• intcov2  1
     
    Factoring Trinomials
     
     
    USE THE CODE I GAVE OUT IN CLASS TO ACCESS THE ONLINE EDITION
     
    Online & Released Forms of the EOC
     
    UNITS
     
    UNIT 1 PATTERNS OF CHANGE
    UNIT 2 PATTERNS IN DATA
    UNIT 3 LINEAR FUNCTIONS
    UNIT 4 VERTEX-EDGE GRAPHS
    UNIT 5 EXPONENTIAL FUNCTIONS
    UNIT 6 PATTERNS IN SHAPE
    UNIT 7 QUADRATIC FUNCTIONS
    UNIT 8 PATTERNS IN CHANCE
     
     

    Subject(s)

    High School Mathematics

    Grade/Course

    Math I

    Unit of Study

    Unit 1:  Patterns of Change

    Unit Type(s)

    Topical   X Skills-based   Thematic 

    Pacing

    15 days for Semester Block & A-Day/B-Day; 20 days for Middle School

    Unit Abstract

     

    Understanding relationships between variables is key to the study of algebra and is the focus of this unit of study. Exploring a wide variety of relationships between variables from real-world situations introduces students to the broad idea of rate of change.  Connecting rates of change to patterns found in graphs, tables, and algebraic rules gives students an opportunity to think about representing the relationship between two variables in a variety of ways.  Students are introduced to iterative or recursive change, using the words NOW and NEXT to get a sense of recursive change.  Students also focus on how to write symbolic rules for relations among variables.  This unit also explores the use of the table-building and graphing capabilities of their calculators to study linear and nonlinear relationships.

     

    Common Core Essential State Standards

     

    Conceptual Category:  Number and Quantity; Functions

     

    Domain:    1) Quantities (N-Q)

                      2) Interpreting Functions (F-IF)

                      3) Building Functions (F-BF)

     

    Cluster:     1) Reason quantitatively and use units to solve problems. (N-Q)

                      2) Understand the concept of a function and use function notation. (F-IF)

                          Analyze functions using different representations. (F-IF)

                      3) Build a function that models a relationship between two quantities. (F-BF)

                          Build new functions from existing functions. (F-BF)

     

    Standards:   N-Q.1  USE units as a way to understand problems and to guide the solution

                                    of multi-step problems; CHOOSE and INTERPRET units consistently

                                    in formulas;  CHOOSE and INTERPRET the scale and the origin in

                                    graphs and data displays.

     

             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.

     

                       

     

                        F-IF.3  RECOGNIZE that sequences are functions, sometimes DEFINED

                                   recursively, whose domain is a subset of the integers. For example,

                                   the Fibonacci sequence is defined recursively by f(0) = f(1) = 1,

                                   f(n+1)  = f(n) + f(n-1) for n ≥ 1.

     

     

    F-IF.9  COMPARE properties of two functions each represented in a

                                     different way (algebraically, graphically, numerically in tables, or by

                                     verbal descriptions).

     

    Note: At this level, focus on linear, exponential and quadratic functions.

     

    t straight up into the air

                        F-BF.1a  WRITE a function that DESCRIBES a relationship between two

                                      quantities.

    a)    Determine an explicit expression, a recursive process, or steps for calculation from context.

     

    Note:  At this level, limit to addition or subtraction of constant to linear, exponential or quadratic functions or addition of linear functions to linear or quadratic functions.

     

             F-BF.2  WRITE arithmetic and geometric sequences both recursively and

                           with an explicit formula, USE them to model situations, and

                           TRANSLATE  between the two forms.

     

    Note:  At this level, formal recursive notation is not used.  Instead, use of informal recursive notation (such as NEXT=NOW+5 starting at 3) is intended.

     

             F-BF.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.  

     

    Note: At this level, limit to vertical and horizontal translations of linear and exponential functions.  Even and odd functions are not addressed.

                       

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
    Great Resource