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


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1 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
2 PROGRAM DESCRIPTION Prentice Hall Algebra 1 California Edition was developed specifically for California, with the primary goal of addressing and mastering the California Mathematics Content s. Algebra 1 is a sbased program that is dedicated to providing the instruction and practice students need in order to master California s high s. It also has as its goal providing the teacher with direct instructional support in teaching the s. 1. CONTENT/ALIGNMENT WITH THE STANDARDS Prentice Hall Algebra 1 is aligned with and addresses 100% of the California s. There are several reference points in the program to help teachers acquaint themselves with the program and the way it assures complete and thorough coverage of the s. The following resources are in the Teacher s Edition: o s at a Glance This chart provides an overview the standards, and how they unfold as the year progresses o Correlations to the s This chart shows the program s thorough coverage of the s and helps teachers with pacing of their course o s Progression and Background This resource is a guide to understanding the standards, including what was taught the previous years and where the standards are leading. o LessonbyLesson s correlations At pointofuse in the Teacher s Edition, this support helps teacher maintain a daily standards focus o Math Background  These sections at the front of each chapter provide teachers with indepth understanding of the mathematics they are teaching. Furthermore, the s are listed at the beginning of each lesson in the Student Edition. This allows teachers to introduce the lesson by noting both the s and the lesson goals, and it also helps students know for which s they are accountable. Mathematical Reasoning Because mathematical reasoning is so essential to the study of mathematics, it is at the core of all lessons and therefore is woven throughout this entire book. Mathematical reasoning is involved in explaining the why of facts and procedures in solving problems, in understanding concepts and formulas, and in justifying steps and conclusions. As lessons unfold, regular opportunities are provided for students to demonstrate mathematical reasoning. There are many opportunities for rich reasoning tasks and these are labeled Critical Thinking, Mathematical Reasoning, Error Analysis, or Writing a Convincing Argument. 2. PROGRAM ORGANIZATION The Student Edition Content Sequence  The student book is organized with the goal of addressing all of the California Mathematics Content s, building concept upon concept, skill upon 1
3 skill in an order that is pedagogically sound. The Table of Contents shows the smooth flow of the book, with prerequisite skills and ideas presented before the more complex topics that depend upon them. Review topics are kept to a minimum. Lesson Organization  Lessons are organized using a directinstruction approach so students know exactly what they will learn and how. From start to end, all lessons do the following: o State the s addressed in the lesson. o Develop a concept fully through clear, stepbystep Examples. o Check understanding along the way. o Provide practice learning a concept through a carefully constructed set of exercises. Homework Help Provided for every lesson are Homework Video Tutors, which are narrated, interactive tutorials that review the major concepts of the lesson. These tutorials can be accessed by students online, from any computer. They provide effective support for students and parents when completing homework. The Teacher s Edition Consistent Organization The Teacher s Edition uses a consistent organization, allowing teachers to efficiently use it. Chapterlevel support pages include Chapterata Glance and Math Background, so teachers are able to get a big picture of what they will be teaching in each chapter. Consistent Instruction  The teaching of the daily lessons utilizes a directinstruction approach. Teacher s Editions provide teachers with all the information they need, in one place. Teaching Ideas show how to teach the concept, including what to say and what to do. Extra Chalkboard Examples help teachers provide additional instruction, when needed. 3. ASSESSMENT Prentice Hall Algebra 1 California Edition provides the assessments needed to inform instruction and assess student progress. EntryLevel Assessment  The EntryLevel Assessments book provides an assessment and diagnostic system to guide teachers in assessing each student s achievement level at the beginning of the school year. It helps determine whether a student should work with the gradelevel materials, with materials for the previous grade level, at a more advanced grade level, or should start at a point later in the course. It will also help identify whether a student might need the transitional materials found in the Prentice Hall Skills Intervention Kit. 2
4 Progress Monitoring  It is through continual monitoring of students work that teachers are able to adjust instruction so students can progress. In the Student Book, Try This exercises appear after the examples. Teachers can use them to check understanding and adjust instruction as needed. Additionally, the California s Review and Preparation Workbook contains review lessons and multiplechoice practice items for each of the California Math Content s, providing regular assessment and monitoring of standards mastery. Summative Evaluations  Summative evaluations measure the progress students have made toward meeting the s. Prentice Hall Algebra 1 has an array of summative evaluation tools, all of which are sbased. The Student Book includes Chapter Assessments and Reviews. Included in the Teaching Resources are Chapter Assessments (five forms per chapter), Cumulative Assessments, and Daily Cumulative Review Masters. Furthermore, the ExamView CDROM, allows teachers to create customized assessment, with all test items correlated to the California Mathematics Content s. 4. UNIVERSAL ACCESS Assessing Readiness Prior to Each Chapter Instructional variation begins in the student book with its system for checking understanding and skill level. The Skills and Concepts You Need page is designed as a review of the prerequisite skills needed before each chapter. Some students may have difficulty, signaling a need for more indepth review and reteaching. The Teacher s Edition refers to earlier lessons in the book, if remediation is needed. Struggling Students and Advanced Learners The structure of the book allows teachers to modify instruction, spending more time on certain concepts for students who need it and accelerating instruction for others. The Assignment Guide is organized into sections, making it easy for teachers to assign homework practice. A multilevel Pacing Options chart, included in the California Lesson Planners Plus, outlines a slower pace for struggling students and an accelerated pace for advanced learners. These pacing options ensure that all students will get complete coverage of the s, with appropriate depth of coverage. English Language Learners While the Reading Math and Writing Math notes in the student book are helpful for all learners, they are designed with English language learners in mind. In addition, look for the notes for preteaching the chapter vocabulary, found in the introductory material for each chapter in the Teacher s Edition. Skills Intervention The Prentice Hall California Skills Intervention Kit is a system of diagnostic and prescriptive materials designed to help students transition into gradelevel materials and get back on track in meeting gradelevel s. It includes a master guide to identify all of the foundation skills necessary for success in meeting the gradelevel s. 3
5 Plus, it includes many different diagnostic instruments that can be used throughout the year to identify areas in need of intervention. 5. INSTRUCTIONAL SUPPORT s at a Glance Seeing the Big Picture In order to be able to guide students through this course, it is helpful for teachers to have a bigpicture vision of the standards. The s at a Glance chart shows which standards are the focal point of each chapter and how the s unfold as the year progresses. Resources in the Teacher s Edition  Prentice Hall Algebra 1 is a complete instructional system with extensive tools for teachers to use to tailor instruction to the needs of their students, to support mastery of the s, and to assess progress. For convenience, all components are referenced in the Teacher s Edition at pointofuse. Teaching Resources These resources provide teachers the necessary components to address all learning and teaching needs. Includes Practice, Reteaching, ProblemSolving, Enrichment, Teacher s Forms and Letters, First Five Minute Transparencies, and Assessment Masters. Lesson Planning  Two lesson planning devices are provided with the program: the Resource Pro CDROM and the California Lesson Planners Plus booklet. Both are made specifically for California and correlate to the Content s. 4
6 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 STANDARDS MAP for a Basic GradeLevel Program Grade Eight Mathematics (Algebra I) Language No. 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. Publisher Primary SE/TE: 5961, 6367, 7173, 77, 78, 8084, 107, 108, 495, , 504, T676 SE/TE: 18, 76, 80, 85, 92, , 124, 138, 146, 147, 179, 182, 186, 192, 193, 208, 212, 233, 244, 569, 597 Supporting Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes 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. SE/TE: 8285, 108, , 472, 473, 482, 483, 485, 494, 525, T685 SE/TE: 145, , T677 SE/TE: SE/TE: 146, 147, 167, 168, 428, 429, 615, 686 s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 1
7 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 Language No. 4.0 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 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. Publisher Primary SE/TE: 12, 13, 2426, 47, 48, 90, 91, 9496, 109, 126, 127, 137 SE/TE: , , , , T675, T678 SE/TE: , , 318, 319, 324, 325, , 347, 348, , 421, 422, T681 SE/TE: 309, 310, 329, 330, 333, 347, 348, 350, 355, 358, 359 SE/TE: 338, 339, 349, 350, 355 SE/TE: 358, 359, , , , , T682T683 Supporting SE/TE: 14, 27, 51, 92, 97, 111, 128, 129, 138, 184 SE/TE: 32, 117, , 161, 162, 190, 191, 208, 234, 295, 377, 383, 384, 423 SE/TE: 312, 316, 317, 321, 322 SE/TE: 311, 331, 332, 335, 336, 337, 360, 531, 614, 682 SE/TE: 340, 341, 683 SE/TE: 360, 361, 365, 366, 371, 372, Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 2
8 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 Language No 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 factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms. Publisher Primary SE/TE: 214, 215, , , , , , T680 SE/TE: , , , , 278, 279, 281, , 299, 300 SE/TE: , 477 Supporting SE/TE: 216, 224, 225, 229, 230, , 238, 239, SE/TE: 264, 264, 269, 272, , 280 SE/TE: 435, , Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes 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. SE/TE: 436, 439, 442, , , 460, 461, 477 SE/TE: 451, 452, , , 609 SE/TE: , 396, , , 475, 478, T684, T686 SE/TE: 437, 438, , 443, 444, , 458, 459, SE/TE: 453, 454, 579, 588, , 602, , 610, 611 SE/TE: , 397, 458, 459, 462, 463, 476, 479, 532, 614, 615 s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 3
9 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 Language No 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 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 seconddegree polynomial and to solve quadratic equations Students graph quadratic functions and know that their roots are the xintercepts 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. Publisher Primary SE/TE: , , 571, 616 SE/TE: , 544, 545, 553, 571 SE/TE: , 542, 543, 571 SE/TE: 574C, 574D, 586, 587, , 609, 610 SE/TE: 574D, , 610 SE/TE: 534D, , 572, 576, 591, 592 SE/TE: 534D, 553, 554, 572, 591, 592, 610 SE/TE: 581, 582, , 610, T687 Supporting SE/TE: , 545, 546, 573 SE/TE: , 546, 554, 573 SE/TE: , 545, 573 SE/TE: 588, 594, , , 611 SE/TE: 593, 594, , 603, 605, 606, 611 SE/TE: 555, 556, 569, 573, 594, 597, 616 SE/TE: 555, 556, 593, 594, 611 SE/TE: 555, 556, 583, 584, 593, 594, 605, 606, 611, 617 Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 4
10 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 Language No 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 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion. Publisher Primary Supporting SE/TE: 14, SE/TE: 62, 192, 193, 80, 9394, T , 192, 194, 248, 252, 272, 277, 326, , 454, 468, , 486 SE/TE: 192, SE/TE: 62, , 208, 248, 254, 272, 285, 308, 312, 316, , 344, 345, 512, , 547 SE/TE: 192 SE/TE: 62, 80, 9394, , 192, 194, 248, 252, 272, 277, 326, , 454, 468, , 486, 522 SE/TE: 14 SE/TE: 18, 76, 85, 106, 124, 146, 182, 192, 193, 208, 212, 233, 244, 569, 597 Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 5
11 Publisher: Pearson Prentice Hall Program Title: California Edition of Algebra 1  Classics Edition (Smith/Charles) 2008 Components: Student Edition (SE), Teacher Edition (TE) Grade Level(s): 8 Language No 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 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 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. Appendix Publisher Primary SE/TE: 14, 18, 33, 34, 37, 43, 89, 90, 93, 94, , 118, 128, 147, 175, 176, , 410 SE/TE: 14, 89, 90, 93, 94, , 175, 176 SE/TE: 8, 18, 37, 43, 118, 128, 147, 162, 179, 182, 185, 208, 224, 244, 280, 295, 322, 345, 386, 416, 435, 493, 505, 511, 590, 601 SE/TE: 33, 34, , 410 Supporting SE/TE: 18, 76, 85, 106, 124, 146, 182, 192, 193, 208, 212, 233, 569, 597 SE/TE: 36, 69, 124, 146, 147, 179, 180, 182, 186, 192, 193, 208, 212, 233, 244, 569, 594, 597 Meets For IMAP/CRP Use Only Y N IMAP/CRP Notes s Map: Mathematics Grade 8 (Revised May 2006) California Department of Education 6
12 PROFESSIONAL DEVELOPMENT Successfully implementing the California Mathematics Content s and Framework so that all students achieve standards mastery is a challenge for teachers in today s dynamic and heterogeneous classrooms. Prentice Hall provides a wealth of professional development tools to assist teachers in implementing Prentice Hall Algebra 1. Professional Development Support Comprehensive support for implementing the program is provided in the Teacher s Edition. The Teacher s Edition offers professional development on instructional methodology and content background knowledge in every chapter, and at pointofuse in the guide for instruction. Features provided in the Teacher s Edition to support professional development include: California Math Background: This feature provides indepth information about the mathematics content in each chapter and each lesson. Especially useful for new teachers, these Background pages help support teachers understanding of the content. California s Progression and Background This feature in the Teacher s Edition provides an overview of the California Mathematics s, and how they progress from year to year. Seeing the big picture and understanding the goal of the s will help teachers as they guide students through the year. Chapter and Daily Lesson Guidance: Prentice Hall provides stepbystep direct instruction and support for teaching each lesson. It offers explicit guidance with a complete plan for daily instruction that suggests specific instructional strategies and recommends the use of specific Teaching Resources. It provides a clear road map for effective implementation of the program. PointofUse Notes: In the Teacher s Edition, each lesson includes teaching notes, Key Questions to ask, and sequenced additional Examples for complete direct instruction. InService Workshops 1
13 Prentice Hall takes great pride in servicing the schools using our programs. Upon adoption of these Prentice Hall programs, we are committed to the successful implementation of our products in the classroom. The service we offer includes inservice training that overviews program components, teaching strategies, technology implementation, and issues specific to addressing the California Mathematics Content s. Our commitment to your success with our product continues for the lifetime of the adoption. InService Topics Time Cost General Program Orientation* 1/2 day Free Fostering Universal Access: 1/2 day to full day $ Strategies for English Learners 2. Strategies for Improving Conceptual Understanding 3. Strategies for Specific Student Populations 4. Incorporating HandsOn Activities into Instruction Formative Assessment to Inform Instruction 2 hours $250 Using Program Technology 2 hours $250 Intervention Strategies 1/2 day to full day $500 Ensuring Success with California Content s 1/2 day to full day $500 * Only course needed for basic implementation of the program Staff Development In addition to inservicing our programs, Prentice Hall offers workshops on current topics and trends in education to ensure the continual professional growth of educators. Prentice Hall provides an opportunity to bring experienced educational consultants to districts to help reach professional goals. Optional Staff Development Topics Time Cost Integrating Technology into the Mathematics Classroom 1/2 day $500 Developing Mathematical Problem Solvers 2 hours $250 Academic and Mathematical Vocabulary Instruction 2 hours $250 InService On Demand Prentice Hall also offers InService training modules and materials at PHSchool.com via the new Webbased offerings at InService On Demand. InService On Demand allows teachers to choose the training they want, when they want it. Modules include stepby step narrated tutorials on technology and on gradebygrade programs. All InService On Demand modules are free of charge. 2
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