Natalie Edge Dates January 617 Content F.LE.

1: Distinguish between situations that can be modeled with linear functions and with exponential functions. F.LE.2: 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.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly. F.LE.5: Interpret the parameters in a linear or exponential function in terms of a context. January 21February 14 F.IF.1: 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 of x. The graph of f is the graph of the equation y = f(x). F.IF.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. F.IF.4: 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. F.IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative Skills -Students will be able to show that linear functions grow by equal differences over equal intervals, and exponential functions grow by equal factors over equal intervals. -Students will recognize situations in which a quantity grows or decays by a constant percent rate. (Work in groups to analyze interest rates or decaying radioactive matter) -Students will teach each other how to use graphs and tables to demonstrate exponential growth/decay, and will be able to come up with possible stories/models. Assessment During Instruction Warm-ups Quizzes Homework After Instruction: Unit Test Performance Assessment Interim Assessment 2(Post Test)

-Students will learn the new academic language associated with domain and range.

Before Instruction: Interim Assessment 3 (Pre Test) During Instruction Warm-ups Quizzes Homework After Instruction Unit Test Performance Assessment

-Students will understand how domain and range are related, and will be able to explain the significance of both.

-Students will be able to use appropriate vocabulary to describe a function, including intercepts, intervals, increasing, decreasing, positive, negative, minimums/maximums, symmetries, end behavior.

Natalie Edge relationship it describes. F.IF.6: 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. F.IF.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [For example, compare the growth of two linear functions, or two exponential functions such as y = 3n and .] F.BF.1b: Write a function that describes a relationship between two quantities. -Students will be able to calculate and interpret average rate of change for a function (with linear and exponential). -Students will be able to model a function algebraically, graphically, numerically in tables, or by verbal descriptions.

-Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

February 18March 6

G.CO.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. G.CO.2: Represent transformations in the plane.

-Students will be familiar with geometric definitions involving lines, and will be able to compute distance along a line, distance around a circular arc, etc.

During Instruction: Warm-ups Quizzes Homework After Instruction: Unit Test

-Students will be able to describe

transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g. translation versus horizontal stretch).

G.CO.3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. G.CO.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. G.CO.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper,

-Students will be comfortable in transforming/translating a shape on a graph.

Natalie Edge tracing paper, or geometry software. G.GPE.5: Prove the slope criteria for parallel and perpendicular lines; use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point). March 10March 28 .G.CO.6: Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. G.CO.7: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. G.CO.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions. G.CO.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). G.CO.13: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle. -Students will work in small groups to discover that the slopes of perpendicular lines are opposite reciprocals.

-Throughout this section, students will put together a geometry portfolio, where they will collect all their constructions and geometric drawings to be turned in at the end of the unit. -Students will work in small groups to discover the meaning of congruence, and possible criteria to help determine whether a shape is congruent to another. -Using their discoveries about general congruency, apply this to triangles, and see if they can come up with more rigorous rules with triangles. -After discovering that ASA, SAS, and SSS leads to triangle congruity, students will try to make formal/rigorous proofs. - Students will learn how to copy a segment; copy an angle; bisect a segment; bisect an angle; construct perpendicular lines, and construct a line parallel to a given line through a point not on the line. -Given a straightedge and compass, and stepby-step instructions, students will work in small groups to discover how to construct regular shapes inscribed in a circle.

During Instruction: Warm-ups Quizzes homework Portfolio

After Instruction: Unit Test Performance Assessment Growth Assessment 2(Post Test)