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

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

 Biconditional Statements
 Using Algebraic Expressions

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

 Using Algebraic Expressions

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

2.B: approximate the value of an irrational number, including ? and square roots of numbers less than 225, and locate that rational number approximation on a number line;

 Square Roots

2.C: convert between standard decimal notation and scientific notation; and

 Unit Conversions
 Unit Conversions 2 - Scientific Notation and Significant Digits

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

 Comparing and Ordering Decimals
 Integers, Opposites, and Absolute Values

3: The student applies mathematical process standards to use proportional relationships to describe dilations.

3.A: generalize that the ratio of corresponding sides of similar shapes are proportional, including a shape and its dilation;

 Dilations

3.B: compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane; and

 Dilations

3.C: use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.

 Dilations

4: The student applies mathematical process standards to explain proportional and non-proportional relationships involving slope.

4.B: graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship; and

 Direct and Inverse Variation

4.C: use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems.

 Cat and Mouse (Modeling with Linear Systems)
 Function Machines 2 (Functions, Tables, and Graphs)
 Point-Slope Form of a Line
 Points, Lines, and Equations
 Quadratics in Polynomial Form
 Slope
 Slope-Intercept Form of a Line

5: The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions.

5.A: represent linear proportional situations with tables, graphs, and equations in the form of y = kx;

 Direct and Inverse Variation
 Proportions and Common Multipliers

5.B: represent linear non-proportional situations with tables, graphs, and equations in the form of y = mx + b, where b ? 0;

 Function Machines 1 (Functions and Tables)

5.C: contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation;

 Trends in Scatter Plots

5.D: use a trend line that approximates the linear relationship between bivariate sets of data to make predictions;

 Correlation
 Least-Squares Best Fit Lines
 Solving Using Trend Lines
 Trends in Scatter Plots

5.E: solve problems involving direct variation;

 Direct and Inverse Variation

5.G: identify functions using sets of ordered pairs, tables, mappings, and graphs;

 Function Machines 1 (Functions and Tables)
 Function Machines 2 (Functions, Tables, and Graphs)
 Function Machines 3 (Functions and Problem Solving)
 Introduction to Functions
 Linear Functions
 Points, Lines, and Equations
 Quadratics in Polynomial Form

5.H: identify examples of proportional and non-proportional functions that arise from mathematical and real-world problems; and

 Direct and Inverse Variation

5.I: write an equation in the form y = mx + b to model a linear relationship between two quantities using verbal, numerical, tabular, and graphical representations.

 Slope-Intercept Form of a Line

6: The student applies mathematical process standards to develop mathematical relationships and make connections to geometric formulas.

6.A: describe the volume formula V = Bh of a cylinder in terms of its base area and its height;

 Prisms and Cylinders
 Pyramids and Cones

6.B: model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas; and

 Pyramids and Cones

6.C: use models and diagrams to explain the Pythagorean theorem.

 Circles
 Pythagorean Theorem
 Pythagorean Theorem with a Geoboard
 Surface and Lateral Areas of Pyramids and Cones

7: The student applies mathematical process standards to use geometry to solve problems.

7.A: solve problems involving the volume of cylinders, cones, and spheres;

 Prisms and Cylinders
 Pyramids and Cones

7.B: use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders;

 Surface and Lateral Areas of Prisms and Cylinders

7.C: use the Pythagorean Theorem and its converse to solve problems; and

 Circles
 Distance Formula
 Pythagorean Theorem
 Pythagorean Theorem with a Geoboard
 Surface and Lateral Areas of Pyramids and Cones

7.D: determine the distance between two points on a coordinate plane using the Pythagorean Theorem.

 Circles
 Distance Formula

8: The student applies mathematical process standards to use one-variable equations or inequalities in problem situations.

8.A: write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;

 Absolute Value Equations and Inequalities
 Solving Equations on the Number Line
 Solving Linear Inequalities in One Variable

8.B: write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants;

 Solving Equations on the Number Line

8.C: model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants; and

 Absolute Value Equations and Inequalities
 Modeling One-Step Equations
 Modeling and Solving Two-Step Equations
 Solving Two-Step Equations

8.D: use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

 Constructing Congruent Segments and Angles
 Isosceles and Equilateral Triangles
 Polygon Angle Sum
 Similar Figures
 Triangle Angle Sum

9: The student applies mathematical process standards to use multiple representations to develop foundational concepts of simultaneous linear equations. The student is expected to identify and verify the values of x and y that simultaneously satisfy two linear equations in the form y = mx + b from the intersections of the graphed equations.

 Solving Linear Systems (Matrices and Special Solutions)
 Solving Linear Systems (Slope-Intercept Form)

10: The student applies mathematical process standards to develop transformational geometry concepts.

10.A: generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;

 Dilations
 Rock Art (Transformations)
 Rotations, Reflections, and Translations
 Translations

10.B: differentiate between transformations that preserve congruence and those that do not;

 Dilations
 Reflections
 Rock Art (Transformations)
 Rotations, Reflections, and Translations
 Translations

10.C: explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and

 Dilations
 Rock Art (Transformations)
 Translations

10.D: model the effect on linear and area measurements of dilated two-dimensional shapes.

 Dilations

11: The student applies mathematical process standards to use statistical procedures to describe data.

11.A: construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;

 Correlation
 Least-Squares Best Fit Lines
 Solving Using Trend Lines
 Trends in Scatter Plots

11.C: simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected

 Polling: City
 Populations and Samples

12: The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor.

12.A: solve real-world problems comparing how interest rate and loan length affect the cost of credit;

 Compound Interest

12.B: calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator;

 Compound Interest

12.D: calculate and compare simple interest and compound interest earnings;

 Compound Interest

12.E: identify and explain the advantages and disadvantages of different payment methods;

 Household Energy Usage
 Percent of Change

12.F: analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility; and

 Household Energy Usage
 Percent of Change

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.