Florida B.E.S.T. MA.8.NSO.1

MA.8.NSO.1 is a B.E.S.T. standard. These are the benchmarks under it.

• MA.8.NSO.1.1

  Extend previous understanding of rational numbers to define irrational numbers within the real number system. Locate an approximate value of a numerical express...

• MA.8.NSO.1.2

  Plot, order and compare rational and irrational numbers, represented in various forms.

• MA.8.NSO.1.3

  Extend previous understanding of the Laws of Exponents to include integer exponents. Apply the Laws of Exponents to evaluate numerical expressions and generate ...

• MA.8.NSO.1.4

  Express numbers in scientific notation to represent and approximate very large or very small quantities. Determine how many times larger or smaller one number i...

• MA.8.NSO.1.5

  Add, subtract, multiply and divide numbers expressed in scientific notation with procedural fluency.

• MA.8.NSO.1.6

  Solve real-world problems involving operations with numbers expressed in scientific notation.

• MA.8.NSO.1.7

  Solve multi-step mathematical and real-world problems involving the order of operations with rational numbers including exponents and radicals.

01

What Students Need to Do

Students calculate with positive and negative fractions, decimals, and numbers in scientific notation to solve problems. They distinguish rational from irrational numbers and estimate irrational values on a number line.

02

What Mastery Looks Like

A student accurately performs rational-number operations, including scientific notation, and uses units and signs correctly in context. The student classifies numbers and places values such as √7 between nearby integers or decimals.

03

Common Misconceptions

Students may think every nonterminating decimal is irrational, overlooking repeating decimals. They often mishandle negative signs or add exponents when adding numbers in scientific notation. They may label every square root irrational, including √49.

04

How to Assess It

Exit ticket: compute (-3/4 + 1.2) ÷ 0.3 and (3 × 10⁵)(2 × 10⁻³). Then classify 0.272727... and √18, and place √18 between consecutive integers.

1. 01

   Give pairs cards showing -3/4, 0.6, √2, and π, then have them place and justify each on a taped number line.

2. 02

   Ask students to explain why 0.125 is rational but √5 is irrational, using fractions, decimals, and number-line estimates.

3. 03

   Run a card-sort relay where teams match rational expressions, scientific-notation products, and irrational values to their simplified forms or estimates.

4. 04

   Have students compare two telescope distances written in scientific notation, find the difference, and state which distance is greater.

• MA.7.NSO.2.1

  Solve mathematical problems using multi-step order of operations with rational numbers including grouping symbols, whole-number exponents and absolute value.

• MA.7.NSO.2.3

  Solve real-world problems involving any of the four operations with rational numbers.

• MA.6.NSO.1.1

  Extend previous understanding of numbers to define rational numbers. Plot, order and compare rational numbers.