correlated to the
Alaska
Grade Level Expectations
for Mathematics
Grade 8
McDougal Littell Pre-Algebra
correlated to the
Alaska Grade Level Expectations for Mathematics
Grade 8
Understanding Numbers
The student demonstrates understanding
of real numbers by
[8] N-1
ordering real numbers (M1.3.1)
PE/TE: 22 (#1), 25 (#22–25), 26 (#75), 46 (#45–46), 53 (#24–26),
57 (#6), 190 (#47–54), 191 (#81), 207 (#48–51), 208 (#55–57),
215 (#13), 221 (Example 6), 223 (#45, 57–60), 258 (#11),
263 (#2), 311 (#27–28), 471 (Example 3, #10–11),
473 (#24–27), 502 (#26–27), 575 (#15), 773, 811 (#17–20)
[8] N-2
distinguishing between a whole number in scientific notation and real
numbers in standard form (M1.3.1)
PE/TE: 204–205, 213 (Example 4.7)
[8] N-3
converting between expanded notation (multiples of ten with exponents)
and standard form (M1.3.3)
PE/TE: 204–207, 208 (#52–53), 209, 213 (#42–45), 214 (#26–29),
284 (#48–50), 435 (#34–37), 806 (#45–52)
of rational numbers (fractions, decimals, or percents including integers) by
[8] N-4
identifying, describing, or illustrating equivalent representations (M1.3.4
& M3.3.5)
PE/TE: 182–185, 186 (#49–52, 54, 64), 221 (Example 6), 329
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
1
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
[8] N-5
expressing products of numbers using exponents (M1.3.1 & M1.3.3)
PE/TE: 193, 194, 195 (Example 2, #5–8), 196 (#3–6, 15),
197 (#16–19, 24–31, 46–49), 203 (#67–68), 214 (#18–19),
215 (#9), 235 (#57–58), 441 (#38–40), 806 (#33–34)
Understanding Meaning of Operations
The student demonstrates conceptual understanding of mathematical operations by
[8] N-6
using models, explanations, number lines, real–life situations, describing
or illustrating the effects of arithmetic operations on rational numbers
(percents) (M1.2.3)
PE/TE: 28, 29–30, 31 (#3–8, 13), 32 (#14–32, 40–41), 33 (#45–50),
34–37, 38 (#66), 41, 42–45, 46 (#29–34), 54, 55 (#49–56),
56 (#22–37), 334, 344 (Brain Game)
[8] N-7
using models, explanations, number lines, real–life situations, describing
or illustrating the use of inverse operations (addition/subtraction or
multiplication/division) (M1.2.3)
PE/TE: 90, 91–92, 93–94, 95 (#42–45, 63–65), 96, 97–100,
101 (#36–39, 57–58), 103 (#8–13), 104 (#14–17),
105 (#7–10, 24–35), 106, 107 (#47, 52–55), 110 (#25–34),
111 (#35–39, 44–47), 112 (#28–32, 37–40), 113 (#6–10),
124 (#41–44), 135 (#44–47), 176 (#71–78), 208 (#58–60),
804 (#32–51, 56–59)
Number Theory
The student demonstrates conceptual understanding of number theory by
[8] N-8
applying the rules for order of operations to rational numbers (M1.3.5)
PE/TE: 16–19, 20 (#37–38), 21, 26 (#72–74)
[8] N-9
identifying or writing the prime factorization of a number using
exponents (M1.3.5)
PE/TE: 173, 174 (#11–14), 175 (#32–45), 176 (#83), 181 (#61–64),
210 (#5–8), 214 (#1–4), 215 (#2), 806 (#5–8)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
2
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
[8] N-10
[using distributive property with real numbers L] (M1.3.6)
PE/TE: 71, 72 (#1–8), 73 (#3–4), 74 (#12–27), 89 (#44–46),
109 (#11–14), 112 (#10–13), 804 (#16–19)
Measurable Attributes
The student demonstrates understanding of measurable attributes by
[8] MEA-1 converting measurements within the same system (English or metric)
(M2.3.2)
PE/TE: 65 (Example 5, #10), 66 (#32–35), 67 (#48), 68 (#64), 113 (#2),
395 (#32–34), 677 (#44–49), 786
Measurement Techniques
The student uses measurement techniques by
[8] MEA-2 using scale drawings involving indirect measurement (determining the
scale factor and applying it to find missing dimension) (M2.3.4)
PE/TE: 114–115, 294 (Example 2, #3), 295 (#5), 296 (#12–14),
322 (#17), 323 (#5)
[8] MEA-3 [modeling the conversion within the same system L] (M2.3.2)
PE/TE: 65 (Example 5), 66 (#15), 67 (#48), 68 (#64)
Estimation
The student solves problems (including real-world situations) using estimation by
[8] E&C-1 [applying and assessing the appropriateness of a variety of estimation
strategies L] (M3.3.1)
PE/TE: 12 (#29), 26 (#69–71), 32 (#42–44), 135 (#38), 273 (#37),
333 (#57), 361 (#27), 401 (#29)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
3
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Computation
The student accurately solves problems (including real-world situations) involving
[8] E&C-2 adding, subtracting, multiplying or dividing integers or positive rational
numbers (M3.3.3 & M3.3.4)
PE/TE: 4 (#3–10), 9 (#57–64), 13 (#39–42), 17 (#1–6), 18 (#3–8),
19 (#10–18), 21, 26 (#66–68), 27 (#10–13), 30 (#4–6),
31 (#6–8), 32 (#24–32), 33 (#47–50), 35 (#1–4),
36 (#3–6, 12–23), 37 (#39–42), 38 (#62–64), 43 (#1–8),
45 (#12–23), 46 (#29–34, 47–50), 54 (#31–48), 55 (#49–56),
56 (#22–37), 57 (#7–9), 68 (#56–58), 75 (#51–54),
101 (#40–55), 198 (#64–67), 226 (#1–8), 227 (#3–8),
228 (#10–25, 38–43), 234 (#14–16, 18–19, 21), 774–776, 779,
780
[8] E&C-3 percents and percentages (e.g., tax, discount) (M3.3.3 & M3.3.4)
PE/TE: 330 (#6–9), 331 (#25–26), 332 (#35–43, 49–54), 333 (#68–70),
335–338, 339 (#24–31, 41–42), 341 (#13–17), 342 (#33–35),
343 (#36–48, 51–59), 344 (#60–62), 345–348,
349 (#29–32, 42–43), 350 (#9–22), 351, 352–355,
356 (#24–27), 357–360, 361 (#27–28, 41), 361 (Brain Game),
368 (#13–16), 369 (#17–22, 31–35), 370 (#36–45),
371 (#46–47), 372 (#9–30), 373 (#1–8), 809 (#21–34)
[8] E&C-4 converting between equivalent fractions, decimals, or percents (M3.3.5)
PE/TE: 220 (#1–4), 221 (Examples 4 & 5), 222 (#10–17, 28–43),
223 (#45, 49–56), 224 (#65), 258 (#7–10), 262 (#1–8), 263 (#1),
329 (Example 1, #1–4), 331 (#3–6, 8–23), 339 (#37–40), 340,
341 (#1–12), 342 (#13–32), 349 (#39–41), 361 (#37–40),
368 (#5–12), 369 (#23–30), 424 (#39–42), 469 (#37–40),
807 (#5–12), 809 (#1–4),
[8] E&C-5 ratio and proportion (M3.3.6)
PE/TE: 269–273, 274 (#43–47), 275–278, 279 (#31–36, 49–50),
280–283, 284 (#42–44, 54–55), 292 (#28), 298 (#1–15),
318 (#7–12), 319, 322 (#3–15), 333 (#64–67), 487 (#22–25),
613 (#20–23), 808 (#1–20)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
4
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Describing Patterns and Functions
The student demonstrates conceptual understanding of functions, patterns, or
sequences including those represented in real–world situations by
[8] F&R-1 describing or extending patterns (linear), up to the nth term, represented
in, tables, sequences, graphs, or in problem situations (M4.3.1)
PE/TE: 9 (#54–55), 13 (#37), 692–696, 697 (#39–40, 48–49),
701 (#41–43), 796, 814 (#41–44)
[8] F&R-2 generalizing relationships (linear) using a table of ordered pairs, a graph,
or an equation (M4.3.4)
PE/TE: 385–386, 387 (#5–6), 388 (#13–18, 21), 389, 390 (#25–26, 37),
392 (#5–8), 393, 394 (#7–11, 16–31), 396 (#42), 397,
810 (#1–6)
[8] F&R-3 describing in words how a change in one variable in a formula affects the
remaining variables (how changing the length affects the area of
quadrilaterals or volume of a rectangular prism) (M4.3.2)
PE/TE: Opportunities to address this objective can be found on the
following pages: 525 (#29), 557
[8] F&R-4 [using a calculator as a tool when describing, extending, or representing
patterns L] (M4.3.3)
PE/TE: Opportunities to address this objective can be found on the
following pages: 9 (#54–55), 41, 45 (#26), 198 (Brain Game)
Modeling and Solving Equations and Inequalities
The student demonstrates algebraic thinking by
[8] F&R-5 translating a written phrase to an algebraic expression (M4.3.5)
PE/TE: 6 (Example 3), 7 (#11), 8 (#32–37, 40), 9 (#52), 134 (#23–26),
176 (#79–81)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
5
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
[8] F&R-6
solving or identifying solutions to two-step linear equations of the form
ax ± b =c, where a, b and c are rational numbers, and a ≠ 0, translating a
story problem into an equation of similar form, or translating a story
problem into an equation of similar form and solving it (M4.3.5)
PE/TE: 119, 120–123, 124 (#28–36, 45–46), 137 (#4–6), 154 (#5),
158 (#1–4), 246 (#38–41), 396 (#43–46), 805 (#1–8)
Geometric Relationships
The student demonstrates an understanding of geometric relationships by
[8] G-1
[using the attributes and properties of regular polygons to sketch regular
or irregular polygons L] (M5.3.1)
PE/TE: Opportunities to address this objective can be found on the
following page: 520 (Brain Game)
[8] G-2
using the attributes and properties of solid figures (vertices, length and
alignment of edges, shape and number of bases) to identify and describe
cylinders and cones (M5.3.2)
PE/TE: 535, 536 (#1, 3, 6)
[8] G-3
using two-dimensional nets to create three-dimensional objects (prisms
and cylinders) (M5.3.2)
PE/TE: 537, 538, 540, 541 (#4, 6–11)
Transformation of Shapes
The student demonstrates conceptual understanding of similarity, congruence,
symmetry, or transformations of shapes by
[8] G-4
using proportionality to solve real-world problems involving similar
shapes (e.g., two real-world objects casting shadows) (M5.3.3)
PE/TE: 289 (Example 3, #2), 291 (#20), 292 (#21–22, 31),
294 (Example 2, #3), 295 (#5), 296 (#12–14), 298 (#15)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
6
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
[8] G-5
identifying the results of applying transformations (translations, rotations,
reflections, dilations) to figures on a coordinate plane (M5.3.5)
PE/TE: 729–730, 731 (#2–5), 732, 733 (#18–19, 21, 29–30), 734,
735 (Example 2, #1), 736 (#6–7, 11–13), 737 (#18–20),
738 (#21, 33), 740, 742–743, 744 (#11–13), 745 (#18, 20–22),
746 (#24, 29–30), 747, 748–750, 751 (#15–17), 754–755,
756 (#17–20), 815 (#13–16, 20–21)
Perimeter, Area, and Volume
The student solves problems (including real-world situations) by
[8] G-6
determining the volume of right triangular prisms or cylinders (M5.3.4)
PE/TE: 552, 553 (#2), 554 (#6), 555 (#9), 567 (#21, 23), 568 (#8, 14),
812 (#25)
[8] G-7
determining the surface area of cylinders or triangular prisms (M5.3.4)
PE/TE: 539–540, 541 (#4–5, 8–12), 543 (#20–21, 30–31),
366 (#16–17), 812 (#17, 19–20)
[8] G-8
determining the circumference and area of a circle (M5.3.4)
PE/TE: 527, 528–529, 530 (#3, 7–12), 532 (#16–22, 27), 534 (#9, 11),
569 (#4), 812 (#13–16)
Position and Direction
The student demonstrates understanding of position and direction by
[8] G-9
graphing or identifying relationships of variables on a coordinate plane
(e.g., length/width, area/diameter, cost/pound) (M5.3.6)
PE/TE: 394 (#11), 397 (#5), 399 (Example 3), 400 (#9, 19),
401 (#20, 29–30), 402 (#48), 406 (Example 4),
413 (Example 3), 415 (#9), 416 (#20–21, 31), 417 (#32)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
7
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Construction
The student demonstrates a conceptual understanding of geometric drawings or
constructions by
[8] G-10
[drawing, measuring, or constructing geometric figures (polygons,
perpendicular bisectors, or perpendicular or parallel lines) L] (M5.3.7)
PE/TE: 714–715, 721
Data Display
The student demonstrates an ability to classify and organize data by
[8] S&P-1
[designing, collecting L], organizing, displaying, or explaining the
classification of data in real-world problems (e.g., science or humanities,
peers or community), using histograms, scatter plots, or box and whisker
plots with appropriate scale[or with technology L] (M6.3.1)
PE/TE: 48 (Example 3), 49 (#7), 50 (#27), 57 (#12), 583,
584 (#5, 10–13), 585 (#15, 18–19), 586 (#20, 22, 30), 587,
588–591, 592 (#12, 21–23), 593, 599 (#13, 15), 644 (#1–3),
645 (#10)
Analysis and Central Tendency
The student demonstrates an ability to analyze data (comparing, explaining,
interpreting, evaluating, making predictions, or describing trends; or drawing,
formulating, or justifying conclusions) by
[8] S&P-2
using information from a variety of displays or analyzing the validity of
statistical conclusions found in the media (M6.3.2)
PE/TE: 608, 609–612, 613 (#12–15, 25–26)
[8] S&P-3
determining or justifying a choice of range, mean, median, or mode as the
best representation of data for a practical situation (M6.3.3)
PE/TE: 39–40, 44 (Example 4), 45 (#28), 46 (#52), 56 (#38), 57 (#11)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
8
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Probability
The student demonstrates a conceptual understanding of probability and counting
techniques by
[8] S&P-4
determining or comparing the experimental and/or theoretical probability
of simple events (M6.3.5)
PE/TE: 305, 306–307, 308 (Example 3, #3), 309 (#3–11),
310 (#12–14, 17–18), 311 (#19, 31–32), 808 (#29–32)
[8] S&P-5
using a systematic approach to finding sample spaces or to making
predictions about the probability of independent events and using the
information to solve real-world problems (M6.3.5)
PE/TE: 634–638, 639 (#16–19, 25–26)
[8] S&P-6
[designing and conducting a simulation to study a problem and
communicate the results L] (M6.3.6)
PE/TE: 114–115, 305, 310 (#12), 312, 324–325, 608, 633, 646–647
Problem solving: Understand and be able to select and use a variety of
problem–solving strategies
The student demonstrates an ability to problem solve by
[8] PS-1
selecting, modifying, and applying a variety of problem–solving
strategies (e.g., inductive and deductive reasoning, Venn diagrams,
making a simpler problem) and verifying the results (M7.3.2)
PE/TE: 12 (#29), 14–15, 18 (Example 4), 38 (#55), 264–265, 281,
448–449, 472 (#2), 626, 627–629, 704–705, 784, 795–802
[8] PS-2
evaluating, interpreting, and justifying solutions to problems (M7.3.3)
PE/TE: Found throughout the text. See, for example, the following
pages: 8 (#51), 9 (#56), 33 (#46), 37 (#34), 67 (#48), 75 (#45),
81 (#36), 88 (#36), 100 (#35), 106 (#45), 123 (#27), 223 (#61),
234 (#35), 273 (#39), 338 (#22), 585 (#15), 591 (#11), 608, 626,
633, 639 (#16)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
9
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Communication: Form and use appropriate methods to define and explain
mathematical relationships
The student communicates his or her mathematical thinking by
[8] PS-3
representing mathematical problems numerically, graphically, and/or
symbolically, translating among these alternative representations; or
using appropriate vocabulary, symbols, or technology to explain, justify,
and defend strategies and solutions (M8.3.1, M8.3.2, & M8.3.3)
PE/TE: Found throughout the text. See, for example, the following
pages: 13 (#43), 37 (#34), 82 (#54), 171, 209, 230, 242, 299,
305, 312, 333 (#58–59), 334, 338 (#22), 344 (#71), 351, 367,
448–449, 537, 557, 587, 608, 626
Reasoning: Use logic and reason to solve mathematical problems
The student demonstrates an ability to use logic and reason by
[8] PS-4
generalizing from patterns of observations (inductive reasoning) about
mathematical problems and testing using a logical verification (deductive
reasoning); or justifying and defending the validity of mathematical
strategies and solutions using examples and counterexamples (M9.3.1,
M9.3.2, & M9.3.3)
PE/TE: 13 (#49), 45 (#26), 83, 96, 281, 283 (#36, 41), 284 (#43), 287,
305, 334, 351, 366 (#28), 424, 449 (#9), 482, 488, 527, 537
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
10
McDougal Littell Pre-Algebra correlated to the
Alaska Grade Level Expectations for Mathematics, Grade 8
Connections: Apply mathematical concepts and processes to situations within and
outside of school
The student understands and applies mathematical skills and processes across the
content strands by
[8] PS-5
using real-world contexts such as science, humanities, peers, community,
and careers (M10.3.1 & M10.4.2)
PE/TE: Found throughout the text. See, for example, the following
pages: 3, 7 (#11), 15 (#1–3), 20 (#38), 31 (#12), 32 (#40),
33 (#45), 37 (#34, 47–48), 50 (#27), 67 (#47), 82 (#37),
94 (#41), 95 (#42, 65), 135 (#48), 185 (#28), 190 (#64),
228 (#37, 44), 274 (#46), 279 (#34, 36), 303 (#39, 42),
339 (#24), 365 (#14, 22), 389 (#22), 390 (#26), 416 (#31),
525 (#26), 532 (#29), 585 (#14–15), 613 (#13), 732 (#12)
Those GLEs or portions of GLEs contained in brackets with an “L” are local. They are for local assessment and will not be on a state assessment.
11
AK 17
8/2005
2005
CC2