Q1 Algebra I Standards: CCSS.MATH.CONTENT.HSA.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.CCSS.MATH.CONTENT.HSA.SSE.A.1.A Interpret parts of an expression, such as terms, factors, and coefficients. CCSS.MATH.CONTENT.HSA.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.CCSS.MATH.CONTENT.HSA.APR.A.1 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.CCSS.MATH.CONTENT.HSA.APR.A.2 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.CCSS.MATH.CONTENT.HSA.APR.D.7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.CCSS.MATH.CONTENT.HSF.BF.A.1 Write a function that describes a relationship between two quantities.CCSS.MATH.CONTENT.HSF.BF.A.1.A Determine an explicit expression, a recursive process, or steps for calculation from a context. CCSS.MATH.CONTENT.HSF.BF.A.1.B Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. CCSS.MATH.CONTENT.HSF.BF.A.1.C Compose functions.CCSS.MATH.CONTENT.HSF.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.CCSS.MATH.CONTENT.HSF.LE.A.1.A Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. CCSS.MATH.CONTENT.HSF.LE.A.1.B Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.CCSS.MATH.CONTENT.HSF.LE.A.1.C Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. CCSS.MATH.CONTENT.HSF.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).CCSS.MATH.CONTENT.HSF.IF.A.1 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(x) corresponding to the input x. The graph of f is the graph of the equation y = f(x). CCSS.MATH.CONTENT.HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. CCSS.MATH.CONTENT.HSF.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.CCSS.MATH.CONTENT.HSF.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.CCSS.MATH.CONTENT.HSF.IF.B.6 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.CCSS.MATH.CONTENT.HSF.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.CCSS.MATH.CONTENT.HSF.IF.C.7.A Graph linear and quadratic functions and show intercepts, maxima, and minima.

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q1 MATH PROCESS PRODUCT/ASSESSMENTFoundations of AlgebraWhat is algebra?What are the basic properties of algebra?How does the set of negative numbers impact expressions and equations.How can we use the various properties of equality to balance and solve equations?What properties can we apply to equations to solve for unknown values?How can we perform operations on terms with variables to simplify expressions and solve equations?When can we rearrange an equation to highlight an area of interest?

Foundations of AlgebraUnderstand the definition of algebra as the area of mathematics associated with solving for unknown values.Discover the development of algebra through various cultures and individuals.Utilize positive and negative numbers.Differentiate between different families of numbers.Use properties of equality to balance equations by transposition.Simplify expressions and solve equations of one, two and three steps.Identify appropriate strategies to use for a real world situation.Represent real world phenomena with numbers and variables.

Foundations of AlgebraStudents will complete assignments focusing on the pure aspects of mathematics that will strengthen their skills for future lessons and topics.

Simplify and solve equations using negative numbers.Solve one and two step equations.Completed graphic organizer showing different families of numbers.Completion of questions with a developed individual method to organize and express information in a coherent manner.Creation of word problems which represent real world situation.

Polynomial ArithmeticWhat is a polynomial?How can we classify polynomials by degree?What are the appropriate actions that can be taken to simplify expressions with exponents and variables?How can we combine like terms to simplify expressions?How can we apply our prior knowledge of algebraic operations to polynomials?When is it appropriate to add and subtract polynomials?How can we expand our knowledge of polynomials to solve equations with variables on both sides of the equal sign?What are the procedures for multiplying polynomials?What are factors?How can we factor polynomials?What are perfect squares and how can they be factored differently than other polynomials?

Polynomial ArithmeticIdentify polynomials by exponents in simplest form.Recognize situations where polynomials may be simplified to represent information more coherently.Apply properties learned in “foundations of algebra” to polynomials.Perform operations of addition and subtraction on polynomials.Determine which terms may be added and subtracted.Appropriately apply rules for multiplication to polynomials.Solve equations featuring polynomials and variables on both sides of the equal sign.Multiply two binomials to create a trinomial utilizing the “FOIL” method.Factor integers.Use properties for factoring integers to factor trinomials with an a value equal to one.Recognize that some numbers are perfect squares.Factor perfect square trinomials.

Polynomial ArithmeticStudents will focus on developing appropriate methods to solve equations and simplify expressions featuring polynomials.

Solution of equations and simplification of expressions featuring polynomials.Creation of individual methods to identify components and factoring of trinomials

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q1 MATH PROCESS PRODUCT/ASSESSMENTLinear Equations and FunctionsWhat is the difference between an equation and a function?What is the basic form of a linear function?How can we graph linear functions on a coordinate plane?What are the relations between a linear equation and the graph of the associated function?What is a system of equations?What are the possible sets of outcomes for a system of equations?How can we solve a system of equations by graphing?In what situations is graphing a poor choice for solving a system?How can we solve systems of equations by substitution?When is it appropriate to use elimination to solve a system of equations?What forms of linear equations can influence the method used for solution?What are the practical applications of systems of linear equation?

Linear Equations and FunctionsRecognize similarities and differences between an equation and its associated function.Identify the components of a linear function.Calculate slope and y intercept when given points.Create an equation of a graphed function.Recognize that a linear system can have at most one solution.Determine the intersection of two lines and define the intersection as a solution.Choose alternative methods to graphing when decimal answers arise.Utilize the substitution method to solve systems of equations.Utilize the elimination method to solve systems of equations.Determine the appropriate method of solution to system of equations based on the form of the equations given.

Linear Equations and FunctionsStudents will solve for unknown variables related to linear functions. This includes using equations for slope and isolation to determine the y intercept.

Graphs will be created by students appropriately representing linear functions.

Systems of equations will be solved using three methods, while students may use their choice of any to solve a given question, they will be able to identify the most appropriate method for a given situation.

Linear InequalitiesWhat is an inequality and what are the appropriate notations associated with inequalities?How are linear inequalities similar and different to linear equations?Why must we flip the sign when multiplying or dividing by a negative?How do we graph linear inequalities?How is the solution set of a system of linear equalities expressed graphically?

Linear InequalitiesSolve linear inequalities in a single variable.Recognize the appropriate methods to represent a linear inequality on a number line.Apply the properties of an inequality on a number line to a coordinate plane.Express the solution set of a system of inequalities on a coordinate plane. Recognize that the intersection of the two lines associate with an inequality may or not be in the solution set.

Linear InequalitiesStudents will solve inequalities by transposing and balancing, recognizing situations where the inequality sign must be inverted.

Graphs will be created, applying student knowledge of linear equations and systems of equations to inequalities.

09 Q1 Algebra I Vocabulary Term, factor, coefficient, equivalent, polynomial, integer, expression, equation, function, linear, nonlinear, slope, y intercept, approximation, elimination, substitution, matrix, application, relationship, inequality, system of equations, algebraically, graphically, solution, solution set

Q2 Algebra I Standards:CCSS.MATH.CONTENT.HSA.SSE.A.2Use the structure of an expression to identify ways to rewrite it.For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2).CCSS.MATH.CONTENT.HSA.SSE.B.3Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.*CCSS.MATH.CONTENT.HSA.SSE.B.3.AFactor a quadratic expression to reveal the zeros of the function it defines.CCSS.MATH.CONTENT.HSA.SSE.B.3.BComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.CCSS.MATH.CONTENT.HSA.APR.B.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.CCSS.MATH.CONTENT.HSA.REI.B.4Solve quadratic equations in one variable.CCSS.MATH.CONTENT.HSA.REI.B.4.AUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 =q that has the same solutions. Derive the quadratic formula from this form.CCSS.MATH.CONTENT.HSA.REI.D.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).CCSS.MATH.CONTENT.HSF.LE.A.1Distinguish between situations that can be modeled with linear functions and with exponential functions.CCSS.MATH.CONTENT.HSF.LE.A.1.AProve that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.CCSS.MATH.CONTENT.HSF.LE.A.1.BRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.CCSS.MATH.CONTENT.HSF.LE.A.1.CRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.CCSS.MATH.CONTENT.HSF.LE.A.2Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).CCSS.MATH.CONTENT.HSF.LE.A.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.CCSS.MATH.CONTENT.HSF.LE.B.5Interpret the parameters in a linear or exponential function in terms of a context.CCSS.MATH.CONTENT.HSF.IF.C.7.CGraph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q2 MATH PROCESS PRODUCT/ASSESSMENTWhat is a quadratic equation/function?What is the difference between a quadratic and linear function/equation?How is the form of a quadratic similar to and different than a linear function/equation?How can we construct a quadratic as a product of two binomials?How do the ‘a, b and c’ values create the unique shape of a parabola?What are the types of real world situation represented by quadratics and parabolas?

What is a quadratic equation/function?Examine the structure of the equations of linear functions and those of quadratics to highlight similarities and differences.Examine the grfaphs of the equations of linear functions and those of quadratics to highlight similarities and differences.Understand that parabolas occur as a result of the form f(x) =ax2+bx+x and if a = 0 they become linear.View the impact of a, b and c values on the shape and concavity of the graph of a quadratic.Understand that quadratics have applications in physics, economics, business and construction.

What is a quadratic equation/function?Express equations and functions in a written form, noting that standard form is ax2 + bx + c = 0Perform the FOIL method, utilizing the distributive process to create trinomials.Show relations between real world situations and quadratics.

How can we determine the critical values of a parabola?What is symmetry?How can we determine the axis of symmetry using the equation x=-b/2a?How are the axis of symmetry and vertex related?When do we evaluate quadratic functions at the line of symmetry to determine the vertex?How is the y intercept similar to that of a linear function?

How can we determine the critical values of a parabola?Understand that symmetry is a mathematical property based upon reflectionDerive the formula x=-b/2aApply the formula x=-b/2a towards finding an axis of symmetry noting that the value for c has no impact on the line of symmetry.Evaluate a given function at the x value given by the line of symmetry to find the vertex.Determine what values are represented by a vertex.Identify a vertex as a minimum or maximum.Show that the y intercept is a constant similar to the y intercept found in linear equations.

How can we determine the critical values of a parabola?Solve for the line of symmetryEvaluate functions at the line of symmetry to determine the vertex.Solve for maximum height at a given time for projectile motion questions.

How can we determine the solutions to quadratic functions and equations by factoring?What are the roots of a quadratic?Why can the solutions/roots be solved by factoring?How is factoring related to the FOIL method?How do the properties of zero allow us to find solutions when factoring?What is the defined process for solving quadratics by factoring when the a term is equal to 1When can we factor out a common factor of the a, b and c terms to help us find solutions.

How can we determine the solutions to quadratic functions and equations by factoring?Understand that while not impossible, solving quadratics by transposing is difficult and not as applicable as applying this method to linear functions.Demonstrate that if two factors create a product of zero, at least one of the factors must be equal to zero.Apply this concept towards solving for multiple roots of quadratics.Create a process for solving quadratics by factoring when a = 1.Obtain a common factor of a, b and c if one exists.

How can we determine the solutions to quadratic functions and equations by factoring?Factor quadratics with a = 1Create a method to consistently solve for x values in quadratic equations.Factor quadratics with a > 1 but with a common factor for a, b and c.

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q2 MATH PROCESS PRODUCT/ASSESSMENTHow can we determine the solutions to quadratic functions and equations by graphing?How is graphing a quadratic function different than a linear function?How do the x intercepts relate to the roots and solutions of quadratics?When can we use technology to assist in the graphing of quadratic functions?When are there no real solutions to a quadratic function or equation?How do the solutions of quadratics relate to the solution of cubic and other functions?

How can we determine the solutions to quadratic functions and equations by graphing?Recognize that many points are needed to graph a quadratic function.Identify how aspects of the equation of the function influence the shape of a parabola. Recognize that solutions of quadratic equations are represented by the x intercepts, where y = 0.Effectively use a graphing calculator to generate the needed points for a parabola. Identify the minimum/maximum using a graphing calculator.Relate the graph of a parabola to that of a cubic function noting that roots are the solution of any function when the equation is set equal to zero.

How can we determine the solutions to quadratic functions and equations by graphing?Graph parabolas utilizing appropriate scale and valuesSolve for critical values utilizing a graphing calculator.

Exponential FunctionsHow do exponential functions differ from other functions that have been studied?How do we determine the domain and range of exponential functions?When can exponential functions be used to represent natural occurrences?When are, growth and decay formulas appropriate for solving problems, making predictions and evaluating results over certain intervals?How is the exponential growth/decay formula derived?In what situations can these equations be used to make predictions about real world models?How can logarithms and the base ten system help us to solve and simplify exponential equations and functions?

Exponential FunctionsIdentify the key components of exponential function including the growth or decay rate, intial value and number of cycles.Determine the appropriate x inputs for a given function.Represent real world situations such as population growth and radioactive decay using exponential functions.Derive the equation for exponential growth and decay.Make predictions about sample populations based upon given information.Recognize that logarithms are used to solve for unknown values which are represented in exponents.

Exponential FunctionsStudents will graph exponential functions and solve related equations related to their real world applications including, but not limited to: population growth/decay, radioactive decay, elimination by rounds, bacteria growth and interest rates.

Q2 Algebra I Vocabulary Quadratic, parabola, function, square, factor, solution, quadratic equation, line of symmetry, zero, roots, solutions, minimum, maximum, vertex, exponential, growth, decay, rate, initial value, population, demographics

Q3 Algebra I StandardsCCSSMathContentHSA-SSEB3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expressionCCSSMathContentHSA-SSEB3a Factor a quadratic expression to reveal the zeros of the function it definesCCSSMathContentHSA-SSEB3c Use the properties of exponents to transform expressions for exponential functions CCSSMathContentHSA-SSEB4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems CCSSMathContentHSA-APRA1 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 polynomialsCCSSMathContentHSA-APRB3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomialCCSSMathContentHSA-APRD6 Rewrite simple rational expressions in different forms; writea(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree ofr(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra systemCCSSMathContentHSA-APRD7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressionsCCSSMathContentHSA-CEDA1 Create equations and inequalities in one variable and use them to solve problems CCSSMathContentHSA-CEDA2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scalesCCSSMathContentHSA-CEDA3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context CCSSMathContentHSA-CEDA4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving CCSSMathContentHSA-REIC5 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 solutionsCCSSMathContentHSA-REID10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line)CCSSMathContentHSF-LEA1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to anotherCCSSMathContentHSF-LEA2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table)CCSSMathContentHSF-LEA3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial functionCCSSMathContentHSG-SRTC6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute anglesCCSSMathContentHSG-SRTC7 Explain and use the relationship between the sine and cosine of complementary anglesCCSSMathContentHSG-SRTC8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q3 MATH PROCESS PRODUCT/ASSESSMENTDomain and RangeWhat are domain and range?How are domain and range related to real world situations involving functions?How do domain and range differ from the different functions we have observed?What is the domain and range of a given function?

Domain and RangeDetermine the domain and range of a function by observing the graph of a given function and examining the minimums and maximums of x and f(x) values.Apply domain and range to real world situations, determining for a given function, what natural limitations of the function might occur.

Domain and RangeStudents will express domain and range of given functions, understanding that in pure mathematics, domain and range are only limited by the operations performed in the function. In real world situations, other limitations of domain and range are incurred such as a lack of negative time or distance.

Practical Applications of QuadraticsHow can we relate our knowledge of critical values to real world situations involving quadratics?What is projectile motion?How do the a, b and c values represent phenomena from the real world?How are the domain and range of projectile motion functions restricted?Why are quadratics related to area of rectangles?How can we develop and solve equations related to the area of rectangles?What types of rectangles will maximize area?How do domain and range restrict potential answers?When can quadratic functions be used to maximize profit?

Practical Applications of QuadraticsObserve that a, b and c values of quadratic functions have values related to physics such as acceleration due to gravity, initial velocity and initial height.Create functions where height is a function of time elapsed.Use the y intercept to determine initial height.Use the axis of symmetry and vertex to determine the amount of time elapsed to achieve the maximum height of a projectile.Use the roots to determine the amount of time needed for the projectile to reach a height of zero.Create functions and equations to represent the area of a rectangle.Recognize that a square is the rectangle which maximizes area.Create equations related to the generation of property and use the vertex formula to find the maximum profit for a given situation.

Practical Applications of QuadraticsStudents will solve a variety of real world situations related to quadratic functions. Three types will specifically be discussed, projectile motion, area of quadrilaterals and maximization of profit. Students will show ability to apply their prior knowledge of algebraic practices to concrete ideas related to physics, geometry and economics.

Radical FunctionsWhat are the attributes associated with a radical function?How do square roots and cube roots differ in their domain and range?How is the graph of a radical function influenced by operations inside and outside of the radical sign?How can we predict the shape of a radical functions graph from the written form?

Radical FunctionsDetermine the attributes of a radical function.Graph the rational results of a radical function.Perform rigid motions of a radical function by performing operations inside and outside of the radical operator.Recognize that the domain of even roots is limited to positive numbers while odd roots have no limitations.Recognize that be definition a function must have at most one f(x) value, thus only principle square roots are graphed.

Radical FunctionsStudents will graph and interpret the graphs of radical function.

Solve equations with radicals; graph only the principle square root, keeping the definition of a function intact.

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q3 MATH PROCESS PRODUCT/ASSESSMENTAbsolute ValueWhat is absolute value and why should we use it for some situations?How can we solve equations involving absolute value?What is the general shape of an absolute value function and how is it influenced by the nature of the function?How is the shape of the graph influenced by the written form of the equation of the function?

Absolute ValueRecognize that there can be multiple answers to absolute value questions.Graph absolute value functions.Perform transformations on absolute value graphs by performing operations inside and outside of the absolute value symbol.

Absolute ValueStudents will graph and interpret the graphs of absolute value functions.

Solve equations involving absolute value and describing relationships which may utilize absolute value in the real world.

FunctionsHow do functions describe real world situations?How can we create functions to model a given situation?When are equations and graphs not functions?What is a piecewise function?How does a piecewise function combine functions and notation associated with inequalities?How can we perform transformations on functions?

FunctionsDetermine whether a graph represents a function.Determine whether a given relationship represents a function.Understand the notation associated with a piecewise function.Represent real world situations with functions.Interpret a piecewise function that represents a given situation.Evaluate functions where the inputs include variables.

FunctionsStudents will build and interpret functions for given situations, interpreting graphs as needed.

Graph and write accurate statements for corresponding functions. Evaluate functions utilizing variables.

Q3 Algebra I Vocabulary Domain, range, set builder notation, interval notation, solution set, projectile motion, area, maximize, radical, square root, cube root, principle square root, absolute value, distance from zero, function, composition of functions.

Q4 Algebra I StandardsCCSSMATHCONTENTHSASSEB3CUse the properties of exponents to transform expressions for exponential functions CCSSMATHCONTENTHSASSEB4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems CCSSMATHCONTENTHSAAPRD6 Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) +r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra systemCCSSMATHCONTENTHSAAPRD7 Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions CCSSMATHCONTENTHSACEDA1 Create equations and inequalities in one variable and use them to solve problems CCSSMATHCONTENTHSACEDA2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales CCSSMATHCONTENTHSACEDA3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context CCSSMATHCONTENTHSACEDA4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations CCSSMATHCONTENTHSAREIA1 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 CCSSMATHCONTENTHSAREIA2 Solve simple rational an d radical equations in one variable, and give examples showing how extraneous solutions may arise CCSSMATHCONTENTHSFLEA1 Distinguish between situations that can be modeled with linear functions and with exponential functions CCSSMATHCONTENTHSFLEA1A Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals CCSSMATHCONTENTHSFLEA1B Recognize situations in which one quantity changes at a constant rate per unit interval relative to another CCSSMATHCONTENTHSFLEA1CRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another CCSSMATHCONTENTHSFLEA2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table) CCSSMATHCONTENTHSFLEA3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function CCSSMATHCONTENTHSFLEA4 For exponential models, express as a logarithm the solution to abct = d where a, c, and dare numbers and the base b is 2, 10, or e; evaluate the logarithm using technology CCSSMATHCONTENTHSFLEB5Interpret the parameters in a linear or exponential function in terms of a context

How does it apply to content areas? What content are you currently exploring? This can be shared through essential questions, content standards, or a brief narrative

What are the strategies/tools (Best Practice)? What strategies are being used to support teaching and learning (ie graphic organizers, resources/ references, direct instruction, collaborative learning, inquiry)

09 Q4 MATH PROCESS PRODUCT/ASSESSMENTSequencesWhat is a sequence?What are the different types of sequences that are studied in mathematics and how can we tell them apart from one another?How do we represent sequences using the appropriate notation?What a recursively defined sequence?How can we use given supplied information to solve for an unknown term using a recursively defined sequence?What is an explicitly defined sequence?How does the supplied information influence a choice in explicit or recursively defined sequence?How can arithmetic sequences be represented geometrically?

SequencesIdentify different types of sequence, noting that arithmetic sequences involve a common difference while geometric sequences involve a common ratio.Utilize appropriate notation for sequences.Elvaluate and solve for unknowns using recursively defined sequences.Evaluate and solve for unknowns in explicitly defined sequences.Represent, pictorially, sequences which are defined both explicitly and recursively.

SequencesStudents will determine various attributes of arithmetic sequences including the first term, nth term and common difference.

Interpret arithmetic sequences and represent them graphically using appropriate terminology and accurate written forms.

Regression CurvesHow can we determine an appropriate linear representation of data using a scatter plot?How can we apply our knowledge of linear functions to create a line of best fit?What are the best points to use to build a linear function to represent a given set of data?How can we use technology to assist in finding a line of best fit?What is a correlation coefficient?How can we determine the correlation coefficient for a given set of data?How can we create curves of best fit?

Regression CurvesUtilize a dot plot to represent given information in a graphic form.Create a line of best fit manually for a given set of data.Apply knowledge of linear equations to create a slope and y intercept for a drawn line of best fit.Use technology to create a line of best fit for a given set of information.Calculate a correlation coefficient for a linear regression and apply meaning to this number.Observe other correlations which are non-linear and create curves of best fit.

Regression CurvesStudents will interpret a plotted set of points as either having a linear or nonlinear relation. In a linear relation, students will draw a line of best fit and using their drawn line create an equation which can be used to represent the data.

Calculate the formula of a line of best fit, create a correlation coefficient and observe nonlinear correlations.

StatisticsWhat are the measures of central tendency?How do we choose the best measure of central tendency for a given situation?How can we graphically represent measures of central tendency?What is the appropriate visual display for a set of given information?

StatisticsMeasure central tendency using mean, median, mode and midrange for a set of given data.Choose the best measurement for central tendency to fit a given situation.Create graphic representations for central tendency including box and whisker plots.

StatisticsStudents will calculate measures of central tendency to create correlation coefficients from graphs and written tables.

Q4 Algebra I VocabularySequence, series, algebraic, geometric, common difference, n, initial value, recursive, explicit, regression, linear, slope, y intercept, curve, line of best fit, statistics, central tendency, mean, median, mode, midrange, box and whisker plot.