| | The overall goal of the Connected Mathematics curriculum is to help students develop sound mathematical habits. Units have been developed in six strands: number, geometry, measurement, probability, statistics, and algebra. It is desirable for the student to keep the "big picture" in mind as they deal with the specific goals in each unit. These goals are written below as they are stated in the teacher edition. Directions for downloading a word processor version of Unit Goals. 7th Grade Units | 8th Grade Units | Sixth Grade Units | *Prime Time* unit goals: - Understand the relations among factors, multiples, divisors, and products
- Recognize that factors come in pairs
- Link area and dimensions of rectangles with products and factors
- Recognize numbers as prime or composite, and as odd or even based on their factors
- Use factors and multiples to explain some numerical facts of everyday life
- Develop strategies for finding factors and multiples of whole numbers
- Recognize that a number can be written in exactly one way as a product of primes (Fundamental Theorem of Arithmetic)
- Recognize situations in which problems can be solved by finding factors and multiples
- Develop a variety of strategies—such as building a physical model, making a table or list, and solving a simpler problem—to solve problems involving factors and multiples
*Data About Us* unit goals: - Engage in the process of data investigation: posing questions, collecting data, analyzing data, and making interpretations to answer questions
- Represent data using line plots, bar graphs, stem-and-leaf plots, and coordinate graphs
- Explore concepts that relate to ways of describing data, such as the shape of a distribution, what’s typical in the data, and measures of center (mode, median, mean, range of variability) in the data
- Develop a variety of strategies—such as using comparative representations and concepts related to describing the shape of the data—for comparing data sets
*Covering and Surrounding* unit goals: *Shapes and Designs* unit goals: - Acquire knowledge of some important properties of polygons and a general ability to recognize those shapes and properties both in and out of the classroom
- Describe decorative and structural applications in which polygons of various sizes and shapes appear
- Hypothesize about why hexagonal shapes appear on the surface of honeycombs
- Explain the property of the triangle which makes it useful as a stable structure
- Explain the edge and angle relationships that make parallelograms useful for designs and for structures like windows, doors, and tilings
- Estimate the size of any angle using reference to a right angle and other benchmark angles
- Use an angle ruler for making more accurate angle measurements
- Describe practical situations in which angles of various sizes occur
- Develop a variety of strategies—such as testing many different cases and looking for patterns in the results, finding extreme cases, and organizing results in a systematic way (e.g., so patterns are revealed)—for solving problems involving polygons and their properties
*Bits and Pieces I* unit goals: *How Likely Is It?* unit goals: *Bits and Pieces II* unit goals: *Ruins of Montarek* unit goals: | 6th Grade Units | 8th Grade Units | Seventh Grade Units | *Variables and Patterns* unit goals: - Understand that variables in a situation are those quantities that change, such as time, temperature, feelings, a TV show’s popularity, distance traveled, and speed
- Understand that patterns describe a regular or predictable change in data
- Search for patterns of change that show relationships among the variables
- Select an appropriate range of values for the variables
- Create tables, graphs, and simple symbolic rules that describe the patterns of change
- Understand the relationships among forms of representation--words, tables, graphs, and symbolic rules
- Make decisions using tables, graphs, and rules
- Use a graphing calculator for making tables and graphs to find information about a situation
*Stretching and Shrinking* unit goals: *Comparing and Scaling* unit goals: *Filling and Wrapping* unit goals: *Moving Straight Ahead* unit goals: *Accentuate the Negative* unit goals: *What Do You Expect? *unit goals: *Data Around Us* unit goals: - Choose sensible units for measuring
- Build a repertoire of benchmarks to relate unfamiliar things to things that are personally meaningful
- Read, write, and interpret the large numbers that occur in real-life measurements using standard, scientific, and calculator notation
- Review the concept of place value as it relates to reading, writing, and using large numbers
- Review and extend the use of exponents
- Use estimates and rounded values for describing and comparing objects and events
- Assess the accuracy and reliability of numbers used to report information
- Choose ways of comparing counts and measurements, including using differences, rates, and ratios
- Understand that a measurement has two components: a count and a unit of measure
| 6th Grade Units | 7th Grade Units | Eighth Grade Units | *Thinking With Mathematical Models* unit goals: *Looking For Pythagoras* unit goals: - Make connections among coordinates, slope, distance, and area
- Relate the area of a square to the length of a side
- Develop strategies for finding the distance between two dots on a dot grid or two points on a coordinate grid
- Discover and apply the Pythagorean Theorem
- Extend understanding of number systems to include irrational numbers
- Locate irrational numbers on a number line
- Represent fractions as decimals and decimals as fractions
- Determine whether the decimal representation for a fraction terminates or repeats
- Use slope to solve interesting problems
*Growing, Growing, Growing* unit goals: - Recognize and describe situations in which variables grow and decay exponentially
- Represent exponential patterns with tables, graphs, and equations
- Recognize exponential patterns in tables, graphs, and equations
- Compare and contrast exponential relationships with linear relationships
- Determine growth factors and decay factors in exponential situations
- Use tables, graphs, and equations to solve problems involving exponential growth and exponential decay
- Describe the effects of varying the values of
*a* and *b* in the equation* y = a(b*^{x}) on the graph of that equation *Frogs, Fleas, and Painted Cubes* unit goals: *Say It With Symbols* unit goals: *Samples and Populations* unit goals: - Employ the process of statistical investigation to explore problems
- Analyze data using tables, stem-and-leaf plots, histograms, and box-and-whisker plots
- Compare data using measures of center (mean, median), measures of spread (range, percentiles), and data displays (stem-and-leaf plots, histograms, box-and-whisker plots)
- Explore relationships among data using scatter plots
- Distinguish between samples and populations, compare samples, and use information drawn from samples to make conclusions about populations
- Apply selected concepts from probability to understand the concept of randomness and to select random samples
- Explore concepts of representativeness and sample size as they relate to using random and nonramdom samples to draw conclusions about the characteristics of populations
- Design a survey, focusing on how questions are asked
*Kaleidoscopes, Hubcaps, and Mirrors* unit goals: *Clever Counting* unit goals: | There is a rich text format version of this file available. It should open in any word processor. Use the following link to open the file and then save it to your hard drive. Unit Goals |