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1 | Secondary Math 1 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 to 3 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 to 5 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 | Linear #9, 14 | ||||||||||||||||||||||

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 | Linear #10, 11, 12 | ||||||||||||||||||||||

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 | 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. | Linear #8, 13 ACT: Coordinate Geometry; graphing inequalities | |||||||||||||||||||||

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