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1 | Secondary Math 1 Honors Curriculum Map (Quarter 1) | |||||||||||||||||||||||||

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3 | Time Frame | Utah State Core Standard | Expected Student Outcome (Objective) | Essential Academic Vocabulary | Assessments (Formative & Summative) | Instructional Learning Activities | ||||||||||||||||||||

4 | taught throughout | N.Q.1 | I can select and use appropriate units of measurement. Given a graph, I can draw conclusions and make inferences. I can choose appropriate scales to create linear and exponential graphs. I can determine, from the labels on a graph, what the units of the rate change are. | Scale, units of measurement | Explore a variety of examples of measurements used in graphs. Construct graphs using a variety of data sets. | |||||||||||||||||||||

5 | N.Q.2 | I can choose appropriate measures and units for problem situations. I can create a relationship among different units. | Unit rates, modeling, quantity, unit conversion, propertion, ratio | Integrate this objective into problem solving throughout the curriculum. Place an emphasis on relationships between two different units. | ||||||||||||||||||||||

6 | N.Q.3 | I can determine whether whole numbers, fractions, or decimals are most appropriate. I can determine the appropriate power of ten to reasonably measure a quantity. I can determine the resulting accuracy in calculations. I can determine what level of rounding should be used in a problem situation. | Precision, accuracy | Discuss misconceptions in resulting calculations involving measurement. | ||||||||||||||||||||||

7 | A.SSE.1 a, b | Given an expression, I can identify the terms, bases, exponents, coefficients, and factors. I can determine the real world context of the variables in an expression. I can identify the individual factors of a given term within as expression. I can explain the context of different parts of a formula. | Exponents, factors, terms, bases, coefficients, expression | Given a word problem and a formula have students examine the structure and explain the context of different parts of the formula. Design a game around identifying terms, bases, exponents, coefficients, and factors. Create formulas based on context. | ||||||||||||||||||||||

8 | 2 days | A.REI.1 | I can understand, apply, and explain the results of using inverse operations. I can justify the steps in solving equations by applying and explaining the properties of equality, inverse, and identity. I can use the names of the properties and common sense explanations to explain the steps in solving an equation. | Constant, coefficient, properties of operations and properties of equalities, like terms, variable, evaluate, justify, viable. | Linear #1 | Have students share different ways of solving equations that lead to the same answer. Find and analyze mistakes in student work samples. Partner problems: One student solves, the other writes reasons why steps work. Introduce a two-colume proof as a way of organizing justifications. | ||||||||||||||||||||

9 | 10 days | A.REI.3 | I can write equations in equivalent forms to solve problems. I can analyze and solve literal equations for a specified variable. I can understand and apply the properties of inequalities. I can verify that a given number is a solution to the equation or inequality. I can interpret the solution of an inequality in real terms. I can solve simple exponential equations using the law of exponents. | Properties of Inequalities. | Exponentials & Comparisons #1, 2 Linear #2, 3, 4 | Solve specified variables, using connon formulas used in science, economics, or other disciplines. Examine and prove why dividing or multiplying by a negative reverses the inequality sign. Use applications from a varieity of disciplines to motivate solving linear equations and inequalities. | ||||||||||||||||||||

10 | A.REI.3 | (New for 2016-2017) I can solve compound one variable inequalities. I can solve absolute value one variable inequalities. | absolute value, compound inequality, AND, OR | |||||||||||||||||||||||

11 | 4 days | A.CED.1 | I can create one-variable linear equations and inequalities form contextual situation. I can create one-variable exponential equations and inequalities from contextual situations. I can solve and interpret the solution to multi-step linear equations and inequalities in context. I can use properties of exponents to solve and interpret the solution to exponential equations and inequalities in context. | Greater than, less than, at most, at least, =, <, >, no morethan, no less than. | Exponentials & Comparisons #3, 4 Linear #6 ACT: Pre-Algebra; linear equations in one varable, Intermediate Algebra; modeling | Convert contextual information into mathematical notation. Use story contexts to create linear and exponential equations and inequalities. | ||||||||||||||||||||

12 | A.CED.4 | I can extend to concepts used in solving numerical equations to rearranging formulas for a particular variable. | Constant, variable, formula, literal equation | Linear #5 | Use formulas from a varitiy of disciplines such as physics, chemistry, or sports to explore the advantages of different formats of the same formula. | |||||||||||||||||||||

13 | 7 days | A.CED.2 | I can write and graph an equation to represent a linear relationship. I can write and graph an equation to represent as exponential relationship. I can model a data set using an equation. I can choose the best form of an equation to model linear and exponential functions. | Variable, dependent variable, independent variable, domain, range, scale | Exponentials & Comparisons #6 Linear #7 ACT:Intermediate Algebra; modeling | Use story contexts to create linear and exponential graphs. Use technology to explore a variety of linear and exponential graphs. Use data sets to generate linear and exponential graphs and equations. | ||||||||||||||||||||

14 | A.REI.10 | I can identify solutions and non-solutions of linear and exponential equations. I can graph points that satisfy liner and exponential equations. I can understand that a continuous or a line contains an infinite number of solutions. | Ordered pair, coordinate plane, solution, non-solution, sets | Exponentials & Comparisons #5 | ||||||||||||||||||||||

15 | A.CED.3 | I can determine whether a point is a solution to an equation or inequality. I can determine whether a solution has meaning in a real-world context. I can write and graph equations and inequalities representing constraints in contextual situations. | Constraint, greater the, >, less then, <, greater then or equal to, less then or equal to, inequality, viable | |||||||||||||||||||||||

16 | 14 days | A.REI.11 | I can approximate solutions to systems of two equations using graphing technology. I can approximate solutions to systems of two equations using tables a values. I can explain why the x-coordinates of the points where the graphs of the equations y = f(x) and = g(x) intersect are the solutions of the equation f(x) = g(x). | Function, intersection, approximate, linear, exponential, f(x), g(x). | ||||||||||||||||||||||

17 | A.REI.6 | I can solve a system of equations exactly (with algebra) and approximately (with graphs). I can test a solution to the system in both original equations. I can analyze a system of equations using slope to predict one, infinitely many or no solutions. | System of equations, consistent and inconsistent systems, dependent and independent systems, solution set | |||||||||||||||||||||||

18 | A.REI.5 | I can explain the use of the multiplication property of equality to solve a system of equations. I can explain why the sum of two equations is justifiable in the solving of a system of equations. I can relate the process of linear combinations with the process of substitution for solving a system of linear equations. | Elimination by multiplication and addition, substitution | |||||||||||||||||||||||

19 | N.VM.13+ | I can represent a system of linear equations using matrices. I can solve a system of two equations with two unknowns by hand using matrices. I can use technology to solve a system of three or more equations using matrices. | matrices, row-echelon form, inverse, identity, determinant, dependent, inconsistent, sigular matrix | ACT: Intermediate Alg. matrices | Use row-echelon form to solve systems of equations. Use matrix equations to solve systems. Use contextual situations with multiple variables to explore the power of matrices. Explore dependent and inconsistent systems of equations. | |||||||||||||||||||||

20 | 5 days | N.VM.6 + | I can organize data in a matrix. I can identify and name matrix properties accurately. I can interpret data in a matrix. I can recognize and use matrix notation. | row, column, dimension, square matrix, row matrix, column matrix | ACT: Intermediate Alg. matrices | Use matrices to represent a logic problem. Relate matrices to tables and spreadsheets. Find examples in the media of data that can be represented in a matrix. | ||||||||||||||||||||

21 | N.VM.7 + | I understand that scalar multiplication does not change the order of elements in a matrix. I can multiply a matrix by a scalar. | scalar | ACT: Intermediate Alg. matrices | Interpret scalar multiplication in real-world contexts. Multiply using a variety of scalars. Use scalar multiplication with a matrix representing a polygon to create a dilation. Generalize scalar multiplication to include variables. | |||||||||||||||||||||

22 | N.VM.8 + | I can recognize the necessary conditions for matrix operations I can add and subtract matrices by hand and using technology. I can multiply matrices by hand and using technology. Explain the meaning of the result of matrix operations in context. | row, column, matrix | ACT: Intermediate Alg. matrices | Connect matrix operations to a context. Use matrix operations to preform geometric transformations. | |||||||||||||||||||||

23 | N.VM.9 + | I understand that multiplication of matrices in not commutative. I understand that the associative and distributive properties hold for matrix multiplication. | associative, commutative, distributive, square matrix | ACT: Intermediate Alg. matrices | Explore the result of a variety of matrix operations on square matrices using technology. | |||||||||||||||||||||

24 | N.VM.10 + | I can recognize and create matrices that are identity matrices. I can determine additive and multiplicative identities and inverses of a matrix when they exist. I can find the determinant of a matrix using technology. I can use the determinant to determine of a square matrix has an inverse. | identity, inverse, determinant, square matrix, non-zero, variable matrix, singular matrix | ACT: Intermediate Alg. matrices | Explore transformations by trying different values in a transformation matrix and observing the resultant vector. Apply transsformations of matrices to cryptology. | |||||||||||||||||||||

25 | 4 days | A.REI.12 | I can graph the solution to linear inequalities in two variables. I can graph the solution to systems of linear inequalities in two variables. I can identify the solutions as a region of the plane. | Inequality, solution, half-plane, solution region. | ACT: Coordinate Geometry; graphing inequalities | |||||||||||||||||||||

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