1: The student uses mathematical processes to acquire and demonstrate mathematical understanding.

1.A: apply mathematics to problems arising in everyday life, society, and the workplace;

Estimating Population Size

1.B: use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

Estimating Population Size

1.C: select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

Estimating Sums and Differences

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

Biconditional Statements
Using Algebraic Expressions

1.E: create and use representations to organize, record, and communicate mathematical ideas;

Describing Data Using Statistics
Stem-and-Leaf Plots
Using Algebraic Expressions

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

Using Algebraic Expressions

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

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

Circumference and Area of Circles
Square Roots

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

Number Systems
Unit Conversions
Unit Conversions 2 - Scientific Notation and Significant Digits

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

Comparing and Ordering Decimals
Integers, Opposites, and Absolute Values
Rational Numbers, Opposites, and Absolute Values

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

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

Dilations
Similar Figures

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

Dilations

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

Dilations

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

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

Direct and Inverse Variation

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

Cat and Mouse (Modeling with Linear Systems)
Function Machines 2 (Functions, Tables, and Graphs)
Function Machines 3 (Functions and Problem Solving)
Point-Slope Form of a Line
Points, Lines, and Equations
Quadratics in Polynomial Form
Slope
Slope-Intercept Form of a Line

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

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

Direct and Inverse Variation
Proportions and Common Multipliers

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

Function Machines 1 (Functions and Tables)

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

Correlation
Trends in Scatter Plots

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

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

5.E: solve problems involving direct variation;

Direct and Inverse Variation

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

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

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

Direct and Inverse Variation

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

Slope-Intercept Form of a Line

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

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

Prisms and Cylinders
Pyramids and Cones

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

Pyramids and Cones

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

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

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

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

Prisms and Cylinders
Pyramids and Cones

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

Surface and Lateral Areas of Prisms and Cylinders

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

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

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

Circles
Distance Formula

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

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

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

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

Solving Equations on the Number Line

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

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

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

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

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

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

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

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

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

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

Dilations
Rock Art (Transformations)
Translations

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

Dilations

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

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

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

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

Polling: City
Populations and Samples

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

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

Compound Interest

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

Compound Interest

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

Compound Interest

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

Household Energy Usage
Percent of Change

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

Household Energy Usage
Percent of Change