Math Alignment Project

Revised 2011
Scope & Sequence

Grade 8

1. The Mathematics Alignment Project framework is outlined by term.  Based on professional judgement and the needs of their students, 
teachers determine the specific sequence and duration spent addressing the expectations. The sequence presented in the Math 
Alignment Project is not linear – teachers must use their professional judgement to determine the order of mathematical instruction 
within a given term. 
 
2.  The intent of the calendar is to provide parents with an overview of the mathematics curriculum for a specific grade.  It also provides 
samples of the concepts and skills that their children are learning throughout the term.  They may or may not align with what is being 
taught in the classroom.  The homework calendar is an optional piece of the Mathematics Alignment Project. 
 
3. Reporting in mathematics should reflect learning in both the process expectations and the content expectations. 

Based on: The Ontario Curriculum Grades 1-8: Mathematics Revised, 2005
Kindergarten Program Documents, Revised 2006

GEDSB is committed to the use of TIPS4RM. Please refer to TIPS4RM for planning and implementing mathematics instruction. There will be cases
where the Math Alignment Project andTIPS4RM are not completely aligned, teachers will use their professional judgment to determine what best
meets their student learning needs.

Revised May 2011

 Writing Team
Ann Boyd - Teacher Consultant
Annette Blake - Teacher Consultant / Administrator
Heather Furtney - Instructional Coach
Michelle Black - Teacher Consultant
Nancy Norton - Elementary Program Coordinator
William Valoppi - Principal Leader

With Thanks to:

Cam MacDonald - Math Coach
Chris Lambert- Program Secretary
Rosanne Simpson - Program Secretary
Sally Landon - System Research Leader
Adrienne Patterson – Teacher Consultant
Stacey Nicholls - Teacher
Sue Young - Teacher Consultant
Mark Kolenc – Teacher Consultant
GEDSB Elementary Program
HWDSB

Grade 8 Revised May 2011 2

Purpose
The Mathematics Alignment Project (MAP) has two main components:

1) Curriculum Framework Document

2) Home Support Communication Calendars

The Mathematics Alignment Project (MAP) curriculum framework document is intended to guide classroom teachers in the planning,
implementation and reporting of their mathematics program. This MAP curriculum framework document is based on the Mathematics
Ontario Curriculum Grades 1-8, 2005 and the Kindergarten Program, 2006 and meets minimum reporting requirements. Please refer
to the GEDSB Progress Report and Report Card Directions document for additional reporting information.

The MAP framework aligns the Overall Expectations addressed each term and allows for a consistent approach to the instruction of
mathematics in Grand Erie. It highlights Tools and Manipulatives that will support each strand, as well as suggestions for learning
opportunities and connections to resources. This MAP curriculum framework document is designed to have all curriculum
expectations addressed by early June to align with reporting dates, however, the intent is that mathematics instruction in June will
address the greatest needs of the students as indicated by student achievement throughout the year. In order to best support combined
grades the same underlying concepts are addressed in the same term across several grade levels (where possible).

Teachers must use their professional judgment to modify this framework since important factors such as developmental needs of their
students, background knowledge, school based initiatives, and resources could not be considered in the development of the MAP
curriculum framework document.

The Home Support Communication Calendars provide suggestions of activities and conversations student can engage in at home that
will support the delivery of the Mathematics Curriculum by term.

Please Note: The Overall Expectations have been identified by the first letter of the Strand, for example, the first overall expectation in Number Sense and
Numeration is NV1 (Number sense and numeration oVerall expectation 1), the second overall expectation in Measurement in MV2, etc)

Grade 8 Revised May 2011 3

When planning a program in mathematics, teachers must take into account a number of important areas, including those discussed
below.

The Ministry of Education has produced or supported the production of a variety of resource documents that teachers may find helpful
as they plan programs based on the expectations outlined in this curriculum document. They include the following:

• A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6, 2005 (forthcoming; replaces the 2003 edition for
Kindergarten to Grade 3), along with companion documents focusing on individual strands
• Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario, 2003
• Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario, 2004
• Leading Math Success: Mathematical Literacy, Grades 7–12 – The Report of the Expert Panel on Student Success in Ontario,
2004
• Think Literacy: Cross-Curricular Approaches, Grades 7–12 – Mathematics: Subject-Specific Examples, Grades 7–9, 2004
• Targeted Implementation & Planning Supports (TIPS): Grades 7, 8, and 9 Applied Mathematics, 2003
• Growing Success, 2010
• EduGains
• GEDSB Math Profile

Teaching Approaches
Students in a mathematics class demonstrate diversity in the ways they learn best. It is important, therefore, that students have
opportunities to learn in a variety of ways –collaboratively and independently through inquiry, consolidation, accountable talk and rich
tasks. In addition, mathematics requires students to learn concepts and procedures, acquire skills, and learn and apply mathematical
processes. These different areas of learning may involve different teaching and learning strategies. It is assumed, therefore, that the
strategies teachers employ will vary according to both the objective of the learning and the needs of the students.
In order to learn mathematics and to apply their knowledge effectively, students must develop a solid understanding of mathematical
concepts. Research and successful classroom practice have shown that an investigative approach, with an emphasis on learning
through problem solving and reasoning, best enables students to develop the conceptual foundation they need.
When planning mathematics programs, teachers will provide activities and assignments that encourage students to search for patterns
and relationships, engage in logical inquiry and communicate their reasoning to others.

Teachers need to use rich problems and present situations that provide a variety of opportunities for students to develop mathematical
understanding through problem solving.

Grade 8 Revised May 2011 4

Some Considerations for Program
Planning in Mathematics

All learning, especially new learning, should be embedded in well-chosen contexts for learning – that is, contexts allow students to
investigate initial understandings, identify and develop relevant supporting skills, and gain experience with varied and interesting
applications of the new knowledge. Such rich contexts for learning open the door for students to see the underlying concepts, or key
principles, of mathematics, such as pattern or relationship. This understanding of key principles will enable and encourage students to
use mathematical reasoning throughout their lives.

Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage
meaningful practice both inside and outside the classroom. Students’ interest will be engaged when they are able to see the connections
between the mathematical concepts they are learning and their application in the world around them and in real-life situations.

Students will investigate mathematical concepts using a variety of tools and strategies, both manual and technological. Manipulatives
are necessary tools for supporting the development and understanding of mathematical concepts by all students. These concrete
learning tools invite students to explore and represent abstract mathematical ideas in varied, concrete, tactile, and visually rich ways.
Moreover, using a variety of manipulatives helps deepen and extend students’ understanding of mathematical concepts. For example,
students who have used only base ten materials to represent two-digit numbers may not have as strong a conceptual understanding of
place value as students who have also bundled craft sticks into tens and hundreds and used an abacus.

Manipulatives are also a valuable aid to teachers. By analysing students’ concrete representations of mathematical concepts and
listening carefully to their reasoning, teachers can gain useful insights into students’ thinking and provide supports to help enhance their
thinking.

Fostering students’ communication skills is an important part of the teacher’s role in the mathematics classroom. Through skillfully led
classroom discussions, students build understanding and consolidate their learning. Discussions provide students with the opportunity to
ask questions, make conjectures, share and clarify ideas, suggest and compare strategies, and explain their reasoning. As they discuss
ideas with their peers, students learn to discriminate between effective and ineffective strategies for problem solving.
Students’ understanding is revealed through both oral communication and writing, but it is not necessary for all mathematics learning to
involve a written communication component. Young students need opportunities to focus on their oral communication without the
additional responsibility of writing.

Grade 8 Revised May 2011 5

Whether students are talking or writing about their mathematical learning, teachers can prompt them to explain their thinking and the
mathematical reasoning behind a solution or the use of a particular strategy by asking the question “How do you know?” Since
mathematical reasoning must be the primary focus of students’ communication, it is important for teachers to select instructional
strategies that elicit mathematical reasoning from their students.

Promoting Positive Attitudes Towards Mathematics

Students’ attitudes have a significant effect on how they approach problem solving and how well they succeed in mathematics. Teachers
can help students develop the confidence they need by demonstrating a positive disposition towards mathematics. Students need to
understand that, for some mathematics problems, there may be several ways to arrive at the correct answer. They also need to believe that
they are capable of finding solutions. It is common for people to think that if they cannot solve problems quickly and easily, they must be
inadequate. Teachers can help students understand that problem solving of almost any kind often requires a considerable expenditure of
time and energy and a good deal of perseverance. Once students have this understanding, teachers can encourage them to develop the
willingness to persist, to investigate, to reason and explore alternative solutions, and to take the risks necessary to become successful
problem solvers.

Cross-Curricular and Integrated Learning

The development of skills and knowledge in mathematics is often enhanced by learning in other subject areas. Teachers should ensure
that all students have ample opportunities to explore a subject from multiple perspectives by emphasizing cross-curricular learning and
integrated learning, as follows:
a) In cross-curricular learning, students are provided with opportunities to learn and use related content and/or skills in two or more
subjects. Students can use the concepts and skills of mathematics in their science or social studies lessons. Similarly, students can use
what they have learned in science to illustrate or develop mathematical understanding. For example, in Grade 6, concepts associated with
the fulcrum of a lever can be used to develop a better understanding of the impact that changing a set of data can have on the mean.
b) In integrated learning, students are provided with opportunities to work towards meeting expectations from two or more subjects within
a single unit, lesson, or activity. By linking expectations from different subject areas, teachers can provide students with multiple
opportunities to reinforce and demonstrate their knowledge and skills in a range of settings. Also, the mathematical process expectation
that focuses on connecting encourages students to make connections between mathematics and other subject areas. For example, students
in Grade 2 could be given the opportunity to relate the study of location and movement in the Geometry and Spatial Sense strand of
mathematics to the study of movement in the Structures and Mechanisms strand in science and technology. Similarly, the same students
could link their study of the characteristics of symmetrical shapes in Visual Arts to the creation of symmetrical shapes in their work in
Geometry and Spatial Sense.

Grade 8 Revised May 2011 6

The Mathematical Process Expectations
The mathematical processes are a set of seven interconnected expectations that describe the processes through which students acquire and apply mathematical
knowledge and skills.

Problem Solving Problem solving forms the basis of effective mathematics programs and should be the foundation of mathematical instruction.
Students learn to solve problems and learn through problem solving.
Students are given numerous opportunities to connect mathematical ideas and to develop conceptual understanding. *See Problem-Solving Model

Reasoning and Proving
The reasoning process supports a deeper understanding of mathematics by enabling students to make sense of the mathematics they
are learning.
Students will learn by exploring phenomena, developing ideas, making mathematical conjectures, and justifying results.
Students will reason from the evidence they find in their explorations and investigations or from what they already know to be true,
Students will recognize the characteristics of an acceptable argument in the mathematics classroom.

Reflecting Reflecting on their own thinking and the thinking of others helps students make important connections and internalize a deeper
understanding of the mathematical concepts involved.
Students will learn by regularly and consciously reflecting on and monitoring their own thought processes.
Students will reflect on alternative ways to perform a task and on the reasonableness of an answer.

Selecting Tools and
Computational Strategies
Connecting
Students need to develop the ability to select the appropriate electronic tools, manipulatives, and computational strategies to perform
particular mathematical tasks, to investigate mathematical ideas, and to solve problems.
Students need to have experiences that allow them to make connections between concepts and skills from one strand of mathematics
to another to understand how the procedures, concepts and skills are related.
Students will begin to see that mathematics is more than a series of isolated skills and concepts
Students will understand they can use their learning in one area of mathematics to understand another.
Students will make connections between the mathematics they learn at school and its applications in their everyday lives

Representing Students represent mathematical ideas and relationships and model situations using concrete materials, pictures, diagrams, graphs,
tables, numbers, words, and symbols. Learning the various forms of representation helps students to understand mathematical
concepts and relationships; communicate their thinking, arguments, and understandings; recognize connections among related
mathematical concepts; and use mathematics to model and interpret realistic problem situations.
Students will recognize the connections between representations, and use the different representations appropriately and as needed to solve problems.

Communicating Communication is the process of expressing mathematical ideas and understanding orally, visually, and in writing, using numbers,
symbols, pictures, graphs, diagrams, and words.
Students will provide effective explanations (e.g., apply correct mathematical notation in the development and presentation of mathematical ideas and
solutions).

Grade 8 Revised May 2011 7

A Problem-Solving Model

The most commonly used problem-solving model is George Polya’s four-step model: understand the problem; make a plan; carry out
the plan; and look back to check the results.1 (These four steps are now reflected in the Thinking category of the achievement chart
first published in Polya’s How to Solve It, 1945. Below is a modified GEDSB version, which separates Step 1 into two distinct steps.

Given: Understand the Information Given in the Problem

 reread and restate the problem

Required: Understand the Requirements of the Problem

 identify the information given and the information that needs to be determined to help solve the problem

Application: Make a Plan

 relate the problem to similar problems solved in the past
 consider possible strategies
 select a strategy or a combination of strategies
 revise or apply different strategies as necessary

Solution: Carry Out the Plan

 execute the chosen strategy
 do the necessary calculations
 monitor success
 revise or apply different strategies as necessary

Statement/Reflection Look Back at the Solution

 check the reasonableness of the answer
 review the method used: Did it make sense? Is there a better way to approach the problem?
 consider extensions or variations

Please note: The five-step model is generally not taught directly before Grade 3, because young students tend to become too focused on the model and pay less
attention to the mathematical concepts involved and to making sense of the problem.

Grade 8 Revised May 2011 8

 . Math Alignment Project
GEDSB is committed to the use of TIPS4RM Grade 8 Overview
Please refer to TIPS4RM for planning and implementing mathematics instruction. There will be cases where the Math Alignment Project and TIPS4RM are not
completely aligned, teachers will use their professional judgment to determine what best meets their student learning needs.
Term 1 Report Term 2 Report
Number Quantity Relationships
Sense and Rational numbers Operational Sense Operational Sense
Numeration Exponential notation Addition, subtraction, multiplication and Addition, subtraction, multiplication
Common factors and common division and division
multiples o Integers oo Fractions
o Order of operations in equations with
Operational Sense brackets and exponents
Addition, subtraction, multiplication Proportional Relationships
and division Percent, ratio and proportion
oo Whole numbers and decimal
numbers
oo Multi-step problems
oo Percents to one decimal place
Square roots of whole numbers

Measurement Attributes, Units and Measurement

Measurement Relationships Sense
circle volume and capacity
o circumference, radius and diameter
o formula for circumference Measurement Relationships
area conversions (area, volume, capacity)
o formula for a circle relationships (circumference / area for
Please note that expectations (or a circle)
portions of expectations) in italics volume (formula for a cylinder)
are addressed during another term surface area (cylinder)

Grade 8 Revised May 2011 9

 . Math Alignment Project
GEDSB is committed to the use of TIPS4RM Grade 8 Overview
Please refer to TIPS4RM for planning and implementing mathematics instruction. There will be cases where the Math Alignment Project and TIPS4RM are not
completely aligned, teachers will use their professional judgment to determine what best meets their student learning needs.
Term 1 Report Term2 Report
Geometry Location and Movement
and Spatial **Classroom instruction in Term 1 will **Geometric Properties Cartesian coordinate plane
Sense support the expectations for Geometry and quadrilaterals o Plotting points after a
Spatial Sense, however, Geometry and o sort and classify by properties/diagonals transformation
Spatial Sense will carry forward through circles Transformations (real world
Term 2 and be reported on in Term 2. movements)
Geometric Relationships
measurement relationships (similar shapes) Geometric Properties
angle relationships (parallel and intersecting lines) Polyhedron
Pythagorean relationship o Faces, edges, vertices

Patterning Patterns and Relationships Variables, Expressions and Equations

and Algebra Linear growing patterns Linear relationships (graphically and
o Whole numbers algebraically)
o graphs, algebraic expressions and Solve and verify algebraic equations
equations o Balance model
Data Collection and Organization of Data Probability
Management Categorical, discrete and continuous data Experimental vs. theoretical
and Charts and graphs probability (two independent
Probability o relative frequency tables with events)
histograms and scatter plots) Complementary events
Data Relationships
Convincing arguments
Central tendency
ooo Appropriate measure
Comparing two attributes /using scatter plots

Grade 8 Revised May 2011 10

 Math Alignment Project
STRAND: Number Sense and Numeration Fall Progress Report
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea calculators
NV1: Quantity express repeated multiplication using exponential notation concrete materials
Relationships represent whole numbers in expanded form using powers of ten
graphs
represent, compare, represent, compare, and order rational numbers
and order equivalent
translate between equivalent forms of a number
representations of Provide Students with
numbers, including determine common factors and common multiples using the prime factorization of numbers
opportunities to:
those involving positive
exponents
-determine the square root of whole
numbers, positive and negative fractions
NV2: Operational solve multi-step problems arising from real-life contexts and involving whole numbers and and decimals to thousandths
Sense decimals, using a variety of tools and strategies -use exponential notation
solve problems solve problems involving percents expressed to one decimal place and whole-number
involving whole percents greater than 100
Suggested Resources:
numbers, decimal use estimation when solving problems involving operations with whole numbers, decimals,
numbers, fractions, and
Targeted Implementation & Planning
percents, integers, and fractions, to help judge the reasonableness of a solution
integers, using a variety Support for Revised Math (TIPS4RM)
multiply and divide decimal numbers by various powers of ten  Unit 1
of computational
strategies estimate, and verify using a calculator, the positive square roots of whole numbers, and  Unit 5
distinguish between whole numbers that have whole-number square roots and those that do
not
Math Makes Sense
Components of:
 Unit 1
 Unit 4
Please note that expectations (or
portions of expectations) in italics
are addressed during another term

Grade 8 Revised May 2011 11

 Math Alignment Project
STRAND: Patterning and Algebra Fall Progress Report
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea calculators
PV1: Patterns and represent, through investigation with concrete materials, the general term of a linear pattern, concrete materials
Relationships using one or more algebraic expressions dynamic statistical
software
represent linear growing represent linear patterns graphically using a variety of tools
patterns (where the graph paper
determine a term, given its term number, in a linear pattern that is represented by a graph
terms are whole
or an algebraic equation
numbers) using graphs, Provide Students with
algebraic expressions,
opportunities to:
and equations
-represent and describe linear
growing patterns using graphs,
algebraic expressions and equations
- make a table of values that shows the
term number and the term, and plot the
coordinates on a graph

Suggested Resources:
TIPS4RM
 Unit 2

Math Makes Sense

Components of:
 Unit 1
 Unit 10

Grade 8 Revised May 2011 12

 Math Alignment Project
STRAND: Data Management and Probability Fall Progress Report
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea dynamic statistical
DV1: Collection and
software
collect data by conducting a survey or an experiment to do with themselves, their
Organization of Data environment, issues in their school or community, or content from another subject, and graph paper
collect and organize record observations or measurements spreadsheets
categorical, discrete, or organize into intervals a set of data that is spread over a broad range
continuous primary data collect and organize categorical, discrete, or continuous primary data and secondary data Provide Students with
and secondary data and and display the data in charts, tables, and graphs that have appropriate titles, labels and
display the data using
opportunities to:
scales -to collect and organize categorical, discrete
charts and graphs,
including frequency select an appropriate type of graph to represent a set of data, graph the data using and continuous data, and organize data is
tables with intervals, technology, and justify the choice of graph charts and graphs, including histograms,
histograms, and scatter explain the relationship between a census, a representative sample, sample size, and a scatter plots and relative frequency tables
plots with intervals
population
-compare two attributes using a scatter plot
DV2: Data read, interpret, and draw conclusions from primary data and from secondary data presented -determine the most appropriate measure of
Relationships in charts, tables, and graphs central tendency for a specific
apply a variety of data determine, through investigation, the appropriate measure of central tendency needed to purpose/audience
management tools and compare sets of data
strategies to make demonstrate an understanding of the appropriate uses of bar graphs and histograms by
convincing arguments comparing their characteristics
about data
Suggested Resources:
compare two attributes or characteristics using a scatter plot, and determine whether or not TIPS4RM
the scatter plot suggests a relationship  Unit 11
identify and describe trends, based on the rate of change of data from tables and graphs,
using informal language Math Makes Sense
Components of:
make inferences and convincing arguments that are based on the analysis of charts, tables,
 Unit 5
and graphs
compare two attributes or characteristics, using a variety of data management tools and
strategies

Grade 8 Revised May 2011 13

 Math Alignment Project
STRAND: Number Sense and Numeration Term 1
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea fraction pieces
grid paper
number lines
NV2: Operational use estimation when solving problems involving operations with whole numbers, decimals, two-coloured counters
Sense percents, integers, and fractions, to help judge the reasonableness of a solution virtual manipulatives
solve problems represent the multiplication and division of integers, using a variety of tools solve problems
involving whole involving operations with integers, using a variety of tools
numbers, decimal
Provide Students with
solve problems involving operations with integers, using a variety of tools
numbers, fractions, and opportunities to:
integers, using a variety evaluate expressions that involve integers, including expressions that contain brackets and -solve problems involving addition,
of computational exponents, using order of operations subtraction, multiplication and division with
strategies integers
-solve problems using order of operations in
expressions with brackets and exponents

Suggested Resources:
TIPS4RM
 Unit 1

Math Makes Sense

Components of:
 Unit 9

Grade 8 Revised May 2011 14

 Math Alignment Project
STRAND: Measurement Term 1
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea concrete materials
dynamic geometry
software
MV2: Measurement measure the circumference, radius, and diameter of circular objects, using concrete materials
Relationships determine, through investigation using a variety of tools and strategies, the relationships for Provide Students with
determine the calculating the circumference and the area of a circle, and generalize to develop the formulas opportunities to:
relationships among solve problems involving the estimation and calculation of the circumference and the area of -opportunities to determine the relationships
units and measurable between the circumference, radius and
a circle
attributes, including the diameter of a circle
area of a circle and the -solve problems related to finding the area
volume of a cylinder of a circle (using the formula for a circle)

Suggested Resources:
TIPS4RM
 Unit 3

Math Makes Sense

Components of:
 Unit 6

Grade 8 Revised May 2011 15

 Math Alignment Project
STRAND: Patterning and Algebra Term 1
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea algebra tiles
base ten materials
PV2: Variables, describe different ways in which algebra can be used in real-life situations connecting cubes
Expressions and model linear relationships using tables of values, graphs, and equations through investigation
Equations pattern blocks
using a variety of tools
model linear translate statements describing mathematical relationships into algebraic expressions and
relationships graphically equations
Provide Students with
and algebraically, and opportunities to:
solve and verify evaluate algebraic expressions with up to three terms, by substituting fractions, decimals, and
integers for the variables -evaluate algebraic expressions with up to
algebraic equations, three terms, by substituting fractions,
using a variety of make connections between solving equations and determining the term number in a pattern,
decimals, and integers for the variables (e.g,
strategies, including using the general term
evaluate 3x + 4y = 2z, where x = 1/2, y =
inspection, guess and solve and verify linear equations involving a one-variable term and having solutions that are 0.6, and z = -1)
check, and using a integers, by using inspection, guess and check, and a “balance” model -model linear relationships graphically and
“balance” model algebraically
-solve and verify algebraic equations, using
a balance model

Suggested Resources:
TIPS4RM
 Unit 2
 Unit 12

Math Makes Sense

Components of:
 Unit 10

Grade 8 Revised May 2011 16


STRAND: Geometry and Spatial Sense
**Classroom instruction in Term 1 will support the expectations for Geometry and Spatial Sense, however, Geometry and Spatial Sense will carry
forward through Term 2 and be reported on in Term 2.
Overall Expectation &
Big Idea
GV1: Geometric
Properties
demonstrate an understanding
of the geometric properties of
quadrilaterals and circles and
the applications of geometric
properties in the real world
GV2: Geometric
Relationships
develop geometric
relationships involving lines,
triangles, and polyhedra, and
solve problems involving lines
and triangles
Grade 8
Math Alignment Project
Term 1 / 2
Specific Expectations Tools and Manipulatives
concrete materials
dynamic geometric software
sort and classify quadrilaterals by geometric properties, including those based on geoboards
diagonals, through investigation using a variety of tools protractors
construct a circle, given its centre and radius, or its centre and a point on the circle, or
three points on the circle
Provide Students with
investigate and describe applications of geometric properties in the real world
opportunities to:
-Sort and classify quadrilaterals by properties,
including diagonals
determine, through investigation using a variety of tools relationships among area, - Construct three similar rectangles, using grid
perimeter, corresponding side lengths, and corresponding angles of similar shapes paper or a geoboard, and compare the perimeters
determine, through investigation using a variety of tools and strategies, the angle and areas of the rectangles.
relationships for intersecting lines and for parallel lines and transversals, and the sum of
the angles of a triangle
solve angle-relationship problems involving triangles intersecting lines and parallel lines
Suggested Resources:
and transversals
TIPS4RM
determine the Pythagorean relationship, through investigation using a variety of tools  Unit 3
and strategies  Unit 4
solve problems involving right triangles geometrically, using the Pythagorean relationship  Unit 9
 Unit 10
Math Makes Sense
Components of:
 Unit 6
 Unit 7
 Unit 8
Revised May 2011 17
 Math Alignment Project
STRAND: Number Sense and Numeration Term 2
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea concrete materials
NV2: Operational use estimation when solving problems involving operations with whole numbers, decimals, Cuisenaire rods
Sense percents, integers, and fractions, to help judge the reasonableness of a solution geoboards
solve problems represent the multiplication and division of fractions, using a variety of tools and strategies grid paper
involving whole solve problems involving addition, subtraction, multiplication, and division with simple
numbers, decimal fractions
numbers, fractions, and
Provide Students with
integers, using a variety opportunities to:
of computational -judge the reasonableness of solutions using
strategies addition, subtraction, multiplication and
division of fractions
NV3: Proportional identify and describe real-life situations involving two quantities that are directly proportional
- use an area model to represent the
Relationships solve problems involving proportions, using concrete materials, drawings, and variables multiplication of fractions
solve problems by using solve problems involving percent that arise from real-life contexts -solve real-life problems with percents to
proportional reasoning one decimal place (e.g., discount, sales tax,
solve problems involving rates
in a variety of simple interest)
meaningful contexts

Suggested Resources:
TIPS4RM
 Unit 5
 Unit 8

Math Makes Sense

Components of:
 Unit 2
 Unit 4

Grade 8 Revised May 2011 18

 Math Alignment Project
STRAND: Measurement Term 2
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea concrete materials
MV1: Attributes, research, describe, and report on applications of volume and capacity measurement cylinders
Units, and dynamic geometry software
Measurement Sense Polydrons
research, describe, and
report on applications of
Provide Students with
volume and capacity
measurement opportunities to:
-understand the applications of volume and
MV2: Measurement solve problems that require conversions involving metric units of area, volume, and capacity capacity measurement
Relationships determine, through investigation using a variety of tools and strategies the relationship -solve problems requiring conversions involving
determine the between the area of the base and height and the volume of a cylinder, and generalize to metric units (e.g.,square centimetres and square
relationships among develop the formula metres; cubic centimetres and cubic metres;
units and measurable determine, through investigation using concrete materials, the surface area of a cylinder millilitres and cubic centimetres)
attributes, including the -investigate the relationship between the volume
area of a circle and the solve problems involving the surface area and the volume of cylinders, using a variety of
and surface area of a cylinder, and between
volume of a cylinder strategies circumference and area for a circle

Suggested Resources:
TIPS4RM
 Unit 3
 Unit 7

Math Makes Sense

Components of:
 Unit 3
 Unit 6

Grade 8 Revised May 2011 19

 Math Alignment Project
STRAND: Geometry and Spatial Sense Term 2
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea 2-D shapes
GV2: Geometric determine, through investigation using concrete materials, the relationship between the 3-D figures
Relationships numbers of faces, edges, and vertices of a polyhedron Paper Nets
develop geometric Polydrons
relationships involving
lines, triangles, and
polyhedra, and solve
Provide Students with
problems involving lines opportunities to:
and triangles -Use Polydrons and/or paper nets to
construct the five Platonic solids [i.e.,
GV3: Location and graph the image of a point, or set of points, on the Cartesian coordinate plane after applying a tetrahedron, cube, octahedron,
Movement transformation to the original point(s) dodecahedron, icosahedron], and
represent identify, through investigation, real-world movements that are translations, reflections, and compare the sum of the numbers of faces
transformations using rotations and vertices to the number of edges for
the Cartesian coordinate each solid
plane, and make -Plot a point after a transformation using
connections between a Cartesian plane
transformations and the -identify transformations in real-world
real world movements

Suggested Resources:
TIPS4RM
 Unit 4

Math Makes Sense

Components of:
 Unit 7
 Unit 8

Grade 8 Revised May 2011 20

 Math Alignment Project
STRAND: Data Management and Probability Term 2
Overall Expectation Specific Expectations Tools and Manipulatives
& Big Idea number cubes
real-life data (e.g., Sports Stats,
DV3: Probability compare, through investigation, the theoretical probability of an event with experimental etc)
use probability models probability, and explain why they might differ spinners
to make predictions determine, through investigation, the tendency of experimental probability to approach
about real-life events theoretical probability as the number of trials in an experiment increases, using class-
generated data and technology-based simulation models
Provide Students with
identify the complementary event for a given event, and calculate the theoretical probability
opportunities to:
-determine experimental and theoretical
that a given event will not occur
probability of two independent events

Suggested Resources:
TIPS4RM
 Unit 6
 Unit 11

Math Makes Sense

Components of:
 Unit 11

Grade 8 Revised May 2011 21