Download Math Course Overview

Radnor Middle School
Course Overview
Math
Course 2 Advanced
General Information
Credits:
N/A
Length: Full Year
Weighted:
N/A
Format: Meets Daily
Prerequisite:
N/A
Grade: 6
I. Course Description
The goal of this course is to provide students with a strong foundation of math skills traditionally considered
essential for success in higher level, more abstract math courses. Early topics include: rational numbers, their
operations, and their algebraic representations. As the year progresses, equations and functions, geometry, square
root, and probability become the focus. Strands of measurement, conversions, area, measures of central tendency,
and data displays are investigated throughout the course. Additionally, students will consistently engage in
problem solving situations that will require application of skills and use of estimation to check for reasonableness.
Student Objectives:
Students will understand that:
Patterns can be used to solve problems
Mathematics is a language with essential vocabulary
A negative sign can be used to represent numbers less than zero
All numbers have an absolute value representing the distance (on a number line) from zero
Fractions, decimals, and percents have equivalent/interchangeable values
Ratios and rates show the numerical relationship between two elements
Problem solving often requires the translation of English phrases into mathematical expressions
Solving inequalities is similar to solving equations except that a range of numbers (shown on a number
line) represents all possible solutions
Data can be organized through measures of central tendency
Appropriate data displays are chosen based on the characteristics of the data
Steps for solving equations are ruled by specific properties and order of operations
Transformations can be described with coordinate notation
Modified 6/20/2011
Math, Course 2
1
Probability represents the likeliness that, given a set of outcomes, a favorable outcome will occur
Materials & Texts
Textbook:
Math Course 2‐ Mc Dougal, Littell & Co. ‐ 2007 ed.
Activities, Assignments, & Assessments
1. Number and Operation
powers and exponents
order of operations
compare numbers
decimal operations
estimation
scientific notation
prime factorization
greatest common factor
least common multiple
conversion: fractions, decimal, percent
fraction operation
integer operation
rational & irrational numbers
ratios
percent of change
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Math, Course 2
2
2. Algebra
Evaluate variable expressions
Use formulas
Identity and inverse properties
Distributive property
Write expressions and equations
Solve equations
Solve inequalities
Functions
Solve proportions
3. Geometry and Measurement
Perimeter and area
Measure length, mass, capacity
Convert measures
Scale models and drawings
Classify angles
Classify polygons
Identify congruent and similar figures
Transformations
Pythagorean theorem
Circles
4. Data Analysis and Probability
Mean, median, mode
Make and interpret data displays
Appropriate data displays
Find outcomes
Find probability
Integer operation
Rational & irrational numbers
ratios
percent of change
Homework will be assigned on a daily basis. Grades will be based on quizzes and tests. In addition, teachers may
use homework, group activities, and/or projects for grading purposes. The Radnor Middle School grading system
and scale will be used to determine letter grades.
UNIT: 1—Number Sense, Patterns, and Algebraic Thinking (Chapter 1)
Common Core Standards
6.EE.1
Write and evaluate numerical expressions involving whole-number exponents.
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Math, Course 2
3
6.EE.2
Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.2a
Write expressions that record operations with numbers and with letters standing for
numbers.
6.EE.2b
Identify parts of an expression using mathematical terms (sum, term, product, factor,
quotient, coefficient); view one or more parts of an expression as a single entity.
6.EE.2c
Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those
involving whole-number exponents, in the conventional order when there are no
parentheses to specify a particular order (Order of Operations).
6.EE.3
Apply the properties of operations to generate equivalent expressions.
6.EE.4
Identify when two expressions are equivalent (i.e., when the two expressions name the
same number regardless of which value is substituted into them).
6.EE.5
Understand solving an equation or inequality as a process of answering a question: which
values from a specified set, if any, make the equation or inequality true? Use substitution to
determine whether a given number in a specified set makes an equation or inequality true.
6.EE.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set.
Keystone Connections:
STANDARDS
2.2.A1.C.
Evaluate numerical expressions that include the four basic operations and operations of
powers and roots, reciprocals, opposites, and absolute values.
2.8.A1.C.
Identify and represent patterns algebraically and/or graphically.
2.5.A1.A.
Develop a plan to analyze a problem, identify the information needed to solve the problem,
carry out the plan, check whether an answer makes sense, and explain how the problem
was solved in grade appropriate contexts.
2.8.A1.E.
Use combinations of symbols and numbers to create expressions, equations, and
inequalities in two or more variables, systems of equations, and inequalities, and functional
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Math, Course 2
4
relationships that model problem situations.
2.8.A1.F.
Interpret the results of solving equations, inequalities, systems of equations, and systems of
inequalities in the context of the situation that motivated the model.
Student Objectives:
Chapter 1 gives students a foundation in describing patterns, introductory algebra concepts, and
problem-solving skills that will be applied and further developed throughout the course. In this chapter,
students describe patterns and use them to solve problems. Students also apply the order of operations
to evaluate variable expressions involving powers and exponents and to solve equations. They use
these skills to find the area of rectangles and to solve real-world problems.
At the conclusion of this chapter, students should be able successfully complete the following skills:








Describe patterns using whole number operations.
Evaluate variable expressions.
Write repeated multiplication using exponents.
Evaluate powers.
Evaluate expressions involving two or more operations
Use mental math to solve an equation.
Use formulas to find perimeter and area.
Use a 4-step plan to solve many kinds of problems.
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston, Il: McDougal Littell.


Lesson Practice Sheets B, C
Lesson Note Taking Sheets -1.1. 1.2, 1.3, 1.4, 1.5, 1.6
Activities, Assignments, & Assessments
ACTIVITIES
1.1
Describing Patterns
1.2
Variables and Expressions
1.3
Powers and Exponents
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Math, Course 2
5
1.4
Order of Operations
1.5
Equations and Mental Math
1.6
Perimeter and Area
ASSIGNMENTS


Lesson Practice Sheets C
Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and tests. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.


Lesson Assessments/Quizzes
Chapter Tests
Terminology

add, subtract, multiply, divide, variable expression, evaluate, power, base, exponent, order of
operations, equation solutions, solving an equation, perimeter, area, sum, difference, product,
quotient
Media, Technology, Web Resources




McDougal Littell Course 2 Easy Planner DVD ROM
McDougal Littell Course 2 Power Presentations DVD ROM
McDougal Littell ClassZone.com resources
Teacher-developed smart-board documents
Modified 6/20/2011
Math, Course 2
6
Decimal Operations
Chapter 2
Standards from Curriculum Connector document
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
Common Core Standards
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using
the standard algorithm for each operation
6.EE.1
Write and evaluate numerical expressions involving whole-number exponents.
Keystone Connections:
2.1.6.B.Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent
forms.
2.1.6.D.Apply place value concepts to order and compare decimals; use the number line to order and
compare decimals, fractions, and mixed numbers
.
2.2.6.D. Estimate solutions of problems involving whole numbers and decimals and check the
reasonableness of those estimates.
Student Objectives:
In this chapter students perform operations with decimals, including comparing and rounding
decimals. Students then apply these skills to solving real-world problems involving scientific notation
and metric measurements
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Compare, order, and round decimals
Modified 6/20/2011
Math, Course 2
7

Add and subtract decimals

Multiply and divide decimals

Read and write number using scientific notation

Measure and estimate using metric units

Convert between metric units
Materials & Texts
MATERIALS
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Lesson Practice Sheets C

Lesson Note taking Sheets - 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
2.1 Comparing, Ordering, and Rounding Decimals
2.2 Adding and Subtracting Decimals
2.3 Multiplying Decimals
2.4 Dividing Decimals
2.5 Scientific Notation
2.6 Measuring in Metric Units
2.7 Converting Metric Units
ASSIGNMENTS
Modified 6/20/2011
Math, Course 2
8

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
Decimals
Estimation
Leading digit
Quotient
Divisor
Dividend
Compatible numbers
Scientific notation
metric system
capacity units (L, mL)
length units (m, mm, cm, km)
mass units (g, mg, kg)
Media, Technology, Web Resources
Modified 6/20/2011
Math, Course 2
9

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
10
Data and Statistics
Chapter 3
Standards from Curriculum Connector document
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
Common Core Standards
6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in
the answers.
6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its
center, spread, and overall shape.
6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a
measure of variation describes how its values vary with a single number
6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.5. Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute
deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context
in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the
data were gathered.
Keystone Connections:
2.4.6.A Use models, properties, and relationships to draw conclusions and explain reasons for
conclusions.
2.5.6.B. Use appropriate mathematical terms, vocabulary, language, symbols, and graphs to explain
clearly and logically solutions to problems.
2.6.6.A.Gather data from a variety of appropriate sources.
2.6.6.B. Select an appropriate method to organize data; select an appropriate format to display data
2.6.6.C Select and use, as appropriate, the mean, median, mode, and/or range to describe sets of data.
2.6.6.E. Interpret data displayed in a table, histogram, graph, or data summarized by numerical
measures.
Student Objectives:
In this chapter students study the mean, median, and mode of a data set, and how each of these
values represents an average of the data. They then use bar graphs, line graphs, stem-and-leaf
Modified 6/20/2011
Math, Course 2
11
plots, boxand-whisker plots, and histograms to display and analyze the distribution of the values in a
data set.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Describe data using mean median and mode

Make and interpret line and bar graph

Display data using stem and leaf plots

Display data using box and whisker plots

Make and interpret histograms

Chose an appropriate display for a data set
Materials & Texts
MATERIALS
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 3.1, 3.2, 3.3, 3.4, 3.5,

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
3.1 Mean, Median, and Mode
3.2 Bar Graphs and Line Graphs
3.3 Stem-and-Leaf Plots
3.4 Box-and-Whisker Plots
3.5 Histograms
Assignments
Modified 6/20/2011
Math, Course 2
12

Lesson Practice Sheets B

Associated Chapter exercises
Assessments
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Project- Group data display presentations
Terminology
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
13
Number Patterns and Fractions
Chapter 4
Standards from Curriculum Connector Document
M6.A.1.3-Apply number theory concepts (i.e., factors, multiples).
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M6.A.3.1-Apply estimation strategies to a variety of problems.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.3.1-Apply estimation strategies to a variety of problems.
M6.A.1.1-Express numbers in equivalent forms.
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.1.1-Express numbers in equivalent forms.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
Common Core Standards
6.NS. 2. Fluently divide multi-digit numbers using the standard algorithm.
6.NS. 3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two
whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common
factor as a multiple of a sum of two whole numbers with no common factor.
Keystone Connections:
2.1.6.B.Represent whole numbers, fractions, mixed numbers, decimals, and percents inequivalent forms.
2.1.6.C.Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.
2.1.6.D.Apply place value concepts to order and compare decimals; use the number line to order and
compare decimals, fractions, and mixed numbers.
2.1.6.E. Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM
(Least Common Multiple) of two numbers.
2.2.6.D. Estimate solutions of problems involving whole numbers and decimals and check the
reasonableness of those estimates.
Student Objectives:
Students will find the greatest common factor and the least common multiple of two or more
numbers. They compare and order fractions and mixed numbers, and also write fractions as decimals
Modified 6/20/2011
Math, Course 2
14
and vice versa.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Write a number as a product of prime numbers

Find the greatest common factor of two or more numbers

Write equivalent fractions

Find the LCM of two or more numbers

Compare and order fractions

Compare and order fractions and mixed numbers

Write fractions as decimals and decimals as fractions
Materials & Texts
MATERIALS
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
4.1 Prime Factorization
4.2 Greatest Common Factor
4.3 Equivalent Fractions
4.4 Least Common Multiple
4.5 Comparing and Ordering Fractions
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Math, Course 2
15
4.6 Mixed Numbers and Improper Fractions
4.7 Fractions and Decimals
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
prime
composite
prime factorization
factor tree
greatest common factor (GCF)
relatively prime
fraction
numerator
denominator
equivalent fractions
simplest form
multiple
common multiple
least commomn multiple (LCM)
least common denominator (LCD)
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Math, Course 2
16
mixed number
proper fraction
improper fraction
terminating decimal
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
17
Fraction Operations
Chapter 5
Standards from Curriculum Connector Document
M6.A.3.1-Apply estimation strategies to a variety of problems.
M6.A.3.2-Solve problems with and without the use of a calculator.
M7.A.3.1-Apply estimation strategies to a variety of problems.
M7.A.3.2-Compute accurately with and without use of a calculator.
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.B.1.1-Add or convert measurements.
Common Core Standards
Apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by
using visual fraction models and equations to represent the problem.
Keystone Connections:
2.1.6.B. Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent
forms.
2.1.6.C. Use models to represent the concept of equivalent forms of a fraction,decimal, and/or percent.
2.2.6.B. Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers.
2.3.6.D. Perform basic conversions within the metric and within the customary systems
2.3.6.F. Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature,
time, weight, and angles.
Student Objectives:
Students add and subtract fractions and mixed numbers. They also multiply and divide fractions and
mixed numbers, and they learn about customary units.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:
Modified 6/20/2011
Math, Course 2
18

Add and subtract fractions

Add and subtract mixed numbers

Multiply fractions and mixed numbers

Divide fractions and mixed numbers

Measure and estimate using customary units

Convert between customary units
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
5.1 Adding and Subtracting Fractions
5.2 Adding and Subtracting Mixed Numbers
5.3 Multiplying Fractions and Mixed Numbers
5.4 Dividing Fractions and Mixed Numbers
5.5 Measuring in Customary Units (Click to see note)
5.6 Converting Customary Units
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Modified 6/20/2011
Math, Course 2
19
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
least common denominator (LCD)
mixed number
improper fraction
greatest common factor (GCF)
mixed number
improper fraction
recriprocal
U.S. customary lengths, weights, capacity
conversions of customary units
Media, Technology, Web Resources
Media

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
20
Integers
Chapter 6
Standards from Curriculum Connector Document
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
M6.A.3.2-Solve problems with and without the use of a calculator.
M7.A.3.2-Compute accurately with and without use of a calculator.
M6.D.1.1-Create or extend patterns.
M6.D.2.1-Select and/or use appropriate strategies to solve number sentences.
M7.D.1.1-Recognize, reproduce, extend and/or describe patterns, sequences and relationships.
M7.D.2.1-Select and/or use appropriate strategies to solve or represent equations or expressions.
M6.A.1.2-Compare quantities and/or magnitudes of numbers.
M7.A.1.2-Compare quantities and/or magnitudes of numbers.
M6.C.3.1-Identify, plot, or match points given an ordered pair.
M7.C.3.1-Locate and/or describe points on a coordinate plane.
M7.D.3.1-Describe the relationship between two variables (e.g., time, temperature).
Common Core Standards
6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or
values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use
positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar
from previous grades to represent points on the line and in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the
opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that
when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs
of integers and other rational numbers on a coordinate plane.
6.NS.7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
b. Write, interpret, and explain statements of order for rational
numbers in real-world contexts.
c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as
magnitude for a positive or negative quantity in a real-world situation
d. Distinguish comparisons of absolute value from statements about order.
6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of
coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
6.G.3Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining
points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and
Modified 6/20/2011
Math, Course 2
21
mathematical problems.
Keystone Connections:
2.1.6.A.Model and compare values of whole numbers,mixed numbers,fractions, and decimals
2.1.6.F. Apply the associative, commutative, distributive and/or identity properties to write quivalent
forms of expressions.
2.2.6.C. Apply the associative, commutative, distributive, and/or identity properties to evaluate numerical
expressions.
2.8.6.A. Use the concept of equality to demonstrate understanding of the distributive property.
2.9.6.C. Identify on a 2- dimensional coordinate system the location of points with non-negative
fractional or decimal coordinates; plot in a two-dimensional coordinate system a point represented by an
ordered pair of nonnegative fractions, mixed numbers, or decimals.
Student Objectives:
Students compare and order integers and perform interger addition, subtraction, multiplication and
division. The definition of rational numbers is discussed and then they graph points in the coordinate
plane.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Compare and order integers

Add integers

Subtract integers

Multiply integers

Divide integers

Perform operations on rational numbers

Evaluate expressions using the distributive property

Identify and plot points in a coordinate plane
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal
Modified 6/20/2011
Math, Course 2
Littell.
22

Notetaking Sheet - 6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.8

Practice Sheets B
Activities, Assignments, & Assessments
ACTIVITIES
6.1 Comparing and Ordering Integers
6.2 Adding Integers
6.3 Subtracting Integers
6.4 Multiplying Integers
6.5 Dividing Integers
6.7 The Distributive Property
6.8 The Coordinate Plane
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
integer
negative integer
Modified 6/20/2011
Math, Course 2
23
positive integer
opposite
absolute value
opposite
mean
rational number
additive identity
multiplicative identidy
additive inverse
multiplicative inverse
equivalent expression
distributive property
coordinate plane
origin
quadrant
ordered pair
x-coordinate
y-coordinate
scatter plot
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
24
Equations, Inequalities and Functions
Chapter 7
Standards from Curriculum Connector Document
M6.D.2.2-Create and/or interpret expressions or equations that model problem situations.
M7.D.2.2-Create and/or interpret expressions, equations or inequalities that model problem situations.
M6.D.2.1-Select and/or use appropriate strategies to solve number sentences.
M6.D.2.2-Create and/or interpret expressions or equations that model problem situations.
M7.D.2.1-Select and/or use appropriate strategies to solve or represent equations or expressions.
M7.D.2.2-Create and/or interpret expressions, equations or inequalities that model problem situations.
Common Core Standards
6.EE.
1. Write and evaluate numerical expressions involving whole-number exponents.
2. Write, read, and evaluate expressions in which letters stand for numbers.
a. Write expressions that record operations with numbers and with letters standing for numbers.
b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more
parts of an expression as a single entity.
c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world
problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there
are no parentheses to specify a particular order (Order of Operations).
.
3. Apply the properties of operations to generate equivalent expressions.
4. Identify when two expressions are equivalent (i.e., when the two
expressions name the same number regardless of which value is
substituted into them).
Reason about and solve one-variable equations and inequalities.
5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any,
make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or
inequality true.
6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a
variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which
p, q and x are all nonnegative rational numbers.
8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem.
Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on
number line diagrams.
Represent and analyze quantitative relationships between
dependent and independent variables.
9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to
express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the
equation.
Modified 6/20/2011
Math, Course 2
25
Keystone Connections:
2.1.6.F. Apply the associative, commutative, distributive and/or identity properties towrite equivalent
forms of expressions.
2.8.6.B. Select and use strategies to solve number sentences (and inequalities) and explain the method
of solution.
2.8.6.D. Determine a functional rule from a table or graph.
2.8.6.E.Use combinations of symbols and numbers to create expressions, equations, and inequalities
that model mathematical situations.
2.8.6.F. Interpret the results of solving equations in one variable in the context of the situation that
motivated the model.
Student Objectives:
Students write and simplify expressions, and solve equations and inequalities. They also use
equations, tables, and graphs to represent functions.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Write variable expressions and equations

Simplify variable expressions

Solve addition and subtraction equations

Solve multiplication and division equations

Solve two step equations

Write and solve inequalities

Write and evaluate function rules

Graph functions in a coordinate plane
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Littell.
Notetaking Sheet - 7.1, 7.2, 7.3, 7.4,
Modified 6/20/2011
Math, Course 2
26

Practice Sheets B
Activities, Assignments, & Assessments
ACTIVITIES
7.1 Writing Expressions and Equations
7.2 Simplifying Expressions
7.3 Solving Addition and Subtraction Equations
7.4 Solving Multiplication and Division Equations
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
verbal model
terms
like terms
equivalent variable expressions
coefficient
constant term
inverse operation
Modified 6/20/2011
Math, Course 2
27
equivalent equations
inverse operations
inequality
solution of an inequality
graph of an inequality
equivalent inequality
function
input
output
domain
range
linear function
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
28
Ratios and Proportions
Chapter 8
Standards from Curriculum Connector Document
M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.
M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.
M7.D.3.1-Describe the relationship between two variables (e.g., time, temperature).
Common Core Standards
6.RP
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
2. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio
relationship.
3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot
the pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns,
then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems
involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing
quantities.
Keystone Connections:
2.1.6.C. Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent.
2.11.6.B. Describe the relationship between rates of change and another variable (e.g., time,
temperature).
Student Objectives:
In this chapter, students learn about ratios, and extend this concept to rates and unit rates, and then
to solving proportions, and to scale drawings. Students also explore the relationship between rate
and the slope of a line.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:
Modified 6/20/2011
Math, Course 2
29

Write and compare rations

Use rates to compare two quantities with different units

Find the slope of a line

Solve proportions using equivalent rations and algebra

Solve proportions using cross products

Use proportions with models
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 8.1, 8.2, 8.4, 8.5, 8.6

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
8.1 Ratios
8.2 Rates
8.4 Writing and Solving Proportions
8.5 Solving Proportions Using Cross Products
8.6 Scale Drawings and Models
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
Modified 6/20/2011
Math, Course 2
30
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests

Group Scale Modeling Project
Terminology
ratio
equivalent ratio
rate
unit rate
slope
proportion
cross product
scale
scale drawing
scale model
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
31
Percents
Chapter 9
Standards from Curriculum Connector Document
M6.A.1.1-Express numbers in equivalent forms.
M7.A.1.1-Express numbers in equivalent forms.
M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.
M6.E.1.1-Interpret data shown in frequency tables, histograms, circle, bar or double bar graphs, line or
double line graphs or line plots.
M7.E.1.1-Interpret data shown in complex data displays.
M7.E.4.1-Draw conclusions and, make predictions based on data displays.
Common Core Standards
6.RP
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
2. Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio
relationship.
3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot
the pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns,
then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems
involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing
quantities.
Keystone Connections:
2.7.6.C. Express the probability of a simple event as a fraction, decimal, and percent.
Student Objectives:
Students will be examine the relationships among fractions, decimals and percents. They will use
these skills to draw circle graphs. Students will also apply their knowledge of percents to solving
percent problems, including discounts, markups, sales tax, tips and simple interest.
At the conclusion of this chapter, students should be able to successfully complete the following
Modified 6/20/2011
Math, Course 2
32
skills:

Use a fraction to find the percent of a number

Use proportions to solve percent problems

Write percents as decimals and decimals as percents

Use equations to solve percent problems

Use percents to interpret and make circle graphs

Find a percent of change in a quantity

Find discounts, markups, sales tax, and tips

Calculate simple interest
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 9.1, 9.2, 9.3, 9.4

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
9.1 Percents and Fractions
9.2 Percents and Proportions
9.3 Percents and Decimals
9.4 The Percent Equation
ASSIGNMENTS

Lesson Practice Sheets B
Modified 6/20/2011
Math, Course 2
33

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
percent
"per hundred"
proportion
a/b = p/100
decimal
percent equation
a = p·b
circle
ray
angle
vertex
degrees
percent change
percent increase
percent decrease
discount
markup
tip
sales tax
interest
principal
Modified 6/20/2011
Math, Course 2
34
simple list
annual interest rate
balance
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
35
Geometric Figures
Chapter 10
Standards from Curriculum Connector Document
M6.C.1.1-Define and/or use basic properties of triangles, quadrilaterals, pentagons, hexagons,
heptagons, octagons, nonagons, decagons and circles.
M7.C.1.1-Define and/or apply basic properties of two- and three-dimensional geometric shapes.
M6.C.1.2-Represent and/or use concepts and relationships of lines and line segments.
M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.
M7.C.1.2-Identify congruence and/or similarity in polygons.
Common Core Standards
6.G.
1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing
into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Keystone Connections:
2.3.6.B. Use appropriate units to measure perimeter, area, and volume; use a protractor to measure
angles between 0 and 180 degrees.
2.3.6.C. Use given measurements to calculate a missing length, perimeter, area, and/or volume;
calculate elapsed time across am/pm and across days
2.3.6.F. Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature,
time, weight, and angles.
2.9.6.A. Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their
related parts, and classify and compare 2- and 3- dimensional shapes on the basis of their properties.
2.9.6.B. Predict and describe the result of a translation (slide), rotation (turn), or reflection (flip) of a 2dimensional shape.
2.10.6.A. Identify and compare parts of right triangles, including right angles, acute angles, hypotenuses,
and legs.
Student Objectives:
Students explore angles, triangles, and polygons. They investigate congruent and similar polygons.
Finally, students study three types of transformations: translations, reflections, and rotations.
At the conclusion of this chapter, students should be able to successfully complete the following
Modified 6/20/2011
Math, Course 2
36
skills:

Classify angles by their measures

Identify special pairs of angles and types of lines

Classify triangles

Classify quadrilaterals and other polygons

Use properties of similar and congruent polygons

Use similar triangles to find lengths

Identify transformations and symmetry in figures

Graph transformation in a coordinate plane
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 10.1, 10.2, 10.3, 10.4, 10.7

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
10.1 Angles
10.2 Special Pairs of Angles
10.3 Triangles
10.4 Polygons
10.7 Transformations and Symmetry Note: Translations, rotations, and reflections are 5th grade
assessment anchors (M5.C.2.1) and are not assessed beyond grade 5. This chapter can be deemphasized or skipped. (Cannella, 3/13/09)
ASSIGNMENTS
Modified 6/20/2011
Math, Course 2
37

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
acute angle
right angle
straight angle
obtuse angle
supplementary angle
complementary angle
adjacent angle
vertical angle
congruent angle
corresponding angle
intersect
parallel
perpendicular
acute triangle
obtuse triangle
right triangle
congruent sides
equilateral triangle
isoceles triangle
scalene triangle
quadrilateral
trapezoid
Modified 6/20/2011
Math, Course 2
38
parallelogram
rhombus
polygon
pentagon
hexagon
heptagon
octagon
diagonal
similar polygon
congruent polygon
proportion
cross product
similar polygons
image
transformation
reflection
rotation
line of reflection
center of refllection
angle of reflection
line of rotational symmetry
coordinate plane
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
39
Measurement and Area
Chapter 11
Standards from Curriculum Connector Document
M6.B.2.2-Solve problems involving length, perimeter, area and/or volume of geometric figures.
M7.B.2.1-Develop, use and/or describe measures of length, perimeter, circumference, area or volume.
M6.B.2.2-Solve problems involving length, perimeter, area and/or volume of geometric figures.
M6.C.1.1-Define and/or use basic properties of triangles, quadrilaterals, pentagons, hexagons,
heptagons, octagons, nonagons, decagons and circles.
M7.B.2.1-Develop, use and/or describe measures of length, perimeter, circumference, area or volume.
M7.C.1.1-Define and/or apply basic properties of two- and three-dimensional geometric shapes.
Common Core Standards
6.G
1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing
into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
Student Objectives:
The study of square roots will lead to a discussion and use of Pythagorean theorem. Students will also
apply the area formulas for parallelograms, triangles, trapezoids, and circles to solve real world
problems.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Evaluate expressions involving square roots

Approximate square roots of numbers

Find the length of a side of a right triangle

Find the areas of parallelograms

Find the areas of triangles and trapezoids

Find the circumference of circles
Modified 6/20/2011
Math, Course 2
40

Find the areas of circles
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 11.6, 11.7

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
11.6 Circumference of a Circle
11.7 Area of a Circle
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENTS
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes

Chapter tests
Terminology
square root
perfect square
square number
Modified 6/20/2011
Math, Course 2
41
radical expression
irrational number
real number
right triangle
hypoteneuse
legs
Pythagorean Theorem
base of a parallelogram
height of a parallelogram
base of a triangle
height of a triangle
base of a trapezoid
height of a trapezoid
circle
center
radius
diameter
circumference
radius
diameter
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
42
Probability
Chapter 13
Standards from Curriculum Connector Document
M6.E.3.1-Determine all possible combinations, outcomes and/or calculate the probability of a simple
event.
M7.E.3.1-Determine or calculate theoretical or experimental probability.
M7.E.4.1-Draw conclusions and, make predictions based on data displays.
Common Core Standards
6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in
the answers.
6.SP. 5. Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
Keystone Connections:
2.7.6.A. Collect data and estimate the likelihood of outcomes of an event.
2.7.6.C. Express the probability of a simple event as a fraction, decimal, and percent.
2.7.6.D. List the possible outcomes for two independent events and compare the outcomes
2.7.6.E. Find and interpret the experimental probability of an outcome of a simple event.
Student Objectives:
In this chapter, students learn how to count the possible outcomes of an experiment using tree
diagrams and the counting principle. They then study permutations and combinations, including
learning the formulas for calculating the number of permutations and combinations for an event.
Students also examine methods for calculating the probability of events, including dependent and
independent events.
At the conclusion of this chapter, students should be able to successfully complete the following
skills:

Find probabilities

Use a tree diagram to find all possible outcomes

Use the counting principle to count outcomes
Modified 6/20/2011
Math, Course 2
43

Use permutations and combinations

Find the probability that either of two events occurs

Find the probability of compound events
Materials & Texts
Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal

Notetaking Sheet - 13.1, 13.2, 13.3, 13.4

Practice Sheets B
Littell.
Activities, Assignments, & Assessments
ACTIVITIES
13.1 Introduction to Probability
13.2 Tree Diagrams
13.3 The Counting Principle
13.4 Permutations and Combinations
ASSIGNMENTS

Lesson Practice Sheets B

Associated Chapter exercises
ASSESSMENT
Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition,
teachers may use homework, group activities, and/or projects for grading purposes. The Radnor Middle
School grading system and scale will be used to determine letter grades.

Lesson Assessments/quizzes
Modified 6/20/2011
Math, Course 2
44

Chapter tests
Terminology
outcomes
event
favorable outcomes
probability
theoretical probability
experimental probability
tree diagram
outcome
event
probability
permutation
combination
disjoint events
overlapping events
complimentary events
compound events
independent events
dependent events
Media, Technology, Web Resources

McDougall Littell Course 2 Easy Planner DVD ROM

McDougall Littell Course 2 Power Presentations DVD ROM

McDougall Littell www.classzone.com resources

Teacher developed smart-board documents
Modified 6/20/2011
Math, Course 2
45