6

The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

(8.14)

Underlying processes and mathematical tools.  The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.  The student is expected to

(A)

identify and apply mathematics to everyday experiences, to activities in and outside school, with other disciplines, and with other mathematical topics;

(B)

use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; and

(C)

select or develop an appropriate problem-solving strategy form a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

(8.15)

Underlying processes and mathematical tools.  The student communicates about Grade 8 mathematics through informal and mathematical language, representations, and models.  The student is expected to

(A)

communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

(8.16)

Underlying processes and mathematical tools.  The student uses logical reasoning to make conjectures and verify conclusions using mathematical properties and relationships.

(A)

make conjectures from patterns or sets of examples and nonexamples; and

(B)

validate his/her conclusions using mathematical properties and relationships.