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1 | Secondary Math 2 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 | 2 days | A.APR.1 | I can add, subtract, and multiply polynomials. I can explain why the result of adding, subtracting or multiplying polynomials is always a polynomial. I can factor trinomials. | like terms, binomial, trinomial, polynomial, closure, degree, leading coefficient | Polynomials & Radicals #1, 2, 3, 4 ACT Elem. Algebra: operations involving functions, factoring quadratic expressions. | Use algebra tiles or other manipulatives for addition, subtraction, and multiplication of polynomials. Try to find two polynomials whose sum/product is not a polynomial. Polynomial Puzzler: http://illuminations.nctm.org/Lessons.aspx Algebra Tiles, Polyominoes: http://nlvm.usu.edu/ | ||||||||||||||||||||

5 | F.BF.1b | I can combine standard function types by adding, subtracting, and multiplying. I can combine functions to model real world situations. | explicit expression, function | Polynomials & Radicals #5 ACT Elem. Algebra: operations involving functions | The total revenue for a company is found by multiplying the price per unit by the number of units sold minus the production cost. The price per unit is modeled by p(n)=-0.5n^2+6. The number of units sold is n. Production cost is modeled by c(n)=3n+7. Write the revenue function. | |||||||||||||||||||||

6 | 4 days | I can factor quadratic functions to determine the zeros. | binomial, trinomial, perfect square trinomial | |||||||||||||||||||||||

7 | 5 days | N.RN.1, N.RN.2 | I can extend the properties of integer exponents to rational exponents. I can define rational exponents. I can simplify expressions involving radicals and rational exponents. | rational exponent, radical, radicand, index, nth root | Polynomials & Radicals #6, 7, 9, 10 ACT Elem. Algebra: properties of exponents and square roots | Relate rational exponents to integer and whole number exponents. Compare contexts where radical form is preferable to rational exponents and vice versa. | ||||||||||||||||||||

8 | N.RN.3 | I can explain why sums and products of rational numbers are rational. I can explain why the sum of a rational and an irrational number is irrational. I can explain why the product of a nonzero rational number and an irrational number is irrational. I can calculate the sums and products of rational and irrational numbers from real world applications. | rational, irrational | Polynomials & Radicals #8 | Teach computation by using formal definitions. Explore sums and products of rational and irrational numbers to discover patterns where the results are either rational or irrational. | |||||||||||||||||||||

9 | 7 days | F.IF.4, F.IF.5, F.IF.7a,b | I can interpret key features (intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior) of a quadratic function. I can graph key features of a quadratic function from a verbal description of the relationship. I can determine the appropriate domain of a relationship in the context of a problem. (i.e. I can determine if the domain is restricted given the context.) I can graph linear and quadratic functions (with or without technology) given an equation, and show key features such as intercepts, maxima and minima. I can graph absolute value and piecewise-defined functions. I can compare and contrast key features of various functions including differences in domain and range, intercepts, and rates of change. | increasing, decreasing, interval, intercept, maximum, minimum, symmetry, end behavior, quadratic, vertex domain, function, independent variable, dependent variable, discrete, continuous piecewise, step function, axis of symmetry, absolute value, |x| | Graphing #1, 2, 4, 5, 6 | Given key features of a quadratic function, sketch the function by hand. Use graphing technology to explore and identify key features of a quadratic function. Compare key features of linear, exponential, and quadratic functions. Use interval notation or symbols of inequality to communicate key features of graphs. Discuss contexts where the domain of a function should be limited to a subset of integers, positive or negative values, or some other restriction to the real numbers. Find real-world contexts that motivate the use of step functions. Compare the absolute value function to its piecewise definition. | ||||||||||||||||||||

10 | A.CED.2 | I can graph quadratic functions and inequalities in two variables, using appropriate labels and scales. | dependent variable, independent variable, rate of change | ACT Coordinate Geometry: Graphs and equations of polynomials | Connect other representations, tabular, contextual, and algebraic to the graph of a quadratic. Graph a quadratic equation in multiple ways by making a table of values; doing transformations; using the vertex, a point, and line of symmetry. | |||||||||||||||||||||

11 | F.BF.3 | I can identify and explain the effect of a constant “k” on the parent graph of f(x) (i.e: f(x) + k, kf(x), f(kx), and f(x + k)) using various representations. I can use technology to illustrate and then explain the effects of “k” on a graph. I can find the value of “k” given the parent graph and a graph of the transformed function. I can recognize even and odd functions from their graphs and algebraic expressions. | even function, odd function, rigid transformation, dilation, symmetry | Graphing #8 | Use graphing technology to explore transformations of functions. Explore transformations that preserve characteristics of graphs of functions and which do not. Geogebra sliders TI Transform App | |||||||||||||||||||||

12 | F.IF.8a | I can write a quadratic function in an equivalent appropriate form (i.e. standard form, vertex form, and intercept form) to highlight items of interest (zeros, extreme values, and symmetry). I can explain the relationship between the roots and the coefficients of a quadratic function. I can explain the relationship between the roots and the factors of a quadratic function. | binomial, trinomial, perfect square trinomial, completing the square, zero, extreme values (maximum and minimum), vertex, axis of symmetry | Graphing #7 | Use manipulatives for multiplying, factoring, and completing the square. | |||||||||||||||||||||

13 | F.IF.6 | I can calculate the average rate of change of a function over a specified interval using an equation or a table. I can interpret the average rate of change of a function. I can estimate the average rate of change from a graph. | average rate of change, interval, Δ , secant line | Graphing #3 | Compare the graphs of a linear, exponential, and quadratic function over several of the same intervals and discuss average rates of change. In honors courses, discuss the relationship of the slope secant lines as they approximate a tangent line. | |||||||||||||||||||||

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