Indiana Academic Standards for Algebra 1 - … Academic Standards for Algebra 1 correlated to the...

IndianaAcademic Standards for

Algebra 1

correlated to the

6/20032004

CC2

Introduction

to

McDougal Littell Algebra 1 © 2004

by Ron Larson, Laurie Boswell, Tim Kanold, Lee Stiff

This program, written by an experienced author team, makes math accessible for the students andflexible for the teacher. Lessons include many features that provide learning support for a varietyof students.

Some Special Features

• Prerequisite skill practice is provided on Study Guide pages and in the Mixed Review sectionof every lesson to better prepare students for the coming lessons.

• Highlighted vocabulary words occur in each lesson and in a summary list at the end of thechapter.

• Student Help notes are integrated throughout every lesson to help students with basic skills,prerequisites, study tips, common errors, and to provide homework help.

• A number of opportunities for teachers to introduce lessons with easy-to follow activities areincluded in every chapter.

• Teachers have many opportunities to include graphing calculator activities and exercises in theirlessons. Keystrokes are provided for easy use in the classroom.

• Internet links that directly relate to student instruction and success occur throughout everylesson. These links provide support for independent student learning, including additionalexamples, problem-solving help, homework help, data updates, career links, and applicationextensions.

• Abundant examples make it easier for students to find help when doing their homework.• Vocabulary check, Concept check, and Skill check exercises in the Guided Practice provide

teachers with numerous options for ending class and for assessing student understanding.• Numerous exercises in each lesson allow teachers more flexibility in making assignments and

save them from needing to photocopy supplemental practice.• Test Preparation is included in every lesson to provide daily practice and test-taking strategies

to prepare students for a variety of state and national assessments.• Additional in-book practice is included in the Student Resources section at the back of the

book.

Teachers are supported by a wealth of ancillary materials. A complete listing of all programcomponents is provided on the following page.

McDougal Littell Algebra 1 © 2004Components

Pupil’s EditionTeacher’s Edition

Teacher’s Resource Package Chapter Resource Books 1–12Worked-out Solution KeyAlgebra Tile InvestigationsBasic Skills Workbook: Diagnosis and

Remediation, Teacher’s EditionPractice Workbook with Examples,

Teacher’s EditionStandardized Test Practice Workbook,

Teacher’s EditionWarm-up Transparencies and Daily Homework

QuizOnline Lesson Planner User’s Guide

Other AncillariesResources in SpanishMulti-Language GlossaryEnglish-Spanish Chapter Reviews and TestsExercises in SpanishStudent Algebra Tile KitOverhead Algebra Tile Kit

Transparencies: Extra Example Transparencies with

Standardized Test PracticeAnswer Transparencies for Checking

HomeworkStarting Points: Alternative Lesson Opener

Transparency Package

Workbooks: Basic Skills Workbook: Diagnosis and

RemediationPractice Workbook with ExamplesStandardized Test Practice WorkbookPreparation for Middle School Math, Grade 8Preparation for Middle School Math, Grade 8,

Teacher’s EditionExplorations and Projects BookData Analysis SourcebookFunctions Sourcebook

Technology: Test and Practice Generator CD-ROMInstant Replay: Video Review GamesPower Presentations CD-ROMEasy Planner CD-ROMPersonal Student Tutor CD-ROMChapter Audio Summaries in English, Spanish,

and Haitian CreoleAlgebra 1 eEdition Plus OnlineEasy Planner Plus Online

PE = Pupil’s Edition, TE = Teacher’s Edition

Selected exercises are referenced in parentheses, otherwise entire page is applicable.

1

McDougal Littell Algebra 1 © 2004correlated to

The Indiana Academic Standards for Algebra 1

INSTRUCTION APPLICATION

Pupil’s Edition andTeacher’s Edition

Print Ancillaries,Transparecies andTechnology

STANDARD 1 Operations with Real Numbers Students simplify and compare expressions. They use rationalexponents, and simplify square roots.A1.1.1 Compare realnumber expressions.

Example: Compare thesizes of: √36 + √64 and√(36+64)

PE/TE

449, 450-451, 456-457, 463-464, 470-471, 494 (Review 8.1-8.2), 495 (Review 8.3-8.4),503-504, 511-513, 562 (Review9.2), 664-665, 701 (Review11.4), 716-717

TE Only

452, 458, 505-506, 666, 718

Chapter Resource Books

Ch8: 18-19, 32-33, 46-47, 60-61; Ch9: 17, 29; Ch11: 60;Ch12: 30-31

Practice Workbook withExamples

154-155, 157-158, 160-161,163-164, 172, 175-176, 229,247-248

Extra ExamplesTransparencies withStandardized Test Practice

120, 122-123, 126, 129, 137,140, 182, 195

Resources in Spanish

180-185, 187-188, 203, 205,264, 286-287

Chapter Audio Summaries inEnglish/Spanish

Tracks: 8, 9, 12

Personal Student Tutor CD-ROM

Ch8: Tutorial 1: Topic A-B


Ch9: Tutorial 1: Topic B

Ch11: Tutorial 4: Topic A

PE/TE

70 (#83-85), 185 (#44-46), 449,453, 454 (#69-74), 455 (#85),459, 461 (#66-68), 466, 469(#13-23), 473, 494-495, 497(#1-28), 498 (#1, 5-6, 8), 499(#14-16), 507 (#8-14, 23-38),508 (#45-53), 509 (#95-96),514-515, 516 (#58-60), 524(#13-16, 88-101); Quiz 1 (#1-8,18-25), 531 (#75-82), 562 (#7-10), 565 (#1-8), 569 (#30-43,48-55), 589 (#62-73), 595 (#56-57, 63-68), 624 (#86-93), 648(#51-66), 655 (#48-50), 661(#61-64), 667 (#9-23), 669(#39), 682 (#1-4), 697 (#78-85),701 (#11-14), 714 (#65-72)717, 721 (#63, 65), 727 (#77-86), 728 (#5-10), 804 (#1-16,21-28, 30-45), 807 (#17-20),808 (#9-16)

TE Only

513


Ch8: 12-13, 15-17, 18-20, 25,29-31, 32-33, 39-40, 43-45, 46-47, 51, 54-55, 57-59, 60-61;Ch9: 14-16, 17, 25, 33; Ch11:56-59, 60, 67; Ch12: 25, 27-29,30-31, 34


154-156, 157-158, 160-161,163-164, 172, 175-176, 229,247-249

Standardized Test PracticeWorkbook

6, 8, 9, 14, 16-19, 56-59, 62-63

Warm-Up Transparencies andDaily Homework Quiz

61-64, 67, 68, 78, 88-89, 96

Explorations and ProjectsBook

17-18


120, 122-123, 126, 128, 129,137, 140-141, 182-183, 195

Starting Points: AlternativeLesson Opener TransparencyPackage

52, 54, 55, 59, 77, 83


186

English-Spanish Reviews andTests

37A-37B, 40A-40B, 42A-42B,45A-45B, 53A-53B, 55A-55B,57A-57B, 60A-60B

McDougal Littell Algebra 1 © 2004 correlated toThe Indiana Academic Standards for Algebra 1



2




A1.1.2 Simplify squareroots using factors.

Example: Explain why

√48= 4√3

PE/TE

503-504, 511-513, 562 (Review9.2), 717 (Example 3)


Ch9: 17, 29-30


175-177


140


203, 205, 206


Track: 9



PE/TE

507 (#8-14), 514-515, 516 (#58-60), 524 (#13-16), 531 (#75-82),562 (#7-10), 565 (#1-8), 569(#48-55), 648 (#59-66), 697(#78-85), 714 (#65-72)

TE Only

513


Ch9: 14-17, 24-28, 32-33, 138


175-177


63


68, 69


18


140-141


59


42A-42B, 45A-45B




3




A1.1.3 Understand anduse the distributive,associative, andcommutative properties.

Example: Simplify(6x2–5x+1) – 2(x2+3x–4) byremoving the parenthesesand rearranging. Explainwhy you can carry out eachstep.

PE/TE

73, 94, 100-102, 109 (Example2), 124 (Review 2.6), 146, 155,161, 188 (Example 4), 302,342, 576-579, 584-586, 590-592, 634 (Review 10.2-10.3),635 (Rev, 10.3), 716, 739(Example 2), 745

TE Only

145, 717


Ch2: 88-89; Ch3: 43, 58;Ch10: 18-19


26-27, 37-39, 53, 56, 109, 196-198, 199-201, 202, 248, 263


30-31, 154-156, 157-158, 159,161


37-38, 57, 60, 230-231


Tracks: 2, 3, 10



PE/TE

75 (#34, 36), 97 (#58), 99, 103-106, 111 (#44-47), 112 (#48-51), 124 (#33-40), 125 (#26-31),127 (#16), 137 (#68-75), 148 (6-8, 12, 29-33), 149 (#37-40, 44),152 (#8-9), 157 (#3, 15-17, 31-41), 165 (#37, 40), 172 (#4, 6,10), 304 (#39-47), 343 (#31-35),574 (#1-8, 12), 575, 579-582,587-588, 589 (#61), 593-594,595 #58), 609 (#78-86), 634,635 (#11-14), 637 (#1-13), 638(#2-3, 5), 675 (#55-58), 714(#79-84), 719 (#9, 33-39), 728(#8), 741 (#19-24), 748 (# 14-25), 757 (#30-35)


Ch2: 83-87, 93-94, 124, 126,128, 135; Ch3: 36-38, 40-41,44, 52, 55-57, 59; Ch10: 18-19,21, 132

Algebra Tile Investigations

6-10


26-27, 37-39, 53, 56, 196-198,199-201, 202, 203, 248


12-13, 70-72


12, 16, 21-23, 77-80, 96


30-31, 154-156, 157-158, 159,161


13, 66-68


45, 47, 49


9A-9B, 10A-10B, 47A-47B,48A-48B, 50A-50B

A1.1.4 Use the laws ofexponents for rationalexponents.

Example: Simplify 252

3

.

PE/TE

An introduction to this topiccan be found on page 516.

PE/TE

516 (#62-64)


Ch9: 33




4




A1.1.5 Use dimensional(unit) analysis to organizeconversions andcomputations.

Example: Convert 5 milesper hour to feet per second.

PE/TE

5, 95, 156, 161-162, 18(Example 3), 229, 258, 274-275, 472, 678, 711 (Example 3)


Ch3: 114

Basic Skills Workbook withExamples

47


51, 81, 93, 146


69


Track: 3

PE/TE

6 (#13-16, 18), 7 (#35-38), 22(#9-11), 37 (#54-57), 58 (#1), 97(#67), 150 (#60), 159 (#65-68),163 (#3), 164 (#9-12), 183(#2,5-6), 184 (#23-26), 277(#30-32), 468 (#66), 475 (#66),713 (#59), 799 (#48-49)

TE

175


Ch1: 15-17; Ch2: 72-74; Ch3:111-113, 114, 119, 122, 124,126


51, 67, 81, 93, 146


23


72, 74, 76


14A-14B, 15A-15B




5




STANDARD 2 Linear Equations and Inequalities Students solve linear equations and inequalities in onevariable. They solve word problems that involve linear equations, inequalities, or formulas.A1.2.1 Solve linearequations.

Example: Solve theequation7a + 2 = 5a – 3a + 8.

PE/TE

131, 132-134, 138-141, 145-147, 154-156, 160-162, 166-168, 190 (Review 3.1-3.3), 191(Review 3.4), 192 (Review 3.6)

TE Only

153, 173


Ch3: 5-6, 17-18, 22, 29-30, 43-44, 58-59, 73-74, 88-89, 102,114-115


11-14, 17-20, 92-93, 96-97,101-103


46-48, 49-51, 52-54, 55-57, 58-59, 61-64, 67-68


37, 39-40, 41-42, 44-45, 46-47,49


53-58, 60-63, 67, 69-70


Track: 3



Ch3: Tutorial 3: Topic A, C

PE/TE

131, 135-137, 141-144, 148-150, 151 (#65-66), 152, 153,157-158, 159 (#50-54), 163-165,169-171, 172 (#1-12), 173, 177-178, 179 (#45-49), 183-185, 186(#1-12), 190, 191 (#17-22), 192(#25-27), 193 (#1-12, 18, 19),194 (#1-2, 4, 6-7), 195 (#16),197 (#35-47), 217 (#91-98), 223(#87), 239 (#44-49), 262 (#62-72), 291 (#69-74), 314 (#84-89),339 (#71-79), 351 (#55-66), 390(#20-31), 403 (#47-52), 490(#44-47), 560 (#43-46), 689(#61-64), 799 (#1-37)


Ch3: 12, 13, 14-16, 17-18, 20,21, 24-25, 26-28, 32-33, 36-39,40-42, 43-44, 48, 49, 52-54, 55-57, 58-59, 61-63, 66-69, 70-72,73-74, 76-77, 80-84, 85-87, 88-89, 91-93, 99-102, 105, 109,111-113, 120-121, 123, 125


11-15, 16-20


11-14, 16, 17-20, 21-23, 92-93,94-95, 96-98, 99-100, 101-103,104-106, 107-108


46-48, 49-51, 52-54, 55-57, 58-60, 61-63, 65-66, 67-68


16-21


19-25


7


37-38, 39-40, 41-43, 44-45, 46-48, 49-50


16-21


59, 66, 71, 73, 75

(continued on next page)




6



Print Ancillaries,Transparecies andTechnologyEnglish-Spanish Reviews andTests

12A-12B, 13A-13B, 14A-14B,15A-15B

Instant Replay: Video ReviewGames with Resource Book

5-8

A1.2.2 Solve equationsand formulas for aspecified variable.

Example: Solve theequation q = 4p – 11 for p.

PE/TE

4-5, 11, 174-176, 192 (Review3.7), 790-791

TE Only

104


Ch3: 94, 102-103


75-77, 81


64-65


51-52


67-68


Track: 3


Ch3: Tutorial 3: Topic C

PE/TE

6 (#31-22), 13 (#61, 63-67), 14(#68, 72-74), 22 (#72), 104(#75, 77), 105, 177-178, 179(#45-49), 192 (#28-31), 193(#13-15), 366 (#77-78), 791

TE Only

7, 9


Ch3: 96-98, 99-101, 102-103,105-106, 121, 123, 125


77, 79, 82-84, 85-86


65-66


22


6, 25, 26


51-53


22


71, 73, 75


14A-14B, 15A-15B




7




A1.2.3 Find solution setsof linear inequalitieswhen possible numbersare given for the variable.

Example: Solve theinequality 6x – 3 > 10 for xin the set {0, 1, 2, 3, 4}.

PE/TE

26, 334-336, 340-342, 346-347,354-355, 384-385


Ch1: 62; Ch6: 16-17, 28-29,42-43, 57-58


10-11, 116-117, 118-120, 122-123, 125-126,


9, 92, 94-95, 96-98


132-137, 139-140


Tracks: 1, 6


Ch6: Tutorial 2: Topic A-C




PE/TE

28 (#38-55), 30 (#81), 52 (#53-58), 58, 179 (#50-52), 196 (#16-21), 305 (#71-76), 332 (#1-6),337 (#14-19, 31-45), 338, 343-344, 345 (#49-50), 349 (#5-11,18-25), 350, 351 (#45-48), 356(#12-18), 357, 384, 385 (#9-11,15-17), 374 (#47-48), 387 (#1-17, 19, 21-22), 391 (#59-70),797 (#28-35), 802 (#1-20, 24-26)

TE Only

27


Ch1: 58-60, 62, 119; Ch6: 12-15, 16-17, 23, 25-27, 28-29, 31-32, 35, 36-37, 39-41, 42-43, 51,54-56, 57-58, 105, 107, 109


21


11, 116-117, 118-119, 122-123,125-126


4, 39-42


6, 46-49


9, 92-93, 94-95, 97-99


39, 41


138, 148, 150, 152


5A-5B, 27A-27B, 28A-28B,30A-30B




8




A1.2.4 Solve linearinequalities usingproperties of order.

Example: Solve theinequality 8x – 7 ≤ 2x + 5,explaining each step in yoursolution.

PE/TE

334-336, 340-342, 355, 362,384 (Review6.1-6.2)


Ch6: 16-17, 28-29


116-117, 118-120


92-93, 94-95


132-135


Track: 6



PE/TE

337-338, 339 (#62), 343-344,345 (#49-51), 352, 357 (#40-60), 358 (#69-71), 363-365, 366(#7-16), 384, 387 (#1-15), 388(#2-3), 391 (#59-65), 455 (#102-104), 546 (#38-41), 632 (#69-71), 802(#1-20)


Ch6: 12, 13-15, 16-17, 20, 23,25-27, 28-29, 32, 35, 37, 48,105, 107, 109, 110, 117


21-22


116-117, 118-120


39, 40, 49


46, 47


92-93, 94-95


39


148, 150, 152


27A-27B, 30A-30B




9




A1.2.5 Solve combinedlinear inequalities.

Example: Solve theinequalities-7 < 3x + 5 < 11.

PE/TE

346-348, 385 (Review 6.3)


Ch6: 42-43


122-123


96-97


136-137


Track: 6



PE/TE

349-350, 351 (#45-48), 352 (#6,9-13, 15), 385 (#9-11), 387(#10-15), 388 (#4), 410 (#64-68), 455 (#105), 538 (#91-96),802 (#15-20)


Ch6: 36, 39-41, 42-43, 45, 46,47, 48, 105, 107, 108, 111, 117


122-123


41, 49, 94


48


41


148, 150, 152


28A-28B, 30A-30B




10




A1.2.6 Solve wordproblems that involvelinear equations,formulas, andinequalities.

Example: You are sellingtickets for a play that cost$3 each. You want to sell atleast $50 worth. Write andsolve an inequality for thenumber of tickets you mustsell.

PE/TE

11, 134, 140-141, 147, 156,160-162, 168, 175, 191(Review 3.5), 334, 341-342,346, 348

TE Only

335


Ch3: 18, 30, 44, 59, 73-74, 89;Ch6: 29, 43


48, 51, 54, 57, 58, 59, 62, 63,120, 123


37-38, 39, 42, 45-47, 49, 51,92, 95, 97


54, 56, 58, 61-63, 65, 135-136


Tracks: 3, 6


Ch6: Tutorial 2: Topic C

PE/TE

13 (#63-67), 14 (#68), 28 (#65-68), 29, 104 (#70-71), 105 (#86-89), 135 (#10-12, 42-44), 137(#54-55), 142 (#12-13), 143(#48-53), 144, 149 (#4), 150(#50-55), 151, 152 (#65-66),157 (#10-11), 158, 159 (#53),163 (#3-5), 164, 165 (#22-24),169 (#3-4), 170-171, 172 (#11-12), 178, 179 (#47-49), 191(#23-24), 193 (#19, 21-23), 195(#15-16), 197 (#53-54), 198-199, 338 (#61-67), 343 (#36-37), 344 (#39-41), 350, 351(#45, 67-69), 387 (#34-36), 389(#15), 391 (#79-80)

TE Only

12


Ch3: 18, 20, 21, 24, 26-28, 32,33, 36, 37, 40-42, 46, 47, 48,52, 55-57, 62, 63, 70-72, 73-74,76, 77, 80, 85-87, 89, 91-92,121, 123, 125; Ch6: 25-27, 31,39-41, 43, 45, 46, 47


48, 51, 54, 57, 58, 59, 62, 63,120, 123


16-22, 40


20-22, 47


7


37-38, 39, 42, 45-48, 49-50, 51-52, 92, 95, 97


18, 20, 39


71, 73, 75


13A-13B, 15A-15B, 30A-30B




11




STANDARD 3 Relations and Functions Students sketch and interpret graphs representing given situations.They understand the concept of a function and analyze the graphs of functions.A1.3.1 Sketch areasonable graph for agiven relationship.

Example: Sketch areasonable graph for aperson’s height from age 0to 25.

PE/TE

47-48, 258, 458, 479, 486(Example 5)

TE Only

49, 256-257, 457, 478, 484-485


159, 170


15, 135

Functions SourcebookFunction Representation(Part 1)

PE/TE

49 (#7-9), 50 (#26-27, 30, 32),59 (#26), 261 (#54), 262 (#79),460 (#65), 481 (#21-23), 489(#30-33), 497 (#35)

TE Only

51, 488


Ch1: 95, 98-100, 114; Ch4:112-114


159, 171


15, 135


17A-17B, 20A-20B

A1.3.2 Interpret a graphrepresenting a givensituation.

Example: Jessica is riding abicycle. The graph belowshows her speed as itrelates to the time she hasspent riding. Describe whatmight have happened toaccount for such a graph.

PE/TE

520

TE Only

519

Functions SourcebookGraph of a Function (Part 1)

PE/TE

522 (#65-66), 523 (#72-76), 567(#17)

TE Only

521


Ch9: 43-45

Speed

Time




12




A1.3.3 Understand theconcept of a function,decide if a given relationis a function, and linkequations to functions.

Example: Use either paperor a spreadsheet to generatea list of values for x and yin y = x2. Based on yourdata, make a conjectureabout whether or not thisrelation is a function.Explain your reasoning.

PE/TE

46, 256-257

TE Only

47, 49, 258


Ch1: 96, 101; Ch4: 115


96


Tracks: 1, 4

Functions SourcebookFunction Representation(Part 1); FunctionRepresentation (Part 2)



PE/TE

49 (#4-6, 10-12), 50 (#28), 59(#18), 259, 800 (#56-59)


Ch1: 98-100; Ch4: 111, 112-115, 119, 122


19, 91


7, 31


14, 74


31


12

A1.3.4 Find the domainand range of a relation.

Example: Based on the listof values from the lastexample, what do thedomain and range ofy = x2 appear to be? Howcan you decide whether youare correct?

PE/TE

46-47, 110, 256-257

TE Only

48-49, 258


Ch2: 99; Ch4: 115


19, 91


17, 34, 74-75


96


Tracks: 2, 4

Functions SourcebookGraph of a Function (Part 1)

PE/TE

49 (#8), 50 (#29, 31), 111 (#14),259 (#7, 14-15, 17, 19), 261(#61)


Ch1: 99-100, 106; Ch2: 99,103; Ch4: 111, 112-115, 119,122, 124, 126


20, 91


14


27, 35


17, 34, 74-75


99, 101, 103


4A-4B




13




STANDARD 4 Graphing Linear Equations and Inequalities Students graph linear equations and inequalitiesin two variables. They write equations of lines and find and use the slope and y-intercept of lines. They uselinear equations to model real data.A1.4.1 Graph a linearequation.

Example: Draw the graph ofthe line with slope 3 and y-intercept -2.

PE/TE

211-213, 218-220, 264 (Review4.2), 249-249

TE Only

210


Ch4: 31-32


73-75, 77


60-61, 63, 70


82-83


Track: 4

PE/TE

215, 216 (#72), 221 (#35-40),222 (#56-59), 224 (#5-10), 248-249, 264 (#6-9), 267 (#5-16),366 (#79-82), 800 (#7-14)

TE Only

214


Ch4: 28-30, 34-35, 38-42, 86-88


74-75, 77-78


25-26


30-31


8


60-61, 63, 70


25-26


17A-17B, 18A-18B, 19A-19B,20A-20B




14




A1.4.2 Find the slope, x-intercept and y-interceptof a line given its graph,its equation, or two pointson the line.

Example: Find the slopeand y-intercept of the line4x + 6y = 12.

PE/TE

218-220, 225, 226-228, 242(Example 2), 265 (Review 4.3-4.4),

TE Only

229, 241, 243


Ch4: 43-44, 58-59


76-77, 79-80, 86


63-66, 70-71


84-85, 87-88


Track: 4

Power Presentations CD-ROM

Ch4



PE/TE

221 (#44-55), 222, 223 (#67-70), 224 (#11-16), 225, 230-231, 233 (#66-71, 90-95), 244(#5-11, 13-21), 245 (#52-55, 56,61), 247 (#1-6), 265 (#10-17),267 (#17-20), 268 (#2, 4-5,8),278 (#49-57), 284 (#73-75), 800(#15-30)

TE Only

232


Ch4: 39, 40-42, 43-44, 46, 48-49, 52-59, 61, 63, 86-88, 121-125, 127, 133; Ch5: 24


77-80, 86


26-27, 29


31-34, 41


63-66, 70-71


26-27, 29, 32


86


18A-18B, 19A-19B, 20A-20B




15




A1.4.3 Write the equationof a line in slope-interceptform. Understand how theslope and y-intercept ofthe graph are related tothe equation.

Example: Write theequation of the line4x + 6y = 12 in slope-intercept form. What is theslope of this line? Explainyour answer.

PE/TE

241, 266 (Review 4.6), 324(Review 5.1)

TE Only

242


Ch4: 89; Ch5: 16


85-87, 94-95


70


91, 107


Tracks: 4, 5

PE/TE

244 (#34-45), 268 (#3), 324 (#1-3), 266 (#22-24), 276 (#3-8, 12-19), 410 (#54-57), 800 (#40-47)

TE Only

245


Ch4: 86-88, 89, 92, 94, 124,126, 133; Ch5: 16, 106-112


85-87, 94, 96


32


38-39


70


29


101, 103, 124, 126, 128


19A-19B, 22A-22B, 25A-25B


14-15




16




A1.4.4 Write the equationof a line givenappropriate information.

Example: Find an equationof the line through thepoints (1, 4) and (3, 10),then find an equation of theline through the point (1, 4)perpendicular to the firstline.

PE/TE

273-275, 279-281, 285-287,324, 325 (Review 5.3)


Ch5: 16, 29, 30, 43


94-97, 99-101


76-77, 79-81


107, 109-111


Track: 5



PE/TE

276-277, 278 (#38-40), 282-283,284 (#50-51), 288-290, 291 (#1-13), 324 (#1-6), 325 (#7-10),327 (#1-12, 19), 328 (#1-2, 6-7),403 (#53-58), 416 (#57-64), 801(#1-20)


Ch5: 13-15, 19-20, 24, 26-28,29-30, 33, 36-37, 40-44, 47-48,106-113


94, 97, 99, 101-102


32-34


38-40


76-77, 79-81


32-34


123-128


22A-22B, 25A-25B


14




17




A1.4.5 Write the equationof a line that models adata set and use theequation (or the graph ofthe equation) to makepredictions. Describe theslope of the line in termsof the data, recognizingthat the slope is the rate ofchange.

Example: As your family istraveling along aninterstate, you note thedistance traveled every 5minutes. A graph of timeand distance shows that therelation is approximatelylinear. Write the equation ofthe line that fits your data.Predict the time for ajourney of 50 miles. Whatdoes the slope represent?

PE/TE

229, 274-275, 281, 287

TE Only

227-228


Ch4: 59; Ch5: 17, 30


81, 95, 99


66, 76-77, 79-80, 82


87, 108, 110


Tracks: 4, 5

Functions Sourcebook

Rate of Change



PE/TE

231 (#52-55), 232, 267 (#33),277, 278 (#38-40), 282 (#11),283 (#42-49), 284 (#50-51), 289(#48-50, 51-52), 290 (#53-57),431 (#4-48)

TE Only

276, 288


Ch4: 55-57, 59, 62, 123, 125-127; Ch5: 15, 17, 19-20, 27-28,30, 32-33, 42, 46-47


81, 96, 99


27


32


66, 76-77, 79-80, 82


102-104


20A-20B, 25A-25B




18




A1.4.6 Graph a linearinequality in twovariables.

Example: Draw the graph ofthe inequality6x + 8y ≥ 24.

PE/TE

360-362, 367, 385 (Review 6.5)


Ch6: 70


127-129


100-101


141


Track: 6



PE/TE

363-364, 365 (#70-73), 366(#17-22), 367, 385 (#18-21),802 (#28-35)


Ch6: 65, 67-69, 71, 73-75, 110-111


128-129


43


50


12


100-101


43


28A-28B, 30A-30B




19




STANDARD 5 Pairs of Linear Equations and Inequalities Students solve pairs of linear equations usinggraphs and using algebra. They solve pairs of linear inequalities using graphs. They solve word problemsinvolving pairs of linear equations.A1.5.1 Use a graph toestimate the solution of apair of linear equations intwo variables.

Example: Graph theequations 3y - x = 0 and2x + 4y = 15 to find wherethe lines intersect.

PE/TE

398-400, 404, 440 (Review 7.1)


Ch7: 18-19


136-138


108-109


157-158


Track: 7


Ch7

PE/TE

401-402, 403 (#40-46), 404 (#1-5), 417 (#1-3), 438 (#2-7), 440(#1-6), 443 (#1-6), 444 (#1), 800(#1-8)


Ch7: 13, 15-17, 18-19, 21, 95,97, 99, 101


137-138


50


54


14-15


108-109


46


32A-32B, 35A-35B




20




A1.5.2 Use a graph to findthe solution set of a pair oflinear inequalities in twovariables.

Example: Graph theinequalities y ≤ 4 andx + y ≤ 5. Shade the regionwhere both inequalities aretrue.

PE/TE

432, 442

TE Only

433


Ch7: 82, 88


151, 153


118-119


168


Track: 7



PE/TE

436 (#27-29), 437 (#40-41), 438(#8-13), 442 (#27-32), 443 (#25-27), 445 (#12), 800 (#36-43)

TE Only

435


Ch7: 82, 85-88, 93, 96, 97,100, 107


152, 153


35


58


118-119


51


172, 174, 176


34A-34B, 35A-35B




21




A1.5.3 Understand anduse the substitutionmethod to solve a pair oflinear equations in twovariables.

Example: Solve theequations y = 2x and2x + 3y =12 by substitution.

PE/TE

405-407, 440 (Review 7.2)


Ch7: 31-32


139-140


110-111


159-160


Track: 7


Ch7



PE/TE

408-409, 410 (#48-52), 416(#67-72), 417 (#4-6), 440 (#7-12), 443 (#7-12), 803 (#9-16)


Ch7: 26, 28-30, 31-32, 94-95,97, 99, 107


139, 141


51


55-56


110-111


47


171, 173, 175


32A-32B, 35A-35B




22




A1.5.4 Understand anduse the addition orsubtraction method tosolve a pair of linearequations in twovariables.

Example: Use subtraction tosolve the equations:3x + 4y = 11, 3x + 2y = 7.

PE/TE

411-413, 441 (Review 7.3)


Ch7: 43, 44


142


112-113


161-162


Track: 7


Ch7



PE/TE

414-415, 416 (#49-56), 441(#13-18), 443 (#13-18), 803(#17-24)


Ch7: 39, 40-44, 46-47, 49, 95,97, 99


143


52


56


16


112-113


48


33A-33B, 35A-35B




23




A1.5.5 Understand anduse multiplication withthe addition orsubtraction method tosolve a pair of linearequations in twovariables.

Example: Usemultiplication with thesubtraction method to solvethe equations:x + 4y = 16,3x = 2y = -3.

PE/TE

412-413, 441 (Review 7.3)


Ch7: 43, 44


142-143


112-113


161-162


Track: 7


Ch7



PE/TE

414-415, 416 (#49-56), 441(#13-18), 443 (#13-18), 803(#17-24),


Ch7: 39, 40-44, 46-47, 49, 95,97, 99


143-144


52


56


16


112-113


49


171, 173, 175


33A-33B, 35A-35B




24




A1.5.6 Use pairs of linearequations to solve wordproblems.

Example: The income acompany makes from acertain product can berepresented by the equationy = 10.5x and the expensesfor that product can berepresented by the equationy = 5.25x + 10,000, where xis the amount of the productsold and y is the number ofdollars. How much of theproduct must be sold for thecompany to reach thebreak-even point?

PE/TE

397, 400, 407, 413, 418-420,441 (Review 7.4)

TE Only

399, 406, 412


Ch7: 19, 32, 44, 57, 58


137-138, 140-141, 143-144,145-146


109-110, 113-115


157, 160, 162, 164-165


Track: 7



PE/TE

397, 402 (#35-39), 403 (#40),408 (#42-47), 410 (#52-53), 415(#43-48), 421 (#6-9), 422 (#46-51), 423, 424 (#61-62), 441(#19-20), 445 (#16), 803 (#26-27)


Ch7: 15-17, 19, 21, 22, 28-30,32, 35, 39, 40-42, 44, 46-47,53, 54-58, 60-61, 95, 97, 99


138, 141, 144, 146-147


50, 52, 53


54-57


109-110, 113-115


48-49


163, 171, 176, 175


33A-33B, 35A-35B


23-24




25




STANDARD 6 Polynomials Students add, subtract, multiply, and divide polynomials. They factor quadratics.A1.6.1 Add and subtractpolynomials.

Example: Simplify(4x2 – 7x + 2) –(x2 + 4x – 5).

PE/TE

575, 577-579, 634 (Review10.1)

TE Only

576


Ch10: 18-19


196-198


154


230-231


Track: 10



PE/TE

575, 579-581, 582 (#70), 583(#3-8), 596 (#1-4), 634 (#1-4),637 (#1-4), 638 (#3), 675 (#55-58), 757 (#36-39), 806 (#1-6)


Ch10: 12, 13, 15-17, 18-19, 21-22, 120, 122, 124, 126


36-42


197-198


70


77


155-156


66


248, 250, 252, 254


47A-47B, 50A-50B




26




A1.6.2 Multiply anddivide monomials.

Example: Simplifya2b5 ÷ ab2.

PE/TE

450-451, 463-464, 465(Example 4), 494 (Review 8.1),495 (Review 8.3)

TE Only

449


Ch8: 18-19, 46-47


154-155, 160-161


120


180-181, 184-185


Track: 8




PE/TE

449, 453, 455 (#84-85), 466,469 (#1-3, 8, 13-14, 17, 19-23),475 (#82-83), 494 (#1-8), 495(#21-32), 497 (#1, 5, 7, 9, 11),498 (#1, 5-6), 589 (#62-73), 595(#63-68), 804 (#1-8, 21-24)


Ch8: 12, 13, 15-17, 18-19, 25,43-45, 46-47, 100-105, 106


154-156, 160-161


56, 58


60, 61, 63


120, 122


54


194-200


37A-37B, 38A-38B




27




A1.6.3 Find powers androots of monomials (onlywhen the answer has aninteger exponent).

Example: Find the squareroot of a2b6

PE/TE

450-451

TE Only

452


Ch8: 18-19


154-155


120


180-181


Track: 8




PE/TE

453 (#4-9, 22-54)


Ch8: 12, 13, 15-17, 18-19, 22,100, 102-104


154-155


56


60-61


120, 122


52


194-199


37A-37B, 40A-40B




28




A1.6.4 Multiplypolynomials.

Example: Multiply(n + 2)(4n – 5).

PE/TE

584-586, 590, 591 (Examples1and 2), 592, 634 (Review10.2), 635 (Review 10.3)


Ch10: 32-33, 44-45


199-201, 202-203


157, 159


232-235


Track: 10



PE/TE

587-588, 589 (#61), 593-594,596 (#5-9, 11-17), 609 (#79-86),634 (#7-10), 635 (#11-14), 637(#5-13), 714 (#79-84), 728 (#88-93), 806 (#10-22)


Ch10: 26, 27, 29-31, 32-33, 35,36, 39, 40, 41-43, 44-45, 47,50, 120, 122, 124, 126


42-46


199-201, 202-203


71-72


78-80


21-23


157, 159, 161


67, 68


248, 250, 252


47A-47B, 50A-50B




29




A1.6.5 Divide polynomialsby monomials.

Example: Divide4x3y2 + 8xy4 – 6x2y5 by 2xy2.

PE/TE

684, 702 (Review 11.7)

TE Only

685-686


Ch11: 100 (Example 1)


238


188


271 (Example 1)


Track: 11



PE/TE

687 (#10, 15-22), 697 (#1-2),702 (#23), 703 (#13-14), 807(#37)


Ch11: 97-99, 100


238


84


92


188


80


54A-54B, 55A-55B

A1.6.6 Find a commonmonomial factor in apolynomial.

Example: Factor36xy2 + 18xy4 – 12x2y4.

PE/TE

625, 626 (Examples 3-4), 636(Review 10.8)


Ch10: 114 (Examples 1and 2)


171


246


Track: 10



PE/TE

629 (#6-8, 9, 11, 15-28), 632(#13-18), 636 (#29-30), 637(#27-28, 31-33), 806 (#63-65,67, 69)


Ch10: 110, 111-113, 114


217-218


77


85


171


73


49A-49B, 50A-50B




30




A1.6.7 Factor thedifference of two squaresand other quadratics.

Example: Factor 4x2 – 25and 2x2 – 7x + 3.

PE/TE

604-605, 611-612, 619, 635(Review 10.5), 636 (Review10.6-10.7)

TE Only

606, 613, 620-621


Ch10: 72-73, 86-87, 102


208-209, 211-212, 214-215


164, 167, 169


239 – 242, 244


Track: 10


Ch10




PE/TE

607 (#5-8, 12-26), 609 (#68-71),614, 616 (#74), 617 (#10-18),622 (#6-11, 18-26 42, 46-48,50), 624 (#70-71), 635 (#19-21), 636 (#22-28), 637 (#26-33),638 (#5,7), 736 (#103-108), 743(#64-69), 806 (#39-62)

TE Only

608


Ch10: 68, 69-71, 72-73, 83-85,86-87, 89, 95, 99-101, 102,121, 123, 125


47-51


208-209, 211-212, 214-215


74-76


81-83


164, 167, 169


70-72


243, 249, 251, 253


48A-48B, 49A-49B




31




A1.6.8 Understand anddescribe the relationshipsamong the solutions of anequation, the zeros of afunction, the x-interceptsof a graph, and the factorsof a polynomialexpression.

Example: A graphingcalculator can be used tosolve 3x2 – 5x – 1 = 0 to thenearest tenth. Justify usingthe x-intercepts ofy = 3x2 – 5x – 1 as thesolutions of the equation.

PE/TE

597-599, 635 (Review 10.4)


Ch10: 59-60


205-207


162


237-238


Track: 10

Functions Sourcebook

Graph of a Function (Part 2)

PE/TE

600-601, 602 (#59-60), 609(#87-95), 617 (#1-6), 636 (#15-18), 637 (#14-25, 36, 38-39,43), 736 (#97-102), 806 (#23-38)


Ch10: 55, 56-58, 59-60, 62,120, 122, 124


205-207


73


80


162-163


248, 250, 252


48A-48B, 50A-50B




32




STANDARD 7 Algebraic Fractions Students simplify algebraic ratios and solve algebraic proportions.A1.7.1 Simplify algebraicratios.

Example: Simplify xx

x

4

16

2

2

+

−

PE/TE

464 (Example 3b), 664-665,701 (Review 11.4)

TE Only

666


Ch8: 47 (Example 2); Ch11:60-61


161, 229


126-127, 182-183


185, 264-265


Tracks: 8, 11



PE/TE:

466 (#31-33, 36-39), 469 (#17-19), 495 (#27-30), 661 (#61-64),667 (#1-23), 668 (#30-31), 669(#40), 682 (#1-4), 701 (#11-14),804 (#23-24)


Ch8: 43-45, 47; Ch11: 57-59,60-61, 131-132


161, 229


58, 81


63, 89


126-127, 182-183


275, 277, 279


38A-38B, 40A-40B, 53A-53B,55A-55B




33




A1.7.2 Solve algebraicproportions.

Example: Create a tutorialto be posted to the school’sweb site to instructbeginning students in thesteps involved in solving analgebraic proportion. Use

7

53

4

5 ++=

xx

as anexample.

PE/TE

643-645, 700 (Review 11.1)


Ch11: 12, 13-15, 16-17


220, 222


174-175


257-258


Track: 11



PE/TE

646-647, 648 (#48-49), 663 (#1-4), 669 (#41), 689 (#65-70), 700(#1-4), 807 (#1-8)


Ch11: 16-17, 19-20, 120, 122,124, 131


221-222


78


86


25


174-175


275, 277, 279


52A-52B, 55A-55B




34




STANDARD 8 Quadratic, Cubic, and Radical Equations Students graph and solve quadratic and radicalequations. They graph cubic equations.A1.8.1 Graph quadratic,cubic, and radicalequations.

Example: Draw the graph ofy = x2 – 3x + 2. Using agraphing calculator or aspreadsheet (generate adata set), display the graphto check your work.

PE/TE

517-520, 563 (Review 9.3),709-711, 766 (Review 12.1)


Ch9: 46-47; Ch11: 17-18


178-179, 244-245


142-143, 193


207-208, 257-258


Tracks: 9, 11



PE/TE

517, 521 (#11-19), 522 (#44-64), 523 (#77), 524 (#23-25),563 (#11-13), 565 (#22-23), 711(#45-56), 766 (#1-3), 805 (#26-33), 808 (#1-8)

TE Only

712


Ch9: 37-38, 43-45, 46-47, 49-51, 126, 128, 130; Ch11: 14-16


178-179, 244-245


64, 86


70


19-20


142-143, 193


60


221, 223, 225, 227


43A-43B, 45A-45B, 57A-57B,60A-60B




35




A1.8.2 Solve quadraticequations by factoring.

Example: Solve theequation x2 – 3x + 2 = 0 byfactoring.

PE/TE

606, 613, 635 (Review 10.5)

TE Only

604-605, 611-612


Ch10: 73 (Example 4), 87(Example 3)


208-210, 213


165, 167


239, 242


Track: 10


Ch10




PE/TE

607 (#27-41), 608 (#48-51), 615(#33-47, 48-59), 636 (#19-21),637 (#20-25, 35-43), 806 (#39-54)


Ch10: 69-71, 83-85, 89, 91,121, 123, 125


47-51


208-210, 213


74-75


81-82


165, 168


70-71


249, 251, 253


48A-48B, 49A-49B, 50A-50B

A1.8.3 Solve quadraticequations in which aperfect square equals aconstant.

Example: Solve theequation (x – 7)2 = 64.

PE/TE

731, 767 (Review12.4)

TE Only

732-733


Ch12: 59 (Example 2b)


253-254


199


292


Track: 12

PE/TE

735 (#58, 61, 65), 808 (#23-26),767 (#13,15), 769 (#13-14)


Ch12: 55-57, 59, 121, 123, 125


254-255


98


199


85


303, 305, 307


58A-58B, 60A-60B




36




A1.8.4 Complete thesquare to solve quadraticequations.

Example: Solve theequation x2 – 7x + 9 = 0 bycompleting the square.

PE/TE

730-731, 767

TE Only

732


Ch12: 58-59


253-254


199-200


291-292


Track: 12



PE/TE

734 (#32-49), 767 (#14), 769(#15), 808 (#23-28)


Ch12: 55-57, 58-59, 121, 123,125


254-255


89


98


199-200


303, 305, 307


58A-58B, 60A-60B

A1.8.5 Derive thequadratic formula bycompleting the square.

Example: Prove that theequation ax2 + bx + c = 0has solutions

a

acbbx

2

42 −±−=

PE/TE

732

TE Only

731

PE/TE

546 (#32-34), 732, 736 (#80)


66




37




A1.8.6 Solve quadraticequations by using thequadratic formula.

Example: Solve theequation x2 – 7x + 9 = 0.

PE/TE

533-535, 539, 563


Ch9: 76


184


146


212


Track: 9



PE/TE

536-537, 538 (#84), 539, 547(#4-9), 553 (#62-67), 563 (#18-20), 624 (#94-96), 675 (#52-54),714 (#73-78), 805 (#42-49)


Ch9: 70, 73-75, 76, 126, 128,130


185


66


72


146


62


221, 223, 225, 227


43A-43B, 45A-45B




38




A1.8.7 Use quadraticequations to solve wordproblems.

Example: A ball falls sothat its distance above theground can be modeled bythe equations = 100 – 16t2, where s isthe distance above theground in feet and t is thetime in seconds. Accordingto this model, at what timedoes the ball hit theground?

PE/TE

535, 543 733 (Example 6)

TE Only

541-542


Ch9: 77, 90


185, 188


146-147, 149


213, 215


Track: 9

PE/TE

536 (#22), 537 (#71-83), 538(#84), 545 (#24-30), 546 (#31),565 (#29-31), 567 (#17), 569(#66-67)


Ch9: 73-75, 77, 83, 86-88, 90,126-131


186, 189


66


72-73


146-147, 149


221-226


43A-43B, 44A-44B, 45A-45B




39




A1.8.8 Solve equationsthat contain radicalexpressions.

Example: Solve theequation √(x+6) = x.

PE/TE

722-724, 767 (Review12.3)


Ch12: 44 (Example 1)


250


197-198


288


Track: 12



PE/TE

725-726, 727 (#71-72), 728(#11-17), 767 (#10-12), 808(#17-22)


Ch12: 41-43, 44, 47, 49, 121,123, 125, 127


250


88


97


197-198


84


303, 305, 307, 309


58A-58B, 60A-60B




40




A1.8.9 Use graphingtechnology to findapproximate solutions ofquadratic and cubicequations.

Example: Use a graphingcalculator to solve3x2 – 5x – 1 = 0 to thenearest tenth.

PE/TE

526-528, 532, 534 (Example 3),563 (Review9.4)


Ch9: 62-63


181-182


144-145


210-211


Track: 9


Ch9



PE/TE

529-530, 531 (#57-64), 532, 547(#1-3), 563 (#14-17), 565 (#15-16), 595 (#75-80), 805 (#34-41)


Ch9: 55, 59-61, 126, 128, 130


181-182


65


71


144-145


61


221, 223, 225


43A-43B, 45A-45B




41




STANDARD 9 Mathematical Reasoning and Problem Solving Students use a variety of strategies to solveproblems.A1.9.1 Use a variety ofproblem solvingstrategies, such asdrawing a diagram,making a chart, guess-and-check, solving asimpler problem, writingan equation, and workingbackwards.

Example: Fran has scored16, 23, and 30 points in herlast three games. How manypoints must she score in thenext game so that her fourgame average does not fallbelow 20 points?

PE/TE

31, 32-34, 39, 48, 55(Review1.5), 95 (Example 4),110 (Example 4), 141(Example 5), 147 (Example 7)160-162, 168, 220, 229, 258,274-275, 310, 315, 316-318,342, 348, 362, 400, 477, 506,586, 645, 651, 739 (Example2), 795-796

TE Only

478


Ch1: 73-74; Ch3: 73-74; Ch5:101-102; Ch7: 73-74


92-93, 96-97, 101-103


13-14, 58-59, 112-114, 148-150


10-11, 46-48, 90-91, 116-117


10-11, 62-63, 121-122, 166-167


Tracks: 1, 3, 5, 7


Ch1: Tutorial 4: Topic A,C


PE/TE

31, 35-37, 39 (Math/History 1-2), 55 (#22), 97 (#61-65), 163(#3-5), 164 (#14-16, 18-21), 16(#22-26), 216 (#67-70), 277(#28-29), 312 (#64-66), 315,320-321, 343 (#36-37), 351(#45), 363 (#13-14), 401 (#8-10), 402 (#35-39), 480 (#6-18),509 (#80), 589 (#60), 647, 652(#9), 743 (#45), 789, 796

TE Only

319


Ch1: 69, 70-72, 73-74, 76-77;Ch3: 67, 70, 72, 73-74, 76-77;Ch5: 95, 98-100, 101-102, 104-105; Ch7: 70-72, 73-74


1-51


92-105


13, 15, 58, 60, 112-113, 148-150


5, 20, 38, 54


6, 7, 23, 24, 43, 44, 57, 58


5


10-11, 46-48, 90-91, 116-117


5, 18, 20, 34-35, 46


3A-3B, 4A-4B, 5A-5B, 13A-13B, 15A-15B, 24A-24B, 25A-25B, 32A-32B, 35A-35B




42




A1.9.2 Decide whether asolution is reasonable inthe context of the originalsituation.

Example: John says theanswer to the problem inthe first example is 10points. Is his answerreasonable? Why or whynot?

PE/TE

24 (Example 2), 26, 66(Example 3), 210 (Example 1),398-399

TE Only

65


Ch1: 61-62; Ch4: 31


10-11, 73, 136


37, 60


8-9, 82


Tracks: 1, 4



PE/TE

21 (#55), 27 (#8, 14-25), 28(#38-55, 65-66), 39 (#7-12), 45(#22-25), 55 (#18-21), 67 (#3),68 (#54-57), 77 (#61, 74-79), 84(#82-83), 99 (#6-7), 103 (#19-24), 106 (#92-93), 131 (#10),148 (#10-15), 165 (#23-26), 206(#2), 214 (#15-20), 223 (#69),392-393, 425 (#5-10), 797 (#28-35)


Ch1: 61-62, 64; Ch2: 93; Ch4:28-30; Ch7: 15-17, 22


10-11, 73, 136


4, 25


6, 30, 54


37, 60


3A-3B




43




A1.9.3 Use the propertiesof the real number systemand the order ofoperations to justify thesteps of simplifyingfunctions and solvingequations.

Example: Given anargument (such as3x + 7 > 5x + 1, andtherefore -2x > -6, andtherefore x > 3), provide avisual presentation of astep-by-step check,highlighting any errors inthe argument.

PE/TE

100-102, 108-109, 133-134,138-139, 145-147, 154-155,161, 340

TE Only

133, 140, 156


Ch3: 17-18, 43-44, 59, 88-89,103


46-47, 49, 52-53, 55-56, 61-62,65


108


53-54, 57-58, 61, 64-65, 68


Track: 3

Functions SourcebookAlgebra


Ch3



PE/TE

103 (#3,4), 106 (#93), 111 (#5),135 (#13-20), 141 (#3, 4-11),149 (#41-44), 157 (#3), 158(#42), 333 (#6-7), 343 (#3-4)


Ch3: 17-18, 43-44, 59, 88-89,103


46-47, 49, 52-53, 55-56, 61-62,66


108


12A-12B




44




A1.9.4 Understand thatthe logic of equationsolving begins with theassumption that thevariable is a number thatsatisfies the equation, andthat the steps taken whensolving equations createnew equations that have,in most cases, the samesolution set as theoriginal. Understand thatsimilar logic applies tosolving systems ofequations simultaneously.

Example: Try “solving” theequations x + 3y = 5 and5x + 15y = 25simultaneously, and explainwhat went wrong.

PE/TE

24, 26, 210 (Example 1), 398-399


Ch1: 61-62; Ch4: 31


10, 73, 136


8


8-9, 82


Tracks: 1, 4



PE/TE

27 (#14-25), 28 (#38-55), 214(#15-20), 401 (#3-7, 11-16)


Ch1: 58-60; Ch4: 28-30; Ch7:15-17, 22


10, 73, 136


4, 25, 50


6. 30. 54


8


89


3A-3B, 32A-32B

A1.9.5 Decide whether agiven algebraic statementis true always, sometimes,or never (statementsinvolving linear orquadratic expressions,equations, orinequalities).

Example: Is the statementx2 – 5x + 2 = x2 + 5x + 2true always, sometimes, ornever? Explain your answer.

PE/TE

157 (#2)

A1.9.6 Distinguishbetween inductive anddeductive reasoning,identifying and providingexamples of each.

Example: What type ofreasoning are you usingwhen you look for apattern?

PE/TE

187-188, 739

PE/TE

188, 231 (#47-48), 239 (#43),739, 742 (#34-38)




45




A1.9.7 Identify thehypothesis and conclusionin a logical deduction.

Example: What is thehypothesis and conclusionin this argument: If there isa number x such that2x + 1 = 7, then x = 3.

PE/TE

739

TE Only

740


Ch7: 73


166


Track: 7

PE/TE

741 (#2), 742 (#34-38)

TE Only

743


Ch2: 71-72


99

A1.9.8 Usecounterexamples to showthat statements are false,recognizing that a singlecounterexample issufficient to prove ageneral statement false.

Example: Use thedemonstration-graphingcalculator on an overheadprojector to produce anexample showing that thisstatement is false: allquadratic equations havetwo different solutions.

PE/TE

66 (Example 9), 71, 760(Example 3)

TE Only

65


266


209

PE/TE

67 (#3), 68 (#54-57), 71 (#10-13), 186 (#49-54), 762 (#19-21,23), 764 (#13-14), 808 (#49)


Ch12: 112-114,115


266


210

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