Algebra 1 ©2004 - Holt McDougal

McDougal Littell ALGEBRA 1 correlated to the
New Hampshire Mathematics Curriculum Framework
MATHEMATICS OF CHANGE
7a. K-12 Broad Goal: Students will be able to use concepts about mathematical
change in analyzing patterns, graphs, and applied situations.
PURPOSE: All natural phenomena are characterized by change. Mathematics is a tool for
representing and describing this change, and a preliminary understanding of
change is an important precursor to the more formal ideas of calculus. Through
explorations of patterns, tables, graphs, functions, and situations which focus on
the nature of change, representation, understanding, and recognition of types of
change can be promoted. Real-world examples of change can be examined.
Proportional reasoning and experience with rates should be part of this process.
7-12 Building upon the K-6 experiences, in grades 7-12:
• Use proportional reasoning strategies to solve problems about rates.
TE: 140-143, 645, 647-648
PE: 140-143, 645, 647-648
• Extend patterns and predict nth terms in number sequences.
See McDougal Littell Algebra 2, pages: 652, 656, 659-660, 662-663, 666-667, 671
• Extend patterns and predict nth terms in sequences of geometric figures.
See McDougal Littell Geometry, pages: 5-9, 590-591
• Examine tables of numbers from familiar contexts to determine if patterns exist.
TE: 292-299, 483, 525, 554-559, 663
PE: 292-299, 483, 525, 554-559, 663
• Recognize and describe different types of change (for example: arithmetic, geometric,
periodic, damped, or oscillating).
TE: 293, 297, 423, 460, 467, 477-478, 481-482, 621
PE: 297, 423, 460, 467, 477-478, 481-482, 621
• Calculate and describe change in continuous and discrete contexts which are familiar.
TE: 293, 297, 423, 460, 467, 477-478, 481-482, 621
PE: 297, 423, 460, 467, 477-478, 481-482, 621
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