Ohio
Ohio
Academic Content StandardsExtended Mathematics
Grades 6-8
Ohio
Course 1
Volumes 1 & 2
© 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Domain: Geometry
Extended Standards
Essence of the Standards:
Demonstrate rotations (turns), reflections (flips, and translations (slides).
Properties of shapes stay the same regardless of orientation.
Describe the manipulation or resizing of geometric figures.
Properties of shapes stay the same regardless of orientation or size.
Properties of angles
Pythagorean Theorem is a formula that only applies to right triangles.
Pythagorean Theorem
Volume of cones, cylinders and spheres
Codes used for Teacher Walkaround Edition pages are the initial caps of headings on that page.
MATHEMATICS STANDARDS
PAGE REFERENCES
Solve real-world and mathematical problems involving area, surface area and volume.
G.68.1a Demonstrate that the area of a right
triangle is 1/2 × length × height (e.g., two same
right triangles combined make a rectangle and the
area of a triangle is half the area of the rectangle it
can be composed into).
Student Edition:
Area of a Triangle 673-676
Extra Practice 679
Guided Practice 676
H.O.T. Problems 678
Independent Practice 677-678
Inquiry Lab 669-672
Standardized Test Practice 680
Teacher Walkaround Edition:
CCSS 651; LL 673; TC 674-676; UI 669-670;
WO 678
G.68.1b Demonstrate that the area of all
rectangles is length × width (e.g., multiply side
lengths to find the area of rectangles with
whole-number side lengths).
G.68.1c Find the area of rectangles and triangles
with whole-number side lengths by counting unit
squares.
G.68.2a Find the area of triangles, quadrilaterals
and polygons by decomposing into triangles and
rectangles (e.g., the area of a trapezoid can be
found by decomposing into a rectangle and
triangles).
Student Edition:
Area of Composite Figures 717-720
Area of Parallelograms 662-663
Area of Trapezoids 685-688
Area of Triangles 673-676
Example 664
Extra Practice 667, 679, 691, 711, 723
Find Area 707
Guided Practice 664, 676, 688, 720
H.O.T. Problems 666, 678, 690, 722
Independent Practice 665, 677-678, 689-690,
709-710, 721-722
Inquiry Lab 657-659, 669-672, 681-684
Mid-Chapter Check 696
Standardized Test Practice 680, 692, 712, 722
Teacher Walkaround Edition:
CCSS 651; LL 673, 685, 717; PA 665; TC 662-664,
674-676, 686-688, 707, 718-720; UI 657-658,
681-682; WO 709, 721
G.68.2b Find the area of rectilinear figures by
decomposing them into non-overlapping parts and
using the length × width formula to find the areas
and then sum together to find the total area of the
figure.
G.68.2c Find the area of figures by counting unit
squares.
Academic Content StandardsExtended Mathematics
Grades 6-8
2
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
G.68.3a Identify the side length(s) of a polygon
drawn on a coordinate plane.
Student Edition:
Extra Practice 711
Guided Practice 708
H.O.T. Problems 710
Independent Practice 709-710
Polygons on a Coordinate Plane 705-708
Teacher Walkaround Edition:
LL 705; PA 709; TC 706-708
G.68.3b Identify the polygon in a coordinate plane
when given the coordinates of the vertices.
G.68.3c Identify and plot points on a coordinate
plane (all quadrants).
G.68.4a Find the surface area of prisms and cubes
by using the nets of these three-dimensional
figures.
Student Edition:
Extra Practice 769, 779
Guided Practice 766, 776
Independent Practice 767-768, 777-778
Inquiry Lab 759-761, 771-772
Problem Solving 795
Problem-Solving Investigation 756
Reflect 796
Standardized Test Practice 780
Surface Area of Rectangular Prisms 763-766
Surface Area of Triangular Prisms 773-776
Teacher Walkaround Edition:
LL 759, 773; PA 772; TC 764-766, 774-776;
UI 759-760, 771; WO 767
G.68.4b Represent three-dimensional figures
using nets.
G.68.4c Identify cubes, rectangular prisms, cones,
cylinders and spheres (e.g., cubes, rubber eraser,
funnel, paper towel roll, ball).
G.68.5a Recognize that the volume of a right
rectangular prism can be found by multiplying the
height by the area of the base (i.e., show that
volume = length × width × height or base × height).
Student Edition:
Extra Practice 745
Guided Practice 742
H.O.T. Problems 744
Independent Practice 743-744
Inquiry Lab 735-738
Problem Solving 795
Problem-Solving Investigation 755
Reflect 796
Standardized Test Practice 746
Volume of Rectangular Prisms 739-742
Teacher Walkaround Edition:
LL 739; TC 740-742; UI 735-736
G.68.5b Demonstrate that unit cubes can be used
to build figures that have volume and determine
the volume of a figure.
G.68.5c Find the volume of a right rectangular
prism (e.g., count the number of unit cubes it takes
to fill a rectangular prism).
Academic Content StandardsExtended Mathematics
Grades 6-8
3
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Draw, construct and describe geometrical figures and describe the relationships
between them.
G.68.6a Solve problems involving scaled drawings
of figures (e.g., if a triangle is drawn on a
coordinate plane, what will be the length of one
of the sides if the triangle is increased by a factor
of 2?).
Student Edition:
Changes in Dimension 697-700
Extra Practice 703
Guided Practice 700
Independent Practice 701-702
Real World Link 705
Teacher Walkaround Edition:
LL 697; RWL 705; TC 698-700
G.68.6b Identify the scaled drawing of a geometric
figure (e.g., which shape is twice the size of
another shape).
G.68.6c Identify polygons drawn on a coordinate
plane (e.g., square, rectangles, quadrilaterals,
triangles (isosceles, right, scalene, obtuse)).
Solve real-life and mathematical problems involving angle measure, area,
surface area and volume.
G.68.7a Solve real-world problems involving the
area of two-dimensional figures (rectangles, right
triangles, trapezoids, parallelograms, rectilinear
shapes).
Student Edition:
st
21 Century Careers 725-726
Area of Composite Figures 717, 719, 720
Example 664
Extra Practice 679 #20-#21, 691 #20
Independent Practice 677 #6, 678 #8, 689 #6-#8,
721 #5
Inquiry Lab 669, 681
Math in the Real World 653
Problem Solving 729
Problem-Solving Investigation 693-694
Real-World Link 673, 685
Unit Project 797-798
Unit Project Preview 652
Teacher Walkaround Edition:
CCSS 651; E 664, 719, 720; MRW 653; RWL 673,
685; RWM 726; UI 669, 681; UPP 652
G.68.7b Solve real-world problems involving the
area of figures involving rectangles and right
triangles.
G.68.7c Solve real-world problems involving
perimeter.
Academic Content StandardsExtended Mathematics
Grades 6-8
4
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
G.68.8a Identify unknown angles and solve
problems using facts about supplementary,
complementary and adjacent angles and parallel
and perpendicular lines.
The following pages can be used to begin a
classroom discussion to meet these standards.
Angles are defined in the glossary.
Student Edition:
GL1, GL3, GL10, GL14, GL16
G.68.8b Sort angles by type (right, acute, obtuse,
straight, reflex).
G.68.8c Order angles by size.
G.68.9a Identify the attributes of a circle (radius,
diameter, circumference, chord, and center).
The following references can be used to begin a
classroom discussion to meet this standard.
Attributes of a Circle are defined in the glossary.
Student Edition:
GL2-GL3, GL4, GL13
Mathematics Reference Sheet (last page of the text
and without a page number)
G.68.9b Identify the radius, diameter and center of
a circle.
G.68.9c Identify circles in three-dimensional
objects and in the environment.
Understand congruence and similarity using physical models, transparencies or
geometry software.
G.68.10a Determine the sequence of
transformations (rotation, reflection, translation)
that will make a figure congruent to another.
The following page reference can be used as a
springboard for class discussion. The definition of
reflection is in the glossary.
Student Edition:
GL14
G.68.10b Determine whether a rotation, a
reflection or a translation is needed to make a
figure congruent to another.
G.68.10c Determine the direction and how many
units a figure must be shifted to be congruent to
another on a coordinate plane (e.g., 3 units to the
right).
G.68.11a Demonstrate the effects of dilations,
translations, rotations and reflections.
The following page reference can be used as a
springboard for class discussion. The definition of
reflection is in the glossary.
Student Edition:
GL14
G.68.11b Describe the effect of rotation (turn),
reflection (flip) and translation.
G.68.11c Demonstrate concepts of translation
(top, bottom right, left).
Academic Content StandardsExtended Mathematics
Grades 6-8
5
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
G.68.12a Identify congruent (same shape and
size) shapes.
The information in Changes of Dimension (Chapter 9,
Lesson 4) could be used as a springboard for class
discussion. The definition of similar figures is in the
glossary.
Student Edition:
GL14-GL15
G.68.12b Match shapes in different orientations
and sizes.
G.68.12c Match similar shapes.
Understand and apply the Pythagorean Theorem.
G.68.13a Use visual models to demonstrate the
relationship of the three side lengths of any right
triangle.
Student Edition:
Example 708
Extra Practice 711 #19
Teacher Walkaround Edition:
E 708
G.68.13b Identify the parts of a right triangle (right
angle, legs, hypotenuse).
G.68.13c Identify right triangles in the environment.
G.68.14a Determine whether the points create a
right triangle, given three points on a coordinate
plane.
Student Edition:
Example 708
Extra Practice 711 #19
Teacher Walkaround Edition:
E 708; TOD 708
G.68.14b Identify a right triangle when drawn on a
coordinate plane.
G.68.14c Identify right triangles from a group of a
variety of triangles.
Solve real-world and mathematical problems involving volume of cylinders,
cones and spheres.
G.68.15a Label the parts of cones, cylinders and
spheres.
G.68.15b Find cones, cylinders and spheres in
the environment.
Student Edition:
740, 748
Mathematics Reference Sheet (last page of the text
and without a page number)
Reflect 796
G.68.15c Sort three-dimensional shapes (cubes,
cones, cylinders, rectangular prisms, spheres).
Academic Content StandardsExtended Mathematics
Grades 6-8
6
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Domain: Ratios and Proportional Relationships
Extended Standards
Essence of the Standards:
Create and solve ratios.
Represent proportional relationships.
Use ratios to solve real-world problems.
Ratios and proportional relationships can be used to determine unknown quantities.
Understand ratio concepts and use ratio reasoning to solve problems.
Limit to ratios of denominators of 2, 3, 4,5, 6,
8, 10
RP.68.1a Identify unit rate and solve problems
that describe a relationship between quantities
(e.g., for every vote candidate A received,
candidate C received nearly three votes.).
Limit to ratios of denominators of 2, 3, 4,5, 6,
8, 10
RP.68.1b Identify the ratio that describes a
relationship between quantities (e.g., for every
vote candidate A received, candidate C received
nearly three votes.).
Limit to ratios of numerators of one and
denominators of 2 and 4
RP.68.1c Identify the model that represents the
ratio that describes a relationship between two
quantities (e.g., a bag has 4 red and 6 yellow
marbles, which model shows the ratio of red to
yellow marbles: a visual of 4 red marbles: a visual
of 6 yellow marbles).
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
st
21 Century Careers 80
Example 74
Extra Practice 25, 37
Guided Practice 22, 34, 74
H.O.T. Problems 24, 36, 76 #8
Independent Practice 23-24, 35-36
Inquiry Lab 15-17, 27-30, 67-70
Math in the Real World 3
Mid-Chapter Check 58 #5
Rates 31-34
Ratios 19-22
Ratio and Rate Problems 71-74
Standardized Test Practice 26, 38
Unit Project 169-170
Teacher Walkaround Edition:
E 74; LL 19, 31, 71; MRW 3; TC 20-22, 32-34, 72-74;
TOD 34, 62; UI 15-16, 27-28, 67-68; WO 25, 36, 42
7
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
RP.68.2a Solve problems involving unit rates
(e.g., if it took 2 hours to mow 6 lawns, then at
that rate, how many lawns could be mowed in 8
hours? At what rate were lawns being mowed?).
RP.68.2b Solve for unit rate (e.g., It took James 2
hours to drive 40 miles, on average. How fast did
he drive?).
RP.68.2c Identify a unit rate in a word problem.
RP.68.3a Write a percent as a rate per onehundred (e.g., 30 out of 100 is 30% is 30/100).
RP.68.3b Write a percent as a rate per onehundred (e.g., 30 out of 100 is 30% is 30/100).
Use proportional reasoning to find the whole when
given both the part and the percent. (50% = 20
out of x)
RP.68.3c Identify a percent as a rate per one
hundred.
RP.68.4a Use proportional reasoning to find the
whole when given both the part and the percent.
(50% = 20 out of x)
RP.68.4b Recognize the part as a whole when
given both the part and the percent.
RP.68.4c Identify parts of the whole.
Academic Content StandardsExtended Mathematics
Grades 6-8
PAGE REFERENCES
Student Edition:
Example 74
Extra Practice 37
Equivalent Ratios 59-61
Guided Practice 34, 62
H.O.T. Problems 36
Independent Practice 35-36
Inquiry Lab 27-30, 67-69
Mid-Chapter Check 58 #6
Problem Solving 83 #2
Rates 31-34
Ratio and Rate Problems 71-74
Standardized Test Practice 38
Teacher Walkaround Edition:
E 74; LL 31, 59, 71; TC 32-34, 60-61; TOD 42, 62;
UI 27-28, 67-68; WO 36
Student Edition:
Extra Practice 107
Guided Practice 104
Independent Practice 105-106
Inquiry Lab 97-100
Percents and Fractions 101-104
Problem-Solving Investigations 125
Teacher Walkaround Edition:
LL 101; TC 102-104; TOD 104; UI 97-98; US 125
Student Edition:
Extra Practice 107, 161
Guided Practice 104, 158
H.O.T. Problems 160
Independent Practice 105-106, 159-160
Inquiry Lab 97-100
Percents and Fractions 101-104
Problem-Solving Investigations 126-127
Solve Percent Problems 155-158
Teacher Walkaround Edition:
LL 101, 155; NAE 126; PA 127; TC 102-104, 156-158;
TOD 158; UI 97-98
8
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
RP.68.5a Given a visual model, identify ratios
involving fractions.
RP.68.5b Given a visual model or manipulative,
identify ratios involving whole numbers.
RP.68.5c Given a manipulative, identify the units
to be compared.
RP.68.6a Identify if a graph represents a
proportional relationship.
RP.68.6b Given coordinate pairs involving whole
numbers, identify the rule.
RP.68.6c Given a rule, continue a sequence of
whole numbers.
RP.68.7a Given a ratio table involving whole
numbers, identify the rule and fill in a missing
value.
RP.68.7b Given a ratio table involving whole
numbers, identify the rule.
RP.68.7c Given a rule, continue a sequence of
whole numbers.
Academic Content StandardsExtended Mathematics
Grades 6-8
PAGE REFERENCES
Student Edition:
Extra Practice 25
Guided Practice 22
H.O.T. Problems 24
Independent Practice 23
Inquiry Lab 15-18
Ratios 19-22
Teacher Walkaround Edition:
LL 19; TC 20-22; TOD 22; UI 15-16; WO 25
Student Edition:
Extra Practice 53
Graph Ratio Tables 48-49
Guided Practice 50
Independent Practice 51
Mid-Chapter Check 58 #7
Real-World Link 289
Teacher Walkaround Edition:
RWL 289; TC 48-49
Student Edition:
Case #2 56
Case #4 57
Extra Practice 45, 53
Guided Practice 42, 50
H.O.T. Problems 44
Independent Practice 43-44, 51
Mid-Chapter Check 58 #7
Problem Solving 83 #3-#4
Ratio Tables 39
Teacher Walkaround Edition:
LL 39; TC 40-42; TOD 42, 50; WO 43
9
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Domain: The Number System
Extended Standards
Essence of the Standards:
Identify rational and irrational numbers.
Estimate the values of numbers.
Completing understanding of division of fractions and extending the notion of number to the
system of rational numbers, which includes negative numbers.
Apply and extend previous understandings of multiplication and division to divide
fractions by fractions.
NS.68.1a Recognize that dividing a whole number
by a fraction is to invert the fraction and then
multiply (e.g., 2 divided by 1/3 = 2 × 3/1 = 6).
NS.68.1b Recognize that dividing a whole number
by a fraction is separating the whole into the
required fractional parts and counting how many
parts are in the total (e.g., 1 divided by 1/3 means
divide the whole into 3 equal pieces and count the
parts to arrive at 3).
NS.68.1c Recognize a fraction as the division of
the numerator by the denominator using unit
fractions (e.g., use a model to show that 1/3
means dividing a whole into 3 equal parts).
Student Edition:
Divide Whole Numbers by Fractions 305-308
Extra Practice 311
Guided Practice 308
H.O.T. Problems 310
Independent 309-310
Inquiry Lab 301-304
Reflect 338
Teacher Walkaround Edition:
LL 305; TC 306-308; TOD 308; UI 301-302; WO 309,
310
Compute fluently with multi-digit numbers and find common factors and multiples.
NS.68.2a Fluently divide multi-digit whole
numbers.
NS.68.2b Divide multi-digit whole numbers up to
three-digit whole numbers by one or two digit
numbers.
NS.68.2c Divide a two-digit number by a one-digit
number using models.
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Divide Multi-Digit Numbers 215-218
Extra Practice 221
Guided Practice 218
H.O.T. Problems 220
Independent Practice 219-220
Teacher Walkaround Edition:
LL 215; TC 216-218; TOD 218
10
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
NS.68.3a Fluently add, subtract, multiply and
divide multi-digit decimals.
NS.68.3b Add, subtract and multiply multi-digit
decimals using models.
NS.68.3c Add and subtract multi-digit decimals
using models.
PAGE REFERENCES
Student Edition:
Add and Subtract Decimals 177-180
Divide Decimals by Decimals 239-241
Divide Decimals by Whole Numbers 231-234
Extra Practice 183, 199, 207, 237, 245
Guided Practice 180, 196, 204, 234, 242
H.O.T. Problems 182, 198, 236
Independent Practice 181, 197-198, 205-206,
235-236, 243-244
Inquiry Lab 209-210
Mid-Chapter Check 214
Multiply Decimals by Decimals 201-204
Multiply Decimals by Whole Numbers 193-196
Problem-Solving Investigation 211-213
Standardized Test Practice 184, 200, 208
Teacher Walkaround Edition:
LL 177, 193, 201, 231, 239; RWL 177; TC 178-180,
194-196, 202-204, 232-234, 240-242; TOD 180, 196,
234; UI 209-210; US 211-212; WO 199, 235, 236, 243
Apply and extend previous understandings of numbers to the system of rational numbers.
NS.68.4a Solve real-world problems
involving positive and negative numbers
(e.g., temperatures, elevations, distance from a
fixed point (map reading)).
NS.68.4b Solve problems involving positive
and negative numbers using a number line
(e.g., temperatures, distances from a fixed point).
NS.68.4c Locate a given positive or negative
number on a number line.
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Extra Practice 351
Guided Practice 348
H.O.T. Problems 350
Independent Practice 349-350
Inquiry Lab 343-344, 353-354, 375
Integers and Graphing 345-348
Teacher Walkaround Edition:
LL 345; TC 346-348; TOD 348; UI 343, 353, 375
11
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
NS.68.5a Recognize the effects of multiplying and
dividing with negative numbers (e.g., -2 × -4 = 8).
NS.68.5b Recognize that the absolute value of a
rational number is how far it is from 0 on the
number line (i.e., plot a number and its opposite
on a number line and recognize that they are
equidistant from zero).
NS.68.5c Recognize that addition means move to
the right and subtraction means move to the left
on a number line.
PAGE REFERENCES
Student Edition:
Absolute Value 355-358
Extra Practice 361
Guided Practice 358
H.O.T. Problems 360
Independent Practice 359
Inquiry Lab 343-344, 353-354
Teacher Walkaround Edition:
LL 355; TC 356-358; TOD 358; UI 343, 353; WO 359,
360
Apply and extend previous understandings of operations with fractions to add, subtract,
multiply and divide rational numbers.
NS.68.6a Add and subtract fractions without
models, excluding mixed fractions.
Student Edition:
Common Core Review 502 #37-#39
NS.68.6b Add and subtract fractions with different
denominators using models.
NS.68.6c Add and subtract fractions with the
same denominator using models (e.g., use a
rectangle divided into 10 equal parts to solve 2/10
+ 4/10 by shading 2 parts and 4 parts and then
counting the number of shaded parts).
NS.68.7a Solve addition and subtraction fraction
word problems without models, excluding mixed
fractions.
Student Edition:
Common Core Review 532 #35
NS.68.7b Solve addition and subtraction word
problems involving fractions with different
denominators using models.
NS.68.7c Solve addition and subtraction word
problems involving fractions with the same
denominator using models.
Academic Content StandardsExtended Mathematics
Grades 6-8
12
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
NS.68.8a Solve problems involving the
multiplication of a fraction by a whole number.
NS.68.8b Recognize that multiplying a fraction by
a whole number is similar to taking a fraction of
each whole piece and summing them together
(e.g., 4 × 1/5 = 1/5 + 1/5 + 1/5 + 1/5 = 4/5).
NS.68.8c Recognize a fraction as the division of
the numerator by the denominator using unit
fractions (e.g., show that 1/3 means dividing a
whole into 3 equal parts).
NS.68.9a Recognize that multiplying a fraction by
a fraction is simply multiplying the numerator by
the numerator and the denominator by the
denominator to create a new fraction (e.g., 1/4
× 1/3 = (1 × 1) / (4 × 3) = 1/ 12).
NS.68.9b Recognize that multiplying a fraction by
a fraction is similar to creating a model of the first
fraction and then scaling each part by the other
fraction (e.g., 1/2 × 1/3 is similar to dividing a
whole rectangle into 2 equal parts and then
dividing each equal part into 3 equal parts to
arrive at 1/6).
PAGE REFERENCES
Student Edition:
Extra Practice 271
Guided Practice 268
H.O.T. Problems 270
Independent Practice 269
Multiply Fractions and Whole Numbers 265-268
Teacher Walkaround Edition:
LL 265; TC 266-268; TOD 268; WO 269, 270
Student Edition:
st
21 Century Careers 334
Extra Practice 279, 287
Guided Practice 276, 284
Independent Practice 277-278, 285-286
Key Concept Check 336
Multiply Fractions 273-276
Multiply Mixed Numbers 281-284
Reflect 338
Teacher Walkaround Edition:
EA 334; LL 273, 281; TC 274-276, 282-284; TOD 276;
WO 277, 287
NS.68.9c Identify that multiplying two fractions
together can be performed simply by multiplying
the two numerators together and the two
denominators together.
Know that there are numbers that are not rational, and approximate them
by rational numbers.
NS.68.10a Estimate which point on a number line
a decimal (up to hundredths) is closest to (e.g.,
given a number line running from 3 to 5 in
increments of 1/10, identify at which point the
decimal 4.13 would be).
Student Edition:
Estimate by Rounding to 0, ½, or 1 259
Real-World Link 185
Teacher Walkaround Edition:
E 259; QR 259; RWL 185
NS.68.10b Round decimals to the nearest whole
number or tenths and identify the corresponding
points on a number line.
NS.68.10c Identify the whole-number points on a
number line.
Academic Content StandardsExtended Mathematics
Grades 6-8
13
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Domain: Expressions and Equations
Extended Standards
Essence of the Standards:
numerical expressions that contain exponents.
Apply and extend previous understanding of arithmetic to algebraic expressions.
EE.68.1a Write and evaluate numerical
expressions involving whole-number exponents
(e.g., 3^2 = 3 × 3; 2^3 = 2 × 2 × 2).
EE.68.1b Apply properties of operations to
generate equivalent expressions (e.g., 3(2 + x) =
6 + 3x; y + y + y = 3y).
EE.68.1c Write and/or evaluate expressions in
which letters stand for unknown numbers (e.g., a
model of 10 apples and giving some away).
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Algebra: Properties 473-476
Algebra: Variables and Expressions 449-452
Algebra: Write Expressions 461-464
The Distributive Property 486-488
Equivalent Expressions 495-498
Extra Practice 439, 447, 467, 479, 491, 501
Guided Practice 436, 444, 452, 464, 476, 488, 498
H.O.T. Problems 438, 446, 478, 490
Independent Practice 437, 445, 465-466, 477-478,
489-490, 499-500
Inquiry Lab 457-460, 481-484, 493-494
Numerical Expressions 441-444
Powers and Exponents 433-436
Problem Solving 507
Standardized Test Practice 448
Teacher Walkaround Edition:
LL 433, 441, 449, 461, 473, 495; TC 434-436,
442-444, 450-452, 462-463, 474-476, 486-488,
496-498; TOD 436, 444, 452, 476; UI 457-458,
481-482, 493; WO 437, 445, 446, 453, 477
14
Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Reason about and solve one-variable equations and inequalities.
EE.68.2a Represent a real-world situation using
an algebraic expression or inequality involving a
variable (e.g., 45 – a = 35 models; I start with 45
apples and now have 35).
EE.68.2b Represent a real-world situation using
an algebraic expression involving a variable
(e.g., 8 + a = 10 models; I start with 8 apples and
now have 10).
EE.68.2c Represent an algebraic expression that
simulates a real-world situation when a specific
number is unknown using concrete objects.
EE.68.3a Solve an algebraic expression or
inequality involving variables.
EE.68.3b Solve an algebraic expression involving
variables.
EE.68.3c Solve an algebraic expression using
concrete objects.
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Algebra: Variables and Expressions 449, 452
Algebra: Write Expressions 461-464
Example 487
Extra Practice 455, 467, 491 #25-#26
Guided Practice 464, 488 #7
H.O.T. Problems 454
Independent Practice 453-454, 465-466, 489 #7,
490 #14
Inquiry Lab 457-460
Problem Solving 507
Write Inequalities 626-627
Teacher Walkaround Edition:
E 452, 487; LL 449, 461; TC 462-463, 626-627;
UI 457-458; WO 453
Student Edition:
Algebra: Properties 473-476
Algebra: Variables and Expressions 449-452
The Distributive Property 486-488
Equivalent Expressions 495-498
Extra Practice 455, 479, 491, 501, 623
Guided Practice 452, 476, 488, 498, 620
Independent Practice 453-454, 477, 489-490, 499,
621
Inequalities 618-620
Inquiry Lab 481-484, 493-494, 633-634
Problem Solving 507
Teacher Walkaround Edition:
LL 449, 473, 485, 495; TC 450-452, 474-476,
486-488, 496-498, 618-620; TOD 452; UI 481-482,
493; WO 453
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Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Work with radicals and integer exponents.
EE.68.4a Recognize perfect squares up to 25
(e.g., 5 squared is 25).
EE.68.4b Create a representation of a perfect
square.
Student Edition:
Write Products as Powers 434
Teacher Walkaround Edition:
E 434
EE.68.4c Select the perfect square, given a
model.
Understand the connections between proportional relationships, lines and linear equations.
EE.68.5a Identify the slope of a line.
EE.68.5b Determine whether a line has a positive,
a negative or no slope.
EE.68.5c Determine whether the line is increasing
(going up), decreasing (going down) or flat.
Slope can be identified using the Examples from the
following page. Classroom discussion on slope can
include whether the slope is increasing, decreasing or
staying the same.
Student Edition:
597
Analyze and solve linear equations and pairs of simultaneous linear equations.
EE.68.6a Solve a 1-step linear equation
(e.g., y + 3 = 5).
EE.68.6b Identify the operation needed to solve a
given 1-step linear equation (the inverse
operation).
EE.68.6c Solve for an unknown number within a
number sentence (e.g., 5 + x = 8).
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
st
21 Century Careers 570
Extra Practice 531, 541, 557, 567
Guided Practice 528, 538, 554, 564
H.O.T. Problems 530, 540, 556, 566
Independent Practice 529-530, 539-540, 555-556,
565-566
Inquiry Lab 521-524, 533-534, 547-550, 559-560
Problem Solving 573
Solve and Write Addition Equations 525-528
Solve and Write Division Equations 561-564
Solve and Write Multiplication Equations 551-554
Solve and Write Subtraction Equations 535-538
Teacher Walkaround Edition:
EA 570; LL 525, 535; TC 526-528, 536-538, 552-554,
562-564; TOD 528, 554, 564; UI 521-522, 533,
547-548; WO 529, 540, 555, 556, 565
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Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
EE.68.7a Locate the coordinate at which two lines
intersect.
EE.68.7b Locate the point where two lines
intersect.
PAGE REFERENCES
Student Edition:
This standard could be introduced and discussed with
the information on Functions and Equations in
Chapter 8.
EE.68.7c Determine whether two lines intersect.
Domain: Functions
Extended Standards
Essence of the Standards:
-linear functions
graph using a table or equation.
Define, evaluate and compare functions; Use functions to model relationships
between quantities.
F.68.1a Determine whether an ordered pair is a
viable solution to a given linear function.
F.68.1b Classify graphs of functions as linear or
non-linear.
F.68.1c Determine whether the line is increasing
(going up), decreasing (going down) or flat.
F.68.2a Determine whether a function is linear or
non-linear given the equation.
F.68.2b Match a function to its graph.
F.68.2c Determine whether the slope of the
function is positive, negative or flat.
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Example 581, 605
Extra Practice 585 #16-#17, 609 #8
Guided Practice 582 #2, 606
Independent Practice 583 #5-#6, 600 #8, 607 #1
Interpret Line Graphs 901
Vocabulary Start-Up 595
Teacher Walkaround Edition:
E 605; LL 901; VSU 595
Student Edition:
Examples 597, 605
Guided Practice 606
Independent Practice 599 #6-#7
Teacher Walkaround Edition:
E 597, 605
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Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
F.68.3a Graph a linear function.
F.68.3b Determine the x and y intercept points for
a linear graph.
F.68.3c Identify two points on a linear graph.
Student Edition:
Extra Practice 601
Graph Linear Functions 596-598
Guided Practice 598
Independent Practice 599, 607
Teacher Walkaround Edition:
E 597; TOD 598
Domain: Statistics and Probability
Extended Standards
Essence of the Standards:
a line of best fit.
-way table and interpret association between the two variables.
Develop understanding of statistical variability.
SP.68.1a Compute the mean, the median and the
mode of a data set involving numbers less than 50
(e.g., number of rainy days in a month).
SP.68.1b Compute the median and the mode
of a data set involving numbers less than 50 (e.g.,
summer days over 90 degrees).
SP.68.1c Interpret information from a given or
collected data set (e.g., given a tally chart
showing the favorite colors of the students in
Joe’s math class, determine which color was the
most/least favorite).
Academic Content StandardsExtended Mathematics
Grades 6-8
Student Edition:
Appropriate Measures 845-848
Extra Practice 815, 823, 851
Guided Practice 812, 820
H.O.T. Problems 822, 850
Independent Practice 813, 821
Mean 809-811
Median and Mode 817-819
Mid-Chapter Check 828
Standardized Test Practice 816
Teacher Walkaround Edition:
LL 809, 817, 845; QR 811; TC 810-811, 818-819,
846-848; TOD 848; WO 823
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Glencoe Math
Course 1 © 2013
MATHEMATICS STANDARDS
PAGE REFERENCES
Summarize and describe distributions.
SP.68.2a Construct and interpret a histogram
from a given or collected data set.
SP.68.2b Construct and analyze a line plot from a
given or collected data set.
SP.68.2c Construct and analyze a bar graph from
a given or collected data set.
Student Edition:
Extra Practice 869, 877, 897
Guided Practice 866, 874, 894
Histograms 871-874
H.O.T. Problems 868
Independent Practice 867, 875-876, 895
Inquiry Lab 899-900
Line Plots 863-866
Mid-Chapter Check 890
Problem-Solving Investigations 887-889
Reflect 924
Shape of Data Distributions 891-893
Standardized Test Practice 870, 878
Teacher Walkaround Edition:
LL 863, 871, 891; PA 889; TC 864-866, 872-874,
892-893; TOD 866, 874; UI 899; US 887-888;
WO 867, 868, 877
Investigate chance processes and develop, use and evaluate probability models.
SP.68.3a Understand a probability of 0 as
impossible, 1 as certain, near 0 as unlikely, near 1
as likely and near 1/2 as equally likely.
Student Edition:
Probability can be introduced and discussed with the
information in Chapter 12 on Statistical Displays.
SP.68.3b Determine the probability of an event
occurring as likely, unlikely, certain or impossible.
SP.68.3c Determine the probability of an event
occurring as likely or unlikely.
Investigate patterns of association in bivariate data.
SP.68.4a Determine which line most closely
represents the line of best fit for a given
scatterplot.
SP.68.4b Determine whether patterns on a scatter
plot are positive, negative or have no correlation.
Line graphs are examined on the following pages.
These pages can be used to discuss scatter plots and
how to analyze the data points on a scatter plot.
Student Edition:
901-904
SP.68.4c Determine whether linear graph is
increasing, decreasing or flat.
Academic Content StandardsExtended Mathematics
Grades 6-8
19
Glencoe Math
Course 1 © 2013