algebra 1 honors curriculum pacing guide 2012-2013

Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013

Anderson School District Five Copyright July 1, 2012

SOUTH CAROLINA ACADEMIC STANDARDS FOR MATHEMATICS

The mathematical processes provide the framework for teaching, learning, and assessing in all high school mathematics core courses. Instructional programs should be built around these processes.

Standard EA-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.

Indicators

EA-1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.

EA-1.2 Connect algebra with other branches of mathematics.

EA-1.3 Apply algebraic methods to solve problems in real-world contexts.

EA-1.4 Judge the reasonableness of mathematical solutions.

EA-1.5 Demonstrate an understanding of algebraic relationships by using a variety of representations (including verbal, graphic, numerical, and symbolic).

EA-1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and diagrams.

EA-1.7 Understand how to represent algebraic relationships by using tools such as handheld computing devices, spreadsheets, and computer algebra systems (CASs).

COMMON CORE STATE STANDARDS FOR MATHEMATICS

Indicators

A-SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.

A-SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.

A-SSE-2 Use the structure of an expression to identify ways to rewrite it.

F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

8.F-5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013


Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013 First Nine Weeks


Unit 1: Essential Algebra Skills (Daily- 9 days; A/B- 5 days)

Indicator Essential Tasks Activities Resources Days

Daily/AB

SC EA-2.1

CCSS

N-RN.3

Exemplify elements of the real number system (including integers, rational

numbers, and irrational numbers).

Explain why the sum or product of two

rational numbers is rational; that the sum of a rational number and an irrational number

is irrational; and that the product of a nonzero rational number and an irrational

number is irrational.

Be able to classify and give

examples of integers, rational numbers, irrational numbers,

whole, and natural numbers.

Review with bellringer daily or

weekly. Real numbers Venn diagram

Identify the Real Numbers

Order of Operations Practice

Sheet

2 / 1

SC

EA-2.6

Carry out a procedure to evaluate an expression by substituting a value for the

variable.

Be able to write expressions

and evaluate. Be able to substitute values for one or

more variables. Review Order

of Operations (PEMDAS).

Expression Bingo

Substitute using Literal

Equations

SC EA-2.5

CCSS

N-RN.3

Carry out a procedure using the properties of real numbers (including commutative,

associative, and distributive) to simplify

expressions.

Explain why the sum or product of two rational numbers is rational; that the sum of

a rational number and an irrational number is irrational; and that the product of a

nonzero rational number and an irrational

number is irrational.

Be able to recognize and apply commutative,

associative, and distributive

properties.

Properties Quiz

Integers and Like Terms

Expression and Property

Jeopardy

2 / 1

Quiz 1 / 0.5



Unit 1: Essential Algebra Skills (Daily- 9 days; A/B- 5 days)


Daily/AB

SC

EA 2.7

CCSS A-APR.1

Carry out a procedure (including addition,

subtraction, multiplication, and division by a monomial) to simplify polynomial

expressions.

Understand 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.

Be able to add and subtract

polynomial expressions and combine like terms.

Hands on Equations Kit

Integers and Like Terms

Combing Like Terms Matching

2 / 1

SC

EA-2.9

Carry out a procedure to perform operations with matrices (including

addition, subtraction, and scalar

multiplication)

Be able to add and subtract matrices of size no larger than

3 x 3 and multiply matrix by a

scalar.

Matrix Activity

Matrices Fill In

Matrices Completed (Answers)

1 / 0.5

SC EA-2.10

Represent applied problems by using matrices.

Be able to distinguish relevant

from irrelevant data. Be able

to represent data using matrices and understand the

meaning of columns and rows in the applied situation.

Unit Test 1 / 1



Unit 2: Solving Linear Equations (Daily- 20 days; A/B- 10 days)


Daily/AB

SC EA 4.7

CCSS A-REI.1

CCSS

A-REI.3

Carry out procedures to solve linear equations for one variable algebraically

Explain each step in solving a simple

equation as following from the equality of

numbers asserted at the previous step, starting from the assumption that the

original equation has a solution. Construct a viable argument to justify a solution

method.

Solve linear equations and inequalities in

one variable, including equations with coefficients represented by letters.

Use inverse operations to solve linear equations involving one

step, two steps, distributive property, variables on both

sides, fractional coefficients,

decimals and the collecting of like terms. Solve linear

equations that result in one solution, no solution or

infinitely many.

Equation Frames

Equation Bingo

Equation Jeopardy

Equation Word Problems

Distributive Equations

Fractions and Decimals – One

Step Equations Solving Equations Review

Problem Solving Equations

Sums of Consecutive Integers

Word Problems

12 / 6

SC

EA-3.8

Apply proportional reasoning to solve

problems

Be able to solve proportional

equations and use proportional reasoning to solve problems in

applied situations, including

similar figures.

Proportions Problems

Introduction Proportion

Problems

2 / 1

SC EA- 3.7

CCSS A-CED.4

Carry out a procedure to solve literal equations for a specified variable.

Rearrange formulas to highlight a quantity

of interest, using the same reasoning as in solving equations.

Be able to use inverse

operations to solve literal

equations for a specified variable that may involve

multiple steps.

Literal Equation Manipulative

Substitution and Simplifying

Literal Equations

2 / 1

SC EA-2.4

Use dimensional analysis to convert units of measure within a system.

Be able to set up and solve unit conversion problems using

unit analysis. Be able to recall conversion factors listed in

support document.

2 /1



Unit 2: Solving Linear Equations (Daily- 20 days; A/B- 10 days)


Daily/AB

Review 1 / 0.5

Test 1 / 0.5



Unit 3: Inequalities (Daily- 6 days; A/B- 3 days)


Daily/AB

SC

EA-4.8

CCSS

A-REI.3

Carry out procedures to solve linear

inequalities for one variable algebraically and then to graph the solution.

Solve linear equations and inequalities in

one variable, including equations with

coefficients represented by letters.

Be able to solve linear

inequalities involving one step, two steps, distributive

property, variables on both

sides, fractional coefficients, decimals and the collecting of

like terms. Be able to graph inequalities on a number line.

Graphing Inequalities

Fast Food Menu Activity/

Nutrition Activity

2 / 1

SC EA- 5.12

CCSS

A-CED.1

Analyze given information to write a linear inequality in one variable that models a

given problem situation.

Create equations an inequalities in one

variable and use them to solve problems.

Be able to assign a variable, assign restrictions to the

variable, and solve an inequality.

2 / 1

Review 1 / 0.5

Test 1 / 0.5

Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks


Unit 4: Functions (Daily- 10 days; A/B- 5 days)


Daily/AB

SC EA -3.1

CCSS

F-IF.1

CCSS 8.F-1

Classify a relationship as being either a function or not a function when given data as a table, set of ordered pairs,

or graph.

Understand that a function from one set (called the domain) to another set (called the range) assigns to

each element of the domain exactly one element of the

range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding

to the input x. The graph of f is the graph of the equation y = f(x).

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the

set of ordered pairs consisting of an input and the corresponding output.

Be able to classify a set of ordered pairs in a table,

or mapping, as a function or not a function. Be able

to use the vertical line test to classify the graph as a

function or not a function.

Guess My Rule

Function Bridge

Function Flow Chart

What’s Your Function

Card Game

2 / 1

Quiz 1 / 0.5

SC EA-3.2

CCSS F-IF.2

Use function notation to represent functional relationships.

Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function

notation in terms of a context.

Be able to use function

notation to represent

functions given as an equation, graph, or

described in words.

Function Web

Linear Function

Application Problems

1 / 0.5





Daily/AB

SC EA-3.3

CCSS F-IF.2

Carry out a procedure to evaluate a function for a given element in the domain.

Use function notation, evaluate functions for inputs in

their domains, and interpret statements that use function notation in terms of a context.

Be able to substitute a

given value for the independent variable and

use the order of operations to evaluate the

function for the given element.

Function Notation

1 / 0.5

SC EA -3.4

CCSS

F-IF.5

Analyze the graph of a continuous function to determine the domain and range of the function.

Relate the domain of a function to its graph and, where

applicable, to the quantitative relationship it describes.

Be able to determine and

describe the set of x- and y- coordinates using

words or mathematical expressions to specify the

domain and range of a

continuous function.

1 / 0.5

SC

EA-3.5

CCSS F-IF.7b

CCSS

F-IF.7a

CCSS

F-BF.3

Carry out a procedure to graph parent functions

(includingx

yxyxyxyxy1

and,,,, 2 ).

Graph square root, cube root, and piecewise-defined

functions, including step functions and absolute value functions.

Analyze the effects of changes in the slope, m, and the

y-intercept, b, on the graph of y = mx + b.

Identify the effect on the graph of replacing f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both

positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an

explanation of the effects on the graph using technology.

Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Be able to graph parent

functions.

Be able to understand

how the value of slope affects the steepness and

direction of the line. Be able to understand how

the value of the y-

intercept affects where the line crosses the y-axis.

Algebra Aerobics

Transformations

Linear Function Project

2 / 1





Daily/AB

EA 3.6 Classify a variation as either direct or inverse.

Be able to understand and

classify a variation as inverse or direct.

Direct Variation Practice

Review 1 / 0.5

Test 1 / 0.5



Unit 5: Writing and Graphing Linear Equations – Part 1 (Daily- 10 days; A/B- 5 days)


Daily/AB

SC EA-5.1

CCSS F-IF-7a

Carry out a procedure to graph a line when given the equation of the line.

Graph linear and quadratic functions and show

intercepts, maxima, and minima.

Review plotting points. Be able to graph a given

equation by making a

table and identifying rate of change.

Cookie Cutter Activity

Create a Foldable for

Equations of Lines Ski Slope Design

2 / 1

SC

EA-5.6

CCSS

F-IF.6

Carry out a procedure to determine the slope of

a line from data given tabularly, graphically, symbolically, and verbally.

Calculate and interpret the average rate of change of a function (presented symbolically or

as a table) over a specified interval. Estimate the rate of change from a graph.

Be able to find the slope of a line from a table and

graph. Be able to find the

slope of a line from two points using the formulas

for slope.

Linear Function Application

Problems

Spaghetti Linear Lab

2 / 1

SC EA-5.7

CCSS

S-ID.7

F-IF.6

F-LE.1b

Apply the concept of slope as a rate of change to solve problems.

Interpret the slope (rate of change) and the

intercept (constant term) of a linear model in

the context of the data.

Calculate and interpret the average rate of change of a function (presented symbolically or

as a table) over a specified interval. Estimate

the rate of change from a graph.

Recognize situations in which one quantity changes at a constant rate per unit interval

relative to another.

Be able to identify and use slope as a rate of

change in applied

problems.

2 / 1





Daily/AB

SC

EA-4.1

CCSS 8.F-4

Carry out a procedure to write an equation of a

line with a given slope and a y-intercept.

Construct a function to model a linear relationship between two quantities. Determine

the rate of change and initial value of the function from a description of a relationship or

from two (x, y) values, including reading these

from a table or from a graph. Interpret the rate of change and initial value of a linear function in

terms of the situation it models, and in terms of its graph or a table of values.

Be able to find the slope

of a line from a graph or table. Be able to

recognize and use the

slope intercept form of a linear equation.

2 / 1

SC

EA-5.3

CCSS

F-IF.7a

Carry out a procedure to graph the line with a

given slope and a y-intercept.



Be able to use the slope intercept form of a line to

identify and plot the y-

intercept and use slope to plot additional points of a

line. Be able to graph and recognize horizontal

and vertical lines.

Using slope-intercept form to

graph

Game – Equation Graph Card

Match Stained Glass Window Graphs

1 / 0.5

Quiz 1 / 0.5





Daily/AB

SC

EA-4.2

CCSS

8.F-4

SC

EA-5.4

CCSS

F-IF.7a


line with a given slope passing through a given point.

Construct a function to model a linear

relationship between two quantities. Determine the rate of change and initial value of the

function from a description of a relationship or

from two (x, y) values, including reading these from a table or from a graph. Interpret the rate

of change and initial value of a linear function in terms of the situation it models, and in terms of

its graph or a table of values.

Carry out a procedure to graph the line with a

given slope passing through a given point.



Be able to write the equation of a line in slope

intercept form and point-

slope form given the slope and one point.

Be able to plot a point

and use the slope to determine additional

points. Be able to graph a line using slope

intercept form and point-slope form.

2 / 1

SC

EA-4.3

CCSS

8.F-4


line passing through two given points

Construct a function to model a linear relationship between two quantities. Determine

the rate of change and initial value of the

function from a description of a relationship or from two (x, y) values, including reading these

from a table or from a graph. Interpret the rate of change and initial value of a linear function in

terms of the situation it models, and in terms of

its graph or a table of values.

Be able to find the slope of a line given two points

and write the equation of a line in slope intercept

form or point-slope form.

2 / 1





Daily/AB

Review 1 / 0.5

Test 1 / 0.5





Daily/AB

SC EA-4.6

CCSS 8.F-4

Represent linear equations in multiple forms (including point-slope, slope-

intercept, and standard).

Construct a function to model a linear relationship between two quantities.

Determine the rate of change and initial

value of the function from a description of a relationship or from two (x, y) values,

including reading these from a table or from a graph. Interpret the rate of change

and initial value of a linear function in

terms of the situation it models, and in terms of its graph or a table of values.

Be able to write the equation of a line in standard form.

Be able to use algebraic techniques to translate linear

equations from one form to another. (standard, point-

slope, slope-intercept)

4 / 2

SC EA-5.5

CCSS S-ID-7

Carry out a procedure to determine the x-intercept and y-intercept of lines from data

given tabularly, graphically, symbolically, and verbally.

Interpret the slope (rate of change) and the intercept (constant term) of a linear

model in the context of the data.

Be able to recognize the x and

y-intercepts as the points

where a line intersects each axis and recognize the x and

y-intercepts from a table of values. Be able to substitute

zero for x or y to find the y or x- intercept.

2 / 1

SC

EA-5.8

Analyze the equations of two lines to determine whether the lines are

perpendicular or parallel.

Be able to know the relationship between the

slopes of parallel and

perpendicular lines. It is not essential for students to write

the equation of these lines at this time. Be able to write

equations of lines parallel or

perpendicular to given lines.

Parallel and Perpendicular

Race

2 / 1





Daily/AB

SC

EA-5.9

CCSS

A-CED.2

Analyze given information to write a linear

function that models a given problem situation

Create equations in two or more variables

to represent relationships between quantities; graph equations on coordinate

axes with labels and scales.

Be able to recognize a linear

relationship from a word problem. Be able to assign

variables and write the linear

equation for the applied problem.

1 / 0.5

SC EA-5.10

Analyze given information to determine the

domain and range of a linear function in a problem situation.

Be able to determine the domain and range within an

applied problem. Be able to specify between continuous

and non-continuous domains.

1 / 0.5

SC

EA-4.4

CCSS

S-ID.6c

SC EA 4.5

CCSS S-ID.6a

CCSS 8.SP-3

Use a procedure to write an equation of a

trend line from a given scatterplot.

Fit a linear function for a scatter plot that

suggests a linear association.

Analyze a scatterplot to make predictions.

Fit a function to the data; use functions 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.

Use the equation of a linear model to solve problems in the context of bivariate

measurement data, interpreting the slope and intercept.

Be able to graph a scatter plot and recognize the correlation

of the data. Be able to write an equation of a trend line.

Be able to use the concept of

slope as a rate of change to make predictions. Be able to

determine the meaning of the

slope, y-intercept, and coordinates in a contextual

problem. Be able to determine which axis represents the

independent and dependent variables.

Bucket Brigade

Tying Knots

2 / 1





Daily/AB

Review 1 / 0.5

Test 1 / 0.5

Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks


Unit 7: Systems of Equations (Daily - 10 days; A/B - 5 days)


Daily/AB

SC EA-4.9

CCSS A-REI.5

CCSS A-REI.6

CCSS 8.EE-8a

CCSS

8.EE-8b

Carry out a procedure to solve systems of two linear equations graphically.

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.

Solve systems of linear equations exactly and approximately (e.g., with graphs),

focusing on pairs of linear equations in two

variables.

Understand that solutions to a system of two linear equations in two variables

correspond to points of intersection of their

graphs, because points of intersection satisfy both equations simultaneously.

Solve systems of two linear equations in

two variables algebraically, and estimate solutions by graphing the equations. Solve

simple cases by inspection.

Be able to determine the point

of intersection of the graph of

the two linear equations. Be able to graphically recognize

and understand when a system has exactly one

solution (consistent and independent), infinitely many

solutions (consistent and

dependent) or no solution (inconsistent).

Carnegie Investigation

Graphing Systems PowerPoint

2 / 1





Daily/AB

SC EA-

4.10

CCSS

A-REI.5

CCSS

A-REI.6

CCSS 8.EE-8a

CCSS

8.EE-8b

Carry out a procedure to solve systems of

two linear equations algebraically.

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.

Solve systems of linear equations exactly

and approximately (e.g., with graphs), focusing on pairs of linear equations in two

variables.

Understand that solutions to a system of

two linear equations in two variables correspond to points of intersection of their

graphs, because points of intersection

satisfy both equations simultaneously.

Solve systems of two linear equations in two variables algebraically, and estimate

solutions by graphing the equations. Solve simple cases by inspection.

Be able to apply the substitution and elimination

method to solve a system.

Be able to algebraically recognize and understand

when a system has exactly one solution (consistent and

independent), infinitely many solutions (consistent and

dependent) or no solution

(inconsistent).

System Worksheets

Fund Raiser Activity

Game: Systems of Equations

4 / 2





Daily/AB

SC EA-

5.11

CCSS

A-CED.3

CCSS

8.EE-8c

Analyze given information to write a

system of linear equations that models a given problem situation

Represent constraints by equations or

inequalities, and by systems of equations

and/or inequalities, and interpret solutions as viable or non-viable options in a

modeling context.

Solve real-world and mathematical

problems leading to two linear equations in two variables. For example, given

coordinates for two pairs of points, determine whether the line through the

first pair of points intersects the line

through the second pair.

Be able to write a system of

linear equations given two linear relationships between

two variables.

Write and solve applied

systems, including mixture and rate problems.

Systems short response

System word problems

Systems Trashketball

2 / 1

Review 1 / 0.5

Test 1 / 0.5



Unit 8: Laws of Exponents (Daily - 20 days; A/B - 10 days)


Daily/AB

EA-2.2 Apply the laws of exponents and roots to

solve problems

Be able to evaluate and simplify expressions using the

laws of exponents.

6 / 3

EA-2.3

Carry out a procedure to perform operations (including multiplication and

division) with numbers written in scientific notation.

Be able to carry out a procedure to multiply and

divide numbers written in scientific notation.

2 / 1

SC

EA-2.7

CCSS

A-APR-1

Carry out a procedure (including addition,

subtraction, multiplication, and division by a monomial) to simplify polynomial

expressions.

Understand 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.

Be able to add, subtract,

and/or multiply polynomial expressions.

Be able to divide a polynomial

by a monomial.

Write polynomials in standard form, naming by degree and

number of terms.

Polynomial Bullseye

Mix and Match Polynomials

Matching Polynomials

Algebra Tiles

6 / 3



Unit 8: Laws of Exponents (Daily - 20 days; A/B - 10 days)


Daily/AB

EA-2.2 Apply the laws of exponents and roots to solve problems.

Simplify rational expressions

containing integers including Pythagorean Theorem.

Simplify radical expressions

involving variables.

Be able to solve exponential

equations with like bases.

Rewrite expressions involving radicals using the properties of

rational exponents.

Graph exponential functions

using transformations. Identify asymptote, domain,

and range.

Model equations using linear

and exponential functions.

Exponent Bingo

4 / 2

Review 1 / 0.5

Test 1 / 0.5



Unit 9: Factoring (Daily - 14 days; A/B - 7 days)


Daily/AB

SC EA-2.8

CCSS

A-SSE.1a

A-SSE.1b

A-SSE.2

Carry out a procedure to factor binomials, trinomials, and polynomials by using various

techniques (including the greatest common factor, the difference between two squares,

and quadratic trinomials).

Interpret parts of an expression, such as

terms, factors, and coefficients.

Interpret complicated expressions by viewing one or more of their parts as a single entity.

Use the structure of an expression to identify ways to rewrite it.

Be able recognize greatest common factors. Be able to

factor quadratic trinomials by using difference of squares,

trial-and-error method, grouping, or another suitable

method.

Jeopardy Factor Review

Factor Dominoes

12 / 6

Review 1 / 0.5

Test 1 / 0.5

Algebra 1 Honors– Curriculum Pacing Guide – 2012-2013 Fourth Nine Weeks


Unit 10: Quadratic Graphing (Daily -8 days; A/B - 4 days)


Daily/AB

SC

EA-5.2

Graph linear and quadratic functions and show intercepts, maxima, and minima.

Axis of Symmetry

x = -b/2a

4 / 2

SC EA-6.1

CCSS

F-BF.3

Analyze the effects of changing the leading

coefficient a on the graph of 2axy

Identify the effect on the graph of replacing f(x) + k, k f(x), f(kx), and f(x + k) for specific

values of k (both positive and negative); find the

value of k given the graphs. Experiment with cases and illustrate an explanation of the effects

on the graph using technology. Include recognizing even and odd functions from their

graphs and algebraic expressions for them.

Be able to determine the

graphical effect of changing the sign and magnitude of

the leading coefficient

(y = ax2).

Transformations with

Functions PowerPoint Transformation PowerPoint

1 / 0.5

SC EA-6.2

CCSS

F-BF.3

Analyze the effects of changing the constant c on

the graph of

y x2 c .

Identify the effect on the graph of replacing f(x)

+ k, k f(x), f(kx), and f(x + k) for specific values

of k (both positive and negative); find the value of k given the graphs. Experiment with cases

and illustrate an explanation of the effects on the graph using technology. Include recognizing

even and odd functions from their graphs and algebraic expressions for them.

Be able to determine the graphical effect of

increasing or decreasing the constant (y = ax2 + c).

Be able to recognize and utilize horizontal

transformations to parent functions, in addition to

vertical transformations and

stretches.

1 / 0.5

Review 1 / 0.5

Test 1 / 0.5

Algebra 1 Honors – Curriculum Pacing Guide – 2012-2013 Fourth Nine Weeks


Unit 11: Quadratics and Factoring (Daily - 12days; A/B – 6 days)


Daily/AB

SC EA-6.4

CCSS A-SSE.3a

A-REI-4b

Carry out a procedure to solve quadratic

equations by factoring.

Factor a quadratic expression to reveal the zeros of the function it defines.

Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing

the square, the quadratic formula and factoring, as appropriate to the initial form of

the equation. Recognize when the quadratic

formula gives complex solutions and write them as a ± bi for real numbers a and b.

Be able to put a quadratic

equation in ax bx c2 0

form and solve using

factoring.

Complete the square to put a quadratic equation in vertex

form.

Complete the square to solve

a quadratic equation.

2 / 1

SC

EA-6.3

CCSS

F-IF.7a

Analyze the graph of a quadratic function to

determine its equation.



Be able to associate the features of a graph with the

lead coefficient or constant tem of equation. Be able to

associate the x-intercepts of

the graph with the factored form of the equation.

2 / 1

SC

EA-6.5

CCSS

F-IF-7a

Carry out a graphic procedure to approximate

the solutions of quadratic equations.



Be able to graph a quadratic

function and estimate the zeros from the graph.

2 / 1



Unit 11: Quadratics and Factoring (Daily - 12days; A/B – 6 days)


Daily/AB

EA-6.6 Analyze given information to determine the domain of a quadratic function in a problem

situation.

Be able to determine the

meaningful domain of a quadratic function for an

applied problem (may require finding the zeros of a

quadratic function).

2 / 1

Application of Quadratics

Chutes and Ladders

Review for Quadratics Golf Ball Toss

Hole in Bottle Quadratics

Pass the Ball Activity

Quadratic Activity

2 / 1

Review 1 / 0.5

Test 1 / 0.5

algebra 1 honors curriculum pacing guide 2012-2013

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