Gr ade 8 Mathemat ics

Number
Number and Shape and Space (Measurement)—8.N.1,
8.N.2, 8.SS.1
Enduring Understandings:
The square roots of perfect squares are rational numbers.
The square roots of non-perfect squares are irrational numbers.
Many geometric properties and attributes of shapes are related to
measurement.

General Learning Outcomes:

Develop number sense.
Use direct or indirect measurement to solve problems.

Specific Learning Outcome(s): Achievement Indicators:

8.N.1 Demonstrate an understanding  Represent a perfect square as a square

of perfect squares and square region using materials, such as grid paper
roots, concretely, pictorially, and or square shapes.
symbolically (limited to whole  Determine the factors of a perfect square,
numbers). and explain why one of the factors is the
[C, CN, R,V] square root and the others are not.
 Determine whether or not a number is
a perfect square using materials and
strategies such as square shapes, grid paper,
or prime factorization, and explain the
reasoning.
 Determine the square root of a perfect
square, and record it symbolically.
 Determine the square of a number.

8.N.2 Determine the approximate  Estimate the square root of a number that
square root of numbers that are is not a perfect square using the roots of
not perfect squares (limited to perfect squares as benchmarks.
whole numbers).  Approximate the square root of a number
[C, CN, ME, R, T] that is not a perfect square using technology
(e.g., calculator, computer).

continued

Number 3
Specific Learning Outcome(s): Achievement Indicators:

 Explain why the square root of a number

shown on a calculator may be an
approximation.
 Identify a number with a square root that is
between two given numbers.

8.SS.1 Develop and apply the  Model and explain the Pythagorean
Pythagorean theorem to solve theorem concretely, pictorially, or by using
problems. technology.
[CN, PS, R, T, V]  Explain, using examples, that the
Pythagorean theorem applies only to
right triangles.
 Determine whether or not a triangle
is a right triangle by applying the
Pythagorean theorem.
 Solve a problem that involves determining
the measure of the third side of a right
triangle, given the measures of the other
two sides.
 Solve a problem that involves Pythagorean
triples (e.g., 3, 4, 5 or 5, 12, 13).

Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of regular and irregular 2-D shapes by
QQ recognizing that area is measured in square units
QQ selecting and justifying referents for the units cm² or m²
QQ estimating area by using referents for cm² or m²
QQ determining and recording area (cm² or m²)
QQ constructing different rectangles for a given area (cm² or m²) in order to
demonstrate that many different rectangles may have the same area
QQ Solving problems involving 2-D shapes and 3-D objects
QQ Designing and constructing different rectangles given either perimeter or area, or
both (whole numbers), and drawing conclusions
QQ Identifying and sorting quadrilaterals, including
QQ rectangles

4 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ squares
QQ trapezoids
QQ parallelograms
QQ rhombuses
according to their attributes
QQ Developing and applying a formula for determining the
QQ perimeter of polygons
QQ area of rectangles
QQ volume of right rectangular prisms
QQ Constructing and comparing triangles, including
QQ scalene
QQ isosceles
QQ equilateral
QQ right
QQ obtuse
QQ acute
in different orientations

Background Information
Squares and Square Roots

A square is a 2-dimensional (2-D) shape with all four sides equal.

The total area the square covers is measured in square units.
To determine the side length of a square when given the area, the square root must be
determined.

A perfect square can be described as

QQ a square with whole number sides (e.g., 1 × 1, 2 × 2, 3 × 3)
QQ a number whose square root is an integer (e.g., 4 = 2 or –2)

A non-perfect square can be described as

QQ a square with non-whole number sides (e.g., 1.2 × 1.2)
QQ a number whose square root is not a whole number (e.g., 2)
Rounding is often used to determine the approximate square root of non-perfect
squares.

Number 5
 Pythagorean Theorem

The Pythagorean theorem states that, in a right triangle,

QQ the sum of the squares of the legs is equal to the square of the length of the
hypotenuse
QQ the sum of the area of the squares formed on the legs is equal to the area of the
square formed on the hypotenuse
QQ if the lengths of the legs are a and b and the hypotenuse is c, then a2 + b2 = c2

Example:

We can determine whether triangle ABC, shown below, is a right triangle by checking
whether the Pythagorean relationship is present.

Area = c • c
= 5 cm • 5 cm
= 25 cm²

Area = a • a
= 3 cm • 3 cm c = 5 cm
= 9 cm² a = 3 cm

C A
b = 4 cm

Area = b • b
= 4 cm • 4 cm
= 16 cm²

If a2 + b2 = c2, then triangle ABC is a right angle triangle:

?
9 cm2 + 16 cm2  25 cm2
25 cm2 = 25 cm2 ü
Therefore, triangle ABC is a right angle triangle.

If you are given two of the values (a, b, or c) in a right angle triangle, you can determine
the missing value by solving the equation.

6 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Powers

This is the first formal experience that students will have with powers. A simple
introduction will be needed to explain the role of the exponent and the base.
QQ Power: A short-hand, symbolic representation of repeated multiplication
(e.g., 52 = 5 • 5).
QQ Base: The factor in a power; what is being repeatedly multiplied
(e.g., in 52, 5 is the base).
QQ Exponent: The number in a power that tells how many factors there are; the number
of factors in a repeated multiplication (e.g., in 52, 2 is the exponent).

Example:
exponent

2
power
5 base

Mathematical Language
factors
hypotenuse
perfect square
prime factorization
prime numbers
Pythagorean relationship (Pythagorean theorem)
right triangles
square root

Number 7
Learning Experiences

Assessing Prior Knowledge

Materials: Grid paper

Organization: Individual
Procedure:
1. Tell students that they will be learning about the Pythagorean
theorem over the next few lessons; however, you first need to
determine what they already know.
2. Provide students with grid paper and have them draw a square with
the side length 5 cm.
3. Have students determine the area of the square they just drew. Ask
them how they found the area (e.g., Did they count the squares? Did
they multiply length times width?).
4. Ask students to determine the side length of a square that has an area
of 64 cm². They may use the grid paper if they need it to determine the
length.
5. Have students draw a right triangle with one leg 4 cm and one leg
3 cm.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the area of a square.
r Find the side length of a perfect square.
r Understand the property that determines right triangles
(90° angle).
r Draw right triangles.

8 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Represent a perfect square as a square region, using materials such

as grid paper or square shapes.
QQ Determine the square of a number.

Materials: BLM 5–8.9: Centimetre Grid Paper, straightedge, math journals,

BLM 8.N.1.1: Determining Squares, calculators

Organization: Individual/whole class

Procedure:
1. Tell students that by the end of this lesson they will understand squares and square
roots of perfect squares.
2. Each student needs a piece of graph paper (or see BLM 5–8.9: Centimetre Grid
Paper).
3. Ask students to explain the difference between a square and a rectangle. (A square
is a special kind of rectangle in that all four sides are equal.)
4. Ask students to draw a 2 × 2 square and label the length and width of the square
2 × 2. Then have them count the units within the boundary of the drawn square
(the area) and write that amount inside the square.
5. Ask students to repeat the above, making a 3 × 3 square, a 4 × 4 square, and a 5 × 5
square.
6. Ask students to explain, in their math journals, any connections they have
noticed between the length and width of the square and the area of the square.
(Explanations can include words, pictures, diagrams, symbols, and so on.) The hope
is that students will notice that the area is determined by multiplying the length
by the width and that the two factors are always the same (e.g., 2 × 2, 3 × 3, 4 × 4,
5 × 5).
7. Ask students whether they have ever seen another way to write 2 × 2, 3 × 3, 4 × 4,
5 × 5, and so on. This question will generate discussion on saying 2 squared or 22,
and so on.
8. Have a brief class discussion about powers, bases, and exponents to ensure students
understand the process of, and the symbolic notation for, squaring a number.
9. Provide students with copies of BLM 8.N.1.1: Determining Squares and ask them
to determine the squares of a variety of numbers with or without the use of a
calculator.

Number 9
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the square of a number, given a picture.
r Determine the square of a number symbolically.
r Use mental mathematics strategies and number sense to
determine the square of a number.

Suggestions for Instruction

QQ Determine the square root of a perfect square, and record it

symbolically.

Materials: Square tiles, calculators, graph paper, math journals,

BLM 8.N.1.2: Determining Square Roots

Organization: Pairs/whole class/individual

Procedure:
1. Give students square tiles, and allow them a few minutes to explore the
manipulatives.
2. Ask students to make squares with varying side lengths. Have them record the side
lengths and areas of the squares in a table.
3. Record class data to form a table of side lengths and areas for squares of lengths
1 to 15.
4. Ask students to add to the table a third column titled Area as Power, and have them
record the areas of the first 15 squares as powers.

Example:

Side Length Area Area as

(units) (units2) Power
1 1 12
2 4 22

10 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
5. Ask students whether they have ever heard the term square root. Generate
discussion, using questions such as the following:
QQ What is the relationship between the area of a square and the length of its side?
QQ We just learned how to square a number. What do you think square root could
be?
QQ What does the word root mean?
6. As a class review, remind students that when they find the square of a number,
they are finding the area of a square, which can be written as 2², and so on.
7. Determining the square root of a number is determining what number was
multiplied by itself to get the square.
Examples:
QQ If the square of a number is 4, what number multiplied by itself is 4?
Answer: 2
QQ If the square of a number is 16, what number multiplied by itself is 16?
Answer: 4
Since the square of a number is actually the area of the square, the square root of a
number is the same as finding the length and/or width of the square.
8. Ask students to add to the table a fourth column titled Side Length as Square Root,
and have them record the side lengths of the first 15 squares as square roots.
Example:

Side Length Area Area as Side Length as

(units) (units2) Power Square Root
1 1 12 1

2 4 22 4

9. Have students brainstorm, in pairs, what patterns they see in the table. Discuss
these patterns as a class.
10. Demonstrate to students the square root button on a calculator so that they can find
the square roots of numbers. If they do not have a square root button, brainstorm
ideas about how they can use a calculator to determine the square root (guess and
check).
11. Have students individually complete BLM 8.N.1.2: Determining Square Roots.
12. Have students insert a piece of graph paper into their math journals, and ask them
to represent 81 as a square region on the grid. Check whether they have drawn a
9 × 9 square. Ask them to identify the square and square root of the square region.

Number 11
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the square root of a number, given a model.
r Determine the square root of a number symbolically.
r Use mental mathematics strategies and number sense to
determine the square root of a number.

Suggestions for Instruction

QQ Determine the factors of a perfect square, and explain why one of the
factors is the square root and the others are not.
QQ Determine whether or not a number is a perfect square using
materials and strategies such as square shapes, grid paper, or prime
factorization, and explain the reasoning.
QQ Determine the square root of a perfect square and record it
symbolically.
QQ Estimate the square root of a number that is not a perfect square
using the roots of perfect squares as benchmarks.
QQ Approximate the square root of a number that is not a perfect square
using technology (e.g., calculator, computer).

Materials: Square paper cut into individual squares (BLM 5–8.6: Blank Hundred Squares
or BLM 5–8.9: Centimetre Grid Paper), math journals, calculator or computer

Organization: Individual/pairs/whole class

Procedure:
Part A
1. Give each pair of students a handful of square paper tiles. (Make sure some groups
end up with an amount that forms a perfect square and some end up with an
amount that does not.)
2. Have students make a square using all the tiles they received. (Students may need
to be encouraged to use parts of squares. For example, if a group is given 10 tiles,
students would use nine whole tiles and divide the tenth tile to create a square
whose sides are slightly larger than three tiles.)
3. Make a class chart stating the area of the square and the length of the side.
4. Have students make observations of what is happening
5. Take pictures of students’ squares or have students tape these down for use in Part F.

12 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Understand that the space covered by a shape is its area.
r Recognize that a square is a quadrilateral with four equal sides
that meet at right angles.
r Make the connection between having no squares left over and
having a perfect square.

Part B
1. Tell students that they will learn two more ways, other than using a calculator, to
determine the square root of a perfect square.
2. List all the factors of 36 (a perfect square). When students are listing the factors,
observe whether they notice a way that will help them to find the square root.
Examples:
QQ If students list the factors forming a rectangle, it is easier for them to identify the
square root.
1, 36
2, 18
3, 12
4, 9
6
6 is listed only once because it is multiplied by itself to get 36.
6 is the square root of 36.
OR
QQ If students list the factors in order from lowest to highest, the square root is
always the median number.
1, 2, 3, 4, 6, 9, 12, 18, 36
3. Have students list all the factors of a few more perfect squares to identify the
square root of those squares.

Number 13
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the factors of a number.
r Use factors to determine the square root of a number.
r Apply mental mathematics and number sense strategies to
determine the square root of a number.

Part C
1. Ask students to write down the following numbers and categorize them as
perfect squares or non-perfect squares: 16, 25, 36, 27, 32, 42.
2. Review with students what a prime number is and what a factor is. Demonstrate the
prime factorization of several numbers.
3. Model, using 16 as an example, how to write numbers as the product of prime
factors (2 • 2 • 2 • 2). Have students write the next five numbers as the product of
prime factors.
4. After ensuring that all students have the correct response, use a Think-Pair-Share
strategy by having students individually examine the prime factorization to
determine whether there is any pattern or rule that can be determined, and then
having them share it with a partner. Elicit answers from the class to form a general
rule. (Perfect squares have an even number of prime factors.)

Examples:
QQ Written as a product of prime numbers, 36 is 2 • 2 • 3 • 3. There are two 2s and
two 3s, so 36 must be a perfect square.
QQ Written as a product of prime numbers, 27 is 3 • 3 • 3. There are three 3s
(an uneven number of 3s in the product of prime numbers), so 27 must be a
non‑perfect square.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the prime factors of a number.
r Develop an understanding of using prime factors to determine the
square root of a number.
r Apply mental mathematics and number sense strategies to
determine the square root of a number.

14 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Part D
1. Using the number 36 from the previous learning activity, have students determine
the square root of a perfect square. Write 36 as a product of prime factors on the
whiteboard.
2. Have students divide the factors 2 • 2 • 3 • 3 into two equal groups (2 • 3 and
2 • 3). Ask them to multiply the two groups and see what number they end up with.
3. Ask students to write 144 as a product of prime factors.
4. Have students separate the prime factors into two equal groups and multiply.
Record their results to determine the square root of 144.
5. Ask students whether they can determine the square root of numbers in another
way.
6. Discuss students’ responses to generate other ways to determine the square root of
perfect squares.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the square root of perfect squares using
prime factorization.
r Develop a personal strategy for determining square roots.

Part E
1. Have students select one of the following and complete a math journal entry with
words, pictures, tables, symbols, and so on.
QQ Explain how prime factorization (or factoring) can be used to determine
whether a number is a perfect square. Provide examples to help support your
response.
QQ Select a number that is a perfect square and a number that is not. Select a
method for proving that the number is or is not a perfect square. Describe why
you chose the method you did.

Number 15
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the square root of perfect squares.
r Use materials, diagrams, and symbols to determine the
square root of a number.
r Develop a personal strategy for determining square roots.

Part F
1. Using the squares created in Part A, have students work in pairs to discuss the
difference between squares made from a perfect square number of paper tiles and
those made from a number of tiles that is not a perfect square (e.g., 25 squares vs.
30 squares).
2. Facilitate a class discussion about the square roots of numbers that are not perfect
squares.
3. Have students work in pairs to estimate the square roots of each group’s square and
then check responses using technology.
4. Discuss as a class the strategies that students used to determine the square roots of
numbers that are not perfect squares.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Use number sense to approximate the square root of numbers
that are not perfect squares.
r Reason mathematically.

Suggestions for Instruction

QQ Estimate the square root of a number that is not a perfect square

using the roots of perfect squares as benchmarks.
QQ Approximate the square root of a number that is not a perfect square
using technology (e.g., calculator, computer).
QQ Explain why the square root of a number shown on a calculator may
be an approximation.
QQ Identify a number with a square root that is between two given
numbers.

16 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Materials: Math journals

Organization: Small group/whole class

Procedure:
1. Tell students that they will be learning how to identify and explain the approximate
square root of non-perfect squares.
2. Draw a number line and write the numbers 25 to 36 above it.
3. Underneath the line, have students write the square root of 25 and 36 directly under
the numbers. (They are setting the benchmarks for the next step.)
4. Working in small groups, students estimate the square root of 30 and explain their
thinking. Have a reporter from each group present to the class the group’s decision.
It should fall between 5 and 6 (around 5.5) since 30 is approximately midway
between 25 and 36.
5. In their groups, students estimate the square root of 54 using benchmarks and
justify their responses.
6. As students are working in their groups, listen to the dialogue to observe the level
of understanding students have. Record your observations.
7. You may need to repeat this process a few more times with non-perfect squares.
Then ask students questions such as the following:
QQ Why are the numbers you have been finding the square roots of non-perfect
squares?
QQ Why do we find the approximate square roots of them?
QQ Can you determine an exact value with your calculator? The numbers are non-
repeating, non-terminating. Calculators will round the number based on the
space available on the screen.
8. Ask students to respond to the following in their math journals:
QQ Based on your understanding of perfect and non-perfect squares and their
square roots, identify a number that will have a square root between 4 and 5.
QQ Use diagrams, tables, materials, symbols, words, and/or numbers to justify your
choice.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Use number sense to approximate the square root of a
non-perfect square.
r Explain why the square root of a non-perfect square may
be an approximation.
r Reason mathematically.

Number 17
 Suggestions for Instruction

QQ Identify a number with a square root that is between two given

numbers.
QQ Determine the square root of a perfect square, and record it
symbolically.
QQ Determine the square of a number.
QQ Estimate the square root of a number that is not a perfect square
using the roots of perfect squares as benchmarks.

Materials: BLM 8.N.1.3: I Have . . . , Who Has . . . ?

Organization: Whole class/small group

Procedure:
1. Tell students that they will be playing a square root version of the game, I Have . . . ,
Who Has . . . ? (see BLM 8.N.1.3). Explain that each student will get one card (some
students will need to have more cards if there are fewer than 30 students in the
class). One student will start the game by reading his or her card, and the person
who has the answer to the question posed by the student reads his or her card. Play
continues in this fashion until it gets back to the person who started the game.
2. After students have played the game several times, have them make their own
square root game and play it with the other members of the class.
Variation: Have students work in groups of two or three, giving them several cards.
Play the game as described in the procedure above. This variation gives students the
opportunity to engage with more than one card.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the square of a number.
r Determine the square root of a perfect square.
r Determine the square root of a non-perfect square.

18 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Model and explain the Pythagorean theorem concretely, pictorially, or

by using technology.
QQ Explain, using examples, that the Pythagorean theorem applies only
to right triangles.
QQ Determine whether or not a triangle is a right triangle by applying the
Pythagorean theorem.
QQ Solve a problem that involves Pythagorean triples (e.g., 3, 4, 5 or
5, 12, 13).

Materials: Two colours of 1 cm grid paper (BLM 5–8.9: Centimetre Grid Paper), ruler,
sharp pencil, scissors

Organization: Small group

Procedure:
1. Tell students that they are going to determine a unique relationship between the
legs of a right triangle and the hypotenuse of the right triangle. They will be using
their understanding of squares and square roots.
2. Draw a right triangle and label the triangle so that students understand what the
legs of the triangle are and what the hypotenuse is.
3. Have students form small groups, and provide them with the following
instructions:
QQ Using one colour of grid paper, draw a right triangle with
one leg 3 cm and one leg 4 cm.
QQ Using the other colour of grid paper, cut out squares large
enough to fit along the edge of each of the legs and the
hypotenuse.
QQ Count the area of each square, combining partial squares to
make whole squares.
QQ Describe what relationship you see between the areas of the squares.
QQ Try the procedure again to see if your theory is correct. This time, draw a right
triangle with one leg 6 cm and the other leg 8 cm.
QQ Try it one more time, this time with one leg 9 units and the other leg 12 units.
(At this point, the small groups should have noticed that the sum of the areas of
the squares off the legs is equal to the area of the square off the hypotenuse.)
4. Work with students to help them express their thoughts using mathematical
language and symbols. Lead them to the generalization that a2 + b2 = c2.
5. Have students draw other non-right angle triangles (e.g., 4 cm, 5 cm, 8 cm or
4 cm, 6 cm, 7 cm). Discuss with students what they notice. Lead them to the
generalization that the Pythagorean theorem applies only to right triangles.

Number 19
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Explain the Pythagorean theorem using pictures.
r Demonstrate that the Pythagorean theorem applies only to right
triangles.

Suggestions for Instruction

QQ Solve a problem that involves determining the measure of the third

side of a right triangle, given the measures of the other two sides.

Materials: Two colours of 1 cm grid paper (BLM 5–8.9: Centimetre Grid Paper),
calculator, ruler, scissors

Organization: Pairs/whole class

Procedure:
1. Provide students with several triangles from which the length of the hypotenuse is
missing.
2. Have students work in pairs to develop a procedure for determining the length of
that missing side.
3. Discuss various procedures as a class.
4. If the symbolic procedure does not come up in the discussion, demonstrate this
procedure for the class and allow students to practise determining the measure of
the hypotenuse.
5. Repeat steps 1 to 4 for triangles from which the length of one of the legs is missing.

20 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Apply prior knowledge of squares and square roots.
r Develop a procedure for determining the measure of a missing
side in a right angle triangle.
r Apply a procedure for determining the measure of a missing side
in a right angle triangle.

Suggestions for Instruction

QQ Determine whether or not a triangle is a right triangle by applying the

Pythagorean theorem.
QQ Solve a problem that involves determining the measure of the third
side of a right triangle, given the measures of the other two sides.

Materials: BLM 8.N.1.4: Pythagorean Theorem, calculator

Organization: Individual/pairs

Procedure:
1. Provide students with a copy of BLM 8.N.1.4: Pythagorean Theorem.
2. Ask students to complete the BLM. Have them check with a learning partner if they
experience difficulty.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Determine the measure of a missing side in a right angle triangle.
r Apply the Pythagorean theorem to determine whether a triangle is
a right triangle.

Number 21
Putting the Pieces Together
Pythagorean Theorem in Real Life

Introduction:
Students will have the opportunity to apply the Pythagorean theorem to everyday
situations by solving everyday problems.

Purpose:
Students should have a good understanding of the Pythagorean theorem before being
assigned this task. They will need to know how to create equivalent proportions to
create a scale model of the scenarios provided below. In addition, they will need to know
how to convert metres to centimetres.

Curricular Links: Art, English Language Arts (ELA)

Materials/Resources: Various art supplies

Organization: Individual or small group

If this is an individual learning activity, students can choose one of the following
scenarios. Choice allows for adaptations and individual interests.

If this is a group learning activity, each member is responsible for one of the scenarios;
however, students can receive assistance from their group members.

Inquiry:
Students will create a scaled version of one of the following scenarios. They must make
the selected scenario appear realistic. They will create the appropriate length of the
hypotenuse of the chosen scenario to the nearest tenth. They must complete a one‑page
explanation of all their mathematical work, including an explanation of how they
created their scaled version and how they used the Pythagorean theorem to determine
the lengths/distances.

Scenarios:
1. Fire fighters are called to an apartment fire. A family is trapped on the second floor.
Fire fighters need to rescue the family using their extension ladder. The second-
floor apartment is 3 metres from the ground. There are shrubs and a sidewalk
jutting out 2 metres from the building. How long must the extension ladder be to
reach the second-floor apartment?
2. Joey is trying out as a catcher for the local baseball team. Part of his evaluation
involves showing how quickly he can throw the ball to second base. How far does
he need to throw the ball if the bases are 90 feet apart?
3. Sam is starting his first day at a new job at a moving company. The truck box he is
driving is 2 metres high. The end of the ramp is on the ground 4 metres from the
back of the truck. How long is Sam’s ramp?

22 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Assessment:
The following rubric can be used to assess achievement of the mathematics learning
outcomes.

Pythagorean Theorem in Real Life—Assessment

Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n applies the r provides a clear r provides a general r provides a vague r provides no
Pythagorean explanation explanation or minimal explanation
theorem to of how the of how the explanation of how the
solve problems Pythagorean Pythagorean of how the Pythagorean
theorem was used
theorem Pythagorean theorem
to determine the
was used to theorem was used to
length/distance
determine the was used to determine
length/distance determine length/
length/distance distance
n solves problems r provides a clear r provides r provides a vague r provides no
that involve explanation of a general or minimal explanation of
proportions how he or she explanation of explanation of how he or she
determined the how he or she how he or she determined
scale model for determined the determined the the scale
the scenario scale model for scale model for model for the
the scenario the scenario scenario

Extension:
Students could research other ways in which the Pythagorean theorem is used in
everyday life and prepare a presentation on what they have learned. They could present
their findings in the form of a demonstration, PowerPoint presentation, video, and so on.

Number 23
 Notes

24 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Number—8.N.3

Enduring Understandings:
Percents can be thought of as a ratio comparing to 100 or a fraction out of 100.
Percents can range from 0 to higher than 100.
Percents, fractions, decimals, and ratios are different representations of the
same quantity.
Percents have the same value as their fraction, decimal, and ratio equivalent,
and this can be useful in solving problems with percents.

General Learning Outcome:

Develop number sense.

Specific Learning Outcome(s): Achievement Indicators:

8.N.3 Demonstrate an  Provide a context where a percent may be more

understanding of percents than 100% or between 0% and 1%.
greater than or equal to 0%.  Represent a fractional percent using grid paper.
[CN, PS, R, V]  Represent a percent greater than 100% using grid
paper.
 Determine the percent represented by a shaded
region on a grid, and record it in decimal,
fractional, or percent form.
 Express a percent in decimal or fractional form.
 Express a decimal in percent or fractional form.
 Express a fraction in decimal or percent form.
 Solve a problem involving percents.
 Solve a problem involving combined percents
(e.g., addition of percents, such as GST + PST).
 Solve a problem that involves finding the percent
of a percent (e.g., A population increased by 10%
one year and then increased by 15% the next
year. Explain why there was not a 25% increase
in population over the two years.).

Number 25
Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of fractions by using concrete and pictorial
representations to
QQ create sets of equivalent fractions
QQ compare fractions with like and unlike denominators
QQ Describing and representing decimals (tenths, hundredths, thousandths) concretely,
pictorially, and symbolically
QQ Relating decimals to fractions (tenths, hundredths, thousandths)
QQ Comparing and ordering decimals (tenths, hundredths, thousandths) by using
QQ benchmarks
QQ place value
QQ equivalent decimals
QQ Demonstrating an understanding of percent (limited to whole numbers) concretely,
pictorially, and symbolically
QQ Solving problems involving percents from 1% to 100%
QQ Demonstrating an understanding of the relationship between repeating decimals
and fractions, and terminating decimals and fractions

Background Information
People regularly encounter practical situations requiring them to understand and
solve problems related to percent. These situations include problems related to sports
statistics, price discounts, price increases, taxes, polls, social changes and trends, and the
likelihood of precipitation. The media provide sources of contextual data for problems
involving percent.

Learning outcome 8.N.3 builds on understandings related to fractions, ratios, decimals,

percents, and problem solving that students developed in previous grades.

Fractions and Decimals

Before students become skilful at solving problems involving percent, they must have a
strong conceptual understanding of fractions and decimals.

The term fraction has several meanings. An expert blends and separates these meanings
for convenience, but this blending can confuse students who lack fluency in applying the
different meanings of fraction. Fraction notation is used to represent a “cut” or part of a
unit, a part of a group or set, a measure or point on a number line, a ratio, and a portion
of a turn, and to indicate the division operation.

26 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Decimals are a convenient way to represent fractional quantities using a place value
system. Fractions may be converted to decimals by dividing the numerator by the
denominator, or by finding an equivalent fraction with a denominator of 100.

A decimal point separates whole units from parts of units. Each position to the right of the
decimal represents a tenth part of one of the previous units. The first position following
the decimal represents a tenth part of one whole unit, and the second place represents a
tenth part of a tenth or a hundredth part of one unit.

Example:

hs
s
ts

th
ds

dt
s

ni
d

d
an

an
re

re
/u

hs
s

s
nd

nd
es
ou

ou
ns

nt
hu

hu
on
th

th
te

te
1000 100 10 1 . 0.1 0.01 0.001

÷10 ÷10 ÷10 ÷10 ÷10 ÷10

Problems Involving Percent

When translating standard notation to percent, the decimal point indicates where to
read the hundredths in a number. The word percent means per hundred and may be
7
substituted for the word hundredths when reading a number. Therefore, or 0.07 may
100
be read as 7 hundredths and also as 7 percent.

Percent may also be used to represent fractional quantities that are a little larger than a
hundredth. Each successive place value position represents one of the previous units cut
into 10. For example, the third position represents a tenth of a hundredth part of a unit,
or a thousandth part of one unit.

Our understanding of place value allows us to express any number as a number of

selected units. Just as 141 can represent 14 tens and 1 one, 0.141 represents a number
that is a little larger than one tenth of one whole. It may be expressed as 1.41 tenths,
14.1 hundredths, or 141 thousandths. When substituting the word percent as another
word for hundredth, the decimal number 0.141 may be read as 14.1 hundredths, or
14.1 percent (%).

In Grade 8, students need to work with numbers from 0% to 1%, from 1% to 100%, and
percents greater than 100%, including all fractional percents
1 1 3
(e.g., %, 35 %, and 225 %).
4 2 4
With these various understandings of percent, students have multiple approaches to
solving problems that involve percent:
1
QQ To find 25% of 80, students may think of the equivalent fraction , and then find
4
1
of 80.
4
80 divided by 4 is 20, so 25% of 80 is 20.

Number 27
 QQ To find 0.1% of 200, students may use their understanding of place value to
determine the value.
100% of 200 is 200.
10% of 200 is 200 ÷ 10, which is 20.
1% of 200 is 200 ÷ 100, which is 2.0.
0.1% of 200 is 200 ÷ 1000, which is 0.2.
QQ To find 120% of 40, students may use the knowledge that 120% is equivalent to 1.20,
and so 120% of 40 is the same as 1.20 • 40, or 48.

Choosing numbers that are easy to work with will enable students to concentrate on the
processes involved rather than on the arithmetic.

Where possible, use mental mathematics and the distributive property to find percents:
QQ Think of 35% as 25% + 10%. In the first problem above, 25% of 80 is 20, 10% of 80 is 8,
and 20 + 8 = 28, so 35% of 80 is 28.
QQ To extend the second problem above, show how the distributive property is used for
fractional percents. Think of how to determine 0.2% of 200. Think of 0.2% as
0.1% + 0.1%. Since 0.1% of 200 is 0.2, 0.2% of 200 would be 0.2 + 0.2 = 0.4.
QQ For the third problem above, think of 120% as 100% + 20%. 100% of 40 is 40 and 20%
of 40 is 8 (the double of 10% of 40).

Students need to have a strong conceptual understanding of percent. Always start with
hands-on activities to provide opportunities for students to develop that conceptual
understanding. When converting fractional percents and percents greater than 100%,
start with what students should already know—how to convert whole number percents
less than 100% from percent to decimal form. Then, students can apply those same
skills to converting fractional percents and percents greater than 100% to decimals and
fractions. If students convert from percents to decimals first, they can then write the
decimal as a fraction and simplify.

Example:
To change a percent to a decimal, you divide by 100 (since percent means out of 100).
1
This is true of fractional percents. For example, 85 % can be written in decimal
2
form by thinking of it as a decimal percent (85.5%) and then showing this in decimal
representation (85.5% ÷ 100% = 0.855).
Note: Students often struggle with fractional percents because they see a fraction or
1
decimal (e.g., 15 % or 22.75%) and already think the percent is a fraction or decimal.
2
To clear up misconceptions, ask students whether they see the percent (%) sign. If
yes, the number is still in percent form.

When combining percents, use various methods to solve the problems. It is important
for students to be aware of the various methods but also know that one way is not
better than the other. There may be fewer steps using one method over the other, but,

28 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 depending on the learning style of the student, a longer method may be necessary. The
ultimate goal is efficiency, which means the student is able to get accurate answers
consistently and productively, using methods that the student understands.

Mathematical Language
combined percent percent
decimal GST
fraction PST
fractional percent

Learning Experiences

Assessing Prior Knowledge

Materials: BLM 8.N.3.1: Percent Pre-Assessment, BLM 8.N.3.2: Percent

Self-Assessment
Organization: Individual
Procedure:
1. Tell students that you need to find out what they already know about
percents and that they are expected to do the best they can. Hand out
BLM 8.N.3.1: Percent Pre-Assessment.
2. Have students work individually to complete the pre-assessment.
3. Assess students’ work and provide descriptive feedback (rather than a
mark) for the work they completed. Return each student’s work.
4. Have students complete the Before Instruction column of
BLM 8.N.3.2: Percent Self-Assessment prior to any instruction on
percents.
5. At the end of the unit, have students complete the After Instruction
column of BLM 8.N.3.2.

Note:
n This assessment is not to be used for marks but to obtain a benchmark
of what students already understand about percents. This will help
guide you to make instructional decisions and plan for students’
individual needs.
n Have students complete BLM 8.N.3.1: Percent Pre-Assessment
throughout the sequence of learning experiences related to percents. It
is important for students to be aware of their learning progress.

Number 29
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Represent fractional percents between 1% and 100% on a
hundreds grid.
r Convert fractions to decimals and percents.
r Convert decimals to fractions and percents.
r Convert percents to fractions and decimals.
r Solve problems involving percents.

Learning Experiences
Suggestions for Instruction

QQ Represent a fractional percent using grid paper.

QQ Represent a percent greater than 100% using grid paper.
QQ Determine the percent represented by a shaded region on a grid, and
record it in decimal, fractional, or percent form.

Materials: Graph paper, hundred grids (BLM 5–8.6: Blank Hundred Squares) or
BLM 5–8.10: Base-Ten Grid Paper, BLM 8.N.3.3: Percent Grids

Organization: Individual

Procedure:
1. Tell students that by the end of this lesson they will be able to represent percents on
graph paper/hundred grids and record percents from graph paper/hundred grids.
2. Review with students the definition of percent. Percent means out of each hundred.
3. Ask students the following questions:
QQ How many squares are on the 10 × 10 graph paper or on the hundred grid?
(100 squares)
QQ How many squares would need to be shaded to represent 100%? (Shade in all
squares.)
QQ What is the value of one shaded square? (1%)
QQ How would you represent 43%? (Shade in 43 squares.)

30 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ How would you represent 74%? (Shade in 74 squares.)
1 1
QQ How would you represent 23 %? (Shade in 23 full squares and of the 24th
2 2
square.)
QQ How would you represent 150%? (Shade in one full grid and 50 squares on a
second grid.)
QQ What does 150% mean to you? (Various answers—greater than 1)
1
QQ How would you represent %? (Shade in half of one square.)
2
QQ How would you represent 3 %? ( 3 is less than one percent, so use only
4 4
one square of a hundred grid. Divide it into four equal parts. Shade in three
squares.)
1 1
QQ How would you represent 0.125%? (0.125% is the same as %. % is less than
8 8
1%, so use only one square of a hundred grid. Divide it into eight equal parts.
Shade in one square.)
4. Provide students with graph paper or hundred grids. Ask them to represent the
2
following fractions on their grids: 45%, 230%, 17 %, and 0.2%.
3
5. Show each of the percent grids from BLM 8.N.3.3: Percent Grids, one at a time. Have
students write the percent represented by each grid on an individual whiteboard
and ask them to show you their responses.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Represent percents between 0% and 1%.
r Represent fractional percents less than 100%.
r Represent percents greater than 100% on graph paper or grids.
r Determine percents between 0% and 1%.
r Determine fractional percents less than 100%.
r Determine percents greater than 100% on graph paper or grids.

Number 31
 Suggestions for Instruction

QQ Provide a context where a percent may be more than 100% or

between 0% and 1%.

Materials: BLM 8.N.3.4: Percent Scenarios

Organization: Small group/whole class
Procedure:

1. Have students form small groups, and provide each group with a copy of
BLM 8.N.3.4: Percent Scenarios.
2. Ask students to explain what the scenario statements mean and give reasons
for their explanations. One presenter from each group then presents the group’s
explanation to the class.
3. Record ideas on a whiteboard or an overhead and work toward reaching consensus
about the meaning of students’ explanations.
4. Ask students to discuss fractional percents and percents greater than 100% with
members of their household. Ask them to come to class the next day prepared to
share a new real-world example from each category.
5. Have students share their examples, and see whether they are consistent with the
meanings that students discussed in the previous class.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Describe a scenario to represent percents between 0% and 1%.
r Describe a scenario to represent fractional percents greater
than 100%.

32 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Express a percent in decimal or fractional form.

QQ Express a decimal in percent or fractional form.
QQ Express a fraction in decimal or percent form.

Materials: Small whiteboards, margarine lids (or any other tool that students can use to
record their answers and then quickly wipe off their responses in preparation for a new
problem)

Organization: Whole class

Procedure:
1. Tell students that in this lesson they will learn how to represent fractions, decimals,
and percents when the percents are fractional percents and when the percents
are greater than 100%. They will use what they know from Grade 7 Mathematics
(representing fractions, decimals, and percents) and extend it to new percents.
2. Ask students to write 75% on their whiteboard. Then ask them to write 75% as a
decimal and a fraction.
3. Ask students what they did to go from the percent to the decimal.
4. Ask students what they did to go from the percent to the fraction.
5. Continue with whole-number percents ranging from 1% to 100% until the class
has a solid foundation for how to convert percents to decimals and fractions. The
procedures they describe here could be written on the board for reference.
6. Ask students to write 125% on their whiteboard. Then ask them to write 125% as a
fraction and a decimal and explain how they did it.
1
7. Ask students whether they think their answer is reasonable (1.25 and 1 based on
4
their understanding of percents and decimals).
1 1
8. Ask students to write 45 % on their whiteboard. Then ask them to write 45 % as
2 2
a fraction and a decimal and explain how they did it.
Note: For percents that contain fractional parts, students may experience some
difficulty, as they may believe that the percent is already a fraction. It may help to
get students to express these as a decimal percent (45.5%).
9. Ask students whether they think their answer is reasonable.
3 3
10. Ask students to write % on their whiteboard. Then ask them to write % as a
4 4
fraction and a decimal and explain how they did it.
4
11. Ask students whether they think their answer is reasonable. (1% would be .
3 3 4 400
% is a little smaller than 1%, and is just a little less than , so the
4 400 400
answer is reasonable.)

Number 33
 12. Continue to provide students with similar questions until they are demonstrating
an understanding of the concept.
13. Repeat the above steps
QQ with decimals (converting to fractions and percents)
QQ with fractions (converting to decimals and percents)

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Convert fractions to decimals and percents.
r Convert decimals to fractions and percents.
r Convert percents to decimals and fractions.
r Use mathematical reasoning to determine the reasonableness of
their answers.

Suggestions for Instruction

QQ Solve a problem involving percents.

Materials: Chart paper, markers, BLM 8.N.3.5: Percent Savings

Organization: Small group/whole class

Procedure:
1. Tell students that in this lesson they will learn how to solve problems involving
percents.
2. Arrange students in groups of three or four, and assign one problem from
BLM 8.N.3.5: Percent Savings to each group.
3. Students work together to solve the problem, showing their work on chart paper.
4. Each group presents the solution to their problem to the class. The problems are all
similar, so, by the end, the class should have 10 exemplars that can be posted in the
classroom for determining the percent saving.
5. Have students make up their own problems involving percents. They may switch
questions with other groups and solve them using the solution(s) discussed in class.

34 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Apply problem-solving skills to determine an appropriate method
to solve a problem with percents.
r Communicate mathematically within their group and with the
class.
r Solve a problem involving percents.

Suggestions for Instruction

QQ Solve a problem involving combined percents (e.g., addition of

percent, such as GST + PST).

Materials: Chart paper, markers, BLM 8.N.3.6: Final Cost

Organization: Small group/whole class

Procedure:
1. Arrange students in groups of three or four again (these groupings may be the
same as or different from those of the previous learning experience). Assign each
group one of the problems from BLM 8.N.3.6: Final Cost. Students must work
together to solve the problem, showing their work on chart paper.
2. Each group presents the solution to their assigned problem to the class. The
problems are all similar, so, by the end, the class should have 10 exemplars that can
be posted in the classroom for determining how to combine percents.
Note: If all the groups solve the problem the same way, they will have to show
other methods of solving problems for combining percents. For example, you can
calculate the percents separately, combine the tax percents first (PST + GST = 13%,
then add that to the cost of an item), or combine the cost and tax percents (100%
represents the cost of an item, 8% for PST and 5% of GST = 100% + 8% + 5% = 113%).

Number 35
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Apply problem-solving skills to determine an appropriate method
to solve a problem with combined percents.
r Communicate mathematically within their group and with the
class.
r Solve a problem involving combined percents.

Suggestions for Instruction

QQ Solve a problem that involves finding the percent of a percent (e.g., A

population increased by 10% one year and then increased by 15% the
next year. Explain why this was not a 25% increase in population over
the two years.).

Materials: Chart paper, markers, BLM 8.N.3.7: Percent Increase and Decrease

Organization: Small group/whole class

Procedure:
1. Tell students that they will determine whether a percent decrease (or increase) one
time, and then an additional percent decrease (or increase) a second time, is the
same thing as a total percent decrease (or increase).
2. Arrange students in groups of three or four. Give each group one of the two
problems presented in BLM 8.N.3.7: Percent Increase and Decrease. Students work
together to solve the problem, showing their work on chart paper.
3. Each group presents the solution to their problem to the class. Encourage student
discussion and questions during this time. Add other scenarios as necessary.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Apply problem-solving skills to determine an appropriate method
to solve a problem with a percent of a percent.
r Communicate mathematically within their group and with the class.
r Solve a problem involving a percent of a percent.

36 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Putting the Pieces Together
Percents: My Understanding

Introduction:
Students are used to shopping for various items. Provide students with three items with
the regular and sale prices included. They will need to determine the percent savings
based on the prices, represent those percent savings on graph paper, and determine the
total cost when PST and GST are included.

Purpose:
Students will represent percents on graph paper and show how they combine percents
to find a total cost. This learning task should provide an assessment of many of the
achievement indicators for learning outcome 8.N.3.

Curricular Links: ELA, Literacy with Information and Communication Technology

(LwICT)

Materials/Resources: Access to flyers (or use the examples provided), technology

(if students are representing their learning using ICT), poster paper (if students are
representing their learning on paper)

Organization: Individual

Scenarios:
The holiday season is right around the corner and you have some presents to purchase.
You want to buy your family great gifts, but you also want to get a good price for the
items. The following are some gifts you want to buy. The prices are taken from flyers
obtained from different stores in your community.

For each of the purchase scenarios below, do the following:

QQ Determine the sale price of the items (rounded to the nearest cent).
QQ Represent the percents on a hundreds grid.
QQ Show the percents as fractions and decimals.
QQ Determine the total cost of the item once PST and GST are added.

Purchases: Round to the nearest tenth of a percent.

25% off a GPS system with preloaded

North American maps

Regular price: $199.99

Number 37
 45% off a new release of a movie

Regular price: $23.99

1
5 % off a 26” LCD TV
2
Regular price: $419.99

Assessment:
The following rubric can be used to assess achievement of the mathematics learning
outcomes.
Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n represents r accurately r accurately r represents r does not
percents using represents all represents one whole percents represent
grid paper three percents or two percents on grid paper percents
using grid paper using grid paper but has errors using grid
with fractional paper
percents
n converts r consistently r converts between r converts r does not
between converts between fractions, between convert
fractions, fractions, decimals, and fractions, between
decimals, decimals, and percents with few decimals, and fractions,
and percents percents errors percents with decimals,
many errors and percents
n solves problems r provides a clear r provides r provides a vague r provides no
that involve explanation, a general or minimal explanation
percents using symbols explanation, using explanation showing how
and words, symbols and showing how he or she
showing how words, showing he or she determined
he or she how he or she determined the the sale price
determined the determined the sale price
sale price sale price
continued

38 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n solves problems r clearly r provides some r provides minimal r provides no
that involve demonstrates explanation as explanation as explanation
combining how he or she to how he or she to how he or she as to how
percents determined the determined the determined the he or she
total cost when total cost when total cost when determined
including PST including PST including PST the total
and GST and GST and GST cost when
including PST
and GST
n determines the r accurately r makes rounding r makes r does not
discount calculates the errors that calculation and determine
discount affect the final rounding errors the discount
calculation of the that affect the
discount final calculation
of the discount
n determines the r accurately r makes rounding r makes r does not
sale price calculates the errors that affect calculation and determine
sale price the calculation of rounding errors the sale price
the sale price that affect the
final calculation
of the sale price
n determines the r accurately r makes rounding r makes r does not
new price with determines the errors that affect calculation and determine
PST and GST new price with the calculation rounding errors the new price
added PST and GST of the new price that affect the with PST and
added with PST and GST final calculations GST added
added of the new price
with PST and
GST added

Number 39
 Notes

40 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Number—8.N.4, 8.N.5

Enduring Understandings:
Ratios and rates are comparisons of two or more quantities.
Ratios can represent part-to-part quantities or part-to-whole quantities.
Ratios and rates can be used to solve proportional reasoning.
Percents, fractions, decimals, and ratios are all different representations of the
same quantity.
General Learning Outcome:
Develop number sense.

Specific Learning Outcome(s): Achievement Indicators:

8.N.4 Demonstrate an understanding  Express a two-term ratio from a context in the

of ratio and rate. forms 3:5 or 3 to 5.
[C, CN, V]  Express a three-term ratio from a context in the
forms 4:7:3 or 4 to 7 to 3.
 Express a part-to-part ratio as a part-to-whole
ratio (e.g., Given the ratio of frozen juice to
water is 1 can to 4 cans, this ratio can be written
1
as , or 1:4, or 1 to 4 [part-to-part ratio]. Related
4 1
part-to-whole ratios are , or 1:5, or 1 to 5,
5
which is the ratio of juice to solution, or
4
, or 4:5, or 4 to 5, which is the ratio of water
5
to solution.).
 Identify and describe ratios and rates from real-
life examples, and record them symbolically.
 Express a rate using words or symbols (e.g.,
20 L per 100 km or 20 L/100 km).
 Express a ratio as a percent, and explain why a
rate cannot be represented as a percent.
a
8.N.5 Solve problems that involve  Explain the meaning of within a context.
b a
rates, ratios, and proportional  Provide a context in which represents a
reasoning. b
n fraction
[C, CN, PS, R] n rate
n ratio
n quotient
n probability
 Solve a problem involving rate, ratio, or
percent.

Number 41
Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of fractions by using concrete and pictorial
representations to
QQ create sets of equivalent fractions
QQ compare fractions with like and unlike denominators
QQ Demonstrating an understanding of ratio, concretely, pictorially, and symbolically
QQ Demonstrating an understanding of percent (limited to whole numbers), concretely,
pictorially, and symbolically
QQ Solving problems involving percents from 1% to 100%

Related Knowledge
Students should be introduced to the following:
QQ Demonstrating an understanding of percents greater than or equal to 0%

Background Information
Rate, ratio, and proportion are three closely linked concepts:
QQ A ratio is a comparison of two or more quantities (e.g., 1 out of 4 people interviewed
prefer . . . ).
QQ A rate is a ratio that is often expressed as one quantity per unit of another quantity
(e.g., 100 kilometres per hour).
2 10
QQ A proportion is a statement of equality between two ratios (e.g., = ).
3 15
Each of these concepts is explained in detail below.

Ratios

A ratio is a comparison of two or more quantities.

Examples:
QQ To make this recipe, you need 2 kg of white flour for every 3 kg of whole wheat flour.
QQ At the airport, there is 1 taxi for every 20 people who arrive on a plane.

Some ratios, such as the ratio in the first example, are comparisons of one part of a
whole (the amount of white flour) to another part of a whole (the amount of whole wheat
flour). This is sometimes called a part-to-part ratio. For example, you buy 12 doughnuts—
chocolate and glazed. The ratio of chocolate to glazed doughnuts is 5:7. But you could

42 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
also compare the number of chocolate doughnuts to the total number of doughnuts
(5:12). This is sometimes called a part-to-whole ratio.
In the ratio 5:7, the numbers 5 and 7 are called the terms of the ratio. The first term is 5
and the second term is 7. Ratios should be taught in the context of everyday situations
and students should have opportunities to use ratios with concrete materials (e.g.,
making orange juice from concentrate requires 3 cans of water: 1 can concentrate).
It is common to name ratios using fractions. Doing so, however, may cause confusion for
Middle Years students. To avoid any misconceptions, two important points need to be
understood about ratio:
3
QQ Ratio is one of the meanings of fraction. When you say, of the flowers in your
4
garden are annuals, you are comparing the annuals to all the flowers (a part-to-
whole ratio), and this is as valid as saying 3 out of 4 flowers are annuals. However,
some ratios can never be written as fractions. For example, the ratio 9:0 would result
in the denominator of 0, which is mathematically incorrect
QQ If you have 1 taxi for 5 people, the ratio 1:5 is not a fraction. The ratio can be written
1
as , but the 5 people are not the whole and the taxi is not 1 part of that whole.
5
QQ Although part-to-part ratios are sometimes written as fractions, it is important not to
change these fractions to percents. For example, you may see the ratio of boys
4
to girls written as 4:5 or , but it would be mathematically incorrect to say 80% are
5
boys. Reinforce that fractions represent part-to-whole relationships.

To avoid confusion about the concept of naming ratios using fractions, use the
traditional notation (e.g., 2:3) or the words (2 to 3) when expressing ratios until students
have a clear understanding of ratio. Then extend the concept to include the link between
ratios and fractions.

Rates

Sometimes a ratio can also be a rate. A rate is a comparison that relates the measures for
two different types of quantities. For each measure, the unit is different and is included
when writing the ratio or rate.

Examples:
QQ All prices are rates and ratios (e.g., 49 cents each, 3 for a dollar, $1.99 per kilogram).
QQ The comparison of time to distance is a rate (e.g., driving at 65 kilometres per hour).
QQ Changes between two units of measure are also rates or ratios (e.g., centimetres per
metre, millilitres per litre, map scales).
QQ Unit pricing is a common rate used to compare value when purchasing items (e.g.,
35¢ per can, $1.24 per kilogram). It is, however, commonly misunderstood by both
students and consumers.

Number 43
 Proportion

A proportion is a statement of the equality between two ratios.

Examples:
QQ A rectangle is drawn on grid paper and you want to copy it, but triple its size.
QQ The florist has a special on bouquets. Customers receive two free carnations for
every rose purchased. You want to buy one of these bouquets for your mother. If you
want 6 roses in the bouquet, how many carnations will it include?
Each of these situations deals with proportion. To solve the question of the flowers,
students would set up a proportion statement such as the following:
Roses:Carnations Roses:Carnations
6:? = 1:2
Students should be very secure in using this type of notation before they are introduced
to the fraction symbol for proportion.

Although proportions and equivalent fractions appear to be the same thing, they are
1
not. Equivalent fractions are different symbols for the same amount. If you colour
2 2
a piece of paper and fold it so that it now shows , you still have the same amount
1 2 4
coloured ( = ). On the other hand, if you buy two bouquets of flowers and one has
2 4
1 rose and 2 carnations and the other has 2 roses and 4 carnations, the total number
of flowers is different, but the ratio of roses to carnations is the same (1:2 = 2:4) and,
therefore, proportional.

Mathematical Language
equivalent fraction
part-to-part ratio
part-to-whole ratio
proportion
rate
three-term ratio
two-term ratio
unit price
unit rate

44 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Learning Experiences

Assessing Prior Knowledge

Materials: Pattern blocks, BLM 8.N.4.1: Ratio Pre-Assessment

Organization: Individual
Procedure:
1. Tell students that in the next few lessons they will be learning about
rates, ratios, and proportions; however, you first need to find out what
they already know about ratios.
2. Ask students to complete BLM 8.N.4.1: Ratio Pre-Assessment.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Represent ratios concretely.
r Represent ratios pictorially.
r Represent ratios symbolically.
r Solve problems involving ratios.

Suggestions for Instruction

QQ Express a two-term ratio from a context in the forms 3:5 or 3 to 5.

QQ Express a three-term ratio from a context in the forms 4:7:3 or 4 to
7 to 3.

Materials: Red, white, and blue poker chips (or any other item that can be used to create
a ratio), 6 glass beakers or jars, math journals

Organization: Small group/whole class

Procedure:
1. Tell students that in the next few lessons they will be learning about ratios.
2. Place a variety of the three colours of poker chips into beakers. Ensure that each
beaker has 10 chips in total.

Number 45
 3. Divide students into small groups. Ask each group to answer the following
questions and be prepared to share responses with the rest of the class:
QQ How could you compare the number of blue chips to the number of red chips?
QQ How could you compare the number of blue chips to the number of white chips?
QQ How could you compare the number of red chips to the number of white chips?
QQ How could you compare the number of blue chips to the total number of chips?
QQ How could you compare the number of red chips to the total number of chips?
QQ How could you compare the number of white chips to the total number of
chips?
QQ How could you compare the number of blue and red chips to the number of
white chips?
QQ How could you compare the number of red and white chips to the number of
blue chips?
QQ How could you compare the number of blue and red chips to the total number
of chips?
QQ How could you compare the number of blue chips to the number of red chips to
the number of white chips?
4. After groups have shared their results with the class, define ratio. Put the definition
on the bulletin board. Rewrite the ratio for the first statement in step 3 above. Tell
students that this ratio is a two-term ratio. Rewrite the ratio for the last statement in
step 3 above. Tell students that this ratio is a three-term ratio.
5. Have students return to their groups. Ask them to decide on a definition for
two‑term ratios and three-term ratios and share their definitions with the class.
6. Have students explain the following in their math journals, using words and
diagrams: a ratio, a two-term ratio, and a three-term ratio.

Observation Checklist

 Use students’ math journal responses to determine whether they can

do the following:
r Explain two-term ratio using words and diagrams.
r Explain three-term ratio using words and diagrams.

46 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Express a part-to-part ratio as a part-to-whole ratio (e.g., Given the

ratio of frozen juice to water is 1 can to 4 cans, this ratio can
1
be written as , or 1:4, or 1 to 4 [part-to-part ratio]. Related
4 1
part‑to‑whole ratios are , or 1:5, or 1 to 5, which is the ratio of juice
4 5
to solution, or , or 4:5, or 4 to 5, which is the ratio of water to
5
solution.).
QQ Identify and describe ratios and rates from real-life examples and
record them symbolically.
QQ Express a ratio as a percent and explain why a rate cannot be
represented as a percent.

Materials: 6 cans of a variety of frozen fruit juice concentrate, 6 pitchers, math journals

Organization: Small group/whole class

Procedure:
1. Divide students into small groups, and ask them to follow the directions to make
fruit juice from frozen concentrate.
QQ Write the ratio of cans of frozen fruit juice concentrate to the number of cans of
water. (Usually 1:3 or 1:4)
QQ Write the ratio of cans of frozen fruit juice concentrate to the total number of
cans of juice made. (Either 1:4 or 1:5)
2. Ask students to answer the following questions:
QQ How does the ratio of cans of frozen fruit juice concentrate to the number of
cans of water reflect a part-to-part ratio?
QQ How does the ratio of frozen fruit juice concentrate to the total number of cans
of juice made reflect a part-to-whole ratio?
3. Explain that a part-to-whole ratio can also
be written as a percent.
Note: Although part-to-part
QQ Ask students to express the part-to- ratios can be written as a fraction
whole ratio of cans of frozen juice for proportional equivalency
concentrate to the total solution of (e.g., one can of concentrate to
juice made as a percent. (1:5 or 20%) four cans of water [1:4] can be
increased 10-fold to 10:40
QQ Ask students to express the ratio of or
1 10
= ), reinforce with
water to the total solution. (4:5 or 80%) 4 40
students that fractions represent
part-to-whole relationships.
Conversion of ratios to a percent
makes sense only in the part-to-
whole context.

Number 47
 4. Ask students to share their responses with the class. As a class, discuss that part-to-
part ratios compare different parts of a group to each other and part-to-whole ratios
compare one part of a group to the whole group. So, in this case, the two parts of
the groups are the frozen concentrate and the water. The total is the 4 or 5 cans of
total liquid the mixture would make.
5. Ask students to write the ratio of boys to girls in the class and the ratio of boys to
the total student population.
6. Ask students: How does the ratio of boys to girls reflect a part-to-part ratio and the
ratio of boys to the total student population reflect a part-to-whole ratio? Discuss
responses as a class.
7. Have students discuss the following in their math journals:
QQ Describe, using words and diagrams, part-to-part ratios and part-to-whole
ratios.
QQ Use real-life examples to enhance the description of ratios.

Observation Checklist

 Use students’ math journal responses to determine whether they can

do the following:
r Describe part-to-part ratios.
r Describe part-to-whole ratios.
r List real-life examples of ratios.

Suggestions for Instruction

QQ Identify and describe ratios and rates from real-life examples, and
record them symbolically.
QQ Express a rate using words or symbols (e.g., 20 L per 100 km or
20 L/100 km).
QQ Express a ratio as a percent, and explain why a rate cannot be
represented as a percent.

Materials: Poster paper, flyers, the Internet, math journals

Organization: Whole class/individual

48 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Write the following examples of rates on the whiteboard:
100 km/h, 70 beats/min, $1.69/100 g, $9.50/h
2. Ask students whether they can tell you what the rates are in the examples provided.
(They may say speed, heart rate, money, wages, and so on.)
3. Explain to students that all of them are examples of rates. Rates are special ratios.
Rates compare two quantities measured in different units. Ask students what the
different units are in the examples provided (i.e., distance and time, speed of heart
rate and time, money and mass, and money and time). For this reason, rates can
never be expressed as a percent.
4. Ask students where they may have seen the examples of rates in the real world.
5. Ask students whether they have seen any other rates. (Generate a list from student
responses.)
6. Write the following examples or rates on the whiteboard:
400 km per 4 h, 140 beats per 2 min, $16.90 per 1000 g, $28.50 per 3 h
7. Ask students whether they see any difference between the original list of rates and
the new list of rates. (You want to end up with the understanding that both lists are
rates, but the first list is unit rates. A unit rate is a rate in which the second term is
one.)
8. Have students find examples of rates (e.g., in shops, in flyers, on the Internet) or
develop their own posters displaying rates. Have students describe, in their math
journals, the meaning of their sample rates using words and symbols.

Observation Checklist

 Use students’ math journal responses to determine whether they can

do the following:
r Expresses rates using words or symbols.
r Make connections between rate and ratio.
r Make connections between rate and real-life examples.

Number 49
 Suggestions for Instruction

a
QQ Explain the meaning of within a context.
b a
QQ Provide a context in which represents a
b
QQ fraction
QQ rate
QQ ratio
QQ quotient
QQ probability

a
Materials: BLM 8.N.4.2: Meaning of b ?, chart paper, math journals

Organization: Whole class/small group

Procedures:
a
1. Explain to students that b can represent a fraction, rate, ratio, quotient, or
probability depending on the context.
2. Facilitate a short class discussion to ensure that students understand the meaning
of each of these terms: fraction, rate, ratio, quotient, and probability.
3. Inform students that they will be playing an adapted version of the game Four
Corners.
QQ Explain that five spaces in the room are labelled fraction, rate, ratio, quotient, and
probability.
a
QQ Present students with one scenario from BLM 8.N.4.2: Meaning of b ?
QQ Allow students some thinking time, and then have them write on a piece of
a
paper which of the five meanings of the scenario represents.
b
QQ Ask students to go to the appropriate space in the room.
QQ Have all students in a given space work together to come up with an
explanation of why they made their selection in order to try to convince the
other groups to change their minds.
QQ All groups have a chance to share their reasons with the rest of the class.
Students may move from group to group as many times as they like if they have
been convinced by another group.
QQ Afterward, reveal which is the correct meaning of the given context, and
facilitate further discussion with the class.
a
4. Repeat the process with the remaining scenarios from BLM 8.N.4.2: Meaning of b ?
5. In their math journals, students use the ratio 2 to 3 in a way that means fraction,
rate, ratio, quotient, and probability.

50 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students and use their math journals to determine whether

students can do the following:
a
r Explain when represents a fraction.
b
a
r Explain when represents a rate.
b
a
r Explain when represents a ratio.
b
a
r Explain when represents a quotient.
b
a
r Explain when represents a probability.
b a
r Provide a scenario in which b represents a fraction.
a
r Provide a scenario in which represents a rate.
b
a
r Provide a scenario in which represents a ratio.
b
a
r Provide a scenario in which represents a quotient.
b
a
r Provide a scenario in which represents a probability.
b
r Communicate mathematically

Suggestions for Instruction

QQ Solve a problem involving rate, ratio, or percent.

Materials: BLM 8.N.4.3: Problem Solving, chart paper, math journals

Organization: Individual/small group

Procedure:
1. Explain to students that they will be solving problems using their understanding of
rate, ratio, fractions, and percent.
2. Have students form small groups, and provide each group with a copy of
BLM 8.N.4.3: Problem Solving. Ask students to solve the problems presented, record
the problem-solving process on chart paper, and be prepared to explain their
results.
3. As groups present their results, identify the different strategies that were used to
solve the problems.

Number 51
 4. Ask students to respond to the following in their math journals:
There are two hundred students at Santa B Middle School in North Pole City.
If 42% of the students are female, what is the ratio of female students to male
students? Present your answer in a variety of forms. (42:58, 84:116, 21/29)

Observation Checklist

 Use students’ math journal responses to determine whether students

can do the following:
r Solve problems involving rate, ratio, or percent.
r Apply problem-solving strategies.
r Communicate solutions to problems using mathematical
language.
r Use prior knowledge to reason mathematically.

Suggestions for Instruction

QQ Express a two-term ratio from a context in the forms 3:5 or 3 to 5.

QQ Express a three-term ratio from a context in the forms 4:7:3 or 4 to 7
to 3.
QQ Express a part-to-part ratio as a part-to-whole ratio (e.g., Given the
ratio of frozen juice to water is 1 can to 4 cans, this ratio can
1
be written as , or 1:4, or 1 to 4 [part-to-part ratio]. Related
4 1
part‑to‑whole ratios are , or 1:5, or 1 to 5, which is the ratio of juice
4 5
to solution, or , or 4:5, or 4 to 5, which is the ratio of water to
5
solution.).
QQ Solve a problem involving rate, ratio, or percent.

Materials: BLM 5–8.9: Centimetre Grid Paper, pencil crayons of various colours, chart
paper, poster paper

Organization: Pairs

Procedure:
1. Tell students that they will be creating designs on a 5 × 5 grid using three colours
of pencil crayons.
2. Have students select a partner to work with.
3. Ask each pair to decide on three colours that both partners will use to make their
designs.

52 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 4. Ask students to decide on a ratio of the three colours they will use in their designs.
Both students in a pair should use the same ratio.
5. Once the designs are complete, have students predict the number of squares that
would be in each colour in their designs if they were to use a 10 × 10 grid and
follow the same design (essentially, scaling up their diagrams). Have students
exchange designs with their partners and create each others’ designs using a
10 × 10 grid.
6. Ask students to create a poster that includes
QQ their designs
QQ the colours expressed as fractions, as ratios, as percents, and in words

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Solve problems involving rate, ratio, or percent.
r Apply problem-solving strategies.
r Correctly express a two-term ratio.
r Correctly express a three-term ratio.
r Correctly express a ratio as part-to-part and part-to-whole.
r Correctly express a ratio in fractional, ratio, and percent notation,
or in words.

Putting the Pieces Together

Grade 8 Farewell

Introduction:
Schools that go up to Grade 8 often have a celebration at the end of the year before
students head to high school. Some schools call it a Grade 8 graduation; others call it a
Grade 8 farewell. This learning task allows students to participate in a real-life situation
in which they volunteer to plan the Grade 8 farewell for a school.

Purpose:
Students will use skills in collecting data and solving proportions.

Curricular Links: LwICT, ELA

Materials/Resources: Access to Microsoft PowerPoint, the Internet

Number 53
 Organization: Individual or small group

Scenario:
QQ You are organizing the school’s Grade 8 farewell. There will be 75 people attending.
QQ You will be planning everything related to the food.
QQ You know that you will be having pizza for the main course. What types of pizza
will you need to order, and how much?
QQ How much dessert will you need?
QQ How many drinks will you need?
QQ How much cutlery will you need? how many glasses and plates? how many
napkins?
QQ Can you think of anything else you might need?
QQ You will be planning the balloon decorations.
QQ How many balloons will you be using?
QQ How many balloons are in a package?
QQ You will be arranging the DJ who will play the music for the farewell.
QQ You will need to determine the final cost for the entire farewell and then determine
the price per student so that you know how much to charge each student for
attending the farewell.

Procedure:
1. Create a survey to determine what types of pizzas to order. Then determine how
many of each type need to be ordered based on the number of slices in the large
pizza size.
2. Survey one class and base your decisions on that population.
3. If the desserts come in amounts of one dozen, how many will you need to order? (Is
everyone getting one dessert or more than one?)
4. If the drinks come in cases of 24, how many will you need to order? (Is everyone
getting one drink or more than one?)
5. If the cutlery, paper plates, glasses, and napkins come in packages of 24, how many
of each will you need to purchase?
6. Research DJs in your area. Select one DJ and include the price. You may have to call
for a price.
7. Once you have collected all the information you need, put it into a PowerPoint so
that you can present your work to your peers.
8. All the math must be done showing ratios/proportions.
9. If you ordered more or less, you need to explain your reasoning behind it.
10. Include the final cost per student and the determined ticket price for students to
attend the farewell.

54 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 11. Include an assumptions page, since you will have to make many assumptions as
you work through this planning process.

Assessment:
The following rubric can be used to assess achievement of the mathematics learning
outcomes.
Note: Other rubrics may be added to assess LwICT and ELA learning outcomes.

Developing Beginning
Meeting
Criteria to Meet to Meet Incomplete
Expectations
Expectations Expectations
The student
n demonstrates an r clearly states r states survey r vaguely states r does not
understanding survey questions questions survey questions conduct the
of surveys r provides a clearly r provides a r provides a survey
organized survey somewhat disorganized
tracking sheet organized survey survey tracking
tracking sheet sheet
r keeps a tally that r keeps a tally r keeps a vague
is easy to read tally
r provides a r provides a r provides a
conclusion that conclusion that conclusion but
clearly explains partially explains no explanation,
why the types why the types just states the
of pizzas and of pizzas and types of pizzas
the number of the number of and the number
each type were each type were of each type
ordered ordered ordered
n solves problems r provides an r provides an r provides an r provides no
that involve explanation of all explanation of explanation explanation
rates, ratios, the rates, ratios, some of the of few of the of the rates,
and proportional and proportional rates, ratios, rates, ratios, ratios, and
reasoning reasoning used and proportional and proportional proportional
reasoning used reasoning used reasoning
used
n makes r clearly explains r partially explains r vaguely explains r does not
assumptions in rationalizations rationalizations rationalizations explain
order to solve behind the behind the behind the rationalizations
problems assumptions assumptions assumptions behind the
made made made assumptions
made

Extension:
Students can use a pie chart to show the allocation of expenses and use this pie chart to
predict the expenses of a similar party with x number of people attending.

Number 55
 Notes

56 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Number—8.N.6, 8.N.8

Enduring Understandings:
Fractions represent parts of a whole or part of a group.
Percents, fractions, ratios, and decimals are different representations of the
same quantity.
Fractions can represent division.
Multiplication does not always make a bigger group.
The principles of operations used with whole numbers also apply to operations
with decimals, fractions, and integers.

General Learning Outcome:

Develop number sense.

Specific Learning Outcome(s): Achievement Indicators:

8.N.6 Demonstrate an understanding  Identify the operation(s) required to solve a

of multiplying and dividing problem involving positive fractions.
positive fractions and mixed  Provide a context involving the multiplying of
numbers, concretely, pictorially, two positive fractions.
and symbolically.  Provide a context involving the dividing of
[C, CN, ME, PS] two positive fractions.
 Express a positive mixed number as an
improper fraction and a positive improper
fraction as a mixed number.
 Model multiplication of a positive fraction by
a whole number, concretely or pictorially, and
record the process.
 Model multiplication of a positive fraction by
a positive fraction, concretely or pictorially,
and record the process.
 Model division of a positive fraction by a
whole number, concretely or pictorially, and
record the process.
 Generalize and apply rules for multiplying
and dividing positive fractions, including
mixed numbers.
 Solve a problem involving positive fractions
taking into consideration order of operations
(limited to problems with positive solutions).

continued

Number 57
 Specific Learning Outcome(s): Achievement Indicators:

8.N.8 Solve problems involving  Identify the operations(s) required to solve a

positive rational numbers. problem involving positive rational numbers.
[C, CN, ME, PS, R, T, V]  Determine the reasonableness of an answer
to a problem involving positive rational
numbers.
 Estimate the solution and solve a problem
involving positive rational numbers.
 Identify and correct errors in the solution to a
problem involving positive rational numbers.

Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of multiplication (2-digit numerals by
2-digit numerals) to solve problems
QQ Relating decimals to fractions (tenths, hundredths, thousandths)
QQ Demonstrating an understanding of factors and multiples by
QQ determining multiples and factors of numbers less than 100
QQ identifying prime and composite numbers
QQ solving problems involving factors or multiples
QQ Relating improper fractions to mixed numbers
QQ Demonstrating an understanding of multiplication and division of decimals
involving
QQ 1-digit whole-number multipliers
QQ 1-digit natural number divisors
QQ multipliers and divisors that are multiples of 10
QQ Explaining and applying the order of operations, excluding exponents (limited to
whole numbers)
QQ Demonstrating an understanding of the addition, subtraction, multiplication,
and division of decimals to solve problems (for more than 1-digit divisors or
2-digit multipliers, the use of technology is expected)
QQ Demonstrating an understanding of the relationship between repeating decimals
and fractions, and terminating decimals and fractions
QQ Demonstrating an understanding of adding and subtracting positive fractions and
mixed numbers, with like and unlike denominators, concretely, pictorially, and
symbolically (limited to positive sums and differences)

58 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Background Information
Multiplying and Dividing Fractions

Having a concrete, pictorial, and symbolic understanding of what happens when

multiplying and dividing fractions enables students to have a better conceptual
understanding of how and why the various methods work. Students should apply
their prior knowledge of fractions, and of performing operations on whole and decimal
numbers, when learning about multiplying and dividing fractions.

It is essential to give students time to develop their conceptual understanding of

multiplying and dividing fractions. Once students understand what is happening using
concrete and pictorial representations, they can develop and apply a symbolic method
for multiplying and dividing fractions.

Meanings of Multiplication

It is important that students are able to work flexibly with the various meanings of
multiplication.
QQ Multiplication as repeated addition:
1 1 1 1 1
3• = + + =1
2 2 2 2 2

1 1 1
+
2 2 2

QQ Multiplication as equal sets or groups:

3 3
• 12 (think of of a set of 12 objects) = 9
4 4

Number 59
 QQ Multiplication as a rectangular area:
2 3 6 1
• = or
3 4 12 2

Note: At first, students can model this using concrete materials or on square grid paper.
As students learn to trust the count and become more skilled, they may be able to draw
the multiplications free-hand.

1 3
1 •2
2 4

1
1 2 1 1
2
1 3 1 1 3 3
1 •2 =1+1+ + + +
1 1 1 2 4 2 2 4 8
1 2
3 3
=3+ +
1 1 1
2
4 8
1 6 3
3 =3+ +
3 3 8 8
4 4 8
9
=3+
3 8
4 1
=3+1
8
1
=4
8
Meanings of Division

It is important that students are able to work flexibly with the various meanings of
division.
QQ Division as equal sharing:
3
of a pizza shared among 6 people:
4

3 1
÷6=
4 8

60 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Division as equal grouping:
8 2 1
÷4= or
10 10 5
1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10

5 1 2
÷ =1
6 2 3

QQ Division as repeated subtraction:

2
4÷ =6
3

–2 –2 –2 –2 –2 –2
3 3 3 3 3 3

0 1 2 3 4

Mathematical Language
denominator
fraction
improper fraction
mixed number
numerator
order of operations
proper fraction
rational numbers
reciprocal

Number 61
Learning Experiences

Assessing Prior Knowledge

A pre-assessment will help determine students’ level of understanding

of fractions and provide a baseline for instruction. It will direct teaching
based on students’ learning needs. Make sure the pre-assessment is
similar to the post-assessment, thereby enabling students to focus on
areas for improvement and then providing them with opportunities to
show that they have developed an understanding of the concepts.
Materials: 7 pieces of chart paper per group, math journals
Organization: Small group/whole class/individual
Procedure:
1. Tell students that they will be learning to multiply and divide
fractions over the next few lessons; however, you first need to
determine what they already know about fractions.
2. Have students form small groups. Provide each group with the
following list and one sheet of chart paper for each concept in the list:
factors, multiples, prime numbers, composite numbers, improper
fractions and mixed numbers, adding fractions, and subtracting
fractions.
3. Have each group explain, to the best of their ability, each concept,
using words, diagrams, symbols, or concrete items. Students need to
record their work on the chart paper and be prepared to share their
group’s thoughts to the class.
4. Review students’ responses, providing opportunities for questions
and discussions. Encourage groups to add to their papers as needed
when listening to other groups.
5. In their math journals, have students
n write the following at the top of the page: factors, multiples, prime
numbers, composite numbers, improper fractions and mixed
numbers, adding fractions, and subtracting fractions
n summarize their understanding of the concepts based on the
learning activity in which they participated

62 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist
 Use students’ math journal responses to determine whether students
can do the following:
r List factors of numbers less than 100.
r Identify multiples of different numbers.
r Explain what prime numbers are.
r Explain what composite numbers are.
r Explain the relationship between improper fractions and mixed
numbers.
r Explain how to add fractions.
r Explain how to subtract fractions.

Suggestions for Instruction

QQ Express a positive mixed number as an improper fraction and a

positive improper fraction as a mixed number.

Materials: Pattern blocks or 4 or 5 copies of cut paper fraction bars per student (see
BLM 5–8.12: Fraction Bars), BLM 8.N.6.1: Mixed Numbers and Improper Fractions

Organization: Whole class/individual

Procedure:
4 10
1. Begin by having students show various representations for one (e.g., , ).
4 10
2. Provide students with 5 halves. Ask them:
5
QQ What fraction do these pieces represent? ( )
5 2
QQ What type of fraction is ? (Improper fraction)
5 2 1
QQ Is there another way s can be represented? (As a mixed number: 2 )
2 5 1 2
QQ Can you put the pieces together to show as 2 ?
8 2 2
3. Ask students to show you . (They need to have 8 sixth pieces.) Walk around the
6
classroom to ensure that students have the correct amount. Have students represent
8 2 1
as a mixed number. (1 ) Some may be able to simplify it to 1 .
6 6 3
4. Ask students whether they can come up with a strategy for converting improper
fractions to mixed numbers. Facilitate a class discussion about their strategies.
3
5. Write 1 on the whiteboard. Ask students to read the mixed number.
4

Number 63
 6. Have students model this number using their fraction materials.
7. Ask whether they can express this number as an improper fraction.
1
8. Repeat, using 2 .
3
9. Ask students whether they can come up with a strategy for converting improper
fractions to mixed numbers. Facilitate a class discussion about their strategies.
10. Ask students to convert the following mixed numbers to improper fractions, using
2 1 4
a method of their choosing: 2 , 3 , 4 . Review one at a time. Have individual
3 2 5
students demonstrate the solution on the whiteboard. Allow opportunities for
students to give feedback and ask questions.
11. Provide students with BLM 8.N.6.1: Mixed Numbers and Improper Fractions. Have
them respond to the questions individually.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Understand that a mixed number and an improper fraction are
two equivalent representations.
r Convert a mixed number to an improper fraction.
r Convert an improper fraction to a mixed number.
r Use mental mathematics and estimation strategies.

Suggestions for Instruction

QQ Express a positive mixed number as an improper fraction and a

positive improper fraction as a mixed number.

Materials: BLM 5–8.5: Number Cards with the zeros removed, BLM 8.N.6.2: Mixed
Number War

Organization: Pairs/whole class

Procedure:
Note: Since this is a game of speed, have students paired up equally in their ability to
convert between mixed numbers and improper fractions.

1. Tell students that they will be learning a new game called Mixed Number War.
Explain how the game is played:
QQ Player A flips one card and, without looking at the card, places it in either the
numerator or the denominator place.

64 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 QQ Player B flips a card and, without looking at the card, places it in the remaining
space.
QQ If a proper fraction is made, the first one to slap a hand onto the fraction wins
the cards.
QQ If an improper fraction is made, the first one to name it correctly as a mixed
number wins the cards.
QQ If a player slaps the cards when the fraction is not a proper fraction or
incorrectly names the mixed number, the player’s partner wins the cards.
2. Demonstrate to the class how the game is played, and have students play.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Understand that a mixed number and an improper fraction are
two equivalent representations.
r Recognize proper and improper fractions.
r Convert an improper fraction to a mixed number.

Suggestions for Instruction

QQ Determine the reasonableness of an answer to a problem involving

positive rational numbers.
QQ Estimate the solution and solve a problem involving positive rational
numbers.

Materials: White paper, highlighters, pens of

different colours, math journals

Organization: Individual/whole class Note: Rational numbers

are any numbers that
Procedure: can be written in fraction
1. Begin the lesson by telling students that they will form. The denominator
cannot be zero. Rational
be reviewing the addition and subtraction of proper
numbers can be added,
fractions, improper fractions, and mixed numbers. subtracted, multiplied,
2. Ask students what they remember about adding and and divided. This is a
subtracting proper fractions, improper fractions, perfect time to review
adding and subtracting
and mixed numbers. Provide students with sheets of
fractions from Grade 7.
white paper and have them brainstorm.

Number 65
 3. Once students have done this individually, ask them to take out a highlighter and
pens of different colours. Ask students to share their ideas with the class, and make
a large class web of their suggestions. Have students highlight the information they
had put down on their sheets that is correct and add new information they didn’t
have on their sheets.
4. Collect students’ work to check for any misconceptions in students’ thinking, and
provide clarification as needed.
5. In their math journals, have students demonstrate their understanding of adding
and subtracting proper fractions, improper fractions, and mixed numbers, using
words, symbols, and/or diagrams.

Observation Checklist
 Use students’ math journal responses to determine whether they can
do the following:
r Add and subtract proper fractions.
r Add and subtract improper fractions and mixed numbers.
r Create equivalent fractions where needed.
r Communicate mathematically.

Suggestions for Instruction

QQ Identify the operation(s) required to solve a problem involving

positive rational numbers.
QQ Determine the reasonableness of an answer to a problem involving
positive rational numbers.
QQ Estimate the solution and solve a problem involving positive rational
numbers.

Materials: BLM 8.N.6.3: Decimal Addition Wild Card, BLM 5–8.5: Number Cards

Organization: Pairs

Procedure:
1. Before students begin this learning activity, prepare enough sets of number cards
for the class (sets contain four of each digit) by copying them on paper or card
stock. Randomly mark (with a marker or sticker) the corner of the number side of
four cards from each set—these will be the wild cards.

66 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 2. Explain to students that they will be learning a new game called Decimal Addition
Wild Card. Explain the following rules, and demonstrate a round for the class:
QQ The object of the game is to have the greatest sum after each round of play.
QQ Shuffle the deck (including the wild cards) and place the cards face-down in a
pile or spread out.
QQ Player A selects one card, and then decides
where to place the card on the top of his or
Note: If players select a
her recording sheet. wild card, they have two
QQ Player B does the same. options:
QQ Play continues in this manner until all n They may play the
number shown on the
spaces are filled on the top of each player’s
card as they would any
recording sheet. regular card.
QQ Both players fill out their chart at the bottom n They can choose to swap
of the recording sheet accordingly, and circle the position of two cards,
the player with the highest sum after the and select a new card.
round.
QQ The player with the greatest number of
highest sums after nine rounds of play wins.

Similar games could be played with any of the operations.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Use mental mathematics and estimation skills.
r Reason mathematically in order to place numbers.
r Add (subtract, multiply, divide) positive decimal numbers.

Suggestions for Instruction

QQ Model multiplication of a positive fraction by a whole number,

concretely or pictorially, and record the process.
QQ Generalize and apply rules for multiplying and dividing positive
fractions, including mixed numbers.

Materials: Pattern blocks, fraction bars, grid paper, square tiles, empty number lines,
math journals

Organization: Whole class/individual

Number 67
 Procedure:
1. Tell students that in the next few lessons they will
be learning how to multiply and divide fractions Note: Whenever students
concretely, pictorially, and symbolically. are solving a problem, they
2. Have one student neatly record onto a are expected to explain
what they did to get the
transparency all multiplication sentences and
answer, why they solved
answers talked about in class. the problem that way, and
3. Review multiplication by asking students the why they think the solution
makes sense.
following question: What is multiplication?
Encourage a variety of responses.
4. Provide students with a variety of manipulatives.
If necessary, review with students the fractional
representation of the fraction bars and pattern blocks.
1 5
5. Ask students to use the manipulatives to show 5 • and 3 • . Some students
6 1 3
may show manipulatives as groups (e.g., five groups of ), as repeated addition
1 1 1 1 1 5 6
(e.g., + + + + ), or as equal sets (e.g., of a set of 3 objects).
6 6 6 6 6 3
3
3
{

x 5 objects
{

5
3

Discuss each of the three representations of multiplication.

6. Have students make up their own multiplication sentences that use a fraction and
a whole number. Have them model this multiplication using all three meanings for
multiplication.
7. Discuss the various models with the class, encouraging a variety of responses:
QQ Which model is best?
QQ Which model is most clear?
QQ Which model is easiest to understand?
8. Ask the recorder to share the multiplication sentences and answers discussed in
class.
9. Have the class discuss any patterns they see. Ask students whether they can come
up with a rule for multiplying fractions and whole numbers based on what they
have been doing. (You may have to demonstrate that a whole number is the same as
any number over 1 in fraction form.)
10. Have students answer the following question in their math journals:
QQ When multiplying a whole number by a proper fraction, what can you say about
the size of the product in comparing it to the two factors? (The product would
be less than the whole number factor and greater than the fraction factor.)
QQ Use diagrams, words, and symbols to support your response.

68 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Connect the concept of multiplying whole numbers to that of
fractions.
r Represent multiplication in a variety of ways.
r Multiply proper fractions by whole numbers concretely,
pictorially, and symbolically.
r Communicate mathematically.
r Recognize a pattern in order to generalize a rule.

 Use students’ math journal responses to determine whether they can

do the following:
r Recognize that when multiplying a whole number by a fraction,
the product would be less than the whole number and greater
than the fraction factor.
r Demonstrate the multiplication of a proper fraction by a whole
number in a variety of ways.
r Communicate mathematically.

Suggestions for Instruction

QQ Model division of a positive fraction by a whole number, concretely or

pictorially, and record the process.
QQ Generalize and apply rules for multiplying and dividing positive
fractions, including mixed numbers.

Materials: Pattern blocks, fraction bars, grid paper, square tiles, empty number lines,
math journals

Organization: Whole class/individual

Procedure:
1. During the class discussion of division sentences, have one student neatly record
onto a transparency all responses.
2. Review division by asking students the following question: What is division?
Encourage a variety of responses.

Number 69
 3. Provide students with a variety of manipulatives. If necessary, review with students
the fractional representation of the fraction bars and pattern blocks.
5 1
4. Ask students to use the manipulatives to show ÷ 5 and ÷ 2. (Some students
6 5
may show equal sharing, equal grouping, or repeated subtraction. Discuss each of
the three representations of division.)
5. Have students make up their own division sentences in which a whole number is
divided by a fraction. Have them model this division using all three meanings of
division.
Note: Students may need help coming up with division sentences that will divide
well by a whole number. To help students recognize the pattern and generalize a
rule, you will want to help students select numbers that work well together.
6. Discuss the various models with the class, encouraging a variety of responses:
QQ Which model is best?
QQ Which model is most clear?
QQ Which model is easiest to understand?
7. Ask the recorder to share the division sentences and answers that he or she has
been recording.
8. Have the class discuss any patterns they see. Ask students whether they can come
up with a rule for dividing fractions and whole numbers based on what they have
been doing.
9. Ask students to answer the following problem in their math journals:
3
Jared has of a bag of sunflower seeds. He is sharing the bag with four of his
4
friends. Approximately what fraction of the bag of sunflower seeds will each
person get, assuming they all receive the same amount? (Students should be able to
approximate the solution using models or pictures.)

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Connect the concept of dividing whole numbers to that of
fractions.
r Represent division in a variety of ways.
r Divide proper fractions by whole numbers concretely, pictorially,
and symbolically.
r Communicate mathematically.
r Recognize a pattern in order to generalize a rule.

70 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Model multiplication of a positive fraction by a positive fraction,

concretely or pictorially, and record the process.
QQ Generalize and apply rules for multiplying and dividing positive
fractions, including mixed numbers.

1
Materials: Base-10 blocks, 8
2
× 11 paper, pencil crayons of different colours,
BLM 5–8.5: Number Cards

Organization: Whole class/individual/pairs

Procedure:
Part A: Proper Fractions
1. Have one student neatly record onto a transparency all multiplication sentences and
answers talked about in class.
2. Tell students that one way to represent multiplication of whole numbers concretely
or pictorially is to use the area model: length times width. Ask students to model
4 • 6 using base-10 blocks. Observe to ensure that the dimensions of the rectangle
are 4 × 6 and that the area, or the space covered by the rectangle, is equal to the
product of 4 and 6.
3. Provide students with paper, and ask them whether they can figure out a way to
3 1
model • , using the area model that was just reviewed. Give them the
4 2
opportunity to explore their ideas before demonstrating how they can use paper
folding to show multiplication of proper fractions.
4. Ask students to do the following:
QQ Hold the paper in the landscape position and fold the paper to divide the paper
into quarters.
3
QQ Lightly shade in of the paper with a pencil crayon.
4
QQ Turn the paper to the portrait position.
QQ Fold the paper in half.
1
QQ Lightly shade in of the paper with a pencil crayon of a different colour than
2
the one used previously.
QQ Into how many equal pieces is the paper folded now? (8)
QQ Of those eight pieces, how many pieces have two colours? (3)
3 1 3
QQ What fraction do the two coloured pieces represent? ( • is )
4 2 8
5. Ask students whether they can apply their understanding of how paper folding can
2 1
be used to multiply fractions and solve the following using a diagram: • .
3 4

Number 71
 6. Have students work through the following with the teacher:
QQ Start by drawing a rectangle. Divide the rectangle into three equal parts and
shade in two parts using a coloured pencil.

QQ Divide the rectangle into four equal parts in the other direction (portrait). Shade
in one of the four parts in a different colour.
QQ Into how many equal parts is the rectangle divided? (12)
QQ How many equal parts have two colours? (2)
2 1
QQ What is that as a fraction? or
12 6
2 1 2 1
QQ So, • = or .
3 4 12 6
7. Discuss both the drawing method and the paper-folding method and have students
decide which they like better.
1 3
8. Ask students to model • using paper folding or drawing.
5 4
1 7
9. Ask students to model • using paper folding or drawing.
2 8
10. Provide students with a set of number cards. Have them draw four cards to make
two proper fractions. Have them multiply the fractions and then explain their
method to a learning partner.
11. Ask the recorder to share the multiplication sentences and answers that he or she
has been recording.
12. Have the class discuss any patterns they see. Ask students whether they can come
up with a rule for multiplying proper fractions. Record this rule symbolically.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Connect the concept of multiplying whole numbers to that of
fractions.
r Represent multiplication in a variety of ways.
r Multiply proper fractions concretely, pictorially, and symbolically.
r Communicate mathematically.
r Recognize a pattern in order to generalize a rule.

72 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Part B: Mixed Numbers
1. Use a series of steps similar to those outlined in Part A to have students develop
strategies for multiplying mixed numbers.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Connect the concept of multiplying whole numbers to that of
fractions.
r Represent multiplication in a variety of ways.
r Multiply mixed numbers concretely, pictorially, and symbolically.
r Communicate mathematically.
r Recognize a pattern in order to generalize a rule.

Suggestions for Instruction

QQ Generalize and apply rules for multiplying and dividing positive

fractions, including mixed numbers.
QQ Identify and correct errors in the solution to a problem involving
positive rational numbers.

Materials: BLM 5–8.12: Fraction Bars or BLM 5–8.19: Double Number Line,
BLM 5–8.11: Multiplication Table, BLM 8.N.6.4: Fraction Multiplication and Division,
math journals

Organization: Whole class/individual

Procedure:
1. Tell students that by the end of this lesson, they will be able to determine and apply
the rules for multiplying and dividing fractions, including mixed numbers.
2. Review division with students. Start with a whole number example (e.g., for 12 ÷ 3,
think, how many groups of 3 go into 12?). Questions like this should put students
in the mind frame that they are dividing a number into groups of a particular
number.

Number 73
 3. Students will need to use fraction bars to answer the following division questions:

Division
1 1 Note: This concept may be very difficult for
1. ÷ = students to understand, so go through it
2 2 slowly, one question at a time. The key is that
the fraction becomes the portion of the divisor
3 2 5 2 2
2. ÷ = that is left over. (For example, in ÷ , can
4 4 5 2
3 3 3
go into fully twice, 1 of the is left over.)
3 2 3
4 3
3. ÷ =
5 5
5 2
3 = > 2 whole groups of
5 4 3
2

{
4. ÷ = 1
a group of
6 6 3 2
5 2 1

{
{
so,
2 2 ÷ =2
5 3 3 3 + 13 3 3 2
5. ÷ =
8 8
7 2
6. ÷ =
10 10
1
QQ Question #1 (need to have fraction bars):
2
1
—— Students will start out with .
2
1
—— How many full groups of can you make? (1)
2
—— How many pieces are left over? (0)

—— So, the quotient is 1.

1
2 1 1
so, ÷ =1
{

2 2
{

1
2

1
QQ Question #2 (need to have fraction bars):
4
3
—— Students will start out with .
4
2 3
—— How many full groups of can be made from ? (1)
4 4
—— How many pieces are left over? (1)
2 1
—— So, one out of the two fraction bars that make is left over, or of the two
4 2
1
fraction bars is left over. Therefore, the quotient is 1 .
2

74 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 –2 3 –2 2
3 3 = > 1 whole group of
4 4
1 2
of a group of
2 1 2 4
4 4
3 2 1
so, ÷ =1
4 4 2
1
QQ Question #3 (need to have fraction bars):
5
4
—— Students will start out with .
5
3
—— How many full groups of can you make? (1)
5
—— How many pieces are left over? (1)
3 1
—— So, one out of the three fractions bars that make is left over, or of the
5 3
1
three fraction bars is left over. Therefore, the quotient is 1 .
3
4
5 3
= > 1 whole group of
5
{

1 3
of a group of
{
{

3 1
5
3 5
5
4 3 1
so, ÷ = 1
5 5 3
1
QQ Question #4 (need to have fraction bars):
6
5
—— Students will start out with .
6
4
—— How many full groups of can you make? (1)
6
—— How many pieces are left over? (1)
4 1
—— So, one out of the four fraction bars that make is left over, or of the four
6 4
1
fraction bars is left over. Therefore, the quotient is 1 .
4
–2 2
5– 3
3
6 4
= > 1 whole group of
6
4 1 1 4

6 6 of a group of
4 6
5 4 1
so, ÷ = 1
6 6 4

Number 75
 1
QQ Question #5 (need to have fraction bars):
8
5
—— Students will start out with .
8
3
—— How many full groups of can you make? (1)
8
—— How many pieces are left over? (2)
3 2
—— So, two out of the three fraction bars that make are left over, or of the
8 3
2
three fraction bars is left over. Therefore, the quotient is 1 .
3
5
3
= > 1 whole group of
8
8
{
2 3
of a group of
3 8
{
{

3 2
8 8 5 3 2
so, ÷ =1
8 8 3
1
QQ Question #6 (need to have fraction bars):
10
7
—— Students will start out with .
10
2
—— How many full groups of can you make? (3)
10
—— How many pieces are left over? (1)
2 1
—— So, one out of the two fraction bars that make is left over, or of the
10 2
1
two fraction bars is left over. Therefore, the quotient is 3 .
2
2
–2 –2 7 = > 3 whole groups of
3 3
10
10
1 2
of a group of
2 2 2 1
2 10
10 10 10 10 7 2 1
so, ÷ =3
10 10 2

4. Once students have solved the division questions, look at the multiplication
questions. Students should already be familiar with a method for multiplication of
fractions—numerator times numerator, denominator times denominator. Find the
products from BLM 8.N.6.4: Fraction Multiplication and Division and have students
draw a conclusion.
5. Ask students whether they can see a connection between the division statements
and the multiplication statements. Hopefully, they will notice the method that
if you multiply by the reciprocal, you end up with the same result as when you
divide.

76 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
6. Ask students how that method can be applied to mixed numbers. (You need to
change the mixed numbers to improper fractions and multiply by the reciprocal.)
7. Ask students to respond to the following question in their math journals:
3 1
Jenna showed the following when calculating 3 ÷ 1 .
4 2
3
34

1 1 3
12 12 4

3 1 3
3 ÷1 =2
4 2 4

Do you agree with Jenna’s thought process? Explain your response using words,
symbols, and diagrams.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Multiply proper fractions concretely.
r Multiply proper fractions pictorially.
r Multiply proper fractions symbolically.
r Multiply mixed numbers/improper fractions symbolically.
r Divide proper fractions concretely.
r Divide proper fractions pictorially.
r Divide proper fractions symbolically.
r Divide mixed numbers/improper fractions symbolically.

Number 77
 Suggestions for Instruction

QQ Generalize and apply rules for multiplying and dividing positive

fractions, including mixed numbers.

Materials: BLM 8.N.6.5: Multiplying and Dividing Proper Fractions, Improper Fractions,
and Mixed Numbers

Organization: Individual

Procedure:

1. Have students, individually, complete BLM 8.N.6.5: Multiplying and Dividing

Proper Fractions, Improper Fractions, and Mixed Numbers.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Multiply proper fractions symbolically.
r Multiply improper fractions symbolically.
r Multiply mixed numbers symbolically.
r Divide proper fractions symbolically.
r Divide improper fractions symbolically.
r Divide mixed numbers symbolically.

Suggestions for Instruction

QQ Identify the operation(s) required to solve a problem involving

positive fractions.
QQ Provide a context involving the multiplying of two positive fractions.
QQ Provide a context involving the dividing of two positive fractions.
QQ Identify the operation(s) required to solve a problem involving
positive rational numbers.
QQ Determine the reasonableness of an answer to a problem involving
positive rational numbers.

Materials: BLM 8.N.6.6: Fraction Operations, chart paper, markers, math journals

Organization: Small group/whole class/individual

78 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Have students form small groups, and provide each group with a copy of
BLM 8.N.6.6: Fraction Operations. Explain that each group must
QQ decide, as a group, what operation would be required for each problem and
explain their reasoning
QQ solve each problem
QQ determine whether the solution seems reasonable and explain why they think
their answer is reasonable
QQ record their work on chart paper
2. Have groups present their work to the class, identifying various strategies they
used to solve the problems. Observe whether there is a consensus as to which
operation was used for each problem.
3. Provide opportunities for other students to add to and ask questions of the
presenting groups.
4. Ask groups to create their own scenarios in which the multiplication and/or
division of fractions is needed.
5. Ask each student to select two problems to solve, one that requires multiplication
and one that requires division.
6. Have students solve these questions in their math journals, showing their work and
discussing the reasonableness of their answers.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Solve problems involving multiplication of fractions.
r Solve problems involving the division of fractions.
r Correctly identify the operation needed to solve a question
involving fractions.
r Use reasoning to determine the reasonableness of an answer.
r Use mental mathematics and estimation during calculations.
r Provide a context involving the multiplication of two positive
fractions.
r Provide a context involving the division of two positive fractions.

Number 79
 Notes

80 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Number—8.N.7

Enduring Understandings:
The principles of operations used with whole numbers also apply to operations
with decimals, fractions, and integers.
A positive integer and a negative integer are opposites when they are the same
distance from zero on a number line.
The sum of two opposite numbers is 0.

General Learning Outcome:

Develop number sense.

Specific Learning Outcome(s): Achievement Indicators:

8.N.7 Demonstrate an understanding  Identify the operation(s) required to solve

of multiplication and division of a problem involving integers.
integers, concretely, pictorially,  Provide a context that requires
and symbolically. multiplying two integers.
[C, CN, PS, R, V]  Provide a context that requires dividing
two integers.
 Model the process of multiplying two
integers using concrete materials or
pictorial representations, and record the
process.
 Model the process of dividing an integer
by an integer using concrete materials or
pictorial representations, and record the
process.
 Generalize and apply a rule for
determining the sign of the product or
quotient of integers.
 Solve a problem involving integers, taking
into consideration order of operations.

Number 81
Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of integers, concretely, pictorially, and
symbolically
QQ Explaining and applying the order of operations, excluding exponents (limited to
whole numbers)
QQ Demonstrating an understanding of addition and subtraction of integers, concretely,
pictorially, and symbolically

Background Information
Multiplication and Division of Integers
When multiplying two numbers to get a product, the numbers being multiplied are
called factors. For example, in 4 • 2 = 8, 4 and 2 are factors. Regardless of what order
the factors are written, the product is the same (4 • 2 = 8 or 2 • 4 = 8). This is called the
commutative property.

commutative property
A number property that states that an operation (addition or multiplication) is
unaffected by the order in which the terms are added or multiplied.
Examples:
Addition
The sum remains the same (e.g., 2 + 3.5 = 3.5 + 2).
Multiplication
The product remains the same (e.g., 3 • 5 = 5 • 3).

Applying the commutative property to integers:

QQ (+4) • (–2) = (–8)
This can be described as having four groups of –2, or (–2) + (–2) + (–2) + (–2).
QQ (–2) • (+4) = (–8)
This can be described as having the negative of two groups of 4, or –[(+4) + (+4)].
Both (+4) • (–2) and (–2) • (+4) have the same value.

An opposite integer is an integer that, when added to another, creates a sum of zero.
This is called the zero principle. Opposite integers are integers that are of equal distance
from zero on a number line. Opposite integers are sometimes referred to as zero pairs.
For example, –3 and +3 are opposite integers. You can also think of the multiplication
scenario of –2 • 4 as the opposite of 2 times 4, and since 2 times 4 is 8, the opposite of
that must be –8.

82 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Integer disks or number lines can be used to explore and model the product or
quotient of integers.

Multiplication and Division Examples

In the following examples, the blue (solid) bingo chips represent positive integers and
the red (striped) bingo chips represent negative integers. A zero pair is the pair made by
–1 and +1
( and ) since its sum is zero.
QQ Multiplication as equal sets or groups:
(+4) • (–2)

+ + + =

(+4) • (–2) = (–8)

(–3) • (–4)

This is like saying three groups of –4 are being removed.

In order to do this, you need to start with zero, yet you must have enough zeros (or
zero pairs) so that you can take away three groups of –4.

Start
with
12 zero
pairs.

Take away three groups of –4.

You are left with +12.

(–3) • (–4) = (+12)

(–3) • (–4) could also be thought of as the opposite of three groups of –4.

Number 83
 QQ Multiplication as repeated addition:
(+4) • (–2)
–2 + –2 + –2 + –2

–8 –7 –6 –5 –4 –3 –2 –1 0 +3 +4 +5 +6

(+4) • (–2) = (–8)

(–3) • (–4)

This is like saying, the opposite of three groups of –4, and since three groups of –4 is –12,
the opposite of that would be +12.

2
1
0 3 • –4 is –12
–1 so, –3 • –4 is +12
–2
–3
–4 (–3) • (–4) = (+12)
–5
–6
–7
–8
–9
–10
–11
–12
–13
–14
–15

84 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
QQ Division as equal sharing:
(+6) ÷ (+3)

This can be interpreted as +6 shared equally among +3 groups.

(+6) ÷ (+3) = (+2)

QQ Division as equal grouping:
(+6) ÷ (+3)
This can be interpreted as 6 divided into three equal groups. How much is in each
group?

(+6) ÷ (+3) = (+2)

(–6) ÷ (+3)
This can be interpreted as –6 divided into three equal groups. How much is in each
group?

(–6) ÷ (+3) = (–2)

Number 85
 QQ Division as repeated subtraction:
(+6) ÷ (–3)
Remember that when you multiplied a negative number by a negative number, it
was the same as repeated subtraction. Division of negative numbers is similar. When
you are dividing a positive number by a negative number, you will be removing
the opposite number from the group, and determining what is left. Once again, you
must start with zero before you can remove any integers, and then determine what is
left in each group.
For example, with +6 ÷ –3, you are dividing the six zeros into three groups.

Start with
six zeros.

Each group has two zeros. From each zero group, you are removing groups of
positive numbers.

The result is that each group has –2 left.

(+6) ÷ (–3) = (–2)

(–6) ÷ (–3)

When you are dividing a negative number by a negative number, you are removing
groups of negative numbers from the zeros and will end up with positive groups of
numbers.

For example, with –6 ÷ –3, you are dividing six zeros into three groups.

Start with
six zeros.

86 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Each group has two zeros. From each zero group, you are removing groups of
negative numbers.

The result is that each group has +2 left.

(–6) ÷ (–3) = (+2)

QQ Division using fact families:

You can also think of division with integers with respect to their fact families. A fact
family is anything that is true of a set of numbers.
Example:
3 • 5 = 15; 5 • 3 = 15; 15 ÷ 5 = 3; 15 ÷ 3 = 5
Example:
(–6) ÷ (–3)
So, if students have an easier time understanding why multiplying integers makes
sense, work with that knowledge and students’ knowledge of fact families to build a
generalization.
(–6) ÷ (–3) = ?
Students may think: (–3) • ? = (–6)
(–3) • (2) = –6; (2) • (–3) = –6; (–6) ÷ (2) = –3; (–6) ÷ (–3) = (2)
Therefore, (–6) ÷ (–3) = 2

Mathematical Language
commutative property order of operations
integer zero pair
opposite integer zero principle

Number 87
Learning Experiences

Assessing Prior Knowledge

Materials: Positive and negative integer disks or bingo chips,

BLM 8.N.7.1: Integer Pre-Assessment
Organization: Individual
Procedure:
1. Tell students that they will be extending their understanding of
integers; however, you first need to determine what they already
know about integers.
2. Provide each student with a group of positive and negative integer
disks, as well as a copy of BLM 8.N.7.1: Integer Pre-Assessment. Ask
students to complete this BLM.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Demonstrate that zeros do not change the value of integers.
r Add integers with like signs.
r Add integers with opposite signs.
r Subtract integers with like signs when the first term is larger than
the second term.
r Subtract integers with like signs when the first term is smaller than
the second term.
r Subtract integers with opposite signs.

88 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Learning Experiences
Suggestions for Instruction

QQ Model the process of multiplying two integers using concrete

materials or pictorial representations, and record the process.
QQ Generalize and apply a rule for determining the sign of the product or
quotient of integers.

Materials: Positive and negative integer disks, math journals

Organization: Whole class/individual/pairs

Procedure:
1. Review the concept of multiplication by asking students how they can represent
4 • 2. Include a discussion of commutative property, multiplication as repeated
addition, and multiplication as groups/sets of. Include representations using integer
disks and number lines.
2. Ask students what kind of numbers 4 and 2 are from the previous question. Discuss
that they are positive integers.
3. Ask students whether they can apply their understanding of multiplication
of positive integers to model (+5) • ( –3). Think five groups of –3 or
(–3) + (–3) + (–3) + (–3) + (–3).
4. Ask students whether they can apply their understanding of multiplication of
positive integers to model (–5) • (+3). Discuss their thinking and bring in the
definition of commutative property, so that the question can be understood as
(+3) • (–5) or three groups of –5.
5. Have students use their integer disks to model the following: (+5) • (+2), (+3) • (–4),
(–2) • (+6). Ask students to look at the signs of the terms and then look at the sign of
the products. What observations can students make?
6. Ask students to use integer disks to model the
following: (–4) • (–3). Discuss their thinking. Note: A possible method
Record students’ responses on the whiteboard. is to look at multiplying
negative integers as
With each response, discuss the pros and cons to
repeated subtraction. Start
determine ways to model (–4) • (–3). with 12 zeros to model
7. Ask students to model the following: (+6) • (+2), this statement and remove
(–4) • (+3), (+2) • (–2), (–3) • (–5). Have them three groups of –4 from the
zeros. What is left? Have
record their process in their math journals using
students look at the signs
pictures, words, symbols, and numbers. Ask them of the terms and then look
to generalize a rule for determining the sign of at the sign of the quotient.
the product of two integers. What do they notice?

Number 89
 8. Have students create four new multiplication sentences similar to those above,
and exchange sentences with a partner. Have students determine the products
symbolically.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Use a model to show the multiplication of integers.
r Record the process of multiplication of integers.
r Generalize a rule for determining the sign of the product of
integers.
r Apply a rule to determine the sign of the product of integers.

Suggestions for Instruction

QQ Provide a context that requires multiplying two integers.

QQ Solve a problem involving integers, taking into consideration order of
operations.

Materials: BLM 8.N.7.2: Solving Problems with Integers (A), chart paper, math journals

Organization: Small group/whole class/individual

Procedure:
1. Have students form small groups, and provide each group with a copy of
BLM 8.N.7.2: Solving Problems with Integers (A).
2. Ask the groups to record their responses to the problems on chart paper and be
prepared to share their solutions with the rest of the class. In their presentations,
they must be able to explain why they chose to solve the problems the way they did.
3. As a class, discuss the solutions that the groups present. Allow opportunities to
discuss different ways of solving the problems.
4. Ask students to create and solve their own problem requiring multiplication of
integers. Have them record their work in their math journals.

90 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Describe a real-world scenario in which the multiplication of
integers is required.
r Solve problems requiring the multiplication of integers.
r Communicate problem-solving strategies.

Suggestions for Instruction

QQ Model the process of dividing an integer by an integer using concrete

materials or pictorial representations, and record the process.
QQ Generalize and apply a rule for determining the sign of the product or
quotient of integers.

Materials: Positive and negative integer disks, math journals

Organization: Whole class/individual

Procedure:
1. Review the concept of division by asking students how they can represent
(+24) ÷ (+4).
2. Record all the different ways students represent 24 ÷ 4. Make sure that using integer
disks is one way in which students model the division.
3. Ask students what kind of numbers 24 and 4 are from the previous question. In the
discussion, indicate that they are positive integers.
4. Ask students to predict, using their knowledge of the multiplication of integers,
what some rules might be for division of integers. Tell students that you will work
with them to see whether their rules work.
5. Ask students whether they can apply their understanding of the division of positive
integers to model (–15) ÷ (+3) using integer disks. Discuss their thinking, and
explain that the model can be interpreted as the value of each group when –15 is
divided into three groups.

Number 91
 6. Ask students how the following can be interpreted: (+15) ÷ (–3). In the discussion,
explain that dividing by a negative number is like subtracting from a group. (Refer
to the explanation in the Background Information.) Demonstrate how integer disks
can be used to model division by starting with zero, removing a number from the
group, and examining the result. Ask students to look at the signs of the terms and
then look at the sign of the quotients. What observations can students make?
7. Set up the following and ask students to make connections.

Multiplication Division
(+4) • (+2) = (+8) (+8) ÷ (+2) = (+4)

(+4) • (–2) = (–8) (+8) ÷ (–2) = (–4)

(–4) • (+2) = (–8) (–8) ÷ (+2) = (–4)

(–4) • (–2) = (+8) (–8) ÷ (–2) = (+4)

See whether students can come up with the following generalizations:

Multiplication Division
Positive times a positive = positive Positive divided by a positive = positive
Positive times a negative = negative Positive divided by a negative = negative
Negative times a positive = negative Negative divided by a positive = negative
Negative times a negative = positive Negative divided by a negative = positive

8. Ask students to model the following: (+9) ÷ (+3), (+12) ÷ (–4), (–10) ÷ (+2), (–15) ÷ (–5).
Have them record their process in their math journals. Ask them to write a rule for
determining the sign of the product and quotient of integers.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Use integer disks to model division of integers.
r Record the process of division of integers pictorially and
symbolically.
r Generalize a rule for determining the sign of the quotient of
integers.
r Apply a rule to determine the sign of the quotient of integers.

92 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Provide a context that requires dividing two integers.

QQ Solve a problem involving integers, taking into consideration order of
operations

Materials: BLM 8.N.7.3: Solving Problems with Integers (B), chart paper, math journals

Organization: Small group/whole class/individual

Procedure:
1. Have students form small groups, and provide each group with a copy of
BLM 8.N.7.3: Solving Problems with Integers (B).
2. Ask the groups to record their responses to the problems on chart paper and be
prepared to share their solutions with the rest of the class. In their presentations,
they must be able to explain why they chose to solve the problems the way they did.
3. As a class, discuss the solutions that the groups present. Allow opportunities to
discuss different ways of solving the problems.
4. Ask students to create and solve their own problem requiring the division of
integers. Have them record their work in their math journals.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Describe a real-world scenario in which the division of integers is
required.
r Solve problems requiring the division of integers.
r Communicate problem-solving strategies.

Number 93
 Suggestions for Instruction

QQ Solve a problem involving integers, taking into consideration order of

operations.
QQ Identify the operation(s) required to solve a problem involving
integers.

Materials: BLM 8.N.7.4: Solving Problems with Integers (C), chart paper, math journals

Organization: Small group/whole class/individual

Procedure:
1. Have students form small groups, and provide each group with a copy of
BLM 8.N.7.4: Solving Problems with Integers (C).
2. Ask the groups to record their responses to the problems on chart paper and be
prepared to share their solutions with the rest of the class. In their presentations,
they must be able to explain why they chose to solve the problems the way they did.
3. As a class, discuss the solutions that the groups present. Allow opportunities to
discuss different ways of solving the problems.
4. Ask students to create and solve their own problem requiring the order of
operations with integers. Have them record their work in their math journals.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Describe a real-world scenario in which the order of operations
with integers is required.
r Solve problems requiring the order of operations with integers.
r Identify the operation(s) needed to solve an integer problem.
r Communicate mathematically to solve problems.

94 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Generalize and apply a rule for determining the sign of the product or
quotient of integers.

Materials: Deck of cards—Ace = 1, Jack = 11, Queen = 12, King = 0, other cards at face
value (assign black cards as positive and red cards as negative)

Organization: Pairs

Procedure:
1. Pair up students in the class, with one student on each side of a desk. Arrange
desks in a circle with one student on the inside of each desk and one student on the
outside. Tell students they will play an integer multiplication game.
2. Demonstrate how to play the integer multiplication game.
QQ Two players divide cards evenly between themselves.
QQ The two players each turn over a card simultaneously and multiply the face
value of the two cards. The fastest responder with the correct answer wins the
hand. In the event of a tie, students turn over two more cards until one player
says the correct answer out loud.
QQ After about five minutes of play, the students in the inner circle rotate to the
right to challenge a new set of students. Students can also challenge individuals
in the room who they believe are at the same level as they are.
Variation: Students could play a variation of the game.
QQ Two players divide cards evenly between themselves.
QQ Students each turn over two cards simultaneously. Each student multiplies his or
her own cards and the person with the greatest product collects all four cards. In the
event of a tie (same answer), players turn over two more cards and multiply them.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Multiply positive and negative integers.
r Determine the greatest value of products.

Number 95
 Suggestions for Instruction

QQ Generalize and apply a rule for determining the sign of the product or
quotient of integers.
QQ Identify the operation(s) required to solve a problem involving
integers.

Materials: Ten-sided number cube and integer disks (1 each per group),
BLM 8.N.7.5: Number Line Race

Organization: Whole class/pairs

Procedure:

1. Have students form pairs, and provide each pair with a number cube and integer
disk, as well as a copy of BLM 8.N.7.5: Number Line Race.
2. Tell students that they will be playing a game called Number Line Race. The object of
the game is to cross out all numbers on a number line before their opponent does.
3. Demonstrate to the class how to play the game.
QQ Player A rolls the number cube and flips the integer disk, and player B records
the number in the Numbers Rolled column of his or her own chart (e.g., a 7 on
the number cube and the chip lying red face up would be –7).
QQ Repeat two more times, until the pair has recorded three integers.
QQ Players A and B work individually for one minute using two or three of the
integers and the order of operations to make as many integers as they can,
recording all work in the Numbers Found column of their own charts.
QQ Each player will cross out the numbers found on his or her own number line.
QQ Play continues until one player has crossed out all numbers on the number line.
4. Have students play the game.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Apply a rule for determining the sign of the product or quotient of
integers.
r Identify the order of operations needed to make the needed
numbers on their number line.
r Apply mental mathematics and reasoning skills while playing the
game.

96 G r a d e 8 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s