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|# |STUDENT LEARNING OBJECTIVES |CORRESPONDING CCSS |

|1 |Use properties of integer exponents to explain and convert between expressions involving radicals and rational exponents, using |N.RN.1 N.RN.2 |

| |correct notation. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must | |

| |equal 5. | |

|2 |Rewrite simple rational expressions in different forms using inspection, long division, or, for the more complicated examples, a |A.APR.6 |

| |computer algebra system. | |

|3 |Solve simple rational and radical equations in one variable and use them to solve problems, justify each step in the process and the |A.REI.1 A.REI.2 |

| |solution and in the case of rational and radical equations show how extraneous solutions may arise. | |

|4 |Solve systems of linear equations and simple systems consisting of a linear and a quadratic equation in two variables, algebraically |A.REI.6 A.REI.7 |

| |and graphically. | |

|5 |Choose and produce equivalent expressions for exponential functions using the properties of exponents. ★ |A.SSE.3 |

|6 |Interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal |F.IF.4 |

| |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. ★ | |

|7 |Use properties of exponents to rewrite a function in an equivalent form to reveal and explain different properties of the exponential|F.IF.8b |

| |function. | |

|8 |Derive the equation of a parabola given a focus and directrix. |G.GPE.2 |

Major Content Supporting Content Additional Content (Identified by PARCC Model Content Frameworks).

Bold type indicates grade level fluency requirements. (Identified by PARCC Model Content Frameworks).

|Selected Opportunities for Connections to Mathematical Practices |

|Make sense of problems and persevere in solving them. |

|SLO 3 Use problems that involve may givens of the need to be composed or decomposed before they can be solved |

|Reason abstractly and quantitatively. |

|SLO 5 Using properties of exponents to determine if two expressions are equal. |

|Construct viable arguments and critique the reasoning of others. |

|Model with mathematics. * |

|Use appropriate tools strategically. |

|SLO 6 Use graphing technically when available. |

|Attend to precision. |

|Look for and make use of structure. |

|Look for and express regularity in repeated reasoning. |

|All of the content presented in this course has connections to the standards for mathematical practices. |

|* This course includes exponential and logarithmic functions as modeling tools. (PARCC Model Content Frameworks) |

|Code # | Common Core State Standards |

|N.RN.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. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 |

| |to hold, so (51/3)3 must equal 5. |

|N.RN.2 |Rewrite expressions involving radicals and rational exponents using the properties of exponents. |

|A.APR.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. |

|A.REI.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. |

|A.REI.2 |Understand solving equations as a process of reasoning and explain the reasoning. Solve simple rational and radical equations in one variable, and give examples showing |

| |how extraneous solutions may arise. |

|A.REI.6 |Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. |

|A.REI.7 |Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection|

| |between the line y = –3x and the circle x2 + y2 = 3. |

|A.SSE.3 |Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. ★ |

| |c. Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be |

| |rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%. |

|F.IF.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. ★ |

|F.IF.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. |

|G.GPE.2 |Derive the equation of a parabola given a focus and directrix. |

Major Content Supporting Content Additional Content (Identified by PARCC Model Content Frameworks).

Bold type indicates grade level fluency requirements. (Identified by PARCC Model Content Frameworks).

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