First Nine Weeks - Anderson School District Five



|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. |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Exemplify elements of the real number system (including |Be able to classify and give examples of |Review with bellringer daily or weekly. | |2 / 1 |

|EA-2.1 |integers, rational numbers, and irrational numbers). |integers, rational numbers, irrational |Real numbers Venn diagram | | |

| | |numbers, whole, and natural numbers. |Identify the Real Numbers | | |

| |Explain why the sum or product of two rational numbers is | |Order of Operation Practice Sheet | | |

|CCSS |rational; that the sum of a rational number and an | | | | |

|N-RN.3 |irrational number is irrational; and that the product of a | | | | |

| |nonzero rational number and an irrational number is | | | | |

| |irrational. | | | | |

|SC |Carry out a procedure to evaluate an expression by |Be able to write expressions and evaluate.|Expression Bingo | | |

|EA-2.6 |substituting a value for the variable. |Be able to substitute values for one or |Substitute using Literal Equations | | |

| | |more variables. Review Order of | | | |

| | |Operations (PEMDAS). | | | |

|SC |Carry out a procedure using the properties of real numbers |Be able to recognize and apply |Properties Quiz | |2 / 1 |

|EA-2.5 |(including commutative, associative, and distributive) to |commutative, associative, and distributive|Integers and Like Terms | | |

| |simplify expressions. |properties. |Expression and Property Jeopardy | | |

| | | | | | |

|CCSS |Explain why the sum or product of two rational numbers is | | | | |

|N-RN.3 |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. | | | | |

|Quiz |1 / 0.5 |

|SC |Carry out a procedure (including addition, subtraction, |Be able to add and subtract polynomial |Hands on Equations Kit | |2 / 1 |

|EA 2.7 |multiplication, and division by a monomial) to simplify |expressions and combine like terms. |Integers and Like Terms | | |

| |polynomial expressions. | |Combining Like Terms Matching | | |

| | | | | | |

| |Understand that polynomials form a system analogous to the | | | | |

|CCSS |integers, namely they are closed under the operations of | | | | |

|A-APR.1 |addition, subtraction, and multiplication; add, subtract, | | | | |

| |and multiply polynomials. | | | | |

|SC |Carry out a procedure to perform operations with matrices |Be able to add and subtract matrices of |Matrix Activity | |1 / 0.5 |

|EA-2.9 |(including addition, subtraction, and scalar multiplication)|size no larger than 3 x 3 and multiply |Matrices Fill In | | |

| | |matrix by a scalar. |Matrices Fill In Completed (Answers) | | |

|SC |Represent applied problems by using matrices. |Be able to distinguish relevant from | | | |

|EA-2.10 | |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) |

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Carry out procedures to solve linear equations for one |Use inverse operations to solve linear |Equation Frames | |12 / 6 |

|EA 4.7 |variable algebraically |equations involving one step, two steps, |Equation Bingo | | |

| | |distributive property, variables on both |Equation Jeopardy | | |

| |Explain each step in solving a simple equation as following|sides, fractional coefficients, decimals |Equation Word Problems | | |

| |from the equality of numbers asserted at the previous step,|and the collecting of like terms. Solve |Distributive Equations | | |

|CCSS |starting from the assumption that the original equation has|linear equations that result in one |Fractions and Decimals – One Step Equations | | |

|A-REI.1 |a solution. Construct a viable argument to justify a |solution, no solution or infinitely many. |Solving Equations Review | | |

| |solution method. | |Problem Solving Equations | | |

| | | |Sums and Consecutive Integers | | |

| |Solve linear equations and inequalities in one variable, | |Word Problems | | |

| |including equations with coefficients represented by | | | | |

|CCSS |letters. | | | | |

|A-REI.3 | | | | | |

|SC |Apply proportional reasoning to solve problems |Be able to solve proportional equations and|Proportions Problems | |2 / 1 |

|EA-3.8 | |use proportional reasoning to solve |Introduction Proportion Problems | | |

| | |problems in applied situations, including | | | |

| | |similar figures. | | | |

| | |Be able to use inverse operations to solve |Literal Equation Manipulative | |2 / 1 |

|SC |Carry out a procedure to solve literal equations for a |literal equations for a specified variable |Substituting and Simplifying Literal Equations | | |

|EA- 3.7 |specified variable. |that may involve multiple steps. | | | |

| | | | | | |

| |Rearrange formulas to highlight a quantity of interest, | | | | |

|CCSS |using the same reasoning as in solving equations. | | | | |

|A-CED.4 | | | | | |

|SC |Use dimensional analysis to convert units of measure within|Be able to set up and solve unit conversion| | |2 /1 |

|EA-2.4 |a system. |problems using unit analysis. Be able to | | | |

| | |recall conversion factors listed in support| | | |

| | |document. | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

|Unit 3: Inequalities (Daily- 5 days; A/B- 2.5 days) |

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

| | |Be able to solve linear inequalities |Graphing Inequalities | |2 / 1 |

|SC |Carry out procedures to solve linear inequalities for one |involving one step, two steps, distributive|Nutrition Activity | | |

|EA-4.8 |variable algebraically and then to graph the solution. |property, variables on both sides, | | | |

| | |fractional coefficients, decimals and the | | | |

| |Solve linear equations and inequalities in one variable, |collecting of like terms. Be able to graph| | | |

|CCSS |including equations with coefficients represented by |inequalities on a number line. | | | |

|A-REI.3 |letters. | | | | |

| | |Be able to assign a variable, assign | | |2 / 1 |

| | |restrictions to the variable, and solve an | | | |

|SC |Analyze given information to write a linear inequality in |inequality. | | | |

|EA- 5.12 |one variable that models a given problem situation. | | | | |

| | | | | | |

| |Create equations an inequalities in one variable and use | | | | |

|CCSS |them to solve problems. | | | | |

|A-CED.1 | | | | | |

|Test |1 / 0.5 |

|Unit 4: Functions (Daily- 11 days; A/B- 5 days) |

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Classify a relationship as being either a function or not a function when |Be able to classify a set of ordered |Guess My Rule | |2 / 1 |

|EA -3.1 |given data as a table, set of ordered pairs, or graph. |pairs in a table, or mapping, as a |Function Bridge | | |

| | |function or not a function. Be able |Function Flow Chart | | |

| |Understand that a function from one set (called the domain) to another set |to use the vertical line test to |What’s Your Function Card Game | | |

| |(called the range) assigns to each element of the domain exactly one element |classify the graph as a function or | | | |

|CCSS |of the range. If f is a function and x is an element of its domain, then f(x)|not a function. | | | |

|F-IF.1 |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. | | | | |

| | | | | | |

| | | | | | |

|CCSS | | | | | |

|8.F-1 | | | | | |

|Quiz |1 / 0.5 |

|SC |Use function notation to represent functional relationships. |Be able to use function notation to |Function Web | |1 / 0.5 |

|EA-3.2 | |represent functions given as an |Linear Function Application Problems | | |

| |Use function notation, evaluate functions for inputs in their domains, and |equation, graph, or described in | | | |

|CCSS |interpret statements that use function notation in terms of a context. |words. | | | |

|F-IF.2 | | | | | |

| | |Be able to substitute a given value |Function Notation | |1 / 0.5 |

|SC |Carry out a procedure to evaluate a function for a given element in the |for the independent variable and use | | | |

|EA-3.3 |domain. |the order of operations to evaluate | | | |

| | |the function for the given element. | | | |

| |Use function notation, evaluate functions for inputs in their domains, and | | | | |

|CCSS |interpret statements that use function notation in terms of a context. | | | | |

|F-IF.2 | | | | | |

| | |Be able to determine and describe the| | |1 / 0.5 |

|SC |Analyze the graph of a continuous function to determine the domain and range |set of x- and y- coordinates using | | | |

|EA -3.4 |of the function. |words or mathematical expressions to | | | |

| | |specify the domain and range of a | | | |

| |Relate the domain of a function to its graph and, where applicable, to the |continuous function. | | | |

|CCSS |quantitative relationship it describes. | | | | |

|F-IF.5 | | | | | |

|SC |Carry out a procedure to graph parent functions (including[pic]). |Be able to graph parent functions. |Algebra Aerobics | |2 / 1 |

|EA-3.5 |Graph square root, cube root, and piecewise-defined functions, including step | |Transformations | | |

| |functions and absolute value functions. |Be able to understand how the value |Linear Function Project | | |

| |Analyze the effects of changes in the slope, m, and the y-intercept, b, on the|of slope affects the steepness and | | | |

|CCSS |graph of y = mx + b. |direction of the line. Be able to | | | |

|F-IF.7b | |understand how the value of the | | | |

| |Identify the effect on the graph of replacing f(x) + k, k f(x), f(kx), and f(x|y-intercept affects where the line | | | |

| |+ k) for specific values of k (both positive and negative); find the value of |crosses the y-axis. | | | |

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

| |the effects on the graph using technology. Include recognizing even and odd | | | | |

|CCSS |functions from their graphs and algebraic expressions for them. | | | | |

|F-IF.7a | | | | | |

| | | | | | |

|CCSS | | | | | |

|F-BF.3 | | | | | |

|EA 3.6 |Classify a variation as either direct or inverse. |Be able to understand and classify a |Direct Variation Practice | | |

| | |variation as inverse or direct. | | | |

|Test |1 / 0.5 |

|Unit 5: Writing and Graphing Linear Equations – Part 1 (Daily- 15 days; A/B- 8 days) |

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Carry out a procedure to graph a line when given the equation of |Review plotting points. Be able to |Cookie Cutter Activity | |2 / 1 |

|EA-5.1 |the line. |graph a given equation by making a |Create a Foldable for Equations of Lines | | |

| | |table and identifying rate of change.|Ski Slope Design | | |

| |Graph linear and quadratic functions and show intercepts, maxima, | | | | |

|CCSS |and minima. | | | | |

|F-IF-7a | | | | | |

|SC |Carry out a procedure to determine the slope of a line from data |Be able to find the slope of a line |Linear Function Application Problems | |2 / 1 |

|EA-5.6 |given tabularly, graphically, symbolically, and verbally. |from a table and graph. Be able to |Spaghetti Linear Lab | | |

| | |find the slope of a line from two | | | |

| |Calculate and interpret the average rate of change of a function |points using the formulas for slope. | | | |

| |(presented symbolically or as a table) over a specified interval. | | | | |

|CCSS |Estimate the rate of change from a graph. | | | | |

|F-IF.6 | | | | | |

| | |Be able to identify and use slope as | | |2 / 1 |

|SC |Apply the concept of slope as a rate of change to solve problems. |a rate of change in applied problems.| | | |

|EA-5.7 | | | | | |

| |Interpret the slope (rate of change) and the intercept (constant | | | | |

| |term) of a linear model in the context of the data. | | | | |

|CCSS | | | | | |

|S-ID.7 |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. | | | | |

|F-IF.6 | | | | | |

| |Recognize situations in which one quantity changes at a constant | | | | |

| |rate per unit interval relative to another. | | | | |

|F-LE.1b | | | | | |

|SC |Carry out a procedure to write an equation of a line with a given |Be able to find the slope of a line | | |2 / 1 |

|EA-4.1 |slope and a y-intercept. |from a graph or table. Be able to | | | |

| | |recognize and use the slope | | | |

|CCSS |Construct a function to model a linear relationship between two |intercept form of a linear equation. | | | |

|8.F-4 |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 use the slope intercept |Using slope-intercept form to graph | |1 / 0.5 |

| | |form of a line to identify and plot |Equations Graphs Card Match Game | | |

|SC |Carry out a procedure to graph the line with a given slope and a |the y-intercept and use slope to plot|Stained Glass Activity | | |

|EA-5.3 |y-intercept. |additional points of a line. Be able| | | |

| | |to graph and recognize horizontal and| | | |

|CCSS |Graph linear and quadratic functions and show intercepts, maxima, |vertical lines. | | | |

|F-IF.7a |and minima. | | | | |

|Quiz |1 / 0.5 |

|SC |Carry out a procedure to write an equation of a line with a given |Be able to write the equation of a | | |2 / 1 |

|EA-4.2 |slope passing through a given point. |line in slope intercept form and | | | |

| | |point-slope form given the slope and | | | |

| |Construct a function to model a linear relationship between two |one point. | | | |

|CCSS |quantities. Determine the rate of change and initial value of the| | | | |

|8.F-4 |function from a description of a relationship or from two (x, y) | | | | |

| |values, including reading these from a table or from a graph. |Be able to plot a point and use the | | | |

| |Interpret the rate of change and initial value of a linear |slope to determine additional points.| | | |

| |function in terms of the situation it models, and in terms of its |Be able to graph a line using slope | | | |

| |graph or a table of values. |intercept form and point-slope form. | | | |

| | | | | | |

| |Carry out a procedure to graph the line with a given slope passing| | | | |

| |through a given point. | | | | |

| | | | | | |

|SC | | | | | |

|EA-5.4 |Graph linear and quadratic functions and show intercepts, maxima, | | | | |

| |and minima. | | | | |

| | | | | | |

|CCSS | | | | | |

|F-IF.7a | | | | | |

|SC |Carry out a procedure to write an equation of a line passing |Be able to find the slope of a line | | |2 / 1 |

|EA-4.3 |through two given points |given two points and write the | | | |

| | |equation of a line in slope intercept| | | |

| |Construct a function to model a linear relationship between two |form or point-slope form. | | | |

|CCSS |quantities. Determine the rate of change and initial value of the| | | | |

|8.F-4 |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. | | | | |

|Review and Test |1 / 0.5 |

|Unit 6: Writing and Graphing Linear Equations – Part 2 (Daily- 14 days; A/B- 7 days) |

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Represent linear equations in multiple forms (including |Be able to write the equation of a line in | | |4 / 2 |

|EA-4.6 |point-slope, slope-intercept, and standard). |standard form. | | | |

| | |Be able to use algebraic techniques to | | | |

| |Construct a function to model a linear relationship between|translate linear equations from one form to| | | |

|CCSS |two quantities. Determine the rate of change and initial |another. (standard, point-slope, | | | |

|8.F-4 |value of the function from a description of a relationship |slope-intercept) | | | |

| |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 recognize the x and y-intercepts| | |2 / 1 |

| | |as the points where a line intersects each | | | |

|SC |Carry out a procedure to determine the x-intercept and |axis and recognize the x and y-intercepts | | | |

|EA-5.5 |y-intercept of lines from data given tabularly, |from a table of values. Be able to | | | |

| |graphically, symbolically, and verbally. |substitute zero for x or y to find the y or| | | |

| | |x- intercept. | | | |

| |Interpret the slope (rate of change) and the intercept | | | | |

|CCSS |(constant term) of a linear model in the context of the | | | | |

|S-ID-7 |data. | | | | |

|SC |Analyze the equations of two lines to determine whether the|Be able to know the relationship between |Parallel and Perpendicular Race | |2 / 1 |

|EA-5.8 |lines are perpendicular or parallel. |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 recognize a linear relationship | | |1 / 0.5 |

|SC |Analyze given information to write a linear function that |from a word problem. Be able to assign | | | |

|EA-5.9 |models a given problem situation |variables and write the linear equation for| | | |

| | |the applied problem. | | | |

| |Create equations in two or more variables to represent | | | | |

|CCSS |relationships between quantities; graph equations on | | | | |

|A-CED.2 |coordinate axes with labels and scales. | | | | |

|SC |Analyze given information to determine the domain and range|Be able to determine the domain and range | | |1 / 0.5 |

|EA-5.10 |of a linear function in a problem situation. |within an applied problem. Be able to | | | |

| | |specify between continuous and | | | |

| | |non-continuous domains. | | | |

|SC |Use a procedure to write an equation of a trend line from a|Be able to graph a scatter plot and |Bucket Brigade | |2 / 1 |

|EA-4.4 |given scatterplot. |recognize the correlation of the data. Be |Tying Knots | | |

| | |able to write an equation of a trend line. | | | |

|CCSS |Fit a linear function for a scatter plot that suggests a | | | | |

|S-ID.6c |linear association. | | | | |

| | |Be able to use the concept of slope as a | | | |

|SC |Analyze a scatterplot to make predictions. |rate of change to make predictions. Be | | | |

|EA 4.5 | |able to determine the meaning of the slope,| | | |

| | |y-intercept, and coordinates in a | | | |

|CCSS |Fit a function to the data; use functions fitted to data to|contextual problem. Be able to determine | | | |

|S-ID.6a |solve problems in the context of the data. Use given |which axis represents the independent and | | | |

| |functions or choose a function suggested by the context. |dependent variables. | | | |

| |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 | | | | |

|CCSS |slope and intercept. | | | | |

|8.SP-3 | | | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Carry out a procedure to solve systems of two linear |Be able to determine the point of |Carnegie Investigation | |2 / 1 |

|EA-4.9 |equations graphically. |intersection of the graph of the two linear|Graphing Systems PowerPoint | | |

| | |equations. Be able to graphically | | | |

| |Prove that, given a system of two equations in two |recognize and understand when a system has | | | |

|CCSS |variables, replacing one equation by the sum of that |exactly one solution (consistent and | | | |

|A-REI.5 |equation and a multiple of the other produces a system with|independent), infinitely many solutions | | | |

| |the same solutions. |(consistent and dependent) or no solution | | | |

| | |(inconsistent). | | | |

| |Solve systems of linear equations exactly and approximately| | | | |

|CCSS |(e.g., with graphs), focusing on pairs of linear equations | | | | |

|A-REI.6 |in two variables. | | | | |

| | | | | | |

| |Understand that solutions to a system of two linear | | | | |

| |equations in two variables correspond to points of | | | | |

|CCSS |intersection of their graphs, because points of | | | | |

|8.EE-8a |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. | | | | |

|CCSS | | | | | |

|8.EE-8b | | | | | |

|SC EA-4.10 |Carry out a procedure to solve systems of two linear |Be able to apply the substitution and |System Worksheets | |4 / 2 |

| |equations algebraically. |elimination method to solve a system. |Fund Raiser Activity | | |

| | |Be able to algebraically recognize and |Game Memory Systems of Equations | | |

|CCSS |Prove that, given a system of two equations in two |understand when a system has exactly one | | | |

|A-REI.5 |variables, replacing one equation by the sum of that |solution (consistent and independent), | | | |

| |equation and a multiple of the other produces a system with|infinitely many solutions (consistent and | | | |

| |the same solutions. |dependent) or no solution (inconsistent). | | | |

| | | | | | |

|CCSS |Solve systems of linear equations exactly and approximately| | | | |

|A-REI.6 |(e.g., with graphs), focusing on pairs of linear equations | | | | |

| |in two variables. | | | | |

| | | | | | |

|CCSS |Understand that solutions to a system of two linear | | | | |

|8.EE-8a |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 | | | | |

|CCSS |algebraically, and estimate solutions by graphing the | | | | |

|8.EE-8b |equations. Solve simple cases by inspection. | | | | |

| | |Be able to write a system of linear |Systems short response | |2 / 1 |

| | |equations given two linear relationships |System word problems | | |

|SC EA-5.11 |Analyze given information to write a system of linear |between two variables. |Systems Trashketball | | |

| |equations that models a given problem situation | | | | |

| | | | | | |

|CCSS |Represent constraints by equations or inequalities, and by | | | | |

|A-CED.3 |systems of equations and/or inequalities, and interpret | | | | |

| |solutions as viable or non-viable options in a modeling | | | | |

| |context. | | | | |

| | | | | | |

|CCSS |Solve real-world and mathematical problems leading to two | | | | |

|8.EE-8c |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. | | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|EA-2.2 |Apply the laws of exponents and roots to solve problems |Be able to evaluate and simplify | | |6 / 3 |

| | |expressions using the laws of exponents. | | | |

|EA-2.3 |Carry out a procedure to perform operations (including |Be able to carry out a procedure to | | |2 / 1 |

| |multiplication and division) with numbers written in |multiply and divide numbers written in | | | |

| |scientific notation. |scientific notation. | | | |

|SC |Carry out a procedure (including addition, subtraction, |Be able to add, subtract, and/or multiply |Polynomial Bullseye |Algebra Tiles |6 / 3 |

|EA-2.7 |multiplication, and division by a monomial) to simplify |polynomial expressions. |Mix and Match Polynomials | | |

| |polynomial expressions. |Be able to divide a polynomial by a |Matching Polynomials | | |

| | |monomial. | | | |

|CCSS |Understand that polynomials form a system analogous to the | | | | |

|A-APR-1 |integers, namely they are closed under the operations of |Write polynomials in standard form, naming | | | |

| |addition, subtraction, and multiplication; add, subtract, |by degree and number of terms. | | | |

| |and multiply polynomials. | | | | |

|EA-2.2 |Apply the laws of exponents and roots to solve problems. |Simplify rational expressions containing |Exponent Bingo | |4 / 2 |

| | |integers including Pythagorean Theorem. | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Carry out a procedure to factor binomials, trinomials, and |Be able recognize greatest common factors.|Jeopardy Factor Review | |12 / 6 |

|EA-2.8 |polynomials by using various techniques (including the greatest |Be able to factor quadratic trinomials by |Factor Dominoes | | |

| |common factor, the difference between two squares, and quadratic |using difference of squares, |GCF Color by Number | | |

| |trinomials). |trial-and-error method, or another | | | |

| | |suitable method. | | | |

| |Interpret parts of an expression, such as terms, factors, and | | | | |

|CCSS |coefficients. | | | | |

|A-SSE.1a | | | | | |

| |Interpret complicated expressions by viewing one or more of their| | | | |

|A-SSE.1b |parts as a single entity. | | | | |

| | | | | | |

| |Use the structure of an expression to identify ways to rewrite | | | | |

|A-SSE.2 |it. | | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

|SC |Graph linear and quadratic functions and show intercepts, maxima, |Axis of Symmetry | | |4 / 2 |

|EA-5.2 |and minima. |x = -b/2a | | | |

|SC |Analyze the effects of changing the leading coefficient a on the |Be able to determine the graphical |Transformations with Functions PowerPoint | |1 / 0.5 |

|EA-6.1 |graph of [pic] |effect of changing the sign and |Transformation PowerPoint | | |

| | |magnitude of the leading coefficient | | | |

| |Identify the effect on the graph of replacing |(y = ax2). | | | |

|CCSS |f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both| | | | |

|F-BF.3 |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. | | | | |

|SC |Analyze the effects of changing the constant c on the graph of |Be able to determine the graphical | | |1 / 0.5 |

|EA-6.2 |[pic]. |effect of increasing or decreasing the | | | |

| | |constant (y = ax2 + c). | | | |

| |Identify the effect on the graph of replacing f(x) + k, k f(x), | | | | |

|CCSS |f(kx), and f(x + k) for specific values of k (both positive and | | | | |

|F-BF.3 |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. | | | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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

|Indicator |Essential Tasks |Activities |Resources |Days |

| | | | |Daily/AB |

| | |Be able to put a quadratic equation in | | |2 / 1 |

|SC EA-6.4 |Carry out a procedure to solve quadratic equations by factoring. |[pic] form and solve using factoring. | | | |

| | | | | | |

| |Factor a quadratic expression to reveal the zeros of the function| | | | |

|CCSS |it defines. | | | | |

|A-SSE.3a | | | | | |

| |Solve quadratic equations by inspection (e.g., for x2 = 49), | | | | |

|A-REI-4b |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. | | | | |

|SC |Analyze the graph of a quadratic function to determine its |Be able to associate the features of a | | |2 / 1 |

|EA-6.3 |equation. |graph with the lead coefficient or | | | |

| | |constant tem of equation. Be able to | | | |

|CCSS |Graph linear and quadratic functions and show intercepts, maxima,|associate the x-intercepts of the graph | | | |

|F-IF.7a |and minima. |with the factored form of the equation. | | | |

|SC |Carry out a graphic procedure to approximate the solutions of |Be able to graph a quadratic function and | | |2 / 1 |

|EA-6.5 |quadratic equations. |estimate the zeros from the graph. | | | |

| | | | | | |

|CCSS |Graph linear and quadratic functions and show intercepts, maxima,| | | | |

|F-IF-7a |and minima. | | | | |

|EA-6.6 |Analyze given information to determine the domain of a quadratic |Be able to determine the meaningful domain| | |2 / 1 |

| |function in a problem situation. |of a quadratic function for an applied | | | |

| | |problem (may require finding the zeros of | | | |

| | |a quadratic function). | | | |

| | |Application of Quadratics |Chutes and Ladders Review for Quadratics | |2 / 1 |

| | | |Golf Ball Toss | | |

| | | |Hole in Bottle Quadratics | | |

| | | |Pass the Ball Activity | | |

| | | |Quadratic Project | | |

|Review |1 / 0.5 |

|Test |1 / 0.5 |

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