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SRA Math Explorations and Applications, Willoughby, 1999, SRA McGraw-Hill Section References Lesson 1
(CHECKPOINT) Lesson 3
Lesson 7
Lesson 9
Lesson 10
Lesson 11
Lesson 13
Lesson 14
(CHECKPOINT) Lesson 16
Lesson 17
Lesson 18
(CHECKPOINT) Lesson 20
(CHECKPOINT) Lesson 21
Lesson 23
Lesson 27
(CHECKPOINT) Lesson 28
Lesson 31
(CHECKPOINT Lesson 32
Lesson 33
Lesson 34
Lesson 36
(CHECKPOINT) Lesson 37
Lesson 38
Lesson 39
Lesson 40
Lesson 41
Lesson 42
Lesson 43
(CHECKPOINT) Lesson 44
Lesson 45
Lesson 50
Lesson 51
(CHECKPOINT) Lesson 52 Calculating Interest Lesson 53
Lesson 54
Lesson 55
Lesson 56
Lesson 57
Lesson 58
Lesson 59
Lesson 60
Lesson 61
Lesson 62
Lesson 65
Lesson 67
Lesson 69
Lesosn 70
Lesson 71
Lesson 74
Lesson 75
Lesson 76
Lesson 77
Lesson 79
Lesson 81
Lesson 82
Lesson 83
Lesson 85
(CHECKPOINT) Lesson 86
Lesson 87
Lesson 88
(CHECKPOINT) Lesson 89
Lesson 90
Lesson 91
Lesson 92
Lesson 95
Lesson 96
Lesson 97
Lesson 98
(CHECKPOINT) Lesson 100
Lesson 102
Lesson 104
Lesson 105
Lesson 108
Lesson 109
Lesson 110
Lesson 111
Lesson 113 Finding Terms of Sequences (CHECKPOINT) Lesson 114
Lesson 115
Lesson 116
Lesson 118
Lesson 119
Lesson 120
Lesson 121
Lesson 125
Lesson 126
Lesson 131
Lesson 132
Lesson 134
Lesson 135
Lesson 136
Lesson 137
Lesson 139
Lesson 141
Lesson 142
Lesson 143
Lesson 145
Lesson 146
(CHECKPOINT) Lesson 147
Lesson 148
Lesson 150
Lesson 151
Lesson 152
Specific Textbook
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http://www.hmco.com/
http://www.mcdougallittell.
General Math
http://www.learner.org/
http://henson.austin.apple.
http://school.discovery.com/
http://www.nea.org/grants
http://www.wcom.com/
http://dewey.chs.chico.k12
Free Stuff http://www.nea.org/
State/National Math
Calif. Dept. of Ed. Standards, Assessment, Ed. Reference. Calculator Reference Site http://www.ti.com/
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Previously Published Data 1.) Any kind of problem can be posed to students,
depending on the area of study. Once a problem is found, the following
steps should be followed: 1. Students read the problem. Any vocabulary
that may be new can be discussed at this time. 2. Students are allotted
five minutes to discuss the problem with each other. 3. Students formulate
a reasonable estimate or a reasonable range in which the answer may fall.
4. Next, students determine what strategies to use to solve the problem.
They may write the problem out in their own words, or they may use numbers,
symbols, charts, graphs, tables, diagrams and models to represent the problem.
5. Students solve the problem using the appropriate operations and strategies.
6. As a final step, students compare the answer with their original estimation.
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Previously Published Data 1.) Problems of the Week offer an excellent
opportunity to pose interesting and/or complex problems to students. The
above mentioned steps are required for completion of the problem. Problems
of the Week can be used to assess strategies and skills used by the students.
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