Topic: Solving Linear Equations


 Abel Dalton
 1 years ago
 Views:
Transcription
1 Unit 1 Topic: Solving Linear Equations NQ.1. Reason quantitatively and use units to solve problems. Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. NQ.2. Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling. ACED.1. Create equations that describe numbers or relationships. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. ACED.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. AREI.1. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. AREI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. How can you solve a multistep equation? How can you check the reasonableness of your solution? Write, solve, and graph onestep linear equations. Solve problems using a formula. Find the absolute value of a number. Formulate and use different strategies to solve onestep and multistep linear equations. Use properties of equality to rewrite an equation and to show two equations are equivalent. Use absolute value to add and subtract rational numbers. Create models to represent, analyze, and solve problems related to linear equations. Solve absolute value equations. Solve literal equations for a variable. 1.1 Solving Simple Equations 1.2 Solving MultiStep Equations 1.3 Solving Equations with Variables on Both Sides 1.4 Rewriting Equations and Formulas Teacher observation Student sheets Quizzes Tests
2 Unit 2 ACED.2. Create equations that describe numbers or relationships. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ACED.3. Create equations that describe numbers or relationships. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. AREI.10. Represent and solve equations and inequalities graphically. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 8.F.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. 8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. Topic: Graphing and Writing Linear Equations /Enduring How can you recognize a linear equation? How can you draw its graph? Write, solve, and graph onestep linear equations. Construct and analyze tables, graphs, and equations to describe linear relationships and other simple relations. Write, solve, and graph multistep equations. Graph proportional relationships and identify the unit rate as slope of linear functions. Use properties of equality to rewrite an equation and to show two equations are equivalent. Construct and analyze tables, graphs, and models to describe linear equations. Interpret slope and x and yintercepts when graphing a linear equation for a real world problem. Use tables, graphs, and models to represent, analyze, and solve reallife problems related to linear equations. 2.1 Graphing Linear Equations 2.2 Slope of a Line 2.3 Graphing Linear Equations in Slope Intercept Form 2.4 Graphing Linear Equations in Standard Form 2.5 Writing Equations in Slope Intercept Form 2.6 Writing Equations in PointSlope Form 2.7 Solving RealLife Problems Teacher observation Student sheets Quizzes Tests FIF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and
3 sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. FIF.6. Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph FIF.7. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. FBF.1.a. Determine an explicit expression, a recursive process, or steps for calculation from a context. FLE.5. Interpret the parameters in a linear or exponential function in terms of a context.
4 Unit 3 NQ.2. Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling. ACED.1. Create equations that describe numbers or relationships. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. ACED.3. Create equations that describe numbers or relationships. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. AREI.3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. AREI.12. Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding halfplanes. Topic: Solving Linear Inequalities /Enduring How can you use an inequality to describe a reallife statement? Write, solve, and graph onestep linear inequalities. Formulate and use different strategies to solve onestep and multistep linear inequalities, including inequalities with rational coefficients. Write, solve, and graph onestep and multistep inequalities in one and two variables. 3.1 Writing and Graphing Inequalities 3.2 Solving Inequalities Using Addition or Subtraction 3.3 Solving Inequalities Using Multiplication or Division 3.4 Solving MultiStep Inequalities 3.5 Graphing Linear Inequalities in two Variables Teacher observation Student sheets Quizzes Tests
5 Unit 4 Topic: Solving Systems of Linear Equations /Enduring NQ.2. Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling. ACED.3. Create equations that describe numbers or relationships. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. 8.EE.8. Analyze and solve pairs of simultaneous linear equations. a. Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6. c. Solve realworld and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair. AREI.5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same How can you solve a system of linear equations? Reason about and solve simple onevariable equations and inequalities. Write and solve onestep and twostep linear equations in one variable with one solution, no solution, or infinitely many solutions. Solve systems of two linear equations in two variables algebraically and graphically. Graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding halfplanes. 4.1 Solving Systems of Linear Equations by Graphing 4.2 Solving Systems of Linear Equation Substitution 4.3 Solving Systems of Linear by Elimination 4.4 Solving Special Systems of Linear Equations 4.5 Systems of Linear Inequalities Teacher observation Student sheets Quizzes Tests
6 solutions. AREI.6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. AREI.11. Represent and solve equations and inequalities graphically. Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. AREI.12. Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding halfplanes.
7 Unit 5 Topic: Linear Functions /Enduring 8.F.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. 8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions 8.F.3. Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line. 8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values. 8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. FIF.1. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). How can you find the domain and range of a function? Construct and analyze tables, graphs, and equations that represent linear relationships between dependent and independent variables. Identify and plot ordered pairs in all four quadrants. Understand the connections between proportional relationships, lines, and linear equations. Construct and analyze tables, graphs, and models to represent, analyze, and solve problems related to linear functions, including analysis of domain, range, and the difference between discrete and continuous data. Translate among representations of linear functions in words, tables, graphs, equations, and function notation. Compare graphs of linear and nonlinear functions. 5.1 Domain and Range of Function 5.2 Discrete and Continuous Domains 5.3 Linear Functions Patterns 5.4 Function Notation 5.5 Comparing Linear and Nonlinear Functions 5.6 Arithmetic Sequences Teacher observation Student sheets Quizzes Tests
8 FIF.2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. FIF.3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n1) for n 1. FIF.5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. FIF.7. b. Graph square root, cube root, and piecewisedefined functions, including step functions and absolute value functions. FIF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). FBF.1.a. Determine an explicit expression, a recursive process, or steps for calculation from a context. FBF.2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. FBF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. FLE.1.b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. FLE.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).
9 Unit 6 Topic: Exponential Equations and Functions /Enduring NRN.1. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5. NRN.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. ASSE.1.a. Interpret parts of an expression, such as terms, factors, and coefficients. ASSE.1.b.Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P. ASSE.3. c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. ACED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. ACED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. AREI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). How can you multiply and divide square roots? Extend understandings of numbers to the system of rational numbers. Evaluate expressions involving wholenumber exponents. Reason about and solve onevariable equations. Use rational numbers to approximate irrational numbers. Work with radicals and integer exponents. Solve reallife and mathematical problems using numerical and algebraic expressions and equations. Use properties of rational and irrational numbers. Extend the properties of exponents to rational exponents. Write and graph exponential equations and functions to model, analyze, and solve realworld problems. 6.1 Properties of Square Roots 6.2 Properties of Exponents 6.3 Radicals and Rational Exponents 6.4 Exponential Functions 6.5 Exponential Growth 6.6 Exponential Decay 6.7 Geometric Sequences Teacher observation Student sheets Quizzes Tests
10 AREI.11. Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. 8.F.2. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change. FIF.3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n1) for n 1. FIF.7. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. FIF.8. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay. FIF.9. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. FBF.1.a.Determine an explicit expression, a recursive process, or steps for calculation from a context. FBF.1.b.Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a
11 decaying exponential, and relate these functions to the model. FBF.2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. FBF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. FLE.1.a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. FLE.1.c.Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. FLE.2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table). FLE.5. Interpret the parameters in a linear or exponential function in terms of a context.
12 Unit 7 Topic: Polynomial Equations and Factoring ASSE.1.a.Interpret parts of an expression, such as terms, factors, and coefficients. ASSE.2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). ASSE.3. a. Factor a quadratic expression to reveal the zeros of the function it defines. AAPR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. AREI.4.b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. /Enduring How can you use algebra tiles to model and classify polynomials? Evaluate algebraic expressions at specific values of their variables. Solve onestep linear equations. Evaluate algebraic expressions at specific values of their variables. Solve onestep linear equations. Perform arithmetic operations on polynomials. Solve problems involving polynomial equations by factoring. 7.1 Polynomials 7.2 Adding and Subtracting Polynomials 7.3 Multiplying Polynomials 7.4 Special Products of Polynomials 7.5 Solving Polynomial Equations in Factored Form 7.6 Factoring Polynomials Using the GCF 7.7 Factoring x2 + bx+ c 7.8 Factoring ax2 + bx+ c 7.9 Factoring Special Products Teacher observation Student sheets Quizzes Tests
13 Unit 8 ACED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. AREI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). 8.F.5. Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally. FIF.4. Interpret functions that arise in applications in terms of the context. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. FIF.7. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. Topic: Graphing Quadratic Functions /Enduring What are the characteristics of the graph of the quadratic function y = ax 2? How does the value of a affect the graph of y = ax 2? Solve unit rate problems. Use equations, tables, and graphs to express and analyze linear relationships between independent variables and dependent variables. Describe the effect of transformations on twodimensional figures. Analyze proportional relationships using tables, graphs, equations, and so on, interpreting the unit rate as the slope of the graph. Describe the relationship between a line and its equation. Graph quadratic functions and interpret key features of their graphs. Describe how various changes in a quadratic equation affect its graph. Compare the rates of change of linear, exponential, and quadratic functions using graphs and tables. 8.1 Graphing y =ax2 8.2 Focus of a Parabola 8.3 Graphing y = ax2 +c 8.4 Graphing y=ax2 + bx + c 8.5 Comparing Linear, Exponential, and Quadratic Functions Teacher observation Student sheets Quizzes Tests FBF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k)
14 for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. FLE.3. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
15 Unit 9 Topic: Solving Quadratic Equations /Enduring ASSE.3. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. ACED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. AREI.4.a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q that has the same solutions. Derive the quadratic formula from this form. AREI.4.b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. AREI.7. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = 3x and the circle x2 + y2 = 3. AREI.11. Explain why the xcoordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. FIF.8.a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context. How can you use a graph to solve a quadratic How can you use a graph to solve a quadratic? Write and solve onestep linear equations in one variable. Evaluate expressions at specific values of their variables. Write and solve multistep linear equations in one variable with one solution, no solution, or infinitely many solutions. Evaluate square roots of perfect squares. Solve quadratic equations in one variable by graphing, using square roots, completing the square, and using the quadratic formula. Derive the quadratic formula by completing the square. Solve a system of equations consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. 9.1 Solving Quadratic Equations by Graphing 9.2 Solving Quadratic Equations Using Square Roots 9.3 Solving Quadratic Equations by Completing the Square 9.4 Solving Quadratic Equations Using the Quadratic Formula 9.5 Solving Systems of Linear and Quadratic Equations Teacher observation Student sheets Quizzes Tests
16 Unit 10 Topic: Square Root Functions and Geometry /Enduring NRN.2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. NQ.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ACED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. AREI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). FIF.4. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. FIF.7.b. Graph square root, cube root, and piecewisedefined functions, including step functions and absolute value functions. 8.G.6. Explain a proof of the Pythagorean Theorem and its converse. 8.G.7. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions. 8.G.8. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system. How can you sketch the graph of a square root function? Write, analyze, and solve onevariable linear equations. Find the areas of right triangles. Understand the connections between proportional relationships, lines, and linear equations. Draw and construct triangles and describe the relationships between them. Evaluate square roots of small perfect squares. Understand and apply the Pythagorean Theorem. Solve square root equations Graphing Square Root Functions 10.2 Solving Square Root Equations 10.3 The Pythagorean Theorem 10.4 Using the Polyagorean Theorem Teacher observation Student sheets Quizzes Tests
17 Unit 11 Topic: Rational Equations and Functions ASSE.2. Use the structure of an expression to identify ways to rewrite it. For example, see x4 y4 as (x2)2 (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 y2)(x2 + y2). ACED.1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. ACED.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. AREI.10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). FBF.4.a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x 1) for x 1. /Enduring How can you recognize when two variables vary directly? How can you recognize when they vary inversely? Apply properties of operations to generate equivalent expressions. Solve simple onevariable equations to solve reallife and mathematical problems. Use variables to represent two quantities that change in relationship to one another. Use and simplify algebraic expressions to solve problems. Analyze and solve linear equations to solve reallife and mathematical problems. Create equations that describe numbers or relationships. Add, subtract, multiply, and divide rational expressions. Create and solve rational equations in one variable, and use them to solve problems Direct and Inverse Variation 11.2 Graphing Rational Functions 11.3 Simplifying Rational Expressions 11.4 Multiplying and Dividing Rational Expressions 11.5 Dividing Polynomials 11.6 Adding and Subtracting Rational Expressions 11.7 Solving Rational Equations Teacher observation Student sheets Quizzes Tests
18 Unit 12 NQ.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. 8.SP.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. 8.SP.3. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 8.SP.4. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a twoway table. Construct and interpret a twoway table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. Topic: Data Analysis and Displays /Enduring How can you use measures of central tendency to distribute an amount evenly among a group of people? Determine measures of central tendency including mean, median, mode, and range. Select appropriate measures of central tendency to describe a data set. Evaluate the reasonableness of a sample to determine the appropriateness of generalizations made about the population. Construct and analyze histograms, stemandleaf plots, and circle graphs. Construct and analyze dot plots, histograms, boxandwhisker plots, and scatter plots. Use the shape of a data distribution to select appropriate measures of central tendency and dispersion, and to account for the effects of outliers in the data. Interpret linear models Measures of Central Tendency 12.2 Measures of Dispersion 12.3 Box and Whisker Plots 12.4 Shapes of Distributions 12.5 Scatter Plots and Lines of Fit 12.6 Analyzing Lines of Fit 12.7 TwoWay Tables 12.8 Choosing a Data Display Teacher observation Student sheets Quizzes Tests
19 SID.1. Represent data with plots on the real number line (dot plots, histograms, and box plots). SID.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. SID.3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). SID.5. Summarize categorical data for two categories in twoway frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. SID.6a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. SID.6b. Informally assess the fit of a function by plotting and analyzing residuals. SID.6c. Fit a linear function for a scatter plot that suggests a linear association. SID.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. SID.8. Compute (using technology) and interpret the correlation coefficient of a linear fit. SID.9. Distinguish between correlation and causation.
This unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.
Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course
More informationPowerTeaching i3: Algebra I Mathematics
PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and
More informationPearson Algebra 1 Common Core 2015
A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).
More informationPacing for a Common Core Curriculum with Prentice Hall Algebra 1
Pacing for a Common Core Curriculum with Prentice Hall Algebra 1 This leveled Pacing Guide can help you transition to a Common Corebased curriculum with Pearson s Prentice Hall Algebra 1 2011. The first
More informationInfinite Algebra 1 supports the teaching of the Common Core State Standards listed below.
Infinite Algebra 1 Kuta Software LLC Common Core Alignment Software version 2.05 Last revised July 2015 Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below. High School
More informationCreating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities
Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned
More informationDRAFT. Algebra 1 EOC Item Specifications
DRAFT Algebra 1 EOC Item Specifications The draft Florida Standards Assessment (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as
More informationAlgebra II End of Course Exam Answer Key Segment I. Scientific Calculator Only
Algebra II End of Course Exam Answer Key Segment I Scientific Calculator Only Question 1 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: AAPR.3: Identify zeros of polynomials
More informationAlgebra 1 Course Objectives
Course Objectives The Duke TIP course corresponds to a high school course and is designed for gifted students in grades seven through nine who want to build their algebra skills before taking algebra in
More informationwith functions, expressions and equations which follow in units 3 and 4.
Grade 8 Overview View unit yearlong overview here The unit design was created in line with the areas of focus for grade 8 Mathematics as identified by the Common Core State Standards and the PARCC Model
More informationMiddle School Course Acceleration
Middle School Course Acceleration Some students may choose to take Algebra I in Grade 8 so they can take collegelevel mathematics in high school. Students who are capable of moving more quickly in their
More informationPlanned Course of Study. Algebra I Part 1 NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066
Planned Course of Study Algebra I Part 1 NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066 NORTHWESTERN LEHIGH SCHOOL BOARD 2013 Darryl S. Schafer, President LeRoy Sorenson, Vice
More informationAlgebra Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 201213 school year.
This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Algebra
More informationStudents will understand 1. use numerical bases and the laws of exponents
Grade 8 Expressions and Equations Essential Questions: 1. How do you use patterns to understand mathematics and model situations? 2. What is algebra? 3. How are the horizontal and vertical axes related?
More informationPolynomial Operations and Factoring
Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.
More informationPennsylvania System of School Assessment
Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling system that can be read
More informationCORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA
We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical
More informationOverview of Math Standards
Algebra 2 Welcome to math curriculum design maps for Manhattan Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas and effectively communicate with diverse
More informationManhattan Center for Science and Math High School Mathematics Department Curriculum
Content/Discipline Algebra 1 Semester 2: Marking Period 1  Unit 8 Polynomials and Factoring Topic and Essential Question How do perform operations on polynomial functions How to factor different types
More informationALGEBRA I / ALGEBRA I SUPPORT
Suggested Sequence: CONCEPT MAP ALGEBRA I / ALGEBRA I SUPPORT August 2011 1. Foundations for Algebra 2. Solving Equations 3. Solving Inequalities 4. An Introduction to Functions 5. Linear Functions 6.
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE Algebra I
Georgia Standards of Excellence Curriculum Map Mathematics GSE Algebra I These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Department
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationMathematics. Designing High School Mathematics Courses Based on the Common
common core state STANDARDS FOR Mathematics Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards Overview The (CCSS) for Mathematics are organized by grade level
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards GSE Algebra I K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical understanding
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE 8 th Grade
Georgia Standards of Excellence Curriculum Map Mathematics GSE 8 th Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. GSE Eighth Grade
More informationSouth Carolina College and CareerReady (SCCCR) Algebra 1
South Carolina College and CareerReady (SCCCR) Algebra 1 South Carolina College and CareerReady Mathematical Process Standards The South Carolina College and CareerReady (SCCCR) Mathematical Process
More informationGeorgia Standards of Excellence 20152016 Mathematics
Georgia Standards of Excellence 20152016 Mathematics Standards GSE Coordinate Algebra K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationFor example, estimate the population of the United States as 3 times 10⁸ and the
CCSS: Mathematics The Number System CCSS: Grade 8 8.NS.A. Know that there are numbers that are not rational, and approximate them by rational numbers. 8.NS.A.1. Understand informally that every number
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationAlgebra I Vocabulary Cards
Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression
More informationEquations of Linear. Functions
SECTION Trusted Content Common Core State W ith American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Common Core State
More informationAlgebra 1 2008. Academic Content Standards Grade Eight and Grade Nine Ohio. Grade Eight. Number, Number Sense and Operations Standard
Academic Content Standards Grade Eight and Grade Nine Ohio Algebra 1 2008 Grade Eight STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express
More informationAlgebra 1 Course Information
Course Information Course Description: Students will study patterns, relations, and functions, and focus on the use of mathematical models to understand and analyze quantitative relationships. Through
More informationAlgebra 1. Curriculum Map
Algebra 1 Curriculum Map Table of Contents Unit 1: Expressions and Unit 2: Linear Unit 3: Representing Linear Unit 4: Linear Inequalities Unit 5: Systems of Linear Unit 6: Polynomials Unit 7: Factoring
More informationHigher Education Math Placement
Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication
More informationPrentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1
STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason
More informationMathematics Curriculum
Common Core Mathematics Curriculum Table of Contents 1 Polynomial and Quadratic Expressions, Equations, and Functions MODULE 4 Module Overview... 3 Topic A: Quadratic Expressions, Equations, Functions,
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationUtah Core Curriculum for Mathematics
Core Curriculum for Mathematics correlated to correlated to 2005 Chapter 1 (pp. 2 57) Variables, Expressions, and Integers Lesson 1.1 (pp. 5 9) Expressions and Variables 2.2.1 Evaluate algebraic expressions
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationSouth Carolina College and CareerReady (SCCCR) PreCalculus
South Carolina College and CareerReady (SCCCR) PreCalculus Key Concepts Arithmetic with Polynomials and Rational Expressions PC.AAPR.2 PC.AAPR.3 PC.AAPR.4 PC.AAPR.5 PC.AAPR.6 PC.AAPR.7 Standards Know
More informationPrentice Hall Algebra 2 2011 Correlated to: Colorado P12 Academic Standards for High School Mathematics, Adopted 12/2009
Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level
More informationMATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education)
MATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationMath 1. Month Essential Questions Concepts/Skills/Standards Content Assessment Areas of Interaction
Binghamton High School Rev.9/21/05 Math 1 September What is the unknown? Model relationships by using Fundamental skills of 2005 variables as a shorthand way Algebra Why do we use variables? What is a
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationAlgebra 12. A. Identify and translate variables and expressions.
St. Mary's College High School Algebra 12 The Language of Algebra What is a variable? A. Identify and translate variables and expressions. The following apply to all the skills How is a variable used
More informationPrentice Hall Mathematics Algebra 1 2004 Correlated to: Alabama Course of Study: Mathematics (Grades 912)
Alabama Course of Study: Mathematics (Grades 912) NUMBER AND OPERATIONS 1. Simplify numerical expressions using properties of real numbers and order of operations, including those involving square roots,
More informationPrentice Hall MyMathLab Algebra 1, 2011
Prentice Hall MyMathLab Algebra 1, 2011 C O R R E L A T E D T O Tennessee Mathematics Standards, 20092010 Implementation, Algebra I Tennessee Mathematics Standards 20092010 Implementation Algebra I 3102
More informationCAMI Education linked to CAPS: Mathematics
 1  TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers
More informationMathematics Online Instructional Materials Correlation to the 2009 Algebra I Standards of Learning and Curriculum Framework
Provider York County School Division Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx Course Title Algebra I AB Last Updated 2010  A.1 The student will represent verbal
More informationNorth Carolina Math 2
Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.
More informationCRLS Mathematics Department Algebra I Curriculum Map/Pacing Guide
Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are
More informationFlorida Math for College Readiness
Core Florida Math for College Readiness Florida Math for College Readiness provides a fourthyear math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter B. Middle School
Middle School 111.B. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE Algebra II/Advanced Algebra
Georgia Standards of Excellence Curriculum Map Mathematics GSE Algebra II/Advanced Algebra These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
More informationAlgebra 2 Chapter 1 Vocabulary. identity  A statement that equates two equivalent expressions.
Chapter 1 Vocabulary identity  A statement that equates two equivalent expressions. verbal model A word equation that represents a reallife problem. algebraic expression  An expression with variables.
More informationMyMathLab ecourse for Developmental Mathematics
MyMathLab ecourse for Developmental Mathematics, North Shore Community College, University of New Orleans, Orange Coast College, Normandale Community College Table of Contents Module 1: Whole Numbers and
More informationIndiana State Core Curriculum Standards updated 2009 Algebra I
Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and
More informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationAlgebra 1 Course Title
Algebra 1 Course Title Course wide 1. What patterns and methods are being used? Course wide 1. Students will be adept at solving and graphing linear and quadratic equations 2. Students will be adept
More informationKeystone Exams: Algebra I Assessment Anchors and Eligible Content. Pennsylvania Department of Education
Assessment Anchors and Eligible Content Pennsylvania Department of Education www.education.state.pa.us January 2013 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationWentzville School District Algebra 1: Unit 8 Stage 1 Desired Results
Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results Unit Title: Quadratic Expressions & Equations Course: Algebra I Unit 8  Quadratic Expressions & Equations Brief Summary of Unit: At
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards GSE Algebra II/Advanced Algebra K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationAnswer Key for California State Standards: Algebra I
Algebra I: Symbolic reasoning and calculations with symbols are central in algebra. Through the study of algebra, a student develops an understanding of the symbolic language of mathematics and the sciences.
More informationFlorida Math 0028. Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies  Upper
Florida Math 0028 Correlation of the ALEKS course Florida Math 0028 to the Florida Mathematics Competencies  Upper Exponents & Polynomials MDECU1: Applies the order of operations to evaluate algebraic
More informationFlorida Department of Education/Office of Assessment January 2012. Grade 7 FCAT 2.0 Mathematics Achievement Level Descriptions
Florida Department of Education/Office of Assessment January 2012 Grade 7 FCAT 2.0 Mathematics Grade 7 FCAT 2.0 Mathematics Reporting Category Geometry and Measurement Students performing at the mastery
More informationGRADE 7 SKILL VOCABULARY MATHEMATICAL PRACTICES Add linear expressions with rational coefficients. 7.EE.1
Common Core Math Curriculum Grade 7 ESSENTIAL QUESTIONS DOMAINS AND CLUSTERS Expressions & Equations What are the 7.EE properties of Use properties of operations? operations to generate equivalent expressions.
More informationUnit 4: Analyze and Graph Linear Equations, Functions, and Relations
Unit 4 Table of Contents Unit 4: Analyze and Graph Linear Equations, Functions and Relations Video Overview Learning Objectives 4.2 Media Run Times 4.3 Instructor Notes 4.4 The Mathematics of Analyzing
More informationThnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks
Thnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks Welcome to Thinkwell s Homeschool Precalculus! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson
More informationMath Grade 11 Assessment Anchors and Eligible Content
Math Grade 11 Assessment Anchors and Eligible Content Pennsylvania Department of Education www.pde.state.pa.us Updated August 2010 M11.A Numbers and Operations M11.A.1 Demonstrate an understanding of numbers,
More informationALGEBRA I (Created 2014) Amherst County Public Schools
ALGEBRA I (Created 2014) Amherst County Public Schools The 2009 Mathematics Standards of Learning Curriculum Framework is a companion document to the 2009 Mathematics Standards of Learning and amplifies
More informationMATH BOOK OF PROBLEMS SERIES. New from Pearson Custom Publishing!
MATH BOOK OF PROBLEMS SERIES New from Pearson Custom Publishing! The Math Book of Problems Series is a database of math problems for the following courses: Prealgebra Algebra Precalculus Calculus Statistics
More informationTExES Mathematics 7 12 (235) Test at a Glance
TExES Mathematics 7 12 (235) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Mathematics
More informationModuMath Algebra Lessons
ModuMath Algebra Lessons Program Title 1 Getting Acquainted With Algebra 2 Order of Operations 3 Adding & Subtracting Algebraic Expressions 4 Multiplying Polynomials 5 Laws of Algebra 6 Solving Equations
More informationCourse Outlines. 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit)
Course Outlines 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit) This course will cover Algebra I concepts such as algebra as a language,
More informationNorwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction
1 Algebra Scope and Sequence of Instruction Instructional Suggestions: Instructional strategies at this level should include connections back to prior learning activities from K7. Students must demonstrate
More informationAlgebra 2. Curriculum Map
Algebra 2 Curriculum Map Table of Contents Unit 1: Basic Concepts of Algebra Unit 7: Solving Quadratic Unit 2: Inequalities Unit 8: Variation and Proportion Unit 3: Linear and Functions Unit 9: Analytic
More informationPreAlgebra 2008. Academic Content Standards Grade Eight Ohio. Number, Number Sense and Operations Standard. Number and Number Systems
Academic Content Standards Grade Eight Ohio PreAlgebra 2008 STANDARDS Number, Number Sense and Operations Standard Number and Number Systems 1. Use scientific notation to express large numbers and small
More informationKEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007
KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 447) Surveys and
More informationTopic: Unit 1Variables, Expressions, and Integers
Grade 7th Topic: Unit 1Variables, Expressions, and Integers Essential Questions/Enduring CC.7.NS.1 Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationPrentice Hall Mathematics: Algebra 2 2007 Correlated to: Utah Core Curriculum for Math, Intermediate Algebra (Secondary)
Core Standards of the Course Standard 1 Students will acquire number sense and perform operations with real and complex numbers. Objective 1.1 Compute fluently and make reasonable estimates. 1. Simplify
More informationTo represent mathematical relationships using graphs. 41 Activity: Relating Quantities See Department Chair for File 1 day A.REI.10, F.IF.
CCSS for Mathematical Practice: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model
More informationMATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab
MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring noncourse based remediation in developmental mathematics. This structure will
More informationDRAFT. Algebra 2 EOC Item Specifications
DRAFT Algebra 2 EOC Item Specifications The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers in developing items to be field tested in 2016.
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationGRADES 7, 8, AND 9 BIG IDEAS
Table 1: Strand A: BIG IDEAS: MATH: NUMBER Introduce perfect squares, square roots, and all applications Introduce rational numbers (positive and negative) Introduce the meaning of negative exponents for
More informationPrentice Hall Connected Mathematics 2, 7th Grade Units 2009
Prentice Hall Connected Mathematics 2, 7th Grade Units 2009 Grade 7 C O R R E L A T E D T O from March 2009 Grade 7 Problem Solving Build new mathematical knowledge through problem solving. Solve problems
More informationPrentice Hall Mathematics, Algebra 1 2009
Prentice Hall Mathematics, Algebra 1 2009 Grades 912 C O R R E L A T E D T O Grades 912 Prentice Hall Mathematics, Algebra 1 Program Organization Prentice Hall Mathematics supports student comprehension
More informationAlgebra and Geometry Review (61 topics, no due date)
Course Name: Math 112 Credit Exam LA Tech University Course Code: ALEKS Course: Trigonometry Instructor: Course Dates: Course Content: 159 topics Algebra and Geometry Review (61 topics, no due date) Properties
More informationDRAFT. Algebra 1 EOC Item Specifications
DRAFT Algebra 1 EOC Item Specifications The release of the updated FSA Test Item Specifications is intended to provide greater specificity for item writers in developing items to be field tested in 2016.
More informationFinding diagonal distances on the coordinate plane. Linear Inequalities. Permutation & Combinations. Standard Deviation
Introduction of Surface Area Measurement Unit Conversion Volume of Right Rectangular Prisms Statistical Variability (MAD and IQR) Multiplication of Fractions Scientific Notation Introduction of Transformations
More informationAlgebra 2 YearataGlance Leander ISD 200708. 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks
Algebra 2 YearataGlance Leander ISD 200708 1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks 5th Six Weeks 6th Six Weeks Essential Unit of Study 6 weeks 3 weeks 3 weeks 6 weeks 3 weeks 3 weeks
More informationTOMS RIVER REGIONAL SCHOOLS MATHEMATICS CURRICULUM
Content Area: Mathematics Course Title: Precalculus Grade Level: High School Right Triangle Trig and Laws 34 weeks Trigonometry 3 weeks Graphs of Trig Functions 34 weeks Analytic Trigonometry 56 weeks
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards Mathematics Grades 68 FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ Strand A: Number Sense, Concepts, and Operations Standard 1: The student understands
More informationDear Accelerated PreCalculus Student:
Dear Accelerated PreCalculus Student: I am very excited that you have decided to take this course in the upcoming school year! This is a fastpaced, collegepreparatory mathematics course that will also
More informationMathematics Georgia Performance Standards
Mathematics Georgia Performance Standards K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by
More information