MATH 7 District Text Guide Semester 2  Miss Catalina ROOM 604

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.

Standard 1: Functions & Algebra – Objectives 1.3 – 1.4

Analyze patterns & use multiple representations to express reasonableness.

Standard 2: Functions & Algebra – Objectives 2.1-2.5

Use linear relationships to analyze situations and structures.

Standard 3: Geometry & Spatial Sense – Objective 3.1

Use visualization & spatial reasoning with 2D & 3D geometric objects.

Standard 4: Measurement – Objectives 4.1 – 4.4 all

Develop techniques, tools, and formulas for determining real-world problems.

 

                                                        (McDougal-Littell text is TX)   (MT is “Math Thematics”)                          (The Developing Concepts section in the TEXT is DC)

Date

OBJECTIVE

8thgrade

TX   

MT

Comments/Suggestions

1/9

1.1: Use and analyze patterns

 

1.1

 

Refer also to skills Review on Patterns, p. 667. Vocabulary List for semester, by concept

1/11

4.4: Use formulas for ratios and rates

 

7.1

 

Ch 7 Sections 1-3 Groundwork for applying proportional reasoning. Emphasize units.         DC

1/13

4.4: Solve proportions (cross-product property)

 

7.2

 

Algebraic reasoning not required at this point. Skip p. 337 #30. Origami

1/18

4.1: Convert between units

 

7.3

 

Explore for depth of understanding. Graph paper may be appropriate for problems on p. 341.

↓

3.1: Use scale factors

 

7.3

439

Metric units. If time permits for in-depth exploration. Correlate to General Science Standard 1

1/20

3.1: Examine congruent plane figures

 

8.5

 

Emphasize the notation. Introduce congruence 8.1-8.4 – congruent line segments and angles.

1/23

3.1: Identify relationships between similar figures

 

8.9

 

Supplement M7-3 expands the concept of similarity.

1/25

3.1: Identify relationships between similar figures

 

8.9

 

Compare the effects of scale in perimeter and area

1/27

4.2: Develop area formulas: quadrilaterals

 

8.6

 

Explore concepts with 2 dimensional paper models. parallelograms and trapezoids              DC

1/30

4.2: Use formulas for area of polygons

 

8.6

 

Emphasize #13-15. Justify answers. Have students use graph paper and/or geoboards.

2/1

4.3: Develop geometric formulas: use models

 

10.2

 

Paper-fold physical models. Illustrate Vocabulary of polyhedra p. 518, Section 10.2.          DC

2/3

4.2: Circumference and area of circles

 

10.1

 

Use formulas to compute with p

2/6

4.3: Develop volume formulas: prism

 

10.4

 

If time permits, p. 529 could be used as an extension.                                                        DC

↓

4.3: Use formulas for volume of prism

 

10.4

 

Focus on right rectangular prisms and right triangular prisms Culminating activity p558.

2/8

4.3: Use formulas for volume of cylinders

 

10.5

 

Focus on right cylinders. Emphasize example 3; relate to Key problems #13-14 and 22-23.

2/10

4.4: Use formulas for volume of pyramids and cones

 

10.6

 

Focus on pyramids and cones. Emphasize Illustrated Geometric Formulas. Do #1-17.

2/14

1.4: Symbolic expressions of relationship & situations.

 

2.1

 

Study Tip p. 53, and examples 2 and 4. Key problems #32-34.         Objs. 2.1 and 2.3 addressed

↓

1.4: Simplify variable expressions

 

2.2

 

Emphasize justification of #30-35, and patterning practice in #36, 37.           Obj. 2.2 is addressed

↓

1.4: Develop equations: solve simple linear equations.

 

2.3

 

Key #58-62, 71, 72. T.E.Teaching Tip p. 62.                                           Obj. 2.2 is addressed

↓

1.4: Develop symbolic algebra to represent situations

 

2.4

 

Use T.E. margin, p. 67 (extra examples 3, 4) Key problems #32, 39, 40.       Obj. 2.3 is addressed

2/16

2.2: Solve simple linear equations ( + & - )

 

2.5

 

T.E. p75 “Alternate Approach” for differentiation                                                              DC

2/22

2.2: Solve simple linear equations ( x & Έ )

 

2.6

 

Summarize properties of equality from pp. 74, 75, 80, 81                                                    DC

↓

2.4: Solve problems in contextual situations

 

2.7

 

Students must explain verbal models clearly. Key problem #18 (dimensional analysis).

2/24

2.2: Solve linear inequalities                         2.8-2.10

 

2.8

 

Note Teaching Tip in the T.E. margin p. 91.

↓

2.4: Represent relations graphically

 

3.8

 

Do examples 1-3, and exercises 1-34 only.                                 Objs. 1.3, 2.1 and 2.3 addressed

↓

2.2: Solve linear equations

 

 

 

Brain Game: Ch 2 review p. 100; Integer rules review p. 160.

2/27

2.3: Solve linear equations involving integers.

 

3.7

 

TE p141. Justify #7-11. Key problems #44-47, 49, 50                              Obj 2.2 concept check

3/1

2.3: Solve two-step linear equations and applications

*

4.1

 

T.E. margin p. 171 (concept check). Key #4-8. Address #29 throughout.  Obj. 2.2 is addressed DC

3/3

2.3: Solve multi-step linear equations & applications.

 

4.2

 

Key problems #37-39.                                                                           Obj. 2.2 is addressed

3/6

2.3: Solve equations involving negative coefficients

 

4.3

 

#35-38 solving strategies (verbal and algebraic models, tables, and graphs)     Obj. 2.2 is addressed

3/8

2.3: Solve equations involving distributive property

*

4.4

 

Scaffold geometry applications in #28-31 in class discussions.                     Obj. 2.2 is addressed

3/10

2.3: Solve equations with variables on both sides

 

4.5

 

Scaffold geometry applications in #19-21 in class discussions.                     Obj. 2.2 is addressed

3/13

2.3: Use tables, graphs, and rules to model situations

 

4.6

 

Plant Growth as a class. Small group presentations #5-19.                          Obj. 1.3 is addressed

3/15

2.3: Solve equations involving decimals

 

4.7

 

T.E. p199 (concept check). Key #29-32 rounding and reasonableness             Obj. 2.2 is addressed

3/17

2.2: Solve multi-step linear inequalities

 

9.8

 

T.E. p485 Reinforce ex-3. Key #37-38. revisit consecutive integers after mastering 9.6 and 9.7

                           INTERSESSION – BREAK:                                                                                         PACKET DISTRIBUTED

4/17

2.2: Solve linear inequalities  ( + & - )

*

9.6

 

Emphasize #5-7 and 16-20 to show equivalent inequalities.

↓

2.2: Solve linear inequalities  ( x & Έ )

*

9.7

 

T.E. p481 (concept check). Key example 3

↓

2.2: Solve multi-step linear inequalities (review)

 

9.8

 

T.E. p485 Reinforce ex-3. Key #37-38. revisit consecutive integers after mastering 9.6 and 9.7

4/19

1.3: Represent functions with tables and rules

 

11.1

 

Use Extra Example 4. Key questions #12, 13, 21, 22.

4/21

2.1: Relate linear functions to their graphs

 

11.3

 

Note study tips on pp. 571-572. Consider addressing verbal problems as group presentations.

↓

2.1: Use tables to model relations: ordered pairs

 

 

 

Supplement M7-4 develops understanding of problems 35-40 in 3.8.            Obj. 1.3 is addressed

4/24

2.1: Relate linear functions to their graphs

 

11.3

 

Note study tips on pp. 571-572. Consider addressing verbal problems as group presentations.

↓

2.3, 2.4,: Model and solve problems in context

 

 

-100

Consider using a performance assessment on functions.

↓

1.3: Model functions with table or equation

 

 

118

Reinforce the concept of function through a real-life situation of urban rescue.

↓

1.3: Model functions with a graph

 

 

121

Create a “location grid” and interpret a graph in context. Graphing technology opportunity, p. 123.

4/26

2.1: Identify intercepts on graphs

 

11.4

 

Key problems #21, 22.

4/28

2.4: Slope & rate of change in linear equation

 

11.5

 

Use additional resources to develop concept (a hands-on activity).                 Obj. 2.1 is addressed

                                              STUDY                                    CST -  California Standards Test                                    5/1 – 5/4                                  STUDY

5/5

2.1: Relate linear functions to graphs 11.1/11.3 review

 

11.3

 

Note study tips on pp. 571-572. Consider addressing verbal problems as group presentations.

↓

1.5, 2.4 Determine slope through patterning

 

11.6

 

Graph to create the visual concept of slope, and to support the numeric concept of slope.          DC

5/8

2.4: Give meaning to slope-intercept

 

11.6

 

Key problems #19-27 (justify graphs) and #30-32 (justify equations).

5/10

1.4: Algebra terminology: graphic & rule models

 

11.2

 

T.E. p568 (concept check). Key #41. Note Study Tip                                Obj. 1.3 is addressed

5/12

2.5: Represent problems involving rate of change

*

11.7

 

T.E. p594 (Math Reasoning) Key problem #16.                                Objs. 2.3 and 2.4 addressed

5/15

2.3 – 2.5: Practical application of linear model

 

11.7

 

 

5/17

Review for Chapter 11  11.1 – 11.6

 

Ch11

 

 

5/19

4.3: Develop surface area formulas prisms, cylinders

 

10.3

 

Geometric Formulas Illustrated.                                                                                    DC

5/23

Review

For

EOC

 

 

 

 

 

5/24

 

 

 

 

 

5/25

 

 

 

 

 

5/31

EOC

Benchmarks

 

 

 

 

 

6/2

 

 

 

 

 

6/6

                       End of Course Exam (EOC)                                                                                               Benchmarks Assessments for Math 7-2

6/8 – 6/15: Prepare for Math 8-1

Classroom Contributors are Contributors with Class