CCSS SaxonCourse1 2 3

Standard
Domain
Saxon Math Course 1 2012 correlated to the

Common Core State Standards for Mathematics, Grade 6
1.
Text of Objective
Make sense of problems and
persevere in solving them.
Saxon Math Course 1 Citations

This standard is covered throughout the program;
the following are examples.
Standards for Mathematical Practice
INSTRUCTION:
New Concept: Lesson 11, pp. 58-61, Example 12; Lesson 13, pp. 68-70, Examples 1-3; Lesson 15,
pp. 78-79; Lesson 22, pp. 117-119, Examples 1-4;
Lesson 36, pp. 187-189; Lesson 50, pp. 259-261;
Lesson 111, pp. 582-584
Investigation(s): Investigation 9, pp. 470-473;
Investigation 10, pp. 524-527
MAINTENANCE:
Power Up: Lesson 18, p. 93; Lesson 27, p. 141;
Lesson 37, p. 191; Lesson 44, p. 231; Lesson 54,
p. 280; Lesson 70, p. 358; Lesson 87, p, 452;
Lesson 92, p. 479; Lesson 110, p. 573
Problem Solving : Lesson 3, p. 18; Lesson 36, p.
187; Lesson 44, p. 231; Lesson 49, p. 254; Lesson
55, p. 285; Lesson 62, p. 324; Lesson 74, pp. 385;
Lesson 83, p. 431; Lesson 105, p. 548
Written Practice: Lesson 11 (#1, #4), Lesson 24
(#1, #2, #3), Lesson 38 (#2, #3, #28), Lesson 50
(#3, #5), Lesson 69 (#4, #7, #24), Lesson 78 (#4,
#16), Lesson 94 (#18), Lesson 110 (#13)
Performance Activity: 2
Description
Problem solving is integrated into the Saxon Math program
every day. Focusing on a four-step problem solving
process, which guides students to understand, plan, solve
and check, Saxon Math teaches students a consistent
process for evaluating different problem solving situations
and persevering in solving them. The four steps closely
mirror the different aspects of this Standard for
Mathematical Practice, encouraging students to understand
the problem and make a plan before solving. Students also
end by checking their solutions, providing opportunities to
ask, Does this make sense? and re-direct if necessary.
In Course 1, students begin the year by focusing on
problem solving in the Problem-Solving Overview on page
1 of the Student Edition. They use the four-step problem
solving process outlined in the overview on daily problem
solving opportunities in the Power Up. These build in
complexity throughout the year. There is also a problem
solving discussion guide for the teacher to guide students to
make sense of the problems and use efficient strategies to
persevere in solving them. Additional problem solving
opportunities occur in the cumulative written practice every
day. There are additional Investigations and Performance
Tasks for focused activities and applications of complex
problems. Many of these are hands-on and explorative in
nature. The Teachers Manual provides support with
questioning prompts, math conversations, and checks for
understanding. On page 117B in the Teacher's Manual
Volume 1, you will find one example of a modeled
dialogue that highlights the understand, plan, solve and
check process. These types of modeled dialogues are
provided throughout the program to ensure teachers can
support students as they become successful problem
solvers.
Common Core State Standards for Mathematics Copyright 2010, National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Standard
Domain
2.
Text of Objective
Reason abstractly and
quantitatively.

INSTRUCTION:
New Concept: Lesson 3, pp. 18-21, Examples 1-4;
Lesson 4, pp. 24-26, Examples 1-4; Lesson 16, pp.
82-84, Examples 1-5; Lesson 18, pp. 93-96,
Examples 1-4; Lesson 59, pp. 306-307, Examples
1-2; Lesson 77, pp. 399-401, Examples 1-2;
Lesson 95, pp. 493-494, Examples 1-2; Lesson
103, pp. 538-540; Lesson 118, pp. 617-618
Investigation: Investigation 10, pp. 524-527
MAINTENANCE:
Problem Solving: Lesson 13, p. 68; Lesson 36,
p.187; Lesson 44, p. 231; Lesson 49, p. 254;
p. 479; Lesson 107, p. 557
Description
The goal of Saxon Math is to produce mathematically
proficient students including fluency with computational
and conceptual understanding. The distributed nature of
Saxon Math lends itself naturally to developing abstract and
quantitative reasoning. Because students are exposed to
different concepts at the same time through incremental
instruction and mixed practice, review, and assessment,
they learn the importance of making sense of quantities and
their relationships and of carefully considering the units
involved. Problems do not focus simply on one concept, but
rather may involve multiple concepts just as they would in
real-world situations. Therefore, it is essential that students
are able to make connections, think about what the
quantities actually mean in a specific context, and solve
appropriately.
For example, in the New Concepts portion of Lesson 4,
students consider multiplication facts and how they could
still be solved if one of the factors were unknown. This
requires students to pause to consider how each number is
being used and what it means in that particular context.
Written Practice: Lesson 3 (#17, #18, #21, #24),

Lesson 5 (#5, #22, #24), Lesson 16 (#7, #8, #9),
Lesson 25 (#2, #23), Lesson 36 (#18, #21, #22,
#23, #24), Lesson 43 (#18), Lesson 77 (#4),
Lesson 78 (#4), Lesson 118 (#30)

Standard
Domain
3.
Text of Objective
Construct viable arguments and
critique the reasoning of others.

INSTRUCTION:
New Concept: Lesson 16, pp. 82-84, Examples 15; Lesson 51, pp. 268-270, Examples 1-3; Lesson
64, pp. 333-334; Lesson 89, pp. 460-462,
Examples 1-4; Lesson 93, pp. 484-485; Lesson 97,
pp. 503-505; Lesson 109, pp. 566-569, Examples
1-3
MAINTENANCE:
Problem Solving: Lesson 3, p. 18; Lesson 5, p.
28; Lesson 7, p. 36; Lesson 15, p. 78; Lesson 18,
p. 93; Lesson 26, p. 136; Lesson 28, p. 145;
p. 289; Lesson 64, p. 333; Lesson 72, p. 375;
p. 538; Lesson 110, p. 573; Lesson 117, p. 612
Description
Saxon Math is based on the belief that people learn by
doing. Students learn mathematics not only by watching or
listening to others, but by communicating and solving the
problems themselves and with their classmates. Saxon
Maths incremental and distributed structure enables
students to view the big picture of mathematics and
therefore make viable arguments between and among all
of the math strands. Additionally, Math Conversations in
the Teacher's Manuals provide discussion questions that
help students construct viable arguments and critique the
reasoning of others in a constructive environment. For
example, on page 11 of the Teacher's Manual Volume 1,
several Math Conversations are provided. Teachers ask
students questions like "Why was addition used to find the
answer?" This gives students the opportunity to express
their reasoning and respond to the reasoning of others.
Written Practice: Lesson 17 (#3, #4, #12, #13),

Lesson 22 (#3, #8, #13, #22), Lesson 53 (#5, #12,
#13), Lesson 59 (#6, #7, #24, #25), Lesson 62 (#7,
#8, #9, #10, #11), Lesson 91 (#9), Lesson 93 (#15,
#25)
Performance Activity: 2, 8, 14

Standard
Domain
4.
Text of Objective
Model with mathematics.

INSTRUCTION:
Lesson 26, pp. 136-139, Examples 1-5; Lesson 83,
pp. 431-433, Examples 1-3; Lesson 98, pp. 508510; Examples 1-2; Lesson 117, pp. 612-614,
Examples 1-2
Description
Students use many different types of models throughout
Saxon Math to analyze mathematical relationships and
solve problems. Models serve as visual aids to help make
sense of situations so students truly understand the
problem at hand and both how and why their solutions
work.
For example, in Lesson 26, students use fraction
manipulatives to model fractions. This allows them to
concretely see and experience the fractions and gain a
better understanding of what they mean.
Investigation(s) Investigation 2, pp.109-111;

Investigation 6, pp. 314-319; Investigation 11, pp.
578-581
MAINTENANCE:
Problem Solving: Lesson 10, p. 50; Lesson 17, p.
87; Lesson 24, p. 127; Lesson 30, p. 156; Lesson
34, p. 178; Lesson 39, p. 200; Lesson 70, p. 358;
p. 612
Written Practice Lesson 28 (#9, #10, #16, #22,
#24, #25, #27), Lesson 31 (#4, #5, #8, #17, #28,
#29), Lesson 43 (#27, #29, #30), Lesson 52 (#19,
#20, #25, #27, #30), Lesson 69 (#1, #17, #26,
#30), Lesson 77 (#4, #5, #19, #20), Lesson 81 (#7,
#8, #21, #22, #30), Lesson 90 (#4, #9, #10, #23,
#30), Lesson 110 (#3, #4, #8, #23, #24, #30)
Performance Activity: 6, 10

Standard
Domain
5.
Text of Objective
Use appropriate tools strategically.

INSTRUCTION:
Lesson 10, pp. 50-52, Examples 2-3; Lesson 17,
pp. 88-90, Examples 1-2; Lesson 27, pp. 141-143;
Lesson 62, pp. 324-326
Investigation(s): Investigation 3, pp. 161-163;
Investigation 8, pp. 417-420
Description
Saxon Math provides and supports grade level
appropriate tools for instruction and problem solving.
This begins with concrete models at the primary levels
and moves to more sophisticated tools like geometry
software at the secondary levels. Saxon offers
instruction and guidance for appropriate usage
throughout the program.
For example, in Lesson 7, students learn about lines,
segments and rays and practice measuring with an inch
ruler and a centimeter ruler, strategically selecting tools
with appropriate units to measure different lengths.
MAINTENANCE:
Problem Solving: Lesson 10, p. 50
Written Practice: Lesson 7 (#24, #25, #30),
Lesson 10 (#4, #30), Lesson 13 (#22), Lesson 17
(#11, #30), Lesson 19 (#8, #29), Lesson 22 (#25),
Lesson 31 (#24), Lesson 46 (#28), Lesson 57 (#24,
#25), Lesson 71 (#23, #24), Lesson 81 (#25),
Lesson 107 (#29), Lesson 110 (#26)
Standard
Domain

6.
Text of Objective
Attend to precision.

This standard is covered throughout the program; the
following are examples.
INSTRUCTION:
Lesson 8, pp. 42-44, Examples 1-2; Lesson 10, pp. 5052, Examples 1-3; Lesson 28, pp. 145-148, Examples 12; Lesson 31, pp. 164-166, Examples 1-3; Lesson 32,
pp. 169-171, Examples 1-4; Lesson 60, pp. 310-312,
Examples 1-3; Lesson 69, pp. 353-355, Examples 1-2;
626-627
Investigation(s): Investigation 3, pp.161-163;
Investigation 11, pp. 578-581; Investigation 12, pp. 630636
Description
Saxon students are encouraged to attend to
precision throughout the program, both directly
in their student materials and indirectly through
teacher tips in the Teachers Manual.
Additionally, because practice, review and
assessment are mixed, it is especially important
that students precisely identify units and
symbols to accurately assess how to solve the
problem correctly. Not all questions will cover
the same concept, so students learn to look
carefully at each situation and attend to
precision in their answers.
For example, in Lesson 7, students measure
with both inches and centimeters and must
attend to precision to apply the appropriate
units to their solutions. Example 3 explicitly
addresses this concept, pointing out how
different units can be used to measure the same
things but certain units are more appropriate
than others.
MAINTENANCE:
Written Practice: Lesson 8 (#4, #16, #25), Lesson 10
(#1, #3, #4), Lesson 11 (#1, #4, #5), Lesson 12 (#1, #2,
#3, #5), Lesson 13 (#12, #18, #22), Lesson 15 (#8, #9,
#22), Lesson 31 (#4, #5, #6), Lesson 36 (#8, #10),
Lesson 45 (#23), Lesson 71 (#24, #30)

Standard
Domain
7.
Text of Objective
Look for and make use of structure.

INSTRUCTION:
Examples 1-2; Lesson 67, pp. 346-347; Lesson 72, pp.
375-376; Lesson 84, pp. 437-438; Lesson 92, pp. 479481, Examples 1-3; Lesson 113, pp. 592-594, Examples
1-4
MAINTENANCE:
Written Practice: Lesson 5 (#9, #10, #11, #12), Lesson
15 (#23), Lesson 46 (#4, #10, #12), Lesson 48 (#4, #5,
#13), Lesson 52 (#4), Lesson 85 (#23), Lesson 90 (#27),
Lesson 93 (#10, #26), Lesson 94 (#8, #14)
Description
Saxon Math emphasizes structure throughout
the program, explicitly teaching number
properties as well as how concepts connect. A
strong focus on number properties also
prepares students to utilize structure in
problem-solving situations. Because the
fundamentals of numbers and operations are
highlighted in every lesson through mixed
review, students develop a strong sense of
mental math and comfort composing and
decomposing numbers.
For example, in the problem solving section of
Lesson 12, students are asked to consider ways
to calculate the sum of the first ten natural
numbers. Going through the four-step problem
solving process, they identify the need to make
the problem simpler. Students then discover
that adding certain pairs of numbers together
uncovers a pattern that helps solve the problem.
For example, 1 plus 10, 2 plus 9, 3 plus 8, and
so on all equal 11. This allows students to see
that adding the first ten natural numbers is the
same thing as multiplying 11 times five,
uncovering how structure can be used to make
problem solving easier.

Standard
Domain
8.
Text of Objective
Look for and express regularity in
repeated reasoning.

INSTRUCTION:
488-490, Examples 1-4; Lesson 99, pp. 513-514;
Lesson 116, pp. 606-608; Lesson 117, pp. 612-614,
Examples 1-2
MAINTENANCE:
Problem Solving: Lesson 1, p.7; Lesson 4, p. 23;
Lesson 11, p. 58; Lesson 12, p. 63; Lesson 16, p. 82;
Lesson 80, p. 413; Lesson 94, p. 488; Lesson 102, p.
533; Lesson 109, p. 566
Written Practice: Lesson 10 (#1, #3, #4), Lesson 22
(#4, #5, #6), Lesson 23 (#2, #5, #6, #13), Lesson 31
(#1, #3, #8), Lesson 43 (#4, #5, #17), Lesson 48 (#2,
#13, #14), Lesson 117 (#21, #25), Lesson 118 (#3,
#11, #26)
Description
Regularity and repeated reasoning are supported
throughout Saxon Math program to ensure students
understand their importance and how they can be
used to solve problems. Repeated reasoning
scenarios allow students to make better sense of
number and operations.
In Course 1, the daily Power Up provides practice
and support with mental math, problem solving,
and number sense. Students build strong
generalization, problem solving strategies, and
reasoning skills with this daily reinforcement.
They are able to see patterns and connections
between number concepts through an algebraic
perspective, particularly with ratios, algebraic
expressions, and proportions. Concepts are
introduced through examples and explanation,
connecting back to previous mastered concepts.
This aids in students ability to look for repeated
reasoning and maintain an oversight of processes.
This guides students conceptual understanding
and facilitates deep connections between all math
strands. There are further Investigations and
Performance Tasks giving students additional
opportunities for seeing and communicating
reasonableness of solutions.
An example of expressing regularity in repeated
reasoning can be found in Lesson 46. Students
explore the idea that whenever they multiply by a
power of ten, it corresponds to a shift in the
decimal point. This repeated reasoning can be
simplified into a rule that aids in problem solving.

Standard
Saxon Math Course 1 Citations/Examples
Text of Objective
References in italics indicate foundational.
Understand ratio concepts and use ratio

reasoning to solve problems.
In Course 1, students learn how to solve to a wide variety of ratio and rate problems. In the
beginning of the book in Lesson 23 the students are introduced to the basics of a ratio or rate
problem so that by Lesson 80 they are able to solve real world mathematical problems and can
describe the relationship between the two quantities. As the year progresses students are able to
find the missing values in tables, (Lesson 88) they can plot pairs of values on a coordinate plane,
(Lesson 96) are able to work with Unit Multipliers (Lesson 114) and can solve problems to find the
percent of a quantity as a rate (Lesson 119). Students are able to practice solving rate or ratio
problems in the mental math portion of the power-up, the problem solving problems, the frequent
practice sets, and are given cumulative assessments throughout the year to ensure mastery.
Understand the concept of a ratio and use ratio

language to describe a ratio relationship
between two quantities.
INSTRUCTION:
New Concept: Lesson 23, pp. 122-123, Examples 1-2
MAINTENANCE:
6.RP.1
6.RP.2
6.RP Ratios and Proportional Relationships
Domain
Problem Solving: Lessons 36, 57, 87, 91, 118

Written Practice: Lesson 23 (#26, #30); Lesson 24 (#9); Lesson 25 (#17); Lesson 28 (#28);
Lesson 30 (#6); Lesson 31 (#22); Lesson 32 (#23); Lesson 35 (#30); Lesson 39 (#30); Lesson 44
(#23); Lesson 54 (#19, #23); Lesson 57 (#18); Lesson 61 (#19); Lesson 82 (#21); Lesson 84 (#1,
#30)); Lesson 90 (#26); Lesson 98 (#29); Lesson 103 (#5); Lesson 104 (#3); Lesson 109 (#3); 118
(#6)
Understand the concept of a unit rate a/b
associated with a ratio a:b with b 0, and use
rate language in the context of a ratio
1
relationship.
MAINTENANCE:
Expectations for unit rates in this grade are

limited to non-complex fractions.
INSTRUCTION:
Problem Solving: Lessons 78, 91

Written Practice: Lesson 23 (#4); Lesson 24 (#18); Lesson 26 (#23); Lesson 28 (#13); Lesson 30
(#3); Lesson 32 (#3, #30); Lesson 98 (#29); Lesson 107 (#3)

Standard
6.RP.3a
Text of Objective
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams,
double number line diagrams, or equations.
Make tables of equivalent ratios relating
quantities with whole-number measurements,
find missing values in the tables, and plot the
pairs of values on the coordinate plane. Use
tables to compare ratios.
INSTRUCTION:
New Concept: Lesson 80, p. 423, Example 4; Lesson 88, pp. 456-458, Examples 1-2; Lesson 96,
pp. 497-501, Examples 1-3; Lesson 101, pp. 528-530, Example 1
Standards Success Activity: Activity 8
MAINTENANCE:
Written Practice: Lesson 88 (#5); Lesson 89 (#4); Lesson 91 (#3); Lesson 93 (#1); Lesson 101
(#1); Lesson 103 (#6); Lesson 117 (#28)
6.RP.3b
Solve unit rate problems including those

involving unit pricing and constant speed.
INSTRUCTION:
MAINTENANCE:
Problem Solving: Lessons 57, 78, 91, 118
Written Practice: Lessons 23 (#4); Lesson 24 (#18); Lesson 26 (#23); Lesson 28 (#13); Lesson 30
#3); Lesson 32 (#3, #30)
6.RP.3c
6.RP.3
Domain
Find a percent of a quantity as a rate per 100

INSTRUCTION:
(e.g., 30% of a quantity means 30/100 times the
New Concept: Lesson 41, pp. 216-219, Examples 1-5; Lesson 119, pp. 621-623, Examples 1-2
quantity); solve problems involving finding the
whole, given a part and the percent.
MAINTENANCE:
Written Practice: Lesson 41 (#1, #2, #4, #18, #19, #30); Lesson 43 (#1); Lesson 44 (#10); Lesson
71 (#14); Lesson 77 (#22, #23); Lesson 119 #10)
10

Standard
Text of Objective
Use ratio reasoning to convert measurement
units; manipulate and transform units
appropriately when multiplying or dividing
quantities.

INSTRUCTION:
MAINTENANCE:
Power Up: Lessons 2, 8, 12, 16, 23, 41, 55, 63, 79, 97, 105
6.RP.3d
Domain
Written Practice: Lesson 114 (#6, #26); Lesson 116 (#15); Lesson 118 (#17); Lesson 120 (#17)
11

Standard
6.NS.1
6.NS The Number System
Domain
Text of Objective

Apply and extend previous understandings
of multiplication and division to divide
fractions by fractions.
The groundwork that Saxon Math laid in earlier grade levels in multiplication, division, and
working with fractions creates a straightforward transition for the students to be able to divide
fractions by fractions. In Course 1, students are shown, using visual fraction models, how to divide
using fractions and are able to interpret and compute quotients of fractions (Lesson 54).
Throughout the school year, the students are able to practice word problems about dividing
fractions by fractions in the written practice problems and the teacher can ensure mastery by the
results of the cumulative assessments.
Interpret and compute quotients of fractions,

and solve word problems involving division
of fractions by fractions, e.g., by using visual
fraction models and equations to represent
the problem.
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 54 (#22), Lesson 55 (#24), Lesson 56 (#28), Lesson 57 (#57), Lesson 58
(#19), Lesson 59 (#10), Lesson 60 (#8), Lesson 62 (#1), Lesson 69 (#2), Lesson 72 (#27)
Compute fluently with multi-digit

numbers and find common factors and
multiples.
Learning how to find the Greatest Common Factor and Least Common Multiple is a tool that
students will need for Algebra. Lesson 20 teaches the students how to find the greatest common
factor of any two numbers and how to use the distributive property to express the sum of two
whole numbers with a common factor with a sum of two whole numbers without a common factor.
In Lesson 30, students are taught how to find the least common multiple of any two numbers.
Saxon Math uses the standard algorithms to teach students addition, subtraction, multiplication, and
division. In Course 1, students are immersed in working with multi-digit decimal problems for
each operation and are giving ample practice problems in both power-up and written practice to
ensure mastery. This standard is repeatedly practiced in the practice set and assessed in the
cumulative assessment throughout the year to ensure a deep level of mathematical understanding.
12

Standard
Domain
Text of Objective

Fluently divide multi-digit numbers using the
standard algorithm.
INSTRUCTION:
6.NS.2
MAINTENANCE:
Power Up: Lesson 31, p. 164; Lesson 32, p.169; Lesson 33, p. 174; Lesson 35, p. 182; Lesson 36,
p. 187; Lesson 37, p. 191; Lesson 39, p. 200; Lesson 40, p. 205; Lesson 41, p. 216; Lesson 42, p.
221; Lesson 46, p. 239; Lesson 49, p. 254; Lesson 50, p. 259; Lesson 53, p. 276; Lesson 55, p. 285
Written Practice: Lesson 2 (#1, #8, #30), Lesson 3 (#1, #4, #5, #7), Lesson 4 (#1, #2, #6, #17),
Lesson 9 (#1, #3, #13), Lesson 12 (#21, #22, #24), Lesson 16 (#12, #13, #17), Lesson 18 (#8, #9,
#10), Lesson 20 (#10, #13, #14), Lesson 22 (11, #12), Lesson 30 (#20), Lesson 31 (#15, #16, #17),
Lesson 33 (#12, #13), Lesson 37 (#13, #14)
Fluently add, subtract, multiply, and divide
multi-digit decimals using the standard
algorithm for each operation.
INSTRUCTION:
New Concept: Lesson 37, p. 192, Examples 1-2; Lesson 38, pp. 195-198, Examples 1-2; Lesson
39, pp. 200-202, Examples 1-3; Lesson 40, p. 205-208, Examples 1-3; Lesson 45, pp. 235-236,
Examples 1-3; Lesson 46, pp. 240-242, Examples 2-5; Lesson 49, pp. 254-256, Examples 1-2;
Lesson 53, pp. 276-277
6.NS.3
MAINTENANCE:
Power Up: Lesson 15, p. 78; Lesson 19, p. 99; Lesson 23, p. 122; Lesson 26, p. 136; Lesson 32, p.
169; Lesson 36, p. 187; Lesson 40, p. 205; Lesson 44, p. 231; Lesson 47, p. 244; Lesson 52, p. 272;
Lesson 61, p. 320; Lesson 71, p. 368; Lesson 72, p. 375; Lesson 75, p. 390; Lesson 82, p. 426;
Lesson 103, p. 538; Lesson 105, p. 548
Written Practice: Lesson 37 (#4, #5), Lesson 39 (#4, #5, #6, #7, #8, #9), Lesson 42 (#7), Lesson
45 (#4, #5, #6, #15, #17), Lesson 47 (#9, #10, #22, #23, #30), Lesson 49 (#1, #3, #6, #7, #8, #9,
#10, #11), Lesson 51 (#2, #7, #9, #10, #15, #46), Lesson 53 (#8, #9, #10), Lesson 55 (#7, #8, #9,
#10), Lesson 57 (#10, #15), Lesson 76 (#16, #17), Lesson 88 (#15, #16), Lesson 103 (#13), Lesson
115 (#15)
13

Standard
6.NS.4
Domain
Text of Objective

Find the greatest common factor of two whole
numbers less than or equal to 100 and the
least common multiple of two whole numbers
less than or equal to 12. Use the distributive
property to express a sum of two whole
numbers 1100 with a common factor as a
multiple of a sum of two whole numbers with
no common factor.
INSTRUCTION:

of numbers to the system of rational
numbers.
Students in Course 1 extend their previous knowledge of the number line to include all rational
numbers in particular negative integers. Additionally, Lesson 14 allows the students to rationalize
and evaluate absolute values. In Investigation 7, students are able to locate points in all four
quadrants of the coordinate plane and are able to analyze the placing of the coordinates. In
Investigation 14, students are able to work with real-world mathematical problems to be able
understand the value of learning how to solve problems using coordinate planes. Throughout the
year, the series incorporates numerous times for the students to practice these standards in the
power up and in the written practice. Furthermore, cumulative assessments are given to observe
mastery.
MAINTENANCE:
(#10, #15), Lesson 28 (#19), Lesson 30 (#5), Lesson 32 (#24), Lesson 36 (#20), Lesson 38 (#1,
#14), Lesson 39 (#15), Lesson 42 (#12), Lesson 43 (#24)
14

Standard
6.NS.6
6.NS.6a
6.NS.5
Domain
Text of Objective

Understand that positive and negative
numbers are used together to describe
quantities having opposite directions or values
(e.g., temperature above/below zero, elevation
above/below sea level, credits/debits,
positive/negative electric charge); use positive
and negative numbers to represent quantities
in real-world contexts, explaining the
meaning of 0 in each situation.
INSTRUCTION:
New Concept: Lesson 14, pp. 73-75, Example 2; Lesson 100, pp. 517-21, Examples 3-5; Lesson
104, pp. 543-545
MAINTENANCE:
Written Practice: Lesson 14 (#29), Lesson 15 (#7, #9, #30), Lesson 19 (#3), Lesson 22 (#22),
Lesson 29 (#15, #23), Lesson 43 (#16), Lesson 48 (#21), Lesson 57 (#25), Lesson 62 (#22), Lesson
63 (#2), Lesson 71 (#2), Lesson 72 (#3), Lesson 85 (#2), Lesson 87 (#24), Lesson 94 (#25), Lesson
101 (#7, #8, #58), Lesson 105 (#5, #25)
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to
represent points on the line and in the plane with negative number coordinates.
Recognize opposite signs of numbers as
indicating locations on opposite sides of 0 on
the number line; recognize that the opposite
of the opposite of a number is the number
itself, e.g., (3) = 3, and that 0 is its own
opposite.
INSTRUCTION:
104, pp. 543-545
MAINTENANCE:
Written Practice: Lesson 14 (#29), Lesson 15 (#7, #9, #30), Lesson 100 (#4, #5, #6), Lesson 101
(#7, #8, #58), Lesson 105 (#5, #25), Lesson 114 (#20)
15

Standard
Text of Objective

Understand signs of numbers in ordered pairs
as indicating locations in quadrants of the
coordinate plane; recognize that when two
ordered pairs differ only by signs, the locations
of the points are related by reflections across
one or both axes.
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 71 (#15, #16), Lesson 73 (#26, #27), Lesson 77 (#27), Lesson 84 (#29),
Lesson 88 (#25), Lesson 91 (#28, #29), Lesson 110 (#27), Lesson 114 (#27)
6.NS.6c
Find and position integers and other rational

numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and
other rational numbers on a coordinate plane.
6.NS.7
6.NS.6b
Domain
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 14 (#4, #5, #6, #12, #29), Lesson 15 (#6), Lesson 34 (#23), Lesson 35
(#25), Lesson 43 (#16), Lesson 46 (#23), Lesson 62 (#22), Lesson 71 (#15, #16), Lesson 73 (#26,
#27), Lesson 77 (#27), Lesson 78 (#27), Lesson 87 (#24, #30), Lesson 90 (#30), Lesson 98 (#21),
Lesson 100 (#4), Lesson 102 (#29), Lesson 118 (#28)
Understand ordering and absolute value of rational numbers.
16

Standard
Domain
6.NS.7a
Interpret statements of inequality as statements

about the relative position of two numbers on
a number line diagram.
INSTRUCTION:
New Concept: Lesson 9, pp. 46-48, Examples 1-3; Lesson 14, pp. 73-75, Examples 1-3, 4-5
MAINTENANCE:
Written Practice: Lesson 9 (#8, #9, #10, #26, #28), Lesson 10 (#7), Lesson 12 (#8), Lesson 14
(#4, #5, #8, #12, #25), Lesson 19 (#3, #20), Lesson 21 (#10), Lesson 23 (#20)
6.NS.7b
Write, interpret, and explain statements of

order for rational numbers in real-world
contexts.
INSTRUCTION:
New Concept: Lesson 9, pp. 46-48; Lesson 14, pp. 73-75
MAINTENANCE:
Written Practice: Lesson 9 (#26, #30), Lesson 15 (#6, #9), Lesson 20 (#5), Lesson 22 (#7)
6.NS.7d
6.NS.7c
Text of Objective
Understand the absolute value of a rational

number as its distance from 0 on the number
line; interpret absolute value as magnitude for
a positive or negative quantity in a real-world
situation.
INSTRUCTION:
Distinguish comparisons of absolute value

from statements about order.
INSTRUCTION:
17

Standard
Text of Objective
Solve real-world and mathematical problems
by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates
and absolute value to find distances between
points with the same first coordinate or the
same second coordinate.

INSTRUCTION:
6.NS.8
Domain
18

Standard

of arithmetic to algebraic expressions.
Students in Course 1 are able to write and evaluate numerical expressions involving exponents. In
Lesson explains how to work with exponents greater than 2 and in Lesson 92 the students are able
to use exponents in expanded notation and are able to fully understand the order of operations by
having problems with exponents in them. Throughout Saxon Math, students are able to practice
working with exponents in mental math and in written practice. The teacher can ensure mastery of
the concept in the cumulative assessments offered throughout the series.
Write and evaluate numerical expressions

involving whole-number exponents.
INSTRUCTION:
6.EE.1
6.EE.2
Text of Objective
MAINTENANCE:
Written Practice: Lesson 73 (#8, #13, #24, #28), Lesson 74 (#8), Lesson 75 (#26), Lesson 79 (#8,
#23), Lesson 82 (#24), Lesson 84 (#19), Lesson 92 (#6), Lesson 93 (#8, #9, #10, #20), Lesson 94
(#8, #28), Lesson 104 (#17, #20), Lesson 113 (#16)
Write, read, and evaluate expressions in which letters stand for numbers.
Write expressions that record operations with

numbers and with letters standing for
numbers.
6.EE.2a
6.EE Expressions and Equations
Domain
INSTRUCTION:
New Concept: Lesson 3, pp. 18-21, Examples 1-4; Lesson 4, pp. 24-26, Examples 1-4; Lesson 11,
pp. 58-61, Examples 1-2; Lesson 15, pp. 78-79
MAINTENANCE:
Written Practice: Lesson 3 (#17, #18, #19, #20, #21), Lesson 4 (#7, #8, #9, #10, #11), Lesson 5
(#5, #22, #23, #24, #25), Lesson 8 (#18, #21, #22, #23, #24), Lesson 9 (#20, #21, #22, #23, #29),
Lesson 11 (#7, #8, #9, #10, #14), Lesson 12 (#6, #11, #12, #22, #23), Lesson 13 (#20, #27, #28,
#29, #30), Lesson 14 (#17, #19), Lesson 15 (#4, #17, #18, #19, #20), Lesson 19 (#16, #17, #),
Lesson 21 (#18, #19), Lesson 27 (#3, #7), Lesson 28 (#3, #3)
19

Standard
Domain
Identify parts of an expression using

mathematical terms (sum, term, product,
factor, quotient, coefficient); view one or
more parts of an expression as a single entity.

INSTRUCTION:
New Concept: Lesson 2, pp. 12-16, Example 2; Lesson 3, pp. 18-20, Example 2; Lesson 12, pp.
12-13, Example 5; Lesson 19, pp. 99-102, Examples 1-2; Lesson 87, pp. 452-453, Examples 1-3
6.EE.2b
Standards Success Activity: Activity 10A
MAINTENANCE:
Written Practice: Lesson 2 (#1, #3, #5, #24), Lesson 3 (#1, #27, #30), Lesson 11 (#2, #21),
Lesson 14 (#1), Lesson 17 (#1), Lesson 19 (#9, #10, #18), Lesson 37 (#28), Lesson 42 (#28)
6.EE.2c
Text of Objective
Evaluate expressions at specific values of

their variables. Include expressions that arise
from formulas used in real-world problems.
Perform arithmetic operations, including those
involving whole-number exponents, in the
conventional order when there are no
parentheses to specify a particular order
(Order of Operations).
INSTRUCTION:
New Concept: Lesson 13, pp. 68-70, Examples 1-3; Lesson 47, pp. 246-247; Lesson 82, pp. 426429, Examples 1-3; Lesson 91, pp. 474-476
Standards Success Activity: Activity 9, Activity 10B
MAINTENANCE:
Written Practice: Lesson 84 (#26); Lesson 86 (#29), Lesson 87 (#19); Lesson 88 (#6); Lesson 99
(#5)
20

Standard
Domain
Text of Objective
Apply the properties of operations to generate
equivalent expressions.

INSTRUCTION:
New Concept: Lesson 1, pp. 7-10, Example 5; Lesson 2, pp. 12-16, Example 4; Lesson 5, pp. 2930
MAINTENANCE:
Problem Solving: Lesson 114, p. 597; Lesson 116, p. 606
Written Practice: Lesson 2 (#21, #22, #23, #26), Lesson 3 (#25, #26, #28), Lesson 6 (#27, #28,
#29), Lesson 7 (#23, #26), Lesson 8 (#14, #15), Lesson 11 (#26, #29), Lesson 13 (#23, #26),
Lesson 19 (#18)
6.EE.4
6.EE.3
Standards Success Activity : Activity 10A
Identify when two expressions are equivalent

(i.e., when the two expressions name the same
number regardless of which value is
substituted into them).
INSTRUCTION:
Reason about and solve one-variable

equations and inequalities.
Throughout Course 1, students are able to work with solving equations using the order of
operations. Students are able to name all parts of an equation using mathematical terms, (sum,
difference, product, and quotient) and are able to evaluate variables in mathematical expressions.
Starting in Lesson 3, students are able to solve simple one step equations with one variable in the
question. In Lesson 9 students are able to write, solve and graph inequalities and in Lesson 15 the
student can solve real world mathematical problems that have one variable in the problem. With
Saxons cumulative review each day the students are able to practice past concepts learned
throughout the year and teachers can easily monitor student progress with Power Up, cumulative
review and cumulative tests included in the program, again ensuring that students develop a high
level of mathematical understanding.
21
Standard
Text of Objective
Understand solving an equation or inequality
as a process of answering a question: which
values from a specified set, if any, make the
equation or inequality true? Use substitution
to determine whether a given number in a
specified set makes an equation or inequality
true.

INSTRUCTION:
New Concept: Lesson 3, pp. 18-21, Examples 1-4; Lesson 4, pp. 24-26, Examples 1-4; Lesson
106, p. , Examples
MAINTENANCE:
6.EE.5
Domain

Power Up: Lesson 87, p. 452; Lesson 92, p. 479; Lesson 93, p. 484; Lesson 94, p. 488; Lesson 95,
p. 493
Problem Solving : Lesson 114, p. 597; Lesson 116, p. 606; Lesson 118, p. 617; Lesson 119, p. 621
Written Practice Lesson 3 (#17, #18, #19, #20, #21), Lesson 4 (#7, #8, #9, #10, #11), Lesson 5
(#5, #17, #22, #23, #24), Lesson 6 (#18, #19, #20, #21, #22), Lesson 7 (#14, #20, #21, #22, #27),
Lesson 9 (#20, #21, #22, #24, #29), Lesson 11 (#7, #8, #9, #10, #14), Lesson 12 (#6, #11, #12,
#22, #23), Lesson 13 (#20, #27, #28, #29, #30), Lesson 14 (#17, #19), Lesson 16 (#57, #28, #29),
Lesson 17 (#12, #13, #14, #15), Lesson 18 (#15, #16, #17), Lesson 20 (#16, #17, #18, #19, #20),
Lesson 21 (#18, #19), Lesson 24 (#24, #25, #26, #27), Lesson 29 (#16, #17, #18), Lesson 33 (#20),
Lesson 41 (#21, #22, #24), Lesson 97 (#22)
22

Standard
Domain
6.EE.6
Use variables to represent numbers and write

expressions when solving a real-world or
mathematical problem; understand that a
variable can represent an unknown number,
or, depending on the purpose at hand, any
number in a specified set.

INSTRUCTION:
New Concept: Lesson 3, pp. 18-21, Examples 1-4; Lesson 4, pp. 24-26, Examples 1-4; Lesson 11,
pp. 58-61, Examples 1-2; Lesson 15, pp. 78-79; Lesson 88, p. 456-458, Examples 1-2
MAINTENANCE:
p. 493
Problem Solving: Lesson 114, p. 597; Lesson 116, p. 606; Lesson 118, p. 617; Lesson 119, p. 621
Written Practice: Lesson 3 (#17, #18, #19, #20, #21), Lesson 5 (#5, #4, #22, #23, #24), Lesson 9
(#20, #21, #22, #23, #29), Lesson 12 (#6, #11, #12, #22, #26), Lesson 16 (#21, #27, #28, #29),
Lesson 18 (#15, #16, #17), Lesson 22 (#8, #9), Lesson 29 (#16, #17, #18), Lesson 37 (#3, #7),
Lesson 41 (#5, #6, #21, #22, #24), Lesson 74 (#20), Lesson 87 (#1)

by writing and solving equations of the form x
+ p = q and px = q for cases in which p, q and
x are all nonnegative rational numbers.
6.EE.7
Text of Objective
INSTRUCTION:
New Concept: Lesson 3, pp. 18-21, Example 2; Lesson 4, pp. 24-26, Examples1-2; Lesson 15, pp.
78-79; Lesson 87, pp. 452-453, Examples 1-3; Lesson 106, pp. 553-554, Examples 1-2
MAINTENANCE:
Problem Solving: Lesson 114, p. 597; Lesson 116, p. 606; Lesson 118, p. 617; Lesson 119, p. 621
Written Practice: Lesson 87 (#4, #5, #7), Lesson 88 (#3, #7, #8), Lesson 89 (#87, #21), Lesson 90
(#8), Lesson 91 (#20), Lesson 96 (#22, #23), Lesson 98 (#11)
23

Standard
6.EE.9
6.EE.8
Domain
Text of Objective
Write an inequality of the form x > c or x < c
to represent a constraint or condition in a realworld or mathematical problem. Recognize
that inequalities of the form x > c or x < c
have infinitely many solutions; represent
solutions of such inequalities on number line
diagrams.

INSTRUCTION:
ASSESSMENT:
Standards Success Extension Test: Extension Test 1
Represent and analyze quantitative

relationships between dependent and
independent variables.
Students in Course 1 are able write and examine an equation with two variables to represent a
relationship between the dependent and independent variables (Lesson 96). They are able to create
tables such as function boxes and are able to describe the relationship between the quantities.
Throughout the cumulative practice, review, and tests the students are able to master this concept
to be ready to move on to seventh grade.
Use variables to represent two quantities in a

real-world problem that change in relationship
to one another; write an equation to express
one quantity, thought of as the dependent
variable, in terms of the other quantity,
thought of as the independent variable.
Analyze the relationship between the
dependent and independent variables using
graphs and tables, and relate these to the
equation.
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 96 (#12), Lesson 97 (#3), Lesson 99 (#30), Lesson 102 (#25), Lesson
105 (#28), Lesson 109 (#16), Lesson 114 (#30), Lesson 118 (#23), Lesson 119 (#22)
Performance Activity 20
24

Standard
6.G.1
6.G Geometry
Domain
Text of Objective
Solve real-world and mathematical

problems involving area, surface area, and
volume.
In Course 1 students are able to apply the techniques taught on area, surface area, and volume to
solve real world mathematical problems. In Investigation 6, students learn how to break apart
polygons and three dimensional shapes to be able to find the area and surface area. In Investigation
7, students are able to plot polygons on coordinate planes and work towards construction of scale
drawings for seventh grade. Throughout the school year the students are able to discuss, develop
and justify formulas used to find the area and volume of shapes by completing the written
practices, extension activities, and investigations. The teacher can ensure mastery by having the
students complete the cumulative and benchmark assessments
Find the area of right triangles, other triangles,

special quadrilaterals, and polygons by
composing into rectangles or decomposing
into triangles and other shapes; apply these
techniques in the context of solving real-world
and mathematical problems.
INSTRUCTION:
107, pp. 557-558
MAINTENANCE:
Power Up: Lesson 32, p. 169; Lesson 33, p. 174; Lesson 45 p. 235
Written Practice Lesson 79 (#7), Lesson 80 (#4, #5), Lesson 81 (#7), Lesson 83 (#23), Lesson 84
(#5, #6, #9), Lesson 89 (#9, #10), Lesson 90 (#9), Lesson 94 (#23), Lesson 100 (#22), Lesson 106
(#27), Lesson 113 (#17, #24), Lesson 115 (#18, #27), Lesson 116 (#1, #18), Lesson 118 (#18),
Lesson 119 (#17)
25

Standard
6.G.3
6.G.4
6.G Geometry
6.G.2
Domain
Text of Objective
Find the volume of a right rectangular prism
with fractional edge lengths by packing it with
unit cubes of the appropriate unit fraction
edge lengths, and show that the volume is the
same as would be found by multiplying the
edge lengths of the prism. Apply the formulas
V = l w h and V = b h to find volumes of right
rectangular prisms with fractional edge
lengths in the context of solving real-world
and mathematical problems.
Draw polygons in the coordinate plane given
coordinates for the vertices; use coordinates to
find the length of a side joining points with
the same first coordinate or the same second
coordinate. Apply these techniques in the
context of solving real-world and
mathematical problems.
Represent three-dimensional figures using

nets made up of rectangles and triangles, and
use the nets to find the surface area of these
figures. Apply these techniques in the context
of solving real-world and mathematical
problems.

INSTRUCTION:
MAINTENANCE:
(#18), Lesson 88 (#6), Lesson 91 (#23), Lesson 93 (#4), Lesson 98 (#14)
INSTRUCTION:
MAINTENANCE:
INSTRUCTION:
Investigation(s): Investigation 6, pp. 314-319; Investigation 12, pp. 630-636
MAINTENANCE:
Written Practice: Lesson 64 (#21, #22), Lesson 74 (#15, #27, #28)
26
Develop understanding of statistical

variability.
In Investigation 1 of Course 1, students study the process of data collection. Through this
investigation students are able to answer a statistical question and are able to describe the
distribution by its center, spread and overall shape. In Investigation 5, students are able to
recognize the difference between the measure of center and measure of variability. Statistical
variation questions are continuously practiced and reviewed throughout the year and appear both on
the practice sets and cumulative tests to ensure deep and long-lasting understanding.
Recognize a statistical question as one that

anticipates variability in the data related to the
question and accounts for it in the answers.
INSTRUCTION:
6.SP.1
Standard
Text of Objective
MAINTENANCE:
Written Practice: Lesson 89 (#23, #24, #25)
6.SP.2
6.SP Statistics and Probability
Domain

Understand that a set of data collected to

answer a statistical question has a distribution
which can be described by its center, spread,
and overall shape.
INSTRUCTION:
Investigation(s): Investigation 1, pp. 54-57; Investigation 4, pp. 211-215; Investigation 5, pp. 264267
Standards Success Activity: Activity 5B
MAINTENANCE:
Written Practice: Lesson 16 (#30), Lesson 24 (#30), Lesson 56 (#17, #23, #24)
27

Standard
Domain
Recognize that a measure of center for a

numerical data set summarizes all of its values
with a single number, while a measure of
variation describes how its values vary with a
single number.

INSTRUCTION:
6.SP.3
MAINTENANCE:
p. 375; Lesson 73, p. 380; Lesson 74, p. 385; Lesson 75, p. 390; Lesson 77, p. 399; Lesson 78, p.
404; Lesson 116, p. 606; Lesson 117, p. 612; Lesson 118, p. 617; Lesson 119, p. 621; Lesson 120,
p. 626
(#1), Lesson 99 (#18), Lesson 106 (#28), Lesson 113 (#27, #28), Lesson 115 (#21), Lesson 118
(#7), Lesson 120 (#7)
6.SP.4
Text of Objective
Summarize and describe distributions.
Students in Course 1 are able to collect, organize, display and interpret numerical data sets
(Investigation 4). Furthermore, throughout the cumulative practice in the investigations, extension
activities, and written practices the students are able to identify clusters, peeks, gaps and symmetry
in the data sets while considering the context in which the data was collected. Teachers can easily
monitor student progress by using the cumulative and extension tests included in the program to
ensure that students develop a high level of mathematical understanding.
Display numerical data in plots on a number

line, including dot plots, histograms, and box
plots.
INSTRUCTION:
Investigation(s): Investigation 1, pp. 54-57; Investigation 4, pp. 211-215; Investigation 5, pp. 264267
28

Standard
6.SP.5
Domain
Summarize numerical data sets in relation to their context, such as by:
Reporting the number of observations.
INSTRUCTION:
6.SP.5a

MAINTENANCE:
Written Practice: Lesson 16 (#30), Lesson 24 (#30), Lesson 56 (#24)
Describing the nature of the attribute under
investigation, including how it was measured
and its units of measurement.
INSTRUCTION:
6.SP.5b
Text of Objective
MAINTENANCE:
Power Up: Lesson 61, p. 320; Lesson 82, p. 426; Lesson 83, p. 431; Lesson 84, p. 436; Lesson
115, p. 602
(#21), Lesson 92 (#1), Lesson 95 (#30), Lesson 97 (#30), Lesson 100 (#9), Lesson 103 (#8, #24),
Lesson 109 (#6. #12), Lesson 119 (#27)
29
Standard
Text of Objective
Giving quantitative measures of center
(median and/or mean) and variability
(interquartile range and/or mean absolute
deviation), as well as describing any overall
pattern and any striking deviations from the
overall pattern with reference to the context in
which the data were gathered.

INSTRUCTION:
Standards Success Activity: Activity 4A, Activity 5A, Activity 5B
MAINTENANCE:
p. 404; Lesson 116, p. 606; Lesson 117, p. 612; Lesson 118, p. 617; Lesson 119, p. 621; Lesson
120, p. 626
Written Practice: Lesson 51 (#30), Lesson 53 (#4), Lesson 59 (#23), Lesson 80 (#1, #24, #25),
Lesson 99 (#18), Lesson 106 (#28), Lesson 113 (#27, #28), Lesson 120 (#7)
Relating the choice of measures of center and

variability to the shape of the data distribution
and the context in which the data were
gathered.
6.SP.5d
6.SP.5c
Domain

INSTRUCTION:
Standards Success Activity: Activity 5A, Activity 5B
MAINTENANCE:
p. 404; Lesson 116, p. 606; Lesson 117, p. 612; Lesson 118, p. 617; Lesson 119, p. 621; Lesson
120, p. 626
Written Practice: Lesson 56 (#23), Lesson 62 (#30), Lesson 80 (#1, #24, #25), Lesson 89 (#23,
#24, #25), Lesson 94 (#27), Lesson 102 (#1), Lesson 107 (#26, #27), Lesson 114 (#28), Lesson 117
(#24), Lesson 119 (#30)
30
Saxon Math Course 2 2007

correlated to the
Common Core State Standards for Mathematics
Grade 7
Standard
Descriptor

Ratios and Proportional Relationships 7.RP

Analyze proportional relationships and use them to solve real-world and mathematical problems.
1
Compute unit rates associated with ratios of fractions, including ratios INSTRUCTION:
New Concept
of lengths, areas and other quantities measured in like or different
units.
Investigation
MAINTENANCE:
Problem Solving
Written Practice
2
2a
Recognize and represent proportional relationships between

quantities.
Decide whether two quantities are in a proportional relationship, e.g.,
by testing for equivalent ratios in a table or graphing on a coordinate
plane and observing whether the graph is a straight line through the
origin.
329-333, 375-376
773-777
400, 472, 710

333, 344, 345, 349, 356, 366,
372, 390, 404, 437, 444, 462,
482, 493, 520, 526, 531, 547,
595, 633, 639, 645, 683, 721,
742, 788, 796, 801
INSTRUCTION:
New Concept
677-682
Investigation
624-630
MAINTENANCE:
Written Practice
634, 763

correlated to the
Grade 7
Standard
2b
Descriptor
Identify the constant of proportionality (unit rate) in tables, graphs,
equations, diagrams, and verbal descriptions of proportional
relationships.

INSTRUCTION:
New Concept
329-333
Investigation
624-630
MAINTENANCE:
Problem Solving
400, 472, 710
Written Practice
2c
Represent proportional relationships by equations.
INSTRUCTION:
New Concept
MAINTENANCE:
Problem Solving
Written Practice
2d
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.
333, 344, 345, 349, 356, 366,

372, 390, 404, 437, 444, 462,
482, 493, 520, 526, 531, 547,
595, 633, 639, 645
194-197, 280-282, 329-333,

386-389, 507-509
710
284, 292, 301, 307, 315, 322,
328, 333, 344, 366, 372, 390,
404, 437, 444, 462, 482, 493,
520
INSTRUCTION:
New Concept
677-682
Investigation
624-630
MAINTENANCE:
Written Practice
729

correlated to the
Grade 7
Standard
3
Descriptor
Use proportional relationships to solve multistep ratio and percent
problems.

INSTRUCTION:
New Concept
420-423, 636-639, 765-770
MAINTENANCE:
Problem Solving
Written Practice
704
424, 520, 532, 543, 548, 557,
567, 584, 590, 633, 639, 646,
650, 657, 674, 675, 683, 690,
727
The Number System 7.NS

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
1
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.
1a
Describe situations in which opposite quantities combine to make 0.
INSTRUCTION:
New Concept
413-416, 480-482
1b
1c
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 (are
additive inverses). Interpret sums of rational numbers by describing
real-world contexts.
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.
INSTRUCTION:
New Concept
MAINTENANCE:
Written Practice
INSTRUCTION:
New Concept
MAINTENANCE:
Written Practice
413-416, 480-482
417, 418, 424, 425, 439, 445,

446, 450, 483, 506, 517, 522
413-416, 453-456, 480-482
457, 463, 469, 483, 506, 517,

522

correlated to the
Grade 7
Standard
1d
Descriptor
Apply properties of operations as strategies to add and subtract rational
numbers.

INSTRUCTION:
New Concept
413-416, 453-456, 480-482
MAINTENANCE:
Written Practice
2
2a
Apply and extend previous understandings of operations with

fractions to add, subtract, 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, leading to products
such as (1)(1) = 1 and the rules for multiplying signed numbers.
Interpret products of rational numbers by describing real-world
contexts.
INSTRUCTION:
New Concept
MAINTENANCE:
Power Up
Written Practice
2b
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. If p and q are integers, then (p/q) = (p)/q = p/(q).
Interpret quotients of rational numbers by describing real-world
contexts.
INSTRUCTION:
New Concept
MAINTENANCE:
Written Practice
417, 424, 457, 478, 483, 506,

517, 522, 533, 544
513-515
562, 586, 604, 642, 668, 704,

739, 745, 759
515, 516, 522, 527, 532, 538,
543, 548, 556, 568, 574, 579,
585
6-10, 513-515, 592-595, 825828
19, 25, 33, 39, 44, 59, 65, 80,

92, 99, 112, 126, 198, 515, 522,
527, 532, 538, 548, 556, 574,
585

correlated to the
Grade 7
Standard
2c
Descriptor
Apply properties of operations as strategies to multiply and divide
rational numbers.

INSTRUCTION:
New Concept
60-64, 157-159, 169-172, 175179, 182-185, 247-251, 323326, 513-515, 592-595
MAINTENANCE:
Power Up
2d
Convert a rational number to a decimal using long division; know that

the decimal form of a rational number terminates in 0s or eventually
repeats.
Problem Solving
149, 175, 200, 247, 255, 296,

329, 386, 440, 523, 545, 636
Written Practice
90, 105, 118, 131, 154, 185,

198, 233, 240, 272, 279, 328,
334, 351, 392, 405, 439, 446,
450, 468, 489, 495, 515, 522,
527, 579, 585, 762
INSTRUCTION:
New Concept
MAINTENANCE:
Written Practice
13, 34, 75, 100, 120, 169, 194,

296, 329, 363, 386, 406, 459,
529, 686
310-316, 592-595
314, 321, 327, 333, 367, 520,

528, 532, 557, 646, 698

correlated to the
Grade 7
Standard
Descriptor

Solve real-world and mathematical problems involving the four

operations with rational numbers.1
INSTRUCTION:
New Concept
MAINTENANCE:
Power Up
75, 157, 163, 188, 228, 255,

296, 323, 363, 386, 440, 507,
592, 653
Written Practice
90, 91, 105, 111, 118, 124, 131,

140, 154, 172, 185, 450, 456,
468
MAINTENANCE:
Written Practice
Computations with rational numbers extend the rules for manipulating fractions to complex fractions.
13, 40, 60, 107, 128, 188, 296,

329, 347, 386, 480, 518, 545,
598, 717, 778, 832
Problem Solving
Expressions and Equations 7.EE

Use properties of operations to generate equivalent expressions.
1
Apply properties of operations as strategies to add, subtract, factor, and INSTRUCTION:
New Concept
expand linear expressions with rational coefficients.
88-90, 157-159, 175-179, 182185, 194-197, 317-320, 323326
580-583, 660-664, 804-806
583, 591, 597, 603, 608, 617,

621, 647, 667, 676, 692, 697,
707, 709, 764, 816, 823, 824,
831, 835, 836, 841

correlated to the
Grade 7
Standard
2
Descriptor
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. For example, a + 0.05a = 1.05a means that increase
by 5% is the same as multiply by 1.05.

INSTRUCTION:
New Concept
704-706
MAINTENANCE:
Problem Solving
Written Practice
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
3
Solve multi-step real-life and mathematical problems posed with
INSTRUCTION:
New Concept
positive and negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply properties of
operations to calculate with numbers in any form; convert between
MAINTENANCE:
Problem Solving
forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies.
Written Practice
4
4a
Use variables to represent quantities in a real-world or

mathematical problem, and construct simple equations and
inequalities to solve problems by reasoning about the quantities.
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.
INSTRUCTION:
New Concept
MAINTENANCE:
Problem Solving
Written Practice
393, 562
708, 709, 714, 722, 736, 744,
751, 756, 762, 781, 814, 822,
829
75-79
336, 557, 598

79, 85, 86, 92, 98, 118, 131,
140, 160, 185, 191, 239, 244
20-23, 75-78, 82-85, 88-90, 9394, 636-639, 704-707
413
24, 32, 39, 43, 51, 59, 64-65,
79, 86, 90-91, 98, 111, 708,
709, 714, 722, 736, 744, 751,
756, 762, 781, 814, 722, 829,
841

correlated to the
Grade 7
Standard
4b
Descriptor
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.

INSTRUCTION:
New Concept
540-544, 642-645
MAINTENANCE:
Written Practice
Geometry 7.G
Draw, construct, and describe geometrical figures and describe the relationships between them.
1
Solve problems involving scale drawings of geometric figures,
INSTRUCTION:
including computing actual lengths and areas from a scale drawing and New Concept
reproducing a scale drawing at a different scale.
MAINTENANCE:
Written Practice
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.
Describe the two-dimensional figures that result from slicing threedimensional figures, as in plane sections of right rectangular prisms
and right rectangular pyramids.
668-673, 677-682
676, 684, 692, 722, 729, 738,

756, 757, 771, 798, 808, 829
INSTRUCTION:
New Concept
264-270, 441-444, 817-820
Investigation
429
MAINTENANCE:
Written Practice
542, 547, 556, 566, 572, 577,

589, 622, 647, 658, 684, 716,
834
133, 271, 446, 452, 463, 470,

483, 487, 506, 834
INSTRUCTION:
New Concept
472-476
MAINTENANCE:
Problem Solving
618, 693

correlated to the
Grade 7
Standard

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
4
Know the formulas for the area and circumference of a circle and use
INSTRUCTION:
459-462, 569-571
them to solve problems; give an informal derivation of the relationship New Concept
between the circumference and area of a circle.
MAINTENANCE:
Power Up
459, 466, 480
Descriptor
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.
Problem Solving
610
Written Practice
462, 469, 478, 487, 493, 505,

510, 511, 516, 521, 527, 532,
539, 542, 549, 572, 578, 584,
601, 615, 622, 634, 651, 666,
696, 715, 728
INSTRUCTION:
New Concept
MAINTENANCE:
Written Practice
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.
INSTRUCTION:
New Concept
308, 322, 341, 351, 709, 714,

756, 814, 829
136-140, 264-270, 432-437,
490-493, 523-526, 653-656,
731-735, 791-795, 799-801
Investigation
218, 773-777
MAINTENANCE:
Problem Solving
347, 352, 485, 545, 570, 686
Written Practice
285-290, 704-707
162, 186, 181, 197, 270, 425,

445, 452, 590, 601, 622, 651,
658, 715, 803, 808, 821

correlated to the
Grade 7
Standard
Descriptor

Statistics and Probability 7.SP

Use random sampling to draw inferences about a population.
1
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
INSTRUCTION:
Investigation
MAINTENANCE:
Written Practice
293-295, 359-362
300, 314, 358, 384, 404, 438,

464, 483, 486, 506, 583, 595,
621, 656, 674, 707, 720, 801
This standard is further addressed in Course 3; opportunities to review

can be found on pages 606-609
2
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.
Draw informal comparative inferences about two populations.

3
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.
Use measures of center and measures of variability for numerical data

from random samples to draw informal comparative inferences about
two populations.
INSTRUCTION:
Investigation
359-362
This standard is further addressed in Course 3; opportunities to review

can be found on pages 606-609
INSTRUCTION:
Investigation
359-362
MAINTENANCE:
Written Practice
404, 801
INSTRUCTION:
Investigation
293-295
MAINTENANCE:
Written Practice
10
300, 314, 358, 384, 438, 483,

486, 506, 566, 583, 595, 656,
674, 707, 720, 788

correlated to the
Grade 7
Standard
Descriptor

Investigate chance processes and develop, use, and evaluate probability models.
5
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.
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.
INSTRUCTION:
New Concept
95-98, 257-258, 648-650
Investigation
550-561
MAINTENANCE:
Written Practice
INSTRUCTION:
New Concept
95-98, 257-258
Investigation
550-561
MAINTENANCE:
Written Practice
7a
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.
278, 284, 306, 321, 426, 577,

590, 697, 801
INSTRUCTION:
New Concept
255-260
Investigation
559-561
MAINTENANCE:
Written Practice
11
278, 284, 306, 321, 426, 577,

590, 697, 801
278, 284, 306, 321, 426, 577,

590, 697, 801

correlated to the
Grade 7
Standard
7b
Descriptor
Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.

INSTRUCTION:
Investigation
559-561
MAINTENANCE:
Written Practice
8
8a
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.
INSTRUCTION:
Investigation
MAINTENANCE:
Written Practice
8b
8c
Represent sample spaces for compound events using methods such as

organized lists, tables and tree diagrams. For an event described in
everyday language (e.g., rolling double sixes), identify the outcomes
in the sample space which compose the event.
Design and use a simulation to generate frequencies for compound

events.
INSTRUCTION:
Investigation
MAINTENANCE:
Written Practice
INSTRUCTION:
Investigation
MAINTENANCE:
Written Practice
12
577, 590, 697, 709, 742, 763,

801, 813, 822, 829
559-561
577, 590, 697, 709, 742, 763,

801, 813, 822, 829
559-561
577, 590, 697, 709, 742, 763,

801, 813, 822, 829
559-560
577, 590, 697, 709, 742, 763,

801, 813, 822, 829
Standard
Domain
Common Core State Standards for Mathematics, Grade 8 correlated to

1.
Text of Objective
Make sense of problems and

persevere in solving them.
INSTRUCTION:
New Concept: Lesson 3, pp. 19-22; Lesson 4, pp. 27-28;
Lesson 34, pp. 223-226; Lesson 87, pp. 580-582; Lesson 89,
pp. 593-596; Lesson 105, pp. 697-699
Investigation: Investigation 2, pp. 132-138;, Investigation 7,
pp. 476-478; Lesson 10, pp. 670-674; Lesson 12, pp. 782-784
MAINTENANCE:
Power Up: Lesson 2, pp. 11-12; Lesson 8, pp. 47-48; Lesson
13, p. 85; Lesson 23, pp. 153-154; Lesson 40, p. 264; Lesson
56, p. 382; Lesson 73, p. 491; Lesson 85,p. 568; Lesson 98, p.
651
Problem Solving: Lesson 1, p. 6; Lesson 12, p. 78; Lesson
23, p. 153; Lesson 35, p. 229; Lesson 45, p. 308; Lesson 53, p.
360; Lesson 64, p. 435; Lesson 76, p. 507; Lesson 83, p. 557;
Lesson 92, p. 617; Lesson 102, p. 681; Lesson 115, p. 754
Written Practice: Lesson 3, pp. 23-24(#1, #2, #3, #4, #5, #6,
#7); Lesson 4, pp. 28-30(#1, #2, #3, #4, #5, #25); Lesson 5,
pp. 33-35(# 1, #2, #3, #4, #6,#9, #17); Lesson 6, pp. 38-40
(#1,#2,#3,#11; Lesson 7, pp. 45-46 (#4,#5,#7); Lesson 18, pp.
117-119 (#26,#27); Lesson 26, pp. 174-175; Lesson 37,pp.
248-249 (#11); Lesson 38, pp. 254-256 (#5-#8); Lesson 39,
pp. 261-263 (#28); Lesson 40, pp. 268-270 (#4, #5, #27);
Lesson 87, pp. 582-583 (#2, #7); Lesson 90, p. 603 (#1);
Lesson 91, pp. 603-604 (#1, #16); Lesson 94, p. 631 (#3);
Lesson 105, pp. 699-700 (#4, #12); Lesson 106, pp. 704-705
(#2, #5, #9); Lesson 108, pp. 715-716 (#7, #12, #13, #14)
Standards Success Activity: Activity 16, pp. 31-32
Narrative
Developing enthusiastic and proficient problem
solvers is the focus of the Saxon Math series. To
reinforce this commitment from day one, Course 1
opens with a Problem-Solving Overview on
pages 1 - 5. Working from Polyas classic four-step
problem solving process, and beginning with ten
general strategies, students are reminded to
understand the information that has been provided
and the question being asked, to plan accordingly
before beginning, to solve the problem while
remaining open to re-direction, and to check their
solution for reasonableness and possible
extensions. Additional emphasis is placed at this
level of problem solving on solving most
efficiently, and the ability to effectively
communicate in writing a process and results.
The process and strategies outlined in the overview
are discussed daily in the Problem Solving portion
of the daily Power Up, and practiced daily in the
integrated Written Practice, where students are not
only expected to solve, but to also formulate
problems. All problems build in complexity
throughout the year, and to support good
questioning, teacher materials include a Problem
Solving Discussion Guide for each Power-Up, and
Math Conversation prompts for each Lesson and
Written Practice.
Saxons pedagogy of daily integrating and gently
evolving domains simultaneously naturally
promotes perseverance. Students are provided
both the time to master and the material to maintain
skill sets. This avoids the current phenomenon of
students learning enough to get by on the next test
but forgetting those skills shortly thereafter, forcing
them to be reviewed again the following year
CommonCoreStateStandardsforMathematicsCopyright2010,NationalGovernorsAssociationCenterforBestPracticesandCouncilofChiefStateSchoolOfficers.Allrights
reserved.
Standard
Domain

2.
Text of Objective
Reason abstractly and

quantitatively.
INSTRUCTION:
Lesson 59, pp. 401-403; Lesson 89, pp. 593-596
Investigation: Investigation 7, pp. 476-478; Investigation 9,
pp. 606-609
MAINTENANCE:
Power Up: Lesson 20, p. 126; Lesson 21, p. 139; Lesson 25,
p. 163; Lesson 29, p. 186; Lesson 33, p. 218; Lesson 44, p.
300; Lesson 61, p. 415; Lesson 66, p. 446; Lesson 75, p.
502; Lesson 90, p. 599
Problem Solving: Lesson 12, p.78; Lesson 15, pp. 97-97;
Lesson 99, p. 658; Lesson 109, p. 717; Lesson 118, p. 768
Written Practice: Lesson 17, pp. 111-113 (#27, #28);
(#6, #8, #11, #12, #20); Lesson 24, pp. 161-162 (# 4, #5, );
Lesson 26, pp. 174-175; Lesson 59, Lesson 89, p. 597 (#19);
Lesson 93, p. 628 (#17)
Narrative
The foundation of the Saxon Math series is
mathematically proficient students, as
measured by both computational fluency and
in modeling conceptual understanding with
numbers and variables in expressions,
equations, and inequalities. Daily Written
Practice does not focus simplistically on one
standard at a time, but rather involves multiple
domains just as real-world situations require.
Examples and Practice Problems in the student
text are marked with blue icons signifying to
students the need to coherently Generalize,
Represent, Formulate, and Model their
work. Students develop habits of fluency and
flexibility in both contextualizing (generating
models of their understanding) and
decontextualizing (simplifying a problem into
symbolic form).
Standards Success Activity: Activity 6, pp. 11-12; Activity

14, pp. 27-28; Activity 20, pp. 39-40
reserved.
Standard
Domain

3.
Text of Objective
Construct viable arguments and

critique the reasoning of others.
INSTRUCTION:
New Concept: Lesson 3, pp. 19-23; Lesson 17, pp. 108-111
MAINTENANCE:
Problem Solving: Lesson 1, pp. 6-7; Lesson 15, pp. 97-98;
Lesson 109, p. 717
Written Practice: Lesson 18, p. 119 (#26); Lesson 19, pp.
151 (#19); Lesson 21, p. 144 (#19); Lesson 22, p. 235 (#11);
Lesson 26, p. 189 (#15); Lesson 29, p. 221 (#26); Lesson 35,
p. 285 (#6)
Narrative
Mathematically proficient students are able to
communicate their personal thinking, to ask
useful questions, and to clarify or improve
upon the arguments of others. The opening
Power Up activities of each lesson provided
throughout the Saxon Math series are designed
to foster discussion within the classroom and
amongst classmates as to individual
perspectives and preferences, strategies, and
techniques of problem solving.
Examples, Practice Problems, and Thinking
Skill prompts in the margins of the student
students the need to Discuss, Explain,
Justify, and Verify their solutions.
Teacher Manuals provide daily Error Alert
and Error Analysis prompts to emphasize
opportunities for evaluative discussion of
student thinking.
reserved.
Standard
Domain

4.
Text of Objective
Model with mathematics
INSTRUCTION:
Lesson 22, pp. 147-150; Lesson 26, pp. 169-174; Lesson 31,
pp. 203-207; Lesson 33, pp. 218-220; Lesson 55, pp. 375-378;
Lesson 68, pp. 457-458 (Ex.1); Lesson 75, pp. 502-504;
Lesson 78, pp. 520-521 (Ex. 1, 2)
Investigation: Investigation 1, pp. 68-71; Investigation 4, pp.
271-276; Investigation 5, pp. 342-345; Investigation 8, pp.
538-544
MAINTENANCE:
Problem Solving: Lesson 6, p. 36; Lesson 9, pp. 4-44; Lesson
11, pp. 72-72; Lesson 22, pp. 146-147; Lesson 26, p. 169;
Lesson 84, p.563; Lesson 92, p. 617; Lesson 113, p. 742
Written Practice: Lesson 6, pp. 38-40 (#1-3, ); Lesson 10,
pp. 66-67 (#5-9, #22); Lesson 27, pp. 178-180 (# 7, #9);
Lesson 34, pp. 227-228 (#3, #26, #27); Lesson 36, pp. 242244 (#9, #11, #12, #15); Lesson 41, pp. 284-286 (#4, #30);
(#1, #3, #4); Lesson 64, p. 438 (#6); Lesson 66, p. 451 (#21);
Lesson 108, p. 714 (#3)
Narrative
Saxon Math is based on the belief that people
learn by doing, and the ultimate doing is
applying mathematical concepts to everyday
life situations. The Saxon Math series seeks to
produce mathematically proficient students
who can then use the quantitative skills they
have honed to create solutions, and apply
quantitative methods to practical challenges.
Examples and Practice Problems in the student
students the need to Represent, Formulate,
and Model their work. Activities in the
Student Edition and active learning prompts in
the margin of the Teachers Edition highlight
opportunities for students to apply their
mathematical understanding as they model
real-world situations.

19, pp. 37-38; Activity 23, pp. 45-46; Activity 28, pp. 55-56
reserved.
Standard
Domain

5.
Text of Objective
Use appropriate tools

strategically.
INSTRUCTION:
New Concept: Lesson 16, pp. 103-105; Lesson 18, pp. 114117; Lesson 28, pp. 181-183; Lesson 30, pp. 192-194; Lesson
38, pp. 251-254; Lesson 73, pp. 491-494, Lesson 87, pp. 580582
MAINTENANCE:
Written Practice: Lesson 39, pp. 261-263 (#28); Lesson 43,
pp. 297-299 (#5, #30); Lesson 76, pp. 512-513 (#10, #13,
#24)
Narrative
Saxon Math requests and requires the use of
grade level appropriate tools for instruction
and problem solving. This begins with
concrete models at the primary level, regularly
includes representational tools such as
diagrams, graphs and tables, and moves to
more sophisticated tools like geometry
software at the secondary level. Saxon offers
instruction and guidance for appropriate use of
tools throughout the program, and has
compiled a complete manipulative set for the
middle school. Icons in the margins of the
textbook indicate to students appropriate
places for use of calculators, and formal
instruction in the use of graphing calculators is
part of Course 3. Graphing calculator icons in
the textbook indicate additional
related/extension activities available on-line.
Alongside the standard use of tools, Alternate
Approach with Manipulatives notes in the
Teacher Manual and the Adaptation Teaching
Guide provide additional techniques for
working with at-risk students via standard
manipulatives, reference guides, and
adaptation prompts.
reserved.
Standard
Domain

6.
Text of Objective
Attend to precision.
INSTRUCTION:
New Concept: Lesson 8, pp. 48 51; Lesson 18, pp. 114
117; Lesson 42, pp. 287-290; Lesson 43, pp. 294-297; Lesson
76, pp. 507-511, Lesson 86, pp. 574-578; Lesson 87, pp. 580582; Lesson 91, pp. 610-613; Lesson 117, pp. 763-766
MAINTENANCE:
Power Up: Lesson 1, pp. 6-7; Lesson 4, pp. 26-27; Lesson 6,
p. 36; Lesson 8, p. 47; Lesson 10, p. 60; Lesson 18, p. 114;
Lesson 32, p. 210; Lesson 38, pp. 250-251; Lesson 42, p287;
Lesson 95, p. 634
Written Practice: Lesson 8, pp. 51-53 (#1-4); Lesson 10, pp.
66-67 (#5-9, #19, #22); Lesson 12, pp. 83-84 (#6-8, #21, #23);
Lesson 13, pp. 90-91 (#4, #6-14,); Lesson 22, pp. 150-152
(#8-11, #13); Lesson 26, pp. 174-175; Lesson 42, pp. 290293 (#3); Lesson 43, pp. 297-299 (#5, #30); Lesson 45, pp.
310-312 (#1, #3, #4); Lesson 47, pp. 324-325; Lesson 77, p.
518 (#22); Lesson 78, p. 523 (#19, #20); Lesson 86, pp. 578579 (#4, #25); Lesson 87, pp. 582-583 (#1, #2, #5, #7);
Lesson 91, pp. 614 (#4, #6, #9, #15); Lesson 94, pp. 631, 633
(#3, #22)
9, pp. 17-18; Activity 13, pp. 25-26
Narrative
To ensure students use appropriate terminology

correctly, communicate precisely, calculate
accurately and efficiently, and then maintain that
proficiency, 30 fully integrated and evolving
Written Practice problems have been designed to
daily guarantee students minds do not go on
autopilot, which is the brains natural tendency
when presented with too many of the same thing
in a single seating. Conscientious effort has been
made by author Stephen Hake to guarantee that
if, for example, a function is to be posed daily,
that it be presented from different perspectives so
as to very naturally require and instill the
practice of attention to detail. Students may
simply define a function on one day, evaluate or
compare functions the next day, and/or use a
function to model a relationship between
quantities the following day. Each practice and
assessment question is referenced to its lesson of
initial instruction to encourage students to
reference rather than guess when in doubt.
Automaticity of basic skill sets is promoted with
a 2-3 minute timed practice set that opens the
Power-Up portion of each lesson.
Parallel to the student textbook, the Student
Adaptation Workbook provides additional
starting points, hints/tips for progressing, and
reminders to label to encourage and reinforce
precision with special needs and at-risk students.
reserved.
Standard
Domain

7.
Text of Objective
Look for and make use of

structure.
INSTRUCTION:
Lesson 21, pp. 140-143; Lesson 73, pp. 491-494
MAINTENANCE:
Written Practice: Lesson 4, pp. 28-30 (#1-5, #25, #27);
Lesson 5, pp. 33-35 (#1-4, #6, #9, 17); Lesson 7, pp. 45-46
(#4, $5, #7); Lesson 9, pp. 57-59 (#7, #26-29); Lesson 21, pp.
144-145 (#6, #8, #11,#12, #20); Lesson 23, pp. 156-158 (#12,
#13, #20); Lesson 26, pp. 174-175Lesson 73, p. 495 (#11,
#24); Lesson 74, p. 501 (#13, #15)
24, pp. 47-48; Activity 27, pp. 53-54
Narrative
Saxon Math builds solid structure throughout
the program first by explicitly teaching
number properties and how concepts connect,
and then by encouraging students to use both
problem solving strategies and their skill
fluency to notice possible patterns and apply
basic structures to new or unique challenges.
Author Stephen Hake is careful to phrase
examples and practice problems of a single
concept in a variety of ways to assure
flexibility of student thinking exists within the
fluency. What is NOT? is a frequent form of
questioning, and blue icons identify
Connect, Classify, and Analyze
questions within the Written Practice that
require students to step back, get an overview
of the problem at hand, and shift their
perspective if necessary.
reserved.
Standard
Domain

8.
Text of Objective
Look for and express regularity

in repeated reasoning.
INSTRUCTION:
New Concept: Lesson 15, pp. 98-101; Lesson 21, pp. 140143Lesson 61, pp. 415-418; Lesson 73, pp. 491-494; Lesson
97, pp. 646-648; Lesson 102, pp. 681-683
MAINTENANCE:
Problem Solving: Lesson 26, p. 169; Lesson 37, p. 245;
Lesson 116, p. 758
Written Practice: Lesson 22, pp. 150-152 (#8-11); Lesson
23, pp. 156-158 (#12, #13, #20); Lesson 26, pp. 174-175;
Lesson 29, pp. 189-191; Lesson 73, p. 495 (#11); Lesson 74,
pp. 500-501 (#7, #13, #15); Lesson 76, p. 513 (#13, #14);
Lesson 97, p. 650 (#12, #23); Lesson 98, p. 655 (#6, #18);
Lesson 102, pp.683-684 (#4, #15, #16, #19); Lesson 108, p.
715 (#10)
Narrative
Distributing the instruction of concepts over
the course of the year allows Saxon
curriculum to visit the ever-increasing big
picture on a daily basis while attending to
finer and finer detail. Multiple opportunities
are provided over the course of the school year
for students to solve and model like problems
to ensure they are developing connections,
cohesiveness, and flexibility in their work
within the grade level standard.
Shortcuts are not introduced or utilized in
Saxon until students exemplify proficiency
with all subtasks of the skill set. For instance,
in Investigation 1 of Course 3 students revisit
graphing points on the coordinate plane, and
in Lesson 41 define functions, describe their
rules, and identify their graphs. In Lesson 44
they define the slope of a line, and in Lesson
47 graph functions, but not until Lesson 56 is
the aha the shortcut - of using the slopeintercept method of graphing linear equations
utilized. Frequently in Saxon, the shortcut has
already been discovered and utilized by
students themselves by the time it is formally
introduced.
reserved.
Standard
Domain

Text of Objective
Understand informally that every number has a

decimal expansion; the rational numbers are
those with decimal expansions that terminate in
0s or eventually repeat. Know that other
numbers are called irrational.
8.NS.1
Know that there are numbers that are not

rational, and approximate them by rational
numbers.

Rational and Irrational numbers are defined early in Course 3, and are then able to be utilized
daily throughout the course. Knowledge and use of rational and irrational numbers for 8th graders
is expanded upon in Course 3 at the following points:
Lesson 10 Rational Numbers
Lesson 12 Decimal Numbers
Lesson 16 Irrational Numbers (Approximating Values and Position on a Number Line)
Investigation 2 The Pythagorean Theorem
Lesson 30 Repeating Decimal Numbers
Lesson 63 Rational Numbers; Non-terminating Decimals
Lesson 66 Special Right Triangles
Lesson 84 Selecting Appropriate Rational Numbers
INSTRUCTION:
New Concept: Lesson 12, pp. 78-82; Lesson 16, pp. 103-105, Lesson 30, pp. 192-194, Lesson
63, pp. 429-432
MAINTENANCE:
Written Practice: Lesson 12, pp. 83-84 (#5-8, #21, #23) ; Lesson 16, pp. 105-107 (#28-30);
Lesson 18, pp. 117-119 (#26, #27); Lesson 19, pp. 124-125; Lesson 20, pp. 139-131 (#14) ;
Lesson 30, pp. 195-196 (#13) ; Lesson 31, pp. 209-209 (#14, #15, #18) ; Lesson 32, pp. 214-217
(#4, #5,#23, #24) ; Lesson 35, pp. 234-236 (#17, #28, #29) ; Lesson 39, pp. 261-263 (#28) ;
Lesson 43, pp. 297-299 (#5, 30) ; Lesson 47, pp. 324-325; Lesson 50, pp. 338-341 (#4-9, #27) ;
Lesson 56, pp. 386-388 (#5); Lesson 63, pp. 433 (#7, #8), Lesson 81, p. 548 (#16)
Graphing Calculator Activities: Activity 3 (Lesson 13)
reserved.

Standard
8.NS.2
Domain
Text of Objective
Use rational approximations of irrational

numbers to compare the size of irrational
numbers, locate them approximately on a
number line diagram, and estimate the value of
expressions (e.g., 2).

INSTRUCTION:
New Concept: Lesson 16, pp. 103-105Lesson 66, pp. 446-449
MAINTENANCE:
Power Up: Lesson 31, p. 202
Written Practice Lesson 18 pp. 117-119 (#26, #27); Lesson 19, pp. 124-125; Lesson 20, pp.
129-131 (#14); Lesson 78, p, 523 (#15); Lesson 81, p. 548
reserved.
Standard
8.EE.1
Domain

Text of Objective

Work with radicals and integer exponents.
Students revisit and begin utilizing powers and roots to the nth degree in Lesson 15 of Course 3.
Work with radicals and exponents for 8th graders is expanded upon in Course 3 at the following
points:
Lesson 15 Powers and Roots
Lesson 16 Irrational Numbers
Lesson 27 Laws of Exponents
Lesson 28 Scientific Notation for Large Numbers (w/ notation for Graphing Calculator use)
Lesson 36 Multiplying and Dividing Integers
Lesson 46 Problems Using Scientific Notation
Lesson 51 Negative Exponents; Scientific Notation for Small Numbers
Lesson 57 Operations with Small Numbers in Scientific Notation
Lesson 66 Special Right Triangles
Lesson 74 Simplifying Square Roots
Lesson 93 Equations with Exponents
Lesson 96 Geometric Measures with Radicals
Know and apply the properties of integer

exponents to generate equivalent numerical
expressions.
INSTRUCTION:
New Concept: Lesson 15, pp. 97-101; Lesson 27, pp. 176-178; Lesson 51, pp. 346-351; Lesson
57, pp. 389-391
MAINTENANCE:
Power Up: Lesson 16, p. 103; Lesson 17, p. 108; Lesson 19, p. 120; Lesson 31, p. 202; Lesson
62, p. 422; Lesson 64, p. 435; Lesson 66, p. 446; Lesson 72, p. 486; Lesson 86, p. 574; Lesson
96, p. 640; Lesson 100, p. 664
Written Practice: Lesson 16, p. 102; Lesson 25, p. 167; Lesson 28, p. 184; Lesson 29, p. 189;
Lesson 41, p. 285
reserved.
Standard
Text of Objective
Use square root and cube root symbols to
represent solutions to equations of the form x2
= p and x3 = p, where p is a positive rational
number. Evaluate square roots of small perfect
squares and cube roots of small perfect cubes.
Know that 2 is irrational.
8.EE.2
Domain


INSTRUCTION:
New Concept: Lesson 15, pp. 97-101; Lesson 16, pp. 103-105Lesson 66, pp. 446-449, Lesson
93, pp. 624-626
Appendix Lesson: Lesson A84-A87, pp. 805-807
MAINTENANCE:
Written Practice: Lesson 16, pp. 105-107 (#28-#30); Lesson 17, pp. 111-113 (#28, #29); Lesson
85, p. 571 (#7); Lesson 93, p. 627 (#5, #9); Lesson 96, p. 643 (#15); Lesson 98, p. 656 (#17);
Lesson 102, p. 684 (#18); Lesson 105, p. 700 (#15, #19); Lesson 107, p. 711 (#15); Lesson 111,
p. 735 (#10, #13); Lesson 112, p.740 (#15); Lesson 115, p. 757 (#9, #10, #16, #20)
Graphing Calculator Activities: Activity 16 (Investigation 8), pp. 538-544
reserved.
Standard
Domain

Text of Objective
8.EE.3
8.EE.4
Use numbers expressed in the form of a single

digit times an integer power of 10 to estimate
very large or very small quantities, and to
express how many times as much one is than
the other.
Perform operations with numbers expressed in

scientific notation, including problems where
both decimal and scientific notation are used.
Use scientific notation and choose units of
appropriate size for measurements of very
large or very small quantities (e.g., use
millimeters per year for seafloor spreading).
Interpret scientific notation that has been
generated by technology.

INSTRUCTION:
New Concept: Lesson 28, pp. 181-183; Lesson 46, pp. 313-316; Lesson 51, pp.346-351; Lesson
57, pp. 389-391
MAINTENANCE:
Written Practice: Lesson 30, pp. 195-196 (#13); Lesson 31, pp. 208-209 (#14 , #15 #18, #27);
Lesson 34, pp. 227 -228(#3, #26, #27); Lesson 39, pp. 261-263 (#28); Lesson 47, pp. 324-325;
Lesson 52, pp. 357-359 (#5, #6); Lesson 53, pp. 364-366 (#6); Lesson 55, 378-381; Lesson 56,
pp. 386-388 (#5); Lesson 58 , pp. 397- 399 (# 2); Lesson 59, pp. 403- 405 (#4); Lesson 405,
Lesson 99, p. 663 (#23)
Graphing Calculator Activities: Activity 6 (Lesson 28); Activity 11 (Lesson 51)
INSTRUCTION:
New Concept: Lesson 28, pp. 181-183; Lesson 46, pp. 313-316; Lesson 51, pp. 346-351;
Lesson 57, pp. 389-391;
MAINTENANCE:
Written Practice: Lesson 28, pp. 181-183; Lesson 46, pp. 313-316; Lesson 51, pp. 346-351;
Lesson 57, pp. 389-391;Lesson 99, p. 663 (#23)
Graphing Calculator Activities: Activity 6 (Lesson 28); Activity 11 (Lesson 51)
reserved.
Standard
Domain

Text of Objective
Understand the connections between

proportional relationships, lines, and linear
equations.

Beginning at Lesson 7 in Course 3, and addressed daily throughout, is the expectation that
students will apply to their own experiences their understanding and interpretation of
proportional reasoning. Daily work with proportional relationships for 8th graders is expanded
upon in Course 3 at the following points:
Lesson 7 Rates
Investigation 1 The Coordinate Plane
Lesson 29 Ratio
Lesson 34 Proportions and Ratio Word Problems
Lesson 35 Similar Polygons
Lesson 41 Functions
Lesson 44 Solving Proportions with Cross Products; Slope of a Line
Lesson 45 Ratio Problems Involving Totals
Lesson 47 Graphing Functions
Lesson 49 Solving Rate Problems with Proportions and Equations
Lesson 52 Using Unit Multipliers to Convert Measurement
Lesson 56 Slope-Intercept Equation of a Line
Lesson 64 Using Unit Multipliers to Convert a Rate
Lesson 66 Applications Involving Similar Triangles
Lesson 69 Direct Variation
Extension Activity 15 How can I find and interpret a rate of change?
Lesson 72 Multiple Unit Multipliers
Lesson 88 Review of Proportional and Non-proportional Relationships
Extension Activity 17 Describe and Sketch Functions
Lesson 98 Relations and Functions
Lesson 99 Inverse Variation
Lesson 102 Exponential Growth and Decay
Lesson 105 Compound Average Rate Problems
reserved.
Standard
8.EE.5
8.EE.6
Domain

Text of Objective
Graph proportional relationships, interpreting
the unit rate as the slope of the graph.
Compare two different proportional
relationships represented in different ways.

INSTRUCTION:
New Concept: Lesson 41, pp. 277-284; Lesson 44, pp. 301-304; Lesson 69, pp. 463-467;
Lesson 88, pp. 585-589
MAINTENANCE:
Written Practice: Lesson 47, pp. 324-325; Lesson 48, pp. 328-329(#4); Lesson 49, pp. 333335(#1, #2); Lesson 77, p. 517 (#4, #5); Lesson 88, p. 592 (#25)
Use similar triangles to explain why the slope

m is the same between any two distinct points
on a non-vertical line in the coordinate plane;
derive the equation y = mx for a line through
the origin and the equation y = mx + b for a
line intercepting the vertical axis at b.

INSTRUCTION:
New Concept: Lesson 56, pp. 382-386
reserved.

Standard
Domain
Text of Objective
Analyze and solve linear equations and

pairs of simultaneous linear equations.

Students revisit and begin daily solving equations in one variable in Lesson 14 of Course 3.
Depth and complexity of work with linear equations for 8th graders are further developed and
expanded upon in Course 3 at the following points:
Lesson 14 Solving Equations by Inspection
Lesson 21 Distributive Property; Order of Operation
Lesson 31 Collect Like Terms
Lesson 38 Property of Equality to Solve Equations
Lesson 50 Solving Multi-step Equations
Lesson 56 Slope-Intercept
Algebra Lesson 61 Equations with Decimals
Algebra Lesson 63 Equations with Fractions
(Lesson 82 Graphing Equations Using Intercepts)
Algebra Lesson 87 Solve Equations with Two Variables Using Substitution
Lesson 89 Solving Problems with Two Unknowns by Graphing
Extension Activity 18 Systems of equations with one, none, or infinitely many solutions
Lesson 92 Solving Systems of Equations by Substitution, Part 1
Lesson 93 Equations with Exponents
Lesson 99 Solving Systems of Equations by Elimination, Part 1
Lesson 102 Solving Systems of Equations by Substitution, Part 2
Lesson 104 Solving Systems of Equations by Elimination, Part 2
Algebra Lesson 112 Solving Systems of Inequalities
Algebra Lesson 114 Solving Systems of Inequalities from Word Problems
reserved.

Standard
8.EE.7.a
Text of Objective

Solve linear equations in one variable.
Give examples of linear equations in one

variable with one solution, infinitely many
solutions, or no solutions. Show which of
these possibilities is the case by successively
transforming the given equation into simpler
forms, until an equivalent equation of the
form x = a, a = a, or a = b results (where a
and b are different numbers).
Solve linear equations with rational number

coefficients, including equations whose
solutions require expanding expressions using
the distributive property and collecting like
terms.
8.EE.7.b
8.EE.7
Domain
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 14, pp. 94-95(#5-#10, #15-#18); Lesson 16, pp. 105-107(#28, #29,
#30); Lesson 17, pp. 111-113(#27, #28); Lesson 18, pp. 117-119(#26, #27); Lesson 19, pp. 124125; Lesson 20, pp. 129-131(#14); Lesson 21, pp. 144-145(#6, #8, #11, #12, #20); Lesson 23,
pp. 156-157 (#12, #13); Lesson 46, pp. 316-318 (#4, #5); Lesson 57, pp. 391-393
INSTRUCTION:
New Concept: Lesson 38, pp. 250-254; Lesson 50, pp. 336-338; Lesson 56, pp. 382-386; Lesson
A61, pp. 787-790
MAINTENANCE:
Written Practice: Lesson 50, pp. 338-340(#4-#9); Lesson 51, pp. 351-353(#16); Lesson 52, pp.
357-359(#5, #6); Lesson 54, pp. 371-374(#5, #6); Lesson 55, pp. 378-381; Lesson 56, pp. 386388(#5); Lesson 57, pp. 391-393; Lesson 58, pp. 397-399(#2); Lesson 61, p. 419 (#10, #11, #12,
#13, #14, #15); Lesson 62, p. 428 (#18, #19, #20, #21, #22); Lesson 64, p. 439 (#20, #21, #22);
Lesson 66, p. 451 (#22, #223); Lesson 69, p. 469 (#19, #20, #21)
reserved.
Standard
Domain


Text of Objective
8.EE.8.a
8.EE.8.b
8.EE.8.c
8.EE.8
Analyze and solve pairs of simultaneous linear equations.
Understand that solutions to a system of two

linear equations in two variables correspond
to points of intersection of their graphs,
because points of intersection satisfy both
equations simultaneously.
INSTRUCTION:
Appendix Lesson: Lesson A92-A95, pp. 809-811; Lesson A97, pp. 814-815; Lesson A99-A100,
pp. 818-821; Lesson A102, pp. 824-826; Lesson A104, pp. 827-829
MAINTENANCE:
Written Practice: Lesson A92, p. 811; Lesson A97, p. 816; Lesson A99-A100, p. 821; Lesson
A104, p. 829
Solve systems of two linear equations in two

variables algebraically, and estimate solutions
by graphing the equations. Solve simple cases
by inspection.

INSTRUCTION:
Appendix Lesson: Lesson A92-A94, pp. 809-811; Lesson A99-A100, pp. 818-821; Lesson
A102-A104, pp. 824-827; Lesson A104, pp. 827-829
MAINTENANCE:
Written Practice: Lesson A92-A94, p. 811; Lesson A99-A100, p. 821; Lesson A102, p. 826;
Lesson A204, p. 829

leading to two linear equations in two
variables.

INSTRUCTION:
Appendix Lesson: Lesson A92-A94, pp. 809-811; Lesson A97, pp. 814-815
reserved.
Standard
Domain

Text of Objective
8.F
8.F Functions
Define, evaluate, and compare functions.

Course 3 has students revisit basic concepts of input, output tables in Lesson 41 in preparation
for applying their understanding of functions as they model contextual situations. Work with
functions for 8th graders is expanded upon in Course 3 at the following points:
Lesson 41 Functions
Lesson 44 Solving Proportions; Slope of a Line
Lesson 56 Slope-Intercept Equation of a Line
Lesson 61 Sequences
Extension Activity 26 Comparing Linear Functions
Lesson 70 Solve Direct Variation Problems
Extension Activity 28 Deriving the Equation of a Line
Lesson 73 Formulas for Sequences
Lesson 82 Graphing Equations Using Intercepts
Lesson 97 Recursive Rules for Sequences
Investigation 11 Nonlinear Functions
Extension Activity 21 Applying Nonlinear Functions
Extension Activity 22 Linear, Quadratic and Exponential Functions
reserved.

Standard
Domain
Text of Objective
Understand that a function is a rule that
assigns to each input exactly one output.
The graph of a function is the set of ordered
pairs consisting of an input and the
corresponding output. 1

INSTRUCTION:
New Concept: Lesson 41, pp. 277-284; Lesson 47, pp. 319-323; Lesson 98, pp. 651-655
Appendix Lesson: Lesson A98, pp. 816-818
8.F Functions
8.F.1
MAINTENANCE:
Problem Solving: Lesson 18, p. 114; Lesson 40, p. 264; Lesson 48, p. 326
Written Practice: Lesson 42, pp. 290-293(#3, #18); Lesson 34, pp. 297-299(#5); Lesson
44, pp. 305-307; Lesson 45, pp. 310-312(#1, #3, #4); Lesson 46, pp. 316-318 (#4); Lesson
47, 324- 325; Lesson 48, pp. 328- 329(#4); Lesson 49, pp. 333- 335(#1, #2); Lesson 50, pp.
338- 341(#4-9); Lesson 51, pp. 351-353 (#16); Lesson 53, pp, 364 -366 (#6); Lesson 98,
p.655 (#4, #5); Lesson 103, p. 688 (#4, #5); Lesson A98, p. 818
Graphing Calculator Activities: Activity 9 (Lesson 47), pp. ; Activity 22 (Lesson 11)
8.F.2
Compare properties of two functions each

represented in a different way
(algebraically, graphically, numerically in
tables, or by verbal descriptions).

INSTRUCTION:
New Concept: Lesson 41, pp. 277-284, Lesson 88, pp. 585-589
MAINTENANCE:
Written Practice Lesson 41, pp. 284-286(#4, #30); Lesson 42, pp. 290-293(#3 #18); Lesson
44, pp. 305- 307; Lesson 45, pp. 310-312 (#1,#3, #4); Lesson 46, pp. 316-318 (#4);
Lesson 47, pp. 324- 325; Lesson 48, pp. 328-329(# 4); Lesson 49, pp. 333- 335(#1, #2);
Lesson 50, pp. 338 341 (#4-9, #27), Lesson 98, p. 655 (#7)
Function notation is not required in Grade 8.
reserved.
Standard
Domain

Text of Objective
Interpret the equation y = mx + b as defining
a linear function, whose graph is a straight
line; give examples of functions that are not
linear.
INSTRUCTION:
New Concept: Lesson 56, 382-38; Lesson 69, pp. 463-467, Lesson 82, pp. 550-553
MAINTENANCE:
Written Practice: Lesson 56, pp. 387(#5); Lesson 57, p. 391; Lesson 58, p. 397(#2);
Lesson 61, p. 420 (#20); Lesson 62, p. 428 (#22); Lesson 71, p. 483 (#6); Lesson 72, p. 489
(#4); Lesson 75, p. 506 (#25); Lesson 77, p. 517 (#4, #5); Lesson 88, p. 592 (#25)
8.F.3
8.F Functions

Use functions to model relationships

between quantities.
Graphing Calculator Activities: Activity 13 (Investigation 69); Activity 17 (Lesson 82),

pp. 550-556
In Course 3, students build a foundation of functions as a relationship of quantities first
through an input-output table before moving into abstract representations of sequences and
patterns expressed algebraically. Functions are used as quantitative models in the following
Course 3 lessons:
Lesson 41 Functions
Lesson 44 Solving Proportions; Slope of a Line
Lesson 61 Sequences
Lesson 70 Solve Direct Variation Problems
Lesson 73 Formulas for Sequences
Lesson 97 Recursive Rules for Sequences
Investigation 11 Nonlinear Functions
Extension Activity 21 Applying Nonlinear Functions
Extension Activity 22 Linear, Quadratic and Exponential Functions
reserved.
Standard
8.F.5
8.F Functions
8.F.4
Domain

Text of Objective
Construct a function to model a linear
relationship between two quantities.
Determine the rate of change and initial
value of the function from a description of a
relationship or from two (x, y) values,
including reading these from a table or from
a graph. Interpret the rate of change and
initial value of a linear function in terms of
the situation it models, and in terms of its
graph or a table of values.
Describe qualitatively the functional

relationship between two quantities by
analyzing a graph (e.g., where the function
is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has
been described verbally.

INSTRUCTION:
New Concept: Lesson 41, p. 277-284, Lesson 44, p. 300-304, Lesson 47, p. 319-323,
Lesson 69, pp. 463-467
Appendix Lesson: A68, pp. 793-794; Lesson A98, pp. 816-818
MAINTENANCE:
Problem Solving: Lesson 18, p. 114; Lesson 40, p. 264; Lesson 48, p. 326
Written Practice: Lesson 44, p. 307(#29); Lesson 50, p. 340(#27); Lesson 69, p. 468
(#14); Lesson 70, p. 475 (#25); Lesson 77, p. 517 (#5); Lesson 95, p. 639 (#25); Lesson 100,
p. 669 (325); Lesson A98, p. 818
Graphing Calculator Activities: Activity 9 (Lesson 47); Activity 13 (Lesson 69), pp. 463469
INSTRUCTION:
New Concept: Lesson 41, p. 277-284Lesson 69, pp. 463-467; Lesson 88, pp. 585-589
Appendix Lesson: Lesson A98, pp. 816-818
MAINTENANCE:
Written Practice: Lesson 42, p. 286; Lesson 42, p. 292(#18); Lesson 43, p. 297(#5);
Lesson 44, p. 307(#29); Lesson 47, p. 325; Lesson 48, p. 329; Lesson 49, p. 335; Lesson 50,
p. 341; Lesson 71, p. 483 (#4, #6); Lesson 72, p. 489 (#4, #8)
Graphing Calculator Activities: Activity 13 (Lesson 69), pp. 463-469
reserved.
8.G Geometry
Standard
Domain

Text of Objective

Understand congruence and similarity

using physical models, transparencies,
or geometry software.
Students begin working with two-dimensional figures in Investigation 1 in Course 3 so as to allow for
opportunities to practice on a daily basis throughout the course. Geometric concepts for 8th grade are
built upon at the following points within Course 3:
Investigation 1 Coordinate Plane
Lesson 19 Polygons
Lesson 20 Triangles
Lesson 26 Transformations
Lesson 35 Similar Polygons
Lesson 37 Combined Polygons
Investigation 5 Graphing Transformations
Lesson 54 Angles Relationships
Lesson 65 Applications Using Similar Triangles
Lesson 71 Percent Change in Dimensions
Lesson 88 Review of Proportional Relationships
Lesson 95 Slant Heights of Pyramids and Cones
Lesson 112 Ratios of Side Lengths of Right Triangles
Lesson 115 Relative Sizes of Sides and Angles of a Triangle
reserved.

Standard
Domain
Text of Objective

8.G.1
Verify experimentally the properties of rotations, reflections, and translations:
INSTRUCTION:
MAINTENANCE:
Problem Solving: Lesson 22, p. 146, Lesson 84, p.563
Written Practice: Lesson 27, p.179 (#7, #9); Lesson 29, p. 189; Lesson 51, p. 353; Lesson 58, p. 399;
Lesson 59, p. 405; Lesson 68, p. 462 (#25); Lesson 71, p. 484 (#15); Lesson 76, p. 513 (#25); Lesson
79, p. 530 (#25); Lesson 81, p. 548 (#3, #4); Lesson 83, p. 561 (#12); Lesson 85, p. 573 (#25)
8.G.1.a
8.G Geometry
Lines are taken to lines, and line

segments to line segments of the same
length.
8.G.1.b
Angles are taken to angles of the same

measure.
INSTRUCTION:
MAINTENANCE:
Problem Solving : Lesson 22, p. 146, Lesson 84, p. 563
Written Practice Lesson 27, p.
179(#7, #9); Lesson 51, p. 353; Lesson 58, p. 399; Lesson 59, p.
405; Lesson 68, p. 462 (#25); Lesson 71, p. 484 (#15); Lesson 76, p. 513 (#25); Lesson 79, p. 530
(#25); Lesson 81, p. 548 (#3, #4); Lesson 83, p. 561 (#12); Lesson 85, p. 573 (#25)
reserved.

Standard
Domain
Text of Objective
Parallel lines are taken to parallel lines.
Understand that a two-dimensional

figure is congruent to another if the
second can be obtained from the first by
a sequence of rotations, reflections, and
translations; given two congruent
figures, describe a sequence that exhibits
the congruence between them.
Describe the effect of dilations,

translations, rotations, and reflections on
two-dimensional figures using
coordinates.
8.G.3
INSTRUCTION:
New Concept: Lesson 26, pp.169-174
MAINTENANCE:
Problem Solving: Lesson 42, p. 146, Lesson 84, p.563
Written Practice: Lesson 29, p. 189; Lesson 51, p. 353; Lesson 58, p. 399; Lesson 59, p 405; Lesson
76, p.513 (#25); Lesson 81, p. 548 (#3)
8.G.1.c
8.G.2
8.G Geometry


INSTRUCTION:
MAINTENANCE:
Written Practice Lesson 51, p.353; Lesson 58, p. 399; Lesson 59, p. 405; Lesson 68, p. 462 (#25);
Lesson 76, p. 513 (#25); Lesson 79, p. 530 (#25); Lesson 83, p. 561 (#12); Lesson 85, p. 573 (#25)
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 51, p. 352; Lesson 56, p. 387; Lesson 58, p. 399; Lesson 68, p. 462 (#25);
Lesson 76, p. 513 (#25); Lesson 79, p. 530 (#25); Lesson 81, p. 548 (#3); Lesson 93, p. 627 (#4);
Lesson 114, p. 753 (#16)
reserved.
Standard
8.G.5
8.G Geometry
8.G.4
Domain

Text of Objective
Understand that a two-dimensional
figure is similar to another if the second
can be obtained from the first by a
sequence of rotations, reflections,
translations, and dilations; given two
similar two-dimensional figures,
describe a sequence that exhibits the
similarity between them.
Use informal arguments to establish

facts about the angle sum and exterior
angle of triangles, about the angles
created when parallel lines are cut by a
transversal, and the angle-angle criterion
for similarity of triangles.

INSTRUCTION:
New Concept: Lesson 19, pp. 120-123, Lesson 26, pp. 169-174, Lesson 71, pp. 479-483
MAINTENANCE:
Written Practice Lesson 27, p.179; Lesson 34, p. 228; Lesson 36, p.242, Lesson 39, p. 256, Lesson
40, p. 268, Lesson 57, p. 387, Lesson 60, p. 410, Lesson 71, p. 484 (#10, #16); Lesson 81, p. 548 (#3,
#4); Lesson 93, p. 627 (#4); Lesson 643
INSTRUCTION:
New Concept: Lesson 54, pp. 367-371, Lesson 65, pp. 440-443, Lesson 115, pp. 754-756
MAINTENANCE:
Power Up: Lesson 11, p. 72, Lesson 14, p. 92, Lesson 16, p.103, Lesson 19, p.120, Lesson 19, p. 120,
Lesson 64, p. 435, Lesson 66, p. 446
Problem Solving : Lesson 92, p. 617, Lesson 65, p. 443
Written Practice: Lesson 27, p.179; Lesson 34, p. 228; Lesson 36, p.242, Lesson 39, p. 256, Lesson
40, p. 268, Lesson 57, p. 387, Lesson 60, p. 410, Lesson 61, p. 419 (#5); Lesson 62, p. 426 (#5);
Lesson 63, p. 433 (#5); Lesson 64, p. 437 (#5); Lesson 66, p. 450 (#5, #6); Lesson 68, p. 461 (#5, #12)
Standards Success Activity: Activity 11, pp. 21-22; Activity 14, pp. 27-28; Activity 24, pp. 47-48
reserved.
Standard
Domain

Text of Objective

Students begin using the Pythagorean Theorem early in Course 3 and practice and apply its principals
meaningfully throughout the course in order to be able to utilize it in problem-solving situations and
eventually prove its origins. These applications occur at the following points in Course 3:
Understand and apply the

Pythagorean Theorem.
8.G.6
INSTRUCTION:
Apply the Pythagorean Theorem to

determine unknown side lengths in right
triangles in real-world and mathematical
problems in two and three dimensions.
8.G.7
8.G Geometry
Explain a proof of the Pythagorean

Theorem and its converse.
Investigation 2 Pythagorean Theorem

Extension Activity 5 The Pythagorean Theorem and Its Converse
Extension Activity 6 The Pythagorean Theorem and Distance
Lesson 95 Slant Heights of Pyramids and Cones
Extension Activity 20 Using the Pythagorean Theorem in 2-D and 3-D Figures
Investigation 12 Proof of the Pythagorean Theorem
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 21, p.145, Lesson 28, p. 185, Lesson 32, p. 215, Lesson 39, p.263, Lesson
46, p.318, Lesson 55, p. 379, Lesson 59, p. 404, Lesson 62, p. 427 (#8, #13); Lesson 65, p. 444 (#10);
Lesson 68, p. 46 (#10); Lesson 70, p. 475; Lesson 72, p. 489 (#9); Lesson 75, p. 505 (#7); Lesson 82,
p. 553 (#5); Lesson 88, p. 591 (#10); Lesson 91, p. 614 (#8); Lesson 92, p. 622 (#15); Lesson 93, p.
628 (#25); Lesson 94, p. 632 (#6); Lesson 97, p. 649 (#10); Lesson 99, p. 662 (#4); Lesson 103, p. 689
(#11); Lesson 108, p. 716 (#14); Lesson 110, p. 726 (#12); Lesson 111, p. 735 (#10); Lesson 112, p.
741 (#22); Lesson 115, p. 757 (#6, #16)
reserved.
Standard
Domain

Text of Objective
8.G Geometry
8.G.8
Apply the Pythagorean Theorem to find

the distance between two points in a
coordinate system.
Solve real-world and mathematical

problems involving volume of
cylinders, cones, and spheres.
8.G.9
Know the formulas for the volumes of

cones, cylinders, and spheres and use
them to solve real-world and
mathematical problems.

INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 96, pp. 644 (#19); Lesson 104, p. 695; Lesson 111, p. 736 (#22); Lesson
114, p. 753 (#15); Lesson 115, p. 757 (#13); Lesson 119, p. 777 (#23)
Students revisit and begin utilizing volume in context in Lesson 76 of Course 3. Applications of
volume for 8th graders are expanded upon in Course 3 at the following points:
Lesson 76 Volume of Prisms and Cylinders
Lesson 86 Volume of Pyramids and Cones
Lesson 106 Review of the Effect of Scale on Volume
Lesson 107 Volume and Surface Area of Compound Solids
Lesson 111 Volume and Surface Area of the Sphere
INSTRUCTION:
New Concept: Lesson 76, pp. 507-511, Lesson 86, pp. 574-578, Lesson 106, pp. 702-704, Lesson 107,
pp. 707-709, Lesson 111, pp. 731-734
MAINTENANCE:
Written Practice: Lesson 76, p. 512 (#5, #6); Lesson 78, p. 523 (#19); Lesson 79, p. 529 (#20, #22);
Lesson 80, p. 536 (#6); Lesson 87, p. 583 (#5); Lesson 96, p. 643; Lesson 111, p. 735 (#1); Lesson
112, p. 740 (#8); Lesson 113, p.746
reserved.
Standard
Domain

Text of Objective
8.SP.1
8.SP.2
Investigate patterns of association in

bivariate data.
Construct and interpret scatter plots for

bivariate measurement data to
investigate patterns of association
between two quantities. Describe
patterns such as clustering, outliers,
positive or negative association, linear
association, and nonlinear association.
Know that straight lines are widely used

to model relationships between two
quantitative variables. For scatter plots
that suggest a linear association,
informally fit a straight line, and
informally assess the model fit by
judging the closeness of the data points
to the line.

Students in Course 3 will build upon basic plotting of data points (Investigation 1) to begin
determining relationships between two sets of data points: is the association negative or positive, and
to what degree? Were outlier data points valid or a measurement error? Students begin working
with two sets of data points in Investigation 6 of Course 3 and provide opportunities to practice on a
daily basis throughout the remainder of the course. Concepts regarding bivariate data for 8th grade are
built upon at the following points within Course 3:
Investigation 1 Graphing on a Coordinate Plane
Investigation 6 Collect, Display, Interpret Data
Extension Activity 13 Two-way Tables
Investigation 8 Scatter Plots
Extension Activity 16 Scatter Plots and Model Fit
Lesson 113 Using Scatter Plots to Make Predictions
Extension Activity 23 Patterns in Scatter Plots
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 97, p. 650 (#25); Lesson 101, p. 680 (#24)
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 97, p. 650 (#25); Lesson 101, p. 680 (#24)
reserved.
Standard
8.SP.3
8.SP.4
Domain

Text of Objective
Use the equation of a linear model to
solve problems in the context of
bivariate measurement data, interpreting
the slope and intercept.

INSTRUCTION:
New Concept: Lesson 96, p. 642; Lesson 113, pp. 742-745
MAINTENANCE:
Problem Solving : 382
Written Practice: Lesson 66, p. 451; Lesson 90, p. 604; Lesson 101, p. 680 (#24)
Understand that patterns of association

can also be seen in bivariate categorical
data by displaying frequencies and
relative frequencies in a two-way table.
Construct and interpret a two-way table
summarizing data on two categorical
variables collected from the same
subjects. Use relative frequencies
calculated for rows or columns to
describe possible association between
the two variables.
INSTRUCTION:
MAINTENANCE:
Written Practice: Lesson 66, p. 451
reserved.

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Standard

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Written Practice: Lesson 3 (#17, #18, #21, #24),

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Written Practice: Lesson 17 (#3, #4, #12, #13),

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Investigation(s) Investigation 2, pp.109-111;

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations

Standards for Mathematical Practice

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations/Examples

References in italics indicate foundational.

Understand ratio concepts and use ratio

Understand the concept of a ratio and use ratio

6.RP Ratios and Proportional Relationships

Problem Solving: Lessons 36, 57, 87, 91, 118

New Concept: Lesson 23, pp. 123-124, Examples 3-4

Expectations for unit rates in this grade are

Problem Solving: Lessons 78, 91

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations/Examples

References in italics indicate foundational.

Solve unit rate problems including those

6.RP Ratios and Proportional Relationships

Find a percent of a quantity as a rate per 100

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations/Examples

References in italics indicate foundational.

6.RP Ratios and Proportional Relationships

Saxon Math Course 1 2012 correlated to the

6.NS The Number System

Saxon Math Course 1 Citations/Examples

References in italics indicate foundational.

Interpret and compute quotients of fractions,

Compute fluently with multi-digit

Saxon Math Course 1 2012 correlated to the

Saxon Math Course 1 Citations/Examples

References in italics indicate foundational.

6.NS The Number System

Saxon Math Course 1 2012 correlated to the

6.NS The Number System