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Title of ResourceStandard/
Benchmark HCPS III		CommentsDegree of Alignment to Standard/ BenchmarkQuality of Explanation of Subject MatterUtility of Materials Designed to Support Teachers
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Bloodstain Pattern Doesn't Lie......A.CED.2Students will formulate a hypothesis about the relationship (linear, direct, indirect, etc.) between the distance a drop of blood falls and the diameter of the splatter it makes. To test their hypothesis, the students will work collaboratively to make blood droplets, on paper, from different heights. After graphing droplet diameter and height using a spreadsheet program, individual students will evaluate their hypothesis. Students will use their graphed data to: 1) write an equation for the mathematical relationship of droplet diameter and height. 2) interpolate the height from which a blood droplet made by someone else was dropped. The students will compare data from different groups to determine possible sources for differences.322
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Sorting Equations and IdentitiesA.SSE.1
A.SSE.2
A.SSE.3
A.SSE.4
A.APR.4
A.REI.2
A.REI.3
A.REI.4
This lesson unit is intended to help teachers assess how well students are able to: recognize the differences between equations and identities; substitute numbers into algebraic statements in order to test their validity in special cases; resist common errors when manipulating expressions such as 2(x Đ 3) = 2x Đ 3; (x + 3)_ = x_ + 3_; and carry out correct algebraic manipulations. It also aims to encourage discussion on some common misconceptions about algebra.Not ratedNot ratedNot rated
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Solving Quadratic Equations: Cutting CornersA.REI.2
A.REI.3
A.REI.4		This lesson unit is intended to help teachers assess how well students are able to solve quadratics in one variable. In particular, the lesson will help teachers identify and help students who have the following difficulties: making sense of a real life situation and deciding on the math to apply to the problem; solving quadratic equations by taking square roots, completing the square, using the quadratic formula, and factoring; and interpreting results in the context of a real life situation.Not ratedNot ratedNot rated
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CC Tasks: The Cycle Shop (HS Algebra)A.CED.2
A.CED.3
A.REI.1
A.REI.3
A.REI.7		Task Description: The tasks in the unit access the full range of Depth of Knowledge including Recalling and Recognizing, Using Procedures, Explaining and Concluding and Making Connections, Extensions. This packet contains a curriculum-embedded CCLS aligned task and instructional supports. The task is embedded in a 4-5 week unit on Reasoning with Equations and 322
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Multiplying PolynomialsA.APR.1In this lesson, students apply their knowledge of distributive property to multiply polynomials. The process of multiplying by the FOIL method is developed. The English Language Development goals and objectives for this lesson are for a Novice High English Language Learner (ELL).11.82
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Quadratic curve and graph displayF.BF.3
F.IF.7		An interactive applet that allows the user to graphically explore the properties of a quadratic equation. Specifically, it is designed to foster an intuitive understanding of the effects of changing the three coefficients in the function. The applet shows a large graph of a quadratic (ax^2 + bx +c) and has three slider controls, one each for the coefficients a,b and c. As the sliders are moved, the graph is redrawn in real time illustrating the effects of these variations. The roots of the equation are shown both graphically and numerically, including the case where the roots are imaginary. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.2.5
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CC Tasks: Aussie Fir Tree (HS Algebra)A.CED.1
F.BF.1
A.REI.4
F.IF3
Task Description: This task asks students to recognize geometric patterns, visualize and extend the pattern, generate a non-linear sequence, develop and algebraic generalization that models the growth of a quadratic function and verify the inverse relationship of the quadratic relationship. The Aussie Fir Tree task is a culminating task for a 2-3 week unit on algebra that uses the investigation of growing patterns as a vehicle to teach students to visualize, identify and describe real world mathematical relationships. Students who demonstrate mastery of the unit are able to solve the Aussie Fir Tree task in one class period.322
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Equation GrapherF.IF.7
F.BF.1
A.SSE.3		Learn about graphing polynomials. The shape of the curve changes as the constants are adjusted. View the curves for the individual terms (e.g. y=bx ) to see how they add to generate the polynomial curve.Not ratedNot ratedNot rated
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Imaginary Concepts -- Playing with iN.CN.1This module contains some example problems involving the manipulation i, the imaginary number.Not ratedNot ratedNot rated
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Graphing Quadratic EquationsA.REI.4This lesson will help students quickly graph a quadratic equation. It will also help them to understand the purpose of completing the square.222
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Why so Cross?A.REI.6This lesson will help students develop a deep understanding of what the solution to a system of linear equations means. They will investigate the graphs of systems as well as experiment with an online graphing calculator.Not ratedNot ratedNot rated
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Solving Linear Equations in Two VariablesA.CED.2
A.REI.6
A.REI.7		This lesson unit is intended to help teachers assess how well students are able to formulate and solve problems using algebra and, in particular, to identify and help students who have the following difficulties: solving a problem using two linear equations with two variables; and interpreting the meaning of algebraic expressions.2
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