Standards Map

Mathematics > Grade 8 > Expressions and Equations
Accessibility Mode: Note: You are viewing this information in accessibility mode. To view the map, enlarge your window or use a larger device.

Mathematics | Grade : 8

Domain - Expressions and Equations

Cluster - Work with radicals and integer exponents.

[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.

Resources:


  • Exponent
    The number that indicates how many times the base is used as a factor, e.g., in 43 = 4 x 4 x 4 = 64, the exponent is 3, indicating that 4 is repeated as a factor three times.
  • Expression
    A mathematical phrase that combines operations, numbers, and/or variables (e.g., 32 ÷ a).
  • Integer
    All positive and negative whole numbers, including zero.

Predecessor Standards:

No Predecessor Standards found.

Successor Standards:

  • AI.N-RN.A.1
    Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
  • AI.N-RN.A.2
    Rewrite expressions involving radicals and rational exponents using the properties of exponents.
  • AI.A-SSE.A.2
    Use the structure of an expression to identify ways to rewrite it. For example, see (x + 2)2 – 9 as a difference of squares that can be factored as ((x + 2) + 3)((x + 2 ) – 3).
  • AI.A-APR.A.1
    Understand that polynomials form a system analogous to the integers, namely, they are closed under certain operations.
  • AI.A-APR.A.1.a
    Perform operations on polynomial expressions (addition, subtraction, multiplication), and compare the system of polynomials to the system of integers when performing operations.
  • AI.A-APR.A.1.b
    Factor and/or expand polynomial expressions, identify and combine like terms, and apply the Distributive property.
  • MII.N-RN.A.1
    Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.
  • MII.N-RN.A.2
    Rewrite expressions involving radicals and rational exponents using the properties of exponents.
  • MII.A-SSE.A.2
    Use the structure of an expression to identify ways to rewrite it. For example, see (x + 2)2 – 9 as a difference of squares that can be factored as ((x + 2) + 3)((x + 2) – 3).
  • MII.A-APR.A.1.a
    Perform operations on polynomial expressions (addition, subtraction, multiplication), and compare the system of polynomials to the system of integers when performing operations.
  • MII.A-APR.A.1.b
    Factor and/or expand polynomial expressions; identify and combine like terms; and apply the Distributive property.
  • PC.F-BF.B.5
    (+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.

Same Level Standards:

  • 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.
  • 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.