high school adv. algebra

8/20/2019 High school Adv. Algebra

1/39

20

STRUCTURED CURRICULUM LESSON PLAN

Day: 005 Subject: Advanced Algebra Grade Level: High School

Correlations (SG,CAS,CFS): 8D1; 9A1

TAP:

Perform arithmetic operations involving

integers, fractions, decimals and percents,

explicitly stated or within context

Choose and apply appropriate operational

procedures and problem-solving strategies to

real-world situations

Understand number systems

ISAT:

Solve problems requiring computations with

whole numbers, fractions, decimals, ratios,

percents, and proportions

Use mathematical skills to estimates,

approximate, and predict outcomes, and to

judge reasonableness of results

Unit Focus/Foci

Explore the Relationships Between Sets of Data and Their Graphs

Instructional Focus/Foci

Identifying Linear Equations and Linear Relationships Between Values in a Table

Writing and Graphing an Equation Describing a Real World Linear Relationship

Materials

Classroom set of graphing calculators

Overhead graphing calculator Overhead projector

Educational Strategies/Instructional Procedures

Have the students plot some points on a coordinate plane. Given an x value, have the students

estimate the y value.

Have the students look for patterns using an In-Out table.


2/39

21

Ex 1. IN OUT Ex. 2. IN OUT Ex. 3. IN OUT

1 2 2 3 4 5

0 0 1 1 0 3

-1 -2 0 -1 -2 2

-2 -4 -2 -5 -4 1

Solution: 1. ( y = 2 x) 2. ( y = 2 x - 1) 3. ( y = 32

+ x

)

Ask: Is the relationship between the In and Out linear?

How can you determine if variables in a table represent points that will all fit on one line?

Have the students graph the following relations and then use several values of their own to

extend the table:

1.) Gallons 1 2 3 2.) Cost ($) 10 30 50 100

Quarts 4 8 12 Tax ($) .60 1.8 3.0 6.0

3.) Feet 3 6 15 4.) Hours 2 3 4

Yards 1 2 5 Miles 80 110 150

Students will discover which are linear (Answer: 1, 2, 3)

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Understand uses of scientific units and instruments

Analyze and interpret data

SS: Distinguish fact from opinion and relevant from irrelevant information

Connection(s)

Enrichment: Students will graph a variety of equations using the graphing calculator and then

identify various characteristics of the line.

1.) y = 6 x + 10 2.) y = -6 x + 10 3.) y = 1

4

x –3

4.) y = − 52

x + 4 5.) y = 4


3/39

22

Characteristics:

• graph is a line

• steepness of the line

• x and y intercepts

• two variables

•

no variable has an exponent other than 1

Fine Arts:

Home: Students will keep a record of all assignments. The homework record will be signed by

a parent or guardian on a weekly basis.

Remediation: Have students write several tables of their own data, some that are linearly related

and some that are not. Have students exchange data. Ask each student to determine whether the

data in the table they received are linearly related. Have students graph the data to verify them.

Technology:

Assessment

Ask students: How can you determine if values in a table represent points that will fit on one

line (linear relation)? Answer: if the differences between consecutive x values and the

corresponding y values are constant, then the points will fit on one line.

Homework

Assign appropriate problems from your text.


4/39

23

Teacher Notes

Answers to problems in text:

1.

Gallons 1 2 3

Quarts 4 8 1

2.

Cost 10 30 50 100

Tax .60 1.8 3.0 6.0

3.

Feet 3 6 15

Yards 1 2 5

4.

Hours 2 3 4

Miles 80 110 150

Solutions to Enrichment Activity:

1.

Graph is a straight line with positive slope.

2.

Graph is a straight line with negative slope.

3.

Graph is a straight line with positive slope.

(shallow)

4.

Graph is a straight line with negative slope.

(steep).

5.

Graph is a straight line with m = 0.


5/39

24



Correlations (SG,CAS,CFS): 8D2

TAP:




ISAT:

Identify, analyze and solve problems using

equations, inequalities, functions, and their

graphs

Unit Focus/Foci

Exploring the Relationships Between Sets of Data and Their Graphs


Writing an Equation in Slope-Intercept Form

Materials

Coordinate plane transparency or graphic organizer or graphing calculator

Graph paper


Overhead graphing calculator

Overhead projector


Discuss why slope is relevant in real life. Have students describe situations in which it is

necessary to know slope.

Have students work in groups of four to complete the following exploration:

Finding the Quotient of Differences

1. Graph the equation y = x

4

3.

2. Use the TRACE feature to find the coordinates of any points on the line P( x1 , y1) and

Q( x2 , y2).

3. Find y2 - y1.

4. Find x2 - x1.


6/39

25

5. Find the quotient12

12

x x

y y

−

−.

6. Compare your group’s quotient with that of other groups. Did any group get a different

answer?

7. How is the quotient related to the x-coefficient in the linear equation you graphed?

8. Repeat steps 1-5 for the linear equation y x= − +3 3. Compare the resulting quotient for this

equation to the x-coefficient in the linear equation you graphed.

9. Predict the quotient that your group will get for the equation y x= +73

2. Repeat steps 1-5 to

find the quotient. Was your prediction correct?

10. Describe the relationship between the x-coefficient in the linear equations in this explorationand the steepness of their graphs.

Explain how to find slope for the graphed line using rise over run. (Example: Graph the

equation y x=1

2. Start at (0,0); move 1 unit up on the y-axis and 2 units right on the x-axis.

Record the coordinates. Repeat this process two times; also, show that it is the same point if you

start at (0,0) and move right 2 units, then up one unit.

Emphasize that rise = y2 - y1 and run = x2 - x1; slope = rise

run

y y

x x=

−

−

2 1

2 1

What is the slope? The

steepness of a line? Would you rather go up hill A or hill B? Why?

A) B)

How fast is a line rising (or falling) as we move from left to right?

Exploration A

Have students use graphing calculators to complete the following exploration [no, there is no x]

and answer the related questions:

1. Graph the following lines on the same coordinate plane.

y = 2 y = 3 y = 5 y = 4


7/39

26

2. How are the graphs the same?

3. Find the slope of each line. Are the slopes the same?

4. Predict the slope of the equation y = -4. Graph the equation and find the slope. Was your prediction correct?

5. Fill in the blank: The slopes of horizontal lines are __________________.

6. Use graph paper to graph the following lines on the same coordinate plane:

x = -4 x = -2 x = 1 x = 3

7. Repeat steps 2 through 3.

8. Fill in the blank: The slopes of vertical lines are _____________________.

Ask if it is possible to graph the vertical lines on the graphing calculator. Why or why not?

Exploration B

Have students complete the following exploration. (One student from each group will present

results to the whole class and answer individual questions.)

1. Graph the following linear equations on the same coordinate plane.

y x= −1

32 y x= − +

1

32 y x= − −

1

32

2. Complete the following table:

Equation y y2 1− x x2 1− y y

x x

2 1

2 1

−

−

3. Find two lines with the same slope. How are the graphs similar? How are they different?

4. Fill in the blank: The graphs of linear equations with equal slopes are ________________.

5. Which two lines intersect at (0, 2)? What parts of their equations are the same?

6. Which two lines intersect at (0, -2)? What parts of their equations are the same?


8/39

27

7. Graph y = 5 x + 3 and y = x + 3 on the same coordinate plane. Where do they cross the y-

axis? How do the crossing points compare with their equations?

8. Write down four linear equations and predict where they will cross the y-axis. Graph each

equation. Were your group’s predictions correct?

9. Summarize the relationship between linear equations and where they intersect the y-axis.

Encourage students to choose any two points to complete the table. Students should recognize

what a y-intercept is and how to find it when the equation is in slope-intercept form.




Connection(s)

Enrichment: In a right triangle ABC, side AB = BC = 6. What is the length of side AC and

what are the remaining angle measures?

Solutions: Side AC = 6 2 , ∠B = 90°, ∠A = 45°, ∠C = 45°

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Teacher observation and in-class assignment


9/39

28

Homework

Assign from your text appropriate problems that explore slopes and intercepts.

Teacher Notes

Solutions to problems in the lesson:

1. y = x4

3

2. See graph

3. y2 – y1 = 3

4. x2 – x1 = 4

5. y y

x x

2 1

2 1

3

4

−

−=

6. See student responses7. Same

8. –3

9. 7

10. The larger the number the steeper the graph.

If the number is negative, it changes the direction of the graph.

Solutions to Exploration A:

1. 2. The graphs are all horizontal lines.

3. The slope of all four lines is zero.

4. The slope of y = 4 is zero.

5. The slope of a horizontal line is zero.

6.

x=-4 x=-2 x=1 x=3

7. The graphs are all vertical lines.

-5 –4 –3 –2 –1 0 1 2 3 4 5

5

4

3

2

1

-1

-2

-3

-4

-5


10/39

29

The slope of all four lines is undefined.

8. Undefined

Solutions to Explorations B:

2.Equation y2 – y1 x 2 - x 1 y y

x x

2 1

2 1

−

−

1.

y x

y x

y x

= −

= − +

= − −

1

32

1

32

1

32

1

-1

-1

3

3

3

1

3

-1

3

-1

3

3. y x= − +1

32 and y x= − −

1

32 have the same slope and are parallel to each other.

4. Parallel

5. None

6. y x y x= − = − −1

32

1

32, ; their y-intercepts are the same.

7.

*They cross the y-axis at 3

*The y cross at the common y-intercepts from both equations.

8. See student work.

9. See student work.


11/39

30



Correlations (SG,CAS,CFS): 10A2

TAP:

Analyze and interpret data presented in graphsISAT:

Identify, analyze and solve problems using

equations, inequalities, functions and their

graphs

Unit Focus/Foci



Graphing a Scatter Plot and Identifying the Data Correlation

Materials



Overhead projector

Graph paper

Rulers


Have students describe the graph of the equation y = 2 x + 4 and answer the following questions:

What is the slope? From looking at a graph, can you tell if the slope is negative or positive?

Guide and assist students through y = - x - 3, and y =4

3 x + 2.

Solution: See students’ work.

Demonstrate plotting points using the TI-82 or graph paper. Identify the graphs as positivecorrelation, negative correlation, or zero correlation. Identify the outliers.

Example 1:

(-1, 1) (-1, -1) (1, 1) (2, 1) (1, 3) (2, 2) (3, 4) (3, 5) (positive correlation)


12/39

31

Example 2:

(-1, 5) (2, 4) (0, 4) (-1, 3) (1, 2) (2, 1) (1, -1) (negative correlation)

Example 3:

(3, 5) (1, 4) (4, 3) (2, 2) (2, 1) (1, 1) (2, -1) (-2, -2) (zero correlation)

Have students compare correlation and slope: How are they alike? How are they different?

Guide students (in groups of 4) through the following activity:

1. Distribute rulers and have students measure their foot length (without shoe) and stretched

handspan.

2. Have students record their data on the chalkboard.

3. Each group should record this data and make a scatter plot of foot length along x-axis and

handspan along y-axis.

4. Identify the correlation for the scatter plot.

5. Identify any outliers.

6. Have groups use a ruler to draw the line that best fits through all the data points.

7. Have groups compare their line with that of other groups.

Discuss line of best-fit and correlation coefficient.

Administer a 5-Minute Quiz:

1. What are some examples of outliers in data from the real world?

2. Explain how you would define a line of best- fit.





13/39

32

Connection(s)

Enrichment: In a right triangle, give the ratios of the following:

Sin B =Cos B =

Tan B =

Solution to Enrichment Activity:

Sin B =3

5Cos B =

4

5Tan B =

3

4

Fine Arts:

Home: Have parents sign homework and record weekly.

Remediation:

Technology: Have students explore the STAT PLOT function on the graphing calculator.

Assessment

Evaluate the 5-Minute Quiz using the Structured Curriculum Scoring Rubric.

Homework


Teacher Notes


y = 2 x + 4

A

3 5

C 4 B


14/39

33

Slope describes the steepness of a line.

Yes.

y = x – 3

y =3

4 x + 2


15/39

34



Correlations (SG,CAS,CFS): 8B1

TAP:

Use variables, number sentences, and equations

to represent solutions and solve problems

ISAT:

Use mathematical skills to estimate,



Unit Focus/Foci

Exploring the Relationship Between Sets of Data and Their Graphs


Solving Problems Using Direct Variation

Materials


Discuss the idea of a constant rate. Have students provide real-life examples of related data that

increases or decreases at a constant rate. Be sure students understand how predictions can be

made if change occurs at a constant rate.

Direct variationHave students, working in groups of four, list events that are related by direct variation. Select

three groups to read their lists aloud for class discussion.

Make sure students understand that direct variation means that the y-value is equal to the x-value

multiplied by some number called the constant . Tell students that if they know both the x and y

values, they can always find the constant k by substituting the ordered pair ( x, y) into the equation

y = kx and solving for k. The y-value is equal to the x-value multiplied by some constant.

Proportion

List some ordered pairs on the chalkboard.

Example: A(1, 6); B(2, 12); C(3, 18); D(4,24); E(5,30); F(7,48)

Have students determine if the ordered pairs satisfy the direct variation y = kx form of a

proportion. Have students pair the ordered pairs A-F: A & B, B & C, C & D, etc., then

rewrite them in the form: y x y

x1

1 2

2

= .


16/39

35

Note that y x x y1 2 1 2= and y x y

x1

1 2

2

= are equivalent.


LA: Understand explicit, factual informationUnderstand the meaning of words in context

Connection(s)

Enrichment: P + R – L = 2

P n n

R n

= +

= −

( )1

2

2 1 Find L when n = 6

Solution: L = 51

Fine Arts:

Home: Have students keep a record of all assignments to be signed by parents .

Remediation:

Technology:

Assessment

Teacher observation

Homework

Assign from your text appropriate problems using direct variation.


17/39

36

Teacher Notes


A B

B C

C D

& :( )( )

& :( )( )

& :( )

61 12

2

12

2

122 18

3

36

312

183 24

424

= =

= = =

= =


18/39

37



Correlations (SG,CAS,CFS): 8B2

TAP:



ISAT:

Identify, analyze, and solve problems using


graphs

Unit Focus/Foci



Solving Problems by Writing and Solving Linear Equations

Materials



Overhead projector

Chart paper

Graph paper


Review properties of equality and distributive properties.

Properties of Equality

Let a, b, and c represent any real numbers.

1. Addition Property of Equality

If a = b, then a + c = b + c

2. Subtraction Property of Equality

If a = b, then a − c = b − c

3. Multiplication Property of Equality


19/39

38

If a = b, then ac = bc

4. Division Property of Equality

If a = b, thena

c

b

c= (for c ≠ 0 )

Distributive Property

For any real numbers a, b, and c

a(b + c) = ab + ac and (b + c)a = ba + ca

Solve for C : F = 5

9(C + 32), F = 86, using appropriate properties of equality.

Ask: What are equivalent equations?

Have students determine which steps in the above equation are equivalent equations.

Have the students simplify the following:

1. 2( x + 5) 2. 3( x - 4) 3. 10 + 5( x - 9) 4. -4 + 2( x + 3).

Have students work in groups of 4.

Demonstrate that 3 = 2 x+1 is the same as y = 3 and y = 2 x +1. Show that the equations must be

entered in the form y = 0 on a graphing calculator.

Assign one of the following equations to each group:

2 1 5 x + = 3 1 8 x − = 4 2 x y+ = y x= −4 1

Each group will write four equations equivalent to the given equation. The recorder of each

group will record the results on chart paper and present them to the whole class.

Discuss the different equations to give students additional insight into the meaning of

equivalency. The statement for real numbers: a, b, and c, if a = b and b = c, then a = c

Have students determine if the above alternative to the substitution property applies to the

equivalent equations they wrote.

Find the solution of 3 x + 2 y = 11 and y = 2 x − 5 using substitution.


20/39

39

Have students work in pairs (one student will solve by graphing, the other by substitution).

Given that

x = 3 y − 1, have students use substitution to solve 5 x = 2 y + 21 for y, then find x. Compare

answers for consistency.




Connection(s)

Enrichment: Create flash cards of the properties discussed in class. Put the property on one side

of the card and your own example on the other side. Use these to study.

Fine Arts:

Home: Have parents sign homework and record weekly.

Remediation: Work with students in small groups on their areas of deficiency.

Technology:

Assessment

Teacher observation

Homework



21/39

40

Teacher Notes

Solutions to Educational Strategies Examples:

Solve for C : 86 =9

532( )c +

86 =9

5

288

5c +

430 = 9c+280

150 = 9c

164

9= c

Equivalent equations are equations with the same solutions:

1) 2(x + 5) = 2x + 10

2) 3(x−

4) = 3x−

123) 10 + 5(x − 9) = 10 + 5x − 45 = 5x − 35

4) –4+2(x + 3) = 4 + 2x + 12 = 2x + 8

Four examples: Possible solutions:

1) 2x + 1 = 5 2x = 4

2) 3x − 1 = 8 3x = 9

3) 4x = 2 4x = y − 2

4) y = 4x − 1 y + 1 = 4

See student solutions.

Find the solution by using substitution:

3x + 2y = 11 and y =2x − 5

3x + 2(2x − 5) = 11

3x + 4x − 10 = 11

7x − 10 = 11

7x = 21

x = 3


22/39

41



Correlations (SG,CAS,CFS): 6A1

TAP:



ISAT:



graphs

Unit Focus/Foci



Solving and Graphing Linear Inequalities

Materials

Copies of Solving Equations Quiz



Overhead projector


Administer the Solving Equations Quiz.

Review definitions of inequalities and the inequality symbols. Discuss real-world situations in

which inequalities occur. Have students consider words that suggest inequalities

{less than, greater than, at least, at most, minimum, maximum}.

Have the students complete the following exploration:

1. Write the inequality -3 . Subtract a negative number from both

sides of the inequality. Is the result true or false?

3. Summarize your results of adding or subtracting the same number to both sides of an

inequality.

Summarize addition and subtraction properties of inequalities.


23/39

42

Have students complete the following exploration:

1. Repeat the first exploration, but multiply each side of the inequality by -7.

2. Repeat step 2 from the previous exploration, but divide by the negative number instead of subtracting.

3. Summarize your results.

Summarize multiplication and division properties of inequalities.

Have students write a summary of inequalities and the rules that apply to inequalities.


LA: Understand explicit, factual informationUnderstand the meaning of words in context

Connection(s)

Enrichment: Have the students draw a triangle on graph paper and shade it. Determine the

inequalities that form the triangle.

Fine Arts: Have the students find graphs with shaded regions in newspapers and magazines.

Home: Have parents sign homework record weekly.

Remediation: Have the students look at the graph of linear equations and list four possible

solutions.

Technology: Have the students explore shading with the graphing calculator .

Assessment

Evaluate the students’ paragraphs using the Structured Curriculum Scoring Rubric.


24/39

43

Homework


Teacher Notes

Remind students that ≤ ≥and will result in a shaded circle and < and > will have an unshaded

circle.

Solutions to problems in the Educational Strategies:

Part I

1. –3 < 5

-7 + -3 < -7 + 5

-10 < -2 (true)

2. See students’ work

Possible Solution: If you multiply or divide by a real number on both sides of an inequality, you

will need to change the direction of the inequality sign to maintain an equivalent equation.

Solution to Solving Equations Quiz:

1.

C F

C F

C F

= −

= −

+ =

5

932

95

32

9

532

( )

2.

V=

π

π

r h

v

r h

2

2 =

3. y = -1x +7

2

4. y = 12,000 − 800x5. 2x = 3x + 1

Intersection x = -1 y = -2

6. x + 3 = 6x − 17


25/39

44

Solving Equations Quiz

1. Solve for F: C=5

932( ) F −

2. Solve for h: V=π r h2

Write the equation of each line:

3. R ( , )1

23 and S ( , )3

1

2

4. Victor purchased a new car for $12,000. It depreciates in value $800 per year. Write the

general equation to reflect the cars value in any year.

Solve the following equations by graphing:

5. 2x = -3x + 1 6. x + 3 = 6x − 17


26/39

45



Correlations (SG,CAS,CFS): 6A1,2; 6C2; 8A1,2; 8B1; 8D; 9A

TAP:









Analyze and interpret data presented in charts,

graphs, tables, and other displays

ISAT:

Solve word problems requiring computations

with whole numbers, fractions, decimals,

ratios, percents, and proportions






graphs

Understand and use methods of data collectionand analysis, including tables, charts, and

comparisons

Unit Focus/Foci



Solving and Graphing Linear Inequalities

Materials

Graphing Calculator Manual



Overhead projector


Define boundary line and linear inequality:

Boundary line: a line for a linear inequality that divides the coordinate plane into two half-planes

Linear inequality: an inequality with a boundary line that can be expressed in the form

f ( x) = mx + b.

Explain to the students that the boundary line divides the plane into two half-planes.


27/39

46

">" means upper half-plane

"


28/39

47

Randomly select four students to present their solutions to the class.


LA: Draw conclusions, inferring meanings from text

SC: Analyze and interpret dataSS: Read and interpret maps, charts, graphs and cartoons

Connection(s)

Enrichment: Practice graphing inequalities on the graphing calculator.

Example: y x< − +2 1

The SHADE command must be used and two equations are required. The command requires the

information SHADE (lower boundary, upper boundary). Since "


29/39

48

Solutions to graphing problems in the lesson:

Graph and explain the following examples.

1. –2x – 5 < -x + 10

-1x < 15 x > 15

2. 2x – 4x ≤ 4

-2x ≤ 4

x ≥ -2

-5 -4 -3 -2 -1 1 2 3 4 5

5

4

3

2

1

-1

-2

- 3

-4

-5

-25 -20 -15 -10 -5 5 10 15 20 25

25

20

15

10

5

-5

-10

-15

-20

-25


30/39

49

Have students graph the following: (solutions)

1. 3 – x ≥ 5 2. 12 x – 15 < 8 x + 3

( x ≤ -2) ( x < 4.5)

3.3 8

5

4

3

x x−≤

+4. 3 x – 7 y < 21

( x ≤ 11) y >3

7 x - 3

-4 -3 -2 -1 1 2 3 4 -5 -4 -3 -2 -1 1 2 3 4 5

--2 -1 1 2 3 4 5 6 7 8 2 4 6 8 10 12


31/39

50



Correlations (SG,CAS,CFS): 6A1,2, C2; 8A1,2, B1,8D; 9A

TAP:











ISAT:









graphs


comparisons

Unit Focus/Foci



Reviewing the Relationships Between Sets of Data and Their Graphs

Materials


Review Unit One using a review format from Appendix C.



SC: Analyze and interpret data

SS: Read and interpret maps, charts, graphs and cartoons


32/39

51

Connection(s)

Enrichment: Write down a list of study strategies that work for you and share them with your

classmates.

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Teacher observation

Homework

Study for the Unit One Assessment.

Teacher Notes

Prepare copies of the Unit One Assessment.


33/39

52



Correlations (SG,CAS,CFS): 6A1,2; 6C2; 8A1,2; 8B1; 8D; 9A

TAP:











ISAT:









graphs


comparisons

Unit Focus/Foci



Assessing Unit One

Materials

Copies of the Unit One Assessment


Administer the Unit One Assessment.




SS: Read and interpret maps, charts, graphs and cartoons


34/39

53

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Evaluate the Unit One Assessment.

Homework

Relax.

Teacher Notes

Solutions to Unit One Assessment:

1. a.

b. 2 represents the slope

c. 3 represents the y-intercept

d. This change would change the direction of the graph. Instead of going up from left to

right, it would fall down from the left to the right.

2. If the highest power exponent is one or if the numbers indicate a constant rate of change.

3. a. yes

b.

y = -4x – 3 (see student work)


35/39

54

4. a.

b. correlation is positive

c. using coordinates (5, 2) (10, 6)

6 2

10 5

4

5

5

24

5 4

4

52

−

−=

−

− = −

= −

slope

y - 2 =4

5( ) x

y x

y x

5. a. 15 x + 25 y ≥ 175 x represents shirts

25 y ≤ -15 + 175 y represents jeans

y ≤ −3

5 x + 7

b.

(0, 7) no shirts, 7 pairs of jeans

(5, 4) 5 shirts, 4 pairs of jeans

(10, 1) 10 shirts, 1 pair of jeans


36/39

55

Unit One Assessment

1. Given the equation y = 2 x + 3, complete the following:

a.

Sketch the graph of the equation. b. What does the value 2 represent?c. What does the value 3 represent?

d. If the value 2 was changed to –2, would this change your graph? How?

2. How can you determine if an equation is linear?

3. Given the In/Out table

In Out

-2-113

51-7

-15

a. Does this represent a linear equation?

b.

If yes, which equation does it describe; if no, how do you know?


37/39

56

4. The shoe size of the students in all the 11th grade math classes are described in

the following table.

# of students

with thatsize

2 2 4 4 5 6

Shoe size 5 6 7 8 9 10

a. Make a scatter plot of the following information. b. Is the correlation positive, negative, or zero?c. Determine the equation for the line of best-fit and plot it on the same

graph.

5. Geomwear Clothing Store shirts cost $15 and jeans cost $25 each. If Jackiehas $175 to spend, what combinations of jeans and shirts can Jackie buy?

a. Write an inequality which describes her clothing choices.

b. Sketch the graph showing how many of each clothing item Jackie could buy.

c. What combinations of clothing can Jackie purchase if she wants to spendas much of the $175 as possible?


38/39

57



Correlations (SG,CAS,CFS): 6A1; 8C1

TAP:


integers, fractions, decimals and percents





Understand number systems



ISAT:

Solve problems requiring computations with

whole numbers, fractions, decimals, ratios,

percents, and proportions





equations

Unit Focus/Foci

Exploring Linear Functions


Assessing Linear Functions

Materials

Unit One Assessment (student copies)


Return the Unit One Assessment and review the solutions with the students.

Have the students write an essay reflecting on their performance in Unit One. Invite the students

to use the following questions as guidelines for writing their essays:

1. Did I do my best?

2. What gave me the most difficulty?

3. Where do I need the most help?

4. What methods or recourse did I use to improve myself?

5. What would I do differently next time?

Remind students that an essay has a minimum of three paragraphs: introduction, body, and

conclusion.


39/39


LA: Understand the meaning of key words and phrases in text


Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Homework

Have students select three samples of their work for their portfolios, and write an explanation as

to why each piece was selected.

Teacher Notes

Read student reflections.

high school adv. algebra

Documents