Algebra 1: Unit: 4



Approximate Time Frame: Connections to Previous Learning:Students should be able to:Solve a variable equationHave an understanding of the coordinate plane and know how to graphSolve an equation with radicalFocus of the Unit: In this unit, students will learn the following: Interpret structure of expressions, perform operations on polynomials; factor a quadratic equation to find zeros, complete the square to reveal maximum or minimum of a function; use completing the square to transform a quadratic and derive the quadratic formula; solve quadratic equations by taking square roots, completing the square; the quadratic formula, and factoring (which way is best); use the structure of an expression to identify ways to rewrite it.Connections to Subsequent Learning:After this students will move to the application of quadratics which will include: graphing linear and quadratic functions and show intercepts, maxima, minima; factoring and completing the square in a quadratic function to show zeros and extreme values; graph polynomial functions and identify zeros, and show end behavior; graphing square root, cube root and piecewise-defined functions, including step functions and absolute value functions. Desired OutcomesStandard(s):A.SSE. 1aInterpret structure of expressionsA.APR. 1Perform operations on polynomialsA.SSE. 3aFactor a quadratic equation to find zerosA.SSE. 3bComplete the square to reveal maximum or minimum of a functionA.REI. 4aUse completing the square to transform a quadratic and derive the quadratic formulaA.REI. 4bSolve quadratic equations by taking square roots, completing the square, the quadratic formula, and factoring (which way is best)A.SSE. 2Use the structure of an expression to identify ways to rewrite itPriority Standards Supporting Standards Additional StandardsTransfer: Students will apply…Understandings: Students will understand that…Essential Questions:Highlighted Mathematical Practices: (Practices to be explicitly emphasized are indicated with an *.)Make sense of problems and persevere in solving them. Students demonstrate their ability to persevere by selecting a modality to begin representing their understanding (i.e manipulatives, pictures). They can work collaboratively to represent their measurements or quantities and discuss their representations. Reason abstractly and quantitatively. Students will demonstrate their abstract and quantitative reasoning by estimating lengths and then refining their estimates based upon new information. They also demonstrate reasoning by explaining indirect measurements. They need to use measurement units correctly – understanding that the smaller the unit, the more units you need to measure a given object. Construct viable arguments and critique the reasoning of others. Students will explain why they chose to represent a quantity or measurement in a particular way. They will also listen to each other and explain what their peers have said. Model with mathematics. In this unit, students are asked to transfer between manipulative, number line, drawings and other visual representations. They are asked to explain in words how their visuals are representing measurements or quantities.Use appropriate tools strategically. Students demonstrate their ability to use non-standard measurement units to measure lengths of objects. Hey need to select the correct tools and know when a number line is an appropriate representation.Attend to precision. Students demonstrate precision by using comparison language appropriately to describe their measurements and quantities. They count precisely to measure accurately.Look for and make use of structure. Students demonstrate the ability to use structure in their graphs, ten frames and on the 120 chart. Students can use these structures to explain the patterns and answer questions about measurements and quantities.Look for express regularity in repeated reasoning. When students note patterns on, and can use the 10 frames, 120 chart and graphs to solve problems or create new representations, they are using their repeated reasoning. Prerequisite Skills/Concepts:Students should already be able to…Advanced Skills/Concepts:Some students may be ready to…Knowledge:Students will know…Skills:Students will be able to…WIDA Standard: English Language LearnersEnglish language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.English language learners would benefit from:Academic Vocabulary: Critical Terms: Supplemental Terms:AssessmentPre-AssessmentsFormative AssessmentsSummative AssessmentsSelf-AssessmentsSample Lesson Sequence ................
................

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

Google Online Preview   Download