Vocabulary
Mathematics
linear function - a function that can be represented by a straightline graph
number, irrational - a number that cannot be written as a ratio of
two integers; the decimal extensions of irrational numbers
never terminate and never repeat in a block of digits
power - an exponent
quartile, lower - median of the lower half of the data
quartile, upper - median of the upper half of the data
radical - the symbol √ placed before a quantity to indicate a
designated root is to be taken
random sample - a sample in which every person, object, or
event in the population has he same chance of being selected
for the sample
reflection - a transformation of a figure flipping over a line,
creating a mirror image
scatter plot - a graph of points (x, y), one for each item being
measured on a coordinate plane. scientific notation - a number expressed in the form a • 10 where
1 ≤ a < 10 and n is an integer; 3 • 106 = 3,000,000
n
square root - one of two equal non-negative factors of a given
real number standard form - a number written with one digit for each place
value
transformation - a change in position/location of a figure
translation - a transformation of a figure by sliding without turning
or flipping in any direction
transversal - a line that cuts across two or more lines
trend line - the general direction or tendency of a set of data
Venn diagram - a diagram using circles or other shapes to show
the relationship between sets
www.aMathsDictionaryforKids.com
An animated,interactive dictionary for students which
explains over 600 common mathematical terms in simple
language.
8
Math
Pythagorean Theorem - In any right triangle having a hypotenuse
of length c and two legs of lengths a and b, a2 + b2 = c2 rotation - a transformation of a figure resulting from turning a
figure about a center point either clockwise or counterclockwise
rad
e
G
linear inequality - an inequality whose graph on a coordinate grid
is bounded by a line Layout Design & Collaboration
Janis Heigl
[email protected]
ESD 105 MERO
©Education Solutions Northwest 2010; Washington State
Migrant Education Program. Permission must be acquired for
uses other then Migrant Math Night and MEP Activities. Source
Document:
Based on K-8 Mathematics Standards, April 2008, OSPI
angles, complementary - two
angles whose sum of their
measures is 90 º
k
1
l
2
3 4
5
6
7 8
m
angles, interior - an angle within a polygon; ∠3, ∠4, ∠5, ∠6
angles, supplementary - two angles whose sum of their
measures is 180 º ∠1 & ∠2, ∠6 & ∠8, ∠7 & ∠8, etc.
angles, vertical - pair of angles directly opposite each other
formed by the intersection of straight lines. ∠2 & ∠3
Expectations
box-and-whisker plot - a diagram or graph using a number line
to show the distribution of a set of data; displays the median,
upper and lower quartiles, and the maximum and minimum
Checklist
cluster - numbers which tend to crowd around a particular point
in a set of values s
tion
c
n
u
ns
ar F
Line Equatio
&
Geometric
Figures
[email protected]
June 2010
angles, adjacent - angles
immediately next to each other
∠1 & ∠3, ∠5 & ∠7, etc. of
Analysis s
Data Set
Numb
Oper ers &
ation
s
Problem
Solving
clockwise - same direction as the way hands on the clock go coordinate plane - a plane containing two perpendicular axes
(x and y) intersecting at a point called the origin (0,0)
counterclockwise - opposite direction to the way hands on the
clock go
dilation - a proportional shrinking or enlargement of a figure
event, dependent - an event whose probability is affected by
the outcome of another event
event, independent - two events whose outcomes have no effect
on one another
events, mutually exclusive - two events are mutually exclusive
if it is not possible for both of them to occur at the same time function - a mathematical relationship where every value of x is
associated with a unique value of y; the value of y depends
on the value of x
hypotenuse - longest side on a right-angled triangle image - the resulting figure of one or more transformations intercept -the point where a line intersects the x-axis or y-axis
interquartile range - from the lowest value to the highest value
within a quartile law of exponents - a4 • a2 = a4+2 = a6 (add exponents)
a4 ÷ a2 = a4-2 = a2 (subtract exponents)
(a4)2 = a4 • 2 = a8 (multiply exponents)
My checklist of what I can do in 8th grade math . . . . . . . . . . . . . . . . . . . . . . .
Linear Functions and Equations . . .
I can solve one-variable linear equations.
I can solve one- and two-step linear inequalities and
graph the solutions on the number line.
_____ 1-step _____ 2-step _____ graph solution
The emphasis is gaining experience with
inequalities, rather than becoming proficient at
solving inequalities in which multiplying or dividing
by a negative is necessary.
I can represent a linear function with a:
_____ verbally ______ table
_____ graph ______ symbolic expression
_____make connections among representations
I can determine the slope and y-intercept of a linear
function described by a symbolic expression, table,
or graph. ______ slope _______ y-intercept
I can interpret the slope and y-intercept of the graph of
a linear function representing a contextual situation.
I can solve single- and multi-step word problems
involving linear functions and verify the solutions.
I can determine and justify whether a given verbal
description, table, graph, or symbolic expression
represents a linear relationship.
_____ verbally
______ table
_____ graph ______ symbolic expression
How to use checklist:
• Show the date of when you were able to
do the math expectation.
• Show an example of what you did.
• Examples in red.
Geometric Figures . . . . . . . . . . . . .
I can identify pairs of angles as:
_____ complementary ______ supplementary
_____ adjacent ______ vertical
_____use relationship to find missing angle measures
I can determine missing angle measures using the
relationships among the angles formed by parallel
lines and transversals.
I can demonstrate that the sum of the angle measures in a
triangle is 180 degrees, and apply this fact to determine:
_____ sum of angle measures of polygon _____ determine unknown angle measures
I can represent and explain the effect of one or
more translations (centered at the origin) of a
geometric figure on the coordinate plane:
_____ rotations _____ reflections _____ dilations
I can quickly recall the square roots of the perfect
squares from 1 through 225 and estimate the
square roots of other positive numbers.
_____ perfect squares _____ estimate square roots
I can demonstrate the Pythagorean Theorem and its
converse. If a right triangle has side lengths a, b, and c, then a2 + b2 = c2
a c
(Converse) If a triangle has side lengths
b
a, b, and c and a2 + b2 = c2, then the triangle is a right triangle.
I can apply the Pythagorean Theorem and its
converse to solve problems.
I can apply the Pythagorean Theorem to determine
the distance between two points on the coordinate
plane.
Summary and Analysis of
Data Sets . . . . . . . . . . . . . . . . . . . .
I can summarize and compare data sets in terms of
variability and measures of center.
Variability (maximum, minimum, range)
Measures of center (mean, median, mode)
Explain the influence of outliers on each measure.
I can select, construct, and analyze data displays,
including box-and-whisker plots, to compare two
sets of data. ______ construct
______ analyze
Other displays include: stem-and-leaf plots,
histograms, circle graphs, and line plots.
I can create a scatterplot for a two-variable data set,
and, when appropriate, sketch and use a trend line to
make predictions.
I can describe different methods of selecting
statistical samples and analyze the strengths and
weaknesses of each method. It is important to work
with a variety of sampling techniques and be able to
identify strengths and weakness of random, census,
convenience, and representative sampling.
I can determine whether conclusions of statistical
studies reported in the media are reasonable.
I can determine probabilities for mutually exclusive,
dependent, and independent events from small
sample spaces. I can solve single- and multi-step problems using
counting techniques and Venn diagrams and verify
the solutions. ____ counting ______ Venn diagrams
Counting techniques include the fundamental
counting principle, lists, tables, tree diagrams, etc.
Other Important Math . . . . . . . . . . .
I can represent numbers in scientific notation, and
translate numbers written in scientific notation into
standard form.
_____ scientific notations ______ standard form
I can solve problems involving operations with
numbers in scientific notation and verify solutions.
Units include those associated with technology, such
as nanoseconds, gigahertz, kilobytes, teraflops, etc.)
I can evaluate numerical expressions involving
non-negative integer exponents using the
laws of exponents and the order of operations.
_____ laws of exponents _____ order of operations
Identify rational and irrational numbers.
Rational numbers are numbers that can be written
as a ratio of two integers (excluding zero as a
denominator), a repeating or terminating decimal, or
an integer. There are numbers that are not rational
and they are called irrational. The rational and
irrational numbers make up the set of Real numbers.
Problem Solving . . . . . . . . . . . . . . .
I can analyze a problem to determine the questions(s)
to be answered.
I can tell when information from a word problem is
relevant, missing, or extraneous (not needed).
I can analyze & compare strategies to solve the word
problem. (Look for a pattern; draw a picture; work
backwards; solve a simpler problem; make a table)
I can extract and organize information.
I can make and test conjectures on information
collected from experiments.
I can show how I got my answers to the word problem
using words, numbers, and/or pictures.