Organization: Pearson Product Name: Connected Mathematics 3 Grade 6 Product Version: 1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-b644d167-965a-34d0-bd99-729fad4f6721 Timestamp: Friday, November 30, 2018 10:12 AM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. - 1E9B5C72-7053-11DF-8EBF-BE719DFF4B22 Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. - 1EA3F940-7053-11DF-8EBF-BE719DFF4B22 Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. - 1E331C2A-7053-11DF-8EBF-BE719DFF4B22 Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. - 1E4CFA28-7053-11DF-8EBF-BE719DFF4B22 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. - 1E894320-7053-11DF-8EBF-BE719DFF4B22 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. - 1E789D90-7053-11DF-8EBF-BE719DFF4B22 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65???? to represent the relationship between distance and time. - 1E7F5A18-7053-11DF-8EBF-BE719DFF4B22 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas ?????? = ???????? ?????????? ???????????? and ?????????????? = ???????????????? ?????????????????? to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. - 1E87888C-7053-11DF-8EBF-BE719DFF4B22 Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? - 1E2D1942-7053-11DF-8EBF-BE719DFF4B22 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” - 1E20776E-7053-11DF-8EBF-BE719DFF4B22 Distinguish comparisons of absolute value from statements about order. Example: For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars. - 1E599062-7053-11DF-8EBF-BE719DFF4B22 Write an inequality of the form ???????????????????? > ?????????????????????? or ???????????????????????? < ?????????????????????????? to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form ???????????????????????????? > ?????????????????????????????? or ???????????????????????????????? < ?????????????????????????????????? have infinitely many solutions; represent solutions of such inequalities on number line diagrams. - 1E7C140C-7053-11DF-8EBF-BE719DFF4B22 Solve real-world and mathematical problems by writing and solving equations of the form ???????????????????????????????????? + ?????????????????????????????????????? = ???????????????????????????????????????? and ?????????????????????????????????????????????????????????????????????????????????????? = ?????????????????????????????????????????????? for cases in which ????????????????????????????????????????????????, ?????????????????????????????????????????????????? and ???????????????????????????????????????????????????? are all nonnegative rational numbers. - 1E7A6C1A-7053-11DF-8EBF-BE719DFF4B22 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. - 1E86309A-7053-11DF-8EBF-BE719DFF4B22 Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. - 1E4EBC5A-7053-11DF-8EBF-BE719DFF4B22 Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. - 1E31940E-7053-11DF-8EBF-BE719DFF4B22 Understand the concept of a unit rate ??????????????????????????????????????????????????????/???????????????????????????????????????????????????????? associated with a ratio ??????????????????????????????????????????????????????????:???????????????????????????????????????????????????????????? with ?????????????????????????????????????????????????????????????? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. - 1E249010-7053-11DF-8EBF-BE719DFF4B22 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. - 1E46DA08-7053-11DF-8EBF-BE719DFF4B22 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (????????????????????????????????????????????????????????????????/??????????????????????????????????????????????????????????????????) χ (????????????????????????????????????????????????????????????????????/??????????????????????????????????????????????????????????????????????) = ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????/??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? - 1E394C58-7053-11DF-8EBF-BE719DFF4B22 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. - 1E5C1346-7053-11DF-8EBF-BE719DFF4B22 Write, interpret, and explain statements of order for rational numbers in real-world contexts. Example: For example, write -3 °???????????????????????????????????????????????????????????????????????????????? > -7 °?????????????????????????????????????????????????????????????????????????????????? to express the fact that -3 °???????????????????????????????????????????????????????????????????????????????????? is warmer than -7 °??????????????????????????????????????????????????????????????????????????????????????. - 1E54CDDE-7053-11DF-8EBF-BE719DFF4B22 Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. - 1E2AE88E-7053-11DF-8EBF-BE719DFF4B22 Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. - 1EA69704-7053-11DF-8EBF-BE719DFF4B22 Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Example: For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right. - 1E517FEE-7053-11DF-8EBF-BE719DFF4B22 Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. - 1E4A881A-7053-11DF-8EBF-BE719DFF4B22 Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. Example: For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. - 1E5725AC-7053-11DF-8EBF-BE719DFF4B22 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). - 1E419336-7053-11DF-8EBF-BE719DFF4B22 List of all Files Validated: imsmanifest.xml I_00df57d4-8b91-385a-8184-82ad4609d56f_R/BasicLTI.xml I_012d890d-cdff-36e2-b4bb-0767e23f9d1d_R/BasicLTI.xml I_01765b19-5d2b-35be-afda-00cb78ab6153_R/BasicLTI.xml I_022489ad-2233-3883-9b65-e09056c96c0f_R/BasicLTI.xml I_0247bf9c-5064-38a6-8e0b-7232f062de47_R/BasicLTI.xml I_02cf13e0-f625-3feb-9450-97fbaf6e8fc1_R/BasicLTI.xml I_03471c2e-bfac-3b76-b1f9-9b216334b947_R/BasicLTI.xml I_03894590-2beb-3477-92c5-23f29e72af69_R/BasicLTI.xml I_0395e06b-29b4-3b1d-b4e0-5f4648770aef_R/BasicLTI.xml I_063fb863-634f-3d57-bef0-f3b4f9c57ae9_1_R/BasicLTI.xml I_0684856d-55ea-3da9-8665-408b01682862_1_R/BasicLTI.xml I_06a0fd21-da12-3d93-8c20-6ea45b1e7cac_R/BasicLTI.xml I_073899c4-b37f-3680-b138-77c7a983908d_R/BasicLTI.xml I_086e300f-fee7-33ad-9675-f073ac49f011_1_R/BasicLTI.xml I_08b205d5-d350-344b-aa54-4dbae5353bd0_R/BasicLTI.xml 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I_ff8f1fd1-8875-311f-a931-f859c0cb7814_R/BasicLTI.xml Title: Connected Mathematics 3 Grade 6 2018 Tools Math Tools Student Activities Glossary Prime Time: Factors and Multiples Prime Time - Student Edition Building on Factors and Multiples Student Edition - Investigation 1 - Prime Time Playing the Factor Game: Finding Proper Factors Student Edition - Problem 1.1 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Playing to Win: Prime and Composite Numbers Student Edition - Problem 1.2 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). The Product Game: Finding Multiples Student Edition - Problem 1.3 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Finding Patterns: Rectangles and Factor Pairs Student Edition - Problem 1.4 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 1 - Prime Time Mathematical Reflections - Investigation 1 - Prime Time Common Multiples and Common Factors Student Edition - Investigation 2 - Prime Time Riding Ferris Wheels: Choosing Common Multiples or Common Factors Student Edition - Problem 2.1 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Looking at Cicada Cycles: Choosing Common Multiples or Common Factors Student Edition - Problem 2.2 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Bagging Snacks: Choosing Common Multiples or Common Factors Student Edition - Problem 2.3 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 2 - Prime Time Mathematical Reflections - Investigation 2 - Prime Time Factorizations: Searching for Factor Strings Student Edition - Investigation 3 - Prime Time The Product Puzzle: Factor Strings Student Edition - Problem 3.1 - Prime Time Finding the Longest Factor String Student Edition - Problem 3.2 - Prime Time Using Prime Factorizations Student Edition - Problem 3.3 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Unraveling the Locker Problem: Putting It All Together Student Edition - Problem 3.4 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 3 - Prime Time Mathematical Reflections - Investigation 3 - Prime Time Linking Multiplication and Addition: The Distributive Property Student Edition - Investigation 4 - Prime Time Researching With Even and Odd Numbers Student Edition - Problem 4.1 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Using the Distributive Property Student Edition - Problem 4.2 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Ordering Operations Student Edition - Problem 4.3 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Choosing an Operation Student Edition - Problem 4.4 - Prime Time Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 4 - Prime Time Mathematical Reflections - Investigation 4 - Prime Time Prime Time - Unit Project Prime Time - Looking Back Prime Time - Unit Test Student Activities Math Tools Comparing Bits and Pieces: Ratios, Rational Numbers, and Equivalence Comparing Bits and Pieces - Student Edition Making Comparisons Student Edition - Investigation 1 - Comparing Bits and Pieces Fundraising: Comparing With Fractions and Ratios Student Edition - Problem 1.1 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Fundraising Thermometers: Introducing Ratios Student Edition - Problem 1.2 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). On the Line: Equivalent Fractions and the Number Line Student Edition - Problem 1.3 - Comparing Bits and Pieces Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Measuring Progress: Finding Fractional Parts Student Edition - Problem 1.4 - Comparing Bits and Pieces Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Comparing Fundraising Goals: Using Fractions and Ratios Student Edition - Problem 1.5 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 1 - Comparing Bits and Pieces Mathematical Reflections - Investigation 1 - Comparing Bits and Pieces Connecting Ratios and Rates Student Edition - Investigation 2 - Comparing Bits and Pieces Equal Shares: Introducing Unit Rates Student Edition - Problem 2.1 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Unequal Shares: Using Ratios and Fractions Student Edition - Problem 2.2 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Making Comparisons With Rate Tables Student Edition - Problem 2.3 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? ACE - Investigation 2 - Comparing Bits and Pieces Mathematical Reflections - Investigation 2 - Comparing Bits and Pieces Extending the Number Line Student Edition - Investigation 3 - Comparing Bits and Pieces Extending the Number Line: Integers and Mixed Numbers Student Edition - Problem 3.1 - Comparing Bits and Pieces Curriculum Standards: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. Example: For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Estimating and Ordering Rational Numbers: Comparing Fractions to Benchmarks Student Edition - Problem 3.2 - Comparing Bits and Pieces Curriculum Standards: Write, interpret, and explain statements of order for rational numbers in real-world contexts. Example: For example, write -3 °?? > -7 °?? to express the fact that -3 °?? is warmer than -7 °??. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Distinguish comparisons of absolute value from statements about order. Example: For example, recognize that an account balance less than -30 dollars represents a debt greater than 30 dollars. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. Example: For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. Sharing 100 Things: Using Tenths and Hundredths Student Edition - Problem 3.3 - Comparing Bits and Pieces Curriculum Standards: Write, interpret, and explain statements of order for rational numbers in real-world contexts. Example: For example, write -3 °?? > -7 °?? to express the fact that -3 °?? is warmer than -7 °??. Decimals on the Number Line Student Edition - Problem 3.4 - Comparing Bits and Pieces Curriculum Standards: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. Example: For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Earthquake Relief: Moving From Fractions to Decimals Student Edition - Problem 3.5 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). ACE - Investigation 3 - Comparing Bits and Pieces Mathematical Reflections - Investigation 3 - Comparing Bits and Pieces Working With Percents Student Edition - Investigation 4 - Comparing Bits and Pieces Who Is the Best? Making Sense of Percents Student Edition - Problem 4.1 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Genetic Traits: Finding Percents Student Edition - Problem 4.2 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? The Art of Comparison: Using Ratios and Percents Student Edition - Problem 4.3 - Comparing Bits and Pieces Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. ACE - Investigation 4 - Comparing Bits and Pieces Mathematical Reflections - Investigation 4 - Comparing Bits and Pieces Comparing Bits and Pieces - Looking Back Comparing Bits and Pieces - Unit Test Student Activities Math Tools Let's Be Rational: Understanding Fraction Operations Let's Be Rational - Student Edition Extending Addition and Subtraction of Fractions Student Edition - Investigation 1 - Let's Be Rational Getting Close: Estimating Sums Student Edition - Problem 1.1 - Let's Be Rational Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Estimating Sums and Differences Student Edition - Problem 1.2 - Let's Be Rational Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Land Sections: Adding and Subtracting Fractions Student Edition - Problem 1.3 - Let's Be Rational Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Visiting the Spice Shop: Adding and Subtracting Fractions Student Edition - Problem 1.4 - Let's Be Rational Curriculum Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. Example: For example, express 36 + 8 as 4 (9 + 2). Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 1 - Let's Be Rational Mathematical Reflections - Investigation 1 - Let's Be Rational Building on Multiplication With Fractions Student Edition - Investigation 2 - Let's Be Rational How Much of the Pan Have We Sold? Finding Parts of Parts Student Edition - Problem 2.1 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Modeling Multiplication Situations Student Edition - Problem 2.2 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??//?) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Changing Forms: Multiplication With Mixed Numbers Student Edition - Problem 2.3 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? ACE - Investigation 2 - Let's Be Rational Mathematical Reflections - Investigation 2 - Let's Be Rational Dividing With Fractions Student Edition - Investigation 3 - Let's Be Rational Preparing Food: Dividing a Fraction by a Fraction Student Edition - Problem 3.1 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Into Pieces: Whole Numbers or Mixed Numbers Divided by Fractions Student Edition - Problem 3.2 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Sharing a Prize: Dividing a Fraction by a Whole Number Student Edition - Problem 3.3 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Examining Algorithms for Dividing Fractions Student Edition - Problem 3.4 - Let's Be Rational Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? ACE - Investigation 3 - Let's Be Rational Mathematical Reflections - Investigation 3 - Let's Be Rational Wrapping Up the Operations Student Edition - Investigation 4 - Let's Be Rational Just the Facts: Fact Families for Addition and Subtraction Student Edition - Problem 4.1 - Let's Be Rational Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Multiplication and Division Fact Families Student Edition - Problem 4.2 - Let's Be Rational Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Becoming an Operations Sleuth Student Edition - Problem 4.3 - Let's Be Rational Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 4 - Let's Be Rational Mathematical Reflections - Investigation 4 - Let's Be Rational Let's Be Rational - Looking Back Student Activities Let's Be Rational - Unit Test Math Tools Covering and Surrounding: Two Dimensional Measurement Covering and Surrounding - Student Edition Designing Bumper Cars: Extending and Building on Area and Perimeter Student Edition - Investigation 1 - Covering and Surrounding Designing Bumper-Car Rides: Area and Perimeter Student Edition - Problem 1.1 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Building Storm Shelters: Constant Area, Changing Perimeter Student Edition - Problem 1.2 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Fencing in Spaces: Constant Perimeter, Changing Area Student Edition - Problem 1.3 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 1 - Covering and Surrounding Mathematical Reflections - Investigation 1 - Covering and Surrounding Measuring Triangles Student Edition - Investigation 2 - Covering and Surrounding Triangles on Grids: Finding Area and Perimeter of Triangles Student Edition - Problem 2.1 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. More Triangles: Identifying Base and Height Student Edition - Problem 2.2 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Making Families of Triangles: Maintaining the Base and the Height Student Edition - Problem 2.3 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Designing Triangles Under Constraints Student Edition - Problem 2.4 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 2 - Covering and Surrounding Mathematical Reflections - Investigation 2 - Covering and Surrounding Measuring Parallelograms Student Edition - Investigation 3 - Covering and Surrounding Parallelograms and Triangles: Finding Area and Perimeter of Parallelograms Student Edition - Problem 3.1 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Making Families of Parallelograms: Maintaining the Base and the Height Student Edition - Problem 3.2 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Designing Parallelograms Under Constraints Student Edition - Problem 3.3 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Polygons on Coordinate Grids Student Edition - Problem 3.4 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 3 - Covering and Surrounding Mathematical Reflections - Investigation 3 - Covering and Surrounding Measuring Surface Area and Volume Student Edition - Investigation 4 - Covering and Surrounding Making Rectangular Boxes Student Edition - Problem 4.1 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Filling the Boxes: Finding Volume Student Edition - Problem 4.2 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas ?? = ?? ?? ?? and ?? = ?? ?? to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form a + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Designing Gift Boxes: Finding Surface Area Student Edition - Problem 4.3 - Covering and Surrounding Curriculum Standards: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 4 - Covering and Surrounding Mathematical Reflections - Investigation 4 - Covering and Surrounding Covering and Surrounding - Unit Project Covering and Surrounding - Looking Back Covering and Surrounding - Unit Test Student Activities Math Tools Decimal Ops: Computing With Decimals and Percents Decimal Ops - Student Edition Decimal Operations and Estimation Student Edition - Investigation 1 - Decimal Ops Out to Lunch: Matching Operations and Questions Student Edition - Problem 1.1 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Getting Close: Estimating Decimal Calculations Student Edition - Problem 1.2 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Take a Hike: Connection Ratios, Rates, and Decimals Student Edition - Problem 1.3 - Decimal Ops Curriculum Standards: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. Example: For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? ACE - Investigation 1 - Decimal Ops Mathematical Reflections - Investigation 1 - Decimal Ops Adding and Subtracting Decimals Student Edition - Investigation 2 - Decimal Ops Getting Things in the Right Place: Adding Decimals Student Edition - Problem 2.1 - Decimal Ops What's the Difference? Subtracting Decimals Student Edition - Problem 2.2 - Decimal Ops Connecting Operations: Fact Families Student Edition - Problem 2.3 - Decimal Ops Curriculum Standards: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 2 - Decimal Ops Mathematical Reflections - Investigation 2 - Decimal Ops Multiplying and Dividing Decimals Student Edition - Investigation 3 - Decimal Ops It's Decimal Time(s): Multiplying Decimals I Student Edition - Problem 3.1 - Decimal Ops It Works Every Time: Multiplying Decimals II Student Edition - Problem 3.2 - Decimal Ops How Many Times? Dividing Decimals I Student Edition - Problem 3.3 - Decimal Ops Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Going the Long Way: Dividing Decimals II Student Edition - Problem 3.4 - Decimal Ops Curriculum Standards: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. Example: For example, create a story context for (2/3) χ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) χ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (??/??) χ (??/??) = ????/????.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Challenging Cases: Dividing Decimals III Student Edition - Problem 3.5 - Decimal Ops ACE - Investigation 3 - Decimal Ops Mathematical Reflections - Investigation 3 - Decimal Ops Using Percents Student Edition - Investigation 4 - Decimal Ops What's the Tax on This Item? Student Edition - Problem 4.1 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Computing Tips Student Edition - Problem 4.2 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Percent Discounts Student Edition - Problem 4.3 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Putting Operations Together Student Edition - Problem 4.4 - Decimal Ops Curriculum Standards: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 4 - Decimal Ops Mathematical Reflections - Investigation 4 - Decimal Ops Decimal Ops - Unit Project Decimal Ops - Looking Back Decimal Ops - Unit Test Student Activities Math Tools Variables and Patterns: Introducing Algebra Variables and Patterns - Student Edition Variables, Tables, and Graphs Student Edition - Investigation 1 - Variables and Patterns Getting Ready to Ride: Data Tables and Graphs Student Edition - Problem 1.1 - Variables and Patterns Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. From Atlantic City to Lewes: Time, Rate, and Distance Student Edition - Problem 1.2 - Variables and Patterns Curriculum Standards: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. From Lewes to Chincoteague Island: Stories, Tables, and Graphs Student Edition - Problem 1.3 - Variables and Patterns Curriculum Standards: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. From Chincoteague Island to Colonial Williamsburg: Average Speed Student Edition - Problem 1.4 - Variables and Patterns Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. ACE - Investigation 1 - Variables and Patterns Mathematical Reflections - Investigation 1 - Variables and Patterns Analyzing Relationships Among Variables Student Edition - Investigation 2 - Variables and Patterns Renting Bicycles: Independent and Dependent Variables Student Edition - Problem 2.1 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Finding Customers: Linear and Non-Linear Patterns Student Edition - Problem 2.2 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Predicting Profits: Four-Quadrant Graphing Student Edition - Problem 2.3 - Variables and Patterns Curriculum Standards: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. What's the Story? Interpreting Graphs Student Edition - Problem 2.4 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 2 - Variables and Patterns Mathematical Reflections - Investigation 2 - Variables and Patterns Relating Variables With Equations Student Edition - Investigation 3 - Variables and Patterns Visit to Wild World: Function Rules With One Operation Student Edition - Problem 3.1 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which f, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Moving, Texting, and Measuring: Using Rates and Rate Tables Student Edition - Problem 3.2 - Variables and Patterns Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship. Expectations for unit rates in this grade are limited to non-complex fractions. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Group Discounts and a Bonus Card: Equations With Two Operations Student Edition - Problem 3.3 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Getting the Calculation Right: Expressions and Order of Operations Student Edition - Problem 3.4 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 3 - Variables and Patterns Mathematical Reflections - Investigation 3 - Variables and Patterns Expressions, Equations, and Inequalities Student Edition - Investigation 4 - Variables and Patterns Taking the Plunge: Equivalent Expressions I Student Edition - Problem 4.1 - Variables and Patterns Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. More Than One Way to Say It: Equivalent Expressions II Student Edition - Problem 4.2 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Putting It all Together: Equivalent Expressions III Student Edition - Problem 4.3 - Variables and Patterns Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Solve unit rate problems including those involving unit pricing and constant speed. Example: For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Finding the Unknown Value: Solving Equations Student Edition - Problem 4.4 - Variables and Patterns Curriculum Standards: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. It's Not Always Equal: Solving Inequalities Student Edition - Problem 4.5 - Variables and Patterns Curriculum Standards: Write an inequality of the form ?? > ?? or ?? < ?? to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form ?? > ?? or ?? < ?? have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Example: For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation ?? = 65?? to represent the relationship between distance and time. Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. ACE - Investigation 4 - Variables and Patterns Mathematical Reflections - Investigation 4 - Variables and Patterns Variables and Patterns - Looking Back Variables and Patterns - Unit Test Student Activities Math Tools Data About Us: Statistics and Data Analysis Data About Us - Student Edition What's in a Name? Organizing, Representing, and Describing Data Student Edition - Investigation 1 - Data About Us How Many Letters Are in a Name? Student Edition - Problem 1.1 - Data About Us Curriculum Standards: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Describing Name Lengths: What are the Shape, Mode, and Range? Student Edition - Problem 1.2 - Data About Us Curriculum Standards: Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Describing Name Lengths: What Is The Median? Student Edition - Problem 1.3 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. ACE - Investigation 1 - Data About Us Mathematical Reflections - Investigation 1 - Data About Us Who's in Your Household? Using the Mean Student Edition - Investigation 2 - Data About Us What's a Mean Household Size? Student Edition - Problem 2.1 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Comparing Distributions With the Same Mean Student Edition - Problem 2.2 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Making Choices: Mean or Median? Student Edition - Problem 2.3 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Who Else Is in Your Household? Categorical and Numerical Data Student Edition - Problem 2.4 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. ACE - Investigation 2 - Data About Us Mathematical Reflections - Investigation 2 - Data About Us What's Your Favorite . . . ? Measuring Variability Student Edition - Investigation 3 - Data About Us Estimating Cereal Serving Sizes: Determining the IQR Student Edition - Problem 3.1 - Data About Us Curriculum Standards: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Connecting Cereal Shelf Location and Sugar Content: Describing Variability Using the IQR Student Edition - Problem 3.2 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Is It Worth the Wait? Determining and Describing Variability Using the MAD Student Edition - Problem 3.3 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. ACE - Investigation 3 - Data About Us Mathematical Reflections - Investigation 3 - Data About Us What Numbers Describe Us? Using Graphs to Group Data Student Edition - Investigation 4 - Data About Us Traveling to School: Histograms Student Edition - Problem 4.1 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. Jumping Rope: Box-and-Whisker Plots Student Edition - Problem 4.2 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. How Much Taller Is a 6th Grader Than a 2nd Grader? Taking Variability Into Consideration Student Edition - Problem 4.3 - Data About Us Curriculum Standards: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered. ACE - Investigation 4 - Data About Us Mathematical Reflections - Investigation 4 - Data About Us Data About Us - Unit Project Data About Us - Looking Back Data About Us - Unit Test Student Activities Math Tools Pearson-Created Practice and Assessments Practice Powered by MathXL - Prime Time Practice Powered by MathXL - Investigation 1 - Prime Time Practice Powered by MathXL - Investigation 2 - Prime Time Practice Powered by MathXL - Investigation 3 - Prime Time Practice Powered by MathXL - Investigation 4 - Prime Time Practice Powered by MathXL - Comparing Bits and Pieces Practice Powered by MathXL - Investigation 1 - Comparing Bits and Pieces Practice Powered by MathXL - Investigation 2 - Comparing Bits and Pieces Practice Powered by MathXL - Investigation 3 - Comparing Bits and Pieces Practice Powered by MathXL - Investigation 4 - Comparing Bits and Pieces Benchmark Assessment 1 Practice Powered by MathXL - Let's Be Rational Practice Powered by MathXL - Investigation 1 - Let's Be Rational Practice Powered by MathXL - Investigation 2 - Let's Be Rational Practice Powered by MathXL - Investigation 3 - Let's Be Rational Practice Powered by MathXL - Investigation 4 - Let's Be Rational Practice Powered by MathXL - Covering and Surrounding Practice Powered by MathXL - Investigation 1 - Covering and Surrounding Practice Powered by MathXL - Investigation 2 - Covering and Surrounding Practice Powered by MathXL - Investigation 3 - Covering and Surrounding Practice Powered by MathXL - Investigation 4 - Covering and Surrounding Benchmark Assessment 2 Practice Powered by MathXL - Decimal Ops Practice Powered by MathXL - Investigation 1 - Decimal Ops Practice Powered by MathXL - Investigation 2 - Decimal Ops Practice Powered by MathXL - Investigation 3 - Decimal Ops Practice Powered by MathXL - Investigation 4 - Decimal Ops Practice Powered by MathXL - Variables and Patterns Practice Powered by MathXL - Investigation 1 - Variables and Patterns Practice Powered by MathXL - Investigation 2 - Variables and Patterns Practice Powered by MathXL - Investigation 3 - Variables and Patterns Practice Powered by MathXL - Investigation 4 - Variables and Patterns Benchmark Assessment 3 Practice Powered by MathXL - Data About Us Practice Powered by MathXL - Investigation 1 - Data About Us Practice Powered by MathXL - Investigation 2 - Data About Us Practice Powered by MathXL - Investigation 3 - Data About Us Practice Powered by MathXL - Investigation 4 - Data About Us Benchmark Assessment 4 Teacher Resources Container Teacher Resources - Grade 6 Intended Role: Instructor MATHDashboard Intended Role: Instructor Next Generation Assessments Intended Role: Instructor ExamView Intended Role: Instructor HTMLBook: Prime Time Intended Role: Instructor HTMLBook: Comparing Bits and Pieces Intended Role: Instructor HTMLBook: Let's Be Rational Intended Role: Instructor HTMLBook: Covering and Surrounding Intended Role: Instructor HTMLBook: Decimal Ops Intended Role: Instructor HTMLBook: Variables and Patterns Intended Role: Instructor HTMLBook: Data About Us Intended Role: Instructor Unit 1 Teacher Resources Intended Role: Instructor Prime Time - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Prime Time Intended Role: Instructor Problem 1.1 - Teacher Resources - Prime Time Intended Role: Instructor Teacher Edition - Problem 1.1 - Prime Time Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Prime Time Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Prime Time Intended Role: Instructor Launch Video - Problem 1.3 - Prime Time Intended Role: Instructor Problem 1.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.4 - Prime Time Intended Role: Instructor Launch Video - Problem 1.4 - Prime Time Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Prime Time Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Prime Time Intended Role: Instructor Launch Video - Problem 2.1 - Prime Time Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Prime Time Intended Role: Instructor Launch Video - Problem 2.2 - Prime Time Intended Role: Instructor Classroom Connection: Launch Problem 2.2 - Prime Time Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Prime Time Intended Role: Instructor Classroom Connection: Launch Problem 2.3 - Prime Time Intended Role: Instructor Classroom Connection: Summarize Problem 2.3 - Prime Time Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Prime Time Intended Role: Instructor Problem 3.1 - Teacher Resources Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Prime Time Intended Role: Instructor Launch Video - Problem 3.1 - Prime Time Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Prime Time Intended Role: Instructor Launch Video - Problem 3.2 - Prime Time Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Prime Time Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Prime Time Intended Role: Instructor Teacher Connection: Explore Problem 3.4 - Prime Time Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Prime Time Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Prime Time Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Prime Time Intended Role: Instructor Teacher Connection: Launch Problem 4.2 - Prime Time Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Prime Time Intended Role: Instructor Launch Video - Problem 4.3 - Prime Time Intended Role: Instructor Problem 4.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.4 - Prime Time Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 2 - Teacher Resources Intended Role: Instructor Comparing Bits and Pieces - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Comparing Bits and Pieces Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Comparing Bits and Pieces Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 1.2 - Comparing Bits and Pieces Intended Role: Instructor Teacher Connection: Explore Problem 1.2 - Comparing Bits and Pieces Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Comparing Bits and Pieces Intended Role: Instructor Problem 1.3 - teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.4 - Comparing Bits and Pieces Intended Role: Instructor Teacher Connection: Launch Problem 1.4 - Comparing Bits and Pieces Intended Role: Instructor Problem 1.5 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.5 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 1.5 - Comparing Bits and Pieces Intended Role: Instructor Teacher Connection: Launch Problem 1.5 - Comparing Bits and Pieces Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Comparing Bits and Pieces Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Comparing Bits and Pieces Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Launch Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Explore Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Summarize Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Teacher Connection: Summarize Problem 2.2 - Comparing Bits and Pieces Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Comparing Bits and Pieces Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Comparing Bits and Pieces Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 3.1 - Comparing Bits and Pieces Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Comparing Bits and Pieces Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Comparing Bits and Pieces Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 3.4 - Comparing Bits and Pieces Intended Role: Instructor Problem 3.5 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.5 - Comparing Bits and Pieces Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Comparing Bits and Pieces Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Comparing Bits and Pieces Intended Role: Instructor Launch Video - Problem 4.1 - Comparing Bits and Pieces Intended Role: Instructor Teacher Connection: Launch Problem 4.1 - Comparing Bits and Pieces Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Launch Problem 4.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Explore Problem 4.2 - Comparing Bits and Pieces Intended Role: Instructor Classroom Connection: Summarize Problem 4.2 - Comparing Bits and Pieces Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Comparing Bits and Pieces Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 3 - Teacher Resources Intended Role: Instructor Let's Be Rational - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Let's Be Rational Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Let's Be Rational Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 1.2 - Let's Be Rational Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Let's Be Rational Intended Role: Instructor Problem 1.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.4 - Let's Be Rational Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Let's Be Rational Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 2.1 - Let's Be Rational Intended Role: Instructor Teacher Connection: Launch Problem 2.1 - Let's Be Rational Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Let's Be Rational Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Let's Be Rational Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Let's Be Rational Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 3.1 - Let's Be Rational Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Let's Be Rational Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Let's Be Rational Intended Role: Instructor Teacher Connection: Explore Problem 3.3 - Let's Be Rational Intended Role: Instructor Teacher Connection: Summarize Problem 3.3 - Let's Be Rational Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 3.4 - Let's Be Rational Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Let's Be Rational Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 4.1 - Let's Be Rational Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Let's Be Rational Intended Role: Instructor Teacher Connection: Summarize Problem 4.2 - Let's Be Rational Teacher Connection: Summarize Problem 4.2 - Let's Be Rational Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Let's Be Rational Intended Role: Instructor Launch Video - Problem 4.3 - Let's Be Rational Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 4 - Teacher Resources Intended Role: Instructor Covering and Surrounding - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Covering and Surrounding Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 1.1 - Covering and Surrounding Intended Role: Instructor Teacher Connection: Summarize Problem 1.1 - Covering and Surrounding Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Covering and Surrounding Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Covering and Surrounding Intended Role: Instructor Teacher Connection: Summarize Problem 1.3 - Covering and Surrounding Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Covering and Surrounding Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Covering and Surrounding Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 2.2 - Covering and Surrounding Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Covering and Surrounding Intended Role: Instructor Problem 2.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.4 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 2.4 - Covering and Surrounding Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Covering and Surrounding Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Covering and Surrounding Intended Role: Instructor Teacher Connection: Launch Problem 3.1 - Covering and Surrounding Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Covering and Surrounding Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Covering and Surrounding Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 3.4 - Covering and Surrounding Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Covering and Surrounding Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 4.1 - Covering and Surrounding Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Covering and Surrounding Intended Role: Instructor Launch Video - Problem 4.2 - Covering and Surrounding Intended Role: Instructor Teacher Connection: Explore Problem 4.2 - Covering and Surrounding Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Covering and Surrounding Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 5 - Teacher Resources Intended Role: Instructor Decimal Ops - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Decimal Ops Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Decimal Ops Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Decimal Ops Intended Role: Instructor Launch Video - Problem 1.2 - Decimal Ops Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Decimal Ops Intended Role: Instructor Launch Video - Problem 1.3 - Decimal Ops Intended Role: Instructor Teacher Connection: Explore Problem 1.3 - Decimal Ops Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Decimal Ops Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Decimal Ops Intended Role: Instructor Launch Video - Problem 2.1 - Decimal Ops Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Decimal Ops Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Decimal Ops Intended Role: Instructor Launch Video - Problem 2.3 - Decimal Ops Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Decimal Ops Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Decimal Ops Intended Role: Instructor Launch Video - Problem 3.1 - Decimal Ops Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Decimal Ops Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Decimal Ops Intended Role: Instructor Launch Video - Problem 3.3 - Decimal Ops Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Decimal Ops Intended Role: Instructor Problem 3.5 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.5 - Decimal Ops Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Decimal Ops Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Decimal Ops Intended Role: Instructor Launch Video - Problem 4.1 - Decimal Ops Intended Role: Instructor Teacher Connection: Explore Problem 4.1 - Decimal Ops Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Decimal Ops Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Decimal Ops Intended Role: Instructor Problem 4.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.4 - Decimal Ops Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 6 - Teacher Resources Intended Role: Instructor Variables and Patterns - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Variables and Patterns Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 1.1 - Variables and Patterns Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Variables and Patterns Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 1.3 - Variables and Patterns Intended Role: Instructor Teacher Connection: Explore Problem 1.3 - Variables and Patterns Intended Role: Instructor Teacher Connection: Summarize Problem 1.3 - Variables and Patterns Intended Role: Instructor Problem 1.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.4 - Variables and Patterns Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Variables and Patterns Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Variables and Patterns Intended Role: Instructor Teacher Connection: Summarize Problem 2.1 - Variables and Patterns Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 2.2 - Variables and Patterns Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Variables and Patterns Intended Role: Instructor Problem 2.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.4 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 2.4 - Variables and Patterns Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Variables and Patterns Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Variables and Patterns Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 3.2 - Variables and Patterns Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 3.3 - Variables and Patterns Intended Role: Instructor Teacher Connection: Launch Problem 3.3 - Variables and Patterns Intended Role: Instructor Problem 3.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.4 - Variables and Patterns Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Variables and Patterns Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 4.1 - Variables and Patterns Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Variables and Patterns Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Variables and Patterns Intended Role: Instructor Problem 4.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.4 - Variables and Patterns Intended Role: Instructor Problem 4.5 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.5 - Variables and Patterns Intended Role: Instructor Launch Video - Problem 4.5 - Variables and Patterns Intended Role: Instructor Teacher Resources Intended Role: Instructor Unit 7 - Teacher Resources Intended Role: Instructor Data About Us - Teacher Edition Intended Role: Instructor Teacher Connection: Supporting ELL and Struggling Students Intended Role: Instructor Teacher Edition - Investigation 1 - Data About Us Intended Role: Instructor Problem 1.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.1 - Data About Us Intended Role: Instructor Problem 1.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.2 - Data About Us Intended Role: Instructor Launch Video - Problem 1.2 - Data About Us Intended Role: Instructor Problem 1.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 1.3 - Data About Us Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 2 - Data About Us Intended Role: Instructor Problem 2.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.1 - Data About Us Intended Role: Instructor Launch Video - Problem 2.1 - Data About Us Intended Role: Instructor Problem 2.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.2 - Data About Us Intended Role: Instructor Problem 2.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.3 - Data About Us Intended Role: Instructor Launch Video - Problem 2.3 - Data About Us Intended Role: Instructor Problem 2.4 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 2.4 - Data About Us Intended Role: Instructor Teacher Connection: Summarize Problem 2.4 - Data About Us Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 3 - Data About Us Intended Role: Instructor Problem 3.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.1 - Data About Us Intended Role: Instructor Launch Video - Problem 3.1 - Data About Us Intended Role: Instructor Problem 3.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.2 - Data About Us Intended Role: Instructor Problem 3.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 3.3 - Data About Us Intended Role: Instructor Launch Video - Problem 3.3 - Data About Us Intended Role: Instructor Teacher Connection: Launch Problem 3.3 - Data About Us Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Edition - Investigation 4 - Data About Us Intended Role: Instructor Problem 4.1 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.1 - Data About Us Intended Role: Instructor Problem 4.2 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.2 - Data About Us Intended Role: Instructor Launch Video - Problem 4.2 - Data About Us Intended Role: Instructor Problem 4.3 - Teacher Resources Intended Role: Instructor Teacher Edition - Problem 4.3 - Data About Us Intended Role: Instructor Teacher Resources Intended Role: Instructor Classroom Connection: Assessments in CMP Intended Role: Instructor Classroom Connection: Three-Phase Instructional Model Intended Role: Instructor Teacher Connection: Meeting Students' Needs Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Resources Intended Role: Instructor Teacher Resources Intended Role: Instructor eText Container Grade 6 - Spanish Student Edition Grade 6 - Student Edition Grade 6 - Teacher Edition