OR SBAC Grade 8 Concepts and Procedures Practice

OR SBAC Grade 8 Concepts and Procedures. Practice it free.

Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency. Targets are clusters of the 2021 Oregon K-12 Math Standards; the 2025-26 blueprint draws 10 of the grade 8 CAT's 19 items from these targets — 7 from priority target sets, 3 from supporting. This Grade 8 reporting domain maps to 26 practice skills and 8 representative questions from the playable bank.

Grade 8Claim 126 mapped skills

Concepts and Procedures skills

8.AEE.A: Work with radicals and integer exponents

8.AEE.B: Understand the connections between proportional relationships, lines, and linear equations

8.AEE.C: Analyze and solve linear equations and pairs of simultaneous linear equations

8.AFN.A: Define, evaluate, and compare functions

8.AFN.B: Use functions to model relationships between quantities

8.GM.A: Understand congruence and similarity using physical models, transparencies, or geometry software

8.DR.D: Interpret data and answer investigative questions

8.NS.A: Know that there are numbers that are not rational, and approximate them by rational numbers

8.GM.B: Understand and apply the Pythagorean Theorem

8.GM.C: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres

8.DR.A: Formulate statistical investigative questions

8.DR.B: Collect and consider data

8.DR.C: Analyze, summarize, and describe data

Standards basis

2021 Oregon K-12 Math Standards (CCSS-M-derived Oregon standards, with renamed domains and an added Data Reasoning strand) — Oregon

How the OR SBAC reports it

Oregon's statewide summative math test — part of OSAS, the Oregon Statewide Assessment System (the landing slug keeps the legacy OAKS name) — is developed through Smarter Balanced: a computer-adaptive test plus a performance task, organized into the four Smarter Balanced claims. Since aligning to the 2021 Oregon K-12 Math Standards, Oregon publishes its own blueprint rather than the consortium's: Claim 1 assessment targets carry Oregon cluster codes with renamed/regrouped domains (GM geometric measurement and DR data reasoning replace MD and SP; AEE and AFN replace EE and F; grade 7 probability moves to 7.RP.B), each cross-referenced to its former Smarter Balanced letter target, plus new Oregon-developed Data Reasoning targets field tested in 2024-25. Claims 2-4 keep the Smarter Balanced process targets (Claim 4 without the consortium's Target G, and Claim 3 Target G appearing on the grade 6-8 and 11 blueprints only). Claim 1 targets are grouped into priority and supporting target sets with published per-set item counts.

Blueprint & weighting

OSAS Summative Mathematics Test Blueprints (2025-26, last updated 12/22/2025): each grade's CAT draws 10 Claim 1 items in grades 3-8 (7 from priority target sets and 3 from supporting; 6 and 4 in grade 5) and 13 in grade 11 (9 priority, 4 supporting), 3 items from combined Claims 2 and 4, 4 Claim 3 items, and 2 unscored field-test items — 19 CAT items total in grades 3-8, 22 in grade 11. The performance task adds 4-6 items: 1-2 Claim 2, 0-2 Claim 3, 1-3 Claim 4, and no Claim 1 items (PTs assess the practice standards, drawing scenarios from across Claim 1 content domains). Per-target-set item counts are published in the blueprint tables; no percentage weighting is published.

Official sources

OSAS Summative Mathematics Test Blueprints (2025-26)
Oregon Department of Education — Mathematics Assessment
Oregon Department of Education — Assessment Group Reports

8 free questions · 0/0 correct

Practice playeasy

A trend line predicts Mia will spell $18$ words correctly in a spelling bee. She actually spells $21$ words correctly. What is the residual (actual minus predicted)?

Residual $= 21 - 18 = 3$ words.

Practice playeasy

A two-way table has rows Bike/Scooter and columns Morning/Afternoon: Bike&Morning=11, Bike&Afternoon=7, Scooter&Morning=5. In all, 29 trips were recorded. How many trips are Scooter&Afternoon?

The three known cells sum to $11+7+5=23$ , so the missing cell is $29-23=6$ .

Practice playeasy

A rectangular prism has length $2$ , width $3$ , and height $4$ . What is its volume?

$V = 2 \times 3 \times 4 = 24$ .

Practice playeasy

What is the distance from $(0, 0)$ to $(5, 12)$ ?

$\sqrt{5^2 + 12^2} = \sqrt{25 + 144} = \sqrt{169} = 13$ .

Practice playeasy

Simplify: $y^{6} \cdot y^{3}$ .

The Product of Powers Property says that powers with the same base are multiplied by adding the exponents, written $y^{m} \cdot y^{n} = y^{m+n}\textsf{.}$ Both factors have base $y$ , so $y^{6} \cdot y^{3} = y^{6+3} = y^{9}\textsf{.}$

Practice playhard

Let $f(t) = 6e^{2t}$ . Which of the following approximations, written as $a \times 10^n$ with one significant digit, is closest to the value of $f(5)$ ?

Substitute $t = 5$ : $f(5) = 6e^{10}$ . Since $e^{10} \approx 22{,}026$ , $f(5) \approx 6(22{,}026) = 132{,}156 \approx 1 \times 10^{5}$ .

Practice playeasy

What is the $y$ -intercept of the line $y = \dfrac{3}{4}x - 7$ ?

In $y = mx + b$ , the $y$ -intercept is $b = -7$ .

Practice playeasy

Which system below has no solution?

Both equations have slope $-1$ but different $y$ -intercepts ( $6$ and $-2$ ), so the lines are parallel and the system has no solution.

OR SBAC Grade 8 Concepts and Procedures. Practice it free.

Concepts and Procedures skills

8.AEE.A: Work with radicals and integer exponents

8.AEE.B: Understand the connections between proportional relationships, lines, and linear equations

8.AEE.C: Analyze and solve linear equations and pairs of simultaneous linear equations

8.AFN.A: Define, evaluate, and compare functions

8.AFN.B: Use functions to model relationships between quantities

8.GM.A: Understand congruence and similarity using physical models, transparencies, or geometry software

8.DR.D: Interpret data and answer investigative questions

8.NS.A: Know that there are numbers that are not rational, and approximate them by rational numbers

8.GM.B: Understand and apply the Pythagorean Theorem

8.GM.C: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres

8.DR.A: Formulate statistical investigative questions

8.DR.B: Collect and consider data

8.DR.C: Analyze, summarize, and describe data

Topics mapped to this domain

Scatterplots and trend lines

Two-way tables

Volume of prisms and cylinders

Distance formula

Exponent rules

Evaluating exponential functions

Graphing linear equations

Inconsistent linear systems (ACT/SAT/PSAT 8/9/10)

Irrational number approximations

Isosceles triangle angles

Linear Algebra Basics: Systems

Linear functions with an unknown constant

8 free questions · 0/0 correct

Turn concepts and procedures into game time.