0 Suka0 Tidak suka

17 tayangan12 halamanSep 05, 2017

© © All Rights Reserved

PDF, TXT atau baca online dari Scribd

© All Rights Reserved

17 tayangan

© All Rights Reserved

- Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race
- Hidden Figures Young Readers' Edition
- The Law of Explosive Growth: Lesson 20 from The 21 Irrefutable Laws of Leadership
- The E-Myth Revisited: Why Most Small Businesses Don't Work and
- The Wright Brothers
- The Power of Discipline: 7 Ways it Can Change Your Life
- The Other Einstein: A Novel
- The Kiss Quotient: A Novel
- State of Fear
- State of Fear
- The 10X Rule: The Only Difference Between Success and Failure
- Being Wrong: Adventures in the Margin of Error
- Algorithms to Live By: The Computer Science of Human Decisions
- The Black Swan
- Prince Caspian
- The Art of Thinking Clearly
- A Mind for Numbers: How to Excel at Math and Science Even If You Flunked Algebra
- The Last Battle
- The 6th Extinction
- HBR's 10 Must Reads on Strategy (including featured article "What Is Strategy?" by Michael E. Porter)

Anda di halaman 1dari 12

Algebra I emphasizes linear and quadratic expressions, equations, and functions. This course

also introduces students to polynomial, rational and exponential functions with domains in the

integers. Students explore the structures of and interpret functions and other mathematical

models. Students build upon previous knowledge of equations and inequalities to reason, solve,

and represent equations and inequalities numerically and graphically.

The major work of Algebra I is from the following domains and clusters:

Seeing Structure in Expressions

o Interpret the structure of expressions.

o Write expressions in equivalent forms to solve problems.

Arithmetic with Polynomials and Rational Expressions

o Perform arithmetic operations on polynomials.

Creating Equations

o Create equations that describe numbers or relationships.

Reasoning with Equations and Inequalities

o Understand solving equations as a process of reasoning and explain the reasoning.

o Solve equations and inequalities in one variable.

o Represent and solve equations and inequalities graphically.

Interpreting Functions

o Understand the concept of a function and use function notation.

o Interpret functions that arise in applications in terms of the context.

Interpreting Categorical and Quantitative Data

o Interpret linear models.

Quantities

o Reason quantitatively and use units to solve problems.

Arithmetic with Polynomials and Rational Expressions

o Understand the relationship between zeros and factors of polynomials.

Reasoning with Equations and Inequalities

o Solve systems of equations.

Interpreting Functions

o Analyze functions using different representations.

Building Functions

o Build a function that models a relationship between two quantities.

o Build new functions from existing functions.

Linear, Quadratic, and Exponential Models

o Construct and compare linear, quadratic, and exponential models and solve problems.

o Interpret expressions for functions in terms of the situation they model.

Interpreting Categorical and Quantitative Data

o Summarize, represent, and interpret data on a single count or measurement variable.

o Summarize, represent, and interpret data on two categorical and quantitative variables.

85

Mathematical Modeling

Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual

Category. Specific modeling standards appear throughout the high school standards indicated with a

star (). Where an entire domain is marked with a star, each standard in that domain is a modeling

standard.

Being successful in mathematics requires the development of approaches, practices, and

habits of mind that need to be in place as one strives to develop mathematical fluency, procedural

skills, and conceptual understanding. The Standards for Mathematical Practice are meant to address

these areas of expertise that teachers should seek to develop in their students. These approaches,

practices, and habits of mind can be summarized as processes and proficiencies that successful

mathematicians have as a part of their work in mathematics. Additional explanations are included in

the main introduction of these standards.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Communication in mathematics employs literacy skills in reading, vocabulary, speaking and

listening, and writing. Mathematically proficient students communicate using precise terminology and

multiple representations including graphs, tables, charts, and diagrams. By describing and

contextualizing mathematics, students create arguments and support conclusions. They evaluate and

critique the reasoning of others, analyze, and reflect on their own thought processes. Mathematically

proficient students have the capacity to engage fully with mathematics in context by posing questions,

choosing appropriate problem-solving approaches, and justifying solutions. Further explanations are

included in the main introduction.

2. Understand and use correct mathematical vocabulary.

3. Discuss and articulate mathematical ideas.

4. Write mathematical arguments.

86

Number and Quantity

Quantities* (N.Q)

problems and to guide the solution of multi-step There are no assessment limits for

problems; choose and interpret units consistently in this standard. The entire standard is

formulas; choose and interpret the scale and the assessed in this course.

origin in graphs and data displays.

understanding and interpreting

A. Reason graphs; identifying extraneous

quantitatively A1.N.Q.A.2 Identify, interpret, and justify information; choosing appropriate

and use units to units; etc.

solve problems. appropriate quantities for the purpose of

descriptive modeling.

There are no assessment limits for

this standard. The entire standard is

assessed in this course.

appropriate to limitations on measurement when this standard. The entire standard is

reporting quantities. assessed in this course.

Algebra

A1.A.SSE.A.1 Interpret expressions that represent For example, interpret P(1 + r)n as the

a quantity in terms of its context. product of P and a factor not

depending on P.

A. Interpret the a. Interpret parts of an expression, such as

structure of terms, factors, and coefficients.

expressions.

b. Interpret complicated expressions by There are no assessment limits for

viewing one or more of their parts as a this standard. The entire standard is

single entity. assessed in this course.

87

Cluster Headings Content Standards Scope & Clarifications

difference of squares and see an

opportunity to rewrite it in the easier-

to-evaluate form (53 + 47) (53 47).

A. Interpret the See an opportunity to rewrite

A1.A.SSE.A.2 Use the structure of an expression

structure of a2 + 9a + 14 as (a + 7) (a + 2).

to identify ways to rewrite it.

expressions.

expressions and polynomial

expressions in one variable.

For A1.A.SSE.B.3c:

For example, the growth of bacteria

A1.A.SSE.B.3 Choose and produce an equivalent can be modeled by either f(t) = 3(t+2) or

form of an expression to reveal and explain g(t) = 9(3t) because the expression

properties of the quantity represented by the 3(t+2) can be rewritten as (3t) (32) =

9(3t).

expression.

B. Write a. Factor a quadratic expression to reveal the

expressions in i) Tasks have a real-world context. As

zeros of the function it defines.

equivalent described in the standard, there is an

forms to solve b. Complete the square in a quadratic interplay between the mathematical

expression in the form Ax2 + Bx + C where structure of the expression and the

problems.

A = 1 to reveal the maximum or minimum structure of the situation such that

choosing and producing an equivalent

value of the function it defines. form of the expression reveals

c. Use the properties of exponents to rewrite something about the situation.

exponential expressions.

ii) Tasks are limited to exponential

expressions with integer exponents.

A. Perform

a system analogous to the integers, namely, they There are no assessment limits for

arithmetic

are closed under the operations of addition, this standard. The entire standard is

operations on

subtraction, and multiplication; add, subtract, and assessed in this course.

polynomials.

multiply polynomials.

B. Understand

A1.A.APR.B.2 Identify zeros of polynomials when

the relationship

suitable factorizations are available, and use the Graphing is limited to linear and

between zeros

zeros to construct a rough graph of the function quadratic polynomials.

and factors of

defined by the polynomial.

polynomials.

88

Creating Equations (A.CED)

A1.A.CED.A.1 Create equations and inequalities Tasks are limited to linear, quadratic,

or exponential equations with integer

in one variable and use them to solve problems.

exponents.

There are no assessment limits for

variables to represent relationships between

this standard. The entire standard is

quantities; graph equations with two variables on

assessed in this course.

coordinate axes with labels and scales.

A. Create describing nutritional and cost

equations that A1.A.CED.A.3 Represent constraints by constraints on combinations of

describe equations or inequalities and by systems of different foods.

numbers or equations and/or inequalities, and interpret

relationships. solutions as viable or nonviable options in a

modeling context. There are no assessment limits for

this standard. The entire standard is

assessed in this course.

quadratic, piecewise, absolute value,

A1.A.CED.A.4 Rearrange formulas to highlight a and exponential equations with

quantity of interest, using the same reasoning as integer exponents.

in solving equations.

Cluster Headings Content Standards Scope & Clarifications

A. Understand

A1.A.REI.A.1 Explain each step in solving an

solving

equation as following from the equality of numbers Tasks are limited to linear, quadratic,

equations as a

asserted at the previous step, starting from the piecewise, absolute value, and

process of

assumption that the original equation has a exponential equations with integer

reasoning and

solution. Construct a viable argument to justify a exponents.

explain the

solution method.

reasoning.

B. Solve

A1.A.REI.B.2 Solve linear equations and There are no assessment limits for

equations and

inequalities in one variable, including equations this standard. The entire standard is

inequalities in

with coefficients represented by letters. assessed in this course.

one variable.

89

Cluster Headings Content Standards Scope & Clarifications

For A1.A.REI.B.3b:

inequalities in one variable.

Tasks do not require students to

a. Use the method of completing the square write solutions for quadratic

to rewrite any quadratic equation in x into equations that have roots with

an equation of the form (x p)2 = q that nonzero imaginary parts. However,

B. Solve has the same solutions. Derive the tasks can require the student to

equations and quadratic formula from this form. recognize cases in which a quadratic

inequalities in equation has no real solutions.

b. Solve quadratic equations by inspection

one variable. (e.g., for x2 = 49), taking square roots,

completing the square, knowing and Note: solving a quadratic equation by

applying the quadratic formula, and factoring relies on the connection

factoring, as appropriate to the initial form between zeros and factors of

of the equation. Recognize when the polynomials. This is formally

quadratic formula gives complex solutions. assessed in Algebra II.

C. Solve graphically.

A1.A.REI.C.4 Write and solve a system of linear

systems of

equations in context.

equations. Systems are limited to at most two

equations in two variables.

There are no assessment limits for

equation in two variables is the set of all its

this standard. The entire standard is

solutions plotted in the coordinate plane, often

assessed in this course.

forming a curve (which could be a line).

are linear, quadratic, absolute value,

D. Represent A1.A.REI.D.6 Explain why the x-coordinates of the and exponential functions. For

and solve points where the graphs of the equations y = f(x) example, f(x) = 3x + 5 and

equations and and y = g(x) intersect are the solutions of the g(x) = x2 + 1.

inequalities equation f(x) = g(x); find the approximate solutions

graphically. using technology.

Exponential functions are limited to

domains in the integers.

inequality in two variables as a half-plane

There are no assessment limits for

(excluding the boundary in the case of a strict

this standard. The entire standard is

inequality), and graph the solution set to a system

assessed in this course.

of linear inequalities in two variables as the

intersection of the corresponding half-planes.

90

Functions

set (called the domain) to another set (called the

range) assigns to each element of the domain There are no assessment limits for

exactly one element of the range. If f is a function this standard. The entire standard is

A. Understand

and x is an element of its domain, then f(x) denotes assessed in this course.

the concept of

the output of f corresponding to the input x. The

function and

graph of f is the graph of the equation y = f(x).

use function

notation.

A1.F.IF.A.2 Use function notation, evaluate

There are no assessment limits for

functions for inputs in their domains, and interpret

this standard. The entire standard is

statements that use function notation in terms of a

assessed in this course.

context.

intervals where the function is

increasing, decreasing, positive, or

negative; relative maximums and

minimums; symmetries; and end

behavior.

A1.F.IF.B.3 For a function that models a

relationship between two quantities, interpret key

features of graphs and tables in terms of the i) Tasks have a real-world context.

quantities, and sketch graphs showing key features

given a verbal description of the relationship.

ii) Tasks are limited to linear

B. Interpret functions, quadratic functions,

functions that absolute value functions, and

arise in exponential functions with domains

applications in

in the integers.

terms of the

context. 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

A1.F.IF.B.4 Relate the domain of a function to its would be an appropriate domain for

graph and, where applicable, to the quantitative the function.

relationship it describes.

this standard. The entire standard is

assessed in this course.

91

Cluster Headings Content Standards Scope & Clarifications

B. Interpret

functions that A1.F.IF.B.5 Calculate and interpret the average ii) Tasks are limited to linear

arise in rate of change of a function (presented functions, quadratic functions,

applications in symbolically or as a table) over a specified interval. piecewise-defined functions

terms of the Estimate the rate of change from a graph. (including step functions and

context. absolute value functions), and

exponential functions with domains

in the integers.

symbolically and show key features of the graph,

by hand and using technology.

Tasks in A1.F.IF.C.6b are limited to

a. Graph linear and quadratic functions and

piecewise, step and absolute value

show intercepts, maxima, and minima.

functions.

b. Graph square root, cube root, and

piecewise-defined functions, including step

functions and absolute value functions.

expression in different but equivalent forms to

reveal and explain different properties of the

C. Analyze function. There are no assessment limits for

functions using a. Use the process of factoring and this standard. The entire standard is

different assessed in this course.

completing the square in a quadratic

representations.

function to show zeros, extreme values,

and symmetry of the graph, and interpret

these in terms of a context.

A1.F.IF.C.8 Compare properties of two functions ii) Tasks are limited to linear

each represented in a different way (algebraically, functions, quadratic functions,

graphically, numerically in tables, or by verbal piecewise-defined functions

descriptions). (including step functions and

absolute value functions), and

exponential functions with domains

in the integers.

92

Building Functions (F.BF)

A. Build a A1.F.BF.A.1 Write a function that describes a i) Tasks have a real-world context.

function that relationship between two quantities.

models a

a. Determine an explicit expression, a ii) Tasks are limited to linear

relationship

functions, quadratic functions, and

between two recursive process, or steps for calculation

exponential functions with domains

quantities. from a context. in the integers.

of replacing f(x) by f(x) + k, k f(x),

and f(x+k) for specific values of k

(both positive and negative) is limited

to linear, quadratic, and absolute

value functions.

A1.F.BF.B.2 Identify the effect on the graph of ii) f(kx) will not be included in

replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for Algebra 1. It is addressed in Algebra

B. Build new 2.

specific values of k (both positive and negative);

functions from find the value of k given the graphs. Experiment

existing with cases and illustrate an explanation of the iii) Experimenting with cases and

functions. effects on the graph using technology. illustrating an explanation of the

effects on the graph using

technology is limited to linear

functions, quadratic functions,

absolute value, and exponential

functions with domains in the

integers.

even and odd functions.

93

Linear, Quadratic, and Exponential Models (F.LE)

can be modeled with linear functions and with

exponential functions.

a. Recognize that linear functions grow by

equal differences over equal intervals and

that exponential functions grow by equal There are no assessment limits for

factors over equal intervals. this standard. The entire standard is

b. Recognize situations in which one quantity assessed in this course.

changes at a constant rate per unit interval

A. Construct

relative to another.

and compare

linear, c. Recognize situations in which a quantity

quadratic, and grows or decays by a constant factor per

exponential unit interval relative to another.

models and

solve A1.F.LE.A.2 Construct linear and exponential

Tasks are limited to constructing

problems. functions, including arithmetic and geometric

linear and exponential functions in

sequences, given a graph, a table, a description of

simple context (not multi-step).

a relationship, or input-output pairs.

a quantity increasing exponentially eventually There are no assessment limits for

exceeds a quantity increasing linearly, this standard. The entire standard is

quadratically, or (more generally) as a polynomial assessed in this course.

function.

electrician who charges 35 dollars

for a house call and 50 dollars per

hour would be expressed as the

function y = 50x + 35. If the rate

B. Interpret

were raised to 65 dollars per hour,

expressions

describe how the function would

for functions in F.LE.B.4 Interpret the parameters in a linear or

change.

terms of the exponential function in terms of a context.

situation they

model. i) Tasks have a real-world context.

to those with domains in the

integers.

94

Statistics and Probability

A1.S.ID.A.1 Represent single or multiple data sets There are no assessment limits for

with dot plots, histograms, stem plots (stem and this standard. The entire standard is

leaf), and box plots. assessed in this course.

A. Summarize,

represent, and A1.S.ID.A.2 Use statistics appropriate to the shape

interpret data There are no assessment limits for

of the data distribution to compare center (median,

on a single this standard. The entire standard is

mean) and spread (interquartile range, standard

count or assessed in this course.

deviation) of two or more different data sets.

measurement

variable. A1.S.ID.A.3 Interpret differences in shape, center,

There are no assessment limits for

and spread in the context of the data sets,

this standard. The entire standard is

accounting for possible effects of extreme data

assessed in this course.

points (outliers).

variables on a scatter plot, and describe how the models, and exponential models with

B. Summarize, variables are related. domains in the integers.

represent, and

a. Fit a function to the data; use functions

interpret data

fitted to data to solve problems in the For A1.S.ID.B.4a:

on two

context of the data. Use given functions or i) Tasks have a real-world context.

categorical and

choose a function suggested by the

quantitative

context.

variables. ii) Exponential functions are limited

b. Fit a linear function for a scatter plot that to those with domains in the

suggests a linear association. integers.

A1.S.ID.C.5 Interpret the slope (rate of change) There are no assessment limits for

and the intercept (constant term) of a linear model this standard. The entire standard is

in the context of the data. assessed in this course.

C. Interpret A1.S.ID.C.6 Use technology to compute and

this standard. The entire standard is

linear models. interpret the correlation coefficient of a linear fit.

assessed in this course.

A1.S.ID.C.7 Distinguish between correlation and

this standard. The entire standard is

causation.

assessed in this course.

95

Major content of the course is indicated by the light green shading of the cluster heading and standards

coding.

96

- Matlab SolverDiunggah olehSudhanwa Kulkarni
- TIPS FOR ADDITIONAL MATHEMATICSDiunggah olehsahmozac
- DLL 2016Diunggah olehJOVIE
- mixed systems of linear inequalities and quadratic inequalitiesDiunggah olehapi-262532023
- MATH 17 COURSE OUTLINEDiunggah olehmeghan8597
- Integral Table Math ContestsDiunggah olehArturo Gomez
- QUIZ 1 2017Diunggah olehmasyati
- Seia2e_1003 10.3 Solving Equations Quadratic in FormDiunggah olehThalia Sanders
- Algebra Final Class ExerciseDiunggah olehSushobhan Sanyal
- 8th Accelerate Sequence (2012 -2013)Diunggah olehScott Taylor
- nonlinear systems pptDiunggah olehapi-276566085
- Differential Equation Theory_eDiunggah olehthinkiit
- ubd unit esmeralda travis and brandyDiunggah olehapi-490451296
- 2017-2018 Big Ideas Algebra IIDiunggah olehDavid Walke
- Fea HandoutsDiunggah olehsyampnaidu
- scccr-algebraiDiunggah olehapi-269559470
- m3-block1-Unit 3Diunggah olehcooooool1927
- 462017.pdfDiunggah olehKOLLA Venkatesh
- 524394_634202871262067500Diunggah olehPreeti Vijay Manchanda
- ch02.pdfDiunggah olehmurounder
- Linear EquationsDiunggah olehAbhi Ram
- Grade7BOWDiunggah olehLarry Bugaring
- Full ChapterDiunggah olehNo Subject Subject
- IX Math Ch Polynomials Questions1Diunggah olehNeeraj Misra
- Casio FxDiunggah olehJoyfie Medina
- Syllabus in Homemaking ArtsDiunggah olehDamai Paguntalan-Macalandong
- Exam Drills 1Diunggah olehhui wen
- DLL Math (Week 1)Diunggah olehIgieanne Dayham
- HW3Diunggah olehAbhi Kumar
- Stpm Trials 2009 Math t Paper 1 (Pcghs)Diunggah olehJessica Jones

- 1-s2.0-S0023643818308491-mainDiunggah olehzeyin mohammed aumer
- Coleridge (illustr. Gustave Doré)Diunggah olehSettemontiErma1
- Herbal PlantsDiunggah olehLieanne Espinosa
- text bookDiunggah olehBala Ranganath
- revista neotropicalDiunggah olehabidcg2
- Mazhar Coverning LetterDiunggah olehMazhar Hanan
- annotated bibDiunggah olehapi-297954073
- Science Focus 4 CBDiunggah olehmusic_stefan98
- Electrimate TutorialDiunggah olehQuentin Williams
- Linear Algebra Review 1Diunggah olehQasim Ali
- LSI Research Paper (1)Diunggah olehEmily
- SOALBIGXI.docDiunggah olehAris Winarno
- Ajee_27!1!2011_special_issue-1 Many Articles in Australian Environmental Education Journals (Kam,25 Sep'14)Diunggah olehNikita Rizky
- (Palgrave Studies in Audio-Visual Culture) Claus Tieber, Anna K. Windisch (eds.)-The Sounds of Silent Films_ New Perspectives on History, Theory and Practice-Palgrave Macmillan UK (2014).pdfDiunggah olehmarina
- Query 400Diunggah olehvisua
- Hohha WhitepaperDiunggah olehVaibhav Singh
- B610Diunggah olehdasarisurya
- Code of Pharmaceutical EthicsDiunggah olehMahesh AR
- 100 Dosage Calculation Practice Problems AnswersDiunggah olehTeena Real
- CostDiunggah oleheveatr
- PLMAT_2012_General_Information_Primer.pdfDiunggah olehemerita molos
- Wind TunnelsDiunggah olehBernardo Pereira
- Entrepreneurship Education ReportDiunggah olehIrv Tololoche
- How to Annotate PDF ProofDiunggah olehZachery Ahmad
- Tara J. Yosso CulturalwealthDiunggah olehkcwbsg
- Case Study.pdfDiunggah olehkbalabala
- parade_2017-02-06edDiunggah olehHario Tri Hendroko
- LgbtDiunggah olehFaisal Sandhu
- Design for Manufacture and Assembly Tolerance AnalysisDiunggah olehsaravanaeee2004
- Vargas et al v. Pfizer Inc. et al - Document No. 98Diunggah olehJustia.com

## Lebih dari sekadar dokumen.

Temukan segala yang ditawarkan Scribd, termasuk buku dan buku audio dari penerbit-penerbit terkemuka.

Batalkan kapan saja.