Common Core State Standards for Mathematics Mathematical Practices

A Correlation of, 8e, 2016 To the Math Practice 1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Students using reinforce their problem-solving skills through applications lessons and in the problem sets for each lesson. Students employ a problemsolving algorithm to make sense of problems and persevere in solving them: read the problem carefully, assign a variable, write and solve an equation, state and label the solution, and verify the result. As they make sense of problems, students translate verbiage into mathematical expressions and equations. Students are encouraged to draw diagrams and construct tables when necessary or useful. After solving the problem, students check their solutions both in terms of the competency of the mathematics and also by relating them to the original problem, ensuring that they have answered the question being asked. Extending Skills problems are provided within each problem set and require students to persevere to find solutions. For example, in the lesson, Applications of Linear Equations, students are guided through the process of solving problems involving investment and chemical mixtures. The problem set for this lesson includes applications of algebra and geometry to art, architecture, geography, sports, and education. At the end of the problem set, a feature called, Relating Concepts guides students working independently or in groups through the process of solving two application problems involving finance and chemistry and comparing the algorithms. SE/TE: 66-78, 79-87, 88-89, 121, 155-156, 159-162, 174-176, 185, 240-256, 275, 295-297, 353-354, 397-398, 400-410, 533-536, 582-583, 663-665, 709-710, 719-720, 749-750 1

A Correlation of, 8e, 2016 To the Math Practice 2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Students using engage in abstract and quantitative reasoning throughout the course. They translate problem situations presented verbally into algebraic expressions and equations. For example, they assign a variable to one quantity in a linear relationship between two unknowns, write an algebraic expression using that variable to represent the other quantity, and then write an equation relating those quantities. Conversely, students analyze algebraic expressions and equations and identify the real-world meaning and application of variables, coefficients, constants, and operations. For example, given the slope of a linear model and a horizontal distance, students calculate the corresponding vertical distance in the real-world problem situation. They contextualize ordered pairs of numbers represented by points on a graph and interpret input and output values of a function. Students apply quantitative reasoning as they compare and combine numbers representing amounts and measurements, and as they identify equations that have infinitely many solutions or no solution. SE/TE: 66-78, 79-87, 88-89, 98-102, 110, 116-118, 121, 137-138, 144, 159, 174-176, 203-205, 228-230, 240-256, 290, 353-354, 401-406, 411-420, 442-450, 485-492 2

A Correlation of, 8e, 2016 To the Math Practice 3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Students using construct viable arguments to make and justify conjectures. For example, students use area models to make conjectures and justify algebraic conclusions related to the distributive property, e.g., (a + b) 2 = a 2 + 2ab + b 2. A lesson on mathematical induction requires students to construct algebraic proofs of number relationships and properties: for example, students prove exponent rules, including those related to raising a power to a power and the power of a product. Students are given opportunities to communicate their reasoning and critique the reasoning of others through group work described in the feature, Relating Concepts: for example, students investigate and make a conjecture about the relationship between an exterior angle of a triangle and the two remote interior angles. In a Concept Check exercise, students are asked to identify, describe, and correct the error made in solving an equation. Common errors are also identified in the instructional pages of the text with the keyword, "!Caution" in red. SE/TE: 51, 55, 87, 121, 162, 276, 306, 344, 349, 449, 513, 527, 568, 598, 649, 658, 686, 711, 802-807, 816 3

A Correlation of, 8e, 2016 To the Math Practice 4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. Students using employ a variety of mathematical models, including algebraic expressions and equations, function rules, tables and graphs, and pictorial models. For example, students write linear equations to describe real data presented in a table or graph. They use a pictorial model to represent the combination of solutions of hydrochloric acid. They use polynomials to model student enrollment over time, the distance traveled by a minivan, and the number of twin births in the United States. They use rational functions to model traffic intensity, incidence rates, the force required to keep a car from skidding around a curve, and the production of heating oil. They use areas of rectangles to model algebraic properties and algebraic equations to model volumes of boxes. They use graphs of linear inequalities to model economic constraints to solve optimization problems. Students verify the accuracy and predictive value of models and use them to analyze the reasonableness of solutions. SE/TE: 168-171, 175-176, 228-230, 243-244, 256, 287, 312, 318, 321, 353-354, 357, 384, 397-398, 408-411, 415-417, 440-441, 749-750, 759-762, 764-765, 795 4

A Correlation of, 8e, 2016 To the Math Practice 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Students using utilize a variety of technological tools to solve problems. For example, they use calculators to approximate the real zeros of a polynomial function, to list binomial coefficients, to draw conic sections, to generate quadratic models, to investigate polynomial models, and to display matrices. Internet sources are cited throughout the textbook, and students have the opportunity to do their own online research to collect data. MyMathLab is available for use with all Pearson products and incorporates a variety of learning resources, including animations and videos. SE/TE: 225, 279, 355, 438-439, 450, 470, 506, 536, 574, 577, 583, 587-588, 627, 632, 636, 650-658, 704-706, 739, 799, 835 5

A Correlation of, 8e, 2016 To the Math Practice 6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. Students using attend to precision in both computation and also communication. They use pencil-andpaper and calculators to perform computations, and they round numbers and use appropriate units to achieve the accuracy required for each problem. Students use precise terminology to express their reasoning when solving problems and when communicating with classmates in a group. Vocabulary is presented to students in the textbook in a number of ways, including a vocabulary checklist at the beginning of each lesson, mathematical terms printed in boldfaced and/or italicized font in the textbook, and tables that present meanings, properties, and examples in summary form. At the end of each chapter, the Chapter Summary lists key terms by lesson and new symbols introduced in the chapter. Test Your Word Power is a multiplechoice quiz that students can use to see how well they have learned the vocabulary introduced in the chapter. Within the problem sets for each lesson, students have opportunities to use precise vocabulary when they explain their reasoning, when they communicate What Went Wrong in an erroridentification problem, and when they work in groups with their classmates. SE/TE: 44, 49, 57, 124, 136, 186-189, 206, 216, 257, 266, 275, 281-282, 313, 337, 344, 356, 389, 390, 440, 449 6

A Correlation of, 8e, 2016 To the Math Practice 7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well-remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Students using look for and make use of structure in analyzing patterns and generalizing properties of complex numbers, algebraic expressions, and geometric figures. Students gain an understanding of how the study of mathematics is a continual process of building on what they have learned, extending the basic structure of properties of numbers and shapes to perform and apply operations with increasing complexity and abstraction and to investigate and prove conjectures about geometric figures. For example, students extend the properties of real numbers and operations to the set of complex numbers. They discern and apply properties of algebraic expressions, including the use of the distributive property to combine like terms and to factor polynomial expressions. SE/TE: 179-181, 186-188, 232-235, 266-271, 281-284, 298-304, 324-328, 330-336, 338-342, 344-347, 349-355, 376-382, 385-389, 455-458, 618-621, 643-648, 680-685, 734-739, 774-778, 797-801 7

A Correlation of, 8e, 2016 To the Math Practice 8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x2 + x+ 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Students using look for and express regularity in repeated reasoning as they reinforce computational and algebraic manipulation skills throughout the course. They perform operations on real and complex numbers and algebraic expressions. They learn and apply repetitive algorithms for these processes, including the use of complex conjugates to simplify quotients of complex numbers and the use of synthetic division to divide polynomials. Students extend and apply these skills as they calculate the slope of a line or the midpoint and length of a segment. After solving several systems of linear equations, they recognize systems which have no solution or infinitely many solutions. They factor polynomials to find zeros of polynomial functions and to solve polynomial equations using the Zero Product Property, and they extend this idea to identify features of quadratic function graphs. They derive the quadratic formula by completing the square, and they develop formulas for the general term and partial sum of an arithmetic or geometric sequence. They discover the connection between combinatoric patterns, Pascal's Triangle, and the coefficients of the terms of a binomial expansion. SE/TE: 149-150, 159, 162, 164, 166, 218, 223-225, 283-284, 289, 298-304, 308-310, 324-328, 331-336, 338-342, 344-347, 349-352, 513-514, 783-784, 789, 797-801 8