GLE - FLYPARSONS
|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.1.1 Use mathematical | | | | | | |
|language, symbols, and | | | | | | |
|definitions while developing | | | | | | |
|mathematical reasoning. | | | | | | |
|0606.1.2 Apply and adapt a |0606.1.2 Judge the |0606.1.2 Recognize when an estimate |SuperSource-Base 10 |NCTM Illuminations Activities |Chapter 1 |First |
|variety of appropriate |reasonableness of the |is more appropriate than an exact |“Nearest 10” pg. 58 |“Primary Krypto” (3-5 & 6-8) |Lesson 2 | |
|strategies to problem solving,|results of rational number|answer in a variety of problem | | | |
|including estimation, and |estimates and/or |situations. | |ctivityDetail.aspx?ID=173 | | |
|reasonableness of the |computations. | | | | | |
|solution. | |0606.1.3 Recognize errors generated | | | | |
| | |by rounding. | |MathLine | | |
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| | | | |NCTM “Figure It” | | |
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|0606.1.3 Develop independent |0606.1.4 Select the | | | | | |
|reasoning to communicate |representation that models| | | | | |
|mathematical ideas and derive |one of the arithmetic | | | | | |
|algorithms and/or formulas. |properties (commutative, | | | | | |
| |associative, or | | | | | |
| |distributive). | | | | | |
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|0606.1.4 Move flexibly between|0606.1.3 Use concrete, |0606.1.5 Illustrate properties of |NCTM – Navigating Through Algebra (3-5) |National Library of Virtual | | |
|concrete and abstract |pictorial, and symbolic |operations by showing that two |“Squares Cubed” |Manipulatives: | | |
|representations of |representation for |expressions are equivalent in a given|“That’s Odd” |“Color Chips” (6-8) | | |
|mathematical ideas in order to|integers. |context (e.g., using an area model |“Triangle Rule Machine” | | | |
|solve problems, model | |for distributive property, and | | | | |
|mathematical ideas, and | |grouping/set models for commutative | |“Working with Algebra Tiles” | | |
|communicate solution | |and associative properties). | | | |
|strategies. | | | |gebraTiles/AlgebraTiles.htm | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.1.5 Use mathematical |0606.1.1 Make conjectures |0606.1.4 Describe how changes in one | | |Chapter 12 |Fourth |
|ideas and processes in |and predictions based on |quantity or variable result in | | |Lessons 1 & 2 | |
|different settings to |data. |changes in another. | | | | |
|formulate patterns, analyze | |0606.1.6 Model situations by devising| | | | |
|graphs, set up and solve | |and carrying out experiments and | | | | |
|problems and interpret | |simulations. | | | | |
|solutions. | |0606.1.7 Formulate questions, design |Mathline: | | | |
| | |studies, and collect real world data.|“We’re All Tuned In” (6-8) | | | |
| | |0606.1.8 Determine an appropriate | | | |
| | |sample to test an hypothesis. |.html?q=mathline&x=25&y=9&num=100 | | | |
|0606.1.6 Read and interpret | | | | | | |
|the language of mathematics | | | | | | |
|and use written/oral | | | | | | |
|communication to express | | | | | | |
|mathematical ideas precisely. | | | | | | |
|0606.1.7 Recognize the | |0606.1.9 Use age-appropriate books, |“Math Curse”, “How Much Is a Million?”, | | | |
|historical development of | |stories, and videos to convey ideas |“On the Day You Were Born”, “Anno’s Magic | | | |
|mathematics, mathematics in | |of mathematics. |Seeds”, “Beasts of burden”, “Esio Trot”, | | | |
|context, & the connections | | |“A Remainder of One”, “What’s Smaller Than| | | |
|between math & the real world.| | |a Pygmy Shrew?”, “Fantastic Book of 1001 | | | |
| | | |Lists”, “The Warlord’s Puzzle”, “Sam | | | |
| | | |Johnson & the Blue Ribbon Quilt”, | | | |
| | | |“Grandfather Tang’s Story”, “One Hundred | | | |
| | | |Hungary | | | |
| | | |Ants” | | |
| | | |ure%20webpages/HundredAnts.html, “Two Ways| | | |
| | | |to Count to Ten”, “Is a Blue Whale the | | | |
| | | |Biggest Thing There Is?”, “The $1.00 Word | | | |
| | | |Riddle Book”, “Spaghetti & Meatballs for | | | |
| | | |All” , “If the World Were a Village” Video| | | |
| | | |– | | | |
| | | |Walt Disney “Donald in Mathemagic Land” | | | |
|0606.1.8 Use |0606.1.5 Model algebraic |0606.1.1 Recognize different | |“Working with Algebra Tiles”: | | |
|technologies/manipulatives |expressions using algebra |conventions used in calculator & | | | |
|appropriately to develop |tiles. |computer spreadsheets (e.g., *for | |gebraTiles/AlgebraTiles.htm | | |
|understanding of mathematical | |multiplication, ^ for exponents), but| | | | |
|algorithms, to facilitate | |use mathematical notation in written | |Geogebra (Dynamic Geometry | | |
|problem solving, and to create| |work. | |Software): | | |
|accurate and reliable models | |0606.1.10 Use various methods (such | | | | |
|of mathematical concepts. | |as dynamic geometry software) to | | | | |
| | |explore properties of triangles & | | | | |
| | |quadrilaterals. | | | | |
| | |0606.1.11 Model algebraic expressions| | | | |
| | |with manipulatives, technology, & | | | | |
| | |pencil & paper. | | | | |
|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.2.1 Understand and |0606.2.1 Solve problems |0606.2.2 Use area models to represent|SuperSource – Base 10 |National Library of Virtual |Chapter 3 |First |
|explain the procedures for |involving the |multiplication of fractions. |“Closest to 1” pg. 30 |Manipulatives: |Lesson 3,4, 5, 6, 7,| |
|multiplication and division of|multiplication and | | |“Fractions – Rectangle |8, 10 | |
|fractions, mixed numbers, and |division of fractions. |0606.2.3 Create and solve contextual |SpringBoard Middle School Math I |Multiplication” | | |
|decimals. | |problems that lead naturally to |“Egg Cartons” | 4 | |
| |0606.2.2 Solve problems |division of fractions. |“I’ll Take, You’ll Take” |es_asid_194_g_3_t_1.html?from=c|Lesson 2,, 8, 9 | |
| |involving the addition, | |“Cooking with Andre’ ” |ategory_g_3_t_1.html | | |
| |subtraction, | | | |Chapter 5 | |
| |multiplication, and | | | |Lessons 1, 2, 3, | |
| |division of mixed numbers.| | | |7, 8, 9, 10 | |
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| |0606.2.3 Solve problems | | | | | |
| |involving the addition, | | | | | |
| |subtraction, | | | | | |
| |multiplication, and | | | | | |
| |division of decimals. | | | | | |
|0606.2.2 Solve multi-step |0606.2.4 Solve multi-step | |Mathline: | | | |
|mathematical, contextual and |arithmetic problems using | |“Is It Really News?” (6-8) | | | |
|verbal problems using |fractions mixed numbers, | | | | |
|fractions, mixed numbers, and |and decimals. | |.html?q=mathline&x=25&y=9&num=100 | | | |
|decimals. | | | | | | |
|0606.2.3 Understand and use |0606.2.6 Solve problems |0606.2.4 Understand ratio as a |NCTM Illuminations: | |Chapter 8 |Second |
|ratios, rates and percents. |involving ratios, rates |fraction used to compare two |“Bean Counting & Ratio” | |Lesson 1, 2, 3, | |
| |and percents. |quantities by division. | |6, 9 | |
| | | |.aspx?id=L722 | | | |
| | |0606.2.5 Recognize a:b, a/b, and “a |Mathline: | | | |
| | |to b” as notations for ratios. |“Alphabits” (6-8) | | | |
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| | |0606.2.6 Recognize common percentages|nplans/pdf/msmp/alphabits.pdf | | | |
| | |as ratios based on fractions whose |“How Many Noses Are in Your Arm?” | | | |
| | |denominators are 2, 3, 4, 5, or 10. | | | |
| | | |.html?q=mathline&x=25&y=9&num=100 | | | |
| | |0606.2.7 Connect ratio and rate to |SpringBoard Middle School Math I | | | |
| | |multiplication and division. |“Penny Stacking” | | | |
| | | |Super Source Kit – Tangrams “Architan” pg.| | | |
| | | |18 | | | |
| | | |SuperSource Kit – Color Tiles | | | |
| | | |“The S-Shaped Figure” pg. 74 | | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.2.4 Understand and |0606.2.5 Transform numbers|0606.2.8 Recognize that a terminating|Mathline: |NCTM Illuminations Activities: |Chapter 4 |Second |
|convert between fraction, |from one form to another |decimal equals a fraction with a |“Is It Really News?” (6-8) |“Fractions Model I” |Lessons 4, 6, 7 | |
|decimal, and percent forms of |(fractions, decimals, |denominator that is a power of ten. | | |
|rational numbers. |percents, and mixed | |nplans/pdf/msmp/news.pdf |ctivityDetail.aspx?ID=11 | | |
| |numbers). |0606.2.9 Recognize that the decimal |“Fantasy Baseball – Part I & Part II” |“Fractions Model II” | | |
| | |form of a rational number either |(6-8) | | |
| | |terminates or repeats. | | | |
| | | |.html?q=mathline&x=25&y=9&num=100 |Fractions Model III” | | |
| | | |Kathy Dillard’s “FDP BINGO” | | |
| | | |Algebra Cubed Project List 07-08 |ctivityDetail.aspx?ID=45 | | |
| | | |“Using Ratio to Taste the Rainbow” | | | |
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| | | |/skittles.pdf | | | |
|0606.2.5 Develop meaning for |0606.2.7 Locate positive |0606.2.1 Efficiently compare and |SpringBoard Middle School Math I |Interactivate – |Chapter 9 |Third |
|integers; represent and |rational numbers on the |order fractions, decimals and |“Integer Games” |“Equivalent Fraction Finder” |Lesson 1, 2 | |
|compare quantities with |number line. |percents; determine their approximate| | | |
|integers. | |locations on a number line. | |vate/activities/EquivFractionFi| | |
| |0606.2.8 Locate integers | | |nder/?version=1.5.0_11&browser=| | |
| |on the number line. |0606.2.10 Explore contexts that can | |MSIE&vendor=Sun_Microsystems_In| | |
| | |be described with negative numbers | |c. | | |
| | |(such as money, elevation, and | |“Equivalent Fraction Pointer” | | |
| | |temperature). | | | |
| | | | |vate/activities/EquivFractionPo| | |
| | | | |inter/ | | |
| | | | |“Bounder Fraction Finder” | | |
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| | | | |vate/activities/BoundFractionFi| | |
| | | | |nder/ | | |
| | | | |“Bounder Fraction Pointer” | | |
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| | | | |vate/activities/BoundFractionPo| | |
| | | | |inter/ | | |
| | | | |National Library of Virtual | | |
| | | | |Manipulatives: | | |
| | | | |“Circle Zero” | | |
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| | | | |nstructions&from=category_g_3_t| | |
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| | | | |“Circle 21” | | |
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| | | | |es_asid_188_g_3_t_1.html | | |
| | | | |“Circle 3” | | |
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| | | | |“Circle 99” | | |
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| | | | |nstructions&from=category_g_3_t| | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.3.1 Write and solve |0606.3.1 Represent on a |0606.3.2 Write and solve one-step |NCTM Illuminations: |National Library of Virtual |Chapter 2 |Third |
|two-step equations and |number line the solution |inequalities corresponding to given |“Geology Rocks Equations” (6-8) |Manipulatives: |Lessons 3, 4, 5, | |
|inequalities. |of a linear inequality. |situations (non-negative numbers |“Balance Scale” (Algebra 9-12) |6, 7 | |
| |0606.3.6 Solve two-step |only). |.aspx?id=L786 | | | |
| |linear equations using |0606.3.1 Write and solve two-step | | |Chapter 12 | |
| |number sense, properties, |linear equations corresponding to | | |Lessons 1, 2, | |
| |and inverse operations. |given situations (non-negative | | |and Extension | |
| | |numbers only) | | |pp. 76-77 | |
|0606.3.2 Interpret and | |0606.3.3 Recognize the use of |Navigating Through Algebra (3-5): |“Working with Algebra Tiles”: |Chapter 2 |Third |
|represent algebraic | |juxtaposition (such as 3x, ab) to |“Tiling a Patio” | 3, 4, 5, | |
|relationships with variables | |stand for multiplication, and the |NCTM Illuminations: |gebraTiles?AlgebraTiles.htm |6, 7 | |
|in expressions, simple | |convention in these cases of writing |“One Grain of Rice” (6-8) | | | |
|equations and inequalities. | |numbers before letters. | | | |
| | |0606.3.5 Use the commutative, |.aspx?id=L713 | | | |
| | |associative and distributive |“Golden Ratio” (6-8) | | | |
| | |properties to show that two | | | |
| | |expressions are equivalent. |.aspx?id=L658 | | | |
| | | |“Fibonacci Trains” (6-8) | | | |
| | |0606.3.7 Move fluently between | | | |
| | |different representations (such as |.aspx?id=L736 | | | |
| | |verbal, tabular, numerical, |“Exploration of a Balance - Maintaining | | | |
| | |algebraic, and graphical) of |the Balance” (6-8) | | | |
| | |equations and expressions. | | | |
| | | |.aspx?ID=L184 | | | |
| | |0606.3.8 Represent patterns using |“Bouncing Tennis Balls” (6-8) | | | |
| | |words, graphs, and simple symbolic | | | |
| | |notation. |.aspx?id=L246 | | | |
| | | |Marilyn Burns | | | |
| | | |“Tons of Tiles” | | | |
|0606.3.3 Extend order of |0606.3.2 Use order of | |“Twenty-Four” Game |NCTM Illuminations Activities |Chapter 1 |First |
|operations to include grouping|operations and parentheses| |Tammy Parsons” “Order of Operations |“Primary Krypto” (3-5 & 6-8) |Lesson 4 | |
|symbols and exponents. |to simplify expressions | |Partners” | | |
| |and solve problems | |SpringBoard |ctivityDetail.aspx?ID=173 | | |
| | | |“A Fairly Ordered Operation” | | | |
| | | |NCTM Illuminations: (6-8) | | | |
| | | |“Order of Operations BINGO” | | | |
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| | | |.aspx?ID=L730 | | | |
|0606.3.4 Use expressions, | | |Gateway Training: | |Chapter 2 |Third |
|equations and formulas to | | |“Express Yourself” | |Lessons 1, 2, 3 | |
|solve problems | | |“Chain Reaction” | | | |
| | | |SpringBoard Middle School Math I | | | |
| | | |“ Batter Up First Inning” | | | |
| | | |“ Batter Up Second Inning” | | | |
|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.3.5 Use multiple |0606.3.3 Write equations |0606.3.6 Use equations to describe |NCTM Illuminations |NCTM Activities: |Chapter 12 |Third |
|representations including |that correspond to given |simple relationships shown in a table|“Everything Balances Out in the End |“Chairs” |Lessons 1, 2, 3, | |
|symbolic algebra to model |situations or represent a |or graph. |-Balancing Shapes ” (6-8) |, 5, 6, 7 | |
|and/or solve contextual |given mathematical | | | | |
|problems that involve linear |relationship. |0606.3.9 Write a contextual story |.aspx?ID=L642 | | | |
|relationships. | |modeled by a given graph. |“Everything Balances Out in the End- | | | |
| |0606.3.4 Rewrite | |Balancing Algebraic Understanding ”(6-8) | | | |
| |expressions to represent | | | | |
| |quantities in different | |.aspx?ID=L64 | | | |
| |ways. | |Mathline | | | |
| | | |“Snake Patterns-s-s-s” (3-5) | | | |
| |0606.3.5 Translate between| | | | |
| |verbal | |.html?q=mathline&x=25&y=9&num=100 | | | |
| |expressions/sentences and | |SuperSource (Patterns & Functions 7-8) | | | |
| |algebraic | |“Table for 63, Please” pp. 68-72 | | | |
| |expressions/equations. | |NCTM – Navigating Through Algebra Book | | | |
| | | |(3-5) | | | |
| |0606.3.8 Select the | |“Graphic Stories” pp. 31-32 & 77-78 | | | |
| |qualitative graph that | |“Squares Cubed” pp.64-66 & 86-88 | | | |
| |models a contextual | |“That’s Odd!” pp. 61-63 | | | |
| |situation (e.g., water | |“Triangle-Rule Machine” pp. 58-60 & 84-85 | | | |
| |filling then draining from| |“Tiling a Patio” pp. 18-26 | | | |
| |a bathtub). | |Marilyn Burns – | | | |
| | | |“Tons of Tiles” | | | |
| | | |NCTM Navigating Through Algebra (3-5) | | | |
| | | |“Squares Cubed” | | | |
| | | |“Triangle Rule Machine” | | | |
| | | |“That’s Odd” | | | |
| | | |“Tiling a Patio” | | | |
|0606.3.6 Understand and use |0606.3.7 Use algebraic |0606.3.4 Generate data and graph |NCTM Illuminations |Interactivate: Maze Game |Chapter 9 |Third |
|the Cartesian coordinate |expressions and properties|relationships concerning measurement |“Equations of Attach” (6-8) | 3 | |
|system. |to analyze numeric and |of length, area, volume, weight, | | |
| |geometric patterns. |time, temperature, money, and |.aspx?id=L782 |on=1.6.0_10&browser=MSIE&vendor|Chapter 6 | |
| | |information. |“Line ‘Em Up” (6-8) |=Sun_Microsystems_Inc.&flash=10|Lesson 6 | |
| |0606.3.9 Graph ordered | | | | |
| |pairs of integers in all |0606.3.10 Understand that in an |.aspx?id=L617 | | | |
| |four quadrants of the |ordered pair (x,y), the x represents |Texas Instruments: | | | |
| |Cartesian coordinate |horizontal location and y represents |“Cutting the Great Pumpkin Down to Size” | | | |
| |system. |vertical location. | | | |
| | | |tivityexchange/Activity.do?cid=US&aId=8617| | | |
| | |0606.3.11 Identify the quadrant of |SuperSource Kit – Tangrams | | | |
| | |the coordinate system in which a |“Hit or Miss” pg. 42 | | | |
| | |point lies. |SuperSource Kit – Geoboards | | | |
| | | |“Geoboard Peg Capture” pg. 62 | | | |
| | | |SuperSource Kit – Cuisenaire Rods | | | |
| | | |“Hidden Rods” pg. 50 | | | |
|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.4.1 Understand and use |0606.4.1 Identify, define |0606.4.3 Verify the basic properties |Mathline: | |Chapter 7 |Second |
|basic properties of triangles,|or describe geometric |of triangles and quadrilaterals using|“What’s Your Angle?” | |Lessons 1, 2, 3, | |
|quadrilaterals and other |shapes given a visual |a protractor and ruler. | |4, 5, 6, 7, 11 | |
|polygons. |representation or a | |.html?q=mathline&x=25&y=9&num=100 | | | |
| |written description of its|0606.4.4 Classify triangles by side |SpringBoard Middle School Math I | |Chapter 10 | |
| |properties. |lengths (scalene, isosceles, and |“What’s My Name?” | |Lessons 8, 9 | |
| | |equilateral) and angle measure |“When Were You Born?” | | | |
| | |(acute, right, obtuse, isosceles and |SuperSource – Tangrams | | | |
| | |equiangular). |“Around the Quad” pg. 26 “It’s What’s | | | |
| | | |Inside That Counts” pg. 46 “Ready, Set, | | | |
| | |0606.4.1 Investigate the sum of the |Go!” pg. 50 “Same or Similar” pg. 54 | | | |
| |0606.4.2 Find a missing |angles in a triangle and a |“Tangram Recipe” pg. 78 “What’s Your | | | |
| |angle measure in problems |quadrilateral using various methods. |Angle” pg. 86 | | | |
| |involving | |SuperSource – Pattern Blocks | | | |
| |interior/exterior angles |0606.4.2 Relate the sum of the angles|“Angles of Polygons” pg. 22 “Building | | | |
| |and/or their sums. |in a triangle to the sum of the |Hexagons” pg. 26 “Don’t Break the Wagon” | | | |
| | |angles in polygons. |pg. 38 “Fill the Hexagon” pg. 42 | | | |
| | | |“How Many Angles” pg. 54 “Looking For | | | |
| | |0606.4.6 Use the properties of |Symmetry” pg. 62 “Pattern Block Angles” | | | |
| | |interior and exterior angles of |pg. 66 “Reach Into the Bag” pg. 74 | | | |
| | |polygons to solve problems. |SuperSource – Geoboard | | | |
| | | |“Constructing Polygons” pg. 18 “Inscribed | | | |
| |0606.4.3 Solve problems |0606.4.5 Model and use the Triangle |Triangles” pg. 50 | | | |
| |using the Triangle |Inequality Theorem. |“Possible, Impossible” pg. 66 “Shape | | | |
| |Inequality Theorem. | |Riddles” pg. 70 “What’s Isosceles?” pg. 86| | | |
| | | |“Finding Shapes With Symmetry” p. 30 | | | |
| | | |SuperSource –Cuisenaire Rods | | | |
| | | |“Blue Prints” pg. 18 “Planning | | | |
| | | |Playgrounds” pg. 66 | | | |
| | | |“Making Triangles” pg. 54 “Place the | | | |
| | | |Mirror” pg. 62 “Possible Perimeter” pg. 70| | | |
| | | |“Sculptures Big & Small” pg. 74 | | | |
| | | |SuperSource – Snap Cubes | | | |
| | | |“Master Builder” pg. 34 “Painted Cubes” | | | |
| | | |pg. 46 | | | |
| | | |Algebra Cubed Project List 08-09 | | | |
| | | |“Which Triangles Are Right?” | | | |
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| | | |/which_triangles_are_right.pdf | | | |
| | | |NCTM Illuminations -“Inequalities in | | | |
| | | |Triangles” | | | |
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| | | |tail.aspx?id=L6816-8) | | | |
| | | |“Rectangles & Parallelograms” | | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.4.2 Use the concepts of | |0606.4.7 Work with transformations in|SuperSource Kit – Tangrams | |Chapter 7 |Fourth |
|translation, rotation, | |a plane and explore their meanings |“Take a Bite” pg. 66 | |Lessons 10, 11 | |
|reflection, and symmetry to | |through drawings and manipulatives. |SuperSource Kit – Snap Cubes | | | |
|understand congruence in the | | |“Pentacubes 11” pg. 54 | |Chapter 12 | |
|plane. | |0606.4.8 Understand scaling, dilation| | |Lessons 3, 4, 5 | |
| | |and their relation to similarity. |Marilyn Burns Math & Literature (6-8) – | | | |
| | | |“What’s Smaller Than a Pygmy Shrew?” | | | |
| | |0606.4.9 Analyze the differences | | | | |
| | |between congruence and similarity. | | | | |
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| | |0606.4.10 Describe the effect of a | | | | |
| | |transformation on a 2-dimensional | | | | |
| | |figure and the resulting symmetry. | | | | |
|0606.4.3 Develop and use |0606.4.4 Calculate with |0606.4.11 Relate the circumference of|NCTM Illuminations: |Illuminations Activities: |Chapter 10 |Second |
|formulas to determine the |circumferences and areas |a circle with the perimeter of a |“The Giant Cookie Dilemma” (6-8) |“Computing Pi” |Lesson 1, 5 | |
|circumference and area of |of circles. |polygonal figure. | | |
|circles, and the area of | | |.aspx?id=L772 |ctivityDetail.aspx?ID=161 | | |
|trapezoids, and develop | |0606.4.12 Derive the meaning of Pi | | | | |
|strategies to find the area of| |using concrete models and/or |SpringBoard Middle School Math I | | | |
|composite shapes. | |appropriate technology. |“The Dot Game” | | | |
| | | |“Play Area” | | | |
| | |0606.4.13 Understand the | | | | |
| | |relationships among the radius, |SuperSource Kit – Tangrams | | | |
| | |diameter, circumference and area of a|“Form the Formula” pg. 38 | | | |
| | |circle, and that the ratio of the | | | | |
| | |circumference to the diameter is the |SuperSource Kit – Base 10 | | | |
| | |same as the ratio of the area to the |“A Problem of Perimeter” pg. 18 | | | |
| | |square of the radius and that this | | | | |
| | |ratio is called Pi. |Algebra Cubed Project List 06-07 | | | |
| | | |“Discovering Pi” | | | |
| | |0606.4.14 Relate the area of a | | | |
| | |trapezoid to the area of a |/DiscoveringPi.pdf | | | |
| | |parallelogram. | | | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.4.4 Develop and use |0606.4.5 Determine the |0606.4.15 Find lengths given areas or|Algebra Cubed Project List 07-08 | |Chapter 10 |Second |
|formulas for surface area and |surface area and volume of|volumes, and vice versa. |“Dissecting the Cube” | |Lesson 7, 8, 9 | |
|volume 3-dimensional figures. |prisms, pyramids and | | | | |
| |cylinders. |0606.4.16 Solve contextual problems |/Dissecting_the_Cube_lesson.pdf | | | |
| | |involving area and circumference of | | | | |
| |0606.4.6 Given the volume |circles, surface areas and volumes of|Algebra Cubed Project List 07-09 | | | |
| |of a cone/pyramid, find |prisms, pyramids, cones, and |“Why are Bubbles Spheres?” | | | |
| |the volume of the related |cylinders. | | | |
| |cylinder/prism or vice | |/Why_are_Bubbles_Spheres.pdf | | | |
| |versa. |0606.4.17 Use manipulatives to | | | | |
| | |discover the volume of a pyramid is | | | | |
| | |one-third the volume of the related | | | | |
| | |prism (the heights and base areas are| | | | |
| | |equal). | | | | |
| | | | | | | |
| | |0606.4.18 Use manipulatives to | | | | |
| | |discover the volume of a cone is | | | | |
| | |one-third the volume of the related | | | | |
| | |cylinder (the heights and base areas | | | | |
| | |are equal). | | | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.5.1 Understand the |0606.5.1 Determine the |0606.5.1 Understand that the |Mathline: | |Chapter 11 |Second |
|meaning of probability and how|theoretical probability of|probability of an event is a number |“Chances Are – Part I” (3-5) | |Lessons 1, 2, 3, | |
|it is expressed. |simple and compound events|between zero and one that expresses | |4, 5, 6 | |
| |in familiar contexts. |the likelihood of its occurrence. |nplans/pdf/esmp/chancesare.pdf | | | |
| | | |“Remove One” (6-8) | | | |
| | |0606.5.2 Identify the probability of | | | |
| | |an event as the ratio of the number |.html?q=mathline&x=25&y=9&num=100 | | | |
| | |of its actual occurrences to the | | | | |
| | |total number of its possible |SpringBoard Middle School Math I | | | |
| | |occurrences. |“In a Whirl” | | | |
| | | | | | | |
| | |0606.5.3 Express probabilities in |SuperSource Kit – Tangrams | | | |
| | |different ways. |“Crazy Darts” pg. 34 | | | |
| | | | | | | |
| | |0606.5.4 Understand the difference |SuperSource Kit – Color Tiles | | | |
| | |between probability and odds. |“2/3 Blue” pg. 78 | | | |
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| | |0606.5.5 Analyze a situation that | | | | |
| | |involves probability of an | | | | |
| | |independent event. | | | | |
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| | |0606.5.6 Estimate the probability of | | | | |
| | |simple and compound events through | | | | |
| | |experimentation or simulation. | | | | |
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| | |0606.5.7 Apply procedures to | | | | |
| | |calculate the probability of | | | | |
| | |complimentary events. | | | | |
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|GLE |SPI |Checks for Understanding |Lessons/Activities |Websites |Textbook |Nine Weeks |
|0606.5.2 Interpret |0606.5.2 Identify features|0606.5.8 Connect data sets and their |“If the World Were a Village” |NCTM Activities: |Chapter 6 |First |
|representations of data from |of graphs that may be |graphical representations (such as | |“Bar Grapher” |Lesson 2, 3, 4, | |
|surveys and polls, and |misleading. |bar graphs, circle graphs, and |Mathline: |, 7, 9 | |
|describe sample bias and how | |stem-and-leaf plots). |“Wet Heads” (6-8) |ctivityDetail.aspx?ID=63 | | |
|data representations can be |0606.5.3 Determine whether| |“Canada Data Map” | | |
|misleading. |or not a sample is biased.|0606.5.9 Determine the sample space |.html?q=mathline&x=25&y=9&num=100 | | |
| | |for a given situation. | |ctivityDetail.aspx?ID=175 | | |
| | | |SuperSource - Snap Cubes |“Circle Grapher” | | |
| | |0606.5.10 Distinguish between a |“Match No Match” pg. 38 | | |
| | |random and nonrandom sample. |“What’s the Chance” pg. 86 |ctivityDetail.aspx?ID=60 | | |
| | | | |“Circle Tool” | | |
| | |0606.5.11 Select the appropriate |SpringBoard | | |
| | |measure of center to describe a data |“When Were You Born?” |ctivityDetail.aspx?ID=116 | | |
| | |set. |“Taking a Class Picture” | | | |
| | | | | | | |
| | |0606.5.12 Predict the characteristics|NCTM Illuminations: | | | |
| | |of a population based on the analysis|“Assessing & Investigating Population | | | |
| | |of sample data. |Data: (3-5) | | | |
| | | | | | |
| | | |.aspx?ID=L238 | | | |
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