Course Name: M/J MATHEMATICS COURSE 2

M/J Mathematics 2 – Course #1205040 Course Pacing Guide

Course Name: M/J MATHEMATICS COURSE 2

Unit Title: CHAPTER 0 – Start Smart

Suggested Length: 3 Days

(Pages: 6 – 23)

Unit Essential Question:

What affect does estimation have on the computation of decimals?

How does estimation affect problem solving strategies?

Semester: 1 Grading Period: 1

Concept:

0–1 – Problem Solving Strategies

0-2 – Estimate with Decimals

(Pages: 6 – 13)

Concept:

0-3 – Multiply Decimals

0-4 – Multiply by Powers of 10

(Pages: 14 – 19)

Concept:

0-5 – Divide Decimals

Review and Assess

(Pages: 20 – 23)

Standard(s):

Supporting Idea: Number and Operations

MA.6.A.5.3 – Estimate the results of computations with

fractions, decimals and percents and judge the

reasonableness of the results.

Standard(s):





Standard(s):





Lesson Essential Question:

What Strategies can I use for Problem Solving?

How do I estimate with decimals?


What are the procedures for Multiplying Decimals and

Multiplying with Powers of 10?

Lesson Essential Question: How do you Multiply by

Powers of Ten?

Vocabulary:

Estimate

Round

Reasonableness

Problem Solving

Clue Words

Vocabulary:

Product

Powers

Base

Exponent

Vocabulary:

Quotient

Divisor

Dividend


Primary Instructional Resource:

Glencoe McGraw-Hill Mathematics Course 2

www.Glencoe.com

www.teachingtoday.glencoe.com – Gives secondary teachers practical strategies and material that inspire excellence and innovation in teaching.

Secondary Instructional Resources:

Acaletics - ACALETICS® is a curriculum designed to boost academic student performance. The ACALETICS® method of math instruction teaches students that the

preparation required to be a good athlete is what is necessary to be a good student – practice, practice, practice!

SuccessMaker4 – This course supports the development and maintenance of essential concepts, strategies, and skills in mathematics instruction. Each student will complete

an Initial Placement that will assess his/her mathematical abilities. They will then work on an individualized curriculum based on their strengths and weaknesses.

Websites:

http://illuminations.nctm.org/ - Activities, lesson plans and links for all levels of math.

www.readwritethink.org - Interactive activities, lessons, and graphic organizers

www.scholastic.com - Lesson plans, printable, teaching strategies

www.docstoc.com - Instructional strategies and organizational chart

http://nlvm.usu.edu - National Library of Virtual Manipulatives

http://mathplayground.com/index.html - Math games

www.CPALMS.org - FLDOE standards and benchmark information

Additional Information:

Modifications/Accommodations: ESE and ESOL student

modifications will include:

One on one assistance

Peer tutoring

Short attainable goals

Extended time as needed activities and lessons.





Peer tutoring







Peer tutoring



Differentiated Instruction and Activities: Give Pre-test from Chapter 0 Resource Masters. This test assesses key concept from 6th grade as well as those that students will need

during the coming year.

http://www.glencoe.com/

http://www.teachingtoday.glencoe.com/

http://illuminations.nctm.org/

http://www.readwritethink.org/

http://www.scholastic.com/

http://www.docstoc.com/

http://nlvm.usu.edu/

http://mathplayground.com/index.html

http://www.cpalms.org/



Unit Title: CHAPTER 1 - Integer

Suggested Length: 14 days

(Pages: 28 – 72)

Included are days for Baseline Assessments

Unit Essential Question: How are Integers represented in the real world?


Concept:

1-1a/b – Integers and Absolute Value

1-1c – The Coordinate Plane

(Pages: 28 – 37)

Concept:

1-2a/b – Add Integers

1-2c/d – Subtract Integers

(Pages: 38 – 50)

Concept:

1-3a/b – Multiply Integers

1-3c/d – Divide Integers

(Pages: 52 – 60)

Standard(s):

Big Idea 3 Develop an understanding of operations on all

rational numbers and solving linear equations.

MA.7.A.3.1 Use and justify the rules for adding,

subtracting, multiplying, dividing, and finding the

absolute value of integers.

Supporting Idea: Geometry and Measurement

MA.7.G.4.3 Identify and plot ordered pairs in all four

quadrants of the coordinate plane.

Standard(s):



MA.7.A.3.2 Add, subtract, multiply, and divide integers,

fractions, and terminating decimals, and perform

exponential operations with rational bases and whole

number exponents including solving problems in

everyday contexts

Standard(s):



MA.7.A.3.2 Add, subtract, multiply, and divide integers,

fractions, and terminating decimals, and perform

exponential operations with rational bases and whole

number exponents including solving problems in

everyday contexts.

COMMON CORE CONNECTIONS:

MACC.7.NS.1.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or

vertical number line diagram.

MACC.7.NS.1.1.b: Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a

number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

MACC.7.EE.2.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals),

using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers

using mental computation and estimation strategies.


What is the significance of absolute value?

How can you represent numbers less than zero? How do

you locate a point on a coordinate plane?


How do you Add Integers?

How do you Subtract Integers?


What are the rules for multiplying integers?

What are the rules for dividing integers?

Vocabulary:

Integers Absolute Value

Coordinate plane Origin

X-axis Y-axis

X-coordinate Y-coordinate

Vocabulary:

Zero pairs

Opposite

Additive Inverse

Vocabulary:

Factors Product

Quotient Divisor

Dividend




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Websites:












Peer tutoring







Peer tutoring







Peer tutoring



Differentiated Instruction and Activities:

Page: 27c (Math Connects Plus TE)
















Unit Title: CHAPTER 3 – Linear Equations


(Pages: 140 – 191)

Unit Essential Question: How do you solve 1-step and 2 step equations


Concept:

3-1a – Problem Solving: Working Backwards 3-

1b/c/ – Solving Equations with Bar Diagram,

Algebra Tiles and Balance Scales

3-1d – Solving Addition and Subtraction

(Pages: 144-155)

Concept:

3-2c – Solving One-step Multiplication and Division

Equation with Integers

3-2d – Solving Equation with Rational Coefficients

(Pages: 156-168)

Concept:

3-3a/b – Solve Two-Step Equation

3-3c/d – Solving Equations with Variable on both

sides

(Pages: 170-191)

Standard(s):

Supporting Idea Number and Operations

MA.7.A.5.2 Solve non-routine problems by working

backwards. (Assessed with MA.7.A.3.3.)

Big Idea 3 Develop an understanding of operations on

all rational numbers and solving linear equations.

MA.7.A.3.3 Formulate and use different strategies to

solve one-step and two-step linear equations, including

equations with rational coefficients. (Also assesses

MA.7.A.5.2.)

Standard(s):



MA.7.A.3.3 Formulate and use different strategies to solve

one-step and two-step linear equations, including equations

with rational coefficients. (Also assesses MA.7.A.5.2.)

Standard(s):



MA.7.A.3.3 Formulate and use different strategies to

solve one-step and two-step linear equations, including

equations with rational coefficients. (Also assesses

MA.7.A.5.2.)


MACC.7.EE.2.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning

about the quantities.

a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently.

Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its

length is 6 cm. What is its width?



How can the strategy of working backwards be used to

solve problems?

How do you use a bar diagram to solve equations?

How do you use Algebra tiles to solve equations?

How do you use Balance Scale to solve equations?


How do you solve one-step equations?

How do you solve equations with rational

coefficients?


How do you use solve a multi-step Equations?

Vocabulary:

Problem Solving

Clue Words

Bar Diagram

Algebra Tiles

Equation Mats

Equations

Balance Scales

Vocabulary:

Equation

Equivalent Equation

One-Step Equation

Formula

Multiplicative Inverse

Reciprocal

Vocabulary:

Balance Scales

Coefficient

Constant

Variable

Like Terms



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Modifications/Accommodations: ESE and ESOL

student modifications will include:


Peer tutoring







Peer tutoring







Peer tutoring






Page: 156c and 156d (Math Connects Plus TE)





Unit Title: CHAPTER 4 – Proportional and Similarity


(Pages: 192 – 241)

Unit Essential Question: How do you write and solve proportions for mathematical and real world problems?


Concept:

4-1a – Unit Rates

4-1b – Rates

4-1c – Proportional and Non proportional

Relationship

4-1d – Solve Proportions (Pages: 195 – 210)

Concept:

4-2a/b – Scale Drawings

(Pages: 212 – 221)

Concept:

4-3a – Similar Figure

4-3b – Perimeter and Area of Similar Figures

(Pages: 223 – 233)

Standard(s):

Big Idea 1 Develop an understanding of and apply

proportionality, including similarity.

MA.7.A.1.1 Distinguish between situations that are

proportional or not proportional, and use proportions to

solve

Standard(s):



MA.7.A.1.6 Apply proportionality to measurement in

multiple contexts, including scale drawings and constant

speed.

Standard(s):



MA.7.A.1.3 Solve problems involving similar figures.

COMMON CORE CONNECTIONS: MACC.7.RP.1.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a

person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

MACC.7.G.1.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale

drawing at a different scale.


What is a rate?

Compare and Contrast a rate and a unit rate?

What methods can you use to determine if

relationships are proportional or non proportional?

How do you solve a proportion?


How do write a proportion to solve a missing part of a

scale drawing?


How do you find the missing side length in similar

figures?

Vocabulary:

Ratio

Rate

Unit Rate

Proportion

Proportional

Non Proportional

Vocabulary:

Scale Drawings

Scale Models

Scale

Scale Factor

Vocabulary:

Similar figures

Corresponding Sides

Corresponding Angles

Indirect Measurement

Similar figures

Scale

Scale Factor

Perimeter

Area






Peer tutoring







Peer tutoring







Peer tutoring








Page: 223c and 223d(Math Connects Plus TE)


• Glencoe McGraw-Hill Mathematics Course 2

• www.Glencoe.com

• www.teachingtoday.glencoe.com – Gives secondary teachers practical strategies and material that inspire excellence and innovation in teaching.


• Acaletics - ACALETICS® is a curriculum designed to boost academic student performance. The ACALETICS® method of math instruction teaches students that the


• SuccessMaker4 – This course supports the development and maintenance of essential concepts, strategies, and skills in mathematics instruction. Each student will

complete an Initial Placement that will assess his/her mathematical abilities. They will then work on an individualized curriculum based on their strengths and weaknesses.

Websites:

• http://illuminations.nctm.org/ - Activities, lesson plans and links for all levels of math.

• www.readwritethink.org - Interactive activities, lessons, and graphic organizers

• www.scholastic.com - Lesson plans, printable, teaching strategies

• www.docstoc.com - Instructional strategies and organizational chart

• http://nlvm.usu.edu - National Library of Virtual Manipulatives

• http://mathplayground.com/index.html - Math games




Unit Title: CHAPTER 9 – Measurement and

Proportional Reasoning


(Pages: 496 – 543)

Unit Essential Question: How do you use proportion to convert units of measurement within a system of measurement

and between systems of measurement?


Concept:

9-1a – Units of Measure

9-1b –Convert Customary Units

9-1c – Convert Metric Units

9-1d – Convert Between Systems

9-1e – Convert Rates

9-1f – Convert Units of Area and Volume

(Pages: 498 – 522)

Standard(s):


MA.7.G.4.4 Compare, contrast, and convert units of

measure between different measurement systems (US

customary or metric (SI)), dimensions, and derived units

to solve problems.

COMMON CORE CONNECTIONS: MACC.7.RP.1.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a

person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.


How do you use proportion to convert units of

measurement?

Vocabulary:

Customary System

Metric System

Convert




www.Glencoe.com





SuccessMaker4 – This course supports the development and maintenance of essential concepts, strategies, and skills in mathematics instruction. Each student will complete an

Initial Placement that will assess his/her mathematical abilities. They will then work on an individualized curriculum based on their strengths and weaknesses.

Websites:



















Unit Title: CHAPTER 5 – Linear Functions


(Pages: 244 – 293)

Unit Essential Question: How do you identify rate of change using tables, graphs and equations?


Concept:

5-1a/b – Equations and functions

5-1c – Functions and Graphs

(Pages: 247 – 258)

Concept:

5-2a/b – Rate of Change/Constant Rate of Change

5-2c – Slope

(Pages: 259 – 268)

Concept:

5-3a – Problem Solving: Use a graph

5-3c/d – Direct Variation

What are the characteristics of Inverse Variation?

5-3d/e – Inverse Variation and Graph Inverse

Variations

(Pages: 270 – 283)

Standard(s):



MA.7.A.1.4 Graph proportional relationships and identify

the unit rate as the slope of the related linear function.

Standard(s):





Standard(s):





MA.7.A.1.5 Distinguish direct variation from other

relationships, including inverse variation.


MACC.7.RP.1.2: Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph

is a straight line through the origin.

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the

total cost and the number of items can be expressed as t = pn.

d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.


How do you graph a linear function?

How do you create a function table?

How is a function table related to an equation?


How do you find the slope of a line?

How do you identify constant rate of change using

tables and graphs?


What are the characteristics of Direct Variation?

What are the characteristics of Inverse Variation?


Vocabulary:

Function

Function Rule

Function Table

Domain

Range

Linear Function

Linear Equation

Vocabulary:

Rate of Change

Constant Rate of Change

Slope

Vocabulary:

Direct Variation

Inverse Variation

Constant of Variation



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Peer tutoring







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Page: 247c (Math Connects Plus TE):
















Unit Title: CHAPTER 6 – Percents


(Pages: 294 – 353)

Unit Essential Question: How do you use percents to solve real world problems?

Semester: 1-2 Grading Period: 2 & 3

Concept:

6-1a – Percent Diagram

6-1b – Percent of a Number

6-1c – Percent and Estimation

(Pages: 298 – 310)

Concept:

6-2a – Find Percent

6-2b – Percent Proportion

6-2c – Percent Equation

(Pages: 311 – 323)

Concept:

6-3a/b – Percent of Change

6-3c – Sales Tax and Tips

6-3d – Discounts

6-3e – Simple Interest

(Pages: 325 – 343)

Standard(s):



MA.7.A.1.2 Solve percent problems, including problems

involving discounts, simple interest, taxes, tips, and

percents of increase or decrease.

Standard(s):






Standard(s):







MACC.7.RP.1.3: Use proportional relationships to solve multi-step ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and

commissions, fees, percent increase and decrease, percent error.


How do you find the percent of a number?


How do you use the percent equation and the percent

proportion to solve problems?


How do you use the percent of a number to solve a

variety of problems?

Vocabulary:

Diagram

Percent

Estimate

Vocabulary:

Convert

Percent Proportion

Percent Equation

Vocabulary:

Percent of Change

Sales Tax

Tips

Discounts

Simple Interest




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Peer tutoring








Page: 325d (Math Connects Plus TE)












Unit Title: CHAPTER 9 – Measurement and

Proportional Reasoning


(Pages: 496 – 543)

Unit Essential Question: How does the change in dimensions affect the perimeter, area, and volume of common geometric

figures, and apply these relationships to solve problems?


Concept:

9-1f – Convert Units of Area and Volume (Review)

(Pages: 518 – 522)

Concept:

9-2b – Change in Scale

9-2c – Change in Dimensions

(Pages: 526 – 533)

Standard(s):


MA.7.G.4.1 Determine how changes in dimensions

affect the perimeter, area, and volume of common

geometric figures, and apply these relationships to solve

problems.

Standard(s):


MA.7.G.4.1 Determine how changes in dimensions

affect the perimeter, area, and volume of common

geometric figures, and apply these relationships to solve

problems.


MACC.7.G.1.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at

a different scale.


How do you use proportion to convert units of

measurement?


How does the change in dimension affect the area and

volume of different figures?

Vocabulary:

Customary System

Metric System

Convert

Vocabulary:

Scale

Scale Factor

Dimension




www.Glencoe.com



Acaletics - ACALETICS® is a curriculum designed to boost academic student performance. The ACALETICS® method of math instruction teaches students that the preparation

required to be a good athlete is what is necessary to be a good student – practice, practice, practice!



Websites:



















Unit Title: CHAPTER 7 – Probability


(Pages: 354 – 427)

Unit Essential Question: How can you use probability to make predictions?


Concept:

7-1b – Circle Graphs

7-1c – Histograms

7-1e – Stem-and-Leaf Plots

(Pages: 357 – 374)

Concept:

7-2a – Probability

7-2b – Sample Spaces

7-2c – Counting Outcomes

7-2d/e – Independent and Dependent Events

(Pages: 375 – 399)

Concept:

7-3a/b – Experimental Probability

7-3d – Fair and Unfair Games

7-3d – Use Data to Predict

7-3e – Unbiased and Biased Samples

(Pages: 400 – 417)

Standard(s):






Standard(s):






Standard(s):







MACC.7.SP.3.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate

greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates

a likely event.

MACC.7.SP.3.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.


How do you find the percent of a number?


How do you use the percent equation and the percent

proportion to solve problems?


How do you use the percent of a number to solve a

variety of problems?

Vocabulary:

Circle Graphs

Histograms

Stem-and-Leaf Plots

Vocabulary:

Probability

Sample

Sample Space

Outcomes

Dependent

Independent

Vocabulary:

Fair

Unfair

Bias

Unbiased

Experimental Probability

Theoretical Probability




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Unit Title: NGSSS Practice by Big Idea


(Pages: FL0 – FL29)




Concept:

BIG IDEA 1


Concept:

BIG IDEA 2


Concept:

BIG IDEA 3




Big Idea 2 Develop an understanding of and use

formulas to determine surface areas and volumes of

three-dimensional shapes.

Big Idea 3 Develop an understanding of operations on all rational

numbers and solving linear equations.


Unit Title: NGSSS Practice by Big Idea






Concept:



Concept:

Supporting Idea: Supporting Idea: Number and

Operation


Concept:

Supporting Idea: Data Analysis and Probability




Unit Title: CHAPTER 11 – Line and Angles Relations

Suggested Length: 10 days (Pages: 600 – 673)

Unit Essential Question: How can determine the measure of angles in different polygons?


Concept:

11-1a – Angle Relationships

11-1b – Parallel Lines

(Pages: 604 – 614)

Concept:

11-2a/b – Triangles

11-2d – Quadrilaterals

Polygons and Angles

Tessellation

(Pages: 615 – 637)

Concept: The Pythagorean Theorem

11-3a– Square Roots

11-3b – Estimate roots

11-3c – The Real Number System

11-3e – The Pythagorean Theorem

11-3f – Distance on the Coordinate Plane

(Pages: 641 – 664)

Standard(s): MA.8.G.2.2 Classify and determine the

measure of angles, including angles created when parallel

lines are cut by transversals.

Standard(s): MA.8.G.2.3 Demonstrate that the sum of

the angles in a triangle is 180-degrees and apply this fact

to find unknown measure of angles and the sum of angles

in polygons.

Standard(s): MA.8.A.6.2 Make reasonable

approximations of square roots and mathematical

expressions that include square roots, and use them to

estimate solutions to problems and to compare

mathematical expressions involving real numbers and

radical expressions.

MA.8.A.6.4 Perform operations on real numbers

(including integer exponents, radicals, percents, scientific

notation, absolute value, rational numbers, and irrational

numbers) using multi-step and real world problems.

COMMON CORE CONNECTIONS: MACC.7.G.2.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in

a figure.

MACC.7.G.1.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of

angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.


How do you determine the measure of angles created

when lines intersect?


How do you determine the measure of angels for

different polygons?


How do you find the square root of a number?

How do you estimate to find the square root of a number?

Vocabulary:

Angles Vertex

Degrees Right angle

Acute angle Obtuse angle

Straight angle Vertical angles

Adjacent angles Complementary Angles

Supplementary Angles Parallel Lines

Transversal Perpendicular Lines

Alternate Interior Angle Alternate Exterior Angles

Corresponding Angles

Vocabulary:

Quadrilateral Rectangle

Square Parallelogram

Rhombus Trapezoid

Polygon Pentagon

Hexagon Heptagon

Octagon Nonagon

Decagon Equilateral

Equiangular Regular Polygon

Vocabulary:

Square

Perfect Square

Square Root

Radical Sign

Rational Number

Irrational Number




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Page: 603b and 603c (Math Connects Plus TE)
















Unit Title: CHAPTER 12 – Statistics

Suggested Length: 10 days (Pages: 674 – 721)

Unit Essential Question: How can number operations and ordered pairs be used to determine the results of a

transformation on the coordinate plane?


Concept:

12-1a – Measures of Central Tendency

12-1b – Mean, Median, Mode

Concept:

12-2a – Measure of variation

12-2b – Box-and-whisker Plots

12-2c – Scatter Plots and Lines of Best Fit

12-2d – Select an Appropriate Display

Concept: The Pythagorean Theorem

11-3a– Square Roots

11-3b – Estimate roots

11-3c – The Real Number System

11-3e – The Pythagorean Theorem

11-3f – Distance on the Coordinate Plane

(Pages: 641 – 664)

Standard(s): MA.8.G.2.2 Classify and determine the

measure of angles, including angles created when parallel

lines are cut by transversals.

Standard(s): MA.8.G.2.3 Demonstrate that the sum of

the angles in a triangle is 180-degrees and apply this fact

to find unknown measure of angles and the sum of angles

in polygons.

Standard(s): MA.8.A.6.2 Make reasonable

approximations of square roots and mathematical

expressions that include square roots, and use them to

estimate solutions to problems and to compare

mathematical expressions involving real numbers and

radical expressions.

MA.8.A.6.4 Perform operations on real numbers

(including integer exponents, radicals, percents, scientific

notation, absolute value, rational numbers, and irrational

numbers) using multi-step and real world problems.

COMMON CORE CONNECTIONS: MACC.7.SP.2.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by

expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the

soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.


How do you use the measures of central tendencies to

analyze data?


How do you use graphs to analyze data?

Vocabulary:

Measure of Central Tendency Mean

Median Mode

Vocabulary:

Box-and-Whiskers Plots Scatter Plot

Lines of Best Fit




www.Glencoe.com







Websites:

http://illuminations.nctm.org/ - Activities, lesson plans and links for all levels of math. www.readwritethink.org - Interactive activities, lessons, and graphic

organizers

www.scholastic.com - Lesson plans, printable, teaching strategies www.docstoc.com - Instructional strategies and organizational chart

http://nlvm.usu.edu - National Library of Virtual Manipulatives http://mathplayground.com/index.html - Math games






Peer tutoring







Peer tutoring


















Chapter # Of Days

Chapter 0

3

Chapter 1

14

Chapter 2

15

Chapter 3

12

Chapter 4

12

*Chapter 9-1

6

Chapter 5

15

Chapter 6

12

Chapter 8

15

Chapter 9-2

4

Chapter 10

5

*Chapter 7

5

NGSSS – PRACTICE

15

Chapter 11

10

Chapter 12

7

Review

8

Course Name: M/J MATHEMATICS COURSE 2

Documents

Transcript of Course Name: M/J MATHEMATICS COURSE 2