Radnor High School - Radnor Township School District



Radnor Middle School

Course Overview

Math

Course 2 Honors

|General Information |

|Credits: N/A Length: Full Year |

|Weighted: N/A Format: Meets Daily |

|Prerequisite: N/A Grade: 6 |

|I. Course Description |

| |

|The goal of this course is to provide students with a strong foundation of math skills traditionally considered essential for success in |

|higher level, more abstract math courses. Early topics include: rational numbers, their operations, and their algebraic representations. As |

|the year progresses, equations and functions, geometry, square root, and probability become the focus. Strands of measurement, conversions, |

|area, measures of central tendency, and data displays are investigated throughout the course. Additionally, students will consistently engage |

|in problem solving situations that will require application of skills and use of estimation to check for reasonableness. |

|Student Objectives: |

|Students will understand that: |

|Patterns can be used to solve problems |

|Mathematics is a language with essential vocabulary |

|A negative sign can be used to represent numbers less than zero |

|All numbers have an absolute value representing the distance (on a number line) from zero |

|Fractions, decimals, and percents have equivalent/interchangeable values |

|Ratios and rates show the numerical relationship between two elements |

|Problem solving often requires the translation of English phrases into mathematical expressions |

|Solving inequalities is similar to solving equations except that a range of numbers (shown on a number line) represents all possible solutions|

| |

|Data can be organized through measures of central tendency |

|Appropriate data displays are chosen based on the characteristics of the data |

|Steps for solving equations are ruled by specific properties and order of operations |

|Transformations can be described with coordinate notation |

|Probability represents the likeliness that, given a set of outcomes, a favorable outcome will occur |

|Materials & Texts |

| Textbook: |

|Math Course 2‐ Mc Dougal, Littell & Co. ‐ 2007 ed. |

|Activities, Assignments, & Assessments |

|1. Number and Operation |

|powers and exponents |

|order of operations |

|compare numbers |

|decimal operations |

|estimation |

|scientific notation |

|prime factorization |

|greatest common factor |

|least common multiple |

|conversion: fractions, decimal, percent |

|fraction operation |

|integer operation |

|rational & irrational numbers |

|ratios |

|percent of change |

| |

|2. Algebra |

|Evaluate variable expressions |

|Use formulas |

|Identity and inverse properties |

|Distributive property |

|Write expressions and equations |

|Solve equations |

|Solve inequalities |

|Functions |

|Solve proportions |

|3. Geometry and Measurement |

|Perimeter and area |

|Measure length, mass, capacity |

|Convert measures |

|Scale models and drawings |

|Classify angles |

|Classify polygons |

|Identify congruent and similar figures |

|Transformations |

|Pythagorean theorem |

|Circles |

|4. Data Analysis and Probability |

|Mean, median, mode |

|Make and interpret data displays |

|Appropriate data displays |

|Find outcomes |

|Find probability |

|Integer operation |

|Rational & irrational numbers |

|ratios |

|percent of change |

| |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and tests. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

UNIT: 1—Number Sense, Patterns, and Algebraic Thinking (Chapter 1)

|Common Core Standards |

|6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. |

|6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. |

|6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. |

|6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts |

|of an expression as a single entity. |

|6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. |

|Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to |

|specify a particular order (Order of Operations). |

|6.EE.3 Apply the properties of operations to generate equivalent expressions. |

|6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is |

|substituted into them). |

|6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the |

|equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |

|6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable |

|can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |

|Keystone Connections: |

|STANDARDS |

|2.2.A1.C. Evaluate numerical expressions that include the four basic operations and operations of powers and roots, reciprocals, opposites, |

|and absolute values. |

|2.8.A1.C. Identify and represent patterns algebraically and/or graphically. |

|2.5.A1.A. Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an |

|answer makes sense, and explain how the problem was solved in grade appropriate contexts. |

|2.8.A1.E. Use combinations of symbols and numbers to create expressions, equations, and inequalities in two or more variables, systems of |

|equations, and inequalities, and functional relationships that model problem situations. |

|2.8.A1.F. Interpret the results of solving equations, inequalities, systems of equations, and systems of inequalities in the context of the |

|situation that motivated the model. |

|Student Objectives: |

|Chapter 1 gives students a foundation in describing patterns, introductory algebra concepts, and problem-solving skills that will be applied |

|and further developed throughout the course. In this chapter, students describe patterns and use them to solve problems. Students also apply|

|the order of operations to evaluate variable expressions involving powers and exponents and to solve equations. They use these skills to find|

|the area of rectangles and to solve real-world problems. |

|At the conclusion of this chapter, students should be able successfully complete the following skills: |

|Describe patterns using whole number operations. |

|Evaluate variable expressions. |

|Write repeated multiplication using exponents. |

|Evaluate powers. |

|Evaluate expressions involving two or more operations |

|Use mental math to solve an equation. |

|Use formulas to find perimeter and area. |

|Use a 4-step plan to solve many kinds of problems. |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston, Il: McDougal Littell. |

|Lesson Practice Sheets B, C |

|Lesson Note Taking Sheets -1.1. 1.2, 1.3, 1.4, 1.5, 1.6 |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|1.1 Describing Patterns |

|1.2 Variables and Expressions  |

|1.3 Powers and Exponents  |

|1.4 Order of Operations  |

|1.5 Equations and Mental Math  |

|1.6 Perimeter and Area  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

| |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and tests. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/Quizzes |

|Chapter Tests |

|Terminology |

|add, subtract, multiply, divide, variable expression, evaluate, power, base, exponent, order of operations, equation solutions, solving an |

|equation, perimeter, area, sum, difference, product, quotient |

|Media, Technology, Web Resources |

|McDougal Littell Course 2 Easy Planner DVD ROM |

|McDougal Littell Course 2 Power Presentations DVD ROM |

|McDougal Littell resources |

|Teacher-developed smart-board documents |

Decimal Operations

Chapter 2

|Standards from Curriculum Connector document |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|Common Core Standards |

|6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using |

|the standard algorithm for each operation |

|6.EE.1 Write and evaluate numerical expressions involving whole-number exponents. |

|Keystone Connections: |

|2.1.6.B.Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms. |

| |

|2.1.6.D.Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed |

|numbers |

|. |

|2.2.6.D. Estimate solutions of problems involving whole numbers and decimals and check the reasonableness of those estimates. |

|Student Objectives: |

|In this chapter students perform operations with decimals, including comparing and rounding decimals. Students then apply these skills to |

|solving real-world problems involving scientific notation and metric measurements |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Compare, order, and round decimals |

|Add and subtract decimals |

|Multiply and divide decimals |

|Read and write number using scientific notation |

|Measure and estimate using metric units |

|Convert between metric units |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Lesson Practice Sheets C |

|Lesson Note taking Sheets - 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7 |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|2.1 Comparing, Ordering, and Rounding Decimals |

|2.2 Adding and Subtracting Decimals  |

|2.3 Multiplying Decimals  |

|2.4 Dividing Decimals  |

|2.5 Scientific Notation  |

|2.6 Measuring in Metric Units  |

|2.7 Converting Metric Units  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|Decimals |

|Estimation |

|Leading digit |

|Quotient |

|Divisor |

|Dividend |

|Compatible numbers |

|Scientific notation |

|metric system |

|capacity units (L, mL) |

|length units (m, mm, cm, km) |

|mass units (g, mg, kg)  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Data and Statistics

Chapter 3

|Standards from Curriculum Connector document |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|Common Core Standards |

|6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the |

|answers. |

| |

|6.SP.2. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, |

|spread, and overall shape. |

| |

|6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of |

|variation describes how its values vary with a single number |

| |

|6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. |

| |

|6.SP.5. Summarize numerical data sets in relation to their context, such as by: |

|a. Reporting the number of observations. |

|b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. |

|c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well |

|as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were |

|gathered. |

|d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were |

|gathered. |

|Keystone Connections: |

|2.4.6.A Use models, properties, and relationships to draw conclusions and explain reasons for conclusions. |

| |

|2.5.6.B. Use appropriate mathematical terms, vocabulary, language, symbols, and graphs to explain clearly and logically solutions to problems.|

| |

|2.6.6.A.Gather data from a variety of appropriate sources. |

|2.6.6.B. Select an appropriate method to organize data; select an appropriate format to display data |

|2.6.6.C Select and use, as appropriate, the mean, median, mode, and/or range to describe sets of data. |

|2.6.6.E. Interpret data displayed in a table, histogram, graph, or data summarized by numerical measures. |

|Student Objectives: |

|In this chapter students study the mean, median, and mode of a data set, and how each of these values represents an average of the data. They|

|then use bar graphs, line graphs, stem-and-leaf plots, boxand-whisker plots, and histograms to display and analyze the distribution of the |

|values in a data set. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Describe data using mean median and mode |

|Make and interpret line and bar graph |

|Display data using stem and leaf plots |

|Display data using box and whisker plots |

|Make and interpret histograms |

|Chose an appropriate display for a data set |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 3.1, 3.2, 3.3, 3.4, 3.5, |

|Practice Sheets C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|3.1 Mean, Median, and Mode |

|3.2 Bar Graphs and Line Graphs  |

|3.3 Stem-and-Leaf Plots  |

|3.4 Box-and-Whisker Plots  |

|3.5 Histograms  |

|Assignments |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|Assessments |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Project- Group data display presentations |

|Terminology |

| |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Number Patterns and Fractions

Chapter 4

|Standards from Curriculum Connector Document |

|M6.A.1.3-Apply number theory concepts (i.e., factors, multiples).  |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M6.A.3.1-Apply estimation strategies to a variety of problems. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M7.A.3.1-Apply estimation strategies to a variety of problems.  |

|M6.A.1.1-Express numbers in equivalent forms. |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M7.A.1.1-Express numbers in equivalent forms. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|Common Core Standards |

|6.NS. 2. Fluently divide multi-digit numbers using the standard algorithm. |

|6.NS. 3. Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |

|6.NS.4. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less|

|than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of |

|two whole numbers with no common factor. |

|Keystone Connections: |

|2.1.6.B.Represent whole numbers, fractions, mixed numbers, decimals, and percents inequivalent forms. |

|2.1.6.C.Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent. |

|2.1.6.D.Apply place value concepts to order and compare decimals; use the number line to order and compare decimals, fractions, and mixed |

|numbers. |

|2.1.6.E. Apply number theory concepts to calculate the GCF (Greatest Common Factor) and/or LCM |

|(Least Common Multiple) of two numbers. |

|2.2.6.D. Estimate solutions of problems involving whole numbers and decimals and check the reasonableness of those estimates. |

|Student Objectives: |

|Students will find the greatest common factor and the least common multiple of two or more numbers. They compare and order fractions and |

|mixed numbers, and also write fractions as decimals and vice versa. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Write a number as a product of prime numbers |

|Find the greatest common factor of two or more numbers |

|Write equivalent fractions |

|Find the LCM of two or more numbers |

|Compare and order fractions |

|Compare and order fractions and mixed numbers |

|Write fractions as decimals and decimals as fractions |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|4.1 Prime Factorization  |

|4.2 Greatest Common Factor  |

|4.3 Equivalent Fractions  |

|4.4 Least Common Multiple  |

|4.5 Comparing and Ordering Fractions  |

|4.6 Mixed Numbers and Improper Fractions  |

|4.7 Fractions and Decimals  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|prime |

|composite |

|prime factorization |

|factor tree  |

|greatest common factor (GCF) |

|relatively prime  |

|fraction |

|numerator |

|denominator |

|equivalent fractions |

|simplest form  |

|multiple |

|common multiple |

|least commomn multiple (LCM)  |

|least common denominator (LCD)  |

|mixed number |

|proper fraction |

|improper fraction  |

|terminating decimal |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Fraction Operations

Chapter 5

|Standards from Curriculum Connector Document |

|M6.A.3.1-Apply estimation strategies to a variety of problems. |

|M6.A.3.2-Solve problems with and without the use of a calculator. |

|M7.A.3.1-Apply estimation strategies to a variety of problems. |

|M7.A.3.2-Compute accurately with and without use of a calculator.  |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|M7.B.1.1-Add or convert measurements.  |

|Common Core Standards |

|Apply and extend previous understandings of multiplication and |

|division to divide fractions by fractions. |

| |

|6.NS.1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using |

|visual fraction models and equations to represent the problem. |

|Keystone Connections: |

|2.1.6.B. Represent whole numbers, fractions, mixed numbers, decimals, and percents in equivalent forms. |

|2.1.6.C. Use models to represent the concept of equivalent forms of a fraction,decimal, and/or percent. |

| |

|2.2.6.B. Add, subtract, multiply, and divide whole numbers, decimals, fractions, and mixed numbers. |

| |

|2.3.6.D. Perform basic conversions within the metric and within the customary systems |

|2.3.6.F. Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, |

|time, weight, and angles. |

|Student Objectives: |

|Students add and subtract fractions and mixed numbers. They also multiply and divide fractions and mixed numbers, and they learn about |

|customary units. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Add and subtract fractions |

|Add and subtract mixed numbers |

|Multiply fractions and mixed numbers |

|Divide fractions and mixed numbers |

|Measure and estimate using customary units |

|Convert between customary units |

|Materials & Texts |

| Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 5.1, 5.2, 5.3, 5.4, 5.5, 5.6 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|5.1 Adding and Subtracting Fractions  |

|5.2 Adding and Subtracting Mixed Numbers  |

|5.3 Multiplying Fractions and Mixed Numbers  |

|5.4 Dividing Fractions and Mixed Numbers  |

|5.5 Measuring in Customary Units (Click to see note)  |

|5.6 Converting Customary Units  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|least common denominator (LCD)  |

|mixed number |

|improper fraction  |

|greatest common factor (GCF) |

|mixed number |

|improper fraction  |

|recriprocal  |

|U.S. customary lengths, weights, capacity  |

|conversions of customary units  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Integers

Chapter 6

|Standards from Curriculum Connector Document |

|M6.A.1.2-Compare quantities and/or magnitudes of numbers. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|M6.A.3.2-Solve problems with and without the use of a calculator. |

|M7.A.3.2-Compute accurately with and without use of a calculator.  |

|M6.D.1.1-Create or extend patterns. |

|M6.D.2.1-Select and/or use appropriate strategies to solve number sentences. |

|M7.D.1.1-Recognize, reproduce, extend and/or describe patterns, sequences and relationships. |

|M7.D.2.1-Select and/or use appropriate strategies to solve or represent equations or expressions.  M6.A.1.2-Compare quantities and/or |

|magnitudes of numbers. |

|M7.A.1.2-Compare quantities and/or magnitudes of numbers.  |

|M6.C.3.1-Identify, plot, or match points given an ordered pair. |

|M7.C.3.1-Locate and/or describe points on a coordinate plane. |

|M7.D.3.1-Describe the relationship between two variables (e.g., time, temperature).  |

|Common Core Standards |

|6.NS.5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., |

|temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative |

|numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |

|6.NS.6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous |

|grades to represent points on the line and in the plane with negative number coordinates. |

|a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the |

|opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. |

|b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that |

|when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. |

|c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs |

|of integers and other rational numbers on a coordinate plane. |

|6.NS.7. Understand ordering and absolute value of rational numbers. |

|a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. |

|b. Write, interpret, and explain statements of order for rational |

|numbers in real-world contexts. |

|c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a |

|positive or negative quantity in a real-world situation |

|d. Distinguish comparisons of absolute value from statements about order. |

| |

|6.NS.8. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of |

|coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. |

| |

|6.G.3Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points |

|with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical |

|problems. |

|Keystone Connections: |

|2.1.6.A.Model and compare values of whole numbers,mixed numbers,fractions, and decimals |

|2.1.6.F. Apply the associative, commutative, distributive and/or identity properties to write quivalent forms of expressions. |

|2.2.6.C. Apply the associative, commutative, distributive, and/or identity properties to evaluate numerical |

|expressions. |

|2.8.6.A. Use the concept of equality to demonstrate understanding of the distributive property. |

|2.9.6.C. Identify on a 2- dimensional coordinate system the location of points with non-negative fractional or decimal coordinates; plot in a |

|two-dimensional coordinate system a point represented by an |

|ordered pair of nonnegative fractions, mixed numbers, or decimals. |

|Student Objectives: |

|Students compare and order integers and perform interger addition, subtraction, multiplication and division. The definition of rational |

|numbers is discussed and then they graph points in the coordinate plane. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Compare and order integers |

|Add integers |

|Subtract integers |

|Multiply integers |

|Divide integers |

|Perform operations on rational numbers |

|Evaluate expressions using the distributive property |

|Identify and plot points in a coordinate plane |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|6.1 Comparing and Ordering Integers  |

|6.2 Adding Integers  |

|6.3 Subtracting Integers  |

|6.4 Multiplying Integers  |

|6.5 Dividing Integers  |

|6.6 Rational Numbers  |

|6.7 The Distributive Property  |

|6.8 The Coordinate Plane  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|integer |

|negative integer |

|positive integer |

|opposite  |

|absolute value  |

|opposite  |

|mean  |

|rational number |

|additive identity |

|multiplicative identidy |

|additive inverse |

|multiplicative inverse  |

|equivalent expression |

|distributive property  |

|coordinate plane |

|origin |

|quadrant |

|ordered pair |

|x-coordinate |

|y-coordinate |

|scatter plot  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Equations, Inequalities and Functions

Chapter 7

|Standards from Curriculum Connector Document |

|M6.D.2.2-Create and/or interpret expressions or equations that model problem situations. |

|M7.D.2.2-Create and/or interpret expressions, equations or inequalities that model problem situations.  |

|M6.D.2.1-Select and/or use appropriate strategies to solve number sentences. |

|M6.D.2.2-Create and/or interpret expressions or equations that model problem situations. |

|M7.D.2.1-Select and/or use appropriate strategies to solve or represent equations or expressions. |

|M7.D.2.2-Create and/or interpret expressions, equations or inequalities that model problem situations.  |

|Common Core Standards |

|6.EE. |

| |

|1. Write and evaluate numerical expressions involving whole-number exponents. |

|2. Write, read, and evaluate expressions in which letters stand for numbers. |

|a. Write expressions that record operations with numbers and with letters standing for numbers. |

|b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more |

|parts of an expression as a single entity. |

|c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. |

|Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to |

|specify a particular order (Order of Operations). |

|. |

|3. Apply the properties of operations to generate equivalent expressions. |

|4. Identify when two expressions are equivalent (i.e., when the two |

|expressions name the same number regardless of which value is |

|substituted into them). |

| |

|Reason about and solve one-variable equations and inequalities. |

|5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the |

|equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |

|6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a |

|variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. |

|7. Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x |

|are all nonnegative rational numbers. |

|8. Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize |

|that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.|

| |

|Represent and analyze quantitative relationships between |

|dependent and independent variables. |

|9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express |

|one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the |

|relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. |

|Keystone Connections: |

|2.1.6.F. Apply the associative, commutative, distributive and/or identity properties towrite equivalent forms of expressions. |

| |

|2.8.6.B. Select and use strategies to solve number sentences (and inequalities) and explain the method of solution. |

| |

|2.8.6.D. Determine a functional rule from a table or graph. |

|2.8.6.E.Use combinations of symbols and numbers to create expressions, equations, and inequalities that model mathematical situations. |

| |

|2.8.6.F. Interpret the results of solving equations in one variable in the context of the situation that |

|motivated the model. |

|Student Objectives: |

|Students write and simplify expressions, and solve equations and inequalities. They also use equations, tables, and graphs to represent |

|functions. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Write variable expressions and equations |

|Simplify variable expressions |

|Solve addition and subtraction equations |

|Solve multiplication and division equations |

|Solve two step equations |

|Write and solve inequalities |

|Write and evaluate function rules |

|Graph functions in a coordinate plane |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|7.1 Writing Expressions and Equations  |

|7.2 Simplifying Expressions  |

|7.3 Solving Addition and Subtraction Equations  |

|7.4 Solving Multiplication and Division Equations  |

|7.5 Solving Two-Step Equations  |

|7.6 Solving Inequalities  |

|7.7 Functions and Equations  |

|7.8 Graphing Functions  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|verbal model  |

|terms |

|like terms |

|equivalent variable expressions |

|coefficient |

|constant term  |

|inverse operation |

|equivalent equations  |

|inverse operations  |

|inequality |

|solution of an inequality |

|graph of an inequality |

|equivalent inequality  |

|function |

|input |

|output |

|domain |

|range  |

|linear function  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Ratios and Proportions

Chapter 8

|Standards from Curriculum Connector Document |

|M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.  |

|M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates. |

|M7.D.3.1-Describe the relationship between two variables (e.g., time, temperature).  |

|Common Core Standards |

|6.RP |

|1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. |

|2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio |

|relationship. |

|3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape |

|diagrams, double number line diagrams, or equations. |

|a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot |

|the pairs of values on the coordinate plane. Use tables to compare ratios. |

|b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at|

|that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? |

|c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems |

|involving finding the whole, given a part and the percent. |

|d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing |

|quantities. |

|Keystone Connections: |

|2.1.6.C. Use models to represent the concept of equivalent forms of a fraction, decimal, and/or percent. |

|2.11.6.B. Describe the relationship between rates of change and another variable (e.g., time, temperature). |

|Student Objectives: |

|In this chapter, students learn about ratios, and extend this concept to rates and unit rates, and then to solving proportions, and to scale |

|drawings. Students also explore the relationship between rate and the slope of a line. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Write and compare rations |

|Use rates to compare two quantities with different units |

|Find the slope of a line |

|Solve proportions using equivalent rations and algebra |

|Solve proportions using cross products |

|Use proportions with models |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 8.1, 8.2, 8.4, 8.5, 8.6 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|8.1 Ratios  |

|8.2 Rates  |

|8.4 Writing and Solving Proportions  |

|8.5 Solving Proportions Using Cross Products  |

|8.6 Scale Drawings and Models  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Group Scale Modeling Project |

|Terminology |

|ratio |

|equivalent ratio  |

|rate |

|unit rate  |

|slope  |

|proportion  |

|cross product  |

|scale |

|scale drawing |

|scale model  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Percents

Chapter 9

|Standards from Curriculum Connector Document |

|M6.A.1.1-Express numbers in equivalent forms. |

|M7.A.1.1-Express numbers in equivalent forms.  |

|M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates.  |

|M6.E.1.1-Interpret data shown in frequency tables, histograms, circle, bar or double bar graphs, line or double line graphs or line plots. |

|M7.E.1.1-Interpret data shown in complex data displays. |

|M7.E.4.1-Draw conclusions and, make predictions based on data displays.  |

|Common Core Standards |

|6.RP |

| |

|1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. |

|2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio |

|relationship. |

|3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape |

|diagrams, double number line diagrams, or equations. |

|a. Make tables of equivalent ratios relating quantities with wholenumber measurements, find missing values in the tables, and plot |

|the pairs of values on the coordinate plane. Use tables to compare ratios. |

|b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at|

|that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? |

|c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems |

|involving finding the whole, given a part and the percent. |

|d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing |

|quantities. |

|Keystone Connections: |

|2.7.6.C. Express the probability of a simple event as a fraction, decimal, and percent. |

|Student Objectives: |

|Students will be examine the relationships among fractions, decimals and percents. They will use these skills to draw circle graphs. Students|

|will also apply their knowledge of percents to solving percent problems, including discounts, markups, sales tax, tips and simple interest. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Use a fraction to find the percent of a number |

|Use proportions to solve percent problems |

|Write percents as decimals and decimals as percents |

|Use equations to solve percent problems |

|Use percents to interpret and make circle graphs |

|Find a percent of change in a quantity |

|Find discounts, markups, sales tax, and tips |

|Calculate simple interest |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 9.1, 9.2, 9.3, 9.4, 9.5, 9.6 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|9.1 Percents and Fractions  |

|9.2 Percents and Proportions  |

|9.3 Percents and Decimals  |

|9.4 The Percent Equation  |

|9.5 Circle Graphs  |

|9.6 Percent of Increase and Decrease  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|percent |

|"per hundred"  |

|proportion |

|a/b = p/100  |

|decimal  |

|percent equation |

|a = p·b  |

|circle |

|ray |

|angle |

|vertex |

|degrees  |

|percent change |

|percent increase |

|percent decrease  |

|discount |

|markup |

|tip |

|sales tax  |

|interest |

|principal |

|simple list |

|annual interest rate |

|balance  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Geometric Figures

Chapter 10

|Standards from Curriculum Connector Document |

|M6.C.1.1-Define and/or use basic properties of triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons, nonagons, decagons and |

|circles. |

|M7.C.1.1-Define and/or apply basic properties of two- and three-dimensional geometric shapes.  |

|M6.C.1.2-Represent and/or use concepts and relationships of lines and line segments. |

|M7.A.2.2-Solve problems using ratios, proportions, percents and/or rates. |

|M7.C.1.2-Identify congruence and/or similarity in polygons.  |

|Common Core Standards |

|6.G. |

|1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into |

|triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |

|Keystone Connections: |

|2.3.6.B. Use appropriate units to measure perimeter, area, and volume; use a protractor to measure angles between 0 and 180 degrees. |

|2.3.6.C. Use given measurements to calculate a missing length, perimeter, area, and/or volume; calculate elapsed time across am/pm and across|

|days |

|2.3.6.F. Estimate and verify measurements of length, perimeter, area, volume, capacity, temperature, |

|time, weight, and angles. |

|2.9.6.A. Identify, define, label, and/or describe properties of 1-, 2-, and 3- dimensional shapes and their related parts, and classify and |

|compare 2- and 3- dimensional shapes on the basis of their properties. |

|2.9.6.B. Predict and describe the result of a translation (slide), rotation (turn), or reflection (flip) of a 2- |

|dimensional shape. |

|2.10.6.A. Identify and compare parts of right triangles, including right angles, acute angles, hypotenuses, and legs. |

|Student Objectives: |

|Students explore angles, triangles, and polygons. They investigate congruent and similar polygons. Finally, students study three types of |

|transformations: translations, reflections, and rotations. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Classify angles by their measures |

|Identify special pairs of angles and types of lines |

|Classify triangles |

|Classify quadrilaterals and other polygons |

|Use properties of similar and congruent polygons |

|Use similar triangles to find lengths |

|Identify transformations and symmetry in figures |

|Graph transformation in a coordinate plane |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|10.1 Angles  |

|10.2 Special Pairs of Angles  |

|10.3 Triangles  |

|10.4 Polygons  |

|10.5 Similar and Congruent Polygons  |

|10.6 Using Proportions with Similar Polygons  |

|10.7 Transformations and Symmetry Note: Translations, rotations, and reflections are 5th grade assessment anchors (M5.C.2.1) and are not |

|assessed beyond grade 5. This chapter can be de-emphasized or skipped. (Cannella, 3/13/09)  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|acute angle |

|right angle |

|straight angle |

|obtuse angle |

|supplementary angle |

|complementary angle  |

|adjacent angle |

|vertical angle |

|congruent angle |

|corresponding angle |

|intersect |

|parallel |

|perpendicular  |

|acute triangle |

|obtuse triangle |

|right triangle |

|congruent sides |

|equilateral triangle |

|isoceles triangle |

|scalene triangle  |

|quadrilateral |

|trapezoid |

|parallelogram |

|rhombus |

|polygon |

|pentagon |

|hexagon |

|heptagon |

|octagon |

|diagonal  |

|similar polygon |

|congruent polygon  |

|proportion |

|cross product |

|similar polygons  |

|image |

|transformation |

|reflection |

|rotation |

|line of reflection |

|center of refllection |

|angle of reflection |

|line of  rotational symmetry  |

|coordinate plane  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Measurement and Area

Chapter 11

|Standards from Curriculum Connector Document |

|M6.B.2.2-Solve problems involving length, perimeter, area and/or volume of geometric figures. |

|M7.B.2.1-Develop, use and/or describe measures of length, perimeter, circumference, area or volume.  |

|M6.B.2.2-Solve problems involving length, perimeter, area and/or volume of geometric figures. |

|M6.C.1.1-Define and/or use basic properties of triangles, quadrilaterals, pentagons, hexagons, heptagons, octagons, nonagons, decagons and |

|circles. |

|M7.B.2.1-Develop, use and/or describe measures of length, perimeter, circumference, area or volume. |

|M7.C.1.1-Define and/or apply basic properties of two- and three-dimensional geometric shapes.  |

|Common Core Standards |

|6.G |

|1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into |

|triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |

|Keystone Connections: |

| |

| |

|Student Objectives: |

|The study of square roots will lead to a discussion and use of Pythagorean theorem. Students will also apply the area formulas for |

|parallelograms, triangles, trapezoids, and circles to solve real world problems. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Evaluate expressions involving square roots |

|Approximate square roots of numbers |

|Find the length of a side of a right triangle |

|Find the areas of parallelograms |

|Find the areas of triangles and trapezoids |

|Find the circumference of circles |

|Find the areas of circles |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7 |

|Practice Sheets B, C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|11.1 Square Roots Note: Squares and roots of perfect squares is an 8th grade anchor (M8.A.1.1.2). It does not need to be taught to mastery. |

|(Cannella, 3/13/09)  |

|11.2 Approximating Square Roots Note: This is actually an 11th grade anchor (M11.A.1.1.1). It does not need to be taught to mastery. |

|(Cannella, 3/13/09)  |

|11.3 The Pythagorean Theorem Note: Using the Pythagorean Theorem is an 8th grade anchor (M8.C.1.2). It does not need to be taught to mastery. |

|(Cannella, 3/13/09)  |

|11.4 Area of a Parallelogram  |

|11.5 Areas of Triangles and Trapezoids  |

|11.6 Circumference of a Circle  |

|11.7 Area of a Circle  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENTS |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|square root |

|perfect square |

|square number |

|radical expression  |

|irrational number |

|real number  |

|right triangle |

|hypoteneuse |

|legs |

|Pythagorean Theorem  |

|base of a parallelogram |

|height of a parallelogram  |

|base of a triangle |

|height of a triangle |

|base of a trapezoid |

|height of a trapezoid  |

|circle |

|center |

|radius |

|diameter |

|circumference  |

|radius |

|diameter  |

|Media, Technology, Web Resources |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

Probability

Chapter 13

|Standards from Curriculum Connector Document |

|M6.E.3.1-Determine all possible combinations, outcomes and/or calculate the probability of a simple event. |

|M7.E.3.1-Determine or calculate theoretical or experimental probability. |

|M7.E.4.1-Draw conclusions and, make predictions based on data displays.  |

|Common Core Standards |

|6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the |

|answers. |

| |

|6.SP. 5. Summarize numerical data sets in relation to their context, such as by: |

|a. Reporting the number of observations. |

|Keystone Connections: |

|2.7.6.A. Collect data and estimate the likelihood of outcomes of an event. |

|2.7.6.C. Express the probability of a simple event as a fraction, decimal, and percent. |

| |

|2.7.6.D. List the possible outcomes for two independent events and compare the outcomes |

|2.7.6.E. Find and interpret the experimental probability of an outcome of a simple event. |

|Student Objectives: |

| In this chapter, students learn how to count the possible outcomes of an experiment using tree diagrams and the counting principle. They then|

|study permutations and combinations, including learning the formulas for calculating the number of permutations and combinations for an event.|

|Students also examine methods for calculating the probability of events, including dependent and independent events. |

|At the conclusion of this chapter, students should be able to successfully complete the following skills: |

|Find probabilities |

|Use a tree diagram to find all possible outcomes |

|Use the counting principle to count outcomes |

|Use permutations and combinations |

|Find the probability that either of two events occurs |

|Find the probability of compound events |

|Materials & Texts |

|Larson, R., Boswell, L., Kanold, T., & Stiff, L. (2008). Math Course 2. Evanston II: McDougal Littell. |

|Notetaking Sheet - 13.1, 13.2, 13.3, 13.4 |

|Practice Sheets C |

|Activities, Assignments, & Assessments |

|ACTIVITIES |

|13.1 Introduction to Probability  |

|13.2 Tree Diagrams  |

|13.3 The Counting Principle  |

|13.4 Permutations and Combinations  |

|ASSIGNMENTS |

|Lesson Practice Sheets C |

|Associated Chapter exercises |

|ASSESSMENT |

|Homework will be assigned on a daily basis. Grades will be based on quizzes and test. In addition, teachers may use homework, group |

|activities, and/or projects for grading purposes. The Radnor Middle School grading system and scale will be used to determine letter grades. |

|Lesson Assessments/quizzes |

|Chapter tests |

|Terminology |

|outcomes |

|event |

|favorable outcomes |

|probability |

|theoretical probability |

|experimental probability  |

|tree diagram  |

|outcome |

|event |

|probability  |

|permutation |

|combination  |

|disjoint events |

|overlapping events |

|complimentary events  |

|compound events |

|independent events |

|dependent events  |

|Media, Technology, Web Resources |

| |

|McDougall Littell Course 2 Easy Planner DVD ROM |

|McDougall Littell Course 2 Power Presentations DVD ROM |

|McDougall Littell resources |

|Teacher developed smart-board documents |

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