MATHEMATICAL PROCESSES SPI  I can generate ratios to solve problems involving velocity, density, pressure, and population density.

MATHEMATICAL PROCESSES SPI  I can find recognize the y-intercept.  I can identify the rate of change from a graph.  I can recognize the rate of change as the slope of the line.  I can predict how the rate of change will affect the outcome of a situation.  I can write algebraic equations.  I can create models of algebraic equations using algeblocks.

Mathematical Processes SPI  I can define inversely proportional.  I can recognize when the relationship between two quantities is inversely proportional.  I can define directly proportional.  I can recognize f(x) notation.  I can evaluate a table for direct proportionality by checking that the x and y are both 0.  I can evaluate a linear equation for direct proportionality by looking for a constant in the equation.  I can evaluate a graph for direct proportionality by checking that the line passes through the origin.

MATHEMATICAL PROCESSES SPI  I can explain and demonstrate how scale in maps and drawings shows relative size and distance.  I can recognize and compute scale factor on a blueprint, shadow picture, or scale model.  I can apply scale factor computed from a blueprint, shadow picture, or scale model to another situation.

MATHEMATICAL PROCESSES  I can recognize my answer as a reasonable answer.  I can relate stories and books to mathematical ideas and concepts.  I can write numbers in scientific notation.  I can translate numbers written in scientific notation to standard notation.

NUMBER AND OPERATIONS SPI  I can recognize rational numbers as any number that can be written as a ratio, as long as the denominator is not zero.  I can recognize integers.  I can add and subtract integers.  I can multiply and divide integers.  I can add and subtract rational numbers.  I can multiply and divide rational numbers.  I can identify the commutative, associative, and distributive properties.  I can apply the commutative, associative, and distributive properties to integers.  I can apply the commutative, associative, and distributive properties to rational numbers.  I can recognize gcf, gcd, and lcm.  I can evaluate rounded numbers and interpret when incorrectly rounded numbers affect the reasonableness of a solution.

NUMBER AND OPERATIONS SPI  I can recognize a number and its opposite.  I can verbalize that the sum of a number and its opposite is always zero.  I can identify a number and its opposite as being the same distance from zero on the number line.  I can relate distance from zero on the number line to absolute value.  Efficiently compare and order rational numbers and roots of perfect squares/cubes; determine their approximate locations on a number line.  I can organize rational numbers in numerical order.  I can locate rational numbers on a number line.  I can organize roots of perfect squares and cubes in numerical order.  I can locate roots of perfect squares and cubes on a number line.

NUMBER AND OPERATIONS SPI  I can recognize integers.  I can add and subtract integers.  I can multiply and divide integers.  I can add and subtract rational numbers.  I can multiply and divide rational numbers.  I can identify the commutative, associative, and distributive properties.  I can apply the commutative, associative, and distributive properties to integers.  I can apply the commutative, associative, and distributive properties to rational numbers.  I can generate the answer for squaring numbers.  I can verbalize the meaning of squaring a number.  I can evaluate the square root of a number by the memorization of the first 12 perfect squares or by the use of a calculator for larger perfect squares or imperfect squares.  I can recognize the square root of a number as being equal to the product of the square root of its factors.  I can recognize the squaring of a square root as the number itself.

NUMBER AND OPERATIONS SPI  I can organize rational numbers in numerical order.  I can locate rational numbers on a number line.  I can organize roots of perfect squares and cubes in numerical order.  I can locate roots of perfect squares and cubes on a number line.  I can identify imperfect squares.  I can categorize the square root of an imperfect square as an irrational number

NUMBER AND OPERATIONS SPI  I can recognize integers.  I can add and subtract integers.  I can multiply and divide integers.  I can add and subtract rational numbers.  I can multiply and divide rational numbers.  I can conclude that the opposite of a negative number is positive.  I can implement a number line to explain addition and subtraction with integers.

NUMBER AND OPERATIONS SPI  I can compose an expression to solve real world problems involving ratio and percent.  I can demonstrate how to use ratios, rates, proportions, and percents.

NUMBER AND OPERATIONS SPI  I can compose an expression to solve real world problems involving ratio and percent.  I can demonstrate how to use ratios, rates, proportions, and percents.

NUMBER AND OPERATIONS  I can represent small numbers by using negative exponents.  I can write numbers in scientific notation.  I can translate numbers written in scientific notation to standard notation.  I can determine when to use scientific notation to represent especially large numbers.  I can distinguish between times when it is appropriate to round and times when it isn’t appropriate.

ALGEBRA SPI  I can implement the order of operations on linear equations when necessary.  I can choose a variable to represent an unknown.  I can apply operations and variables to solve contextual problems.

ALGEBRA SPI  I can recognize a function from a written description.  I can recognize a function from a table.  I can recognize a function from a graph.  I can recognize a function from a rule.  I can recognize a function from a set of ordered pairs.  I can recognize a function from a mapping diagram.

ALGEBRA SPI  I can make a function table for any linear equation or function rule and evaluate it for any rational numbers.  I can plot points on the Cartesian coordinate system to represent a function table.  I can relate points on a line to the equation or function table representing the line.

ALGEBRA SPI  I can express slope as a ratio of rise over run.  I can identify a straight line as a linear function.  I can find the slope of a line.  I can express slope as a unit rate.  I can recognize that the slope of a linear function is constant along the line.  I can identify that m represents slope and b represents the y- intercept in a linear equation.  I can verbalize the meaning of the slope in a contextual situation.  I can find the y-intercept on a line graphed on the coordinate plane.  I can find the slope of a line graphed on the coordinate plane.  I can write a linear function in the form y=mx + b when given a line graphed on the coordinate plane.

ALGEBRA SPI  I can identify the equation of a directly proportional relationship.  I can identify the graph of a directly proportional relationship as a straight line that passes through the origin.  I can identify the table of a directly proportional relationship.  I can differentiate directly proportional relationships from other relationships.  I can demonstrate how to find a unit rate.  I can find unit rate in a real world situation.

ALGEBRA SPI  I can connect a linear equation to its graph on the coordinate plane.  I can connect a linear equation to its table.

ALGEBRA SPI  I can connect a linear equation to its graph on the coordinate plane.  I can connect a linear equation to its table.  I can identify that m represents slope and b represents the y-intercept in a linear equation.  I can verbalize the meaning of the slope in a contextual situation.

ALGEBRA SPI  I can connect a linear equation to its graph on the coordinate plane.  I can connect a linear equation to its table.

ALGEBRA SPI  I can demonstrate my understanding by following the correct procedure for solving inequalities.  I can execute the correct procedure when an inequality requires multiplication or division by a negative number.  I can verbalize the necessity of a sign reversal.  I can graph the solution set of an inequality on a number line.  I can explain why the solution set is a region on the number line as compared to a point on the number line.  I can verbalize the inequality symbol and identify possible values of the solution set

GEOMETRY SPI  I can write and solve a proportion in order to find the missing side of a triangle when given the measurements of a similar triangle.  I can relate similar triangles to real world situations like finding the height of a flagpole using shadows.

GEOMETRY SPI  I can set up ratios comparing side lengths of triangles to prove proportionality.  I can apply Side-Side-Side to determine if two triangles are similar.  I can apply Angle-Angle to determine if two triangles are similar.  I can identify the included angle between two sides of a triangle.  I can apply Side-Angle-Side to determine if two triangles are similar.

GEOMETRY SPI  I can increase the side lengths of an object by a given scale factor.  I can compute the area or volume of an object that was enlarged by a given scale factor.  I can prove that the scale factor by which the object’s side lengths were enlarged will be squared when comparing the area of the new object to the original object.  I can prove that the scale factor by which the object’s side lengths were enlarged will be cubed when comparing the volume of the new object to the original object.  I can write ratios comparing angles, side lengths, perimeters, and areas of similar shapes.

DATA ANALYSIS, STATISTICS, AND PROBABILITY SPI  I can produce a box-and-whisker plot when given a set of data.  I can interpret a box-and-whisker plot and identify relevant information when given a plot.  I can produce a stem-and-leaf plot when given a set of data.  I can interpret a stem-an-leaf plot and identify relevant information when given a plot.  I can evaluate data and predict the characteristics of two populations based on my evaluation.  I can evaluate data and compare the characteristics of two populations based on my evaluation.  I can predict results of an experiment by writing and solving a proportion.  I can check for flaws in an experiment.

DATA ANALYSIS, STATISTICS, AND PROBABILITY SPI  I can solve problems from information given in graphs.  I can interpret information presented in graphs.  I can use the percent proportion to interpret circle graphs.  I can use the percent proportion to interpret histograms.

DATA ANALYSIS, STATISTICS, AND PROBABILITY SPI  I can calculate the mean when given a set of data.  I can calculate the median when given a set of data.  I can calculate the upper quartile when given a set of data.  I can calculate the lower quartile when given a set of data.  I can calculate the interquartile range when given a set of data.  I can identify the median, upper quartile, lower quartile, and interquartile range when give a box-and-whisker plot.

DATA ANALYSIS, STATISTICS, AND PROBABILITY SPI  I can find theoretical probability of a simple event.  I can write and solve a proportion to make a prediction based on the theoretical probability of a simple event.