Brice Christian 2013-2014 10th Grade Algebra 1 Yearly Plan Fall 2013 Houston Baptist University Education 4311

Dr. Busiek Resources: Internet Resources Intermediate Algebra (Gustafson Karr Massey) Speaker (Engineer)

General Goals: TLW: Learn to distinguish rational numbers from irrational numbers. Simplify, add, subtract, multiply and divide expressions with square roots. Identify the measures of the sides of a right triangle using the Pythagorean Theorem. Identify the slope of a line from a graph and the effects of the slope on a graph. Determine the equation of a line from two given points. Simplify polynomials and the quotient of monomials Solve and interpret linear equations and inequalities in various solutions including real-world problems. Factor polynomials Learn to solve and quadratic equations Solve systems of equations Identify properties of exponents Write and graph exponential growth and decay functions Write and graph inverse functions.

Summary: Algebra 1 is designed to engage students in the understanding and development of skills through the use of variables, formulas, equations, functions, graphs, and their applications by problem solving. Specifically, the relationship between equations and functions is very important in this course. This course is also intellectually engaging because the task of problem solving requires higher cognitive thinking. The skills learned from Algebra 1 will become the foundational building blocks for further math classes to be built upon. Statement of Fit into the Curriculum: Algebra 1 is a mathematics class taught in high school. This class is typically taken early on in high-school around freshman year, but some sophomores as well take it. The class taken prior to this, Pre-Algebra, is a class that prepared students with skills in mathematical concepts and processes that are needed in Algebra 1. Students in Pre-Algebra also learned fluency with rational numbers and proportional relationships with an emphasis on fractions, decimals and percents. Algebra 1 will continue to expand on this by adding on more relationships between numbers and variables. I will expect students to understand and solve problems with rational and irrational numbers, represent and analyze linear and non-linear functions, solve and simplify equations, and finally display and interpret data on a graph. The skills developed in Algebra 1 will be utilized in many of students upper level science and math courses as they progress throughout high school and college. Students will also become more sufficient at solving real-world problems upon exiting this course. Ultimately, this course will equip students with the necessary tools to tackle problems and find the solution in an effective way. Rationale: The rationale for Algebra 1 is typically, You need it for college or Its required on the SAT and ACT. However, the rationale for Algebra 1 goes far beneath that. First of all, in order to advance and understand the ideas presented in chemistry, physics, economics, business psychology and many other areas, Algebra 1 is required; most of which involve formulas. In the world around us, formulas surround us in every walk of life and Algebra 1 is responsible for creating those formulas. When it comes to calculating how much fence you need for your yard, calculating a batting average for a baseball player or calculating discounts and taxes, formulas are required and thats where Algebra 1 comes in handy. One day when students get on their own and have to pay for a car or a house, calculating interest rates and loans requires formulas to determine how much the payment each month would be. The topic of exponents and exponential growth in Algebra 1 can show us how compound interest grows over time, populations grow and how diseases grow and change. Quadratics in Algebra 1 can help us determine the paths of comets, meteors, soccer balls kicked and other

objects traveling. Even in looking at things like gambling and the chances of winning the lottery can be expressed in terms of an Algebra 1 equation. Algebra 1 is very beneficial for students who are looking to get jobs in nearly every field of work.

111.32. Algebra I (One Credit). (a) Basic understandings. (1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students will continue to build on this foundation as they expand their understanding through other mathematical experiences. (2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities. (3) Function concepts. A function is a fundamental mathematical concept; it expresses a special kind of relationship between two quantities. Students use functions to determine one quantity from another, to represent and model problem situations, and to analyze and interpret relationships. (4) Relationship between equations and functions. Equations and inequalities arise as a way of asking and answering questions involving functional relationships. Students work in many situations to set up equations and inequalities and use a variety of methods to solve them. (5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve meaningful problems. (6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As

they do mathematics, students continually use problem-solving, language and communication, and reasoning (justification and proof) to make connections within and outside mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problemsolving contexts. (b) Knowledge and skills. (1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to: (A) describe independent and dependent quantities in functional relationships; (B) gather and record data and use data sets to determine functional relationships between quantities; (C) describe functional relationships for given problem situations and write equations or inequalities to answer questions arising from the situations; (D) represent relationships among quantities using concrete models, tables, graphs, diagrams, verbal descriptions, equations, and inequalities; and (E) interpret and make decisions, predictions, and critical judgments from functional relationships. (2) Foundations for functions. The student uses the properties and attributes of functions. The student is expected to: (A) identify and sketch the general forms of linear (y = x) and quadratic (y = x2) parent functions;

(B) identify mathematical domains and ranges and determine reasonable domain and range values for given situations, both continuous and discrete; (C) interpret situations in terms of given graphs or creates situations that fit given graphs; and (D) collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations. (3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations. The student is expected to: (A) use symbols to represent unknowns and variables; and (B) look for patterns and represent generalizations algebraically. (4) Foundations for functions. The student understands the importance of the skills required to manipulate symbols in order to solve problems and uses the necessary algebraic skills required to simplify algebraic expressions and solve equations and inequalities in problem situations. The student is expected to: (A) find specific function values, simplify polynomial expressions, transform and solve equations, and factor as necessary in problem situations; (B) use the commutative, associative, and distributive properties to simplify algebraic expressions; and (C) connect equation notation with function notation, such as y = x + 1 and f(x) = x + 1.

(5) Linear functions. The student understands that linear functions can be represented in different ways and translates among their various representations. The student is expected to: (A) determine whether or not given situations can be represented by linear functions; (B) determine the domain and range for linear functions in given situations; and (C) use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions. (6) Linear functions. The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to: (A) develop the concept of slope as rate of change and determine slopes from graphs, tables, and algebraic representations; (B) interpret the meaning of slope and intercepts in situations using data, symbolic representations, or graphs; (C) investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b; (D) graph and write equations of lines given characteristics such as two points, a point and a slope, or a slope and yintercept; (E) determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations;

(F) interpret and predict the effects of changing slope and y-intercept in applied situations; and (G) relate direct variation to linear functions and solve problems involving proportional change. (7) Linear functions. The student formulates equations and inequalities based on linear functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: (A) analyze situations involving linear functions and formulate linear equations or inequalities to solve problems; (B) investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities; and (C) interpret and determine the reasonableness of solutions to linear equations and inequalities. (8) Linear functions. The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: (A) analyze situations and formulate systems of linear equations in two unknowns to solve problems; (B) solve systems of linear equations using concrete models, graphs, tables, and algebraic methods; and (C) interpret and determine the reasonableness of solutions to systems of linear equations.

(9) Quadratic and other nonlinear functions. The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic functions. The student is expected to: (A) determine the domain and range for quadratic functions in given situations; (B) investigate, describe, and predict the effects of changes in a on the graph of y = ax2 + c; (C) investigate, describe, and predict the effects of changes in c on the graph of y = ax2 + c; and (D) analyze graphs of quadratic functions and draw conclusions. (10) Quadratic and other nonlinear functions. The student understands there is more than one way to solve a quadratic equation and solves them using appropriate methods. The student is expected to: (A) solve quadratic equations using concrete models, tables, graphs, and algebraic methods; and (B) make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function. (11) Quadratic and other nonlinear functions. The student understands there are situations modeled by functions that are neither linear nor quadratic and models the situations. The student is expected to: (A) use patterns to generate the laws of exponents and apply them in problem-solving situations; (B) analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods; and (C) analyze data and represent situations involving exponential growth and decay using concrete

models, tables, graphs, or algebraic methods. Source: The provisions of this 111.32 adopted to be effective September 1, 1996, 21 TexReg 7371; amended to be effective August 1, 2006, 30 TexReg 1931.

Dates

Time

Title

Summary

TEKS

Resources/ Textbook pgs. Intermediate Algebra (Gustafson Karr Massey) pgs. 14-27 Youtube: Vedic Math: Gaurav Tekriwal (Online)

Aug. 26 Sept. 9

10 Days

Expressions & Solving Equations

TLW be able to write and evaluate expressions before solving equations.

111.32.1A, 3A, 4A, 4B,

Sept. 2

Student/ Staff Holiday

14 Days Graphing Linear TLW be able to write and graph Functions and functions. Equations 111.32.1A~E, 2A~C, 5A~C, 6B, 6E Intermediate Algebra (Gustafson Karr Massey) pgs. 91-105; Virtual Manipulatives: Funciton Machine (Online) Intermediate Algebra (Gustafson Karr Massey) pgs. 91-105; 131-143 Khan Academy: Graphing Functions (online)

Sept. 10 Sept. 27

Sept. 30 Oct. 15

11 Days

Graphing Linear TLW continue graphing linear Functions and functions and equations that are both Equations continuous and discrete. (cont.)

111.32.1A~D, 2A~D, 3A~C, 5A~C

Oct. 14

Student/Staff Holiday
3 Days Identify Linear Functions TLW be able to identify different types of linear functions. 111.32.2A, 2B, 5A Intermediate Algebra (Gustafson Karr Massey) pgs. 144-155

Oct. 16 Oct. 18

Oct. 21 Nov. 12

17 Days

Linear Functions

TLW be able to identify intercepts, slopes and slope-intercept forms of linear functions.

111.32.1A~D, 2A, 5B, 6A~G

Intermediate Algebra (Gustafson Karr Massey) pgs. 106-117 Relating sports with slope via a video

Nov. 13 Dec. 12

17 Days

Writing Linear Equations

TLW be able to write linear equations in slope-intercept form and point-slope 111.32.1A~D, 2A, form while finding the slopes of 5B, 6A~G, 7A, perpendicular and parallel lines.

Intermediate Algebra (Gustafson Karr Massey) pgs. 118-130

Nov. 25 Nov. 29

Student/Staff Holiday
6 Days Review and Final (DCA 1) TLW review all the 1st and 2nd nine weeks course material and demonstrate a mastery over the information. 111.32.1A~D, 2A~D, 3A~C, 4A, 4B, 5A~C, 6A~G, 7A Jeopardy Review Game for bonus points

Dec. 13 Dec. 20

Dec. 23 Jan. 6

Student/Staff Holiday
Intermediate Algebra (Gustafson Karr Massey) pgs. 229-239

Jan. 7 Jan. 16

8 Days

Inequalities

TLW be able to write, solve and graph inequalities.

111.32.1A~D, 2B, 3A, 5B, 5C, 7A~C,

Jan. 17 Feb. 11

12 Days

Systems of Equations

TLW be able to solve equations and word problems by graphing, substitution and elimination.

111.32.1A~E, 2B, 3A, 5B, 5C, 7A~7C, 8A~C,

Intermediate Algebra (Gustafson Karr Massey) pgs. 166-189 Relate to Career being a Sports Statistician/Accountant (online)

Jan. 20

Student/Staff Holiday
13 Days Properties of Exponents TLW be able to identify multiplication and division properties of exponents while being able to add, subtract and multiply polynomials. 111.32.1A, 2A, 3A, 4A, 4B, 11A Intermediate Algebra (Gustafson Karr Massey) pgs. 28-39; 298-314 Youtube Earthquake showing exponential damage (online)

Feb. 12 Mar. 3

Mar. 4

1 Day

Benchmark (DCA 2)

TLW will demonstrate skills in practice for the Alg. 1 EOC.

111.32.1A~D, 2A~D, 3A~C, 4A, 4B, 5A~C, 6A~G, 7A~C, 8A~C, 11A

N/A

Feb. 17

Student/Staff Holiday
17 Days Quadratics TLW be able to graph quadratics and factor trinomials by GCF. 111.32.1A, 1D, 2A, 3A, 4A, 4B, 9A~9D, 10B Intermediate Algebra (Gustafson Karr Massey) pgs. 563-577; 315-322; 332-342 Bring in Engineer to talk about Quadratics (speaker)

Mar. 5 Apr. 3

Mar. 10 Mar. 14

Student/Staff Holiday
4 Days Exponential Functions TLW be able to write and graph exponential growth and decay functions. 111.32.1A~1D, 2A, 2C, 3A, 11B, 11C Intermediate Algebra (Gustafson Karr Massey) pgs. 619-630 YouTube Smallpox outbreak to show exponential growth

Apr. 4 Apr. 11

(online)

Apr. 11 Apr. 17

4 Days

Inverse Functions

TLW be able to write and graph inverse functions.

111.32.1A, 1D, 2A, 2C, 3A, 11B

Intermediate Algebra (Gustafson Karr Massey) pgs. 596-605 Take temp. and convert between Fahrenheit and Celsius

Apr. 18

Student/Staff Holiday

Apr. 21 May 2

10 Days

EOC Review

TLW review for EOC Test.

111.32.1A~D, 2A~D, 3A~C, 4A, 4B, 5A~C, 6A~G, 7A~C, 8A~C, 9A~D, 10B, 11A~11C

Review provided by School

May 5 May 9

5 Days

EOC Testing Window

TLW demonstrate mastery of Algebra 1.

111.32.1A~D, 2A~D, 3A~C, 4A, 4B, 5A~C, 6A~G, 7A~C, 8A~C, 9A~D, 10B, 11A~11C

N/A

May 12 May 29

13 Days

Post-EOC Unit: Radicals

TLW be able to manipulate expressions with radicals and roots using their properties and rules.

111.33.4A~C

Intermediate Algebra (Gustafson Karr Massey) pgs. 454-466

May 26

Student/Staff Holiday

May 30 Jun. 5

5 Days

Review & Finals

TLW demonstrate a mastery of all coursework from the entire year.

111.32.1A~D, 2A~D, 3A~C, 4A, 4B, 5A~C, 6A~G, 7A~C, 8A~C, 9A~D, 10B, 11A~11C

N/A