STRAND 3: QUADRATIC FUNCTIONS


 Beverly Horn
 1 years ago
 Views:
Transcription
1 1 STRAND 3: QUADRATIC FUNCTIONS TOPIC 3.3: APPLICATIONS Topic Notes Mathematical focus Participants put quadratic functions to use in maximization problems, learn how to extend standard textbook max/min problems to bring out the rich mathematics, and discover a real world use for complex numbers. Topic overview This topic includes 3 tasks: Task 3.3.1: Maximizing Revenue and Profit Task 3.3.2: Making Application Problems Richer Task 3.3.3: Shocking Numbers These tasks bring together the knowledge the participants have developed about quadratic functions. In Task 3.3.1, participants analyze ways to find a quadratic equation using matrices and finite differences. The big idea here is to examine various methods for defining a quadratic function given a pattern of a set of data. In Task 3.3.2, participants get a chance to develop their own maximization problems. Task provides an example of the use of complex numbers in electrical engineering, addressing the ageold question, Does anybody actually use this stuff? TExES standards focus TExES Standard I.002 Number concepts. The teacher understands the complex number system and its structure, operations, algorithms, and representations. The beginning teacher: (A) Demonstrates how some problems that have no solution in the real number system have solutions in the complex number system. (E) Describes complex number operations (e.g., addition, multiplication, roots) using symbolic and geometric representations. TExES Standard II.004 Patterns and algebra. The teacher uses patterns to model and solve problems and formulate conjectures. The beginning teacher: (A) Recognizes and extends patterns and relationships in data presented in tables, sequences, or graphs. TExES Standard II.005 Patterns and algebra. The teacher understands attributes of functions, relations, and their graphs. The beginning teacher: (B) Identifies the mathematical domain and range of functions and relations and determines reasonable domains for given situations. (C) Understands that a function represents a dependence of one quantity on another and can be represented in a variety of ways (e.g., concrete models, tables, graphs, diagrams, verbal descriptions, symbols).
2 2 TExES Standard II.006 Patterns and algebra. The teacher understands linear and quadratic functions, analyzes their algebraic and graphical properties, and uses them to model and solve problems. The beginning teacher: (G) Models and solves problems involving linear and quadratic equations and inequalities using a variety of methods, including technology. TExES Standard V.018 Mathematical processes and perspectives. The teacher understands mathematical reasoning and problem solving. The beginning teacher: (E) Understands the problemsolving process (i.e., recognizing that a mathematical problem can be solved in a variety of ways, selecting an appropriate strategy, evaluating the reasonableness of a solution). TExES Standard V.019 Mathematical processes and perspectives. The teacher understands mathematical connections both within and outside of mathematics and how to communicate mathematical ideas and concepts. (A) Recognizes and uses multiple representations of a mathematical concept (e.g., a point and its coordinates, the area of a circle as a quadratic function of the radius, probability as the ratio of two areas, area of a plane region as a definite integral). (B) Understands how mathematics is used to model and solve problems in other disciplines (e.g., art, music, science, social science, business). (C) Translates mathematical ideas between verbal and symbolic forms. (D) Communicates mathematical ideas using a variety of representations (e.g., numeric, verbal, graphical, pictorial, symbolic, concrete). (E) Understands the use of visual media, such as graphs, tables, diagrams, and animations, to communicate mathematical information. TEKS/TAKS focus TEKS 2A.1 Foundations for functions. The student uses properties and attributes of functions and applies functions to problem situations. The student is expected to: (B) collect and organize data, make and interpret scatter plots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments. TEKS 2A.2 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) use tools including factoring and properties of exponents to simplify expressions and to transform and solve equations; and (B) use complex numbers to describe the solutions of quadratic equations. TEKS 2A.3 Foundations for functions. The student formulates systems of equations and inequalities from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situations. The student is expected to:
3 3 Materials (B) use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities; and (C) interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts. TEKS 2A.6 Quadratic and square root functions. The student understands that quadratic functions can be represented in different ways and translates among their various representations. The student is expected to: (A) determine the reasonable domain and range values of quadratic functions, as well as interpret and determine the reasonableness of solutions to quadratic equations and inequalities; and (B) relate representations of quadratic functions, such as algebraic, tabular, graphical, and verbal descriptions. TEKS 2A.8 Quadratic and square root functions. The student formulates equations and inequalities based on quadratic 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 quadratic functions and formulate quadratic equations or inequalities to solve problems. High School TAKS Objective 1: The student will describe functional relationships in a variety of ways. High School TAKS Objective 2: The student will demonstrate an understanding of the properties and attributes of functions. High School TAKS Objective 5: The student will demonstrate an understanding of quadratic and other nonlinear functions. Task 3.3.1: Maximizing Revenue and Profit Task 3.3.2: Making Application Problems Richer Task 3.3.3: Shocking Numbers Graphing calculator X X X Chart paper X Procedure These three tasks stand alone. Task provides a nice review of matrix algebra. If there is time for only one task from this topic, then Task is the most crucial, as it gives participants experience solving and enriching maximization problems.
4 4 Summary The big ideas here are to examine various methods for defining a quadratic function given a pattern of a set of data. Participants use matrices, regression equations and finite differences to find quadratic equations. Assessment What follows is an assessment that participants should be able to complete upon finishing task
5 5 Reflect and Apply Consider the data below. x y Use the first three points to find a quadratic function that fits the data. Check your function using the 5 th data point. 2. Find the formula for a linear function that passes through the second point and the third point in the table. 3. Find the value of the linear functions at x = 3 and compare that value to the value of the quadratic at x = Compare the values of the linear and quadratic functions at x = Use a graphing calculator to graph both functions on the same axes to estimate your answers. Approximately what xvalues would you have to use so that the resulting function values for the quadratic function and the linear function would not differ from each other by more than 0.5?
6 6 Reflect and Apply Solutions: 1. y = 0.01x 2 + 2x + 1, 0.01( 50) 2 + 2( 50) + 1 = y = 2.03x Linear function: x = 3, y = 7.07 Quadratic function: x = 3, y = Linear function: x = 50, y = Quadratic function: x = 50, y = Participants may examine the table or graph the functions to determine that this difference occurs for 0! x < 8.6. Task is best suited to the teacher journal, whereas Tasks and would work well with the student journal. Teacher use only Modify for students Ready for students Task * Task * Task *
Mathematics Instructional Materials Analysis:
Mathematics Instructional Materials Analysis: Supporting TEKS Implementation Phase 3: Assessing Mathematical Content Alignment Algebra I Mathematics Instructional Materials Analysis: A Four Phase Process
More informationModule 1 Session 2 HS. Critical Areas for Traditional Algebra 1 Page 1 of 5
Critical Areas for Traditional Algebra 1 Page 1 of 5 There are five critical areas (units) for Traditional Algebra I: Critical Area 1: Relationships Between Quantities and Reasoning with Equations By the
More informationTab 1: Refinement in the Mathematics TEKS Table of Contents
Tab 1: Refinement in the Mathematics TEKS Table of Contents Master Materials List 1ii What Are the Changes 912? 11 Transparency 1 15 Handout 1 16 Transparency 2 17 Algebra I, Algebra II, and Geometry
More informationProject Introduction
Project Introduction Liz Gutierrez Title: Research on Indoor Air Quality Target Audience: This project is intended to be taught in an Algebra I or II course (911 th grades) Project Description: The entire
More informationCurriculum Grade Book
Algebraic Concepts The learner will be able to apply integers to obtain solutions to one and twostep linear equations. The learner will be able to perform operations on simple expressions, and informally
More informationMathematics Grades prepmanual.pdf
From the TExES Examinations Of Educator Standards (TExES) Preparation Manual Mathematics Grades 8 12 http://www.texes.nesinc.com/prepmanuals/pdfs/texes_fld150_ prepmanual.pdf 1 TEST FRAMEWORK: MATHEMATICS
More informationcorrelated to the Virginia Standards of Learning Grade 8
correlated to the Virginia Standards of Learning Grade 8 Number and Number Sense 8.1 The student will a) simplify numerical expressions involving positive exponents, using rational numbers, order of operations,
More informationTExES Mathematics 7 12 Curriculum Crosswalk
TExES Mathematics 7 12 Curriculum Crosswalk Domain I Number Concepts Competency 001: The teacher understands the real number system and its structure, operations, algorithms and representations. A. Understands
More informationeschool Course Syllabus
eschool Course Syllabus Syllabus for Algebra 1 Semester 1 The Plano ISD eschool Mission is to create a borderless classroom based on a positive studentteacher relationship that fosters independent, innovative
More informationPBS TeacherLine New York Ahead of the Curve: Exponential and Other Functions Grades 6 8
New York State Learning Standards: Mathematics, Science, and Technology  Standard 3 Students will: understand the concepts of and become proficient with the skills of mathematics; communicate and reason
More informationModel with mathematics.
1 of 6 10/7/2013 10:27 AM Math Model Unit 1.3 Algebra East Bay Overview Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Use multiple representations (algebraic,
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Reporting Category 1: Numbers, Operations, and Quantitative Reasoning The student will
More informationIntroduction Algebra Success Keys (ASK) Algebra Success Keys (ASK) Algebra Success Keys (ASK) ASK
Introduction The Algebra Success Keys (ASK) guide is a compilation of researchbased practices developed to help teach algebra to students with diverse learning needs. A foundation in algebraic thinking
More informationJefferson County High School Algebra II Pacing Guide Textbook Glencoe Algebra 2 (2005)
DRAFT Jefferson County High School Algebra II Pacing Guide 200910 Textbook Glencoe Algebra 2 (2005) DRAFT Unit 1 QUICK Review of Chapters 1 and 2 (and a little bit of new material) Solving Equations and
More informationCorrelations Charts. NCTM Focal Points and Connections for Grade 3
NCTM and The chart below indicates the lessons in STAMS Book C that provide instruction for the NCTM and related for grade 3. (For correlations between the NCTM Process Standards and the STAMS Series,
More informationMathematics Assessment Collaborative. Core Idea Document. Grades K  10
Mathematics Assessment Collaborative Core Idea Document Grades K  10 Core Ideas  Kindergarten Core Idea 1: Number Properties Understand numbers, ways of representing numbers, relationships among numbers,
More informationCME Project Algebra 1
A Correlation of To the Oklahoma Academic Standards for Mathematics Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved Mathematics  Math Actions and Processes Develop a Deep
More informationAlgebra 2, Quarter 3, Unit 3.1
1 of 6 10/31/2013 2:18 PM Math Model Unit 3.1 Algebra 2 East Bay Overview Algebra 2, Quarter 3, Unit 3.1 Solving Systems of Polynomial, Rational, Radical, Absolute Value, and Exponential Equations and
More information8th Grade Math Proficiency Objectives Strand One: Number Sense and Operations
Strand One: Number Sense and Operations Every student should understand and use all concepts and skills from the pervious grade levels. The standards are designed so that new learning builds on preceding
More informationMathematics 4 8 (115)
Purpose Mathematics 4 8 (115) The purpose of the Mathematics 4 8 test is to measure the requisite knowledge and skills that an entrylevel educator in this field in Texas public schools must possess. The
More informationCHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS Mathematics, Grade 7 (b) Knowledge and Skills
CHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS 111.23. Mathematics, Grade 7 (b) Knowledge and Skills (7.1) Number, operation, and quantitative reasoning. The student represents
More informationPrentice Hall Algebra Correlated to: New Hampshire Curriculum Framework for High School
for for Number and Operations Purpose: Numbers and operations remain a cornerstone for the study of mathematics in grades K 12. Students use numbers to quantify sets, identify location, measure, quantify
More informationPrentice Hall Algebra 1 Foundations Series 2011 Correlated to: New Hampshire Curriculum Framework for High School
for for Number and Operations Purpose: Numbers and operations remain a cornerstone for the study of mathematics in grades K 12. Students use numbers to quantify sets, identify location, measure, quantify
More informationPrentice Hall Mathematics: Algebra Correlated to: Missouri Mathematics GradeLevel Expectations (Grade 9)
Missouri Mathematics GradeLevel Expectations () Number and Operations 1. Understand numbers, ways of representing numbers, relationships among numbers and number systems A. Read, write and compare numbers
More informationPrentice Hall Prentice Hall Algebra 2, Tennessee Edition 2012
Prentice Hall Prentice Hall Algebra 2, Tennessee Edition 2012 C O R R E L A T E D T O Tennessee Mathematics Standards, 20092010 Implementation, Algebra II Tennessee Mathematics Standards 20092010 Implementation
More informationPrentice Hall Geometry 2011 Correlated to: New Hampshire Curriculum Framework for High School
for for Number and Operations Purpose: Numbers and operations remain a cornerstone for the study of mathematics in grades K 12. Students use numbers to quantify sets, identify location, measure, quantify
More informationAlgebra 2, Quarter 1, Unit 1.1. Displays of Data. Overview. 6 (1 day for assessment)
Algebra 2, Quarter 1, Unit 1.1 Displays of Data Overview Number of instructional days: 6 (1 day for assessment) (1 day = 45 minutes) Content to be learned Create box and whisker plots, frequency charts,
More informationPrentice Hall, Algebra Correlated to: Alaska Standards and Grade Level Expectations for Math (Grade 9)
Numeration: Understand and use numeration Numeration Performance Standards that apply to grades 910: M1.4.1 Read, write, model, order, and define real numbers and subsets. M1.4.2 Add in a different base
More informationAlgebra 1, Quarter 1, Unit 1.1. Investigating Data. Overview
Algebra 1, Quarter 1, Unit 1.1 Investigating Data Overview Number of instructional days: 7 (1 day assessment) (1 day = 45 minutes) Content to be learned Select and describe a data set using a variety of
More informationPrentice Hall Algebra Foundations Series 2011 Correlated to: Alaska Standards and Grade Level Expectations for Math (Grade 9)
Numeration: Understand and use numeration Numeration Performance Standards that apply to grades 910: M1.4.1 Read, write, model, order, and define real numbers and subsets. M1.4.2 Add in a different base
More informationCommon Core State Standards for Mathematics Mathematical Practices
A Correlation of To the Common Core State Standards for Copyright 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved. A Correlation of, 12 th Edition, 2017 To the Math Practice 1 Make
More informationNumber Sense And Numeration In grades 910 students should be given opportunities to read, write, and use real numbers.
710 Mathematics Addendum Content Strands (Grades 910) NUMBERS, NUMERATION, OPERATIONS, and NUMBER THEORY Today's mathematics program must be rich in experiences that go far beyond the traditional emphasis
More informationPrentice Hall Prentice Hall Algebra 2, Foundations Series 2011
Prentice Hall Prentice Hall Algebra 2, Foundations Series 2011 C O R R E L A T E D T O Tennessee Mathematics Standards, 20092010 Implementation, Algebra II Tennessee Mathematics Standards 20092010 Implementation
More informationSolving OneVariable Equations Transitioning into Two Variables
Grade 8 Mathematics, Quarter 3, Unit 3.1 Solving OneVariable Equations Transitioning into Two Variables Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Solve linear
More informationCHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS Mathematics, Grade 6 (b) Knowledge and Skills
CHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOR MATHEMATICS 111.22. Mathematics, Grade 6 (b) Knowledge and Skills (6.1) Number, operation, and quantitative reasoning. The student represents
More informationCME Project, Algebra Correlated to: Arizona Academic Standards for Mathematics (Grades 912)
Strand 1: Number Sense and Operations Every student should understand and use all concepts and skills from the previous grade levels. The standards are designed so that new learning builds on preceding
More informationSubject Area: PREALGEBRA. Unit: 2.1 Numbers, Number Systems, and Number Relationships
Unit: 2.1 Numbers, Number Systems, and Number Relationships Unit Outcomes: Eighth grade students will demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers,
More informationACT Course Standards Algebra I
ACT Course Standards Algebra I A set of empirically derived course standards is the heart of each QualityCore mathematics course. The ACT Course Standards represent a solid evidencebased foundation in
More informationSidebySide Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) MATHEMATICS: Grade 6
SidebySide Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (s) MATHEMATICS: Grade 6 TEKS Comments Louisiana (6.1) Number, Operation, and Quantitative
More informationDefine, Evaluate, and Compare Functions
Grade 8 Mathematics, Quarter 3, Unit 3.1 Define, Evaluate, and Compare Functions Overview Number of instructional days: 15 1 day assessment (1 day = 45 60 minutes) Content to be learned Understand that
More informationPrentice Hall: Middle School Math, Course 3* 2002 Correlated to: Shawnee Mission Public School PreAlgebra 8 Math Objectives (Grade 8)
Shawnee Mission Public School PreAlgebra 8 Math Objectives (Grade 8) Apply a variety of problemsolving strategies to problems encountered in PreAlgebra 8 mathematics. These will include, but not limited,
More informationExponential and Logarithmic Functions
TCCRI College Readiness Assignments Exponential and Logarithmic Functions Overview Description Understanding exponential and logarithmic functions is essential before learning Calculus. In this activity,
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter C. High School
High School 111.C. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter C. High School Statutory Authority: The provisions of this Subchapter C issued under the Texas Education
More information8 th Grade PreIntegrated Math Critical Content
Note: Although these are mastery objectives, pacing of content is at the discretion of the teacher. Content Standard 1: Numbers, Number Sense, and Computation Place Value Represent numbers using scientific
More informationOther tasks will ask students to apply understanding of the relationship between similar triangles and slope.
C. Understand the connections between proportional relationships, lines, and linear equations. Tasks for this target will ask students to graph one or more proportional relationships and connect the unit
More informationGeneva CUSD 304 ContentArea Curriculum Frameworks Grades 612 Mathematics
Geneva CUSD 304 ContentArea Curriculum Frameworks Grades 612 Mathematics Mission Statement The study of mathematics can be an exciting and interesting challenge. Yet, the major reason to become proficient
More informationCSAP Achievement Levels Mathematics Grade 5 March, 2006
Advanced Performance Level 4 (Score range: 562 to 800) Students explain properties of numbers; decompose, compose numbers; justify square numbers; order mixed and multidigit numbers, show equivalent relation
More informationOverview The content in this document provides an overview of the pacing and concepts covered in a subject for the year.
Math Grade 8 Overview 20182019 This document is designed to provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. Included, is an overview of the Mathematics
More informationPart I: Content Specifications in Mathematics
Part I: Content Specifications in Mathematics Part I: Content Domains for Subject Matter Understanding and Skill in Mathematics Domain 1: Number Sense 1.1Numbers, Relationships Among Numbers, and Number
More informationWilliamsville C.U.S.D. #15 Mathematics Curriculum
MATHEMATICS CURRICULUM EIGHTH GRADE MATHEMATICS 1 Williamsville C.U.S.D. #15 Mathematics Curriculum Program Title: Eighth Grade Mathematics Program Description: At the eighth grade level, students are
More informationPrentice Hall Mathematics: PreAlgebra 2004 Correlated to: New Jersey Core Curriculum Content Standards for Mathematics (Grade 8)
Prentice Hall Mathematics: PreAlgebra 2004 New Jersey Core Curriculum Content Standards for Mathematics (Grade 8) STANDARD 4.1 NUMBER AND NUMERICAL OPERATIONS Building upon knowledge and skills gained
More informationSUPPORTING INFORMATION. Algebraic Reasoning. Texas Education Agency
SUPPORTING INFORMATION Algebraic Reasoning Texas Education Agency The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without
More informationFlorida Sunshine State Standards
Florida Sunshine State Standards This chart correlates the Grade 6 tested benchmarks from the mathematics strands of the Florida Sunshine State Standards to the lessons in Review, Practice, and Mastery.
More informationStandards for Mathematical Practice Grades 68
6.MP.1. Make sense of problems and persevere in solving them. In grade 6, students solve problems involving ratios and rates and discuss how they solved them. Students solve real world problems through
More informationGrade 11. (Paper MCA, items)
Grade 11 Strand 2 Algebra (Online MCA, 21 24 items) (Paper MCA, 2529 items) Standard 9.2.1: Understand the concept of function, and identify important features of functions and other relations using symbolic
More informationGrade 6 Pacing Guide ( )
This pacing guide was created as a general framework of concepts and skills to be taught in each grading period at this grade level as specified in the Texas Essential Knowledge and Skills. This guide
More informationTexas Essential Knowledge and Skills for Mathematics Correlation to Project M 3 Level 56
Texas Essential Knowledge and Skills for Mathematics Correlation to Project M 3 Level 56 111.7. Grade 5 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate
More information(Gr. K) MA.K.1.4 model and identify place value of each digit utilizing standard and expanded form through 20. Quarter Mile Math Level 1
THE FOLLOWING STATE CURRICULUM STANDARDS ARE ADDRESSED BY THE QUARTER MILE MATH SOFTWARE FOR THE STATE OF WEST VIRGINIA Grades K  K (Gr. K) MA.K.1.1 count forward to 20 and backward from 10 with and without
More informationPrentice Hall Geometry 2011 Correlated to: Arizona 2008 Mathematics Standard Articulated by Grade Level, Grades 9/10
Strand 1: Number and Operations Number sense is the understanding of numbers and how they relate to each other and how they are used in specific context or realworld application. It includes an awareness
More informationRegular & Honors Algebra I, Grades 8 & 9
Regular & Honors Algebra I, Grades 8 & 9 It is the fundamental philosophy of the Temple Christian School Math Department that the observable complexity and order demonstrated in nature is the result of
More informationPrentice Hall Mathematics, PreAlgebra 2009 Correlated to: Arizona 2008 Mathematics Standard Articulated by Grade Level, Grades 9/10
Strand 1: Number and Operations Number sense is the understanding of numbers and how they relate to each other and how they are used in specific context or realworld application. It includes an awareness
More informationPA Core Standards For Mathematics Curriculum Framework Algebra 2
Complex Represent and/or use imaginary CC.2.1.HS.F.6 A2.1.1.1.1 Number numbers in equivalent forms. CC.2.1.HS.F.7 A2.1.1.1.2 System A2.1.1.2.1 A2.1.1.2.2 using appropriate strategies and tools. model and/or
More informationMassachusetts State Standards correlated to Merit Software Math Programs
Massachusetts State Standards correlated to Merit Software Math Programs The 2000 Mathematics Curriculum Framework is one of seven sets of standards created to advance educational reform in Massachusetts.
More informationOhio K12 Academic Content Standards Alignment. Mathematics
Ohio K12 Academic Content Standards Alignment Mathematics OAC 33012403 (C) Colleges and institutions are to align their teacher preparation programs with the K12 Ohio Academic Content Standards within
More information7 th Grade Math TEKS Source: The provisions of this adopted to be effective September 10, 2012, 37 TexReg 7109.
7 th Grade Math TEKS 2012 7.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics
More informationPrentice Hall Algebra Correlated to: Arizona 2008 Mathematics Standard Articulated by Grade Level, Grades 9/10
Strand 1: Number and Operations Number sense is the understanding of numbers and how they relate to each other and how they are used in specific context or realworld application. It includes an awareness
More informationDeveloping Content and Reporting Targets for a Combined Grades 7 and 8 Mathematics Program
Developing Content and Reporting Targets for a Combined Grades 7 and 8 Mathematics Program Crucial to planning an effective mathematics program for a combined Grade 7 and Grade 8 class is a study of the
More informationStandard 1: Number, Number Sense and Operations
Standard 1: Number, Number Sense and Operations Students demonstrate number sense including an understanding of number systems and operations, and how they relate to one another. Students compute fluently
More informationComparing Linear, Quadratic, and Exponential Models
Algebra 1, Quarter 4, Unit 4.1 Comparing Linear, Quadratic, and Exponential Models Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Solve systems of equations and
More informationPrentice Hall Mathematics: Course
Prentice Hall Mathematics: Course 2 2008 Grade 7 C O R R E L A T E D T O Hawaii HCSP III s Grade 7 Hawaii HCSP III s Content Area: Math Grade/Course: 7 Strand: Numbers and Operations Standard 1: Numbers
More informationMathematics Content Strands
Grade 7 Mathematics: PreKindergarten Through Grade 8 Mathematics Content Strands M1 Numbers and Operations Number pervades all areas of mathematics. The other four Content Standards as well as all five
More informationcorrelated to the South Carolina Grade 7 Mathematics Standards
correlated to the South Carolina Grade 7 Mathematics Standards 4/2001 1999 Introduction to PREALGEBRA Passport to Algebra and Geometry Passport to Algebra and Geometry helps students gain an understanding
More informationMathematics Textbook Correlation to the 2016 Algebra II Standards of Learning and Curriculum Framework
and Curriculum Framework Publisher: McGrawHill School Education Text: Algebra 2 Copyright date 2018 AII.1 The student will a) add, subtract, multiply, divide, and simplify rational algebraic expressions;
More informationHINGHAM MIDDLE SCHOOL Mathematics Department Curriculum Summaries. Mathematics Department Overview
HINGHAM MIDDLE SCHOOL Mathematics Department Curriculum Summaries Mathematics Department Overview Guiding Principles Mathematics instruction in the Hingham Public Schools is guided by the following principles.
More informationTrigonometric Equations and Inverses
Precalculus, Quarter 3, Unit 3.1 Trigonometric Equations and Inverses Overview Number of instructional days: 10 (1 day = 45 60 minutes) Content to be learned Solve simple trigonometric equations. Solve
More informationPrentice Hall Mathematics: PreAlgebra 2007 Correlated to: Utah Core Curriculum for Math, PreAlgebra (Secondary)
Core Standards of the Course Standard 1 Students will acquire number sense and perform operations with rational numbers. Objective 1.1 Compute fluently and make reasonable estimates. 1. Compute using selected
More informationInspireData Standards Match
InspireData Standards Match T E X A S Essential Knowledge and Skills: Mathematics Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData
More informationPrentice Hall Algebra & Trigonometry for College Readiness, (Lial et al.) 2011
Prentice Hall Algebra & Trigonometry for College Readiness, (Lial et al.) 2011 C O R R E L A T E D T O Algebra and Trigonometry for College Readiness (Lial) 2011 Correlated to: TENNESSEE MATHEMATICS STANDARDS,
More informationcorrelated to the South Carolina Grade 8 Mathematics Standards
correlated to the South Carolina Grade 8 Mathematics Standards 4/2001 1999 Introduction to PREALGEBRA Passport to Algebra and Geometry Passport to Algebra and Geometry helps students gain an understanding
More informationMathematics Delivery Plan
Measurement Geometry & Spatial Sense Patterning & Algebra Mathematics Delivery Plan (termbyterm organizer) Data Management & Probability Grade 8 Number Sense & Numeration Based on: The Ontario Curriculum
More informationDeming Public Schools Mathematics Curriculum Applied Math
Standard #1: NUMBER AND OPERATIONS: Students will understand numerical concepts and mathematical operations. Deming Public School EPSS: Ib, Id, II, IV, VI Career Readiness: 3, 5 Benchmark A. Understand
More informationMath Curriculum. Alignment to Texas Essential Knowledge and Skills. Introduction LEARNING
TEKS LEARNING Math Curriculum Alignment to Texas Essential Knowledge and Skills TEKS STANDARDS To provide students with fundamental mathematical understanding in alignment with TEKS, the DreamBox curriculum
More informationThinkwell s Homeschool Algebra 1 Course Lesson Plan: 36 weeks
Thinkwell s Homeschool Algebra 1 Course Lesson Plan: 36 weeks Welcome to Thinkwell s Homeschool Algebra 1! Thank you for making us part of your homeschool curriculum. This 36week lesson plan is meant
More informationHonors Math 6 Credit by Exam Information Plano ISD
Honors Math 6 Credit by Exam Information Plano ISD This exam is for students who have completed 5 th grade math and wish to accelerate into Honors Math 7 for the following school year. This would accelerate
More informationGeorgia Department of Education
Accelerated GPS Geometry/Advanced Algebra This is the second in a sequence of mathematics courses designed to prepare students to take AB or BC Advanced Placement Calculus. It includes right triangle trigonometry;
More information50 Problems: Fifty problems assigned on Monday and due on Friday. Weekly, the problems can become more complex. (7.1 B; 7.2 A, B, F, G; 7.
Subject: Math Calendar: First Quarter Timeframe: 9 wks Level/Grade: 7th DAILY ACTIVITIES: WarmUps: MultiStep Problems students work on immediately after entering the classroom. They copy these problems
More informationHPISD 7/8 Mathematics TEKS Matrix
HPISD 7/8 Mathematics TEKS Matri 20102011 Si Weeks: 1 2 3 4 5 6 Number, operation, and quantitative reasoning. The student represents and uses numbers in a variety of equivalent forms. The student is
More informationAppendix. Table of Standards and Expectations
Appendix Table of s and Number and Operations PreK 2 In prekindergarten through grade 2 all students should Grades 3 5 In grades 3 5 all students should Understand numbers, ways of representing numbers,
More informationILLINOIS LICENSURE TESTING SYSTEM
ILLINOIS LICENSURE TESTING SYSTEM June 2016 Effective beginning February 20, 2017 ILLINOIS LICENSURE TESTING SYSTEM June 2016 Subarea Range of Objectives I. Core Content 0001 0002 II. Fractions, Ratios,
More informationSIDEBYSIDE TEKS COMPARISON PRECALCULUS
SIDEBYSIDE TEKS COMPARISON PRECALCULUS The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written
More informationMath, Grades 46 TEKS and TAKS Alignment
111.16. Mathematics, Grade 4. 111.17. Mathematics, Grade 5. 111.22. Mathematics, Grade 6. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are comparing and
More informationPreCalculus Honors. COURSE DESCRIPTION: PreCalculus Honors introduces aspects of
PreCalculus Honors 2009 COURSE DESCRIPTION: PreCalculus Honors introduces aspects of higher mathematics to college preparatory students who are preparing to take AP Calculus. It includes an extension
More informationPreAlgebra. Number and Number Sense
PreAlgebra The PreAlgebra standards continue to emphasize the foundations of algebra. Students who successfully complete PreAlgebra standards should be prepared to study Algebra I seven. This sixthgrade
More informationContent Area II Mathematics
Content Area II Mathematics TAESCB DRAFT for Mathematics Subarea II.1 Mathematical Process Skills Students develop habits of mind that mathematics educators at all levels of learning should seek to develop
More informationAlgebra 2, Quarter 1, Unit 1.1. Probability. Overview
Algebra 2, Quarter 1, Unit 1.1 Probability Overview Number of instructional days: 4 (1 day = 45 60 minutes) Content to be learned Compute the theoretical and experimental probabilities for a sample spaces
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics  Subchapter B. Middle School
This extract of the Texas Essential Knowledge and Skills for Mathematics, Subchapter B. for Middle School has been annotated to show the correlations between Specific Expectations for Grades 6, 7, and
More informationProven to Raise Achievement for Struggling Students Grades 2 12
Mathematics Assessment Proven to Raise Achievement for Struggling Students Grades 2 12 RTI tel 800.225.5750 epsbooks.com fax 888.440.2665 Mathematics Assessment Academy of MATH: Correlated to the Mathematics
More informationState of Texas Assessment of Academic Readiness and STAAR are registered trademarks of the Texas Education Agency.
Tutorial Outline Texas Tutorials are designed specifically for the Texas Essential Knowledge and Skills (TEKS) to prepare students for the State of Texas Assessment of Academic Readiness (STAAR) endofcourse
More informationWebsite:
Algebra 1 End of Course Assessment Remediation Syllabus Previous ECA Results: Score: Passing: 564 Name Subcategories: / / / Linear Equations Graphs and Lines Systems / / Polynomials Quadratics This course
More informationInspireData Standards Match
InspireData Standards Match MONTANA Mathematics Content Standards Grades 5 8 Meeting curriculum standards is a major focus in education today. This document highlights the correlation of InspireData with
More information