Prentice Hall Mathematics Algebra 1, Geometry, and Algebra Kentucky Edition


 Clement Butler
 2 years ago
 Views:
Transcription
1 Prentice Hall Mathematics Algebra 1, Geometry, and Algebra Kentucky Edition High School C O R R E L A T E D T O Kentucky Combined Curriculum Document for High School Mathematics High School
2 Prentice Hall Mathematics, Kentucky Edition Program Organization Prentice Hall Mathematics supports student comprehension of the mathematics by providing well organized sequence of the content, structure of the daily lesson, systematic direct instruction, and teacher support provided for each lesson. Content Sequence  Prentice Hall is organized with the goal of addressing all of the mathematics mtandards through direct and effective instruction, building concept upon concept, skill upon skill in an order that is pedagogically sound. The Table of Contents shows the smooth flow of the book, with prerequisite skills and concepts presented before the more complex topics that depend on them. Starting the Chapter  Every chapter begins by reviewing the previous standards that have been learned and overviewing the standards that will be covered in the chapter. New Vocabulary is identified to prepare students for the chapter. Finally, Check Your Readiness questions assess student understanding of necessary prerequisite skills and identifies which lesson they can go to for any necessary remediation. Lesson Organization  The daily lesson is structured and presented in a consistent format that enables teachers to effectively present the content and monitor student understanding. The Instant Check System is a system of assessments that helps ensure standards mastery. It is comprised of assessments to use before, during, and after instruction so teachers can easily and effectively monitor student understanding. o Each lesson begins with Check Skills You ll Need to ensure students have the necessary prerequisite skills for success in the lesson. A Go for Help reference directs them to a previous lesson if remediation is necessary. o Check Skills questions after every single example provide a way to check student o understanding during instruction. Finally, Checkpoint Quizzes occur after instruction to continually monitor student progress. Daily Standards Practice is provided with a comprehensive exercise set following every lesson. Each exercise set is leveled to ensure a variety of practice. Test Prep and Mixed Review ensures students also have a daily opportunity to practice concepts and skills previously mastered. Concluding the Chapter  The following features conclude each chapter, providing opportunities for students to review all standards and demonstrate mastery. This part of the systematic instruction provides regular opportunities for review and practice and ensures focus on and mastery of the Standards. Chapter Review The Chapter Review serves as a chapter study guide for students by reviewing the key concepts covered in each lesson and providing an opportunity to practice. In addition, key vocabulary is reviewed. Chapter Test Students demonstrate their understanding of the entire chapter by completing this practice chapter test. Standardized Test Prep Cumulative Practice This provides a regular opportunity for students to practice and demonstrate mastery of all the standards that have been covered. If remediation is necessary, students are directed to a previous lesson where each concept was taught. 1
3 Assessment Prentice Hall Mathematics provides teachers with the assessment tools needed to inform instruction and document student progress. The Progress Monitoring Assessments contains all the program assessments needed to evaluate student understanding, monitor student progress, and inform future instruction. The following assessments are included: Formative Assessments o Screening Test check student readiness at the beginning of the school year o Benchmark Tests monitor student progress o TestTaking Strategy Practice Masters provide opportunities to improve problemsolving skills Summative Assessments All the summative assessments are provided in two forms onlevel and basic versions. Both forms fully assess student progress on the course content, but the basic versions have been modified for special needs students. o Quarter Tests onlevel and basic versions o MidCourse Tests onlevel and basic versions o Final Tests onlevel and basic versions The Test Preparation Workbook contains review lessons and multiplechoice practice tests. Technology, such as the ExamView CDROM, allows teachers to create customized assessment, with all test items correlated to state standards. Universal Access Prentice Hall Mathematics provides better solutions for meeting the needs of every student in the classroom. Universal Access can be fostered by modifying instruction to address individual needs, and provided adapted resources when appropriate. Prentice Hall uses a systematic method for labeling and identifying resources and instructional support. This consistency helps teachers easily identify and choose the appropriate support for specific populations of students. The Teacher s Edition provides universal access strategies in detailed daily lesson plans, and daily teaching notes to help differentiate the lesson for all learners, including special needs, below level, advanced and English Language Learners. Chapterlevel support pages provide teachers with an easytoread overview of the chapter resources available and suggest ways in the instructional lesson to use the resources. Key ancillaries to support universal access include the AllinOne Teaching Resources and the AllinOne Student Workbooks. The Teaching Resources include leveled practice for every lesson and daily activity labs. The AllinOne Student Workbook, available as both onlevel and adapted for special needs, includes daily notetaking, daily practice, daily guided problem solving, and vocabulary support. Instructional Planning and Support Prentice Hall Mathematics is designed to provide teachers the tools needed to effectively and easily implement the program in the classroom. A Road Map for Planning the Year  A Leveled Pacing Chart is provided in the Teacher s Edition that lays out a plan for teaching all the mathematics content standards. It suggests time to spend on each Chapter, and offers support for adjusting the instruction to meeting the pacing needs of all students. Planning a Chapter  The Teacher s Edition begins each chapter with a series of planning pages. These pages provide an overview of the chapter and make it easy to determine how to individualize lessons for specific students. 2
4 Planning Daily Instruction  Teachers can use a variety of program materials to organize their teaching. The primary planning tools are the Teacher s Edition and the Teacher Center Planning CD ROM. The Teacher s Edition includes stepbystep, daily support for directing instruction. Support is organized systematically around a 4step teaching plan of Plan, Teach, Practice, and Assess/Reteach. Instructional Tools to Plan, Teach, and Assess: Core Components o Student Edition Thorough coverage of the standards, with builtin assessments and ongoing student support o Teacher s Edition Provides comprehensive support for planning, teaching, and providing Universal Access Teacher Support o AllinOne Teaching Resources  All teaching resources are in one convenient place. Includes leveled practice, chapter projects, alternative assessments, cumulative reviews, guided problem solving masters, and vocabulary support. o Progress Monitoring Assessments Provides support for formative and summative assessment, with comprehensive resources for monitoring progress on the standards. o Test Preparation Workbook Provides instruction and practice on specific test taking strategies. o Teacher Center CDROM The onestop solution for planning, teaching, and assessing. The following resources are part of the Teacher Center: Planning CDROM Powerful lesson planning software, Teacher s Edition, and Teaching Resources. Presentation CDROM Complete support for digital presentations of lessons including videos, activities, steppedout examples, quick check assessments, and online active math MindPoint Quiz Show Animated game show review for chapter level mathematics o ExamView Test Generator CDROM Allows teachers to quickly and easily generate tests correlated to the standards. Student Support o AllinOne Student Workbook Structured daily notetaking pages for every lesson Practice for every lesson Guided problem solving pages for every lesson with scaffolded questions Vocabulary and study skills focusing on key mathematical vocabulary o AllinOne Student Workbook, Adapted Version Adapted for special needs students. Includes all the resources in the regular AllinOne Student Workbooks, in an adapted form. o Student Center Online Complete interactive textbook with videos builtin at pointofuse, digital activities, steppedout examples, vocabulary support and more. Also includes the AllinOne Student Workbooks. o Companion Websites  Grants instant access to a wealth of resources to support learning including vocabulary quizzes, lesson quizzes, data updates, tutorials, chapter tests, and homework video tutors. Transparency Package o Classroom Aid Transparencies  Fullcolor multiuse transparencies such as graphs, fraction strips, and manipulatives o Additional Examples on Transparencies o Daily Skills Check and Lesson Quiz Transparencies o Standards Review Transparencies o Student Edition Answers on Transparencies 3
5 Big Idea: Number Properties and Operations High school students should enter high school with a strong background in rational numbers and numerical operations and expand this to real numbers. Solving quadratic equations produces a working knowledge of complex numbers. This becomes the foundation for algebra and working with algebraic symbols. They understand large and small numbers and their representations, powers and roots. They compare and contrast properties of numbers and number systems and develop strategies to estimate the results of operations on real numbers. Students will use and understand the limitations of, graphing calculators and computer spreadsheets appropriately as learning tools. Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately Students understand mathematical structure concepts including the properties and logic of various mathematical systems. MAHSNPOU1 Students will understand that numbers, ways of representing numbers, relationships among numbers and number systems are means of representing realworld quantities. KY Algebra 1 SE/TE: 1723, 48, 50 KY Algebra 2 SE/TE: 410, 47, 50 MAHSNPOSNS4 Students will explore vectors and matrices as systems that have some of the properties of the real number system. MAHSNPOSNS5 Students will compare and contrast number systems, including complex numbers as solutions to quadratic equations that do not have real solutions. MAHSNPOSNO5 Students will determine a specific term of a sequence given an explicit formula. KY Algebra 1 SE/TE: 5963, 109, 112 KY Geometry SE/TE: KY Algebra 2 SE/TE: , 230, 232 KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , , 644 4
6 MAHSNPOSNO6 Students will describe and extend arithmetic and geometric sequences. KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , , 644 MAHSNPOSNO7 Students will determine an explicit rule for the nth term of an arithmetic sequence. MAHSNPOSPNO3 Students will compare and contrast the number systems according to their properties. KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , , 644 KY Geometry SE/TE: , 118, 120 KY Algebra 2 SE/TE: 410, 47, 50 MAHS Students will demonstrate the relationships between different subsets of the real number system. MAHS Students will use scientific notation to express very large or very small quantities. MAHS Students will: describe and extend arithmetic and geometric sequences; determine a specific term of a sequence given an explicit formula; determine an explicit rule for the nth term of an arithmetic sequence and apply sequences to solve realworld problems. DOK 3 MAHS Students will write an explicit rule for the nth term of a geometric sequence. KY Algebra 1 SE/TE: 1823, 48, 50 KY Algebra 2 SE/TE: 410, 47, 50 KY Algebra 1 SE/TE: , 486, 488 KY Algebra 2 SE/TE: 882 KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , , 644 KY Algebra 1 SE/TE: , KY Algebra 2 SE/TE: , , 644 5
7 MAHS Students will recognize and solve problems that can be modeled using a finite geometric series, such as home mortgage problems and other compound interest problems. MAHS Students will represent realworld data using matrices and will use matrix addition, subtraction, multiplication (with matrices no larger than 2x2) and scalar multiplication to solve realworld problems. KY Algebra 1 SE/TE: , KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: 5963, 67, 77, , 112 KY Geometry SE/TE: 458, KY Algebra 2 SE/TE: , 230, 232 MAHSNPOU2 Students will understand that meanings of and relationships among operations provide tools necessary to solve realistic problems encountered in everyday life and problems encountered in mathematical situations. KY Geometry SE/TE: , 118, 120 MAHSNPOSNO7 Students will determine an explicit rule for the nth term of an arithmetic sequence. MAHSNPOSNO8 Students will apply sequences and arithmetic and geometric series to solve realistic problems. MAHSNPOSPNO1 Students will identify and apply real number properties. MAHSNPOSPNO2 Students will use equivalence relations of real numbers to solve problems. MAHSNPOSPNO4 Students will justify the solution steps in simplifying expressions or solving an equation. KY Algebra 1 SE/TE: , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , , 644 KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: 8 (#52) KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: 8691, 110, 112 KY Geometry SE/TE: , 118, 120 KY Algebra 2 SE/TE: 1824, 4748, 50 KY Algebra 1 SE/TE: 8691, 110, 112 KY Geometry SE/TE: , 118, 120 KY Algebra 2 SE/TE: 1824, 4748, 50 KY Algebra 1 SE/TE: 8691, 110, 112 KY Geometry SE/TE: , 118, 120 KY Algebra 2 SE/TE: , 4748, 50 6
8 MAHS Students will identify real number properties (commutative properties of addition and multiplication, associative properties of addition and multiplication, distributive property of multiplication over addition and subtraction, identity properties of addition and multiplication and inverse properties of addition and multiplication) when used to justify a given step in simplifying an expression or solving an equation. MAHS Students will use equivalence relations (reflexive, symmetric, transitive). KY Algebra 1 SE/TE: 7891, 110, 112 KY Geometry SE/TE: , KY Algebra 2 SE/TE: 711, 13, 16, 47, 50 KY Algebra 1 SE/TE: 86, 241 KY Geometry SE/TE: , KY Algebra 2 SE/TE: 1825, 48, 50 MAHSNPOU3 Students will understand that computing fluently and accurately with real numbers and making reasonable estimates increases the ability to solve realistic problems encountered in everyday life. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: 9, 47, 50 MAHSNPOSE1 Students will use calculators appropriately and regularly make estimations without a calculator to detect potential errors. MAHSNPOSE2 Students will estimate solutions to problems with real numbers (including very large and very small quantities) in both realistic and mathematical situations. MAHSNPOSE3 Students will establish and apply benchmarks for real numbers in context. MAHSNPOSNO1 Students will add, subtract, multiply and divide real numbers. MAHSNPOSNO2 Students will add, subtract and multiply complex numbers. KY Algebra 1 SE/TE: , 244, 654 KY Geometry SE/TE: 66 (#4145) KY Algebra 2 SE/TE: 9, 47, 50 Square roots are estimated between two integers on: KY Algebra 1 SE/TE: 177, 178 (#1720) KY Algebra 1 SE/TE: 5677, , 112 KY Algebra 2 SE/TE: KY Algebra 2 SE/TE: ,
9 MAHSNPOSNO3 Students will multiply and divide numbers expressed in scientific notation. MAHSNPOSNO4 Students will apply absolute value, integer exponents, roots and factorials to solve problems. MAHSNPOSNO9 Students will solve realistic problems to a specified degree of accuracy. KY Algebra 1 SE/TE: , 486, 488 KY Algebra 1 SE/TE: 1016, 48, 50, , KY Geometry SE/TE: , KY Algebra 2 SE/TE: 1217, 48, 50, 270, , , 432 KY Geometry SE/TE: 30, 72, 74 MAHSNPOSNO10 Students will judge the effects of multiplication, division and computing powers and roots on the magnitudes of quantities. MAHSNPOSNO11 Students will develop an understanding of the properties and representations for the addition and multiplication of vectors and matrices. MAHSNPOSNO12 Students will develop fluency in operations with real numbers and matrices, using mental computation or paperandpencil calculations for simple cases and calculators and/or computers for more complicated cases. MAHSNPOSNO13 Students will use concrete, pictorial and abstract models to develop and/or generalize a procedure. KY Algebra 2 SE/TE: 1217, 48, 50, 270, , , 432 KY Algebra 1 SE/TE: 5963, 77, 109, 112 KY Algebra 2 SE/TE: , 230, 232 KY Algebra 1 SE/TE: 5663, , 112 KY Geometry SE/TE: 30, 72, 74 KY Algebra 2 SE/TE: KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: 7887, MAHS Students will estimate solutions to problems with real numbers (including very large and very small quantities) in both realworld and mathematical problems, and use the estimations to check for reasonable computational results. KY Algebra 1 SE/TE: , 244, 654 KY Geometry SE/TE: 41 (#3540), 66 (#4245) KY Algebra 2 SE/TE: 9, 47, 50 8
10 MAHS Students will solve realworld and mathematical problems to specified accuracy levels by simplifying expressions with real numbers involving addition, subtraction, multiplication, division, absolute value, integer exponents, roots (square, cube) and factorials. KY Algebra 1 SE/TE: 1016, 48, 50, 7177, 110, 112, , KY Geometry SE/TE: 30, 72, 74 KY Algebra 2 SE/TE: 1217, 48, 50, 270, , , 432 MAHSNPOU4 Students will understand that problem solving and connections with other content areas require a strong sense of number, including applications of absolute value (magnitude) and the ordering of numbers. KY Algebra 2 SE/TE: 1217, 48, 50, 270, , , 432 MAHSNPOSNS1 Students will compare real numbers using order relations. MAHSNPOSNS2 Students will locate the position of a real number on the number line, find its distance from the origin (absolute value/magnitude) and find the distance between two numbers on the number line (the absolute value of their difference). MAHSNPOSNS3 Students will determine the relative position on the number line of real numbers, including very large and very small numbers, and the relative magnitude of numbers expressed in fractional form, in decimal form, as roots or in scientific notation. KY Algebra 1 SE/TE: 1823, 48, 50 KY Algebra 2 SE/TE: 610, 47, 50 KY Algebra 1 SE/TE: 1823, 48, 50 KY Algebra 2 SE/TE: 610, 33, 47, 50 KY Algebra 1 SE/TE: 1823, 48, 50 KY Geometry SE/TE: KY Algebra 2 SE/TE: 610, 47, 50 MAHS Students will compare real numbers using order relations (less than, greater than, equal to) and represent problems using real numbers. KY Algebra 1 SE/TE: 1823, 48, 50, KY Algebra 2 SE/TE: 410, 47, 50 9
11 MAHSNPOU5 Students will understand that proportional reasoning is a tool for modeling and solving problems encountered in everyday situations. KY Algebra 1 SE/TE: , KY Geometry SE/TE: , , 410 KY Algebra 2 SE/TE: 2025, 47, 50 MAHSNPOSRP1 Students will calculate and apply ratios, proportions, rates and percentages to solve problems. MAHSNPOSRP2 Students will translate realworld proportional relationships into mathematical expressions and vice versa. KY Algebra 1 SE/TE: , , KY Geometry SE/TE: , , 410 KY Algebra 2 SE/TE: 2025, 48, 50 KY Algebra 1 SE/TE: , , KY Geometry SE/TE: , , 410 KY Algebra 2 SE/TE: 2025, 48, 50 MAHSNPOSRP3 Students will represent slope graphically, numerically and symbolically and relate it to a graph of an equation based on a realistic situation. KY Algebra 1 SE/TE: , 365, 368 KY Geometry SE/TE: , KY Algebra 2 SE/TE: 6672, 112, 114 MAHS Students will apply ratios, percents and proportional reasoning to solve realworld problems (e.g., those involving slope and rate, percent of increase and decrease) and will explain how slope determines a rate of change in linear functions representing realworld problems. KY Algebra 1 SE/TE: , , , , , , 368 KY Geometry SE/TE: , 407, 410 KY Algebra 2 SE/TE: 6672, 112, 114 Big Idea: Measurement High school students continue to measure and estimate measurements including fractions and decimals. They use formulas to find surface areas and volumes. They use US Customary and metric units of measurement. They use the Pythagorean theorem and other right triangle relationships to solve realistic problems. Academic Expectations 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately Students understand measurement concepts and use measurements appropriately and accurately.. 10
12 MAHSMU1 Students will understand that measurable attributes of objects and the units, systems and processes of measurement are powerful tools for making sense of the world around them. MAHSMSSM5 Students will compare and contrast the use of US Customary and metric systems of measurement. KY Algebra 1 SE/TE: 275 (#53), 778 MAHSMU2 Students will understand that numerical values associated with measurements of physical quantities must be assigned units of measurement or dimensions. KY Algebra 1 SE/TE: 143 KY Geometry SE/TE: 574 MAHSMSMPA1 Students will apply units of measurements of physical quantities correctly in expressions, equations and problem solutions that involve measurement. MAHSMSMPA4 Students will describe how change in one or more dimensions of a geometric figure or object affects the perimeter, circumference, area and/or volume of the figure or object. MAHSMSSM1 Students will convert a measurement using one unit of measurement to another unit of measurement given the relationship between the units (e.g., miles per hour to feet per second, F to C). MAHSMSSM2 Students will apply to both real world and mathematical situations US Customary and metric systems of measurement. KY Algebra 1 SE/TE: 143 KY Algebra 2 SE/TE: 59 (#31) KY Geometry SE/TE: KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: 574 KY Algebra 2 SE/TE: 59 (#31), 727 KY Algebra 1 SE/TE: 275 (#53),
13 MAHSMSSM3 Students will make decisions about units and scales that are appropriate for problem solving situations involving measurement. KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: 574 MAHS Students will describe how a change in one or more dimensions of a geometric figure affects the perimeter, area and volume of the figure. DOK 3 MAHS Students will continue to apply to both realworld and mathematical problems U.S. customary and metric systems of measurement. KY Geometry SE/TE: KY Algebra 1 SE/TE: 275 (#53), 778 MAHSMU3 Students will understand that measurements are determined by using appropriate techniques, tools, formulas and degree of accuracy needed for the situation. KY Geometry SE/TE: 764 MAHSMSMPA2 Students will analyze precision, accuracy and approximate error in measurement situations. MAHSMSMPA3 Students will determine the surface area and volume of right rectangular prisms, pyramids, cylinders, cones and spheres in realistic problems. MAHSMSMPA5 Students will explore the relationships between the right triangle trigonometric functions, using technology (e.g., graphing calculator) as appropriate. KY Algebra 1 SE/TE: KY Geometry SE/TE: 764 KY Algebra 1 SE/TE: 14 (#63), 172 (#51), 451 (#59), 675 (#35), 436 KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 366, 368 KY Algebra 1 SE/TE: , KY Geometry SE/TE: , 462, 464 KY Algebra 2 SE/TE: 4, , 783,
14 MAHSMSMPA6 Students will apply definitions and properties of right triangle relationships (basic right triangle trigonometry and the Pythagorean theorem) to determine length and angle measures to solve realistic problems MAHSMSMPA7 Students will apply special right triangles and the converse of the Pythagorean theorem to solve realistic problems. MAHSMSMPA8 Students will explore periodic realworld phenomena, using technology (e.g., graphing calculator) as appropriate. MAHSMSSM4 Students will use unit analysis to check measurement computations. KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: , KY Algebra 2 SE/TE: 4, , 783, 786 KY Algebra 1 SE/TE: , KY Geometry SE/TE: , , 464 KY Algebra 2 SE/TE: 4, 717 KY Algebra 2 SE/TE: , , 774 KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: 574 KY Algebra 2 SE/TE: 59 (#31), 727 MAHS Students will determine the surface area and volume of right rectangular prisms, pyramids, cylinders, cones and spheres in realworld and mathematical problems. MAHS Students will apply definitions and properties of right triangle relationships (right triangle trigonometry and the Pythagorean theorem) to determine length and angle measures to solve realworld and mathematical problems. DOK 3 MAHS Students will apply special right triangles and the converse of the Pythagorean theorem to solve realworld problems. KY Algebra 1 SE/TE: 14 (#63), 172 (#51), 451 (#59), 675 (#35), 436 KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 366, 368 KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: , KY Algebra 2 SE/TE: 4, , 783, 786 KY Algebra 1 SE/TE: , KY Geometry SE/TE: , , 464 KY Algebra 2 SE/TE:
15 Big Idea: Geometry High school students expand analysis of twodimensional figures and threedimensional objects. They translate figures in a coordinate plane. They extend work with congruent and similar figures, including proportionality. Academic Expectations 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately Students understand measurement concepts and use them appropriately and accurately Students understand mathematical structure concepts including the properties and logic of various mathematical systems. MAHSGU1 Students will understand that characteristics and properties of twodimensional figures and threedimensional objects describe the world and are used to develop mathematical arguments about geometric relationships and to evaluate the arguments of others. KY Algebra 1 SE/TE: 14 (#63), 172 (#51), 451 (#59), 675 (#35), 436 KY Geometry SE/TE: 616 MAHSGSSR1 Students will identify and apply the definitions, properties and theorems about line segments, rays and angles and use them to prove theorems in Euclidean geometry, solve problems and perform basic geometric constructions using a straight edge and a compass. MAHSGSSR2 Students will identify and apply properties and theorems about parallel and perpendicular lines and use them to prove theorems and to perform constructions. MAHSGSSR3 Students will analyze and apply angle relationships (e.g., linear pairs, vertical, complementary, supplementary, corresponding and alternate interior angles) in realworld or mathematical situations. KY Geometry SE/TE: 2351, KY Algebra 1 SE/TE: , KY Geometry SE/TE: , , KY Algebra 2 SE/TE: 6671, 110, 112 KY Algebra 1 SE/TE: , 192, 194, 764 KY Geometry SE/TE: 3643, 72, 74, , 189,
16 MAHSGSSR4 Students will use the definitions, properties and theorems about congruent and similar triangles and other figures to prove additional theorems and apply these to solve realworld problems. MAHSGSSR5 Students will use the definitions and basic properties of a circle (e.g., arcs, chords, central angles, inscribed angles) to prove basic theorems and solve problems. MAHSGSSR6 Students will analyze and apply spatial relationships (not using Cartesian coordinates) among points, lines and planes (e.g., betweenness of points, midpoint, segment length, collinear, coplanar, parallel, perpendicular, skew). MAHSGSSR7 Students will classify, determine attributes of, analyze and apply properties of twodimensional geometric figures and threedimensional objects. KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: , 250, 252, , 408, 410 KY Algebra 2 SE/TE: 807 KY Algebra 1 SE/TE: 288 (#38) KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 592, 594 KY Algebra 1 SE/TE: 2425, 186 (#50 #55) KY Geometry SE/TE: 1635, 72, 74 KY Geometry SE/TE: , , , , 360, , 653, 656 MAHSGSSR8 Students will describe the intersection of lines, planes and solids and visualize threedimensional objects and spaces from different perspectives and analyze their cross sections. MAHSGSSR9 Students will classify and apply properties of threedimensional geometric figures. MAHSGSSR10 Students will visualize solids and surfaces in threedimensional space when given twodimensional representations and create twodimensional representations for the surfaces of threedimensional objects. MAHSGSFS3 Students will establish the validity of geometric conjectures using deduction, prove theorems and critique arguments made by others. KY Geometry SE/TE: , 653, 656 KY Geometry SE/TE: , 653, 656 KY Geometry SE/TE: , 653, 656 KY Geometry SE/TE: , ,
17 MAHSGSSR13 Students will explore geometry to make and test conjectures using geometric tools and technology. MAHSGSFS1 Students will identify, explain the necessity of and give examples of definitions, axioms and theorems. MAHSGSFS2 Students will explore geometries other than Euclidean geometry, in which the parallel postulate is not true. KY Geometry SE/TE: , KY Geometry SE/TE: 1822, 72, 74, 8893, 118, 120 KY Geometry SE/TE: MAHS Students will analyze and apply spatial relationships (not using Cartesian coordinates) among points, lines and planes (e.g., betweenness of points, midpoint, segment length, collinear, coplanar, parallel, perpendicular, skew). MAHS Students will use spatial relationships to prove basic theorems. KY Geometry SE/TE: 1629, 72, 74 KY Geometry SE/TE: , , 192 MAHS Students will analyze and apply angle relationships (e.g., linear pairs, vertical, complementary, supplementary, corresponding and alternate interior angles) in realworld and mathematical problems. MAHS Students will use angle relationships to prove basic theorems. MAHS Students will classify and apply properties of twodimensional geometric figures (e.g., number of sides, vertices, length of sides, sum of interior and exterior angle measures). KY Algebra 1 SE/TE: , 192, 194, 764 KY Geometry SE/TE: 3843, 72, 74, , 189, 192 KY Geometry SE/TE: , , 192 KY Geometry SE/TE: , , , ,
18 MAHS Students will know the definitions and basic properties of a circle and will use them to prove basic theorems and solve problems. MAHS Students will solve realworld and mathematical problems by applying properties of triangles (e.g., Triangle Sum theorem and Isosceles Triangle theorems). MAHS Students will use the properties of triangles to prove basic theorems. MAHS Students will classify and apply properties of threedimensional geometric figures. MAHS Students will describe the intersection of a plane with a threedimensional figure. MAHS Students will identify definitions, axioms and theorems, explain the necessity for them and give examples of them. KY Algebra 1 SE/TE: 288 (#38) KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 592, 594 KY Algebra 1 SE/TE: 130, 192, 194 KY Geometry SE/TE: , 190, 192, , 251, 252 KY Geometry SE/TE: , KY Geometry SE/TE: , KY Geometry SE/TE: , 653, 656 KY Geometry SE/TE: 1822, 72, 74 MAHS Students will recognize that there are geometries, other than Euclidean geometry, in which the parallel postulate is not true. KY Geometry SE/TE: MAHSGU2 Students will understand that representational systems, including coordinate geometry, are means for specifying locations and describing spatial relationships and are organizers for making sense of the world around them. KY Geometry SE/TE: ,
19 MAHSGSCG1 Students will express the intuitive concept of the slant of a line as slope, use the coordinates of two points on a line to determine its slope and use slope to express the parallelism and perpendicularity of lines. MAHSGSCG2 Students will describe a line by a linear equation. MAHSGSCG3 Students will find the distance between two points using their coordinates and the Pythagorean theorem or the distance formula. MAHSGSCG4 Students will find the equation of a circle given its center and radius; given the equation of a circle, find its center and radius. MAHSGSCG5 Students will find the midpoint of a segment when the coordinates of the endpoints are identified. MAHSGSCG6 Students will use Cartesian coordinates and other coordinate systems (e.g., navigational, polar, spherical systems) to analyze geometric situations. KY Algebra 1 SE/TE: , , KY Geometry SE/TE: , KY Algebra 2 SE/TE: 6271, 110, 112 KY Algebra 1 SE/TE: , 366, 368 KY Geometry SE/TE: , KY Algebra 2 SE/TE: 6271, 110, 112 KY Algebra 1 SE/TE: , KY Geometry SE/TE: 5260, KY Algebra 2 SE/TE: 561 KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 592, 594 KY Algebra 1 SE/TE: KY Geometry SE/TE: 5260, KY Geometry SE/TE: 5260, 7374, MAHSGSCG7 Students will investigate conjectures and solve problems involving twodimensional figures and three dimensional objects represented graphically. MAHSGSCG8 Students will use a variety of technological tools to explore and test conjectures about slope, midpoints and other geometric ideas that can be expressed using the Cartesian plane. KY Geometry SE/TE: KY Geometry SE/TE: 5260,
20 MAHS Students will apply algebraic concepts and graphing in the coordinate plane to analyze and solve problems (e.g., finding the final coordinates for a specified polygon, midpoints, betweenness of points, parallel and perpendicular lines, the distance between two points, the slope of a segment). KY Algebra 1 SE/TE: 25, 48, 50, , , 365, KY Geometry SE/TE: 5360, KY Algebra 2 SE/TE: 6271, 110, 112 MAHSGU3 Students will understand that transformations and symmetry are used to analyze realworld situations (e.g., art, nature, construction and scientific exploration). KY Geometry SE/TE: , KY Algebra 2 SE/TE: , 230, 232 MAHSGSTS1 Students will understand and represent transformations within a plane (translations, reflections, rotations and dilations) of figures by using sketches, coordinates, vectors, function notation, matrices and technology. MAHSGSTS2 Students will use various representations, including electronic displays, to understand the effects of simple transformations within a plane and compositions of transformations. KY Geometry SE/TE: , , KY Algebra 2 SE/TE: , 230, 232 KY Geometry SE/TE: , , KY Algebra 2 SE/TE: , 230, 232 MAHS Students will identify and describe properties of and apply geometric transformations within a plane to solve realworld and mathematical problems. DOK 3 KY Algebra 1 SE/TE: , , , KY Geometry SE/TE: , , KY Algebra 2 SE/TE: , 230,
21 MAHSGU4 Students will understand that similarity of figures and scale factors are used to analyze and solve problems. KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: , MAHSGSSR4 Students will use the definitions, properties and theorems about congruent and similar triangles and other figures to prove additional theorems and apply these to solve realworld problems. MAHSGSSR7 Students will classify, determine attributes of, analyze and apply properties of twodimensional geometric figures and threedimensional objects. KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: , , 252, , KY Algebra 2 SE/TE: 807 KY Geometry SE/TE: , , , , 360, , 653, 656 MAHS Students will apply the concepts of congruence and similarity to solve realworld and mathematical problems. DOK 3 MAHS Students will prove triangles congruent and similar. KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: , , 252, , KY Algebra 1 SE/TE: , 192, 194 KY Geometry SE/TE: , 250, 252, , 408, 410 MAHSGU5 Students will understand that visualization, spatial reasoning and geometric relationships model realworld situations. KY Algebra 1 SE/TE: 573 MAHSGSSR10 Students will visualize solids and surfaces in threedimensional space when given twodimensional representations and create twodimensional representations for the surfaces of threedimensional objects. KY Algebra 1 SE/TE: 573 KY Geometry SE/TE: , 653,
22 MAHSGSSR11 Students will draw and construct representations of twodimensional figures and threedimensional objects using a variety of tools. MAHSGSSR12 Students will use geometric models and ideas to gain insights into and answer questions in other areas of mathematics and into other disciplines and areas of interest, such as art and architecture. MAHSGSSR13 Students will explore geometry to make and test conjectures using geometric tools and technology. MAHSGSFS4 Students will perform constructions such as a line parallel to a given line through a point not on the line, the perpendicular bisector of a line segment and the bisector of an angle. KY Geometry SE/TE: , 653, 656 KY Algebra 1 SE/TE: 573 KY Geometry SE/TE: 49, 71, 74 KY Geometry SE/TE: 4451, 7374, 126 MAHS Students will visualize solids and surfaces in threedimensional space when given twodimensional representations (e.g., nets, multiple views) and create twodimensional representations for the surfaces of threedimensional objects. MAHS Students will be able to perform constructions such as a line parallel to a given line through a point not on the line, the perpendicular bisector of a line segment and the bisector of an angle. KY Algebra 1 SE/TE: 573 KY Geometry SE/TE: 1015, 72, 74, , 653, 656 KY Geometry SE/TE: 4451, 7374,
23 Big Idea: Data Analysis and Probability High school students extend data representations, interpretations and conclusions. They describe data distributions in multiple ways and connect data gathering issues with data interpretation issues. They relate curveofbestfit with twovariable data and determine a lineofbestfit for a given set of data. They distinguish between combinations and permutations and compare and contrast theoretical and experimental probability. Academic Expectations 2.8 Students understand various mathematical procedures and use them appropriately and accurately Students understand and appropriately use statistics and probability. MAHSDAPU1 Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen. MAHSDAPSDR1 Students will be familiar with the definitions of measurement data and categorical data, univariate and bivariate data and the term variable. MAHSDAPSCDS1 Students will understand the distinction between a statistic and a parameter. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: 684 KY Algebra 2 SE/TE: 684 MAHSDAPU2 Students will understand that data analysis requires developing a plan for collecting, organizing and analyzing data in order to make decisions. KY Algebra 1 SE/TE: , 546 KY Geometry SE/TE: 76, 254, 412, 714 KY Algebra 2 SE/TE: , MAHSDAPSCDS12 Students will evaluate reports based on data published in the media by considering the source of the data, the design of the study and the way the data are displayed and analyzed. KY Algebra 1 SE/TE: ,
24 MAHSDAPSES1 Students will understand and explain the differences among various kinds of studies (e.g., randomized experiments and observational studies) and which types of inferences can be legitimately be drawn from each. MAHSDAPSES2 Students will know the characteristics of welldesigned studies, including the role of randomization in surveys and experiments. MAHSDAPSES3 Students will use simulations to explore the variability of sample statistics from a known population and to construct sampling distributions. MAHSDAPSES4 Students will evaluate published reports that are based on interpretations of data by examining the design of the study, the appropriateness of the data analysis and the validity of the conclusions. MAHSDAPSES5 Students will explain the impact of sampling methods, bias and the phrasing of questions asked during data collection and the conclusions that can be justified. MAHSDAPSES6 Students will design and conduct simple experiments or investigations to collect data to answer student generated questions. KY Algebra 1 SE/TE: , 546 KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: , 546 KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: 100 KY Geometry SE/TE: 76, 254, 412, 714 KY Algebra 2 SE/TE: , 702, 704 Unbiased sample collection and statistical interpretation are addressed on: KY Algebra 1 SE/TE: , KY Algebra 1 SE/TE: , 546 KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: , 546 KY Geometry SE/TE: 76, 254, 412, 714 KY Algebra 2 SE/TE: , 702, 704 MAHS Students will recognize potential for bias resulting from the misuse of sampling methods (e.g., nonrandom sampling, polling only a specific group of people, using limited or extremely small sample sizes) and explain why these samples can lead to inaccurate inferences. MAHS Students will design simple experiments or investigations to collect data to answer questions of interest. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: , 546 KY Geometry SE/TE: 76, 254, 412, 714 KY Algebra 2 SE/TE: ,
25 MAHS Students will explain the differences between randomized experiments and observational studies. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: , MAHSDAPU3 Students will understand that graphical and numerical techniques can be used to study patterns and analyze data. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: , MAHSDAPSDR3 Students will display the distribution, analyze patterns and describe relationships in paired data for univariate measurement data. MAHSDAPSDR4 Students will display a scatterplot and describe its shape for bivariate data. MAHSDAPSDR5 Students will display and discuss bivariate data where at least one variable is categorical. MAHSDAPSDR6 Students will organize and display data using appropriate methods (e.g., spreadsheets and graphing calculators) to detect patterns and departures from patterns. MAHSDAPSCDS2 Students will describe the shape and select and calculate summary statistics for univariate measurement data, using technological tools as necessary. MAHSDAPSCDS3 Students will recognize how linear transformations of univariate data affect shape, center and spread. MAHSDAPSCDS4 Students will determine regression coefficients, regression equations and correlation coefficients for bivariate data using technological tools. MAHSDAPSCDS5 Students will apply lineofbest fit equations for a set of twovariable data to make predictions. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: 7887, KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: 7887, KY Algebra 1 SE/TE: 3839, KY Geometry SE/TE: 76, 254, 412, 714 KY Algebra 1 SE/TE: 3839, KY Algebra 1 SE/TE: 3839, KY Algebra 1 SE/TE: 3839, KY Algebra 1 SE/TE: , KY Algebra 2 SE/TE: 8687,
26 MAHSDAPSCDS6 Students will collect, organize and display bivariate data and use a curve of best fit as a model to make predictions. MAHSDAPSCDS7 Students will identify trends in bivariate data and find functions that model the data or transform the data, so that they can be modeled. KY Algebra 1 SE/TE: , , KY Algebra 2 SE/TE: 7887, KY Algebra 1 SE/TE: MAHS Students will analyze and make inferences from a set of data with no more than two variables, and will analyze problems for the use and misuse of data representations. DOK 3 MAHS Students will construct data displays for data with no more than two variables. MAHS Students will: identify an appropriate curve of best fit (linear, quadratic, exponential) for a set of twovariable data; determine a line of best fit equation for a set of linear twovariable data and apply a line of best fit to make predictions within and beyond a given set of twovariable data. DOK 3 KY Algebra 1 SE/TE: 3839, KY Geometry SE/TE: 7677, , , , 767 KY Algebra 2 SE/TE: 232, , 714, 716 KY Algebra 1 SE/TE: 3839, KY Geometry SE/TE: 7677, , , , 767 KY Algebra 2 SE/TE: 232, , 714, 716 KY Algebra 1 SE/TE: , , , KY Algebra 2 SE/TE: 7887, , 240, , 359, 362 MAHSDAPU4 Students will understand that the choice of data display can affect the visual message communicated. KY Algebra 1 SE/TE: KY Geometry SE/TE: 7677, , , , 767 MAHSDAPSDR2 Students will apply histograms, parallel box plots and scatterplots to display data. KY Algebra 1 SE/TE: , , KY Algebra 2 SE/TE: , 702,
27 MAHSDAPSDR7 Students will identify and explain misleading uses of data displays. KY Algebra 1 SE/TE: 776 MAHSDAPU5 Students will understand that inferences and predictions from data are used to make critical and informed decisions. KY Algebra 1 SE/TE: , KY Algebra 2 SE/TE: 7887, MAHSDAPSCDS8 Students will understand how simple statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference. MAHSDAPSCDS9 Students will explore how basic statistical techniques monitor process characteristics in the workplace. MAHSDAPSCDS10 Students will compare data sets using graphs and summary statistics. MAHSDAPSCDS11 Students will know the characteristics of the Gaussian normal distribution (bellshaped curve). MAHSDAPSCDS12 Students will evaluate reports based on data published in the media by considering the source of the data, the design of the study and the way the data are displayed and analyzed. MAHSDAPSCDS13 Students will identify and explain misleading uses of data. KY Algebra 1 SE/TE: KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: KY Algebra 1 SE/TE: , KY Algebra 2 SE/TE: , KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: KY Algebra 1 SE/TE: ,
28 MAHS Students will describe and compare data distributions and make inferences from the data based on the shapes of graphs, measures of center (mean, median, mode) and measures of spread (range, standard deviation). MAHS Students will know the characteristics of the Gaussian normal distribution (bellshaped curve). MAHS Students will recognize when arguments based on data confuse correlation and causation. KY Algebra 1 SE/TE: 3845, 4950, , 656, 658 KY Algebra 2 SE/TE: , KY Algebra 2 SE/TE: , KY Algebra 1 SE/TE: 34, 36, 48, 50 MAHSDAPU6 Students will understand that probability can be used to make decisions or predictions or to draw conclusions. KY Algebra 1 SE/TE: , KY Geometry SE/TE: 22 (#7779), KY Algebra 2 SE/TE: 3945, MAHSDAPSP1 Students will design and conduct probability simulations and interpret the results. MAHSDAPSP2 Students will apply the concepts of sample space and probability distribution to construct sample spaces and distributions in simple cases. MAHSDAPSP3 Students will design simulations to construct empirical probability distributions and report/interpret the results. MAHSDAPSP4 Students will compute and interpret the expected value of random variables in simple cases. MAHSDAPSP5 Students will apply the concepts of conditional probability and independent events and be able to compute those probabilities. KY Algebra 1 SE/TE: , KY Geometry SE/TE: 22 (#7779), 254 KY Algebra 2 SE/TE: 4045, KY Algebra 1 SE/TE: 9399, KY Geometry SE/TE: 22 (#7779), 254 KY Algebra 2 SE/TE: , 702, 704 KY Algebra 1 SE/TE: , KY Geometry SE/TE: 22 (#7779), 254 KY Algebra 2 SE/TE: , 702, 704 KY Algebra 1 SE/TE: 100, 107 KY Algebra 2 SE/TE: 40, 42 (#35), 43 (#23) KY Algebra 1 SE/TE: KY Geometry SE/TE: 22 (#7779), 254 KY Algebra 2 SE/TE: ,
Prentice 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 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 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 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 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 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 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 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 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 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 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 informationChapter 1: Essentials of Geometry
Section Section Title 1.1 Identify Points, Lines, and Planes 1.2 Use Segments and Congruence 1.3 Use Midpoint and Distance Formulas Chapter 1: Essentials of Geometry Learning Targets I Can 1. Identify,
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 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 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 informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
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 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 informationGeometry Course Summary Department: Math. Semester 1
Geometry Course Summary Department: Math Semester 1 Learning Objective #1 Geometry Basics Targets to Meet Learning Objective #1 Use inductive reasoning to make conclusions about mathematical patterns Give
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 informationGeometry Essential Curriculum
Geometry Essential Curriculum Unit I: Fundamental Concepts and Patterns in Geometry Goal: The student will demonstrate the ability to use the fundamental concepts of geometry including the definitions
More informationBracken County Schools Curriculum Guide Math
Unit 1: Expressions and Equations (Ch. 13) Suggested Length: Semester Course: 4 weeks Year Course: 8 weeks Program of Studies Core Content 1. How do you use basic skills and operands to create and solve
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 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 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 information1. Mathematics Content/Alignment with the Standards Correlation to California Algebra Readiness Standards
PROGRAM DESCRIPTION The goal of Prentice Hall Connecting to Algebra is to fully prepare students for success in Algebra 1 by thoroughly covering the Algebra Readiness standards outlined by the California
More 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 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 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 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 informationDELAWARE MATHEMATICS CONTENT STANDARDS GRADES 910. PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))
Prentice Hall University of Chicago School Mathematics Project: Advanced Algebra 2002 Delaware Mathematics Content Standards (Grades 910) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS
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 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 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 informationPrentice Hall Connected Mathematics 2, 7th Grade Units 2009
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems
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 informationIntroduction. The Aims & Objectives of the Mathematical Portion of the IBA Entry Test
Introduction The career world is competitive. The competition and the opportunities in the career world become a serious problem for students if they do not do well in Mathematics, because then they are
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 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 informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationA Correlation of Pearson Texas Geometry Digital, 2015
A Correlation of Pearson Texas Geometry Digital, 2015 To the Texas Essential Knowledge and Skills (TEKS) for Geometry, High School, and the Texas English Language Proficiency Standards (ELPS) Correlations
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 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 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 information096 Professional Readiness Examination (Mathematics)
096 Professional Readiness Examination (Mathematics) Effective after October 1, 2013 MISGFLD096M02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW
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 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 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 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 informationCommon Core State Standards  Mathematics Content Emphases by Cluster Grade K
Grade K Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to
More informationTExES Mathematics 7 12 (235) Test at a Glance
TExES Mathematics 7 12 (235) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Mathematics
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 informationCurriculum Map Grade: _7 th Basic Math School: _ Middle Date: Oct. 31/2009
August/ September Review basic skills of add, subtract, multiply, and divide whole numbers and fractions. (skill with a # assessed locally.) Students will add, subtract, multiply, and divide positive rational
More informationGEOMETRY CONCEPT MAP. Suggested Sequence:
CONCEPT MAP GEOMETRY August 2011 Suggested Sequence: 1. Tools of Geometry 2. Reasoning and Proof 3. Parallel and Perpendicular Lines 4. Congruent Triangles 5. Relationships Within Triangles 6. Polygons
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 informationCOURSE OVERVIEW. PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved
COURSE OVERVIEW The geometry course is centered on the beliefs that The ability to construct a valid argument is the basis of logical communication, in both mathematics and the realworld. There is a need
More informationWeek 1 Chapter 1: Fundamentals of Geometry. Week 2 Chapter 1: Fundamentals of Geometry. Week 3 Chapter 1: Fundamentals of Geometry Chapter 1 Test
Thinkwell s Homeschool Geometry Course Lesson Plan: 34 weeks Welcome to Thinkwell s Homeschool Geometry! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson plan
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 informationDistance, Midpoint, and Pythagorean Theorem
Geometry, Quarter 1, Unit 1.1 Distance, Midpoint, and Pythagorean Theorem Overview Number of instructional days: 8 (1 day = 45 minutes) Content to be learned Find distance and midpoint. (2 days) Identify
More informationIntroduction to the Mathematics Correlation
Introduction to the Mathematics Correlation Correlation between National Common Core Standards for Mathematics and the North American Association for Environmental Education Guidelines for Excellence in
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 informationCurriculum Mapping  Key Stage 3 Subject : Mathematics Topics addressed Skills acquired Crosscurricular links Progression links to future years
Year 7 (CORE) Sequences and rules Order, add and subtract decimals Order, add and subtract negative s Rounding and estimates Paper and pencil methods to add, subtract, divide and multiply Perimeter and
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 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 informationWallingford Public Schools  HIGH SCHOOL COURSE OUTLINE
Wallingford Public Schools  HIGH SCHOOL COURSE OUTLINE Course Title: Geometry Course Number: A 1223, G1224 Department: Mathematics Grade(s): 1011 Level(s): Academic and General Objectives that have an
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 informationInteractive Math Glossary Terms and Definitions
Terms and Definitions Absolute Value the magnitude of a number, or the distance from 0 on a real number line Additive Property of Area the process of finding an the area of a shape by totaling the areas
More informationMcDougal 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 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 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 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 informationPrentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1
STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason
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 informationGeometry. Higher Mathematics Courses 69. Geometry
The fundamental purpose of the course is to formalize and extend students geometric experiences from the middle grades. This course includes standards from the conceptual categories of and Statistics and
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 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 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 informationWentzville School District Curriculum Development Template Stage 1 Desired Results
Wentzville School District Curriculum Development Template Stage 1 Desired Results Integrated Math 8 Unit Four Geometry Unit Title: Geometry Course: Integrated Math 8 Brief Summary of Unit: In this unit
More informationEveryday Mathematics. Grade 3 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread Grade Level Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationContent Area: GEOMETRY Grade 9 th Quarter 1 st Curso Serie Unidade
Content Area: GEOMETRY Grade 9 th Quarter 1 st Curso Serie Unidade Standards/Content Padrões / Conteúdo Learning Objectives Objetivos de Aprendizado Vocabulary Vocabulário Assessments Avaliações Resources
More informationBiggar High School Mathematics Department. National 5 Learning Intentions & Success Criteria: Assessing My Progress
Biggar High School Mathematics Department National 5 Learning Intentions & Success Criteria: Assessing My Progress Expressions & Formulae Topic Learning Intention Success Criteria I understand this Approximation
More 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 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 informationMathematics Common Core Cluster. Mathematics Common Core Standard. Domain
Mathematics Common Core Domain Mathematics Common Core Cluster Mathematics Common Core Standard Number System Know that there are numbers that are not rational, and approximate them by rational numbers.
More 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 informationOperations and Algebraic Thinking. K.NBT Number and Operations in Base Ten
KINDERGARTEN K.CC K.OA Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as
More informationMaths curriculum information
Maths curriculum information Year 7 Learning outcomes Place value, add and subtract Multiply and divide Geometry Fractions Algebra Percentages & pie charts Topics taught Place value (inc decimals) Add
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 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 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 information1.6 Powers of 10 and standard form Write a number in standard form. Calculate with numbers in standard form.
Unit/section title 1 Number Unit objectives (Edexcel Scheme of Work Unit 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard form, indices and surds) 1.1 Number
More informationGeometry Enduring Understandings Students will understand 1. that all circles are similar.
High School  Circles Essential Questions: 1. Why are geometry and geometric figures relevant and important? 2. How can geometric ideas be communicated using a variety of representations? ******(i.e maps,
More informationMathematics programmes of study: key stage 3. National curriculum in England
Mathematics programmes of study: key stage 3 National curriculum in England September 2013 Purpose of study Mathematics is a creative and highly interconnected discipline that has been developed over
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 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 informationKS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number
KS4 Curriculum Plan Maths FOUNDATION TIER Year 9 Autumn Term 1 Unit 1: Number 1.1 Calculations 1.2 Decimal Numbers 1.3 Place Value Use priority of operations with positive and negative numbers. Simplify
More informationSCHOOL DISTRICT OF THE CHATHAMS CURRICULUM PROFILE
CONTENT AREA(S): Mathematics COURSE/GRADE LEVEL(S): Honors Algebra 2 (10/11) I. Course Overview In Honors Algebra 2, the concept of mathematical function is developed and refined through the study of real
More informationPowerTeaching i3: Algebra I Mathematics
PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and
More informationGRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1
Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?
More 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 information