Florida Middle School Guide to Daily Intervention

Courses 1, 2, and 3

Florida Guide to Daily Intervention

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Permission is granted to reproduce the materialcontained herein on the condition that such materials be reproduced only for classroomuse; be provided to students, teachers, and families without charge; and be used solelyin conjunction with Glencoe Mathematics: Applications and Concepts. Any other reproduction, for use or sale, is prohibited without written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

Florida Mathematics: Applications and ConceptsISBN 0-07-860284-X Guide to Daily Intervention

1 2 3 4 5 6 7 8 9 10 066 12 11 10 09 08 07 06 05 04 03

©Glencoe/McGraw-Hill iii Glencoe Mathematics: Applications and Concepts

Contents

Teacher’s Guide to Using the Guide to Daily Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv

Daily Intervention for Florida Students and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Daily Intervention in the Florida Student Edition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Daily Intervention in the Teacher Classroom Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Daily Intervention on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Daily Intervention with Other Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Student Remediation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Florida Sunshine State Standards and Grade Level Expectations, Grade 6, Correlated to Glencoe Mathematics: Applications and Concepts, Course 1 . . . . . . . . . . . . . .9

Glencoe Mathematics: Applications and Concepts, Course 1, Correlated to Florida Daily Intervention Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Florida Sunshine State Standards and Grade Level Expectations, Grade 7, Correlated to Glencoe Mathematics: Applications and Concepts, Course 2 . . . . . . . . . . . . .44


Florida Sunshine State Standards and Grade Level Expectations, Grade 8, Correlated to Glencoe Mathematics: Applications and Concepts, Course 3 . . . . . . . . . . . . .77


©Glencoe/McGraw-Hill iv Glencoe Mathematics: Applications and Concepts

Teacher’s Guide to Usingthe Guide to Daily Intervention

Today it is vital that students understand the mathematics that they are learning.Using computers on the job, making good consumer choices, evaluatinginformation, and other life skills depend upon good mathematics skills. Since no

two students are exactly the same, in every classroom there will be students of variousabilities and skill levels. This booklet focuses on ways that teachers can intervene toassist the struggling student to improve his or her performance. Helping all studentssucceed in mathematics and develop their mathematical reasoning skills is anambitious and worthwhile goal.

In order to ensure students’ success, teachers can follow a three-step process of dailyintervention.

1. Assessment of individual student needs Teachers need to evaluate the needs ofstudents in order to meet those needs.

2. Ongoing evaluation of student progress Monitoring students’ progress and understanding on a daily basis allows a teacher to head off trouble.

3. Monitoring instructional activities to strengthen students’ weaknessesProviding opportunities for students to immediately address any weaknesses ensuresstudents’ continued success.

The Glencoe Mathematics: Applications and Concepts programs include tools for daily intervention in the Student Edition, the Teacher Wraparound Edition, the TeacherClassroom Resources, the Internet, and other products. Using these tools can help you help your students realize mathematical success. The following pages detail eachresource available and the correlations show how they are used in each lesson ofGlencoe Mathematics: Applications and Concepts.

©Glencoe/McGraw-Hill 1 Glencoe Mathematics: Applications and Concepts

Daily Intervention forFlorida Students and Teachers

This booklet contains correlations to materials available from Glencoe/McGraw-Hill that can assist youin preparing your students for success on the Florida Comprehensive Assessment Test (FCAT). Inaddition, the Florida Sunshine State Standards and Grade Level Expectations for grades 6 through 8 areincluded for your convenience.

The following overview details each correlated component and how it can help meet your assessmentneeds.

FCAT Practice and Sample Test Workbooks,Grades 6–8, Student Editions

These three workbooks include a diagnostic test and practicefor each Sunshine State Standard tested on the Grade 6–8FCAT, including multiple choice, gridded response, shortresponse, and extended response. In addition, a sample test isprovided in each workbook. Each item in the diagnostic andsample tests is also referenced by standard so students cantrack their proficiency using the student recording chart. Thischart allows students to pinpoint standards where they needadditional practice. Lists of the Sunshine State Standards andGrade Level Expectations are also included.

FCAT Practice and Sample Test Workbooks,Grades 6–8, Teacher’s Annotated Editions

In the Teacher’s Annotated Editions of the FCAT Practice and Sample Test Workbooks, answers are printed full-size, in place on the student pages of the diagnostic test, practice, and sample test pages. Correlations of the Sunshine State Standards and Grade Level Expectations to Glencoe Mathematics: Applications and Concepts, Courses 1–3, are also included. A class recording chart allows you to record diagnostic test scores to quickly see on which standards your students need additional practice.

Grade 6Teacher’s Annotated EditionTeacher’s Annotated EditionGLENCOE

MATHEMATICS

Includes:

• Grade 6 Sunshine State Standards and Grade Level Expectations

• Correlation of Sunshine State Standards toGlencoe’s Mathematics: Applications and Concepts, Course 1

• Mathematical Formulas

• Diagnostic Test

• Numerous Practice Questions for each Benchmark

• 2 Full-Size Sample Tests with Answer Annotations

• Class Recording Chart

GLENCOE MATHEMATICSGLENCOE MATHEMATICS

Grade 6

Includes:



• Diagnostic Test


• 2 Full-Size Sample Tests

• Student Recording Sheet


Grade 7

Includes:



• Diagnostic Test



• Student Recording Chart


Grade 8

Includes:



• Diagnostic Test



• Student Recording Chart


MATHEMATICS

Includes:


• Correlation of Sunshine State Standards toGlencoe’s Mathematics: Applications and Concepts, Course 3 and Pre-Algebra


• Diagnostic Test





MATHEMATICS

Includes:


• Correlation of Sunshine State Standards toGlencoe’s Mathematics: Applications and Concepts, Course 3 and Pre-Algebra


• Diagnostic Test




FCAT Practice and Sample TestWorkbooks, Student Editions

FCAT Practice and Sample Test Workbooks,

Teacher’s Annotated Editions


• Every Florida Sunshine State Standard is correlated to a Lesson in the Florida Student Edition.

• In the Getting Started section at the beginning of each chapterin the Florida Student Edition, the Prerequisite Skills checkstudents’ preparedness for the chapter. You can check priorknowledge by reviewing prerequisite topics and explaininghow these prerequisite topics are related to the currentconcept.

• Additional practice of Prerequisite Skills is provided at theend of each lesson with page references to help students reviewthe concepts. These exercises review concepts and skills thatwill be applied in the next lesson. The Prerequisite Skillssection in the Student Handbook in the back of the FloridaStudent Edition provides explanation and practice of skills thatare needed for success in the course.

• You can use the Skill and Concept Check exercises in class to ensure that all students understand the concepts. Studentscommunicate their understanding of the concepts just taught by defining, describing, and explaining mathematical concepts. Find the Error exercises help students identify and addresscommon errors before they occur.

• Guided Practice These exercises present a representative sample ofthe exercises in the Practice and Apply section. A key is provided inthe Florida Teacher Wraparound Edition that correlates the exercisesto the corresponding examples.

• Application Students have the opportunity to solve a real-world ormathematical connection problem as a check for understanding.

• Extra Practice, located in the back of the Florida Student Edition, provides additional, immediate practice with the skills and conceptsfrom each lesson.

• Mixed Problem Solving, also in the back of the Florida StudentEdition, includes numerous verbal problems for students to reinforcetheir problem-solving skills.

Extra

Pra

ctic

e

564 Extra Practice

Extra PracticeLesson 1-1 (Pages 6–9)

Use the four-step plan to solve each problem.

1. The Reyes family rode their bicycles for 9 miles to the park. The rideback was along a different route for 14 miles. How many miles didthey ride in all? 23 mi

2. A farmer planted 389 acres of land with 78,967 corn plants. How manyplants were planted per acre? 203 plants

3. A group of 251 people is eating dinner at a school fund-raiser. If eachperson pays $8.00 for their meal, how much money is raised? $2,008

4. When Tamika calls home from college, she talks ten minutes per callfor 3 calls per week. How many minutes does she call in a 15-weeksemester? 450 min

5. Darren runs at 6 feet per second and Kim runs at 7 feet per second. Ifthey both start a race at the same time, how far apart are they after oneminute? 60 ft

Lesson 1-2 (Pages 10–13)

Write each power as a product of the same factor.

1. 134 13 � 13 � 13 � 13 2. 96 9 � 9 � 9 � 9 � 9 � 9 3. 17 1 � 1 � 1 � 1 � 1 � 1 � 14. 122 12 � 12 5. 58 5 � 5 � 5 � 5 � 5 � 5 � 5 � 5 6. 154 15 � 15 � 15 � 15

Evaluate each expression.

7. 56 15,625 8. 173 4,913 9. 212 4,096 10. 35 24311. 14 1 12. 53 125 13. 102 100 14. 28 25615. 82 64 16. 74 2,401 17. 203 8,000 18. 423 74,088

Write each product in exponential form.

19. 2 � 2 � 2 � 2 � 2 25 20. 3 � 3 32 21. 1 � 1 � 1 � 1 � 1 � 1 16

22. 18 � 18 � 18 � 18 184 23. 9 � 9 � 9 � 9 � 9 � 9 � 9 � 9 98 24. 10 � 10 � 10 � 10 � 10 � 10 106

Lesson 1-3 (Pages 14–17)

Evaluate each expression.

1. 14 � (5 � 7) 2 2. (32 � 10) � 5 � 6 12 3. (50 � 6) � (12 � 4) 604. 12 � 2 � 3 6 5. 16 � 4 � 5 36 6. (5 � 3) � 4 � 7 257. 2 � 3 � 9 � 2 24 8. 6 � (8 � 4) � 2 36 9. 7 � 6 � 14 28

10. 8 � (12 � 4) � 8 14 11. 13 � 6 � 2 � 1 2 12. (80 � 10) � 8 6413. 14 � 2 � 7 � 0 0 14. 156 � 6 � 0 156 15. 30 � 14 � 2 � 8 1016. 3 � 4 � 32 3 17. 102 � 5 95 18. 3 � (10 � 5 � 1)2 3919. (4 � 3)2 � 7 7 20. 8 � 103 8,000 21. 104 � 6 60,00022. 4.5 � 103 4,500 23. 1.8 � 102 180 24. 3 � 5(1.7 � 2.3) 2325. 4(3.6 � 5.4) � 9 27 26. 10 � 3(6.1 � 3.7) 39.4 27. 6(7.5 � 2.1) � 2.3 55.3

Daily Intervention in the Florida Student Edition

Course 1, Florida Student Edition,p. 49




• The Study Guide and Intervention masters found in the Chapter Resource Masters summarize key concepts for each objective andprovide practice exercises. These masters are also available as aconsumable Study Guide and Intervention Workbook in Englishand Spanish. You may wish to use these masters for additionalinstruction and practice with individual students, in cooperativegroups, or in peer tutoring situations.

• 5-Minute Check Transparencies with Standardized Test PracticeFor each lesson, there is a full-size transparency with questionscovering the previous lesson or chapter. Also included on eachtransparency is a Standardized Test Practice question. These provide an excellent ongoing opportunity for checking students’understanding of the mathematics they are learning.

• Parents or guardians may need specific advice for helping students make improvements. It may help to engage in frequent correspondence,encourage parental monitoring of homework, and provide parentswith a schedule of students’ assignments. The Parent and StudentStudy Guide Workbook contains a one-page worksheet for eachlesson in the Florida Student Edition and a one-page review for eachchapter. This workbook offers an excellent opportunity for studentsand parents to work together to strengthen weaknesses and developmathematical understanding.

NAME ________________________________________ DATE ______________ PERIOD _____

Making Predictions (pages 66–69)

© Glencoe/McGraw-Hill Parent and Student Study Guide13 Mathematics: Applications and Concepts, Course 1

Answers:1.82.53a.93b.23c.yes4.C

7.

8.

4.

5.A

C

6.

C

A

C

A

B

B

B

B

3.

You can use a line graph to help you make predictions.

To make a prediction with a line graph,

Predicting with • Extend the graph with a dashed line.

a Line Graph • From the point on the dashed line that shows where you want to make your prediction, draw a horizontal line to the left to meet the vertical axis.

• Read the value on the vertical axis.

The graph at the right shows how many books Kara and Bill read each month.

A What is the difference in April between thenumber of books Kara and Bill read?Kara read 7 and Bill read 4, so the difference is 3.

B Predict how many books Bill will read in May.The extended line has a value on the vertical axis of 3 books.

Try These Together1. Use the graph above to predict how 2. How many more books would you

many books Kara will read in May. expect Kara to read than Bill in May?HINT: Extend the line for Kara. HINT: Use your predictions for Kara and Bill.

3. Sports The line graph shows how many laps Dominic swam each week for 6 weeks.

a. Predict how many laps he will be able to swim in Week 7.

b. How many more laps did he swim in Week 4 than in Week 1?

c. Would you predict that Dominic will be able to swim morethan 10 laps in Week 8?

4. Standardized Test Practice This line graph shows Jessica and Jared’s math test scores for one week. Which day did they have thesame score?A Monday B TuesdayC Wednesday D Friday

Mon

JessicaJared

Tue Wed Thu Fri

35302520151050

Day

Math Test Scores

Scores

1 2 3 4 5 6

876543210

Week

Laps Dominic Swam

Numberof Laps

Jan

KaraBill

Feb Mar Apr May

1086420

Month

Books Read Each Month

Numberof Books

© Glencoe/McGraw-Hill Mathematics: Applications and Concepts, Course 2

Make a line plot for each set of data. Identifyany clusters, gaps, or outliers.

1.

2. Use the line plot atthe right that shows the number of students in each classroom throughout the school. What is the most common class size?

3. Using the line plot fromExercise 3, which of the following describes a gap?

5–13 14–20 31–25 25–30DCBA

Standardized Test Practice

Bicycle Prices150 175 130 150 190 230 200 180175 175 160 150 175 140 140 85

ANSWERS1.

outlier 85; gap 85–130 and 200–230; cluster 130–2002. 203. A

50 70 90 110 130 150 170 190 210 230 250

��

��

�

��

�

5 10 15 20 25 30

��

��

��

��

��

��

��

Use with Lesson

2-4(over Lesson 2-3)

© Glencoe/McGraw-Hill 148 Mathematics: Applications and Concepts, Course 3

Find the missing measure for each right triangle. Round to thenearest tenth.

c2 � a2 � b2 c2 � a2 � b2

c2 � 242 � 322 202 � 152 � b2

c2 � 576 � 1,024 400 � 225 � b2

c2 � 1,600 400 � 225 � 225 � b2 � 225c � �1,600� 175 � b2

c � 40 �175� � �b2�13.2 � b

The length of the hypotenuse The length of the other legis 40 feet. is about 13.2 centimeters.

Write an equation you could use to find the length of the missing sideof each right triangle. Then find the missing length. Round to thenearest tenth if necessary.

1. 2. 3.

4. a � 7 km, b � 12 km 5. a � 10 yd, c � 25 yd 6. b � 14 ft, c � 20 ft

a

15 in.

25 in.

c

9 m

5 mc

5 ft

4 ft

b

20 cm 15 cmc

32 ft

24 ft

NAME ________________________________________ DATE ______________ PERIOD _____

Study Guide and InterventionThe Pythagorean Theorem

The Pythagorean Theorem describes the relationship among the lengths of the sides of any right triangle. In a right triangle, the square of the length of the hypotenuse is equal to the sum of thesquares of the lengths of the legs. You can use the Pythagorean Theorem to find the length of a side of a right triangle if the lengths of the other two sides are known.

Daily Intervention in the Teacher Classroom Resources

Course 3, Chapter 3 ResourceMasters, p. 148

Course 2, 5-Minute CheckTransparency 2-4

Course 1, Parent and StudentStudy Guide Workbook, p. 13


• Online Study Tools These comprehensive review and intervention tools are available anytime, anyplace, simply by logging on to:

fl.msmath1.net fl.msmath2.net fl.msmath3.net

• Self-Check Quizzes are available for every lesson. Immediate feedback lets the student know whether theanswers are correct and references specific pages andexamples in the Florida Student Edition for review.Access the Self-Check Quizzes directly at:

msmath1.net/self_check_quiz/fcat



• Extra Examples that mimic the ones in the FloridaStudent Edition are completely worked out and availablefor students to review at:

msmath1.net/extra_examples/fcat



You may wish to use these examples in reteaching or tohave students review areas of weakness.

• Vocabulary Review lets you and your students check

their understanding of the terms and definitions used ineach chapter. Access this game-style review at:

msmath1.net/vocabulary_review



Daily Intervention on the Internet


• The Math Skills Maintenance Masters provide extra practice onbasic skills that are needed for success in the course. You may usethese pages to give students an opportunity to review and refresh theirskills. Topics addressed include:

• Operations with Whole Numbers • Operations with Decimals• Operations with Fractions• Operations with Integers• Estimation• Properties• Measures in the Metric and Customary Systems• Graphing

• The MathPASS Tutorial CD-ROM provides an interactive, self-paced tutorial for a mathematics curriculum. The lessons are correlated directly toGlencoe Mathematics: Applications and Concepts. Eachlesson, or concept, includes a pretest, tutorial, guidedpractice, and posttest. Students’ answers to the pretestsautomatically determine whether the tutorial is neededfor that concept—without taking teacher time to grade it.This software is designed to identify and address studentweaknesses.

• Quick Review Math Handbook is Glencoe’s mathematicalhandbook for students. The Hot Words section includes aglossary of terms while the Hot Topics section consists ofexplanations of key mathematical concepts. An exercise setis included to check students’ understanding of the concepts.This valuable resource can be used as a reference in theclassroom or for home study.

Book

© Glencoe/McGraw-Hill 51 Mathematics: Applications and Concepts, Course 2

Find each sum, difference, product, or quotient. Round to the nearesthundredth if necessary.

1. 61.23 � 24 � 2. 647.27 3. 97.31 � 67 �� 49.15

4. 94.23 5. 45.53 6.� 7 � 7.57

7. 9 � 67.17 � 8. 719.31 � 39 � 9. 179.23� 99.23

10. 115 � 5.21 � 11. 12. 0.67� 9

Solve.

13. The championship team received 14. Erinn and her friends are buying 8 pairs $24,980.43 for winning the game. of sunglasses. If each pair of sunglasses If 5 players get to split the money, costs $12.99, how much will Erinn and how much does each person get? her friends spend?

15. Taylor went to the concession stand 16. Tameka can run a mile in 7 minutes and and bought a hotdog for $1.50, a 15 seconds. Kelsey can run a mile in 8 soda for $0.75 and a candy bar for minutes and 5 seconds. How much faster $0.55. How much did she spend? can Tameka run a mile than Kelsey?What was her change if she paid with a $5.00 bill?

8�87.14

54�863.14

Math Skills MaintenanceOperations with Decimals

NAME ________________________________________ DATE ______________ PERIOD _____

Skill

23

23

Book

Book

Daily Intervention with Other Resources

Course 2, Math Skills Maintenance, p. 51

Documents

Florida Middle School Guide to Daily Intervention