STRAND: NUMBER SENSE, PROPERTIES, AND OPERATIONS

SAXON PUBLISHERS Algebra 1/2: An Incremental Development ©1997

correlated to

Arkansas Mathematics Curriculum Framework

Grades 5-8

STRAND: NUMBER SENSE, PROPERTIES, AND OPERATIONS

CONTENT STANDARD 1

The student will communicate an understanding of the properties of numbers and operations (add, subtract, multiply,

divide).

NPO.1.1. Identify numerical patterns (e.g., prime numbers, squares, exponents) and verify results (e.g., by continuing the pattern).

PE/TE: 23, 24, 38, 39, 40, 42, 43, 47, 51, 55, 56, 57, 58, 61, 63, 65, 66, 67, 68, 70, 72, 73, 75, 77, 78, 79, 80, 84, 87, 89, 90, 91, 92, 96, 98, 106, 115, 128, 131, 132, 133, 134, 138, 140, 141, 142, 143, 146, 149, 151, 152, 153, 154, 156, 158, 161, 163, 164, 168, 170, 172, 175, 178, 181, 183, 186, 189, 191, 193, 196, 202, 205, 210, 211, 212, 213, 216, 218, 219, 221, 224, 225, 226, 231, 233, 238, 243, 249, 252, 258, 260, 262, 263, 265, 268, 270, 271, 273, 276, 278, 279, 280, 284, 285, 286, 287, 289, 290, 292, 293, 294, 295, 296, 297, 298, 301, 303, 307, 309, 312, 315, 318, 322, 326, 329, 330, 333, 336, 339, 340, 342, 345, 346, 348, 353, 357, 361, 365, 368, 370, 371, 375, 377, 381, 387, 389, 394, 397, 402, 405, 408, 409, 410, 412, 413, 415, 416, 418, 419, 420, 421

NPO.1.2. Expand number sense through the use of mental computation, calculators/technology, and written and verbal communication. (e.g., powers of ten, factoring, greatest common factors, least common Multiples.)

NPO.1.3. Represent numbers and operations in a variety of equivalent forms (including models, tree diagrams, and symbols).

This objective is addressed throughout. See, for example:

PE/TE: 2, 24, 46, 68, 90, 112, 134, 156, 178, 200, 222, 244, 266, 288, 310, 332, 354, 376, 398, 420

NPO.1.4. Consistently demonstrate competence with rational number computation (add, subtract, multiply, divide) with and without manipulatives and technology.

This objective is addressed throughout. See, for example:

PE/TE: 4, 26, 48, 70, 92, 114, 136, 158, 180, 202, 224, 246, 268, 290, 312, 334, 356, 378, 400, 421

NPO.1.5. Communicate knowledge of elementary number theory concepts (e.g., primes, factors, multiples, divisibility rules) through classroom interaction and written responses (e.g., tests, journals).

PE/TE: 13, 14, 15, 19, 23, 24, 32, 33, 34, 37, 38, 39, 40, 41, 42, 43, 46, 47, 51, 55, 56, 57, 58, 61, 63, 65, 66, 67, 68, 70, 72, 73, 75, 77, 78, 79, 80, 84, 87, 89, 90, 91, 92, 96, 98, 106, 110, 115, 128, 131, 141, 233, 252, 284, 285, 336

NPO.1.6. Identify, with/without the aid of technology, irrational numbers and locate irrational numbers relative to other numbers (for example the square root of 2 is between 1 and 2, pi is between 3 and 4).

PE/TE: 19, 20, 21, 26, 27, 28, 29, 31, 34, 35, 37, 154, 155, 158, 160, 163, 165, 166, 167, 168, 170, 172, 177, 180, 183, 185, 188, 193, 195, 197, 201, 205, 207, 210, 213, 216, 218, 221, 223, 226, 230, 232, 235, 240, 243, 249, 251, 260, 262, 267, 283, 299, 308, 309, 312, 315, 325, 329, 332, 341, 345, 353, 387, 409, 415

CONTENT STANDARD 2

The student will demonstrate and apply knowledge of numbers and numerical relationships to real-world situations.

NPO.2.1. Use estimation to check the reasonableness of computation in application problems.

PE/TE: 7, 291, 292, 293, 295, 298, 301, 303, 307, 309, 318, 322, 346, 348, 370, 375, 387, 409, 415

NPO.2.2. Develop strategies for comparing quantities using ratios and proportions (e.g., fractions, rates, unit rates, percents, scales) with use of manipulatives and technology.

PE/TE: 26, 27, 29, 34, 51, 56, 63, 80, 104, 105, 107, 108, 109, 111, 127, 139, 140, 141, 143, 146, 148, 149, 150, 151, 153, 154, 156, 157, 158, 160, 161, 164, 167, 168, 170, 173, 174, 176, 178, 181, 183, 186, 187, 188, 189, 190, 191, 192, 193, 196, 197, 198, 199, 200, 201, 202, 205, 207, 208, 209, 210, 213, 215, 216, 218, 219, 220, 221, 223, 226, 228, 230, 232, 234, 235, 237, 240, 241, 242, 244, 245, 249, 250, 251, 254, 255, 257, 258, 261, 263, 264, 265, 268, 272, 273, 275, 276, 278, 280, 284, 286, 287, 290, 294, 297, 298, 299, 300, 302, 303, 304, 305, 306, 308, 309, 311, 312, 314, 315, 317, 318, 322, 325, 326, 328, 329, 332, 336, 340, 341, 342, 344, 345, 348, 352, 353, 357, 360, 361, 364, 365, 368, 371, 376, 381, 387, 389, 394, 397, 402, 404, 409, 410, 415, 416, 419

NPO.2.3. Determine the most appropriate notational representation of a number for the given problem (for example fractions vs. decimals, scientific notation).

PE/TE: 1, 2, 20, 47, 48, 49, 50, 51, 52, 53, 56, 58, 61, 63, 66, 70, 72, 75, 78, 80, 84, 86, 89, 92, 96, 98, 101, 103, 108, 110, 112, 120, 122, 151, 152, 153, 156, 158, 159, 161, 164, 165, 166, 167, 170, 172, 175, 177, 180, 181, 183, 184, 188, 189, 191, 193, 195, 197, 198, 200, 201, 205, 207, 210, 213, 216, 218, 221, 223, 224, 225, 226, 228, 230, 231, 233, 235, 237, 238, 240, 241, 243, 246, 249, 251, 255, 260, 262, 265, 267, 270, 271, 273, 275, 283, 307, 308, 309, 312, 315, 317, 325, 329, 335, 338, 341, 345, 353, 359, 367, 370, 387, 389, 393, 397, 400, 404, 410, 411, 412, 415, 420

NPO.2.4. Explain the relationship of numbers in one and two dimensional graphs (e.g., number lines and coordinate graphs), with and without appropriate technology such as graphing calculators.

PE/TE: 6, 7, 8, 202, 203, 204, 206, 214, 215, 238, 239, 256, 257, 283, 378, 379, 380, 388, 393, 396, 400, 402, 403, 404, 407, 412, 415, 417, 418, 420

NPO.2.5. Communicate using appropriate vocabulary as it relates to the real number system in real-world situations (e.g., integers, whole, rational, irrational, natural/counting, etc.)

This objective is addressed throughout. See, for example:

PE/TE: 2, 26, 37, 58, 80, 102, 124, 136, 158, 180, 223, 246, 267, 290, 312, 332, 353, 374, 398, 420

STRAND: GEOMETRY AND SPATIAL SENSE

CONTENT STANDARD 1

The student will demonstrate, construct, communicate, and apply the properties of geometric shapes and spatial sense to connect geometry with problem solving situations.

GS.1.1. Identify, draw, describe, classify, and compare geometric figures and their relationships in one, two, and three dimensions (from points to polyhedra) with physical materials.

PE/TE: 6, 7, 29, 30, 136, 137, 138, 147, 160, 164, 168, 170, 175, 178, 179,
180, 183, 185, 186, 188, 189, 190, 191, 193, 195, 197, 201, 202, 203, 204, 205, 206, 210, 213, 216, 217, 218, 221, 224, 238, 239, 241, 252, 253, 254, 255, 256, 257, 258, 260, 262, 265, 268, 270, 273, 275, 278, 280, 295, 298, 300, 306, 309, 312, 315, 317, 318, 319, 320, 321, 322, 323, 324, 325, 326, 327, 328, 329, 332, 335, 338, 339, 340, 341, 342, 344, 345, 348, 349, 350, 351, 352, 353, 354, 355, 356, 357, 358, 359, 360, 364, 365, 366, 367, 368, 370, 374, 376, 377, 380, 381, 383, 385, 386, 387, 388, 389, 390, 391, 392, 393, 394, 396, 400, 401, 404, 407, 408, 410, 411, 412, 413, 414, 415, 416, 417, 418, 420

GS.1.2. Apply geometric properties and formulas (e.g., triangles have 180 degrees, opposite sides of rectangles are equal, Pythagorean theorem) to solve problems with and without appropriate technologies.

PE/TE: 30, 31, 32, 34, 36, 40, 42, 46, 50, 52, 53, 54, 55, 57, 58, 60, 61, 63,
65, 67, 70, 72, 73, 74, 75, 77, 78, 79, 80, 86, 89, 92, 96, 100, 103,
105, 108, 110, 112, 120, 122, 125, 128, 134, 135, 136, 137, 138, 139, 141, 143, 146, 147, 148, 150, 153, 156, 158, 160, 164, 168, 170, 172, 175, 178, 179, 180, 183, 185, 186, 188, 189, 190, 191, 193, 195, 196, 197, 198, 201, 202, 205, 207, 208, 210, 213, 216, 217, 218, 221, 224, 226, 230, 232, 235, 237, 238, 241, 246, 249, 251, 252, 253, 254, 255, 258, 260, 262, 265, 268, 270, 273, 275, 276, 278, 280, 283, 286, 289, 292, 295, 298, 300, 301, 303, 306, 309, 312, 315, 317, 321, 325, 329, 332, 333, 335, 339, 342, 345, 352, 353, 354, 355, 356, 357, 360, 362, 363, 364, 365, 366, 368, 374, 375, 376, 377, 381, 383, 384, 385, 386, 387, 389, 390, 392, 393, 394, 396, 397, 401, 405, 407, 408, 410, 411, 413, 414, 416, 417, 418, 419, 420, 421

GS.1.3. Make predictions based on transformations of geometric figures in problem solving situations (e.g. compare 2 pictures and determine what changes were made i.e. flip, slide, rotation).

PE/TE: 350, 351, 352

GS.1.4. Establish and apply geometric relationships through informal reasoning (e.g. estimate angle measures).

The opportunity to address this objective is available. See the following:

PE/TE: 7, 30, 46, 65, 80, 96, 112, 128, 147, 164, 180, 197, 213, 230, 246, 262, 289, 306, 321, 338, 354, 370, 388, 404, 421

GS.1.5. Visualize, model, and represent 3 dimensional objects (e.g., cube models, base plans/nets, building plans, isometric dot paper sketches) to develop and implement problem-solving strategies and verify solutions.

PE/TE: 135, 136, 137, 138, 141, 146, 147, 148, 160, 164, 168, 170, 175, 178, 179, 180, 186, 189, 190, 191, 193, 197, 217, 218, 221, 252, 253, 254, 255, 258, 260, 262, 265, 268, 270, 273, 275, 278, 280, 295, 298, 300, 309, 315, 317, 325, 332, 339, 342, 345, 357, 360, 365, 368, 374, 377, 381, 383, 384, 385, 387, 389, 390, 391, 392, 393, 401, 410, 411, 413, 414, 416

CONTENT STANDARD 2

The student will solve problems that connect geometric applications

to other topics in mathematics and other fields.

GS2.1. Construct geometric models to solve problems (e.g., comparing bridge supports: cylindrical vs. rectangular).

The opportunity to address this objective is available. See the following:

PE/TE: 7, 29, 42, 57, 74, 89, 92, 108, 125, 141, 158, 172, 190, 206, 224, 239, 255, 273, 289, 306, 322, 338, 355, 370, 388, 405, 421

GS2.2. Investigate geometric properties and use them to describe and explain situations in society and nature (e.g., why doors are rectangular, why honeycombs are hexagonal, why trusses are triangular).

PE/TE: 30, 31, 32, 34, 36, 40, 42, 46, 50, 52, 53, 54, 55, 57, 58, 60, 61, 63, 65, 67, 70, 72, 73, 74, 75, 77, 78, 79, 80, 86, 89, 92, 96, 100, 103, 105, 108, 110, 112, 120, 122, 125, 128, 134, 135, 136, 137, 138, 139, 141, 143, 146, 147, 148, 150, 153, 156, 158, 160, 164, 168, 170, 172, 175, 178, 179, 180, 183, 185, 186, 188, 189, 190, 191, 193, 195, 196, 197, 198, 201, 202, 205, 207, 208, 210, 213, 216, 218, 221, 224, 226, 230, 232, 235, 237, 238, 241, 246, 249, 252, 255, 258, 260, 262, 265, 268, 270, 273, 275, 276, 278, 280, 283, 286, 289, 295, 298, 300, 303, 306, 309, 312, 315, 317, 321, 325, 329, 332, 335, 339, 342, 345, 352, 353, 354, 355, 356, 357, 360, 362, 363, 364, 365, 366, 368, 374, 375, 376, 377, 381, 383, 384, 385, 386, 387, 389, 390, 392, 393, 394, 396, 397, 401, 405, 407, 408, 410, 411, 413, 414, 416, 417, 418, 419, 420, 421

STRAND: MEASUREMENT

CONTENT STANDARD 1

The student will use measurement attributes (length, capacity, weight, mass, area, volume, time, money, temperature, scale and angle) to describe and compare mathematical and real-world objects.

M1.1. Use estimation to check the reasonableness of measurements obtained from use of various instruments (including angle measures).

The opportunity to address this objective is available. See the following:

PE/TE: 30, 46, 60, 75, 91, 105, 120, 134, 151, 163, 180, 195, 210, 226, 241, 254, 270, 286, 303, 317, 329, 345, 359, 375, 389, 404, 419

M.1.2. Estimate, calculate and compare the one, two and three-dimensional features of objects in metric, customary and non-standard units of measure.

PE/TE: 30, 31, 32, 34, 36, 37, 40, 42, 46, 50, 52, 53, 54, 55, 57, 58, 60, 61, 63, 65, 67, 70, 72, 73, 74, 75, 77, 78, 79, 80, 86, 89, 92, 96, 100, 103, 105, 108, 110, 112, 120, 122, 125, 128, 131, 134, 135, 136, 137, 138, 139, 141, 143, 146, 147, 148, 150, 153, 156, 158, 160, 164, 168, 170, 172, 175, 178, 179, 180, 183, 185, 186, 188, 189, 190, 191, 193, 195, 196, 197, 198, 201, 202, 205, 207, 208, 210, 213, 216, 217, 218, 221, 224, 226, 230, 232, 235, 237, 238, 241, 246, 249, 251, 252, 253, 254, 255, 258, 260, 262, 265, 268, 270, 273, 275, 276, 278, 280, 283, 286, 289, 292, 295, 298, 300, 301, 303, 306, 309, 312, 315, 317, 318, 319, 320, 321, 322, 323, 324, 325, 327, 328, 329, 332, 333, 335, 336, 337, 338, 339, 341, 342, 344, 345, 351, 352, 353, 354, 355, 356, 357, 359, 360, 364, 365, 366, 367, 368, 370, 374, 375, 376, 377, 380, 381, 383, 384, 385, 386, 387, 389, 390, 392, 393, 394, 396, 397, 400, 401, 404, 405, 407, 408, 410, 411, 412, 413, 414, 415, 416, 417, 418, 419, 420, 421

M.1.3. Convert from one measurement to another within the same system (customary or metric)

PE/TE: 69, 70, 71, 72, 75, 77, 79, 83, 86, 89, 91, 92, 95, 98, 100, 101, 102,
103, 105, 108, 112, 119, 121, 123, 124, 125, 128, 131, 141, 143, 146, 149, 151, 154, 155, 163, 172, 175, 178, 180, 185, 188, 191, 194, 196, 213, 219, 226, 230, 246, 249, 252, 258, 262, 265, 268, 270, 276, 278, 280, 283, 303, 317, 321, 325, 329, 332, 335, 339, 342, 345, 352, 356, 359, 364, 367, 369, 370, 375, 376, 380, 381, 386, 387, 389, 393, 397, 400, 401, 404, 407, 409, 411, 413, 414, 415, 417, 419, 420

CONTENT STANDARD 2

The student will demonstrate the appropriate use of measuring instruments.

M.2.1. Select appropriate units and tools (metric, customary and non-standard) to measure to the required degree of accuracy.

CONTENT STANDARD 3

The student will apply measurement concepts to solve problems inside and outside the field of mathematics.

M.3.1. Develop and use procedures to solve measurement problems using one, two, and three dimensions.

M.3.2. Using manipulatives and technology, develop the concepts of rate of change (mph, interest, tax rates, commissions, utility rates) and indirect measurements (height of an object, width of a river).

PE/TE: 30, 31, 32, 34, 37, 40, 42, 46, 50, 52, 54, 55, 57, 58, 60, 61, 63, 65, 67, 70, 72, 73, 75, 77, 78, 79, 80, 86, 89, 92, 96, 100, 105, 110, 112, 120, 125, 128, 131, 134, 139, 147, 148, 150, 153, 156, 164, 170, 175, 179, 180, 183, 185, 186, 188, 189, 190, 191, 193, 195, 197, 201, 205, 207, 210, 213, 216, 217, 218, 221, 224, 226, 230, 232, 235, 241, 249, 251, 252, 253, 254, 255, 258, 260, 262, 265, 268, 270, 276, 278, 283, 286, 289, 292, 295, 298, 301, 303, 309, 310, 311, 312, 313, 314, 315, 316, 317, 321, 324, 325, 328, 332, 333, 335, 338, 339, 341, 342, 345, 351, 352, 353, 354, 355, 357, 360, 364, 365, 377, 385, 386, 394, 397, 400, 401, 407, 411, 416, 417, 419, 420, 421

M.3.3. Construct scale drawings (using various tools) and/or build 3-D models to represent real- world problems and situations.

PE/TE: 340, 341, 344, 352, 360, 364, 368, 376

STRAND: DATA ANALYSIS, STATISTICS AND PROBABILITY

CONTENT STANDARD 1

The student will perform the steps that comprise data analysis, from gathering information to communicating results.

DSP.1.1. Actively and systematically collect, organize and describe data using technology when appropriate.

PE/TE: 64, 65, 70, 72, 75, 76, 77, 79, 83, 89, 97, 100, 102, 105, 107, 110, 111, 112, 120, 121, 127, 137, 140, 146, 148, 153, 157, 159, 160, 163, 165, 166, 167, 169, 170, 172, 175, 180, 183, 185, 188, 191, 193, 195, 197, 198, 200, 201, 205, 207, 210, 213, 216, 218, 221, 223, 226, 228, 230, 232, 235, 240, 243, 249, 251, 260, 262, 267, 275, 283, 299, 300, 307, 308, 312, 315, 317, 325, 329, 331, 335, 338, 341, 345, 347, 353, 359, 370, 376, 380, 389, 393, 397, 400, 402, 403, 404, 407, 410, 411, 412, 415, 419, 420

DSP.1.2. Construct, read and interpret tables, charts and graphs (including stem-and-leaf, histogram, bar graph, pie graph, box and whiskers, line graph, scatter plots) with and without technology.

PE/TE: 87, 88, 91, 97, 100, 102, 105, 107, 119, 121, 127, 131, 148, 159, 160, 163, 165, 166, 167, 170, 172, 175, 180, 183, 185, 188, 191, 193, 195, 197, 198, 200, 201, 205, 207, 210, 213, 216, 218, 221, 223, 226, 228, 230, 232, 235, 240, 243, 249, 251, 260, 262, 267, 275, 283, 299, 300, 307, 308, 312, 315, 317, 325, 329, 331, 335, 338, 341, 345, 347, 353, 359, 370, 376, 380, 389, 393, 397, 400, 402, 403, 404, 407, 410, 411, 412, 415, 419, 420

DSP.1.3. Based on analysis of central tendencies (mean, median, mode, range) make predictions and inferences (e.g., interpolate from within graphs and extrapolate by extending graphs) from the data set with and without technology.

PE/TE: 64, 65, 70, 72, 75, 76, 77, 79, 83, 89, 97, 100, 102, 105, 107, 110, 111, 112, 120, 121, 127, 137, 140, 146, 148, 153, 157, 160, 169, 240, 250, 251, 255, 257, 382

CONTENT STANDARD 2

The student will use probability models to perform experiments and simulations.

DSP.2.1. Conduct experiments or simulations, with and without technology, to model situations and construct sample spaces.

PE/TE: 333, 334, 335, 338, 341, 343, 344, 347, 351, 355, 359, 363, 367, 376, 380, 386, 388, 392, 394, 395, 396, 400, 404, 407, 410, 412, 413, 415, 417, 418, 419

DSP.2.2. Make predictions based on experimental and theoretical probabilities.

PE/TE: 333, 334, 335, 338, 341, 343, 344, 347, 351, 355, 359, 363, 367, 376, 380, 386, 388, 392, 396, 400, 404, 407, 410, 412, 413, 415, 417, 418, 419

DSP.2.3. Use a probability model for comparing experimental results with theoretical expectations.

PE/TE: 333, 334, 335, 338, 341, 343, 344, 347, 351, 355, 359, 363, 367, 376, 380, 386, 388, 392, 396, 400, 404, 407, 410, 412, 413, 415, 417, 418, 419

DSP.2.4. Interpret experimental and theoretical probabilities to determine whether outcomes are equally likely or biased.

PE/TE: 343, 344, 347, 351, 355, 359, 363, 367, 376, 380, 386, 388, 392, 396, 400, 404, 407, 410, 412, 413, 415, 417, 418, 419

CONTENT STANDARD 3

The student will apply probability and statistical concepts in problem-solving and decision-making situations.

DSP.3.1. Evaluate arguments that are based on statistical data.

PE/TE: 64, 65, 70, 72, 75, 76, 77, 79, 83, 87, 88, 89, 91, 97, 100, 102, 105,
107, 110, 111, 112, 119, 120, 121, 127, 131, 137, 140, 146, 148, 153, 157, 159, 160, 163, 165, 166, 167, 169, 170, 172, 175, 180, 183, 185, 188, 191, 193, 195, 197, 198, 200, 201, 205, 207, 210, 213, 216, 218, 221, 223, 226, 228, 230, 232, 235, 240, 243, 249, 250, 251, 255, 257, 260, 262, 267, 275, 283, 299, 300, 307, 308, 312, 315, 317, 325, 329, 331, 333, 334, 335, 338, 341, 343, 344, 345, 347, 351, 353, 355, 359, 363, 367, 370, 376, 380, 382, 386, 388, 389, 392, 393, 396, 397, 400, 402, 403, 404, 407, 410, 411, 412, 413, 415, 417, 418, 419, 420

DSP.3.2. Make inferences and convincing arguments based on statistics with and without technology.

PE/TE: 87, 88, 91, 97, 100, 102, 105, 107, 119, 121, 127, 131, 148, 159, 160, 163, 165, 166, 167, 170, 172, 175, 180, 183, 185, 188, 191, 193, 195, 197, 198, 200, 201, 205, 207, 210, 213, 216, 218, 221, 223, 226, 228, 230, 232, 235, 240, 243, 249, 251, 260, 262, 267, 275, 283, 299, 300, 307, 308, 312, 315, 317, 325, 329, 331, 333, 334, 335, 338, 341, 343, 344, 345, 347, 351, 353, 355, 359, 363, 367, 370, 376, 380, 386, 388, 389, 392, 393, 395, 396, 397, 400, 402, 403, 404, 407, 410, 411, 412, 413, 415, 417, 418, 419, 420

DSP.3.3. Model the use of probability and statistical methods in decision making using technology presentation materials (e.g., LCD, graphing calculators, spreadsheets, etc.).

PE/TE: 264

STRAND 5: PATTERNS, ALGEBRA AND FUNCTIONS

CONTENT STANDARD 1

The student will use the language/symbols of algebra to represent patterns

and functions.

PAF.1.1. Represent arithmetic as algebra (change 25 = ___ + 13 to 25 = m + 13).

This objective is addressed throughout. See, for example:

PE/TE: 4, 25, 47, 59, 84, 85, 105, 126, 149, 164, 182, 203, 221, 243, 266, 288, 312, 333, 357, 375, 398, 420

PAF.1.2. Through the use of manipulatives and computer technology, develop the concepts of variables, expressions, and equations (algebra tiles, two color counters, graphing calculators, balance scale model, etc.).

PE/TE: 36, 63, 65, 66, 67, 69, 70, 72, 75, 79, 84, 86, 89, 92, 95, 98, 99, 100, 102, 103, 104, 105, 107, 108, 109, 110, 111, 112, 113, 114, 115, 117, 118, 119, 122, 124, 125, 126, 127, 128, 130, 131, 134, 138, 139, 140, 141, 142, 143, 146, 149, 150, 151, 154, 156, 157, 158, 161, 162, 163, 164, 167, 168, 169, 170, 172, 173, 175, 176, 177, 178, 181, 182, 183, 184, 185, 186, 188, 190, 191, 192, 193, 194, 195, 197, 198, 201, 202, 204, 205, 207, 208, 209, 211, 212, 215, 216, 218, 219, 220, 222, 223, 224, 226, 227, 229, 230, 231, 232, 233, 234, 235, 237, 238, 240, 241, 242, 243, 245, 246, 249, 250, 251, 252, 254, 255, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 268, 269, 270, 271, 272, 273, 275, 276, 278, 279, 280, 283, 284, 286, 287, 288, 289, 290, 292, 294, 295, 297, 298, 300, 301, 302, 303, 306, 307, 308, 309, 311, 312, 314, 315, 317, 318, 322, 324, 325, 328, 329, 330, 332, 333, 335, 338, 339, 340, 341, 342, 344, 345, 346, 347, 351, 353, 355, 356, 357, 359, 360, 361, 364, 365, 368, 370, 371, 374, 375, 376, 377, 380, 381, 387, 388, 389, 393, 394, 396, 397, 400, 401, 404, 405, 407, 408, 409, 410, 411, 412, 413, 414, 415, 416, 417, 418, 419, 420, 421

PAF.1.3. Analyze and represent (through calculator use) situations and number patterns with tables, graphs, and equations (e.g., identifying linear, exponential, and quadratic patterns).

PE/TE: 4, 5, 8, 12, 22, 28, 36, 67, 70, 91, 95, 98, 100, 101, 105, 113, 264, 302, 346, 347, 353, 387, 388, 389, 401, 402, 403, 404, 407, 408, 409, 410, 416, 417, 419

PAF.1.4. Summarize and pose problems/situations relating to the algebraic relationships, patterns, and functions discovered through explorations.

PE/TE: 4, 5, 8, 10, 11, 12, 17, 19, 22, 23, 28, 32, 35, 36, 43, 47, 51, 53, 56, 67, 70, 75, 91, 95, 98, 100, 101, 105, 113, 264, 302, 346, 347, 353, 387,
388, 389, 401, 402, 403, 404, 407, 408, 409, 410, 416, 417, 419

CONTENT STANDARD 2

The student will use algebraic concepts to model, to solve, and to test solutions of mathematical and real-world problems.

PAF.2.1. Conduct informal investigations (with technology) for analyzing, representing, interpreting, and generalizing functional relationships (e.g., distance and time) to develop explanations or predictions about outcomes of actual situations.

The opportunity to address this objective is available. See the following:

PE/TE: 104, 127, 146, 153, 167, 186, 197, 215, 226, 237, 251, 264, 272, 286, 299, 312, 324, 338, 351, 364, 376, 407, 420

PAF.2.2. Identify variables and relationships and translate them into mathematical statements or other mathematics representations to construct a model (e.g., converting from graphs, tables, words, and expressions).

PE/TE: 23, 24, 36, 99, 100, 102, 105, 108, 110, 111, 112, 113, 114, 115, 117, 118, 119, 122, 125, 127, 128, 130, 131, 132, 133, 134, 138, 139, 140, 141, 142, 143, 146, 149, 150, 151, 152, 153, 154, 156, 158, 161, 162, 163, 164, 168, 169, 170, 172, 173, 175, 176, 178, 181, 182, 183, 184, 186, 189, 191, 193, 194, 196, 198, 202, 205, 208, 210, 211, 212, 213, 216, 218, 219, 221, 222, 224, 225, 226, 227, 231, 233, 235, 238, 241, 242, 243, 246, 249, 250, 251, 252, 255, 258, 259, 260, 261, 262, 263, 265, 266, 268, 269, 270, 271, 272, 273, 276, 278, 279, 280, 283, 284, 285, 286, 287, 288, 289, 290, 291, 292, 293, 294, 295, 296, 297, 298, 301, 303, 306, 307, 309, 312, 315, 317, 318, 322, 325, 326, 329, 330, 332, 333, 335, 336, 338, 339, 340, 341, 342, 345, 346, 347, 348, 351, 352, 353, 355, 357, 360, 361, 364, 365, 368, 370, 371, 374, 375, 376, 377, 379, 380, 381, 387, 388, 389, 393, 394, 396, 397, 400, 401, 402, 403, 404, 405, 407, 408, 409, 410, 411, 412, 413, 414, 415, 416, 417, 418, 419, 420, 421

PAF.2.3. Write and solve equations and inequalities (using manipulatives and technology).

The opportunity to address this objective is available. See the following:

PE/TE: 4, 21, 40, 59, 84, 99, 106, 122, 138, 156, 173, 182, 224, 241, 257, 273, 289, 306, 326, 339, 353, 368, 387, 401, 417

PAF.2.4. Communicate in written and verbal form a verification of the solution and the process used to obtain the solution.

PAF.2.5. Use a calculator to display, to determine, and to make inferences from linear relationships in slope-intercept form.

This objective is addressed in Saxon Algebra 1 : An Incremental Development.