McDougal Littell California:

Size: px
Start display at page:

Download "McDougal Littell California:"

Transcription

1 McDougal Littell California: Pre-Algebra Algebra 1 correlated to the California Math Content s Grades 7 8

2 McDougal Littell California Pre-Algebra

3 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) NUMBER SENSE STANDARDS MAP for a Basic Grade-Level Program Grade 7 Mathematics Language Primary Citations Supporting Citations 1.0 Students know the properties of, and compute with, rational numbers expressed in a variety of forms: 1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10), compare rational numbers in general. 1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers. 1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. 1.4 Differentiate between rational and irrational numbers. 1.5 Know that every rational number is either a terminating or repeating decimal and be able to convert terminating decimals into reduced fractions. 1.6 Calculate the percentage of increases and decreases of a quantity. PE/TE: pp , 71-75, , , , , See all references for NS1.1-NS1.7 below. PE/TE: pp , (See Example 4 and related exercises.), , 221 (Example 6), 223 (Exs ), (See Example 2 and related exercises.), 773 PE/TE: pp , 28-33, 34-38, 41-46, , , , , , , , 830 PE/TE: pp , , , , , (See Examples 1-2 and related exercises.), 835 PE/TE: pp , 111, , , 318, CASRP: pp See all references for NS1.1-NS1.7 below. PE/TE: pp. 53, 57, 212, 213, 214, 215, 258, 263, 318, 322 CASRP: pp. 2-3, PE/TE: pp. 53, 54, 55, 56, 57, 111, 112, 113, 259, 260, 262, 263 CASRP: pp. 4-6, , PE/TE: pp. 258, 262, 263, 368, 369, 372, 373 CASRP: pp. 7-8, 137, , PE/TE: pp PE/TE: p. 505 CASRP: pp. 9-10, 139, PE/TE: pp , (See Example 1 and related exercises.) PE/TE: pp. 258, 262, 263 CASRP: pp , 137, PE/TE: pp PE/TE: pp. 370, 372, 373 CASRP: pp , Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. PE/TE: pp , , , 836 PE/TE: pp. 371, 372, 373 CASRP: pp , California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 1

4 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.0 Students use exponents, powers, and roots and use exponents in working with fractions: 2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a common base. 2.2 Add and subtract fractions by using factoring to find common denominators. PE/TE: pp , , , See all references for NS2.1-NS2.5 below. PE/TE: pp , , 700 CASRP: pp See all references for NS2.1-NS2.5 below. PE/TE: pp , , PE/TE: pp. 212, 213, 214, 215 CASRP: pp PE/TE: pp PE/TE: pp. 259, 262, 263 CASRP: pp , 143, Multiply, divide, and simplify rational numbers by using exponent rules. PE/TE: pp , , PE/TE: pp. 212, 213, 214, 215, 700, 702, 703 CASRP: pp , 148, Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for an integer that is not square, determine without a calculator the two integers between which its square root lies and explain why. 2.5 Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the number from zero on a number line; and determine the absolute value of real numbers. PE/TE: pp , PE/TE: pp. 500, 501, 504, 505 CASRP: pp , 138, PE/TE: pp , PE/TE: pp. 53, 56, 57 CASRP: pp , 138, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 2

5 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations ALGEBRA AND FUNCTIONS 1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities, and graphs: 1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area A). 1.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5) 2. PE/TE: pp. 5-9, 47-51, 78-83, 85-89, See all references for AF1.1-AF1.5 below. PE/TE: pp. 5-9, 78-83, 85-89, 90-95, , , , , , , , , , , , , , , , , , PE/TE: pp , 55, , , 211, , , CASRP: pp See all references for AF1.1-AF1.5 below. PE/TE: pp. 57, 110, 112, 113, 154, 158, 159, 447 CASRP: pp , 153, PE/TE: pp , PE/TE: pp. 53, 56, 57 CASRP: pp , 149, Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive, associative, commutative) and justify the process used. 1.4 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant) correctly. 1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the situation represented by the graph. PE/TE: pp , 63-68, 71-75, 78-83, , , PE/TE: pp. 5-9, 47-51, 78-83, 85-89, , , PE/TE: pp , (See Example 5 and related exercises.), , , , , , PE/TE: pp. 108, 109, 112, 113, 211, 214, 260, 261, 262 CASRP: pp , PE/TE: pp. 52, 53, 55, 56, 57, , 112, 113, , 158, 159, , 446, 447, , 702, 703 CASRP: pp , 149, , , 159, PE/TE: pp , 446, 447, 700, 701, 702, 703 CASRP: pp , 158, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 3

6 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.0 Students interpret and evaluate expressions involving integer powers and simple roots: 2.1 Interpret positive whole-number powers as repeated multiplication and negative wholenumber powers as repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include exponents. 2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when the latter results in a monomial with an integer exponent. 3.0 Students graph and interpret linear and some nonlinear functions: 3.1 Graph functions of the form y = nx 2 and y = nx 3 and use in solving problems. 3.2 Plot the values from the volumes of threedimensional shapes for various values of the edge lengths (e.g., cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying lengths). 3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change (change in x-value) is always the same and know that the ratio ("rise over run") is called the slope of a graph. 3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals the quantities. PE/TE: pp , , , , See all references for AF2.1-AF2.2 below. PE/TE: pp , , , , PE/TE: pp (See Example 4 and related exercises.), , , 239 (Example 4), 240 (Exs ), , , PE/TE: pp , , , , See all references for AF3.1-AF3.4 below. PE/TE: pp , , 260, 501 CASRP: pp See all references for AF2.1-AF2.2 below. PE/TE: pp. 52, 53, 56, 57, 212, 213, 214, 215 CASRP: pp PE/TE: pp. 211, 212, 213, 214, 215, 260, 262, 501, 504, 505 CASRP: pp , PE/TE: pp. 444, 700 CASRP: pp See all references for AF3.1-AF3.4 below. PE/TE: pp , 852 PE/TE: pp. 700, 702, 703 CASRP: pp , PE/TE: p. 848 PE/TE: p. 683 (Ex. 46) CASRP: pp , PE/TE: pp , , , , , , 837 PE/TE: pp. 444, 446 CASRP: pp , 160, PE/TE: pp , PE/TE: pp. 446, 447 CASRP: pp , 159, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 4

7 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 4.0 Students solve simple linear equations and inequalities over the rational numbers: 4.1 Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results. 4.2 Solve multistep problems involving rate, average speed, distance, and time or a direct variation. PE/TE: pp See all references for AF4.1-AF4.2 below. PE/TE: pp , , , , PE/TE: pp. 122 (Ex. 7), 123 (Exs ), 128 (Ex. 37), 134 (Ex. 31), , , , , , 423 (Exs ), PE/TE: pp. 154, 157, 261, CASRP: pp See all references for AF4.1-AF4.2 below. PE/TE: pp. 154, 157, 158, 159, 261, 262, 263 CASRP: pp , 154, PE/TE: pp. 154, 157, 158, 159, 318, 319, 322, 447 CASRP: pp , California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 5

8 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations MEASUREMENT AND GEOMETRY 1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: 1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters). 1.2 Construct and read drawings and models made to scale. 1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days) to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of the answer. 2.0 Students compute the perimeter, area, and volume of common geometric objects and use the results to find measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale: 2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface area and volume of basic threedimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders. 2.2 Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking the figures down into more basic geometric objects. PE/TE: pp , 76-77, , See all references for MG1.1-MG1.3 below. PE/TE: pp (See Example 5 and related exercises.), , , PE/TE: pp. 110, , 321 CASRP: pp See all references for MG1.1-MG1.3 below. PE/TE: p. 113 CASRP: pp , 164, PE/TE: pp PE/TE: pp. 321, 323 CASRP: pp , 165, PE/TE: pp (See Example 5 and related exercises.), 76-77, , , (See Example 2 and related exercises.), , PE/TE: pp , , , See all references for MG2.1-MG2.4 below. PE/TE: pp , 73 (Example 4), 74 (Exs ), , , , , , , , PE/TE: pp , (See Example 5 and related exercises.), , 549 (Exs. 31, 32), PE/TE: pp. 110, 112, 113, 318, 319, 323 CASRP: pp , 166, PE/TE: pp CASRP: pp See all references for MG2.1-MG2.4 below. PE/TE: pp. 112, , 568, 569 CASRP: pp , , 176, PE/TE: pp. 569 CASRP: pp , , 176, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 6

9 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a threedimensional object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of the scale factor. 2.4 Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and to conversions between units (1 square foot = 144 square inches or [1 ft. 2 ] = [144 in. 2 ], 1 cubic inch is approximately cubic centimeters or [1 in. 3 ] = [16.38 cm 3 ]). 3.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by constructing figures that meet given conditions and by identifying attributes of figures: 3.1 Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass and straightedge. 3.2 Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and determine their image under translations and reflections. 3.3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. PE/TE: pp PE/TE: pp. 542 (Ex. 17), 556 (Ex. 21), 751 (Ex. 18) CASRP: pp , 176, PE/TE: pp PE/TE: pp. 527, 553 (Example 2), 556 (Ex. 22) CASRP: pp , 164, PE/TE: pp , , , See all references for MG3.1-MG3.6 below. PE/TE: pp , , , , , 794, PE/TE: pp , 514 (Ex. 22), 525 (Exs ), , , , PE/TE: pp. 320, 501, 754 CASRP: pp See all references for MG3.1-MG3.6 below. PE/TE: pp , , 720 (Ex. 23) CASRP: pp , 170, PE/TE: pp. 754, 756, 757 CASRP: pp , PE/TE: pp , PE/TE: pp. 501, 504, 505 CASRP: pp , 171, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 7

10 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 3.4 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what congruence means about the relationships between the sides and angles of the two figures. 3.5 Construct two-dimensional patterns for threedimensional models, such as cylinders, prisms, and cones. 3.6 Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect). PE/TE: pp. 286, , 729 PE/TE: pp. 320, 322, 323 CASRP: pp , 172, PE/TE: pp , CASRP: pp , 177, PE/TE: pp , , PE/TE: p. 542 (Ex. 18) CASRP: pp , California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 8

11 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations STATISTICS, DATA ANALYSIS, AND PROBABILITY 1.0 Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of an electronic spreadsheet software program: 1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-andwhisker plot; use the forms to display a single set of data or to compare two sets of data. 1.2 Represent two numerical variables on a scatterplot and informally describe how the data points are distributed and any apparent relationship that exists between the two variables (e.g., between time spent on homework and grade level). 1.3 Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper quartile, and the maximum of a data set. PE/TE: pp (See Example 5 and related exercises.), , , See all references for SDAP1.1-SDAP1.3 below. PE/TE: pp , , , , , PE/TE: pp (See Example 3 and related exercises.), (See Example 5 and related exercises.) PE/TE: pp CASRP: pp See all references for SDAP1.1-SDAP1.3 below. PE/TE: pp. 640, 641, 644, 645 CASRP: pp , 181, PE/TE: pp. 57, 446 CASRP: pp , 182, PE/TE: pp , PE/TE: pp. 641, 645 CASRP: pp , California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 9

12 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations MATHEMATICAL REASONING 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. (Gr. 7, NS 1.1; Gr. 7, AF 1.1) PE/TE, pp ; (Gr. 7, NS 1.2) PE/TE, pp ; (Gr. 7, AF 4.2) PE/TE, pp See all references for MR1.1-MR1.3 below. (Gr. 7, NS 1.2; Gr. 7, MG 1.1) PE/TE, pp ; (Gr. 7, NS 1.2) PE/TE, pp (See Example 4 and related exercises.); (Gr. 7, NS 1.2) PE/TE, p. 41; (Gr. 7, NS 1.1; Gr. 7, AF 1.1) PE/TE, pp ; (Gr. 7, NS 2.3) PE/TE, p. 193; (Gr. 7, AF 2.1) PE/TE, p. 199; (Gr. 7, NS 1.2) PE/TE, p. 242; (Gr. 7, AF 1.1; Gr. 7, AF 1.5) PE/TE, pp ; (Gr. 7, MG 3.3) PE/TE, p. 482; (Gr. 7, NS 1.2; Gr. 7, MG 1.1) PE/TE, p. 796; (Gr. 7, SDAP 1.0) PE/TE, p. 802 (Gr. 7, NS 1.2) PE/TE, p. 105 (Ex. 11); (Gr. 7, NS 1.3) PE/TE, p. 333 (Exs. 58, 59); (Gr. 7, MG 3.3) PE/TE, p. 467 (Ex. 6) (Gr. 7, NS 1.2; Gr. 7, MG 1.1; Gr. 7, MG 2.1) CASRP, pp See all references for MR1.1-MR1.3 below. (Gr. 7, AF 2.1) PE/TE, p. 13 (Ex. 37); (Gr. 7 AF 1.1; Prepare for Gr. 7, AF 4.1) PE/TE, p. 87 (Ex. 7); (Gr. 7, AF 1.1; Prepare for Gr. 7, AF 4.1) PE/TE, p. 99 (Ex. 7); (Gr. 7, NS 1.2) PE/TE, p. 105 (Ex. 11); (Prepare for Gr. 7, AF 1.3) PE/TE, p. 179 (Ex. 11); (Gr. 7, NS 1.2) PE/TE, p. 184 (Ex. 11); (Gr. 7, NS 2.3) PE/TE, p. 201 (Ex. 15); (Gr. 7, NS 1.2), PE/TE, p. 227 (Ex. 9) (Gr. 7, NS 1.2) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 10

13 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. 1.3 Determine when and how to break a problem into simpler parts. 2.0 Students use strategies, skills, and concepts in finding solutions: (Gr. 7, NS 1.2) PE/TE, p. 28; (Prepare for Gr. 7, NS 2.2) PE/TE, p. 171; (Prepare for Gr. 7, NS 2.2) PE/TE, p. 176 (Ex. 67); (Gr. 7, MG 3.4) PE/TE, p. 287; (Gr. 7, AF 3.3) PE/TE, p. 403; (Gr. 7, MG 3.3) PE/TE, p. 464; (Gr. 7, MG 3.3) PE/TE, p. 482; (Gr. 7, MG 3.3) PE/TE, p. 488; (Gr. 7, MG 2.1) PE/TE, p. 527 (Gr. 7, NS 1.2; Gr. 7, MG 1.1) PE/TE, pp ; (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, SDAP 1.0) PE/TE, p. 802 (Gr. 7, AF 4.0) PE/TE, p. 139; (Gr. 7, NS 1.2) PE/TE, pp ; (Gr. 7, AF 3.3; Gr. 7, NS 1.2) PE/TE, 232 (Example 2 Study Strategy); (Gr. 7, AF 4.0) PE/TE, pp ; (Gr. 7, NS 1.3) PE/TE, p. 334; (Gr. 7, NS 2.4) PE/TE, pp (See Examples 2, 3, 5 and related exercises.); (Gr. 7, AF 3.4) PE/TE, p. 488; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, MG 3.1) PE/TE, p. 721 See all references for MR2.1-MR2.8 below. (Gr. 7, NS 2.3) PE/TE, p. 193; (Gr. 7, NS 1.2) PE/TE, p. 242; (Gr. 7, NS 1.3) PE/TE, p. 333 (Exs. 58, 59); (Gr. 7, NS 1.6) PE/TE, p. 356 (Ex. 27); (Gr. 7, AF 1.5) PE/TE, p. 432 (Ex. 4); (Gr. 7, MG 3.2) PE/TE, p. 733 (Ex. 19) (Gr. 7, MG 1.1) CASRP, pp (Gr. 7, SDAP 1.2) PE/TE, p. 49 (Ex. 7); (Gr. 7, AF 1.1), PE/TE, p. 122 (Ex. 7); (Gr. 7, AF 4.1) PE/TE, p. 249 (Ex. 9); (Gr. 7, AF 3.3) PE/TE, p. 394 (Ex. 11); (Gr. 7, MG 3.3) PE/TE, p. 467 (Ex. 6) (Gr. 7, MG 2.1) CASRP, pp (Gr. 7, AF 1.2) PE/TE, p. 20 (Ex. 39); (Gr. 7, AF 1.3) PE/TE, p. 67 (Ex. 49); (Gr. 7, MG 2.1) PE/TE, p. 161; (Gr. 7, NS 1.3) PE/TE, p. 341 (Example 4); (Gr. 7, AF 3.0) PE/TE, p. 389 (Ex. 24); (Gr. 7, MG 3.3) PE/TE, p. 499; (Gr. 7, MG 2.1; Gr. 7, MG 2.2) PE/TE, pp (Gr. 7, NS 1.0; Gr. 7, NS 1.1; Gr. 7, NS 1.2; Gr. 7, AF 1.0; Gr. 7, MG 2.1; Gr. 7, SDAP 1.1; Gr. 7, SDAP 1.1) CASRP, pp See all references for MR2.1-MR2.8 below. California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 11

14 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.1 Use estimation to verify the reasonableness of calculated results. 2.2 Apply strategies and results from simpler problems to more complex problems. 2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. (Gr. 7, NS 1.2) PE/TE, p. 18 (See Example 4 and related exercises.); (Gr. 7, NS 1.2) PE/TE, p. 160; (Gr. 7, NS 1.2) PE/TE, p. 232 (Example 2 Study Strategy); (Gr. 7, NS 1.3) PE/TE, p. 336 (Example 2 Study Strategy); (Gr. 7, NS 1.6) PE/TE, p. 353 (Example 2 Study Strategy) (Gr. 7, MG 3.1) PE/TE, p. 721; (Gr. 7, AF 4.2) PE/TE, p. 800 (Gr. 7, NS 2.2) PE/TE, p. 230; (Gr. 7, NS 1.3) PE/TE, p. 334; (Gr. 7, NS 1.3) PE/TE, pp ; (Gr. 7, AF 3.3) PE/TE, p. 401 (Ex. 29c); (Gr. 7, AF 3.4) PE/TE, pp (Gr. 7, NS 1.2) PE/TE, p. 32 (Exs ); (Gr. 7, NS 1.3) PE/TE, p. 341 (Example 4) (Gr. 7, NS 1.1; Gr. 7, NS 1.2) CASRP, pp (Gr. 7, AF 1.1; Gr.7, AF 4.1) PE/TE, pp ; (Gr. 7, SDAP 1.0) PE/TE, p. 305; (Gr. 7, MG 3.2) PE/TE, pp ; (Gr. 7, MG 2.1; Gr. 7, MG 2.2) PE/TE, pp ; (Gr. 7, MG 2.1; Gr. 7, MG 3.5) PE/TE, pp ; (Gr. 7, MG 3.5) PE/TE, p. 549 (Ex. 30) (Gr. 7, MG 2.1) CASRP, pp (Gr. 7, SDAP 1.0) PE/TE, p. 160; (Gr. 7, AF 3.0) PE/TE, p. 389 (Ex. 24); (Gr. 7, SDAP 1.0) PE/TE, p. 598 (Example 3); (Gr. 7, SDAP 1.0) PE/TE, p. 782 (Gr. 7, SDAP 1.1; Gr. 7, SDAP 1.2) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 12

15 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) 2.4 Make and test conjectures by using both inductive and deductive reasoning. Language Primary Citations Supporting Citations 2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. (Gr. 7, NS 1.2) PE/TE, p. 41; (Gr. 7, AF 4.1) PE/TE, p. 143; (Gr. 7, NS 2.3) PE/TE, p. 193; (Gr. 7, NS 1.2) PE/TE, p. 242; (Gr. 7, MG 3.4) PE/TE, p. 287; (Gr. 7, MG 3.3) PE/TE, p. 464; (Gr. 7, MG 3.3) PE/TE, p. 482; (Gr. 7, AF 3.4) PE/TE, p. 488; (Gr. 7, MG 2.1) PE/TE, p. 527 (Gr. 7, AF 1.1; Gr. 7, AF 1.4) PE/TE, p. 9 (Exs. 54, 55); (Gr. 7, AF 1.3) PE/TE, p. 173 (Example 2); (Gr. 7, AF 4.0) PE/TE, pp ; (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, AF 3.3) PE/TE, pp ; (Gr. 7, NS 1.4) PE/TE, p. 471; (Gr. 7, MG 3.2) PE/TE, p. 476; (Gr. 7, MG 2.1) PE/TE, p. 528; (Gr. 7, AF 3.1) PE/TE, p. 680; (Gr. 7, AF 1.5) PE/TE, p ; (Gr. 7, AF 1.5) PE/TE, p. 795; (Gr. 7, AF 1.5) PE/TE, pp ; (Gr. 7, AF 1.0) PE/TE, p. 801 (Gr. 7, AF 1.3) PE/TE, p. 171 (Ex. 3) (Gr. 7, AF 1.0) CASRP, pp (Gr. 7, AF 1.3) PE/TE, p. 67 (Ex. 49); (Gr. 7, NS 2.3) PE/TE, p. 198 (Ex. 59) (Gr. 7, NS 1.0) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 13

16 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.6 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, NS 1.7) PE/TE, pp ; (Gr. 7, AF 3.3; Gr. 7, AF 3.4) PE/TE, pp ; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, AF 1.1) PE/TE, pp ; (Gr. 7, AF 1.5) PE/TE, pp (Gr. 7, AF 1.2) PE/TE, p. 20 (Ex. 39); (Gr. 7, AF 4.1) PE/TE, p. 89 (Ex. 40); (Gr. 7, AF 4.1) PE/TE, p. 142 (Ex. 44); (Gr. 7, NS 2.2) PE/TE, p. 235 (Exs. 51, 52); (Gr. 7, AF 4.2) PE/TE, p. 284 (Exs ); (Gr. 7, NS 1.4) PE/TE, p. 474 (Exs. 41, 43); (Gr. 7, MG 2.1; Gr. 7, MG 2.2) PE/TE, p. 526 (Ex. 34) (Gr. 7, NS 1.0) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 14

17 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. (Gr. 7, AF 3.4) PE/TE, pp (See Example 5 and related exercises.); (Gr. 7, NS 2.4) PE/TE, pp (See Examples 2, 3, 5 and related exercises.); (Gr. 7, NS 2.4) PE/TE, pp (See Example 4 and related exercises.); (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, NS 1.4) PE/TE, pp ; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, MG 3.3) PE/TE, p. 488; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, MG 2.1) PE/TE, pp ; (Gr. 7, MG 2.1; Gr. 7, MG 3.5) PE/TE, pp (See Example 3 and related exercises.); (Gr. 7, MG 3.5) PE/TE, p. 544 (Example 1); (Gr. 7, MG 3.5) PE/TE, pp (See Example 3 and related exercises.); (Gr. 7, MG 2.1) PE/TE, pp (See Examples 2, 3 and related exercises.); (Gr. 7, MG 2.1) PE/TE, pp (See Examples 2, 3 and related exercises.); (Gr. 7, AF 3.1) PE/TE, pp (See Example 4 and related exercises.); (Gr. 7, NS 1.0) PE/TE, pp (Gr. 7, MG 3.2) PE/TE, p. 481 (Ex. 52); (Gr. 7, MG 3.3) PE/TE, p. 499 (Gr. 7, NS 1.0) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 15

18 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 2.8 Make precise calculations and check the validity of the results from the context of the problem. 3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation. (Gr. 7, NS 1.2; Gr. 7, MG 1.1) PE/TE, pp ; (Gr. 7, AF 4.0) PE/TE, p. 91 (Example 1); (Gr. 7, AF 4.0) PE/TE, p. 97 (Example 1); (Gr. 7, AF 4.0) PE/TE, pp ; (Gr. 7, AF 4.0) PE/TE, p. 139; (Gr. 7, NS 1.2) PE/TE, p. 243 (Example 1); (Gr. 7, AF 3.0) PE/TE, pp ; (Gr. 7, NS 1.2) PE/TE, p. 774; (Gr. 7, NS 1.2; Gr. 7, MG 2.1) PE/TE, p. 797 (Gr. 7, AF 4.0) PE/TE, p. 96; (Gr. 7, NS 1.2) PE/TE, p. 230; (Gr. 7, MG 3.1) PE/TE, pp See all references for MR3.1-MR3.3 below. (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, NS 2.2) PE/TE, p. 232 (Example 2 Study Strategy); (Gr. 7, NS 1.3) PE/TE, p. 336 (Example 2 Study Strategy); (Gr. 7, NS 1.3) PE/TE, p. 341 (Example 4); (Gr. 7, NS 1.6) PE/TE, p. 353 (Example 2 Study Strategy); (Gr. 7, AF 3.3) PE/TE, p. 413 (Example 2 Study Strategy); (Algebra 1, 8.0) PE/TE, p. 414 (Example 4 Study Strategy); (Gr. 7, AF 3.3) PE/TE, p. 427 (Example 3 Study Strategy); (Gr. 7, AF 3.3; Gr. 7, AF 3.4) PE/TE, pp (Gr. 7, NS 1.2) PE/TE, p. 32 (Exs ); (Gr. 7, AF 4.0) PE/TE, p. 135 (Exs ); (Gr. 7, AF 4.1) PE/TE, p. 150; (Gr. 7, MG 2.1) PE/TE, p. 161; (Gr. 7, AF 3.0) PE/TE, p. 391 (Gr. 7, NS 1.0) CASRP, pp (Gr. 7, NS 2.1) PE/TE, p. 203 (Ex. 61); (Gr. 7, AF 4.2) PE/TE, p. 277 (Ex. 7) (Gr. 7, AF 1.0; Gr. 7, AF 1.1; Gr. 7, MG 2.1) CASRP, pp See all references for MR3.1-MR3.3 below. (Gr. 7, AF 3.3) PE/TE, p. 401 (Ex. 29) (Gr. 7, MG 2.1) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 16

19 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP) Language Primary Citations Supporting Citations 3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. 3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, AF 4.1) PE/TE, p. 119; (Gr. 7, NS 1.2) PE/TE, p. 230; (Gr. 7, NS 1.2) PE/TE, p. 242; (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, NS 1.3) PE/TE, p. 334; (Gr. 7, MG 3.5) PE/TE, p. 537; (Algebra 1, 10.0) PE/TE, p. 656 (Gr. 7, AF 4.0) PE/TE, p. 96; (Gr. 7, AF 4.2) PE/TE, pp ; (Gr. 7, AF 4.1) PE/TE, p. 119; (Gr. 7, NS 1.2) PE/TE, p. 242; (Gr. 7, MG 3.3) PE/TE, p. 464; (Gr. 7, MG 3.3) PE/TE, pp ; (Gr. 7, MG 3.5) PE/TE, p. 537; (Gr. 7, AF 1.1) PE/TE, pp (Gr. 7, AF 4.0) PE/TE, p. 133 (Ex. 9); (Gr. 7, AF 4.2) PE/TE, p. 277 (Ex. 7); (Gr. 7, NS 1.6) PE/TE, p. 355 (Ex. 13) (Gr. 7, AF 1.0) CASRP pp (Gr. 7, NS 1.2) PE/TE, p. 33 (Exs ); (Gr. 7, NS 2.1) PE/TE, p. 203 (Ex. 61); (Gr. 7, AF 4.2) PE/TE, p. 284 (Ex. 44); (Gr. 7, SDAP 3.2) PE/TE, p. 311 (Ex. 21) (Gr. 7, AF 1.1) CASRP, pp California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 17

20 McDougal Littell California Algebra 1

21 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook STANDARDS MAP for a Basic Grade-Level Program Grade Eight Mathematics (Algebra I) ALGEBRA I 1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable: Language Primary Citations Supporting Citations 1.1 Students use properties of numbers to demonstrate whether assertions are true or false. 2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents. 3.0 Students solve equations and inequalities involving absolute values. PE/TE: 75-78, 84, 89-91, 96, 100, 103, 104, 106, 120, 488, 489, 490, 491, 492, 495, 498, 499, 501, 504, 506, 508, 510, 543, 544, 547, , 939, 945, PE/TE: 77 (Exs ), 82 (Exs ), 91 (Exs ), 92 (Exs ), 99 (Exs. 3-4), 106 (Exs ), 492 (Ex. 39), 499 (Ex. 20), 507 (Exs ) PE/TE: 66, 67, , 106, , 113, 114, 115, 121, 488, , , 502, , , 543, 544, 547, 939, 945 PE/TE: , , 412, 417, 418, 419, 943 CASRP: 2-4, 91, Chapter 2: 16-20, 34, 39-43, 45 Chapter 8: 9-10 Assessment Book: 16-19, 21-23, 25 Notetaking Guide: 29, 33-37, 39 Practice Workbook: 18-19, 22, 26, 119, , 172 CASRP: 5-6, 91, Chapter 2: 50 CASRP: 7-9, 92, Chapter 2: 9 Chapter 8: 27-31, 33, 35 Assessment Book: 20, 22, 26, , 112, 114, 116, 118 Notetaking Guide: 25, 39-41, 43, Practice Workbook: 16, 26, 28, CASRP: 10-12, Chapter 6: 60-64, 66-67, 70-78, Assessment Book: 77, 81, 83, Notetaking Guide: Practice Workbook: California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 1

22 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12. Language Primary Citations Supporting Citations 5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step. 6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4). 7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula. PE/TE: , , , 193, 194, 197, , 416, 419, 940, 943 PE/TE: , , , 193, 194, 197, , 416, 419, 940, 943 PE/TE: , 222, , , 272, 273, 275, 404, , 418, 419, 941, 943 PE/TE: 215, 219 (Exs. 3-9), , 316, 346, 349, 942 CASRP: 13-14, 96, Chapter 3: 17-21, 23-25, 29-33, 35, 39, 41-45, 47, 49, 90, Chapter 6: Assessment Book: 31-32, 34-36, 38, 40, 43, Notetaking Guide: 52-59, Practice Workbook: 33-37, CASRP: 15-17, Chapter 3: 17-21, 23-25, 29-33, 35, 39, 41-45, 47, 49, 90, 94 Chapter 6: Assessment Book: 31-32, 34-36, 38, 40-43, Notetaking Guide: 52-59, Practice Workbook: 32-37, CASRP: 18-21, 104, Chapter 4: 20-25, 27, 29 Chapter 6: 87-92, 94 Assessment Book: 46-47, 51, 53, 77, 79, 81, 83, 85 Notetaking Guide: 75-82, Practice Workbook: 49-54, 58-60, CASRP: 22-23, Chapter 4: 20, 22, 24 Chapter 5: 27, 29, 31, 33-34, Assessment Book: 49, 61 Notetaking Guide: Practice Workbook: 49, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 2

23 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point. Language Primary Citations Supporting Citations 9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials. PE/TE: 246, 248, 249, , 331, 343, 347, 349, 352, 353, 459, 462, 463, 464, 478, 479, 482, 942, 944 PE/TE: , 434, , , , 458, , , 473, 475, 476, 477, 478, 479, 480, 481, 482, 483, 485, 944 PE/TE: , 560, 561, , , 580, 581, 589, 599, 605, 616, 617, 621, 783, , 800, 801, 809, 832, 835, 946, 949 PE/TE: 576, 578, 579, 582, , 592, , , , 618, 619, 620, 621, 946 CASRP: 24-26, 108, Chapter 5: 52-56, Chapter 7: 59 Assessment Book: 62 Notetaking Guide: Practice Workbook: 59, CASRP: 27-30, Chapter 7: 19-23, 25-27, 30-34, 36-38, 40-45, 47, 49-50, 83 Assessment Book: , 108 Notetaking Guide: Practice Workbook: CASRP: 31-35, , Chapter 9: 7-9, 11, 13-15, 18-22, 24-26, 28-32, Chapter 12: 34-38, 41 Assessment Book: 124, 127, 129, 131, , 171, 173, 175 Notetaking Guide: , Practice Workbook: , 186 CASRP: 36-39, , Chapter 9: 41-45, 49, 53-57, 59-61, 64-68, 71, 74-78, 80-81, 84-88, 91 Assessment Book: , 128, 130, 132 Notetaking Guide: Practice Workbook: 139, 141, 143, 145, 147 California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 3

24 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. Language Primary Citations Supporting Citations 13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques Students solve a quadratic equation by factoring or completing the square Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems. PE/TE: , 801, , 833, 835, 949 PE/TE: , , 826, 833, 834, 835, 949 PE/TE: , , , , , 676, 698, 699, 701, 947 PE/TE: , 240, 241, 242, 245, 246, 248, 249, 250, 255, 256, 258, 259, , 265, 267, 269, 273, 275, 279, 295, 298, 299, 304, 307, 308, 317, 346, 438, 441, 458, 483 CASRP: 40-41, 123, Chapter 12: Assessment Book: 169, 172, 173, 176 Notetaking Guide: Practice Workbook: CASRP: 42-44, 124, Chapter 12: 58-62, 65, 69-73, 75 Assessment Book: 170, 172, 174, 176 Notetaking Guide: Practice Workbook: CASRP: 45-47, Chapter 9: 53-55, 57, 64-66, 74-76, 78 Chapter 10: Assessment Book: 125, 126, 128, 130, 133, 135, 136, 143, 145, 147 Notetaking Guide: , 209, , Practice Workbook: 141, 143, 145, CASRP: 48-50, Chapter 4: 48, 50, 52, 54, 56 Chapter 7: 21 Assessment Book: 49, 51, 56, 93, 100 Notetaking Guide: 86 Practice Workbook: 57, 68, 73 California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 4

25 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions. Language Primary Citations Supporting Citations 17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion Students know the quadratic formula and are familiar with its proof by completing the square Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations. PE/TE: 35-40, 41, 42, 43-48, 49-50, 56, 57, 61, 938 PE/TE: 35-39, 43, 44, 45, 46, 48, 56, 57, 61, 207, 209, 210, 217, 218, 219, 220, 221, 521, 524, 532, 535, 631, 633, , 713, 714, 715, 716, 717, , 779, 780, 781, 782, 938, 941, 948 CASRP: 51-52, 128, Chapter 1: 62-66, 68-69, 72-79, 81-82, 87 Assessment Book: 3, 5, 7, 9-11 Notetaking Guide: Practice Workbook: CASRP: 53-55, Chapter 1: 62-66, 68-69, 72-79, 81-82, 87 Chapter 8: Chapter 11: 8-14, 17 Chapter 12: 19, 21, Assessment Book: 3, 5, 7, 9-11, 168, 171, 173 Notetaking Guide: 19-21, , Practice Workbook: 11, 13-14, 47, PE/TE: CASRP: 56-57, 128, PE/TE: , 695, 696, 699, CASRP: 58-59, 118, Chapter 10: 71-75, Assessment Book: 140, 147 Notetaking Guide: Practice Workbook: PE/TE: , 699, 701, 947 CASRP: 60-61, 118, Chapter 10: 71-75, Notetaking Guide: Practice Workbook: California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 5

26 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 21.0 Students graph quadratic functions and know that their roots are the x-intercepts. Language Primary Citations Supporting Citations 22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x- axis in zero, one, or two points Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity Students use and know simple aspects of a logical argument: 24.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each Students identify the hypothesis and conclusion in logical deduction. PE/TE: 677, , 691, 700, 701, 947 CASRP: 62-65, 119, Chapter 10: 81-85, 87 Assessment Book: 139, , 144, Notetaking Guide: Practice Workbook: PE/TE: , 677, , 691, 700, 701, 947 PE/TE: 646, 648, 649, 654, 657, 658, , 661, 665, 667, 668, 672, 675, 676, 680, 682, 683, 701, 702, 704, 705 PE/TE: 66-67, 68, 92, 100, 108, 109, 113, 114, , 124, 125, 172, 318, 464, 493, 499, 727 CASRP: 66-67, 119, Chapter 10: Assessment Book: 143 Practice Workbook: CASRP: 68-69, Chapter 10: 38, 40, 61-63, 68 Assessment Book: 142 Practice Workbook: 157, 161, 165 CASRP: 70-75, 100, Chapter 2: 5-7, 12 PE/TE: CASRP: 70-71, 100, PE/TE: 66-67, 68 (Exs ), 108, 109, 113, 114, 124, 125 CASRP: 72-73, 100, , 120 Notetaking Guide: 26 Practice Workbook: 16 California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 6

27 Components: Pupil Edition (PE), Teacher s Edition (TE), California s Review and Practice (CASRP), Resource Book, Assessment Book, Notetaking Guide, Practice Workbook 24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. Language Primary Citations Supporting Citations 25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements: 25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions. PE/TE: 66-67, 68 (Exs ), 92 (Exs ), 108, 109, 113, 114, 124, 125, 318, 385 (Exs ), 402 (Exs ), 464, 507 PE/TE: 75, 78, 89-90, 91, 96-98, 99, 100, 105, 118, 123, 150, 154, 155, 156, 369, 370, 436, 513, 563, 607, 609, 611, 617, 620, 721, 722, 822 PE/TE: 66-67, 68, 75, 78, 89-90, 91, 96-98, 99, 100, 105, 108, 118, 123, 150, 154, 155, 156, 318, 369, 370, 436, 464, 490, 496, 499, , 513, 563, 607, 609, 611, 617, 620, , 775, 822 CASRP: 74-75, 100, Chapter 2: 5-7, 12, 26, 84 Assessment Book: 20-21, 23 Notetaking Guide: 26 Practice Workbook: 16 CASRP: 76-81, Chapter 2: 19-20, 23, 39-41, 43, 46 Assessment Book: 19-21, 25 Notetaking Guide: 29, 34, 35, 37, 39, 41 Practice Workbook: 22 CASRP: 76-77, Chapter 2: 5-7, 12, 26, 84 Chapter 8: 29 Notetaking Guide: 26 Practice Workbook: Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step. PE/TE: 8-12, 13, 54, 75, 78, 89-90, 91, 96-98, 99, 100, 105, 118, 123, 150, 154, 155, 156, 369, 370, 436, 513, 563, 607, 609, 611, 617, 620, 721, 722, 822 CASRP: 78-79, Chapter 2: 39-41, 50 Practice Workbook: Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true sometimes, always, or never. PE/TE: 22, 23, 24, 55, 57, 156, 157, 385 (Exs ), 392, 393, 402 (Exs ), 419, 656 CASRP: 80-81, California Department of Education Basic Grade-Level Program s Map SBE Approved November 2006 Page 7

28 CA 240 5/ CC2

1. Mathematics Content/Alignment with the Standards Correlation to California Algebra Readiness Standards

1. Mathematics Content/Alignment with the Standards Correlation to California Algebra Readiness Standards PROGRAM DESCRIPTION The goal of Prentice Hall Connecting to Algebra is to fully prepare students for success in Algebra 1 by thoroughly covering the Algebra Readiness standards outlined by the California

More information

Answer Key For The California Mathematics Standards Grade 7

Answer Key For The California Mathematics Standards Grade 7 Introduction: Summary of Goals GRADE SEVEN By the end of grade seven, students are adept at manipulating numbers and equations and understand the general principles at work. Students understand and use

More information

STANDARDS MAP. Grade Eight - Math

STANDARDS MAP. Grade Eight - Math Program Title: Prentice Hall Algebra 1, California Edition STANDARDS MAP Grade Eight - Math IMAP/CRP Publisher Comments Meets Standard ALGEBRA I 1.0 Students identify and use the arithmetic properties

More information

Answer Key for California State Standards: Algebra I

Answer Key for California State Standards: Algebra I Algebra I: Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences.

More information

LAKE ELSINORE UNIFIED SCHOOL DISTRICT

LAKE ELSINORE UNIFIED SCHOOL DISTRICT LAKE ELSINORE UNIFIED SCHOOL DISTRICT Title: PLATO Algebra 1-Semester 2 Grade Level: 10-12 Department: Mathematics Credit: 5 Prerequisite: Letter grade of F and/or N/C in Algebra 1, Semester 2 Course Description:

More information

Utah Core Curriculum for Mathematics

Utah Core Curriculum for Mathematics Core Curriculum for Mathematics correlated to correlated to 2005 Chapter 1 (pp. 2 57) Variables, Expressions, and Integers Lesson 1.1 (pp. 5 9) Expressions and Variables 2.2.1 Evaluate algebraic expressions

More information

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard

Algebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express

More information

Whole Numbers and Integers (44 topics, no due date)

Whole Numbers and Integers (44 topics, no due date) Course Name: PreAlgebra into Algebra Summer Hwk Course Code: GHMKU-KPMR9 ALEKS Course: Pre-Algebra Instructor: Ms. Rhame Course Dates: Begin: 05/30/2015 End: 12/31/2015 Course Content: 302 topics Whole

More information

Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers. Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used

More information

Math Content

Math Content 2012-2013 Math Content PATHWAY TO ALGEBRA I Unit Lesson Section Number and Operations in Base Ten Place Value with Whole Numbers Place Value and Rounding Addition and Subtraction Concepts Regrouping Concepts

More information

COGNITIVE TUTOR ALGEBRA

COGNITIVE TUTOR ALGEBRA COGNITIVE TUTOR ALGEBRA Numbers and Operations Standard: Understands and applies concepts of numbers and operations Power 1: Understands numbers, ways of representing numbers, relationships among numbers,

More information

Course: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing

Course: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing Course: Math 7 Decimals and Integers 1-1 Estimation Strategies. Estimate by rounding, front-end estimation, and compatible numbers. Prentice Hall Textbook - Course 2 7.M.0 ~ Measurement Strand ~ Students

More information

Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems

Pre-Algebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems Academic Content Standards Grade Eight Ohio Pre-Algebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small

More information

Common Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS)

Common Core State Standard I Can Statements 8 th Grade Mathematics. The Number System (NS) CCSS Key: The Number System (NS) Expressions & Equations (EE) Functions (F) Geometry (G) Statistics & Probability (SP) Common Core State Standard I Can Statements 8 th Grade Mathematics 8.NS.1. Understand

More information

Prentice Hall. California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008. Grade 8

Prentice Hall. California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008. Grade 8 Prentice Hall Grade 8 California Edition of Algebra 1 - Classics Edition (Smith/Charles) 2008 C O R R E L A T E D T O California s Map for a Basic Grade Level Program Grade 8 PROGRAM DESCRIPTION Prentice

More information

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9

Glencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 3-3, 5-8 8-4, 8-7 1-6, 4-9 Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 6-8 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,

More information

Higher Education Math Placement

Higher Education Math Placement Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication

More information

Middle Grades Mathematics 5 9

Middle Grades Mathematics 5 9 Middle Grades Mathematics 5 9 Section 25 1 Knowledge of mathematics through problem solving 1. Identify appropriate mathematical problems from real-world situations. 2. Apply problem-solving strategies

More information

MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education)

MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,

More information

Unit 1, Review Transitioning from Previous Mathematics Instructional Resources: McDougal Littell: Course 1

Unit 1, Review Transitioning from Previous Mathematics Instructional Resources: McDougal Littell: Course 1 Unit 1, Review Transitioning from Previous Mathematics Transitioning from previous mathematics to Sixth Grade Mathematics Understand the relationship between decimals, fractions and percents and demonstrate

More information

Greater Nanticoke Area School District Math Standards: Grade 6

Greater Nanticoke Area School District Math Standards: Grade 6 Greater Nanticoke Area School District Math Standards: Grade 6 Standard 2.1 Numbers, Number Systems and Number Relationships CS2.1.8A. Represent and use numbers in equivalent forms 43. Recognize place

More information

Indiana State Core Curriculum Standards updated 2009 Algebra I

Indiana State Core Curriculum Standards updated 2009 Algebra I Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and

More information

ALGEBRA I A PLUS COURSE OUTLINE

ALGEBRA I A PLUS COURSE OUTLINE ALGEBRA I A PLUS COURSE OUTLINE OVERVIEW: 1. Operations with Real Numbers 2. Equation Solving 3. Word Problems 4. Inequalities 5. Graphs of Functions 6. Linear Functions 7. Scatterplots and Lines of Best

More information

Course Title: Honors Algebra Course Level: Honors Textbook: Algebra 1 Publisher: McDougall Littell

Course Title: Honors Algebra Course Level: Honors Textbook: Algebra 1 Publisher: McDougall Littell Course Title: Honors Algebra Course Level: Honors Textbook: Algebra Publisher: McDougall Littell The following is a list of key topics studied in Honors Algebra. Identify and use the properties of operations

More information

CAMI Education linked to CAPS: Mathematics

CAMI Education linked to CAPS: Mathematics - 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

More information

Functional Math II. Information CourseTitle. Types of Instruction

Functional Math II. Information CourseTitle. Types of Instruction Functional Math II Course Outcome Summary Riverdale School District Information CourseTitle Functional Math II Credits 0 Contact Hours 135 Instructional Area Middle School Instructional Level 8th Grade

More information

Math Grade 11 Assessment Anchors and Eligible Content

Math Grade 11 Assessment Anchors and Eligible Content Math Grade 11 Assessment Anchors and Eligible Content Pennsylvania Department of Education www.pde.state.pa.us Updated August 2010 M11.A Numbers and Operations M11.A.1 Demonstrate an understanding of numbers,

More information

KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007

KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007 KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 4-47) Surveys and

More information

Scope & Sequence MIDDLE SCHOOL

Scope & Sequence MIDDLE SCHOOL Math in Focus is a registered trademark of Times Publishing Limited. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/13 MS77941n Scope & Sequence MIDDLE SCHOOL

More information

Lesson List

Lesson List 2016-2017 Lesson List Table of Contents Operations and Algebraic Thinking... 3 Number and Operations in Base Ten... 6 Measurement and Data... 9 Number and Operations - Fractions...10 Financial Literacy...14

More information

of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433 Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

More information

MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab

MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring non-course based remediation in developmental mathematics. This structure will

More information

Math Foundations IIB Grade Levels 9-12

Math Foundations IIB Grade Levels 9-12 Math Foundations IIB Grade Levels 9-12 Math Foundations IIB introduces students to the following concepts: integers coordinate graphing ratio and proportion multi-step equations and inequalities points,

More information

NEW MEXICO Grade 6 MATHEMATICS STANDARDS

NEW MEXICO Grade 6 MATHEMATICS STANDARDS PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical

More information

Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary

Current Standard: Mathematical Concepts and Applications Shape, Space, and Measurement- Primary Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:

More information

York Suburban Middle School Course Overview. Algebra 1

York Suburban Middle School Course Overview. Algebra 1 York Suburban Middle School Course Overview I. Course Description Algebra 1 1.0 Credit Length: School Year; Format: Meets Daily Prerequisite: Pre-Algebra Algebra 1 The Larson Algebra 1brings math to life

More information

Grade Level Expectations for the Sunshine State Standards

Grade Level Expectations for the Sunshine State Standards for the Sunshine State Standards Mathematics Grades 6-8 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands

More information

CAMI Education linked to CAPS: Mathematics

CAMI Education linked to CAPS: Mathematics - 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

More information

Math SYLLABUS (1 st ~ 8 th Grade, Advance, SAT/ACT)

Math SYLLABUS (1 st ~ 8 th Grade, Advance, SAT/ACT) Math SYLLABUS (1 st ~ 8 th Grade, Advance, SAT/ACT) Math -- 1 st Grade 1. Kindergarteners or 1 st graders in regular school 2. At least 5 years old Syllabus 1. Numeration (0 through 99) 2. Addition (2

More information

Common Core Unit Summary Grades 6 to 8

Common Core Unit Summary Grades 6 to 8 Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations

More information

Algebra I. In this technological age, mathematics is more important than ever. When students

Algebra I. In this technological age, mathematics is more important than ever. When students In this technological age, mathematics is more important than ever. When students leave school, they are more and more likely to use mathematics in their work and everyday lives operating computer equipment,

More information

California Common Core State Standards Comparison- FOURTH GRADE

California Common Core State Standards Comparison- FOURTH GRADE 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics. Standards

More information

Tools of Algebra. Solving Equations. Solving Inequalities. Dimensional Analysis and Probability. Scope and Sequence. Algebra I

Tools of Algebra. Solving Equations. Solving Inequalities. Dimensional Analysis and Probability. Scope and Sequence. Algebra I Scope and Sequence Algebra I Tools of Algebra CLE 3102.1.1, CFU 3102.1.10, CFU 3102.1.9, CFU 3102.2.1, CFU 3102.2.2, CFU 3102.2.7, CFU 3102.2.8, SPI 3102.1.3, SPI 3102.2.3, SPI 3102.4.1, 1-2 Using Variables,

More information

CRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide

CRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are

More information

Prentice Hall MyMathLab Algebra 1, 2011

Prentice Hall MyMathLab Algebra 1, 2011 Prentice Hall MyMathLab Algebra 1, 2011 C O R R E L A T E D T O Tennessee Mathematics Standards, 2009-2010 Implementation, Algebra I Tennessee Mathematics Standards 2009-2010 Implementation Algebra I 3102

More information

Mathematics Standards

Mathematics Standards 1 Table of Contents Mathematics Standards Subject Pages Algebra 1-2 2-4 Algebra 3-4 5-6 AP Calculus AB and BC Standards 7 AP Statistics Standards 8 Consumer Math 9 Geometry 1-2 10-11 Honors Differential

More information

Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions

Pythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,

More information

MyMathLab ecourse for Developmental Mathematics

MyMathLab ecourse for Developmental Mathematics MyMathLab ecourse for Developmental Mathematics, North Shore Community College, University of New Orleans, Orange Coast College, Normandale Community College Table of Contents Module 1: Whole Numbers and

More information

MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations

MATHEMATICS Grade 6 Standard: Number, Number Sense and Operations Standard: Number, Number Sense and Operations Number and Number C. Develop meaning for percents including percents greater than 1. Describe what it means to find a specific percent of a number, Systems

More information

Algebra 1 Course Information

Algebra 1 Course Information Course Information Course Description: Students will study patterns, relations, and functions, and focus on the use of mathematical models to understand and analyze quantitative relationships. Through

More information

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core

8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core 8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course: Length: Course 3 of Prentice Hall Common Core 46 minutes/day Description: Mathematics at the 8 th grade level will cover a variety

More information

The program also provides supplemental modules on topics in geometry and probability and statistics.

The program also provides supplemental modules on topics in geometry and probability and statistics. Algebra 1 Course Overview Students develop algebraic fluency by learning the skills needed to solve equations and perform important manipulations with numbers, variables, equations, and inequalities. Students

More information

Students will understand 1. use numerical bases and the laws of exponents

Students will understand 1. use numerical bases and the laws of exponents Grade 8 Expressions and Equations Essential Questions: 1. How do you use patterns to understand mathematics and model situations? 2. What is algebra? 3. How are the horizontal and vertical axes related?

More information

with functions, expressions and equations which follow in units 3 and 4.

with functions, expressions and equations which follow in units 3 and 4. Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model

More information

Mathematics Common Core Cluster. Mathematics Common Core Standard. Domain

Mathematics Common Core Cluster. Mathematics Common Core Standard. Domain Mathematics Common Core Domain Mathematics Common Core Cluster Mathematics Common Core Standard Number System Know that there are numbers that are not rational, and approximate them by rational numbers.

More information

Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades.

Curriculum Map by Block Geometry Mapping for Math Block Testing 2007-2008. August 20 to August 24 Review concepts from previous grades. Curriculum Map by Geometry Mapping for Math Testing 2007-2008 Pre- s 1 August 20 to August 24 Review concepts from previous grades. August 27 to September 28 (Assessment to be completed by September 28)

More information

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes

Tennessee Mathematics Standards 2009-2010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes Tennessee Mathematics Standards 2009-2010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical

More information

Prentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009

Prentice Hall Algebra 2 2011 Correlated to: Colorado P-12 Academic Standards for High School Mathematics, Adopted 12/2009 Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level

More information

Assessment Anchors and Eligible Content

Assessment Anchors and Eligible Content M07.A-N The Number System M07.A-N.1 M07.A-N.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings

More information

Performance Level Descriptors Grade 6 Mathematics

Performance Level Descriptors Grade 6 Mathematics Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.1-2 Grade 6 Math : Sub-Claim A The student solves problems involving the Major Content for grade/course with

More information

Prentice Hall Mathematics Algebra 1 2004 Correlated to: Alabama Course of Study: Mathematics (Grades 9-12)

Prentice Hall Mathematics Algebra 1 2004 Correlated to: Alabama Course of Study: Mathematics (Grades 9-12) Alabama Course of Study: Mathematics (Grades 9-12) NUMBER AND OPERATIONS 1. Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots,

More information

Coordinate Coplanar Distance Formula Midpoint Formula

Coordinate Coplanar Distance Formula Midpoint Formula G.(2) Coordinate and transformational geometry. The student uses the process skills to understand the connections between algebra and geometry and uses the oneand two-dimensional coordinate systems to

More information

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1 New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

More information

ModuMath Algebra Lessons

ModuMath Algebra Lessons ModuMath Algebra Lessons Program Title 1 Getting Acquainted With Algebra 2 Order of Operations 3 Adding & Subtracting Algebraic Expressions 4 Multiplying Polynomials 5 Laws of Algebra 6 Solving Equations

More information

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 A Correlation of Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates

More information

10 th Grade Math Special Education Course of Study

10 th Grade Math Special Education Course of Study 10 th Grade Math Special Education Course of Study Findlay City Schools 2006 Table of Contents 1. Findlay City Schools Mission Statement 2. 10 th Grade Math Curriculum Map 3. 10 th Grade Math Indicators

More information

Common Core State Standards for Mathematics Accelerated 7th Grade

Common Core State Standards for Mathematics Accelerated 7th Grade A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting

More information

ALGEBRA I / ALGEBRA I SUPPORT

ALGEBRA I / ALGEBRA I SUPPORT Suggested Sequence: CONCEPT MAP ALGEBRA I / ALGEBRA I SUPPORT August 2011 1. Foundations for Algebra 2. Solving Equations 3. Solving Inequalities 4. An Introduction to Functions 5. Linear Functions 6.

More information

Unit 1: Integers and Fractions

Unit 1: Integers and Fractions Unit 1: Integers and Fractions No Calculators!!! Order Pages (All in CC7 Vol. 1) 3-1 Integers & Absolute Value 191-194, 203-206, 195-198, 207-210 3-2 Add Integers 3-3 Subtract Integers 215-222 3-4 Multiply

More information

CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION

CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION SCHOOL CASHS DEPARTMENT MATH DATE 7/12/05 COURSE TITLE ALGEBRA I GRADE 8-12 COURSE LENGTH 1 YR. LESSON FREQUENCY (PER WEEK) 5 TIME 43 MIN.

More information

Understanding the Progression of Math Courses in NEISD

Understanding the Progression of Math Courses in NEISD Understanding the Progression of Math Courses in NEISD According to House Bill 1 (HB1), students in Texas are required to obtain credits for four courses in each subject area of the foundation curriculum

More information

Algebra I Pacing Guide Days Units Notes 9 Chapter 1 ( , )

Algebra I Pacing Guide Days Units Notes 9 Chapter 1 ( , ) Algebra I Pacing Guide Days Units Notes 9 Chapter 1 (1.1-1.4, 1.6-1.7) Expressions, Equations and Functions Differentiate between and write expressions, equations and inequalities as well as applying order

More information

Biggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress

Biggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation

More information

Algebra. Indiana Standards 1 ST 6 WEEKS

Algebra. Indiana Standards 1 ST 6 WEEKS Chapter 1 Lessons Indiana Standards - 1-1 Variables and Expressions - 1-2 Order of Operations and Evaluating Expressions - 1-3 Real Numbers and the Number Line - 1-4 Properties of Real Numbers - 1-5 Adding

More information

Florida Department of Education/Office of Assessment January 2012. Grade 7 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012. Grade 7 FCAT 2.0 Mathematics Achievement Level Descriptions Florida Department of Education/Office of Assessment January 2012 Grade 7 FCAT 2.0 Mathematics Grade 7 FCAT 2.0 Mathematics Reporting Category Geometry and Measurement Students performing at the mastery

More information

Pre-Algebra Curriculum Crawford Central School District

Pre-Algebra Curriculum Crawford Central School District Concept Competency Resources Larson Pre- Algebra Resource Vocabulary Strategy PA Core Eligible Content PA Core Standards PA Core Standards Scope and Sequence Number System identify numbers as either rational

More information

Grade 8 Math. Content Skills Learning Targets Assessment Resources & Technology

Grade 8 Math. Content Skills Learning Targets Assessment Resources & Technology St. Michael-Albertville Middle School East Teacher: Dawn Tveitbakk Grade 8 Math September 2014 UEQ: (new) CEQ: WHAT IS THE LANGUAGE OF ALGEBRA? HOW ARE FUNCTIONS USED? HOW CAN ALGEBRA BE USED TO SOLVE

More information

Prentice Hall Mathematics: Course Correlated to: Alaska State Content Standards: Math (Grade 7)

Prentice Hall Mathematics: Course Correlated to: Alaska State Content Standards: Math (Grade 7) Alaska State Content Standards: Math (Grade 7) A. A student should understand mathematical facts, concepts, principles, and theories. 1. understand and use numeration, including numbers, number systems,

More information

Number Sense and Operations

Number Sense and Operations Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

More information

For example, estimate the population of the United States as 3 times 10⁸ and the

For example, estimate the population of the United States as 3 times 10⁸ and the CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number

More information

Big Ideas in Mathematics

Big Ideas in Mathematics Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards

More information

MAT 0950 Course Objectives

MAT 0950 Course Objectives MAT 0950 Course Objectives 5/15/20134/27/2009 A student should be able to R1. Do long division. R2. Divide by multiples of 10. R3. Use multiplication to check quotients. 1. Identify whole numbers. 2. Identify

More information

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School

Chapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education

More information

Algebra I Credit Recovery

Algebra I Credit Recovery Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,

More information

Mathematics Georgia Performance Standards

Mathematics Georgia Performance Standards Mathematics Georgia Performance Standards K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by

More information

Algebra and Geometry Review (61 topics, no due date)

Algebra and Geometry Review (61 topics, no due date) Course Name: Math 112 Credit Exam LA Tech University Course Code: ALEKS Course: Trigonometry Instructor: Course Dates: Course Content: 159 topics Algebra and Geometry Review (61 topics, no due date) Properties

More information

Common Curriculum Map. Discipline: Math Course: College Algebra

Common Curriculum Map. Discipline: Math Course: College Algebra Common Curriculum Map Discipline: Math Course: College Algebra August/September: 6A.5 Perform additions, subtraction and multiplication of complex numbers and graph the results in the complex plane 8a.4a

More information

Overview Mathematical Practices Congruence

Overview Mathematical Practices Congruence Overview Mathematical Practices Congruence 1. Make sense of problems and persevere in Experiment with transformations in the plane. solving them. Understand congruence in terms of rigid motions. 2. Reason

More information

Florida Math Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper

Florida Math Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper Florida Math 0022 Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper Whole Numbers MDECL1: Perform operations on whole numbers (with applications,

More information

MATH 60 NOTEBOOK CERTIFICATIONS

MATH 60 NOTEBOOK CERTIFICATIONS MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5

More information

Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)

Prentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate) New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

More information

GRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1

GRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1 Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?

More information

Norwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction

Norwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction 1 Algebra Scope and Sequence of Instruction Instructional Suggestions: Instructional strategies at this level should include connections back to prior learning activities from K-7. Students must demonstrate

More information

Florida Math for College Readiness

Florida Math for College Readiness Core Florida Math for College Readiness Florida Math for College Readiness provides a fourth-year math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness

More information

ALGEBRA 1/ALGEBRA 1 HONORS

ALGEBRA 1/ALGEBRA 1 HONORS ALGEBRA 1/ALGEBRA 1 HONORS CREDIT HOURS: 1.0 COURSE LENGTH: 2 Semesters COURSE DESCRIPTION The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical

More information

Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

More information

Algebra 1 Course Title

Algebra 1 Course Title Algebra 1 Course Title Course- wide 1. What patterns and methods are being used? Course- wide 1. Students will be adept at solving and graphing linear and quadratic equations 2. Students will be adept

More information

Archdiocese of Washington Catholic Schools Academic Standards Mathematics

Archdiocese of Washington Catholic Schools Academic Standards Mathematics 5 th GRADE Archdiocese of Washington Catholic Schools Standard 1 - Number Sense Students compute with whole numbers*, decimals, and fractions and understand the relationship among decimals, fractions,

More information

In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.

In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target

More information

RIT scores between 191 and 200

RIT scores between 191 and 200 Measures of Academic Progress for Mathematics RIT scores between 191 and 200 Number Sense and Operations Whole Numbers Solve simple addition word problems Find and extend patterns Demonstrate the associative,

More information