| Chapter |
Learning Targets |
Common Core Standards |
Predicted Dates |
| 1 |
1.1 I can complete a table and create a graph when given a function. 1.2 I can make a complete description of a function. 1.3 I can determine outputs for any function when given inputs. |
In this first
chapter students will: model with mathematics, use appropriate tools
strategically, attend to precision, look for and make use of structure,
and look for and express regularity in repeated reasoning. |
Early September |
| 2 |
2.1 I can write an equation given multiple representations of a linear function. 2.2 I can complete a table given multiple representations of a linear function. 2.3 I can create a graph given multiple representations of a linear function. 2.4 I can find the slope and intercepts of a linear function from multiple representations. 2.5 I can interpret the slope and y-intercept of a linear function from multiple representations. |
In this chapter,
you will come to a deeper understanding of slope than you may have had
in previous courses, and you will explore the idea of slope as a rate
of change. |
Late September - Early October |
| 3 |
3.1 I can simplify expressions with integer exponents 3.2 I can multiply binomials and polynomials. 3.3 I can solve Algebraic equations. 3.4 I can solve Algebraic absolute-value equations. 3.5 I can rewrite multi-variable equations in terms of one of the variables. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, construct viable arguments and
critique the reasoning of others, model with mathematics, use
appropriate tools strategically, attend to precision, look for and make
use of stucture, look for and express regularity in repeated reasoning.
|
Mid-October - Late October |
| 4 |
4.1 I can write a system of equations to model a situation. 4.2 I can determine the solution to systems of equations using multiple strategies. 4.3 I can interpret the solution to a system of equations in context of a situation. 4.4 I can interpret when a systems of equations has infinite solutions or no solution. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, construct viable arguments and
critique the reasoning of others, model with mathematics, use
appropriate tools strategically, attend to precision, look for and make
use of structure. |
November |
| 5 |
5.1 I can compare and contrast qualities of different functions. 5.2 I can write the recursive equations for an arithmetic sequence. 5.3 I can convert between the recursive and the explicit equation for an arithmetic sequence. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, construct viable arguments and
critique the reasoning of others, model with mathematics, use
appropriate tools strategically, attend to precision, look for and make
use of structure, look for and express regularity in repeated reasoning. |
December - Early January |
| 7 |
7.1 I can calculate the multiplier given two points in an exponential representation. 7.2 I can convert between percentage change (increase/decrease) and a multiplier. 7.3 I can write an equation given multiple representations of an exponential function. 7.4 I can complete a table given multiple representations of an exponential function. 7.5 I can create a graph given multiple representations of an exponential function. 7.6 I can interpret if a situation is exponential growth or decay given a representation. 7.7 I can simplify expressions with fractional exponents. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, model with mathematics, use
appropriate tools strategically, look for and make use of structure,
look for and express regularity in repeated reasoning. |
Mid-January - Mid-February |
| 8 |
8.1 I can completely factor a quadratic expression. 8.2 I can create a graph given multiple representations of a quadratic function. 8.3 I can complete a table given multiple representations of a quadratic function. 8.4 I can write an equation given multiple representations of a quadratic function. 8.5 I can use algebraic methods (zero product property, quadratic formula, completing the square) to calculate and verify any x-intercepts in a quadratic function. 8.6 I can use algebraic methods (completing the square, line of symmetry) to find the vertex of a quadratic function. 8.7 I can interpret the meaning of the intercepts and vertex in context of a situation. |
In this chapter
students will: model with mathematics, use appropriate
toolsstrategically, attend to precision, look for and make use of
structure, look for and express regularity in repeated reasoning. |
March |
| 9 |
9.1 I can write, solve and graph one variable inequalities 9.2 I can write, solve and graph two variable inequalities. 9.3 I can write, solve and graph systems of inequalities. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, model with mathematics, use
appropriate tools strategically, attend to precision, look for and make
use of structure. |
April |
| Smarter Balanced Test Preparation |
Students will be expected to: make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, look for and express regularity in repeated reasoning. | Early and Mid-May |
|
| 6 |
6.1 I can describe the form, direction, strength and outliers of a scatter plot. 6.2 I can model a set of data and interpret the meanings of the x-intercept, y-intercept and slope. 6.3 I can make predictions by using a “line of best fit”. 6.4 I can create a LSRL (least squares regression line) from a given set of data 6.5 I can use a residual plot to analyze the appropriateness of the best fit model 6.6 I can find and interpret the meaning of the correlation coefficient. |
In this chapter
students will: make sense of problems and persevere in solving them,
reason abstractly and quantitatively, construct viable arguments and
critique the reasoning of others, model with mathematics, use
appropriate tools strategically, attend to precision, look for and make
use of structure, look for and express regularity in repeated reasoning. |
Late May and June |