Secondary Math 1 Curriculum Map 2018-2019
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
Secondary Math 1 Curriculum Map (Quarter 1)
2
3
Time FrameUtah State Core StandardExpected Student Outcome (Objective)Essential Academic VocabularyAssessments (Formative & Summative)Instructional Learning Activities
4
taught throughoutN.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 measurementExplore a variety of examples of measurements used in graphs.
Construct graphs using a variety of data sets.
5
N.Q.2I can choose appropriate measures and units for problem situations.
I can create a relationship among different units.
Unit rates, modeling, quantity, unit conversion, propertion, ratioIntegrate this objective into problem solving throughout the curriculum.
Place an emphasis on relationships between two different units.
6
N.Q.3I 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, accuracyDiscuss misconceptions in resulting calculations involving measurement.
7
A.SSE.1 a, bGiven 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, expressionGiven 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 daysA.REI.1I 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 #1Have 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 daysA.REI.3I 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 daysA.CED.1I 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.4I can extend to concepts used in solving numerical equations to rearranging formulas for a particular variable.Constant, variable, formula, literal equationLinear #5Use 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 daysA.CED.2I 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, scaleExponentials & 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.10I 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, setsExponentials & Comparisons #5
15
A.CED.3I 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, viableLinear #9, 14
16
14 daysA.REI.11I 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.6I 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 setLinear #10, 11, 12
18
A.REI.5I 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 daysA.REI.12I 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
20
21
Essential Standard
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100