A Correlation of - Pearson School · A Correlation of Connected Mathematics Project 3, ©2014, to...

A Correlation of

Connected Mathematics Project 3 ©2014

To the

Florida MAFS Mathematics Standards (2014)

M/J Mathematics 2, Advanced (#1205050)

A Correlation of Connected Mathematics Project 3, ©2014, to the Florida MAFS Mathematics Standards (2014)

Copyright ©2014 Pearson Education, Inc. or its affiliate(s). All rights reserved

Introduction

This document demonstrates how Connected Mathematics Project 3 (CMP3), ©2014 meets the Florida MAFS Mathematics Standards (2014), M/J Mathematics 2, Advanced (#1205050). Correlation references are to the units of the Student and Teacher’s Editions. The goal of Connected Mathematics Project 3 is to help students develop mathematical knowledge, conceptual understanding, and procedural skills, along with an awareness of the rich connections between math topics—across grades and across Common Core content areas. Through the “Launch-Explore-Summarize” model, students investigate and solve problems that develop rigorous higher-order thinking skills and problem-solving strategies. Curriculum development for CMP3 has been guided by an important mathematical idea: All students should be able to reason and communicate proficiently in mathematics. They should have knowledge of and skill in the use of the vocabulary, forms of representation, materials, tools, techniques, and intellectual methods of mathematics. This includes the ability to define and solve problems with reason, insight, inventiveness, and technical proficiency. CMP3 uses technology to help teachers implement with fidelity, thus raising student achievement. Easy-to-use mobile tools help with classroom management and capture student work on the go. ExamView® delivers a full suite of assessment tools, and MathXL® provides individualized skills practice. 21st century social networking technology connects CMP3 teachers, while students benefit from interactive digital student pages that allow for instantaneous sharing and effective group work.


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Florida MAFS Mathematics Standards M/J Mathematics 2, Advanced

(#1205050)

Connected Mathematics Project 3 Grades 7 & 8, ©2014

MAFS.7.EE.2.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

Throughout the investigative curriculum of the Connected Mathematics Project 3 series, students are asked to perform multistep procedures in the course of playing a game or conducting an experiment. Then, students are expected to draw conclusions, make mathematical connections, and report their findings. See, for example: Grade 7 Accentuate the Negative: 3.4: Playing the Integer Product Game; 4.1: Order of Operations; 4.2: The Distributive Property; 4.3: What Operations Are Needed? Stretching and Shrinking: 4.3: Finding Missing Parts: Using Similarity to Find Measurements Comparing and Scaling: 3.1: Commissions, Markups, and Discounts Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength; 1.2: Bridge Length and Strength Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem Growing, Growing, Growing: 1.1: Making Ballots: Introducing Exponential Functions Butterflies, Pinwheels, and Wallpaper: Unit Project: Making a Wreath and a Pinwheel


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MAFS.7.EE.2.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Grade 7 Accentuate the Negative: 1.2: Extending the Number Line; 1.3 From Sauna to Snowbank Shapes and Designs: 2.1: Angle Sums of Regular Polygons; 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Stretching and Shrinking: 4.3: Finding Missing Parts: Using Similarity to Find Measurements; 4.4: Using Shadows to Find Heights: Using Similar Triangles Comparing and Scaling: 1.3: Time to Concentrate: Scaling Ratios; 1.4: Keeping Things in Proportion: Scaling to Solve Proportions; 2.3: Finding Costs: Unit Rate and Constant of Proportionality Moving Straight Ahead: 1.2: Walking Rates and Linear Relationships; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.3: From Pouches to Variables Grade 8 Thinking With Mathematical Models: 2.4: Boat Rental Business; 2.5: Amusement Park or Movies Looking for Pythagoras: 2.2: Square Roots; 2.3: Using Squares; 2.4: Cube Roots; 5.1: Stopping Sneaky Sally Growing, Growing, Growing: 1.3: Making a New Offer; 2.1: Killer Plant Strikes Lake Victoria; 2.3: Studying Snake Populations; 3.3: Making a Difference; 4.2: Fighting Fleas; 5.5: Revisiting Exponential Functions Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs; 3.4: Solving Quadratic Equations


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a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

Grade 7 Comparing and Scaling: 2.3: Finding Costs: Unit Rate and Constant of Proportionality; 3.1: Commissions, Markups, and Discounts; 3.2: Measuring to the Unit: Measurement Conversions; 3.3: Mixing It Up: Connecting Ratios, Rates, Percents, and Proportions Moving Straight Ahead: 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations Grade 8 Thinking With Mathematical Models: 2.4: Boat Rental Business; 2.5: Amusement Park or Movies Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs; 5.1: Using Algebra to Solve a Puzzle

b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

Grade 7 Accentuate the Negative: 1.2: Extending the Number Line Moving Straight Ahead: 3.5: Finding the Point of Intersection: Equations and Inequalities Variables and Patterns: 4.5: It’s Not Always Equal Grade 8 It’s In The System: 1.1: Shirts and Caps; 3.3: Operating at a Profit: Systems of Lines and Curves; 4.1: Limiting Driving Miles: Inequalities With Two Variables


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MAFS.7.G.1.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Grade 7 Stretching and Shrinking: 1.1: Solving a Mystery; 1.2: Scaling Up and Down; 2.1: Drawing Wumps; 2.2: Hats Off to the Wumps; 2.3: Mouthing Off and Nosing Around; 3.1: Rep-Tile Quadrilaterals; 3.2: Rep-Tile Triangles; 3.3: Designing Under Constraints; 3.4: Out of Reach; 4.1: Ratios Within Similar Parallelograms; 4.2: Ratios Within Similar Triangles; 4.3: Finding Missing Parts; 4.4: Using Shadows to Find Heights Filling and Wrapping: 1.4: Compost Containers: Scaling Up Prisms Grade 8 Butterflies, Pinwheels, and Wallpaper: 4.1: Focus on Dilations; 4.2: Return of Super Sleuth; 4.3: Checking Similarity Without Transformations; 4.4: Using Similar Triangles


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MAFS.7.G.1.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Grade 7 Shapes and Designs: 1.1: Sorting and Sketching Polygons; 1.2: In a Spin: Angles and Rotations; 1.3: Estimating Measures of Rotations and Angles; 1.4: Measuring Angles; 1.5: Design Challenge I: Drawing with Tools—Ruler and Protractor; 2.2: Angle Sums of Any Polygon; 2.3: The Bees Do It: Polygons in Nature; 2.4: The Ins and Outs of Polygons; 3.1: Building Triangles; 3.2: Design Challenge II: Drawing Triangles; 3.3: Building Quadrilaterals Stretching and Shrinking: 1.1: Solving a Mystery; 2.1: Drawing Wumps; 2.2: Hats Off to the Wumps; 2.3: Mouthing Off and Nosing Around; 3.1: Rep-Tile Quadrilaterals; 3.2: Rep-Tile Triangles; 3.3: Designing Under Constraints; 4.4: Using Shadows to Find Heights Grade 8 Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry: Line Reflections; 1.2: In a Spin: Rotations; 1.3: Sliding Around: Translations; 1.4: Properties of Transformations; 3.1: Flipping on a Grid: Coordinate Rules for Reflections; 3.2: Sliding on a Grid: Coordinate Rules for Translations; 3.3: Spinning on a Grid: Coordinate Rules for Rotations; 4.1: Focus on Dilations; 4.3: Checking Similarity Without Transformations; 4.4: Using Similar Triangles Looking for Pythagoras: 2.1: Looking for Squares; 2.3: Using Squares to Find Lengths; 3.1: Discovering the Pythagorean Theorem; 3.3: Finding Distances


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MAFS.7.G.1.3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Grade 7 Filling and Wrapping: 2.3: Slicing Prisms and Pyramids Grade 8 students find volumes of cones, cylinders, and spheres. Grade 8 Say It With Symbols: 2.3: Making Candles: Volumes of Cylinders, Cones, and Spheres; 2.4: Selling Ice Cream: Solving Volume Problems

MAFS.7.G.2.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Grade 7 Filling and Wrapping: 3.1: Going Around in Circles; 3.2: Pricing Pizza; 3.3: Squaring a Circle to Find Its Area; 3.4: Connecting Circumference and Area Grade 8 students find volumes of cones, cylinders, and spheres. Grade 8 Say It With Symbols: 2.3: Making Candles: Volumes of Cylinders, Cones, and Spheres; 2.4: Selling Ice Cream: Solving Volume Problems

MAFS.7.G.2.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Grade 7 Shapes and Designs: 1.4: Measuring Angles; 2.4: The Ins and Outs of Polygons; 3.4: Parallel Lines and Transversals Grade 8 Butterflies, Pinwheels, and Wallpaper: 3.5: Parallel Lines, Transversals, and Angle Sums


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MAFS.7.G.2.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Grade 7 Stretching and Shrinking: 1.2: Scaling Up and Down; 3.1: Rep-Tile Quadrilaterals; 3.2: Rep-Tile Triangles; 3.3: Designing Under Constraints Filling and Wrapping: 1.1: How Big Are Those Boxes?; 1.2: Optimal Containers I; 1.3: Optimal Containers II; 1.4: Compost Containers; 2.1: Folding Paper; 2.2: Packing a Prism; 2.3: Slicing Prisms and Pyramids; 3.1: Going Around in Circles; 3.2: Pricing Pizza; 3.3: Squaring a Circle to Find Its Area; 3.4: Connecting Circumference and Area; 4.1: Networking; 4.2: Wrapping Paper; 4.3: Comparing Juice Containers; 4.4: Filling Cones and Spheres; 4.5: Comparing Volumes of Spheres, Cylinders, and Cones Grade 8 Butterflies, Pinwheels, and Wallpaper: 2: Transformations and Congruence (ACE 30); 3: Transforming Coordinates (ACE 24); 4: Dilations and Similar Figures (ACE 4, 9, 31; Mathematical Reflections) Say It With Symbols: Unit Project: Finding the Surface Area of Rod Stacks; 2.3: Making Candles: Volumes of Cylinders, Cones, and Spheres; 2.4: Selling Ice Cream: Solving Volume Problems


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MAFS.7.SP.1.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

Grade 7 Samples and Populations: 2.1: Asking About Honesty; 2.2: Selecting a Sample; 2.3: Choosing Random Samples; 2.4: Growing Samples; 3.1: Solving an Archeological Mystery; 3.2: Comparing Heights of Basketball Players; 3.3: Five Chocolate Chips in Every Cookie; 3.4: Estimating a Deer Population Grade 8 students explore variability and association in numeric and categorical data. Grade 8 Thinking With Mathematical Models: 4.1: Vitruvian Man: Relating Body Measurements; 4.2: Older and Faster; 4.3: Correlation Coefficients and Outliers; 4.4: Measuring Variability; 5.1: Wood or Steel? That's the Question: Relationships in Categorical Data; 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables; 5.3: After-School Jobs and Homework: Working Backward: Setting Up a Two-Way Table

MAFS.7.SP.1.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Grade 7 Samples and Populations: 2.1: Asking About Honesty; 2.2: Selecting a Sample; 2.3: Choosing Random Samples; 2.4: Growing Samples; 3.1: Solving an Archeological Mystery; 3.2: Comparing Heights of Basketball Players; 3.3: Five Chocolate Chips in Every Cookie; 3.4: Estimating a Deer Population 8th grade students explore variability and association in numeric and categorical data. Grade 8 Thinking With Mathematical Models: 4.1: Vitruvian Man: Relating Body Measurements; 4.2: Older and Faster; 4.3: Correlation Coefficients and Outliers; 4.4: Measuring Variability; 5.1: Wood or Steel? That's the Question: Relationships in Categorical Data; 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables; 5.3: After-School Jobs and Homework: Working Backward: Setting Up a Two-Way Table


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MAFS.7.SP.2.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

Grade 7 Samples and Populations: 1.1: Comparing Performances; 1.2: Which Team Is Most Successful?; 1.4: Are Steel-Frame Coasters Faster Than Wood-Frame Coasters?; 3.1: Solving an Archeological Mystery; 3.2: Comparing Heights of Basketball Players; 3.3: Five Chocolate Chips in Every Cookie; 3.4: Estimating a Deer Population Grade 8 students explore variability and association in numeric and categorical data. Grade 8 Thinking With Mathematical Models: 4.1: Vitruvian Man: Relating Body Measurements; 4.2: Older and Faster; 4.3: Correlation Coefficients and Outliers; 4.4: Measuring Variability; 5.1: Wood or Steel? That's the Question: Relationships in Categorical Data; 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables; 5.3: After-School Jobs and Homework: Working Backward: Setting Up a Two-Way Table

MAFS.7.SP.2.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

Grade 7 Samples and Populations: 1.1: Comparing Performances; 1.2: Which Team Is Most Successful?; 1.4: Are Steel-Frame Coasters Faster Than Wood-Frame Coasters?; 3.1: Solving an Archeological Mystery; 3.2: Comparing Heights of Basketball Players; 3.3: Five Chocolate Chips in Every Cookie; 3.4: Estimating a Deer Population Grade 8 students explore variability and association in numeric and categorical data. Grade 8 Thinking With Mathematical Models: 4.1: Vitruvian Man: Relating Body Measurements; 4.2: Older and Faster; 4.3: Correlation Coefficients and Outliers; 4.4: Measuring Variability; 5.1: Wood or Steel? That's the Question: Relationships in Categorical Data; 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables; 5.3: After-School Jobs and Homework: Working Backward: Setting Up a Two-Way Table


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MAFS.7.SP.3.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

Grade 7 What Do You Expect?: 1.1: Choosing Cereal; 1.2: Tossing Paper Cups; 1.3 One More Try; 1.4 Analyzing Events; 2.1 Predicting to Win; 2.2 Choosing Marbles; 2.3: Designing a Fair Game; 2.4: Winning the Bonus Prize; 3.1: Designing a Spinner to Find Probabilities; 3.2: Making Decisions; 3.3: Roller Derby; 3.4: Scratching Spots

MAFS.7.SP.3.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.


MAFS.7.SP.3.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

Grade 7 What Do You Expect?: 2.1 Predicting to Win; 2.2 Choosing Marbles; 2.3: Designing a Fair Game; 2.4: Winning the Bonus Prize; 3.1: Designing a Spinner to Find Probabilities; 3.2: Making Decisions; 3.3: Roller Derby; 3.4: Scratching Spots; 4.1: Drawing Area Models to Find the Sample Space; 4.2: Making Purple; 4.3: One-and-One Free Throws: Simulating a Probability Situation; 4.4: Finding Expected Value; 5.1: Guessing Answers: Finding More Expected Values; 5.2: Ortonville: Binomial Probability; 5.3: A Baseball Series: Expanding Binomial Probability


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a. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.

Grade 7 What Do You Expect?: 4.1: Drawing Area Models to Find the Sample Space; 4.2: Making Purple; 4.3: One-and-One Free Throws: Simulating a Probability Situation; 4.4: Finding Expected Value; 5.1: Guessing Answers: Finding More Expected Values; 5.2: Ortonville: Binomial Probability; 5.3: A Baseball Series: Expanding Binomial Probability

b. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?


MAFS.7.SP.3.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

Grade 7 What Do You Expect?: 2.3: Designing a Fair Game; 3.4: Scratching Spots: Designing and Using a Simulation; 4.1: Drawing Area Models to Find the Sample Space; 4.4: Finding Expected Value; 5.2: Ortonville: Binomial Probability

a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

Grade 7 What Do You Expect?: 3.2: Making Decisions; 3.3: Roller Derby; 3.4: Scratching Spots; 4.1: Drawing Area Models to Find the Sample Space; 4.2: Making Purple; 4.3: One-and-One Free Throws: Simulating a Probability Situation; 4.4: Finding Expected Value; 5.1: Guessing Answers: Finding More Expected Values


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b. Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

Grade 7 What Do You Expect?: 2.3: Designing a Fair Game; 3.4: Scratching Spots: Designing and Using a Simulation; 4.1: Drawing Area Models to Find the Sample Space; 4.4: Finding Expected Value; 5.2: Ortonville: Binomial Probability

c. Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

Grade 7 What Do You Expect?: 2.3: Designing a Fair Game; 3.4: Scratching Spots: Designing and Using a Simulation; 4.1: Drawing Area Models to Find the Sample Space

MAFS.8.NS.1.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.

In 7th grade, students extend the number line to include negative rational numbers and convert fractions to decimals. Grade 7 Accentuate the Negative: 3.3 Division of Rational Numbers; 4.2: The Distributive Property Comparing and Scaling: 3.1: Commissions, Markups, and Discounts Grade 8 Looking for Pythagoras: 4.1: Analyzing the Wheel of Theodorus; 4.4: Getting Real

MAFS.8.NS.1.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π²). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.

In 7th grade, students extend the number line to include negative rational numbers and convert fractions to decimals. Grade 7 Accentuate the Negative: 3.3 Division of Rational Numbers; 4.2: The Distributive Property Comparing and Scaling: 3.1: Commissions, Markups, and Discounts Grade 8 Looking for Pythagoras: 4.1: Analyzing the Wheel of Theodorus; 4.4: Getting Real; 5.1: Stopping Sneaky Sally


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MAFS.8.EE.1.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 3² × = =1/3³=1/27

Grade 7 Accentuate the Negative: 4.1: Order of Operations Grade 8 Looking for Pythagoras: 2.3: Using Squares Growing, Growing, Growing: 5.1: Looking For Patterns Among Exponents; 5.2: Rules of Exponents; 5.3: Extending the Rules of Exponents; 5.4: Operations With Scientific Notation

MAFS.8.EE.1.2: Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.

Grade 7 simplify numerical expressions with exponents as they apply the order of operations. Grade 7 Accentuate the Negative: 4.1: Order of Operations Grade 8 Looking for Pythagoras: 2.2: Square Roots; 2.3: Using Squares; 2.4: Cube Roots; 5.1: Stopping Sneaky Sally

MAFS.8.EE.1.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. For example, estimate the population of the United States as 3 × and the population of the world as 7 × , and determine that the world population is more than 20 times larger.

The opportunity to introduce this standard can be found in the following units. Please see: Grade 8 Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions; 5.4: Operations With Scientific Notation

MAFS.8.EE.1.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.

The opportunity to introduce this standard can be found in the following unit. Please see: Grade 8 Growing, Growing, Growing: 5.4: Operations With Scientific Notation


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MAFS.8.EE.2.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Grade 7 Moving Straight Ahead: 1.1: Walking Marathons; 1.2: Walking Rates and Linear Relationships; 2.1: Henri and Emile’s Race; 2.2: Crossing the Line Grade 8 Proportional relationships are included as examples of linear functions. Distance-rate-time relationships are investigated as inverse variation functions. Thinking With Mathematical Models: 2.2: Up and Down the Staircase; 3.2: Distance, Speed, and Time

MAFS.8.EE.2.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Grade 7 Moving Straight Ahead: 4.2: Finding the Slope of a Line Grade 8 Thinking With Mathematical Models: 2.2: Up and Down the Staircase

MAFS.8.EE.3.7: Solve linear equations in one variable.

Grade 7 Moving Straight Ahead: 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.4: Boat Rental Business; 2.5: Amusement Park or Movies Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs; 5.1: Using Algebra to Solve a Puzzle


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a. Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).

Grade 7 Moving Straight Ahead: 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.4: Boat Rental Business Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs; 5.1: Using Algebra to Solve a Puzzle

b. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Grade 7 Moving Straight Ahead: 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.4: Boat Rental Business Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs; 5.1: Using Algebra to Solve a Puzzle

MAFS.8.EE.3.8: Analyze and solve pairs of simultaneous linear equations.

Grade 7 Moving Straight Ahead: 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.5: Amusement Park or Movies It’s In The System: 2.1: Shirts and Caps Again; 2.2: Taco Truck Lunch; 2.3: Solving Systems by Combining Equations II; 4.4: Miles of Emissions


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a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.

Grade 7 Moving Straight Ahead: 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.5: Amusement Park or Movies It’s In The System: 2.1: Shirts and Caps Again; 2.2: Taco Truck Lunch; 2.3: Solving Systems by Combining Equations II; 4.4: Miles of Emissions

b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.

Grade 7 Moving Straight Ahead: 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.5: Amusement Park or Movies It’s In The System: 1.1: Shirts and Caps; 1.2: Connecting Ax + By = C and y = mx + b; 1.3: Booster Club Members; 2.1: Shirts and Caps Again; 2.2: Taco Truck Lunch; 2.3: Solving Systems by Combining Equations II; 4.4: Miles of Emissions

c. Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Grade 7 Moving Straight Ahead: 3.5: Finding the Point of Intersection: Equations and Inequalities Grade 8 Thinking With Mathematical Models: 2.5: Amusement Park or Movies It’s In The System: 1.1: Shirts and Caps; 1.2: Connecting Ax + By = C and y = mx + b; 1.3: Booster Club Members; 2.1: Shirts and Caps Again; 2.2: Taco Truck Lunch; 2.3: Solving Systems by Combining Equations II; 4.4: Miles of Emissions


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MAFS.8.F.1.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

Grade 7 Moving Straight Ahead: 1.1: Walking Marathons; 1.2: Walking Rates and Linear Relationships; 1.3: Raising Money; 1.4: Using the Walkathon Money; 2.1: Henri and Emile’s Race; 2.2: Crossing the Line; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Points of Intersection; 4.1: Climbing Stairs; 4.2: Finding the Slope of a Line; 4.3: Exploring Patterns With Lines; 4.4: Pulling it All Together Grade 8 Thinking With Mathematical Models: 2.1: Modeling Linear Data Patterns; 2.2: Up and Down the Staircase; 2.3: Tree Top Fun; 2.4: Boat Rental Business; 2.5: Amusement Park or Movies; 3.2: Distance, Speed and Time; 3.3: Planning a Field Trip; 3.4: Modeling Data Patterns Growing, Growing, Growing: 1.1: Making Ballots; 1.2: Requesting a Reward; 1.3: Making a New Offer; 2.1: Killer Plant Strikes Lake Victoria; 2.2: Growing Mold; 2.3: Studying Snake Populations; 3.1: Reproducing Rabbits; 3.2: Investing for the Future; 3.3: Making a Difference; 4.1: Making Smaller Ballots; 4.2: Fighting Fleas; 4.3: Cooling Water; 5.5: Revisiting Exponential Functions Say It With Symbols: 2.1: Walking Together; 2.2: Predicting Profit; 4.3: Generating Patterns; 4.4: What’s the Function?


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MAFS.8.F.1.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Grade 7 Moving Straight Ahead: 1.1: Walking Marathons; 1.2: Walking Rates and Linear Relationships; 1.3: Raising Money; 1.4: Using the Walkathon Money; 2.1: Henri and Emile’s Race; 2.2: Crossing the Line; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Points of Intersection; 4.1: Climbing Stairs; 4.2: Finding the Slope of a Line; 4.3: Exploring Patterns With Lines; 4.4: Pulling it All Together Grade 8 Thinking With Mathematical Models: 2.1: Modeling Linear Data Patterns; 2.2: Up and Down the Staircase; 2.3: Tree Top Fun; 2.4: Boat Rental Business; 2.5: Amusement Park or Movies; 3.2: Distance, Speed and Time; 3.3: Planning a Field Trip; 3.4: Modeling Data Patterns Growing, Growing, Growing: 1.1: Making Ballots; 1.2: Requesting a Reward; 1.3: Making a New Offer; 2.1: Killer Plant Strikes Lake Victoria; 2.2: Growing Mold; 2.3: Studying Snake Populations; 3.1: Reproducing Rabbits; 3.2: Investing for the Future; 3.3: Making a Difference; 4.1: Making Smaller Ballots; 4.2: Fighting Fleas; 4.3: Cooling Water; 5.5: Revisiting Exponential Functions Say It With Symbols: 2.1: Walking Together; 2.2: Predicting Profit; 4.3: Generating Patterns; 4.4: What’s the Function?


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MAFS.8.F.1.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s² giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Grade 7 Moving Straight Ahead: 2.1: Henri and Emile’s Race; 2.2: Crossing the Line; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Points of Intersection; 4.1: Climbing Stairs; 4.2: Finding the Slope of a Line; 4.3: Exploring Patterns With Lines; 4.4: Pulling it All Together Grade 8 Thinking With Mathematical Models: 2.1: Modeling Linear Data Patterns; 2.2: Up and Down the Staircase; 2.3: Tree Top Fun; 2.4: Boat Rental Business; 2.5: Amusement Park or Movies

MAFS.8.F.2.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Grade 7 Moving Straight Ahead: 2.1: Henri and Emile’s Race; 2.2: Crossing the Line; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.2: Mystery Pouches in the Kingdom of Montarek; 3.3: From Pouches to Variables; 3.4: Solving Linear Equations; 3.5: Finding the Points of Intersection; 4.1: Climbing Stairs; 4.2: Finding the Slope of a Line; 4.3: Exploring Patterns With Lines; 4.4: Pulling it All Together Grade 8 Thinking With Mathematical Models: 1.3: Custom Construction Parts; 2.1: Modeling Linear Data Patterns; 2.2: Up and Down the Staircase; 2.3: Tree Top Fun; 2.4: Boat Rental Business; 2.5: Amusement Park or Movies Say It With Symbols: 3.1: Selling Greeting Cards; 3.2: Comparing Costs


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MAFS.8.F.2.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Grade 7 Moving Straight Ahead: 2.1: Henri and Emile’s Race; 2.2: Crossing the Line; 2.3: Comparing Costs; 2.4: Connecting Tables; Graphs, and Equations; 3.1: Solving Equations Using Tables and Graphs; 3.5: Finding the Points of Intersection; 4.1: Climbing Stairs; 4.2: Finding the Slope of a Line; 4.3: Exploring Patterns With Lines; 4.4: Pulling it All Together Grade 8 Thinking With Mathematical Models: 1.3: Custom Construction Parts; 2.2: Up and Down the Staircase; 2.3: Tree Top Fun; 2.4: Boat Rental Business; 2.5: Amusement Park or Movies; 3.2: Distance, Speed and Time; 3.3: Planning a Field Trip; 3.4: Modeling Data Patterns Growing, Growing, Growing: 1.3: Making a New Offer; 2.1: Killer Plant Strikes Lake Victoria; 2.3: Studying Snake Populations; 3.3: Making a Difference; 4.2: Fighting Fleas; 5.5: Revisiting Exponential Functions Say It With Symbols: 3.3: Factoring Quadratic Equations

MAFS.8.G.1.1: Verify experimentally the properties of rotations, reflections, and translations:

7th Grade students use the concept of rotation to define angles. Grade 7 Shapes and Designs: 1.2: In a Spin: Angles and Rotations; 1.3: Estimating Measures of Rotations and Angles Grade 8 Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry; 1.2: In a Spin; 1.3: Sliding Around; 1.4: Properties of Transformations; 3.1: Flipping on a Grid; 3.2: Sliding on a Grid; 3.3: Spinning on a Grid; 3.4: A Special Property of Translations and Half-Turns


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a. Lines are taken to lines, and line segments to line segments of the same length.

Grade 8 Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry; 1.2: In a Spin; 1.3: Sliding Around; 1.4: Properties of Transformations; 3.1: Flipping on a Grid; 3.2: Sliding on a Grid; 3.3: Spinning on a Grid; 3.4: A Special Property of Translations and Half-Turns

b. Angles are taken to angles of the same measure.

7th Grade students use the concept of rotation to define angles. Grade 7 Shapes and Designs: 1.2: In a Spin: Angles and Rotations; 1.3: Estimating Measures of Rotations and Angles Grade 8 Looking for Pythagoras: 5.2: Analyzing Triangles Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry; 1.2: In a Spin; 1.3: Sliding Around; 1.4: Properties of Transformations; 3.1: Flipping on a Grid; 3.2: Sliding on a Grid; 3.3: Spinning on a Grid; 3.4: A Special Property of Translations and Half-Turns; 4.1: Focus on Dilations; 4.2: Return of Super Sleuth; 4.3: Checking Similarity Without Transformations; 4.4: Using Similar Triangles

c. Parallel lines are taken to parallel lines. Grade 8 Looking for Pythagoras: 5.2: Analyzing Triangles Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry; 1.3: Sliding Around; 1.4: Properties of Transformations; 3.1: Flipping on a Grid; 3.2: Sliding on a Grid


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MAFS.8.G.1.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Grade 7 students draw triangles and quadrilaterals given certain conditions. Students determine whether these conditions are sufficient to produce exactly one triangle or quadrilateral (i.e., conditions which would be necessary and sufficient to prove constructions congruent). Grade 7 Shapes and Designs: 3.1: Building Triangles; 3.2: Design Challenge II: Drawing Triangles; 3.3: Building Quadrilaterals; 3.5: Design Challenge III: The Quadrilateral Game Grade 8 Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry; 1.2: In a Spin; 1.3: Sliding Around; 1.4: Properties of Transformations; 2.1: Connecting Congruent Polygons; 2.2: Supporting the World; 3.1: Flipping on a Grid; 3.2: Sliding on a Grid; 3.3: Spinning on a Grid; 3.4: A Special Property of Translations and Half-Turns

MAFS.8.G.1.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Grade 7 students dilate (enlarge and reduce) shapes to form similar shapes. Grade 7 Stretching and Shrinking: 2.1: Drawing Wumps: Making Similar Figures; 2.2: Hats Off to the Wumps: Changing a Figure's Size and Location; 2.3: Mouthing Off and Nosing Around: Scale Factors Grade 8 Butterflies, Pinwheels, and Wallpaper: 4.1: Focus on Dilations; 4.2: Return of Super Sleuth; 4.3: Checking Similarity Without Transformations; 4.4: Using Similar Triangles


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MAFS.8.G.1.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.

Grade 7 Stretching and Shrinking: 1.1: Solving a Mystery: An Introduction to Similarity; 1.2: Scaling Up and Down: Corresponding Sides and Angles; 2.1: Drawing Wumps: Making Similar Figures; 2.2: Hats Off to the Wumps: Changing a Figure's Size and Location; 2.3: Mouthing Off and Nosing Around: Scale Factors; 3.3: Designing Under Constraints: Scale Factors and Similar Shapes Grade 8 Looking for Pythagoras: 5.2: Analyzing Triangles Butterflies, Pinwheels, and Wallpaper: 4.2: Return of Super Sleuth; 4.3: Checking Similarity Without Transformations; 4.4: Using Similar Triangles

MAFS.8.G.1.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Grade 7 Shapes and Designs: 2.1: Angle Sums of Regular Polygons; 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons; 3.4: Parallel Lines and Transversals Stretching and Shrinking: 1.2: Scaling Up and Down: Corresponding Sides and Angles; 3.3: Designing Under Constraints: Scale Factors and Similar Shapes; 4.3: Finding Missing Parts: Using Similarity to Find Measurements Grade 8 Looking for Pythagoras: 5.2: Analyzing Triangles Butterflies, Pinwheels, and Wallpaper: 3.5: Parallel Lines, Transversals, and Angle Sums; 4.3: Checking Similarity Without Transformations


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MAFS.8.G.2.6: Explain a proof of the Pythagorean Theorem and its converse.

The opportunity to introduce this standard can be found in the following units. Please see: Grade 8 Looking for Pythagoras: 1.2: Planning Parks; 3.1: Discovering the Pythagorean Theorem; 3.2: A Proof of the Pythagorean Theorem; 3.4: Measuring the Egyptian Way

MAFS.8.G.2.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.

The opportunity to introduce this standard can be found in the following units. Please see: Grade 8 Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem; 3.2: A Proof of the Pythagorean Theorem; 3.3: Finding Distances; 3.4: Measuring the Egyptian Way; 4.1: Analyzing the Wheel of Theodorus; 5.1: Stopping Sneaky Sally; 5.3: Analyzing Circles

MAFS.8.G.2.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

The opportunity to introduce this standard can be found in the following unit. Please see: Grade 8 Looking for Pythagoras: 3.3: Finding Distances

MAFS.8.G.3.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Grade 7 Filling and Wrapping: 4.2: Wrapping Paper: Volume of Cylinders; 4.4: Filling Cones and Spheres; 4.5: Comparing Volumes of Spheres, Cylinders, and Cones Grade 8 Say It With Symbols: 2.3: Making Candles; 2.4: Selling Ice Cream

MAFS.8.SP.1.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Grade 8 Thinking With Mathematical Models: 1.3: Custom Construction Parts; 2.1: Modeling Linear Data Patterns; 3.4: Modeling Data Patterns; 4.1: Vitruvian Man; 4.2: Older and Faster; 4.3: Correlation Coefficients and Outliers


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MAFS.8.SP.1.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.


MAFS.8.SP.1.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.


MAFS.8.SP.1.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Grade 7 students learn to distinguish between categorical data and numerical data. Grade 7 Samples and Populations: 1.3: Pick Your Preference: Distinguishing Categorical Data From Numerical Data Grade 8 Thinking With Mathematical Models: 5.1: Wood or Steel? That’s the Question; 5.2: Politics of Girls and Boys; 5.3: After-School Jobs and Homework


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LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to reflect, participate in discussions, and write summaries of their responses to open-ended questions related to the completed investigation. See, for example: Grade 7 Shapes and Designs: 3: Designing Triangles and Quadrilaterals (Mathematical Reflections) Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: 1: Enlarging and Reducing Shapes (Mathematical Reflections); 2: Similar Figures (Mathematical Reflections); 3: Scaling Perimeter and Area (Mathematical Reflections) Grade 8 Thinking With Mathematical Models: 5: Variability and Association in Categorical Data (Mathematical Reflections) Looking for Pythagoras: 3: The Pythagorean Theorem (Mathematical Reflections) Growing, Growing, Growing: 2: Examining Growth Patterns (Mathematical Reflections) Butterflies, Pinwheels, and Wallpaper: 2: Transformations and Congruence (Mathematical Reflections) Say It With Symbols: 3: Solving Equations (Mathematical Reflections)


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a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to reflect, participate in discussions, and write summaries of their responses to open-ended questions related to the completed investigation. Students have prepared for the discussions by reflecting on the posed questions. See, for example: Grade 7 Prime Time: 1: Building on Factors and Multiples Comparing Bits and Pieces: 1: Making Comparisons Let's Be Rational: 1: Extending Adding and Subtracting Fractions Covering and Surrounding: 1: Designing Bumper Cars Decimal Operations: 1: Decimal Operations and Estimation Grade 8 Thinking With Mathematical Models: 1: Exploring Data Patterns (Mathematical Reflections) Looking for Pythagoras: 3: The Pythagorean Theorem (Mathematical Reflections) Growing, Growing, Growing: 1: Exponential Growth (Mathematical Reflections) Butterflies, Pinwheels, and Wallpaper: 1: Symmetry and Transformations (Mathematical Reflections) Say It With Symbols: 2: Combining Expressions (Mathematical Reflections)


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b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to reflect, participate in discussions, and write summaries of their responses to open-ended questions related to the completed investigation. See, for example: Grade 7 Shapes and Designs: 3: Designing Triangles and Quadrilaterals (Mathematical Reflections) Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: 1: Enlarging and Reducing Shapes (Mathematical Reflections) Comparing and Scaling: 1: Ways of Comparing: Ratios and Proportions (Mathematical Reflections) Moving Straight Ahead: 3: Solving Equations (Mathematical Reflections) Grade 8 Thinking With Mathematical Models: 4: Variability and Association in Numeric Data (Mathematical Reflections) Looking for Pythagoras: 3: The Pythagorean Theorem (Mathematical Reflections) Growing, Growing, Growing: 2: Examining Growth Patterns (Mathematical Reflections) Butterflies, Pinwheels, and Wallpaper: 2: Transformations and Congruence (Mathematical Reflections) Say It With Symbols: 3: Solving Equations (Mathematical Reflections)


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c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to reflect, participate in discussions, and write summaries of their responses to specific open-ended questions related to the completed investigation. See, for example: Grade 7 Shapes and Designs: 3: Designing Triangles and Quadrilaterals (Mathematical Reflections) Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: 1: Enlarging and Reducing Shapes (Mathematical Reflections) Comparing and Scaling: 1: Ways of Comparing: Ratios and Proportions (Mathematical Reflections) Moving Straight Ahead: 3: Solving Equations (Mathematical Reflections) Grade 8 Thinking With Mathematical Models: 5: Variability and Association in Categorical Data (Mathematical Reflections) Looking for Pythagoras: 3: The Pythagorean Theorem (Mathematical Reflections) Growing, Growing, Growing: 1: Exponential Growth (Mathematical Reflections) Butterflies, Pinwheels, and Wallpaper: 1: Symmetry and Transformations (Mathematical Reflections) Say It With Symbols: 3: Solving Equations (Mathematical Reflections)


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d. Acknowledge new information expressed by others and, when warranted, modify their own views.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to reflect, participate in discussions, and write summaries of their responses to open-ended questions related to the completed investigation. Part of this discourse might include the expression of new information by others which can influence the student's own conclusions. See, for example: Grade 7 Shapes and Designs: 2: Designing Polygons: The Angle Connection (ACE 21) Accentuate the Negative: Unit Project: Dealing Down; 1.4: In the Chips: Using a Chip Model Stretching and Shrinking: 1: Enlarging and Reducing Shapes (Mathematical Reflections) Comparing and Scaling: 1: Ways of Comparing: Ratios and Proportions (Mathematical Reflections) Grade 8 Thinking With Mathematical Models: 5: Variability and Association in Categorical Data (Mathematical Reflections) Looking for Pythagoras: 3: The Pythagorean Theorem (Mathematical Reflections) Growing, Growing, Growing: 2: Examining Growth Patterns (Mathematical Reflections) Butterflies, Pinwheels, and Wallpaper: 2: Transformations and Congruence (Mathematical Reflections) Say It With Symbols: 3: Solving Equations (Mathematical Reflections)


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LAFS.7.SL.1.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Throughout the course, either in the instructional pages or in the ACE problem sets, students are exposed to diverse media formats (including diagrams, text, technological displays, maps, cartoons, and advertising) to communicate mathematical information. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon Accentuate the Negative: 1: Extending the Number System (Did You Know? after ACE 22) Stretching and Shrinking: 2.1: Drawing Wumps: Making Similar Figures; 2: Similar Figures (ACE 33) Comparing and Scaling: 1: Ways of Comparing: Ratios and Proportions (ACE 4-7, 23, 34); 3.1: Commissions, Markups, and Discounts: Proportions with Percents Grade 8 Thinking With Mathematical Models: 5.3: After-School Jobs and Homework: Working Backward: Setting Up a Two-Way Table Looking for Pythagoras: 4.1: Analyzing the Wheel of Theodorus: Square Roots on a Number Line Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions; 5.3: Extending the Rules of Exponents Say It With Symbols: 3.4: Solving Quadratic Equations


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LAFS.7.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

The instructional pages and the ACE problem sets frequently refer to a mathematical argument, claim, or reasoning by an individual; students are asked to evaluate this reasoning and conclusion with supporting evidence or counterexamples. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon Accentuate the Negative: 1.4: In the Chips: Using a Chip Model Stretching and Shrinking: 3: Scaling Perimeter and Area (ACE 22-24) Comparing and Scaling: 1.1: Surveying Opinions: Analyzing Comparison Statements; 1.4: Keeping Things in Proportion: Scaling to Solve Proportions Grade 8 Thinking With Mathematical Models: 2.3: Tree Top Fun: Equations for Linear Functions Looking for Pythagoras: 5.2: Analyzing Triangles (Did You Know?) Growing, Growing, Growing: 2.3: Studying Snake Populations: Interpreting Graphs of Exponential Functions; 5.4: Operations With Scientific Notation Butterflies, Pinwheels, and Wallpaper: 2.3: Minimum Measurement: Congruent Triangles II


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LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Mathematical Reflections is a feature that appears at the conclusion of every investigation. Students are asked to participate in discussions in response to open-ended questions related to the completed investigation. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: Unit Project: Dealing Down Stretching and Shrinking: 1: Enlarging and Reducing Shapes (ACE 23-24) Comparing and Scaling: Unit Project: Paper Pool Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength; 1.2: Bridge Length and Strength Looking for Pythagoras: 3.4: Measuring the Egyptian Way: Lengths That Form a Right Triangle Growing, Growing, Growing: 2.3: Studying Snake Populations: Interpreting Graphs of Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.1: Flipping on a Grid: Coordinate Rules for Reflections


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LAFS.68.RST.1.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Throughout the investigative curriculum of the Connected Mathematics Project 3 series, students are asked to perform multistep procedures in the course of playing a game or conducting an experiment. Then, students are expected to draw conclusions, make mathematical connections, and report their findings. See, for example: Grade 7 Shapes and Designs: 1.2: In a Spin: Angles and Rotations; 2: Designing Polygons: The Angle Connection (ACE 16) Accentuate the Negative: Unit Project: Dealing Down; 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: 1.1: Solving a Mystery: Introduction to Similarity Grade 8 Thinking With Mathematical Models: 3.2: Distance, Speed, and Time Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem Growing, Growing, Growing: 2.1: Killer Plant Strikes Lake Victoria: y-Intercepts Other Than 1; 4.3: Cooling Water: Modeling Exponential Decay Butterflies, Pinwheels, and Wallpaper: Unit Project: Making a Wreath and a Pinwheel


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LAFS.68.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Students are introduced to domain-specific mathematics symbols and vocabulary throughout the course, both in the instructional pages and also in the ACE problem sets. Students are then expected to immediately use the vocabulary or symbols to communicate their knowledge of mathematical concepts and properties. See, for example: Grade 7 Shapes and Designs: 3: Designing Triangles and Quadrilaterals (Mathematical Reflections) Accentuate the Negative: 1.2: Extending the Number Line Stretching and Shrinking: 1.1: Solving a Mystery: An Introduction to Similarity Comparing and Scaling: Unit Project: Paper Pool Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 4.3: Correlation Coefficients and Outliers Butterflies, Pinwheels, and Wallpaper: 1.1: Butterfly Symmetry: Line Reflections Say It With Symbols: 1.3: The Community Pool Problem: Interpreting Expressions; 4.2: Area and Profit—What's the Connection?: Using Equations It's In the System: 4.2: What Makes a Car Green?: Solving Inequalities by Graphing I


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LAFS.68.RST.3.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Students model information using visual models, including Venn diagrams, tables, graphs, and physical models throughout the course. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon Accentuate the Negative: 1.3: From Sauna to Snowbank: Using a Number Line; 1.4: In the Chips: Using a Chip Model Stretching and Shrinking: 2: Similar Figures (ACE 19) Comparing and Scaling: Unit Project: Paper Pool Grade 8 Thinking With Mathematical Models: 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables Looking for Pythagoras: 5.2: Analyzing Triangles Growing, Growing, Growing: 3.1: Reproducing Rabbits: Fractional Growth Patterns Butterflies, Pinwheels, and Wallpaper: 4.4: Using Similar Triangles It's In the System: 4.4: Miles of Emissions: Systems of Linear Inequalities


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LAFS.68.WHST.1.1: Write arguments focused on discipline-specific content.

Students are asked to write arguments focused on discipline-specific content when they complete Unit Projects, write Mathematical Reflections, complete problems in specific lessons, and complete exercises in the ACE problem sets for each investigation. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength; 1.2: Bridge Length and Strength Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.5: Parallel Lines, Transversals, and Angle Sums


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a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

In the course of writing arguments, students introduce their own claims and justify them by identifying and providing evidence against alternate claims, and by supporting their own claims with evidence and logical reasoning. For example, students suggest a best strategy for opening or playing a math game, and then justify their choice. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: 3: Multiplying and Dividing Rational Numbers (Mathematical Reflections) Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 2.3: Tree Top Fun: Equations for Linear Functions; 5.2: Politics of Girls and Boys: Analyzing Data in Two-Way Tables Looking for Pythagoras: 3.4: Measuring the Egyptian Way: Lengths That Form a Right Triangle Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.1: Flipping on a Grid: Coordinate Rules for Reflections


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b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

In the course of writing arguments, students introduce their own claims and justify them by identifying and providing evidence and logical reasoning. For example, students suggest a best strategy for opening or playing a math game, and then justify their choice. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 4.3: Correlation Coefficients and Outliers Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem; 3.4: Measuring the Egyptian Way: Lengths That Form a Right Triangle Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.5: Parallel Lines, Transversals, and Angle Sums


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c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

In the course of writing arguments, students choose verbiage to construct a clear and cohesive argument, including claims and counter-claims and supporting or disproving evidence. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: 2: Adding and Subtracting Rational Numbers (Mathematical Reflections) Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength; 1.2: Bridge Length and Strength Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.1: Flipping on a Grid: Coordinate Rules for Reflections


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d. Establish and maintain a formal style. Students are asked to communicate their mathematical conclusions formally in writing as they complete Unit Projects, write Mathematical Reflections, and respond to questions that ask students to Explain Your Reasoning as a component of the Looking Back feature at the conclusion of each unit. See, for example: Grade 7 Shapes and Designs: Unit Project: What I Know About Shapes and Designs Accentuate the Negative: Unit Project: Dealing Down Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Comparing and Scaling: Unit Project: Paper Pool Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength Looking for Pythagoras: Looking Back: Explain Your Reasoning Growing, Growing, Growing: Unit Project: Half-Life Butterflies, Pinwheels, and Wallpaper: Looking Back: Explain Your Reasoning Say It With Symbols: Unit Project: Finding the Surface Area of Rod Stacks


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e. Provide a concluding statement or section that follows from and supports the argument presented.

Students are asked to communicate their mathematical conclusions formally in writing as they complete Unit Projects and write Mathematical Reflections. The writing for the unit project specifically requires a conclusion supported by an argument and evidence. See, for example: Grade 7 Shapes and Designs: Unit Project: What I Know About Shapes and Designs Accentuate the Negative: Unit Project: Dealing Down Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Comparing and Scaling: Unit Project: Paper Pool Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.2: Bridge Length and Strength Looking for Pythagoras: 3.1: Discovering the Pythagorean Theorem Growing, Growing, Growing: Looking Back: Explain Your Reasoning Butterflies, Pinwheels, and Wallpaper: Looking Back: Explain Your Reasoning Say It With Symbols: Unit Project: Finding the Surface Area of Rod Stacks


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LAFS.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Students are asked to communicate their mathematical conclusions in clear and coherent writing as they complete Unit Projects and write Mathematical Reflections summaries. See, for example: Grade 7 Shapes and Designs: Unit Project: What I Know About Shapes and Designs Accentuate the Negative: Unit Project: Dealing Down Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Comparing and Scaling: Unit Project: Paper Pool Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.2: Bridge Length and Strength Looking for Pythagoras: Looking Back: Explain Your Reasoning Growing, Growing, Growing: Looking Back: Explain Your Reasoning Butterflies, Pinwheels, and Wallpaper: Looking Back: Explain Your Reasoning Say It With Symbols: Looking Back: Explain Your Reasoning


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MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

The goal for students to make sense of, and persevere in solving, problems is fundamental to the curriculum set forth in Connected Mathematics Project 3. In addition to providing practice in critical thinking and problem-solving strategies, the problems are geared to engage students with student-centered problem situations. Student-student and student-teacher dialogues encourage students to persevere in solving problems. Applications, Connections, and Extensions (ACE) homework problems provide students with opportunities to apply what they have learned to make sense of and persevere in solving new problems. The introductions to the problems in each investigation include an initial analysis of the problem situation and the formation of a plan for solving the problem. Suggested questions in the Teacher Guide provide metacognitive scaffolding to help students monitor and refine their problem-solving strategies; the ACE homework problems enable students to practice and synthesize problem-solving skills. See, for example: Grade 7 Shapes and Designs: 3.2: Design Challenge II: Drawing Triangles Accentuate the Negative: 4.3: What Operations are Needed? Stretching and Shrinking: Unit Project: Shrinking and Enlarging Pictures Comparing and Scaling: Unit Project: Paper Pool Moving Straight Ahead: Unit Project: Conducting an Experiment Grade 8 Thinking With Mathematical Models: 1.1: Bridge Thickness and Strength Looking for Pythagoras: 5.1: Stopping Sneaky Sally: Finding Unknown Side Lengths Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions


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(Continued) MAFS.K12.MP.1.1: Make sense of problems and persevere in solving them.

(Continued) Butterflies, Pinwheels, and Wallpaper: 4.2: Return of Super Sleuth: Similarity Transformations Say It With Symbols: 5.1: Using Algebra to Solve a Puzzle

MAFS.K12.MP.2.1: Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Connected Mathematics Project 3 helps students develop abstract and quantitative reasoning skills by focusing on student acquisition of mathematical language and various forms of mathematical reasoning (e.g., visual, spatial, logical, graphical, and algebraic reasoning and number sense). Students employ abstract and quantitative reasoning to analyze, represent, and solve problems. They decontextualize problem situations by using variables, expressions, and equations to represent various aspects of the problem. They contextualize abstract representations to justify and verify their solution strategies, explain their reasoning, and state their solution in terms of the original problem situation. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon Accentuate the Negative: 3.1: Multiplication Patterns With Integers Stretching and Shrinking: 4.3: Finding Missing Parts: Using Similarity to Find Measurements Comparing and Scaling: 1.4: Keeping Things in Proportion: Scaling to Solve Proportions Moving Straight Ahead: 3.4: Solving Linear Equations Grade 8 Thinking With Mathematical Models: 4.1: Vitruvian Man: Relating Body Measurements Looking for Pythagoras: 4.1: Analyzing the Wheel of Theodorus: Square Roots on a Number Line Growing, Growing, Growing: 4.2: Fighting Fleas: Representing Exponential Decay


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(Continued) MAFS.K12.MP.2.1: Reason abstractly and quantitatively.

(Continued) Butterflies, Pinwheels, and Wallpaper: 2.3: Minimum Measurement: Congruent Triangles II Say It With Symbols: 5.2: Odd and Even Revisited

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

In the Connected Mathematics Project 3 classroom, students routinely participate in student-student and student-teacher discourse as they explain their thinking about a problem situation and their reasoning for a solution pathway. Additionally, the problems in each investigation and in the ACE problem sets provide opportunities for students to construct mathematical arguments and to critique other students' solutions and strategies. Teachers Guides include suggested questions to support the development of a classroom culture that includes argument and critique as fundamental components of mathematical problem-solving process. Students make conjectures and construct logical arguments using previously established results, assumptions, and definitions. They reason deductively and inductively and communicate their reasoning to others, providing opportunities for mutual critique of arguments. See, for example: Grade 7 Shapes and Designs: 2: Designing Polygons: The Angle Connection (ACE 21) Accentuate the Negative: Unit Project: Dealing Down Stretching and Shrinking: 1: Enlarging and Reducing Shapes (ACE 23-24) Comparing and Scaling: 1.4: Keeping Things in Proportion: Scaling to Solve Proportions Moving Straight Ahead: 3.2: Mystery Pouches in the Kingdom of Montarek: Exploring Equality Grade 8 Thinking With Mathematical Models: 2.3: Tree Top Fun: Equations for Linear Functions Looking for Pythagoras: 3.4: Measuring the Egyptian Way: Lengths That Form a Right Triangle


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(Continued) MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

(Continued) Growing, Growing, Growing: 1.2: Requesting a Reward: Representing Exponential Functions Butterflies, Pinwheels, and Wallpaper: 3.5: Parallel Lines, Transversals, and Angle Sums Say It With Symbols: Looking Back: Use Your Understanding: Symbols (Problems 3 and 4)

MAFS.K12.MP.4.1: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Students construct, make inferences from, and interpret concrete, symbolic, graphic, verbal, and algorithmic models of mathematical relationships in problem situations. They translate information from model to another, and modify their models as needed. Students develop fluency with different types of models, and learn to apply them appropriately to different problem situations arising in everyday life, society, and the workplace. See, for example: Grade 7 Accentuate the Negative: 1.3: From Sauna to Snowbank: Using a Number Line Moving Straight Ahead: 3.2: Mystery Pouches in the Kingdom of Montarek: Exploring Equality What Do You Expect?: 4.1: Drawing Area Models to Find the Sample Space Filling and Wrapping: 4.1: Networking: Surface Area of Cylinders Samples and Populations: 3.3: Five Chocolate Chips in Every Cookie: Using Sampling in a Simulation Grade 8 Thinking With Mathematical Models: 3.4: Modeling Data Patterns Looking for Pythagoras: 5.2: Analyzing Triangles Growing, Growing, Growing: 4.3: Cooling Water: Modeling Exponential Decay Butterflies, Pinwheels, and Wallpaper: 4.4: Using Similar Triangles It's In the System: 2.1: Shirts and Caps Again: Solving Systems With y = mx + b


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MAFS.K12.MP.5.1: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Students use tools to explore problem situations, deciding which tools are appropriate for solving a particular problem. Students are able to describe various uses for different tools, including the calculator, graphing tools, polystrips, and plastic two-dimensional shapes. For example, students recognize that calculators can be used to compute, to verify reasoning, to explore possibilities, and to see whether an approach or a solution makes sense; they use polystrips and two-dimensional plastic models to explore properties of geometry and measurement. See, for example: Grade 7 Shapes and Designs: 1.4: Measuring Angles; 1.5: Design Challenge I: Drawing With Tools—Ruler and Protractor Stretching and Shrinking: Unit Project: Shrinking or Enlarging Pictures Moving Straight Ahead: Unit Project: Conducting an Experiment Filling and Wrapping: 4.4: Filling Cones and Spheres Grade 8 Thinking With Mathematical Models: 1.2: Bridge Length and Strength Looking for Pythagoras: 1.1: Driving Around Euclid: Locating Points and Finding Distances Growing, Growing, Growing: 1.1: Making Ballots: Introducing Exponential Functions Butterflies, Pinwheels, and Wallpaper: Unit Project: Making a Wreath and a Pinwheel; 1.1: Butterfly Symmetry: Line Reflections


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MAFS.K12.MP.6.1: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Connected Mathematics Project 3 emphasizes the use of precise terms and definitions with the philosophy that the clarity of a student's reasoning and processing is reflected in the student's use of precise mathematical language. The student textbook includes definitions that are mathematically accurate and student-friendly. Students are expected to attend to precision in mathematical language and also in argument presentation. The Mathematical Reflections pages include questions to help students synthesize and organize their understandings of important concepts and strategies. Additionally, students are expected to perform accurate calculations, expressing numerical answers with an appropriate degree of precision, depending on the context of the problem. See, for example: Grade 7 Shapes and Designs: 1.3: Estimating Measures of Rotations and Angles Accentuate the Negative: 4.2: The Distributive Property Stretching and Shrinking: 4.4: Using Shadows to Find Heights: Using Similar Triangles Comparing and Scaling: 2.3: Finding Costs: Unit Rate and Constant of Proportionality; 3.1: Commissions, Markups, and Discounts: Proportions With Percents Grade 8 Thinking With Mathematical Models: 4.3: Correlation Coefficients and Outliers Looking for Pythagoras: 2.2: Square Roots Growing, Growing, Growing: 5.4: Operations With Scientific Notation Butterflies, Pinwheels, and Wallpaper: 2.2: Supporting the World: Congruent Triangles I It's In the System: 3.3: Operating at a Profit: Systems of Lines and Curves


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MAFS.K12.MP.7.1: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

The Connected Mathematics Project 3 materials are designed to help students build mathematical understandings while illuminating and applying mathematical structure. For example, in Grade 8, students extend their experience with the real number system to include irrational numbers. In all grades, students experience structure in algebraic expressions and properties, functional relationships, measurement formulas, computation algorithms, and number systems. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.4: The Ins and Outs of Polygons Accentuate the Negative: 1.2: Extending the Number Line Comparing and Scaling: 3.3: Mixing It Up: Connecting Ratios, Rates, Percents, and Proportions Moving Straight Ahead: 4.4: Pulling It All Together: Writing Equations for Linear Relationships Grade 8 Thinking With Mathematical Models: 3.1: Rectangles With Fixed Area Looking for Pythagoras: 4.4: Getting Real: Irrational Numbers Growing, Growing, Growing: 5.3: Extending the Rules of Exponents Butterflies, Pinwheels, and Wallpaper: 2.1: Connecting Congruent Polygons Say It With Symbols: 4.4: What's the Function?: Modeling With Functions


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MAFS.K12.MP.8.1: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x² + x + 1), and (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

As students investigate problems in Connected Mathematics Project 3, they are encouraged to look for connections to previously solved problems and employed solution strategies. The titles of the units and investigations are intended to promote the connectedness of mathematical concepts and processes with references to "building," "linking," "connecting," and "extending." For example, in the Growing, Growing, Growing unit, 8th grade students learn that there are different patterns of change and different rates and types of growth than they have heretofore experienced, as they extend their knowledge of linear functions to exponential and quadratic functions. See, for example: Grade 7 Shapes and Designs: 2.2: Angle Sums of Any Polygon; 2.3: The Bees Do It: Polygons in Nature Accentuate the Negative: 1.2: Extending the Number Line; 3.1: Multiplication Patterns With Integers Stretching and Shrinking: 3.1: Rep-Tile Quadrilaterals: Forming Rep-Tiles With Similar Quadrilaterals Grade 8 Thinking With Mathematical Models: 1.3: Custom Construction Parts: Finding Patterns Looking for Pythagoras: 2.1: Looking for Squares Growing, Growing, Growing: 5.1: Looking for Patterns Among Exponents Butterflies, Pinwheels, and Wallpaper: 3.1: Flipping on a Grid: Coordinate Rules for Reflections Say It With Symbols: 4.3: Generating Patterns: Linear, Exponential, Quadratic

A Correlation of - Pearson School · A Correlation of Connected Mathematics Project 3, ©2014, to...

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