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Roselle Park School District
Mathematics Department
Course of Study
Math Grade 7 Honors
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MATH GRADE 7 HONORS
PRE-ALGEBRA
The purpose of this guide is to provide the instructor with a scope and sequence and the
course objectives. In order to understand how these objectives are to be achieved, a
sequence of topics is listed for each unit. Space is provided on each page to allow for
notes and recommendations. The New Jersey Core Curriculum Content Standards and the
New Jersey Core Course Proficiencies are infused throughout the units.
This guide applies to all students and meets the Affirmative Action guidelines.
Written by: Anne Marciano
Revised Summer 2007
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ROSELLE PARK PUBLIC SCHOOLS
MATHEMATICS PHILOSOPHY
Our children need to be well prepared for lives and careers in a technological
world and in a global economy. They need to be able to solve problem and reason
effectively. They need to use complex information and advanced tools. They need to
know and understand how to use and apply mathematics. These high standards will
benefit both our children and our society.
The Roselle Park High School Mathematics Curriculum will develop students’
understanding of concepts and help them to acquire essential skills. Their philosophy is
based upon the fact that all students possess the ability to be rational thinkers,
independent problem solvers, and efficient users of technology. Each student can achieve
success and pride while developing these skills. A comprehensive program has been
developed in a spiral and sequential format so those students will learn the many aspects
of mathematics and its applications. Emphasis will be placed on being actively involved
in learning mathematics, writing and talking about math, using critical thinking skills in
problem solving, using calculators, computers, and other mathematical tools of learning,
and achieving at a high level.
Consideration will be given to the individual student’s needs, interests, and
abilities. All students must develop and sharpen their skills, deepen their understanding
of mathematical concepts and processes, and hone their problem-solving, reasoning, and
communication abilities while using mathematics to make sense of, and solve,
compelling problem. For this to occur, rigorous mathematical content must be organized,
taught, and assessed in a problem-solving environment. The students will be challenged
to use math in meaningful ways, so that they come to realize how useful mathematics will
be in their lives. Moreover, the curriculum will also encourage the development of
positive attitudes and interests in mathematics, which will last a lifetime.
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Roselle Park Public Schools Educational Goals
GOALS
1. Communicate mathematically through written, oral, symbolic, and visual forms of
expression.
2. Understand the interrelationships of mathematical ideas and the roles that
mathematics plays in other disciplines and in life.
3. Use calculators, computers, manipulatives, and other mathematical tools to
enhance mathematical thinking and understanding.
4. Develop the ability to pose and solve mathematical problems in mathematics,
other disciplines, and everyday experiences.
5. Develop reasoning ability and become self-reliant, independent mathematical
thinkers.
6. Demonstrate high levels of mathematical thought through experiences which
extend beyond traditional computation, algebra, and geometry.
7. Develop an understanding of patterns, relationships, and functions, and use them
to represent and explain real world phenomena.
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MATHEMATICS DEPARTMENT
COURSE PROFICIENCIES
Pre-Algebra
I. Descriptions:
The objective of the seventh grade honors pre-algebra math is to aid students in
making the transition from elementary mathematics to more advanced high school
math courses. The curriculum lays the foundations for the studies of algebra,
geometry, and statistics. Basic operations with whole numbers, fractions,
decimals, and percents are reinforced and built upon. Students will also use
explorations, manipulatives, and technology to further understand concepts such
as solving equations and inequalities, graphing, geometry, and basic trigonometry.
Students will develop fluency with operations involving integers. A basic goal is
to improve problem-solving strategies while maintaining real-world relevance.
The pace of the course and the depth of topics covered will vary in accordance to
the level of the class.
Students are identified through tests and teacher recommendation.
II. Unit Topics:
Variables, Expressions, and Integers
Solving Equations
Multi-Step Equations and Inequalities
Factors, Fractions, and Exponents
Rational Numbers and Equations
Ratio, Proportion, and Probability
Percents
Linear Functions
Real Numbers and Right Triangles
Measurement, Area, and Volume
Data Analysis and Probability
Polynomials and nonlinear Functions
Angle Relationships and Transformations
NJ Ask Skills
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III Objectives:
Number and Numerical Operations
All students will develop number sense and will perform standard numerical operations
and estimations on all types of numbers in a variety of ways.
Express ratios as a fraction
Determine whether two ratios are equivalent
Find a ratio that is equivalent to a given ratio
Calculate the value of a variable as presented within a ratio
Write a proportion to model a given situation and then solve the proportion
Convert fractions to equivalent decimals and percents
Understand the concept of a percent greater than 100 and less than 1
Solve percent problems using the percent equation
Write and solve percent equations to model real life applications that include but
are not limited to interest, sales tax, discount, commission, and percent of
increase or decrease
Create a graphical model of a situation that will total 100 percent
Write numbers in scientific notation
Geometry and Measurement
All students will develop spatial sense and the ability to use geometric properties,
relationships, and measurements to model, describe and analyze phenomena.
Recognize the properties that make two figures similar
Use the properties of similarity to find the value of sides and angles in a pair of
similar figure
Prove two figures are similar
Create a mapping given a figure by applying various transformations including
rotation, translation, dilation and reflection
Graph figures on a coordinate plane
Create an image of a given figure using transformations and name the coordinates
of the image
Identify the sequence of transformations needed to map one figure into another
Determine the scale factor and find a specified measure on a scale drawing
Create a diagram that is a scale drawing of and actual location
Calculate the are of a triangle
Calculate the are of a trapezoid
Determine the perimeter and area of an irregular figure
Determine the complement and supplement of a given angle
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Identify the relationship between vertical angles and use that relationship to find
the value of various angles.
Draw the next stage in a given fractal
Solve problems requiring calculations that involve different units of measure
within a measurement system
Utilize the reference sheet provide by the state of New Jersey to solve problems
Patterns and Algebra
All students will represent and analyze relationships among variable quantities and solve
problems involving functions, and algebraic concepts and processes.
Represent patterns on tables and graphs
Describe in words the behavior of a function
Graph equations in two variables
Analyze functional relationships
Create formulas for patterns in the form of Next =
Analyze growth patterns of a function including both exponential and geometric
growth
Graph integers on a number line
Determine the absolute value of an integer and explain how this is related to its
location on the number line
Perform operations with integers included addition, subtraction, multiplication
and division through the use of a number line, vectors and mental computation
Solve multi-step equations involving integers
Simplify all forms of algebraic expressions
Use the order of operations, including exponents and parenthesis to simplify
expression
Demonstrate the distributive property
Use the distributive property when simplifying expressions and solving equations
Solve inequalities
Utilize the rules of exponents to simplify expressions and find products and
quotients
Simplify expressions involving negative exponents
Data Analysis, Probability, and Discrete Mathematics
All students will develop an understanding of the concepts and techniques of data
analysis, probability, and discrete mathematics, and will use them to model situations,
solve problems, and analyze and draw appropriate inferences from data.
Select appropriate representation for given data
Interpret and answer questions about box and whisker plots
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Display data on a scatter plot and identify correlations and outliers
Draw inference from a given graph
Model situation involving a simulation, using such things as a table of sums, to
differentiate between theoretical and experimental probability
Apply the multiplication principle to determine the number of possible outcomes
given a situation
Use permutation with and without replacement
Explore counting problems involving Venn Diagrams with three attributes
Apply techniques of systematic listing, counting and reasoning ina variety of
contexts
IV Types of Evaluations:
1. Tests
2. Quizzes
3. Class work/Notebooks
4. Class participation
5. Homework
6. Open ended questions
7. Rubric based assessment
V Standards of Evaluation:
1. Tests
2. Quizzes
3. Class notes/Notebooks
4. Class participation
5. Homework
6. Open ended questions
7. Rubric based assessment
VII Expectations:
1. Students will be responsible for textbooks and other supplies necessary to
complete a class work.
2. Students will maintain notes required by the teacher.
3. Students will be expected to list and follow all directions necessary to
complete assignments.
4. Students will be responsible for acceptable performance such as class
attendance, make up work, and testing.
5. Students will be responsible for efficient use of calculators, computers,
manipulatives, and other mathematical tools.
6. Students will review daily homework and concepts.
7. Students will organize review for tests including test-taking and test-
preparation strategies.
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8. Students will work effectively to complete group/individual assignments.
9. Students will review /take a mid-term and final exam.
Mathematical Process
All students will use mathematical processes of problem solving, communication,
reasoning, representation and technology to solve problems and communicate
mathematical idea as described in the appropriate grade level New Jersey Core
Curriculum Content Standards.
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STATE STANDARDS
MATHEMATICS
STANDARDS AND PROGRESS INDICATORS
GRADE 8
STANDARD 4.1 (Number and numerical operations) All students will develop number
sense and will perform standard numerical operations and estimations on all types of
numbers in a variety of ways.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of the
course, students will:
A. Number Sense
1. Extend understanding of the number system by constructing meanings for the
following (unless otherwise noted, all indicators for grade 8 pertain to these
sets of numbers as well):
Rational numbers
Percents
Exponents
Roots
Absolute values
Numbers represented in scientific notation
2. Demonstrate a sense of the relative magnitudes of numbers.
3. Understand and use ratios, proportions, and percents (including percents greater
than 100 and less than 1) in a variety of situations.
4. Compare and order numbers of all named types.
5. Use whole numbers, fractions, decimals, and percents to represent equivalent
forms of the same number.
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6. Recognize that repeating decimals correspond to fractions and determine their
fractional equivalents.
5/7 = 0. 714285714285… = 0.714285
7. Construct meanings for common irrational numbers, such as π(pi) and the square
root of 2.
B. Numerical Operations
1. Use and explain procedures for performing calculations involving addition,
subtraction, multiplication, division, and exponentiation with integers and all
number types named above with:
Pencil-and-paper
Mental math
Calculator
2. Use exponentiation to find whole number powers of numbers.
3. Find square and cube roots of numbers and understand the inverse nature of
powers and roots.
4. Solve problems involving proportions and percents.
5. Understand and apply the standard algebraic order of operations, including
appropriate use of parentheses.
C. Estimation
1. Estimate square and cube roots of numbers.
2. Use equivalent representations of numbers such as fractions, decimals, and
percents to facilitate estimation.
3. Recognize the limitations of estimation and assess the amount of error resulting
from estimation.
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STANDARD 4.2 (Geometry and measurement) All students will develop spatial sense
and the ability to use geometric properties, relationships, and measurement to model,
describe and analyze phenomena.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of the
course, students will:
A. Geometric Properties
1. Understand and apply concepts involving lines, angles, and planes.
Complementary and supplementary angles
Vertical angles
Bisectors and perpendicular bisectors
Parallel, perpendicular, and intersecting planes
Intersection of plane with cube, cylinder, cone, and sphere
2. Understand and apply the Pythagorean theorem.
3. Understand and apply properties of polygons.
4. Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi
Regular polygons
Sum of measures of interior angles of a polygon
Which polygons can be used alone to generate a tessellation and why
5. Understand and apply the concept of similarity.
Using proportions to find missing measures
Scale drawings
Models of 3D objects
6. Use logic and reasoning to make and support conjectures about geometric objects.
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B. Transforming Shapes
1. Understand and apply transformations.
Finding the image, given the pre-image, and vice-versa
Sequence of transformations needed to map one figure onto another
Reflections, rotations, and translations result in images congruent to the
pre-image
Dilations (stretching/shrinking) result in images similar to the pre-image
2. Use iterative procedures to generate geometric patterns.
Fractals (e.g., the Koch Snowflake)
Self-similarity
Construction of initial stages
Patterns in successive stages (e.g., number of triangles in each stage of
Sierpinski's Triangle)
C. Coordinate Geometry
1. Use coordinates in four quadrants to represent geometric concepts.
2. Use a coordinate grid to model and quantify transformations (e.g., translate right 4
units).
D. Units of Measurement
1. Solve problems requiring calculations that involve different units of measurement
within a measurement system (e.g., 4'3" plus 7'10" equals 12'1").
2. Use approximate equivalents between standard and metric systems to estimate
measurements (e.g., 5 kilometers is about 3 miles).
3. Recognize that the degree of precision needed in calculations depends on how the
results will be used and the instruments used to generate the measurements.
4. Select and use appropriate units and tools to measure quantities to the degree of
precision needed in a particular problem-solving situation.
5. Recognize that all measurements of continuous quantities are approximations.
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6. Solve problems that involve compound measurement units, such as speed (miles
per hour), air pressure (pounds per square inch), and population density (persons
per square mile).
E. Measuring Geometric Objects
1. Develop and apply strategies for finding perimeter and area.
Geometric figures made by combining triangles, rectangles and circles or
parts of circles
Estimation of area using grids of various sizes
Impact of a dilation on the perimeter and area of a 2-dimensional figure
2. Recognize that the volume of a pyramid or cone is one-third of the volume of the
prism or cylinder with the same base and height (e.g., use rice to compare
volumes of figures with same base and height).
3. Develop and apply strategies and formulas for finding the surface area and
volume of a three-dimensional figure.
Volume - prism, cone, pyramid
Surface area - prism (triangular or rectangular base), pyramid (triangular
or rectangular base)
Impact of a dilation on the surface area and volume of a three-dimensional
figure
4. Use formulas to find the volume and surface area of a sphere.
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STANDARD 4.3 (Patterns and algebra) All students will represent and analyze
relationships among variable quantities and solve problems involving patterns, functions,
and algebraic concepts and processes.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of the
course, students will:
A. Patterns
1. Recognize, describe, extend, and create patterns involving whole numbers,
rational numbers, and integers.
Descriptions using tables, verbal and symbolic rules, graphs, simple
equations or expressions
Finite and infinite sequences
Arithmetic sequences (i.e., sequences generated by repeated addition of a
fixed number, positive or negative)
Geometric sequences (i.e., sequences generated by repeated multiplication
by a fixed positive ratio, greater than 1 or less than 1)
Generating sequences by using calculators to repeatedly apply a formula
B. Functions and Relationships
1. Graph functions, and understand and describe their general behavior.
Equations involving two variables
Rates of change (informal notion of slope)
2. Recognize and describe the difference between linear and exponential growth,
using tables, graphs, and equations.
C. Modeling
1. Analyze functional relationships to explain how a change in one quantity can
result in a change in another, using pictures, graphs, charts, and equations.
2. Use patterns, relations, symbolic algebra, and linear functions to model situations.
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Using concrete materials (manipulatives), tables, graphs, verbal rules,
algebraic expressions/equations/inequalities
Growth situations, such as population growth and compound interest,
using recursive (e.g., NOW-NEXT) formulas (cf. science standard 5.5 and
social studies standard 6.6)
D. Procedures
1. Use graphing techniques on a number line.
Absolute value
Arithmetic operations represented by vectors (arrows) (e.g., "-3 + 6" is
"left 3, right 6")
2. Solve simple linear equations informally, graphically, and using formal algebraic
methods.
Multi-step, integer coefficients only (although answers may not be
integers)
Using paper-and-pencil, calculators, graphing calculators, spreadsheets,
and other technology
3. Solve simple linear inequalities.
4. Create, evaluate, and simplify algebraic expressions involving variables.
Order of operations, including appropriate use of parentheses
Distributive property
Substitution of a number for a variable
Translation of a verbal phrase or sentence into an algebraic expression,
equation, or inequality, and vice versa
5. Understand and apply the properties of operations, numbers, equations, and
inequalities.
Additive inverse
Multiplicative inverse
Addition and multiplication properties of equality
Addition and multiplication properties of inequalities
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STANDARD 4.4 (Data analysis, probability, and discrete mathematics) All students will
develop an understanding of the concepts and techniques of data analysis, probability,
and discrete mathematics, and will use them to model situations, solve problems, and
analyze and draw appropriate inferences from data.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of the
course, students will:
A. Data Analysis (or Statistics)
1. Select and use appropriate representations for sets of data, and measures of central
tendency (mean, median, and mode).
Type of display most appropriate for given data
Box-and-whisker plot, upper quartile, lower quartile
Scatter plot
Calculators and computer used to record and process information
Finding the median and mean (weighted average) using frequency data.
Effect of additional data on measures of central tendency
2. Make inferences and formulate and evaluate arguments based on displays and
analysis of data.
3. Estimate lines of best fit and use them to interpolate within the range of the data.
4. Use surveys and sampling techniques to generate data and draw conclusions about
large groups.
B. Probability
1. Interpret probabilities as ratios, percents, and decimals.
2. Determine probabilities of compound events.
3. Explore the probabilities of conditional events (e.g., if there are seven marbles in
a bag, three red and four green, what is the probability that two marbles picked
from the bag, without replacement, are both red).
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4. Model situations involving probability with simulations (using spinners, dice,
calculators and computers) and theoretical models.
Frequency, relative frequency
5. Estimate probabilities and make predictions based on experimental and theoretical
probabilities.
6. Play and analyze probability-based games, and discuss the concepts of fairness
and expected value.
C. Discrete Mathematics—Systematic Listing and Counting
1. Apply the multiplication principle of counting.
Permutations: ordered situations with replacement (e.g., number of
possible license plates) vs. ordered situations without replacement (e.g.,
number of possible slates of 3 class officers from a 23 student class)
Factorial notation
Concept of combinations (e.g., number of possible delegations of 3 out of
23 students)
2. Explore counting problems involving Venn diagrams with three attributes (e.g.,
there are 15, 20, and 25 students respectively in the chess club, the debating team,
and the engineering society; how many different students belong to the three clubs
if there are 6 students in chess and debating, 7 students in chess and engineering,
8 students in debating and engineering, and 2 students in all three?).
3. Apply techniques of systematic listing, counting, and reasoning in a variety of
different contexts.
D. Discrete Mathematics—Vertex-Edge Graphs and Algorithms
1. Use vertex-edge graphs and algorithmic thinking to represent and find solutions to
practical problems.
Finding the shortest network connecting specified sites
Finding a minimal route that includes every street (e.g., for trash pick-up)
Finding the shortest route on a map from one site to another
Finding the shortest circuit on a map that makes a tour of specified sites
Limitations of computers (e.g., the number of routes for a delivery truck
visiting n sites is n!, so finding the shortest circuit by examining all circuits
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would overwhelm the capacity of any computer, now or in the future, even if
n is less than 100)
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STANDARD 4.5 (Mathematical processes) All students will use mathematical processes
of problem solving, communication, connections, reasoning, representations, and
technology to solve problems and communicate mathematical ideas.
Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of the
course, students will:
A. Problem Solving
1. Learn mathematics through problem solving, inquiry, and discovery.
2. Solve problems that arise in mathematics and in other contexts (cf. workplace
readiness standard 8.3).
Open-ended problems
Non-routine problems
Problems with multiple solutions
Problems that can be solved in several ways
3. Select and apply a variety of appropriate problem-solving strategies (e.g., "try a
simpler problem" or "make a diagram") to solve problems.
4. Pose problems of various types and levels of difficulty.
5. Monitor their progress and reflect on the process of their problem solving activity.
B. Communication
1. Use communication to organize and clarify their mathematical thinking.
Reading and writing
Discussion, listening, and questioning
2. Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others, both orally and in writing.
3. Analyze and evaluate the mathematical thinking and strategies of others.
4. Use the language of mathematics to express mathematical ideas precisely.
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C. Connections
1. Recognize recurring themes across mathematical domains (e.g., patterns in
number, algebra, and geometry).
2. Use connections among mathematical ideas to explain concepts (e.g., two linear
equations have a unique solution because the lines they represent intersect at a
single point).
3. Recognize that mathematics is used in a variety of contexts outside of
mathematics.
4. Apply mathematics in practical situations and in other disciplines.
5. Trace the development of mathematical concepts over time and across cultures
(cf. world languages and social studies standards).
6. Understand how mathematical ideas interconnect and build on one another to
produce a coherent whole.
D. Reasoning
1. Recognize that mathematical facts, procedures, and claims must be justified.
2. Use reasoning to support their mathematical conclusions and problem solutions.
3. Select and use various types of reasoning and methods of proof.
4. Rely on reasoning, rather than answer keys, teachers, or peers, to check the
correctness of their problem solutions.
5. Make and investigate mathematical conjectures.
Counterexamples as a means of disproving conjectures
Verifying conjectures using informal reasoning or proofs.
6. Evaluate examples of mathematical reasoning and determine whether they are
valid.
E. Representations
1. Create and use representations to organize, record, and communicate
mathematical ideas.
Concrete representations (e.g., base-ten blocks or algebra tiles)
Pictorial representations (e.g., diagrams, charts, or tables)
Symbolic representations (e.g., a formula)
Graphical representations (e.g., a line graph)
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2. Select, apply, and translate among mathematical representations to solve
problems.
3. Use representations to model and interpret physical, social, and mathematical
phenomena.
F. Technology
1. Use technology to gather, analyze, and communicate mathematical information.
2. Use computer spreadsheets, software, and graphing utilities to organize and
display quantitative information.
3. Use graphing calculators and computer software to investigate properties of
functions and their graphs.
4. Use calculators as problem-solving tools (e.g., to explore patterns, to validate
solutions).
5. Use computer software to make and verify conjectures about geometric objects.
6. Use computer-based laboratory technology for mathematical applications in the
sciences.
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SCOPE AND SEQUENCE
September
Unit I: Variables, Expressions and Integer
NJ Ask Lessons 1, 7, 9, 25
September/October
Unit II: Solving Equations
NJ Ask Lessons 40, 41,42,43,44, 45
October
Unit III: Multi-Step Equations and Inequalities
NJ Ask Lessons 22, 23, 24, 28
November
Unit IV: Factors, Fractions, and Exponents
Unit V: Rational Numbers and Equations
NJ Ask Lessons 2, 3, 4, 8, 10, 11
December
Unit VI: Ratio and Proportion
NJ Ask Lessons 5, 13
January
Unit VII: Percents
NJ Ask Lessons 6, 21
January/February
Unit VIII: Measurement, Area, and Volume
NJ Ask Lessons 16, 17, 18, 19, 20
February
Unit IX: Angle Relationships and Transformations
NJ Ask Lessons 12, 14, 15
March
Unit X: Data Analysis and Probability
NJ Ask Lessons 30, 31, 32, 33, 34, 35, 36, 37, 38, 39
April
Unit XI: Linear Functions
NJ Ask Lessons 26, 27
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May
Unit XII: Real Numbers and Right Triangles
May/June
Unit XIII: Polynomials and Nonlinear Functions
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UNIT I VARIABLES, EXPRESSIONS, AND INTEGERS
Duration: September
A. Major Objectives:
1. Write and evaluate variable expressions.
2. Perform operations with integers.
3. Plot points in a coordinate plane.
B. Sequence of Topics
1. Evaluate numerical expressions (4.3) (pp 5-9, 63-8, 78-82)
2. Use the order of operations, including exponents and parenthesis to
simplify expressions (4.3) (pp 10-20)
3. Graph integers on a number line (4.3) (pp 22-6)
4. Determine the absolute value of an integer and explain how this is
related to its location on the number line (4.3) (pp 22-6)
5. Add integers on a number line. (4.3) (p 28)
6. Add integers (4.3) (pp 29-33)
7. Subtract integers (4.3) (pp 34-8)
8. Multiple and divide integers (4.3) (pp 42-6)
9. Identify and plots points on a coordinate plane (4.3) (pp 47-51)
10. Use the four step plan to problem solve (4.5) (pp14-5)
11. Problem Solving: Reading the Problem (4.5) (58-9)
11. NJ Ask Coach (4.2, 4.3, 4.5) (pp. 22-4, 50-5, 64-7, 175-181)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
26
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
27
UNIT II SOLVING EQUATIONS
Duration: September/October
A. Major Objectives:
1. Use addition, multiplication, and the distributive property
2. Simplify variable expressions
3. Solve equations using addition, subtraction, multiplication and
division.
B. Sequence of Topics
1. Use properties of addition and multiplication. (4.3) (pp 63-7)
2. Use the distributive property to simplify expressions. (4.3) (pp 71-5)
3. Simplify variable expressions. (4.3) (pp78-82)
4. Solve one step equations using addition and subtraction. (4.3)
(pp. 91-5)
5. Solve one step equations using multiplication and division.
(4.3) (pp 97-101)
6. Solve equations involving decimals. (4.3) (pp 102-7)
7. NJ Ask Coach (4.5) (pp 276-98)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
28
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
29
UNIT III MULTI-STEP EQUATIONS AND INEQUALITIES
Duration: October
A. Major Objectives:
1. Write and solve two-step equations
2. Use the distributive property to solve equations
3. Write and solve inequalities
4. Graph inequalities on a number line
B. Sequence of Topics
1. Write and solve two-step equations including those with fractions.
(4.1, 4.3, 4.5) (pp 120-4)
2. Solve equations that include grouping symbols. (4.1, 4.3) (pp 125-9)
3. Solve equations with variables on both sides. (4.3) (pp 131-5)
4. Solve and graph inequalities using addition and subtraction. (4.3, 4.5)
(pp 138-142)
5. Solve and graph inequalities using multiplication and division.
( 4.3, 4.5) (pp 144- 8)
6. Solve and graph multi-step inequalities. (4.3, 4.5) (pp149-153)
7. NJ Ask (pp162-171,172-4, 195-210)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
30
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
31
UNIT IV FACTORS, FRACTIONS AND EXPONENTS
Duration: November
(Note: Some of the sections in this chapter have been eliminated as they are skills
previously mastered. The concept of fractions as well as performing operations with
them is a skill that should have been mastered previously. If that is not the case
then there may be a need to review the initial sections of this chapter. The focus of
this chapter should be the addition of the variable to both the numerator and
denominator of the fraction and all operations pertaining to those variables.)
A. Major Objectives:
1. Simplifying and comparing fractions
2. Simplifying expression using rules for exponents
3. Explore the use of negative exponents
4. Write numbers using scientific notation
B. Sequence of Topics
1. Write fractions in simplest form when they include variables in
the numerator and or the denominator. (4.1, 4.3) (pp. 182-6)
2. Find the least common multiple of two or more variable terms.
(4.1, 4.3) (pp 187-191)
3. Multiply and divide terms with the same base using the rules of
exponents. (4.1, 4.3) (pp 194-8)
4. Write and simplify expression using negative exponents. (4.3)
(199-203)
5. Write numbers using scientific notation. (4.1, 4.2) (pp 204-8)
6. NJ Ask (pp 56-63, 68-71, 72-4)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
32
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
33
UNIT V RATIONAL NUMBERS AND EXPONENTS
Duration: November
(Note: Some of the components of this chapter may be a review for certain classes.
The concept of fractions should have been mastered previously. The new concepts
regarding fractions involve computations involving positive and negative fractions
as well as solving equations and inequalities involving positive and negative
fractions. Although the sequence of topics includes every section, the teacher should
use his or her professional judgment as to the pace and the amount of work
completed in each section.)
A. Major Objectives:
1. Identify rational numbers
2. Write fractions as decimals and decimals as fractions
3. Performing operations with fractions and mixed numbers
4. Solve equations and inequalities with rational numbers
B. Sequence of Topics
1. Convert fractions to decimals, identify rational numbers,
and write repeating decimals as fractions. (4.1) (pp 219-224)
2. Add and subtract fractions with like denominators. (4.1, 4.3)
(pp 225-9)
3. Add and subtract fractions with unlike denominators. (4.1, 4.3)
(pp. 230-5)
4. Multiply fractions. (4.1, 4.3, 4.5) (pp 237-241)
5. Divide fractions. (4.1, 4.3, 4.5) (pp 243-6)
6. Solve multi-step equations involving positive and negative fractions.
(4.1, 4.3, 4.5) (pp 247-51)
7. Solve equations by clearing out the fraction or decimal using the LCD.
(4.1, 4.3) (pp 253-7)
8. NJ Ask (pp 25-7, 28-33, 34-9)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
34
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
35
UNIT VI RATIO AND PROPORTION
Duration: December
(Note: The topics covered in section 6.7 and 6.8 have been moved to a later unit)
A. Major Objectives:
1. Find ratio and unit rates
2. Write and solve proportions
3. Identify similar and congruent figures
4. Use similar figures to find unknown sides of a figure
5. Find the probability of events.
B. Sequence of Topics
1. Write ratios to represent a given situation and find unit
rates. (4.1, 4.5) (pp 269-273)
2. Write and solve proportions. (4.1, 4.5) (pp 275-9)
3. Determine if two ratios are equivalent and solve proportions
using cross products. (4.1, 4.5) (pp 280-283)
4. Identify congruent and similar figures. (4,1, 4.2, 4.5) (pp 288-292)
5. Use properties of similarity to find the value of sides and angles
in a pair of similar figures and to prove figures similar. (4.1, 4.2)
(pp 293-7)
6. Determine the scale factor and find a specified measure on a scale
drawing. (4.1, 4.2) (pp 299-304)
7. NJ Ask (pp 40-3, 90-5)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
36
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
37
UNIT VII PERCNTS
Duration: January
A. Major Objectives:
1. Find the percent of a number
2. Solve percent problems
3. Find the percent of change in a quantity
4. Solve real word problems using percents including but not limited
to markups, discounts, sales tax, and tips.
5. Calculate interest earned and account balance
B. Sequence of Topics
1. Use a fraction to find the percent of a number. (4.1) (pp 329-333)
2. Use proportions to solve percent problems. (4.1, 4.5) (pp 335- 9)
3. Convert fractions and decimals to percents, including those greater
than 100 and less than 1 and use them to solve percent problems.
(4.1, 4.5) (pp 340-4)
4. Use an algebraic equation to solve percent problems. (4.1, 4.5)
(pp 345-351)
5. Find the percent of change of an equation. (4.1, 4.5) (pp 352-6)
6. Write and solve percent equations to model real life application that
include but are not limited to interest, sales tax, discount,
and commission. (4.1, 4.5) (pp 357-366)
7. NJ Ask (4.1, 4.5) (pp 44-9, 156-161)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
38
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
39
UNIT VIII MEASUREMENT, AREA, AND VOLUME
Duration: January/February
(Note: Two chapters have been moved to follow the chapters on geometry. Much of
the beginning of this unit is review and should be completed quickly. The focus of
section 10.5, 10.6 and 10.7 should be to utilize the reference sheet that is used on
state testing to find surface area and volume.)
A. Major Objectives:
1. Classify triangles and polygons
2. Find areas of triangles, parallelograms and trapezoids
3. Find the circumferences and areas of circles
4. Find surface areas and volumes of solids
B. Sequence of Topics
1. Classify triangles and calculate the missing angle measures. (4.2)
(pp 511-5)
2. Classify polygons and quadrilaterals. (4.2) (pp 516-520)
3. Calculate the perimeter and area of triangles, squares, and rectangles.
(4.2) (pp 60-70, 74)
4. Calculate the areas of parallelograms, trapezoids and
irregular figures. (4.2) (pp 521-5)
5. Find the circumferences and areas of circles. (4.2) (pp 528-533)
6. Use the NJ reference sheet to find the surface areas of prisms and
cylinders. (4.2, 4.5) (pp 538-543)
7. Use the NJ reference sheet to find the surface areas of pyramids and
cones. (4.2, 4.5) (pp 544-9)
8. Use the NJ reference sheet to find the volume of solids. (4.2)
(pp 552-6, 558-563)
9. Building and sketching solids using dot paper. (4.2) (pp 550-1)
10. NJ Ask (pp 112-7, 118-123, 124-8, 129-140, 141-7)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
40
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
41
UNIT IX ANGLE RELATIONSHIPS AND TRANSFORMATIONS
Duration: February
A. Major Objectives:
1. Classify special angle pairs
2. Identify angles formed by a transversal intersecting two lines
3. Finding measures of interior and exterior angles of polygons
4. Transform figures in a coordinate plane
5. Describe line symmetry and rotational symmetry
B. Sequence of Topics
1. Identify special pairs of angles and use those relationships
to find the value of various angles. (4.2) (pp 709-713)
2. Identify angles created when two parallel lines are cut by
a transversal and use those relationships to find the value of
various angles. (4.2, 4.5) (pp 716-720)
3. Find the measure of interior and exterior angles of polygons. (4.2)
(pp 722-7)
4. Translate figures in a coordinate plane and identify a sequence of
transformations to map one figure into another. (4.2) (pp 729-733)
5. Reflect figures and identify lines of symmetry. (4.2) (pp 734- 8)
6. Rotate figures and identify rotational symmetry. (4.2) (pp741-6)
7. Dilate figures in a coordinate plane. Identify the scale factor and the
coordinates of the image and pre-image. (4.2) (pp 747-751)
8. NJ Ask (pp 82-89, 96-105, 106-111)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
42
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
43
UNIT X DATA ANALYSIS AND PROBABILITY
Duration: March
(Note: Much of the beginning of this unit is review and should be covered as
quickly as possible.)
A. Major Objectives:
1. Create histograms stem-and-leaf plots and box-and-whisker plots
2. Choose appropriate displays for data
3. Collect and interpret data
4. Calculate the probability for simple and compound events,
disjoint and overlapping events, and dependent and independent
events
5. Find permutations and combinations
B. Sequence of Topics
1. Utilize given data to create a display including stem-and-leaf
plot, histogram, and box-and-whisker plot. (4.4, 4.5) (pp 581-592)
2. Analyze graphs to interpret the information displayed and choose an
appropriate display for given data. (4.4, 4.5) (pp 596-600, 609-613)
3. Identify methods of collecting data as well as the terminology
particular methods. (4.4) (pp 601-5)
4. Find the probability of an event and use the counting principle to find
find probabilities. (4.1, 4.4, 4.5) (pp 306-317)
5. Use permutations combinations to determine possible outcomes.
(4.4, 4.5) (pp 615-625)
6. Find the probability of disjoint or overlapping events using a
calculations or Venn Diagrams. (4.4, 4.5) (pp 626-632)
7. Identify an event as independent or dependent and calculate the
probability of the event occurring. (4.4, 4.5) (pp 634-9)
8. NJ Ask (pp 218-222, 223-6, 233-7, 238-242, 243-5, 246-251, 252-5,
262-8)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
44
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
45
UNIT XI LINEAR FUNCTIONS
Duration: April
(Note: The following three units are introductory units for skills that will be
mastered in Algebra I. Although it is recommended that all sections be covered
during the year, if pacing becomes difficult teachers should complete the lessons
that are not labeled as supplemental first. If time allows the class should complete
the supplemental lessons)
A. Major Objectives:
1. Represent relations and functions in various ways
2. Determine the slope of a given line and calculate the slope
of a line given specific information
3. Write and graph linear equations in two variables
4. Graph and solve systems of equations
5. Graph linear inequalities in two variables
B. Sequence of Topics
1. Graph functions on a coordinate plane and identify the domain
and range. (4.3, 4.5) (pp 385-9)
2. Graph equations in two variables. (4.3, 4.5) (pp 391-6)
3. Graph linear equations using intercepts. (4.3, 4.5) (pp 398-402)
4. Find the slope of a line given a graph, a description, or two points on
the line. (4.3) (pp 404-9)
5. Graph linear equations in slope-intercept form. (4.3, 4.5) (pp 412-7)
6. Write the equation of a line given specific information. (supplemental)
(4.3) (pp 419-424)
7. Use function notation to represent linear relationships and write the
equation for a given function. (supplemental) (4.3) (pp 426-430)
8. Graph systems of linear equation in order to find their common
solution. (4.3, 4.5) (pp 431-5)
9. Graph linear inequalities. (supplemental) (4.3) (pp 436-441)
10. NJ Ask (pp 182-7, 188-195)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
46
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
47
UNIT XII REAL NUMBERS AND RIGHT TRIANGLES
Duration: May
A. Major Objectives:
1. Explore square roots
2. Use the Pythagorean Theorem to solve problems
3. Compare real numbers
4. Use the distance, midpoint and slope formulas
5. Apply the sine, cosine and tangent ratio
B. Sequence of Topics
1. Approximate the square roots of numbers and solve equations
containing square roots. (4.1, 4.3) (pp 453-7)
2. Use the properties of square roots to simplify square roots.
(supplemental) (4.1, 4.3) (pp 458-461)
3. Use the Pythagorean Theorem to solve problems. (4.1, 4.3, 4.5)
(pp 465-9)
4. Compare and order real numbers. (4.1) (pp 470-4)
5. Use the distance, midpoint and slope formulas to solve problems.
(supplemental) (4.1, 4.3) (pp 476-481)
6. Use the properties of special right triangles to solve problems.
(supplemental) (4.1, 4.2) (pp 483-7)
7. Use the tangent ratio to find the side lengths of a right triangle.
(supplemental) (4.1, 4.2, 4.3) (pp 489-493)
8. Use the sine and cosine ratio to find the side lengths of a right triangle
as well as solve problems. (supplemental) (4.1, 4.2, 4.3, 4.5)
(pp 494-8)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
48
8. Assessment Book
9. Manipulatives
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework
49
UNIT XIII POLYNOMIALS AND NONLINEAR FUNCTIONS
Duration: May/June
A. Major Objectives:
1. Classify polynomials
2. Add, subtract, and multiply polynomials
3. Use the rules of exponents to simplify polynomial expressions
4. Graph nonlinear functions
5. Represent arithmetic and geometric sequences
B. Sequence of Topics
1. Write polynomials in standard form and classify them by their degree.
(supplemental) (4.3) (pp 651-5)
2. Add and subtract polynomials. (supplemental) (4.3) (pp 657-661)
3. Multiply and divide polynomials. (supplemental) (4.3) (pp 662-6)
4. Use FOIL to multiply binomials. (supplemental) (4.3) (pp 668-672)
5. Simplify expressions using the rules of exponents. (supplemental)
(4.3) (pp 674-7)
6. Graph quadratic functions. (supplemental) (4.2, 4.3, 4.5)
(pp 679-683)
7. Graph exponential functions. (supplemental) (4.2, 4.3, 4.5)
(pp 686-691)
8. Extend and graph sequences. (4.1, 4.3, 4.5) (pp 692-7)
C. Core Materials
Pre-Algebra
Larson, Boswell, Kanold, and Stiff
McDougal Littell, 2005
D. Supplemental Materials:
1. Practice Workbook
2. Notetaking Guide
3. Special Activities Book
4. Resource Book
5. Warm-up Transparencies
6. Homework Quiz Transparencies
7. Worked Out Solutions Guide
8. Assessment Book
9. Manipulatives
50
10. eWorkbook Plus @CLASSZONE.COM
11. eTutorial Plus @CLASSZONE.COM
12. NJ Ask Coach Grade 7
E. Suggested Assignments, Projects, Field Trips, Speakers:
1. Complete exercises in textbook for each lesson.
2. Complete practice worksheets.
3. Use calculator/computer to complete classroom and computer
problems when necessary.
4. Complete and review chapter prior to test/quizzes using text and
teacher made materials.
5. Daily Do Nows
6. Extra Practice and Practice Tests on Classzone.
7. Complete practice in NJ Ask Coach Book.
F. Suggested Assessments:
1. Tests
2. Quizzes
3. Class Participation
4. Notebook/Class work
5. Homework