Course of Study

1.1.1: Extend the properties of exponents to rational exponents.

N-RN.1: Students will: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

N-RN.2: Students will: Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Simplifying Radical Expressions

1.2.1: Reason quantitatively and use units to solve problems.

N-Q.4: Students will: Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

Area of Triangles

Circumference and Area of Circles

Correlation

Distance-Time Graphs

Distance-Time and Velocity-Time Graphs

Histograms

Perimeter and Area of Rectangles

Prisms and Cylinders

Pyramids and Cones

Solving Using Trend Lines

Surface and Lateral Areas of Prisms and Cylinders

Surface and Lateral Areas of Pyramids and Cones

Trends in Scatter Plots

N-Q.5: Students will: Define appropriate quantities for the purpose of descriptive modeling.

N-Q.6: Students will: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Unit Conversions 2 - Scientific Notation and Significant Digits

2.1.1: Interpret the structure of expressions.

A-SSE.7: Students will: Interpret expressions that represent a quantity in terms of its context.

A-SSE.7.a: Interpret parts of an expression such as terms, factors, and coefficients.

Compound Interest

Operations with Radical Expressions

Simplifying Algebraic Expressions I

Simplifying Algebraic Expressions II

Solving Formulas for any Variable

A-SSE.7.b: Interpret complicated expressions by viewing one or more of their parts as a single entity.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Compound Interest

Exponential Growth and Decay

Geometric Sequences

Simplifying Algebraic Expressions I

Simplifying Algebraic Expressions II

Translating and Scaling Functions

Using Algebraic Expressions

A-SSE.8: Students will: Use the structure of an expression to identify ways to rewrite it.

Dividing Exponential Expressions

Equivalent Algebraic Expressions I

Equivalent Algebraic Expressions II

Exponents and Power Rules

Factoring Special Products

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

Multiplying Exponential Expressions

Quadratics in Factored Form

Simplifying Algebraic Expressions I

Simplifying Algebraic Expressions II

Simplifying Trigonometric Expressions

Solving Algebraic Equations II

Using Algebraic Expressions

2.1.2: Write expressions in equivalent forms to solve problems.

A-SSE.9: Students will: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

A-SSE.9.a: Factor a quadratic expression to reveal the zeros of the function it defines.

Factoring Special Products

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

Quadratics in Factored Form

A-SSE.9.b: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

A-SSE.9.c: Determine a quadratic equation when given its graph or roots.

Parabolas

Quadratics in Polynomial Form

Quadratics in Vertex Form

Roots of a Quadratic

A-SSE.9.d: Use the properties of exponents to transform expressions for exponential functions.

Dividing Exponential Expressions

Exponents and Power Rules

Multiplying Exponential Expressions

2.2.1: Perform arithmetic operations on polynomials.

A-APR.10: Students will: Understand that polynomials form a system analogous to the integers; namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

Addition and Subtraction of Functions

Addition of Polynomials

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

2.3.1: Create equations that describe numbers or relationships.

A-CED.12: Students will: Create equations and inequalities in one variable, and use them to solve problems.

Absolute Value Equations and Inequalities

Arithmetic Sequences

Compound Interest

Exploring Linear Inequalities in One Variable

Geometric Sequences

Linear Inequalities in Two Variables

Modeling One-Step Equations

Modeling and Solving Two-Step Equations

Quadratic Inequalities

Roots of a Quadratic

Solving Equations by Graphing Each Side

Solving Equations on the Number Line

Solving Linear Inequalities in One Variable

Solving Two-Step Equations

Using Algebraic Equations

A-CED.13: Students will: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Absolute Value Equations and Inequalities

Circles

Compound Interest

Direct and Inverse Variation

Exponential Functions

Exponential Growth and Decay

Linear Functions

Point-Slope Form of a Line

Points, Lines, and Equations

Quadratics in Polynomial Form

Quadratics in Vertex Form

Slope-Intercept Form of a Line

Solving Equations on the Number Line

Standard Form of a Line

Using Algebraic Equations

A-CED.14: Students will: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context.

Linear Inequalities in Two Variables

Linear Programming

Solving Linear Systems (Standard Form)

Systems of Linear Inequalities (Slope-intercept form)

A-CED.15: Students will: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Area of Triangles

Solving Formulas for any Variable

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

A-REI.16: Students will: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

Equivalent Algebraic Expressions I

Equivalent Algebraic Expressions II

Modeling One-Step Equations

Modeling and Solving Two-Step Equations

Solving Algebraic Equations I

Solving Algebraic Equations II

Solving Equations by Graphing Each Side

Solving Equations on the Number Line

Solving Formulas for any Variable

Solving Two-Step Equations

2.4.2: Solve equations and inequalities in one variable.

A-REI.17: Students will: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Area of Triangles

Compound Inequalities

Exploring Linear Inequalities in One Variable

Linear Inequalities in Two Variables

Modeling One-Step Equations

Modeling and Solving Two-Step Equations

Solving Algebraic Equations I

Solving Algebraic Equations II

Solving Equations by Graphing Each Side

Solving Equations on the Number Line

Solving Formulas for any Variable

Solving Linear Inequalities in One Variable

Solving Two-Step Equations

A-REI.18: Students will: Solve quadratic equations in one variable.

A-REI.18.a: Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)² = q that has the same solutions. Derive the quadratic formula from this form.

A-REI.18.b: Solve quadratic equations by inspection (e.g., for x² = 49), taking square roots, completing the square and the quadratic formula, and factoring as appropriate to the initial form of the equation.

Factoring Special Products

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

Points in the Complex Plane

Quadratics in Factored Form

Roots of a Quadratic

2.4.3: Solve systems of equations.

A-REI.19: Students will: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Solving Equations by Graphing Each Side

Solving Linear Systems (Slope-Intercept Form)

Solving Linear Systems (Standard Form)

A-REI.20: Students will: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Cat and Mouse (Modeling with Linear Systems)

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Slope-Intercept Form)

Solving Linear Systems (Standard Form)

2.4.4: Represent and solve equations and inequalities graphically.

A-REI.22: Students will: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

Absolute Value Equations and Inequalities

Circles

Ellipses

Exponential Functions

Hyperbolas

Introduction to Exponential Functions

Parabolas

Point-Slope Form of a Line

Points, Lines, and Equations

Quadratics in Factored Form

Quadratics in Polynomial Form

Quadratics in Vertex Form

Slope-Intercept Form of a Line

Standard Form of a Line

A-REI.23: Students will: Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

Cat and Mouse (Modeling with Linear Systems)

Point-Slope Form of a Line

Solving Equations by Graphing Each Side

Solving Linear Systems (Matrices and Special Solutions)

Solving Linear Systems (Slope-Intercept Form)

Standard Form of a Line

A-REI.24: Students will: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Linear Inequalities in Two Variables

Linear Programming

Systems of Linear Inequalities (Slope-intercept form)

3.1.1: Understand the concept of a function and use function notation.

F-IF.25: Students will: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

Absolute Value with Linear Functions

Exponential Functions

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Introduction to Exponential Functions

Introduction to Functions

Linear Functions

Logarithmic Functions

Parabolas

Point-Slope Form of a Line

Points, Lines, and Equations

Quadratics in Factored Form

Quadratics in Polynomial Form

Quadratics in Vertex Form

Radical Functions

Standard Form of a Line

F-IF.26: Students will: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Absolute Value with Linear Functions

Exponential Functions

Introduction to Exponential Functions

Points, Lines, and Equations

Quadratics in Polynomial Form

Translating and Scaling Functions

F-IF.27: Students will: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Geometric Sequences

3.1.2: Interpret functions that arise in applications in terms of the context.

F-IF.28: Students will: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

Absolute Value with Linear Functions

Distance-Time Graphs

Distance-Time and Velocity-Time Graphs

Exponential Functions

Function Machines 3 (Functions and Problem Solving)

General Form of a Rational Function

Graphs of Polynomial Functions

Introduction to Exponential Functions

Logarithmic Functions

Points, Lines, and Equations

Quadratics in Factored Form

Quadratics in Polynomial Form

Quadratics in Vertex Form

Radical Functions

Rational Functions

F-IF.29: Students will: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

Absolute Value Equations and Inequalities

Absolute Value with Linear Functions

Exponential Growth and Decay

General Form of a Rational Function

Introduction to Functions

Logarithmic Functions

Radical Functions

Rational Functions

F-IF.30: Students will: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Cat and Mouse (Modeling with Linear Systems)

Distance-Time Graphs

Distance-Time and Velocity-Time Graphs

Point-Slope Form of a Line

Slope

3.1.3: Analyze functions using different representations.

F-IF.31: Students will: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

F-IF.31.a: Graph linear and quadratic functions, and show intercepts, maxima, and minima.

Absolute Value with Linear Functions

Cat and Mouse (Modeling with Linear Systems)

Exponential Functions

Graphs of Polynomial Functions

Linear Functions

Point-Slope Form of a Line

Points, Lines, and Equations

Polynomials and Linear Factors

Quadratics in Factored Form

Quadratics in Polynomial Form

Quadratics in Vertex Form

Roots of a Quadratic

Slope-Intercept Form of a Line

Standard Form of a Line

Zap It! Game

F-IF.31.b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

Absolute Value Equations and Inequalities

Absolute Value with Linear Functions

Distance-Time Graphs

Distance-Time and Velocity-Time Graphs

Radical Functions

Translating and Scaling Functions

F-IF.32: Students will: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

F-IF.32.a: Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

Factoring Special Products

Modeling the Factorization of *ax*^{2}+*bx*+*c*

Modeling the Factorization of *x*^{2}+*bx*+*c*

Polynomials and Linear Factors

Quadratics in Factored Form

Quadratics in Vertex Form

Roots of a Quadratic

F-IF.32.b: Use the properties of exponents to interpret expressions for exponential functions.

Compound Interest

Exponential Functions

Exponents and Power Rules

Multiplying Exponential Expressions

F-IF.33: Students will: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Direct and Inverse Variation

General Form of a Rational Function

Graphs of Polynomial Functions

Linear Functions

Logarithmic Functions

Quadratics in Polynomial Form

Quadratics in Vertex Form

3.2.1: Build a function that models a relationship between two quantities.

F-BF.34: Students will: Write a function that describes a relationship between two quantities.

F-BF.34.a: Determine an explicit expression, a recursive process, or steps for calculation from a context.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Geometric Sequences

F-BF.34.b: Combine standard function types using arithmetic operations.

Addition and Subtraction of Functions

Solving Linear Systems (Standard Form)

F-BF.35: Students will: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Geometric Sequences

3.2.2: Build new functions from existing functions.

F-BF.36: Students will: Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Absolute Value with Linear Functions

Exponential Functions

Introduction to Exponential Functions

Logarithmic Functions

Logarithmic Functions: Translating and Scaling

Quadratics in Polynomial Form

Quadratics in Vertex Form

Radical Functions

Rational Functions

Translating and Scaling Functions

Translating and Scaling Sine and Cosine Functions

Translations

Zap It! Game

3.3.1: Construct and compare linear, quadratic, and exponential models and solve problems.

F-LE.37: Students will: Distinguish between situations that can be modeled with linear functions and with exponential functions.

F-LE.37.a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

Arithmetic and Geometric Sequences

Compound Interest

Direct and Inverse Variation

Exponential Functions

Exponential Growth and Decay

Introduction to Exponential Functions

Linear Functions

Slope-Intercept Form of a Line

F-LE.37.b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Compound Interest

Direct and Inverse Variation

Linear Functions

Slope-Intercept Form of a Line

F-LE.37.c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

Arithmetic and Geometric Sequences

Compound Interest

Exponential Growth and Decay

Geometric Sequences

F-LE.38: Students will: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Absolute Value with Linear Functions

Arithmetic Sequences

Arithmetic and Geometric Sequences

Compound Interest

Exponential Functions

Exponential Growth and Decay

Function Machines 1 (Functions and Tables)

Function Machines 2 (Functions, Tables, and Graphs)

Function Machines 3 (Functions and Problem Solving)

Geometric Sequences

Introduction to Exponential Functions

Linear Functions

Logarithmic Functions

Point-Slope Form of a Line

Points, Lines, and Equations

Slope-Intercept Form of a Line

Standard Form of a Line

F-LE.39: Students will: Observe, using graphs and tables, that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

Arithmetic and Geometric Sequences

Compound Interest

Introduction to Exponential Functions

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

F-LE.40: Students will: Interpret the parameters in a linear or exponential function in terms of a context.

Arithmetic Sequences

Arithmetic and Geometric Sequences

Compound Interest

Exponential Growth and Decay

Geometric Sequences

Introduction to Exponential Functions

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

S-ID.41: Students will: Represent data with plots on the real number line (dot plots, histograms, and box plots).

Box-and-Whisker Plots

Describing Data Using Statistics

Histograms

Mean, Median, and Mode

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

S-ID.42: Students will: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

Box-and-Whisker Plots

Describing Data Using Statistics

Mean, Median, and Mode

Polling: City

Polling: Neighborhood

Populations and Samples

Reaction Time 1 (Graphs and Statistics)

Real-Time Histogram

Sight vs. Sound Reactions

S-ID.43: Students will: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

Box-and-Whisker Plots

Describing Data Using Statistics

Least-Squares Best Fit Lines

Mean, Median, and Mode

Populations and Samples

Reaction Time 1 (Graphs and Statistics)

Reaction Time 2 (Graphs and Statistics)

Real-Time Histogram

Stem-and-Leaf Plots

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

S-ID.44: Students will: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

S-ID.45: Students will: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

S-ID.45.a: Fit a function to the data; use functions fitted to data to solve problems in the context of the data.

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

Zap It! Game

S-ID.45.b: Informally assess the fit of a function by plotting and analyzing residuals.

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

S-ID.45.c: Fit a linear function for a scatter plot that suggests a linear association.

Correlation

Least-Squares Best Fit Lines

Solving Using Trend Lines

Trends in Scatter Plots

4.1.3: Interpret linear models.

S-ID.46: Students will: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Cat and Mouse (Modeling with Linear Systems)

Correlation

Solving Using Trend Lines

Trends in Scatter Plots

4.2.1: Understand independence and conditional probability and use them to interpret data.

S-CP.47: Students will: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

Independent and Dependent Events

Correlation last revised: 9/15/2020

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