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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