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1. Use models and
visual representation to develop the concept of ratio as
part-to-part and part-to-whole, and the concept of percent as
part-to-whole.
LINK:
http://www.math.com/school/subject1/lessons/S1U2L1GL.html
LINK:
http://www.aaamath.com/B/pct.htm
2. Use various forms of “one” to demonstrate the equivalence
of
fractions;
e.g.,
=
x
=
x
.
LINK:
http://www.visualfractions.com/
LINK:
http://www.funbrain.com/fract/
LINK: http://www.aaamath.com/B/fra.htm
3. Identify and
generate equivalent forms of fractions, decimals and percents.
LINK:
http://www.aaamath.com/B/pct.htm
LINK: http://www.visualfractions.com/
LINK:
http://www.funbrain.com/fract/
LINK: http://www.aaamath.com/B/dec.htm
LINK:
http://www.aaamath.com/B/fra.htm
4. Round decimals
to a given place value and round fractions (including mixed numbers)
to the nearest half.
LINK: http://www.aaamath.com/B/dec.htm
LINK:
http://www.sparknotes.com/math/prealgebra/decimals/
LINK:
http://www.aaamath.com/B/fra.htm
5. Recognize and
identify perfect squares and their roots.
LINK:
http://www.maths.soton.ac.uk/staff/Dewynne/squareroots.html
6. Represent and
compare numbers less than 0 by extending the number line and using
familiar applications; e.g., temperature, owing money.
LINK: http://aaamath.com/B/cmp.htm
7. Use
commutative, associative, distributive, identity and inverse
properties to simplify and perform computations.
LINK: http://aaamath.com/B/pro.htm
LINK: http://www.loisterms.com/lois9.htm
(commutative
property)
LINK: http://www.oswego.org/mtestprep/math8/b/commutative_addition.cfm.cfm
(commutative
property of addition)
LINK: http://home.europa.com/~paulg/mathmodels/commutative.html
(commutative
property of addition and multiplication)
LINK: http://www.loisterms.com/lois10.htm (associative property)
LINK: http://www.oswego.org/mtestprep/math8/b/associative_addition.cfm (associative
property
of addition)
LINK: http://home.europa.com/~paulg/mathmodels/associative.html (associative property of addition and multiplication)
LINK: http://www.loisterms.com/lois11.htm (distributive property)
LINK: http://home.europa.com/~paulg/mathmodels/distributive.html (distributive property)
8. Identify and
use relationships between operations to solve problems.
9. Use order of
operations, including use of parentheses, to simplify numerical
expressions.
LINK: http://www.funbrain.com/algebra/
LINK: http://www.mathgoodies.com/lessons/vol7/order_operations.html
10.
Justify why fractions need common denominators to be added or
subtracted.
LINK: http://www.visualfractions.com/
11.
Explain how place value is related to addition and
subtraction of decimals; e.g., 0.2 + 0.14; the two tenths is added
to the one tenth because they are both tenths.
LINK: http://www.aaamath.com/B/dec.htm
11.
Use
physical models, points of reference, and equivalent forms to add
and subtract commonly used fractions with like and unlike
denominators and decimals.
LINK: http://www.visualfractions.com/
LINK: http://www.aaamath.com/B/dec.htm
12. Estimate
the results of computations involving whole numbers, fractions and
decimals, using a variety of strategies.
LINK: http://www.aaamath.com/B/est27bx2.htm (addition)
LINK:
http://www.aaamath.com/B/est28bx2.htm
(subtraction)
LINK: http://www.aaamath.com/B/est73ax2.htm (front end-sums)
LINK: http://www.aaamath.com/B/est73ax3.htm (front
end-differences)
Measurement
Standard
1. Identify and
select appropriate units to measure angles; i.e., degrees.
LINK: http://www.aaamath.com/B/mea.htm
2. Identify paths
between points on a grid or coordinate plane and compare the lengths
of the paths; e.g., shortest path, paths of equal length.
3. Demonstrate and
describe the differences between covering the faces (surface area)
and filling the interior (volume) of three-dimensional objects.
LINKS: http://www.math2.org/math/geometry/areasvols.htm (formulas)
4. Demonstrate
understanding of the differences among linear units, square units
and cubic units.
LINK: http://www.ptpleasantbch.k12.nj.us/sgonzalez/perfect.html
5. Make
conversions within the same measurement system while performing
computations.
LINK: http://regentsprep.org/Regents/math/meteng/LesEng.htm
LINK: http://www.howe.k12.ok.us/~jimaskew/bmetric.htm
LINK: http://regentsprep.org/Regents/math/meteng/LesMetr.htm (metric)
LINK: http://aaamath.com/B/cmp.htm
6. Use strategies
to develop formulas for determining perimeter and area of triangles,
rectangles and parallelograms, and volume of rectangular prisms.
LINK: http://www.math2.org/math/geometry/areasvols.htm
(formulas)
LINK: http://www.math.com/tables/geometry/surfareas.htm
(formulas)
7.
Use benchmark angles (e.g.; 45º, 90º, 120º) to estimate
the measure of angles, and use a tool to measure and draw angles.
Geometry and Spatial Sense Standard
1. Draw circles,
and identify and determine relationships among the radius, diameter,
center and circumference; e.g., radius is half the diameter, the
ratio of the circumference of a circle to its diameter is an
approximation of π.
2. Use standard
language to describe line, segment, ray, angle, skew, parallel and
perpendicular.
LINK: http://www.mathleague.com/help/geometry/basicterms.htm (terms)
3. Label vertex,
rays, interior and exterior for an angle.
LINK: http://www.mathleague.com/help/geometry/angles.htm (terms)
4. Describe and
use properties of congruent figures to solve problems.
LINK: http://www.mathleague.com/help/geometry/angles.htm (terms)
LINK: http://www.mathleague.com/help/geometry/coordinates.htm
5. Use physical
models to determine the sum of the interior angles of triangles and
quadrilaterals.
LINK: http://aaamath.com/B/geo612x5.htm (triangles)
LINK: http://aaamath.com/B/geo612x3.htm (quadrilaterals)
6. Extend
understanding of coordinate system to include points whose x
or y values may be
negative numbers.
7. Understand that
the measure of an angle is determined by the degree of rotation of
an angle side rather than the length of either side.
8. Predict what
three-dimensional object will result from folding a two-dimensional
net, then confirm the prediction by folding the net.
Patterns,
Functions and Algebra Standard
1.
Justify a general rule for a pattern or a function by using
physical materials, visual representations, words, tables or graphs.
LINK: http://aaamath.com/B/pat.htm
2. Use calculators
or computers to develop patterns, and generalize them using tables
& graphs.
LINK: http://aaamath.com/B/pat.htm
3. Use variables
as unknown quantities in general rules when describing patterns and
other relationships.
LINK: http://aaamath.com/B/pat.htm
4. Create and
interpret the meaning of equations & inequalities representing
problem situations.
LINK: http://aaamath.com/B/equ.htm
5. Model
problems with physical materials and visual representations, and use
models, graphs and tables to draw conclusions and make predictions.
6. Describe how
the quantitative change in a variable affects the value of a related
variable; e.g.,
describe
how the rate of growth varies over time, based upon data in a table
or graph.
Data Analysis and Probability Standard
1. Read, construct
and interpret frequency tables, circle graphs and line graphs.
LINK: http://nces.ed.gov/nceskids/graphing/
LINK: http://pittsford.monroe.edu/jefferson/calfieri/graphs/TabGraphMain.html
2. Select and use
a graph that is appropriate for the type of data to be displayed;
e.g., numerical vs. categorical data, discrete vs. continuous data.
LINK: http://nces.ed.gov/nceskids/graphing/
LINK: http://pittsford.monroe.edu/jefferson/calfieri/graphs/TabGraphMain.html
3. Read and
interpret increasingly complex displays of data, such as double bar
graphs.
4. Determine
appropriate data to be collected to answer questions posed by
students or teacher, collect and display data, and clearly
communicate findings.
5. Modify initial
conclusions, propose and justify new interpretations and predictions
as additional data are collected.
6. Determine and
use the range, mean, median and mode, and explain what each does and
does not indicate about the set of data.
LINK: http://aaamath.com/B/sta.htm
7. List and
explain all possible outcomes in a given situation.
8. Identify the
probability of events within a simple experiment, such as three
chances out of eight.
9. Use 0, 1 and
ratios between 0 and 1 to represent the probability of outcomes for
an event, and associate the ratio with the likelihood of the
outcome.
10.
Compare what should happen (theoretical/expected results)
with what did happen (experimental/actual results) in a simple
experiment.
11.
Make predictions based on experimental and theoretical
probabilities.
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