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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
& ¸ ) |
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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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