Algebra 1, 4th 4.5 weeks

Transcription

1 The following practice standards will be used throughout 4.5 weeks:. Make sense of problems and persevere in solving them.. 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. TN Academic Standards Student Friendly I Can Statements Prerequisite Knowledge ACT Readiness Instruction al Time TN Ready Questions/Resources ACT Questions/Resource s F.LE.A. 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). F-LE.A.3 Observe using graphs and tables that a I can create linear and exponential functions, from a simple context, given the following situations: arithmetic and geometric sequences, a graph, a description of a relationship, and two points which can be read from a table. I can compare the behavior of a functions that are Write linear equations in standard form and slope-intercept form when given two points, a point and the slope, or the graph of the equation Identify arithmetic sequences and patterns in a set of

2 quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. linear, quadratic, or exponential. I can describe data given a real world linear or exponential function. data F.LE.B.4 Interpret the parameters in a linear or exponential function in terms of a context. S.ID.B.4 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. I can model exponential growth and decay I can determine whether linear and exponential models are increasing or decreasing. Identify the effect on mean, median, mode, and range when a set of data is changed Interpret data from line, bar, and circle graphs, histograms, scatterplots, box-and-whisker plots, stem-and-leaf plots, and frequency tables to draw inferences and make predictions Identify an approximate line of best fit to model

3 3 F.BF.3 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. F.IF.C.6 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. I can transform a variety of functions including linear, quadratic, and exponential I can graph square root, cube root, and piecewise functions including step and absolute value. (focusing mainly on linear and quadratic graphs) data and make predictions Graph a linear equation using a table of values, x- and y-intercepts, slope-intercept form, and technology Identify graphs of quadratic functions Relate factors, solutions (roots), zeros of related functions, and x-intercepts in equations that arise from quadratic functions

4 b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. 4 S.ID.A. 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. S.ID.A.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). S.ID.A. Represent single or multiple data sets with dot plots, histograms, stem I can describe a situation using center and spread. I can use the correct measure of center and spread to describe a distribution that is symmetric or skewed. I can identify outliers (extreme data points) and their effects on data sets. I can compare two or more different data sets using the center and spread of each. I can construct dot plots, histograms, and box plots

5 plots (stem-and-leaf), and box plots. for data on a real number line. I can make predictions based on graphs and data sets. I can construct and interpret various forms of data representations, (including line graphs, bar graphs, circle graphs, histograms, scatterplots, box-and-whiskers, stem-and-leaf, and frequency tables). (*ACT) (moved this up, but I think it is saying the same as statement #) 5

6 S.ID.B.4 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. b. Fit a linear function for a scatter plot that suggests a linear association. S-ID.C.5 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. S-ID.C.6 Use technology to computer and interpret the correlation coefficient of a linear fit. I can create a line of best fit given a set of data. I can explain the slope and intercepts of my line of best fit as it applies to a real world problem. I can assess the correlation coefficient given how close my line of best fit is. I can create a scatter plot given a set of data that applies to the real world. 6