Web viewDistance Formula, Midpoint Formula, Area and perimeter formulas, Acute angle, Congruent,...

Websites for Supplemental Materials: Kuta Software, Math Warehouse, Math Is Fun, Geogebra, Winplot, Khan Academy, I Love Math, Interactivate, Illuminations, National Library of Virtual Manipulatives, Merlot, SAS Curriculum Pathway, and Cool Math

Prior Knowledge: Pre Skills

State Required Alignment

Learning Target Explore: Investigation Suggested Additional Work

A.SSE.3A.REI.12F.IF.7F.IF.8F.BF.1F.LE.1G.GPE.5S.ID.1

● I can add, subtract, multiply, and divide integers and fractions

● I can use order of operations

● I can solve one and two step equations

● I can solve percents, ratios, and proportions

● I can write multiple expressions to represent a variable quantity from a real-world situation.

● I can use tables, graphs, and properties of numbers and operations to reason about the equivalence of expressions.

● I can rewrite linear expressions in equivalent forms by expanding, combining like terms, and factoring.

Unit 1: Patterns of Change and Sequences

Necessary Skills: calculator skills, plotting points, arithmetic, convert percents to decimals, order of operations

Vocabulary: independent variable, dependent variable, rule, plot, ordered pairs, coordinates, x-axis, y-axis, relationship, Now-Next, percents, recursive pattern, Fibonacci Sequence, Perimeter, Area, Parallelograms, Circumference, Circles, Pythagorean Theorem, Right Triangles, Functions, One Variable, Tables,Linear, Inverse, Exponential, Quadratic

Lesson 1 - Cause and Effect p.2 - 25State Required Alignment


N.Q.2A.REI.10F.IF.1F.IF.4F.IF.5S.ID.6aS.ID.7

● I can look for cause-and -effect relationships between variables.

● I can develop skills in organizing data in tables and graphs and using words to describe patterns of change.

● I can use tables, graphs, and rules to solve problems of cause and effect change.

● I can develop knowledge about common patterns of change( linear, inverse, exponential, quadratic) and the ability to use symbolic rules to represent and reason about those patterns.

● Investigation 1○ p. 4-6 #1-5○ Focus on # 1○ Focus on # 5○ Good Idea to do as

a classroom investigation

● Investigation 3○ p 11-13 #1-6

● On your Own○ p. 14-19

Applications and Connections

○ Invest. 1■ 1-3, 9

○ Invest. 3■ 6-7, 11-13

● Investigation 1○ Check Your Understanding

p 7-8

● We suggest that you skip Investigation 2


p 13

Lesson 2 - Change Over Time p.26- 46State Required Alignment


A.SSE.1bA.REI.10F.IF.4F.IF.5F.IF.8bF.BF.1aF.BF.2F.LE.1bF.LE.1cF.LE.2F.LE.5S.ID.6aS.ID.9

● I can recognize recursive patterns of change.

● I can use calculators to iterate stages in a recursive pattern

● I can write NOW-NEXT rules to represent recursive patterns.

● I can write and use spreadsheet formulas to explore recursive patterns of change (optional).

● I can use iteration to solve problems about population and money change over time.

● Investigation 1○ p. 26-28 #1-10○ Classroom

Investigation for questions 1-5

○ Partner Investigation for questions 6-10

○ Questions 6-10 are a repeat of questions 1-5

● Investigation 2○ p 32-34 #1-7○ This investigation

should probably be done as a class.

○ The main points from Excel you need to focus on are formulas and fill command.

● Excel Lesson


p 31

● NOW-NEXT Lesson○ NOW-NEXT PPT ○ NOW-NEXT Activity ○ NOW-NEXT Activity

(illuminations)○ NOW-NEXT worksheet

● On your Own○ p. 36-41○ Invest. 1

■ 1-6, 10-11, 14-15

Lesson 3 - Tools for Studying Patterns of Change p.47- 68State Required Alignment


N.Q.3A.REI.10F.IF.2S.ID.1S.ID.7

● I can write rules that express problem conditions

● I can find the perimeters and areas of triangles, parallelograms.

● I can find the circumference and area of circles.

● I can use the Pythagorean Theorem to find lengths of sides of right triangles

● I can use function tables, graphs, and computer algebra manipulations to solve problems that involve functional relationships, especially solving equations in one variable.

● I can develop informal knowledge about connections among function rules, tables, and graphs for linear, inverse, exponential, and quadratic functions.

● Investigation 1○ p. 49-51 #1-8○ Focus on #5-8○ Focus on “Check

your Understanding” p 52

● Investigation 2○ p. 53-54○ Focus on #1-2

● Investigation 3○ p 56-58

Explorations 1-4

● On your Own○ p. 59-64

Applications and Connections

○ Invest. 1■ 1-5■ 13-18

○ Invest. 2■ 6-9■ 19-20

○ Invest. 3■ 10-12


p 7-8


p 13

Unit 2-Patterns and Data

Necessary Skills: calculator skills

Vocabulary: dot plots, approximately normal, skew, outliers, range, summary statistics(measures of center and measures of spread), histogram, frequency, relative frequency, sigma, mean, median, frequency table, stem and leaf plots (stem plots), mode, categorical data, bimodal, distribution, percentile, lower quartile, first quartile, upper quartile, third quartile, five-number summary, minimum value, Q1, median, Q2, Q3, interquartile range, IQR, box plot, extreme value, whiskers, box and whiskers plot, outliers, modified box plot, standard deviation, deviation from the mean

Lesson 1 - Exploring Distributions pp.74-102State Required Alignment


N.Q.1S.ID.1

● I can construct dot plots, histograms, and relative frequency histograms.

● I can describe the shape of a distribution.

● I can compute and interpret the mean and median from a list of values and from a frequency table.

● I can estimate the mean and median from a histogram.

● I can use the relationship between the mean, total, and number of values to find a missing value when given the mean and the other values.

● Investigation 1○ p. 76-83 #1-9 &

CYU○ Focus on # 9○ Focus on CYU

● Investigation 2○ pp 83-88 #1-

7,9,10

● On your Own○ pp. 90-95○ Invest. 1

■ 1-3, 8○ Invest. 2

■ 4 or 5, 6 or 7, 9-13

● Investigation 2○ p.86 #8 (repetative)

● Check Your Understanding p.89

Lesson 2 - Measuring Variability pp.103-143State Required Alignment


N.Q.1S.ID.1

● I can find and interpret percentiles and quartiles as measures of the position of a value in a distribution.

● I can find the five-number summary and the interquartile range (IQR) and interpret the IQR as a measure of variability.

● I can determine if a value is an outlier using a common rule.

● I can construct and interpret a box plot.

● I can compute and interpret deviations from the mean.

● I can compute or estimate and interpret the standard deviation as a measure of spread.

● I can predict the effect on the shape, center, and spread of a distribution when the same number is added to each value or when each value is multiplied by the same number.

● Investigation 1○ p. 104-107 #1-6





● The main things that you need to focus on are:○ Median by hand and

calculator○ Q1, Q3, and IQR by hand

and calculator○ Finding Outliers by hand

and calculator○ Drawing a box and

whiskers plot by hand and calculator

○ Know the Skew of a graph based off of box and whiskers

○ Mean by hand and calculator

○ Standard Deviation by hand and calculator

○ Sample Standard Deviation by hand and calculator

○ Skew of bell curves○ Percentage of data in one

standard deviation, two standard deviation, and three standard deviations

● Good Stats Lessons

Unit 3-Linear Functions

Necessary Skills: calculator skills, set up equations and inequalities, explain parts of an equation,

Vocabulary: slope: rate of change, coefficient, mathematical models, y-intercept, constant, linear regression, NOW-NEXT RULE, slope intercept form, independent variable , dependent variable, depreciation, appreciation (inflation),equation, inequality, estimation, solution, system

Lesson 1 - Modeling Linear Relationships State Required Alignment


N.Q.1A.SSE.1A.SSE.3F.IF.3F.IF.4F.IF.5F.IF.6F.IF.7F.IF.7aF.IF.8F.BF.1aF.BF.2F.BF.3F.LE.1F.LE.1aF.LE.1bF.LE.2F.LE.5G.GPE.4G.GPE.5G.GMD.1

● I can calculate the rate of change in one variable as another variable increases.

● I can describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.

● I can interpret the meaning of the slope and y-intercept of the graph of a linear function in context.

● I can write a rule for a linear function given its graph, two points, or a table of sample values

● I can use linear functions to answer questions about the situations that they describe.

● I can estimate the graph and function rule for a line that fits a given set of data.

● Investigation 1○ pg 151 - 156, # 1 -

6● Investigation 2

○ pg 157 - 161, # 1-6● Investigation 3

○ pg 161 - 167○ Good to show the

students what line of best fit comes from, but not necessary to have them continue to draw it for themselves when we will use the calculator to do it. You can have them do the first problem to see what the investigation is trying to get them to accomplish, but

● Check Your understanding for Invest. 1 p.156-157

● Check Your Understanding for Invest. 2 p. 161

● On your Own○ After Invest. 1

■ 1, 4, 14, 20○ After Invest. 2

■ 5, 6, 8, 9, 16, 25○ After Invest. 3

■ 10, 11, 12, 13, 28, 34, 35

S.ID.6aS.ID.6cS.ID.7

● I can use a linear model to predict the value of one variable given the value of the other and describe the rate of change in one variable as the other increases in a meaningful way.

● I can use a calculator or computer software to find the linear regression model for a set of data.

then do numbers 5, 6, and 7 having them practice the calculator operations, what they are calculating, and what it means.

Lesson 2: Linear Equations and InequalitiesState Required Alignment


N.Q.1A.SSE.1A.SSE.3A.CED.1A.CED.3A.REI.1A.REI.3A.REI.6A.REI.12F.IF.4F.IF.5F.IF.7F.IF.8F.BF.1F.LE.1G.GPE.7S.ID.6S.ID.6c

● I can write linear equations and inequalities to express questions about linear functions.

● I can estimate solutions to linear equations and inequalities by inspecting appropriate graphs and tables of values and interpret the meaning of the solution in the real-world context.

● I can use “undoing” and “balancing” methods to solve simple linear equations and inequalities

● I can use tables of values, graphs, and symbolic reasoning to solve systems of linear equations of the form y = a + bx and y = c + dx

● Investigation 1○ pg 188 - 190○ # 1, 2, 3 (some), 4,

5, 6● Investigation 2

○ pg 191 - 194, # 1 - 6

● Investigation 3○ pg 194 - 196, # 1 -

5● Investigation 4

○ pg 197 - 200, # 1 - 5

○ If they are ready, you can split up # 4 and have them talk about how to solve.

● On your Own○ After Invest. 1

■ 1-3○ After Invest. 2

■ 4-6○ After Invest. 3

■ 7-8, 20- 21○ After Invest. 4

■ 9-13, 23-24

● This will not be enough solving systems. Here are some problems on Kuta Software to give them more practice.○ Also, there are

investigations in Core + 2 that show solving by substitution, graphing, and elimination (Unit 1 Lessons 1- 3)

● More lessons on systems (We let them try to discover solving systems, but they had a hard time grasping it, so we did some direct instruction). Here is a lesson: PowerPoint, Lesson, and Worksheets

● More help on solving systems: More Practice

● Worksheets we made on solving systems:

○ Systems of Inequalities

○ Systems of Equations All

○ Systems by Graphing and Substitution

● Literal Equations :○ PowerPoint with worksheets

○ Literal Equation Worksheet ● Linear Programming Notes:

Notes and Answer Key for Notes

● Practice on Solving Equations, Inequalities, and Parallel and Perpendicular Lines

**IT IS A SUGGESTION THAT YOU DO EXPONENT RULES BEFORE YOU DO EXPONENTIAL GROWTH AND DECAY** Unit 5-Exponential Functions

Necessary Skills: calculator skills, exponent rules, NOW NEXT rules

Vocabulary: exponent, base, power, exponential growth, independent variable, dependent variable, articulate, population, compound interest, phenomena, radicals, exponential decay, half-life

Lesson 1 - Exponential Growth p.291- 294State Required Alignment


N.Q.1A.SSE.1A.SSE.1bA.CED.1A.CED.2F.IF.3F.IF.4F.IF.7eF.IF.8bF.IF.9F.BF.1aF.BF.2F.LE.1aF.LE.1cF.LE.2F.LE.3F.LE.5S.ID.6a

● I can develop disposition to look for and ability to recognize exponential growth patterns and phenomena.

● I can develop ability to model exponential functions with rules in the form y = a(bx) where a >0 and b >1

● I can develop ability to write NOW-NEXT rules for exponential growth patterns.

● I can develop ability to use tables and graphs to solve problems about exponential growth.

● I can develop ability to use reasoning, estimation, and tting utilities to model data patterns exhibiting exponential growth patterns.

● I can develop skill in use of standard rules for writing exponential expressions in

● Investigation 1○ p. 291-293 #1-5○ Focus on # 1○ Focus on # 5○ Good Idea to do as a

classroom

● Investigation 2○ pp 294-297 #1-8○ #3 - students don’t

need to do all 4 tables (pick 1 or 2)

● Investigation 3○ pp 298-300 #1-6○ Split up #5 so each group has to explain it to the whole group

● Investigation 4○ p. 301-302 #1-2○ Discuss correlation

● Discovering Properties of Exponents Lesson

● Exponents: Rules and Practice

● Factoring: Interactive Activity for Students

● Investigation 3○ Supplement with

worksheet on compound interest

● Investigation 5○ lesson on proving

properties of exponents (stress expanding to prove.)

● On your Own○ p. 307-313○ Invest. 1

■ 1-3, 17-19○ Invest. 2

■ 4-6, 20-22○ Invest. 3

equivalent forms. coefficient and how to set up diagnostic on the calculator

○ Split up problems #1 and 2 in Investigation #4 between the groups and then have groups share with class

● Investigation 5○ p. 304-306 #1-7○ Suggestion: Split

among groups: Product of powers, Power of a power and Power of a product

■ 7-9, 23○ Invest 4

■ 10-12, 24○ Invest. 5■ 13-16

Lesson 2 - Exponential Decay pp. 322-359

State RequiredAlignment


N.RN.1N.RN.2N.Q.2F.IF.3F.IF.4F.IF.5F.IF.9F.BF.1aF.BF.2F.LE.1cF.LE.2F.LE.5S.ID.6aS.ID.7

● I can develop ability to recognize patterns of change characterizing exponential decay phenomena.

● I can develop ability to write explicit y =a(bx) and NOW-NEXT rules for exponential decay functions.

● I can develop ability to interpret zero and fractional exponents and to calculate or estimate values of expressions with those exponents.

● I can develop ability to interpret half-life of decay phenomena and to use symbolic rules, tables, and graphs to estimate those values.

● I can develop ability to use reasoning, estimation, and curve-fitting utilities to model exponential decay patterns.

● I can symbolic rules, tables, and graphs to solve problems involving exponential decay.

● I can develop skill in use of standard rules for writing exponential expressions in equivalent forms.

● Investigation 1○ Substitute Investigation

#1 with Paper Folding/M&M/Rhino Activity

○ Teacher leads Paper folding activity as a class discussion.

○ Students work in groups to complete M&M activity.

○ An option is for the teacher to bring in half-life as a discussion point with students after M&M activity is complete.

● Investigation 2○ p 326-328 #1-6○ Teacher will need to discuss what is half-life is with students. (if not done on previous day).○ Teacher will need to clarify medical terms used in the problems.

● Investigation 3

● Rhino and MM Activity ● Check Your

Understanding● On your Own

○ pp. 338-347○ Invest. 1

■ 1-2, 19○ Invest. 2

■ 3-8, 20○ Invest. 3

■ 9-11○ Invest 4

■ 12-16, 22,23○ Invest. 5

■ 17,18, 24, 25

● I can develop skills in simplifying radicals. ○ p. 330 #1-3○ Will need 100 coins or 100 of one item and an area split into two parts○ Can be done as a class if needed for lower students.

● Investigation 4○ P. 332-334○ Use the problems from

1, 3, 7 to develop quotient and negative properties of exponents.

○ Use 2a, 2b, 4a, 4b, 5, 8a for student depth of knowledge and discussion.

● Investigation 5○ p 335-336○ Use the problems from

1, 2, 5 to develop ideas of radicals and rational exponents

○ Use 4,6 for student depth of knowledge and discussion

Unit 7 - Quadratics

Necessary Skills: calculator skills, factor, solve by factoring, set up an equation, reasoning skills,

Vocabulary: quadratic, maximum, minimum, initial height, initial upward velocity, linear term, constant, parabola, factored form, y-intercepts, expanded form, x-intercepts, roots, zeroes

Lesson 1 - Quadratic PatternsState Required Alignment


A.SSE.1A.SSE.1aA.SSE.3F.IF.4F.IF.5F.IF.7F.IF.7aF.IF.8F.IF.8aF.IF.9F.BF.1F.BF.1bF.BF.3F.LE.3S.ID.2S.ID.6S.ID.6a

● I can determine patterns of change associated with quadratic functions.

● I can use tables of values and graphs to estimate answers for questions about situations modeled by quadratic functions.

● I can describe the effects of each parameter in the function rule y = ax2 + bx + c.

● Investigation 1: pg 453 - 467○ #1 - 7

● Investigation 2: pg 469 - 471○ # 1 - 5


Lesson 2 - Equivalent Quadratic ExpressionsState Required Alignment


A.SSE.1A.SSE.1bA.SSE.3A.SSE.3aF.IF.1F.BF.1S.ID.6S.ID.6a

● I can find symbolic rules for quadratic functions using data modeling and reasoning

● I can determine whether two given quadratic expressions are equivalent

● I can decide on most useful equivalent forms of quadratics for different question types

● I can create equivalent quadratic expressions by expanding products of linear functions

● I can factor quadratic expressions by extracting common linear factors



Lesson 3 - Solving Quadratic EquationsState Required Alignment


A.SSE.3A.SSE.3aF.IF.7F.IF.8F.BF.1S.ID.6

● I can write quadratic equations and inequalities to express questions about quadratic functions

● I can find exact values of solutions for quadratic in the form ax2 + c = d and ax2 + bx = 0 by reasoning and factoring.

● I can relate factored forms of quadratic expressions to x-intercepts of graphs for the related functions

● I can describe the possible number of real solutions for quadratic equations and illustrate the possibilities with graphs.

● Investigation 1: pg 511 - 514○ # 1 – 5

● Investigation 2: Do not do. We don’t do the Quadratic Formula in Integrated I

● Notes on Solving by factoring

● Applying Solving Quadratics Notes, HW

● Applied Graphing Quadratics: Notes, Key, HW

Unit - Geometry

Necessary Skills: solve equations, combine like terms, recall formulas, reasoning skills

Vocabulary: Distance Formula, Midpoint Formula, Area and perimeter formulas, Acute angle, Congruent, Conjecture, Line, Obtuse, angle, Midpoints, Angle, Right angle, Acute angle, Parallel lines, Parallel planes, Perpendicular lines, Plane, Postulate, Point, Ray, Segment, Skew lines, Straight angle, Angle Addition, Segment Addition, Supplementary, Complementary, Adjacent Angles, Vertical, Angles, Linear Pair, Concurrent lines, Parallel slope, Transversal, Alternate interior angles, Consecutive interior angles, Corresponding angles, Alternate Exterior angles, Triangle, Triangle Angle sum, Right Triangle, Acute Triangle, Obtuse Triangle, Equiangular Triangle, Equilateral Triangle, Isosceles Triangle, Scalene Triangle, Parallelogram, Rectangle, Rhombus, Square, Diamond, Kite, Cone, Pyramid, Prism

Lesson 1 - Points, Lines, PlanesState Required Alignment


G-CO.1G-GPE.6

● I can find the endpoint of a segment given another endpoint and the midpoint

● I can find the midpoint on a segment

● I can define point, line, plane, ray, segment, midpoint, endpoint, and angle

● I can use symbols for these concepts and for congruent versus equals

● I can explain relationships between vertical angles, adjacent angles, linear pairs, the angles of a triangle, the angles formed by a transversal, intersecting parallel lines, and concurrent lines

● Unit 6 Lesson 1 p. 363 TATS

● Unit 6 Lesson 1 p. 386 Unit 6 Lesson 1 p. 391

● Supplement with Course 2 Unit 3 Lesson 1 p. 170-180

● Extra help on Parallel Lines and Transversals

● PowerPoint on Distance and Midpoint○ They will need more

practice on finding the other endpoint given and endpoint and a midpoint

● PowerPoint on Points, Lines, Planes

● PowerPoint on Angle Addition and Segment Addition

● Segment Addition Interactive Practice

● Angle Addition Interactive

● I can Using segment addition postulate, angle addition postulate, and midpoints to set up equations

● I can Define and state properties of parallel and perpendicular lines, types of triangles, types of quadrilaterals, regular polygons, circles

Practice● Angle Addition and

Bisectors Worksheet

Lesson 2 - Area and Coordinate Geometry



G-GPE.4G-GPE.5G-GPE.7G-GMD.1

● I can define pi and its meaning in a circle relating to circumference

● I can informally argue for the area of a circle using sectors to form a parallelogram

● I can informally argue for the area of a circle using Cavalieri's principle

● I can use area in applied problems

● I can apply coordinate geometry to solve problems

● I can use the properties of polygons to find missing coordinates

● I can find the perimeter and area of shapes in the coordinate plane

● I can find on the coordinate plane, identify shapes by using slope and distance

● Unit 3 Lesson 1 p. 177 #22

● Unit 3 Lesson 1 p. 180 #30

● Unit 3 Lesson 3 p. 231 #30 a, c

● Unit 4 Lesson 1 p. 263 #30

● Supplement with Course 2 Unit 3 Lesson 2 p. 218 #5

● Unit 3 Lesson 1 p. 175 #14

● Unit 6 Lesson 3 p. 447 #12, p. 448 #13

● Notes on Triangles and Key

● Video on Cavalieri’s Principle

● Notes on Coordinate Geometry and Key

● Notes on Quadrilaterals and Key

● Quad Sheet we let them use

● Geometry Proofs

Lesson 3 - Volume



G-GMD.3 ● I can find volume or area of figures formed from one shape inside another

● I can use area and volume in applied problems

● I can use informal arguments for the volume of a pyramid or cone

● I can define volume formulas for prisms, and area for rectangles and triangles

● Supplement with Course 2 Unit 1 Lesson 1 p. 24 #27

● Course 2 Unit 5 Lesson 3 OYO p. 376 #28

● Real World Application Problems and Answers

● Problems we made on volume

● You can use Kuta for volume practice problems

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