Download ESCONDIDO UNION HIGH SCHOOL DISTRICT COURSE OF

ESCONDIDO UNION HIGH SCHOOL DISTRICT
COURSE OF STUDY OUTLINE
AND
INSTRUCTIONAL OBJECTIVES
COURSE TITLE:
Algebra Support A/B
COURSE NUMBERS:
0225 / 0226
Basic 5527 / 5528
SE 3207 / 3208
DEPARTMENT:
Mathematics
PREREQUISITE:
None
LENGTH OF COURSE:
One Year
SEMESTER PERIOD OF CREDITS:
5 per semester
GRADE LEVEL(S):
9 - 11
DATE ADOPTED:
8/27/02
MEETS EUHSD Elective Credit
TEXTBOOK: Same as Core Class
COURSE DESCRIPTION: The Algebra Support course is designed to assist students in need
of additional support. The course will be taken concurrently with Algebra. Students will engage
in a wide variety of instructional practices intended to strengthen mathematical knowledge skills.
Instruction will be modified to meet the needs of the students.
COURSE UNITS/TOPICS
AND
ALLOCATED INSTRUCTIONAL TIME
ALGEBRA SUPPORT
Instructional Time
12 – 15 days
I.
Statistics
II.
Number Sets and Expression
14 – 17 days
III.
Algebraic Expressions and Polynomials
10 – 13 days
IV.
Linear Equations
12 – 15 days
V.
Inequalities
10 – 13 days
VI.
Coordinate Plane
9 – 12 days
VII.
Graphing Linear Equations
8 – 12 days
VIII.
Quadratic Equations
10 – 13 days
IX.
Rational Expressions
14 – 17 days
X.
Solving Systems of Equations and Inequalities
13 – 16 days
XI.
Geometry
13 – 16 days
XII.
Polynomials
9 – 12 days
XIII.
Factorization
8 – 11 days
Total = 142-183 days
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
ALGEBRA – (Core Connections From Algebra Curriculum Document)
1.0 Students identify and
use the arithmetic
properties of subsets of
integers and rational,
irrational, and real
numbers, including
closure properties for the
four basic arithmetic
operations where
applicable.
WORKSHEETS and ACTIVITIES
1.1 Students will recognize and use the
distributive property to simplify
expressions (Section 1-7).
More Simplifying Expressions (1-7), The Distributive Property (1-7)
Why is Belly Dancing Illegal in Schlumpville? (1-7)
Why are Handcuffs Like Souvenirs? (1-7), Review Worksheet (1-7)
1.2 Students will state the coordinate of a
point on a number line, graph integers
on a number line, and add integers by
using a number line (Section 2-1).
Integers in Temperature (2-1), Ordering and Comparing Integers (2-1)
More About integers (2-1), Opposite Integers (2-1)
A Matter of Integers (2-1), Numbers of Invention (2-1)
M & M’s Project (2-1)
1.3 Students will add and subtract integers
(Section 2-3).
Using Integers in Sums and Differences (2-3)
Subtracting Integers with Unlike Signs (2-3)
Subtracting Integers with Like Signs (2-3)
Adding Integers with Like Signs (3-3)
Adding Integers with Unlike Signs (2-3), Mountainous Locations (2-3)
Mountain Ups & Downs (2-3), Showing Off Integers (2-3)
How is a Fast Racehorse Like a Desert? (2-3)
Why Did the Quiz Show Give Away $10,000 Plus 1 Banana? (2-3)
Why is Life Like a Shower? (2-3)
What Does a Baby Get if it Sits on a Hot Stove? (2-3)
Algebra Using Number Titles, page 100 (2-3), Integer Addition War (2-3)
Integer Addition Snap (2-3), Integer Subtraction Ware (2-3)
Mouthwatering Math (2-3), Negative/Positive Integer Tiles 1-20 (2-3)
3
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
1.4 Students will compare and order
rational numbers (Section 2-4).
1.5 Students will simplify expressions that Famous Last Word (2-5)
contain rational numbers (Section 2-5).
1.6 Students will add and subtract rational
numbers (Section 2-5).
1.7 Students will multiply rational
numbers (Section 2-6).
Algebra Using Number Tiles, Page 18 (2-6)
Why Did the Snail Have an “S” Painted on His VW? (2-6)
Why Did Zelda Name Her Pet Fawn “Ninety-nine Cents”? (2-6)
What Were the Headlines After the Bad Guy Paid? (2-6)
Multiplying Integers (2-6), Simply Follow the Trail (2-6)
Cold Calculations (2-6)
1.8 Students will divide rational numbers
(Section 2-7).
Multiplying and Dividing Integers (2-7), Dividing with Integers (2-7)
Equations to Boot (2-7), A Simple Task? (2-7), Olympic Flips (2-7)
1.9 Students will solve equations by using
addition and subtraction (Section 3-1).
Crossnumbers (3-1), Subtraction Searching (3-1)
Equations: Addition and Subtraction (3-1), Equations (3-1)
1.10 Students will solve equations by
using multiplication and division
(Section 3-2).
Solving Linear Equations (3-2), Did You Hear About? (3-2)
Equations: Whole Numbers and Fractions (3-2)
Equations: Multiplication and Division (3-2), Equations: Division (3-2
Equations: Multiplication (3-2), Like Terms (3-2), Puddle Puzzler (3-2)
With Lightning Accuracy (3-2)
Why Does Duffer McVolt Want Lights Strung Around?(3-2)
1.11 Students will solve equations
involving more than one operation
(Section 3-3).
Solving Two-Step Equations with Integers (3-3)
Equations: Using Integers (3-3), Lost & Found (3-3)
Equations: Problems-Solving Strategy (3-3), Equations: Two-Step (3-3)
4
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
Climbing Solutions (3-3), Making Tracks (3-3)
Algebra Using Number Tiles Pages 24, 32, 44 (3-3)
1.12 Students will solve equations with
Solving Equalities with Variables on both Sides (3-5), Cryptic Quiz (3-5)
the variable on both sides (Section 3-5). Why Do Girls Like Guys Who Wear Shirts with Eight Buttons? (3-5)
1.13 Students will solve equations
containing grouping symbols (Section
3-5).
1.14 Students will solve inequalities by
using addition and subtraction (Section
7-1).
Logical Reasoning (7-1), Inequalities (7-1), Noises in the Night (7-1)
Ghostly Inequalities (7-1), Solving Inequalities (7-1)
Get the Message (7-1), Inequality Mix-Up (7-1)
1.15 Students will solve inequalities by
using multiplication and division
(Section 7-2).
1.16 Students will solve linear inequalities Solving Inequalities with Variables on Both Sides (7-3)
involving more than one operation
(Section 7-3).
1.17 Students will solve compound
inequalities and graph their solution
sets (Section 7-4).
What Happened to the Glass Blower Who Inhales? (7-4)
1.18 Students will multiply a polynomial
by a monomial (Section 9-6).
1.19 Students will simplify expressions
involving polynomials (Section 9-6).
Multiplying Monomials by Polynomials (9-6)
What Did the Carpenters Call Their Bass Quartet (9-6)
5
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
1.20 Students will use the FOIL method to
multiply two binomials (Section 9-7).
1.21 Students will multiply any two
polynomials by using the distributive
property (Section 9-7).
Multiplying Two Binomials (9-7)
Why is a Stick of Gum Like a Sneeze? (9-7)
What Happened When a ship Carrying Purple Paint? (9-7)
Algebra Using Number Tiles, Page 62 (9-7)
1.22 Students will use the greatest
common factor (GCF) and the
distributive property to factor
polynomials (Section 10-2).
Greatest Common Factor of Polynomials (10-2)
1.23 Students will use the zero product
Quadratics (10-6), More Quadratic Equations (10-6)
property to solve equations (Section 10- Solving Quadratics Using the Square Root Method (10-6)
6).
Solving Trinomial Equations (10-6), Moving Words (10-6)
More Ratios and Slope (10-6), Tip (10-6)
2.0 Students understand
and use such operations
as taking the opposite,
finding the reciprocal,
taking a root, and raising
to a fractional power.
They understand and use
the rules of exponents.
WORKSHEETS and ACTIVITIES
2.1 Students will translate verbal
expressions into mathematical
expressions and vice versa (Section 11).
What are the Titles of These Pictures? (1-1)
Why Did the Cow Keep Jumping Over the Barrel? (1-1)
Integers in Expressions (1-1), Variables and Expressions (1-1)
Multiplication and Division Algebraic Expressions (1-1)
Addition and Subtraction Algebraic Expressions (1-1)
Expressions with Taste (1-1),Who’s Related? (1-1)
Elevator Puzzlers (1-1), Express Yourself (1-1)
On Sale Now-Algebra (1-1), Party on with Variables (1-1)
Magical Memorizing Math Teacher (1-1)
2.2 Students will use the order of
operations to evaluate real number
expressions (Section 1-3).
Order of Operations with Integers Crossword (1-3)
Number Properties: Order of Operations (1-3), Order Up (1-3)
Why Did Simeon Wrench Sleep Under His Car? (1-3)
6
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
Why Should You Look Out for a Pig That Knows Karate? (1-3)
Order of Operations Tiles 1-20 (1-3)
Algebra using Number Tiles, Pages 3, 10 (1-3)
2.3 Students will add and subtract integers
(Section 2-3).
Using Integers in Sums and Differences (2-3)
Subtracting Integers with Unlike Signs (2-3)
Subtracting Integers with Like Signs (2-3)
Adding Integers with Like Signs (2-3)
Adding Integers with Unlike Signs (2-3), Mountainous Locations (2-3)
Mountain Ups & Downs (2-3), Showing Off Integers (2-3)
How is a Fast Racehorse Like a Desert? (2-3)
Why Did the Quiz Show Give Away $10,000 Plus 1 Banana? (2-3)
Why is Life Like a Shower? (2-3)
What Does a Baby Get If It Sits on a Hot Stove? (2-3)
Mouthwatering Math (2-3), Negative/Positive Integer Tiles 1-20 (2-3)
Algebra Using Number Tiles, Page 100 (2-3)
2.4 Students will divide rational numbers
(Section 2-7).
Multiplying an d Dividing Integers (2-7)
Dividing with Integers (2-7), Equations to boot (2-7)
A Simple Task? (2-7), Olympic Flips (2-7)
2.5 Students will multiply monomials
(Section 9-1).
Finding Patterns with powers (9-1), Powers and Exponents (9-1)
Integers as Exponents (9-1), Powers of Monomials (9-1)
Multiplying Monomials (9-1)
What Happens to a Dog Who Eats Table Scraps? (9-1)
What Was Unusual About the Horse-Breeding Magazine (9-1)
2.6 Students will simplify expressions
containing negative exponents (Section
9-2).
Dividing Polynomials by Monomials (9-2)
Dividing Monomials (9-2)
7
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
2.7 Students will express numbers in
scientific and standard notation
(Section 9-3).
2.8 Students will add and subtract
polynomials (Section 9-5).
3.0 Students solve
equations and
inequalities involving
absolute values.
4.0 Students simplify
expressions before
solving linear equations
and inequalities in one
variable such as 3(2x5) +
4(x – 2).
May be taught at teacher’s discretion.
SUGGESTED RESOURCES
Adding and Subtracting Monomials (9-3)
More Adding and Subtracting Monomials (9-3)
Using Scientific Notation (9-3), Exploration 21 (9-3)
How Does an Illiterate Oil-Rich Sheik Sign His Name? (9-5)
Daffynition Decoder (9-5)
WORKSHEETS and ACTIVITIES
WORKSHEETS and ACTIVITIES
4.1 Students will solve open sentences by
performing arithmetic operations
(Section 1-5).
Doublecross (1-5), Evaluate (1-5), True Expressions (1-5)
Confusion at the Crossroads (1-5), Amazing animal Inequalities (1-5)
Logic Tiles for Algebra 1-20 (1-5)
4.2 Students will solve equations
involving more than one operation
(Section 3-3).
Solving Two-Step Equations with Integers (3-3)
Equations: Using Integers (3-3), Making Tracks (3-3), Lost & Found (3-3)
Equations: Problem-Solving Strategy (3-3)
Equations: Two-Step (3-3), Climbing Solutions (3-3)
Algebra Using Number Tiles Pages 24, 32, 44 (3-3)
4.3 Students will solve equations with the
variable on both sides (Section 3-5).
4.4 Students will solve equations
containing grouping symbols (Section
3-5).
Solving Equalities with Variables on Both Side (3-5)
Cryptic Quiz (3-5)
Why Do Girls Like Guys Who Wear Shirts with Eight Buttons? (3-5)
8
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
4.5 Students will solve linear inequalities
involving more than one operation
(Section 7-3).
4.6 Students will solve problems by
making a diagram (Section 7-4).
4.7 Students will solve compound
inequalities and graph their solution
sets (Section 7-4).
4.8 Students will solve problems that
involve compound inequalities (Section
7-4).
5.0 Students solve multistep problems, including
word problems, involving 5.1 Students will solve equations
involving more than one operation
linear equations and
(Section 3-3).
linear inequalities in and
variable and provide
justification for each step.
SUGGESTED RESOURCES
Solving Inequalities with Variables on Both Sides (7-3)
What Happened to the Glass Blower Who Inhaled? (7-4)
WORKSHEETS and ACTIVITIES
Algebra Using Number Tiles Pages 24, 32, 44 (3-3)
Solving Two-Step Equations with Integers (3-3)
Equations: Using Integers (3-3)
Equations: Problem-Solving Strategy (3-3)
Equations: Two-Step (3-3), Climbing Solutions (3-3)
Making Tracks (3-3), Lost & Found (3-3)
5.2 Students will solve equations with the
variable on both sides (Section 3-5).
5.3 Students will solve equations
containing grouping symbols (Section 35).
Solving Equalities with Variables on Both Side (3-5)
Cryptic Quiz (3-5)
Why Do Girls Like Guys Who Wear Shirts with Eight Buttons? (3-5)
5.4 Students will write linear equations in
point-slope form (Section 6-2).
5.5 Students will write linear equations in
standard form (Section 6-2).
Algebra Using Number Times, Page 76 (6-2)
9
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
5.6 Students will determine the x- and yintercepts of linear graphs from their
equations (Section 6-4).
5.7 Students will write equations in slopeintercept form (Section 6-4).
SUGGESTED RESOURCES
What Did the Ape Think of the Grape’s House? (6-4)
According to Some Students, What is the True Purpose? (6-4)
Whom Should You See at the Bank if You Need to? (6-4)
y = 2x + 3 (6-4), Cryptic Quiz (6-4), Graphing Exploration (6-4)
Algebra Using Number Tiles, Page 84 (6-4)
Fabulous Fun Forms of a Line Project (6-4)
More Ratios and Slope (6-4)
5.8 Students will graph a line given any
linear equation (Section 6-5).
5.9 Students will determine if two lines
are parallel or perpendicular by their
slopes (Section 6-6).
5.10 Students will solve linear inequalities Solving Inequalities with Variables on Both Sides (7-3)
involving more than one operation
(Section 7-3).
5.12 Students will solve compound
inequalities and graph their solution
sets (Section 7-4).
6.0 Students graph a
linear equation and
compute the x- and yintercepts (e.g., graph 2x
+ 6y = 4). They are also
able to sketch the region
defined by linear
inequality (e.g., they
What Happened to the Glass Blower Who Inhaled? (7-4)
WORKSHEETS and ACTIVITIES
6.1 Students will graph linear equations
(Section 5-4).
Linear Contemplations, Page 44, 45 (5-4)
Poison Ivy Problems (5-4), Scrapes, Bumps, & Bruises (5-4)
Equations: Linear (5-4)
10
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
sketch the region defined
by 2x +6y < 4).
6.2 Students will write equations in slopeintercept form (Section 6-4).
What Did the Ape Think of the Grape’s House? (6-4)
According to Some Students, What is the True Purpose?(6-4)
Whom Should You See at the Bank if You Need to? (6-4)
y = 2x + 3 (6-4), Cryptic Quiz (6-4), Graphing Exploration (6-4)
Algebra Using Number Tiles, Page 84 (6-4)
Fabulous Fun Forms of a Line Project (6-4)
More Ratios and Slope (6-4)
6.3 Students will graph a line given any
linear equation (Section 6-5).
7.0 Students verify that a
point lies on a line, given
an equation of the line.
Students are able to
derive linear equations by
using the point-slope
formula.
WORKSHEETS and ACTIVITIES
7.1 Students will write linear equations in
point-slope form (Section 6-2).
7.2 Students will write linear equations in
standard form (Section 6-2).
Algebra Using Number Times, Page 76 (6-2)
7.3 Students will determine if two lines
are parallel or perpendicular by their
slopes (Section 6-6).
8.0 Students understand
the concepts of parallel
lines and perpendicular
lines and how those
slopes are related.
WORKSHEETS and ACTIVITIES
8.1 Students will determine if two lines
are parallel or perpendicular by their
slopes (Section 6-6).
11
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
Students are able to find
the equation of a line
perpendicular to a given
line that passes through a
given point.
8.2 Students will solve systems of
equations by graphing (Section 8-1).
8.3 Students will determine whether a
system of equations has one solution,
no solution, or infinitely many
solutions by graphing (Section 8-1).
9.0 Students solve a
system of two linear
equations in two
variables algebraically
and are able to interpret
the answer graphically.
Students are able to solve
a system of two linear
inequalities in two
variables and to sketch
the solution sets.
Checking Account Problem (8-1)
WORKSHEETS and ACTIVITIES
9.1 Students will solve systems of
equations by graphing (Section 8-1).
9.2 Students will determine whether a
system of equations has one solution,
no solution, or infinitely many
solutions by graphing (Section 8-1).
Checking Account Problem (8-1)
9.3 Students will solve systems of
equations by using the substitution
method (Section 8-2).
Step “Two” It! (8-2)
9.4 Students will solve systems of
equations by using the elimination
method with addition or subtraction
(Section 8-3).
12
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
9.5 Students will solve systems of
equations by using the elimination
method with multiplication and
addition (Section 8-4).
9.6. Students will determine the best
method for solving systems of
equations (Section 8-4).
9.7 Students will solve systems of
inequalities by graphing (Section 8-5).
10.0 Students add,
subtract, multiply, and
divide monomials and
polynomials. Students
solve multi-step
problems, including work
problems by using these
techniques.
WORKSHEETS and ACTIVITIES
10.1 Students will multiply monomials
(Section 9-1).
10.2 Students will simplify expressions
involving powers of monomials
(Section 9-1).
Finding Patterns with powers (9-1), Powers and Exponents (9-1)
Integers as Exponents (9-1), Powers of Monomials (9-1)
Multiplying Monomials (9-1)
What Happens to a Dog Who Eats Table Scraps? (9-1)
What Was Unusual About the Horse-Breeding Magazine? (9-1)
10.3 Students will simplify expressions
involving quotients of monomials
(Section 9-2).
10.4 Students will simplify expressions
containing negative exponents (Section
9-2).
Dividing Polynomials by Monomials (9-2)
Dividing Monomials (9-2)
10.5 Students will add and subtract
polynomials (Section 9-5).
How Does an Illiterate Oil-Rich Sheik Sign His Name? (9-5)
Daffynition Decoder (9-5)
10.6 Students will multiply a polynomial
by a monomial (Section 9-6).
Multiplying Binomials by Polynomials (9-6)
What Did the Carpenters Call Their Bass Quartet? (9-6)
13
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
10.7 Students will simplify expressions
involving polynomials (Section 9-6).
10.8 Students will use the FOIL method to
multiply two binomials (Section 9-7).
10.9 Students will multiply any two
polynomials by using the distributive
property (Section 9-7).
11.0 Students apply basic
factoring techniques to
second- and simple thirddegree polynomials.
These techniques include
finding a common factor
for all terms in a
polynomial, recognizing
the difference of two
squares, and recognizing
perfect squares of
binomials.
Multiplying Two Binomials (9-7)
Why Is a Stick of Gum Like a Sneeze? (9-7)
What Happened When a Ship Carrying Purple Paint… (9-7)
Algebra Using Number Tiles, Page 62 (9-7)
WORKSHEETS and ACTIVITIES
11.1 Students will use FOIL method to
multiply two binomials (Section 9-7).
Binomial Multiplication War (9-7), Multiplying Two Binomials (9-7)
Why Is a Stick of Gum Like a Sneeze? (9-7)
What Happened When a Ship Carrying Purple Paint… (9-7)
11.2 Students will find prime
factorizations of integers (Section 101).
11.3 Students will find greatest common
factors (GCF) for sets of monomials
(Section 10-1).
Prime Factor Trees (10-1)
Why Was the Engineer Driving the Train Backwards? (10-1)
Greatest Common Factor (10-1), Factor Falls (10-1)
11.4 Students will factor quadratic
trinomials (Section 10-3).
Factoring x2 + bx + c where c > 0 (10-3)
Factoring x2 + bx + c where c < 0 (10-3)
14
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
Factoring x2 + bx + c where c  0 (10-3)
Sums and Products (10-3), Diamond Problems (10-3)
Factoring Snap (10-3)
11.5 Students will identify and factor
binomials that are the differences of
squares (Section 10-4).
Factoring the Difference of Two Squares (10-4)
11.6 Students will use the zero product
Word Problems with Quadratics (10-6)
property to solve equations (Section 10- Solving Quadratics Using the Square Root Method (10-6)
6).
More Quadratic Equations (10-6), Solving Trinomial Equations (10-6)
Moving words (10-6), Tip (10-6)
12.0 Students simplify
fractions with
polynomials in the
numerator and
11.7 Students will simplify rational
expressions (Section 12-1).
Dividing Polynomials (12-1)
11.8 Students will multiply rational
expressions (Section 12-2).
Multiplying Polynomial Fractions (12-2)
11.9 Students will add and subtract
rational expressions with like
denominators (Section 12-5).
Adding and Subtracting Algebraic Fractions (12-5)
What Unusual Accident Happened to Brainless Funkalot? (12-5)
11.10 Students will simplify mixed
expressions and complex fractions
(Section 12-7)
Mixed Expressions (12-7)
WORKSHEETS and ACTIVITIES
12.1 Students will simplify rational
expressions (Section 12-1).
Dividing Polynomials (12-1)
15
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
denominator by factoring
both and reducing them
to the lowest terms.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
12.2 Students will divide polynomials by
monomials (Section 12-4).
12.3 Students will divide polynomials by
binomials (Section 12-4).
Polynomial Long Division (12-4)
12.4 Students will add and subtract
rational expressions with like
denominators (Section 12-5).
Adding and Subtracting Algebraic Fractions (12-5)
What Unusual Accident Happened to Brainless Funkalot? (12-5)
12.5 Students will add and subtract
rational expressions with unlike
denominators (Section 12-6).
What Lives in the Sea and Yells? (12-6)
Adding and Subtracting Algebraic Fractions (12-6)
12.6 Students will simplify mixed
expressions and complex fractions
(Section 12-7).
Mixed Expressions (12-7)
12.7 Students will solve rational equations Equations with Fractional Coefficients (12-8)
(Section 12-8).
13.0 Students add,
subtract, multiply, and
13.1 Students will multiply rational
divide rational
expressions (Section 12-2).
expressions and
functions. Students solve
13.2 Students will divide rational
both computationally
expressions (Section 12-3).
and conceptually
challenging problems by
13.3 Students will add and subtract
using these techniques.
rational expressions with like
denominators (Section 12-5).
WORKSHEETS and ACTIVITIES
Multiplying Polynomial Fractions (12-2)
Dividing Polynomial Fractions (12-3)
Adding and Subtracting Algebraic Fractions (12-5)
What Unusual Accident Happened to Brainless Funkalot? (12-5)
16
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
14.0 Students solve a
quadratic equation by
factoring or completing
the square.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
WORKSHEETS and ACTIVITIES
More Ratios and Slope (10-6)
14.1 Students will use zero product
property to solve equations (Section 10- Word Problems with Quadratics (10-6)
6).
Solving Quadratics Using the Square Root Method (10-6)
More Quadratic Equations (10-6), Solving Trinomial Equations (10-6)
Moving Words (10-6)
14.2 Students will solve quadratic
equations by using the quadratic
formula (Section 11-3).
What is the Title of this Picture? (11-3)
Algebra Using Number Tiles, Page 94 (11-3)
14.3 Students will solve radical equations
(Section 13-4).
14.4 Students will solve quadratic
equations by completing the square
(Section 13-6).
15.0 Students apply
algebraic techniques to
solve rate problems, work 15.1 Students will solve systems of
equations by using the substitution
problems, and percent
method (Section 8-2).
mixture problems.
Algebra Using Number Tiles, Page 88 (13-6)
WORKSHEETS and ACTIVITIES
Step “Two” It (8-2)
15.2 Students will solve systems of
equations by using the elimination
method with multiplication and
addition (Section 8-4).
17
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
15.3 Students will organize data to solve
problems (Section 12-8).
SUGGESTED RESOURCES
Equations with Fractional Coefficients (12-8)
16.0 Students understand
the concepts of a relation
and a function, determine 16.1 Students will show relations as sets
of ordered pairs, tables, mappings, and
whether a given relation
graphs (Section 5-2).
defines a function and
give pertinent
information about given
relations and functions.
WORKSHEETS and ACTIVITIES
17.0 Students determine
the domain of
independent variables
and the range of
dependent variables
defined by a graph a set
of ordered pairs, or a
symbolic expression
WORKSHEETS and ACTIVITIES
17.1 Students will find the value of a
function for a given element of the
domain (Section 5-5).
What Did the Indian Say to the Guy With a Bucket Over… (5-5)
What Did the Baby Porcupine Say When it Backed? (5-5)
Crunchy Functions (5-5), Function Detective (5-5)
17.2 Students will graph a line given any
linear equation (Section 6-5).
17.3 Students will graph quadratic
functions (Section 11-1).
17.4 Students will solve quadratic
equations by using the quadratic
formula (Section 11.3).
What is the Title of This Picture? (11-3)
Algebra using Number Tiles, Page 94 (11-3)
18
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
18.0 Students determine
whether a relation
defined by a graph, a set
of ordered pairs, or a
symbolic expression is a
function and justify the
conclusion.
SUGGESTED CORE CONNECTIONS
WORKSHEETS and ACTIVITIES
18.1Students will find the value of a
function for a given element of the
domain (Section 5-5).
19.0 Students know the
quadratic formula and
are familiar with its proof 19.1 Students will solve quadratic
equations by using the quadratic
by completing the square.
formulas (Section 11-3).
19.2 Students will solve quadratic
equations by completing the square
(Section 13-6).
20.0 Students use the
quadratic formula to find
the roots of a seconddegree polynomial and to
solve quadratic
equations.
21.0 Students graph
quadratic functions and
know that their roots are
the x-intercepts.
SUGGESTED RESOURCES
What Did the Indian Say to the Guy With a Bucket Over… (5-5)
What Did the Baby Porcupine Say When It Backed… (5-5)
Crunchy Functions (5-5), Function Detective (5-5)
WORKSHEETS and ACTIVITIES
What is the Title of This Picture? (11-3)
Algebra Using Number Tiles, Page 94 (11-3)
Algebra Using Number Tiles, Page 88 (13-6)
WORKSHEETS and ACTIVITIES
20.1 Students will solve quadratic
equations by using the quadratic
formula (Section 11-3).
Algebra Using Number Tiles, Page 94 (11-3)
What is the Title of This Picture? (11-3)
WORKSHEETS and ACTIVITIES
21.1 Students will solve quadratic
equations by using the quadratic
formula (Section 11-3).
What is the Title of This Picture? (11-3)
Algebra Using Number Tiles, Page 94 (11-3)
19
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
22.0 Students use the
quadratic formula or
factoring techniques or
both to determine
whether the graph of a
quadratic function will
intersect the x-axis in
zero, one, or two points.
23.0 Students apply
quadratic equations to
physical problems, such
as the motion of an object
under the force of
gravity.
24.0 Students use and
know simple aspects of a
logical argument.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
WORKSHEETS and ACTIVITIES
22.1 Students will solve quadratic
equations by using the quadratic
formula (Section 11-3).
What is the Title of This Picture? (11-3)
Algebra Using Number Tiles, Page 94 (11-3)
WORKSHEETS and ACTIVITIES
23.1 Students will use the zero product
property to solve equations as they
apply to real-world applications
(Section 10-6).
More Ratios and Slope (10-6)
Word Problems with Quadratics (10-6)
Solving Quadratics Using the Square Root Method (10-6)
More Quadratic Equations (10-6), Solving Trinomial Equations (10-6)
Moving Words (10-6), Tip (10-6), Binder Section (10-6, #37, # 38, #39)
WORKSHEETS and ACTIVITIES
24.1 Students explain the
difference between
inductive and deductive
reasoning and identify and
provide examples of each.
http://www.purplemath. com/modules/modules.htm
http://www.math.com/ homeworkhelp/Algebra.html
24.2 Students identify the
hypothesis and conclusion
in logical deduction.
http://www.purplemath. com/modules/modules.htm
http://www.math.com/ homeworkhelp/Algebra.html
20
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
24,3 Students use
counterexamples to show
that an assertion is false
and recognize than a single
counterexample is
sufficient to refute an
assertion.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
WORKSHEETS and ACTIVITIES
24.3.1Students will recognize and use the
distributive property to simplify
expressions and provide
counterexamples to statements (Section
1-7).
Properties of Real Numbers (1-6,7,8), Number Properties (1-6,7,8)
Where’s the Chocolate? (1-6,7,8), Where’s the Water? (1-6/7/)
Tasty Properties (1-6,7,8), Have No Fear (1-6,7,8)
Properties Crossword (1-6,7,8), Properties Proofs (1-6,7,8)
You Write the Properties (1-6,7,8), Opposites Subtract (1-6,7,8)
More Simplifying Expressions (1-7), The Distributive Property (1-7)
Why is Belly Dancing Illegal in Schlumpville? (1-7)
Why are Handcuffs Like Souveniers? (1-7), Review Worksheet (1-7)
Binder Section (1-7, #49)
24.3.2 Students will add and subtract
Famous Last Word (2-5)
rational numbers and use the answers to Binder Section (2-5, #43)
make decisions (Section 2-5).
24.3.3 Students will determine whether a
given relation is a function and find the
value of a function for a given element
of the domain (Section 5-5).
What did the Indian Say to the Guy With a Bucket Over… (5-5)
What did the Baby Porcupine Say When It Backed… (5-5)
Crunchy Functions (5-5), Function Detective (5-5)
Binder Section (5-5, #4)
24.3.4 Students will graph a line given
any linear equation (Section 6-5).
Binder Section (6-5, #1)
25.0 Students use
properties of the number
system to judge the
validity of results, to
justify each step of a
procedure, and to prove
or disprove statements
21
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
25.1 Students use
properties of numbers to
construct simple valid
arguments (direct and
indirect) for, or formulate
counterexample to claimed
assertions.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
WORKSHEETS and ACTIVITIES
25.1.1 Students will recognize and use the
distributive property to simplify
expressions (Section 1-7).
Properties of Real Numbers (1-6,7,8), Number Properties (1-6,7,8)
Where’s the Chocolate? (1-6,7,8), Where’s the Water? (1-6/7/)
Tasty Properties (1-6,7,8), Have No Fear (1-6,7,8)
Properties Crossword (1-6,7,8), Properties Proofs (1-6,7,8)
You Write the Properties (1-6,7,8), Opposites Subtract (1-6,7,8)
More Simplifying Expressions (1-7), The Distributive Property (1-7)
Why is Belly Dancing Illegal in Schlumpville? (1-7)
Why are Handcuffs Like Souvenirs? (1-7), Review Worksheet (1-7)
25.1.2 Students will find the value of a
function for a given element of the
domain (Section 5-5).
What did the Indian Say to the Guy With a Bucket Over… (5-5)
What did the Baby Porcupine Say When It Backed… (5-5)
Crunchy Functions (5-5), Function Detective (5-5)
25.1.3 Students will write linear equations
in point-slope and standard forms
(Section 6-2).
Algebra Using Number Tiles, Page 76 (6-2)
Binder Section (6-2, #45)
25.1.4 Students will multiply monomials
(Section 9-1).
25.1.5 Students will simplify expressions
involving powers of monomials
(Section 9-1).
Finding Patterns with Powers (9-1), Powers and Exponents (9-1)
Integers as Exponents (9-1), Powers of Monomials (9-1)
Multiplying Monomials (9-1)
What Happens to a Dog Who Eats Table Scraps? (9-1)
What Was Unusual About the Horse-Breeding Magazine? (9-1)
Binder Section (9-1, #36, 37)
25.1.6 Students will simplify expressions
involving quotients of monomials
(Section 9-2).
25.1.7 Students will simplify expressions
containing negative exponents (Section
Dividing Polynomials by Monomials (9-2), Dividing monomials (9-2)
Binder Section (9-2, #1, #2, #3)
22
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
(9-2).
25.2 Students judge the
validity of an argument
according to whether the
properties of the real
number system and the
order of operations have
been applied correctly at
each step.
25.1.8 Students will find prime
factorizations of integers and find
greatest common factors (GCF) for sets
of monomials (Section 10-1).
Prime Factor Trees (10-1), Factor Falls (10-1)
Let’s Make a Factor! (10-1), Exploration 16 (10-1)
Textbook Section (10-1, #2, #3, #4)
25.1.9 Students will simplify square roots
and radical expressions (Section 13-2).
Binder Section (13-2, #3, #54)
Do Elephants Know How to Gamble? (13-2)
Reducing Square Roots (13-2)
WORKSHEETS and ACTIVITIES
25.2.1 Students will use the order of
operations to evaluate real number
expressions and use the result to make
decisions (Section 1-3).
Order of Operations with Integers Crossword (1-3)
Number Properties: Order of Operations (1-3), Order Up (1-3)
Why Did Simeon Wrench Sleep Under His Car? (1-3)
Why Should You Look Out for a Pig That Knows Karate? (1-3)
Binder Section (1-3, #3, #42, #43)
25.2.2 Students will solve equations
involving more than one operation
(Section 3-3).
Solving Two-Step Equations with integers (3-3)
Equations: Using Integers (3-3), Climbing Solutions (3-3)
Making Tracks (3-3), Lost & Found (3-3)
Algebra Using Number Tiles, Pages 24, 32, 44 (3-3)
25.2.3 Students will solve equations with
the variable on both sides using a check
step (Section 3-5).
Solving Equalities with Variables on Both Sides (3-5)
Cryptic Quiz (3-5)
Why Do Girls Like Guys Who Wear Shirts with Eight Buttons? (3-5)
25.2.4 Students will simplify square roots
(Section 13-2).
25.2.5 Students will simplify radical
Reducing Square Roots (13-2)
Do Elephants Know How to Gamble? (13-2)
23
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
expressions (Section 13-2).
25.3 Given a specific
algebraic statement
involving linear, quadratic, 25.3.1 Students will solve equations
involving more than one operation
or absolute value
justifying each step (Section 3-3).
expressions or equations or
inequalities, students
determine whether the
statement is true
sometimes, always, or
never.
WORKSHEETS and ACTIVITIES
Solving Two-Step Equations with integers (3-3)
Equations: Using Integers (3-3), Textbook Section (3-3, #2, #6)
Climbing Solutions (3-3), Making Tracks (3-3)
Lost & Found (3-3), Algebra Using Number Tiles, Page 24 (3-3)
Algebra Using Number Tiles, Pages 32, 44 (3-3)
24
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
4.0 FOURTH GRADE – (Core Connections From Foundation Math Curriculum Document)
NUMBER SENSE
4.1 Students understand 4.1.3 Students will convert fractions to
decimals and decimals to fractions.
the place value of whole
numbers and decimals
4.1.4 Students will use the concepts of
to two decimal places
negative numbers to add, subtract,
and how whole numbers
multiply and divide whole numbers.
and decimals are
related to simple
fractions. Students use
the concepts of negative
numbers. (1.1-1.9)
Resource Notebook Section 3-5
Resource Notebook Section 8-3
4.3 Students solve
problems involving
addition, subtraction,
multiplication, and
division of whole
numbers and
understand the
relationships among the
operations. (3.1-3.4)
4.3.1 Students will add, subtract, multiply
and divide multi-digit whole numbers.
Sections 1-4, 1-5
4.4 Students know how
to factor small whole
numbers. (4.1-4.2)
4.4.1 Students will be able to factor whole
numbers.
Resource Notebook Section 3-3
4.4.2 Students will be able to identify
prime numbers.
25
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
ALGEBRA AND FUNCTIONS
4.1.2 Students will interpret and evaluate
4.1 Students use and
mathematical expressions.
interpret variables,
mathematical symbols,
and properties to write
and simplify
expressions and
sentences. (1.1-1.5)
4.2 Students know how
to manipulate
equations.
4.2.2 Students will be able to solve onestep equations.
SUGGESTED RESOURCES
Resource Notebook Section 9-2
Resource Notebook Section 9-3
MEASUREMENT AND GEOMETRY:
4.1.1 Students will draw points
Resource Notebook Sections 10-1, 10-2
4.1 Students use twocorresponding to linear relationships on
dimensional coordinate
graph paper.
grids to represent
points and graph lines
and simple figures. (2.12.3)
5.0 FIFTH GRADE – (Core Connections From Foundation Math Curriculum Document)
NUMBER SENSE
5.1 Students compute
with very large and
very small numbers,
positive integers,
decimals, and fractions
and understand the
relationship between
decimals, fractions, and
5.1.1 Students will perform basic
computations with whole numbers,
decimals, and fractions.
Resource Notebook Sections 1-4, 1-5, 2-3, 4-1, 4-2, 4-3, 4-4
5.1.2 Students will convert decimals to
fractions and percents.
Resource Notebook Sections 3-5, 5-2, 5-3
26
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
percents. They
understand the relative
magnitudes of numbers.
(1.1-1.5)
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
5.1.3 Students will convert fractions to
decimals and percents.
5.1.4 Students will convert percents to
decimals and fractions.
5.1.5 Students will compare/order
decimals, fractions, and percents.
Resource Notebook Section 5-4
5.1.6 Students will compute a given
percent of a whole number.
Resource Notebook Section 5-5
5.1.7 Students will calculate and recognize
exponents of whole numbers as
repeated multiplication
Resource Notebook Section 1-6
5.1.8 Students will determine the prime
factors of whole numbers.
5.2 Students perform
calculations and solve
problems involving
addition, subtraction,
and simple
multiplication and
division of fractions
and decimals. (2.1-2.5)
5.1.9 Students will identify integers,
fractions, and decimals on a number
line.
Resource Notebook Section 8-1
5.2.1 Students will perform basic
operations with decimals.
Resource Notebook Section 2-3
5.2.2 Students will add and subtract
integers.
Resource Notebook Section 8-3
27
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
5.2.3 Students will solve word problems
involving addition, subtraction of
fractions and mixed numbers.
Resource Notebook Sections 4-1, 4-2, 4-3, 4-4
5.2.4 Students will multiply and divide
fractions and apply these procedures to
word problems.
Resource Notebook Sections 4-3, 4-4
ALGEBRA AND FUNCTIONS
5.1.1 Students will know and use the
5.1 Students use
distributive property in expressions
variables in expression
with one variable.
for specific values of the
variable, and plot and
interpret the results.
Resource Notebook Section 8-4
6.0 SIXTH GRADE – (Core Connections From Foundation Math Curriculum Document)
NUMBER SENSE
6.1 Students compare
and order positive and
negative fractions,
decimals, and mixed
numbers. Students
solve problems
involving fractions,
ratios, proportions, and
percentages. (1.1-1.4)
6.2 Students calculate
and solve problems
involving addition,
subtraction,
6.1.1 Students will compare and order
positive and negative fractions,
decimals and mixed numbers and place
them on a number line.
Resource Notebook Sections 3-4, 8-1, 8-2
6.1.3 Students will use proportions to
interpret and solve problems.
Resource Notebook Section 5-6
6.2.1 Students will add, subtract, multiply
and divide fractions.
Resource Notebook Sections 4-1, 4-2, 4-3, 4-4
28
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
multiplication, and
division. (2.1-2.4)
SUGGESTED CORE CONNECTIONS
6.2.2 Students will add subtract, multiply
and divide integers.
SUGGESTED RESOURCES
Resource Notebook Section 8-3
6.2.3 Students will find the least common
multiple and greatest common factor of
a given whole number.
ALGEBRA AND FUNCTIONS
Resource Notebook Section 9-3
6.1 Students write verbal 6.1.1 Students will write and solve onestep linear equations containing one
expressions and
variable.
sentences and algebraic
expressions and
Resource Notebook Section 9-2
equations; they evaluate 6.1.2 Students will write and evaluate a
given expression of up to two variables.
algebraic expressions,
solve simple linear
6.1.3 Students will apply algebraic order of Resource Notebook Sections 8-3, 9-4
equations, and graph
operations and properties to justify
and interpret their
each step of the process of solving an
results. (1.1-1.4)
equation.
7.0 SEVENTH GRADE – (Core Connections From Exit Exam Prep Curriculum Document)
ALGEBRA AND FUNCTIONS
7.1.1 Students will use variables and
ASN Section 1-1, 2-9, 7-1-7.7
7.1 Students express
appropriate operations to write an
quantitative
expression, an equation, an inequality,
relationships by using
or a system of equations or inequalities
algebraic terminology,
that represents a verbal description (e.g.
expressions, equations,
three less than a number, half as large
inequalities, and
as area A).
graphs.
29
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
7.1.2 Students will use the correct order of
operations to evaluate algebraic
expressions such as 3(2x+5)2
ABC p. 80
ASN Section 1-3
7.1.5 Students will represent quantitative
relationships graphically and interpret
the meaning of a specific part of a
graph in the situation represented by
the graph.
ABC pp. 159-177
ASN Section 5-1, 5-4
7.2 Students interpret
and evaluate
expressions involving
integer powers and
simple roots.
7.2.1 Students will interpret positive
whole-number powers as repeated
multiplication and negative wholenumber powers a repeated division or
multiplication by the multiplicative
inverse. They will simplify and
evaluate expressions that include
exponents.
7.3 Students graph and
interpret linear and
some nonlinear
functions.
7.3.1 Students will graph functions of the
form y=nx2 and y=nx3 and use in
solving problems.
ABC pp. 173-177
7.3.3 Students will graph linear functions,
noting that the vertical change (change
in y-value) per unit of horizontal
change (change in x-value) is always
the same and know that the ratio (“rise
over run”) is called the slope of a
graph.
ABC p. 165
30
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
7.4 Students solve simple
linear equations and
inequalities over the
rational numbers.
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
7.3.4 Students will plot the values of
quantities whose ratios are always the
same (e.g., cost to the number of an
item, feet to inches, circumference to
diameter of a circle). They will fit a
line to the plot and understand that the
slope of a line equals the quantities.
ABC p. 172
7.4.1 Students will solve two-step linear
equations and inequalities in one
variable over the rational numbers,
interpret the solution or solutions in the
context from which they arose, and
verify the reasonableness of the results.
ABC p. 176-192
7.4.2 Students will solve multi-step
problems involving rate, average speed,
distance, and time or a direct variation.
MEASUREMENT AND GEOMETRY
7.1.1 Students will compare weights,
7.1 Students choose
capacities, geometric measures, times,
appropriate units of
and temperatures within and between
measure and use
measurement systems (e.g. miles per
ratios to convert
hour and feet per second, cubic inches to
within and between
cubic centimeters).
measurement
systems to solve
problems.
7.1.2 Students will construct and read
drawings and models made to scale.
ABC p. 278
31
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
7.1.3 Students will use measures expressed
as rates (e.g. speed, density) and
measures expressed as products (e.g.,
person-days) to solve problems; check
the units of the solutions; and use
dimensional analysis to check the
reasonableness of the answer.
7.2 Students compute the 7.2.1 Students will use formulas routinely
for finding the perimeter and area of
perimeter, area, and
basic two-dimensional figures and the
volume of common
surface area and volume of basic threegeometric objects
dimensional figures, including
and use the results to
rectangles, parallelogram, trapezoids,
find measures of less
squares, triangles, circles, prisms and
common objects.
cylinders.
They know how
perimeter, area and
volume are affected
by changes of scales.
7.3 Students know the
Pythagorean
Theorem and deepen
their understanding
of plane and solid
ABC p. 282-292
7.2.2 Students will estimate and compute
the area of more complex or irregular
two-and three-dimensional figures by
breaking the figures down into more
basic geometric objects.
ABC p. 293
7.3.2 Students will understand and use
coordinate graphs to plot simple figures,
determine lengths and areas related to
them, and determine their image under
translations and reflections.
ASN Section 13-1
32
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
geometric shapes by
construction figures
that meet given
conditions and by
identifying attributes
of figures.
7.3.3 Students will know and understand
the Pythagorean theorem and its
converse and use it to find the length of
the missing side of a right triangle and
the lengths of other line segments and,
in some situations, empirically verify
the Pythagorean Theorem by direct
measurements.
ASN Section 13-1
MATHEMATICAL REASONING
7.1.1 Students will analyze problems by
Throughout
7.1 Students make
identifying relationships, distinguishing
decisions about how
relevant from irrelevant information,
to approach
identifying missing information,
problems.
sequencing and prioritizing
information, and observing patterns.
7.2 Student use
strategies, skills, and
concepts in finding
solutions.
7.2.1 Students will use estimation to verify
the reasonableness of calculated results.
7.2.3 Students will estimate unknown
quantities graphically and solve for
ASN Section 5-6
33
MATHEMATICS COURSE OF STUDY
ALGEBRA SUPPORT
STATE STANDARDS
SUGGESTED CORE CONNECTIONS
SUGGESTED RESOURCES
them by using logical reasoning and
arithmetic and algebraic techniques.
7.2.4 Students will make and test
ABC p. 250
conjectures by using both inductive and
deductive reasoning.
34