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HOW TO
SURVIVE
TH
7 GRADE
MATH,
A STUDENT
HANDBOOK
Table of Contents
Homework Hot Line Numbers 3
Seventh Grade Web Site (Grades) 3
The Book, Inside Scoop 3
Seventh Grade Standards 4
Helpful Hints 7
Lunchtime Tutoring 7
Grades, How to Get Them 7
Grade Reports 8
Student ID # for Web Access 8
Homework Process 8
Tests 9
POW/POM 10
POW Guide 11
POW Problem Solving Strategies 12
POM Grading Rubric 14
Key Standards tested with SIG Tests 15
School Year Calendar
Progress Report Calendar
Parent Student Signature (RETURN) 16
2
HOME WORK HOT LINES: MRS. SOHRAKOFF 652-1824, x 218
Email: ksohrakoff@loomis-usd.k12.ca.us
Web Site http://teachersites.schoolworld.com/webpages/KSohrakoff/
THE BOOK, INSIDE SCOOP:
Access your online version at Classzone.com.
Why?
Classzone.com provides an interactive online connection to your textbook along with
tutoring, games, math activities, and practice problems. It has animated and engaging
problem solving graphics that support each lesson.
How?
To set up your username and password go to http://www.classzone.com Locate the
California Math Course 2 book and click on the “Go” button. Click on “Online Book” link at
the bottom of the page. On your first visit, you will need to set up an account. Click on
“Create a Student Account”. Type the activation code 2443552 into the first box. Type 370
into the second box and click continue. For a second time click on “Create a Student
Account”. From here, it will ask for your name, for you to select a username (lastfirst) along
with a password (your 4 digit number), and ask for a security question. Be sure to write
down this information in your planner for future reference. You are now ready to go to
Classzone for Math fun and Math help.
Title: McDougal Littell, Mathematics Concepts and Skills, Course 2.
Chapters:
Chapter 1. Integer Operations covers: order of operations, “+,-, x,/” integers, the Commutative,
Associative and Distributive Properties and problem solving.
Chapter 2. Rational Number Operations covers: “+,-, x,/”fractions, least common denominators,
and rational numbers in decimal form.
Chapter 3. Decimals and Percents covers: “+,-, x,/”decimals, decimals as fractions and percents,
percnt of change, simple and compound interest.
Chapter 4. Exponents and Irrational numbers covers: Powers of ten, scientific notation, zero and
negative exponents, square roots, and rational vs. irrational numbers.
Chapter 5. Solving Equatiaons and Inequalietes covers: Evaluationg expressions, two-step
equations, proportions and solving inequalites.
Chapter 6. Linear Equations and Graphs covers: Equations in two variables, graphs, intercepts,
slope, slope intercept, direct variation, graphs of linear inequalities, and systems.
Chapter 7. Exponents and Nonlinear Functions covers: rations, rates, solving proportions, scale
drawings, probability, markup, discount, and simple and compound interest.
Chapter 8. Measurements and Planar Figures covers: comparing and converting measurements,
multi-step conversions, bisectors, triangles, Pythagorean Theorem, Quadrilaterals,
and circles.
Chapter 9. Congruence and Similarity covers: congruent and similar figures, translations,
reflections, dilations and scale drawings.
3
Chapter 10. Surface Area and Volume covers: lines and planes, 3-D figures, surface area,
volumes, and similar solids.
Chapter 11. Data Displays covers: Mean, median, mode, and range, bar and circle graphs,
frequency tables, stem-and-leaf plots, box-and-wisher plots, and scatter plots.
Chapter 12. Polynomials covers monomials, powers, adding, subtraction, multiplying monomial
and polynomial, and solving polynomial equations.
4
Seventh Grade Standards:
Number Sense
1.0 Students know the properties of, and compute with, rational numbers ex-pressed in a variety of forms:
1.1 Read, write, and compare rational numbers in scientific notation (positive and negative powers of 10) with
approximate numbers using scientific notation.
1.2 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take
positive rational numbers to whole-number powers.
1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and
applications.
1.4 Differentiate between rational and irrational numbers.
1.5 Know that every rational number is either a terminating or repeating decimal and be able to convert
terminating decimals into reduced fractions.
1.6 Calculate the percentage of increases and decreases of a quantity.
1.7 Solve problems that involve discounts, markups, commissions, and profit and compute simple and compound
interest.
2.0 Students use exponents, powers, and roots and use exponents in working with fractions:
2.1 Understand negative whole-number exponents. Multiply and divide expressions involving exponents with a
common base.
2.2 Add and subtract fractions by using factoring to find common denominators.
2.3 Multiply, divide, and simplify rational numbers by using exponent rules.
2.4 Use the inverse relationship between raising to a power and extracting the root of a perfect square integer; for
an integer that is not square, determine without a calculator the two integers between which its square root lies and
explain why.
2.5 Understand the meaning of the absolute value of a number; interpret the absolute value as the distance of the
number from zero on a number line; and determine the absolute value of real numbers.
Algebra and Functions
1.0 Students express quantitative relationships by using algebraic terminology, expressions, equations, inequalities,
and graphs:
1.1 Use variables and appropriate operations to write an expression, an equation, an inequality, or a system of
equations or inequalities that represents a verbal description (e.g., three less than a number, half as large as area
A).
1.2 Use the correct order of operations to evaluate algebraic expressions such as 3(2x + 5) 2.
1.3 Simplify numerical expressions by applying properties of rational numbers (e.g., identity, inverse, distributive,
associative, commutative) and justify the process used.
1.4 Use algebraic terminology (e.g., variable, equation, term, coefficient, inequality, expression, constant)
correctly.
1.5 Represent quantitative relationships graphically and interpret the meaning of a specific part of a graph in the
situation represented by the graph.
2.0 Students interpret and evaluate expressions involving integer powers and simple roots:
2.1 Interpret positive whole-number powers as repeated multiplication and negative whole-number powers as
repeated division or multiplication by the multiplicative inverse. Simplify and evaluate expressions that include
exponents.
2.2 Multiply and divide monomials; extend the process of taking powers and extracting roots to monomials when
the latter results in a monomial with an integer exponent.
5
3.0 Students graph and interpret linear and some nonlinear functions:
3.1 Graph functions of the form y = nx 2 and y = nx 3 and use in solving problems.
3.2 Plot the values from the volumes of three-dimensional shapes for various values of the edge lengths (e.g.,
cubes with varying edge lengths or a triangle prism with a fixed height and an equilateral triangle base of varying
lengths).
3.3 Graph linear functions, noting that the vertical change (change in y-value) per unit of horizontal change
(change in x-value) is always the same and know that the ratio ("rise over run") is called the slope of a graph.
3.4 Plot the values of quantities whose ratios are always the same (e.g., cost to the number of an item, feet to
inches, circumference to diameter of a circle). Fit a line to the plot and understand that the slope of the line equals
the quantities.
4.0 Students solve simple linear equations and inequalities over the rational numbers:
4.1 Solve two-step linear equations and inequalities in one variable over the rational numbers, interpret the
solution or solutions in the context from which they arose, and verify the reasonableness of the results.
4.2 Solve multistep problems involving rate, average speed, distance, and time or a direct variation.
Measurement & Geometry
1.0 Students choose appropriate units of measure and use ratios to convert within and between measurement systems
to solve problems:
1.1 Compare weights, capacities, geometric measures, times, and temperatures within and between measurement
systems (e.g., miles per hour and feet per second, cubic inches to cubic centimeters).
1.2 Construct and read drawings and models made to scale.
1.3 Use measures expressed as rates (e.g., speed, density) and measures expressed as products (e.g., person-days)
to solve problems; check the units of the solutions; and use dimensional analysis to check the reasonableness of
the answer.
2.0 Students compute the perimeter, area, and volume of common geometric objects and use the results to find
measures of less common objects. They know how perimeter, area, and volume are affected by changes of scale:
2.1 Use formulas routinely for finding the perimeter and area of basic two-dimensional figures and the surface
area and volume of basic three-dimensional figures, including rectangles, parallelograms, trapezoids, squares,
triangles, circles, prisms, and cylinders.
2.2 Estimate and compute the area of more complex or irregular two- and three-dimensional figures by breaking
the figures down into more basic geometric objects.
2.3 Compute the length of the perimeter, the surface area of the faces, and the volume of a three-dimensional
object built from rectangular solids. Understand that when the lengths of all dimensions are multiplied by a scale
factor, the surface area is multiplied by the square of the scale factor and the volume is multiplied by the cube of
the scale factor.
2.4 Relate the changes in measurement with a change of scale to the units used (e.g., square inches, cubic feet) and
to conversions between units (1 square foot = 144 square inches or [1 ft 2 ] = [144 in 2 ], 1 cubic inch is
approximately 16.38 cubic centimeters or [1 in 3 ] = [16.38 cm 3 ]).
3.0 Students know the Pythagorean theorem and deepen their understanding of plane and solid geometric shapes by
constructing figures that meet given conditions and by identifying attributes of figures:
3.1 Identify and construct basic elements of geometric figures (e.g., altitudes, mid-points, diagonals, angle
bisectors, and perpendicular bisectors; central angles, radii, diameters, and chords of circles) by using a compass
and straightedge.
3.2 Understand and use coordinate graphs to plot simple figures, determine lengths and areas related to them, and
determine their image under translations and reflections.
3.3 Know and understand the Pythagorean theorem and its converse and use it to find the length of the missing
side of a right triangle and the lengths of other line segments and, in some situations, empirically verify the
Pythagorean theorem by direct measurement.
3.4 Demonstrate an understanding of conditions that indicate two geometrical figures are congruent and what
congruence means about the relationships between the sides and angles of the two figures.
3.5 Construct two-dimensional patterns for three-dimensional models, such as cylinders, prisms, and cones.
3.6 Identify elements of three-dimensional geometric objects (e.g., diagonals of rectangular solids) and describe
how two or more objects are related in space (e.g., skew lines, the possible ways three planes might intersect).
6
Statistics, Data, and Probability
1.0 Students collect, organize, and represent data sets that have one or more variables and identify relationships
among variables within a data set by hand and through the use of an electronic spreadsheet software program:
1.1 Know various forms of display for data sets, including a stem-and-leaf plot or box-and- whisker plot; use the
forms to display a single set of data or to compare two sets of data.
1.2 Represent two numerical variables on a scatter plot and informally describe how the data points are distributed
and any apparent relationship that exists between the two variables (e.g., between time spent on homework and
grade level).
1.3 Understand the meaning of, and be able to compute, the minimum, the lower quartile, the median, the upper
quartile, and the maximum of a data set.
Mathematical Reasoning
1.0 Students make decisions about how to approach problems:
1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying
missing information, sequencing and prioritizing information, and observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general description of the mathematical question or
problem posed.
1.3 Determine when and how to break a problem into simpler parts.
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex problems.
2.3 Estimate unknown quantities graphically and solve for them by using logical reasoning and arithmetic and
algebraic techniques.
2.4 Make and test conjectures by using both inductive and deductive reasoning.
2.5 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to
explain mathematical reasoning.
2.6 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear
language; support solutions with evidence in both verbal and symbolic work.
2.7 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a
specified degree of accuracy.
2.8 Make precise calculations and check the validity of the results from the context of the problem.
3.0 Students determine a solution is complete and move beyond a particular problem by generalizing to other
situations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing of the derivation by
solving similar problems.
3.3 Develop generalizations of the results obtained and the strategies used and apply them to new problem
situations.
7
HELPFUL HINTS:
Big hints:
Do Your Homework Each Night! Each day’s work is based on the
prior day’s work. If you “forget” your homework, you lose out
on two days of important math opportunities. Once you get behind,
it is difficult to catch up. It is even harder than your original
“missed” homework. Besides you get credit for doing and showing your
work, not for the number of problems correct. In other words, your homework
grade is based on your effort.
Emergency? Crisis? Or just spending too much time on one problem? Parents can sign
off on homework assignments for any sensible reason at their discretion and
you will receive full homework points if graded the next day, or extended
time. (However, it is not a good idea to sign off on test practice pages.)
Reasons might include family emergencies, spending too much time on one
problem, homework that goes beyond 1.5 hours, etc. Parents will need to sign
and write a sentence stating the reason directly on the homework page in
order for you to receive points.
Need Help? Ask your math teacher during homework conference time, at recess, or
before/after school. You may even wish to stop in for lunch tutoring. You get help
and extra credit at the same time. You may also try your friends, parents, your
homeroom teacher and now you can also get help online at Classzone.com . Mr.
Judd is a crack at math and loves to be asked math questions. In addition, it is
assumed that if you miss more than three assignments that you are in need of
extra math help. Those in need may be required to attend both morning and
lunchtime tutoring.
A.M and Lunchtime Tutoring? A.M. tutoring is from 7:30- 8:20 Monday through
Friday. Lunchtime tutoring generally occurs Monday through Friday (Occasionally,
your teacher will cancel in order to actually eat lunch). Students pick up their lunches
and bring them directly to room 18. Once there, they eat and get an extra dose of
math or science help from their teacher or from student volunteers. Some students
use the time to do their math or science homework. Students receive extra credit
points per session up to a maximum of 30 points per trimester. Students who do not
complete their homework may be required to attend Tutoring until such time as
they have completed five consecutive days of homework. Students who have a
“D or F” in math may also be required to come in for extra help.
GRADES, HOW TO GET THEM
Math grades are weighted! They are not derived from points earned divided
by total points.
Homework: 30 % of final grade
Tests: 60% of final grade
(Chapter Tests 30%)
(SIG Tests 30%)
Other: 10% of final grade
8
Your total grade is made up of individual points. Each point is important. Homework
points are worth 30% of the final grade, SIG tests are worth 30%, and chapter test
points make up 30% of the grade. In other words, 60% of your math grade is derived
from test results. POWs and Investigation points make up the remaining 10% of the
grade.
Another hint: If you do your homework every night, you will receive a passing grade.
Even if you get only 50% or “F”s on your tests (very unlikely if you are doing your
homework) your final grade would be at least a C+/B-. Soooooo…. DO YOUR
DAILY WORK!
HOMEWORK: is assigned 5 days a week. Yes, you may even have math homework
on the days you do not have math class. Friday homework is a pain, but if you set
aside 20 minutes right after school, you’ll still have the whole weekend to play. Also,
keep in mind, that you will finally discover what the end of the math book is all
about. This knowledge will be extremely important for your 8th grade Algebra I
class.
GRADE REPORTS: will be sent by email starting on the third Thursday after the
trimester starts. They will then be sent home every other following Thursday until
the grading period ends. Please note that due to the weighted grading system
the total points on the progress report cannot be averaged with
possible points to determine the grade. This is the reason that n/a appears at
the end of the grading columns. A Grade Report Calendar, located in the back of this
handbook, provides the dates when the grade reports will be sent home. Remember
that returning your signed grade report on Friday or replying to the email is a
graded homework assignment. It is an easy “A”, so train your parents to watch the
calendar and to ask to see the printouts.
GRADES ON THE WEB: http://parents.loomis-usd.k12.ca.us
Have an account? Log on with the primary email account that is posted with the school office
along with the password that you created.
Need to set up an account? Click on “create new account” located on the bottom left of the
page. From there, answer the questions and an email will be sent with a temporary password. Make
sure that you use the email that is listed with the office. If they do not match, you will not be able to
access your child’s grades.
HOW IT ALL WORKS
Homework points:
Five points: Label line contains the date, title, and page number.
All problems have been completed with written work that supports the
answer.
All wrong answers have been marked and corrected with a different
colored pencil.
Deductions: One point will be deducted for an incomplete label
line.
Two points will be deducted if the work was not
corrected.
Two points will be deducted if more than 10% of
the problems were not finished.
9
Homework process: The homework is first explained on the day it is assigned. Class
time is used to start the work. This allows time to get additional individual help form
your team, or from your math teacher. Complete the homework at home. If you run
into problems, reread your class notes and the examples you copied from the
overhead when your teacher explained the material. You should also reread the
directions and the examples in the book. Look at the problems carefully. Try to
duplicate them as you work on your problems. Remember, to try your best and to
work on all of the problems, even if you’re not sure about them. Also, go online at
Classzone.com for additional help. You can talk to your math teacher about your
concerns during your homework conferences. (During HW conferences, your teacher
spot checks your homework, listens to your questions, and gives an extra dose of
help, if necessary.) Listen to and copy the overhead notes as the assignment’s
answers are given, and those problems that students are having trouble with are
reviewed. Make sure that your teacher has explained any problem that you missed on
your assignment and that you have written down the corrections. Part of your grade
is correcting these problems.
Math Spiral: All overhead work is copied and kept in your math spiral. Homework and
class work are also preserved in the spiral. Each page of the spiral must have a label
line that includes the date, lesson title, and page number. Assignments with
incomplete label lines will lose one point.
Example:
October 4, 2015 Solving Equations with Mental Math p. 63
Spirals are periodically collected and graded on completeness and neatness. An extra
spiral should be kept under your bed, so when you come to the last few pages, a new
replacement spiral will be ready.
TESTS- Practice, practice, practice- just like you would for a sport!
Chapter Tests: The chapter tests are in the book. You should take a look at them as you
start each new chapter. Start working on the test as soon as each section is covered.
Complete all of the test’s problems at least one week before the actual test date.
This allows time to secure extra help from your teacher during class or at a lunchtime
tutoring session. The more times you practice the test, the better you will do on the
test.
Mid-Chapter Tests: The mid-chapter tests come directly out of the book. You
should take a look at them as you start each new chapter. Start working on
the test as soon as each section is covered. Complete all of the test’s
problems at least one week before the actual test date. All of the
answers to the mid-chapter test are located in the back of the
book, so check your work. Get help if needed during a lunchtime
tutoring session
10
Test Grading, How and Why: Students will always have access and practice runs on all
chapter tests prior to testing. Additionally, they will have access to all answers.
Therefore, their grade will be derived from their work that takes them from the
problem to the answer. In other words, test grades are based on process, not getting
the answer correct. Additionally, students are required to correctly grade and correct
their tests. This process is closely monitored and your final grade is based on this
procedure.
Failed Your Test?: You have two weeks to retake the test. First, you need to show your
parents the test and tell them that you are planning to take it over. You need to redo
the following assignments on sheet paper to turn into you math teacher on the day of
the retake.
Mid-Chapter Test
Chapter Summary and Review
Chapter Test
Multiple-Choice Practice
Your parents will need to correct and sign this work. You also need to come in for at
least one Lunch Time Tutoring Session to have you math teacher go over the work
with you (don’t forget that you get extra credit points for getting help). Take the test.
You will get full credit for your work. Retakes may not be possible for those tests
that occur at the end of a grading period.
SIG Tests: are short ( 4 problems) that test the California State Math Content
Standards. You have 4 opportunities to pass each standard. If you score the
maximum of 4 points on two of the tests, you will not take the remaining tests for that
standard, and you will receive a score of 5 out of 5 points. If you need to take all four
tests, you will receive the highest score as your final score. For example, if you
receive 3, 3, 2, and 4 scores, you will receive 4 out of 5 points as your final score. A
score of 4 or 5 is passing.
POW: What is a POW? Seventh graders participate in the McDougal, Littell Daily
Mathematics program, also referred to as the Problem Of the Week (POW). The
program combines writing and critical thinking skills with the process of unraveling
interesting and challenging problems. The creativity used in the process of solving
the problem is emphasized more than merely finding “the answer.” Student
volunteers present their solutions to the class. Often a lively debate occurs between
students about what methods can or cannot be used to solve the problem. By the end
of the session you will have 2-5 different methods of reaching a solution copied into
your math spirals.
POW Hints: Read the problem carefully. What are you asked to find? Identify the
facts. Make a plan and select a Problem Solving Strategy. Carry out the plan. Check
to see if your answer is reasonable. If it is not, try again. Double-check your work to
see that you have used each of the subtitles from the POW Guide. Did you use
correct sentence structure and conventions? Did you explain your answers
completely? Remember to pretend that you are explaining your solution to your math
teacher who just had brain surgery and does not remember anything at all about math.
Start your POW on the day you receive it. DON’T WAIT UNTIL THE DAY
BEFORE IT IS DUE.
11
POW Help?: Your math teacher, parents, your friends, Mr. Judd, your librarian,
homeroom teacher, anybody can help you. All you need to do is ask. Remember to
acknowledge their help at the end of the POW.
POM: A POM is a final formal publication of your favorite POW. POMs require a
cover page with title and graphics. The POW format is used. Check out the POM
Rubric to maximize the points you can earn. Also, you can always choose the first
POW to use as your POM and then your POM worries are gone for a month.
12
PART ONE: RESTATEMENT
1. FACTS: List all of the facts that are needed to solve the problem.
2. QUESTION: Use your own words to restate the question that needs to be
solved.
PART TWO: EXPLANATION
1. MY WORK: Show all of the work you used to solve the problem. Do not skip
any of the math. Feel free to use a calculator, but don’t forget to write the
problems down.
2. DETAILED DIRECTIONS: Give detailed directions in paragraph form to an
imagined fifth grade student. This student should be able to replicate your work
using only your written directions. Do not leave anything out. It may take up to 4
paragraphs to do a good job.
3. GRAPH, or CHART, or DIAGRAM, or GRAPHIC, OR LIST: Pick one that
illustrates the main idea of your solution to the problem. It must help your
reader to understand the solution.
PART THREE: CONCLUSION
1. STRATEGIES: State the problem solving strategies that you used. A list of
strategies is in you Math Survival Handbook.
2. FINAL SOLUTION: Use a complete sentence to state you solution to the
problem.
3. THE CLOSING ARGUMENT: Imagine that you are before a judge. Use your
list of facts in the RESTATEMENT to prove, beyond a reasonable doubt, that
your solution is correct. This should take two or more paragraphs.
4. HELP: Acknowledge any help that you received.
*Note: In order to be accepted for a grade, your POW or POM must contain all of the
highlighted/underlined titles, subtitles, and numbers. Do not abbreviate and do not skip
sections.
13
MAKE A TABLE
DRAW A PICTURE
FIND A PATTERN
WRITE AN EQUATION
USE LOGICAL REASONING
USE PHYSICAL MODELS
LIST ALL PROSSIBILITIES
SOLVE A SIMPLER PROBLEM
GUESS AND CHECK
WORK BACKWARD
USE ESTIMATION
USE A RATIO
MAKE A GRAPH
USE A FORMULA
14
POM RUBRIC
Point Level
20 Fully accomplishes the purpose of a POW
**Demonstrates full understanding of the main mathematical idea by
presenting it through a creative writing story line.
**The Graph, Chart, Diagram, Graphic, or List is clear, easy to
understand, has titles and subtitles, and contributes to the
understanding of the problem’s solution.
**All Titles and Subtitles (Bold face, underlined words on the POW
Guide) are used.
**Responses are detailed, correct writing conventions are used, and
examples are thorough and fully explained.
16 Substantially accomplishes the purpose of POW
**Demonstrates basic understanding of the central mathematical idea.
**The Graph, Chart, Diagram, Graphic, or List is clear, easy to
understand, and relates to the problem’s solution.
**All Titles and Subtitles (Bold face, underlined words on the POW
Guide) are used.
**Responses are limited; some errors in writing conventions occur and
examples are used.
14 Partially accomplishes the purpose of the POW
**Demonstrates a partial or limited understanding of the central
mathematical idea.
** The Graph, Chart, Diagram, Graphic, or List is not clear, difficult
to understand, or does not relate to the problem’s solution.
**All Titles and Subtitles (Bold face, underlined words on the POW
Guide) are used. The response is in incomplete sentences or does not
relate specifically to this POW.
12 Little or no progress toward accomplishing the purpose
of the POW.
**Demonstrates little of no understanding of the central mathematical
ideal.
** The Graph, Chart, Diagram, Graphic, or List is missing or does not
relate to the POW.
**POW Titles and Subtitles (Bold face, underlined words on the POW
Guide) are missing. The responses are difficult to understand.
**The final solution is wrong.
15
Key Standards Tested with SIG Tests
Math Standards- Seventh Grade Chapter
NS 1.2: Add, subtract, multiply, and divide rational numbers-integers 1
AF 4.1 Solve two-step equations and inequalities, verify the results. 5
NS 2.5 Absolute value of a number, absolute value as the distance 1
MG 1.3 Dimensional analysis measures 8
NS 1.2:Add, subtract, multiply, and divide rational number-decimals 2,3
NS 1.5 Rational number is either a terminating or repeating decimal 2
convert terminating decimals into reduced fractions. 3
NS 2.2Add, subtract fractions, factoring common denominators 2
NS 1.2:Add, subtract, multiply, and divide rational number-fractions 2
NS 2.1: Add, subtract, multiply, and divide rational number-powers. 7
AF 4.2 Multistep problems rate, speed, distance, time, direct variation. 6,7
AF 1.3 Simplify numerical expressions, justify the process used. 5
NS 1.7 Discounts, markups, simple and compound interest. 3
NS 1.7 Discounts, markups, simple and compound interest. 3
MG 3.4 Congruent geometrical figures 9
AF 3.3 Graph linear functions, note slope of a graph. 8
SDP 1.3 Min., max.,lower, median, upper quartile, box-and-whisker 11
NS 1.4: Differentiate between rational and irrational numbers. 4
MG 3.3 Pythagorean Theorem 8
MG 3.6 Elements of three-dimensional objects 10
AF 3.4 Plot ratios on a line, note slope 6
NS 2.3 Multiply, divide, simplify expressions using exponent rules 7
16
Please remove from the handbook and return to your math teacher.
My child _______________ and I _____________________ have together gone over the
Student’s Name Parent’s Name
How to Survive Math Handbook. If we have any questions or need help of any kind we will
call you at 652-1824, x 218 or stop by before or after school.
We know that each student needs to have the following supplies for Math:
TI -34 (or similar large screen) Calculator
Pencils (3 with you at all times)
Please note mechanical pencils are not allowed this year. Students spend more time playing
then using.
Pencil sharpener with a shaving holder
Pens/Erasable are great!
Highlighters (red, blue, green)
Water bottle 4 spiral notebooks (bring two to school, leave two at home)
Graph paper (used 2nd/ 3rd trimesters)
Flash Drive
The Most Important Ideas:
1. Do your homework each night and show all of your work. Check your
answers in the back of the book, correcting those you miss if possible.
2. Late work is not accepted
3. Parents and students may access their grades online at any time.
4. Return signed progress reports on Friday for an easy 5 points
5. Your math teacher exists to help you and your parents, so get the answers to
your questions or concerns.
Parent’s Signature Student’s Signature Date
Intake Conferences will be held before and after school. They are available from 7:15 a.m
– 8:00 a.m and from 2:35 p.m.-3:15 p.m.
Please try to arrange for my intake conference on:
(Circle) Monday Tuesday Wednesday Thursday Friday.
as close to _____ (time) as possible .
17
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