全新正版跟美国学生同步做数学:7:79787201125091天津人民出版社

PART 1 RATIOS AND PROPORTIONAL RELATIONSHIPS (RP)
Chapter 01
COMPUTE UNIT RATES ASSOCIATED WITH RATIOS OF FRACTIONS, INCLUDING RATIOS OF LENGTHS, AREAS AND OTHER UANTITIES MEASURED IN LIKE OR DIFFERENT UNITS. (RP. 1)
Chapter 02
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN UANTITIES. DECE WHETHER TWO UANTITIES ARE IN A PROPORTIONAL RELATIONSHIP. (RP. 2A)
Chapter 03
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN UANTITIES. ENTIFY THE CONSTANT OF PROPORTIONALITY (UNIT RATE) IN TABLES, GRAPHS, EUATIONS, DIAGRAMS, AND VERBAL DESCRIPTIONS OF PROPORTIONAL RELATIONSHIPS. (RP. 2B)
Chapter 04
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN UANTITIES. REPRESENT PROPORTIONAL RELATIONSHIPS BY EUATINS (RP. 2C)
Chapter 05
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN UANTITIES. EXPLAIN WHAT A POINT (X, Y) ON THE GRAPH OF A PROPORTIONAL RELATIONSHIP MEANS IN TERMS OF THE SITUATION, WITH SPECIAL ATTENTION TO THE POINTS (0, 0) AND (1, R) WHERE R IS THE UNIT RATE. (RP. 2D)
Chapter 06
USE PROPORTIONAL RELATIONSHIPS TO SOLVE MULTISTEP RATIO AND PERCENT PROBLEMS. (RP. 3)

PART 2 THE NUMBER SYSTEM (NS)
Chapter 07
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF ADDITION AND SUBTRACTION TO ADD AND SUBTRACT RATIONAL NUMBERS； REPRESENT ADDITION AND SUBTRACTION ON A HORIZONTAL OR VERTICAL NUMBER LINE DIAGRAM. DESCRIBE SITUATIONS IN WHICH OPPOSITE UANTITIES COMBINE TO MAKE 0. (NS. 1A)
Chapter 08
UNDERSTAND P AS THE NUMBER LOCATED A DISTANCE || FROM P, IN THE POSITIVE OR NEGTIE DIRECTION DEPENDING ON WHETHER IS POSITIVE OR NEGTIE. SHOW THAT A NUMBER AND ITS OPPOSITE HE A SUM OF 0. INTERPRET SUMS OF RATIONAL NUMBERS BY DESCRIBING REAL-WORLD CONTEXTS. (NS. 1B)
Chapter 09
UNDERSTAND SUBTRACTION OF RATIONAL NUMBERS AS ADDING THE ADDITIVE INVERSE, P – = P (–). SHOW THAT THE DISTANCE BETWEEN TWO RATIONAL NUMBERS ON THE NUMBER LINE IS THE ABSOLUTE VALUE OF THER IFFERENCE, AND APPLY THIS PRINCIPLE IN REAL-WORLD CONTEXTS. (NS. 1C)
Chapter 10
APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO ADD AND SUBTRACT RATIONAL NUMBERS. (NS. 1D)
Chapter 11
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DVIE RATIONAL NUMBERS. UNDERSTAND THAT MULTIPLICATION IS EXTENDED FROM FRACTIONS TO RATIONAL NUMBERS BY REUIRING THAT OPERATIONS CONTINUE TO SATISFY THE PROPERTIES OF OPERATIONS, PARTICULARLY THE DISTRIBUTIVE PROPERTY AND THE RULES FOR MULTIPLYING SIGNED NUMBERS. INTERPRET PRODUCTS OF RATIONAL NUMBERS BY DESCRIBING REAL-WORLD CONTEXTS. (NS. 2A)
Chapter 12
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DVIE RATIONAL NUMBERS. UNDERSTAND THAT INTEGERS CAN BE DVE, PROVED THAT THE DIVISOR IS NOT ZERO, AND EVERY UOTIENT OF INTEGERS (WITH NON-ZERO DIVISOR) IS A RATIONAL NUMBER. INTERPRET UOTIENTS OF RATIONAL NUMBERS BY DESCRIBING REAL WORLD CONTEXTS. (NS. 2B)
Chapter 13
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DVIE RATIONAL NUMBERS. APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO MULTIPLY AND DVIE RATIONAL NUMBERS. (NS. 2C)
Chapter 14
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DVIE RATIONAL NUMBERS. CONVERT A RATIONAL NUMBER TO A DECIMAL USING LONG DIVISION； KNOW THAT THE DECIMAL FORM OF A RATIONAL NUMBER TERMINATES IN ZEROES OR EVENTUALLY REPEATS. (NS. 2D)
Chapter 15
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DVIE RATIONAL NUMBERS. SOLVE REAL-WORLD AND MATHEMATICAL PROBLEMS INVOLVING THE FOUR OPERATIONS WITH RATIONAL NUMBERS. (NS. 3)
Chapter 16
APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO ADD, SUBTRACT, FACTOR, AND EXPAND LINEAR EXPRESSIONS WITH RATIONAL COEFFICIENTS. (NS. 4)

PART 3 EXPRESSIONS AND EUATIONS (EE)
Chapter 17
UNDERSTAND THAT REWRITING AN EXPRESSION N IFFERENT FORMS IN A PROBLEM CONTEXT CAN SHED LIGHT ON THE PROBLEM AND HOW THE UANTITIES IN IT ARE RELATED. (EE. 1)
Chapter 18
SOLVE MULTI-STEP REAL-LIFE AND MATHEMATICAL PROBLEMS POSED WITH POSITIVE AND NEGTIE RATIONAL NUMBERS IN ANY FORM, USING TOOLS STRATEGICALLY. APPLY PROPERTIES OF OPERATIONS TO CALCULATE WITH NUMBERS IN ANY FORM； CONVERT BETWEEN FORMS AS APPROPRIATE； AND ASSESS THE REASONABLENESS OF ANSWERS USING MENTAL COMPUTATION AND ESTIMATION STRATEGIES. (EE. 2)
Chapter 19
SOLVE WORD PROBLEMS LEADING TO EUATIONS OF THE FORM PX = R AND P(X ) = R, WHERE P, , AND R ARE SPECIFIC RATIONAL NUMBERS. SOLVE EUATIONS OF THESE FORMS FLUENTLY. COMPARE AN ALGEBRAIC SOLUTION TO AN ARITHMETIC SOLUTION, ENTIFYING THE SEUENCE OF THE OPERATIONS USED IN EACH APPROACH. (EE. 3A)
Chapter 20
SOLVE WORD PROBLEMS LEADING TO INEUALITIES OF THE FORM PX ＞ R OR PX ＜ R, WHERE P, , AND R ARE SPECIFIC RATIONAL NUMBERS. GRAPH THE SOLUTION SET OF THE INEUALITY AND INTERPRET IT IN THE CONTEXT OF THE PROBLEM. (EE. 3B)

PART 4 GEOMETRY (G)
Chapter 21
SOLVE PROBLEMS INVOLVING SCALE DRAWINGS OF GEOMETRIC FIGURES, INCLUDING COMPUTING ACTUAL LENGTHS AND AREAS FROM A SCALE DRAWING AND REPRODUCING A SCALE DRAWING AT A DIFFERENT SCALE. (G. 1)
Chapter 22
DRAW (FREEHAND, WITH RULER AND PROTRACTOR, AND WITH TECHNOLOGY) GEOMETRIC SHAPES WITH GIVEN CONDITINS FOCUS ON CONSTRUCTING TRIANGLES FROM THREE MEASURES OF ANGLES OR SES, NOTICING WHEN THE CONDITIONS DETERMINE A UNIUE TRIANGLE, MORE THAN ONE TRIANGLE, OR NO TRIANGLE. (G. 2)
Chapter
DESCRIBE THE TWO-DIMENSIONAL FIGURES THAT RESULT FROM SLICING THREE DIMENSIONAL FIGURES, AS IN PLANE SECTIONS OF RIGHT RECTANGULAR PRISMS AND RIGHT RECTANGULAR PYRAMS. (G. 3)
Chapter 24
KNOW THE FORMULAS FOR THE AREA AND CIRCUMFERENCE OF A CIRCLE AND USE THEM TO SOLVE PROBLEMS； GIVE AN INFORMAL DERIVATION OF THE RELATIONSHIP BETWEEN THE CIRCUMFERENCE AND AREA OF A CIRCLE. (G. 4)
Chapter 25
USE FACTS ABOUT SUPPLEMENTARY, COMPLEMENTARY, VERTICAL, AND ADJACENT ANGLES IN A MULTI-STEP PROBLEM TO WRITE AND SOLVE SIMPLE EUATIONS FOR AN UNKNOWN ANGLE IN A FIGURE. (G. 5)
Chapter 26
SOLVE REAL-WORLD AND MATHEMATICAL PROBLEMS INVOLVING ARE, OLUME AND SURFACE AREA OF TWO- AND THREE-DIMENSIONAL OBJECTS COMPOSED OF TRIANGLES, UADRILATERALS, POLYGONS, CUBES, AND RIGHT PRISMS. (G. 6)

PART 5 STATISTICS AND PROBABILITY (SP)
Chapter 27
UNDERSTAND THAT STATISTICS CAN BE USED TO GAIN INFORMATION ABOUT A POPULATION BY EXAMINING A SAMPLE OF THE POPULATION； GENERALIZATIONS ABOUT A POPULATION FROM A SAMPLE ARE VAL ONLY IF THE SAMPLE IS REPRESENTTIE OF THAT POPULATIN UNDERSTAND THAT RANDOM SAMPLING TENDS TO PRODUCE REPRESENTTIE AMPLES AND SUPPORT VAL INFERENCES. (SP. 1)
Chapter 28
USE DATA FROM A RANDOM SAMPLE TO DRAW INFERENCES ABOUT A POPULATION WITH AN UNKNOWN CHARACTERISTIC OF INTEREST. GENERATE MULTIPLE SAMPLES (OR SIMULATED SAMPLES) OF THE SAME SIZE TO GAUGE THE VARIATION IN ESTIMATES OR PREDICTINS (SP. 2)
Chapter 29
INFORMALLY ASSESS THE DEGREE OF VISUAL OVERLAP OF TWO NUMERICAL DATA DISTRIBUTIONS WITH SIMILR ARIABILITIES, MEASURING THE DIFFERENCE BETWEEN THE CENTERS BY EXPRESSING IT AS A MULTIPLE OF A MEASURE OF VARIABILITY. (SP. 3)
Chapter 30
USE MEASURES OF CENTER AND MEASURES OF VARIABILITY FOR NUMERICAL DATA FROM RANDOM SAMPLES TO DRAW INFORMAL COMPARTIE INFERENCES ABOUT TWO POPULATINS (SP. 4)
Chapter 31
UNDERSTAND THAT THE PROBABILITY OF A CHANCE EVENT IS A NUMBER BETWEEN 0 AND 1 THAT EXPRESSES THE LIKELIHOOD OF THE EVENT OCCURRING. LARGER NUMBERS NICATE GREATER LIKELIHOD A PROBABILITY NEAR 0 NICATES AN UNLIKELY EVENT, A PROBABILITY AROUND 1/2 NICATES AN EVENT THAT IS NEITHER UNLIKELY NOR LIKELY, AND A PROBABILITY NEAR 1 NICATES A LIKELY EVENT. (SP. 5)
Chapter 32
APPROXIMATE THE PROBABILITY OF A CHANCE EVENT BY COLLECTING DATA ON THE CHANCE PROCESS THAT PRODUCES IT AND OBSERVING ITS LONG-RUN RELTIE FREUENCY, AND PREDICT THE APPROXIMATE RELTIE FREUENCY GIVEN THE PROBABILITY. (SP. 6)
Chapter 33
DEVELOP A PROBABILITY MODEL AND USE IT TO FN PROBABILITIES OF EVENTS. COMPARE PROBABILITIES FROM A MODEL TO OBSERVED FREUENCIES； IF THE AGREEMENT IS NOT GOOD, EXPLAIN POSSIBLE SOURCES OF THE DISCREPANCY. DEVELOP A UNIFORM PROBABILITY MODEL BY ASSIGNING EUAL PROBABILITY TO ALL OUTCOMES, AND USE THE MODEL TO DETERMINE PROBABILITIES OF EVENTS. (SP. 7A)
Chapter 34
DEVELOP A PROBABILITY MODEL AND USE IT TO FN PROBABILITIES OF EVENTS. COMPARE PROBABILITIES FROM A MODEL TO OBSERVED FREUENCIES； IF THE AGREEMENT IS NOT GOOD, EXPLAIN POSSIBLE SOURCES OF THE DISCREPANCY. DEVELOP A PROBABILITY MODEL (WHICH MAY NOT BE UNIFORM) BY OBSERVING FREUENCIES N ATA GENERATED FROM A CHANCE PROCESS. (SP. 7B)
Chapter 35
FN PROBABILITIES OF COMPOUND EVENTS USING ORGANZE LISTS, TABLES, TREE DIAGRAMS, AND SIMULATIN UNDERSTAND THAT, JUST AS WITH SIMPLE EVENTS, THE PROBABILITY OF A COMPOUND EVENT IS THE FRACTION OF OUTCOMES IN THE SAMPLE SPACE FOR WHICH THE COMPOUND EVENT OCCURS. (SP. 8A)
Chapter 36
FN PROBABILITIES OF COMPOUND EVENTS USING ORGANZE LISTS, TABLES, TREE DIAGRAMS, AND SIMULATIN REPRESENT SAMPLE SPACES FOR COMPOUND EVENTS USING METHODS SUCH AS ORGANZE LISTS, TABLES AND TREE DIAGRAMS. FOR AN EVENT DESCRBE IN EVERYDAY LANGUAGE, ENTIFY THE OUTCOMES IN THE SAMPLE SPACE WHICH COMPOSE THE EVENT. (SP. 8B)
Chapter 37
FN PROBABILITIES OF COMPOUND EVENTS USING ORGANZE LISTS, TABLES, TREE DIAGRAMS, AND SIMULATIN REPRESENT SAMPLE SPACES FOR COMPOUND EVENTS USING METHODS SUCH AS ORGANZE LISTS, TABLES AND TREE DIAGRAMS. DESIGN AND USE A SIMULATION TO GENERATE FREUENCIES FOR COMPOUND EVENTS. (SP. 8C)

经过两年多的时间，这套Common Core Standards Series 系列丛书终于全部完成了！该丛书包括三个系列：《Smart Reading: 跟美国学生同步练阅读》、《Smart Science：跟美国学生同步学科学》和《Smart Math：跟美国学生同步做数学》，分别针对西方学校1-8 年级的英语语言艺术（ELA）、科学（Science）、数学（Math）三门必修课程。《Smart Math:跟美国学生同步做数学》由加拿大教师对照美国教学大纲（CCSS）进行编写，为中国学生提供一系列与西方教学标准和难度同步的全英文训练教程。这套《Smart Math:跟美国学生同步做数学》由外教精心编写的教程，至少可以帮读者：
1. 了解并借鉴西方老师和学生的教学思维与方法；
2. 按学科分类扩充英语词汇、增加相应学科知识；
3. 既掌握了学科知识又地提升英语语言能力；
4. 为准备留学及将来出国留学打下更好基础。
近些年，中国出国留学的中小学生越来越多，但国内除了托福、雅思、SAT 等的资料外，关于西方中小学教学的英文图书几乎没有。Holybir Pbshing 于加拿大温哥华岛注册运营后，便着手这一计划，其间历经一些挑战，仍如期问世！这是一件可喜的事。读者可以结合我们出版的数十种“西方原版教材与经典读物”，对西方学校教学体系有一个更全面的了解，并从中得到基本的训练。有了这样的基础，未来的学习生活应该更加游刃有余。祝愿所有孩子们怀揣梦想并如愿成真！

About the Common Core

The Common Core is a set of high-quality academic standards in mathematics and English language arts (ELA).
In 2009 the state school chiefs and governors that comprise CCSSO and the NGA Center coordinated a stateled effort to develop the Common Core State Standards. Designed through collaboration among teachers, school chiefs, administrators, and other experts, the standards provide a clear and consistent framework for educators.
The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. The standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entrylevel careers, introductory academic college courses, and workforce training programs.
Forty-two states , the District of Columbia, four territories, have voluntarily adopted and are moving forward with the Common Core.