SRPSD Grade 8 Math Rubrics
Part A: Number Strand
N8.1 Demonstrate understanding of the square and principle square root of whole numbers
concretely or pictorially and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student knows the Student is able to Student is able to determine
assistance to know perfect squares. determine the the approximate square root
the perfect squares. approximate square root. and justify their answer.
N8.2 Expand and demonstrate understanding of percent greater than or equal to 0% (including
fractional and decimal percent) concretely, pictorially, and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to represent Student is able to Student can apply percent
assistance to fractional percent greater solve problems to a real life situation and
represent percent. than or equal 0%. involving percent. justify their decision.
N8.3 Demonstrate understanding of rates, ratios, and proportional reasoning concretely, pictorially,
and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to use Student is able to solve Student is able to solve
assistance ratios to solve problems. problems involving problems involving
understanding ratios. rates. proportional reasoning.
N8.4 Demonstrate understanding of multiplying and dividing positive fractions and mixed numbers,
concretely, pictorially, and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs assistance Student is able to Student is able to multiply Student is able to create
in multiplying and dividing multiply and divide and divide improper and solve problems
fractions. proper fractions fractions including mixed involving multiplication
numbers. (concretely, and division of
pictorially, symbolically) fractions (mixed
numbers).
N8.5 Demonstrate understanding of multiplication and division of integers concretely, pictorially,
and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to Student is able to Student is able to apply their
assistance in multiply or divide multiply and divide understanding of multiplying
multiplying and integers. (concretely, integers. (concretely, and dividing integers to a
dividing integers. pictorially, symbolically) pictorially, situational problem and/or
symbolically) order of operations.
Part B: Pattern & Relations Strand
P8.1 Demonstrate understanding of linear relations concretely, pictorially (including graphs),
physically, and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to create a Student is able to Student is able to describe
assistance to create a table of values for a distinguish between a linear relation in a real
table of values and linear relation and graph linear and non-linear life situation and explain
graph a linear relation. it. relations. how to make it non-linear.
P8.2 Model and solve problems using linear equations of the form: ax= b , ax + b =
c, , a(x + b) = c concretely, pictorially, and symbolically, where a, b, and c are
integers.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to solve Student is able to solve Student is able to use a real life
assistance to solve one-step linear two step linear situation to solve an equation
linear equations. equations involving equations involving and verify the solution.
integers. integers.
SRPSD Grade 8 Math Rubrics
Part C: Shape & Space Strand
SS8.1 Demonstrate understanding of the Pythagorean Theorem concretely or pictorially and
symbolically and by solving problems.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to solve Student able to solve a Student is able to solve
assistance in using the for the hypotenuse using problem using the problems using the
Pythagorean Theorem. the Pythagorean Pythagorean Theorem. Converse of the
Theorem. Pythagorean Theorem.
SS8.2 Demonstrate understanding of the surface area of 3-D objects limited to right prisms and
cylinders (concretely, pictorially, and symbolically) by analyzing views, sketching and constructing
3-D objects, nets, and top, side, and front views, generalizing strategies and formulae, analyzing the
effect of orientation, and solving problems.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to create Student is able to apply Student is able to
assistance to create nets of right prisms strategies to determine the solve problems
nets for right prisms and/or cylinders. surface area of right prisms involving surface
and cylinders. and cylinders. area.
SS8.3 Demonstrate understanding of volume limited to right prisms and cylinders (concretely,
pictorially, or symbolically) by relating area to volume, generalizing strategies and formulae
••analyzing the effect of orientation, and solving problems.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student understands the Student is able to apply Student is able to solve
assistance to relationship between strategies to determine the problems involving
determine area and area (2-D) and volume volume of right prisms and volume.
volume. (3-D). cylinders.
SS8.4 Demonstrate an understanding of tessellation by: ••explaining the properties of shapes that
make tessellating possible ••creating tessellations ••identifying tessellations in the environment.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student can define Student can identify Student can design and
assistance what a tessellation is. translations, rotations, and create a tessellation
understanding what a reflections or any involving more than one
tessellation is. combination of the three in shape and explain how it
a tessellation. tessellates.
Part D: Statistics & Probability Strand
SP8.1 Analyze the modes of displaying data and the reasonableness of conclusions.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student identifies Student identifies graphs that Student is able to
assistance to which graph is the mislead the information and represent a given situation
interpret a graph. best for a situation. can suggest alternatives to using a graph that would
remove the bias. bias the interpretation.
SP8.2 Demonstrate understanding of the probability of independent events concretely, pictorially,
orally, and symbolically.
Beginning (1) Approaching (2) Proficiency (3) Mastery (4)
Student needs Student is able to solve a Student is able solve a Student is able to create
assistance to problem with two problem with three and solve a problem
determine independent events. independent events. including two or more
probability. independent events.