1
2
3
One Step Equations
Two Steps Equations
Multi-Step Equations (Combining like terms and Distributive Property)
Solving Equations with Variables on Both Sides
A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.CED.1 Set-Up and Solve one-variable and multi-step equations from application problems. (Review)
http://www.math10.ca/lessons/equationsReview/equations1/equationsReviewOne.php
Notes:
http://www.math10.ca/lessons/equationsReview/equations1/print/math10.ca_u4l1_equationsReviewOne.pdf
A-REI.1, A-REI3
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
N-Q.1, A-CED.1, A-CED.3, & A.REI.3 Task (Ivy Smith Grows Up)
http://www.achieve.org/files/CCSS-CTE-Task-IvySmith-GrowsUp-FINAL.pdf
Equation
Inequality
Linear
Solution
4
Evaluating Formulas
F-IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
http://www.algebralab.org/lessons/lesson.aspx?file=Algebra_FunctionsRelationsLiteralEquations.xml
F-IF.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
5
Solving Linear Inequalities – Word Problem
A.REI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.12 Graph the solutions to a linear inequality in two variables as a half- plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
Applications (Word Problems) of Inequalities
A.REI.3 (Inequalities)
Formative Assessment
http://www.ode.state.or.us/wma/teachlearn/commoncore/mat.hs.te.1.0arei.i.088_v1.pdf
A.REI.3
http://www.map.mathshell.org.uk/materials/download.php?fileid=1241
A.REI.12 Linear Inequality
(Going Fishing)
https://commoncorealgebra1.wikispaces.hcpss.org/file/detail/A.REI.12%20Going%20Fishing.docx
Packet 22: Inequality Word Problems (Roberts)
and tasks
coefficients
6
Graphing Linear Functions (Tables and linear equations)
Key Features of linear equations (slope, y-intercept, x-intercept, increasing, decreasing, etc.)
Direct Variation
N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
N.Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Graphs2006.pdf
N.Q.1, N.Q.2, N-Q.3
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_CoorAlgebra_Unit1.pdf
F-IF.1 (pages 13-16)
pages 15-16 honors
http://gradnyc.com/wp-content/uploads/2013/04/FINAL-Math-HS-Functions-Unit-v2.pdf
F-IF.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_813113.pdf
F-IF.4
http://www.dlt.ncssm.edu/algebra/10_football_and_braking_distance/football_and_braking_distance_model_w-QuadFun.pdf
F-IF-4, F-IF-5
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
N-Q.1, A-CED.1, A-CED.3, & A.REI.3 Task (Ivy Smith Grows Up)
http://www.achieve.org/files/CCSS-CTE-Task-IvySmith-GrowsUp-FINAL.pdf
F.IF.5 Collaborative Activity
Pages 20-25
http://gradnyc.com/wp-content/uploads/2013/04/FINAL-Math-HS-Functions-Unit-v2.pdf
F-IF.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A-CDE.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_813113.pdf
F-IF.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
Function
Terms
Slope
Coefficient
Function
Notation
Input/Domain
Output/Range
Maximum
Minimum
End behavior
Increasing
Decreasing
7
8
Parallel and Perpendicular Lines
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Graphs2006.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
F-IF.6 (Formative assessment at the end of page)
http://www.schools.utah.gov/CURR/mathsec/Core/Secondary-Mathematics-III/Unit-4---Interpret-Functions-that-Arise-in-Applica.aspx
F.BF.1a
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
G.GPE.5
http://www.math10.ca/lessons/linearFunctions/parallelAndPerpendicularLines/parallelAndPerpendicularLines.php
Notes:http://www.math10.ca/lessons/linearFunctions/parallelAndPerpendicularLines/print/math10.ca_u6l5_parallelAndPerpendicularLines.pdf
lines
Parallel lines
9
Systems of Linear Equations Word Problems
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.)
F.IF.6Calculate 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.BF.1aWrite a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from a context. (Note: Continue to allow informal recursive notation through this level.)
able options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. (Note: Extend to linear-quadratic, and linear–inverse variation (simplest rational) systems of equations.)
A-REI.1Explain 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. (Note: At this level, limit to factorable quadratics.)
A.REI.5Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
A-REI.11Explain 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. (Note: At this level, extend to quadratic functions. )
http://www.dlt.ncssm.edu/algebra/07_linear_programming/LinearProgrammingNew.pdf
A-REI.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A-APR.1 Formative Assessment
http://www.schools.utah.gov/CURR/mathsec/Core/Secondary-II/II-1-A-APR-1.aspx
A.REI.5
http://www.math10.ca/lessons/systemsOfEquations/substitution/substitution.php
Notes: http://www.math10.ca/lessons/systemsOfEquations/substitution/print/math10.ca_u7l2_substitution.pdf
A.REI.6
http://www.math10.ca/lessons/systemsOfEquations//elimination/elimination.php
Notes:
http://www.math10.ca/lessons/systemsOfEquations/elimination/print/math10.ca_u7l3_elimination.pdf
AREI.11
http://www.map.mathshell.org.uk/materials/download.php?fileid=1241
A.REI.11
http://www.math10.ca/lessons/systemsOfEquations/solvingSystemsGraphically/solvingSystemsGraphically.php
Notes:
http://www.math10.ca/lessons/systemsOfEquations/solvingSystemsGraphically/print/math10.ca_u7l1_solvingGraphically.pdf
A-REI.10, A-REI.6, A-REI.11
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Graphs2006.pdf
Quadratics
Substitution
Solution
10
11
12
Multiplying Polynomials (up to 3 factors)
A-SSE.1Interpret expressions that represent a quantity in terms of its context. (Note: At this level include polynomial expressions)a. Interpret parts of an expression, such as terms, factors, and coefficients.
http://www.schools.utah.gov/CURR/mathsec/Core/Secondary-II/II-1-A-APR-1.aspx
A-SSE-1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A-SSE.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
Factors
Coefficient
Polynomial
Monomials
Binomials
13
2/4/2016 & 2/5/2015 & 2/8/2016
Factoring Quadratic Binomials including difference of squares
A-APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. (Note: At this level, add and subtract any polynomial and extend multiplication to as many as three linear expressions.)
http://www.math10.ca/lessons/polynomials/factoringTrinomialsOne/factoringTrinomialsOne.php
Notes:
http://www.math10.ca/lessons/polynomials/factoringTrinomialsOne/print/math10.ca_u3l3_factoringTrinomials.pdf
A-SSE.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_se_062213.pdf
Factoring a Trinomial (sum-Product)
http://www.algebrabugsme.com/sumandproductpro.html
A.APR.3 (Get the Math)
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
activities
Factors
Coefficient
Polynomial
Monomials
Binomials
14
2/9/2016 -2/11/2016
Factoring Quadratic Binomials including difference of squares
A-APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. (Note: At this level, add and subtract any polynomial and extend multiplication to as many as three linear expressions.)
http://www.math10.ca/lessons/polynomials/specialPolynomials/specialPolynomials.php
Notes:
http://www.math10.ca/lessons/polynomials/specialPolynomials/print/math10.ca_u3l4_specialPolynomials.pdf
A-SSE.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_se_062213.pdf
http://www.media.pearson.com.au/schools/cw/au_sch_bull_gm12_1/dnd/2_tri1.htmldrag and drop factoring
A.APR.3 (Get the Math)
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
Factors
Coefficient
Polynomial
Monomials
Binomials
Difference of squares
15
16
17
2/17/2016-3/1/2016
Solving quadratic equations including contextual situations (square roots, quadratic formula include discriminant, and factoring)
b. Solve quadratic equations by inspection (e.g., for x2 = 49), 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.
Note: At this level, limit solving quadratic equations by inspection, taking square roots, quadratic
formula, and factoring when lead coefficient is one. Writing complex solutions is not expected;
however recognizing when the formula generates non-real solutions is expected.
A-APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
Note: At this level, limit to quadratic expressions.
A-CED.1Create 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.
Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.
A-CED.2Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
F-IF.8Write a function defined by an expression in different but equivalent forms to reveal and
explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros,
extreme values, and symmetry of the graph, and interpret these in terms of a context.
Note: At this level, completing the square is still not expected
A-REI.4
http://mrwinters.cmswiki.wikispaces.net/file/view/Quadratic-+Word+Problems+max+min+solving.pdf Quadratic Word Problems
A-REI.4, A.CED.1
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Quadratic2006.pdf
A.APR.3 (Get the Math)
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
F-IF.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
Complete the
square
Quadratic
formula
Zeros
Roots
x-intercepts
Standard form
18
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
F-IF.8Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros,
extreme values, and symmetry of the graph, and interpret these in terms of a context.
Note: At this level, completing the square is still not expected
F-IF.9Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
A-REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
Note: At this level, extend to quadratics.
F-IF.4For 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.
Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180 or less. Periodicity not addressed.
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
https://www.youtube.com/watch?v=cXOcBADMp6o&safe=active video on parabolas in the world
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
F-IF.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F.IF.9
Multiple Representation of Functions Activity
(Roberts hard copy)
F-IF.9
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod7_cag_se_71713.pdf
A-REI.10, A-REI.6, A-REI.11
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Graphs2006.pdf
F-IF-4
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
Complete the
square
Quadratic
formula
Zeros
Roots
x-intercepts
Standard form
19
Note: At this level, limit to quadratic expressions.
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
F-IF.8Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
Note: At this level, completing the square is still not expected.
F-IF.9Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
A-REI.10Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
Note: At this level, extend to quadratics.
F-IF.4For 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.
Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180 or less. Periodicity not addressed.
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
F-IF.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F.IF.9
Multiple Representation of Functions Activity
(Roberts hard copy)
F-IF.9
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod7_cag_se_71713.pdf
A-REI.10, A-REI.6, A-REI.11
http://www.insidemathematics.org/common-core-math-tasks/high-school/HS-A-2006%20Graphs2006.pdf
F-IF-4
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
Minimum
Maximum
Axis of Symmetry
Symmetry
Discriminant
20
21
3/3/2016 - 3/4/2016
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F.IF.9 aCompare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.(Note: At this level, extend to quadratic, simple power, and inverse variation functions.)
A.SSE.3Choose 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 1.15tcan be rewritten as (1.151/12)12t≈ 1.01212tto reveal the approximate equivalent monthly interest rate if the annual rate is 15%
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F.IF.9
Multiple Representation of Functions Activity
(Roberts hard copy)
F-IF.9, F-BF-3
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod7_cag_se_71713.pdf
A.SSE.3
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
Vertex Form
Axis of Symmetry
Zeros
22
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
Even Functions
Odd Functions
23
= 49), 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.
Note: At this level, limit solving quadratic equations by inspection, taking square roots, quadratic
formula, and factoring when lead coefficient is one. Writing complex solutions is not expected;
however recognizing when the formula generates non-real solutions is expected.
A-APR.3Identify zeros of polynomials when suitable factorizations are available, and use the zeros to
construct a rough graph of the function defined by the polynomial.
Note: At this level, limit to quadratic expressions.
A-CED.1Create 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.
Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use
common logs to solve exponential equations.
A-CED.2Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
F-IF.8Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
Note: At this level, completing the square is still not expected.
F-IF.9Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
A-CED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. (Note: At this level, extend to compound variation relationships.)
A-REI.7Solve 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
A-REI.11Explain 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. (Note: At this level, extend to quadratic functions. )
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
http://www.regentsprep.org/Regents/math/geometry/GCG5/LQReview.htm
Task
http://www.cpalms.org/Public/PreviewResource/Preview/43572
A.APR.3 (Get the Math)
Basketball
http://www.thirteen.org/get-the-math/teachers/math-in-basketball-lesson-plan/standards/207/
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
F-IF.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F.IF.9
Multiple Representation of Functions Activity
(Roberts hard copy)
F-IF.9
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod7_cag_se_71713.pdf
A-CED.4,A-REI.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
A-REI.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
A.REI.11
http://www.map.mathshell.org.uk/materials/download.php?fileid=1241
`
Notes
solve a linear and quadratic system
task
Completing the square
Quadratic formula
Real Solutions vs Imaginary
24
25
26
5
http://www.math10.ca/lessons/exponentsAndRadicals/radicals/radicals.php
Notes:
http://www.math10.ca/lessons/exponentsAndRadicals/radicals/print/math10.ca_u2l4_radicals.pdf
NRN.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_seh_103013.pdf
N-NR.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
solutions
Rational
Radical
27
3/11/2016-3/14/2016
Note: At this level, limit to inverse variation.
http://www.dlt.ncssm.edu/algebra/14_equations_with_radical_exp/equations_with_radical_expressions.pdf
solutions
Radical
28
3/15/2016-3/16/2016
Key Features of the Graph
Quiz on Simplifying Radical Expressions
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 hly interest rate if the annual rate is 15%.
F-IF.2Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
F-IF.4For 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.
Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180 or less. Periodicity not addressed.
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions
F-IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
A-CED.1Create 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.
Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
A-CED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Note: Extend to linear-quadratic, and linear–inverse variation (simplest rational) systems of equations
A-REI.2Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
Note: At this level, limit to inverse variation.
http://www.math30.ca/lessons/logarithms/exponentialFunctions/exponentialFunctions.php
Notes:
http://www.math30.ca/lessons/logarithms/exponentialFunctions/print/math30.ca_u3l1_exponentialFunctions.pdf
F-IF.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
F-IF-4, F-IF-5
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
F-IF.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
ACED.1
https://docs.google.com/spreadsheet/ccc?key=0AmI-XlZtfAxYdG40T3AxSmNDdXlVZmwwak54OE40OGc&usp=drive_web#gid=1
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A.CED.3
http://www.dlt.ncssm.edu/algebra/07_linear_programming/LinearProgrammingNew.pdf
A.CED.3
http://www.dlt.ncssm.edu/algebra/07_linear_programming/LinearProgrammingNew.pdf
A-REI.2
http://www.dlt.ncssm.edu/algebra/14_equations_with_radical_exp/equations_with_radical_expressions.pdf
A-REI.2
http://www.dlt.ncssm.edu/algebra/14_equations_with_radical_exp/equations_with_radical_expressions.pdf
Range
Horizontal Asymptote
End behavior
Increasing
Decreasing
Transformation
29
3/17/2016-3/18/2016
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
Note: At this level include polynomial expressions
A-SSE.3Choose 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%.
A-CED.1Create 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.
Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.
A-CED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Note: Extend to linear-quadratic, and linear–inverse variation (simplest rational) systems of equations.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A-SSE.3
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A.CED.3
http://www.dlt.ncssm.edu/algebra/07_linear_programming/LinearProgrammingNew.pdf
30
3/21/2016-3/22/2016
Definition of Logarithms and Power Property for Logarithms
Solving Exponential Equations using Common Logarithms
Note: At this level, extend to quadratic, simple power, and inverse variation functions.
F-IF.4For 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.
Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180 or less. Periodicity not addressed.
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions
F-IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
Note: At this level, extend to simple trigonometric functions (sine, cosine, and tangent in standard position)
Create equations that describe numbers or relationships.
A-CED.1Create 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.
Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.
A-SSE.1 Interpret expressions that represent a quantity in terms of its context.b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
Note: At this level include polynomial expressions
A-SSE.3Choose 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%.
A-CED.3Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Note: Extend to linear-quadratic, and linear–inverse variation (simplest rational) systems of equations.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_AcelAnalyticGeoAdvancedAlg_Unit8.pdfp55
F-IF-4, F-IF-5
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
F-IF-7b
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod4_funfeatures_tn_83113.pdf
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A-SSE.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A-SSE.3
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
A-CED.3
http://www.dlt.ncssm.edu/algebra/07_linear_programming/LinearProgrammingNew.pdf
Common Logarithms
Power Property for logarithms
31
32
F-IF.4For 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. (Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180)
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions.).,
F-IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (Note: At this level, extend to simple trigonometric functions (sine, cosine, and tangent in standard position) e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
A-CED.1Create 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. (Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.)
A-CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.)
F-IF-4, F-IF-5
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_AcelAnalyticGeoAdvancedAlg_Unit8.pdf
F-IF-7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
A-CED.1 (Task)
Linear Growth vs Exponential Growth
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
solutions
Growth
Decay
Interest
33
34
Arithmetic and Geometric Sequence
Compare and Combine Linear, Quadratic and Exponential Functions (tables, graphs or equations)
F-IF.4For 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. (Note: At this level, limit to simple trigonometric functions (sine, cosine, and tangent in standard position) with angle measures of 180)
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions.).,
F-IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (Note: At this level, extend to simple trigonometric functions (sine, cosine, and tangent in standard position) e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
F-IF.8Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. (Note: At this level, completing the square is still not expected.)
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F.IF.9Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.(Note: At this level, extend to quadratic, simple power, and inverse variation functions
F.BF.3Identify 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. (Note: At this level, extend to quadratic functions and, k f(x).)
F.BF.1bWrite 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.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F-IF-4, F-IF-5
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
Worksheet
http://www.rcsdk12.org/cms/lib04/NY01001156/Centricity/Domain/4573/Chapter%2011%20Worksheets%20Alg%202%20GOOD.pdf
Worksheet
http://www.unionacademy.org/common/pages/DisplayFile.aspx?itemId=19086282
http://cdn.kutasoftware.com/Worksheets/Alg2/Geometric%20Sequences.pdf
worksheet
http://cdn.kutasoftware.com/Worksheets/Alg2/Comparing%20Arithmetic%20and%20Geometric%20Sequences.pdf
worksheet
Worksheet
http://www.mathworksheetsland.com/functions/16explicitexp/ip.pdf
Worksheet
http://www.lrsd.org/files/edservices/ar04ma1050509nov.pdf
Worksheet
http://www.mathworksheetsland.com/functions/16explicitexp/ip.pdf
F-IF.7, F-IF.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
F.IF.9
Multiple Representation of Functions Activity
(Roberts hard copy)
F.BF.3
http://www.mathsisfun.com/sets/function-transformations.html
transformations of functions
F-BF.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
Recursive
Arithmetic Sequences
Geometric Sequences
35
Graph and write inverse variation
F-IF.5Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions.).,
F-IF.7Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (Note: At this level, extend to simple trigonometric functions (sine, cosine, and tangent in standard position) e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
A.CED.2Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (Note: At this level extend to simple trigonometric equations that involve right triangle trigonometry.)
A.CED.4Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. (Note: At this level, extend to compound variation relationships.)
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
worksheet
http://www.carlisleschools.org/webpages/wolfer/files/practice%20rational%20functions1.pdf
F-IF.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
A-CED.2
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod1_quadfun_tn_062213.pdf
A-CED.4
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
Intercepts
intervals
Increasing
Decreasing
Vertical Asymptotes
Horizontal Asymptotes
Domain
Range
Symmetry
End Behavior
36
37
A.CED.1Create 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. (Note: At this level extend to quadratic and inverse variation (the simplest rational) functions and use common logs to solve exponential equations.)
http://www.dlt.ncssm.edu/algebra/14_equations_with_radical_exp/equations_with_radical_expressions.pdf
A.CED.1 (Task: Linear and exponential)
https://commoncorealgebra1.wikispaces.hcpss.org/file/view/A.CED.1+Babysit+Task.pdf
38
4/11/2016-4/15/2016
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (Note: At this level, extend to quadratic, right triangle trigonometry, and inverse variation functions.)
F.IF.7a Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
F-IF.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod2_structexpr_tn_062213.pdf
39
40
41
4/19/2016-4/20/2016
G-CO.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
G-CO.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
G-CO.5Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. Understand congruence in terms of rigid motions
G-CO.6Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
G-CO.7Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
G-SRT.1Verify experimentally the properties of dilations given by a center and a scale factor:
a. A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod6_ccp_se_71713.pdf
G-SRT.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Angle of
Rotation
Line of
Symmetry
Rotation
Center of
rotation
Pre-image
Image
Congruent
Translation
Isometry
Line of reflection
Reflection
Rigid
Mapping
Statement
Scale Factor
Dilation
Midpoint
Ratio
Proportion
42
4/21/2016-4/22/2016
Theorems about triangles-Inequalities in triangles
Proof of Isosceles and Equilateral Triangle Theorem
Theorems About Triangles – Base Angles of Isosceles Triangles are Congruent
G-GPE.1Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
Note: At this level, derive the equation of the circle using the Pythagorean Theorem.
G-GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
A-REI.1Explain 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.7Solve 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.
Note: At this level, limit to factorable quadratics.
G-CO.10Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
Note: At this level, include measures of interior angles of a triangle sum to 180° and the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length.
Demonstrate SSS:
https://www.illustrativemathematics.org/illustrations/110
Demonstrate SAS:
https://www.illustrativemathematics.org/illustrations/109
Demonstrate ASA (AAS):
https://www.illustrativemathematics.org/illustrations/339
Demonstrate when SSA works (HL):
https://www.illustrativemathematics.org/illustrations/340
A-REI.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A-REI.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
G-CO.10
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Pythagorean
Theorem
SSS Theorem
SAS Theorem
ASA Theorem
AAS Theorem
CPCTC
Supplementary
Angles
Vertical Angles
Midpoint
Segment
43
44
point.
Note: At this level, include measures of interior angles of a triangle sum to 180° and the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Angles
Vertical Angles
Midpoint
Segment
Interior angles
45
Demonstrate SSS:
https://www.illustrativemathematics.org/illustrations/110
Demonstrate SAS:
https://www.illustrativemathematics.org/illustrations/109
Demonstrate ASA (AAS):
https://www.illustrativemathematics.org/illustrations/339
Demonstrate when SSA works (HL):
https://www.illustrativemathematics.org/illustrations/340
SAS Theorem
ASA Theorem
AAS Theorem
CPCTC
46
4/27/2016-4/28/2016
Demonstrate SSS:
https://www.illustrativemathematics.org/illustrations/110
Demonstrate SAS:
https://www.illustrativemathematics.org/illustrations/109
Demonstrate ASA (AAS):
https://www.illustrativemathematics.org/illustrations/339
Demonstrate when SSA works (HL):
https://www.illustrativemathematics.org/illustrations/340
SAS Theorem
ASA Theorem
AAS Theorem
CPCTC
47
48
49
50
51
52
G.GPE.1Derive the equation of a circle of given center and radius using the Pythagorean Theorem;
G.GPE.6 Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
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. (Note: At this level, limit to factorable quadratics.)
A.REI.7Solve 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.
G.CO.10Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. (Note: At this level, include measures of interior angles of a triangle sum to 180° and the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length.)
Demonstrate SSS:
https://www.illustrativemathematics.org/illustrations/110
Demonstrate SAS:
https://www.illustrativemathematics.org/illustrations/109
Demonstrate ASA (AAS):
https://www.illustrativemathematics.org/illustrations/339
Demonstrate when SSA works (HL):
https://www.illustrativemathematics.org/illustrations/340
G-GPE-1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod8_circconic_tn_83113.pdf
A-REI.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A-REI.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
G-CO.10
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Pythagorean
Theorem
Medians
SSS Theorem
SAS Theorem
ASA Theorem
AAS Theorem
CPCTC
Midpoint
53
54
55
56
5/4/2016-5/5/2016
G-GPE.6Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
A-REI.1Explain 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.7Solve 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.
Note: At this level, limit to factorable quadratics.
G-CO.10Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. (Note: At this level, include measures of interior angles of a triangle sum to 180° and the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length.)
G-CO.13Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
http://www.mathematicsvis
onproject.org/uploads/1/1/6/3/11636986/sec2_mod8_circconic_tn_83113.pdf
G-GPE.1
https://www.illustrativemathematics.org/illustrations/1425
G-GPE.6
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod6_simtrig_tn_83113.pdf
A-REI.1
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod1_getready_se_80713.pdf
A-
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_AnalyticGeo_Unit6.pdf
p14
REI.7
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
G-CO.10
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
G-CO.13
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod6_ccp_tn_71713.pdf
57
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod3_quadeq_tn_83113.pdf
58
59
3-D formations & Cross-Sections
G-MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
G-MG.3Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
G-GMD.4Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
N-Q.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
(World’s Largest Hot Coffee) Dan Meyer
http://mrmeyer.com/threeacts/hotcoffee/
G-MG.3
https://www.illustrativemathematics.org/illustrations/512
G-GMD.4
Identifying Three-Dimensional Figures
by Rotating Two-Dimensional Figures
(Worksheet/Investigation) Roberts
G-GMD.3 and G-GMD.4
Dan Meyer (Water Tank)
http://mrmeyer.com/threeacts/watertank/
Identifying Three-Dimensional Figures
by Rotating
Need Computer Lab or Laptops
60
61
62
63
G-SRT.7Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
http://www.math10.ca/lessons/measurement/trigonometryOne/trigonometryOne.php
Notes:
http://www.math10.ca/lessons/measurement/trigonometryOne/print/math10.ca_u1l3_trigonometryOne.pdf
http://www.cimt.plymouth.ac.uk/projects/mepres/book9/y9s15act1.pdfTrig Ratios & making a clinometer
G-SRT.6, G-SRT.7, G-SRT.8
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Pythagorean
Theorem
Opposite
Adjacent
Hypotenuse
Reference Angle
Sine (Sin)
Cosine (Cos)
Tangent (Tan)
64
65
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
Elevation
Angle of
Depression
66
G-SRT.7Explain and use the relationship between the sine and cosine of complementary angles.
G-SRT.8Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod5_geofig_tn_83113.pdf
67
68
69
70
71
72
http://www.regentsprep.org/Regents/math/algtrig/ATT12/lawsinespractice.htm
and
http://www.regentsprep.org/Regents/math/algtrig/ATT12/rescuelab.htm
Activity
Law of Cosines
73
Area of a Triangle
www.youtube.com/watch?v=fGiIzSsG4Kw
file:///C:/Users/nora/Downloads/geometry-m2-topic-e-lesson-31-teacher.pdf
74
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec1_mod5_features_se_71713.pdf
Midline
Period
75
76
77
78
S-IC.6Evaluate reports based on data.
S-CP.4Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
https://learnzillion.com/lessonsets/512-decide-if-a-model-is-consistent-with-results
S-IC.6
Muddying the Water
Small Group Activity
http://map.mathshell.org/materials/download.php?fileid=686
S-CP.4
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod9_prob_tn_83113.pdf
Sample space
Outcomes
Conditional
probability
Frequency table
Two-way frequency
79
http://www.mathworksheetsland.com/stats/22permset.html
S-CP.9
http://www.math30.ca/lessons/permutationsAndCombinations/permutations/permutations.php
Notes:
http://www.math30.ca/lessons/permutationsAndCombinations/permutations/print/math30.ca_u6l1_permutations.pdf
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_Pre-Calculus_Unit7.pdf
Combinations
http://www.math30.ca/lessons/permutationsAndCombinations/combinations/combinations.php
Notes:
http://www.math30.ca/lessons/permutationsAndCombinations/combinations/print/math30.ca_u6l2_combinations.pdf
Combinations
80
81
http://www.mathworksheetsland.com/stats/21mulruleset.html
82
http://www.mathworksheetsland.com/stats/20addruleset.html
83
84
Dec 15, 16 & 17
S-CP.2Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
S-CP.6Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.
http://www.mathworksheetsland.com/stats/20addruleset.html
S-CP.1, S-CP.2,S-CP.6
https://docs.google.com/viewer?a=v&pid=sites&srcid=dW5jZy5lZHV8bWF0aC1paS1yZXNvdXJjZXN8Z3g6OWM4YjUyYzFhNmUxMjQ3
S-CP.2, S-CP.6
http://www.mathematicsvisionproject.org/uploads/1/1/6/3/11636986/sec2_mod9_prob_tn_83113.pdf
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_9-12_AcelAnalyticGeoAdvancedAlg_Unit4.pdf
Math Worksheet
Titanic Activity
Unions
Intersections
Complement
Conditional
probability
85
S-CP.5Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
86
87
Dec 22 – Jan 1
88
89
90
91
92
93
94
95
96
97
98
99
100
