Destination Success - Tipton County Schools, TN

Transcription

User Guide
Mastering Skills and Concepts: Course III
Destination Success™ version 1.0
www.riverdeep.net
483342-UG
4/2004
Notices
This user manual applies to Mastering Skills and Concepts: Course III—part of
the Destination Success™ solution.
Revisions will be issued from time to time as determined by Riverdeep and will
include coverage of updates.
Revisions must be filed and implemented as soon as received. Requests for
publications and product training should be made to your Riverdeep account
manager.
© 1999-2004 Riverdeep Interactive Learning Limited, and its licensors. All
rights reserved. This product contains Macromedia Flash(tm) Player software
by Macromedia, Inc., © 1995-2004 Macromedia, Inc. All rights reserved by
their respective parties. Destination Math, Destination Reading, Destination
Success, Destination Teach, Riverdeep, and the Riverdeep logo are trademarks
or registered trademarks of Riverdeep Interactive Learning Limited. Adobe
and Reader are either registered trademarks or trademarks of Adobe Systems
Incorporated in the United States and/or other countries. Macintosh and Mac
are registered trademarks of Apple Computer, Inc. Macromedia and Flash are
trademarks of Macromedia, Inc. Microsoft, Windows and the Windows logo are
registered trademarks of Microsoft Corporation in the United States and/or other
countries. All other trademarks are the property of their respective owners. This
product includes Hypersonic SQL. This product includes software developed by
Apache Software Foundation (http://www.apache.org/).
USE OF THIS PRODUCT IS SUBJECT TO CERTAIN RESTRICTIONS AND
LIMITATIONS OF WARRANTY UNDER THE LICENSE AGREEMENT CONTAINED
HEREIN.
Riverdeep grants limited permission to classroom teachers to duplicate the
reproducible portions of this publication for classroom use only and for no other
purpose. In the interest of product improvement, information and specifications
represented herein are subject to change without notice.
Riverdeep, Inc.
www.riverdeep.net
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User Guide Contents
Introduction to the Destination Success Management System . . . . . . . . . . . . 1
Accessing Destination Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Open Destination Success and Log In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
The Destination Success Management System Overview . . . . . . . . . . . . . . . 4
Navigation Bar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Explore Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Class Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Assign an Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Option 1: Select and Assign Curriculum Based on Riverdeep’s Scope and Sequence . . .
Option 2: Select and Assign Curriculum Based on State Standards . . . . . . . . . . . . . . . .
Edit an Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Class Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Assign an Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Option 1: Select and Assign Tests Based on Riverdeep’s Scope and Sequence . . . . . . .
Option 2: Select and Assign Tests Based on State Standards . . . . . . . . . . . . . . . . . . . .
Edit a Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Review Test Results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student Progress Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Student History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Single Class/Group Mastery Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Class Mastery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Paper Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Class Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Import Students to a Class Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Export Users’ Data and Student Test Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Create/Edit a New Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Add a Student to Your Class Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Remove a Student from Your Class Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
View a Student’s Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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49
Student’s Guide to Using Destination Success . . . . . . . . . . . . . . . . . . . . . . 51
Standard Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Log In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main Screen—My Tasks Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Task Status Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main Screen—Exploration Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
View Test Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Log In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main Screen—My Tasks Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Test and Assignment Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main Screen—Exploration Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Introduction to the Destination Math Courseware . . . . . . . . . . . . . . . . . . . . 61
Philosophy and Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Mathematical Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Course Overview: Mastering Skills and Concepts: Course III (MSC III) . . . . . . 64
Course Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Product Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Correlations and Performance Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Destination Success Management System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Scope and Sequence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
List of Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Session Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Using MSC III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Open MSC III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Start a Session. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Do a Tutorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Do a Workout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Navigation Panel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Exit MSC III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Resources and Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Conventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
System Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Troubleshooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
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Introduction to the Destination Success
Management System
The Destination Success management system contains a unique combination
of comprehensive courseware, curriculum management, standards-based testing,
interactive assignments, and progress reporting. The management system provides
teachers and administrators with the tools to guide students toward success. The
system has the following features:
Access to interactive Riverdeep K-12 curriculum content
Complete management for curriculum and assessments
The ability to track an individual student or a class
Assessment tools for identifying a student’s understanding of curriculum
concepts
Full integration of K–12 core curriculum requirements
Thousands of test questions
Assessments, assignments, and curriculum are based on Riverdeep’s curriculum
scope and sequence or state standards. The Destination Success management
system allows educators to create and modify assignments and assign
assessments, which can be tailored to fit the needs of individual students, specific
classes, or an entire school. Teachers can easily create, prescribe, and tie software
curriculum to specific learning objectives. Together, these features help teachers
organize class curricula and clearly communicate expectations to their students.
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Accessing Destination Success
If your school is using a network version, you can use Destination Success from
any computer that is connected to the network from your school or classroom.
If you are using a stand-alone CD, you can use Destination Success by inserting
the CD into your computer’s CD-ROM drive. You will use a customized browser to
open Destination Success from its desktop icon.
If you encounter any issues, please contact your System Administrator or email
Riverdeep at [email protected].
Open Destination Success and Log In
1. If there is a Destination Success shortcut or alias on your desktop, doubleclick the Destination Success icon
, which will launch a custom
browser. If you do not have a shortcut or alias on your desktop, go to
your Start Menu and select Programs. Then select Destination Success
to launch the custom browser.
Note: Your System Administrator may have set up one or more shortcuts to
help you access Destination Success from your desktop.
2. Type in your pre-assigned username and password.
3. Click the Log In button
2
.
If your User Name or Password doesn’t work:
1. Delete previous entries from the username and password fields.
2. Enter your username exactly as it was given to you by your System
Administrator.
3. Enter your password exactly as it was given to you by your System
Administrator. Username and passwords are not case sensitive.
.
5. If you cannot log in to Destination Success after three attempts, please
contact your System Administrator.
Note: You may wish to have your own student account in order to see
what Destination Success looks like to students. Please contact your System
Administrator to set up a student account for your own use. To see how students
log in to Destination Success, and what Destination Success looks like from a
“student’s-eye” view, please refer to the Student’s Guide to Using Destination
Success section of this guide.
3
The Destination Success Management
System Overview
Navigation Bar
For teachers and administrators, the navigation bar appears at the top of every
page of the Destination Success management system. Using the navigation
bar is a quick and convenient way to jump between different areas of the
management system. When you are logged in to Destination Success as a
teacher, the top portion of your navigation bar always displays four tabs: Explore
Content, Curriculum, Assessment, and Class Roster. In the lower portion of
the navigation bar, the buttons change depending on which tab you click. The
navigation bar looks like this:
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Explore Content
Once you have logged in to Destination Success, the Explore Content page
appears. Its navigation bar lists two subjects: Math
and Language
Arts
. Click the subject of your choice to see the available
curricula. Content (software lessons and exercises) is listed with a description,
an icon, and a Launch button. You can try out the content by clicking the
Launch button
.
The Explore Content page also contains your calendar and reminder system.
On the right side of the screen, a daily list of Assessments and Assignments
appears. You can scroll forward
or backward
through the calendar
by clicking the arrows found on either side of the date. To see details of a listed
Test or Assignment, click its listing on the calendar.
5
Curriculum
The Curriculum tab has four sections:
Assign – Create an assignment based on Riverdeep’s scope and
sequence or state standards. You can also view Curriculum or Learning
Objectives.
Edit – View a list of and edit student assignments.
Student Progress – View the progress reports of individual students.
Class Progress – View the progress reports of classes.
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Assessment
The Assessment tab has six sections:
Assign – Choose tests or create random tests based on Riverdeep
scope and sequence or state standards. Assign tests to classes and
students.
Edit – Cancel an assessment, change assessment parameters, or add/
remove students.
Results – View and analyze student responses and correct responses for
all questions on any completed tests.
Student History – View test results for an individual student.
Class Mastery – View test results for a class.
Paper Grading – Input student responses for a test administered on
paper.
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Class Roster
The Class Roster tab includes 4 main functions:
Student Profile – View details of selected students in all classes or
in your class.
Create/ Edit Classes – Create a new class. For existing classes,
rename it, assign grade levels, duplicate the class roster, or delete it
permanently.
Add – Add student or students to your Class Roster.
Remove – Remove student or students from your Class Roster.
8
Help
Click the Help button
Help section includes:
on the navigation bar on the right side. The
FAQ – A list of frequently asked questions with answers about
Destination Success.
Online guide – The full text of this guide.
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Curriculum
Software lessons and exercises that you select from the content available in
Destination Success and assign to students make up the curriculum. Each
assignment can include as little as one screen from a course, or as much as
a full course.
Assign an Assignment
When you select and assign curriculum, you first choose the content to be
included in the assignment. Then you select the classes or students who will do
the assignment, and set start and due dates. Finally, you assign the curriculum
to students. Those students will now see the assigned curriculum on their
assignments list when they log in to Destination Success.
Curricula can be created and assigned independently. You can select and assign
a curriculum with content based on either Riverdeep’s scope and sequence or
state standards.
Option 1: Select and Assign Curriculum Based on Riverdeep’s Scope and Sequence
1. Click the Curriculum tab
2. Click the Assign button
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.
. The Assign Curriculum page opens.
3. Near the top of the Assign screen, Riverdeep Scope and Sequence is
selected by default.
4. A list appears onscreen displaying the available subjects (such as
Math and Language Arts) and products (such as Destination Math and
Destination Reading).
5. A green arrow
appears to the left of each product. Click this arrow to
see the content levels contained within the product.
6. Whenever you see a right-pointing arrow , you can click it to break a
content listing down into smaller segments. Destination Math content can
be broken down into courses; courses into modules; modules into units;
units into sessions; sessions into lessons, tutorials, practice areas, and/or
workouts; and lessons or tutorials into individual screens.
Destination Reading content can be broken down into courses; courses into
units; and units into curriculum. Learning Objective(s) for each activity are also
displayed.
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7. To see the Learning Objectives for a specific activity, screen, or workout,
click the green arrow
next to its listing.
8. When you have finished selecting content by checking the gray checkbox ,
you may click the Next
button located in the upper right corner of
the screen beneath the navigation bar to proceed, or click the View button
to preview the selected content area.
9. After clicking the Next button
, , the Review Selected Curriculum
and Select Students screen appears.
10. On the left side of the screen, the content you have selected is displayed.
If you chose content based on scope and sequence, you now see the
software lessons and exercises that correspond to the selected content
level. (You can edit the selected content by checking or unchecking boxes.)
11. On the right side of the screen, select the class or students to whom you
want to assign the activity. (To select individual students, click the green
arrow button located to the left of the class. The button changes from
to
and reveals the students in that class.) Click the check box to the
left of each student or class to whom you want to assign this Activity.
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12. Click Next
to continue.
13. Enter an Assignment Name.
14. Choose a Start Date for the assignment.
15. Choose a Due Date for the assignment. Leave the boxes blank if you would
like to leave the assignment open indefinitely.
16. If you wish to leave instructions for the student to follow, type them in
the text box.
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17. Click Next
to check the Assignment details.
18. A confirmation screen appears:
19. Click Done
to finish.
Option 2: Select and Assign Curriculum Based on State Standards
14
.
. The Assign Curriculum page opens.
3. Near the top of the Assign screen, click the circle next to State Standards.
4. Select the Course and a list appears on screen, displaying the available
standards for your state (for example, CA Mathematics Academic Content
Standards).
5. A green arrow button
appears to the left of the standard. Click this
arrow to see the benchmarks within the standard.
6. Whenever you see a right-pointing arrow, you can click it to break a listing
down into smaller pieces.
15
7. To select a standard you would like to cover, click the check box
next to
its listing. You can add as much content as necessary—from a full strand
to a smaller portion of the strand. Add as many items as you like.
8. To remove content, click the check box a second time to remove the
check mark.
9. When you have finished adding content, click the Next button
located in the upper right corner of the screen beneath the navigation bar.
10. The Review Selected Curriculum and Select Students screen appears.
11 On the left side of the screen, the content you have selected is displayed.
If you chose content based on state standards, you will see the software
lessons and exercises that correspond to those standards. (You can modify
the selected content by checking or unchecking boxes.)
12 On the right side of the screen, select the class or students to whom you
want to assign the Activity. (To select individual students, click the green
arrow button
located to the left of the class. The button changes from
to
and reveals the students in that class.) Click the check box
to the
left of each student or class to whom you want to assign this Activity.
13 Click the Next button
16
to continue.
14. Enter an Assignment Name.
15. Choose a Start Date for the assignment.
16. Choose a Due Date for the assignment. Leave the boxes blank if you would
like to leave the assignment open indefinitely.
17. If you wish to leave instructions for the student to follow, type them in
the text box.
18. Click Next
to check the assignment details.
17
19. A confirmation screen appears:
20. Click Done
to finish.
Edit an Assignment
2. Click the Edit button
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.
.
3. A list of all Assignments is displayed.
4. Information available on this page includes the following:
Assigned – The name of the Assignment.
Students Assigned – The number of students assigned to the
assignment.
Start Date – The date the Assignment started.
Due Date – The date the Assignment is due.
Status – Whether or not started or completed.
5. You can use the buttons on this page for any assignment which has not
started yet to:
Cancel the selected Assignment
been started by any students.
if it has not
A confirmation screen will appear. Click the Yes button
to
cancel an assignment. Click the No button
to return to the
previous screen. Note that once an assignment is cancelled, it cannot
be restored. It must be assigned once again.
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Change Parameters
if the assignment has not
Change settings such as assignment name, start date, due date,
and/or instructions.
Click Done
20
when finished.
Add/Remove students
if the assignment has not
A class list appears.
Click or unclick individual student names to add or remove students.
Click Done
when finished.
Progress Reports
Progress Reports allow you to see how a student or class is doing on Curriculum
a teacher has assigned. You can view progress reports on a whole class or
an individual student.
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Student Progress Reports
.
2. Click the Student Progress button
.
3. The Student Progress Report screen opens.
4. From the Select Class menu, select the student’s class.
5. From the Show All Assignments for menu, select the student.
6. The student’s progress is displayed:
7. You can print the student progress report by selecting the Print button
8. Click on the Assignment Name to see the detailed progress report on
this assignment.
9. You can print the student assignment task report by selecting the Print
button
.
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.
Class Progress Reports
1.
2.
3.
4.
Click the Curriculum tab
.
Click the Class Progress button
.
The Class Progress Reports screen opens.
From the Show All Assignments for menu, select the class.
5. The class progress is displayed:
6. You can print the class progress report by selecting the Print button
.
7. Click on the Assignment Name to see the detailed progress report on
this assignment.
8. You can print the student list report by selecting the Print button
.
23
Assessment
The Destination Success management system provides assessment tools for
identifying a student’s understanding of curriculum concepts. Educators have
visibility into student performance through immediate test scoring and progress
reports. All assessments can be previewed and printed prior to administering
a test. Tests administered on paper can be graded via the Paper Grading tool
and reported in test results. Students who do not exceed the pass rate set by
educators on assessments can be prescribed additional curriculum content.
Assign an Assessment
It’s easy to choose tests from the bank of tests provided in Destination Success.
You can choose tests based either on Riverdeep’s scope and sequence or state
standards.
Option 1: Select and Assign Tests Based on Riverdeep’s Scope and Sequence
1. Click the Assessment tab
3. The Assign-Step 1 screen opens.
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.
.
4. Near the top of the Assign screen, Riverdeep Scope and Sequence is
selected by default.
5. A list appears on screen, displaying the available subjects (such as
Math and Language Arts) and products (such as Destination Math and
Destination Reading).
6. A green arrow
appears to the left of each product. Click this arrow to
see the courses contained within the product.
7. Whenever you see a right-pointing arrow , you can click it to break a
content listing down into smaller segments.
8. Select the desired scope and sequence or content level and click the Next
button
.
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9. The Assign - Step 2 screen opens. This screen previews all available
tests for your selected content level. You may chose from fixed tests or
create a random test based on the selected scope and sequence. Available
assessments are listed on the screen.
10. To select a test, click its listing. A green arrow appears
.
11. On the right side of the screen, classes are listed. A green arrow appears
to the left of some items on the list. Whenever you see a right-pointing
arrow , you can click it to see the classes or students within that item.
Click a check box
to select a class or student. (You can select 1 class
only and more than one student in the class.)
12. You may also preview a test prior to assigning it by clicking the blue View
button
on the right. A new window will appear to preview the test.
Select the Next button
on the test preview screen to see the
correct answers. Close the window by clicking the Exit button on the lower
left or click the red X on the upper right corner.
26
13. When you are finished with selecting the test and the assigned class, click
the Next
button to continue.
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14. The Assign - Step 3 screen opens. This screen allows you to rename a
test and set test date, due date, pass rate, calculator usage, password,
and test instructions.
15. From the Test Date pull-down menu, select the month, day, and year that
students will take the test.
16. From the Due Date pull-down menu, select the month, day, and year for the
last date on which students can make up the test.
17. In the Pass Rate box, enter the percentage of questions students must
answer correctly to pass the test. (You can set this anywhere between
0% and 100%.)
18. Optional: In the Allow Usage of Calculator box, check the box
would like to enable students to use a calculator.
if you
19. Optional: Place a check in the Automatically assign (prescribe) activities
based upon each student’s performance on this test if you want
Destination Success to do this.
20. Optional: In the Set Password box, enter a password that students must
type in to take the test. Leave this blank if you do not want to use a
password.
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21. Optional: In the Leave instructions for the students box, type any
instructions you want to appear on the test and on the automatically
prescribed assignment, if chosen.
22. When you are finished, click the Next button
.
23. Confirmation screen appears. You may print the selected test by clicking on
the Print Test button
.
A pop-up window appears, saying, “This will Assign the test before
Printing the test. Do You wish to continue.” Click OK to assign the
test and to continue the printing process. Click Cancel to go back and
make changes.
If you clicked OK, a second pop-up window appears, saying “Click OK to
Print the test with Correct Answers. Clicking Cancel will Print the test
without Correct Answers.” Click OK to print the test with answers. Click
Cancel to print the test without answers.
A window will appear with the test, answer sheet, and, if chosen, the
answer key. Hit Ctrl+P to print.
24. When you are finished, click the Done button
.
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Option 2: Select and Assign Tests Based on State Standards
.
.
3. The Assign - Step 1 screen opens.
4. Near the top of the screen, click the circle next to State Standards.
5. Select your state from the State Standards pull-down menu.
6. A list appears on screen, displaying the available standards for your state
(for example, CA Mathematics Academic Content Standards).
7. A green arrow button appears to the left of the standard. Click this arrow
to see the categories within the standard.
8. Whenever you see a right-pointing arrow, you can click it to break a listing
down into smaller segments.
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9. Select the desired standard and benchmarks and click the Next
button.
10. The Assign-Step 2 screen opens. You may chose from fixed tests or create
a random test based on the selected standard. Available assessments
are listed on the screen.
11. To select a test, click its listing. A blue arrow appears
.
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12. On the right side of the screen, classes are listed. A green arrow appears
to the left of some items on the list. Whenever you see a right-pointing
arrow
, you can click it to see the classes or students within that item.
Click a check box to select a class or student. (You can select 1 class
only and more than one student in the class.)
13. You may also preview a test prior to assigning it by clicking the blue View
button
on the right. A new window will appear to preview the test.
Select the Next button
on the test preview screen to see the
correct answers. Close the window by clicking the Exit button on the lower
left or click the red X on the upper right corner.
14. When you are finished with selecting the test and the assigned class, click
the Next button
to continue.
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15. The Assign - Step 3 screen opens. This screen allows you to rename a
test and set test date, due date, pass rate, calculator usage, password,
and test instructions.
16. From the Test Date pull-down menu, select the month, day, and year that
students will take the test.
17. From the Due Date pull-down menu, select the month, day, and year for the
last date on which students can make up the test.
18. In the Pass Rate box, enter the percentage of questions students must
answer correctly to pass the test. (You can set this anywhere between
0% and 100%.)
19. Optional: In the Allow usage of Calculator box, check the box
would like to enable student to use a calculator.
if you
20. Optional: Place a check in the Automatically assign (prescribe) activities
based upon each student’s performance on this test if you want
Destination Success to do this.
21. Optional: In the Set Password box, enter a password that students must
type in to take the test. Leave this blank if you do not want to use a
password.
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22. Optional: In the Leave instructions for the students box, type any
instructions you want to appear on the test and on the automatically
prescribed assignment, if chosen.
23. When you are finished, click the Next button
.
24. A confirmation screen appears. You may print the selected test by clicking
on the Print Test button
.
A pop-up window appears, saying, “This will Assign the test before
Printing the test. Do You wish to continue.” Click OK to assign the
test and to continue the printing process. Click Cancel to go back and
make changes.
If you clicked OK, a second pop-up window appears, saying “Click OK
to Print the test with Correct Answers. Clicking Cancel will Print the
test without Correct Answers.” Click OK to print the test with answers.
Click Cancel to print the test without answers.
A window will appear with the test, answer sheet, and, if chosen, the
answer key. Hit Ctrl+P to print.
25. When you are finished, click the Done button
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.
Edit a Test
2. Click the Edit button
.
.
3. The Open Assessments screen appears. There are three options: Cancel
Test, Change Parameter, and Add/Remove students.
4. Select a Test to Edit:
Cancel test
if the test has not been started by any students.
A confirmation screen will appear. Click the Yes button
to cancel
a test. Click the No button
to return to the previous screen.
Note that once a test is cancelled, it cannot be restored. It must be
assigned once again.
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Change Parameters
started by any students.
if the test has not been
Change settings such as display name, test date, due date, pass rate,
calculator usage, automatic prescription, password, and/or instructions.
Click Done
36
when finished.
` Add/Remove students
if the test has not
A class list appears.
Click or unclick individual student names to add or remove students.
Click Done
when finished.
Review Test Results
2. Click the Results button
.
.
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3. Click the report you would like to view. You may print any report by clicking
the Print button
on any screen in the upper right corner. Available
reports for a class, group or an individual student will be listed for the test
you select. The following information will be displayed:
Student Name: Displays list of students assigned to take the test.
Score: The score the student received on the test.
Correct Answers: The number of questions the student answered
correctly.
Date Taken: The date test was taken by the student.
4. Click a student name on the list to view to see how a student answered
specific test questions. The following information is displayed:
Question Number – A list of the questions on the test. Click a question
to see the student’s answer (in new window).
Student Answer – The answer the student selected.
Correct Answer – The correct answer of the question.
Question Type – The question format of the question.
Note: Until a student takes a test, questions will not appear. After a
student takes a test, all unanswered questions are marked incorrect.
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5. Select the question you would like to view or sort test results by choosing
Student Mastery by Learning Objective or Student Mastery by State
Standard.
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6. Select Student Mastery by Learning Objective to assess a student’s
understanding of specific Learning Objectives.
Click the
button next to Student Mastery by Learning Objective.
The Student Mastery by Learning Objective screen appears.
The following information is displayed:
Learning Objective – The stated Learning Objective.
Percentage – The percentage of questions related to this Learning
Objective that this student answered correctly.
Number of Questions Covering Learning Objective – The number of
questions on the Test that covered this Learning Objective for the
selected test.
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7. Select Student Mastery by State Standard to assess a student’s
understanding of specific Learning Objectives by state standards.
Click the
button next to Student Mastery by State Standard.
The Student Mastery by State Standard screen appears.
The following information is displayed:
Benchmarks – The State Standards Benchmarks pertaining to test.
Percentage – The percentage of questions related to this Benchmark
that this student answered correctly.
Number of Questions Covering Benchmark – the number of questions
on the Test that covered this Benchmark for the selected test.
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Student Progress Reports
Student History
Select Student History to see how a particular student did on a test.
1. Click the Student History
icon.
2. The Student Summary screen appears.
3. Select a class from the Select Class pull-down menu.
4. Select a student from the Show All Tests for menu.
5. The following information is displayed:
Test Name – The name of the test.
Score – The score the student received on the test.
Correct Answer – The number of questions the student answered
correctly.
Date Taken – The date the test was taken.
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Single Class/Group Mastery Reports
Class Mastery
Select Class Mastery to assess a class’ understanding of specific Learning
Objectives.
1. Click the Class Mastery icon
.
2. The Class Mastery of Learning Objectives screen appears.
3. Select a class or group from the Select Class pull-down menu.
4. Select a test from the Test pull-down menu.
5. The following information is displayed:
Learning Objective – Lists each learning objective covered on the test.
Percentage – The percentage is useful in determining which learning
objectives the class as a whole has either mastered or needs to review.
It displays the correct student responses to questions related to this
learning objective as a percentage of all student responses to questions
related to this learning objective.
Number of Questions Covering Learning Objective – Shows the number
of questions on the test that covered this learning objective.
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6. To view how a class or group performed based on State Standard, select
Class Mastery by State Standard. The following information is displayed:
Benchmarks – The State Standard benchmarks pertaining to the test.
Percentage – The percentage of questions related to this Benchmark
that this student answered correctly.
Number of Questions Covering Benchmark – The number of questions
on the Test that covered this Benchmark for the selected test.
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Paper Grading
Select Paper Grading
administered on paper.
to enter student responses on a test
1. Select Class from the pull-down menu.
2. Select Student from the pull-down menu.
3. Select Test from the pull-down menu. The tests in the pull-down menu are
tests assigned to the student that have not been completed yet.
4. Enter the student’s responses on the corresponding answer grid.
5. Click Submit Answers
when completed.
6. To continue, select the Class and next Student from the pull-down menus.
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Class Roster
All user accounts including student accounts are set up by the Destination
Success System Administrator. System Administrators can import class rosters
to create multiple student profiles simultaneously by using the Import and
Export function while logged in as a System Administrator. See Installation &
Administration Guide on Import & Export.
Import Students to a Class Roster
Note: The Import function is available for System Administrators only. Refer to
the Installation & Administration Guide on Import & Export.
Export Users’ Data and Student Test Results
Note: The Export function is available for System Administrators only. Refer to
the Installation & Administration Guide on Import & Export.
Create/Edit a New Class
A class can be a full class roster of students, or it can be a few students
grouped by ability or interest.
1. Click the Class Roster button
of the screen.
on the upper right corner
2. Click the Create/Edit Classes button
the screen.
3. Click the New Class button
46
on the right side of
.
4 In the Rename it to text box on the right side of the screen, enter the
name of the new class.
5. Select the grades the class contains from the Grade pull-down menus.
Click the OK button
.
6. If you have two classes composed of the same students, you can create
a single class roster once and then duplicate it. On the right side of the
screen, in the Duplicate Roster text box, type a name for the duplicate
class. Click OK
. You now have an additional class containing the
same students as the original.
7. If you want to delete a class, select the class on the left of the screen.
On the right of the screen, next to Delete permanently?, click OK
.
You are prompted to confirm that you wish to delete this class. Click
OK
. The class is permanently removed from the Destination Success
management system.
Add a Student to Your Class Roster
corner of the screen.
in the upper right-hand
2. Choose a group of students from the Show menu (under Students on the
left side of the screen).
3. Select a student’s name from the left side of the screen. To select multiple
students, Windows users hold down the Shift or Ctrl keys while clicking
names. Macintosh users hold down the key while clicking names.
47
4. Choose a class from the Select Class menu (under Teachers and Classes
on the right side of the screen).
5. Click the blue arrow pointing to the right
.
6. The system automatically adds the selected student to the selected class.
48
Remove a Student from Your Class Roster
right corner of the screen.
located in the upper
2. Choose a class from the Select Class menu (under Teachers and Classes
on the right side of the screen).
3. Select a student’s name from the right side of the screen. To select
multiple students, hold down the Shift, Ctrl, or
key while selecting.
4. Click the blue arrow pointing to the left
.
5. The system automatically removes the selected student from the class.
View a Student’s Profile
1. Click the Class Roster
corner of the screen.
button located in the upper right
2. Choose a group of students from the Show menu (under Students on the
left side of the screen).
3. Select a student on the left side of the screen.
4. Click the Student Profile button
.
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5 Student information is displayed in the Student Profile screen. To modify
information, select options from the drop-down menus. (When selecting a
“User Type” for a student, choose the Standard Menu for readers and the
Simplified Menu for nonreaders.)
For more information on Standard and Simplified menus, see the
Student’s Guide to Using Destination Success section of this guide.
6. To save changes, click the Update button
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.
Student’s Guide to Using
Destination Success
This section explains how students log in to Destination Success and
access educational software Curriculum and Assessments. Students log in to
Destination Success through a Standard or Simplified menu. Please see the
appropriate section below for step-by-step log in instructions.
Standard Menu
Log In
Students using the Standard Menu must enter a password to log in to
Destination Success.
To log in with the Standard Menu:
1. Type in your username and password.
.
If your Username or Password doesn’t work:
1. Delete previous entries from the username and password fields.
2. Enter your username exactly as it was given to you by your teacher or
System Administrator.
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.
4. If you cannot log in to Destination Success after three tries, please contact
your teacher or System Administrator.
Main Screen—My Tasks Mode
Once you have logged in through the Standard Menu, the Destination Success
main screen opens in My Tasks mode
. You will see a screen like this:
To view details about an assignment, click the underlined title under
Tasks (for example, Assignment: 3/19/04 Math Homework).
52
To open an assignment or test, click the GO button
next to the
assignment or test (for example, Test: Whole Numbers Test A).
Follow instructions on the test screen to take a test. When complete,
select the Exit button
to return to My Tasks mode.
To return to the Destination Success log in page, click the Stop button
.
Task Status Menu
The Task Status Menu allows you to view all current Assignments or just the
Assignments that are due today. You can also see which Assignments are
complete and which are incomplete.
53
To see a list of the Assignments that are due today, click the Due
Today button:
To see a list of all current Assignments, click the Current button:
To see a list of incomplete Assignments, click the Incomplete button:
To see a list of completed Assignments, click the Completed button:
To hide the Task Status Menu, click the arrow button.
again to see the menu.)
(Click
Main Screen—Exploration Mode
1. From the Destination Success main screen in My Tasks mode, click the
Exploration button
.
2. The Destination Success menu changes to Exploration mode, and you can
freely explore Riverdeep software.
54
To launch a software course, click the course’s icon
GO button
, or click the
that appears beneath the course description.
To return to My Tasks mode, where you can see and open your
Assignments, click the My Tasks button
.
To return to the Destination Success log in page, click Stop
.
View Test Results
After you have finished a Test, you can view the results of that Test. Each
question can be displayed onscreen for your review.
To see the results of a completed Test, follow these steps:
1. In My Tasks mode, click the Completed button
on the Task Status Menu to view a list of all completed Assignments
and Assessments.
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2. Click the name of the Test for which you want to view the results
(for example, Proper and Improper Fractions, A).
3. All questions from the Test are listed on the left side of the screen.
4. Click a question from the list on the left to see it displayed as a new
window. The correct response will be shown.
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Simplified Menu
Log In
The Simplified Menu provides a graphical interface for younger students or when
security is not important. Students using this menu are not required to enter a
password to log in to Destination Success. To log in with the Simplified Menu:
1. Click the Simple Log In icon
log in page.
in the lower right corner of the
2. Select Class and Select Name menus appear.
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3. Select your class from the list on the left.
4. A list of students in the selected class appears on the right. Select your
name from the list on the right and click the OK button
to
log in.
58
Main Screen—My Tasks Mode
Once you have logged in through the Simplified Menu, the Destination Success
simplified main screen opens in My Tasks mode. You will see something like
this:
Test and Assignment Icons
Icons displaying the letter “T”
or Quizzes.
represent Assessments
Plain icons
represent Assignments. The shapes of Assignment
icons are chosen randomly and do not correspond to specific types of
Assignments.
To open an assignment or test, click the icon next to it. (Teachers can
tell students what to click; for example, “Today, click on the star.”)
To return to the Destination Success log in page, click the
Stop button
.
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Main Screen—Exploration Mode
1. From the Destination Success main screen in My Tasks mode, click the
Exploration button
.
2. The Destination Success menu changes to Exploration mode, and you can
freely explore Riverdeep software.
To launch a software course, click the course’s icon
, or click the GO
button
that appears beneath the course description.
To return to My Tasks mode, where you can see and open your
Assignments, click the My Tasks button
.
To return to the Destination Success log in page, click the Stop button
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.
Introduction to the Destination
Math Courseware
Philosophy and Purpose
Mastering Skills and Concepts: Course III is part of the Destination Success
solution. Destination Math products offer comprehensive mathematical curricula,
designed with the following principles:
The focus is on learning and teaching.
The focus is on the student rather than the teacher.
The focus is on learning through problem solving and discovery.
The student is always in control of the learning.
The presentation of the mathematics within each course takes full advantage
of the dynamic and interactive capabilities of software. Animation, speech,
and sound effects invite students to participate in an intrinsically motivational
environment. As students progress through each course, they learn important
mathematical skills and concepts.
Destination Math products include the word “mastering” in their titles. The focus
is on the importance of mastering the underlying skills and concepts of the
topics presented and of mastering the ability to apply the learned skills and
concepts to solve meaningful problems. For students at any level of education,
learning the “how to” of mathematics and the “why” of doing mathematics are
both important.
The design of each Destination Math course reflects a careful balance between
skills and concepts and their applications. In most cases, a context that
contains an important mathematical concept is introduced and is followed by
the teaching of a related skill.
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Mathematical Content
The Destination Math product suite spans grades K–12. The available
Destination Math courses are:
Course Name
Grade Level
Mastering Skills and Concepts: Course I
K–1
Mastering Skills and Concepts: Course II
2–3
Mastering Skills and Concepts: Course III
4–6
Mastering Skills and Concepts: Course IV
6–8
Mastering Skills and Concepts: Course V
6–8
Mastering Algebra I: Course I
9–12
Mastering Algebra I: Course II
9–12
Mastering Skills and Concepts: Course I (MSC I) introduces children in
kindergarten and grade 1 to basic math concepts. It covers number sense,
addition and subtraction, geometry and measurement, and patterns.
Mastering Skills and Concepts: Course II (MSC II) is designed for grades 2 and
3. It builds upon the concepts introduced in MSC I and covers number sense,
operations with numbers, geometry and measurement, and algebraic thinking.
Mastering Skills and Concepts: Course III (MSC III) includes numbers and
number sense, operations with numbers, fractions, decimals, geometry,
and data analysis and probability. Each topic is presented within a
motivational context that demonstrates how mathematical issues arise out of
real-life situations.
Mastering Skills and Concepts: Course IV (MSC IV) includes arithmetic topics
traditionally taught at the middle school level: fractions, decimals, integers,
and percents.
Mastering Skills and Concepts: Course V (MSC V) expands the curriculum of
the previous course and includes the study of ratio and proportion, elementary
algebra, basic geometry, and introductions to both statistics and probability. The
inclusion of the latter two topics reflects recommendations in the Standards1
document published by the National Council of Teachers of Mathematics
(NCTM). A basic knowledge of these two topics is deemed to be important for all
students, not just those who intend to go on to higher education.
Mastering Algebra I: Course I (MA I) explores the language of algebra, linear
functions and equations, systems of linear equations, and linear inequalities in
one and two variables.
1 Curriculum and Evaluation Standards for School Mathematics. (1989) Reston, V.A.: National Council of Teachers
of Mathematics.
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Mastering Algebra I: Course II (MA II) investigates real numbers, powers
and polynomials, quadratic functions and equations, algebraic expressions and
functions, and graphical displays of data.
Mastering Skills and Concepts: Courses IV and V are geared primarily toward
students in middle and junior high school grades, but can be useful for older
students who are not yet ready for a formal study of algebra and geometry.
Mastering Algebra courses are appropriate for students enrolled in a formal
algebra course.
There is a clear need for these Destination Math courses. Data from major tests,
such as the Third International Mathematical and Science Study (TIMSS), reveal
a sharp decline in mathematical proficiency as U.S. students progress through
the grades. Although students in the fourth grade appear to be doing reasonably
well in mathematics, the performance of students at both the eighth and twelfth
grade levels falls dismally below that of students in most other countries. In a
review of the data, the report authors state that, “Our curriculum, textbooks,
and teaching are all ‘a mile wide and an inch deep.’ This preoccupation with
breadth rather than depth, with quantity rather than quality, probably affects how
well U.S. students perform in relation to their counterparts in other countries.”2
Thus, reform of the mathematics curriculum and how we teach it to our students
requires significant changes in current educational materials and practices. With
this in mind, the courses developed by Riverdeep provide new ways to engage
students in learning mathematics and to enhance the dialogue between teacher
and student.
2 Schmidt, William H., McKnight, Curtis C., and Raizen, Senta A. (1989) “A splintered vision: An investigation of U.S.
science and mathematics education, executive summary.” In A Splintered Vision. Third International Mathematics
and Science Study (TIMSS), Vol. 1. Norwell, Ma: Kluwer Academic Publishers. http://ustimss.msu.edu.
63
Course Overview — Mastering Skills
and Concepts: Course III (MSC III)
Course Components
Module
Unit
Session 1
Tutorial
Session 2
Session 3
Workout
Screens
The following are the components of the MSC III program.
Module
A module addresses a major topic in the mathematics curriculum. In MSC III,
the six modules are:
Numbers and Number Sense
Operations with Numbers
Fractions
Decimals
Geometry
Data Analysis and Probability
Unit
Each module is broken into easily understood components, called units. For
example, the module Numbers and Number Sense is divided into these units:
Large and Small Numbers
Numbers as Factors
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Session
Each unit is broken into two, three, or four sessions. Each session addresses
between one and four learning objectives. For example, the unit Large and Small
Numbers is divided into sessions on:
Whole Numbers to One Million
Ordering and Rounding Whole Numbers
Negative Whole Numbers
Each session contains a tutorial and a workout.
Tutorial
Each session contains a tutorial, which presents the instruction. It is composed
of a series of screens, each addressing one or more learning objectives.
Tutorials provide explanations, definitions, and interactive practice using
audio, text, animation, graphics, and sound. Where appropriate, students
have opportunities during tutorials to practice what they are learning via
exploration areas. On entering an exploration area, the student is presented
with a mathematical environment that requires the student to interact with
displays related to the objectives addressed in the tutorial. By using various
manipulatives, the student can affect the size, shape, or status of objects in
the given displays. The restore button, located in the bottom right corner of
the exploration area, returns the student to the original display, allowing the
student to start over.
Workout
The workout in a session usually consists of three problems, based on the
learning objectives of the tutorial. The difficulty level of each workout is reflected
in the color-coding: Level 1, green (easiest level); Level 2, blue; and Level 3,
purple (most difficult level). The workout problems are more substantial than
the interactive questions posed in the tutorial and require a comprehensive
application of math concepts and principles. After answering a workout question,
the student is guided through a detailed solution of the problem with graphics,
audio, and text. This solution itself contains questions and interactivities to keep
the student engaged.
And More…
Other tools are available to the user at all times: a comprehensive glossary of
the mathematical terms used throughout the course and a calculator with all the
functionality necessary at this level.
Assessment
The Destination Success management system provides assessment tools for
65
identifying a student’s understanding of curriculum concepts. Educators have
visibility into student performance through immediate test scoring and progress
reports. All assessments can be previewed and printed prior to administering
a test. Tests administered on paper can be graded via the Paper Grading tool
and reported in test results. Students who do not exceed the pass rate set
by educators on assessments can be prescribed additional curriculum content
from MSC III.
For details on assessment tools, please refer to the Assessment section in
the User Guide.
Pre-Defined Tests
To enable the educator to monitor student achievement and progress, the
Destination Success management system provides 137 pre-defined tests for
MSC III. These tests have been carefully structured to provide comprehensive
coverage of the learning objectives at the Course, Module, Unit, and Session
levels, with question distribution reflecting the relative importance of learning
objectives. The tests are designed to be of average difficulty, with the
occasional easy or more-challenging items to help provide a clearer picture of
student mastery of the material.
There are three pre-defined tests available at the Course level. There are also
three for each and every Module and Unit in the course. At the Session level,
for which there may be only one or two learning objectives, there are two predefined tests available. Additional tests may be created using the Random Test
function from MSC III.
To enable pre-testing and post-testing, and to allow for make-up tests, the items
in Test A and C at the Course, Module, and Unit level are exactly parallel in
terms of learning objectives, structure, and difficulty level. This allows for a more
accurate and valid comparison of results on the two tests.
Random Tests
In addition to the predefined tests, educators can generate an unlimited number
of random tests at Session, Unit, Module and Course levels. The number of
questions in a random test will correspond to the selected test level. For
example, a Session level random test will contain 10 questions while a Unit
level random test will contain 15 questions. The Destination Success random
test generation feature draws upon a pool of thousands of test items to create
the desired test.
For details on creating and assigning tests, please refer to the Assessment
section in the User Guide.
66
Product Features
The presentation of content is enhanced through multimedia narration,
interaction, and animation.
Narration
There is one main narrator in Mastering Skills and Concepts: Course III. This
narrator serves as a guide, teacher, and ally for students. Everything the narrator
says is reinforced by accompanying text and graphics.
Questions and Interactivities
Students have opportunities during every tutorial to answer questions and
experiment with open-ended (non-judged) interactivities, which vary in form. The
student may be asked to click or click and drag on screen objects, to input text,
or to use animated controls (for example, using an arrow to highlight a row of
objects on the screen). The questions and interactivities give students a chance
to practice what they are learning and to receive feedback from the program, so
they can assess their own understanding.
The responses that students make during a tutorial are not scored and do
not become part of their formal evaluation. This encourages students to answer
questions without fear of penalty.
Animation
Animation and colorful graphics appear throughout tutorials and workouts in
every unit. They add information and humor. An animation may show how to
solve a problem or display a character’s reaction to an on-screen event.
Correlations and Performance Standards
MSC III is designed to address both process and performance standards
in mathematics. The design of every unit reflects the emphasis of the
NCTM Standards on mathematics as problem solving and on mathematical
connections. MSC III also targets learning objectives.
Mathematics as Problem Solving
Problem solving has always been a primary reason for learning mathematics. In
MSC III, students are introduced to this concept through the use of recognizable
objects, situations, and scenarios. As students work through a unit, they are
repeatedly presented with questions and interactive problems that reinforce each
step of the learning process.
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Mathematical Connections
Students should see mathematics as an integrated whole, rather than as a
set of isolated and unrelated topics. Further, the study of mathematics should
include seeing how the subject can be applied in other disciplines, such as
music, sports, nature, and science. In MSC III, the integration and application of
mathematics into diverse and interesting environments provides relevance for an
otherwise abstract subject and increases the chance of a student successfully
learning the material. Applying mathematical rules and procedures to solve real
problems shows students the versatility and power of math.
Targeting Learning Objectives
MSC III is designed around specific learning objectives, which have been
correlated to state standards. It is simple to select the learning objectives that
you would like to cover. You can correlate the objectives of a given unit to your
school’s curriculum objectives and to the textbooks and other materials you use.
Once correlations with your own curriculum have been made, you can make
assignments with confidence, knowing that the material you need to cover is
available on the computer.
Assignments based on particular learning objectives—or your state mathematics
standards—can easily be made through the Destination Success management
system. For details, refer to the sections earlier in this guide.
Implementation
There are many ways for teachers and students to use this product, depending
on the availability of computers in the classroom and school.
Presentation Mode
One way to integrate MSC III units into your classroom instruction is to use
segments of the courses during a teacher-led presentation. This method is
particularly useful if only one computer and a large screen monitor or projection
device are available. MSC III can be paused at any point in the presentation
to engage students and pose questions about the topic. Individual students
can take turns as a teacher’s aide, using the mouse and entering responses
into the computer.
Individual Instruction
Individual students who need special attention—for enrichment, remediation, or
due to an absence from class—can use the product to learn mathematics at
their own pace. This method works well in a computer lab or multi-computer
classroom. Students who enjoy a challenge can try their hands at the workout
questions. Students needing more support can work through a tutorial, repeating
68
screens as necessary. When the students have finished the tutorial, they can try
solving the workout problems that follow.
Group Work
In its Standards3 publication, the NCTM encourages collaborative problem
solving. Assign groups of two or three students to work together at a computer
and complete a specific assignment. Upon completion of the assignment,
students can talk about what they learned during the session and how they
solved the problems in the workouts.
The Destination Success Management System
MSC III is designed to run on Destination Success management system—
a unique combination of comprehensive courseware, curriculum management,
standards-based testing, interactive assignments, and progress reporting. The
management system provides teachers and administrators with the tools to
guide students toward success.
The Destination Success management system is designed for three types of
users: System Administrators, Teachers, and Students.
A System Administrator can:
Install Destination Success.
Create and set up new users.
Edit user information.
Set up and edit School Profiles
Create, edit, and modify Class Rosters
Import and Export User Profiles and Student Test Results.
Import, export, and edit user information.
Create and edit School Accounts.
Create and edit Class Rosters.
Add and remove content.
A Teacher can:
Add students from the Class Roster to his or her class.
Explore content.
Complete management for curriculum and assessment.
View student progress.
View class progress.
A Student can:
Log in with or without typing a password.
Participate in tests and activities.
View his or her test and activity scores.
Review a finished test or activity.
Explore content.
For more information, please refer to the sections earlier in this guide.
3 Curriculum and Evaluation Standards for School Mathematics. (1989) Reston, VA: National Council of Teachers
of Mathematics.
69
Scope and Sequence
List of Sessions
Module 1: Numbers and Number Sense
Unit 1.1: Large and Small Numbers
Session 1.1.1: Whole Numbers to One Million
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 2)
Session 1.1.2: Ordering and Rounding Whole Numbers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Session 1.1.3: Negative Whole Numbers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Unit 1.2: Numbers as Factors
Session 1.2.1: Finding Factors
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 1.2.2: Prime and Composite Numbers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 3)
Session 1.2.3: Identifying Common Factors
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Module 2: Operations with Numbers
Unit 2.1: Addition and Subtraction of Whole Numbers
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Session 2.1.1: Whole Number Sums
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 2.1.2: Differences Between Large Numbers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Unit 2.2: The Integers
Session 2.2.1: Integer Sums
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 2.2.2: Differences Between Integers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 1)
Unit 2.3: Multiplication and Division of Whole Numbers
Session 2.3.1: Two-digit Multipliers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 1)
Session 2.3.2: Introduction to Long Division
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 1)
Session 2.3.3: Two-digit Divisors
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 1)
Module 3: Fractions
Unit 3.1: Proper and Improper Fractions
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Session 3.1.1: Proper Fractions
Tutorial
Workout 1 (Level 2)
Workout 2 (Level 2)
Workout 3 (Level 2)
Session 3.1.2: Improper Fractions
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 2)
Session 3.1.3: Equivalent Fractions
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 3.1.4: Ordering and Rounding Fractions
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Unit 3.2: Addition and Subtraction
Session 3.2.1: Sums Involving Like Denominators
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 3.2.2: Differences Involving Like Denominators
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 3.2.3: Working with Unlike Denominators
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Unit 3.3: Multiplication and Division
Session 3.3.1: Finding Products
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
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Session 3.3.2: Quotients and Remainders
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Module 4: Decimals
Unit 4.1: Introduction
Session 4.1.1: Tenths, Hundredths, and Thousandths
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 2)
Session 4.1.2: Ordering and Rounding
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 4.1.3: Ratios, Decimals, and Percents
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Session 4.2.1: Adding Decimals
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 4.2.2: Subtracting Decimals
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 3)
Workout 3 (Level 3)
Session 4.3.1: Multiplying Decimals
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
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Session 4.3.2: Dividing Decimals by Whole Numbers
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Module 5: Geometry
Unit 5.1: Measurement
Session 5.1.1: Lines, Angles, and Circles
Tutorial
Workout 1 (Level 2)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 5.1.2: Rectangles and Squares
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 2)
Session 5.1.3: Triangles
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 1)
Workout 3 (Level 1)
Session 5.1.4: Parallelograms and Trapezoids
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Unit 5.2: Coordinate Geometry and Algebra
Session 5.2.1: The Coordinate Plane
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 5.2.2: Symmetry and Transformations
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
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Module 6: Data Analysis and Probability
Unit 6.1: Modeling and Displaying Events
Session 6.1.1: Displaying and Analyzing Data
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session 6.1.2: Looking at Chance
Tutorial
Workout 1 (Level 1)
Workout 2 (Level 2)
Workout 3 (Level 3)
Session Details
Module 1: Numbers and Number Sense
Unit 1.1: Large and Small Numbers
Session 1.1.1: Whole Numbers to One Million
Tutorial
“Dijit compares his height to that of a dinosaur and a skyscraper, and uses a
place value grid to understand the value of large numbers.”
Learning objectives:
Using 10 to generate the pattern of numbers 1, 10, 100, 1,000, 10,000,
100,000, and 1,000,000 and representing them in standard and word
form
Expanding the place value grid up to 1,000,000
Representing a number up to one million in expanded form and as the
product of each digit times its place value
Writing the word-names of numbers up to a million
Keywords:
Digit
Place value
Expanded form
Standard form
Thousand
Ten thousand
Hundred thousand
Million
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Workout 1 (Level 1)
“We write the height of the African volcano, Mount Cameroon, in expanded form.”
Expanding the place value grid up to 1,000,000
Workout 2 (Level 1)
“We write the length of the Earth’s equator in word form.”
Writing the word names of numbers up to a million
Workout 3 (Level 2)
“We match three numbers to their word names.”
Using 10 to generate the pattern of numbers 1, 10, 100, 1,000, 10,000,
100,000, and 1,000,000 and to represent them in standard and word
form
Session 1.1.2: Ordering and Rounding Whole Numbers
Tutorial
“Dijit compares and rounds large numbers representing the populations of four
states: Arizona, Colorado, Utah, and New Mexico.”
Comparing and ordering large numbers using place value grids and/or
number lines
Using equality or inequality signs to express the relationship between two
whole numbers
Rounding whole numbers down to specified place values
Rounding whole numbers up to specified place values
Keywords:
Number line
Place value
Scale
Plotting a point
Order, ordering a number
Rounding a number
Symbols: = < >
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Workout 1 (Level 1)
“We use a place value grid to compare the distances around the planets Saturn,
Pluto, and Jupiter.”
number lines
Workout 2 (Level 2)
“We use some written clues to complete a number puzzle.”
number lines
Using equality or inequality signs to express the relationship between two
whole numbers
Workout 3 (Level 2)
“We calculate the number of jellybeans in a jar.”
Rounding whole numbers down to specified place values
Rounding whole numbers up to specified place values
Session 1.1.3: Negative Whole Numbers
Tutorial
“Dijit explores positive and negative numbers. He discovers how negative
numbers can be used to represent temperatures below zero and depths below
sea level.”
Graphing positive and negative whole numbers on a number line
Comparing two or more integers using statements involving <, >, and =
Rounding negative integers to specified place values
Keywords:
Negative number
Positive number
Number line
Integers
Zero
Signed number
Opposite numbers
Symbols: +, -, =, <, >
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Workout 1 (Level 1)
“We plot some negative temperatures given in a weather report on a number line.”
Graphing positive and negative whole numbers on a number line
Workout 2 (Level 2)
“We use a number line to compare two negative numbers.”
Workout 3 (Level 2)
“We calculate the approximate depth of a treasure chest by rounding a
negative number.”
Rounding negative integers to specified place values
Unit 1.2: Numbers as Factors
Session 1.2.1: Finding Factors
Tutorial
“Dijit uses colored rectangles, tables, and factors to investigate multiplication.”
Using an area model to represent multiplication
Demonstrating that multiplication is commutative
Finding the pairs of factors of a whole number
Recognizing that any number has 1 and itself as factors
Keywords:
Factor
Area of a rectangle
Unit square
Commutative Property of Multiplication
Multiplication Property of 1
Workout 1 (Level 1)
“We find the factor pairs of two numbers.”
Demonstrating that multiplication is commutative
Recognizing that any number has 1 and itself as factors
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Workout 2 (Level 2)
“We use factors to find the length and width of a greenhouse floor.”
Workout 3 (Level 3)
“We use factors to find the lengths and widths of rectangular tiles.”
Session 1.2.2: Prime and Composite Numbers
Tutorial
“Dijit investigates prime and composite numbers. He uses factor trees to find
the prime factors of numbers.”
Identifying the prime numbers less than 50
Determining the prime factors of a number
Keywords:
Prime number
Composite number
Divisible
Factor
Factor pairs
Factor tree
Workout 1 (Level 1)
“We identify a prime number to find the number of coins in a piggy bank.”
Workout 2 (Level 1)
“We complete two factor trees to find the prime factors of forty-five.”
Workout 3 (Level 3)
“We use prime numbers to find a mystery number.”
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Session 1.2.3: Identifying Common Factors
Tutorial
“Dijit uses factor trees and Venn diagrams to identify the greatest common
factor (GCF) of two whole numbers.”
Finding the common factors of two whole numbers
Using factor trees and a Venn diagram to identify the greatest common
factor of two 2-digit numbers
Finding the greatest common factor of two 3-digit numbers
Keywords:
Prime number
Composite number
Venn diagram
Common factor
Greatest common factor
Workout 1 (Level 1)
“We complete a Venn diagram to find the GCF of two numbers.”
Finding the common factors of two whole numbers
Workout 2 (Level 2)
“We use a Venn diagram to find the prime factors of two numbers.”
Workout 3 (Level 3)
“We find the GCF of two numbers.”
Finding the greatest common factor of two 3-digit numbers
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Module 2: Operations with Numbers
Unit 2.1: Addition and Subtraction of Whole Numbers
Session 2.1.1: Whole Number Sums
Tutorial
“Dijit discovers how to add large numbers by looking at the lengths of four of
the Great Lakes.”
Estimating the sum of two or more 3-, 4-, and 5-digit numbers
Finding the sum of two or more 3-, 4-, and 5-digit numbers
Checking an addition by using the Commutative Property of Addition
Keywords:
Sum
Estimate
Plus sign (+)
Commutative Property of Addition
Workout 1 (Level 1)
“We find the sum of the heights of three skyscrapers.”
Workout 2 (Level 2)
“We find the distance by air from New York City to Los Angeles, via Chicago
and San Francisco.”
Estimating the sum of two or more 3-, 4-, and 5-digit numbers
Workout 3 (Level 3)
“We check the sums of two sets of 3- and 4-digit numbers.”
Session 2.1.2: Differences Between Large Numbers
Tutorial
“Dijit discovers how to subtract large numbers by looking at two of the tallest
mountains in the world, Mount Everest and K-2.”
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Using regrouping to subtract two 4-digit numbers
Checking the difference by addition
Keywords:
Difference
Minus sign (-)
Workout 1 (Level 1)
“We regroup a number in checking the difference between the areas of two
of the Great Lakes.”
Workout 2 (Level 2)
“We calculate the number of years between two important events in
American history.”
Workout 3 (Level 2)
“We find the difference in feet between the depths of the Pacific and
Atlantic Oceans.”
Unit 2.2: The Integers
Session 2.2.1: Integer Sums
“Dijit discovers how to add positive and negative numbers using a number line.”
Finding the sum of two positive whole numbers using a number line
Finding the sum of two negative whole numbers
Finding the sum of a positive and negative whole number
Keywords:
Whole number
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Signed number
Zero
Opposite numbers
Workout 1 (Level 1)
“We use a number line to represent the sum of +15 and +35.”
Finding the sum of two positive whole numbers using a number line
Workout 2 (Level 2)
“We find the height of a hot-air balloon from a starting point below sea level.”
Finding the sum of a positive and negative whole number
Workout 3 (Level 3)
“We find an expression for the depth of a whale as it dives and rises.”
Finding the sum of two negative whole numbers
Session 2.2.2: Differences Between Integers
Tutorial
“Dijit uses colored chips to find the difference between positive and negative
numbers.”
Recognizing that the sum of two opposites is 0
Representing the sum of two integers using colored chips
Finding the difference between a negative integer and a positive integer
Checking a difference using addition
Keywords:
Integer
Positive integer
Negative integer
Signed number
Zero
Opposite numbers
Addition Property of Zero
Workout 1 (Level 1)
“We represent positive and negative integers using combinations of colored chips.”
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Workout 2 (Level 1)
“We use chips and a number line to subtract two signed numbers.”
Workout 3 (Level 1)
“We complete two statements to find and check the difference between
two integers.”
Unit 2.3: Multiplication and Division of Whole Numbers
Session 2.3.1: Two-digit Multipliers
Tutorial
“Dijit uses the area of a rectangle to explore the multiplication of large numbers
and to find the height of the Statue of Liberty.”
Modeling the product of a 2-digit number and a 1-digit number using the
areas of rectangles
Applying the Distributive Property to multiply two numbers
Using the multiplication algorithm to find the product of two 2-digit numbers
Checking a product using the Commutative Property of Multiplication
Keywords:
Factor
Product
Partial product
Distributive Property
Area
Rectangle
84
Workout 1 (Level 1)
“We apply the Distributive Property to find the product of 6 and 14.”
Modeling the product of a 2-digit number and a 1-digit number using the
areas of rectangles
Applying the Distributive Property to multiply two numbers
Workout 2 (Level 1)
“We use multiplication to find the wingspan of the albatross.”
Checking a product using the Commutative Property of Multiplication
Workout 3 (Level 1)
“We find a factor that is a prime number, and then find the product of two factors.”
Session 2.3.2: Introduction to Long Division
Tutorial
“Dijit uses the area of a rectangle to explore long division, and discovers how
many times its own length a grasshopper can jump.”
Modeling the quotient of a 3-digit number and a 1-digit number using areas
of rectangles
Estimating a quotient by locating it between consecutive multiples of 10
Checking the division by multiplying the quotient and the divisor
Using the division algorithm to divide a 3-digit number by a 1-digit number
without a remainder
Keywords:
Factor
Division
Divisor
Dividend
Quotient
Workout 1 (Level 1)
“We find the length of a rectangle by dividing its area by its width.”
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Modeling the quotient of a 3-digit number and a 1-digit number using areas
of rectangles
Workout 2 (Level 1)
“We use division to find how many times greater the speed of a hurricane wind
is than a light wind.”
without a remainder
Workout 3 (Level 1)
“We use division to find which of two types of game is less expensive.”
Estimating a quotient by locating it between consecutive multiples of 10
without a remainder
Session 2.3.3: Two-digit Divisors
Tutorial
“Dijit uses division to find out how long the first transcontinental railway journey
from New York to San Francisco took.”
Dividing a 4-digit number by a 2-digit number
Identifying the remainder in a division problem
Keywords:
Division
Divisor
Dividend
Quotient
Remainder
Workout 1 (Level 1)
“We find the weight of a baby hippopotamus.”
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Workout 2 (Level 1)
“We find the average speed of Charles Lindbergh’s solo flight across the Atlantic
in 1927.”
Workout 3 (Level 1)
“We find the fewest number of roller-coaster rides that could have taken place
during one day.”
Identifying the remainder in a division problem
Module 3: Fractions
Unit 3.1: Proper and Improper Fractions
Session 3.1.1: Proper Fractions
Tutorial
“Dijit explores numbers between one and zero, and plots fractions on a
number line.”
Plotting unit fractions on the number line
Plotting proper and improper fractions on the number line
Keywords:
Fraction
Numerator
Denominator
Unit fraction
Proper fraction
Equivalent fractions
Whole number
Fraction bar
Workout 1 (Level 2)
“We identify a fraction on a number line that corresponds to the shaded region
in a circle.”
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Workout 2 (Level 2)
“We plot three unit fractions on a number line.”
Workout 3 (Level 2)
“We represent fractions using shapes and find the corresponding point on a
number line.”
Plotting proper and improper fractions on the number line
Session 3.1.2: Improper Fractions
Tutorial
“Dijit examines the distances between some road markers, and plots improper
fractions and mixed numbers on a number line.”
Investigating improper fractions
Expressing an improper fraction as a mixed number
Plotting improper fractions and mixed numbers on a number line
Keywords:
Proper fraction
Improper fraction
Mixed number
Workout 1 (Level 1)
“We name the improper fraction that corresponds to a given point on a
number line.”
Workout 2 (Level 1)
“We plot an improper fraction on a number line.”
Plotting improper fractions and mixed numbers on a number line
Workout 3 (Level 2)
“We find the pairs of equivalent numbers that correspond to the shaded regions
in two figures.”
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Session 3.1.3: Equivalent Fractions
Tutorial
“Dijit uses a circle graph to represent the different musical sections in an
orchestra, and to explore equivalent fractions.”
Using a circle graph to represent fractions
Reducing a fraction to lowest terms
Using the Multiplicative Property of One to rewrite a given fraction as an
equivalent fraction
Keywords:
Circle graph
Factor
Common factor
Fraction in lowest terms
Equivalent fraction
Workout 1 (Level 1)
“We find the fraction with a denominator of 45 that is equivalent to 3/5.”
equivalent fraction
Workout 2 (Level 2)
“We find some fractions equivalent to 2/3 by shading the regions of some
shapes.”
equivalent fraction
Workout 3 (Level 3)
“We find the fraction of forty-eight states that are in the southeast, southwest,
and western regions of the United States.”
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equivalent fraction
Session 3.1.4: Ordering and Rounding Fractions
Tutorial
“Dijit compares, orders, and rounds mixed numbers and fractions by looking at
share prices on the New York Stock Exchange in 1896.”
Finding a common denominator for two fractions
Comparing and ordering two fractions
Rounding a fraction to the nearest whole number
Keywords:
Fraction
Numerator
Multiple
Common denominator
Least Common Denominator
Denominator
Factor
Workout 1 (Level 1)
“We compare two fractions to find out which of two basketball players has the
better free-throw record.”
Workout 2 (Level 2)
“We compare an improper fraction and a mixed number to find out which of
two streets is longer.”
Workout 3 (Level 3)
“We plot two improper fractions on a number line.”
Rounding a fraction to the nearest whole number
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Session 3.2.1: Sums Involving Like Denominators
Tutorial
“Dijit looks at the yearly rainfall in the southwestern American desert and
discovers how to add fractions with like denominators.”
Estimating the sum of two fractions to the nearest whole number
Calculating the sum of two fractions having like denominators
Estimating the sum of fractions and mixed numbers to the nearest
whole number
Calculating the sum of fractions and mixed numbers
Keywords:
Fraction
Numerator
Denominator
Improper fraction
Mixed number
Workout 1 (Level 1)
“We add fractions to find the length of an ant.”
Calculating the sum of two fractions having like denominators
Workout 2 (Level 2)
“We add fractions to find the price of a stock.”
Learning objectives::
Workout 3 (Level 3)
“We find the rainfall in inches for six months of a particular year in Seattle,
Washington.”
Estimating the sum of fractions and mixed numbers to the nearest whole
number
Session 3.2.2: Differences Involving Like Denominators
Tutorial
“By looking at the size of the Tyrannosaurus Rex’s foot, and comparing its height
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to that of an African elephant, Dijit discovers how to subtract fractions with like
denominators.”
Calculating the difference between two simple fractions having like
denominators
Estimating the difference between two mixed numbers to the nearest whole
number
Calculating and checking the difference between two mixed numbers
Keywords:
Fraction
Numerator
Denominator
Mixed number
Workout 1 (Level 1)
“We plot the point that represents the difference between 10/3 and 2/3 on
a number line.”
Calculating the difference between two simple fractions having like
denominators
Workout 2 (Level 2)
“We estimate and find the time remaining on a flight from Dublin, Ireland to
Boston, Massachusetts.”
Estimating the difference between two mixed numbers to the nearest whole
number
Workout 3 (Level 3)
“We add and subtract fractions to calculate the length of a barbell.”
Session 3.2.3: Working with Unlike Denominators
Tutorial
“Dijit examines the different metals that make up yellow gold and discovers how
to add and subtract fractions with unlike denominators.”
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Identifying a common denominator for fractions that have unlike
denominators
Estimating and calculating the sum or difference of fractions having unlike
denominators
Estimating and calculating the sum or difference of mixed numbers whose
fractional parts have unlike denominators
Keywords:
Fraction
Numerator
Denominator
Multiple
Common multiple
Least Common Multiple
Common denominator
Least Common Denominator
Workout 1 (Level 1)
“We calculate the difference between 4/3 and 3/4, expressed in lowest terms.”
denominators
denominators
Workout 2 (Level 2)
“We calculate the fraction of students in a class that has no pets.”
denominators
denominators
Workout 3 (Level 3)
“We calculate the snowfall in inches over three given months.”
denominators
Estimating and calculating the sum or difference of mixed numbers whose
fractional parts have unlike denominators
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Session 3.3.1: Finding Products
Tutorial
“Dijit uses the area of rectangles to find the products of proper and improper
fractions, and mixed numbers.”
Calculating products of proper and improper fractions
Calculating products of fractions and mixed numbers
Estimating the product of two fractions
Keywords:
Fraction
Denominator
Numerator
Workout 1 (Level 1)
“We multiply a fraction and a whole number to calculate the number of gallons
of gas used during a trip.”
Workout 2 (Level 2)
“We find the area of two triangles that make up a rectangle.”
Estimating the product of two fractions
Workout 3 (Level 3)
“We find the mixed number that represents one-half of the shaded parts of
a figure.”
Session 3.3.2: Quotients and Remainders
Tutorial
“Using reciprocals, Dijit investigates the division of whole numbers, mixed
numbers, and fractions.”
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Dividing a whole number by a proper fraction
Estimating the quotient of two mixed numbers or improper fractions
Dividing two mixed numbers or improper fractions
Keywords:
Numerator
Denominator
Reciprocal
Workout 1 (Level 1)
“We find the quotient of 3 and 3/4.”
Workout 2 (Level 2)
“We divide a whole number by a fraction to calculate the length of a marathon
in kilometers.”
Workout 3 (Level 3)
“We calculate the number of packs weighing 5/6 lb. a shopkeeper can make
from 3 1/3 lb. of candy.”
Estimating the quotient of two mixed numbers or improper fractions
Dividing two mixed numbers or improper fractions
Module 4: Decimals
Unit 4.1: Introduction
Session 4.1.1: Tenths, Hundredths, and Thousandths
Tutorial
“Dijit looks at two land-speed records and uses a place value grid to investigate
decimal numbers.”
Using a place value grid to explore 1-place decimal numbers
Representing tenths in standard form, expanded form, and word form
Using a place value grid to explore 2- and 3-place decimal numbers
Representing hundredths and thousandths in standard form, expanded
form, and word form
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Keywords:
Fraction
Decimal
Decimal point (.)
Tenth
Hundredth
Thousandth
Reciprocal
Workout 1 (Level 1)
“We match a decimal number to its expanded form and word name using an
Olympic gold-medal-winning diving score.”
form, and word form
Workout 2 (Level 1)
“We find a mystery number based on two written statements.”
form, and word form
Workout 3 (Level 2)
“We express the height of the world’s tallest tree as a decimal.”
Using a place value grid to explore 1-place decimal numbers
Session 4.1.2: Ordering and Rounding
Tutorial
“Dijit discovers how to round, order, and compare decimal numbers by looking at
world record times for indoor sprint cycling.”
Rounding decimals to the nearest tenth
Representing data on a bar graph
Comparing and ordering two or more decimals
Keywords:
Bar graph
Data
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Workout 1 Level 1
“We arrange four foods in order, from greatest to least, according to the amount
of Vitamin B6 contained in each one.”
Workout 2 Level 2
“We round three decimal numbers representing the areas of the largest
countries in the world to the nearest tenth, and represent each rounded value
on a bar graph.”
Representing data on a bar graph
Workout 3 (Level 3)
“We decide which of three decimal numbers can be rounded to three hundred
sixty-five and twenty-six hundredths, the number of days taken for the Earth to
complete one orbit of the sun.”
Session 4.1.3: Ratios, Decimals, and Percents
Tutorial
“Dijit looks at the population and diet of bears in Alaska, and discovers how
to express ratios as decimals and percents.”
Expressing ratios as percents
Expressing a decimal as a percent
Expressing the equivalences among ratios, decimals, and percents
Keywords:
Ratio
Percent
Circle graph
Bar graph
Workout 1 (Level 1)
“We express the ratio of male to female senators in the U.S. Congress as percents.”
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Workout 1 (Level 2)
“We use a circle graph to complete two statements about the number of
different colored jellybeans.”
Expressing a decimal as a percent
Workout 3 (Level 2)
“We use a bar graph to show how many spins of a color wheel were red, and
how many were blue.”
Session 4.2.1: Adding Decimals
Tutorial
“Dijit looks at the heights of three levels of the Eiffel Tower in Paris and
discovers how to add decimals.”
Estimating the sum of two or more decimals by rounding the decimals to
the nearest whole numbers
Adding decimal numbers in tenths and hundredths without regrouping
Adding decimal numbers in tenths, hundredths, and thousandths with
regrouping
Checking an addition of decimals using their fractional equivalents
Workout 1 (Level 1)
“We decide whether a one-gallon container is large enough to hold three
different quantities of colored paint.”
regrouping
Checking an addition of decimals using their fractional equivalents
Workout 2 (Level 2)
“We calculate the perimeter, in meters, of a tennis court.”
Estimating the sum of two or more decimals by rounding the decimals to
the nearest whole numbers
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regrouping
Workout 3 (Level 3)
“We find the missing digits in an addition problem.”
regrouping
Session 4.2.2: Subtracting Decimals
Tutorial
“Dijit explores the subtraction of decimals and looks at the orbits of some planets.”
Estimating the difference between two decimal numbers by rounding each
decimal to the nearest whole number
Using regrouping to find the difference between two decimal numbers in
tenths and hundredths, and checking using addition
thousandths, and checking using addition
Keywords:
Billion
Workout 1 (Level 1)
“We estimate and find the difference in the number of hours of television
watched in the U.S. and the U.K.”
Workout 2 (Level 3)
“We find the difference between two decimal numbers in a subtraction problem,
where the missing digits are represented by symbols.”
Workout 3 (Level 3)
“We find the difference, in millions, between the populations of two cities.”
thousandths, and checking using addition
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Session 4.3.1: Multiplying Decimals
Tutorial
“Dijit compares the length of two snakes, a fer-de-lance and an anaconda, and
discovers how to multiply decimals.”
Estimating and finding the product of a decimal and a whole number
Estimating and finding the product of two decimals
Inserting zeros in a product to place the decimal point
Checking the product of two decimals using fractional equivalents
Workout 1 (Level 1)
“We calculate how many miles a ferry travels each day.”
Estimating and finding the product of a decimal and a whole number
Workout 2 (Level 2)
“We find the length of a large dragonfly by multiplying the length of a smaller
dragonfly by a decimal number.”
Workout 3 (Level 3)
“We use multiplication to find the weight of a soccer ball on the moon.”
Inserting zeros in a product to place the decimal point
Session 4.3.2: Dividing Decimals by Whole Numbers
Tutorial
“By studying changes in the location and size of the Grinnell glacier in Montana,
Dijit discovers how to divide decimals by whole numbers.”
Estimating the answer of a decimal number greater than 1 divided by a
whole number
Dividing a decimal number greater than 1 by a whole number that is less
than the dividend, and checking the answer by multiplication
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whole number that is greater than the dividend
Dividing a decimal number greater than 1 by a whole number that is greater
than the dividend, and checking by multiplication
Workout 1 (Level 1)
“We use division to find the speed, in miles per hour, that a tortoise travels.”
whole number that is greater than the dividend
Dividing a decimal number greater than 1 by a whole number that is greater
than the dividend, and checking by multiplication
Workout 2 (Level 2)
“We use division to find which of two types of doughnut is cheaper.”
Workout 3 (Level 2)
“We find an approximate value for the Golden Ratio by using two dimensions of
a section of the Parthenon.”
Module 5: Geometry
Unit 5.1: Measurement
Session 5.1.1: Lines, Angles, and Circles
Tutorial
“By looking at a lighthouse and a star from the deck of a ship, Dijit explores
lines, segments, rays, and angles, and discovers how to use a protractor to
measure angles.”
Exploring lines, segments, rays, and angles
Classifying angles
Using a protractor
Keywords:
Line
Ray
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Segment
Angle
Side of an angle
Vertex of an angle
Circle
Degree
Protractor
Right angle
Straight angle
Acute angle
Obtuse angle
Reflex angle
Workout 1 (Level 2)
“We name angles formed by the position of the sun to the ground at different
times of the day.”
Classifying angles
Workout 2 (Level 2)
“We find the measure of an angle using a protractor.”
Using a protractor
Workout 3 (Level 3)
“We calculate the number of degrees in an angle that shades 30% of a
circle graph.”
Exploring lines, segments, rays, and angles
Session 5.1.2: Rectangles and Squares
Tutorial
“While examining a famous Italian building, Dijit explores rectangles, squares, and
perpendicular and parallel lines.”
Examining the properties of a rectangle and a square
Defining perpendicular and parallel lines
Calculating the perimeters of rectangles and squares
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Exploring the relationship between the perimeters and areas of rectangles
and squares
Keywords:
Rectangle
Square
| )
Perpendicular (—
Parallel (||)
Plane
Perimeter
Area of a rectangle
Workout 1 (Level 1)
“We find which of three statements are true about two rectangles.”
Examining the properties of a rectangle and a square
Workout 2 (Level 2)
“We find which of three statements are true about perpendicular and parallel lines.”
Defining perpendicular and parallel lines
Workout 3 (Level 2)
“We decide which rectangles have equal perimeters and which have equal areas.”
Calculating the perimeters of rectangles and squares
Exploring the relationship between the perimeters and areas of rectangles
and squares
Session 5.1.3: Triangles
Tutorial
“Dijit looks at the area known as the Bermuda Triangle and investigates different
types of triangles.”
Classifying triangles according to the measures of their sides
Determining that the sum of the angles of a triangle equals 180°
Finding the perimeter of a triangle
Classifying triangles according to the measures of their angles
Keywords:
Triangle
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Vertex of a triangle
Scalene triangle
Isosceles triangle
Equilateral triangle
Acute triangle
Right triangle
Obtuse triangle
Workout 1 (Level 1)
“We decide which of four triangles is the mystery triangle.”
Classifying triangles according to the measure of their sides
Finding the perimeter of a triangle
Workout 2 (Level 1)
“We find the missing measures of the angles in three triangles.”
Determining that the sum of the angles of a triangle equals 180°
Workout 3 (Level 1)
“We describe a triangle according to its sides and angles.”
Classifying triangles according to the measure of their sides
Classifying triangles according to the measures of their angles
Session 5.1.4: Parallelograms and Trapezoids
Tutorial
“Dijit explores parallelograms, trapezoids, and right triangles while examining the
flags of some of the countries in the United Nations.”
Exploring the properties of a parallelogram
Discovering the area formula of a parallelogram
Exploring the properties of a trapezoid
Discovering the area formula of a triangle
Keywords:
Quadrilateral
Parallelogram
Diagonal of a quadrilateral
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Rhombus
Trapezoid
Congruent triangles
Workout 1 (Level 1)
“We find the areas of three parallelograms and identify the one with the
greatest area.”
Exploring the properties of a parallelogram
Discovering the area formula of a parallelogram
Workout 2 (Level 2)
“We find the area of a triangle using the measures marked on the triangle.”
Discovering the area formula of a triangle
Workout 3 (Level 3)
“We find the area of a garden in the shape of a trapezoid.”
Exploring the properties of a trapezoid
Unit 5.2: Coordinate Geometry and Algebra
Session 5.2.1: The Coordinate Plane
Tutorial
“Dijit explores lines of longitude and latitude, and locates Timbuktu on a map. He
then discovers how to plot and read ordered pairs, and how to find the vertical
and horizontal distances between points on a coordinate plane.”
Plotting and reading ordered pairs in a coordinate plane
Finding vertical and horizontal distances between points in a coordinate
plane
Finding perimeters and areas of figures graphed in a coordinate plane
Keywords:
Coordinate plane
Axes
Coordinates
Ordered pair
Origin
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x-axis
y-axis
Distance between two points
Workout 1 (Level 1)
“We decide which of three statements describes five points plotted in the
coordinate plane.”
Workout 2 (Level 2)
“We calculate the distances between certain points on a map by identifying
these points in a coordinate plane.”
plane
Workout 3 (Level 3)
“We calculate the area of a trapezoid graphed in a coordinate plane.”
plane
Finding perimeters and areas of figures graphed in a coordinate plane
Session 5.2.2: Symmetry and Transformations
Tutorial
“Dijit looks at the symmetry of a butterfly’s wings, and examines reflections,
translations, and rotations in the coordinate plane.”
Exploring line symmetry and reflections in the coordinate plane
Exploring translations in the coordinate plane
Exploring rotations in the coordinate plane
Keywords:
Line of symmetry
Axis of symmetry
Transformation
Reflection
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Mirror line
Mirror image
Reflecting line
Reflected image
Translation
Circle
Radius
Rotation
Point of rotation
Angle of rotation
Workout 1 (Level 1)
“We decide which of three figures reflects the letter ‘A’ across the x-axis to
give its mirror image.”
Exploring line symmetry and reflections in the coordinate plane
Workout 2 (Level 2)
“We identify the image of a figure that is rotated 90 degrees about a point.”
Exploring rotations in the coordinate plane
Workout 3 (Level 3)
“We find the distance, in units, between a trapezoid and its translation.”
Exploring translations in the coordinate plane
Module 6: Data Analysis and Probability
Unit 6.1: Modeling and Displaying Events
Session 6.1.1: Displaying and Analyzing Data
Tutorial
“Dijit looks at the heights of the players on the U.S. Women’s National Basketball
Team in 2000. He discovers how to display these heights on a dot plot and how
to find the mean, median, and mode of a set of data.”
Creating and analyzing the graphs of sets of one-dimensional data
Finding the mean, median, and mode in a set of one-dimensional data
Graphing and analyzing sets of two-dimensional data
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Keywords:
Data
Range
Median
Dot plot
Line graph
Statistics
Mean
Mode
Frequency
Workout 1 (Level 1)
“We find the mean and the median of the reaction times of nine different athletes.”
Workout 2 (Level 2)
“We find the mean and the mode of the points scored by the volleyball players
in a match.”
Workout 3 (Level 3)
“We analyze a line graph that shows the relationship between the drop height
and the speed of five roller-coaster rides.”
Graphing and analyzing sets of two-dimensional data
Session 6.1.2: Looking at Chance
Tutorial
“Dijit explores probability while deciding whether to vacation in London or Paris.
He uses a tree diagram to represent the outcomes in a simple probability
experiment.”
Using a tree diagram to represent the outcomes in a probability experiment
Representing the frequencies, ratios, and percentages of outcomes in a
simple probability experiment
Determining the probability of two independent outcomes
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Keywords:
Outcome
Probability
Tree diagram
Frequency of an outcome
Relative frequency of an outcome
Certain event
Impossible event
Independent events
Workout 1 (Level 1)
“We calculate the probability of picking a vowel from the twenty-six letters of
the alphabet.”
Workout 2 (Level 2)
“We decide which of three statements are true and which are false about the
probability of choosing certain cards.”
Workout 3 (Level 3)
“We calculate the probability of getting a five on a red cube and a three on a
blue cube when the two number cubes are thrown together.”
Using a tree diagram to represent the outcomes in a probability experiment
Determining the probability of two independent outcomes
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Using MSC III
Open MSC III
To open Mastering Skills and Concepts: Course III (MSC III), follow these steps:
1. Log in to the Destination Success management system. (For details, please
see the sections earlier in this guide.
2. Click the Explore Content tab.
3. The Destination Math courseware menu appears.
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4. From this menu click Mastering Skills and Concepts: Course III. The
MSC III main menu appears.
Start a Session
To start a session:
1. From the main menu, click a module tab to select it.
2. The units in that module appear at the left side of the screen.
3. Click a unit to select it.
4. The unit’s session titles appear at the right.
5. Click a session to select it.
6. The session’s tutorial and workout questions appear as buttons to the right
of the session’s title.
7. Click the tutorial button or a workout button.
Course title bar
Module tab
Unit title
Session title
Tutorial button
Workout button
Exit button
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Do a Tutorial
To work through a tutorial:
1. From the main menu, click on the module, unit, and session you wish
to work in.
2. Click the tutorial (T) button on the right side of the menu.
3. The aims screen for the tutorial opens.
Navigation button
Tools button
Continue button
Exit button
4. Click on the continue button.
5. The tutorial opens.
Sequence of tutorial
within session
Unit title
Sequence of current
screen within tutorial
Navigation button
Tools button
Continue button
Exit button
Go back to start
of current section
within screen
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Go back
one step
Pause button
Once you are in the tutorial, instruction begins automatically. (You can pause
the tutorial at any point by pressing the space bar on your computer. Press
it again to resume the tutorial.) Follow the narrator’s instructions to complete
the tutorial.
Tip: If you reach a point in the tutorial where nothing is happening, you may
need to:
Click the OK button to send in your answer.
or
Click the continue button to move on.
At the end of the tutorial you can:
Click Continue to move on to the workout.
Click Menu to return to the main menu.
Click Cancel to remain in this tutorial.
Do a Workout
The workout for each session in MSC III contains three questions. The difficulty
level of each workout is reflected in the color coding: level 1, green (easiest
level); level 2, blue; and level 3, purple (most difficult level). You can get to a
session’s workout in one of three ways:
At the completion of a tutorial, click Continue.
From any point in a tutorial, click the navigation button, then click the
button for the workout question you want to do.
From the main menu, click a workout button.
Sequence of question
within workout
Unit title
Sequence of workout
within unit
Navigation button
Tools button
Pause button
Exit button
Continue button
Go back to start of
current section
Go back one step
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Once you have opened the workout, follow the narrator’s instructions to do
the workout.
Tip: If you reach a point where nothing is happening, you may need to:
Click the OK button to send in your answer.
or
Click the continue button to move on.
Once you have finished all the workout problems you can:
Click Continue or Menu to return to the main menu.
or
Click Cancel to remain in this workout.
Navigation Panel
From any tutorial or workout, click the navigation button to use the navigation
panel. When opened, the navigation panel looks like this:
Close the navigation
panel and resume
playback.
The orange bars represent the aims screen,
tutorial screens 1, 2, and 3, and the summary
screen. The green bars on the right represent
workout questions 1, 2, and 3. Your current
location is indicated by the yellow pointer. Click
on any bar to go to a different part of the
session.
Close the navigation
panel and go to the
location indicated by
yellow pointer.
Tools
From any tutorial or workout, click the tools button to open the tools menu.
Close the tools menu.
Open a glossary of terms used in MSC III.
Open the calculator.
Open the About box.
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Assessment
Test Format
Tests follow a format similar to that of most standardized tests: a problem is
posed and the student has to choose or construct the correct answer(s). Like
standardized tests, MSC III tests are divided into multiple parts, each of which
features a particular kind of question. Students typically see several questions
in each part, which allows them to decide which question they want to tackle
first. Students can access any of the parts or individual questions at any time
by clicking on a question number on the answer sheet. Students can also opt
to skip a part and then return to it.
Course, Unit, and Module tests are divided into two “sections” of roughly the
same length. This permits students to complete the first section one day, and
the second on some other day, allowing MSC III tests to be easily worked into
busy class schedules.
The following screenshots show the first and second section of a 15 question
two-section test.
Section #1:
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Section #2:
Question Format
There are a variety of question formats available in MSC III. Most questions are
in the four-choice multiple choice format extremely familiar to both students and
teachers. Some items are in the multiple-select format, in which students can
choose one, two, three, or all of the answer choices. Still other items are in a
constructed-response or “fill-in” format, in which students type a numeric answer
into a text-entry box. While almost all fill-in questions involve only one text-entry
box, a few involve two or three text-entry boxes.
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Example of Multiple-Choice Format:
Example of Multiple-Select Format:
Example of Single Fill-In Format:
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Example of Multiple Fill-In Format:
Exit MSC III
To exit MSC III, click the button at the bottom left corner of the main menu screen.
Exiting MSC III returns you to the courseware menu.
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Resources and Tips
Glossary
A
Acute angle
An angle whose measure is between 0° and 90°.
Acute triangle
A triangle that has three acute angles.
Addition Property of Zero
The property that states that 0 added to any number equals the number.
Angle
The figure formed when two rays meet at a common endpoint. The rays are the
sides of the angle, and the endpoint is the vertex of the angle.
The symbol
is used to represent an angle.
Angle of rotation
The number of degrees that a figure is rotated about a point in a plane.
Area
The number of square units in a figure in a plane.
Axes
Two perpendicular number lines in a plane.
The horizontal axis is called the x-axis, and the vertical axis is called the y-axis.
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B
Bar graph
A way to use vertical or horizontal bars to represent information, or data.
Base
One side of a triangle or a quadrilateral.
Billion
The number one thousand million. One billion written in standard form is
1,000,000,000.
C
Certain outcome
In a probability experiment, an outcome that is sure to happen. The probability
of a certain outcome equals 1.
Circle
A set of points that lie the same distance from a given point called the center
of the circle.
Circle graph
A graph that uses a circle to display how a whole is divided into parts. The area
of the circle represents the whole, or 1, and the area of each region of the circle
represents a part of the whole.
Common denominator
A common multiple of the denominators of two or more fractions.
Common factor
A factor other than 1 that is common to two or more counting numbers.
Common multiple
A counting number that is a multiple of two or more numbers.
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Commutative Property of Addition
The property that states that when two numbers are added, if the position of the
numbers is changed, the sum remains the same. For example: 2 + 3 = 3 + 2
because both expressions are equal to 5.
The property that states that when two numbers are multiplied, if the position of
the factors is changed, the product remains the same. For example: 2 x 3 = 3 x 2
because both expressions are equal to 6.
Composite number
A counting number greater than 1 that is not prime.
Congruent
Figures that have the same size and shape.
Coordinates
Two numbers, called an ordered pair, used to locate a point in a coordinate
plane. For example: (2, 1) are the coordinates of this point.
Counting numbers
The numbers used to count: 1, 2, 3, 4, and so on.
D
Data
Information.
Decimal numbers
Numbers that have one or more places to the right of a decimal point. The
places to the right of the decimal point can be written as fractions whose
denominators are multiples of 10.
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Degree
A unit used to measure an angle. The symbol ° is used to represent a degree.
Denominator
The lower number in a fraction; the divisor in a division problem. The upper
number is called the numerator and is the dividend in a division problem.
Diagonal
In a quadrilateral, a segment that joins one vertex to an opposite vertex. For
example: in trapezoid ABCD, segments AC and BD are diagonals.
Difference
The answer to a subtraction problem.
Digits
The ten symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
Distributive Property
The property that states that multiplying a sum by a number is
equal to multiplying each number in the sum by that number.
For example: 4 x (8 + 7) = 4 x 8 + 4 x 7.
Dividend
In a division problem, the number that is being divided; the numerator of a
fraction.
Divisor
In a division problem, the number that is divided into the dividend; the
denominator of a fraction.
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Dot plot
A way to represent a set of data along one axis.
E
Endpoint
The point that marks the end of a ray or one of the two points that marks the
ends of a line segment.
Equilateral triangle
A triangle that has three equal sides.
Equivalent fractions
Fractions that have the same value.
Expanded form of a number
A number written as the sum of its place values.
For example: 14,653 = 10,000 + 4,000 + 600 + 50 + 3
F
Factor
A number that is multiplied by another number to give a product.
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Factor tree
A way to display the factors of a number.
Fraction
A number that represents a division.
Frequency
The number of times a value occurs in a set of data. In the set of data,
{Heads, Heads, Tails, Tails, Heads}, the frequency of Heads is 3, and the
frequency of Tails is 2.
G
Greatest Common Factor (GCF)
The greatest factor other than 1 that two or more counting numbers have
in common.
H
Height of a triangle
The segment from a vertex of a triangle perpendicular to the opposite side,
called the base.
Height of a parallelogram
A segment from a point on one side of a parallelogram perpendicular to the
opposite side, called the base.
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I
Image
The result of a transformation.
Impossible outcome
An outcome with a probability of 0.
Improper fraction
A fraction whose numerator is greater than or equal to its denominator.
Independent events
In probability, events whose outcomes do not depend on the outcomes of
other events.
Integer
A positive or negative whole number or 0.
Isosceles triangle
A triangle that has two equal sides.
L
Least Common Denominator (LCD)
The least common multiple of the denominators of two or more fractions.
Least Common Multiple (LCM)
The smallest number that is a multiple of two or more numbers.
Like fractions
Two or more fractions that have equal denominators.
Line
A set of points that extends forever in opposite directions.
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Line graph
A way to represent two sets of data in a coordinate plane by plotting points and
drawing segments between the points.
Line segment
Part of a line or ray between two endpoints.
Line of symmetry
A line that divides a figure so that when it is folded along the line, its two
halves match exactly. The line of symmetry is also called a mirror line or the
axis of symmetry.
Lowest terms
A fraction whose numerator and denominator have no common factor other
than one.
M
Mean
The sum of the values in a data set, divided by the number of values in the set.
Median
The middle number in a set of data that have been arranged in order.
Mirror image
The figure that results from reflecting a set of points in a plane across a line.
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Mirror line
The line of symmetry in a reflection. It is also called the reflecting line.
Mixed number
A number that has a whole number part and a fractional part.
Mode
The most frequently occurring value or values in a set of data.
Multiple
The product of two whole numbers.
Multiplication Property of One
The property that states that 1 times any number equals the number.
N
Negative number
A number less than 0.
Number line
A line in which the points in order represent the numbers in order.
Numerator
The upper number in a fraction; the dividend in a division problem.
The lower number is called the denominator and is the divisor in a division problem.
O
Obtuse angle
Obtuse triangle
A triangle that has an obtuse angle.
Opposite numbers
Two numbers that lie the same distance from 0 on a number line. The sum of
two opposites is 0. For example, +3 and -3 are opposite numbers.
127
Origin
The point whose coordinates are (0, 0).
Outcome
The result of an experiment.
P
Parallel lines
Lines in a plane that do not intersect. The symbol || is used to show that
lines are parallel.
Parallelogram
A quadrilateral having two pairs of parallel sides.
Percent
The ratio between a number and 100. The symbol for percent is %.
Perimeter
The sum of the lengths of the sides of a figure.
Perpendicular lines
Lines that meet to form right angles. The symbol
lines are perpendicular.
is used to show that
Place value
The number that each digit represents in a whole number or a decimal number.
For example, each place in the number 12.642 has the following value:
Plane
A flat surface that extends forever in all directions.
128
Point of rotation
The point in a plane about which a figure is rotated.
Positive number
A number greater than 0.
Prime factorization
A number written as the product of its prime factors. For example, the prime
factorization of 24 is 2 x 2 x 2 x 3.
Prime number
A number that has exactly two factors, one and itself. The first prime number
is 2.
Probability
In mathematics, the study of chance. The probability of an outcome is the ratio
between the number of ways an outcome can occur and the total number of
possible outcomes. For example, when tossing a coin:
Product
The result of multiplying two or more numbers.
Proper fraction
A fraction whose numerator is less than its denominator.
Protractor
A device that measures angles.
Q
Quadrilateral
A four-sided closed figure.
Quotient
The whole number that is the result of dividing one number by another.
129
R
Radius
A line segment whose endpoints are the center of a circle and a point on
the circle.
Range
In statistics, the difference between the greatest and least values in a set
of data.
Ratio
A fraction that compares two quantities. For example: in a class of 20 students,
if 12 students are girls, then the ratio of girls in the class is 12/20, and the
ratio of boys in the class is 8/20.
Ray
Part of a line that has one endpoint and extends forever in one direction.
Reciprocals
Two numbers whose product is 1. For example, 2/3 and 3/2 are reciprocals
because 2/3 x 3/2 = 1.
Rectangle
A four-sided closed figure that has four right angles. A square is also a rectangle.
Reflecting line
The line of symmetry in a reflection. It is also called the mirror line.
Reflection
A transformation that moves a set of points across a line to create an image. The
line of symmetry in a reflection is called the mirror line or the reflecting line.
130
Reflex angle
Relative frequency
In statistics and probability, the ratio of the frequency of an outcome to the
total number of trials.
Remainder
A number less than the divisor that is left over in a division problem. For
example: in the division 13 ÷ 5, the quotient is 2, and the remainder is 3.
Rhombus
A parallelogram that has 4 equal sides. A square is also a rhombus.
Right angle
An angle whose measure is 90°. This symbol is used to represent a right
angle:
.
Right triangle
A triangle that has a right angle.
Rotation
A transformation that rotates a set of points about a given point in a plane
to create an image.
Rounding
Approximating a number to a particular place value.
S
Scale
Units used to identify the marked spaces along a number line.
131
Scalene triangle
A triangle that has no equal sides.
Sides of an angle
The rays or segments that form an angle.
Signed number
A positive or negative number.
Square
A rectangle that has four equal sides. A square is also a rhombus.
Standard form of a number
A whole number separated into groups of 3 digits using commas. The number
1000453 written in standard form is 1,000,453.
Straight angle
An angle whose measure is 180°.
Sum
The answer to an addition problem.
T
Transformation
The movement of points in a plane.
Translation
A transformation that slides a set of points in a plane the same distance in the
same direction to create an image.
Trapezoid
A quadrilateral that has one pair of parallel sides.
132
Tree diagram
In probability, a way to represent the outcomes of an experiment.
Triangle
A 3-sided closed figure. The symbol
is used to represent a triangle.
U
Unit fraction
A fraction whose numerator is 1 and whose denominator is a whole number
greater than 1.
V
Venn diagram
A way to use 1, 2, or 3 loops to sort objects based on their characteristics.
Vertex of an angle
The endpoint of the rays that form an angle.
W
Whole numbers
The numbers 0, 1, 2, 3, and so on.
Z
Zero (0)
The whole number that is neither positive nor negative.
133
Conventions
Windows Users
The following conventions are used in this manual when discussing menus,
shortcuts, and screen navigation.
Term
click
right-click
double-click
point
drag
Meaning
Press and immediately release the left mouse button
without moving the mouse.
Press and immediately release the right mouse button
without moving the mouse. In the event that the right-click
button on the mouse is inoperable, use the Context
Sensitive key on the keyboard, if available.
Press and immediately release the left mouse button twice
in rapid succession without moving the mouse.
Position the mouse pointer until the tip of the pointer rests
on whatever the user requires the mouse to point to.
Point and hold down the left mouse button as the mouse
is moved.
Macintosh Users
The following conventions are used in this manual when discussing menus,
shortcuts, and screen navigation.
Term
click
double-click
point
drag
134
Meaning
Press and immediately release the mouse button without
moving the mouse.
Press and immediately release the mouse button twice in
rapid succession without moving the mouse.
Position the mouse pointer until the tip of the pointer rests
on whatever the user requires the mouse to point to.
Point and hold down the mouse button as the mouse is
moved.
System Requirements
Stand-Alone
Windows®
Microsoft® Windows 98 SE, Me, NT 4.0 sp 6, Windows 2000, XP Home,
or XP Professional
Pentium II or higher
64/128 MB RAM (128 for Win 2000 and Win XP)
150 MB free Hard Drive space
10BaseT or higher network card
800 x 600 Hi Color 16-bit (thousands of colors)
SoundBlaster 16 sound card or compatible (with headphones)
16X or better speed CD-ROM drive
Macintosh®
Mac OS 8.6 - 9.2.2 or Mac OS X 10.1.2 or later
Power Mac G3 or higher
64MB, virtual memory turned on (128MB for OS X)
Standard Macintosh Sound (with headphones)
Note: On Mac 8.6 - 9.2.2, please make sure that the Virtual Memory is On and
set to at least 256 MB. To set-up Virtual Memory, open the Memory Control
Panel.
Network
Server(s)
Windows
Microsoft Windows (NT 4.0 sp 6a, 2000, 2000 Advanced, 2003) Server
Single or Dual Pentium III 450Mhz or AMD K6-2 400
256 MB RAM
300 MB free Hard Drive space + 250 MB per course (SCSI Drives
recommended)
100BaseT network card
Network - minimum of 100 Mbps backbone
16X speed CD-ROM drive
135
Macintosh
Mac OS X 10.2.x or later
Apple Workstations, Single or Dual G3/G4
256 MB RAM
recommended)
Novell®NetWare®
Novell NetWare 6.5 Server or later
Single or Dual Pentium III 450Mhz or AMD K6-2 400
256 MB RAM
recommended)
100BaseT network card
Client(s)
Windows
Microsoft Windows 98 SE, Me, NT 4.0 sp 6, Windows 2000, XP Home,
or XP Professional
Pentium II or higher
64/128 MB RAM (128 for Win 2000 and Win XP)
SoundBlaster 16 sound card or compatible (with headphones)
Macintosh
Mac OS 8.6 - 9.2.2 or Mac OS X 10.1.2 or later
Power Mac G3 or higher
64MB, virtual memory turned on (128MB for OS X)
Standard Macintosh Sound (with headphones)
136
Troubleshooting
If you experience any difficulties with Destination Success or Destination
Math, please refer to the help screens first. If additional help is
needed, contact your school’s System Administrator or email Riverdeep at
[email protected].
In order for us to help you with technical problems, please include the following
details:
The exact type of computer you are using, including the brand name
and model (for example, IBM ThinkCentre A or Power Mac G4). If you
are using a network product, please supply information on both client
and server machines.
Operating system information (for example, Windows 2000 or
Mac OS X).
Additional hardware information, such as memory available, sound
card, etc.
A detailed description of the problem, including specific error messages
and the conditions under which the problem occurs.
137
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Destination Success - Tipton County Schools, TN

Transcription

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