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


 Miles Gardner
 2 years ago
 Views:
Transcription
1 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 Framework and providing complete support for the necessary foundational standards. Connecting to Algebra provides opportunities to build conceptual understanding and develop proficiency with mathematical skills. 1. Mathematics Content/Alignment with the s Prentice Hall Connecting to Algebra is aligned with and addresses 100% of the California Mathematics s outlined for Algebra Readiness. To help acquaint teachers with the program and the way it assures complete and through mastery of the s, the following features are in included in the Implementation Guide: o Correlation to California Algebra Readiness s  This correlation chart shows the complete list of the California Algebra Readiness s and the Foundational Skills and Concepts, with clear identification of the lesson in which the standard is addressed. o Pacing and Differentiated Instruction Guide for California  This chart is provided as a guide to help teachers customize instruction and provide universal access. It lists each Unit of Connecting to Algebra, with a correlation to the standard covered. It also suggests pacing options for core and advanced instruction. 2. Program Organization The Connecting to Algebra Student Edition includes 7 primary Units of Instruction. Each Unit is organized around an important mathematical idea. The format of the student book promotes an indepth understanding of important mathematical concepts and proficiency in related procedures and skills. The format of the Teacher s Guides supports systematic instruction: Unit Opener  Each Unit opens with a set of three focusing questions that reflect the major standardsbased mathematical goals of the units. The Unit Opener also provides a set of goals, or Mathematical Highlights, that preview the important ideas of the unit. The highlights help students track their progress through the unit. Investigations The standardsaligned Investigations form the core of each Connecting to Algebra unit. It is through the Investigations that the students develop conceptual understanding, reasoning, and procedural skill. Each unit includes three to five Investigations with the following key elements: o Problem An Investigation includes two to five carefully sequenced problems. Each problem is launched by the teacher through systematic
2 direct instruction; then the students explore the problem individually, in groups, or as a whole class. Teachers direct a systematic summary at the end of each problem, and students are able to explicitly describe the mathematics of the problem. o Getting Ready This feature occurs occasionally before a problem. It is intended to be used as a part of the launch for the problem. It reviews or introduces the mathematical ideas needed in the problem. o Applications Connections Extensions (ACE) Exercises The problems in each Investigation are followed by a set of homework exercises to be used at the end of each problem. Applications Exercises help students solidify their understanding by providing practice with strategies that were in the Investigation. Connections Exercises provide continued review of previously learned concepts and skills and connects to prior knowledge. Extension Exercises provide a challenge for students to extend their learning. o Mathematical Reflections At the end of each Investigation, students are asked to articulate what they have learned. A set of questions helps students summarize important concepts, strategies, and strategies. 3. Assessment Connecting to Algebra provides teachers with the assessment tools needed to inform instruction and document student progress. Formative Assessments  Checkpoints Connecting to Algebra includes assessment tools such as ACE assignments, Mathematical Reflections, and Unit Reviews give teachers and students an opportunity to check student understanding at key points in the unit. Checkpoints help students solidify their understanding, determine the areas that need further attention, and help teachers make instructional decisions. Summative Assessments The Assessment Resources provide support for assessing student progress. It includes quizzes, multiplechoice items, selfassessments, and unit tests. These assessments provide teachers with a broad view of student knowledge both during a unit and at the end of a unit. ExamView Test Generator Technology, such as the ExamView CDROM, allows teachers to create customized assessment, with all test items correlated to the California Algebra Readiness or Foundational s California s Review and Preparation Workbook This resource contains review lessons and multiplechoice practice items for each of the California Math Content s, providing regular assessment and monitoring of standards mastery.
3 4. Universal Access Connecting to Algebra provides complete support for meeting the needs of every student in the classroom. The Connecting to Algebra Implementation Guide provides comprehensive and detailed professional development for meeting the needs of English Learners, Special Needs Students, and Gifted Students. The Connecting to Algebra Special Needs Handbook provides suggestions for adapting instruction and modifying instruction. It also includes readytouse blackline masters for supporting Special Needs students. Daily support is provided in each Connecting to Algebra Teacher s Guide for adapting instruction and modifying homework assignments. 5. Instructional Planning and Support Connecting to Algebra provides complete support for teachers to plan effective instruction. The principal teacher planning tool is the Teacher s Guide for each unit. The features and organization of the Teacher s Guide are described below. Unit Introduction Teachers can use the material in the Unit Introduction to prepare for teaching the unit. The following features are included in this section: o Unit Introduction  Goals of the Unit, Developing Students Mathematical Habits o The Mathematics in the Unit Overview, Summary of the Investigations, and Mathematical Background (A detailed description designed to assist teachers in understanding the content) o Planning for the Unit  Pacing Suggestions and Materials, Vocabulary o Program Resources o Assessment Summary o Launching the Unit Using the Unit Opener, Using the Mathematical Highlights, Introducing the Unit Project Teaching Notes Detailed teaching notes included for every problem provide support for direct, standardsbased instruction. Included are: o Specific Mathematical and ProblemSolving Goals o Detailed Teaching Notes Includes problembyproblem discussions with examples of the instructional role of the teacher, as well as sample student responses to questions. Provides detailed support for instruction, with a systematic approach for teachers. o Check for Understanding The summary section ends with questions for the teacher to use to check students understanding o Lesson At a Glance A onepage lesson guide for each problem is provided.
4 In addition to the Teacher s Guide for each unit, there are several resources that are designed to assist teachers. o Teaching Transparencies support problems from the student book. o Parent Materials for Connecting to Algebra include a parent letter for each unit with the goals of the unit and examples of worked out problems, as well as a website for parents to help with homework for each unit o Special Needs Handbook for teachers includes suggestions for adapting instruction, exercises, and assessments o Assessment Resources include blackline masters quizzes, tests, multiplechoice items, and selfassessments o Additional Practice and Skills Workbook for each grade level provides practice exercises for each investigation as well as additional skills practice to reinforce student learning o TeacherExpress CDROM includes lesson planning software, the Teacher s Guide pages and all the teaching resources o ExamView Test Generator includes all the items from the Assessment Resources and the Additional Practice and Skills Workbook in both English and Spanish. Items can be edited electronically and saved. Many items are dynamic and can be used to create multiple versions of practice sheets. o Companion Website grants instant access to a wealth of resources to support learning including online homework help, multiplechoice practice, Active Math Online, Vocabulary Quizzes, and California s Tutorials.
5 Program Title: California Grade Grade Level(s): Grade 6 STANDARDS MAP for a Basic GradeLevel Program Grade 6 Mathematics Language NUMBER SENSE 1.0 Students compare and order positive and negative fractions, decimals, and mixed numbers. Students solve problems involving fractions, ratios, proportions, and percentages: 1.1 Compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line. 1.2 Interpret and use ratios in different contexts (e.g., batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b). 1.3 Use proportions to solve problems (e.g., determine the value of N if 4/7 = N/ 21, find the length of a side of a polygon similar to a known polygon). Use crossmultiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse. 1.4 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. Publisher SE/TE: 7881, 8991, 9396, 134, , , , , SE/TE: 7881, 86, 8991, SE/TE: , , SE/TE: , 207, , , , , SE/TE: , , , , 263, SE/TE: 242, 512 SE/TE: 85, 92, 493, 494, 512 SE/TE: , 201, 498, 499 SE/TE: , SE/TE: 262, 309, , , Students calculate and solve problems SE/TE: 3034, SE/TE: 17, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 1
6 Program Title: California Grade Grade Level(s): Grade 6 Language involving addition, subtraction, multiplication, and division: 2.1 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. 2.2 Explain the meaning of multiplication and division of positive fractions and perform the calculations (e.g., 5/8 15/16 = 5/8 x 16/15 = 2/3). 2.3 Solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations, that use positive and negative integers and combinations of these operations. 2.4 Determine the least common multiple and the greatest common divisor of whole numbers; use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). ALGEBRA AND FUNCTIONS 1.0 Students write verbal expressions and sentences as algebraic expressions and equations; they evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results: 1.1 Write and solve onestep linear equations in one variable. Publisher 3639, , , , , 134 SE/TE: , , , 128, SE/TE: 121, , 128, SE/TE: 3034, 3639, 4043, 152, 153 SE/TE: 66, 6870, 7273, 7576, , SE/TE: , , , , , , SE/TE: , , , , , 121, 128, , 524 SE/TE: 111, , , 128, SE/TE: 494, 495 SE/TE: 35, 375, , , 494, 495 SE/TE: 67, 71, 93, 494 SE/TE: , 381, , SE/TE: 164, 175, , 182, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 2
7 Program Title: California Grade Grade Level(s): Grade 6 Language 1.2 Write and evaluate an algebraic expression for a given situation, using up to three variables. 1.3 Apply algebraic order of operations and the commutative, associative, and distributive properties to evaluate expressions; and justify each step in the process. 1.4 Solve problems manually by using the correct order of operations or by using a scientific calculator. 2.0 Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions: 2.1 Convert one unit of measurement to another (e.g., from feet to miles, from centimeters to inches). 2.2 Demonstrate an understanding that rate is a measure of one quantity per unit value of another quantity. 2.3 Solve problems involving rates, average speed, distance, and time. 3.0 Students investigate geometric patterns and describe them algebraically: 3.1 Use variables in expressions describing geometric quantities (e.g., P = 2w + 2l, A = 1/2bh, C = (pi)d the formulas for the perimeter of a rectangle, the area of a triangle, and the circumference of a circle, respectively). 3.2 Express in symbolic form simple relationships arising from geometry. MEASUREMENT AND GEOMETRY 1.0 Students deepen their understanding of the measurement of plane and solid shapes and Publisher SE/TE: 134, 150, SE/TE: 910, 13, 15, 4043, SE/TE: 4043, 6163, 64 SE/TE: 206, SE/TE: 2124, , 140, 200 SE/TE: , 201, 206 SE/TE: 3739, 171, 206, 207, 381 SE/TE: 373, SE/TE: , , , SE/TE: , SE/TE: , , SE/TE: 134, 381, 496, 497 SE/TE: 44 SE/TE: SE/TE: , 368, 374 SE/TE: , SE/TE: 207, SE/TE: 1819, 173, 175, 368, SE/TE: 328, 333, 377 SE/TE: 336, 350, , SE/TE: , SE/TE: 336, , 502 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 3
8 Program Title: California Grade Grade Level(s): Grade 6 Language use this understanding to solve problems: , , , Understand the concept of a constant such as (pi); know the formulas for the circumference and area of a circle. 1.2 Know common estimates of π (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements. 1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid. 2.0 Students identify and describe the properties of twodimensional figures: 2.1 Identify angles as vertical, adjacent, complementary, or supplementary and provide descriptions of these terms. 2.2 Use the properties of complementary and supplementary angles and the sum of the angles of a triangle to solve problems involving an unknown angle. 2.3 Draw quadrilaterals and triangles from given information about them (e.g., a quadrilateral having equal sides but no right angles, a right isosceles triangle). Publisher SE/TE: 337, , 353 SE/TE: , 353 SE/TE: SE/TE: , , , , , SE/TE: 285, 287, 288 SE/TE: , , SE/TE: 294, , SE/TE: 337 SE/TE: 350, 359, SE/TE: , 504, 505 SE/TE: 304, 315, 502, 503 SE/TE: SE/TE: 294, 304, 502, 503 SE/TE: 315, 391 STATISTICS, DATA ANALYSIS, AND PROBABILITY 1.0 Students compute and analyze statistical SE/TE: 4549, SE/TE: 51, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 4
9 Program Title: California Grade Grade Level(s): Grade 6 Publisher Language measurements for data sets: 50, , Compute the range, mean, median, and mode of data sets. 1.2 Understand how additional data added to data sets may affect these computations. 1.3 Understand how the inclusion or exclusion of outliers affects these computations. 1.4 Know why a specific measure of central tendency (mean, median) provides the most useful information in a given context. 2.0 Students use data samples of a population and describe the characteristics and limitations of the samples: 2.1 Compare different samples of a population with the data from the entire population and identify a situation in which it makes sense to use a sample. 2.2 Identify different ways of selecting a sample (e.g., convenience sampling, responses to a survey, random sampling) and which method makes a sample more representative for a population. 2.3 Analyze data displays and explain why the way in which the question was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached. 2.4 Identify data that represent sampling errors and explain why the sample (and the display) might be biased. SE/TE: 4549, 432 SE/TE: 50, 435 SE/TE: 45, 47, 50 SE/TE: 50, , 433, 435 SE/TE: SE/TE: 418, SE/TE: SE/TE: , 415, , 423, , SE/TE: SE/TE: 50, 51, SE/TE: 434 SE/TE: 432 SE/TE: 432 SE/TE: , 434, SE/TE: 508, 509 SE/TE: 309, , 410, 437, 508, 509 SE/TE: California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 5
10 Program Title: California Grade Grade Level(s): Grade 6 Language 2.5 Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims. 3.0 Students determine theoretical and experimental probabilities and use these to make predictions about events: 3.1 Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome. 3.2 Use data to estimate the probability of future events (e.g., batting averages or number of accidents per mile driven). 3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1 P is the probability of an event not occurring. 3.4 Understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another, in independent trials, is the product of the two probabilities. 3.5 Understand the difference between independent and dependent events. Publisher SE/TE: , SE/TE: , , , SE/TE: , 465 SE/TE: , 461, SE/TE: , , , SE/TE: 463, , SE/TE: 462, SE/TE: 427, 431, 437 SE/TE: 451, , SE/TE: 462, 467, 475, 510, 511 SE/TE: 210, 475 SE/TE: , 462, SE/TE: 462, 510, 511 SE/TE: 510, 511 MATHEMATICAL REASONING 1.0 Students make decisions about how to approach problems: (Grade 6, AF 2.1) SE/TE: 2223; (Grade 6, NS 2.2) SE/TE: 131; SE: CA40 CA49 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 6
11 Program Title: California Grade Grade Level(s): Grade 6 Language 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. Publisher (Grade 6, MG 2.2) SE/TE: 286; (Grade 6, SDAP 3.4) SE/TE: 465 (Grade 6, NS 2.0) SE/TE: 17; (Grade 6, NS 2.3) SE/TE: 35; (Grade 6, AF 2.2) SE/TE: 201; (Grade 6, MG 2.2) SE/TE: 286; (Grade 6, AF 3.0) SE/TE: ; (Grade 6, SDAP 2.3) SE/TE: 415; (Grade 6, SDAP 3.3) SE/TE: (Grade 6, AF 2.0) SE/TE: 215; (Grade 6, MG 2.3) SE/TE: 289; (Grade 6, MG 1.1) SE/TE: 337; (Grade 6, SE: CA40 CA49 (Grade 6, NS 2.4) SE/TE: 65; (Grade 6, NS 2.4) SE/TE: 71 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 7
12 Program Title: California Grade Grade Level(s): Grade 6 Language 1.3 Determine when and how to break a problem into simpler parts. 2.0 Students use strategies, skills, and concepts in finding solutions: Publisher MG 3.0) SE/TE: 373 (Grade 6, NS 1.4) SE/TE: 244; (Grade 6, NS 1.4) SE/TE: 263; (Grade 6, NS 2.7) SE/TE: 41; (Grade 6, NS 2.7) SE/TE: ; (Grade 6, MG 2.2) SE/TE: 301; (Grade 6, AF 1.3) SE/TE: 336; (Grade 6, SDAP 3.4) SE/TE: 465 (Grade 6, AF 1.3) SE/TE: 41; (Grade 6, NS 2.2) SE/TE: ; (Grade 6, NS 1.3) SE/TE: 217; (Grade 6, NS 1.4) SE/TE: ; (Grade 6, MG 2.2) SE/TE: SE: CA47 SE: CA40 CA49 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 8
13 Program Title: California Grade Grade Level(s): Grade 6 Language 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. Publisher ; (Grade 6, AF 1.0) SE/TE: 386; (Grade 6, SDAP 3.4) SE/TE: (Grade 6, AF 2.3) SE/TE: 18; (Grade 6, NS 2.1) SE/TE: ; (Grade 6, AF 1.4) SE/TE: 180; (Grade 6, NS 2.2) SE/TE: 123; (Grade 6, NS 1.0) SE/TE: 239 (Grade 6, AF 152; (Grade 6, NS 1.4) SE/TE: 262 (Grade 6, AF 2.0) SE/TE: 206; (Grade 6, AF 2.0) SE/TE: 370 (Grade 6, NS 2.1) SE/TE: 112; (Grade 6, MG 1.3) SE/TE: (Grade 6, NS 2.2) SE/TE: ; (Grade 6, AF 3.1) SE/TE: 336; (Grade 6, SDAP 3.2) SE/TE: 461 (Grade 6, NS 1.3) SE/TE: 214; (Grade 6, AF 1.0) SE/TE: 380 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 9
14 Program Title: California Grade Grade Level(s): Grade 6 Publisher Language Use a variety of methods, such as words, (Grade 6, AF SE: CA40 numbers, symbols, charts, graphs, tables, 2.3) SE/TE: CA49 diagrams, and models, to explain mathematical 18; (Grade 6, reasoning. NS 2.1) SE/TE: 111; (Grade 6, NS 2.2) SE/TE: 121; (Grade 6, AF 1.1) SE/TE: ; (Grade 6, NS 1.4) SE/TE: 313; (Grade 6, AF 1.1) SE/TE: Express the solution clearly and logically by (Grade 6, NS SE: CA40 using the appropriate mathematical notation and 1.3) SE/TE: CA49 terms and clear language; support solutions with ; evidence in both verbal and symbolic work. (Grade 6, MG 2.2) SE/TE: ; (Grade 6, MG 1.0) SE/TE: 349; (Grade 6, SDAP 1.4) SE/TE: ; (Grade 6, SDAP 3.2) SE/TE: Indicate the relative advantages of exact and (Grade 6, AF (Grade 6, MG California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 10
15 Program Title: California Grade Grade Level(s): Grade 6 Language approximate solutions to problems and give answers to a specified degree of accuracy. 2.7 Make precise calculations and check the validity of the results from the context of the problem. 3.0 Students move beyond a particular problem by generalizing to other situations: Publisher 1.1) SE/TE: 164; (Grade 6, MG 1.2) SE/TE: 339; (Grade 6, MG ; (Grade 6, MG 353; (Grade 6, MG 1.2) SE/TE: (Grade 6, AF 2.3) SE/TE: 171; (Grade 6, AF 1.1) SE/TE: 175; (Grade 6, NS 1.0) SE/TE: 242 (Grade 6, AF 1.1) SE/TE: ; (Grade 6, NS 1.4) SE/TE: ; (Grade 6, AF 1.0) SE/TE: ; (Grade 6, SDAP 2.3) SE/TE: SE: CA40 CA49 (Grade 6, NS 1.4) SE/TE: 261 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 11
16 Program Title: California Grade Grade Level(s): Grade 6 Language 3.1 Evaluate the reasonableness of the solution in the context of the original situation. 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 in new problem situations. Publisher 431 (Grade 6, AF 1.1) SE/TE: 175; (Grade 6, NS 1.0) SE/TE: 242; (Grade 6, AF 2.3) SE/TE: 171 (Grade 6, NS 2.4) SE/TE: 7273; (Grade 6, AF 1.1) SE/TE: ; (Grade 6, SDAP 3.4) SE/TE: (Grade 6, NS 1.1) SE/TE: 8285; (Grade 6, AF 1.1) SE/TE: ; (Grade 6, NS 1.3) SE/TE: ; (Grade 6, MG 2.2) SE/TE: ; (Grade 6, MG 1.3) SE/TE: ; (Grade 6, (Grade 6, NS 1.4) SE/TE: ; (Grade 6, AF 3.0) SE/TE: 374 (Grade 6, NS 1.4) SE/TE: ; (Grade 6, MG 1.0) SE/TE: SE: CA42 CA49 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 12
17 Program Title: California Grade Grade Level(s): Grade 6 Appendix Language Publisher SDAP 1.4) SE/TE: California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 13
18 Program Title: California PreAlgebra 2009 Grade Level(s): 7 STANDARDS MAP for a Basic GradeLevel Program Grade 7 Mathematics Language NUMBER SENSE 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 wholenumber powers. Publisher SE/TE: 2428, 3034, 4449, , , , 197, , , , , , , , , , , , , 259, 267, , 315, SE/TE: 126, 198, , 232, 325 SE/TE: 2428, 3034, 4449, , , , , , , , , , SE/TE: 812, 57, , , , 236, 257, , , , 662, , 680, 682, 683, 685, 687, 688, 689, 690, 691, 692, 693, 696, 697, 698 SE/TE: 662, 680, 685, 698 SE/TE: 812, 57, , , , 236, 257, , , , , 682, 683, 687, 688, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 1
19 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 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. Publisher , 690, 691, 692, 693, 696, 697 SE/TE: , 259, 267, , 315 SE/TE: 197, SE/TE: , SE/TE: 597, 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. 1.7 Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound interest. 2.0 Students use exponents, powers, and roots and use exponents in working with fractions: 2.1 Understand negative wholenumber exponents. Multiply and divide expressions involving exponents with a common base. 2.2 Add and subtract fractions by using factoring to find common denominators. 2.3 Multiply, divide, and simplify rational numbers by using exponent rules. SE/TE: , SE/TE: , SE/TE: , SE/TE: , , , , , SE/TE: , SE/TE: SE/TE: , , SE/TE: 197, 276, 664, 676 SE/TE: 337, SE/TE: , 324, 362, SE/TE: 213, , , , 578, , 593, , SE/TE: 213, SE/TE: , , SE/TE: , California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 2
20 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 2.4 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. 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). Publisher SE/TE: , SE/TE: , 578, , 593, SE/TE: SE/TE: 2526, 29, SE/TE: 57, 1517, 6872, 7377, 8284, , , , , , , , 408, , SE/TE: 57, 1517, 8284, , , , SE/TE: 811, 79, 8081, 8485, 9192, 94, 9697, , 111, , , 258, , , , 362, , 398, , 411 SE/TE: 9192, 94, 9697, , 111, , 258, , , 362, , 411, 416, Use the correct order of operations to evaluate SE/TE: 1417, SE/TE: 811, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 3
21 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language algebraic expressions such as 3(2x + 5) , SE/TE: 24, 57, 6872, 7377, 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. 2.0 Students interpret and evaluate expressions involving integer powers and simple roots: 2.1 Interpret positive wholenumber 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. Publisher SE/TE: 45, 50, 7879, 8283, 102, SE/TE: , , 408 SE/TE: , , , , 590 SE/TE: , , , SE/TE: , , , 590 SE/TE: , 398, , , SE/TE: , SE/TE: 79, 8892, 9497, , SE/TE: 67, 8081, 8485, 176 SE/TE: 398, , 416, 421 SE/TE: 177, SE/TE: 177, SE/TE: SE/TE: 402, 405, , , SE/TE: , California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 4
22 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language Publisher 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. 4.0 Students solve simple linear equations and inequalities over the rational numbers: 4.1 Solve twostep 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. MEASUREMENT AND GEOMETRY 1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems to solve problems: SE/TE: 592 SE/TE: 595 SE/TE: , SE/TE: 398, 400, SE/TE: , , SE/TE: , , SE/TE: , , , , 409 SE/TE: , 247, , 251, , SE/TE: 398, 405, 407 SE/TE: 402, SE/TE: , , SE/TE: , , SE/TE: , 333, SE/TE: 161, , 252, , California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 5
23 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 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. Publisher SE/TE: , , 251, , SE/TE: , SE/TE: 161, 252, , SE/TE: 300, Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., persondays) 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 twodimensional figures and the surface area and volume of basic threedimensional figures, including rectangles, parallelograms, trapezoids, squares, triangles, circles, prisms, and cylinders. SE/TE: 248, SE/TE: , 465, , , , , , 536, , 543, SE/TE: , 465, , , , , , 543 SE/TE: , , , 536 SE/TE: 250, 251, 326, 328 SE/TE: 141, , , 367, 369, , , 504, , 512, 533, , , 585, SE/TE: 141, 367, 369, , , 504, , 533, , , 585 SE/TE: 512, 538, Estimate and compute the area of more complex or irregular two and threedimensional figures by breaking the figures down into more basic geometric objects. 2.3 Compute the length of the perimeter, the surface SE/TE: 525 SE/TE: 674 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 6
24 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 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, midpoints, 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 Publisher 526, 539, SE/TE: , SE/TE: 5256, 436, 453, , , 463, , 469, 476, 483, 518, , , , , SE/TE: 436, 453, , , 469, SE/TE: 5256, 476, 483, SE/TE: , , 675 SE/TE: , SE/TE: , , 453, , , 486, 488, 501, , , 585, , , SE/TE: , , 453, 501, SE/TE: , , , , SE/TE: 585, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 7
25 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language lengths of other line segments and, in some situations, empirically verify the Pythagorean theorem by direct measurement. 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 twodimensional patterns for threedimensional models, such as cylinders, prisms, and cones. Publisher 579 SE/TE: , 463 SE/TE: 518, SE/TE: 476, 478, 483, 484, 486, 488 SE/TE: , Identify elements of threedimensional 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). 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 stemandleaf plot or boxandwhisker 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 SE/TE: , 442, , 524 SE/TE: , 611, , 616, , , , , 639 SE/TE: 611, , 616, , , , SE/TE: , , 639 SE/TE: , , SE/TE: 51, 136, 187, , , 615, 627, 634, SE/TE: 51, 136, 187, , 627, 634 SE/TE: 634, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 8
26 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 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. MATHEMATICAL REASONING 1.0 Students make decisions about how to approach problems: Publisher SE/TE: , ; (Grade 7, SE/TE: 4043; ; 2.1) SE/TE: 177; (Grade 7, MG 2.1) SE/TE: 504; 1.4) SE/TE: ; 4.1) SE/TE: ; ; 4.2) SE/TE: ; (Grade 7, MG SE/TE: , 615, ; (Grade 7, AF 1.4) SE/TE: ; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, MG 3.1) SE/TE: ; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, SDAP 1.1) SE/TE: 172; (Grade 7, MG 2.1) SE/TE: 10; (Grade 7, MG 2.2) SE/TE: ; (Grade 7, MG 2.2) SE/TE: 536, 538 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 9
27 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or problem posed. Publisher 3.1) SE/TE: ; (Grade 7, SE/TE: 4043; ; 2.1) SE/TE: 177; (Grade 7, MG 2.1) SE/TE: 504; 1.4) SE/TE: ; 4.1) SE/TE: ) SE/TE: 29; (Grade 7, SE/TE: 3539; ; 2.1) SE/TE: 177; (Grade 7, 101; (Grade 7, AF 1.4) SE/TE: ; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, MG 3.1) SE/TE: ; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, SDAP 1.1) SE/TE: ; (Grade 7, SE/TE: ; (Grade 7, MG 3.6) SE/TE: 442; (Grade 7, MG 2.1) SE/TE: 543; (Grade 7, SDAP 1.2) California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 10
28 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 1.3 Determine when and how to break a problem into simpler parts. 2.0 Students use strategies, skills, and concepts in finding solutions: Publisher SE/TE: 204 SE/TE: (Grade 7, MG 2.1) SE/TE: ; 10; (Grade 7, MG 2.2) 4.2) SE/TE: SE/TE: ; 516; (Grade 7, (Grade 7, MG MG 2.2) 3.1) SE/TE: SE/TE: 536, ; (Grade 7, SE/TE: ; (Grade 7, SE/TE: 236; 2.1) SE/TE: 201; (Grade 7, NS 2.1) SE/TE: 205; 1.3) SE/TE: 267; (Grade 7, NS 2.4) SE/TE: 578; (Grade 7, MG 2.1) SE/TE: 585; (Grade 7, AF 3.3) 136; (Grade 7, SE/TE: 308; 359; (Grade 7, SE/TE: ; (Grade 7, AF 4.2) SE/TE: 333; 4.1) SE/TE: ; (Grade 7, MG 3.1) SE/TE: 453; (Grade 7, MG 2.1) SE/TE: ; (Grade 7, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 11
29 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Publisher Language SE/TE: 394; SDAP 1.1) SE/TE: 51; 3.1) SE/TE: ; 3.3) SE/TE: (Grade 7, 396; (Grade 7, SDAP 1.2) SDAP 1.1) SE/TE: 628; SE/TE: 614 (Grade 7, 615; (Grade 7, SDAP 1.2) SDAP 1.2) SE/TE: 634; SE/TE: 639; (Grade 7, SDAP 1.2) 1.1) SE/TE: SE/TE: ; (Grade 7, 638; 1.2) AF 1.3) SE/TE: 4045; SE/TE: 57; 101; (Grade 7, 3539; (Grade MG 2.4) 7, AF 2.1) SE/TE: 505 SE/TE: 177; Use estimation to verify the reasonableness of calculated results. 128; (Grade 7, 136; (Grade 7, SE/TE: 130 SE/TE: 308; 134; (Grade 7, SE/TE: Apply strategies and results from simpler California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 12
30 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language problems to more complex problems. 2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and algebraic techniques. 2.4 Make and test conjectures by using both inductive and deductive reasoning. Publisher 2.1) SE/TE: 201; (Grade 7, NS 2.1) SE/TE: 205; 1.3) SE/TE: 267; (Grade 7, NS 2.4) SE/TE: 578; (Grade 7, MG 2.1) SE/TE: ) SE/TE: 394; (Grade 7, AF 3.1) SE/TE: ; (Grade 7, SDAP 1.2) SE/TE: 628; (Grade 7, SDAP 1.2) SE/TE: 634; (Grade 7, SDAP 1.2) SE/TE: ) SE/TE: 57; (Grade 7, SE/TE: 3539; ; 4.2) SE/TE: 333; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, MG 3.1) SE/TE: 453; (Grade 7, MG 2.1) SE/TE: (Grade 7, SDAP 1.1) SE/TE: 51; 3.3) SE/TE: 396; (Grade 7, SDAP 1.1) SE/TE: ; (Grade 7, SDAP 1.2) SE/TE: ) SE/TE: 15; (Grade 7, SE/TE: 4045; California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 13
31 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. 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. Publisher 2.1) SE/TE: 177; (Grade 7, SE/TE: ) SE/TE: 1821; (Grade 7, SE/TE: 2429; 3033; (Grade 7, MG 1.1) SE/TE: ; (Grade 7, AF 4.2) SE/TE: ; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, MG 3.1) SE/TE: ) SE/TE: 57; (Grade 7, AF 1.3) SE/TE: 6872; 1.1) SE/TE: 101; (Grade 7, MG 2.4) SE/TE: ; (Grade 7, SE/TE: 3639; 44; (Grade 7, AF 1.3) SE/TE: 7376; (Grade 7, SDAP 1.1) SE/TE: 187; AND MG 3.1) SE/TE: 37; (Grade 7, NS 2.1) SE/TE: ; (Grade 7, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 14
32 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 2.8 Make precise calculations and check the validity of the results from the context of the problem. Publisher ; 4.1) SE/TE: ; (Grade 7, MG 3.4) SE/TE: ; (Grade 7, SDAP 1.3) SE/TE: ; (Grade 7, SDAP 1.3) SE/TE: ; ; ; (Grade 7, MG 1.1) SE/TE: ; (Grade 7, SE/TE: 132; 1.2 AND MG 1.1) SE/TE: MG 3.2) SE/TE: ; (Grade 7, SE/TE: 9495; 9899; (Grade California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 15
33 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other situations: Publisher 161; (Grade 7, AF 4.1) SE/TE: 364; 3.3) SE/TE: 408; (Grade 7, MG 1.3) SE/TE: ; (Grade 7, SE/TE: 132; 1.2 AND MG 1.1) SE/TE: 161; (Grade 7, AF 4.1) SE/TE: 364; 3.3) SE/TE: 408; (Grade 7, MG 1.3) SE/TE: 251; 1.3) SE/TE: 57; (Grade 7, MG 2.1) SE/TE: 141; (Grade 7, MG 1.3) SE/TE: 251; (Grade 7, NS 1.7) 7, MG 1.1) SE/TE: ; (Grade 7, AF 1.1) SE/TE: ; (Grade 7, SE/TE: 9495; 9899; (Grade 7, MG 1.1) SE/TE: ; (Grade 7, AF 1.1) SE/TE: 422; 13; (Grade 7, SE/TE: 192; 4.1) SE/TE: 359; (Grade 7, F 4.2) SE/TE: 409; (Grade 7, AF 4.2) SE/TE: 333; California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 16
34 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 3.1 Evaluate the reasonableness of the solution in the context of the original situation. 3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. Publisher SE/TE: 321; 2.4) SE/TE: 578; (Grade 7, SE/TE: 9899; (Grade 7, MG 3.6) SE/TE: 442; (Grade 7, MG 2.1) SE/TE: ; (Grade 7, SE/TE: 132; 1.2 AND MG 1.1) SE/TE: 161; (Grade 7, AF 4.1) SE/TE: 364; 3.3) SE/TE: 408; (Grade 7, MG 1.3) SE/TE: ) SE/TE: 57; (Grade 7, MG 2.1) SE/TE: 141; (Grade 7, MG 4.1) SE/TE: 359; (Grade 7, AF 4.1) SE/TE: ; (Grade 7, SE/TE: 9495; 9899; (Grade 7, MG 1.1) SE/TE: ; (Grade 7, AF 1.1) SE/TE: ; (Grade 7, SE/TE: 192; California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 17
35 Program Title: California PreAlgebra 2009 Grade Level(s): 7 Language 3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem situations. Appendix Publisher 1.3) SE/TE: 251; (Grade 7, NS 1.7) SE/TE: 321; 2.4) SE/TE: ; (Grade 7, MG 3.6) SE/TE: 442; (Grade 7, MG 2.1) SE/TE: ) SE/TE: 359; (Grade 7, F 4.2) SE/TE: ) SE/TE: 333; (Grade 7, AF 4.1) SE/TE: 359; 4.1) SE/TE: California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 18
36 Program Title: California Algebra Grade Level(s): 8 STANDARDS MAP for a Basic GradeLevel Program Grade Eight Mathematics (Algebra I) Language 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: 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. Publisher SE/TE: 1722, 2430, 3236, 3744, 4550, 5256, 57, 75 SE/TE: 1921, 2430, 3236, 3744, 4550, SE/TE: 2023, 4044, 7881, , , , , 358, , , 492, SE/TE: SE/TE: 915, SE/TE: SE/TE: 2630, 3236, , , , , 513 SE/TE: 2023, Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x5) + 4(x2) = Students solve multistep problems, including word problems, involving linear equations and SE/TE: 7681, 8688, SE/TE: 6974, 7682, 83, 84 SE/TE: 4650, , SE/TE: 9091, California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 1
37 Program Title: California Algebra Grade Level(s): 8 Language 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 pointslope formula. 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. 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 secondand simple thirddegree polynomials. These techniques include finding a common Publisher 89, 9398, 99, , , , , SE/TE: , , , 253, 255, 257, SE/TE: , , 265 SE/TE: SE/TE: , , , 301, SE/TE: 4650, , , , , , 380, , 387, , SE/TE: , 394, , , SE/TE: , , SE/TE: , , 258 SE/TE: SE/TE: SE/TE: , 556 SE/TE: , 416, 595 California Department of Education Basic GradeLevel Program s Map SBE Approved November 2006 Page 2
McDougal Littell California:
McDougal Littell California: PreAlgebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California PreAlgebra Components: Pupil Edition (PE), Teacher s Edition (TE),
More informationUnit 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 informationUtah 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 informationWhole Numbers and Integers (44 topics, no due date)
Course Name: PreAlgebra into Algebra Summer Hwk Course Code: GHMKUKPMR9 ALEKS Course: PreAlgebra Instructor: Ms. Rhame Course Dates: Begin: 05/30/2015 End: 12/31/2015 Course Content: 302 topics Whole
More informationCourse: Math 7. engage in problem solving, communicating, reasoning, connecting, and representing
Course: Math 7 Decimals and Integers 11 Estimation Strategies. Estimate by rounding, frontend estimation, and compatible numbers. Prentice Hall Textbook  Course 2 7.M.0 ~ Measurement Strand ~ Students
More informationNEW 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 informationAnswer 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 informationScope & 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 informationAlgebra 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 informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 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 informationKEANSBURG 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. 447) Surveys and
More informationMath Content
20122013 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 informationAssessment Anchors and Eligible Content
M07.AN The Number System M07.AN.1 M07.AN.1.1 DESCRIPTOR Assessment Anchors and Eligible Content Aligned to the Grade 7 Pennsylvania Core Standards Reporting Category Apply and extend previous understandings
More informationMiddle Grades Mathematics 5 9
Middle Grades Mathematics 5 9 Section 25 1 Knowledge of mathematics through problem solving 1. Identify appropriate mathematical problems from realworld situations. 2. Apply problemsolving strategies
More informationof surface, 569571, 576577, 578581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433
Absolute Value and arithmetic, 730733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property
More informationMATHEMATICS 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 informationGreater 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 informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationPreAlgebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio PreAlgebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationMath 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 informationCAMI 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 informationMath Foundations IIB Grade Levels 912
Math Foundations IIB Grade Levels 912 Math Foundations IIB introduces students to the following concepts: integers coordinate graphing ratio and proportion multistep equations and inequalities points,
More informationPrentice Hall Mathematics, Algebra 1 2009
Prentice Hall Mathematics, Algebra 1 2009 Grades 912 C O R R E L A T E D T O Grades 912 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationMath 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 informationCurrent 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 threedimensional shapes by demonstrating an understanding of:
More informationLesson List
20162017 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 informationPrentice Hall Mathematics Algebra 1 2004 Correlated to: Alabama Course of Study: Mathematics (Grades 912)
Alabama Course of Study: Mathematics (Grades 912) NUMBER AND OPERATIONS 1. Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots,
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards Mathematics Grades 68 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands
More informationPrentice 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 informationCommon 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 informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationNumber 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 informationCAMI 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 informationCalifornia 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 informationFunctional 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 informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More informationCampbellsport School District Understanding by Design (UbD) Template
Campbellsport School District Understanding by Design (UbD) Template Class Curriculum/Content Area: Math Course Length: 1 year Course Title: 6 th Grade Math Date last reviewed: April 24, 2015 Prerequisites:
More informationWelcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade)
Welcome to Math 7 Accelerated Courses (Preparation for Algebra in 8 th grade) Teacher: School Phone: Email: Kim Schnakenberg 402443 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application
More informationMATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education)
MATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,
More informationNew 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 informationGRADES 7, 8, AND 9 BIG IDEAS
Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for
More informationUnderstanding 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 informationPrentice 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 informationHigher 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 informationUnit 1: Integers and Fractions
Unit 1: Integers and Fractions No Calculators!!! Order Pages (All in CC7 Vol. 1) 31 Integers & Absolute Value 191194, 203206, 195198, 207210 32 Add Integers 33 Subtract Integers 215222 34 Multiply
More information8 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 informationALGEBRA 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 informationFlorida 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 informationGRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1
Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS Expressions & Equations What are the 7.EE properties of Use properties of operations? operations to generate equivalent expressions.
More informationMathematics Standards
1 Table of Contents Mathematics Standards Subject Pages Algebra 12 24 Algebra 34 56 AP Calculus AB and BC Standards 7 AP Statistics Standards 8 Consumer Math 9 Geometry 12 1011 Honors Differential
More informationChapter 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 informationPrentice 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, 20092010 Implementation, Algebra I Tennessee Mathematics Standards 20092010 Implementation Algebra I 3102
More informationCurriculum Map by Block Geometry Mapping for Math Block Testing 20072008. August 20 to August 24 Review concepts from previous grades.
Curriculum Map by Geometry Mapping for Math Testing 20072008 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 informationCOGNITIVE 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 informationYear 8  Maths Autumn Term
Year 8  Maths Autumn Term Whole Numbers and Decimals Order, add and subtract negative numbers. Recognise and use multiples and factors. Use divisibility tests. Recognise prime numbers. Find square numbers
More informationPrentice Hall Algebra 2 2011 Correlated to: Colorado P12 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 informationAlgebra 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 informationCommon 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 informationStudents 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 informationPrentice 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 informationIllinois 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 informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationascending order decimal denominator descending order Numbers listed from largest to smallest equivalent fraction greater than or equal to SOL 7.
SOL 7.1 ascending order Numbers listed in order from smallest to largest decimal The numbers in the base 10 number system, having one or more places to the right of a decimal point denominator The bottom
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationGrade 7 Math Course Lesson Plan: 34 weeks
Grade 7 Math Course Lesson Plan: 34 weeks Welcome to Thinkwell s 7th Grade Math! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson plan is meant to be a guide
More informationMAT 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 informationWORK SCHEDULE: MATHEMATICS 2007
, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check
More informationAlgebra 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 informationALGEBRA 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 informationPreAlgebra 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 informationSIXTH GRADE MATH. Quarter 1
Quarter 1 SIXTH GRADE MATH Numeration  Place value  Comparing and ordering whole numbers  Place value of exponents  place value of decimals  multiplication and division by 10, 100, 1,000  comparing
More informationBig 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 informationOverview of PreK6 GradeLevel Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
Overview of 6 GradeLevel Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in
More informationNumber and Numeracy SE/TE: 43, 49, 140145, 367369, 457, 459, 479
Ohio Proficiency Test for Mathematics, New Graduation Test, (Grade 10) Mathematics Competencies Competency in mathematics includes understanding of mathematical concepts, facility with mathematical skills,
More informationQuick Reference ebook
This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed
More informationCARMEL CLAY SCHOOLS MATHEMATICS CURRICULUM
GRADE 4 Standard 1 Number Sense Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers 1 and decimals relate to simple fractions. 4.1.1 Read and write
More information100 Math Facts 6 th Grade
100 Math Facts 6 th Grade Name 1. SUM: What is the answer to an addition problem called? (N. 2.1) 2. DIFFERENCE: What is the answer to a subtraction problem called? (N. 2.1) 3. PRODUCT: What is the answer
More informationMATH 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 noncourse based remediation in developmental mathematics. This structure will
More informationArchdiocese 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 informationRIT 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 informationOverview 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 information10 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 informationPythagorean 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 informationwith 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 informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationMATH 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 informationLAKE ELSINORE UNIFIED SCHOOL DISTRICT
LAKE ELSINORE UNIFIED SCHOOL DISTRICT Title: PLATO Algebra 1Semester 2 Grade Level: 1012 Department: Mathematics Credit: 5 Prerequisite: Letter grade of F and/or N/C in Algebra 1, Semester 2 Course Description:
More informationMath 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 informationCourse 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 informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationGeometry and Measurement
The student will be able to: Geometry and Measurement 1. Demonstrate an understanding of the principles of geometry and measurement and operations using measurements Use the US system of measurement for
More informationMATH Activities ver3
MATH Activities ver3 This content summary list is for the 201112 school year. Detailed Content Alignment Documents to State & Common Core Standards are posted on www.pendalearning.com NOTE: Penda continues
More informationMyMathLab 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 informationTools 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, 12 Using Variables,
More informationAlgebra I Pacing Guide Days Units Notes 9 Chapter 1 ( , )
Algebra I Pacing Guide Days Units Notes 9 Chapter 1 (1.11.4, 1.61.7) Expressions, Equations and Functions Differentiate between and write expressions, equations and inequalities as well as applying order
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationCoordinate 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 twodimensional coordinate systems to
More information