Textbook: Holt Mathematics, Course 1

Publisher: Holt, Rinehart and Winston, 2007 Edition

Click on the following link to access the publisher student companion site for this course: go.hrw.com/gopages/ma/msm1_07.html

Throughout mathematics in Grade 6, students build a foundation of understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Within a well-balanced mathematics curriculum, the primary focal points at Grade 6 are using ratios to describe proportional relationships involving number, geometry, measurement, and probability as well as adding and subtracting fractions and decimals. Students compare and order fractions and decimals, applying multiplication and division (involving two-digit divisors), and developing ideas related to congruence and symmetry. They also use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations.

Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic and symbolic representations of relationships. They use patterns to describe relationships (through the use of table building), compare and order decimals and fractions to the thousandths place, generate equivalent fractions and use equivalent fractions in problem solving situations using a variety of methods (including common denominator).

Students recall and apply multiplication facts (no more than three digits times two digits without technology) and use division (no more than two-digit divisors and three-digit dividends without technology). They also use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Additionally, students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.

Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grade 6, students use these processes, together with technology (at least a four-function calculator for whole numbers, fractions and decimals) and other mathematical tools, such as manipulative materials, to develop conceptual understanding and solve problems as they do mathematics.

Textbook: Holt Mathematics, Course 2

Publisher: Holt, Rinehart and Winston, 2007 Edition

Click on the following link to access the publisher student companion site for this course: go.hrw.com/gopages/ma/msm2_07.html

Throughout mathematics in Grade 7, students build a foundation of understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Within a well-balanced mathematics curriculum, the primary focal points at Grade 7 are using proportional relationships in number, geometry, measurement, and probability; applying addition, subtraction, multiplication and division of decimals, fractions, and integers; and using statistical measures to describe data. They use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations.

Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic and symbolic representations of relationships. They use patterns to describe relationships (through the use of table building), compare and order decimals and fractions to the thousandths place, generate equivalent fractions and use equivalent fractions in problem solving situations using a variety of methods (including common denominator).

Students recall and apply multiplication facts (no more than three digits times two digits without technology) and use division (no more than two-digit divisors and three-digit dividends without technology). They also use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Additionally, students collect, organize, and display data and use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make recommendations.

Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grade 7, students use these processes, together with technology (at least a four-function calculator for whole numbers, fractions and decimals) and other mathematical tools, such as manipulative materials, to develop conceptual understanding and solve problems as they do mathematics.

Textbook: Holt Mathematics, Course 3

Publisher: Holt, Rinehart and Winston, 2007 Edition

Click on the following link to access the publisher student companion site for this course: go.hrw.com/gopages/ma/msm3_07.html

Throughout mathematics in Grade 8, students build a foundation of understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Within a well-balanced mathematics curriculum, the primary focal points at Grade 8 are using basic principles of algebra to analyze and represent proportional and non-proportional relationships and using probability to describe data and make predictions. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations.

Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other; and they connect verbal, numeric, graphic and symbolic representations of relationships. They use patterns to describe relationships (through the use of table building), compare and order decimals and fractions to the thousandths place, generate equivalent fractions and use equivalent fractions in problem solving situations using a variety of methods (including common denominator).

Students recall and apply multiplication facts (no more than three digits times two digits without technology) and use division (no more than two-digit divisors and three-digit dividends without technology). They also use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Additionally, students collect, organize, and display data and use appropriate statistics, representations of data, reasoning, and concepts of probability to draw conclusions, evaluate arguments, and make recommendations.

Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in grade 8, students use these processes, together with technology (at least a four-function calculator for whole numbers, fractions and decimals) and other mathematical tools, such as manipulative materials, to develop conceptual understanding and solve problems as they do mathematics.

Textbook: Holt Algebra I

Publisher: Holt, Rinehart and Winston, 2007 Edition

Click on the following link to access the publisher student companion site for this course: go.hrw.com/gopages/ma/alg1_07.html

In Algebra I, students continue to build on the basic foundation developed in grades K-8 mathematics as they expand their understanding through other mathematical experiences. These foundations, which include the understanding of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics, are essential foundations for all work in high school mathematics.

Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities. Functions represent the systematic dependence of one quantity on another. Students use functions to represent and model problem situations and to analyze and interpret relationships. Algebraic equations arise as a way of asking and answering questions involving functional relationships. Students work in many situations to set up equations and use a variety of methods to solve these equations.

Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, numerical, algorithmic and graphical), tools, and technology, including, but not limited to, powerful and accessible hand-held calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems. Also, students continually use problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof.