Download ROCKY FORD CURRICULUM GUIDE SUBJECT: Algebra I GRADE

ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
GRADE: High School
Evidence Outcome
3. Objects in the plane can be
described and analyzed
algebraically
a. Express Geometric
Properties with equations.
1. Use coordinates and the
distance formula to
compute perimeters of
polygons and areas of
triangles and rectangles.
Student-Friendly
Learning Objective
Level of
Thinking
We will apply the distance
formula and the
Pythagorean theorem in
problem solving
Know
We will define the distance
formula as it applies to the
graphing of line segments.
Appy
We will use the distance
formula to calculate length
of segments and determine
perimeter of polygons.
a. Interpret the structure of
expressions.
i. Interpret expressions that
represent a quantity in
terms of its context. I
1. Interpret parts of an
expression, such as terms,
factors, and coefficients. I
© Learning Keys, 800.927.0478, www.learningkeys.org
We will define expressions
and parts therein, ie, terms,
factors,constant and
coefficients.
Resource Correlation
Academic
Vocabulary
Holt McDougal Algebra 1
Pg. 743-755
KUTA Algebra and
Geometry software
Apply
Holt McDougal Algebra 1
Pg. 924
We will compute area of
rectangle and triangles
using the distance formula
for the necessary measure
to use in the formula.
3. Expressions can be
represented in multiple,
equivalent forms
TIMELINE: 3rd Quarter
Holt McDougal Algebra 1
Pg. 97
Know
Comp
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
GRADE: High School
Evidence Outcome
2.
ii.
Interpret complicated
expressions by viewing one
or more of their parts as a
single entity. I
Use the structure of an
expression to identify ways
to rewrite it. I
Student-Friendly
Learning Objective
We will describe parts of an
exression by using the
individual parts in isolation
then together.
We will interpret
complicated expressions by
viewing one or more of their
parts as a single entity.
Level of
Thinking
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
Holt McDougal Algebra 1
Pg. 309
Comp
Synth
We will use the structure of
an expression to identify
ways to rewrite it.
Holt McDougal Algebra 1
Pg. 36-48
3. Expressions can be
represented in multiple,
equivalent forms
a. Perform arithmetic
operations on polynomials.
i. Explain 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. I
© Learning Keys, 800.927.0478, www.learningkeys.org
Holt McDougal Algebra 1
Pg. 555-783
We will apply operations on
polynomials, in the manner
that we perform operations
on integers.
Appl
Appl
We will compute problems
involving polynomials using
the four operations ..
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
GRADE: High School
Grade Level
Expectation
Evidence Outcome
2. Quantitative reasoning
is used to make sense of
quantities and their
relationships in problem
situations
a. Reason quantitatively and use
units to solve problems
i.
Use units as a way to
understand problems and
to guide the solution of
multi-step problems.
1. Choose and interpret
units consistently in
formulas.
2. Choose and interpret
the scale and the origin
in graphs and data
displays. C
ii.
Define appropriate
quantities for the purpose of
descriptive modeling. C
iii.
Choose a level of accuracy
appropriate to limitations on
measurement when
reporting quantities. C
© Learning Keys, 800.927.0478, www.learningkeys.org
TIMELINE: 3rd Quarter
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
We will compare unit
measures and convert units
to the same if needed.
Appl
Holt McDougal Algebra 1
Pg 929
Appl
Holt McDougal Algebra 1
Pg. 880
Academic
Vocabulary
We will choose the scale,
units and the origin in
graphs. We will determine
the data displays that are
most appropriate.
We will define appropriate
quantities for descriptive
modeling.
We will determine what is
an appropriate level of
accuracyfor the limitations
on measurement when
reporting quantities.
We will choose a level of
accuracy appropriate to
limitations on measurement
when reporting quantities
Appl
Appl
Limitations
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
GRADE: High School
Grade Level
Expectation
Evidence Outcome
Student-Friendly
Learning Objective
1. Visual displays and
summary statistics
condense the
information in data sets
into usable knowledge
a. Summarize, represent, and
interpret data on two categorical
and quantitative variables.
i. Summarize categorical data
for two categories in twoway frequency tables.
Interpret relative
frequencies in the context
of the datai (including joint,
marginal, and conditional
relative frequencies).
Recognize possible
associations and trends in
the data. I
We will summarize
categorical data for two
categories in two-way
frequency tables. Interpret
relative frequencies in the
context of the dataiv
(including joint, marginal,
and conditional relative
frequencies).
We will analyze data for
trends and associations of
data represented.
Level of
Thinking
Analyze
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
Holt McDougal Algebra 1
Pg. 882
Categorical data
Quantitative data
Holt McDougal Algebra 1
Pg. 325
Analyze
Graphing Calculator
ii.
Represent data on two
quantitative variables on a
scatter plot, and describe
how the variables are
related.
1. Fit a function to the
data; use functions
© Learning Keys, 800.927.0478, www.learningkeys.org
We will represent data in a
scatter plot and describe
the relationship of the
variables.
Appl
We will determine which
functions to use by studying
Appl
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
GRADE: High School
Evidence Outcome
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. I
2.
3.
Informally assess the fit
of a function by plotting
and analyzing
residuals. I
Fit a linear function for
a scatter plot that
suggests a linear
association. I
i. Interpret linear models.
Interpret the slopeii and the
interceptiii of a linear model
in the context of the data. I
ii.
Using technology, compute
and interpret the correlation
coefficient of a linear fit. I
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objective
Level of
Thinking
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
the data.
We will use linear,
quadratic or exponential
models to represent data in
context.
Residuals
Appl
We will define residuals and
fit functions to models by
plotting and analyzing
these.
Appl
We will fit a linear function
for a scatter plot that
suggests a linear
association.
Appl
We will interpret linear
models. Interpret the slopev
and the interceptvi of a
linear model in the context
of the data
We will use technology to
compute and interpret he
coefficient of a linear fit.
Linear, quadratic,
and exponential
models
Holt McDougal Algebra 1
Pg. 325
Appl
Graphic Calculator
Appl
Correlation
coefficient
Correlation and
causation
Page 5
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
GRADE: High School
Grade Level
Expectation
Evidence Outcome
Student-Friendly
Learning Objective
3. Probability models
outcomes for situations
in which there is inherent
randomness
a. Understand independence and
conditional probability and use
them to interpret data.
i. Describe events as subsets
of a sample space using
characteristics (or
categories) of the
outcomes, or as unions,
intersections, or
complements of other
events. I
We will define
independence and
conditional probability and
use them to interpret data.
ii.
iii.
Explain 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. I
Using the conditional
probability of A given B as
P(A and B)/P(B), interpret
the 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 BConstruct
and interpret two-way
frequency tables of data
when two categories are
associated with each object
© Learning Keys, 800.927.0478, www.learningkeys.org
Level of
Thinking
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
Holt McDougal Algebra 1
Pg. 862
Independent
probability
Appl
Conditional
probability
Holt McDougal Algebra 1
Pg. 856
Comp
We will define and explain
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.
Holt McDougal Algebra 1
Pg. 856
Apply
We will use conditional
probability of A given B as
P(A and B)/P(B), interpret
the independence of A and
B as saying that the
conditional probability of A
given B is the same as the
Page 6
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
GRADE: High School
Evidence Outcome
Student-Friendly
Learning Objective
being classified. Use the
two-way table as a sample
space to decide if events
are independent and to
approximate conditional
probabilities. I
probability of A, and the
conditional probability of B
given A is the same as the
probability of B.
iv.
4. Attributes of two- and
three-dimensional
objects are measurable
and can be quantified
Resource Correlation
Academic
Vocabulary
Two-way frequency
tables
Recognize and explain the
concepts of conditional
probability and
independence in everyday
language and everyday
situations. I
a. Explain volume formulas and use
them to solve problems.
Level of
Thinking
TIMELINE: 3rd Quarter
We will recognize and
explain the concepts of
conditional probability and
independence in everyday
language and everyday
situations.
We will define volume of in
terms of solid geometric
figures and 3 dimensions.
Comp.
Holt McDougal Algebra 1
Pg. 856
Know
Holt McDougal Algebra 1
Pg. 927
Volume formulas
for cylinder ,
pyramid, cones
and spheres
Appl
i.
Give an informal argument for
the formulas for the
circumference of a circle, area of
a circle, volume of a cylinder,
pyramid, and cone.
We will produce a formula
for circumference by using
the distance around the
circle and the diameter.
Appl
Geometry KUTA software
We will use the information
© Learning Keys, 800.927.0478, www.learningkeys.org
Page 7
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
GRADE: High School
Evidence Outcome
ii.
Use volume formulas for
cylinders, pyramids, cones, and
spheres to solve problems.
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
KUTA Algebra 1 software
for circumference of a circle
(pie, radius) to determine
the area of a circle.
We will correlate the steps
we used to find area to
determine volume of
cylinders, pyramids, and
cones.
TIMELINE: 3rd Quarter
Apply
We will use volume
formulas for cylinders,
pyramids, cones, and
spheres to solve problems.
1. Visual displays and
summary statistics
condense the
information in data sets
into usable knowledge
b. Interpret linear models.
iii. Interpret the slope and the
interceptvii of a linear model
in the context of the data. I
iv. Using technology, compute
and interpret the correlation
coefficient of a linear fit.
We will determine the slope
and intercept of a linear
model.
Comp
Holt McDougal Algebra 1
Pg. 244-250
Linear models
Comp
We will use technology to
compute and interpret the
correlation coefficient of
linear fit.
Graphing calculator ‘line
of regression’
I
iii.Distinguish between
© Learning Keys, 800.927.0478, www.learningkeys.org
We will distinguish between
Page 8
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
4. Attributes of two- and
three-dimensional
objects are measurable
and can be quantified
Evidence Outcome
correlation and causation. I
b. Visualize relationships between
two-dimensional and threedimensional objects.
i. Identify the shapes of twodimensional cross-sections
of three-dimensional
objects, and identify threedimensional objects
generated by rotations of
two-dimensional objects. I
© Learning Keys, 800.927.0478, www.learningkeys.org
GRADE: High School
Student-Friendly
Learning Objective
Level of
Thinking
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
Holt McDougal Geometry
book, pg. 656
2 – dimensional
correlation and causation
We will identify twodimensional shapes and
compare them to crosssections of threedimensional objects.
Appl
3 - dimentional
Page 9
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Algebra I
Grade Level
Expectation
Evidence Outcome
© Learning Keys, 800.927.0478, www.learningkeys.org
10
GRADE: High School
Student-Friendly
Learning Objective
Level of
Thinking
TIMELINE: 3rd Quarter
Resource Correlation
Academic
Vocabulary
Page