Prentice Hall CME Project, Algebra

Prentice Hall CME Project, Algebra 1 2009 Grades 9-12 C O R R E L A T E D T O Grades 9-12

CME Project Algebra 1 2009 Introduction The Correlation of CME Project, Algebra 1 2009 to the Idaho Content Standards, Algebra I demonstrates the alignment of content between CME Project and the Idaho Content Standards. This document contains references from the Teacher Editions (TE) and Student Editions (SE) to the relevant standards in Algebra I. References from two additional resources, Data Analysis and Probability Workbook and High School Math Skills Review and Practice were added to this correlation to further enhance the alignment of CME Project, Algebra 1 to the Idaho Content Standards. The pages referenced will be available on phschool.com. As part of the CME Project program, teachers also have these resources to draw from for professional development, implementing and teaching, assessment, and practice. Additional CME Project Teacher Resources include: Implementing and Teaching Guide, Algebra 1 Teaching Resources, Algebra 1 Practice Workbook, Algebra 1 Assessment Resources, Algebra 1 Solutions Manual, and the TIn-spire Handbook Additional CME Project Technology Resources include: ExamView Test Generator CD-ROM, TeacherEXPRESS CD-ROM, StudentEXPRESS CD-ROM, Success Tracker, and PearsonSchool.com The Center for Mathematics Education Project (CME Project) is a new high school program funded through a National Science Foundation (NSF) Grant. The CME Project is a research-based program developed by a team from Education Development Center (EDC). Led by Dr. Al Cuoco, the program is designed to help students develop a deep understanding of mathematics. The development of this program was also informed by the involvement of well-known and respected mathematicians in the field as well as teachers, educational researchers, teacher educators, and field test teachers. It is organized around the familiar structure of Algebra 1, Geometry, Algebra 2, and Precalculus. The CME Project meets the dual goals of mathematical rigor and accessibility for all students. The CME Project is a coherent, four-year high school program designed around how knowledge is organized and generated within mathematics: the themes of algebra, geometry, and analysis. The CME Project sees these branches of mathematics not only as compartments for certain kinds of results, but also as descriptors for methods and approaches the habits of mind that determine how knowledge is organized and generated within mathematics itself. As such, they deserve to be centerpieces of a curriculum, not its by-products. The CME Project uses the traditional American structure of algebra, geometry, advanced algebra, and precalculus. Its primary goal is to develop in students, robust mathematical proficiency. The program builds on lessons learned from high-performing countries: develop an idea thoroughly and then revisit it only to deepen it; organize ideas in a way that is faithful to how they are organized in mathematics; and reduce clutter and extraneous topics. It also employs the best American models that call for struggling with ideas and problems as preparation for instruction, moving from concrete problems to abstractions and general theories, and situating mathematics in engaging contexts. Each level of the CME Project contains 8 chapters. 3-4 Investigations make up each chapter. Each Investigation is then composed of 3-6 lessons. The basic mathematics of each Investigation is accessible to all, and each Investigation can ultimately challenge the best students. The Investigation introduction, essentially for the teacher, describes what to expect. The students work from a more informal to formal understanding of the mathematical topic explored in that particular chapter. The Investigation wrap-up, called Mathematical Reflections, provides an opportunity to review and summarize at the end of the chapter. 1

CME Project Algebra 1 2009 IDAHO CONTENT STANDARDS IDAHO CONTENT STANDARDS ALGEBRA I MATHEMATICS Students are expected to know content and apply skills from the K-8 standards. Mathematical reasoning and problem solving processes will be incorporated throughout all mathematics standards. Students will demonstrate knowledge and communicate mathematical thinking through words, numbers, symbols, charts, graphs, tables, diagrams, and models. Maintenance Concepts should have been taught previously and are important foundational concepts that will be applied in this course. Continued facility with and understanding of the Maintenance Concepts is essential for success in the objectives for this course. Objectives provide the focus for this course. They will be taught using a variety of methods and applications so that students attain a deep understanding of these concepts and are able to apply them to solve real-world problems. Skill Statements provide clarity and direction to achieve each objective. Students need to demonstrate proficiency in these skills upon completion of this course. The appropriate use of technological tools is encouraged to assist students in the formation and testing of conjectures, creating graphs and data displays, and determining and assessing lines of best fit for data. Standard 1: Number and Operation Maintenance Concepts for Standard 1 Compare, order, describe, and classify rational numbers to include integers, fractions, decimals, and absolute values. Add, subtract, multiply, and divide rational numbers. Read, write, and represent rational numbers. Convert between standard and scientific notation and evaluate numerical expressions with whole number exponents. Apply number theory concepts to include primes, composites, prime factorizations, least common multiples, and greatest common factors. Evaluate numerical expressions using order of operations. SE/TE: 28, 30, 37-38, 39-40, 41-42, 43-45, 50, 53-54, 202-204, 207-209, 547, 549, 550-551 SE/TE: 67-68, 68-70, 74-76, 77-78, 78-80, 81, 85, 87, 184 SE/TE: 37-38, 39-40, 41-42, 43-45, 46-47, 518-519, 520-522, 524-525, 527, 547 SE/TE: 503, 505, 506-507, 508-510, 512-514, 514-516, 523-524, 524-527, 528, 529, 536, 561, 585, 589 SE/TE: 67-68, 68-69, 232, 531, 532, 609-610, 611-614, 615, 630 SE/TE: 31-32, 57, 60, 69-70, 87, 184, 536, 540, 543 Estimate to predict computation results. SE/TE: 419, 514, 534 Understand the meanings and effects of operations with fractions, decimals, and integers. SE/TE: 17-19, 20-22, 23-24, 24-27, 53-54, 77-78, 80 2

IDAHO CONTENT STANDARDS CME Project Algebra 1 2009 Goal 1.1: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. AI.1.1.1 Demonstrate meanings for real numbers, absolute value, integer exponents, and square roots. AI.1.1.2 Demonstrate how the properties of real numbers apply to rational numbers. Goal 1.2: SE/TE: 202-205, 207-209, 227, 288, 506-507, 507-510, 512-514, 514-516, 517-519, 520-522, 523-524, 525-527, 533-535, 536-537, 538-540, 540-541, 542-543, 543-545, 546-550, 550-551, 552-554, 554-556 SE/TE: 110-111, 112-114 Understand meanings of operations and how they relate to one another. AI.1.2.1 Judge the effects of multiplication, division, addition, subtraction, exponents, and square roots on the magnitudes of quantities. Goal 1.3: Compute fluently and make reasonable estimates. AI.1.3.1 Perform computations with exponents, radicals, and scientific notation. AI.1.3.2 Apply number sense to every day situations and judge reasonableness of solutions. AI.1.3.3 Use the properties of real numbers to simplify expressions. Skills Statements The student will be able to: 1. Classify real numbers as rational or irrational. 2. Distinguish between exact and approximate values of irrational numbers. 3. Locate the position of a number on the number line and know its distance from the origin is its absolute value. 4. Approximate the location of an irrational number on a number line. SE/TE: 10-11, 12-13, 16, 18-20, 22, 23, 25-27, 506-507, 508, 510, 512-514, 514-516, 519, 559-561, 563-565, 565-567, 568-570, 571-572, 573-575, 576-580 SE/TE: 504, 506-507, 507-510, 512-514, 514-516, 517-519, 520-522, 524-527, 528, 529, 535, 536-537, 538-540, 540-541, 542-543, 543-545, 584 SE/TE: 9-11, 12-13, 14-16, 17-19, 20-22, 23-24, 24-27, 33, 57, 59-60, 63-65, 71, 75, 77-78, 80, 324-325 SE/TE: 28-31, 31-32, 33, 52-53, 53-54, 57, 59, 61-62, 63-65, 71-72, 72-76, 77, 78, 84, 87, 103-105, 107, 110-111, 112-114, 115, 153-154, 154-156, 157, 171, 180-181, 182-183, 539-540, 609-610, 611-614, 623, 626 SE/TE: 537, 548-550, 550-551, 557, 584, 586, 588 SE/TE: 532, 546, 548, 550 SE/TE: 12, 35, 36, 37-38, 39-40, 41-42, 44-45, 46-47, 48-50, 53, 54, 189, 202-204 SE/TE: 44, 87, 548, 551 This standard can also be developed from: SE/TE: 47, 51-52, 549 High School Mathematics Skills Review and Practice: 18 3

CME Project Algebra 1 2009 IDAHO CONTENT STANDARDS 5. Demonstrate the meanings of terms with exponents which are integers. 6. Use order of operations and the properties of real numbers to simplify expressions (commutative, associative, distributive, inverse, identity, multiplicative property of zero). 7. Use appropriate methods to estimate answers and know if they are reasonable. 8. Select a suitable method of computing from mental mathematics, paper and pencil, calculators, or computers. 9. Demonstrate that squaring and taking the square root are inverse operations. 10. Estimate square roots between consecutive integers. 11. Simplify square roots containing radicands which are not perfect numbers. SE/TE: 503-504, 505, 506-507, 507-511, 512-514, 514-516, 517-519, 520-522, 523-524, 524-527, 528, 529, 584 SE/TE: 28-31, 31-32, 33, 52-53, 53-54, 57, 59, 61-62, 63-65, 71-72, 72-76, 77, 78, 84, 87, 103-105, 107, 110-111, 112-114, 115, 153-154, 154-156, 157, 171, 180-181, 182-183, 539-540, 609-610, 611-614, 623, 626 SE/TE: 285, 436, 514, 533-534, 540-541 SE/TE: 28-31, 31-32, 33, 46-47, 48-50, 51-53, 53-55, 61-63, 63-66, 6971-72, 72-76, 78-79, 515, 521-522, 524-527, 528, 533-534, 553 SE/TE: 42, 285, 287, 532, 533-534, 541, 553 SE/TE: 537, 551 High School Mathematics Skills Review and Practice: 18 SE/TE: 542-543, 544, 546, 556, 557, 584, 586, 588, 685 12. Add, subtract, and multiply square roots. SE/TE: 535, 536, 538-540, 540-541, 543, 544-545, 554, 555, 557, 584, 586, 588-589, 682 13. Multiply and divide numbers in scientific notation. 14. Use the properties of exponents to add, subtract, and multiply polynomials, and to divide a polynomial by a monomial. 15. Factor polynomials using greatest common factor. 16. Factor quadratic expressions where the leading coefficient is 1 or -1. SE/TE: 524-527, 528, 529, 584 SE/TE: 593-594, 595, 597, 599, 600, 602, 609, 611-612, 614, 617, 618-619, 623-624, 628, 630-632, 633-634, 635-637 SE/TE: 599, 605-606, 607, 611-612, 614-615, 674 SE/TE: 650-652, 653-656, 658-660, 662-663, 667, 669-670, 671, 675, 677, 695, 697, 699 Suggested vocabulary Absolute value, base, power, exponent, radical, radicand, rationalize, distributive property, evaluate, irrational number, perfect squares and cubes, principal square root, properties of the real number system, real number system, square root, squaring, monomial, binomial, trinomial, polynomial, coefficient, leading coefficient, like terms, factor (noun and verb), FOIL, simplest form, term, constant, degree of polynomial, degree of a term. Standard 2: Concepts and Principles of Measurement Maintenance Concepts for Standard 2 Understand both metric and customary SE/TE: 35, 67, 74, 97, 416-418 systems of measurement. Understand relationships among units and convert from one unit to another in the same system and between systems. SE/TE: 67, 74, 416-418 4

IDAHO CONTENT STANDARDS Understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. Use appropriate methods and units to estimate measurements. Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision. Select and use formulas to determine the circumference and area of circles, perimeters and areas of triangles and quadrilaterals. Develop strategies to determine the areas of irregular shapes. Solve problems involving scale factors, rates, ratios, and proportions. CME Project Algebra 1 2009 SE/TE: 479, 537, 545, 556, 601, 612 SE/TE: 35, 67, 74, 97, 416-418 SE/TE: 100, 479, 537, 541, 543, 545, 556, 601-602, 612, 645-646, 650-651 SE/TE: 100, 479, 537, 541, 543, 545, 556, 601-602, 612, 645-646, 650-651 SE/TE: 601-602, 612, 645-646, 650-651 SE/TE: 97, 309-310, 311-312, 313-315, 316-318, 319-323, 323-327, 417-419, 509-510, 515, 520, 541, 556 Goal 2.1: Understand measurable attributes of objects and the units, systems, and processes of measurement. AI.2.1.1 Make decisions about units and scales that are appropriate for a given problem. SE/TE: 39, 44, 67 Goal 2.2: Apply appropriate techniques, tools, and formulas to determine measurements. AI.2.2.1 analysis. Skills Statements The student will be able to: Convert rates using dimensional 1. Appropriately scale a graph for a given situation. This standard can be developed from: SE/TE: 319-327, 333, 352 SE/TE: 38, 39, 44, 393-394, 397, 399 2. Use dimensional analysis to convert This standard can be developed from: rates between customary and metric systems; SE/TE: 319-327, 333, 352 i.e. miles per hour to meters per second. Suggested vocabulary Dimensional analysis, unit rate, scaling, intervals. Standard 3: Concepts and Language of Algebra and Functions Maintenance Concepts for Standard 3 Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules. Relate and compare different forms of representation for a relationship. SE/TE: 447-448, 449-450, 451-454, 454-459, 460-462, 463-466, 467, 572, 573-575, 576-580, 581, 747-751, 752-754, 755 SE/TE: 411-412, 412-413, 414-416, 416-418, 420-422, 423-425, 426-427, 428-430, 43-434, 435-437, 438-443, 445, 447-448, 449-450, 451-454, 454-459, 460-462, 463-466, 467, 572, 573-575, 576-580, 581, 747-751, 752-754, 755 5

IDAHO CONTENT STANDARDS Demonstrate an initial conceptual understanding of different uses of variables. Determine solutions for one- and twostep equations. Recognize and generate equivalent forms for simple algebraic expressions. Model and solve contextualized problems using various representations such as graphs, tables, and equations. Identify attributes of the Cartesian coordinate system, such as quadrants, origin, and axes. Goal 3.1: CME Project Algebra 1 2009 Understand patterns, relations, and functions. AI.3.1.1 Represent linear patterns and functional relationships in a table and as a graph. AI.3.1.2 Describe the graph of a linear function and discuss its appearance in terms of the basic concepts of intercepts and slope. AI.3.1.3 Describe the graph of a quadratic equation as a parabola which opens up or down. SE/TE: 93-94, 94-96, 98-99, 100-101, 461 SE/TE: 117, 118-119, 121-122, 123-124, 126-128, 128-131, 132, 133, 134, 135-136, 137, 138-139, 140-142, 143-145, 146-147, 160, 180, 182, 185 SE/TE: 503-504, 505, 507, 509, 511, 513-514, 515-516, 593-594, 595, 597-599, 600-602, 604-606, 607, 609-610, 612-614, 615, 617, 618-619, 623-624, 625-626, 628, 630-632, 633-634, 634-637, 638, 639, 644, 645, 649, 652 SE/TE: 310, 311-312, 318, 319-322, 323-327, 337, 343, 349-351, 352-353, 355, 357-359, 364-365, 370-371, 393-395, 396-399, 448, 457-458, 482-488, 489-492, 493, 562-565, 565-567, 568, 570, 571-572 SE/TE: 189-190, 198, 199-201, 216, 217, 249, 302 SE/TE: 129, 251-252, 253-255, 255-257, 258-260, 261-264, 344-345, 346-348, 451-454, 454-459, 460-462, 463-466, 467, 481, 488, 489, 496-497, 498-499 SE/TE: 253-255, 255-257, 262-263, 269, 320-322, 323, 325, 327, 341, 344-345, 346-348, 368-370, 370-372 SE/TE: 251-252, 258-260, 262-263, 284, 286, 289, 706, 708, 711-716, 717-718, 722 Goal 3.2: Represent and analyze mathematical situations and structures using algebraic symbols. AI.3.2.1 Determine the equation for a line, solve linear equations and inequalities. AI.3.2.2 Solve and describe linear systems of equations and inequalities using numbers, symbols, and graphs. SE/TE: 88-92, 120-122, 123-125, 126-128, 129-131, 132, 133, 135-136, 137, 138-139, 140-142, 143-145, 146-147, 148-149, 150-152, 153-154, 154-156, 157, 161, 171, 180-181, 182-183, 339-340, 341-343346- 348 SE/TE: 121-122, 128-131, 135-136, 137, 138-139, 140-142, 143-145, 146-147, 149, 150-152, 153, 154-156, 157, 161, 163, 164, 166, 168, 169-171, 180-181, 182, 185, 381-382, 384-387, 387-391, 400, 403, 405, 407 6

IDAHO CONTENT STANDARDS AI.3.2.4 Solve quadratic equations which have roots that are integers. Goal 3.3: Objective(s): CME Project Algebra 1 2009 SE/TE: 651, 654-655, 658, 660, 661, 664, 669-670, 671, 677, 681, 687, 699, 700 Use mathematical models to represent and understand quantitative relationships. By the end of Algebra I, the student will be able to: AI.3.3.1 Draw reasonable conclusions about a situation being modeled. AI.3.3.2 Develop proportional relationships to solve problems. Goal 3.4: Analyze change in various contexts. AI.3.4.1 function y=x. Skills Statements The student will be able to: Interpret changes to the parent SE/TE: 93, 97, 98, 100, 102, 108, 114, 160, 163, 164-166, 167-168, 169-171, 310, 311-312, 318, 320-322, 323-327, 349-351, 352-353, 355, 357-358, 359, 364-366, 377, 562-565, 565-567 SE/TE: 172, 174-175 High School Mathematics Skills Review and Practice: 48, 159-160, 163, 199 SE/TE: 266, 269, 276-277, 281, 283, 296, 298-299, 300, 301, 303 1. Solve problems using proportions. SE/TE: 172, 174-175 High School Mathematics Skills Review and Practice: 48, 159-160, 163, 199 2. Determine percent of increase and decrease to solve problems. 3. Write equations and inequalities to represent data. 4. Solve multi-step linear equations and inequalities. 5. Solve one-variable compound inequalities. 6. Solve one-variable absolute value equations and inequalities. 7. Model real-world events using linear systems with no more than two variables. 8. Solve linear systems of equations and inequalities involving two variables using multiple strategies. High School Mathematics Skills Review and Practice: 50 SE/TE: 393-395, 396-399, 400, 403, 404-405, 594, 596, 635, 731, 732-733, 750-751, 752-754 SE/TE: 121-122, 128-131, 135-136, 137, 138-139, 140-142, 143-145, 146-147, 149, 150-152, 153, 154-156, 157, 161, 163, 164, 166, 168, 169-171, 180-181, 182, 185, 381-382, 384-387, 387-391, 400, 403, 405, 407 SE/TE: 386, 388-389, 391, 400, 403, 404 SE/TE: 204, 207, 209, 249, 302, 305, 386, 388, 400, 403, 404 SE/TE: 357-359, 360, 364-366, 370-371, 377, 381, 400, 402, 404 SE/TE: 135-136, 137, 138-139, 140-142, 143-145, 146-147, 149, 150-152, 153, 154-156, 157, 161, 163, 164, 166, 168, 169-171, 180-181, 182, 185, 381-382, 384-387, 387-391, 400, 403, 405, 407 7

CME Project Algebra 1 2009 IDAHO CONTENT STANDARDS 9. Solve quadratic equations by factoring. SE/TE: 603-604, 607-608, 610, 611, 615, 639, 651, 655, 658, 660, 661, 663-664, 666-670, 671, 674-675, 677, 681, 688-689, 692, 699, 701, 704, 720, 731 10. Relate the factors of a quadratic equation to the solutions of the equation (x-r)(xs)=0, (x=r and x=s) and to the points ((r,0) and (s,0)) where the graph of the function crosses the x-axis. 11. Determine whether a relation is a function given graphs, charts, ordered pairs, mappings, or equations. 12. Define and interpret relations and functions numerically, graphically, and algebraically. 13. Use patterns of change in function tables to develop the concept of rate of change. 14. Identify domain and range for given graphs, charts, ordered pairs, and mappings. 15. Evaluate functions written in function notation. SE/TE: 603-604, 607-608, 639, 651-652, 654-655, 658, 660, 661, 671, 690-692, 693-694, 701, 720, 725, 727, 729 SE/TE: 212, 420-422, 423-425, 427, 433, 437, 439, 445, 551 SE/TE: 411-412, 412-413, 414-416, 416-419, 420-422, 423-425, 426-427, 428-430, 435-438, 438-443, 444, 445, 447-448, 449-450 SE/TE: 447-448, 450-450, 451-454, 454-459, 467, 496, 499, 520, 573-575, 576-577, 580, 581, 585, 587, 747-751, 752-754, 755, 759 SE/TE: 431-432, 433-434, 441, 444, 445, 496 SE/TE: 428-430, 433-434, 444, 445, 454, 460-461, 464, 470, 472, 474, 479, 481, 482, 490, 496, 498-499, 588, 704, 706, 710, 714 16. Given one or more of the following: a. the graph of a line b. written description of a situation that can be modeled by a linear function c. two or more collinear points d. a point and slope, then the student will do one or more of the following: a. write the equation or inequality in slope-intercept, point-slope, and standard form. b. graph the resulting equation or inequality c. interpret the solution in light of the context d. evaluate the equation or inequality for a given value SE/TE: 255-257, 262-263, 265, 268, 269, 275-276, 281, 339-341, 341-343, 346, 349-350, 354, 355, 414-415, 417-419, 457 SE/TE: 255-257, 275-276, 349-350 SE/TE: 255, 349-351, 352-353, 355, 457 SE/TE: 255, 257, 276, 281, 459, 454-455, 458-459 e. create a table of values SE/TE: 255, 257, 269, 276, 449, 454-455, 458-459 f. find and interpret the slope (rate of change) and intercepts in relation to the context. SE/TE: 211, 213-216, 309-310, 311, 313, 318, 319-322, 323-327, 355 8

CME Project Algebra 1 2009 IDAHO CONTENT STANDARDS 17. Compare and contrast the graphs of x=k, y=k, y=kx and y=kx+b where k and b are rational numbers. 18. Identify y=ax 2 +bx+c as a quadratic function where a, b, and c are constants with a=1 or a=-1. 19. Identify the graph of a quadratic function as a parabola that opens up when a=1 and down when a=-1, and relate c to where the graph of the function crosses the y-axis. SE/TE: 194, 254, 255-257, 262-264 SE/TE: 621, 687, 693, 711, 721, 724, 749 SE/TE: 251-252, 258-260, 262-263, 284, 286, 289, 706, 708, 711-716, 717-718, 722 Suggested vocabulary compound inequality, direct variation, inverse variation, domain, range, function, equation, function notation (ƒ(x)), half-plane, inequality, intersecting lines, linear, parabola, roots, zeros, parallel, perpendicular, percent of increase and decrease, point-slope form, proportion, quadratic equation in standard form, rate of change, relation, slope, slope-intercept form, solution, standard form, system of linear equations, x-intercept, y-intercept, zero product property, addition and multiplication properties of equality. Standard 4: Concepts and Principles of Geometry No objectives at this course level. Standard 5: Data Analysis, Probability, and Statistics Rather than looking at statistics and algebra as separate entities, these concepts will be interwoven throughout the course. The study of graphs and functions will be conducted in conjunction with real data sets to further develop the natural link between statistics and algebra. Maintenance Concepts for Standard 5 Analyze and interpret tables, charts, and graphs including frequency tables, scatter plots, broken line graphs, line plots, bar graphs, histograms, circle graphs, and stem-and-leaf plots. Explain and justify conclusions drawn from tables, charts, and graphs. Collect, organize, and display data with appropriate notation in tables, charts, and graphs, including scatter plots, broken line graphs, line plots, bar graphs, histograms, and stem-and-leaf plots. Choose and calculate the appropriate measure of central tendency mean, median, and mode. Explain the significance of distribution of data, including range, frequency, gaps, and clusters. Model situations of probability using simulations. SE/TE: 220, 221-222, 223-225, 227-229, 230-231, 232-234, 236-239, 240-242, 243-245, 246-247, 248, 249, 302, 304, 392-395, 396-399, 405, 448 SE/TE: 220, 221, 223, 228-229, 233-234, 238-239, 242, 245, 246-247, 394-395, 399, 405, 448 SE/TE: 219, 230-231, 232-234, 235-239, 240-241, 243-245, 246-247, 248, 302, 393, 397, 571 SE/TE: 170, 220, 221-222, 223-226, 226-229, 231, 235-238, 239-242, 247, 248, 249, 302, 305, 394, 406 SE/TE: 223, 235-239, 240-242, 243-245 SE/TE: 228, 571 97-99, 101-106 9

IDAHO CONTENT STANDARDS CME Project Algebra 1 2009 Recognize equally likely outcomes. SE/TE: 228, 571 51-52 Explain that probability ranges from 0% to 100% and identify a situation as having high or low probability. Make predictions based on experimental and theoretical probabilities. Conduct statistical experiments and interpret results using tables, charts, or graphs. Use proportionality and the basic understanding of probability to make and test conjectures about the results of experiments and simulations Goal 5.1: SE/TE: 169, 228 62 84-87 SE/TE: 219, 238, 243-245, 246, 571 SE/TE: 228, 571 65, 84-87, 93-106 Collect, organize, and display data using a variety of formats. No objectives at this course level. Goal 5.2: Objective(s): Select and use appropriate statistical methods to analyze data. By the end of Algebra I, the student will be able to: AI.5.2.1 Make predictions and draw conclusions based on measures of central tendency. AI.5.2.2 Make predictions using linear relations, scatter plots, trend lines, charts, and tables. Goal 5.3: SE/TE: 170, 220, 222, 223 34-39, 41 SE/TE: 246, 393-394, 399, 405, 448 Develop and evaluate inferences and predictions that are based on data. No objectives at this course level. Goal 5.4: Understand basic concepts of probability. No objectives at this course level. Skills Statements The student will be able to: 1. Find missing data when given an expected mean. 2. Graph scatter plots, sketch line of best fit, and identify positive and negative correlations. SE/TE: 181, 229 34-35, 39, 41 SE/TE: 210, 243-245, 246-247, 392-395, 396-399, 400, 403, 404-405 3. Write the equation of the line of best fit. SE/TE: 394, 396, 399-400, 404-405 4. Make correct decisions relating to statistical data. 5. Predict how changes in data (such as inclusion/exclusion of additional data or outliers) will affect measures of central tendency and line of best fit. Suggested vocabulary Line of best fit, positive and negative correlation. SE/TE: 220, 221-222, 223, 226-229, 233, 240-242, 246-247, 393-394, 396-399 SE/TE: 222, 226-227, 229, 240, 248 10