Survey

* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project

Document related concepts

System of linear equations wikipedia , lookup

Transcript
```East Bernstadt Independent
Mathematics
Pacing/Curriculum Mapping Document
Algebra 1
Unit/
Linear and Exponential Relationships – Instructional Days 31 - 90
Time
Standard(s) *Several 8th grade standards overlap the Algebra 1 high school standards, but both are listed.
8.F.4 – construct a function to model a linear relationship between two quantities, identifying and interpreting
the rate of change as slope and the y-intercept as the initial value of the function.
8.F.5 – graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two
different proportional relationships represented in different way.
8.F.2 – compare the properties of two functions.
8.F.3 – interpret the equation y = mx + b.
8.F.6 – use similar triangles to explain why the slope if the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx and y = mx + b.
8.EE.8 – analyze and solve pairs of simultaneous linear equations.
N.RN.1 – explain how the definition of the meaning rational exponents follows from extending the properties of
integer exponents to those values.
N.RN.2 – rewrite expressions involving radicals and rational exponents using the properties of exponents.
A.REI.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 solutions.
A.REI.6 – solve systems of linear equations exactly and approximately.
A.REI.10 – understand that the graph of an equation is the set of all of its solutions.
A.REI.11 – explain why the x-coordinate of the intersection point is the solution and use technology to graph the
system.
A.REI.12 – graph the solutions to a linear inequality in two variables.
F.IF.1 – understand the domain and range of a function.
F.IF.2 – use function notation, evaluate functions for inputs, and interpret statements that use function
notation.
F.IF.3 – recognize that sequences are functions, recursive or explicit.
F.IF.4 – interpret key features of graphs and tables of functions.
F.IF.5 – relate the domain of a function to its graph.
F.IF.6 – calculate and interpret the average rate of change of a function over a specified interval.
F.IF.7 – graph funtions expressed symbolically and show key features of the graph.
F.IF.9 – compare properties of two functions each represented in different ways.
F.BF.1 – write a function that describes a relationship between two quantities.
F.BF.2 – write arithmetic and geometric sequences both recursively and explicitly.
F.BF.3 – identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x+k).
F.LE.1 – distinguish between situations that can be modeled with linear and exponential functions.
F.LE.2 – construct linear and exponential functions.
F.LE.3 – observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or as a polynomial function.
Learning Target(s) Knowledge, Reasoning, Skill, Product)
Formative Assessment (match target to
I can…
assessment)
1. Write equations from proportional relationships.
2. Determine whether a relationship between two
CBM week 7 - #1-4
quantities is proportional and/or a linear function.
CBM week 8 - #1-5
3. Compare properties of two functions represented in
CBM week 9 - #6-7
different ways by interpreting the slope and y-intercept
CBM week 10 - #6-8
in terms of context.
CBM week 11 - #9-13
4. Use similar triangles to explain slope in the coordinate
CBM week 12 - #9-13
plane.
CBM week 13 - #9-15
5. Extend properties of exponents to rational exponents.
CBM week 14 - #16-17
6. Analyze and solve linear equations and pairs of
CBM week 15 - #16-17
Mathematics
Pacing/Curriculum Mapping Document
Algebra 1
simultaneous linear equations.
7. Solve systems of linear equations.
8. Represent and solve equations and inequalities
graphically.
9. Define, evaluate, and compare functions.
10. Understand the concept of a function and use function
notation.
11. Use functions to model relationships between quantities.
12. Interpret functions that arise in applications in terms of
context.
13. Analyze functions using different representations.
14. Build a function that models a relationship between two
quantities.
15. Build new functions from existing functions.
16. Construct and compare linear, quadratic, and
exponential models and solve problems.
17. Interpret expressions for functions in terms of the
situation they model.
Vocabulary
Rate of change
Constant of proportionality
Equivalent ratios
Function
Linear
Nonlinear
Slope
y-intercept
system of linear equations
linear inequality
solution
exponential
growth
decay
regression
polynomial
Resources
Go Math – Algebra 1 Chapters 5-11
ThinkCentral
Study Island
National Library of Virtual Manipulatives (NLVM)
CBM week 16 - #9-17
Unit 2 test – Linear and Exponential
Relationships
Instructional Strategies
Reciprocal Teaching
Collaborative Grouping
Questioning
Discussion
Kagan Structures
Technology
SmartBoard
ThinkCentral Interactive
Study Island
NLVM
Summative Assessment
Unit Assessment – Algebra 1 Unit 2 Linear and Exponential Relationships TEST
Small Group / Learning Centers
Small groups
Hands-on activity - Match Game – Function/equation/graph
Mathematics
Pacing/Curriculum Mapping Document
Algebra 1
Reciprocal Learning groups – real-world problems
Program Review
Extended response – writing evidence
Art – poster – Company A vs. Company B, Profit vs. cost0
Unit/
Time
Name of Unit or Theme- 4 Weeks; Aug. ___ - Aug. ______
Writing
Standard(s)
Concepts/Skills (label introduce, review,
mastery)
Week 1
Learning Target(s) Knowledge, Reasoning, Skill, Product)
Formative Assessment (match target to
assessment)
Instructional Strategies
Vocabulary
Resources
Technology
Portfolio Connection