Curriculum & Grade 6: Pre-AP/Pre-Algebra. Martinsville City Public Schools. Revised Summer Updated Summer 2014 TJV

Transcription

1 Curriculum & Grade 4: Pacing Mathematics Guide Grade 6: Pre-AP/Pre-Algebra Martinsville City Public Schools Revised Summer 2011 Updated Summer 2014 TJV

2 Martinsville City Public Schools Plan of Action The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum work. Also, an emphasis was placed on the integration of 21 st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools Core curriculum prepares students to achieve these 21 st Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community. Standard benchmark along with project-based and end of year SOL tests are administered to ensure mastery of the concepts. PALS are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using and STAR Reading, is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year. Curriculum Guide OVERVIEW The Martinsville City Public Schools Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum s Big Ideas, Strategies, Model lessons, & Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading for each subject and grade level. 21 st Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL s. Two symbols will be used to denote the 21st Century Focus: This symbol is used through to denote a 21 st Century skill. This symbol is used throughout to denote a 21 st Century Global Connection.

3 Learning Overview The Sixth Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for sixth grade mathematics. The standards are organized into 6 strands: Number/Number Sense: The focus of instruction allows students to master rational numbers, develop an understanding of integers and rational numbers, develop an understanding of the properties of operations on real numbers, and use a variety of representations to develop proportional reasoning. Computation and Estimation: The focus of instruction allows students to develop conceptual and algorithmic understanding of operations with integers and rational numbers, develop and refine estimation strategies, learn to make sense of the mathematical tools they use, and reinforce skills with operations through problem solving and application. Measurement: The focus of instruction allows students to develop measurement skills that provide a natural context and connection among mathematics concepts, measure objects physically and develop understanding of the concepts and processes of measurement, and use concrete materials and practical situations to examine perimeter, area and volume. Geometry: The focus of instruction allows students to expand informal elementary geometrical experiences, learn geometric relationships, apply their understanding of perimeter and area to build conceptual understanding, and explore and develop an understanding of the Pythagorean Theorem. Probability and Statistics: The focus of instructions allows students to develop and awareness of the power of data analysis and probability, explore methods of data collection and use of technology, and explore experimental and theoretical probability. Patterns, Functions, and Algebra: The focus of instruction allows students to extend their knowledge of patterns, learn to use algebraic concepts and terms appropriately, learn to solve equations by using concrete materials, and learn to represent relations by using ordered pairs, tables, rules, and graphs. Curriculum Big Ideas The organizing topics, big ideas, or strands under which student learning is organized and the Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Understandings what we want students to understand about this idea, topic, or concept Knowledge What students must know in order to develop this understanding Skills What students must be able to do in order to demonstrate that understanding, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.) Examples of formative and summative for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based, and other assessment resources. Standards of Learning that meet the criteria for 21 st Century skills will be identified by this symbol Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

4 Learning Targets at a Glance 6 th Grade Math First Quarter 8/13-10/ Ratios 7.4 Proportional Reasoning 7.6 Proportions-plane figures 6.2 Rational Numbers 6.3 Integers/Absolute Value 7.3 Add/Subt/Mult/Divide Integers 7.1e Absolute value rational numbers 6.4 Mult./Divide fractions 6.5 Positive Exponents/perfect square 7.1 Scientific Notation and Real Numbers 6.6 Mult./Divide fractions & mixed Number Second Quarter 10/16-12/ Solve single-step & multi-step problems 6.8 Order of Operations 7.16 Properties of Operations w/real Number 7.13 Algebraic Expressions 6.9 Measurement-ballpark comparisons 6.10 Circles/area & perimeter/volume and Surface 7.5 a-b Surface Area/Volume-cylinders & Rectangular Prisms 6.11 Ordered pairs Third Quarter 1/8-3/ Congruency 6.13 Properties of quadrilaterals 7.7 Compare/Contrast quadrilaterals 7.8 Transformations of polygons 6.14 Circle graphs 7.11 Histograms compare to other graphs 7.12 Relationships: tables, graphs, rules, words 6.15 Mean as a balance point Fourth Quarter 3/14-5/ Dependent & Independent events in Probability 7.9 Experimental/Theoretical Probability 7.10 Probability of Compound Events 6.17 Sequences 7.2 Sequencing w/variable expressions 6.18 Linear equations/one-step 7.14 One to two-step linear equations 6.20 Inequalities 7.15 One-step Inequalities 6.19 Properties of operations 7.16 Properties of Operations/Real Numbers Grade 6 Mathematics Test Blueprint Summary Table 50 question test Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

5 21 st Century Internet Safety Procedures 1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should ically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.

6 SOL 6.1 The student will describe and compare data, using rations, and will use appropriate notations such as a/b, a to b, and a:b Ratio Corresponding 6.1 Field Goals, Balls, and Nets ARDT (target date Jan. 1 st mathematical communication, mathematical reasoning, connections, and representation to Describe a relationship within a set by comparing part of the set to the entire set Describe a relationship between two sets by comparing part of one set to a corresponding part of the other set Describe a relationship between two sets by comparing all of the one set to all of the other set. Describe a relationship within a set by comparing one part of the set to another part of the same set. Represent a relationship in words that makes a comparison by using the notations a/b, a:b, and a to b. Create a relationship in words for a given ratio expressed symbolically. Notations ESS Graphic Organizer M&M Candies Or Skittles AA.1 AA.9 Chapter Ratio/Proportions SOL 6.1

7 SOL 7.4 The student will solve single-step and multistep practical problems, using proportional reasoning. Proportions Equality 7.4 -Sales Tax and Tip -Proportions ARDT (target date Jan. 1 st mathematical communication, mathematical reasoning, connections, and representation to Write proportions that represent equivalent relationships between two sets. Solve a proportion to find a missing term. Apply proportions to convert units of measurement between the U.S. Customary System and the metric system. Calculators may be used. Apply proportions to solve practical problems, including scale drawings. Scale factors shall have denominators no greater than 12 and decimals no less than tenths. Calculators may be used. Using 10% as a benchmark, mentally compute 5%, 10%, 15%, or 20% in a practical situation such as tips, tax, and discounts. Solve problems involving tips, tax, and discounts. Limit problems to only one percent computation per problem. ratios Tips Tax Discounts 7.4 Percents SOL 7.4

8 1 st SOL 7.6 The student will determine whether plane figures-quadrilaterals and triangles- are similar and write proportions to express the relationships between corresponding sides of similar figures mathematical communication, mathematical reasoning, connections, and representation to Identify corresponding sides and corresponding and congruent angles of similar figures using the traditional notation of curved lines for the angles. Write proportions to express the relationships between the lengths of corresponding sides of similar figures. Determine if quadrilaterals or triangles are similar by examining congruence of corresponding angles and proportionality of corresponding sides. Given two similar figures, write similarity statements using symbols such as ΔABC~ΔDEF, A corresponding to D, and AB corresponds to DE Quadrilaterals Triangles Proportions Corresponding Congruent Curved lines 7.6 Similar Figures 7.6 Ratio/Proportions ARDT (target date Jan. SOL 7.6

9 Content: Mathematics Grade 6 1 st SOL 6.2 The student will a) Investigate and describe fractions, decimals and percents as ratios b) Identify a given fraction, decimal, or percent from a representation c) Demonstrate equivalent relationships among fractions, decimals, and percents d) Compare and order fractions, decimals, and percents mathematical communication, mathematical reasoning, connections, and representation to Identify the decimal and percent equivalents for numbers written in fraction form including repeating decimals Represent fractions, decimals, and percents on a number line Describe orally and in writing the equivalent relationships among decimals, percents, and fractions that have denominations that are factors of 100. Represent, by shading a grid, a fraction, decimal, and percent Represent in fraction, decimal, and percent form a given shaded region of a grid Compare two decimals through thousandths using manipulatives, pictorial representations, number lines and symbols(see framework for symbols) Compare two fractions with denominations of 12 or less using manipulatives, pictorial representations, numberlines, and symbols (see framework for symbols) Compare two percents using pictorial representations and symbols Fractions Decimals Percents Equivalent Rational Number Cards Large Numberline r Converting Rational Numbers Chart Representing Rational Numbers Cards Compass Learning AA.11 AA Rational Speed Matching Chapter 5-6, 5-7, 10-4, Comparing and Ordering 6.2 Percents 6.2 Ratio/Proportion Buckle Down ARDT (target date Jan. SOL 6.2

10 1 st SOL 6.3 The student will a.) Identify and represent integers b.) Order and compare integers c.) Identify and describe absolute value of integers Identify an integer represented by a point on a number line Represent integers on a number line Order and compare integers using a number line Compare integers, using mathematical symbols (<,=,>). Identify and describe the absolute value of an integer. Integers Positive Integers Negative Integers Absolute Value Rational Number Real Number Whole Number Numberline Index cards or Cardstock Scissors Rational Number Flow Chart Number line clearly denoting zero Whiteboards C.1 C Ground Zero Course 1 Chapter 8-1 Course 2 Chapter Integers SOL 6.3 Natural Number Markers Erasers Counting Number

11 1 st SOL 7.3 The student will a.) Model addition, subtraction, multiplication and division of integers b.) Add, subtract, multiply and divide integers. Model addition, subtraction, multiplication and division of integers using pictorial representations of concrete manipulatives. Add, subtract, multiply and divide integers. Simplify numerical expressions involving addition, subtraction, multiplication and division of integers using order of operations. Solve practical problems involving addition, subtraction, multiplication, and division with integers. Integers Numberline Two-color counters Algeblocks Calculators 7.3 -Integers: Multiplication/Division -Integers: Addition/Subtraction 7.3 Integers SOL 7.3

12 1 st SOL 6.4 The student will demonstrate multiple representations of multiplication and division of fractions Demonstrate multiplication and division of fractions using multiple representations Model algorithms for multiplying and dividing with fractions using appropriate representations Fractions Divisior Dividend Algorithms Arrays Numberline V.1 V Modeling Division of Fractions 6.4 Modeling Multiplication of Fractions 6.4 Fractions SOL 6.4

13 1 st SOL 6.5 The student will investigate and describe concepts of positive exponents and perfect squares Recognize and describe patterns with exponents that are natural numbers, by using a calculator Recognize and describe patterns of perfect squares not to exceed 20( to the power of 2), by using grid paper, square tiles, tables, and calculators Recognize powers of ten by examining patterns in a place value chart: (see framework for examples) Exponential Notations Base Exponent Power Perfect Square Natural Numbers Perfect Square Charts Perfect Square Grids Multiplication Tables Square Tiles Calculators E.1 E.3 E.9 E Perfecting Squares Course 2 Chapter 11-1 N/A SOL 6.5 Cubes Grid Paper

14 1 st SOL 7.1 The student will a.) Investigate and describe the concept of negative exponents for powers of ten b.) Determine scientific notation for numbers greater than zero c.) Compare and order fractions, decimals, percents and numbers written in scientific notation d.) Determine square roots e.) Identify and describe absolute value for rational numbers mathematical communication, mathematical reasoning, connections, and representation to Recognize powers of 10 with negative exponents by examining patterns Write a power of 10 with a negative exponent in fraction and decimal form Write a number greater than 0 in scientific notation Compare and determine equivalent relationships between numbers larger than 0 written in scientific notation Represent a number in a fraction, decimal, and percent forms. Compare, order, and determine equivalent relationships among fractions, decimals, and percents. Decimals are limited to the thousandths place, and percents are limited to the tenths place. Ordering is limited to no more than 4 numbers. Order no more than 3 numbers greater than 0 written in scientific notation Determine the square root of a perfect square less than or equal to 400. Exponential Notations Base Exponent Power Perfect Square Natural Numbers Fraction Bars Base-10 Blocks Fraction Circles Graph Paper Numberlines Calculators 7.1 -Powers of Ten -Scientific Notation -Ordering Fractions -Square Roots -Absolute Value 7.1c Comparing and Ordering 7.1b Whole Numbers SOL 7.1

15 1 st SOL 6.6 The student will a.) Multiply and divide fractions and mixed numbers b.) Estimate solutions and then solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division Multiply and divide with fractions and mixed numbers. Answers are expressed in simplest form. Solve single-step and multistep practical problems that involve addition and subtraction with fractions and mixed numbers, with and without regrouping that include like and unlike denominators of 12 or less. Answers are expressed in simplest form. Solve single-step and multistep practical problems that involve multiplication and division with fractions and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form. Simplify Simplest Form Inverse Operations Plain paper for foldable-see foldables Colored pencils Calculators v.1 v Modeling multiplication of Fractions 6.6 Modeling division of fractions Course 1 Chapter 6-3 thru thru Fractions SOL 6.6

16 2nd SOL 6.7 The student will solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of decimals, Solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with decimals expressed to thousandths with no more than two operations. Estimation Calculators Newspapers and/or ads from magazines Shopping List Chart Paper Markers M.1 M Practical problems involving Decimals Course 1 Chapter 3-4, 6-2, 7-1 N/A SOL 6.7 Practical problems involving decimals (handout)

17 2 nd SOL 6.8 The student will evaluate whole number numerical expressions, using the order of operations. Simplify expressions by using the order of operations in a demonstrated stepby-step approach. The expressions should be limited to positive values and not include braces {} or absolute value Order of Operations Evaluate Exponential Expressions Parentheses Brackets Braces Number Cubes Order of Operations Recording Sheet N/A 6.8 Order Up Course 1 Chapter 1-5 Course 2 Chapter Order of Operations and Properties SOL 6.8

18 2 nd SOL 7.16 The student will apply the following properties of operations with real numbers: a.) the commutative and associative properties for addition and multiplication b.) the distributive property c.) the additive and multiplicative identity properties d.) the additive and multiplicative inverse properties e.) the multiplicative property of zero Identity properties of operations used in simplifying expressions Apply the properties of operations to simplify expressions Zero Commutative Property Associative Property Multiplicative Identity Properties Multiplicative Inverse Property Property of Zero Distributive Property 7.16 Properties 7.16 Order of Operations and Properties SOL 7.16

19 2 nd SOL 7.13 The student will a.) Write verbal expressions as algebraic expressions and sentences as equations and vice versa b.) Evaluate algebraic expressions for given replacement values of the variables Write verbal expressions as algebraic expressions. Expressions will be limited to no more than 2 operations Write verbal sentences as algebraic equations. Equations will contain no more than 1 variable term. Translate algebraic expressions and equations to verbal expressions and sentences. Expressions will be limited to no more than 2 operations. Identify examples of expressions and equations. Apply the order of operations to evaluate expressions for given replacement values of the variables. Limit the number of replacements to no more than 3 per expression. Verbal Expression Algebraic Expression 7.13 Translate and Evaluate N/A 7.13 Patterns, Function, Algebra SOL 7.13

20 2 nd SOL 6.9 The student will make ballpark comparisons between measurements in the U.S. Customary Systems of measurement and measurements in the metric system. Estimate the conversion of units of length, weight/mass, volume, and temperature between the U.S. Customary system and the metric system by using ballpark comparisons. Estimate measurements by comparing the object to be measured against Measure Conversions Length Weight Mass Volume Temperature Thermometer Ruler Scale Measuring devices N/A 6.9 Measuring Mania Chapters 1.8 thru thru thru 9.7 N/A SOL 6.9 U.S. Customary Metric

21 2 nd SOL 6.10 The student will a.) as the ratio of the circumference of a circle to its diameter b.) Solve practical problems involving circumference and area of a circle, given the diameter or radius c.) Solve practical problems involving area and perimeter d.) Describe and determine the volume and surface area of a rectangular prism mathematical communication, mathematical reasoning, connections, and representation to Derive an approximation for pi (3.14 or 22/7) by gathering data and comparing the circumference to the diameter of various circles, using concrete materials or computer models. Find the circumference of a circle by substituting a value for the diameter or the Area Perimeter Circumference Volume Pi Diameter Radius Z.12 Z.22 Z.23 Z.27 Z Going the Distance 6.10 Out of the Box Chpt. 4-3, 4-5, , a, b Circles 6.10 d 3-D Geometry SOL 6.10 Find the area of a circle by using the formula Apply formulas to solve practical problems involving area and perimeter of triangles and rectangles. Create and solve problems that involve finding the circumference and area of a circle when given the diameter or radius. Solve problems that require finding the surface area of a rectangular prism, given a diagram of the prism. Solve problems that require finding the volume of a rectangular prism given a diagram of the prism. Rectangular Prism

22 2 nd SOL 7.5 The student will a.) Describe volume and surface area of cylinders b.) Solve practical problems involving the volume and surface area of rectangular prisms and cylinders c.) Describe how changing one measured attribute of a rectangle prism affects its volume and surface area mathematical communication, mathematical reasoning, connections, and representation to Determine if a practical problem involving a rectangular prism or cylinder represents the application of volume or surface area Find the surface area of a rectangular prism Solve practical problems that require finding the surface area of a rectangular prism. Find the surface area of a cylinder Solve practical problems that require finding the surface area of a cylinder Find the volume of a rectangular prism Solve practical problems that require finding the volume of a rectangular prism Find the volume of a cylinder Solve practical problems that require finding the volume of a cylinder Describe how the volume of a rectangular prism is affected when one measured attribute is multiplied by a scald factor. Problems will be limited to changing attributes by scale factors only Describe how the surface area of a rectangular prism is affected when one measured attribute is multiplied by a scale factor. Problems will be limited to changing attributes by scale factors only. Surface Area Volume Rectangular Prism 7.5 -Surface Area and Volume of a Cylinder -Volume of a Rectangular Prism -Surface Area of a Rectangular Prism -Attributes of a Rectangular Prism D Geometry SOL 7.5

23 2 nd SOL 6.11 The student will a.) Identify the coordinates of a point in a coordinate plan b.) Graph ordered pairs in a coordinate plane mathematical communication, mathematical reasoning, connections, and representation to Identify and label the axes of a coordinate plane Identify and label the quadrants of a coordinate plane Identify the quadrant or the axis on which a point is positioned by examining the coordinates (ordered pairs) of the point Graph the ordered pairs represented by points in the four quadrants and on the axes of a coordinate plane. Identify ordered pairs represented by points in the four quadrants and on the axes of the coordinate plane. Relate the coordinate of a point to the distance from each axis and relate the coordinates of a single point to another point on the same horizontal or vertical line. Coordinate Plane Point Ordered pairs Axes y-axis x-axis quadrants Q.1 Q What s the point? Chpt a Patterns,Functions, Algebra SOL 6.11

24 3 rd SOL 6.12 The student will determine congruence of segments, angles, and polygons. Characterize polygons as congruent and noncongruent according to the measures of their sides and angles. Determine the congruence of segments, angles, and polygons given their attributes Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving practical and mathematical problems. Coordinate Segments Angles Polygons Congruent Noncongruent Z.14 Z Side to Side Course 1 Chpt b 6.12 Polygons SOL 6.12

25 3 rd SOL 6.13 The student will describe and identify properties of quadrilaterals. Sort and classify polygons as quadrilaterals, parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties. Properties include number of parallel sides, angle measures and number of congruent sides. Identify the sum of the measures of the angles of a quadrilateral as 360º Quadrilaterals Parallelograms Rectangles Trapezoids Kites Rhombi Squares Congruent Bases Legs Protractor Z.2, Z.9 Z Exploring Quadrilaterals Course 1 Chpt Polygons SOL 6.13

26 3 rd SOL 7.7 The student will compare and contrast the following quadrilaterals based on properties: parallelogram, rectangle, square, rhombus, and trapezoid Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid Identify the classification(s) to which a quadrilateral belongs, using deductive reasoning and inferences. Quadrilaterals Parallelograms Rectangles Trapezoids Rhombi Squares 7.7 Quadrilateral Sort 7.7 Polygons SOL 7.7

27 SOL 7.8 The student, given a polygon in the coordinate plane, will represent transformations (reflection, dilations, rotations. And translations) by graphing in the coordinate plane. Transformations Reflections Dilations Rotations Translations Right triangle 7.8 -Rotation -Dilation -Translation and Reflection 3 rd Identify the coordinates of the image of a right triangle or rectangle that has been translated either vertically, horizontally, or a combination of a vertical and horizontal translation Identify the coordinates of the image of a right triangle or rectangle that has been rotated 90º or 180º about the origin Identify the coordinates of the image of a right triangle or rectangle that has been reflected over the x- or y- axis Sketch the image of a right triangle or rectangle translated vertically or horizontally Sketch the image of a right triangle or rectangle that has been rotated 90º or 180º about the origin Sketch the image of a right triangle or rectangle that has been reflected over the x- or y-axis Sketch the image of a dilation of a right triangle or rectangle limited to a scale factor of ¼,½, 2,3,or 4 Rectangle 7.8 Polygons SOL 7.8

28 3 rd SOL 6.14 The student given a problem situation, will a.) Construct circle graphs b.) Draw conclusions and make predictions, using circle graphs c.) Compare and contrast graphs that present information from the same data set. Collect, organize, and display data in circle graphs by depicting information as fractional Draw conclusions and make predictions about the data presented in a circle graph Compare and contrast data presented in a circle graph with the same data represented in other graphical forms. Circle graph Z.14 Z.15 R.12, R May I have fries with that? N/A 6.14 a,b Statistics Lessons SOL 6.14

29 3 rd SOL 7.11 The student given data in a practical situation, will a.) Construct and analyze histograms b.) Compare and contrast histograms with other types of graphs presenting information from the same data Collect, analyze, display, and interpret a data set using histograms. For collection and display of raw data, limit the data to 20 items Determine patterns and relationships within data sets (e.g., trends) Make inferences, conjectures, and predictions based on analysis of a set of data Compare and contrast histograms with line plots, circle graphs, stem-and-leaf plots presenting information from the same data set Circle graph 7.11 Numbers in a Name N/A 7.11 Statistics SOL 7.11

30 3 rd SOL 7.12 The student will represent relationships with tables, graphs, rules, and words Describe and represent relations and functions, using tables, graphs, rules, and words, Given on representation, students will be able to represent the relation in another form. Table Graph Rule 7.12 Relationships Round Table N/A 7.12 Patterns, Functions, Algebra SOL 7.12

31 3 rd SOL 6.15 The student will a.) Describe the mean as balance point b.) Decide which measure of center is appropriate for a given purpose Find the mean for a set of data Describe the three measures of center and a situation in which each would best represent a set of data Identify and draw a number line that demonstrates the concept of mean as balance point for a set of data. Mean Balance Point S.1 S Balancing Act Chpt. 2-6 N/A Lesson 28 SOL 6.15

32 4 th SOL 6.16 The student will a.) Compare and contrast dependent and independent events b.) Determine probabilities for dependent and independent events Determine whether two events are dependent or independent Compare and contrast dependent and independent events Determine the probability of two dependent events Determine the probability of two independent events. Dependent event Independent event Outcome Probability S.1 S It Could Happen Chpt. C.1 C a, b Probability SOL 6.16

33 4 th SOL 7.9 The student will investigate and describe the difference between the experimental probability and theoretical probability of an event. Determine the theoretical probability of an event Determine the experimental probability of an event Describe changes in the experimental probability as the number of trials increases Investigate and describe the differences between the probability of an event found through experiment or simulation versus the theoretical probability of that same event Experimental Probability Theoretical Probability 7.9 What are the Chances? 7.9 Probability SOL 7.9

34 4 th SOL 7.10 The student will determine the probability of compound events, using the Fundamental (Basic) Counting Principle Compute the number of possible outcomes by using the Fundamental (Basic) Counting Principle Determine the probability of a compound event containing no more than 2 events Fundamental Counting Principle 7.10 The Real Meal Deal 7.10 Probability SOL 7.10

35 4 th SOL 6.17 The student will identify and extend geometric and arithmetic sequences. Investigate and apply strategies to recognize and describe the change between terms in arithmetic patterns Investigate and apply strategies t recognize and describe geometric patterns Describe verbally and in writing the relationships between consecutive terms in an arithmetic or geometric sequence Extend and apply arithmetic and geometric sequences to similar situations. Extend arithmetic and geometric sequences in a table by using a given rule or mathematical relationship. Compare and contrast arithmetic and geometric sequences. Identify the common difference for a given arithmetic sequence Identify the common ratio for a given geometric sequence. Pattern T.1 T Growing patterns and sequences Course 1 Chpt Patterns, Function and Algebra Lesson 30 SOL 6.17

36 4 th SOL 7.2 The student will describe and represent arithmetic and geometric sequences using variable expressions Analyze arithmetic and geometric sequences to discover a variety of patterns Identify the common differences in a n arithmetic sequence Identify the common ration in a geometric sequence Given an arithmetic or geometric sequence, write a variable expression to describe the relationship between two consecutive terms in the sequence Common ration Common differences Sequences Numeric patterns Geometric sequences 7.2 Arithmetic and Geometric Sequences 7.2 Pattern, Functions, Algebra SOL 7.2

37 4 th SOL 6.18 The student will solve one-step linear equations in one variable involving whole number coefficients and positive solutions. Represent and solve one-step equation, using a variety of concrete materials such as colored chips, algebra tiles, or weights on a balance scale. Solve a one-step equation by demonstrating the steps algebraically. Identify and use the following algebraic terms appropriately: equations, variable, expression, term, and coefficient. Equations Variable Expression Term Coefficient Colored chips Algeblocks Balance scale P Equations 6.18 Balanced Course 1 Chpt. 1-6 thru thru Patterns, Funtion, Algebra SOL 6.18

38 SOL 7.14 The student will a.) Solve one-and two-step linear equations in one variable b.) Solve practical problems requiring the solution of one-and two-step linear equations Linear Equation 7.14 Equations N/A 7.14 Patterns, Function, Algebra SOL th Represent and demonstrate steps for solving one-and two-step equations in one variable using concrete materials, pictorial representations and algebraic sentences Solve one-and two-step linear equations in one variable Solve practical problems that require the solution of a one- or two-step linear equation

39 4 th SOL 6.20 The student will graph inequalities on a numberline. Given a simple inequality with integers, graph the relationship on a numberline Given the graph of a simple inequality with integers, represent the inequality two different ways using symbols (,, >, <) Inequalities Variable Colored chips Algeblocks Balance scale A.8 (4 th grade) 6.20 Give or Take a Few Course 2 N/A ARI Companion N/A Lesson 32 SOL 6.20

40 4th SOL 7.15 The student will a.) Solve one-step inequalities in one variable b.) Graph solutions to inequalities on the numberline c.) Represent and demonstrate steps in solving inequlaities in one variable using concrete materials, pictorial representations and algebraic sentences Graph solutions to inequalities on the number line. Identify a numerical value that satisfies the inequality Inequalities 7.15 Inequalities N/A 7.15 SOL 7.15

41 4 th SOL 6.19 The student will investigate and recognize a.) The identity properties for addition and multiplication b.) The multiplicative property of zero c.) The inverse property for multiplication Identify a real number equation that represents each property of operations with real numbers, when given several real number equations Test the validity of properties by using examples of the properties of operations on real numbers Identify the property of operations with real numbers that is illustrated by real number equations Commutative Property Distributive Property Associative Property Property of zero Colored chips Algeblocks Balance scale I.3 K Pick and Choose Course 1 Chpt a,b,c Patterns, Function, Algebra Lesson 32 SOL 6.19