algebra 1/algebra 1 honors - lake county · algebra 1/algebra 1 honors ... mafs.912.a-ced.1.2 (dok...

Algebra 1/Algebra 1 Honors

Monday Unit :1 Equation & Inequalities Dates 8/24-9/

Math Florida Standard(s):

MAFS.912.A-CED.1.2 (DOK 2) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Identify the quantities in a mathematical problem or real world situation that should be represented by distinct variables and describe what quantities the variables represent. • Graph one or more created equations on coordinate axes with appropriate labels and scales. • Create at least two equations in two or more variables to represent relationships between quantities. • Justify which quantities in a mathematical problem or real world situation are dependent and independent of one another and which operations represent those relationships. • Determine appropriate units for the labels and scale of a graph depicting the relationship between equations created in two or more variables. MAFS.912.F-IF.1.1: (DOK 1) Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). MAFS.912.F-IF.1.2: (DOK 2) Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. MAFS.912.F-IF.2.4: (DOK 2) For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. • Define and recognize the key features in tables and graphs of linear and exponential functions: intercepts; intervals where the function is increasing, decreasing, positive, or negative, and end behavior. • Interpret key features of graphs and tables of functions in the terms of the contextual quantities each function represents. • Sketch graphs showing the key features of a function, modeling a relationship between two quantities, given a verbal description of the relationship. MAFS.912.F-IF.2.5: (DOK 2) Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. MAFS.912.F-IF.3.9: (DOK 2) Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. • Identify types of functions based on verbal, numerical, algebraic, and graphical descriptions and state key properties. • Differentiate between exponential and linear functions using a variety of descriptors (graphical, verbal, numerical, and algebraic). • Differentiate between two types of functions using a variety of descriptors (graphical, verbal, numerical, and algebraic).


• Use a variety of function representations (algebraic, graphical, numerical in tables, or by verbal descriptions) to compare and contrast properties of two functions.

Learning Goal:

Students will investigate sequences as functions, explore, create, graph, evaluate, and interpret functions in algebraic and graphical form in order to represent relationships between quantities

Assessments Pre Assessment Springboard Page 64 Getting Ready Formative Assessments Cornell Notes Collaborative Assignments Homework Exit Slips Summative Assessment Page 79-80 in Springboard

Essential Question(s):

How are patterns of change represented in functions? How are functions and relations useful? How can graphing real world situations help us to determine a range of possible answers?

Progress Monitoring/

Feedback Loop

If student has a low pre assessment or formative assessment, the teacher will monitor and possibly suggest before or after school tutoring to insure he is learning the unit adequately. If the student has a 70 or below on a quiz he can study more and retake it within a 7 day period for full credit. If the student has below a 70, the instructor will provide real time remediation

Higher Order Question(s)

What is the relationship of the quantities? • How do the important quantities in your problem relate to each other? • What mathematical consistencies do you notice? • How does the context of the situation affect the limitations of the domain and range in the function What type of graph will your data represent?

Key Vocabulary

Arithmetic sequence, Common difference, Domain, End behavior, Explicit expression, Exponential function, Function notation, Inverse relation, Mapping, Maximum , Minimum , Non-linear function, Periodicity, Range, Recursive process, Relation, Table of values and Vertical line test.

Monday October 5 Unit 2 DOK 2

Daily Agenda

Daily Objective Students will learn to represent relations and functions using tables, mappings and graphs by taking Cornell Notes

BELL RINGER Springboard Page 64 To be turned in. ( you do) I DO: Take Roll ,

WE DO: 1. Vocabulary

2. Class Discussion & Cornell Notes: Intro to functions – foldable


YOU DO: Bring Springboard every day this week

Homework Finish foldable for vocabulary

EXIT TICKET: (5 minutes)

What do you know about functions? (3-5 sentences)

Tuesday October 6 Unit :2 DOK 2

Daily Agenda

Daily Objective

Students will learn to represent relations and functions using tables, mappings and graphs by taking Cornell Notes

BELL RINGER

( 5 Minutes)

Explain the difference between a function and not a function. Use an illustration and complete sentences to explain.

I DO: Review vocabulary Collect foldables

WE DO: Springboard 65-69 Rally Robin

YOU DO: Self monitor using the learning scale

Homework Springboard Page 70

EXIT TICKET:

(5 minutes)

Name three of the ways you can display data and how can you tell if that data is a function or not?

Wednesday 10/7

Unit :2

DOK 2

Daily Agenda

Daily Objective

Students will learn to describe the domain and range of a function using Cornell Notes and Think Pair Share.

BELL RINGER ( 5 Minutes)

Given the Vending machine what do I input to pick a movie?

I DO: Collect homework – monitor class progress

WE DO: Review Homework

Think Pair share – Spring Board Page 71-74 (1-10all)

YOU DO: Self monitor using the learning scale

Homework Homework. Page 75 (11-15) SPRING SPRINGBOARD BOOK TOMORROW


Given a set of ordered pairs how can you tell if a relation is a function?

Thursday 10-8 DOK 2

Daily Agenda

Daily Agenda Students will learn to use and interpret function notation and evaluate a function for specific values of the domain

BELL RINGER Show a non example of a function and explain why it is a non example


(5 Minutes)

I DO: Collect homework – monitor class progress WE DO: Go over Homework

Think Pair Share – Springboard Page 77 -78(1-13 YOU DO: Check explain what you have learned so far in this chapter –use examples?

Self monitor using the learning scale Homework Springboard Page 78 (8-13)

SPRING SPRINGBOARD BOOK TOMORROW EXIT TICKET: (5 minutes)

How do sequences fit into functions?

Friday 10/9 Unit :2 DOK 3

Daily Agenda

Daily Objective Students will show their mastery of functions by taking a pencil and paper quiz

BELL RINGER ( 5 Minutes)

Compare homework with your face partner?

I DO: Clarify any questions

WE DO: Discuss any last questions.

You DO: Quiz – Page 79-80 In Sp5ringboard

Homework Have a great weekend


Explain how to differentiate between the various forms of graphs. Use writing and illustrations to justify your work we do

Scale Learning Goals Scale:

Functions

4.0 Interpret statements that use function notation in terms of real-world situations.

3.5 In addition to 3.0 skills, I can do some of the 4.0 skills.

Evaluate functions for given inputs of x.

3.0 (GOAL) With no

help, I can do all these

skills.

Determine reasonable domain and explain why a domain is appropriate for a given situation.

Compare properties of two functions represented in a different way (graphical, verbal, numerical, and algebraic).


2.5 In addition to all 2.0 skills, I can do some of the 3.0 skills.

Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of that domain exactly one element of the range.

Identify and interpret key features of graphs and tables of functions.

2.0 With no

help, I can do all these

skills.

Distinguish domain from range of a function.

Use function notation.

Determine if a relation is a function.

1.5 On my own, I can do some of the 2.0 and 3.0 skills.

1.0 With help, I can do some of the 2.0 and 3.0 skills.

0.5 With help, I can do some of the 2.0 skills.

0.0 Even with help, I have no success.

.

WICR Strategies used during each unit. Writing Writing activities that help students understand the content

Inquiry Questioning strategies that help students understand the content

Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project

Reading Any strategies in reading that help students understand

Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing

Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create.

Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups

Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects


• students write about what they have learned and what they still need

Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the

student

Check for understanding

Allow to leave class for assistance

Extra time for exams

Daily agenda

Allow student time to step out to de-escalate

Testing in small groups

Use of a planner/binder for organization

English Language Dictionary

Extended time on assignments =1 day

Preferential seating

Written direction given

Break directions into chunks

Read Aloud to Students

Visual manipulatives

Cooperative Learning,

Vocabulary, Description, Introduction,

.

Student Friendly Mathematical Practice Statements

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. • Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason abstractly and quantitatively. • Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use

MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. • Explain both what to do and why it works. • Work to make sense of others’ mathematical thinking. MAFS.K.12.MP.4.1 Model with mathematics. • Apply math to real-world situations. • Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate tools strategically. • Choose appropriate tools for your problem. • Use mathematical tools correctly and efficiently. • Estimate and use what you know to check the answers you find using tools. MAFS.K12.MP.6.1 Attend to precision. • Communicate your mathematical thinking clearly and precisely. • Use the level of precision you need for your problem. • Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and make use of structure. • Find, extend, analyze, and create patterns. • Use patterns and structures to solve problems. MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. • Use patterns and structures to create and explain rules and shortcuts. • Use properties, rules, and shortcuts to solve problems. • Reflect on your thinking before, during, and after you solve a problem.

algebra 1/algebra 1 honors - lake county · algebra 1/algebra 1 honors ... mafs.912.a-ced.1.2 (dok...

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