《跟美國學生同步做數學：7》是2017年天津人民出版社出版的圖書。
基本介紹
- 中文名：跟美國學生同步做數學：7
- 作者：(加)朱麗亞·博巴克(Julia Bobak)
- 類別：中國小用書
- 出版社：天津人民出版社
- 出版時間：2017年
- 開本：16 開
- 裝幀：平裝-膠訂
- ISBN：9787201125091
內容簡介,圖書目錄,
內容簡介
經過兩年多的時間，這套Common Core Standards Series 系列叢書終於全部完成了！該叢書包括三個系列：《Smart Reading: 跟美國學生同步練閱讀》、《Smart Science：跟美國學生同步學科學》和《Smart Math：跟美國學生同步做數學》，分別針對西方學校1-8 年級的英語語言藝術（ELA）、科學（Science）、數學（Math）三門必修課程。《Smart Math:跟美國學生同步做數學》由加拿大教師對照美國教學大綱（CCSS）進行編寫，為中國學生提供一系列與西方教學標準和難度同步的全英文訓練教程。這套《Smart Math:跟美國學生同步做數學》由外教精心編寫的教程，至少可以幫助讀者：
1. 了解並借鑑西方老師和學生的教學思維與方法；
2. 按學科分類擴充英語辭彙、增加相應學科知識；
3. 既掌握了學科知識又高效地提升英語語言能力；
4. 為準備留學考試及將來出國留學打下更好基礎。
近些年，中國出國留學的中小學生越來越多，但國內除了托福、雅思、SAT 等國際考試的資料外，關於西方中國小教學的英文圖書幾乎沒有。Holybird Publishing 於加拿大溫哥華島註冊運營後，便著手這一計畫，其間歷經一些挑戰，仍如期問世！這是一件可喜的事。讀者可以結合我們出版的數十種“西方原版教材與經典讀物”，對西方學校教學體系有一個更全面的了解，並從中得到基本的訓練。有了這樣的基礎，未來的學習生活應該更加遊刃有餘。祝願所有孩子們懷揣夢想並如願成真！
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.
圖書目錄
PART 1 RATIOS AND PROPORTIONAL RELATIONSHIPS (RP)
Chapter 01
COMPUTE UNIT RATES ASSOCIATED WITH RATIOS OF FRACTIONS, INCLUDING RATIOS OF LENGTHS, AREAS AND OTHER QUANTITIES MEASURED IN LIKE OR DIFFERENT UNITS. (RP. 1)
Chapter 02
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN QUANTITIES. DECIDE WHETHER TWO QUANTITIES ARE IN A PROPORTIONAL RELATIONSHIP. (RP. 2A)
Chapter 03
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN QUANTITIES. IDENTIFY THE CONSTANT OF PROPORTIONALITY (UNIT RATE) IN TABLES, GRAPHS, EQUATIONS, DIAGRAMS, AND VERBAL DESCRIPTIONS OF PROPORTIONAL RELATIONSHIPS. (RP. 2B)
Chapter 04
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN QUANTITIES. REPRESENT PROPORTIONAL RELATIONSHIPS BY EQUATIONS. (RP. 2C)
Chapter 05
RECOGNIZE AND REPRESENT PROPORTIONAL RELATIONSHIPS BETWEEN QUANTITIES. 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 QUANTITIES COMBINE TO MAKE 0. (NS. 1A)
Chapter 08
UNDERSTAND P Q AS THE NUMBER LOCATED A DISTANCE |Q| FROM P, IN THE POSITIVE OR NEGATIVE DIRECTION DEPENDING ON WHETHER Q IS POSITIVE OR NEGATIVE. SHOW THAT A NUMBER AND ITS OPPOSITE HAVE 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 – Q = P (–Q). SHOW THAT THE DISTANCE BETWEEN TWO RATIONAL NUMBERS ON THE NUMBER LINE IS THE ABSOLUTE VALUE OF THEIR DIFFERENCE, 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 DIVIDE RATIONAL NUMBERS. UNDERSTAND THAT MULTIPLICATION IS EXTENDED FROM FRACTIONS TO RATIONAL NUMBERS BY REQUIRING 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 DIVIDE RATIONAL NUMBERS. UNDERSTAND THAT INTEGERS CAN BE DIVIDED, PROVIDED THAT THE DIVISOR IS NOT ZERO, AND EVERY QUOTIENT OF INTEGERS (WITH NON-ZERO DIVISOR) IS A RATIONAL NUMBER. INTERPRET QUOTIENTS 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 DIVIDE RATIONAL NUMBERS. APPLY PROPERTIES OF OPERATIONS AS STRATEGIES TO MULTIPLY AND DIVIDE RATIONAL NUMBERS. (NS. 2C)
Chapter 14
APPLY AND EXTEND PREVIOUS UNDERSTANDINGS OF MULTIPLICATION AND DIVISION AND OF FRACTIONS TO MULTIPLY AND DIVIDE 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 DIVIDE 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 EQUATIONS (EE)
Chapter 17
UNDERSTAND THAT REWRITING AN EXPRESSION IN DIFFERENT FORMS IN A PROBLEM CONTEXT CAN SHED LIGHT ON THE PROBLEM AND HOW THE QUANTITIES IN IT ARE RELATED. (EE. 1)
Chapter 18
SOLVE MULTI-STEP REAL-LIFE AND MATHEMATICAL PROBLEMS POSED WITH POSITIVE AND NEGATIVE 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 EQUATIONS OF THE FORM PX Q = R AND P(X Q) = R, WHERE P, Q, AND R ARE SPECIFIC RATIONAL NUMBERS. SOLVE EQUATIONS OF THESE FORMS FLUENTLY. COMPARE AN ALGEBRAIC SOLUTION TO AN ARITHMETIC SOLUTION, IDENTIFYING THE SEQUENCE OF THE OPERATIONS USED IN EACH APPROACH. (EE. 3A)
Chapter 20
SOLVE WORD PROBLEMS LEADING TO INEQUALITIES OF THE FORM PX Q ＞ R OR PX Q ＜ R, WHERE P, Q, AND R ARE SPECIFIC RATIONAL NUMBERS. GRAPH THE SOLUTION SET OF THE INEQUALITY 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 CONDITIONS. FOCUS ON CONSTRUCTING TRIANGLES FROM THREE MEASURES OF ANGLES OR SIDES, NOTICING WHEN THE CONDITIONS DETERMINE A UNIQUE TRIANGLE, MORE THAN ONE TRIANGLE, OR NO TRIANGLE. (G. 2)
Chapter 23
DESCRIBE THE TWO-DIMENSIONAL FIGURES THAT RESULT FROM SLICING THREE DIMENSIONAL FIGURES, AS IN PLANE SECTIONS OF RIGHT RECTANGULAR PRISMS AND RIGHT RECTANGULAR PYRAMIDS. (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 EQUATIONS FOR AN UNKNOWN ANGLE IN A FIGURE. (G. 5)
Chapter 26
SOLVE REAL-WORLD AND MATHEMATICAL PROBLEMS INVOLVING AREA, VOLUME AND SURFACE AREA OF TWO- AND THREE-DIMENSIONAL OBJECTS COMPOSED OF TRIANGLES, QUADRILATERALS, 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 VALID ONLY IF THE SAMPLE IS REPRESENTATIVE OF THAT POPULATION. UNDERSTAND THAT RANDOM SAMPLING TENDS TO PRODUCE REPRESENTATIVE SAMPLES AND SUPPORT VALID 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 PREDICTIONS. (SP. 2)
Chapter 29
INFORMALLY ASSESS THE DEGREE OF VISUAL OVERLAP OF TWO NUMERICAL DATA DISTRIBUTIONS WITH SIMILAR VARIABILITIES, 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 COMPARATIVE INFERENCES ABOUT TWO POPULATIONS. (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 INDICATE GREATER LIKELIHOOD. A PROBABILITY NEAR 0 INDICATES AN UNLIKELY EVENT, A PROBABILITY AROUND 1/2 INDICATES AN EVENT THAT IS NEITHER UNLIKELY NOR LIKELY, AND A PROBABILITY NEAR 1 INDICATES 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 RELATIVE FREQUENCY, AND PREDICT THE APPROXIMATE RELATIVE FREQUENCY GIVEN THE PROBABILITY. (SP. 6)
Chapter 33
DEVELOP A PROBABILITY MODEL AND USE IT TO FIND PROBABILITIES OF EVENTS. COMPARE PROBABILITIES FROM A MODEL TO OBSERVED FREQUENCIES； IF THE AGREEMENT IS NOT GOOD, EXPLAIN POSSIBLE SOURCES OF THE DISCREPANCY. DEVELOP A UNIFORM PROBABILITY MODEL BY ASSIGNING EQUAL 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 FIND PROBABILITIES OF EVENTS. COMPARE PROBABILITIES FROM A MODEL TO OBSERVED FREQUENCIES； IF THE AGREEMENT IS NOT GOOD, EXPLAIN POSSIBLE SOURCES OF THE DISCREPANCY. DEVELOP A PROBABILITY MODEL (WHICH MAY NOT BE UNIFORM) BY OBSERVING FREQUENCIES IN DATA GENERATED FROM A CHANCE PROCESS. (SP. 7B)
Chapter 35
FIND PROBABILITIES OF COMPOUND EVENTS USING ORGANIZED LISTS, TABLES, TREE DIAGRAMS, AND SIMULATION. 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
FIND PROBABILITIES OF COMPOUND EVENTS USING ORGANIZED LISTS, TABLES, TREE DIAGRAMS, AND SIMULATION. REPRESENT SAMPLE SPACES FOR COMPOUND EVENTS USING METHODS SUCH AS ORGANIZED LISTS, TABLES AND TREE DIAGRAMS. FOR AN EVENT DESCRIBED IN EVERYDAY LANGUAGE, IDENTIFY THE OUTCOMES IN THE SAMPLE SPACE WHICH COMPOSE THE EVENT. (SP. 8B)
Chapter 37
FIND PROBABILITIES OF COMPOUND EVENTS USING ORGANIZED LISTS, TABLES, TREE DIAGRAMS, AND SIMULATION. REPRESENT SAMPLE SPACES FOR COMPOUND EVENTS USING METHODS SUCH AS ORGANIZED LISTS, TABLES AND TREE DIAGRAMS. DESIGN AND USE A SIMULATION TO GENERATE FREQUENCIES FOR COMPOUND EVENTS. (SP. 8C)
