# Prentice Hall Connected Mathematics 2, 7th Grade Units 2009

Size: px
Start display at page:

Transcription

1 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

2 Problem Solving Build new mathematical knowledge through problem solving. Solve problems that arise in mathematics and in other contexts. Accentuate the Negative Variables and Patterns Filling and Wrapping Moving Straight Ahead Stretching and Shrinking 7-9 Comparing and Scaling 6-7, 34, Data Distributions What Do You Expect? 7-8 Accentuate the Negative Variables and Patterns Filling and Wrapping 111 Moving Straight Ahead 38 Stretching and Shrinking Comparing and Scaling 19-22, 52-56, Data Distributions What Do You Expect? Accentuate the Negative Variables and Patterns 24, Filling and Wrapping 15-16, Moving Straight Ahead 5-6 Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect? 18 Accentuate the Negative Variables and Patterns 41, Filling and Wrapping 34, Moving Straight Ahead Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect? 35 1

3 Apply and adapt a variety of appropriate strategies to solve problems. Monitor and reflect on the process of mathematical problem solving. Accentuate the Negative 46-47, Variables and Patterns 54 Filling and Wrapping 36-37, Moving Straight Ahead 6-7 Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative 69-76, Variables and Patterns Filling and Wrapping 65-72, Moving Straight Ahead Stretching and Shrinking 51 Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative 21, 41 Variables and Patterns 18 Filling and Wrapping Moving Straight Ahead 11 Stretching and Shrinking 16 Comparing and Scaling Data Distributions What Do You Expect? 24 Accentuate the Negative 35, 61 Variables and Patterns Filling and Wrapping 75 Moving Straight Ahead Stretching and Shrinking 30 Comparing and Scaling Data Distributions What Do You Expect?

4 Reasoning and Proof Recognize reasoning and proof as fundamental aspects of mathematics. Make and investigate mathematical conjectures. Accentuate the Negative 27 Variables and Patterns 61 Filling and Wrapping 24, Moving Straight Ahead 29-30, Stretching and Shrinking 84 Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative Variables and Patterns 84 Filling and Wrapping 51, Moving Straight Ahead 55-60, Stretching and Shrinking 103 Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative 31 Variables and Patterns 31-32, 46-47, 77 Filling and Wrapping 20 Moving Straight Ahead 6-7 Stretching and Shrinking Comparing and Scaling 35 Data Distributions 51 What Do You Expect? Accentuate the Negative Variables and Patterns 46-54, 65-66, 101 Filling and Wrapping Moving Straight Ahead Stretching and Shrinking Comparing and Scaling Data Distributions 70 What Do You Expect?

5 Develop and evaluate mathematical arguments and proofs. Select and use various types of reasoning and methods of proof. Accentuate the Negative 21, 41 Variables and Patterns 29 Filling and Wrapping 18 Moving Straight Ahead 23, 45 Stretching and Shrinking 37 Comparing and Scaling 32 Data Distributions 27 What Do You Expect? 19 Accentuate the Negative 35, 61 Variables and Patterns 43 Filling and Wrapping 35 Moving Straight Ahead 40, 65 Stretching and Shrinking 53 Comparing and Scaling 50 Data Distributions What Do You Expect? Accentuate the Negative 27 Variables and Patterns 61 Filling and Wrapping 24, Moving Straight Ahead 23, 45 Stretching and Shrinking 84 Comparing and Scaling Data Distributions What Do You Expect? 24 Accentuate the Negative Variables and Patterns 84 Filling and Wrapping 51, Moving Straight Ahead 40, 65 Stretching and Shrinking 103 Comparing and Scaling Data Distributions What Do You Expect?

6 Communication Organize and consolidate their mathematical thinking through communication. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. Accentuate the Negative 21, 59 Variables and Patterns 29, 63 Filling and Wrapping 18 Moving Straight Ahead 23 Stretching and Shrinking 20 Comparing and Scaling 47 Data Distributions 54 What Do You Expect? 19 Accentuate the Negative 35, 85 Variables and Patterns 43, 85 Filling and Wrapping 35 Moving Straight Ahead 40 Stretching and Shrinking 31 Comparing and Scaling 72 Data Distributions 71 What Do You Expect? Accentuate the Negative 41, 75 Variables and Patterns 48 Filling and Wrapping 31, 47 Moving Straight Ahead 69 Stretching and Shrinking 77 Comparing and Scaling 32 Data Distributions 27 What Do You Expect? 37 Accentuate the Negative 61, Variables and Patterns 67 Filling and Wrapping 54, 77 Moving Straight Ahead 94 Stretching and Shrinking 89 Comparing and Scaling 50 Data Distributions What Do You Expect? 58 5

7 Analyze and evaluate the mathematical thinking and strategies of others. Use the language of mathematics to express mathematical ideas precisely. Accentuate the Negative 63 Variables and Patterns 22 Filling and Wrapping 37 Moving Straight Ahead 20, 89 Stretching and Shrinking Comparing and Scaling 8-9, 19 Data Distributions 48 What Do You Expect? 13 Accentuate the Negative Variables and Patterns 40 Filling and Wrapping Moving Straight Ahead 39, 120 Stretching and Shrinking 72 Comparing and Scaling 23-26, Data Distributions 69 What Do You Expect? 34 Accentuate the Negative 5-6 Variables and Patterns 7-9, Filling and Wrapping 19 Moving Straight Ahead 55 Stretching and Shrinking 38, 25 Comparing and Scaling 49 Data Distributions 5 What Do You Expect? 5 Accentuate the Negative 9, 23 Variables and Patterns 23, 71 Filling and Wrapping 41 Moving Straight Ahead 87 Stretching and Shrinking 59 Comparing and Scaling 77 Data Distributions 23 What Do You Expect? 21 6

8 Connections Recognize and use connections among mathematical ideas. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. Accentuate the Negative 19, Variables and Patterns Filling and Wrapping Moving Straight Ahead 17-21, Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative 7, 34, Variables and Patterns Filling and Wrapping Moving Straight Ahead 38-39, Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect? Accentuate the Negative 5-7 Variables and Patterns Filling and Wrapping 5-7 Moving Straight Ahead 17-21, Stretching and Shrinking Comparing and Scaling Data Distributions 21-23, What Do You Expect? Accentuate the Negative 7, Variables and Patterns 8, Filling and Wrapping 7 Moving Straight Ahead 9 Stretching and Shrinking 8 Comparing and Scaling 8 Data Distributions 11 What Do You Expect? 11 7

9 Recognize and apply mathematics in contexts outside of mathematics. Representation Create and use representations to organize, record, and communicate mathematical ideas. Accentuate the Negative 17 Variables and Patterns 6-7 Filling and Wrapping 16 Moving Straight Ahead 2-3, 8-9 Stretching and Shrinking 69 Comparing and Scaling 5-6, Data Distributions 51 What Do You Expect? 28 Accentuate the Negative 34 Variables and Patterns Filling and Wrapping 34 Moving Straight Ahead 3, Stretching and Shrinking 88 Comparing and Scaling 15-18, Data Distributions 70 What Do You Expect? 55 Accentuate the Negative 5-7, Variables and Patterns Filling and Wrapping 7-8 Moving Straight Ahead 10-11, Stretching and Shrinking Comparing and Scaling 34 Data Distributions What Do You Expect? Accentuate the Negative 15-20, Variables and Patterns Filling and Wrapping Moving Straight Ahead 31-34, Stretching and Shrinking Comparing and Scaling Data Distributions What Do You Expect?

10 Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena. Estimation and Mental Computation Know and apply appropriate methods for estimating the results of computations. Accentuate the Negative 10-11, 40 Variables and Patterns 40 Filling and Wrapping 15 Moving Straight Ahead 20 Stretching and Shrinking 66 Comparing and Scaling 44 Data Distributions 13-15, 48 What Do You Expect? 35 Accentuate the Negative 21-24, 61 Variables and Patterns 63 Filling and Wrapping 33 Moving Straight Ahead 39 Stretching and Shrinking 78 Comparing and Scaling 71 Data Distributions 29-32, 69 What Do You Expect? 57 Accentuate the Negative 5-6, Variables and Patterns 5-6, 8-9 Filling and Wrapping Moving Straight Ahead Stretching and Shrinking Comparing and Scaling Data Distributions 57 What Do You Expect? Accentuate the Negative 15-20, Variables and Patterns Filling and Wrapping 33 Moving Straight Ahead Stretching and Shrinking 89 Comparing and Scaling Data Distributions What Do You Expect? SE: Stretching and Shrinking 6, 9, 78-83, 84-85, 87, 93 Comparing and Scaling 46, 55-57, 59 9

11 TG: Stretching and Shrinking , 103 Comparing and Scaling Round numbers to a specified place value. SE: Taught in Grade 6: Use estimation to decide whether answers are reasonable. Decide when estimation is an appropriate strategy for solving a problem. Determine appropriate accuracy and precision of measurement in problem situations. Use properties of numbers and operations to perform mental computation. Recognize when the numbers involved in a computation allow for a mental computation strategy. Technology Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum. Bits and Pieces I: 30, 32, 33 TG: Taught in Grade 6: Bits and Pieces I: SE: Stretching and Shrinking 78-83, 84-85, 87, 90-92, 93 TG: Stretching and Shrinking , SE: Stretching and Shrinking 6, 9, 78-83, 84-85, 87, 93 Comparing and Scaling 46, 55-57, 59 TG: Stretching and Shrinking , 103 Comparing and Scaling SE: Taught in Grade 6: Shapes and Designs Covering and Surrounding 71, 88 TG: Taught in Grade 6: Shapes and Designs SE: Accentuate the Negative 30, 36, 45-49, 50-53, 71, 78 TG: Accentuate the Negative 49-52, 59, 63-80, 81-82, 100 SE: Accentuate the Negative 30, 36, 45-49, 50-53, 71, 78 TG: Accentuate the Negative 49-52, 59, 63-80, 81-82, 100 Accentuate the Negative 7, 15 Variables and Patterns 15, Filling and Wrapping 70 Moving Straight Ahead 37 Stretching and Shrinking 9 Comparing and Scaling 51 Data Distributions 17 What Do You Expect? 27 10

12 Technology can contribute to concept development, simulation, representation, communication, and problem solving. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem solving skills. Accentuate the Negative 10 Variables and Patterns 11, Filling and Wrapping 10 Moving Straight Ahead 12 Stretching and Shrinking 11 Comparing and Scaling 11 Data Distributions 15, A1-A29 What Do You Expect? 14 Accentuate the Negative 15, 33 Variables and Patterns 23 Filling and Wrapping 66, 68 Moving Straight Ahead 33 Stretching and Shrinking 29 Comparing and Scaling 12 Data Distributions 47 What Do You Expect? 6 Accentuate the Negative 10 Variables and Patterns 11, Filling and Wrapping 10 Moving Straight Ahead 12 Stretching and Shrinking 11 Comparing and Scaling 11 Data Distributions 15, A1-A29 What Do You Expect? 14 Accentuate the Negative 37 Variables and Patterns 58 Filling and Wrapping 53, 55 Moving Straight Ahead 16, 26 Stretching and Shrinking Comparing and Scaling 25 Data Distributions 49 What Do You Expect? 45 11

13 o Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator. o The focus must be on learning mathematics, using technology as a tool rather than as an end in itself. Accentuate the Negative 10 Variables and Patterns 11, Filling and Wrapping 10 Moving Straight Ahead 12 Stretching and Shrinking 11 Comparing and Scaling 11 Data Distributions 15, A1-A29 What Do You Expect? 14 SE: Accentuate the Negative 22-30, 32-40, 41, 44-49, 50-58, 59 TG: Accentuate the Negative 37-52, 57-61, 63-80, Accentuate the Negative 7 Variables and Patterns Filling and Wrapping 10 Moving Straight Ahead 12, 16 Stretching and Shrinking 9 Comparing and Scaling 11 Data Distributions 17 What Do You Expect? 6, 27 Accentuate the Negative 10 Variables and Patterns 11, Filling and Wrapping 10 Moving Straight Ahead 12 Stretching and Shrinking 11 Comparing and Scaling 11 Data Distributions 15, A1-A29 What Do You Expect? Standard 1 Number Sense and Computation Read, write, compare and solve problems SE: Taught in Grade 8: using whole numbers in scientific Growing, Growing, Growing 17, 28, 55, 70-72, notation. 81 TG: Taught in Grade 8: Growing, Growing, Growing 42, 58, 95,

14 7.1.2 Recognize and compute whole number powers of positive integers Recognize the prime factors of a number and find the prime factorization of whole numbers and write the results using exponents Recognize or use prime and composite numbers to solve problems Recognize and use the inverse relationship between squaring and finding the square root of a perfect square integer Identify, write, rename, compare and order rational and common irrational numbers and plot them on a number line Solve problems that involve multiplication and division with integers, fractions, decimals and combinations of the four operations Solve problems involving percents. Find the whole given a part and the percentage Find percentage increase or decrease. SE: Taught in Grade 8: Growing, Growing, Growing 5-10, 11-19, Frogs, Fleas, and Painted Cubes TG: Taught in Grade 8: Growing, Growing, Growing 20-38, 39-43, Frogs, Fleas, and Painted Cubes 107 SE: Taught in Grade 8: Growing, Growing, Growing 6-7, TG: Taught in Grade 8: Growing, Growing, Growing 25-30, 39 SE: Taught in Grade 6: Prime Time 4, 10-11, 15-16, 19, 21, 32-33, 51-52, 57-59, 66-67, 74 TG: Taught in Grade 6: Prime Time 21-24, 31-32, 33-34, 50-51, 81-86, 93-94, 101 SE: Taught in Grade 8: Growing, Growing, Growing 5-7 Frogs, Fleas, and Painted Cubes Looking for Pythagoras 20-22, 24-29, 30 TG: Taught in Grade 8: Growing, Growing, Growing 10, Frogs, Fleas, and Painted Cubes Looking for Pythagoras 39-46, SE: Accentuate the Negative 4-7, 10-11, 16-17, 21 TG: Accentuate the Negative 15-24, 33, 35 SE: Accentuate the Negative 22-30, 32-40, 41, 44-49, 50-58, 59 TG: Accentuate the Negative 37-52, 57-61, 63-80, SE: Comparing and Scaling 13, 25 TG: Comparing and Scaling 28, 47 13

15 7.1.9 Solve problems involving ratios and proportions. Express one quantity as a fraction of another, given their ratio, and vice versa. Find how many times one quantity is as large as another, given their ratio, and vice versa. Express one quantity as a fraction of another given the two quantities. Find the whole, or one part, when a whole is divided into parts in a given ration. Solve problems involving two pairs of equivalent ratios. 7.2 Standard 2 Algebra and Functions Use variables and appropriate operations to write an expression, equation or inequality that represents a verbal description Write and solve two-step linear equations and inequalities in one variable Evaluate numerical expressions and simplify algebraic expressions involving rational and irrational numbers Solve an equation or formula with two variables for a particular variable Find the slope of a line from its graph and relate the slope of a line to similar triangles Draw the graph of a line given its slope and one point on the line or two points on the line Identify situations that involve proportional relationships, draw graphs representing these situations and recognize that these situations are described by a linear function in the form y = mx where the unit rate m is the slope of the line. SE: Comparing and Scaling 5-9, 10-16, 18-23, 24-31, 33-39, 40-46, 48-54, 55-61, TG: Comparing and Scaling 15-26, 27-30, 32-46, 47-50, 52-68, 69-72, 74-88, SE: Variables and Patterns 50-54, 56-58, 62, 71, 73-75, 79, 82 TG: Variables and Patterns 69-80, 81-84, , 102 SE: Variables and Patterns 50-54, 56-58, 62, 71, 73-75, 79, 82 TG: Variables and Patterns 69-80, 81-84, , 102 SE: Accentuate the Negative 57 Variables and Patterns 57 TG: Accentuate the Negative 84 Variables and Patterns SE: Moving Straight Ahead Variables and Patterns TG: Moving Straight Ahead Variables and Patterns SE: Moving Straight Ahead 72-74, TG: Moving Straight Ahead, , SE: Moving Straight Ahead 80, 82, 89 TG: Moving Straight Ahead 116, 120 SE: Moving Straight Ahead 71-72, 75, 100 Comparing and Scaling

16 7.3 Standard 3 Geometry and Measurement Identify and use basic properties of angles formed by transversals intersecting pairs of parallel lines Identify, describe, and use transformations (translations, rotations, reflections and simple compositions of these transformations) to solve problems Draw two-dimensional patterns (nets) for three-dimensional objects, such as right prisms, pyramids, cylinders and cones Recognize, describe, or extend geometric patterns using tables, graphs, words, or symbols Identify, describe, and construct similarity relationships and solve problems involving similarity (including similar triangles) and scale drawings by using proportional reasoning Solve simple problems involving distance, speed and time. Understand concepts of speed and average speed. Understand the relationship between distance, time and speed. Find speed, distance or time given the other two quantities. Write speed in different units (km/h, m/s, cm/s, mi/hr, ft/sec). Solve simple problems involving speed and average speed. 7.4 Standard 4 Data Analysis and Probability Create, analyze and interpret data sets in multiple ways using bar graphs, frequency tables, line plots, histograms and circle graphs. Justify the choice of data display. TG: Moving Straight Ahead Comparing and Scaling 70 SE: Stretching and Shrinking 50-51, 101, 103 TG: Stretching and Shrinking 70 SE: Stretching and Shrinking 21-27, 28-33, 37, 58-65, 66-76, 77, 86-87, TG: Stretching and Shrinking 33-48, 49-53, 75-86, 87-89, 103 SE: Filling and Wrapping 5-9, 10-13, 17, 18, 19, 25, 35-36, 41, 76, 78, 82 TG: Filling and Wrapping 14-30, 31-33, 35, 65-68, 74 SE: Variables and Patterns 43, 58, 60, 76-77, 84 TG: Variables and Patterns 64, 83-84, 101 SE: Stretching and Shrinking 21-27, 28-33, 37, 58-65, 66-76, 77, 86-87, Comparing and Scaling TG: Stretching and Shrinking 33-48, 49-53, 75-86, 87-89, 103 Comparing and Scaling SE: Comparing and Scaling 33, 35, 41, 52, 55, 62, 69 TG: Comparing and Scaling 57-60, 70, 89, 92 SE: Data Distributions 6-15, 16-27, 55-61, 62-73, 74-77,

17 7.4.2 Make predictions from statistical data and use proportions to make estimates about a population based on a sample Describe how additional data, particularly outliers, added to a data set may affect the mean, median and mode Analyze data displays, including ways that they can be misleading. Analyze ways in which the wording of questions can influence survey results Understand that when all outcomes of an experiment are equally likely, the theoretical probability of an event is the fraction of outcomes in which the event occurs. Use theoretical probability and proportions to make approximate predictions. TG: Data Distributions 20-36, 37-43, 74-92, 93-96, SE: Data Distributions 6-15, 16-27, 55-61, 62-73, 74-77, TG: Data Distributions 20-36, 37-43, 74-92, 93-96, SE: Data Distributions 34-35, TG: Data Distributions 53-54, SE: Data Distributions 6-15, 16-27, 55-61, 62-73, 74-77, TG: Data Distributions 20-36, 37-43, 74-92, 93-96, SE: What Do You Expect? 5-9, 10-18, 20-26, 27-36, 38-42, 43-48, 50-53, 54-59, 67, 69 TG: What Do You Expect? 18-32, 33-36, 38-54, 55-58, 60-72, 73-77, 79-90,

### GRADES 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

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

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

### NEW MEXICO Grade 6 MATHEMATICS STANDARDS

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

### Prentice Hall Mathematics Courses 1-3 Common Core Edition 2013

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

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

### Big Ideas in Mathematics

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

### CAMI Education linked to CAPS: Mathematics

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

### Common Core Unit Summary Grades 6 to 8

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

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

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

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

Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model

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

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

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

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

### WORK SCHEDULE: MATHEMATICS 2007

, K WORK SCHEDULE: MATHEMATICS 00 GRADE MODULE TERM... LO NUMBERS, OPERATIONS AND RELATIONSHIPS able to recognise, represent numbers and their relationships, and to count, estimate, calculate and check

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

New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct

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

CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number

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

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

### Unit 1: Integers and Fractions

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

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

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

### Georgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade

Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade

### Number Sense and Operations

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

### Common Core State Standards for Mathematics Accelerated 7th Grade

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

### Welcome 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 402-443- 3101 kschnakenberg@esu2.org Course Descriptions: Both Concept and Application

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

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

### Grade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills

Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate

### Functional Math II. Information CourseTitle. Types of Instruction

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

### Performance Level Descriptors Grade 6 Mathematics

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

### Pennsylvania System of School Assessment

Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read

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

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

### Higher Education Math Placement

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

### NCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5

NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students

### Prentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)

PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and

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

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

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

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

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

Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level

### Mathematics Scope and Sequence, K-8

Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K-8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count

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

Algebra 1 Course Overview Students develop algebraic fluency by learning the skills needed to solve equations and perform important manipulations with numbers, variables, equations, and inequalities. Students

### Indiana State Core Curriculum Standards updated 2009 Algebra I

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

### Grade 5 Math Content 1

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

### Algebra 1 Course Information

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

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

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

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

### CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA

We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREER-READY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical

### Senior Phase Grade 8 Today Planning Pack MATHEMATICS

M780636110236 Senior Phase Grade 8 Today Planning Pack MATHEMATICS Contents: Work Schedule: Page Grade 8 2 Lesson Plans: Grade 8 4 Rubrics: Rubric 1: Recognising, classifying and representing numbers...22

### Algebra 1 Course Title

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

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

### 10 th Grade Math Special Education Course of Study

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

### Such As Statements, Kindergarten Grade 8

Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential

### The Australian Curriculum Mathematics

The Australian Curriculum Mathematics Mathematics ACARA The Australian Curriculum Number Algebra Number place value Fractions decimals Real numbers Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year

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

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

### LESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,

Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Florida Department of Education/Office of Assessment January 2012. Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions

Florida Department of Education/Office of Assessment January 2012 Grade 6 FCAT 2.0 Mathematics Achievement Level Descriptions Grade 6 FCAT 2.0 Mathematics Reporting Category Fractions, Ratios, Proportional

### Math at a Glance for April

Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common

### Topic: Unit 1-Variables, Expressions, and Integers

Grade 7th Topic: Unit 1-Variables, Expressions, and Integers Essential Questions/Enduring CC.7.NS.1 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and

### MATHS 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

### NEW 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

### Algebra I Vocabulary Cards

Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### Key Topics What will ALL students learn? What will the most able students learn?

2013 2014 Scheme of Work Subject MATHS Year 9 Course/ Year Term 1 Key Topics What will ALL students learn? What will the most able students learn? Number Written methods of calculations Decimals Rounding

Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### Overview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres

Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,

### Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B

Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced

### McDougal Littell California:

McDougal Littell California: Pre-Algebra Algebra 1 correlated to the California Math Content s Grades 7 8 McDougal Littell California Pre-Algebra Components: Pupil Edition (PE), Teacher s Edition (TE),

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

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

### FOREWORD. Executive Secretary

FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National

### Assessment Anchors and Eligible Content

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

### PCHS ALGEBRA PLACEMENT TEST

MATHEMATICS Students must pass all math courses with a C or better to advance to the next math level. Only classes passed with a C or better will count towards meeting college entrance requirements. If

### Illinois State Standards Alignments Grades Three through Eleven

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

### Geometry 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

### Algebra I Credit Recovery

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

### Polynomial Operations and Factoring

Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.

### Grade 6 Mathematics Performance Level Descriptors

Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this

### CHICAGO PUBLIC SCHOOLS (ILLINOIS) MATH & SCIENCE INITIATIVE COURSE FRAMEWORK FOR ALGEBRA Course Framework: Algebra

Chicago Public Schools (Illinois) Math & Science Initiative Course Framework for Algebra Course Framework: Algebra Central Concepts and Habits of Mind The following concepts represent the big ideas or

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### Standards and progression point examples

Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to

### A 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

### Mathematics Georgia Performance Standards

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

### CRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide

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

### South Carolina College- and Career-Ready (SCCCR) Algebra 1

South Carolina College- and Career-Ready (SCCCR) Algebra 1 South Carolina College- and Career-Ready Mathematical Process Standards The South Carolina College- and Career-Ready (SCCCR) Mathematical Process

### Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and

### AMSCO S Ann Xavier Gantert

AMSCO S Integrated ALGEBRA 1 Ann Xavier Gantert AMSCO SCHOOL PUBLICATIONS, INC. 315 HUDSON STREET, NEW YORK, N.Y. 10013 Dedication This book is dedicated to Edward Keenan who left a profound influence

### Mathematics Curriculum Guide Precalculus 2015-16. Page 1 of 12

Mathematics Curriculum Guide Precalculus 2015-16 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing

### Mathematics. GCSE subject content and assessment objectives

Mathematics GCSE subject content and assessment objectives June 2013 Contents Introduction 3 Subject content 4 Assessment objectives 11 Appendix: Mathematical formulae 12 2 Introduction GCSE subject criteria

### North Carolina Math 2

Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.

### Prentice Hall Mathematics, Algebra 1 2009

Prentice Hall Mathematics, Algebra 1 2009 Grades 9-12 C O R R E L A T E D T O Grades 9-12 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension

Instructional Material Bureau Summer 2012 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Publisher information and instructions: Corporation or Publisher: Pearson Education,

### What are the place values to the left of the decimal point and their associated powers of ten?

The verbal answers to all of the following questions should be memorized before completion of algebra. Answers that are not memorized will hinder your ability to succeed in geometry and algebra. (Everything

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

PROGRAM DESCRIPTION The goal of Prentice Hall Connecting to Algebra is to fully prepare students for success in Algebra 1 by thoroughly covering the Algebra Readiness standards outlined by the California

### Curriculum Overview YR 9 MATHS. SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures

Curriculum Overview YR 9 MATHS AUTUMN Thursday 28th August- Friday 19th December SUPPORT CORE HIGHER Topics Topics Topics Powers of 10 Powers of 10 Significant figures Rounding Rounding Upper and lower

### DELAWARE MATHEMATICS CONTENT STANDARDS GRADES 9-10. 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 9-10) STANDARD #1 Students will develop their ability to SOLVE PROBLEMS

### Florida Math for College Readiness

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

### Questions. Strategies August/September Number Theory. What is meant by a number being evenly divisible by another number?

Content Skills Essential August/September Number Theory Identify factors List multiples of whole numbers Classify prime and composite numbers Analyze the rules of divisibility What is meant by a number

### Mathematics programmes of study: key stage 4. National curriculum in England

Mathematics programmes of study: key stage 4 National curriculum in England July 2014 Contents Purpose of study 3 Aims 3 Information and communication technology (ICT) 4 Spoken language 4 Working mathematically

### Week 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

### Measurement with Ratios

Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve real-world and mathematical

### TExMaT I Texas Examinations for Master Teachers. Preparation Manual. 087 Master Mathematics Teacher EC 4

TExMaT I Texas Examinations for Master Teachers Preparation Manual 087 Master Mathematics Teacher EC 4 Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency

### Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

### Math Review. for the Quantitative Reasoning Measure of the GRE revised General Test

Math Review for the Quantitative Reasoning Measure of the GRE revised General Test www.ets.org Overview This Math Review will familiarize you with the mathematical skills and concepts that are important