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MATH 7 District Text Guide Semester 2 |
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The following table
correlates the district standards for Math 7 with the McDougal-Littell Course 2 Mathematics textbook. The table is in
order for covering the required material that must be mastered prior to
end-of-semester exams. Pattern
development leads to a conceptual understanding necessary in the study of
functions and algebra. |
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Standard 1: Functions & Algebra Objectives 1.3 1.4 |
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Analyze
patterns & use multiple representations to express reasonableness. |
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Standard 2: Functions & Algebra Objectives 2.1-2.5 |
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Use linear relationships to
analyze situations and structures. |
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Standard 3: Geometry & Spatial Sense Objective 3.1 |
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Use
visualization & spatial reasoning with 2D & 3D geometric objects. |
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Standard 4: Measurement Objectives 4.1 4.4 all |
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Develop
techniques, tools, and formulas for determining real-world problems. |
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(McDougal-Littell
text is TX) (MT is Math Thematics) (The Developing Concepts section in the TEXT is DC)
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Date |
OBJECTIVE |
8thgrade |
TX |
MT |
Comments/Suggestions |
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1/9 |
1.1: Use and analyze patterns |
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1.1 |
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Refer also to skills Review on Patterns, p.
667. Vocabulary List for semester,
by concept |
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1/11 |
4.4: Use formulas for ratios and rates |
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7.1 |
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Ch 7 Sections 1-3 Groundwork for applying proportional reasoning. Emphasize
units. DC |
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1/13 |
4.4: Solve proportions (cross-product property) |
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7.2 |
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Algebraic reasoning not required at this
point. Skip p. 337 #30. Origami |
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1/18 |
4.1: Convert
between units |
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7.3 |
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Explore for depth of understanding. Graph
paper may be appropriate for problems on p. 341. |
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↓ |
3.1: Use scale factors |
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7.3 |
439 |
Metric units. If time permits for in-depth
exploration. Correlate to General
Science Standard 1 |
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1/20 |
3.1: Examine congruent plane figures |
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8.5 |
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Emphasize the notation. Introduce
congruence 8.1-8.4 congruent line segments and angles. |
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1/23 |
3.1: Identify relationships between similar figures |
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8.9 |
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Supplement M7-3 expands the concept of similarity. |
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1/25 |
3.1: Identify relationships between similar figures |
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8.9 |
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Compare the effects of scale in perimeter
and area |
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1/27 |
4.2: Develop area formulas: quadrilaterals |
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8.6 |
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Explore concepts with 2 dimensional paper
models. parallelograms and trapezoids DC |
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1/30 |
4.2: Use formulas for area of polygons |
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8.6 |
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Emphasize #13-15. Justify answers. Have
students use graph paper and/or geoboards. |
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2/1 |
4.3: Develop geometric formulas: use models |
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10.2 |
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Paper-fold physical models. Illustrate Vocabulary of polyhedra p. 518, Section 10.2. DC |
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2/3 |
4.2: Circumference and area of circles |
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10.1 |
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Use formulas to compute with p |
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2/6 |
4.3: Develop volume formulas: prism |
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10.4 |
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If time permits, p. 529 could be used as an
extension. DC |
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↓ |
4.3: Use formulas for volume of prism |
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10.4 |
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Focus on right rectangular prisms and right
triangular prisms Culminating activity p558. |
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2/8 |
4.3: Use formulas for volume of cylinders |
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10.5 |
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Focus on right cylinders. Emphasize example 3; relate to Key problems
#13-14 and 22-23. |
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2/10 |
4.4: Use formulas for volume of pyramids and cones |
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10.6 |
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Focus on pyramids and cones.
Emphasize Illustrated Geometric Formulas. Do #1-17. |
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2/14 |
1.4: Symbolic expressions of relationship
& situations. |
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2.1 |
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Study
Tip p. 53, and examples 2
and 4. Key problems #32-34. Objs. 2.1 and 2.3 addressed |
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↓ |
1.4: Simplify variable expressions |
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2.2 |
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Emphasize justification of #30-35, and
patterning practice in #36, 37. Obj. 2.2
is addressed |
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↓ |
1.4: Develop equations: solve simple linear
equations. |
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2.3 |
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Key #58-62, 71, 72. T.E.Teaching
Tip p. 62. Obj. 2.2 is addressed |
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↓ |
1.4: Develop symbolic algebra to represent
situations |
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2.4 |
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Use T.E. margin, p. 67 (extra examples 3,
4) Key problems #32, 39, 40. Obj. 2.3 is addressed |
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2/16 |
2.2: Solve simple linear equations ( +
& - ) |
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2.5 |
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T.E. p75 Alternate Approach for
differentiation
DC |
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2/22 |
2.2: Solve simple linear equations ( x
& Έ ) |
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2.6 |
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Summarize properties of equality from pp.
74, 75, 80, 81 DC |
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↓ |
2.4: Solve problems in contextual
situations |
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2.7 |
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Students must explain verbal models
clearly. Key problem #18 (dimensional analysis). |
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2/24 |
2.2: Solve linear inequalities 2.8-2.10 |
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2.8 |
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Note Teaching Tip in the T.E. margin p. 91. |
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2.4: Represent relations graphically |
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3.8 |
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Do examples 1-3, and exercises 1-34 only. Objs.
1.3, 2.1 and 2.3 addressed |
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↓ |
2.2: Solve linear equations |
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Brain Game: Ch 2 review p. 100; Integer
rules review p. 160. |
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2/27 |
2.3: Solve linear equations involving
integers. |
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3.7 |
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TE p141. Justify #7-11. Key problems
#44-47, 49, 50 Obj 2.2 concept check |
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3/1 |
2.3: Solve two-step linear equations and applications |
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4.1 |
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T.E. margin p. 171 (concept check). Key
#4-8. Address #29 throughout. Obj. 2.2 is addressed DC |
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3/3 |
2.3: Solve multi-step linear equations & applications. |
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4.2 |
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Key problems #37-39. Obj.
2.2 is addressed |
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3/6 |
2.3: Solve equations involving negative coefficients |
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4.3 |
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#35-38 solving strategies (verbal and
algebraic models, tables, and graphs) Obj. 2.2 is addressed |
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3/8 |
2.3: Solve equations involving distributive property |
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4.4 |
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Scaffold geometry applications in #28-31 in
class discussions. Obj. 2.2 is addressed |
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3/10 |
2.3: Solve equations with variables on both sides |
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4.5 |
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Scaffold geometry applications in #19-21 in
class discussions. Obj. 2.2 is addressed |
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3/13 |
2.3: Use tables, graphs, and rules to model
situations |
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4.6 |
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Plant Growth as a class. Small group
presentations #5-19. Obj.
1.3 is addressed |
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3/15 |
2.3: Solve equations involving decimals |
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4.7 |
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T.E. p199 (concept check). Key #29-32 rounding
and reasonableness Obj. 2.2 is addressed |
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3/17 |
2.2: Solve multi-step linear inequalities |
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9.8 |
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T.E. p485 Reinforce ex-3. Key #37-38. revisit
consecutive integers after mastering 9.6 and 9.7 |
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INTERSESSION BREAK:
PACKET DISTRIBUTED |
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4/17 |
2.2: Solve linear inequalities ( + & - ) |
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9.6 |
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Emphasize #5-7 and 16-20 to show equivalent
inequalities. |
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↓ |
2.2: Solve linear inequalities ( x & Έ ) |
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9.7 |
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T.E. p481 (concept check). Key example 3 |
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↓ |
2.2: Solve multi-step linear inequalities
(review) |
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9.8 |
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T.E. p485 Reinforce ex-3. Key #37-38. revisit
consecutive integers after mastering 9.6 and 9.7 |
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4/19 |
1.3: Represent functions with tables and
rules |
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11.1 |
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Use Extra Example 4. Key questions #12, 13,
21, 22. |
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4/21 |
2.1: Relate linear functions to their
graphs |
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11.3 |
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Note study tips on pp. 571-572. Consider
addressing verbal problems as group presentations. |
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↓ |
2.1: Use tables to model relations: ordered
pairs |
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Supplement M7-4 develops understanding of problems
35-40 in 3.8. Obj. 1.3 is addressed |
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4/24 |
2.1: Relate linear functions to their
graphs |
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11.3 |
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Note study tips on pp. 571-572. Consider
addressing verbal problems as group presentations. |
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↓ |
2.3, 2.4,: Model and solve problems in
context |
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-100 |
Consider using a performance assessment on
functions. |
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↓ |
1.3: Model functions with table or equation
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118 |
Reinforce the concept of function through a
real-life situation of urban rescue. |
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↓ |
1.3: Model functions with a graph |
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121 |
Create a location grid and interpret a
graph in context. Graphing technology opportunity, p. 123. |
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4/26 |
2.1: Identify intercepts on graphs |
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11.4 |
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Key problems #21, 22. |
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4/28 |
2.4: Slope & rate of change in linear
equation |
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11.5 |
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Use additional resources to develop concept
(a hands-on activity). Obj. 2.1 is
addressed |
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STUDY CST
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5/5 |
2.1: Relate linear functions to graphs 11.1/11.3 review |
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11.3 |
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Note study tips on pp. 571-572. Consider
addressing verbal problems as group presentations. |
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↓ |
1.5, 2.4 Determine slope through patterning
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11.6 |
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Graph to create the visual concept of
slope, and to support the numeric concept of slope. DC |
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5/8 |
2.4: Give meaning to slope-intercept |
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11.6 |
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Key problems #19-27 (justify graphs) and
#30-32 (justify equations). |
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5/10 |
1.4: Algebra terminology: graphic &
rule models |
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11.2 |
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T.E. p568 (concept check). Key #41. Note Study Tip Obj. 1.3 is addressed |
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5/12 |
2.5: Represent problems involving rate of
change |
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11.7 |
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T.E. p594 (Math Reasoning) Key problem #16. Objs. 2.3 and 2.4 addressed |
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5/15 |
2.3 2.5: Practical application of linear
model |
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11.7 |
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5/17 |
Review for Chapter 11 11.1 11.6 |
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Ch11 |
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5/19 |
4.3: Develop surface area formulas prisms, cylinders |
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10.3 |
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Geometric Formulas Illustrated. DC |
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5/23 |
Review For EOC |
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5/24 |
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5/25 |
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5/31 |
EOC Benchmarks |
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6/2 |
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6/6 |
End of Course Exam
(EOC)
Benchmarks Assessments for Math 7-2 |
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6/8 6/15: Prepare for Math 8-1 |
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Classroom Contributors are Contributors with Class