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1 | Curriculum Unit: Algebra 1 | |||||||||||||||||||||||||

2 | Name of Course: | Algebra 1 | Grade Level(s): 7, 8, 9, 10th | 9/10/2014 | ||||||||||||||||||||||

3 | Brief Description (Course Catalog): | Level 1 · Create an equation of the line given slope and y-intercept in point-slope form (Including writing equations of horizontal and vertical lines when given a slope and either an x or y intercept) A-CED.1 · Create an equation of the line given a graph in point-slope form A-CED.1 · Write the equation of the line given two ordered pairs in point-slope form A-CED.1 Level 2 · Given an equation in slope intercept form write the equation of the line parallel or perpendicular to in point-slope form. A- CED.1;G-GPE.5 · Convert equation of lines to point-slope, standard and slope-intercept forms A-CED.1 · Given an equation in slope intercept form create the equation of the line parallel or perpendicular to in slope intercept form. G-GPE.5 · Write a recursive formula (A & G) F-LE.2 · Write an explicit formula (A & G) F-LE.2 · Write an explicit formula from a recursive formula. F-LE.2 · Write a recursive formula from an explicit formula. F-LE.2 · Modeling with standard form. F-LE.2 · Graphing an exponential model. F-LE.2 Level 3 · Create and graph a linear equation from a real world application problem A-CED.2 · Interpret the application model as an equation to predict trends A-CED.3 -Compound problems using slope, standard form, y-intercepts. | 1 | CSL Level 1 1. Multiply and Divide monomials with and without leading positive and negative coefficients N.RN.A.2 2. Apply exponential power properties to monomials (integer and zero exponential powers)N.RN.A.2 3. Convert between scientific and standard notationsN.RN.A.2 4. Multiply and Divide using scientific notationN.RN.A.2 5. Simplify expressions containing three variables with integer exponents and integer coefficientsN.RN.A.2 6. Simplify expressions with negative exponentsN.RN.A.2 7. Convert between scientific notation and standard notationN.RN.A.2 8. Multiply and divide scientific notation and standard notationN.RN.A.2 9. Solve a geometry application problem involving area or volume of a shape given the formula with 1 variable. CSL Level 2 10. Simplify expressions containing three or more exponential properties with positive exponents and positive coefficients8.EE.A.1 11. Simplify expressions containing three or more exponential properties with positive exponents and negative coefficients8.EE.A.1 12. Simplify expressions two or more exponential properties with negative exponents8.EE.A.1 13. Solve a geometry application problem involving area or volume of a shape (including circles) given the formula with more than one variable. G.GMD.4 CSL Level 3 14. Simplify expressions containing three or more exponential properties with positive exponents8.EE.A.1 15. Simplify expressions that require more than two exponential properties with negative exponents8.EE.A.1 16. Apply exponential properties to real world application problems. Solve word problems involving exponents8.EE.A.1 17. Create and analyze word problems involving exponents8.EE.A.1 | 10 | sarah | ||||||||||||||||||||

4 | Length of Course (Qtr, Sem or Year): | This is a one year course. | ||||||||||||||||||||||||

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6 | Instructional Unit #1 | |||||||||||||||||||||||||

7 | Name of Unit/Big Idea: | Unit #1 Evaluating Expressions and Formulas Review (Chapter 1) | ||||||||||||||||||||||||

8 | Brief Description: | Students will review how to: evaluate numerical expressions (Add, Subtract, Multiply, Divide including fractions and mixed numbers), exponents, grouping symbols, including fractions and mixed numbers. Students will learn how to: Evaluate quadratic formula, investigate the similarities of the Pythagorean Theorem and the Distance Formulas, | ||||||||||||||||||||||||

9 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

10 | Essential Questions: | ? | ||||||||||||||||||||||||

11 | Common Core State ELA or Math Standards: | 6.RP.A.2, 6NS.A.1, 6EE.A1, 7.EE.A.1, 8EE.A.4, 8EE.A.6, | ||||||||||||||||||||||||

12 | Reportable Standards | 1 | ||||||||||||||||||||||||

13 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

14 | Students should be able to: 1. Add, subtract, multiply and divide integers, fractions and decimals 2. Recognize the distance, midpoint, slope formulas 3. Apply properties of operations as strategies to add, subtract, multiply and divide whole and mixed numbers. 4. Combining like terms and distributive property will be reviewed with solving equations. 5. Vocabulary - | CSL Level 1 1. Evaluate numeric expressions (Add, Subtract, Multiply, Divide Only but including fractions and mixed numbers) 6.NS.A.1, 6.EE.A.1, 7.EE.A.1 2. Evaluate numeric expressions including exponents 6.EE.A.1, 3. Evaluate numeric expressions including grouping symbols 6.EE.A.1, 4. Evaluate algebraic expressions with no more than 4 operations. 7.EE.A.1, 5. Evaluate the numerical expression given the distance, slope, midpoint and quadratic formulas 6.EE.A.1 6. Evaluate the numeric expression in the form of the Pythagorean Theorem solved for a variable. 6.EE.A.1 CSL Level 2 7. Evaluate numeric expressions with exponents and grouping symbols including fractions and mixed numbers 6.NS.A.1, 7.EE.A.1, 8. Evaluate algebraic expressions without fractions with more than four operations 7.EE.A.1, 9. Evaluate the distance, slope and midpoint formulas given values to substitute. 6.EE.A.2 10. Evaluate the numeric expression in the form of the Pythagorean Theorem solved for a variable when given values to substitute 6.EE.A.2 11. Evaluate the distance, slope, midpoint and quadratic formula given values for substitution. 6.EE.A.2 12. Emphasis will be put on negative numbers with exponents. 6.EE.A.2 13. When evaluating the quadratic formula only use values that will result in perfect squares under the radical. 8.EE.A.1 CSL Level 3 14. Evaluate algebraic expressions with fractions and mixed numbers 6.NS.A.1, 15. Evaluate the distance, slope and midpoint formulas given two points. 6.EE.A.2 16. Evaluate the quadratic formula given a trinomial equation. 6.EE.A.2 | CSL Quiz (Spiral Review) Common Assessments: Unit 1 Test Daily Assessment: Formative assessments will be given independently by teachers. | |||||||||||||||||||||||

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17 | Instructional Unit #2 | |||||||||||||||||||||||||

18 | Name of Unit/Big Idea: | Unit #2 Solving Equations (Chapter 2) | ||||||||||||||||||||||||

19 | Brief Description: | Students will learn how: solve multi-step equations using mixed numbers, rational numbers, fractions and decimals, solve using proportions with monomials and a variable, solve for a variable given a variable equation, evaluate a variable equation using substitution for that variable. | ||||||||||||||||||||||||

20 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

21 | Essential Questions: | ? | ||||||||||||||||||||||||

22 | Common Core State ELA or Math Standards: | 8.EE.C.8, REI.A.1, CED.A.1, | ||||||||||||||||||||||||

23 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

24 | Students should be able to: 1. Use the distributive property 2. Combine like terms 3. Vocabulary - | Level 1 1. Solve radical equations 2. Solve by taking the square root of an equation 3. Solve equations that are already factored 4. Solve by factoring using GCF only 5. Solve by factoring leading coefficient of 1 6. Solve by factoring leading coefficient is a whole number other than 1 7. Solve by factoring difference of squares 8. Find the value of the discriminant and determine the number of real solutions of an equation 9. Solve using quadratic formula starting in Standard Form with rational answer Level 2 10. Solve radical equations that require more than one operation to solve for the radical. 11. Use the discriminant to identify the number of real and complex solutions 12. Solve percent change problems(N-Q 3) Level 3 12. Solve using quadratic formula NOT starting in Standard Form with rational and irrational answers 13. Use completing the square to rewrite equations in vertex form (A-SSE 3) (Done) | CSL Quiz (Spiral Review) Common Assessments: Unit 2 Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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26 | Instructional Unit #3 | |||||||||||||||||||||||||

27 | Name of Unit/Big Idea: | Unit #3 Simplifying Radicals (Chapter 10) | ||||||||||||||||||||||||

28 | Brief Description: | Students will learn how to: Convert an simplified expressions from a radical form to a rational-exponent form and rational-exponent form to a radical form, add, subtract, multiply divide radical expressions and equations, simplify fractional and radical root forms, solve equations of fractional and radical root form, | ||||||||||||||||||||||||

29 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

30 | Essential Questions: | ? | ||||||||||||||||||||||||

31 | Common Core State ELA or Math Standards: | A-SSE.2, A-SSE.3.C, N-RN.2 | ||||||||||||||||||||||||

32 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

33 | 1. Add, subtract, multiply monomials and binomials 2. Know perfect square numbers 3. Simplify square root expression that are perfect squares (beginning) 4. Vocabulary – | CSL Level 1 1. Find rational number square roots without a calculator (N-RN 3) (Done) 2. Simplify square roots (perfect squares) with or without coefficients (N-RN.3) 3. Simplify square roots (not perfect squares) with or without coefficients (N-RN.3) 4. Rationalize the denominator (N-RN.3) 5. Add and subtract like radicands with 2 or 3 terms (N-RN.3) CSL Level 2 6. Approximate irrational square roots with and without calculators (N-RN 3) (Done) 7. Add and subtract 2-4 terms with unlike radicand (N-RN.3) 8. Use the distributive property with and without square root as a coefficient (N-RN.3) 9. Multiply a binomial by a monomial (N-RN.3) 10. Solve equations then substitute solution back into the first equation to find the answer to the problem. (EE.5) 11. Solve equations for real numbers that contain a radicand. (N-RN.3) CSL Level 3 12. Use geometry to find area of a figure (6.G.1) | CSL Quiz (Spiral Review) Common Assessments: Unit 3 Test Daily Assessment: Formative assessments will be given independently by teachers. | |||||||||||||||||||||||

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35 | Instructional Unit #4 | |||||||||||||||||||||||||

36 | Name of Unit/Big Idea: | Unit #5 Statistics (Parts of Chapters ) | ||||||||||||||||||||||||

37 | Brief Description: | Students will learn how to: Use the definition of mean, mode, median, and range of the data to find missing numerical values of the data, calculate the average from a list of numerical set of data, and interpret the frequency of data from a table and/or a graph represented by the data. | ||||||||||||||||||||||||

38 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

39 | Essential Questions: | ? | ||||||||||||||||||||||||

40 | Common Core State ELA or Math Standards: | CCSS: S-ID.4, S-ID.5, S-ID.6, S-IC.1 | ||||||||||||||||||||||||

41 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

42 | 1. Find an average from data sets 2. Identify if data has any outliers 3. Define mean, median, mode 4. Define range and its significance to data set 5. Represent data with the best plot 6. Analyze best fit of a positive or negative correlation 7. Find trends of the data Vocabulary: average, trends, correlation, mean, median, mode, histogram, box-n-whiskers, scatter plot, range | Level 1 1. Calculate the average of a list of whole number and real number data sets. (S-ID.4) 2. Perform a single computation using information from a table or chart (S-IC.1) 3. Calculate the average, given the number of data values and the sum of the data (S-ID.4) 4. Perform computation on data from tables and graphs (S-IC.1) 5. Calculate the missing data value, given the average and all data values (S-ID.4) 6. Calculate the average, given the frequency counts of all the data values. (S-ID.4) 7. Manipulate data from tables and graphs (S-ID.6.a) 8. Distinguish between mean, median, and mode for a list of numbers (S-ID.4) 9. Interpret the mean, mode median and range for a data set (S-ID.4) 10. Read and interpret a two-way frequency table Level 2 11. Represent data on a scatter plot, histogram, and/or box-n-whiskers plots (S-ID.5) 12. Graph scatter plots and determine correlations (N-Q 1) (Done) 13. Given data in a frequency table be able to create a histogram (N-Q 1) (Done) 14. Given data create a frequency table or a cumulative frequency table (N-Q 1) (Done) 15. Identify if plotted data has a negative or positive correlation (S-ID.6.c) 16. Critique graphs for skewed representation (i.e. scale) (S-ID.6) 17. Decide whether to include the outliers as part of the data set or to remove them. (S-ID.3) 18. Use spreadsheets, graphing calculators and statistical software to statistically identify outliers and analyze data sets with and without outliers as appropriate. (S-ID.3) | CSL Quiz (Spiral Review) Common Assessments: Unit #5 Statistics Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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45 | Instructional Unit #5 | |||||||||||||||||||||||||

46 | Name of Unit/Big Idea: | Unit #6 Slope and Graphing Linear Functions (Chapters 3 and 4) | ||||||||||||||||||||||||

47 | Brief Description: | Students will learn how to: Determine slope of a linear equation given two ordered pairs, table of values, and a graph. Students will be able to graph a linear equation given slope and an ordered pair, with an equation in standard and/ or slope intercept forms, two ordered pairs and given x- and y-intercepts. They will be able to identify the slope as positive, negative, zero, or undefined. Create an equation given a real world linear application problem then graph the model. | ||||||||||||||||||||||||

48 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

49 | Essential Questions: | ? | ||||||||||||||||||||||||

50 | Common Core State ELA or Math Standards: | CCSS: A-CED.2, F-IF.5, F-IF.6, F-IF.7, F-IF.8, S-ID.7 | ||||||||||||||||||||||||

51 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

52 | 1. Graph a linear equation on a x-y coordinate plane 2. Graph a line in standard and slope-intercept forms 3. Determine slope of a line from a graph, table and two or more ordered pairs 4. Solve for missing ordered pairs given a linear equation 5. Convert from slope intercept or standard forms Vocabulary: slope, horizontal, vertical, intercept, standard form of a line, slope intercept form of a line | Level 1 · Identify slope as positive, negative, zero, or undefined from a graph and/or table of ordered pairs (S-ID.7) · Determine slope given a graph with two ordered pairs, or two points from a table (8F.4) · Determine slope given a table with three or more ordered pairs (8F.4) · Graph a line given a table of values (A-CED.2) · Graph a linear equation in slope-intercept and/or standard forms (A-CED.2) · Graph vertical and horizontal lines (A-CED.2) · Determine x- and y-intercepts of a line in standard and/or slope-intercept forms (A-CED.2) · Determine x- and y-intercepts given a graph and/or table of ordered pairs (A-CED.2) · Graph a linear equation given the x- and y-intercepts (A-CED.2) · Graph a linear equation in standard and/or y-intercept forms (A-CED.2) - Graph linear inequalities in one variable on a number line A - CED 1 Level 2 · Convert an equation into slope intercept (A-CED.4) · Write an equation of a line given a graph, slope and/or ordered pairs (A-CED.1) · Create and graph a linear equation from a real world application problem (A-CED.1) Level 3 · Interpret the application model as an equation to predict trends (A-CED.1) -Rate of change problems (students are given a graph and asked to interpret data based on the graph) -Given an equation in point slope form create a graph | CSL Quiz (Spiral Review) Common Assessments: Unit #6 Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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55 | Instructional Unit #6 | |||||||||||||||||||||||||

56 | Name of Unit/Big Idea: | Unit #7 Writing Equations of Linear Functions (Including parallel and perpendicular Lines) | ||||||||||||||||||||||||

57 | Brief Description: | Students will learn how to: Write equation of a line in point slope, convert equations of lines between standard, slope-intercept and point slope forms; Compare if lines are parallel, perpendicular given two lines in any form. Create an equation of a line that is parallel or perpendicular to the given line; | ||||||||||||||||||||||||

58 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

59 | Essential Questions: | ? | ||||||||||||||||||||||||

60 | Common Core State ELA or Math Standards: | CCSS: A-CED.1, A-CED.2, A-REI.10, F-IF.4, F-IF.B.6, F-IF.B.7, G-GPE.5 | ||||||||||||||||||||||||

61 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

62 | 1. Create a linear equation for the graph on the x-y coordinate plane 2. Graph a line in standard, slope-intercept and point-slope forms 3. Determine slope of a line from a graph, table and two or more ordered pairs 4. Solve for variable ordered pair given a table of ordered pairs or a linear equation 5. Convert from slope-intercept, point-slope or standard forms 6. Investigate and create a piece-wise linear function Vocabulary: slope, horizontal, vertical, intercept, standard form of a line, slope intercept form of a line, point-slope form of a line, parallel lines, perpendicular lines | Level 1 · Create an equation of the line given slope and y-intercept in point-slope form (Including writing equations of horizontal and vertical lines when given a slope and either an x or y intercept) A-CED.1 · Create an equation of the line given a graph in point-slope form A-CED.1 · Write the equation of the line given two ordered pairs in point-slope form A-CED.1 Level 2 · Given an equation in slope intercept form write the equation of the line parallel or perpendicular to in point-slope form. A- CED.1;G-GPE.5 · Convert equation of lines to point-slope, standard and slope-intercept forms A-CED.1 · Given an equation in slope intercept form create the equation of the line parallel or perpendicular to in slope intercept form. G-GPE.5 · Write a recursive formula (A & G) F-LE.2 · Write an explicit formula (A & G) F-LE.2 Level 3 · Create and graph a linear equation from a real world application problem A-CED.2 · Interpret the application model as an equation to predict trends A-CED.3 -Compound problems using slope, standard form, y-intercepts. | CSL Quiz (Spiral Review) Common Assessments: Unit #7 Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | Piece wise functions need to be added | ||||||||||||||||||||||

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64 | Instructional Unit #7 - moving to the end of the year | |||||||||||||||||||||||||

65 | Name of Unit/Big Idea: | Unit #8 Graphing Functions | ||||||||||||||||||||||||

66 | Brief Description: | Students will learn how to: Identify the type of parent function as linear, absolute value, quadratic, cubic, square root, and exponential; determine the domain and range of the parent function; given a graph or function, identify the translation of the parent function to a new function | ||||||||||||||||||||||||

67 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

68 | Essential Questions: | ? | ||||||||||||||||||||||||

69 | Common Core State ELA or Math Standards: | CCSS: A-CED.1, A-CED.2, A-REI.10, F-IF.4, F-IF.5,, F-IF.6, F-IF.7b, F-LE.1F-FB.3, | ||||||||||||||||||||||||

70 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

71 | 1. Domain and range definitions 2. Determine the type of parent graph 3. Create and identify the translations to functions: f(x), f(x-h), f(x-h) + k | Level 1 1. Determine the type of functions as: absolute value, linear, quadratic, cubic function, square root or exponential 2. Determine the domain and range of an absolute value function, a linear function, a quadratic function, a cubic function, square root, or an exponential function (F-IF.5.) 3. Determine the x-intercepts and the y-intercepts as well as the maxima and minima for an absolute value function, a quadratic function, a cubic function, square root, or an exponential function. (F-IF.7) 4. Given a table of ordered pairs, determine the pattern to be linear, quadratic, or cubic (F.BF.1) Level 2 5. Given a function, identify horizontal and vertical translations and horizontal and vertical reflections of functions including absolute value, quadratic, cubic, square root 6. Given a graph, identify horizontal and vertical translations and horizontal and vertical reflections of functions including absolute value, quadratic, cubic, square root 7. Given a graph, determine the domain and range of a piecewise function** Level 3 8. Given an equation of any of the above create a graph 9. Use the zeros to sketch graphs of cubics 10. Graphing cube root functions 11. Graphing piece-wise functions 12. Identify domain/range restrictions on piecewise functions and rational functions | CSL Quiz (Spiral Review) Common Assessments: Unit #8 Graphing Functions Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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74 | Instructional Unit #8 | |||||||||||||||||||||||||

75 | Name of Unit/Big Idea: | Unit #9 Systems of Equations (Chapter 6) | ||||||||||||||||||||||||

76 | Brief Description: | Students will learn how to: Solve a system of linear equations by elimination, substitution and graphically; when given an application problem students will create a systems of equations, graph the equations and solve the system to analyze the importance of the solution. | ||||||||||||||||||||||||

77 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

78 | Essential Questions: | ? | ||||||||||||||||||||||||

79 | Common Core State ELA or Math Standards: | CCSS: A-REI.6, A-REI.10, A-CED.1, A-CED.3 | ||||||||||||||||||||||||

80 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

81 | 1. Create and graph a linear function 2. Know the meaning of no solutions, one solution, and infinitely solutions 3. Analyze and interpret the solution of an application problem to see if it makes sense to the situation Vocabulary: System of Linear Equations, Infinite Solutions (same line), No solution (parallel line), One Solution (one intersection point) | Level 1 1. Identify the solution of a system when given a graph (Including Horizontal and Vertical Lines) 2. Solve a system by substitution when one equation is solved for either x or y 3. Solve a system by elimination when only addition is required 4. Solve a system by elimination when only addition is required Level 2 5. Solve a system by graphing when equations are not in Slope-Intercept form but the coefficient on y is 1 or -1 for both equations (Including Horizontal and Vertical Lines) 6. Solve a system by substitution when neither equation is solved for x nor y, but one has a coefficient of 1. 7. Solve a system by elimination when multiplying one equation by negative one is required. 8. Solve a system by elimination when multiplying one equation by a number is required. 9. Solve a system of equations by the method of your choice. (These are Level 1 problems where the students are not told which method to use. 10. Solve an application problem involving a substitution level 1 problem when the equations are given in the problem. 11. Graphing systems of inequalities Level 3 12. Solve a system by graphing given any two equations (Including Horizontal and Vertical Lines) 13. Solve a system by elimination when multiplying both equations by a number is required. 14. Solve a system of equations by the method of your choice. (These are Level 2 type problems where students are not told which method to use. 15. Solve an application problem involving a substitution level 1 problem when the equations are not given in the problem. 16. Solve a system by either substitution or elimination with 3 equations 17. Given a graph of a systems of inqualities write the equation | CSL Quiz (Spiral Review) Common Assessments: Unit #9 Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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83 | Instructional Unit #9 | |||||||||||||||||||||||||

84 | Name of Unit/Big Idea: | Unit #10 Exponents (Chapter 7) | ||||||||||||||||||||||||

85 | Brief Description: | Students will learn how to: Simplify variables expressions with integer exponents; use the integer and zero exponent properties to multiply, divide and simplify variables of the same base; use scientific notation with integer exponents and base 10. | ||||||||||||||||||||||||

86 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

87 | Essential Questions: | ? | ||||||||||||||||||||||||

88 | Common Core State ELA or Math Standards: | 8.EE.A.1, 8.EE.A.4, G.GMD.4 | ||||||||||||||||||||||||

89 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

90 | 1. Know and practice exponential properties 2. Multiply and Divide one or more variable with exponents 3. Multiply and Divide using scientific and standard notations 4. Convert between scientific and standard notation | Level 1 1. Multiply and Divide monomials with and without leading positive and negative coefficients 2. Apply exponential power properties to monomials (integer and zero exponential powers) 3. Convert between scientific and standard notations 4. Multiply and Divide using scientific notation 5. Simplify expressions containing three variables with integer exponents and integer coefficients 6. Simplify expressions with negative exponents 7. Convert between scientific notation and standard notation 8. Multiply and divide scientific notation and standard notation 9. Solve a geometry application problem involving area or volume of a shape given the formula with 1 variable. Level 2 10. Simplify expressions containing three or more exponential properties with positive exponents and positive coefficients 11. Simplify expressions containing three or more exponential properties with positive exponents and negative coefficients 12. Simplify expressions two or more exponential properties with negative exponents 13. Solve a geometry application problem involving area or volume of a shape (including circles) given the formula with more than one variable. Level 3 14. Simplify expressions containing three or more exponential properties with positive exponents 15. Simplify expressions that require more than two exponential properties with negative exponents 16. Apply exponential properties to real world application problems. Solve word problems involving exponents 17. Create and analyze word problems involving exponents | CSL Quiz (Spiral Review) Common Assessments: Unit #10 Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

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92 | Instructional Unit #10 | |||||||||||||||||||||||||

93 | Name of Unit/Big Idea: | Unit #11 Polynomial Operations (parts of Chapters 4 - 8) | ||||||||||||||||||||||||

94 | Brief Description: | Students will learn how to: Simplify expressions and equations of polynomials; Add, subtract and multiply polynomials; determine area of triangles and rectangles, and perimeter of shapes involving polynomials; | ||||||||||||||||||||||||

95 | Length of Unit (Days/Weeks): | ? | ||||||||||||||||||||||||

96 | Essential Questions: | ? | ||||||||||||||||||||||||

97 | Common Core State ELA or Math Standards: | CCSS: A-APR.1, G-GMD.3 | ||||||||||||||||||||||||

98 | Students will need to know . . . (vocabulary & skills) | Students will be able to . . . (performance) | Resources and assessments | |||||||||||||||||||||||

99 | 1. Simplify expressions of polynomials by Addition, subtraction and multiplication 2. Use multiplication techniques when multiplying polynomial by polynomial 3. Determine Perimeter and Area in variable form | Level 1 1. Simplify expressions by adding, subtracting multiplying two or more monomials 2. Simplify expressions by multiplying a monomial by a polynomial 3. Simplify expressions by multiplying a binomial by a binomial 4. Simplify expressions by squaring a binomial Level 2 5. Simplify expressions containing more than one variable 6. Simplify expression that require like terms after multiplication Level 3 7. Simplify the multiplication of binomial raised to a power of 2 8. SImplify the multiplication of trinomial multiplied by a trinomial. 9. Simplify expressions by multiplying a binomial by a trinomial 10. Create and analyze application problems of polynomial equations 11. Determine Area of Triangles and rectangles involving polynomials. 12. Determine Perimeter of shapes involving polynomials. | CSL Quiz (Spiral Review) Common Assessments: Unit #11 Polynomial Test Daily Assessment: Formative assessments will be given independently by teachers. Project: ? | |||||||||||||||||||||||

100 |

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