Standards Map

Mathematics > Grade 8 > Expressions and Equations
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Mathematics | Grade : 8

Domain - Expressions and Equations

Cluster - Work with radicals and integer exponents.

[8.EE.A.3] - Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 x 108 and the population of the world as 7 x 109, and determine that the world population is more than 20 times larger.

Resources:


  • Digit
    a) Any of the Arabic numerals 1 to 9 and usually the symbol 0; b) One of the elements that combine to form numbers in a system other than the decimal system.
  • Integer
    All positive and negative whole numbers, including zero.

Predecessor Standards:

  • 4.OA.A.2
    Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. [Note: See Glossary, Table 2.]
  • 5.NBT.A.2
    Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Successor Standards:

  • AI.N-Q.A.3
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
  • MI.N-Q.A.3
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*

Same Level Standards:

  • 8.EE.A.1
    Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² x 3-5 = 3-3 = 1/33 = 1/27.
  • 8.EE.A.4
    Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
  • 8.PS.1.1
    Develop a model to describe that (a) atoms combine in a multitude of ways to produce pure substances which make up all of the living and nonliving things that we encounter, (b) atoms form molecules and compounds that range in size from two to thousands of atoms, and (c) mixtures are composed of different proportions of pure substances. Clarification Statement: Examples of molecular-level models could include drawings, three-dimensional ball and stick structures, and computer representations showing different molecules with different types of atoms. State Assessment Boundary: Valence electrons and bonding energy, the ionic nature of subunits of complex structures, complete depictions of all individual atoms in a complex molecule or extended structure, or calculations of proportions in mixtures are not expected in state assessment.