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gaston county schools algebra i curriculum guide course description ·the purpose of the algebra i course is to formalize and extend the mathematics that students learned in the middle grades this course deepens and extends understanding of linear relationships by contrasting them with exponential and quadratic phenomena and by applying linear models to data that exhibit a linear trend in addition to studying bivariate data students also summarize represent and interpret data on a single count or measurement variable progressing from the geometric experiences in the middle grades students explore more complex geometric situations and deepen their understanding of geometric relationships moving toward formal mathematical arguments ·the standards for mathematical practice apply throughout each course and together with the content standards require that students experience mathematics as a coherent useful and logical subject that makes use of their ability to make sense of problem situations ·successful completion of this course requires a passing score in the class and a level iii or iv on the state mandated math i eoc course i can statements ·i can fluently write interpret and translate between various forms of linear equations and inequalities and use them solve problems ·i can analyze and explain the process of solving an equation inequality and/or system of equations for linear relationships exponentials and quadratics ·i can create analyze interpret and compare linear exponential and quadratic functions from multiple representations ·i can describe geometric relationships using precise vocabulary and appropriate symbolic notation ·i can use the rectangular coordinate system to find distance midpoint and verify geometric relationships including properties of special triangles and quadrilaterals and slopes of parallel and perpendicular lines ·i can use regression techniques graphical representations and knowledge of context to describe approximate linear relationships between quantities make judgements concerning the appropriateness of a linear model and use residuals to analyze goodness of fit course standard links ·ncdpi http maccss.ncdpi.wikispaces.net/sixth+grade ·gcs middle school math website https sites.google.com/a/gaston.k12.nc.us/gcs-secondary-math/msmath ·gcs common core live binder https www.tinyurl.com/gcs-msmathcc incorporated standards ·common core literacy standards http www.rt3nc.org/objects/standards/cclitmap/acre/litcontentareas.html ·information and technology standards http www.ncpublicschools.org/docs/acre/standards/new-standards/info-technology/grade6.pdf ·english language development standards http www.wida.us/standards/elp.aspx ·extended content standards http www.ncpublicschools.org/docs/acre/standards/extended/math/algebra-a-b.pdf created by the gcs high school teacher leader team draft revised 5/2012 to be implemented 2012-2013

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gaston county schools timeline 2 weeks unit unit 1 data analysis major concepts dot plots histograms box plots key features of graphs avg rate of change from graph shape center and spread outliers two-way frequency tables joint marginal and conditional relative frequency compute joint conditional and marginal probabilities correlation vs causation ccss-m s.id.1 s.id.2 s.id.3 s.id.5 s.id.7 s.id.8 s.id.9 ccss-m implementation 2012-2013 i can statements i can take a set of data and plot it on the number line i can compare data sets using statistics that are appropriate to the shapes of the distributions i can draw conclusions from the shape and individual points of a data set i can summarize two categorical variables using two-way frequency tables i can interpret the slope and intercept for a linear model i can find and explain the correlation coefficient for a linear model i can describe the difference between correlation and causation essential vocab algebra i pacing guide textbook correlations glencoe algebra i 1.9 2.5-2.6 3.7-3.8 4.74.8 5.7 10.7 13.3-13.5 14.2-14.4 first six weeks association categorical causation conditional distribution conditional probability distribution correlation explanatory variable five number summary interquartile range joint probability marginal distribution marginal probability maximum/minimum measures of center outliers quantitative relative frequency residual response variable shape center spread skew standard deviation trend two-way table 3 weeks unit 2 solving graphing linear equations simplifying linear expressions write and solve linear equations in one variable algebraic proof graphing in the coordinate plane geometric terms definitions and symbols define and name and lines using appropriate symbols prove and lines using slope writing equations of lines midpoint a.sse.1.a a.sse.1.b a.rei.1 a.rei.3 a.ced.1 a.ced.2 a.ced.3 a.ced.4 a.rei.10 g.co.1 g.gpe.5 g.gpe.6 i can identify the parts of linear expression i can identify and utilize the important parts of a linear expression or formula i can solve a simple linear equation in one variable i can solve linear equations in one variable i can write and solve a linear equation using one variable i can write a linear equation using two or more variables i can graph a linear equation with appropriate labels and scales i can determine whether a solution is viable to the given problem i can solve a literal equation i.e formula for a specified variable i can determine the solution set for a linear equation from a graph i can identify locate and name points in the coordinate plane i can identify and name lines in the coordinate plane i can define and name parallel and perpendicular lines in the coordinate plane i can define and name line segments in the coordinate plane i can determine if two lines are parallel or perpendicular i can create linear equations using slope and any point on the line i can define the midpoint of a line segment i can determine the midpoint of a line segment argument assumption bisect coefficient congruent constant dependent variable equidistant independent variable line line segment literal equation midpoint parallel line perpendicular line properties of equality proof replacement set slope solution set substitution symbolic notation t-chart term variable glencoe algebra i 1.1-1.2 1.4-1.6 2.1-2.4 2.7 8.1-8.8 9.1-9.6 11.1 12.2-12.8 1.3 1.8 3.1-3.5 3.6 3.8 4.1-4.3 4.5-4.8 5.15.6 6.1-6.6 12.9 created by the gcs high school teacher leader team draft revised 5/2012 to be implemented 2012-2013

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gaston county schools timeline 3 weeks unit unit 3 linear functions best fit lines major concepts domain/range linear function arithmetic sequences recursive/explicit formulas rate of change comparing properties of functions linear regression scatter plots ccss-m f.if.1 f.if.2 f.if.3 f.bf.1.a f.bf.1.b f.bf.2 f.if.4 f.if.5 f.if.6 f.if.7.a f.if.9 f.bf.3 f.le.5 f.le.2 s.id.6 s.id.7 s.id.8 s.id.9 ccss-m implementation 2012-2013 i can statements i can distinguish between domain and range i can use and interpret equations written in function notation i can relate sequences and functions i can create functions that describe a relationship between two quantities i can model recursive and explicit formulas to create arithmetic sequences i can use recursive and explicit formulas to model and solve real-world and mathematical problems i can identify and interpret features of linear functions i can draw a sketch of linear function in the coordinate plane i can identify domains of a function in the context of a real-world or mathematical problem i can determine the average rate of change i can graph linear functions expressed symbolically i can identify and interpret key features of a linear function i can compare properties of two linear function each represented in a different way i can create functions that describe a relationship between two quantities i can model recursive and explicit formulas to create arithmetic sequences i can use recursive and explicit formulas to model and solve real-world and mathematical problems i can construct a linear regression model i can interpret and explain the parameters of a linear model in context i can create and use scatter plots to describe how two quantitative variables are related i can interpret the slope and intercept for a linear model i can find and explain the correlation coefficient for a linear model i can describe the difference between correlation and causation i can use scatter plots and linear models to draw conclusions and make predictions to solve real-world and mathematical problems essential vocab arithmetic sequences association causation correlation domain explanatory variable explicit fitted function function function notation horizontal shift impractical intercepts joint probability marginal distribution marginal probability parent graph practical range rate of change recursive regression model relative frequency response variable residual scatter plot transformation trend two-way table horizontal shift parent graph transformation translation vertical shift bounded dependent variable independent variable literal equation solution unbounded algebra i pacing guide textbook correlations glencoe algebra i 1.9 2.5-2.6 3.7-3.8 4.74.8 5.7 10.7 13.3-13.5 14.2-14.4 second six weeks 1 weeks unit 4 linear inequalities simplifying linear expressions write and solve linear equations in one variable algebraic proof graphing in the coordinate plane geometric terms definitions and symbols define and name and lines using appropriate symbols prove and lines using slope writing equations of lines midpoint a.rei.3 a.rei.12 a.ced.1 a.ced.3 i can solve linear inequalities in one variable i can can determine the solution set for a linear inequality from a graph i can graph linear inequalities in the coordinate plane with appropriate labels and scales i can write and solve a linear inequalities using one variable i can write a linear inequalities using two or more variables i can determine whether a solution is viable to the given problem glencoe algebra i 6.1-6.6 created by the gcs high school teacher leader team draft revised 5/2012 to be implemented 2012-2013

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gaston county schools 3 weeks unit 5 non-linear prerequisites geometry ccss-m implementation 2012-2013 laws of exponents rational exponents simplifying radicals operations with polynomials factoring expressions geometric terms definitions and symbols coordinate geometry proofs geometric formulas n.rn.1 n.rn.2 a.apr.1 f.if.8.a g.co.1 g.gpe.4 g.gpe.7 g.gmd.1 g.gmd.3 i can explain the definition of rational exponents and how it relates to algebra i pacing guide radicals i can rewrite expressions with rational exponents as radical expressions and vice versa i can simplify radical expressions involving square and cube roots i can use the properties of integers operations to simplify polynomials of a higher degree i can solve real-world and mathematical problems involving polynomial expressions and equations i can create equivalent expressions by factoring i can solve a quadratic equation i can define and name an angle i can define and name a circle i can define and name line segments i can identify polygons based on defining characteristics i can use coordinates to prove or disprove statements about plane figures i can compute perimeters and areas of polygons in the coordinate plane i can explain area circumference and volume formulas i can use volume formulas for cylinders pyramids cones and spheres to solve problems angle area of a circle circle circumference cone cylinder distance line segment monomial plane figures point polynomial properties of polygons pyramid radical expression rational exponent ray sphere volume created by the gcs high school teacher leader team second six weeks draft revised 5/2012 to be implemented 2012-2013

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gaston county schools timeline 2 weeks unit unit 6 non-linear models major concepts extend concept of function to quadratics and exponentials create solve graph interpret exponentials/quadratics build functions using geometric sequences interpret and find key features of graphs choose appropriate domains and parameters for graphs compare properties of functions represented various ways add and subtract standard function types interpret vertical/horizontal shifts graphically/algebraically recognize and compare rates of linear/exponential growth ccss-m a.sse.1.a a.sse.1.b a.sse.2 a.sse.3 a.ced.1 a.ced.2 a.rei.10 f.if.1 f.if.2 f.if.3 f.bf.1.a f.bf.1.b f.bf.2 f.if.4 f.if.5 f.if.6 f.if.7.a f.if.7.e f.if.8.a f.if.8.b f.le.5 f.if.9 f.bf.3 f.le.1 f.le.2 f.le.3 ccss-m implementation 2012-2013 i can statements i can write and solve exponential functions i can write and graph linear quadratic and exponential functions i can understand that the ordered pairs on a line are the solutions to the equation being graphed i can identify quadratics and exponentials as functions i can describe the domain and range of a function i can evaluate fx for non-linear functions i can interpret key features of graphs and tables for example intercepts increasing and decreasing intervals relative maximums and minimums and symmetries i can choose appropriate domains and parameters for non-linear functions i can find the average rate of change of a non-linear model i can graph exponential and quadratic functions show intercepts maxima minima and end behavior using technology for the more complicated cases and by hand in simple cases i can use the properties of exponents to interpret expressions for exponential functions for example classify exponential growth and decay i can compare properties of two functions linear exponential and quadratic each represented in a different way for example algebraically and graphically i can write a function that describes a relationship between two quantities i can write arithmetic and geometric sequences and use them to model situations i can translate exponential functions i can identify the differences between exponential quadratic and linear models including observing that exponential functions grow at a faster rate than linear or quadratic functions i can construct exponential functions given different representations of data i can interpret the parameters in an exponential function in terms of a context i can solve systems of linear equations by elimination substitution and graphing i can estimate the solution in the terms of the system when graphing i can solve systems of exponential equations using technology by graphing or a table of values i can solve systems of inequalities by graphing and explain the meaning of the shaded and non-shaded regions in terms of the system i can create constraints linear inequalitites and apply those constraints to solve real world applications linear programming i can interpret the maximum and minimum values yielded by my objective function essential vocab function function notation domain range exponential quadratic geometric sequence growth/decay algebra i pacing guide textbook correlations glencoe algebra i 10.1-10.6 third six weeks 2 weeks unit 7 systems represent constraints by systems of equations and inequalities and interpret viability of solutions in context prove the process for solving a system of equations by substitution algebraically solve systems of linear equations exactly and approximately find approximate solutions to intersecting curves using technology and/or tables of values explain the meaning of two curves in the coordinate plane graph systems of linear inequalities in two variables a.ced.3 a.rei.5 a.rei.6 a.rei.11 a.rei.12 elimination substitution additive inverse consistent independent dependent inconsistent constraint system of equations system of inequalities intersection infinitely many solutions glencoe algebra i 7.1-7.5 5.6 created by the gcs high school teacher leader team draft revised 5/2012 to be implemented 2012-2013

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