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Skills available for Saskatchewan grade 8 math curriculum

Objectives are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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N8 Number

P8 Patterns and Relations

SS8 Shape and Space Strand

  • SS8.1 Demonstrate understanding of the Pythagorean Theorem concretely or pictorially and symbolically and by solving problems.

  • SS8.2 Demonstrate understanding of the surface area of 3-D objects limited to right prisms and cylinders (concretely, pictorially, and symbolically) by:

  • SS8.3 Demonstrate understanding of volume limited to right prisms and cylinders (concretely, pictorially, or symbolically) by:

  • SS8.4 Demonstrate an understanding of tessellation by:

    • SS8.4.1 explaining the properties of shapes that make tessellating possible

    • SS8.4.2 creating tessellations

    • SS8.4.3 identifying tessellations in the environment.

    • SS8.4.a Identify, describe (in terms of translations, reflections, rotations, and combinations of any of the three), and reproduce (concretely or pictorially) a tessellation that is relevant to self, family, or community (e.g., a Star Blanket or wall paper).

    • SS8.4.b Predict and verify which of a given set of 2-D shapes (regular and irregular) will tessellate and generalize strategies for determining whether a new 2-D shape will tessellate (i.e., an angle must be a factor of 360°).

    • SS8.4.c Identify one or more 2-D shapes that will tessellate with a given 2-D shape and explain the choice (e.g., knowing that the sum of the measures of one angle from each of the 2-D shapes must be a factor of 360°, and if the given shape has an angle of 12°, then two shapes with angles of 13° and 5° can be used to tessellate with the original shape because 12+13+5=30 which is a factor of 360 - these shapes would need to be repeated at least 12 times because 30 x 12 is 360).

    • SS8.4.d Design and create (concretely or pictorially) a tessellation involving one or more 2-D shapes, and document the mathematics involved within the tessellation (e.g., types of transformations, measures of angles, or types of shapes).

    • SS8.4.e Identify different transformations (translations, reflections, rotations, and combinations of any of the three) present within a tessellation.

    • SS8.4.f Make a new tessellating shape (polygonal or non-polygonal) by transforming a portion of a known tessellating shape and use the new shape to create an Escher-type design that can be used as a picture or wrapping paper.

SP8 Statistics and Probability

  • SP8.1 Analyze the modes of displaying data and the reasonableness of conclusions.

    • SP8.1.a Investigate and report on the advantages and disadvantages of different types of graphs, including circle graphs, line graphs, bar graphs, double bar graphs, and pictographs (e.g., circle graphs are good for qualitative data such as favourite activities and categories such as money spent on clothes, whereas line graphs are good for quantitative data such as heights and ages

    • SP8.1.b Engage in a project that involves:

    • SP8.1.c Suggest alternative ways to represent data from a given situation and explain the choices made.

    • SP8.1.d Find examples of graphs of data in media and personal experiences and interpret the information in the graphs for personal value.

    • SP8.1.e Analyze a data graph found in media for features that might bias the interpretation of the graph (such as the size of intervals, the width of bars, and the visual representation) and suggest alterations to remove or downplay the bias.

    • SP8.1.f Provide examples of misrepresentations of data and data graphs found within different media and explain what types of misinterpretations might result from such displays.

  • SP8.2 Demonstrate understanding of the probability of independent events concretely, pictorially, orally, and symbolically.