Correlations to the Texas Essential Knowledge and Skills ...€¦ · Chapter 111. Mathematics...

Chapter 111. Mathematics §111.26. Math, Grade 6, Beginning with School Year 2014-2015 Proclamation 2014

of 73 Publisher Name: Program ISBN Student Material

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

Mathworks Math Explorations - Part I

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student Material

Chapter 111. MathematicsSubchapter B. Middle School§111.26. Math, Grade 6, Beginning with School Year 2014-2015Texas State University - San Marcos

(b) Knowledge and skills.

978-1-938858-06-2

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) The primary focal areas in Grade 6 are number and operations; proportionality; expressions, equations, and relationships; and measurement and data. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic representations of relationships, including equations and inequalities. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. While the use of all types of technology is important, the emphasis on algebra readiness skills necessitates the implementation of graphing technology.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.



Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page (s) Specific Location

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace

(i) apply mathematics to problems arising in everyday life Instruction

978-1-938858-06-2

239 Exploration at top of page

Assessment978-1-938858-06-2

481 Chapter 10 Review Exercise 2

Assessment978-1-938858-06-2

244 Chapter 5: Section 4 Exercises 4, 5, 6, 7

Instruction978-1-938858-06-2

241 Text first paragraph

Instruction978-1-938858-06-2

242 Examples 2,3,4



(ii) apply mathematics to problems arising in society Instruction

978-1-938858-06-2

486 Explorations 1, 2, and 3

Assessment978-1-938858-06-2

488 Chapter 11: Section 1 Exercise 10

Assessment978-1-938858-06-2

489 Chapter 11: Section 1 Exercises 11, 13

978-1-938858-06-2

978-1-938858-06-2



(iii) apply mathematics to problems arising in the workplace Instruction

978-1-938858-06-2

491 Bottom 3 paragraphs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

492 Top four paragraphs

978-1-938858-06-2

978-1-938858-06-2





(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process

Instruction

978-1-938858-06-2

433 Exploration 1

Assessment978-1-938858-06-2


Activity978-1-938858-06-2

448 Chapter 10: Section 1 Investigation 15

Activity978-1-938858-06-2


978-1-938858-06-2


(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution

Instruction

978-1-938858-06-2

443 Exploration 3

Assessment978-1-938858-06-2

447 Exercises 7, 8

Instruction978-1-938858-06-2

350 Paragraphs 1-4

978-1-938858-06-2

978-1-938858-06-2


(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

(i) select tools, including real objects as appropriate, to solve problems

Instruction

978-1-938858-06-2

2 First paragraph

Assessment978-1-938858-06-2





Instruction978-1-938858-06-2

465 Activity 4a,b,5,6

Instruction978-1-938858-06-2

492 Paragraphs 2,3

978-1-938858-06-2



(ii) select tools, including manipulatives as appropriate, to solve problems

Instruction

978-1-938858-06-2

464 Activity 1a,b and Activity 3a,b

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

466 Example 1

978-1-938858-06-2

978-1-938858-06-2



(iii) select tools, including paper and pencil as appropriate, to solve problems

Instruction

978-1-938858-06-2

2 Paragraph 3

Assessment978-1-938858-06-2

74 Chapter 2: Section 1 Exercise 11b

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

3 Paragraph 1

Instruction978-1-938858-06-2

5 Exploration






(iv) select tools, including technology as appropriate, to solve problems

Instruction

978-1-938858-06-2

123 Last paragraph

Assessment978-1-938858-06-2

105 Chapter 2: Section 5 Exercise 1a,b,c

Instruction978-1-938858-06-2

126 Paragraph after Order of Operations

Assessment978-1-938858-06-2

125 Chapter 3: Section 2 Problem 3

978-1-938858-06-2



(v) select techniques, including mental math as appropriate, to solve problems

Instruction

978-1-938858-06-2

125 Last paragraph in Exploration 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2

129 Chapter 3: Section 2 Exercise 6e

978-1-938858-06-2

978-1-938858-06-2



(vi) select techniques, including estimation as appropriate, to solve problems

Instruction

978-1-938858-06-2

175 First paragraph

Assessment978-1-938858-06-2

6 Chapter 1: Section 1 Exercise 5d

Instruction978-1-938858-06-2

205 Exploration 1 paragraph 1




Assessment978-1-938858-06-2


978-1-938858-06-2



(vii) select techniques, including number sense as appropriate, to solve problems

Instruction

978-1-938858-06-2

96 Second and third paragraphs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

97 Third paragraph

Instruction978-1-938858-06-2

126 Second paragraph

Assessment978-1-938858-06-2



(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction

978-1-938858-06-2

270 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

277 Last paragraph

Assessment978-1-938858-06-2


978-1-938858-06-2



(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction

978-1-938858-06-2

434-435 Last paragraph to top of next page.

Assessment978-1-938858-06-2





Instruction978-1-938858-06-2

466 Example 1 solution

Instruction978-1-938858-06-2


Assessment978-1-938858-06-2

477 Chapter 10: Section 4 Exercise 1a



(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction

978-1-938858-06-2

438 Exploration 2

Assessment978-1-938858-06-2

481 Chapter 10: Review Exercise 2

Instruction978-1-938858-06-2

450 Example 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2




(iv) communicate mathematical ideas using multiple representations, including language as appropriate

Instruction

978-1-938858-06-2

23 Example 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction

978-1-938858-06-2

262 Example 4




Assessment978-1-938858-06-2

267-268 Chapter 6 Section 2 Exercises 9-12

Instruction978-1-938858-06-2

259 Exploration

Instruction978-1-938858-06-2

264 First paragraph

978-1-938858-06-2



(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate

Instruction

978-1-938858-06-2

134 Example 2

Assessment978-1-938858-06-2

159 Chapter 3: Review exercise 6

Instruction978-1-938858-06-2


Instruction978-1-938858-06-2

144 First paragraph

978-1-938858-06-2



(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate

Instruction

978-1-938858-06-2

438 Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2






(viii) communicate mathematical reasoning using multiple representations, including language as appropriate

Instruction

978-1-938858-06-2

443 Exploration 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

436 Exploration 2

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2




(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate

Instruction

978-1-938858-06-2

290 First paragraph

Assessment978-1-938858-06-2

285 Chapter 6: Review Exercises 1-5

Instruction978-1-938858-06-2

291 Exploration 1

Assessment978-1-938858-06-2

286 Chapter 6: Review Exercises 20, 21

978-1-938858-06-2



(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate

Instruction

978-1-938858-06-2

290 Example 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

292 Exploration 2

Instruction978-1-938858-06-2

144 Example 5




Assessment978-1-938858-06-2

145 Chapter 3: Section 4 Exercise 2h



(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate

Instruction

978-1-938858-06-2

269 Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

271 Example 2

Instruction978-1-938858-06-2

271 First paragraph

Assessment978-1-938858-06-2

273-274 Chapter 6: Section 3 Exercises 5-9



(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate

Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate

Instruction

978-1-938858-06-2

275 Exploration 1

Activity978-1-938858-06-2

279 Chapter 6: Section 4 Exploration 3

Instruction978-1-938858-06-2

276 Last sentence before second graphic




Instruction978-1-938858-06-2

278-279 Exploration 2 parts 2 , 3

978-1-938858-06-2



(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate

Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

276 Last sentence before second graphic

Assessment978-1-938858-06-2

145 Chapter 3: Section 4 Exercises 3g, 4

978-1-938858-06-2



(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate

Instruction

978-1-938858-06-2

277 Paragraph between table and graph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

278-279 Exploration 2 part 5

Assessment978-1-938858-06-2


978-1-938858-06-2



(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate

Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2





Instruction978-1-938858-06-2

278 Exploration 2 part 1

978-1-938858-06-2

978-1-938858-06-2


(E) create and use representations to organize, record, and communicate mathematical ideas

(i) create representations to organize mathematical ideas Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

278 Exploration 2

978-1-938858-06-2

978-1-938858-06-2



(ii) use representations to organize mathematical ideas Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

278 Exploration 2

978-1-938858-06-2

978-1-938858-06-2



(iii) create representations to record mathematical ideas Instruction

978-1-938858-06-2

320 Tabular Method

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

433 Exploration 1

978-1-938858-06-2

978-1-938858-06-2






(iv) use representations to record mathematical ideas Instruction

978-1-938858-06-2

433 Exploration 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(v) create representations to communicate mathematical ideas Instruction

978-1-938858-06-2

278 Exploration 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(vi) use representations to communicate mathematical ideas Instruction

978-1-938858-06-2

275 Exploration 1

Assessment978-1-938858-06-2

446-447 Chapter 10: Section 1 Exercises 10, 11

Instruction978-1-938858-06-2

278 Exploration 2

978-1-938858-06-2

978-1-938858-06-2


(F) analyze mathematical relationships to connect and communicate mathematical ideas

(i) analyze mathematical relationships to connect mathematical ideas Instruction

978-1-938858-06-2

341 Exploration

Assessment978-1-938858-06-2





Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2


(F) analyze mathematical relationships to connect and communicate mathematical ideas

(ii) analyze mathematical relationships to communicate mathematical ideas Instruction

978-1-938858-06-2

341 Exploration

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2


(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

(i) display mathematical ideas using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

25 Examples 1, 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) display mathematical arguments using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

10 First and second paragraphs

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2




978-1-938858-06-2



(iii) explain mathematical ideas using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

25 Examples 1, 2

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2

99 Chapter 2: Section 4 Exercises 7, 8g



(iv) explain mathematical arguments using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

25 Examples 1, 2

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2



(v) justify mathematical ideas using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

216-217 Example 1 Solution

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2






(vi) justify mathematical arguments using precise mathematical language in written or oral communication

Instruction

978-1-938858-06-2

215 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

251 Exploration

978-1-938858-06-2

978-1-938858-06-2

(2) Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:

(A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers

(i) classify whole numbers using a visual representation to describe relationships between sets of numbers Instruction

978-1-938858-06-2

185-186 Exploration

Assessment978-1-938858-06-2

187 Chapter 4: Section 3 Problem 5a

Instruction978-1-938858-06-2

3 Middle of page

Assessment978-1-938858-06-2


978-1-938858-06-2



(ii) classify integers using a visual representation to describe relationships between sets of numbers Instruction

978-1-938858-06-2

185-186 Exploration

Assessment978-1-938858-06-2

187 Chapter 4: Section 3 Problem 5b

Instruction978-1-938858-06-2

3 Middle of page

Assessment978-1-938858-06-2


978-1-938858-06-2






(iii) classify rational numbers using a visual representation to describe relationships between sets of numbers Instruction

978-1-938858-06-2

185-186 Exploration

Assessment978-1-938858-06-2

187 Chapter 4: Section 3 Problem 5c

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2


(B) identify a number, its opposite, and its absolute value

(i) identify a number [and] its opposite Instruction

978-1-938858-06-2

30 First paragraph after Theorem 2.1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(B) identify a number, its opposite, and its absolute value

(ii) identify a number and its absolute value Instruction

978-1-938858-06-2

21 First paragraph after the number line

Assessment978-1-938858-06-2

22 Chapter 1: Section 4 Exercises 1-12

Instruction978-1-938858-06-2

21 Exploration

978-1-938858-06-2

978-1-938858-06-2





(C) locate, compare, and order integers and rational numbers using a number line

(i) locate integers using a number line Instruction

978-1-938858-06-2

2 First paragraph

Assessment978-1-938858-06-2

5,6 Chapter 1: Section 1 Exercises 1-3

Instruction978-1-938858-06-2

5 Exploration

Assessment978-1-938858-06-2


978-1-938858-06-2



(ii) compare integers using a number line Instruction

978-1-938858-06-2

11 Example 1

Assessment978-1-938858-06-2

12 Chapter 1: Section 2 Exercises 1 - 3

Assessment978-1-938858-06-2

12 Chapter 1: Section 2 Problem

978-1-938858-06-2

978-1-938858-06-2



(iii) order integers using a number line Instruction

978-1-938858-06-2

11 Example 2

Assessment978-1-938858-06-2

12 Chapter 1: Section 2 Problem

Instruction978-1-938858-06-2

12 Exploration

978-1-938858-06-2

978-1-938858-06-2



(iv) locate rational numbers using a number line Instruction

978-1-938858-06-2

175 Linear Model Activity

Assessment978-1-938858-06-2





Instruction978-1-938858-06-2

179 Exploration

978-1-938858-06-2

978-1-938858-06-2



(v) compare rational numbers using a number line Instruction

978-1-938858-06-2

175 Linear Model Activity 4

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

179 Exploration

978-1-938858-06-2



(vi) order rational numbers using a number line Instruction

978-1-938858-06-2

178 Example

Assessment978-1-938858-06-2

179-180 Chapter 4: Section 2 Exercises 1, 2, 6

Instruction978-1-938858-06-2

179 Exploration

978-1-938858-06-2

978-1-938858-06-2


(D) order a set of rational numbers arising from mathematical and real-world contexts

(i) order a set of rational numbers arising from mathematical contexts Instruction

978-1-938858-06-2

177 After first 2 paragraphs

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(D) order a set of rational numbers arising from mathematical and real-world contexts

(ii) order a set of rational numbers arising from real-world contexts Instruction

978-1-938858-06-2

178 Example

Assessment978-1-938858-06-2

171 - 172 Chapter 4: Section 2 Exercises 16, 18

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0

(i) extend representations for division to include fraction notation Instruction

978-1-938858-06-2

233 First paragraph and box

Assessment978-1-938858-06-2

2 Chapter 7: Section 2 Problems 4, 5

Instruction978-1-938858-06-2

235 To of page

Instruction978-1-938858-06-2

298 Last two paragraphs

978-1-938858-06-2

(3) Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:

(A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values Instruction

978-1-938858-06-2

299 First paragraph

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

(i) determine, with computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

Instruction

978-1-938858-06-2

292 Paragraph after Rule 7.1

Activity978-1-938858-06-2

292 Exploration 3b

Instruction978-1-938858-06-2

290 First paragraph

Assessment978-1-938858-06-2


978-1-938858-06-2


(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

(ii) determine, without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one

Instruction

978-1-938858-06-2

290 First paragraph

Activity978-1-938858-06-2

292 Exploration 3a, b, c

Instruction978-1-938858-06-2

292 Paragraph after Rule 7.1

978-1-938858-06-2

978-1-938858-06-2


(C) represent integer operations with concrete models and connect the actions with the models to standardized algorithms

(i) represent integer operations with concrete models

Instruction

978-1-938858-06-2

25 Examples 1, 2

Activity978-1-938858-06-2

33 Chapter 1: Section 5 Exercises 4, 5, 6

Instruction978-1-938858-06-2

24 Exploration

Instruction978-1-938858-06-2

37 First paragraph and Example 1

978-1-938858-06-2





(C) represent integer operations with concrete models and connect the actions with the models to standardized algorithms

(ii) connect the actions with the models to standardized algorithms Instruction

978-1-938858-06-2

24-26 Exploration, Examples 1, 2, 3

Assessment978-1-938858-06-2

110 Chapter 2 Review Exercise 15

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

81 Example 3

Instruction978-1-938858-06-2

37-39 Examples 1, 2, 3, 4


(D) add, subtract, multiply, and divide integers fluently

(i) add integers fluently

Instruction

978-1-938858-06-2

24-26 Exploration and Examples 1, 2, 3

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(ii) subtract integers fluently

Instruction

978-1-938858-06-2

37-39 First paragraph, Examples 1, 2, 3, 4

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2






(iii) multiply integers fluently

Instruction

978-1-938858-06-2

66-67 First paragraph and Exploration 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2



(iv) divide integers fluently

Instruction

978-1-938858-06-2

90 Exploration

Assessment978-1-938858-06-2


Activity978-1-938858-06-2

88 Chapter 2: Section 3 Activity

978-1-938858-06-2

978-1-938858-06-2


(E) multiply and divide positive rational numbers fluently

(i) multiply positive rational numbers fluently

Instruction

978-1-938858-06-2

289-290 Text from first paragraph through examples 1 and 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

291-292 Explorations 1 and 2

978-1-938858-06-2

978-1-938858-06-2





(E) multiply and divide positive rational numbers fluently

(ii) divide positive rational numbers fluently

Instruction

978-1-938858-06-2

296 Exploration 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

297 Exploration 2

Instruction978-1-938858-06-2

300 Example 1

Assessment978-1-938858-06-2


(4) Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:

(A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships

(i) compare two rules verbally in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships Instruction

978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2


Activity978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(ii) compare two rules numerically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships Instruction

978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2


Activity978-1-938858-06-2


978-1-938858-06-2




978-1-938858-06-2



(iii) compare two rules graphically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships Instruction

978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iv) compare two rules symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships Instruction

978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2


Activity978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2


(B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates

(i) apply qualitative reasoning to solve prediction of real-world problems involving ratios Instruction

978-1-938858-06-2

307 Example 2a

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2





978-1-938858-06-2

978-1-938858-06-2



(ii) apply qualitative reasoning to solve prediction of real-world problems involving rates Instruction

978-1-938858-06-2

323 Example 4

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) apply qualitative reasoning to solve comparison of real-world problems involving ratios Instruction

978-1-938858-06-2

308 Example 3

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(iv) apply qualitative reasoning to solve comparison of real-world problems involving rates Instruction

978-1-938858-06-2

323 Example 4a

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2




978-1-938858-06-2



(v) apply quantitative reasoning to solve prediction of real-world problems involving ratios Instruction

978-1-938858-06-2

307 Example 2

Assessment978-1-938858-06-2

326-327 Chapter 7: Section 4 Exercises 7b, 13b

Instruction978-1-938858-06-2

308 Example 3c

978-1-938858-06-2

978-1-938858-06-2



(vi) apply quantitative reasoning to solve prediction of real-world problems involving rates Instruction

978-1-938858-06-2

311 Example 6b, 6d

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(vii) apply quantitative reasoning to solve comparison of real-world problems involving ratios Instruction

978-1-938858-06-2

308 Example 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

310 Example 5

Assessment978-1-938858-06-2


978-1-938858-06-2






(viii) apply quantitative reasoning to solve comparison of real-world problems involving rates Instruction

978-1-938858-06-2

311 Example 6a

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute

Instruction

978-1-938858-06-2

305 First two paragraphs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

309 Paragraph after Problem 2

978-1-938858-06-2

978-1-938858-06-2


(D) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients

Instruction

978-1-938858-06-2

311 Exploration 3

Assessment978-1-938858-06-2

316-317 Chapter 7: Section 3 Exercises 8-13, 15

Instruction978-1-938858-06-2

306 First three paragraphs

978-1-938858-06-2

978-1-938858-06-2





(E) represent ratios and percents with concrete models, fractions, and decimals

(i) represent ratios with concrete models

Instruction

978-1-938858-06-2

309 Paragraph before Example 4

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

311 Exploration 3

978-1-938858-06-2

978-1-938858-06-2



(ii) represent ratios with fractions

Instruction

978-1-938858-06-2

305 First paragraph and third from bottom paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

306 Exploration 1

Instruction978-1-938858-06-2

306-307 Example 1

978-1-938858-06-2



(iii) represent ratios with decimals

Instruction

978-1-938858-06-2

322 Example 2

Assessment978-1-938858-06-2

327 Chapter 7: Section 4 Exercise 11c

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2






(iv) represent percents with concrete models

Instruction

978-1-938858-06-2

241 Whole page

Assessment978-1-938858-06-2

243-244 Chapter 5: Section 4 Exercises 1, 2, 3,

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(v) represent percents with fractions

Instruction

978-1-938858-06-2

239 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

241 Paragraph above pie graph

Instruction978-1-938858-06-2

242 Example 2

978-1-938858-06-2



(vi) represent percents with decimals

Instruction

978-1-938858-06-2

239 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

240 Paragraph and table below Example 1 solution

Assessment978-1-938858-06-2


978-1-938858-06-2





(F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers

(i) represent benchmark fractions using 10 by 10 grids

Instruction

978-1-938858-06-2

240-241 Last paragraph with table to next page

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) represent benchmark fractions using strip diagrams

Instruction

978-1-938858-06-2

240-241 Last paragraph with table to next page

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) represent benchmark fractions using number lines

Instruction

978-1-938858-06-2

175-176 Linear Model

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

177 Comparing and Ordering I

Activity978-1-938858-06-2

234 Parts 5 and 6




Assessment978-1-938858-06-2




(iv) represent benchmark fractions using numbers

Instruction

978-1-938858-06-2

233-234 Linear Model text

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

241 Paragraph above pie graph

978-1-938858-06-2



(v) represent percents using 10 by 10 grids

Instruction

978-1-938858-06-2

240-241 Last paragraph before table and to the next page

Assessment978-1-938858-06-2

243 Chapter 5: Section 4 Exercises 1e, 1f, 1g

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(vi) represent percents strip diagrams

Instruction

978-1-938858-06-2

240-241 Last paragraph before table and continue to next page

Assessment978-1-938858-06-2

244 Chapter 5: Section 4 Exercises 3a, 3b, 3c

978-1-938858-06-2




978-1-938858-06-2

978-1-938858-06-2



(vii) represent percents using number lines

Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2

243 Chapter 5: Section 4 Exercises 2b, 2c, 2e

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(viii) represent percents using numbers

Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2

243-244 Chapter 5: Section 4 Exercises 1, 2, 3, 4, 5, 6,7

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(G) generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money

Instruction

978-1-938858-06-2

239 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

241 Paragraph above pie graph continue below pie graph.




Instruction978-1-938858-06-2


Assessment978-1-938858-06-2



(H) convert units within a measurement system, including the use of proportions and unit rates

(i) convert units within a measurement system, including the use of proportions

Instruction

978-1-938858-06-2

334 Paragraph after Length box

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

335 Example 1

Instruction978-1-938858-06-2

346 Example 1

Assessment978-1-938858-06-2



(H) convert units within a measurement system, including the use of proportions and unit rates

(ii) convert units within a measurement system, including the use of unit rates Instruction

978-1-938858-06-2

334 Paragraph after proportion.

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

337 Top to Problem 3

Instruction978-1-938858-06-2

343 Example 3

Instruction978-1-938858-06-2

347 Example 2

(5) Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:

(A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions

(i) represent mathematical problems involving ratios using scale factors Instruction

978-1-938858-06-2

321-322 Exploration 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

313 Example 8

Assessment978-1-938858-06-2


978-1-938858-06-2






(ii) represent mathematical problems involving ratios using tables Instruction

978-1-938858-06-2

320 Example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) represent mathematical problems involving ratios using graphs Instruction

978-1-938858-06-2

311 Exploration 3

Assessment978-1-938858-06-2

315-316 Chapter 7: Section 3 Exercise 6b

Instruction978-1-938858-06-2

313 Chapter 7: Section 3 Example 8

Assessment978-1-938858-06-2


978-1-938858-06-2



(iv) represent mathematical problems involving ratios using proportions Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

313 Chapter 7: Section 3 Excample 8

Assessment978-1-938858-06-2

321 Chapter 7: Section 4 Problem 2a

978-1-938858-06-2






(v) represent mathematical problems involving rates using scale factors Instruction

978-1-938858-06-2

321-322 Exporation 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2

327 Chapter 7: Section 4 Exercise 16b, 16c

Assessment978-1-938858-06-2


978-1-938858-06-2



(vi) represent mathematical problems involving rates using tables Instruction

978-1-938858-06-2

311 Exploration 3

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(vii) represent mathematical problems involving rates using graphs Instruction

978-1-938858-06-2

311 Exploration 3

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2






(viii) represent mathematical problems involving rates using proportions Instruction

978-1-938858-06-2

311 Exploration 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

311 Example 6

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2




(ix) represent real-world problems involving ratios using scale factors Instruction

978-1-938858-06-2

319 First and second paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

321 Exploration

978-1-938858-06-2

978-1-938858-06-2



(x) represent real-world problems involving ratios using tables Instruction

978-1-938858-06-2

319-320 Chapter 7: Section 4 Example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2






(xi) represent real-world problems involving ratios using graphs Instruction

978-1-938858-06-2

309 Example 4

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

309 Paragraph above Example 4

978-1-938858-06-2

978-1-938858-06-2



(xii) represent real-world problems involving ratios using proportions Instruction

978-1-938858-06-2

319-320 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

322-323 Example 2

Activity978-1-938858-06-2

324 Exploration 2

Assessment978-1-938858-06-2




(xiii) represent real-world problems involving rates using scale factors Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2






(xiv) represent real-world problems involving rates using tables Instruction

978-1-938858-06-2

320 Tabular Method

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(xv) represent real-world problems involving rates using graphs Instruction

978-1-938858-06-2

310 Example 5

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

311 Exploration 3

978-1-938858-06-2

978-1-938858-06-2



(xvi) represent real-world problems involving rates using proportions Instruction

978-1-938858-06-2

319-320 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

322-323 Examples 2, 3

Instruction978-1-938858-06-2

324 Exploration 2

978-1-938858-06-2





(B) solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models

(i) solve real-world problems to find the whole given a part and the percent, including the use of concrete models Instruction

978-1-938858-06-2

310 Example 5

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) solve real-world problems to find the whole given a part and the percent, including the use of pictorial models Instruction

978-1-938858-06-2

310 Example 5

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) solve real-world problems to find the part given the whole and the percent, including the use of concrete models Instruction

978-1-938858-06-2

309 Example 4

Assessment978-1-938858-06-2


978-1-938858-06-2




978-1-938858-06-2

978-1-938858-06-2



(iv) solve real-world problems to find the part given the whole and the percent, including the use of pictorial models Instruction

978-1-938858-06-2

309 Example 4

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(v) solve real-world problems to find the percent given the part and the whole, including the use of concrete models Instruction

978-1-938858-06-2

242 Examples 2, 3, 4

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(vi) solve real-world problems to find the percent given the part and the whole, including the use of pictorial models Instruction

978-1-938858-06-2

242 Example 3




Assessment978-1-938858-06-2

453-454 Chapter 10 Section 2 Problem 5

Instruction978-1-938858-06-2

455 Text between histograms

978-1-938858-06-2

978-1-938858-06-2


(C) use equivalent fractions, decimals, and percents to show equal parts of the same whole

Instruction

978-1-938858-06-2

240 Example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2

(6) Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to:

(A) identify independent and dependent quantities from tables and graphs

(i) identify independent quantities from tables

Instruction

978-1-938858-06-2

278 First and second paragraphs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(ii) identify independent quantities from graphs

Instruction

978-1-938858-06-2

277-278 Paragraph above graph and continue

Assessment978-1-938858-06-2





Instruction978-1-938858-06-2

55 Two paragraphs under coordinate system

Assessment978-1-938858-06-2


978-1-938858-06-2



(iii) identify dependent quantities from tables

Instruction

978-1-938858-06-2

277-278 Paragraphs above graph and continue

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(iv) identify dependent quantities from graphs

Instruction

978-1-938858-06-2

277-278 Paragraph above graph and continue

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

55 Two paragraphs under coordinate system

Assessment978-1-938858-06-2

63 Chapter: Review Exercise 12

978-1-938858-06-2


(B) write an equation that represents the relationship between independent and dependent quantities from a table

Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


Activity978-1-938858-06-2

282-283 Chapter 6: Section 4 Exercise 8




978-1-938858-06-2

978-1-938858-06-2


(C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b

(i) represent a given situation using verbal descriptions

Instruction

978-1-938858-06-2

251-252 Exploration

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(ii) represent a given situation using tables

Instruction

978-1-938858-06-2

251-252 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2




(iii) represent a given situation using graphs

Instruction

978-1-938858-06-2

279 Exploration 3

Assessment978-1-938858-06-2

58 Chapter 1: Section 8 Exercises 8,9

Instruction978-1-938858-06-2

277-278 From above graph continued to next page

Assessment978-1-938858-06-2





978-1-938858-06-2



(iv) represent a given situation using equations in the form y = kx or y = x + b Instruction

978-1-938858-06-2

262 Exploration

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


(7) Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

(A) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization

(i) generate equivalent numerical expressions using order of operations, including whole number exponents

Instruction

978-1-938858-06-2

127 Example 3

Assessment978-1-938858-06-2

129 Chapter 3: Section 2 Exercise 9a, 9b

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(A) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization

(ii) generate equivalent numerical expressions using prime factorization Instruction

978-1-938858-06-2

135 Example 3

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(B) distinguish between expressions and equations verbally, numerically, and algebraically

(i) distinguish between expressions and equations verbally Instruction

978-1-938858-06-2

257 First paragraph and Example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) distinguish between expressions and equations numerically Instruction

978-1-938858-06-2

257 Example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) distinguish between expressions and equations algebraically Instruction

978-1-938858-06-2

262-263 Example 4

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

257 Example 1

978-1-938858-06-2

978-1-938858-06-2





(C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations

(i) determine if two expressions are equivalent using concrete models Instruction

978-1-938858-06-2

44-45 Examples 1, 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) determine if two expressions are equivalent using pictorial models Instruction

978-1-938858-06-2

44-45 Examples 1, 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

46-47 Examples 4, 5

Assessment978-1-938858-06-2

48 Chapter 1: Section 7 Exercises 2,3

978-1-938858-06-2



(iii) determine if two expressions are equivalent using algebraic representations

Instruction

978-1-938858-06-2

45 Example 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties

(i) generate equivalent expressions using the properties of operations: inverse properties Instruction

978-1-938858-06-2

29 Example 5

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) generate equivalent expressions using the properties of operations: identity properties Instruction

978-1-938858-06-2

27 Example 4

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

82-83 Last paragraph thruogh Property 2.4

978-1-938858-06-2

978-1-938858-06-2



(iii) generate equivalent expressions using the properties of operations: commutative properties Instruction

978-1-938858-06-2

28 Top of page up to Problem 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

77-78 Last paragraph through Property 2.1

Assessment978-1-938858-06-2


978-1-938858-06-2






(iv) generate equivalent expressions using the properties of operations: associative properties Instruction

978-1-938858-06-2

30 Last paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

82 Last paragraph

Assessment978-1-938858-06-2


978-1-938858-06-2



(v) generate equivalent expressions using the properties of operations: distributive properties Instruction

978-1-938858-06-2

79-80 Example 2 through Property 2.2

Assessment978-1-938858-06-2

84 Chapter 2: Section 2 Exercise 7d

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2

(8) Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to:

(A) extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle

(i) extend previous knowledge of triangles and their properties to include the sum of angles of a triangle

Instruction

978-1-938858-06-2

375 Exploration 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

376 Top paragraph and example

Instruction978-1-938858-06-2

382 Last paragraph




978-1-938858-06-2



(ii) extend previous knowledge of triangles and their properties to include the relationship between the lengths of sides and measures of angles in a triangle Instruction

978-1-938858-06-2

373 Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

374 Paragraph after Problem 2 up to Definition 9.7

978-1-938858-06-2

978-1-938858-06-2



(iii) extend previous knowledge of triangles and their properties to include determining when three lengths form a triangle

Instruction

978-1-938858-06-2

373 Exploration 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(B) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes

(i) model area formulas for parallelograms by decomposing parts of these shapes

Instruction

978-1-938858-06-2

391-392 Exploration 4 through Formula 9.3

Assessment978-1-938858-06-2





Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(ii) model area formulas for parallelograms by rearranging parts of these shapes Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2

393 Cahpter 9: Section 4 Problem 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(iii) model area formulas for trapezoids by decomposing parts of these shapes Instruction

978-1-938858-06-2

396 Paragraph after Solution to last paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

397 Example 2

Assessment978-1-938858-06-2


978-1-938858-06-2



(iv) model area formulas for trapezoids by rearranging parts of these shapes Instruction

978-1-938858-06-2

396 Paragraph after Solution to last paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

397 Example 2

978-1-938858-06-2




978-1-938858-06-2



(v) model area formulas for triangles by decomposing parts of these shapes Instruction

978-1-938858-06-2

393 Exploration 5

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(vi) model area formulas for triangles by rearranging parts of these shapes Instruction

978-1-938858-06-2

393 Exploration 5

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(C) write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

(i) write equations that represent problems related to the area of rectangles where dimensions are positive rational numbers Instruction

978-1-938858-06-2

391 Exploration 3 to Formula 9.2

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2






(ii) write equations that represent problems related to the area of parallelograms where dimensions are positive rational numbers Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(iii) write equations that represent problems related to the area of trapezoids where dimensions are positive rational numbers Instruction

978-1-938858-06-2

396 Paragraph after solution to rest of page

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2



(iv) write equations that represent problems related to the area of triangles where dimensions are positive rational numbers Instruction

978-1-938858-06-2

395 Formula 9.4 to problem 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

395 Example 1




978-1-938858-06-2

978-1-938858-06-2



(v) write equations that represent problems related to the volume of right rectangular prisms where dimensions are positive rational numbers Instruction

978-1-938858-06-2

420-421 Example 1 through formula 9.6

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(D) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers

(i) determine solutions for problems involving the area of rectangles where dimensions are positive rational numbers Instruction

978-1-938858-06-2

391 Exploration 3 through formula 9.2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) determine solutions for problems involving the area of parallelograms where dimensions are positive rational numbers

Instruction

978-1-938858-06-2

391-392 Exploration 4 to next to last paragraph

Assessment978-1-938858-06-2





978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) determine solutions for problems involving the area of trapezoids where dimensions are positive rational numbers Instruction

978-1-938858-06-2

396-397 Formula 9.5 through solution of example 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iv) determine solutions for problems involving the area of triangles where dimensions are positive rational numbers Instruction

978-1-938858-06-2

394-395 Paragraph after part c up to Problem 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(v) determine solutions for problems involving the volume of right rectangular prisms where dimensions are positive rational numbers

Instruction

978-1-938858-06-2

419 Exploration 1 and text through formula 9.6




Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

420-421 Example 1 to formula 9.6

978-1-938858-06-2

978-1-938858-06-2

(9) Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to:

(A) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems

(i) write one-variable, one-step equations to represent constraints or conditions within problems

Instruction

978-1-938858-06-2

257 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

258 Example 2

Assessment978-1-938858-06-2

260 Chapter 6: Section 2 Problem3

Assessment978-1-938858-06-2

264 Chapter 6" Section 2 Exercise 2


(A) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems

(ii) write one-variable, one-step inequalities to represent constraints or conditions within problems

Instruction

978-1-938858-06-2

270-271 Examples 1, 2

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(B) represent solutions for one-variable, one-step equations and inequalities on number lines

(i) represent solutions for one-variable, one-step equations on number lines Instruction

978-1-938858-06-2

258-259 Examples 2, 3

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2





978-1-938858-06-2

978-1-938858-06-2


(B) represent solutions for one-variable, one-step equations and inequalities on number lines

(ii) represent solutions for one-variable, one-step inequalities on number lines Instruction

978-1-938858-06-2

270-271 Examples 1, 2

Assessment978-1-938858-06-2

273 Chapter 6: Section 3 Exercises 5, 6, 7, 8, 9

978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(C) write corresponding real-world problems given one-variable, one-step equations or inequalities

Instruction

978-1-938858-06-2

270 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

262-263 Exploration

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


(10) Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:

(A) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

(i) model one-variable, one-step equations that represent problems, including geometric concepts

Instruction

978-1-938858-06-2

376 Example

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

262 Exploration and Example 4

Assessment978-1-938858-06-2


978-1-938858-06-2






(ii) model one-variable, one-step inequalities that represent problems, including geometric concepts

Instruction

978-1-938858-06-2

270 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

360 Third paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

365-366 Example



(iii) solve one-variable, one-step equations that represent problems, including geometric concepts

Instruction

978-1-938858-06-2

376 Example

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

262 Exploration

Assessment978-1-938858-06-2

265 Chapter 6: Section 2 Exercises 9

978-1-938858-06-2



(iv) solve one-variable, one-step inequalities that represent problems, including geometric concepts

Instruction

978-1-938858-06-2

270 Example 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

360 Paragraphs between two protractors

Instruction978-1-938858-06-2

365 Example

Instruction978-1-938858-06-2






(B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true

Instruction

978-1-938858-06-2

365-366 Example

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

259 Example 3

Instruction978-1-938858-06-2

260 Step 4

Assessment978-1-938858-06-2


(11) Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to:

(A) graph points in all four quadrants using ordered pairs of rational numbers Instruction

978-1-938858-06-2

55 Second paragraph under coordinate system

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

278-279 Exploration 2 parts 4, 5

Assessment978-1-938858-06-2


978-1-938858-06-2

(12) Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to:

(A) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots

(i) represent numeric data graphically, including dot plots

Instruction

978-1-938858-06-2

442 Example 4

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2






(ii) represent numeric data graphically, including stem-and-leaf plots Instruction

978-1-938858-06-2

437 Example 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

438 Exploration 2

978-1-938858-06-2

978-1-938858-06-2



(iii) represent numeric data graphically, including histograms Instruction

978-1-938858-06-2

454-455 Paragraph after 4 continued to between two histographs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

456 Paragraphs after data table

Assessment978-1-938858-06-2


978-1-938858-06-2



(iv) represent numeric data graphically, including box plots

Instruction

978-1-938858-06-2

438-441 Paragraph after 6. continued up to Problem 1

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2





(B) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution

(i) use the graphical representation of numeric data to describe the center of the data distribution

Instruction

978-1-938858-06-2

438 Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

456 Paragraphs following data table

Assessment978-1-938858-06-2


978-1-938858-06-2



(ii) use the graphical representation of numeric data to describe the spread of the data distribution

Instruction

978-1-938858-06-2

438 Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

456 Paragraph following data table

Assessment978-1-938858-06-2

460 Chapter 10: Section 1 Exercises 4, 5,6

978-1-938858-06-2



(iii) use the graphical representation of numeric data to describe the shape of the data distribution

Instruction

978-1-938858-06-2

437-438 Last paragraph and cotinue with Exploration 2

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

456 Paragraphs following data table

Assessment978-1-938858-06-2


978-1-938858-06-2





(C) summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution

(i) summarize numeric data with numerical summaries, including the mean and median (measures of center)

Instruction

978-1-938858-06-2

438-441 Exploration 2 through to Problem 1

Assessment978-1-938858-06-2

443 Chapter 10: Section 1 Problems 4, 5, 6

Instruction978-1-938858-06-2

442 Example 4

Assessment978-1-938858-06-2


978-1-938858-06-2



(ii) summarize numeric data with numerical summaries, including the range and the interquartile range (IQR) (measures of spread)

Instruction

978-1-938858-06-2

438-441 Paragraph after 6 and continue to Problem 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

444 Second paragraph after 5.

978-1-938858-06-2

978-1-938858-06-2






(iii) use these summaries to describe the center of the data distribution

Instruction

978-1-938858-06-2

440-441 Bottom summary to Problem 1

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

454 Top of page

978-1-938858-06-2

978-1-938858-06-2



(iv) use these summaries to describe the spread of the data distribution

Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

454 Top of page

978-1-938858-06-2

978-1-938858-06-2






(v) use these summaries to describe the shape of the data distribution

Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

456-457 Second to last paragraph up to line graph

978-1-938858-06-2

978-1-938858-06-2


(D) summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution

(i) summarize categorical data with numerical summaries, including the mode

Instruction

978-1-938858-06-2

436 Last paragraph

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

442 Example 4

Assessment978-1-938858-06-2

483 Chapter 10: Review 8c

978-1-938858-06-2






(ii) summarize categorical data with numerical summaries, including the percent of values in each category (relative frequency table) Instruction

978-1-938858-06-2

454 Paragraph below 4.

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2

462-463 Chapter 10: Section 2 Exercise 13

978-1-938858-06-2

978-1-938858-06-2



(iii) summarize categorical data with graphical summaries, including the percent bar graph

Instruction

978-1-938858-06-2

452 Paragraph before Problem 3

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2

453-454 Chapter 10: Section 2 Problem 5

Assessment978-1-938858-06-2


978-1-938858-06-2



(iv) use these summaries to describe the data distribution

Instruction

978-1-938858-06-2

442 Example 4 Solution




Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2

(13) Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to:

(A) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots

(i) interpret numeric data summarized in dot plots

Instruction

978-1-938858-06-2

436-437 Last paragraph to Example 3

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) interpret numeric data summarized in stem-and-leaf plots Instruction

978-1-938858-06-2

437 Example 3

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

438 Exploration 2

Assessment978-1-938858-06-2


978-1-938858-06-2



(iii) interpret numeric data summarized in histograms

Instruction

978-1-938858-06-2

456 Paragraphs after data set table

Assessment978-1-938858-06-2


978-1-938858-06-2




978-1-938858-06-2

978-1-938858-06-2



(iv) interpret numeric data summarized in box plots

Instruction

978-1-938858-06-2

444 Paragraphs after 5.

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2


(B) distinguish between situations that yield data with and without variability Instruction

978-1-938858-06-2

433 Exploration 1

Activity978-1-938858-06-2


Instruction978-1-938858-06-2

434 Paragraphs following data

978-1-938858-06-2

978-1-938858-06-2

(14) Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:

(A) compare the features and costs of a checking account and a debit card offered by different local financial institutions

(i) compare the features of a checking account offered by different local financial institutions Instruction

978-1-938858-06-2

489 Exploration

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2




978-1-938858-06-2



(ii) compare the costs of a checking account offered by different local financial institutions Instruction

978-1-938858-06-2

489 Exploration

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iii) compare the features of a debit card offered by different local financial institutions Instruction

978-1-938858-06-2

485 First 5 paragraphs

Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

486 Exploration 2

978-1-938858-06-2

978-1-938858-06-2



(iv) compare the costs of a debit card offered by different local financial institutions Instruction

978-1-938858-06-2

485 First 5 paragraphs

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


Instruction978-1-938858-06-2

486 Exploration 3

978-1-938858-06-2





(B) distinguish between debit cards and credit cards

Instruction

978-1-938858-06-2

485 Second paragraph to end

Assessment978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2


(C) balance a check register that includes deposits, withdrawals, and transfers Instruction

978-1-938858-06-2

487 Paragraph above Example 1 and include example 1

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(D) explain why it is important to establish a positive credit history Instruction

978-1-938858-06-2

491 First paragraph to rest of page

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(E) describe the information in a credit report and how long it is retained

(i) describe the information in a credit report

Instruction

978-1-938858-06-2

492 Paragraph above Time limit

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(E) describe the information in a credit report and how long it is retained

(ii) describe how long it is retained

Instruction

978-1-938858-06-2

492 Time limits

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(F) describe the value of credit reports to borrowers and to lenders

(i) describe the value of credit reports to borrowers

Instruction

978-1-938858-06-2

492 Last paragraph

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(F) describe the value of credit reports to borrowers and to lenders

(ii) describe the value of credit reports to lenders

Instruction

978-1-938858-06-2

491-492 Last paragraph and continue

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(G) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study

(i) explain various methods to pay for college, including through savings Instruction

978-1-938858-06-2

495 Third paragraph 1.

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(ii) explain various methods to pay for college, including through grants Instruction

978-1-938858-06-2

495 Point 2 in options

(Drop-down menu)978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2






(iii) explain various methods to pay for college, including through scholarships Instruction

978-1-938858-06-2

495-496 Point 3 in options

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(iv) explain various methods to pay for college, including through student loans Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2



(v) explain various methods to pay for college, including through work-study Instruction

978-1-938858-06-2


Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2





(H) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income

(i) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training Instruction

978-1-938858-06-2

494 First paragraph to Exploration

Assessment978-1-938858-06-2


978-1-938858-06-2

978-1-938858-06-2

978-1-938858-06-2


(H) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income

(ii) calculate the effects of the different annual salaries on lifetime income

Instruction

978-1-938858-06-2

494-495 Exploration to next two paragraphs

Assessment978-1-938858-06-2


Correlations to the Texas Essential Knowledge and Skills ...€¦ · Chapter 111. Mathematics...

Documents

Transcript of Correlations to the Texas Essential Knowledge and Skills ...€¦ · Chapter 111. Mathematics...