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Curriculum Map
Teacher: D. Benoit
Subject: Algebra 1, Part 1
Grading
Period
1
CONTENT
-Relationships and
Variables
-Order of Operations
-Operations with Real
Numbers
-Scientific Notation
-Solving Equations
-Problem Solving
Essential Questions
Can students use order of operations
and the basic properties (i.e.,
associative, commutative, and
distributive) when performing
computations and collecting like
terms in expressions?
ASSESSMENT
RESOURCES
Teacher Made Test
Partner Test
Group Activities
Quizzes
Homework
LCC Activities
Algebra 1 Text
Text Resources
Practice Book
LCC
Internet Sites
Nova Net
iLEAP Reference
Sheet
Teacher Made Test
Partner Test
Group Activities
Quizzes
Homework
LCC Activities
Algebra 1 Text
Text Resources
Practice Book
LCC
Internet Sites
Nova Net
iLEAP Reference
Sheet
Can students correctly evaluate
numeric and algebraic expressions
involving rational numbers?
Can students use and apply scientific
notation in representing numbers and
solving problems?
Can students perform specified realnumber calculations and relate their
solutions to properties of operations?
Can students solve equations using
addition, subtraction, multiplication,
and division with variables?
2
-Solving Equations
-Measures of Central
Tendency
-Solving Inequalities
-Graph Inequalities
-Equations with Absolute
Value
-Precision and Accuracy
-Absolute & Relative
Error
-Significant Digits
Can students perform simple
algebraic manipulations of collecting
like terms and simplifying
expressions?
Can students perform specified realnumber calculations and relate their
solutions to properties of operations?
Can students solve equations using
addition, subtraction, multiplication,
and division with variables?
Can students perform the symbolic
manipulations needed to solve linear
inequalities in a single variable and
graph their solutions on the number
line?
Can students interpret and graph
simple absolute value inequalities on
the number line?
Can students relate absolute value
inequalities in one variable to realworld settings (i.e., measurement,
absolute value distances) and graph
their solutions on the number line?
Can students determine the precision
of a given measurement instrument?
Can students determine the accuracy
of a measurement?
Can students differentiate between
what it means to be precise and what
it means to be accurate?
Can students discuss the nature of
precision and accuracy in
measurement and note the
differences in final measurement
values that may result from error?
Can students calculate using
significant digits?
Can students graph data from inputoutput tables on a coordinate graph?
3
-Surface Area
-Indirect Measurement
-Analyze graphs
-Identify Relations &
Functions
-Write &Model
Functions
-Rate of Change
-Find Slop
-Slope-Intercept Form
-Standard Form
-Point-Slope Form
-Parallel and Perpendicular lines
-Line of Best Fit
-Absolute Value
Equations
Can students recognize linear
relationships in graphs of inputoutput relationships?
Can students graph the points related
to a direct proportion relationship on
a coordinate graph?
Can students determine the slope of a
line given a graph or two points?
Can students perform translations
and line reflections on the coordinate
plane?
Can students recognize functions in
graphical, numerical, tabular, and
verbal forms?
Can students solve linear equations
with rational (integral, decimal, and
fractional) coefficients and relate the
solutions to symbolic, graphical, and
tabular/numerical representations?
Teacher Made Test
Partner Test
Group Activities
Quizzes
Homework
LCC Activities
Algebra 1 Text
Text Resources
Practice Book
LCC
Internet Sites
Nova Net
iLEAP Reference
Sheet
Can students identify data as being
directly or inversely related?
Can students distinguish the
difference between independent and
dependent variables in a real-life
situation?
Can students understand how slope
of a graph relates to a rate of change
in a real-life situation?
Can students distinguish between a
direct or inverse variation when
analyzing a graph?
Can students write the equation of a
linear function given appropriate
information about the slope and
intercept?
Can students use the basic methods
for writing the equation of a line
(i.e., two-point, slope-intercept,
point-slope, and standard form) and
translate from one form to another?
Can students discuss the meanings of
slope and intercepts in the context of
an application problem?
Can students interpret and analyze
the results from a linear equation
which models real-life situations and
apply meaning to this equation in
terms of its slope and y-intercept?
4
-Write Systems of
Equations
-Solve Systems of
Equations
-Graph Systems of
Equations
-Solve &Graph Linear
Inequalities
-Add Matrices
-Multiply Matrices
-Find Solutions of 2
Equations in Five Ways
Can students explain the meaning of
a solution to a system of two linear
equations or inequalities?
Can students determine the solution
to a system of two linear equations
by graphing, substitution, or
elimination?
Can students relate the solution, or
lack of solution, for a system of
equations to the slopes of the lines in
the system?
Can students identify coincident
lines by their slopes and y-intercepts
and relate this to the possibility of an
infinite number of solutions?
Teacher Made Test
Partner Test
Group Activities
Quizzes
Homework
LCC Activities
Algebra 1 Text
Text Resources
Practice Book
LCC
Internet Sites
Nova Net
iLEAP Reference
Sheet
Can students graph and interpret
linear inequalities in two variables?
Can students solve a system of
inequalities and represent the
solution graphically?
Can students explain what a matrix is
and how it is applied in real-life
situations?
Can students perform operations
with matrices (addition, subtraction,
multiplication)?
Can students determine the solution
to a system of two or three linear
equations with two or three variables
by matrix methods?
Can students use matrices and matrix
methods by hand and calculator to
solve systems of equations Ax  B
1
as x  A B ?