1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.A: apply mathematics to problems arising in everyday life, society, and the workplace;

 Estimating Population Size

1.B: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

 Estimating Population Size

1.C: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

 Estimating Sums and Differences
 Multiplying Decimals (Area Model)

1.D: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

 Biconditional Statements
 Graphing Skills
 Using Algebraic Expressions

1.G: display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

 Biconditional Statements
 Using Algebraic Expressions

2: The student applies mathematical process standards to represent and use rational numbers in a variety of forms.

2.B: identify a number, its opposite, and its absolute value;

 Absolute Value with Linear Functions
 Integers, Opposites, and Absolute Values

2.C: locate, compare, and order integers and rational numbers using a number line;

 Adding and Subtracting Integers
 Adding on the Number Line
 Comparing and Ordering Decimals
 Fraction Garden (Comparing Fractions)
 Integers, Opposites, and Absolute Values
 Modeling Decimals (Area and Grid Models)
 Modeling Fractions (Area Models)
 Rational Numbers, Opposites, and Absolute Values

2.D: order a set of rational numbers arising from mathematical and real-world contexts; and

 Comparing and Ordering Decimals
 Estimating Population Size
 Integers, Opposites, and Absolute Values
 Modeling Fractions (Area Models)
 Rational Numbers, Opposites, and Absolute Values

2.E: extend representations for division to include fraction notation such as a/b represents the same number as a รท b where b ? 0.

 Fraction Artist 1 (Area Models of Fractions)

3: The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.

3.B: determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one;

 Multiplying Fractions
 Multiplying Mixed Numbers

3.C: represent integer operations with concrete models and connect the actions with the models to standardized algorithms;

 Adding and Subtracting Integers
 Adding on the Number Line

3.D: add, subtract, multiply, and divide integers fluently; and

 Adding and Subtracting Integers
 Adding on the Number Line
 Addition of Polynomials

3.E: multiply and divide positive rational numbers fluently.

 Adding and Subtracting Integers
 Dividing Fractions
 Dividing Mixed Numbers
 Multiplying Fractions
 Multiplying Mixed Numbers
 Multiplying with Decimals

4: The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.

4.C: give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

 Beam to Moon (Ratios and Proportions)
 Part-to-part and Part-to-whole Ratios
 Proportions and Common Multipliers
 Road Trip (Problem Solving)

4.E: represent ratios and percents with concrete models, fractions, and decimals;

 Beam to Moon (Ratios and Proportions)
 Modeling Decimals (Area and Grid Models)
 Part-to-part and Part-to-whole Ratios
 Percent of Change
 Percents and Proportions
 Percents, Fractions, and Decimals
 Proportions and Common Multipliers

4.G: generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and

 Dividing Mixed Numbers
 Improper Fractions and Mixed Numbers
 Modeling Decimals (Area and Grid Models)
 Part-to-part and Part-to-whole Ratios
 Percents, Fractions, and Decimals

4.H: convert units within a measurement system, including the use of proportions and unit rates.

 Unit Conversions

5: The student applies mathematical process standards to solve problems involving proportional relationships.

5.A: represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

 Beam to Moon (Ratios and Proportions)
 Estimating Population Size
 Part-to-part and Part-to-whole Ratios
 Percents and Proportions
 Proportions and Common Multipliers
 Road Trip (Problem Solving)

5.B: solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models; and

 Percent of Change
 Percents and Proportions
 Polling: Neighborhood

6: The student applies mathematical process standards to use multiple representations to describe algebraic relationships.

6.C: represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.

 Absolute Value Equations and Inequalities
 Function Machines 1 (Functions and Tables)
 Function Machines 2 (Functions, Tables, and Graphs)
 Introduction to Functions
 Points, Lines, and Equations
 Solving Equations on the Number Line
 Using Algebraic Equations
 Using Algebraic Expressions

7: The student applies mathematical process standards to develop concepts of expressions and equations.

7.A: generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;

 Factor Trees (Factoring Numbers)
 Finding Factors with Area Models
 Order of Operations

7.B: distinguish between expressions and equations verbally, numerically, and algebraically;

 Solving Equations on the Number Line
 Using Algebraic Equations

7.C: determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and

 Equivalent Algebraic Expressions I
 Equivalent Algebraic Expressions II
 Simplifying Algebraic Expressions I
 Simplifying Algebraic Expressions II
 Using Algebraic Expressions

7.D: generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

 Equivalent Algebraic Expressions I
 Equivalent Algebraic Expressions II
 Modeling the Factorization of x2+bx+c
 Simplifying Algebraic Expressions I
 Simplifying Algebraic Expressions II
 Solving Algebraic Equations II

8: The student applies mathematical process standards to use geometry to represent relationships and solve problems.

8.A: extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle;

 Classifying Triangles
 Concurrent Lines, Medians, and Altitudes
 Isosceles and Equilateral Triangles
 Polygon Angle Sum
 Triangle Angle Sum
 Triangle Inequalities

8.B: model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;

 Area of Parallelograms
 Area of Triangles
 Perimeter and Area of Rectangles

8.D: determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.

 Area of Parallelograms
 Area of Triangles
 Balancing Blocks (Volume)
 Chocomatic (Multiplication, Arrays, and Area)
 Perimeter and Area of Rectangles
 Prisms and Cylinders

9: The student applies mathematical process standards to use equations and inequalities to represent situations.

9.A: write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;

 Exploring Linear Inequalities in One Variable
 Linear Inequalities in Two Variables
 Modeling One-Step Equations
 Solving Equations on the Number Line
 Solving Linear Inequalities in One Variable

9.B: represent solutions for one-variable, one-step equations and inequalities on number lines; and

 Exploring Linear Inequalities in One Variable
 Solving Equations on the Number Line
 Solving Linear Inequalities in One Variable

9.C: write corresponding real-world problems given one-variable, one-step equations or inequalities.

 Linear Inequalities in Two Variables
 Solving Equations on the Number Line

10: The student applies mathematical process standards to use equations and inequalities to solve problems.

10.A: model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and

 Compound Inequalities
 Exploring Linear Inequalities in One Variable
 Linear Inequalities in Two Variables
 Modeling One-Step Equations
 Solving Algebraic Equations II
 Solving Equations on the Number Line
 Solving Linear Inequalities in One Variable

10.B: determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.

 Compound Inequalities
 Exploring Linear Inequalities in One Variable
 Linear Inequalities in Two Variables
 Modeling One-Step Equations
 Solving Algebraic Equations II
 Solving Equations on the Number Line
 Solving Linear Inequalities in One Variable

11: The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.

 City Tour (Coordinates)
 Elevator Operator (Line Graphs)
 Points in the Coordinate Plane
 Points, Lines, and Equations

12: The student applies mathematical process standards to use numerical or graphical representations to analyze problems.

12.A: represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

 Box-and-Whisker Plots
 Histograms
 Mascot Election (Pictographs and Bar Graphs)
 Mean, Median, and Mode
 Reaction Time 1 (Graphs and Statistics)
 Reaction Time 2 (Graphs and Statistics)
 Stem-and-Leaf Plots

12.B: use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

 Describing Data Using Statistics
 Movie Reviewer (Mean and Median)
 Populations and Samples
 Reaction Time 1 (Graphs and Statistics)
 Reaction Time 2 (Graphs and Statistics)
 Real-Time Histogram
 Stem-and-Leaf Plots

12.C: summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and

 Box-and-Whisker Plots
 Mean, Median, and Mode
 Movie Reviewer (Mean and Median)
 Reaction Time 1 (Graphs and Statistics)
 Reaction Time 2 (Graphs and Statistics)
 Stem-and-Leaf Plots

12.D: summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.

 Stem-and-Leaf Plots

13: The student applies mathematical process standards to use numerical or graphical representations to solve problems.

13.A: interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and

 Box-and-Whisker Plots
 Histograms
 Mean, Median, and Mode
 Reaction Time 1 (Graphs and Statistics)
 Stem-and-Leaf Plots

Correlation last revised: 1/20/2017

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.