Pacing Guide is provided to help you customize your course. Pacing Guide is provided to help you customize your course. ING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE T5 It accounts for 115 standard class periods. A Daily Planner precedes each chapter and gives you lesson-by-lesson suggestions for that chapter. Chapter 1 Arithmetic to Algebra 16 Days LESSON TITLE LESSON TITLE 1.0 Habits of Mind 1.08 Decimals—Addresses on the Number Line 1.01 Getting Started 1.09 Number Line Addition 1.02 Thinking About Negative Numbers 1.10 Number Line Multiplication 1.03 Extending the Addition Table 1.11 Getting Started 1.04 Extending the Multiplication Table 1.12 Addition and Subtraction Algorithms 1.05 The Basic Rules of Arithmetic— Properties of Operations 1.13 Adding and Subtracting Fractions 1.06 Getting Started 1.14 Multiplication Algorithms 1.07 Numbers Besides the Integers—Fractions 1.15 Multiplying and Dividing Fractions Chapter 2 Expressions and Equations 17 Days LESSON TITLE LESSON TITLE 2.01 Getting Started 2.10 When Backtracking Does Not Work 2.02 Modeling General Situations— Writing Expressions 2.11 The Basic Moves for Solving Equations 2.03 Evaluating Expressions 2.12 Solutions of Linear Equations 2.04 Simplifying Expressionss 2.13 Focus on the Distributive Property 2.05 Rephrasing the Basic Rules 2.14 Getting Started 2.06 Getting Started 2.15 Building Equations 2.07 Reversing Operations 2.16 Solving Word Problems 2.08 Solving Equations by Backtracking 2.17 More Than One Variable— Solving in Terms of Each Other 2.09 Getting Started This Pacing Guide is provided to help you customize your course. Chapter 3 Graphs 13 Days LESSON TITLE LESSON TITLE 3.01 Getting Started 3.08 Two Basic Graphs: Direct and Inverse 3.02 Transformations 3.09 Four More Basic Graphs 3.03 Equations as Point-Testers 3.10 Getting Started 3.04 Graphing by Plotting 3.11 Pitch and Slope 3.05 Graphing Related Quantities 3.12 Rates of Change 3.06 Intersections of Graphs 3.13 Collinearity 3.07 Getting Started
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Pacing Guide is provided to help you customize your course.Pacing Guide is provided to help you customize your course.
ING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE P
T5
It accounts for 115 standard class periods. A Daily Planner precedes each chapter and gives you lesson-by-lesson suggestions for that chapter.
Chapter 1 Arithmetic to Algebra 16 Days
LESSON TITLE LESSON TITLE
1.0 Habits of Mind 1.08 Decimals—Addresses on the Number Line
1.01 Getting Started 1.09 Number Line Addition
1.02 Thinking About Negative Numbers 1.10 Number Line Multiplication
1.03 Extending the Addition Table 1.11 Getting Started
1.04 Extending the Multiplication Table 1.12 Addition and Subtraction Algorithms
1.05 The Basic Rules of Arithmetic—Properties of Operations 1.13 Adding and Subtracting Fractions
1.06 Getting Started 1.14 Multiplication Algorithms
1.07 Numbers Besides the Integers—Fractions 1.15 Multiplying and Dividing Fractions
Chapter 2 Expressions and Equations 17 Days
LESSON TITLE LESSON TITLE
2.01 Getting Started 2.10 When Backtracking Does Not Work
2.02 Modeling General Situations—Writing Expressions 2.11 The Basic Moves for Solving Equations
2.03 Evaluating Expressions 2.12 Solutions of Linear Equations
2.04 Simplifying Expressionss 2.13 Focus on the Distributive Property
2.05 Rephrasing the Basic Rules 2.14 Getting Started
2.06 Getting Started 2.15 Building Equations
2.07 Reversing Operations 2.16 Solving Word Problems
2.08 Solving Equations by Backtracking 2.17 More Than One Variable—Solving in Terms of Each Other
2.09 Getting Started
This Pacing Guide is provided to help you customize your course.
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Chapter 3 Graphs 13 Days
LESSON TITLE LESSON TITLE
3.01 Getting Started 3.08 Two Basic Graphs: Direct and Inverse
3.02 Transformations 3.09 Four More Basic Graphs
3.03 Equations as Point-Testers 3.10 Getting Started
3.04 Graphing by Plotting 3.11 Pitch and Slope
3.05 Graphing Related Quantities 3.12 Rates of Change
3.06 Intersections of Graphs 3.13 Collinearity
3.07 Getting Started
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E PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING GUIDE PACING G I
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Chapter 4 Lines 14 Days
LESSON TITLE LESSON TITLE
4.01 Getting Started 4.07 Slope and Parallel Lines
4.02 Equations of Lines 4.08 Solving Systems: Elimination
4.03 Jiffy Graphs: Lines—Day 1 4.09 Getting Started
4.03 Jiffy Graphs: Lines—Day 2 4.10 Solving by Graphing
4.04 Overtaking—Slope in Distance-Time Graphs 4.11 Inequalities with One Variable
4.05 Getting Started 4.12 Inequalities with Two Variables
4.06 Solving Systems: Substitution 4.13 Graphing Linear Inequalities
Chapter 5 Exponents and Functions 17 Days
LESSON TITLE LESSON TITLE
5.01 Getting Started 5.10 Zero and Negative Exponents
5.02 Building Functions 5.11 Scientifi c Notation
5.03 Is It a Function? 5.12 Getting Started
5.04 Naming Functions 5.13 Constant Differences
5.05 Function Inputs and Outputs 5.14 Recursive Rules
5.06 Graphing Functions 5.15 Constant Ratios
5.07 Getting Started 5.16 Compound Interest
5.08 Squares, Cubes, and Beyond—Some Basic Rules of Exponents 5.17 Graphs of Exponential Functions
5.09 More Basic Rules of Exponents
Chapter 6 Statistics and Fitting Lines 10 Days
LESSON TITLE LESSON TITLE
6.01 Getting Started 6.06 Two-Variable Data
6.02 Mean, Median, and Mode 6.07 Getting Started
6.03 Data Displays 6.08 Linear Trends in Data
6.04 Paired Comparisons—Box-and-Whisker Plots 6.09 Fitting Lines to Data
6.05 Categorical Data 6.10 The Line of Best Fit
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Chapter 7 Introduction to Geometry 13 Days
LESSON TITLE LESSON TITLE
7.01 Getting Started 7.06 Compasses, Angles, and Circles—Day 2
Table of Contents v CME Project • Mathematics II v
National Advisory Board The National Advisory Board met early in the project, providing critical feedback on the instructional design and the overall organization. Members include
Richard Askey, University of Wisconsin Edward Barbeau, University of Toronto Hyman Bass, University of MichiganCarol Findell, Boston University Arthur Heinricher, Worcester Polytechnic InstituteRoger Howe, Yale UniversityBarbara Janson, Janson AssociatesKenneth Levasseur, University of Massachusetts, LowellJames Madden, Louisiana State University, Baton RougeJacqueline Miller, Education Development CenterJames Newton, University of MarylandRobert Segall, Greater Hartford Academy of Mathematics and ScienceGlenn Stevens, Boston UniversityHerbert Wilf, University of PennsylvaniaHung-Hsi Wu, University of California, Berkeley
Core Mathematical Consultants Dick Askey, Ed Barbeau, and Roger Howe have been involved in an even more substantial way, reviewing chapters and providing detailed and critical advice on every aspect of the program. Dick and Roger spent many hours reading and criticizing drafts, brainstorming with the writing team, and offering advice on everything from the logical organization to the actual numbers used in problems. We can’t thank them enough.
Teacher Advisory Board The Teacher Advisory Board for the CME Project was essential in help ing us create an effective format for our lessons that embodies the philosophy and goals of the program. Their debates about pedagogi cal issues and how to develop mathematical top ics helped to shape the distinguishing features of the curriculum so that our lessons work effective ly in the classroom. The advisory board includes
Jayne Abbas, Richard Coffey, Charles Garabedian, Dennis Geller, Eileen Herlihy, Doreen Kilday, Gayle Masse, Hugh McLaughlin, Nancy McLaughlin, Allen Olsen, Kimberly Osborne, Brian Shoemaker, and Benjamin Sinwell
Field-Test Teachers Our field-test teachers gave us the benefit of their classroom experi ence by teaching from our draft lessons and giv ing us extensive, critical feedback that shaped the drafts into realistic, teachable lessons. They shared their concerns, questions, challenges, and successes and kept us focused on the real world. Some of them even welcomed us into their classrooms as co-teachers to give us the direct experience with students that we needed to hone our lessons. Working with these expert professionals has been one of the most gratifying parts of the development—they are “highly qualified” in the most profound sense.
California Barney Martinez, Jefferson High School, Daly City; Calvin Baylon and Jaime Lao, Bell Junior High School, San Diego; Colorado Rocky Cundiff, Ignacio High School, Ignacio; Illinois Jeremy Kahan, Tammy Nguyen, and Stephanie Pederson, Ida Crown Jewish Academy, Chicago; Massachusetts Carol Martignette, Chris Martino, and Kent Werst, Arlington High School, Arlington; Larry Davidson, Boston University Academy, Boston; Joe Bishop and Carol Rosen, Lawrence High School, Lawrence; Maureen Mulryan, Lowell High School, Lowell; Felisa Honeyman, Newton South High School, Newton Centre; Jim Barnes and Carol Haney, Revere High School, Revere; New Hampshire Jayne Abbas and Terin Voisine, Cawley Middle School, Hooksett; New Mexico Mary Andrews, Las Cruces High School, Las Cruces; Ohio James Stallworth, Hughes Center, Cincinnati; Texas Arnell Crayton, Bellaire High School, Bellaire; Utah Troy Jones, Waterford School, Sandy; Washington Dale Erz, Kathy Greer, Karena Hanscom, and John Henry, Port Angeles High School, Port Angeles; Wisconsin Annette Roskam, Rice Lake High School, Rice Lake.
Special thanks go to our colleagues at Pearson, most notably Elizabeth Lehnertz, Joe Will, and Stewart Wood. The program benefits from their expertise in every way, from the actual mathematics to the design of the printed page.