probability and Statistics SOL 8.13 From 2001 SOL 7.17 The student will make comparisons, predictions, inferences, using information displayed in graphs; and construct and analyze scatterplots. (Essentially the same SOL, but specific graphs are no longer listed in SOL with the exception of scatterplots.) 2009 Mathematics Standards of Learning for Grade 8

  31. Probability and Statistics 2009 Mathematics Standards of Learning for Grade 8

  32. Patterns, Functions, and Algebra

  33. Patterns, Functions, and Algebra SOL 8.14 Simplified The student will make connections between any two representations (tables, graphs, words, and rules) of a given relationship. 2009 Mathematics Standards of Learning for Grade 8

  34. Patterns, Functions, and Algebra SOL 8.15 The student will a) solve multistep linear equations in one variable on one and two sides of the equation; solve two-step linear inequalities and graph the results on a number line; and identify properties of operations used to solve an equation. 2009 Mathematics Standards of Learning for Grade 8

  35. Patterns, Functions, and Algebra SOL 8.15 NEW FOCUS The student will a) solve multistep linear equations in one variable on one and two sides of the equation; solve two-step linear inequalities and graph the results on a number line; and identify properties of operations used to solve an equation. 2009 Mathematics Standards of Learning for Grade 8

  36. Teaching Multi-Step Equations Use Alge-Blocks or other concrete and/or virtual manipulatives Combine Like Terms Proof-Reading 2009 Mathematics Standards of Learning for Grade 8

  37. Patterns, Functions, and Algebra SOL 8.16 SLIGHT CHANGE! The student will graph a linear equation in two variables. (Wording “from a table of ordered pairs” has been removed) 2009 Mathematics Standards of Learning for Grade 8

  38. Patterns, Functions, and Algebra SOL 8.17 SLIGHT CHANGE! The student will identify the domain, range, independent variable or dependent variable in a given situation. (Verb has been changed from “use the following terms appropriately” to “identify”.) 2009 Mathematics Standards of Learning for Grade 8

  39. Patterns, Functions, and Algebra 2009 Mathematics Standards of Learning for Grade 8

  40. Fan and Pick Reflection • Participants move into groups of 4 • Participants number off from 1 to 4 • Participant #1 holds and fans cards • Participant #2 picks a card and reads the question • Participant #3 answers the question • Participant #4 praises and adds to the answer • Participants rotate roles

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