Grade 8



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity42291021812250In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. -537210152400The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Standards for Mathematical Practice Mathematical Practice Standards can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.Purpose of the Mathematics Curriculum MapsThe Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students. How to Use the Mathematics Curriculum MapsTennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentWeekly and daily objectives/learning targets should be included in your plan. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and ics Addressed in QuarterPolynomials & Polynomial FunctionsRadical Functions & EquationsInversesLogarithmic Functions & EquationsExponential Functions & EquationsOverview During this quarter, students will extend their understanding of functions and the real numbers, and increase their toolset for modeling in the real world. Students extend their notion of number to include rational exponents. Students deepen their understanding of the concept of function, and apply equation-solving and function concepts to many different types of functions. They will explore polynomial, radical, exponential, and logarithmic functions through graphing, solving, and learning their properties. The system of polynomial functions, analogous to the integers, is extended to the field of rational functions, which is analogous to the rational numbers and the graphs of these functions are explored. Building on their work with linear, quadratic, and exponential functions, in Algebra II students extend their repertoire of functions to include polynomial and rational functions. Students work closely with the expressions that define the functions and continue to expand and hone their abilities to model and analyze situations that involve polynomial, radical, exponential, and logarithmic equations over the set of complex numbers. Content StandardType of RigorFoundational StandardsSample Assessment Items**A-CEDProcedural Skill, Conceptual Understanding & Application N-RN.3, N-Q.1,3, A-CED.2,3,4TN Task Alg. 1- Paulie’s PenA-REIConceptual Understanding & ApplicationA-REI.1, 10TN Task Alg. 1- DownloadsF-IFConceptual Understanding & ApplicationF-IF.1,2TN Task Alg. 1 - CliffhangerF-BFConceptual Understanding & ApplicationF-BF.1b, F-LE.1,3TN Task Alg. 2 – Car DepreciationF-LEProcedural Skill, Conceptual Understanding & ApplicationF-LE.1a,1b,1c,2,3,5Illustrative: Algae Blooms; Illustrative: RumorsA-SSEProcedural Skill, Conceptual Understanding & ApplicationN-RN.1, A-SSE.1TN Task Alg. 2 – Forms of a FunctionTN Task Alg. 2 – One Rocket Three EquationsA-APRProcedural Skill, Conceptual Understanding & Application A-APR.1TN Task Alg. 2 – Root of the ProblemN-RNProcedural Skill, Conceptual UnderstandingTN Task Alg. 2 – Natural Order of Things** TN Tasks are available at and can be accessed by Tennessee educators with a login and password. Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.The fluency recommendations for Algebra II listed below should be incorporated throughout your instruction over the course of the school year.A‐APR.D.6Divide polynomials with remainder by inspection in simple casesA‐SSE.A.2See structure in expressions and use this structure to rewrite expressionsF.IF.A.3Fluency in translating between recursive definitions and closed formsReferences: STATE STANDARDSCONTENTRESOURCES & TASKSCONNECTIONSPolynomials and Polynomial Functions(Allow approximately 4 weeks for instruction, review, and assessment)Domain: Arithmetic with Polynomials and Rational ExpressionsCluster: Understand the relationship between zeros and factors of Polynomials A-APR.A.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Domain: QuantitiesCluster: Reason quantitatively and use units to solve problems.N-Q.B.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Enduring Understanding(s):The algebraic form of a polynomial function gives information about its graph. Its graph gives information about its algebraic form.Knowing the zeros of a polynomial function gives information about its graph.A polynomial of degree n has n linear factors. The graph of the related function crosses the x-axis an even or odd number of times depending if n is even or odd.Essential Question(s):How can algebra describe the relationship between a function and its graph? Objective(s):Students will classify polynomials.Students will graph polynomials and describe end behavior.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra I Module 5, Topic A, Lesson 1, Recognize Features of GraphsEngageny Algebra I Module 5, Topic A, Lesson 2, Recognize and Formulate a ModelEngageny Algebra II Module 1, Topic A, Lesson 5, Standard Form HYPERLINK "" Engageny Algebra II Module 1, Topic B, Lesson 15, End BehaviorEngageny Algebra II Module 1, Topic B, Lesson 20, Fit Polynomial Function to DataUse the textbook resources to address procedural skill and fluency.Pearson 5-1 Polynomial Functions Glencoe 6.1 Operations with PolynomialsLesson Videos Classifying polynomials using the degree and number of termsClassify PolynomialsPolynomial ExpressionsClassifying PolynomialsPolynomial End BehaviorGraphs of Higher Degree PolynomialsEnd Behavior Use the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:Arithmetic with Polynomials and Rational Expressions Math Nspired: Application of Polynomials Sorting Functions VocabularyMonomial, degree of a monomial, polynomial, degree of a polynomial, polynomial function, standard form of a polynomial function, turning point, end behaviorWriting in MathWhy does the end behavior depend on the leading term? Have students to write a sentence(s) and create at least two examples about their thinking. Graphic OrganizerPolynomial FoldableA-APR.A.3Domain: Linear, Quadratic, and Exponential Models Cluster: Interpret functions that arise in applications in terms of the context. F-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.Domain: Interpreting FunctionsCluster: Analyze functions using different representations.F-IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).Essential Question(s):How are the linear factors of a polynomial related to the zeros of the polynomial? Objective(s):Students will analyze the factored form of a polynomial. Students will write a polynomial function given its zeros and use the zeros to construct a rough graph of the function defined by the polynomial.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic A, Lesson11, Finding ZerosUse the textbook resources to address procedural skill and fluency.Pearson5-2 Polynomials, Linear Factors, and Zeros Glencoe6.3 Polynomials Functions Lesson Videos Writing a Polynomial in Factored Form VideoUsing a polynomial function and its factors to solve problems VideoFinding the zeros of a polynomial Function VideoWriting a Polynomial from its zeros VideoFactoring a Sum or Difference of Cubes VideoUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:Math Nspired: Exploring Polynomials:Factors, Roots, and ZerosVocabularyFactor theorem, multiple zero, multiplicity, relative maximum, relative minimumWriting in MathCan zero be a solution of a polynomial function?Have students to write a sentence(s) and create and solve an example about their thinking.Graphic OrganizerFactoring Flow Chart Domain: Arithmetic with Polynomials and Rational ExpressionsCluster: Understand the relationship between zeros and factors of Polynomials A-APR.A.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Domain: Interpreting Functions Cluster: Interpret functions that arise in applications in terms of the context. F-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.Domain: Building FunctionsCluster: Build a function that models a relationship between two quantities F-BF.A.1 Write a function that describes a relationship between two quantities.★a. Determine an explicit expression, a recursive process, or steps for calculation from a context.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.Domain: The Complex Number SystemCluster: Use complex numbers in polynomial identities and equations..B. 7 Solve quadratic equations with real coefficients that have complex solutions.Domain: Building FunctionsCluster: Build new functions from existing functions F-BF.B.3 Identify the effect on the graph of replacing f(x) by 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.Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically. A-REI. D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.N-Q.B.2Enduring Understanding(s):If (x-a) is a factor of a polynomial, then the polynomial has value zero when x=a. If a is a real number, then the graph of a polynomial has (a, 0) as an x-intercept.Essential Question(s):Will a graph help you to check all solutions to a polynomial equation? How can you check imaginary solutions?Objective(s):Students will solve polynomial equations by factoring and by graphing.Students will interpret key features of graphs and tables in terms of quantities, given a function that models a relationship between two quantities.Students will sketch graphs showing key features given a verbal description of the relationship.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra I Module 1, Topic B, Lesson 9, Multiply PolynomialsEngageny Algebra I Module 1, Topic C, Lesson 17, Solving Equations by FactoringEngageny Algebra I Module 5, Topic A, Lesson 3, Analyze Word ProblemsUse the textbook resources to address procedural skill and fluency.Pearson 5-3 Solving Polynomial Equations Glencoe 6.5 Solving Polynomial FunctionsLesson Videos Modeling Data with a Polynomial FunctionSolving Polynomial Equations by FactoringSolving Polynomial Equations of higher degrees using factoring and the quadratic formulaSolve polynomial equations of higher degree using factoring VideoUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks: Population and Food SupplyIntroduction to Polynomials - College FundIdeal Gas LawVocabularySum of cubes, differences of cubesWriting in MathWhen should you use the quadratic formula to solve a polynomial?Have students to write a sentence(s) and create and solve an example about their thinking.Domain: Arithmetic with Polynomials and Rational ExpressionsCluster: Understand the relationship between zeros and factors of Polynomials A-APR.A.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).Domain: Arithmetic with Polynomials and Rational ExpressionsCluster: Understand the relationship between zeros and factors of Polynomials A-APR.C.6 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. Enduring Understanding(s):Polynomials can be divided using steps that are similar to long division steps that are used to divide whole numbers.Essential Question(s):When is it best to use long division vs. synthetic division?Objective(s):Students will divide polynomials by long division.Students will divide polynomials by synthetic division. Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic A, Lesson 3, Division AlgorithmEngageny Algebra II Module 1, Topic A, Lesson 4, Long DivisionEngageny Algebra II Module 1, Topic A, Lesson 6, Long Division PracticeEngageny Algebra II Module 1, Topic B, Lesson 19, Remainder TheoremUse the textbook resources to address procedural skill and fluency.Pearson5-4 Dividing Polynomials Glencoe 6.2 Dividing PolynomialsLesson Videos Dividing a polynomial by a binomial VideoDividing Polynomials Using Synthetic Division Video. VocabularySynthetic division, remainder theoremWriting in MathHow does dividing a polynomial by a binomial determine if that binomial is a factor of the polynomial?Have students to write a sentence(s) and create and solve an example and counterexample about their thinking.Graphic OrganizerGraphic Organizer division(dgelman)A-APR.A.2 Enduring Understanding(s):(x-a) is a factor of a polynomial if and only if a is a root of the related polynomial equation.Essential Question(s):How can the rational root theorem help to find the factors/roots of a polynomial?Objective(s):Students will solve equations using the Rational Root Theorem.Students will use the Conjugate Root theorem to solve equations.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic D, Lesson 36, Complex ZerosEngageny Algebra II Module 1, Topic D, Lesson 40, Fundamental Theorem of AlgebraUse the textbook resources to address procedural skill and fluency.Pearson 5-5 Theorems About Roots of Polynomial equations Glencoe 6.7 Roots and ZerosLesson VideosUsing the Rational Root Theorem to Find Roots VideoSolving Equations Using the Rational Root Theorem VideoUsing the Irrational Root Theorem to Find Irrational Roots VideoWriting A Polynomial From Its Roots VideoUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks: Math Nspired: Watch Your p's and q'sVocabularyRational Root Theorem, Conjugate Root Theorem, Descartes’ Rule of SignsWriting in MathAfter applying the Conjugate Root Theorem, how do you know that you have found all of the roots of a polynomial?Have students to write a sentence(s) and create and solve an example about their thinking.Domain: Interpreting FunctionsCluster: Analyze functions using different representations F-IF.C.7c Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior7Enduring Understanding(s):The behavior of the graphs of polynomial functions of different degrees can suggest which will best fit a particular real-world data set.Essential Question(s):How can regression analysis help determine the best fit polynomial to given data?Objective(s):Students will fit data to linear, quadratic, cubic, or quartic models.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic B, Lesson 21, Polynomial ModelUse the textbook resources to address procedural skill and fluency.Pearson5-8 Polynomial Models in the Real World Glencoe 6.4 Analyzing Graphs and Modeling Data of Polynomial FunctionsLesson Video:Modeling data using a linear, quadratic, or cubic modelUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks: Absolute Value Functions Lesson & resourcesFind dimensions of a piece of land and riding the bus Vocabulary Linear regression (linreg), quadratic regression (quadreg), cubic regression (cubicreg)Writing in MathExplain how to find the degree of a polynomial by finding differences.Have students to write a sentence(s) and create two different examples about their thinking. F-IF.C.7c Enduring Understanding(s):The graph y=af(x-h)+k is a vertical stretch or compression by the absolute value of a, a horizontal shift of h u nits, and a vertical shift of k units of the graph of y=f(x).Essential Question(s):What are the different transformations that can be applied to a power function?Objective(s):Students will apply transformations to graphs of polynomials.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic C, Lesson 31, Systems of EquationsUse the textbook resources to address procedural skill and fluency.Pearson5-9 Transforming Polynomial FunctionsVocabularyPower function, constant of proportionalityWriting in MathWhat are the different ways that a parent function can be transformed? Is this the same or different from power functions to other functions studied this year?Have students to write a sentence(s) and create two different examples about their thinking.Radical Functions and Rational Exponents(Allow approximately 2 weeks for instruction, review, and assessment)Domain: The Real Number SystemCluster: Extend the properties of exponents to rational exponents. N-RN.A.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. N-RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.Enduring Understanding(s):A radical expression can be written in an equivalent form using a fractional (rational) exponent instead of a radical sign.The nth root of an expression that contains an nth power as a factor can be simplified.Essential Question(s):How does the index relate to the rational exponent of a radical?Objective(s):Students will simplify expressions with rational exponents.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra II Module 1, Topic A, Lesson 9, Simplify Radical ExpressionsUse the textbook resources to address procedural skill and fluency.Pearson6.4 Rational ExponentsGlencoe 7.6 Rational ExpressionsLesson VideosSimplifying expressions with rational exponentsConverting to and from radical form Simplifying numbers with rational exponentsWriting expressions with rational exponents in simplest formUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:TN Task Arc –Investigating Exponents TI Classroom Activity: Rational ExponentsBacterial GrowthVocabularyRational exponentWriting in MathWhen is it necessary to use absolute value bars when simplifying radicals?Have students to write a sentence(s) and create two different examples about their thinking.Domain: Reasoning with Equations and Inequalities Cluster: Represent and solve equations and inequalities graphically. A-REI.D.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically. A-REI. A.1 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.Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically. A-REI. A.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.Domain: Creating EquationsCluster: Create equations that describe numbers or relationships.A-CED.A.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.N-Q.B.2 Enduring Understanding(s):Solving a square root equation may require squaring each side of the equation. This can introduce extraneous solutions.A radical equation can be solved by isolating the radial on one side of the equation, then raising each side to the power suggested by the index.The nth root of an expression that contains an nth power as a factor can be simplified.Essential Question(s):How do you determine the inverse you need to use when solving radical equations?Objective(s):Students will solve square root and other radical equations.Use the following Lesson(s) to introduce concepts/build conceptual understanding. Engageny Algebra I Module 5, Topic A, Lesson 3, Analyze Word ProblemsEngageny Algebra II Module 1, Topic C, Lesson 28, Solve Radical EquationsEngageny Algebra II Module 1, Topic C, Lesson 29, Solve Radical EquationsUse the textbook resources to address procedural skill and fluency.Pearson6.5 Solving Square Root and Other Radical EquationsGlencoe 7.7 Solving Radical Equations and InequalitiesLesson Videos Solving radical equations by isolating the radicalSolving radical equations with rational exponentsUsing radical equations to solve problems Solving radical equations and checking for extraneous solutionsSolving equations with two rational exponentsUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Task(s):Evaluating Statements About RadicalsVocabularyRadical equation, square root equationWriting in MathWhy does squaring both sides of a square root equation not always create an equivalent equation?Have students to write a sentence(s) and create an example about their thinking.Domain: Building FunctionsCluster: Build new functions from existing function.F-BF.B.4 Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x 3 or f(x) = (x+1)/(x–1) for x ≠ 1. F-BF.A.1.★ F-BF.A.1aEnduring Understanding(s):The inverse of a function may or may not be a function.When you square each side of an equation, the resulting equation may have more solutions than the original equation.The range of the relation is the domain of the inverse. The domain of the relation is the range of the inverse.Essential Question(s):How can the horizontal line test help you determine if an inverse will be a function?Objective(s):Students will find the inverse of a relation or functionUse the textbook resources to address procedural skill and fluency.Pearson6.7 Inverse Relations and FunctionsGlencoe 7.2 Inverse Functions and RelationsLesson VideosFinding the inverse of a relationGraphing a relation and its inverseFinding an inverse functionUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Task(s):Math Nspired: Functions and Inverses What is the Inverse of a Function?VocabularyInverse relation, one-to-one functionWriting in MathWhat type of function breaks the rule: The range of the relation is the domain of the inverse. The domain of the relation is the range of the inverse?Have students to write a sentence(s) and create an example about their thinking. F-BF.A.1.★ F-BF.A.1aEnduring Understanding(s):A square root function is the inverse of a quadratic function that has a restricted domain. When you square each side of an equation, the resulting equation may have more solutions than the original equation.Essential Question(s):Why is the square root function only half of its’ quadratic inverse?Objective(s):Students will graph square root and other radical functions.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra I Module 4, Topic C, Lesson 19, Transformations of GraphsEngageny Algebra I Module 4, Topic C, Lesson 20, Square Root GraphsEngageny Algebra I Module 4, Topic C, Lesson 18, Domain and Range of Cube Root FunctionsEngageny Algebra I Module 4, Topic C, Lesson 22, Compare Square Root and Cube Root FunctionsEngageny Algebra I Module 5, Topic A, Lesson 1, Recognize Features of GraphsEngageny Algebra I Module 5, Topic A, Lesson 2, Recognize and Formulate a ModelEngageny Algebra I Module 5, Topic B, Lesson 4,Write a function Given a GraphUse the textbook resources to address procedural skill and fluency.Pearson6.8 Graphing Radical FunctionsGlencoe7.3 Square Root Functions and OperationsLesson VideosGraphing radical functions using a vertical translationGraphing radical functions using a horizontal translationGraphing square root functionsGraphing cube root functionsVocabularyRadical function, square root functionWriting in MathWhy do you have to restrict the domain of a quadratic function’s inverse?Have students to write a sentence(s) and create an example about their thinking.Exponential and Logarithmic Functions( Allow approximately 3 weeks for instruction, review, and assessment)Domain: Linear, Quadratic, and Exponential Models Cluster: Conduct and compare linear, quadratic, and exponential models and solve problems.F-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).Domain: Linear, Quadratic, and Exponential Models Cluster: Interpret expressions for functions in terms of the situation they model.F-LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.Domain: Interpreting FunctionsCluster: Analyze functions using different representations.F-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.★F-IF.C.9 F-IF.B.6 A-REI.D.11 Domain: Interpreting Categorical and Quantitative DataCluster: Summarize, represent, and interpret data on a single count or measurement. variableS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Uses given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential. F-IF.B.4 Domain: Interpreting FunctionsCluster: Analyze functions using different representations.F-IF.C.7e Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated casese. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. There is no additional scope or clarification information for this standard. 8. Write a function defined by an expression in different but equivalentF-BF.B.3 Enduring Understanding(s):Repeated multiplication can be represented with a function in the form of y=abx where b is a positive number other than 1.An exponential function is a function with the general form y=abx, a does not equal zero, with b>0, and b is not equal to one. In an exponential function, the base b is a constant. The exponent x is the independent variable with domain the set of real numbers.Essential Question(s):How do you distinguish between an exponential function being a growth or decay?Objective(s):Students will model exponential growth and decay.Students will graph y=bx and observe it as the parent exponential function, then graph y=abx and observe how the value of a either stretches or compresses the graph of y=bx.Students will graph y=abx and y=ab(x-h) and observe that y=ab(x-h) is the same as the vertical stretch or compression of y=(ab-h)bx.Students will observe that y=abx +k shifts the horizontal asymptote from y=0 to y=k.Graph y=logbx as the parent logarithmic function, then graph y=alogb(x-h) + k and observe: 1) how the value of a either stretches or compresses the graph of y=logbx and 2) the vertical shift of y=logbx by h and the horizontal shift of y=logbx by k.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra I Module 1, Topic A, Lesson 3,Exponential FunctionsEngageny Algebra I Module 3, Topic A, Lesson 4,Compound InterestEngageny Algebra I Module 3, Topic A, Lesson 7,Exponential Decay ModelsEngageny Algebra I Module 3, Topic B, Lesson 14,Exponential Growth FunctionEngageny Algebra I Module 3, Topic C, Lesson 21,Exponential ModelsEngageny Algebra I Module 3, Topic D, Lesson 22,Applications of Exponential Functions and TransformationsEngageny Algebra I Module 5, Topic A, Lesson 1, Recognize Features of GraphsEngageny Algebra I Module 5, Topic A, Lesson 2, Recognize and Formulate a ModelEngageny Algebra II Module 3, Topic C, Lesson 22, Real World Exponential ModelEngageny Algebra II Module 3, Topic D, Lesson 23,Properites of ExponentsEngageny Algebra II Module 3, Topic D, Lesson 26, Growth/Decay RateUse the textbook resources to address procedural skill and fluency.Pearson 7.1 Exploring ExponentialGlencoe 8.1 Graphing Exponential FunctionsLesson VideosGraphing exponential growthModeling exponential growthGraphing exponential decayUsing exponential functions to solve problemsUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:TN Task Arc –Car Depreciation TN Task Arc-Culture ShockMath Vision Project 2012-Linear and Exponentia lFunctions (various)Lake AlgaeVocabularyExponential function, exponential growth, exponential decay, asymptote, growth factor, decay factorWriting in Math.What is the y-intercept of an exponential function with no stated a value?Have students to write a sentence(s) and create growth and decay examples about their thinking.F-LE.A.2 F-LE.B.5 Domain: Seeing Structure in ExpressionsCluster: Interpret the structure of expressions. A-SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Domain: Seeing Structure in ExpressionsCluster: Interpret the structure of expressions. A-SSE.B.4 . 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. For example, calculate mortgage payments.Domain: Interpreting FunctionsCluster: Analyze functions using different representations.F-IF.C.8b Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t , y = (0.97)t , y = (1.01) 12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.Domain: Building FunctionsCluster: Build a function that models a relationship between two quantities F-BF.A.1 ★Write a function that describes a relationship between two quantities.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.Enduring Understanding(s):The factor a in y=abx can stretch, compress, and possibly reflect the graph of the parent function y=bx.The function y=abx, where a>0, b>01, models exponential growth. y=abx models exponential decay if 0<b<1.Essential Question(s):Why is y=aex considered to be an exponential function?Objective(s):Students will explore the properties of functions of the form y=abx.Students will graph exponential functions that have base e.Students will determine the growth or decay factor of an exponential function or situation.Students will write an exponential function given a growth or decay situation using y=a(1+r)t.Students will write an exponential function for continuously compounded interest using y-aert.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra I Module 3, Topic A, Lesson 5,Model with Exponential FormulasEngageny Algebra I Module 3, Topic A, Lesson 6,Population GrowthEngageny Algebra I Module 3, Topic C, Lesson 17,Vertical TransformationEngageny Algebra I Module 3, Topic C, Lesson 18,Horizontal TransformationsEngageny Algebra I Module 3, Topic D, Lesson 23,Exponential ModelsEngageny Algebra I Module 5, Topic B, Lesson 4,Write a function Given a GraphEngageny Algebra I Module 5, Topic B, Lesson 7,Exponential RegressionUse the textbook resources to address procedural skill and fluency.Pearson7.2 Properties of Exponential FunctionsLesson VideosGraphing exponential functions by translatingUsing exponential functions to solve problemsUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks: HYPERLINK "" TN Task Arc – Natural Order of Things The Bank AccountMaking Money Maintaining the BalanceVocabularyNatural base exponential function, continuously compounded interestWriting in MathWrite three different examples of exponential functions that stretch, compress, and reflect. Explain why each function moves the way that it does.Have students to write a sentence(s) and create examples about their thinking. A-REI.D.11 Domain: Linear, Quadratic, and Exponential ModelsCluster: Construct and compare linear, quadratic, and exponential models and solve problems. F-LE.A.4 Use the structure of an expression to identify ways to rewrite it. F-IF.B.4 F-IF.B.6 F-IF.C.7e F-BF.B.3Essential Question(s):The exponential function y=bx is one-to-one, so its inverse x=by is a function. To express y as a function of x for the inverse, write y=logbx.Logarithms are exponents. In fact, logba =c if and only if bc=a.Objective(s):Students will write and evaluate logarithmic expressions.Students will graph logarithmic functions.Students will graph y=logbx as the parent logarithmic function, then graph y=alogb(x-h) + k and observe: 1) how the value of a either stretches or compresses the graph of y=logbx and 2) the vertical shift of y=logbx by h and the horizontal shift of y=logbx by k.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra II Module 3, Topic B, Lesson 8,Simplify Simple LogarithmsEngageny Algebra II Module 3, Topic B, Lesson 9,Earthquake ModelEngageny Algebra II Module 3, Topic B, Lesson 10,Logarithms Base 10Engageny Algebra II Module 3, Topic B, Lesson 11,Logarithms Base 10 PatternsEngageny Algebra II Module 3, Topic B, Lesson 12,Logarithm PropertiesEngageny Algebra II Module 3, Topic C, Lesson 16,Irrational Numbers in Context of LogarithmsEngageny Algebra II Module 3, Topic C, Lesson 17 Graph Logarithms,Engageny Algebra II Module 3, Topic C, Lesson 18 Compare Exponential and Logarithmic graphsEngageny Algebra II Module 3, Topic C, Lesson 19, Exponential and Logarithmic functions are inversesEngageny Algebra II Module 3, Topic C, Lesson 20, Transformations of logarithmic functionsEngageny Algebra II Module 3, Topic C, Lesson 21, Sketch natural logarithmsEngageny Algebra II Module 3, Topic D, Lesson 28, Graph Logarithms in ContextUse the textbook resources to address procedural skill and fluency.Pearson 7.3 Logarithmic Functions as InversesGlencoe8.3 Logarithms and Logarithmic FunctionsLesson VideosEvaluating logarithmic expressionsUsing logarithmic expressionsGraphing a logarithmic function using its inverseGraphing a logarithmic function using a translationUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:Math Vision Project 2014- Logarithmic Functions (various)VocabularyLogarithm, logarithmic function, common logarithm, logarithmic scaleWriting in MathHow are the domain and range related from the exponential function to the logarithmic function?Have students to write a sentence(s), create examples, and graph about their thinking.Domain: Seeing Structure in ExpressionsCluster: Write expressions in equivalent forms to solve problems. A-SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. Enduring Understanding(s):Logarithms and exponents have corresponding properties.Essential Question(s):What are the distinguishing features of the properties of logarithms: product property, quotient property, and power propertyObjective(s):Students will use the properties of logarithms.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra II Module 3, Topic B, Lesson 13,Change of BaseUse the textbook resources to address procedural skill and fluency.Pearson7.4 Properties of LogarithmsGlencoe8.5 Properties of Logarithms8.6 Common Logarithms Lesson VideosSimplifying logarithmsUsing logarithms to model soundVocabularyChange of base formulaWriting in MathWhen would you need to use a Change of Base formula? What does the logarithm look like?Have students to write a sentence(s) and create examples about their thinking.A-CED.A.1 F-IF.C.8b .N-Q.B.2 Enduring Understanding(s):Logarithms can be used to solve exponential equations. Exponents can be used to solve logarithmic equations.The exponential function y=b^x and the logarithmic function y=log(subscript b)x are inverse functions.Essential Question(s):How is the relationship between exponents and logarithms used to solve problems?Objective(s):Students will solve exponential and logarithmic equations.Use the following Lesson(s) to introduce concepts/build conceptual understanding.Engageny Algebra I Module 5, Topic A, Lesson 3, Analyze Word ProblemsEngageny Algebra II Module 3, Topic B, Lesson 7, Solve Exponential Equations NumericallyEngageny Algebra II Module 3, Topic B, Lesson 14, Solve Logarithmic EquationsEngageny Algebra II Module 3, Topic B, Lesson 15, Solve Logarithmic EquationsEngageny Algebra II Module 3, Topic D, Lesson 24, Exponential EquationsEngageny Algebra II Module 3, Topic D, Lesson 27, Create and Solve Exponential EquationsUse the textbook resources to address procedural skill and fluency.Pearson7.5 Exponential and Logarithmic EquationsGlencoe8.2 Solving Exponential Equations and Inequalities 8.4 Solving Logarithmic Equations and Inequalities 8.8 Using Exponential and Logarithmic FunctionsLesson VideosSolving an exponential equation using propertiesSolving an exponential equation using graphingSolving an exponential equation using tablesUsing the change of base formulaSolving logarithmic equationsUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:Multiplying Cells Medical Diagnosis TaskCompounding with a 100% Interet RateCompounding with a 5% Interest RateVocabularyExponential equation, logarithmic equationWriting in MathHow can use the log of any base to solve an exponential equation?Have students to write a sentence(s) and create an example about their thinking. A-REI.D.11 F-LE.A.4 F-IF.B.4 F-IF.B.6 F-IF.C.7e Enduring Understanding(s):.The function y=e^x and y =ln x are inverse functions. Just as before, this means that if a=e^b, then b= ln a and vice versa.Essential Question(s):How can you use the relationship between y=e^x and y =ln x to solve exponential and logarithmic equations?Objective(s):Students will evaluate and simplify natural logarithmic expressionsStudents will solve equations using natural logarithms.Use the textbook resources to address procedural skill and fluency.Pearson7.6 Natural LogarithmsGlencoe8.7 Base e and Natural Logarithms Lesson VideosSolving natural logarithmic equationsSolving natural exponential equationsUse the following resources to ensure that the intended outcome and level of rigor (mainly conceptual understanding and application) of the standards are met.Tasks:Natural Phenomena on EarthVocabularyNatural logarithmic functionWriting in MathCan ln 5 +log (base 2) 10 be written as a single log?Have students to write a sentence(s) about their thinking.RESOURCE TOOLBOXTextbook ResourcesPearson Tools:math ( ELL, Enrichment, Re-teaching, Quizzes/Tests, Think About a Plan, Test Prep, Extra Practice, Find the Errors, Activities/Games/Puzzles, Video Tutor, Chapter Project, Performance Task, and Student Companion)Glencoe Tools:Student EditionTeacher EditionProblem SolvingVocabulary Puzzle MakerStandardsCommon Core State Standards InitiativeCommon Core Standards - MathematicsCommon Core Standards - Mathematics Appendix A HYPERLINK "" \t "_top" Edutoolbox (formerly TNCore)The Mathematics Common Core Toolbox HYPERLINK "" Tennessee Blueprints HYPERLINK "" PARCC Blueprints and Test Specifications FAQCCSS ToolboxNYC tasks New York Education Department TasksPARCC High School Math TN Department of Education Math StandardsHYPERLINK ""Algebra 2 TN State StandardsPARCC Practice TestCCSS Flip Book with Examples of each StandardVideosBrightstormTeacher TubeThe Futures ChannelKhan AcademyMath TVLamar University TutorialLiteracy:Literacy Skills and Strategies for Content Area Teachers(Math, p. 22)Glencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12)Graphic Organizers (dgelman)CalculatorMath NspiredTexas Instrument ActivitiesCasio Activities? Others:UT Dana CenterMars TasksInside Math TasksMath Vision Project TasksBetter LessonSCS Math Tasks Interactive ManipulativesKuta Software Illuminations (NCTM) Stem Resources National Math ResourcesMARS Course 2NASA Space Math Math Vision ProjectPurple MathACTTN ACT Information & ResourcesACT College & Career Readiness Mathematics StandardsAdditional Sites Dana Center Algebra 2 AssessmentsIllinois State Assessment strategiesUniversity of Idaho Literacy StrategiesSCS Math Tasks (Algebra II)NWEA MAP Resources: in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) These Khan Academy lessons are aligned to RIT scores. ? ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download