Download Common Core Map Algebra 1B

Galesburg High School Mathematics Curriculum Map (Spring 2013)
Course ___Algebra 1B____
Term ____3____
Last Reviewed _____5/18/2012________
Text: Algebra 1, Prentice Hall, 2009 ISBN #978-0-13-366038-8
Topic/Time Frame
Chapter and Sections Assessment Targets
CCSS Domain
Venn Diagrams &
Solve problems using Venn Diagrams (p. 39, 233)
S-CP.1-8
Compound
Understand independence and conditional probability and use them
Probability
to interpret data
(5 days)
1. Describe events as subsets of a sample space (the set of outcomes)
using characteristics (or categories) of the outcomes, or as unions,
intersections, or complements of other events (“or,” “and,” “not”).
2. Understand that two events A and B are independent if the probability
of A and B occurring together is the product of their probabilities, and
use this characterization to determine if they are independent.
3. Understand the conditional probability of A given B as P(A and
B)/P(B), and interpret independence of A and B as saying that the
conditional probability of A given B is the same as the probability
of A, and the conditional probability of B given A is the same as the
probability of B.
4. Construct and interpret two-way frequency tables of data when two
categories are associated with each object being classified. Use the
two-way table as a sample space to decide if events are independent
and to approximate conditional probabilities. For example, collect
data from a random sample of students in your school on their favorite
subject among math, science, and English. Estimate the probability that a
randomly selected student from your school will favor science given that
the student is in tenth grade. Do the same for other subjects and compare
the results.
5. Recognize and explain the concepts of conditional probability and
independence in everyday language and everyday situations. For
example, compare the chance of having lung cancer if you are a smoker
with the chance of being a smoker if you have lung cancer.
Use the rules of probability to compute probabilities of compound
events in a uniform probability model
6. Find the conditional probability of A given B as the fraction of B’s
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Revised 5/3/2017
outcomes that also belong to A, and interpret the answer in terms of
the model.
Solving Inequalities
& Venn Diagrams
(10 Days)
Chapter 4.1-4.4
(Embed – Graphing
inequalities)
7. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and
interpret the answer in terms of the model.
Solve & Graph inequalities with add or subtract (4.2)
Solve & Graph inequalities with multiply or divide (4.3)
Solve & Graph multi-step inequalities (4.4) Added from Algebra I-A
Graph a linear inequality function (7.5)
Graph a system of linear inequality functions (7.6)
A.CED.1
AREI.12
Venn Diagrams
4.6, 4.5, 7.5, 7.6
Polynomials and
Factoring – Part I
(9 Days)
Polynomials and
Factoring – Part II
(6 Days)
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Chapter 9.1-9.3, 9.5
(Embed – Factoring
of numbers & GCF
pp. 770, 771)
Break into sections
for assessment
Chapter 9.4, 9.6,9.7
Add or subtract polynomials (9.1)
Multiply a monomial and a polynomial (9.2)
Factor GCF of a polynomial (9.2)
Multiply binomials (9.3)
Factor trinomials of form x 2  bx  c (9.5)
A-APR.1
A-SSE.3a
Multiply special cases (conjugates & perfect squares) (9.4)
Factor trinomials of form ax 2  bx  c by guess-n-check (9.6)
Factor special cases (difference of squares & perfect square trinomials)
(9.7)
Factor completely ( 2 step factoring) - supplement
A-SSE.3.a
Revised 5/3/2017
Galesburg High School Mathematics Curriculum Map
Course ___Algebra 1B_____
Term ____4____
Text: Algebra 1, Prentice Hall, 2009 ISBN #978-0-13-366038-8
Topic/Time Frame
Chapter and Sections Assessment Targets
CCSS Domain
Quadratic Equations
10.1-10.2
Identify the axis of symmetry of a parabola. (10.1)
F-IF.1-5
and Functions – Part I
Identify the vertex and direction of a parabola. (10.1)
F-IF.7.a
(10 Days)
Identify the vertex of a parabola and determine if it is a maximum or
minimum. (10.1)
Order quadratic equations from widest to narrowest. (10.1)
Describe the effects of the coefficients of a quadratic equation
( ax 2  bx  c  0 )(10.1)
Graph a quadratic function using a t-chart and x   b . (10.1/10.2)
2a
Quadratic Equations
and Functions- Part II
(14 Days)
Statistics –
Interpreting data
10.3-10.4, 10.6-10.7
Find and interpret the maximum or minimum value in an application. (10.2)
Graph the quadratic inequality. (10.2)
Identify solutions on the graph of a parabola. (10.3)
Solve a quadratic equation by graphing. (10.3)
Solve a quadratic equation using square roots (no linear term). (10.3)
Solve a quadratic equation by factoring. (10.4)
Use quadratic formulas to solve (decimal approx. only) (10.6)
Choose the best method to solve a quadratic equation & explain why. (10.6)
Solve word problems involving quadratic equations including
Geometric Shapes/Area and Projectile Motion (10.6)
Explain how the discriminant determines the number of solutions. (10.7)
Solve proportions with a quadratic equation. (need to supplement)
Solve systems of linear and quadratic functions
Summarize, represent, and interpret data on a single count or
measurement variable
1. Represent data with plots on the real number line (dot plots,
histograms, and box plots).
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.
3. Interpret differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
(outliers).
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A-REI.4.b
A-REI.7
S-ID.1-5 (skip 4)
Summarize, represent, and interpret data on two categorical and
quantitative variables
5. Summarize categorical data for two categories in two-way 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.
Sequences and
Functions
Reason quantitatively and use units to solve problems.
1. Use units as a way to understand problems and to guide the solution
of multi-step problems; choose and interpret units consistently in
formulas; choose and interpret the scale and the origin in graphs and
data displays.
2. Define appropriate quantities for the purpose of descriptive modeling.
3. Choose a level of accuracy appropriate to limitations on measurement
when reporting quantities.
NQ1-3
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(n-1) for n 1.
F-IF.3
Build a function that models a relationship between two quantities
1. Write a function that describes a relationship between two quantities.★
a. Determine an explicit expression, a recursive process, or steps for
calculation from a context.
F-BF.1.a
2. Write arithmetic and geometric sequences both recursively and
with an explicit formula, use them to model situations, and translate
between the two forms.★
Construct and compare linear, quadratic, and exponential models
and solve problems
1. Distinguish between situations that can be modeled with linear
functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal
intervals, and that exponential functions grow by equal factors
over equal intervals.
b. Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a
constant percent rate per unit interval relative to another.
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F-BF.2
F-LE.1.a-c
F-LE.2