Using the TI-84 Plus Graphing

Calculator in Middle School

Mathematics
Aldine ISD
March 27, 2010
Shelley Bolen-Abbott
Region 4 Education Service Center
sbolenabbott@esc4.net
713.744.6521

http://www.twitter.com/R4math

Handouts will be available online until 04.12.10

http://www.theansweris4.net
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Permission to copy classroom-ready materials granted

to attendees of this Region 4 session.
© Region 4 Education Service Center.
All rights reserved.
 TI-83/84 Quick Start Guide

To darken/lighten screen Commonly used buttons

Press y} to darken. Í is used for =
Press y† to lighten. Ì is the negative sign
› is used for exponents. 23 is typed as Á›Â
yz allows you to exit from the current
application/window.
z allows settings to be adjusted.

r along with | and ~ allows you to move

along a graph.
To enter functions in calculator To set viewing window
Press o. Press p

Press „ for the variable. Set the appropriate window.

Ymax

Xmin Xmax

Ymin

Checklist when graphing Common errors

1. Enter data in … or function in o.
2. Set appropriate viewing window.
3. Turn off unnecessary Stat Plots or Functions.
4. Press s.

Press 1 to Quit or 2 to see the error.

To enter data in lists To perform statistical operations on lists
…  … ~ 

Í  Í 
Then choose the list name from y… or
choose y and ÀÁ¶· or ¸.

To clear lists, arrow up to the list name, press

‘ then Í.
Press Í 
(A common error is a Dim Mismatch. If this
occurs, make sure the same number of data mean
values are in each list. sum of x-values
2
sum of x -values
sample stand. dev.
To graph data in lists
pop. stand. dev.
Press yo number of
data points.

The arrow indicates there is more on the next

screen. Press † several times to see more data.

minimum
st
1 quartile
median
Press Í.  rd
3 quartile
maximum

Turn the plot ON, then use the arrows to choose

the appropriate graph and source of data (choose
the list names from y…).
Set the viewing window by pressing q9 Í
Resources: Graphing Calculator Tutorial (www.escweb.net/math)
Graphing Calculator Lessons (www.education.ti.com)
Graphing Calculator Emulator (http://www.technoplaza.net/downloads/details.php?program=67)
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Name _______________________ Date __________________ Period ________

Graphing Calculator Scavenger Hunt

By Lois Coles

1. Press 2nd + ENTER What is the ID# of your calculator? ______________

2. For help, what website can you visit? _______________

3. What happens to the screen when you push 2nd ▲ over and over? 2nd ▼ over and over?
________________________________________________

4.  is called the "caret" button, and is used to raise a number to a power. Find 65 = ______.
To square a number use x2 What is 562? _______ To cube a number, press MATH and select
option 3. What is 363? ___________

5. Press 2nd Y= to access the STAT PLOTS menu, how many stat plots are there? _____
Which option turns the stat plots off? ________________

6. Press STAT . Which option will sort data in ascending order? What do you think will happen
if option 3 is selected? __________________________________

7. What letter of the alphabet is located above  ? _______________

8. To get the calculator to solve the following problem 2{3 + 10/2 + 62 – (4 + 2)}, what do you do
to get the { and } ? _________________The answer to the problem is __________.

9. To solve a problem involving the area and/or circumference of a circle, you will need to use π.
Where is this calculator key? _______________________

10. Use your calculator to answer the following:

2 x 41.587 ________ 2578/4 _________ 369 + 578 _________

Now press 2nd ENTER two times. What pops up on your screen? ___________
Arrow over and change the 4 to a 2. What answer do you get? ________
How will this feature be helpful? _____________________________________

11. What happens when the 10x and 6 keys are pressed? ___________
2a  3b
12. The STO button stores numbers to variables. To evaluate the expression , press
4 c
9 STO ALPHA MATH ENTER to store the number 9 to A. Repeat this same process if B = 2
2a  3b
and C = 1, then evaluate the expression by typing in the expression and pressing
4 c
ENTER. Is it faster just to substitute the values into the expression and solve the old-
fashioned way with paper and pencil? _______
When might this feature come in handy?________________________________________

http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=7499
13. Press 2nd 0 to access the calculator's catalogue. Scroll up, to access symbols. What is the
first symbol? _____________ What is the last symbol? _______________

14. Press 2nd 0 to access the calculator's catalogue. An AA appears in the top right corner
of the screen. This means the calculator is in alphabetical mode. Press ) . What is the 5th
entry in the L's? What do these letters stand for? _____________

15. Press MATH, what do you think the first entry will do? _____________________
Now press CLEAR , then press 0 . 5 6 MATH and select option 1. What answer do you
get? ___________

16. Press 4 MATH, choose option 5, then press 1 6 and ENTER . What did this option
do? _________________________________________________________

17. Which function allows you to send/receive data/programs? __________________

18. Press Y= type in 2x – 1. Press ZOOM then select 6, press MODE, arrow to the
bottom and arrow over to G-T and press ENTER. Now press GRAPH. What appears on
the screen? _____________________________________________
Press MODE and scroll down to Full and press ENTER to restore to full screen.

19. Press 5   9 ENTER. Press 2 to go to the error. The cursor should be blinking on
the second /, press DEL ENTER. What answer did you get? To convert this number to a
fraction, press MATH ENTER

20. Enter this problem into the calculator and press ENTER. 2.4 x 3.7 = _______.
Now press MODE ▼ Float ► to 0 and press ENTER.
Now press 2nd Quit to return to the home screen and press 2nd ENTER and the original
problem should appear on the screen, now press ENTER. What appears on the screen?
____________ Think about this number in relation to the answer you got before.
What did the calculator do? _________________________________
Repeat this same process except select 2 under the Float option. Return to the home screen,
recall the original problem and press ENTER. What number appears on the screen? _______
What did the calculator do this time? _____________________

21. Enter (-2)2 into the calculator, what answer did you get? ___________Now enter –22 into
the calculator, what answer did you get this time? ________Why do you think you got two
different answers? ______________________________Would (-2)3 and –23 give you two
different answers? Why or why not?________________________________

http://education.ti.com/educationportal/activityexchange/Activity.do?cid=US&aId=7499
“Power”ful Patterns

Use your calculator to complete the table below.

Repeated Multiplication Using the Repeated Multiplication with ^

Multiplication Sign Enter: (base) ^ (exponent) e
Expression Value Base Exponent Value
3 = 3 ^ 1 =

3x3 = 3 ^ 2 =

3x3x3 = 3 ^ 3 =

3x3x3x3 = 3 ^ 4 =

3x3x3x3x3 = 3 ^ 5 =

3x3x3x3x3x3 = 3 ^ 6 =

3x3x3x3x3x3x3 = 3 ^ 7 =

3x3x3x3x3x3x3x3 = 3 ^ 8 =

3x3x3x3x3x3x3x3x3 = 3 ^ 9 =

What patterns do you see in the table?

Pick another whole number and complete the table below.

Repeated Multiplication with ^

Repeated Multiplication Using the Multiplication Sign
Enter: (base) ^ (exponent) e
Expression Value Base Exponent Value
___ = ___ ^ 1 =
___ x ___ = ___ ^ 2 =
___ x ___ x ___ = ___ ^ 3 =
___ x ___ x ___ x ___ = ___ ^ 4 =
___ x ___ x ___ x ___ x ___ = ___ ^ 5 =
___ x ___ x ___ x ___ x ___ x ___ = ___ ^ 6 =
___ x ___ x ___ x ___ x ___ x ___ x ___ = ___ ^ 7 =
___ x ___ x ___ x ___ x ___ x ___ x ___ x ___ = ___ ^ 8 =
___ x ___ x ___ x ___ x ___ x ___ x ___ x ___x___ = ___ ^ 9 =

What patterns do you see in the table?

Adapted from “Power”ful Patterns-Texas Instruments

“Power”ful Observations and Questions

1. What would the calculator do if you entered 4 ^ 2 e? How would you find the value of

4 ^ 2 without a calculator?

2. What is the calculator doing when you enter: (base) ^ (exponent) e?

3. How would you define the base?

4. How would you define the exponent?

5. If you do not have a calculator, 4 ^ 2 is written as 42. How would you write 5 ^ 3? Label the
base and the exponent.

6. Without using a calculator, find the value of 24 .

Adapted from “Power”ful Patterns-Texas Instruments

Name _____________________________

Banquet Tables – Part 1

Some students at a school are planning a banquet for their end-of-year party. They are trying to
decide how many desks to use to seat people. Their only option for seating is square student desks
that measure 1 yard on each side.

If they use exactly 1 desk, they can seat 4 students.

Six students can be seated with 2 desks.

The desks are placed end-to-end with each additional desk.

Explore the number of seats available based on the number of desks.

Use color tiles to build the models. Then complete the table.

Number of Desks Number of Seats Picture

20

Adapted from How Totally Square! – Texas Instruments

 1. How many students can be seated using 12 desks?

2. How many desks would be needed for 94 students?

3. How many desks would be needed for 123 students?

4. If you know the number of desks, how can you find the total number of seats?

5. Write a rule to find the number of seats using n desks.

Adapted from How Totally Square! – Texas Instruments

Name _____________________________

Banquet Tables – Part 1

Using Your Graphing Calculator
1. Input your function rule into o.
2. What is an appropriate viewing window for your data? Use your table to help you determine a
window.

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3. Graph your data. Sketch the graph below.

4. Use the ys (0) button to answer the following questions.

a. What data is found in the X column?
b. What data is found in the Y1 column?
c. How many seats are available with 35 desks?
d. How many desks are needed to provide 90 seats?

5. If there are 250 students, how many desks will be needed in all?

Adapted from How Totally Square! – Texas Instruments

Name _____________________________

Banquet Tables – Part 2

The students have decided to rent rectangular tables to use for the banquet seating. Each table seats
6 students.

If 2 tables are used, 10 students can be seated.

The tables are placed end-to-end with each additional table.

Explore the number of seats available based on the number of tables used.

Number of Tables Number of Seats Picture

20

Adapted from How Totally Square! – Texas Instruments

Write a rule and then use your graphing calculator to answer the following questions:

1. How many students can be seated using 12 tables?

2. How many tables would be needed for 94 students?

3. How many tables would be needed for 123 students?

4. If there are 250 students, how many tables will be needed in all?

Adapted from How Totally Square! – Texas Instruments

Name _____________________________

Banquet Tables – Part 3

If 2n + 4 gives you the number of seats available for n tables, what might the table arrangements look
like? Justify your answer.

How many students can be seated using 15 of these tables?

How many tables would be needed to seat 128 students?

Adapted from How Totally Square! – Texas Instruments

Building a Garden Fence – Part 1

L1 L2 L3

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 Building a Garden Fence – Part 2

What if you had 30 pieces of fencing to use

instead of 24? Find the dimensions of the
garden with the greatest area and justify your
solution.
 Building a Garden Fence – Part 3

In both of the situations you have now

explored (24 pieces of fencing and 30 pieces
of fencing), does the garden with the greatest
area also have the greatest perimeter? Explain
your reasoning and justify your answer.
Building a Garden Fence – Part 1

You and a friend are visiting her grandparents on their small farm. They have asked the two of you to
design a small, rectangular-shaped vegetable garden along an existing wall in their backyard. They
wish to surround the garden with a small fence to protect their plants from small animals.
To enclose the garden, you have 24 sections of 1-meter long rigid border fencing. In order to grow as
many vegetables as possible, your task is to design the fence to enclose the maximum possible area.
How many sections of fencing should you use along the width and the length of the garden?

W W

L
1. Suppose you used three sections of the fencing along each width of the garden. How many
sections would be left to form the length? Draw a picture to justify your answer.

2. What would the area of this garden be?

3. Use your answers from problems 1 and 2 to complete the first row of the table. Then come up with
3 other possible garden sizes and write them in the table.

Width (m) Length (m) Area (m2)

4. If you know the width of the garden, how can you find the length?

5. Write a rule to determine the length of a garden with a width of x meters.

6. What is the smallest possible width for the garden? What is the largest possible width? Justify your
answer.

Adapted from Building a Garden Fence – Texas Instruments

 Using Your Graphing Calculator
1. Input all of the possible width values for the garden in L1 from least to greatest.

2. Use your rule from Problem #5 to generate the possible lengths in L2.

3. Create a rule to determine the area for each garden in L3.

4. Complete the table below.

L1 L2 L3

5. Describe any patterns you see in the table.

6. Complete the following sentence:

A rectangle with a width of _______ meters and a length of _______ meters gives the largest
possible garden area of ________ square meters.

7. Set up a scatterplot to display the relationships between the widths and the corresponding
areas. Use L1 for the Xlist and L3 for the Ylist.

Adapted from Building a Garden Fence – Texas Instruments

 8. What is an appropriate viewing window for your data? Use your table to help you determine a
window.

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9. Graph your data. Sketch the graph below.

10. Use your r button to identify the point that corresponds to the maximum area. What sets it
apart from the other points on the graph?

11. How do any patterns that you observed in the lists show up in the scatterplot of the data?

Adapted from Building a Garden Fence – Texas Instruments

Building a Garden Fence – Part 2

What if you had 30 pieces of fencing to use instead of 24? Find the dimensions of the garden with the
greatest area and justify your solution.

Adapted from Building a Garden Fence – Texas Instruments

Building a Garden Fence – Part 3
In both of the situations you have now explored (24 pieces of fencing and 30 pieces of fencing), does
the garden with the greatest area also have the greatest perimeter? Explain your reasoning and
justify your answer.

Adapted from Building a Garden Fence – Texas Instruments

Box It Up – Part 1

L1 L2 L3 L4

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 Box It Up – Part 2

Assume that the rectangular metal sheets

given to the industrial technologies class each
measure 75 cm by 60 cm, and that we still
want to determine the size of the square to cut
out so that a box with the largest volume is
produced. What size square should be cut out
and what is the resulting volume? Justify your
answer.
 Box It Up – Part 3

Assume that the metal sheets given to the

industrial technologies class were square.
When a square with a side length of
8 centimeters was cut from each corner, the
resulting volume was 1,152 cubic centimeters.
What was the size of the original metal sheet?
Justify your answer.
Box It Up – Part 1

Ms. Hawkins, the physical sciences teacher, needs several open-topped boxes for storing laboratory
materials. She has given the industrial technologies class several pieces of metal sheeting to make
the boxes. Each of the metal pieces is a rectangle measuring 40 cm by 60 cm. The class plans to
make the boxes by cutting equal-sized squares from each corner of a metal sheet, bending up the
sides, and welding the edges. The squares must have side lengths of whole number values.

40 cm

60 cm

1. If the squares that are cut out have side lengths of 1 centimeter, what is the length, width,
height, and volume of the box that is formed?
Length: ________ Width: _________ Height: _________ Volume: _________

2. What is the side length of the largest square that could be cut from each corner? Justify your
answer.
3. How is the height of the box determined?

4. Use your answers from problem 1 to complete the first row of the table. Then come up with
3 other possible box heights and complete the table.

Height (cm) Width (cm) Length (cm) Volume (cm3)

5. What do you predict the largest possible volume will be? Justify your answer.

Adapted from Box It Up – Texas Instruments

Using Your Graphing Calculator
1. Input all of the possible heights of the box in L1 from least to greatest.
2. Write a rule to determine the width of each box to generate L2.
3. Write a rule to determine the length of each box to generate L3.
4. Write a rule to determine the volume of each box to generate L4.
5. Complete the table below.

L1 L2 L3 L4

6. Describe any patterns you see in the table.

7. Complete the following sentence:

A box made by cutting equal-sized squares with side lengths of ______ cm generates the
largest possible volume of ________ cubic centimeters.

8. Set up a scatterplot to display the relationship between the side length of the square (the
height of the box) and the corresponding volume. Use L1 for the Xlist and L4 for the Ylist.
Adapted from Box It Up – Texas Instruments
 9. What is an appropriate viewing window for your data? Use your table to help you determine a
window.




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



10. Graph your data. Sketch the graph below.

11. Use your r button to identify the point that corresponds to the maximum volume. What
sets it apart from the other points on the graph?

12. How do any patterns that you observed in the lists show up in the scatterplot of the data?

Adapted from Box It Up – Texas Instruments

Box It Up – Part 2

Assume that the rectangular metal sheets given to the industrial technologies class each measure
75 cm by 60 cm, and that we still want to determine the size of the square to cut out so that a box
with the largest volume is produced. What size square should be cut out and what is the resulting
volume? Justify your answer.

Adapted from Box It Up – Texas Instruments

Box It Up – Part 3

Assume that the metal sheets given to the industrial technologies class were square. When a square
with a side length of 8 centimeters was cut from each corner, the resulting volume was 1,152 cubic
centimeters. What was the size of the original metal sheet? Justify your answer.

Bonus: Is this the largest possible volume that could be created by cutting a square from each
corner? Justify your answer.

Adapted from Box It Up – Texas Instruments

This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(B) validate his/her conclusions using

mathematical properties and
relationships.

§111.23. Mathematics, Grade 7.

(a) Introduction.
(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 7 are using
direct proportional relationships in number, geometry, measurement, and probability; applying
addition, subtraction, multiplication, and division of decimals, fractions, and integers; and using
statistical measures to describe data.
(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in
number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking;
geometry and spatial reasoning; measurement; and probability and statistics. Students use
concepts, algorithms, and properties of rational numbers to explore mathematical relationships
and to describe increasingly complex situations. Students use algebraic thinking to describe
how a change in one quantity in a relationship results in a change in the other; and they connect
verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric
properties and relationships, as well as spatial reasoning, to model and analyze situations and
solve problems. Students communicate information about geometric figures or situations by
quantifying attributes, generalize procedures from measurement experiences, and use the
procedures to solve problems. Students use appropriate statistics, representations of data,
reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make
recommendations.
(3) Problem solving in meaningful contexts, language and communication, connections within and
outside mathematics, and formal and informal reasoning underlie all content areas in
mathematics. Throughout mathematics in Grades 6-8, students use these processes together with
graphing technology and other mathematical tools such as manipulative materials to develop
conceptual understanding and solve problems as they do mathematics.

(b) Knowledge and skills.

(7.1) Number, operation, and The student is expected to:
quantitative reasoning. The student
(A) compare and order integers and
represents and uses numbers in a
positive rational numbers;
variety of equivalent forms.
(B) convert between fractions, decimals,
whole numbers, and percents
mentally, on paper, or with a
calculator; and
(C) represent squares and square roots
using geometric models.
(7.2) Number, operation, and The student is expected to:
quantitative reasoning. The student
(A) represent multiplication and division
adds, subtracts, multiplies, or divides
situations involving fractions and
to solve problems and justify
decimals with models, including
solutions.
concrete objects, pictures, words, and
numbers;

5
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(B) use addition, subtraction,

multiplication, and division to solve
problems involving fractions and
decimals;
(C) use models, such as concrete objects,
pictorial models, and number lines, to
add, subtract, multiply, and divide
integers and connect the actions to
algorithms;
(D) use division to find unit rates and
ratios in proportional relationships
such as speed, density, price, recipes,
and student-teacher ratio;
(E) simplify numerical expressions
involving order of operations and
exponents;
(F) select and use appropriate operations
to solve problems and justify the
selections; and
(G) determine the reasonableness of a
solution to a problem.
(7.3) Patterns, relationships, and The student is expected to:
algebraic thinking. The student
(A) estimate and find solutions to
solves problems involving direct
application problems involving
proportional relationships.
percent; and
(B) estimate and find solutions to
application problems involving
proportional relationships such as
similarity, scaling, unit costs, and
related measurement units.
(7.4) Patterns, relationships, and The student is expected to:
algebraic thinking. The student
(A) generate formulas involving unit
represents a relationship in
conversions within the same system
numerical, geometric, verbal, and
(customary and metric), perimeter,
symbolic form.
area, circumference, volume, and
scaling;
(B) graph data to demonstrate
relationships in familiar concepts
such as conversions, perimeter, area,
circumference, volume, and scaling;
and
(C) use words and symbols to describe
the relationship between the terms in
an arithmetic sequence (with a
constant rate of change) and their
positions in the sequence.

6
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(7.5) Patterns, relationships, and The student is expected to:

algebraic thinking. The student uses
(A) use concrete and pictorial models to
equations to solve problems.
solve equations and use symbols to
record the actions; and
(B) formulate problem situations when
given a simple equation and
formulate an equation when given a
problem situation.
(7.6) Geometry and spatial reasoning. The student is expected to:
The student compares and classifies
(A) use angle measurements to classify
two- and three-dimensional figures
pairs of angles as complementary or
using geometric vocabulary and
supplementary;
properties.
(B) use properties to classify triangles
and quadrilaterals;
(C) use properties to classify three-
dimensional figures, including
pyramids, cones, prisms, and
cylinders; and
(D) use critical attributes to define
similarity.
(7.7) Geometry and spatial reasoning. The student is expected to:
The student uses coordinate geometry
(A) locate and name points on a
to describe location on a plane.
coordinate plane using ordered pairs
of integers; and
(B) graph reflections across the
horizontal or vertical axis and graph
translations on a coordinate plane.
(7.8) Geometry and spatial reasoning. The student is expected to:
The student uses geometry to model
(A) sketch three-dimensional figures
and describe the physical world.
when given the top, side, and front
views;
(B) make a net (two-dimensional model)
of the surface area of a three-
dimensional figure; and
(C) use geometric concepts and
properties to solve problems in fields
such as art and architecture.
(7.9) Measurement. The student solves The student is expected to:
application problems involving
(A) estimate measurements and solve
estimation and measurement.
application problems involving length
(including perimeter and
circumference) and area of polygons
and other shapes;

7
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.
(7.10) Probability and statistics. The
student recognizes that a physical or
mathematical model (including
geometric) can be used to describe
the experimental and theoretical
probability of real-life events.
(7.11) Probability and statistics. The
student understands that the way a set
of data is displayed influences its
interpretation.
(7.12) Probability and statistics. The
student uses measures of central
tendency and variability [range] to
describe a set of data.
(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.
8
(B) connect models for volume of prisms
(triangular and rectangular) and
cylinders to formulas of prisms
(triangular and rectangular) and
cylinders; and
(C) estimate measurements and solve
application problems involving
volume of prisms (rectangular and
triangular) and cylinders.
The student is expected to:
(A) construct sample spaces for simple or
composite experiments; and
(B) find the probability of independent
events.
The student is expected to:
(A) select and use an appropriate
representation for presenting and
displaying relationships among
collected data, including line plot,
line graph, bar graph, stem and leaf
plot, circle graph, and Venn
diagrams, and justify the selection;
and
(B) make inferences and convincing
arguments based on an analysis of
given or collected data.
The student is expected to:
(A) describe a set of data using mean,
median, mode, and range; and
(B) choose among mean, median, mode,
or range to describe a set of data and
justify the choice for a particular
situation.
The student is expected to:
(A) identify and apply mathematics to
everyday experiences, to activities in
and outside of school, with other
disciplines, and with other
mathematical topics;
(B) use a problem-solving model that
incorporates understanding the
problem, making a plan, carrying out
the plan, and evaluating the solution
for reasonableness;
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(C) select or develop an appropriate

(7.14) Underlying processes and
mathematical tools. The student
communicates about Grade 7
mathematics through informal and
mathematical language,
representations, and models.
(7.15) Underlying processes and
mathematical tools. The student
uses logical reasoning to make
conjectures and verify conclusions.
problem-solving strategy from a
variety of different types, including
drawing a picture, looking for a
pattern, systematic guessing and
checking, acting it out, making a
table, working a simpler problem, or
working backwards to solve a
problem; and
(D) select tools such as real objects,
manipulatives, paper/pencil, and
technology or techniques such as
mental math, estimation, and number
sense to solve problems.
The student is expected to:
(A) communicate mathematical ideas
using language, efficient tools,
appropriate units, and graphical,
numerical, physical, or algebraic
mathematical models; and
(B) evaluate the effectiveness of different
representations to communicate ideas.
The student is expected to:
(A) make conjectures from patterns or
sets of examples and nonexamples;
and
(B) validate his/her conclusions using
mathematical properties and
relationships.

§111.24. Mathematics, Grade 8.

(a) Introduction.
(1) Within a well-balanced mathematics curriculum, the primary focal points at Grade 8 are using
basic principles of algebra to analyze and represent both proportional and non-proportional
linear relationships and using probability to describe data and make predictions.
(2) Throughout mathematics in Grades 6-8, students build a foundation of basic understandings in
number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking;
geometry and spatial reasoning; measurement; and probability and statistics. Students use
concepts, algorithms, and properties of rational numbers to explore mathematical relationships
and to describe increasingly complex situations. Students use algebraic thinking to describe
how a change in one quantity in a relationship results in a change in the other; and they connect
verbal, numeric, graphic, and symbolic representations of relationships. Students use geometric
properties and relationships, as well as spatial reasoning, to model and analyze situations and
solve problems. Students communicate information about geometric figures or situations by
quantifying attributes, generalize procedures from measurement experiences, and use the
procedures to solve problems. Students use appropriate statistics, representations of data,
reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make
recommendations.

9
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(3) Problem solving in meaningful contexts, language and communication, connections within and
outside mathematics, and formal and informal reasoning underlie all content areas in
mathematics. Throughout mathematics in Grades 6-8, students use these processes together with
graphing technology and other mathematical tools such as manipulative materials to develop
conceptual understanding and solve problems as they do mathematics.

(b) Knowledge and skills.

(8.1) Number, operation, and The student is expected to:
quantitative reasoning. The student
(A) compare and order rational numbers
understands that different forms of
in various forms including integers,
numbers are appropriate for different
percents, and positive and negative
situations.
fractions and decimals;
(B) select and use appropriate forms of
rational numbers to solve real-life
problems including those involving
proportional relationships;
(C) approximate (mentally and with
calculators) the value of irrational
numbers as they arise from problem
situations (such as π, √2); [and]
(D) express numbers in scientific
notation, including negative
exponents, in appropriate problem
situations; and
(E) compare and order real numbers with
a calculator
(8.2) Number, operation, and The student is expected to:
quantitative reasoning. The student
(A) select appropriate operations to solve
selects and uses appropriate
problems involving rational numbers
operations to solve problems and
and justify the selections;
justify solutions.
(B) use appropriate operations to solve
problems involving rational numbers
in problem situations;
(C) evaluate a solution for
reasonableness; and
(D) use multiplication by a given constant
factor (including unit rate) to
represent and solve problems
involving proportional relationships
including conversions between
measurement systems.
(8.3) Patterns, relationships, and The student is expected to:
algebraic thinking. The student
(A) compare and contrast proportional
identifies proportional or non-
and non-proportional linear
proportional linear relationships in
relationships; and
problem situations and solves
problems.

10
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(B) estimate and find solutions to relationships such as similarity and

application problems involving rates.
percents and other proportional

11
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(8.4) Patterns, relationships, and The student is expected to generate a

algebraic thinking. The student different representation of data given
makes connections among various another representation of data (such as a
representations of a numerical table, graph, equation, or verbal
relationship. description).
(8.5) Patterns, relationships, and The student is expected to:
algebraic thinking. The student uses
(A) predict, find, and justify solutions to
graphs, tables, and algebraic
application problems using
representations to make predictions
appropriate tables, graphs, and
and solve problems.
algebraic equations; and
(B) find and evaluate an algebraic
expression to determine any term in
an arithmetic sequence (with a
constant rate of change).
(8.6) Geometry and spatial reasoning. The student is expected to:
The student uses transformational
(A) generate similar figures using
geometry to develop spatial sense.
dilations including enlargements and
reductions; and
(B) graph dilations, reflections, and
translations on a coordinate plane.
(8.7) Geometry and spatial reasoning. The student is expected to:
The student uses geometry to model
(A) draw three-dimensional figures from
and describe the physical world.
different perspectives;
(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.
(8.8) Measurement. The student uses The student is expected to:
procedures to determine measures of
(A) find lateral and total surface area of
three-dimensional figures.
prisms, pyramids, and cylinders using
concrete models and nets (two-
dimensional models);
(B) connect models of prisms, cylinders,
pyramids, spheres, and cones to
formulas for volume of these objects;
and
(C) estimate measurements and use
formulas to solve application
problems involving lateral and total
surface area and volume.

12
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.
(8.9) Measurement. The student uses
indirect measurement to solve
problems.
(8.10) Measurement. The student describes
how changes in dimensions affect
linear, area, and volume measures.
(8.11) Probability and statistics. The
student applies concepts of
theoretical and experimental
probability to make predictions.
(8.12) Probability and statistics. The
student uses statistical procedures to
describe data.
(8.13) Probability and statistics. The
student evaluates predictions and
conclusions based on statistical data.
13
The student is expected to:
(A) use the Pythagorean Theorem to
solve real-life problems; and
(B) use proportional relationships in
similar two-dimensional figures or
similar three-dimensional figures to
find missing measurements.
The student is expected to:
(A) describe the resulting effects on
perimeter and area when dimensions
of a shape are changed
proportionally; and
(B) describe the resulting effect on
volume when dimensions of a solid
are changed proportionally.
The student is expected to:
(A) find the probabilities of dependent
and independent events;
(B) use theoretical probabilities and
experimental results to make
predictions and decisions; and
(C) select and use different models to
simulate an event.
The student is expected to:
(A) use variability (range, including
interquartile range (IQR)) and select
the appropriate measure of central
tendency [or range] to describe a set
of data and justify the choice for a
particular situation;
(B) draw conclusions and make
predictions by analyzing trends in
scatterplots; and
(C) select and use an appropriate
representation for presenting and
displaying relationships among
collected data, including line plots,
line graphs, stem and leaf plots, circle
graphs, bar graphs, box and whisker
plots, histograms, and Venn
diagrams, with and without the use of
technology.
The student is expected to:
(A) evaluate methods of sampling to
determine validity of an inference
made from a set of data; and
This provisions of this subchapter were adopted by the State Board of Education in February 2005 to be implemented beginning
with the 2006-2007 school year.

(B) recognize misuses of graphical or

numerical information and evaluate
predictions and conclusions based on
data analysis.
(8.14) Underlying processes and The student is expected to:
mathematical tools. The student
(A) identify and apply mathematics to
applies Grade 8 mathematics to solve
everyday experiences, to activities in
problems connected to everyday
and outside of school, with other
experiences, investigations in other
disciplines, and with other
disciplines, and activities in and
mathematical topics;
outside of school.
(B) use a problem-solving model that
incorporates understanding the
problem, making a plan, carrying out
the plan, and evaluating the solution
for reasonableness;
(C) select or develop an appropriate
problem-solving strategy from a
variety of different types, including
drawing a picture, looking for a
pattern, systematic guessing and
checking, acting it out, making a
table, working a simpler problem, or
working backwards to solve a
problem; and
(D) select tools such as real objects,
manipulatives, paper/pencil, and
technology or techniques such as
mental math, estimation, and number
sense to solve problems.
(8.15) Underlying processes and The student is expected to:
mathematical tools. The student
(A) communicate mathematical ideas
communicates about Grade 8
using language, efficient tools,
mathematics through informal and
appropriate units, and graphical,
mathematical language,
numerical, physical, or algebraic
representations, and models.
mathematical models; and
(B) evaluate the effectiveness of different
representations to communicate ideas.
(8.16) Underlying processes and The student is expected to:
mathematical tools. The student
(A) make conjectures from patterns or
uses logical reasoning to make
sets of examples and nonexamples;
conjectures and verify conclusions.
and
(B) validate his/her conclusions using
mathematical properties and
relationships.

14
The Director’s Chair
A CBR Activity Follow Up

You will be giving directions to a fellow classmate so that he/she will be able to match
the graphs shown below. Each graph shows distance verses time. Distance is
measured in feet and time in seconds. Provide a starting point, direction, and rate in
your directions. Be as specific and detailed as possible!

1.

2.

3.