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COMPONENTS OF CMP2
Components of CMP2 65
Organization of Unit Opener
the Student Units Each unit opens with a set of three focusing
questions that reflect the major mathematical
Connected Mathematics 2 provides eight student goal(s) of the unit. These questions are intended
units for each grade. One additional unit is offered to draw students into the unit, pique their
for each grade from the first edition, ©2004. curiosity, and point to the kinds of ideas they will
This allows some flexibility in meeting individual investigate. As the students move through the unit
state expectations by allowing the choice of they will encounter these questions either as a
an additional unit when needed. Each unit is problem to explore in class or as homework.
organized around an important mathematical
idea or cluster of related ideas, such as area and Unit Opener • Covering and Surrounding
perimeter, operations on fractions, ratio and
proportion, linear relationships, or quadratic
relationships. The format of the student books
promotes student engagement with an exploration
Two-Dimensional Measurement
of important mathematical concepts and related
skills and procedures. Since students develop
strategies and conceptual understanding by solving
Suppose you are building
problems and discussing their solutions in class, a playhouse. How much
carpeting do you need to
the books do not contain worked-out examples. cover the floor? How much
molding (used to protect
Instead the students record their work and the bases of walls) do you
need around the edges of
explanations as well as their growing understanding the floor?
of definitions and rules in their notebooks.
The organization and features of each student
unit are described below. Suppose you need to make
sails shaped as triangles and
parallelograms for a
schooner (SKOON ur). What
measurements must you
make to find how much
cloth you need for the sails?
Geographers must know the scale of the picture to estimate the area and
You will learn how to perimeter of a lake from a picture.
• Use area and relate area to covering a figure To estimate perimeter, they can
• Use perimeter and relate perimeter to surrounding a figure • Lay a string around the lake’s shoreline in the picture of the lake.
• Analyze what it means to measure area and perimeter • Measure the length of the string.
• Develop strategies for finding areas and perimeters of rectangular and • Scale the answer.
non-rectangular shapes To estimate area, they can
• Discover relationships between perimeter and area, including that one
• Put a transparent grid over the picture of the lake.
can vary while the other stays fixed
• Count the number of unit squares needed to cover the picture.
• Analyze how the area of a triangle and the area of a parallelogram are
related to the area of a rectangle • Use the scale of the picture to tell what the count means.
As you work on the problems in this unit, ask yourself questions about
situations that involve area and perimeter.
How do I know whether area or perimeter are involved?
What attributes of a shape are important to measure?
What am I finding when I find area and when I find perimeter?
What relationships involving area or perimeter, or both, will help solve
the problem? The state Parks and Recreations Division bought a property containing
How can I find the area and perimeter of a regular or irregular shape? Loon Lake and Ghost Lake. Park planners will develop one lake for
Is an exact answer required? swimming, fishing, and boating. The other lake will be used as a nature
preserve for hiking, camping, and canoeing. Planners have to think about
many things when deciding how to use a lake. The perimeter, area, and
shape of the lake influence their decisions.
Components of CMP2 67
Did You Know? This feature occasionally occurs Applications—Connections—Extensions (ACE)
to present interesting facts related to the context The Problems in each Investigation are followed
of an investigation. by a set of exercises meant to be used as
homework at the end of each Problem. Students
Did You Know? • Covering and Surrounding are asked to compare, visualize, model, measure,
count, reason, connect, and/or communicate their
ideas in writing. To truly own an idea, strategy, or
In the upper Midwest of the United States, there is concern that the level
of water in the Great Lakes is decreasing. The lakes get smaller as a concept, a student must apply it, connect it to
result. The United States Great Lakes Shipping Association reports that
for every inch of lost clearance due to low water, a vessel loses from 90 to what he or she already knows or has experienced,
115 metric tons of cargo-carrying capacity.
In the year 2000, the water level in the Great Lakes decreased. Carriers and seek ways to extend or generalize it.
that transported iron ore, coal, and other raw cargoes had to reduce their
carrying load by 5 to 8 percent. Prices for these items increased as a result.
Applications These exercises help students solidify
their understanding by providing practice with
ideas and strategies that were in the Investigation.
Applications contain contexts both similar to and
different from those in the Investigation.
For: Information about the
Great Lakes
Web Code: ame-9031
Applications • Covering and Surrounding
11. Trace this circle and draw three different radii (RAY dee eye, the
plural for radius).
12. Terrell says that when you know the radius of a circle, you can find
the diameter by doubling the radius. Do you agree? Why or why not?
13. Enrique says that when you know the diameter of a circle you can
find the radius. How does he find the measure of a radius if he knows
the measure of the diameter? Give an example in your explanation.
15. Best Crust Pizzeria sells three different sizes of pizza. The small size
has a radius of 4 inches, the medium size has a radius of 5 inches, and
the large size has a radius of 6 inches.
a. Make a table with these headings. Fill in the table. Explain how you
found the area of the pizzas.
Connections
16. a. The floor area of a rectangular storm shelter is 65 square meters,
1
and its length is 6 2 meters. What is the width of the storm shelter?
b. What is its perimeter?
c. A one-meter wall panel costs $129.99. Use benchmarks to estimate
the total cost of the wall panels for this four-sided shelter.
17. Multiple Choice The area of a storm shelter is 24 square meters. The
1
length is 5 3 meters. What is the width of the storm shelter in meters?
1 1 1 1
F. 4 G. 4 H. 4 J. 4
2 3 4 5 b. A piece of rope is wrapped around a person’s waist. Then rope is
added to make it 3 inches longer. How far from the waist is the rope
18. These sketches show rectangles without measurements or grid
background. Use a centimeter ruler to make any measurements you
if the distance is the same all around?
need to find the perimeter and area of each figure. c. Compare the results in parts (a) and (b).
a.
b. c.
COMPONENTS OF CMP2
Components of CMP2 69
Mathematical Reflections Unit Project • Covering and Surrounding
At the end of each Investigation, students are
asked to reflect on what they have learned. A
set of questions helps students organize their
thoughts and summarize important concepts and Plan a Park
strategies. After thinking about the questions and
sketching their own ideas, students discuss the
questions with their teacher and their classmates T he City Council of Roseville is planning to build a park for families in
the community. Your job is to design a park to submit to the City Council
for consideration. You will need to make an argument for why your design
and then write a summary of their findings. should be chosen. Use what you know about parks and what you learned
from this unit to prepare your final design.
In this investigation, you discovered strategies for finding the area and
circumference of a circle. You examined relationships between the
circumference and diameter of a circle and between the area and radius of - rectangular (120 yd by 100 yd)
a circle. You also used grids to find accurate estimates of the area and
perimeter of irregular shapes. These questions will help you to summarize - picnic area and playground
what you have learned. - circular flower garden in picnic area
- another garden
Think about your answers to these questions. Discuss your ideas with other - trees
students and your teacher. Then write a summary of your findings in your
notebook. - family interest
1. Describe how you can find the circumference of a circle by measuring
its radius or its diameter.
2. Describe how you can find the area of a circle by measuring its radius
or its diameter.
3. Describe how you can, with reasonable accuracy, find the area and
perimeter of an irregular shape such as a lake or an island.
4. What does it mean to measure the area of a shape? What kinds of units
are appropriate for measuring area? Why?
5. What does it mean to measure the perimeter or circumference of a
shape? What kinds of units are appropriate for measuring perimeter Unit Project (continued) • Covering and Surrounding
or circumference? Why?
projects. Projects are typically introduced at the • each piece of playground equipment
• fencing
beginning of a unit and formally assigned at the • picnic tables
•
end. A list of projects is given on page 53. Projects •
trash containers
the amount of land covered by concrete or blacktop (so the
are open-ended tasks that provide opportunities developers can determine how much cement or blacktop will be
needed)
for students to engage in independent work and to • other items
Working on problems in this unit helped you to understand area and 4. Describe why the rules you wrote for Problem 3 work.
perimeter. You learned
For: Vocabulary Review
Puzzle
Web Code: amj-5051
Look Ahead
• efficient strategies for estimating and calculating the area and
perimeter of figures such as triangles, rectangles, parallelograms, Area and perimeter are among the most useful concepts for measuring the
and circles size of geometric figures. You will use strategies for estimating and
calculating the size of geometric figures in many future units of Connected
• to investigate the relationship between area and perimeter of simple
polygons Mathematics. The units will include surface area and volume of solid
figures, similarity, and the Pythagorean theorem. You will also find that
area and volume estimates and calculations are used in a variety of practical
Use Your Understanding: Area and Perimeter and technical problems.
Test your understanding and skill in working with area and perimeter on
these problems.
1. The diagram shows a hexagon drawn on a centimeter grid.
Glossary
Although students are encouraged to develop
their own definitions and examples for key terms,
a glossary in English and Spanish is provided at
the back of each student book. Glossaries can
a. Find the area of the hexagon.
serve as a guide for the student, the teacher, and
b. Describe two different strategies for finding the area. parents as students develop understanding of key
ideas and strategies.
COMPONENTS OF CMP2
A
area The measure of the amount of surface área La medida de la cantidad de superficie
enclosed by the boundary of a figure. To find the encerrada por los límites de una figura. Para hallar
area of a figure, you can count how many unit el área de una figura, puedes contar cuántas
squares it takes to cover the figure. You can find the unidades cuadradas se requieren para cubrir la
area of a rectangle by multiplying the length by the figura. Puedes hallar el área de un rectángulo
width. This is a shortcut method for finding the multiplicando el largo por el ancho. Esto es un
number of unit squares it takes to cover the método más corto para hallar el número de
rectangle. If a figure has curved or irregular sides, unidades cuadradas requeridas para cubrir el
you can estimate the area. Cover the surface with a rectángulo. Si una figura tiene lados curvos o
grid and count whole grid squares and parts of grid irregulares, puedes estimar el área. Para ello, cubre
squares. When you find the area of a shape, write the la superficie con una cuadrícula y cuenta los
units, such as square centimeters (cm 2), to indicate cuadrados enteros y las partes de cuadrados en la
the unit square that was used to find the area. cuadrícula. Cuando halles el área de una figura,
escribe las unidades, como centímetros cuadrados
(cm 2), para indicar la unidad cuadrada que se usó
para hallar el área. El área del cuadrado
representado a continuación es de 9 unidades
cuadradas y el área del rectángulo es de 8 unidades
cuadradas.
Components of CMP2 71
Technology for Students Manipulatives
Connected Mathematics was developed with the In Connected Mathematics, manipulatives are
belief that calculators should be available to used only when they can help students develop
students, and that students should know when and understanding of mathematical ideas. For example,
how to use them. In grade 6, students need in Filling and Wrapping, students find all the
standard, four-function calculators. Students use different rectangular arrangements possible for a
four-function calculators to simplify complicated given number of cubes. They find the surface area
calculations and explore patterns in computations. of each arrangement by creating a net (covering)
For some units in grades 7 and 8, students need for the arrangement that exactly fits, with no
access to graphing calculators with table and overlap or underlap. They then identify the
statistical-display capabilities. Graphing calculators arrangements that require the least and the most
are used to investigate functions and as a tool for material to wrap. This activity sets the stage for
solving problems. Students use graphing calculators developing the ideas of surface area and volume
to explore the shape and features of graphs of of rectangular prisms. Most of the manipulatives
linear, exponential, and quadratic functions as used in Connected Mathematics are commonly
well as the patterns of change in the tables of such available, and many schools may already have
functions. And in addition to using symbolic them. Included are rulers, protractors, angle rulers,
solution methods, students use graphing-calculator cubes, square tiles, counters, spinners, and dice.
tables and graphs to solve equations. The two manipulatives described below are
Although computers are not required for any unique to Connected Mathematics.
of the investigations, applets are provided for
Polystrips are plastic strips that can be pieced
many units. Some applets are designed to be used
together with brass fasteners to form polygons.
during the Launch, Explore, Summarize sequence
These manipulatives are used in grade 6 to
and some can be used at various stages of the
investigate the relationship among the side
instruction, including additional practice with the
lengths of triangles and quadrilaterals. They also
ideas in the unit. The applets are provided on the
are useful in the eighth grade geometry unit,
Student Activities CD-ROM.
Kaleidoscopes, Hubcaps, and Mirrors.
The CMP Shapes Set® is a set of polygons used in
grade 6 to explore sides, angles, and tilings.
Blackline masters are provided for teachers who
do not have Polystrips or the CMP Shapes Set.
A list of materials for each unit is found in the
Unit Introduction of each Teacher’s Guide.