THE CONTENT STRANDS - Pearson...

Prentice Hall Mathematics: Course 2 © 2004 Correlated to:

New Hampshire Mathematics Curriculum Framework, 7-10 Mathematics Addendum Content Strands

(Grades 7-8)

NEW HAMPSHIRE MATHEMATICS CURRICULUM FRAMEWORK,7-10 MATHEMATICS ADDENDUM

CONTENT STRANDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

NUMBERS, NUMERATION, OPERATIONS, and NUMBER THEORY Today's mathematics program must be rich in experiences that go far beyond the traditional emphasis on number and operation. NUMBER SENSE AND NUMERATION In Grades 7-8 Students should be given opportunities to read and write rational numbers.

• Students should use Venn diagrams or concept maps to illustrate the relationships between natural numbers, integers, and rational numbers.

SE/TE: 34, 149, 173, 425, 428, 591 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters]

• Have students explore ancient numeration

systems for the purpose of making connections to our place value system.

• Continue to provide students opportunities to explore our place value system by examining bases other than ten.

SE/TE: 12-14, 15 (# 52) , 23-28, 29, 696, 697, 700, 701

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook section 1-2

• Help students connect our place value system to the metric system.

SE/TE: 12-14, 15 (# 52) , 23-28, 29, 64, 65, 696, 697, 700, 701, 709-711

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment

SE = Student Edition TE = Teacher Edition TR = Teaching Resources 1


New Hampshire Mathematics Curriculum Framework 7-10 Mathematics Addendum Content Strands, (Grades 7-8)


CONTENT STRANDS


(Continued) • Help students connect our place value system

to the metric system.

(Continued) TR: (f) Projects, (g) Chapter Tests, (h) Cumulative

Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-2, 1-4

• Given a set of rational numbers, students

should be able to order them from least to greatest.

SE/TE: 34-38, 57-60, 66-67, 126-127, 129, 134, 136-139, 140, 156-159, 160-161, 164-167, 168-172, 173-176, 187, 288, 295-299, 568-569, 684, 686, 696, 702; ASSESSMENT in SE/TE: 4, 63, 64, 65, 70, 111, 125, 135, 149, 159, 167, 172, 179-180, 190, 196, 211, 235, 240, 159, 265, 300, 341, 346, 567, 573, 673

TE Only: 35, 37, 157, 159, 174, 176, 297, TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-6, 1-10, 3-1, 3-2, 3-6, 3-7, 3-8, 3-9, 3-10, 5-1, 5-4, 5-5, 6-2

• Students should have opportunities to

represent and identify rational numbers using models.

SE/TE: 34-38, 39-43, 45-48, 50-54, 66-67, 76, 80, 83, 86, 88, 94, 108-111, 112-115, 118, 127, 131, 135, 136-137, 143, 145-149, 151-154, 156-158, 162, 164-167, 173-175, 182-183, 187, 191, 192-196, 202, 207, 213, 219-221, 242, 246-250, 257, 261, 292-294, 295-298, 311-316, 322, 335-336, 342-343, 374-377, 388-392, 686, 696, 697, 702; ASSESSMENT in SE/TE: 33, 64, 111, 125, 144, 155, 179, 180, 181, 186, 190, 235, 304, 339, 340, 341, 373





CONTENT STRANDS


(Continued) • Students should have opportunities to

represent and identify rational numbers using models.

(Continued) TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-6, 1-7, 1-8, 1-9, 2-8, 3-4, 3-5, 3-6, 3-8, 3-10, 4-2, 4-6, 4-7, 5-2, 6-2, 6-3, 6-5, 7-6, 7-9

• Given a number as a fraction, decimal, or

percent, have students write equivalent expressions using one of the other forms.

SE/TE: 168-172, 173-176, 241-243, 246-249, 251, 291-294, 295-300, 301-304, 311-317, 318-321, 322-326, 327-332, 333-336, 388-392, 499-502, 511, 629-633, 642, 676-677; ASSESSMENT in SE/TE: 179, 180, 221, 235, 290, 294, 304, 326, 332, 336, 339, 340, 341, 367, 377, 392, 502, 510, 513, 514, 515, 676-677

TE Only: 169, 174, 292, 294, 297, 300, 302, 323, 324, 328, 330, 224, 334, 500, 505, 514

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-9, 3-10, 5-1, 5-2, 6-1, 6-2, 6-3, 6-7, 6-8, 6-9, 7-9, 9-7, 9-8, 12-1

• Have students write numbers using scientific

notation.

SE/TE: 136-139, 140, 181; ASSESSMENT in SE/TE: 139, 155, 178, 180, 181, 230, 341, 567

TE Only: 137, 139





CONTENT STRANDS


(Continued) • Have students write numbers using scientific

notation.


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook section 3-2

• Provide students with opportunities to explore

irrational numbers and use the Pythagorean Theorem to locate numbers like the square root of 2 on the number line.

SE/TE: 426-430, 431, 432-436. 456-458, 691; ASSESSMENT in SE/TE: 430, 436, 440, 461, 462, 463

TE Only: 427-428, 431, 433, 435 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 8-6, 8-10

• Students should use rules for divisibility by 2,

3, 5, 9, and 10; explore the divisibility rules for 4, 6, and 8.

SE/TE: 141-144, 145-149, 150, 152-154, 177, 686; ASSESSMENT in SE/TE: 144, 155, 163, 179, 180, 181, 186, 190, 373

TE Only: 146, 147, 149 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies





CONTENT STRANDS


(Continued) • Students should use rules for divisibility by 2,

3, 5, 9, and 10; explore the divisibility rules for 4, 6, and 8.

(Continued) TR: (l) Student Edition Answers on

Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-3, 3-4

CONCEPTS OF NUMBER OPERATIONS In Grades 7-8 Provide opportunities for students to use models to explore conceptually the addition, subtraction, multiplication, and division of fractions, decimals, and integers.

• Have students explore the sum, difference, product and quotient of two rational numbers under various constraints, such as multiplying when both numbers are greater than zero and less than one, both numbers less than zero, or when one is less than zero and the other is greater; students should formulate conjectures about the answers and defend their conjectures.

SE/TE: 5-10, 11-15, 16, 17-22, 24-28, 29, 30-33, 39-44, 45-49, 50-54, 55 66-67, 70, 77-81, 82, 83-87, 88-92, 93-97, 98-101, 102-106, 107-111, 112-115, 116-120, 126-127, 130, 131-135, 136-139, 168-172, 173-176, 182-183, 187-190, 191, 192-196, 197-201, 202-206, 207-211, 212, 213-216, 217, 218-221, 222-225, 231, 236-237, 678, 679, 680, 684, 685, 687, 698, 699, 703-708; ASSESSMENT in SE/TE: 62-63, 64, 65, 122-123, 232-233, 234, 235

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-1, 1-2, 1-3, 1-4, 1-5, 1-7, 1-8, 1-9, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7, 2-8, 2-9, 2-10, 3-1, 3-2, 3-3, 3-8, 3-9, 3-10, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8, 5-3, 5-4, 5-5

• Have students relate multiplication by a

fraction or decimal to finding a percent of a number.

SE/TE: 291-294, 295-300, 301-304, 305-310, 311-316, 317, 318-321, 322-326, 327-332, 333-336, 342-343; ASSESSMENT in SE/TE: 310, 321, 326, 333, 339, 340, 341, 346, 356





CONTENT STRANDS


(Continued) • Have students relate multiplication by a

fraction or decimal to finding a percent of a number.


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 6-1, 6-4, 6-5, 6-6, 6-7, 6-8, 6-9

• Students should model the addition of

fractions as a ‘joining’ process as it was with whole numbers.

• Provide students with opportunities to model the subtraction of fractions as a ‘take away’ process and as a comparison (as with whole numbers).

SE/TE: 187-190, 191, 192-196, 197-201, 213-216, 219-221, 236, 237; ASSESSMENT in SE/TE: 190, 196, 201, 216, 221, 232-233, 234

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 4-1, 4-2, 4-3, 4-6

• Have students connect the multiplication of

fractions via the area model to multiplication of whole numbers.

• Have students model division of fractions using ‘measurement’ division, i.e. 3/4 divided by 1/3 counts how many thirds there are in 3/4.

SE/TE: 202-206, 207-211, 212, 214-216, 217, 219, 231, 687; ASSESSMENT in SE/TE: 206, 211, 216, 221, 225, 232-233, 234, 235

TE Only: 203-204, 206, 208, 210-211 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies





CONTENT STRANDS


(Continued) • Have students connect the multiplication of

fractions via the area model to multiplication of whole numbers.

• Have students model division of fractions using ‘measurement’ division, i.e. 3/4 divided by 1/3 counts how many thirds there are in 3/4.


Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 4-4, 4-5, 4-6

• Students need opportunities to understand and

use the standard algebraic order of operations.

SE/TE: 50-54, 55, 66-67, 70, 73-75, 82, 131-135, 468, 507-510, 511; ASSESSMENT in SE/TE: 61, 64, 66-67, 75, 81, 87, 135, 139, 167, 402, 520

TE Only: 52, 55, 132, 133 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-9, 2-1, 3-1, 3-7

• Provide opportunities for students to

understand and use fundamental properties of exponents.

SE/TE: 131-135, 136-139, 140, 145-149, 160-162, 181, 182-183, 432-436, 478, 500-502, 513, 686, 706; ASSESSMENT in SE/TE: 135, 139, 155, 167, 178-179, 180, 181, 341, 436, 515

TE Only: 132, 134, 137, 146, 147, 433, 500 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters





CONTENT STRANDS


(Continued) • Provide opportunities for students to

understand and use fundamental properties of exponents.

(Continued) TR: (s) Guided Problem Solving Masters] which

accompany textbook sections 3-1, 3-2, 3-4, 3-7, 8-6, 10-4

COMPUTATION In Grades 7-8 Provide students opportunities to develop and use algorithms to do the four basic operations with fractions, decimals, and integers.

• Have students use the identity elements and the commutative, associative, and distributive properties to perform computations.

SE/TE: 12-15, 17-22, 50-54, 55, 66-67, 70, 73-75, 82, 83-87, 88-92, 93-97, 98-101, 112-115, 117-120, 307, 468, 507-510, 511, 684; ASSESSMENT in SE/TE: 22, 54, 60, 62-63, 64, 66-67, 75, 81, 123, 126-127, 167, 178, 180, 201, 231, 468, 520

TE Only: 18, 19, 51-52, 72-73, 508 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-2, 1-3, 1-9, 2-2, 2-3, 2-4, 2-9, 2-10, 3-7, 9-9

• Have students select appropriate

computational techniques in the solution of problems and check the reasonableness of results using mental computation and estimation techniques.

SE/TE: 5-9, 11, 12, 13, 14, 15, 19-21, 24-27, 29, 31, 33, 49, 50, 52, 53, 62, 64, 66-67, 74, 77-81, 91, 117, 126-127, 132, 133, 134, 135, 136, 137-139, 149, 168-172, 187-190, 192-196, 197-201, 203, 206, 208-210, 211, 217, 218-221, 226, 227-230, 232, 235, 247-249, 250, 261, 263-264, 266, 275-279, 280, 284, 286-287, 290, 297-300, 302-303, 305-309, 312, 317, 322-325, 351, 373, 403-405, 469, 472, 481, 495, 498, 500-502, 504, 508-509, 511, 515, 545, 552, 554, 557, 559, 561, 602-605, 602-605, 654, 673, 674, 683, 687, 702; ASSESSMENT in SE/TE: 33, 49, 62, 64, 65, 75, 181, 190, 201, 206, 225, 231, 232, 234, 235, 250, 285, 290, 310, 326, 406, 460, 462, 464-465, 514, 515, 516-517, 605, 669

TE Only: 6, 7, 78, 323, 603





CONTENT STRANDS


(Continued) • Have students select appropriate

computational techniques in the solution of problems and check the reasonableness of results using mental computation and estimation techniques.


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-1, 1-3, 1-4, 2-2, 3-2, 3-9, 3-10, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-9, 5-2, 5-7, 6-2, 6-3, 6-4, 6-7, 8-1, 8-4, 9-7, 9-9, 11-5, 11-6

• Allow students to use calculators in

appropriate problem solving situations.

SE/TE: 55, 132, 133, 136, 137, 168-171, 195, 199, 211, 212, 334, 389, 420, 421, 501

• Students should know when and how to apply

‘algebraic order of operations’ and explore its use on various calculators.

SE/TE: 50-54, 55, 66-67, 70, 73-75, 82, 131-135, 468, 507-510, 511; ASSESSMENT in SE/TE: 61, 64, 66-67, 75, 81, 87, 135, 139, 167, 402, 520



• Provide opportunities for students to explore

the use of grouping symbols such as parentheses, braces, and brackets.

SE/TE: 50-54, 55, 66-67, 70, 73-75, 82, 131-135, 414-417, 468, 507-510, 511; ASSESSMENT in SE/TE: 61, 64, 66-67, 75, 81, 87, 135, 139, 167, 402, 520


Reteaching, (c) Enrichment





CONTENT STRANDS


(Continued) • Provide opportunities for students to explore

the use of grouping symbols such as parentheses, braces, and brackets.

(Continued) TR: (d) Checkpoint Quizzes, (e) Alternative

Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-9, 2-1, 3-1, 3-7, 8-3, 9-9

• Students should have opportunities to decide

when it is appropriate to use an estimate, mental calculation, paper and pencil calculation, or technology to do a calculation.

SE/TE: 5-9, 11, 12, 13, 14, 15, 19-21, 24-27, 29, 31, 33, 49, 50, 52, 53, 55, 62, 64, 66-67, 74, 77-81, 91, 117, 126-127, 132, 133, 134, 135, 136, 137-139, 149, 168-172, 187-190, 192-196, 197-201, 203, 206, 208-210, 211, 212, 217, 218-221, 226, 227-230, 232, 235, 247-249, 250, 261, 263-264, 266, 275-279, 280, 284, 286-287, 290, 297-300, 302-303, 305-309, 312, 317, 322-325, 334, 351, 373, 403-405, 420, 421,422, 469, 472, 481, 495, 498, 500-502, 504, 508-509, 511, 515, 545, 552, 554, 557, 559, 561, 602-605, 602-605, 654, 673, 674, 683, 687, 702

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters]

• Have students explore the ideas of exact

numbers (the result of a counting process), approximate numbers (the result of a measurement), and measures of error for approximate numbers, such as relative error.

SE/TE: 23-28, 29, 41-43, 66-67, 69, 78-79, 114-115, 117, 121, 153, 166, 182-183, 185, 194-195, 198-200, 203, 205, 208, 210, 218-221, 222-225, 226, 227-229, 242-245, 246-250, 251, 252-253, 260-264, 266, 269-271, 275-278





CONTENT STRANDS


(Continued) • Have students explore the ideas of exact

numbers (the result of a counting process), approximate numbers (the result of a measurement), and measures of error for approximate numbers, such as relative error.

(Continued) SE/TE: 280, 351-356, 358-361, 388-392, 401, 403-

405, 407-412, 413-418, 419-423, 427, 433-436, 442-446, 449-453, 455-457, 467, 479, 480-482, 511, 519, 568-569, 709-711, 712; ASSESSMENT in SE/TE: 27-28, 44, 63, 64, 66-67, 124, 126-127, 182-183, 196, 200, 201, 206, 217, 225, 230, 231, 233, 234, 235, 250, 255, 264-265, 279, 284, 286-287, 386, 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 568-569, 679, 680

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-4, 4-7, 4-8, 4-9, 5-2, 5-7, 7-3, 7-4, 7-9, 8-1, 8-2, 8-3, 8-4, 8-8, 8-9

ESTIMATION AND MENTAL CALCULATION In Grades 7-8 Have students estimate the results of computations involving rational numbers, including percents.

• Given a problem, encourage students to make appropriate estimations relating to size, quantity, temperature, capacity, and passage of time in both metric and customary English units.

SE/TE: 23-28, 29, 66-67, 222-225, 226, 227-230, 231, 246-250, 251, 266, 275-280, 403-406, 482, 511, 519, 709-711, 712; ASSESSMENT in SE/TE: 28, 29, 66-67, 182-183, 225, 226, 233, 234, 251, 511

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook





CONTENT STRANDS


(Continued) • Given a problem, encourage students to make

appropriate estimations relating to size, quantity, temperature, capacity, and passage of time in both metric and customary English units.

(Continued) TR: (r) Reading and Math Literacy Masters, (s)

Guided Problem Solving Masters] which accompany textbook sections 1-4, 4-8, 8-1

• Encourage students to estimate measures of length, area, and volume before they perform or calculate the measurement in both metric and customary English units.

SE/TE: 23-28, 29, 66-67, 222-225, 226, 227-230, 231, 246-250, 251, 260-265, 266, 275-280, 403-406, 411-412, 413-418, 419-424, 432-435, 449-454, 455, 464-465, 476-477, 482, 511, 519, 681, 709-711, 712; ASSESSMENT in SE/TE: 28, 66-67, 182-183, 225, 226, 233, 234, 251, 460-461, 462, 463, 511

TE Only: 25, 226, 228, 230, 231, 279, 280, 404, 406 TR: Teaching Resources [(a) Practice, (b)


• Provide opportunities for students to

recognize when to use estimation and mental computation to solve problems where exact answers are not required.

SE/TE: 23-28, 29, 41-43, 66-67, 69, 78-79, 114-115, 117, 121, 153, 166, 182-183, 185, 194-195, 198-200, 203, 205, 208, 210, 218-221, 222-225, 226, 227-229, 242-245, 246-250, 251, 252-253, 260-264, 266, 269-271, 275-278, 280, 351-356, 358-361, 388-392, 401, 403-405, 407-412, 413-418, 419-423, 427, 433-436, 442-446, 449-453, 455-457, 467, 479, 480-482, 511, 519, 568-569, 709-711, 712; ASSESSMENT in SE/TE: 27-28, 44, 63, 64, 66-67, 124, 126-127, 182-183, 196, 200, 201, 206, 217, 225, 230, 231, 233, 234, 235, 250, 255, 264-265, 279, 284, 286-287, 386, 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 568-569, 679, 680







CONTENT STRANDS


(Continued) • Provide opportunities for students to

recognize when to use estimation and mental computation to solve problems where exact answers are not required.


Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-4, 4-7, 4-8, 4-9, 5-2, 5-7, 7-3, 7-4, 7-9, 8-1, 8-2, 8-3, 8-4, 8-8, 8-9

• Have students do mental computations on a

regular basis, such as 15% of $42.00 is 10% of $42.00 plus half of that again.

• Relate such computations to practical applications such as calculating an appropriate tip in a restaurant.

SE/TE: 318-321, 322-326, 327-332, 333-336, 406, 481, 499-502, 503-506, 508-510, 511, 552, 554, 557, 559, 561, 654, 689; ASSESSMENT in SE/TE: 326, 332, 336, 337, 339, 340, 341, 377, 502, 510, 513, 514, 515


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 6-7, 6-8, 6-9, 9-7, 9-8





CONTENT STRANDS


GEOMETRY, MEASUREMENT and TRIGONOMETRY Geometry helps students describe the world in which they live and serves as a natural link to the integration of mathematics across the curriculum. Students need to investigate, experiment, and explore geometric properties using both technology and hands-on materials. Geometry lends itself to having students work in groups; we encourage you to use group work extensively (Davidson, 1990). GEOMETRY AND SPATIAL SENSE In Grades 7-8 Have students identify the properties of plane and solid figures.

• Give students a set of plane figures and their attributes, and have them identify those figures that are congruent, similar, or neither

• Provide students with problem-solving situations involving similar and congruent figures.

SE/TE: 267-272, 273, 275-279, 280, 286-287, 342-343, 362, 363-367, 368, 369-373, 374-377, 378-382, 398-399, 688, 690; ASSESSMENT in SE/TE: 272, 279, 283, 284, 367, 373, 382, 395, 396

TE Only: 271, 276-277, 370-371, 379-380 TR: Teaching Resources [(a) Practice, (b)


• Explore the Pythagorean relationship and have

students apply the relationship to the solution of problems.

SE/TE: 431, 432-436. 456-458, 691; ASSESSMENT in SE/TE: 436, 440, 461, 462, 463







CONTENT STRANDS


• Have students classify figures into hierarchies; for example, quadrilaterals, parallelograms, rectangles, and squares, and explain the reasoning for the hierarchy.

SE/TE: 369-373, 387, 425, 690; ASSESSMENT in SE/TE: 373, 382, 395, 396

TE Only: 373 TR: Teaching Resources [(a) Practice, (b)


• Students should explore selected constructions

using compass and straightedge, a MIRA, paper folding, or construction software.

SE/TE: 273, 357-361, 362, 364, 389-392, 393, 398-399, 438-440, 441, 442-447; ASSESSMENT in SE/TE: 361, 386, 394, 396

TE Only: 358-359, 362 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-3, 8-7, 8-8

• Have students explore the basic

transformations: translations, rotations, and reflections.

• Use technology to explore these transformations.

SE/TE: 548, 549-553, 554-558, 559-562; ASSESSMENT in SE/TE: 525, 533, 550, 553, 558, 562, 563, 565, 566, 567, 675

TE Only: 551, 555, 558, 560, 562 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies





CONTENT STRANDS


(Continued) • Have students explore the basic

transformations: translations, rotations, and reflections.

• Use technology to explore these transformations.

(Continued) TR: (j) Daily Skills and Lesson Quiz

Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 10-6, 10-7, 10-8

• Students should use models and manipulatives

to develop the formulas for the linear (perimeter, circumference), area, volume, and surface area of two- and three-dimensional figures.

SE/TE: 132, 403-406, 407-412, 413-418, 419-424, 427, 431, 442-447, 448, 449-454, 455-456, 464-465, 479, 676-677, 691, 712; ASSESSMENT in SE/TE: 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 673, 675, 676-677

TE Only: 404. 405, 415, 416, 421, 422, 443, 447, 448, 451, 454

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 8-1, 8-2, 8-3, 8-4, 8-7, 8-8, 8-9, 8-10


the ratios of sides, areas, and volumes of similar figures.

SE/TE: 267-272, 273, 275-279, 283, 284, 286-287, 342-343; ASSESSMENT in SE/TE: 283, 284, 285

TE Only: 268-269, TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook





CONTENT STRANDS



the ratios of sides, areas, and volumes of similar figures.

(Continued) TR: (n) Skills and Concept Review, (o) Hands-on

Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 5-6, 5-7

• Have students explore tessellationas and relate

to art and architecture. (E.g., the works of Escher and tilings of floors and walls.)

SE/TE: 551-553 TE Only: 550-551 TR: Teaching Resources [(a) Practice, (b)


MEASUREMENT In Grades 7-8 Structure activities that will allow students to extend their understanding of the process of measurement: identify the attribute to be measured; select an appropriate unit; select a tool; do the measurement.

• Have students estimate, make, and use measurements to describe and compare phenomena and to solve real problems.

SE/TE: 23-28, 29, 76, 78-79, 126-127, 129, 137-139, 140, 153, 166-167, 169, 171, 182-183, 185, 201, 222-225, 226, 227-230, 231, 233-235, 236-237, 239, 242-245, 246-249, 251, 252, 260-261, 269-272, 273, 275-279, 280, 283-284, 286-287, 289, 342-343, 345, 351-356, 362, 364-367, 388-392, 393, 398-399, 401, 403-406, 410-411, 414-418, 419-424, 426-429, 432-435, 444-447, 450, 453, 459, 455-458, 460-463, 464-465, 467, 511, 519, 568-569, 602-605, 681, 691, 709-711

• Students should be encouraged to select

appropriate units and tools to measure to the degree of accuracy required in a particular situation.

SE/TE: 23-28, 29, 41-43, 66-67, 69, 78-79, 114-115, 117, 121, 153, 166, 182-183, 185, 194-195, 198-200, 203, 205, 208, 210, 218-221, 222-225, 226, 227-229, 242-245, 246-250, 251, 252-253, 260-264, 266, 269-271, 275-278, 280, 351-356, 358-361, 388-392, 401





CONTENT STRANDS


(Continued) • Students should be encouraged to select

appropriate units and tools to measure to the degree of accuracy required in a particular situation.

(Continued) SE/TE: 403-405, 407-412, 413-418, 419-423, 427,

433-436, 442-446, 449-453, 455-457, 467, 479, 480-482, 511, 519, 568-569, 709-711, 712; ASSESSMENT in SE/TE: 27-28, 44, 63, 64, 66-67, 124, 126-127, 182-183, 196, 200, 201, 206, 217, 225, 230, 231, 233, 234, 235, 250, 255, 264-265, 279, 284, 286-287, 386, 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 568-569, 679, 680

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-4, 4-7, 4-8, 4-9, 5-2, 5-7, 7-3, 7-4, 7-9, 8-1, 8-2, 8-3, 8-4, 8-8, 8-9

• (There are natural links to the science program

here.) Have students explore the structure and use of systems of measurement, both English and metric.

SE/TE: 23-28, 29, 66-67, 222-225, 226, 227-230, 231, 246-250, 251, 266, 275-280, 403-406, 482, 511, 519, 709-711, 712; ASSESSMENT in SE/TE: 28, 29, 66-67, 182-183, 225, 226, 233, 234, 251, 511

TE Only: 24-25, 223. 225 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-4, 4-8, 8-1





CONTENT STRANDS


• Have students explore area as "covering" and volume as "filling." Have students use grids and other techniques to approximate areas of irregular shapes.

SE/TE: 132, 403-406, 407-412, 413-418, 419-424, 427, 431, 442-447, 448, 449-454, 455-456, 464-465, 479, 676-677, 691, 712; ASSESSMENT in SE/TE: 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 673, 675, 676-677

TE Only: 404. 405, 415, 416, 421, 422, 443, 447, 448, 451, 454.


• Provide activities that will permit students to

extend their understanding of the concepts of perimeter, circumference, area, volume, surface area, angle measure, capacity, and weight and mass.

SE/TE: 403-405, 407-412, 413-418, 419-424, 441, 442-446, 449-453, 455-457, 464-465, 467, 479; ASSESSMENT in SE/TE: 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465

TE Only: 404. 406, 408-409, 412, 414-415, 420-421 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 8-1, 8-2, 8-3, 8-4, 8-8, 8-9





CONTENT STRANDS


• Develop the concepts of rates and other derived measurements with students; explore indirect measurement.

SE/TE: 246-250, 251, 256-259, 260, 266, 267-272, 274, 275-279, 280, 286-287, 432-436, 602-605, 628; ASSESSMENT in SE/TE: 250, 259, 265, 279, 282, 283, 284, 285, 430, 462



• Encourage students to estimate the area and

volume of figures by estimating the products of the linear measures.

SE/TE: 132, 403-406, 407-412, 413-418, 419-424, 427, 431, 442-447, 448, 449-454, 455-456, 464-465, 479, 691; ASSESSMENT in SE/TE: 406, 412, 418, 424, 447, 454, 458, 460-461, 462, 463, 464-465, 673, 675, 676-677

TE Only: 404. 405, 415, 416, 421, 422, 443, 447, 448, 451, 454.






CONTENT STRANDS


• Have students develop their own formulas and procedures for finding measures to solve problems.

SE/TE: 76, 363-367, 374-377, 393, 407-412, 413-418, 419-424, 431-436, 442-447, 448, 449-454, 455-458, 459, 460-461, 462, 463, 464-465, 479, 499-502, 507-510, 511, 513, 526, 533-538, 539, 579-581, 583, 601, 602-605, 622, 629-634, 635, 636-640, 642, 673, 675, 691; ASSESSMENT in SE/TE: 406, 412, 418, 424, 436, 447, 454, 458, 460-461, 462, 463, 464-465, 510, 511, 513, 673, 675, 676-677

TE Only: 364-365, 375, 409, 431, 433, 435, 443, 447, 448, 451, 454

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-4, 7-6, 8-2, 8-3, 8-4, 8-6, 8-8, 8-9, 9-8, 9-9, 10-3, 12-1, 12-2

TRIGONOMETRY In Grades 7-8 Have students find the height of objects using similar triangles, e.g., using shadows or reflections in a mirror.

• Have students explore the ratios of corresponding sides among similar right triangles; define the ratios of sine and tangent using the right triangle definitions.

• Apply similarity to the solution of practical problems such as finding the distance across a pond.

SE/TE: 267-272, 274, 275-279, 280, 286-287, 432-436; ASSESSMENT in SE/TE: 272, 279, 282, 283, 284, 285, 430, 436, 462

TE Only: 268-269, 271, 273, 433 TR: Teaching Resources [(a) Practice, (b)






CONTENT STRANDS


(Continued) • Have students explore the ratios of

corresponding sides among similar right triangles; define the ratios of sine and tangent using the right triangle definitions.

• Apply similarity to the solution of practical problems such as finding the distance across a pond.


accompany textbook sections 5-2, 5-7, 8-6

DATA ANALYSIS, STATISTICS, AND PROBABILITY Collecting, organizing, displaying, and interpreting data, as well as using that information to make predictions and decisions, are extremely important in today's society. However, before collecting data, students need to clearly define the problem and decide what information they will collect in order to solve the problem. Data collection and analysis lend themselves to small group work. Statistical instruction should be investigative and explorative in nature, so that students can answer questions about data. Probability should also be active and engaging, with students experimenting and modeling situations. Students need to investigate fairness, chances of winning, and uncertainty. Technology is an integral tool when students work with data and chance. In Grades 7-8: Have students systematically collect, organize, display, and describe data.

• Students should construct, read, and interpret tables, charts, and graphs, especially those found in newspapers and magazines.

SE/TE: 3, 7, 11, 23, 34, 37, 49, 56-59, 69, 71, 76, 80, 127, 131, 134, 136, 139, 154, 168, 171, 172, 175, 176, 185, 189, 195, 201, 206, 218, 222, 226, 239, 245, 252-253, 284, 316, 327, 331, 334, 345, 374-377, 388-392, 396, 400, 412, 448, 467, 469-473, 474-478, 479, 480-483, 484-488, 489-492, 493, 494-498, 500-502, 503-506, 507-510, 511, 512-513, 514, 516-517, 519, 568-569, 572-578, 579-584, 585-590, 592-595, 599-600, 603-604, 606-611, 613-618, 619, 621-622, 624-625, 643, 692

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-9, 9-1, 9-3, 11-1, 11-2, 11-3, 11-6, 11-7, 11-8





CONTENT STRANDS


• Have students identify the use of tables, charts, and graphs in other school subjects and bring those in for further analysis and discussion.

SE/TE: 3, 7, 11, 37, 49, 56-59, 69, 71, 76, 80, 127, 131, 139, 154, 168, 172, 175, 176, 185, 189, 195, 201, 206, 218, 222, 226, 239, 245, 252-253, 316, 327, 331, 334, 345, 388-392, 396, 400, 467, 469-473, 479, 480-482, 484-487, 488, 490-491, 494-498, 500-502, 516-517, 519, 568-569, 573-578, 579-584, 592-595, 599-600, 603-604, 606-611, 613-618, 619

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-9, 9-1, 9-4, 9-6, 9-7, 11-1, 11-2, 11-3, 11-4, 11-6, 11-7, 11-8

• Provide opportunities for students to use

tables, box-and-whisker plots, stem-and-leaf graphs, bar graphs, and pie charts to display and/or analyze data.

• Discuss the advantages and disadvantages of each.

SE/TE: 388-393, 571, 573-578, 579-584, 585-590, 596-600, 606-611, 613-618, 619; ASSESSMENT in SE/TE: 60, 64, 65, 201, 396, 578, 584, 589, 590, 600, 611, 613, 618, 634, 641

TE Only: 575, 577, 578, 581, 583, 584, 607-608, 618 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-10, 11-1, 11-2, 11-3, 11-7, 11-8





CONTENT STRANDS


• Have students calculate the measures of central tendency: mean, median, and mode.

• Discuss the advantages and disadvantages of each.

SE/TE: 56-60, 65, 572, 573-578, 585-590, 607-611, 619, 624-625; ASSESSMENT in SE/TE: 60, 63, 64, 201, 589-590, 611

TE Only: 57-58, 587, 608 TR: Teaching Resources [(a) Practice, (b)


• Students should be guided to make valid

inferences and build convincing arguments that are based on data analysis.

SE/TE: 388-392, 573-578, 579-584, 585-590, 596-600, 606-611, 612, 613-618, 619, 624-625; ASSESSMENT in SE/TE: 60, 64, 65, 201, 578, 584, 589, 590, 600, 611, 618

TE Only: 389, 391, 575, 577, 578, 581, 583, 584, 607-608, 618

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-9, 11-1, 11-2, 11-3, 11-7, 11-8

• Have students evaluate arguments that are

based on data analysis.

SE/TE: 596-600, 602-605, 606-611, 613-618, 619, 624-625, 636-642, 643-646, 647-651, 664-668, 695; ASSESSMENT in SE/TE: 600, 605, 611, 618, 621, 622, 672, 674, 675

TE Only: 597, 600, 605, 607, 608, 648, 665 TR: Teaching Resources [(a) Practice, (b)






CONTENT STRANDS


(Continued) • Have students evaluate arguments that are

based on data analysis.


Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 11-5, 11-6, 11-7, 11-8, 12-3, 12-4, 12-7

• Students should develop an appreciation for

statistical methods as powerful means for making decisions.

SE/TE: 602-605, 627, 629-634, 635, 636-641, 642, 643-646, 647-652, 653-658, 659, 660-663, 664-668, 669, 670-673, 676-677, 695; ASSESSMENT in SE/TE: 634, 641, 646, 652, 668, 673

TE Only: 630, 631, 639, 649, 661, 671 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 11-6, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7

• Students should explore probability as a

measure of chance.

SE/TE: 629-634, 635, 636-642, 643-646, 647-652, 653-658, 659, 669, 670-673, 676-677; ASSESSMENT in SE/TE: 634, 646, 652, 658, 673

TE Only: 630-631, 635, 637-638 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies





CONTENT STRANDS


(Continued) • Students should explore probability as a

measure of chance.


Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 12-1, 12-2, 12-3, 12-4, 12-5

• Have students collect data sets of ordered

pairs and make a scatter plot. • Provide opportunities for students to explore

simple linear regression using the median-median line.

SE/TE: 613-618, 694; ASSESSMENT in SE/TE: 618, 621-622, 634

TE Only: 614-615 TR: Teaching Resources [(a) Practice, (b)


• Students should have opportunities to model

situations by devising and carrying out experiments or simulations to determine probabilities.

SE/TE: 573-578, 629-634, 635, 636-641, 642, 643-646, 647-652, 653-658, 659, 660-663, 664-668, 669, 670-673, 676-677, 695; ASSESSMENT in SE/TE: 634, 641, 646, 652, 668, 673


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook





CONTENT STRANDS


(Continued) • Students should have opportunities to model

situations by devising and carrying out experiments or simulations to determine probabilities.

(Continued) TR: (r) Reading and Math Literacy Masters, (s)

Guided Problem Solving Masters] which accompany textbook sections 11-1, 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7

• Have students model situations by

constructing a sample space to determine probabilities.

SE/TE: 643-646, 647-652, 656, 659, 664-668, 695; ASSESSMENT in SE/TE: 646, 651, 652, 658, 670-671, 672, 675

TE Only: 648, 651-652 TR: Teaching Resources [(a) Practice, (b)


• The use of tree diagrams is useful in

developing sample spaces.

SE/TE: 648-652, 656-658, 695; ASSESSMENT in SE/TE: 646, 651, 652, 658, 670-671, 672, 675

TE Only: 648, 657 TR: Teaching Resources [(a) Practice, (b)






CONTENT STRANDS


• Students should appreciate the power of using a probability model by comparing the experimental results (from their simulation) with the mathematical expectations (determined with the use of a sample space.) Have students make predictions that are based on experimental or theoretical probabilities.

SE/TE: 629-634, 635, 636-641, 642, 643-646, 647-652, 653-658, 659, 660-663, 664-668, 669, 670-673, 676-677, 695; ASSESSMENT in SE/TE: 634, 641, 646, 652, 668, 673


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7

FUNCTIONS, RELATIONS, and ALGEBRA One of the central themes of mathematics is the study of patterns, relations, and functions. This study requires students to recognize, describe, and generalize patterns and build mathematical models to predict the behavior of real-world phenomenon that exhibit the observed pattern. This study of patterns leads to an exploration of functions, a concept which is an important unifying idea in all aspects of mathematics. Functional relationships are of primary importance in many other disciplines such as the natural sciences, business [compound interest], the social sciences, and psychology [learning curves]. FUNCTIONS AND RELATIONS In Grades 7-8 Have students describe, extend, analyze, and create a wide variety of patterns, using technology as and when appropriate.

• Students should explore number patterns and note properties and relationships; have students describe these properties.

SE/TE: 21, 24, 33, 116, 131-135, 136-139, 140, 141-144, 160-163, 210, 220, 245, 289, 335-336, 374-377, 431, 448, 469-473, 474-478, 480-483, 484-488, 489-492, 493, 494-498, 516-517, 533-538, 539, 540-543, 592-595, 692, 706; ASSESSMENT in SE/TE: 163, 332, 395, 396, 473, 478, 488, 492, 506, 512-513, 514, 516-517, 605, 543, 564-565, 566

TE Only: 161, 163, 375, 377, 471, 473, 476, 478, 481, 483

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies





CONTENT STRANDS


(Continued) • Students should explore number patterns and

note properties and relationships; have students describe these properties.


Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-7, 7-6, 9-1, 9-2, 9-3, 9-4, 9-6, 10-3, 10-4, 11-4

• Have students analyze and describe properties

and relationships related to prime and composite numbers, rational numbers, multiples, factors, and exponents.

SE/TE: 131-135, 136-139, 140, 141-144, 145-149, 150, 152-154, 160-162, 182-183, 432-436, 500-502, 686; ASSESSMENT in SE/TE: 135, 139, 144, 155, 178-179, 180, 181, 186, 190, 196, 341, 373, 436, 515

TE Only: 132, 134, 137, 146, 147, 149, 433, 500 TR: Teaching Resources [(a) Practice, (b)


• Provide opportunities for students to describe

functional relationships with tables and graphs.

SE/TE: 484-488, 489-492, 493, 494-498, 499-502, 516-517, 527-531, 533-538, 539, 540-543, 544-547, 563, 613-618, 692; ASSESSMENT in SE/TE: 488, 492, 513, 514, 531, 543, 537-538, 543, 564-565, 566, 567


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (I) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies





CONTENT STRANDS


(Continued) • Provide opportunities for students to describe

functional relationships with tables and graphs.


Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 9-4, 9-5, 9-6, 9-7, 10-1, 10-3, 10-4, 10-5, 11-8

• Variables can be explored by having students

generalize patterns.

SE/TE: 374-377, 431, 448, 469-473, 474-478, 480-483, 484-488, 489-492, 493, 494-498, 516-517, 533-538, 539, 540-543, 592-595, 692, 706; ASSESSMENT in SE/TE: 163, 332, 395, 396, 473, 478, 488, 492, 506, 512-513, 514, 516-517, 605, 543, 564-565, 566

TE Only: 161, 163, 375, 377, 471, 473, 476, 478, 481, 483

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-7, 7-6, 9-1, 9-2, 9-3, 9-4, 9-6, 10-3, 10-4, 11-4

• (Similarly in statistics.) Have students explore

rates of change: cost per unit, miles per hour, wage rates, and work-related problems.

• Students should use graphs to interpret and compare rates of change.

SE/TE: 246-250, 251, 260-265, 266, 274, 484-488, 489-492, 493, 494-498, 499-502, 516-517; ASSESSMENT in SE/TE: 250, 255, 488, 492, 498, 512-513, 514

TE Only: 247-248, 261-262, TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook





CONTENT STRANDS


(Continued) • (Similarly in statistics.) Have students explore

rates of change: cost per unit, miles per hour, wage rates, and work-related problems.

• Students should use graphs to interpret and compare rates of change.

(Continued) TR: (n) Skills and Concept Review, (o) Hands-on

Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 5-2, 5-5, 9-4, 9-5, 9-6

ALGEBRA In Grades 7-8 Students should have many experiences that require plotting points in the plane

• Games and applications can both be used to help students master this skill.

• Have students continue to explore the use of variables.

SE/TE: 71-75, 76, 77-81, 82, 84-87, 88-92, 93-96, 98-101, 102-105, 109-111, 112-115, 117-120, 256-259, 260-265, 268-272, 275-279, 286-287, 311-315, 317, 318-321, 322-326, 328-331, 333-336, 353-354, 455-458, 503-506, 507-510, 511, 540-543; ASSESSMENT in SE/TE: 75, 87, 92, 97, 101, 105, 111, 115, 123, 124, 125, 259, 264, 272, 279, 283, 284, 286-287, 316, 321, 326, 339, 340, 341, 514, 515

TE Only: 82, 84-85, 89, 90, 94-95, 99, 103 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 2-9, 2-10, 5-2, 6-6, 6-7, 6-9, 8-10, 9-8, 9-9, 10-4

• Have students represent situations and number

patterns with concrete materials, tables, charts, graphs, verbal rules, and algebraic expressions.

SE/TE: 21, 24, 33, 116, 131-135, 136-139, 140, 141-144, 160-163, 210, 220, 245, 289, 335-336, 374-377, 431, 448, 469-473, 474-478, 480-483, 484-488, 489-492, 493, 494-498, 516-517, 533-538, 539, 540-543, ASSESSMENT in SE/TE: 163, 332, 395, 396, 473, 478, 488, 492, 506, 512-513, 514, 516-517, 605, 543





CONTENT STRANDS


(Continued) • Have students represent situations and number

patterns with concrete materials, tables, charts, graphs, verbal rules, and algebraic expressions.

(Continued) SE/TE: ASSESSMENT in SE/TE: 564-565, 566 TE Only: 161, 163, 375, 377, 471, 473, 476, 478, 481,

483, 497, 498, 500, 528, 531, 535, 541, 543 TR: Teaching Resources [(a) Practice, (b)


• Students should explore the field properties:

the commutative, associative, distributive properties, and inverse and identity elements.

SE/TE: 12-15, 17-22, 39-44, 45-49, 50-54, 55, 66-67, 70, 82, 83-87, 88-92, 93-97, 98-101, 107-111, 112-115, 117-120, 507-510, 511, 684; ASSESSMENT in SE/TE: 22, 54, 60, 62-63, 64, 66-67, 75, 81, 123, 126-127, 167, 178, 180, 231, 468, 520

TE Only: 18, 19, 51-52, 72-73, 508 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-2, 1-3, 1-9, 2-2, 2-3, 2-4, 2-9, 2-10, 3-1, 3-7, 9-9

• Apply these properties to simplify and expand

expressions.

SE/TE: 50-54, 55, 66-67, 70, 73-75, 82, 131-135, 507-510, 511, 684; ASSESSMENT in SE/TE: 61, 64, 66-67, 75, 81, 87, 520

TE Only: 52, 55, 132, 133





CONTENT STRANDS


(Continued) • Apply these properties to simplify and expand

expressions.



• Students should have a variety of real-world

experiences that enable them to write literal expressions, equations, and inequalities.

SE/TE: 71-75, 76, 77-81, 82, 84-87, 88-92, 93-96, 98-101, 102-105, 109-111, 112-115, 117-120, 256-259, 260-265, 268-272, 275-279, 286-287, 311-315, 317, 318-321, 322-326, 328-331, 333-336, 353-354, 455-458, 503-506, 507-510, 511, 540-543; ASSESSMENT in SE/TE: 75, 87, 92, 97, 101, 105, 111, 115, 123, 124, 125, 259, 264, 272, 279, 283, 284, 286-287, 316, 321, 326, 339, 340, 341, 514, 515

TE Only: 82, 84-85, 89, 90, 94-95, 99, 103 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 2-9, 2-10, 5-2, 6-6, 6-7, 6-9, 8-10, 9-8, 9-9, 10-4

• Have the students translate between English

sentences and expressions or equations and vice versa.

SE/TE: 51-54, 66-67, 71-75, 78-81, 83-87, 88-92, 93-97, 98-101, 107-111, 112-115, 117-120, 121, 126-127, 131-135, 468, 507-510, 511, 684; ASSESSMENT in SE/TE: 22, 54, 60, 62-63





CONTENT STRANDS


(Continued) • Have the students translate between English

sentences and expressions or equations and vice versa.

(Continued) SE/TE: ASSESSMENT in SE/TE: 64, 66-67, 75, 81,

122, 123, 124, 125, 126-127, 167, 178, 180, 231, 468, 520


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-9, 2-1, , 2-3, 2-4, 2-9, 2-10, 3-1, 3-7, 9-9

• Have students develop, analyze, and explain

methods for solving proportions.

SE/TE: 246-250, 256-259, 260-265, 266, 267-272, 274, 275-279, 280, 281, 286-287, 311-316, 317, 327-332, 602-605, 628; ASSESSMENT in SE/TE: 245, 250, 259, 265, 272, 279, 283, 284, 285, 286-287, 339, 340, 341, 356, 567, 572, 622, 628

TE Only: 247, 248, 251, 257, 259, 262, 265, 266, 276-277, 279, 280, 281, 312, 317, 603

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 6-5, 5-8, 11-6

• Students should solve simple linear equations

using informal, graphical, and concrete methods.

SE/TE: 66-67, 77-81, 82, 83-87, 88-92, 93-97, 98-101, 102-105, 107-111, 121, 213-216, 217, 317, 318-321, 322-326, 333-336, 493, 503-506, 507-510, 511, 521-525, 527-530





CONTENT STRANDS


(Continued) • Students should solve simple linear equations

using informal, graphical, and concrete methods.

(Continued) SE/TE: 533-538, 539, 545, 685; ASSESSMENT in

SE/TE: 66-67, 81, 87, 92, 97, 111, 115, 120, 121, 123, 124, 125, 216, 221, 326, 340, 510, 514, 525, 530, 538, 543, 566, 567, 568, 569

TE Only: 82, 84, 85, 89-90, 94, 95, 103, 105 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-9, 2-10, 5-2, 6-6, 6-7, 6-9, 8-10, 9-8, 9-9, 10-1, 10-2, 10-3

• Students should solve linear equations and

inequalities in one unknown using traditional algebraic methods.

SE/TE: 66-67, 77-81, 82, 83-87, 88-92, 93-97, 98-101, 102-105, 107-111, 121, 213-216, 217, 317, 318-321, 322-326, 333-336, 493, 503-506, 507-510, 511, 521-525, 527-530, 533-538, 539, 545, 685; ASSESSMENT in SE/TE: 66-67, 81, 87, 92, 97, 111, 115, 120, 121, 123, 124, 125, 216, 221, 326, 340, 510, 514, 525, 530, 538, 543, 566, 567, 568, 569

TE Only: 82, 84, 85, 89-90, 94, 95, 103, 105 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-9, 2-10, 5-2, 6-6, 6-7, 6-9, 8-10, 9-8, 9-9, 10-1, 10-2, 10-3





CONTENT STRANDS


• Have students graph linear equations and inequalities in two unknowns.

SE/TE: 484-488, 489-492, 493, 496-498, 527-531, 533-538, 539, 544-547, 563, 612; ASSESSMENT in SE/TE: 488, 492, 513, 514, 531, 543, 537-538, 543, 564-565, 566, 567


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (I) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 9-4, 9-5, 9-6, 10-3, 10-5

MATHEMATICS OF CHANGE All natural phenomena are characterized by change, and mathematics is one of the primary tools used for representing and describing change. Understanding rates of change is a preliminary precursor to the more formal ideas of calculus. Through investigations and explorations of patterns, tables, graphs, and functions which focus on the nature of change, the representation, understanding, and recognition of types of change can be promoted. Real-world examples of change such as unit pricing, rates of speed, and averages should be explored. Fractions, decimals, percents, proportional reasoning, and slopes of lines are integral to this process. In Grades 7-8 Provide opportunities for students to use proportional reasoning to solve problems about rates of change.

• Have students explore number patterns and predict the tenth, hundredth, and nth terms in the pattern using words.

• Have students explore geometric patterns and predict the tenth, hundredth, and nth terms in the pattern using words.

SE/TE: 21, 24, 33, 116, 131-135, 136-139, 140, 141-144, 160-163, 210, 220, 245, 289, 335-336, 374-377, 431, 448, 469-473, 474-478, 480-483, 484-488, 489-492, 493, 494-498, 516-517, 533-538, 539, 540-543, 592-595, 692, 706; ASSESSMENT in SE/TE: 163, 332, 395, 396, 473, 478, 488, 492, 506, 512-513, 514, 516-517, 605, 543, 564-565, 566

TE Only: 161, 163, 375, 377, 471, 473, 476, 478, 481, 483

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment





CONTENT STRANDS


(Continued) • Have students explore number patterns and

predict the tenth, hundredth, and nth terms in the pattern using words.

• Have students explore geometric patterns and predict the tenth, hundredth, and nth terms in the pattern using words.

(Continued) TR: (i) Classroom Aid Transparencies (j) Daily

Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-7, 7-6, 9-1, 9-2, 9-3, 9-4, 9-6, 10-3, 10-4, 11-4

• Students should describe and compare rates of

change from analysis of a graph, table, or chart.





tables of numbers and common sequences, such as arithmetic, geometric, and Fibonacci, to determine if patterns exist.

SE/TE: 21, 24, 33, 116, 131-135, 136-139, 140, 141-144, 160-163, 210, 220, 245, 289, 335-336, 374-377, 474-478, 480-483; ASSESSMENT in SE/TE: 163, 332, 395, 396, 473, 478, 488, 492, 506

TE Only: 161, 163, 375, 377, 471, 473, 476, 478, 481, 483

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies





CONTENT STRANDS



tables of numbers and common sequences, such as arithmetic, geometric, and Fibonacci, to determine if patterns exist.


Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 3-7, 7-6, 9-1, 9-3, 9-4, 9-6, 10-3, 10-4, 11-4

• Students should look for ratios in given sets of

real-life data and use them to solve problems.

SE/TE: 242-245, 246-250, 251, 256-259, 260-265, 266, 267-271, 274, 275-279, 280, 281, 286-287, 311-316, 317, 327-332, 602-605, 628; ASSESSMENT in SE/TE: 245, 250, 259, 265, 272, 279, 283, 284, 285, 286-287, 339, 340, 341, 356, 567, 572, 622, 628


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 5-1, 5-2, 5-3, 5-4, 5-6, 5-7, 6-5, 5-8, 11-6

• Provide students the opportunity to find the

probability of simple events and to represent it as a ratio, decimal, or percent.

SE/TE: 629-634, 635, 636-641, 642, 643-646, 647-652, 653-658, 659, 660-663, 664-668, 669, 670-673, 676-677, 695; ASSESSMENT in SE/TE: 628, 634, 641, 646, 652, 668, 673


Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources





CONTENT STRANDS


(Continued) • Provide students the opportunity to find the

probability of simple events and to represent it as a ratio, decimal, or percent.

(Continued) TR: (q) Multilingual Handbook (r) Reading and

Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7

• Students should find rates of change expressed

as ratios with unlike units such as cost per unit, miles per hour, or height per age, interpret what these ratios mean, and use them to solve problems.




DISCRETE MATHEMATICS Discrete Mathematics is defined as the study of topics which involve items that can be counted rather than continuous quantities which can only be measured. Discrete mathematics is actually an umbrella term which can include such topics as counting techniques, sets, relations, functions, logic, reasoning, and algorithms. Information and communication continue to impact the modern world and require the understanding of topics in discrete mathematics. Decision-making, involving sets and systems having a countable number of elements, needs to be integrated throughout the curriculum. Students should have experience with finite graphs, matrices, sequences, recursion, and the development and testing of algorithms. In Grades 7-8 Have students solve simple counting problems using different strategies, such as tree diagrams or the multiplication rule, and have students discuss the efficiency of the various strategies.

• Have students explore and explain strategies in more complex game situations, such as the game of NIM.

SE/TE: 75, 143, 163, 304, 430, 547, 634, 654-658 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies





CONTENT STRANDS


(Continued) • Have students explore and explain strategies

in more complex game situations, such as the game of NIM.

(Continued) TR: (k) Problem of the Day Transparencies, (l)

Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook section 12-5

• Explore ways to represent data in an

organized fashion so the number of items in a set can be determined: e.g., stem-and-leaf plots.

SE/TE: 571, 573-578, 579-584, 585-590, 592-595, 596-600, 603, 606-611, 612, 613-618, 619, 624-625; ASSESSMENT in SE/TE: 60, 64, 65, 201, 578, 584, 589, 590, 600, 611, 618

TE Only: 389, 391, 575, 577, 578, 581, 583, 584, 607-608, 618

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 7-9, 11-1, 11-2, 11-3, 11-4, 11-7, 11-8

• Encourage students to create simple

algorithms as a way to solve problems; have them defend the algorithm.

• Have students compare and discuss different algorithms for solving problems.

SE/TE: 643-646, 647-652, 656, 660-663, 664-668; ASSESSMENT in SE/TE: 646, 652, 671, 672

TE Only: 648, 651-652 TR: Teaching Resources [(a) Practice, (b)






CONTENT STRANDS


(Continued) • Encourage students to create simple

algorithms as a way to solve problems; have them defend the algorithm.

• Have students compare and discuss different algorithms for solving problems.


accompany textbook sections 12-3, 12-4, 12-5, 12-6, 12-7

• Encourage students to use simple logic and inductive reasoning to make predictions related to real-life situations; apply this strategy to science activities.

SE/TE: Science Applications: p. 5 (Example 1); p. 17 (# 29); 43 (# 60); 59 (# 21); 86 (# 9, 20); 87 (# 51); 169 (Example 1); 137-139, 181 (# 5-8); 203, 205 (# 30); 210 (# 22); 220 (# 11); 244 (#26); 250 (# 39-41); 257 (# 25); 389 (Example 2); 483 (# 18); 490 (Example 2); 514 (# 29); 515 (# 5-8); 632 (# 16); 638 (Example 3); 640 (# 24); General Logic and Reasoning: 30-33, 60, 65, 66-67, 75, 102-106, 126-127, 131-132, 136-139, 155, 160-163, 179, 181, 182-183, 203-206, 208, 216, 218-221, 225, 226, 230, 236-237, 252-254, 279, 281, 285, 326, 327-329, 333-336, 342-343, 356, 374-377, 397, 398-399, 406, 431, 464-465, 469-473, 479, 480-483, 499-506, 507-510, 511, 515, 531, 601, 602-605, 623, 624-625, 641, 692; ASSESSMENT in SE/TE: 33, 167, 181, 182-183, 215, 225, 231, 255, 279, 285, 326, 336, 337, 339, 340, 397, 506, 510, 511, 513, 515, 605, 623


• Explore elementary logic notions, such as

"and", "or", and "not= statements, and relate these to Venn diagrams.

SE/TE: SE/TE: 34, 149, 173, 425, 428, 591, 592-595, 596-599

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests





CONTENT STRANDS


(Continued) • Explore elementary logic notions, such as

"and", "or", and "not= statements, and relate these to Venn diagrams.

(Continued) TR: (h) Cumulative Assessment, (i) Classroom

Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 11-4, 11-5

• Have students explore ‘if-then’ statements.

SE/TE: 378-382 TR: Teaching Resources [(a) Practice, (b)


• Have students investigate the benefits of

various alternatives in simple networks, such as efficient ways to deliver mail or plow streets in a small village (with a small number of streets).

SE/TE: 280, 441, 443-446 (“nets” as background)

• Students should use logic and simple deductive reasoning to order a series of statements.

SE/TE: 25, 29, 30-33, 60, 66-67, 99, 121, 126-127, 147, 155, 160-163, 177, 182-183, 209, 217, 218-221, 225, 231, 236-237, 252-254, 262, 266, 276, 279, 281, 286-287, 289, 326, 329, 335-336, 342-343, 354, 368, 374-377, 393, 398-399, 406, 416, 431, 448, 457, 459, 464-465, 473, 474-478, 480, 483, 484-488, 489-490, 508, 511, 512-514, 516-517, 531, 541, 563, 568-569, 573-577, 579-584, 585-589, 596-599, 602-604, 606-611, 612, 613-617, 619, 624-625, 637, 639, 640, 656, 669, 676-677

TE Only: 31, 33, 161, 163, 219, 221, 253, 375, 377





CONTENT STRANDS


(Continued) • Students should use logic and simple

deductive reasoning to order a series of statements.

(Continued) TE Only: 575 TR: Teaching Resources [(a) Practice, (b)

Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters] which accompany textbook sections 1-5, 3-7, 4-7, 5-3, 6-9, 7-6, 11-2, 11-2, 11-3, 11-5, 11-6, 11-7, 11-8

• Provide opportunities for students to write

simple computer programs using languages like LOGO or some form of BASIC.

SE/TE: 76, 273, 493, 501, 539, 541, 579-584, 642, 661, 667

TR: Teaching Resources [(a) Practice, (b) Reteaching, (c) Enrichment, (d) Checkpoint Quizzes, (e) Alternative Assessment, (f) Projects, (g) Chapter Tests, (h) Cumulative Assessment, (i) Classroom Aid Transparencies (j) Daily Skills and Lesson Quiz Transparencies, (k) Problem of the Day Transparencies, (l) Student Edition Answers on Transparencies, (m) Test Prep Workbook, (n) Skills and Concept Review, (o) Hands-on Activities, (p) Assessment Resources (q) Multilingual Handbook (r) Reading and Math Literacy Masters, (s) Guided Problem Solving Masters]


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