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Mathematics Algebra 2
Curriculum and Instruction Professional Learning Conference
August 17 and 18, 2009 © San Antonio Independent School District
The San Antonio Independent School District does not discriminate on the basis of race, color, gender, religion, national origin, age, disability, or any other basis prohibited by law.
Literacy with an Attitude: Tools for the Thinking Classroom Teaching and Learning Professional Learning Conference San Antonio Independent School District, August 2009
AGENDA
August 17 and 18, 2009 Department: Mathematics Presenter: Mark Bell & Ed Gordon Grade Level: High School Contact Information: Mark Bell & Ed Gordon
Content NOTES
Norms
Participate actively o Ask questions o Take care of your neighbor o One person talks at a time
Take care of yourself. Electronic devices off or silent. It’s OK to have FUN!
Expectations
Preparation for Math Curriculum for 2009-2010 Academic Year Increase knowledge and encourage the use of best practices
Teaching and learning aligned with curriculum and assessments
Objectives & Overview
Speaker PM Aug 17: Frank Wang, “Beauty and Mathematics – Mathematician’s Search for Pattern and Order”
Curriculum Guide Update (Aug 17)
Writing in Math Class (Aug 17)
Vocabulary Tools (Aug 17 and Aug 18)
Cooperative Learning Structures (Aug 18)
Planning the First Week (Aug 18)
Q&A/Evaluation
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 1
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Mat
hem
atic
s –
Alg
ebra
2
Uni
t of S
tudy
: Fou
ndat
ions
of F
unct
ions
Firs
t Gra
ding
Per
iod
– W
eeks
1 -
4 (1
8 da
ys)
CURR
ICULU
M O
VERV
IEW
Endu
ring
Und
erst
andi
ngs
(Big
Idea
s)
Uni
t Rat
iona
le
Mea
nin
gfu
l ma
them
atic
s is
the
reco
gni
tion
of
patte
rns
and
the
abili
ty to
co
mm
unic
ate
that
pat
tern
in a
lan
guag
e th
at
is c
omm
only
und
erst
ood.
A
larg
e po
rtio
n of
thes
e pa
ttern
s ca
n b
e re
pres
ente
d b
y fu
nctio
ns.
Mat
hem
atic
al fu
nctio
ns e
nab
le u
s to
mod
el a
larg
e po
rtio
n of
the
tech
nica
l, ec
onom
ic
and
ph
ysic
al w
orld
. U
nder
sta
ndin
g th
eir
cha
ract
eris
tics
and
app
licat
ion
pote
ntia
l is
a ke
y to
co
ntin
ued
hum
an
pro
gres
s.
Esse
ntia
l Que
stio
ns
Gui
ding
Que
stio
ns
Wha
t are
the
stre
ngth
s a
nd w
eakn
esse
s of
usi
ng a
mat
hem
atic
al m
ode
l?
Ho
w c
an
I app
ly m
y kn
ow
ledg
e of
func
tions
to
real
life
situ
atio
ns?
Ho
w is
it u
sefu
l to
kno
w th
e gr
aphs
of p
aren
t fu
nctio
ns a
nd t
he e
ffect
s of
par
amet
er
chan
ges
on
the
grap
hs?
√W
hat a
re th
e in
depe
nden
t and
dep
ende
nt v
aria
bles
in th
e pr
oble
m s
ituat
ion?
√
Wha
t are
the
dom
ain
and
rang
e of
the
func
tion?
√
How
doe
s w
alki
ng r
ate
affe
ct th
e gr
aph,
the
tabl
e of
val
ues,
and
the
equa
tion?
√
How
can
we
use
the
tabl
e of
val
ues
to p
redi
ct if
the
data
is li
near
? √
Wha
t effe
ct d
oes
incr
easi
ng/d
ecre
asin
g th
e ra
te h
ave
on th
e gr
aph,
the
tabl
e of
val
ues,
and
the
equa
tion?
√
Wha
t are
the
dom
ains
and
ran
ges
of li
near
, qua
drat
ic, e
xpon
entia
l, lo
garit
hmic
, abs
olut
e va
lue,
squ
are
root
, and
rec
ipro
cal p
aren
t fun
ctio
ns?
√W
hat e
ffect
s do
tran
sfor
mat
ions
hav
e on
the
grap
hs o
f the
par
ent f
unct
ions
? TE
KS
(Sta
ndar
ds)
TEK
S Sp
ecifi
city
- In
tend
ed O
utco
me
2A.1
Fou
ndat
ions
for F
unct
ions
. T
he s
tude
nt u
ses
pro
pert
ies
and
attr
ibut
es o
f fu
nctio
ns a
nd a
pplie
s fu
nctio
ns
to p
robl
em s
ituat
ions
. T
he s
tude
nt is
exp
ecte
d to
:
2A
.1 (A
) ide
ntify
the
mat
hem
atic
al d
omai
ns a
nd r
ang
es o
f fun
ctio
ns a
nd
dete
rmin
e re
ason
abl
e do
ma
in a
nd r
ange
va
lues
for
cont
inu
ous
and
disc
rete
si
tuat
ions
.
2A
.1 (B
) col
lect
and
org
ani
ze d
ata,
mak
e a
nd in
terp
ret s
catte
rplo
ts, f
it th
e gr
aph
of
a fu
nctio
n to
the
data
, int
erpr
et t
he r
esul
ts, a
nd p
roce
ed
to m
ode
l, pr
edic
t, a
nd m
ake
deci
sion
s a
nd c
ritic
al ju
dgm
ent
s.
2A
.4 A
lgeb
ra a
nd G
eom
etry
. T
he s
tude
nt c
onn
ects
alg
ebra
ic a
nd
geom
etric
re
pres
enta
tion
s of
func
tions
.
2A
.4 (A
) ide
ntify
an
d sk
etch
gra
phs
of p
aren
t fu
nctio
ns, i
nclu
ding
line
ar (
f(x) =
x),
qu
adr
atic
(f(x
) = x
2 ),
exp
one
ntia
l (f(x
) = a
x ), a
nd lo
gar
ithm
ic (
f(x) =
log a
x)
func
tions
, ab
solu
te v
alu
e of
x (
f(x) =
I x
I ), s
quar
e ro
ot o
f x
(f(x)
= √
x),
and
rec
ipro
cal o
f x (
f(x) =
1/
x ).
2A
.4 (B
) ext
end
pare
nt fu
nctio
ns w
ith p
aram
eter
s su
ch a
s a
f(x)
= a
/x a
nd
desc
ribe
the
effe
cts
of p
aram
eter
cha
nge
s o
n th
e gr
aph
of p
are
nt fu
nctio
ns.
” I C
AN
” st
atem
ents
hig
hlig
hted
in y
ello
w a
nd it
alic
ized
sho
uld
be d
ispl
ayed
fo
r stu
dent
s.
I ca
n :
iden
tify
reas
onab
le d
omai
ns a
nd ra
nges
for a
ll fu
nctio
ns (2
A.1
A)
us
e da
ta to
gen
erat
e a
grap
h an
d a
func
tion
and
to m
ake
deci
sion
s (2
A.1
B)
id
entif
y an
d sk
etch
the
grap
hs o
f par
ent f
unct
ions
(lin
ear,
quad
ratic
, ex
pone
ntia
l, lo
garit
hmic
, abs
olut
e va
lue,
squ
are
root
and
reci
proc
al)
(2A
.4A
)
mak
e pa
ram
etric
cha
nges
to p
aren
t fun
ctio
ns a
nd d
escr
ibe
the
resu
lting
gr
aphs
(2A
.4B
)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 2
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Evid
ence
of L
earn
ing
(Sum
mat
ive
Ass
essm
ent)
1.
Giv
en th
e e
qua
tion
or g
raph
of
seve
ral f
unct
ions
, the
stu
dent
will
det
erm
ine
the
dom
ain
an
d ra
nge
with
at
leas
t 80%
acc
urac
y.
2.
Giv
en a
set
of d
ata
rela
ting
two
varia
bles
, the
stu
dent
will
de
term
ine
a fu
nctio
nal
mod
el w
ith a
t lea
st 8
0%
acc
urac
y.
3.
Giv
en a
par
ent
func
tion
(line
ar,
qua
drat
ic, e
xpon
entia
l, ab
solu
te v
alue
, squ
are
root
or
reci
proc
al),
the
stud
ent
will
iden
tify
its g
raph
with
at l
east
80%
acc
urac
y.
4.
Giv
en a
par
ent
func
tion
(line
ar,
qua
drat
ic, e
xpon
entia
l, ab
solu
te v
alue
, squ
are
root
or
reci
proc
al),
the
stud
ent
will
ske
tch
its
grap
h w
ith a
t lea
st 8
0% a
ccur
acy.
5.
G
iven
a p
aram
etric
cha
nge
to a
par
ent f
unct
ion,
the
stud
ent
will
des
crib
e th
e ef
fect
on
the
grap
h w
ith a
t le
ast 8
0% a
ccur
acy.
N
ine
Wee
ks P
roje
ct: M
athe
mat
ical
Fun
ctio
ns in
Our
Wor
ld
Use
tele
visi
on
and
ne
wsp
ape
r re
port
s, n
ew
spap
er a
ds, i
nte
rnet
site
s an
d se
arch
es, b
usin
ess
sign
s, y
our
ow
n li
fe, e
tc.,
to fi
nd e
xam
ple
s of
mat
hem
atic
al fu
nctio
ns in
rea
l life
si
tuat
ions
. T
he fu
nctio
ns c
an
cons
ist o
f lin
ear,
qua
drat
ic, e
xpon
entia
l, lo
ga
rithm
ic, a
bso
lute
val
ue,
squ
are
root
and
rec
ipro
cal o
r co
mb
inat
ions
of t
hese
. In
som
e ca
ses
you
ma
y no
t kn
ow
wh
at t
ypes
of f
unct
ions
com
pose
the
mod
el.
The
ob
ject
ive
of th
e pr
ojec
t is
to r
ealiz
e th
e tr
emen
dou
s nu
mbe
r of
mat
hem
atic
al fu
nctio
ns in
volv
ed a
s w
e e
arn
mon
ey,
pa
y b
ills,
ch
eck
the
we
athe
r fo
reca
st, o
r lis
ten
to n
ew
s ab
out
the
sear
ch fo
r a
mis
sin
g pl
ane
. Y
our
pro
ject
sh
ould
con
tain
at l
east
50
exa
mp
les.
C
halle
nge
yo
urse
lf to
find
100
or
mor
e!
Rec
ord
your
func
tions
usi
ng
a c
hart
with
(1)
a v
erba
l des
crip
tion
of th
e fu
nct
ion,
(2)
do
cum
enta
tion
of
wh
ere
you
foun
d it,
and
(3)
one
oth
er r
epre
sent
atio
n of
the
func
tion
besi
des
the
verb
al d
escr
iptio
n.
Ass
essm
ent:
You
r pr
oje
ct w
ill b
e as
sess
ed f
or:
1.
Con
cept
ual
kn
ow
ledg
e –
the
corr
ect
iden
tific
atio
n of
fun
ctio
ns
2.
Pro
ced
ural
kn
ow
led
ge –
app
ropr
iate
rep
rese
ntat
ions
of f
unct
ions
3.
C
omm
unic
atio
n –
appr
opri
ate
use
of t
erm
ino
log
y N
ote:
Tea
cher
s m
ay r
efer
to th
e M
athe
mat
ics
Per
form
ance
Ass
essm
ent R
ubric
in th
e R
egio
n 4
TA
KS
Mat
hem
atic
s P
repa
ratio
n T
extb
ook
for
furt
her
info
rmat
ion
on a
sses
smen
t.
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 3
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
CURR
ICULU
M G
UID
E Es
sent
ial P
re-r
equi
site
Ski
lls
Alg
ebra
1
de
scrib
e in
dep
end
ent a
nd
depe
nde
nt q
uant
ities
in fu
nctio
nal
rel
atio
nshi
ps (
A.1
A)
ga
ther
and
rec
ord
data
and
use
dat
a se
ts to
det
erm
ine
func
tiona
l rel
atio
nshi
ps b
etw
een
qua
ntiti
es (
A.1
B)
de
scri
be fu
nctio
nal r
elat
ions
hips
for
give
n pr
oble
m s
ituat
ion
s an
d w
rite
equ
atio
ns o
r in
equ
aliti
es to
ans
wer
que
stio
ns a
risi
ng fr
om th
e si
tuat
ions
(A
.1C
)
ide
ntify
mat
he
mat
ical
dom
ain
s an
d ra
nge
s a
nd d
eter
min
e re
aso
nabl
e d
om
ain
and
ra
nge
valu
es fo
r gi
ven
situ
atio
ns, b
oth
cont
inuo
us a
nd d
iscr
ete
(A.2
B)
in
terp
ret s
ituat
ions
in te
rms
of g
iven
gra
phs
or
crea
te s
ituat
ions
that
fit g
iven
gra
phs
(A.2
C)
us
e sy
mbo
ls to
rep
rese
nt u
nkno
wn
s an
d va
riab
les
(A.3
A)
lo
ok fo
r pa
ttern
s an
d re
pres
en
t ge
nera
lizat
ion
s al
gebr
aica
lly (
A.3
B)
fin
d sp
ecifi
c fu
nctio
n va
lues
, sim
plify
pol
yno
mia
l exp
ress
ions
, tr
ansf
orm
and
sol
ve e
qua
tions
, and
fact
or a
s ne
cess
ary
in p
robl
em s
ituat
ions
(A
.4A
)
use
the
com
mut
ativ
e, a
ssoc
iativ
e, a
nd d
istr
ibut
ive
prop
ertie
s to
sim
plify
alg
ebr
aic
exp
ress
ions
(A
.4B
)
conn
ect e
quat
ion
nota
tion
with
func
tion
nota
tion,
suc
h as
y =
x +
1 a
nd f(
x) =
x +
1 (
A.4
C)
Geo
met
ry
se
lect
an
app
ropr
iate
rep
rese
ntat
ion
(co
ncre
te, p
icto
rial,
grap
hic
al, v
erb
al o
r sy
mb
olic
) in
ord
er to
sol
ve p
rob
lem
s (G
.4)
us
e nu
mer
ic a
nd g
eom
etric
pat
tern
s to
dev
elo
p a
lge
bra
ic e
xpre
ssio
ns r
epre
sent
ing
geo
met
ric p
rop
ertie
s (G
.5A
)
use
pro
pert
ies
of tr
ansf
orm
atio
ns a
nd
thei
r co
mpo
sitio
ns to
mak
e co
nne
ctio
ns b
etw
ee
n m
athe
mat
ics
and
the
real
wor
ld,
such
as
tess
ella
tions
(G
.5C
)
The
Teac
hing
Pla
n In
stru
ctio
nal M
odel
& T
each
er D
irect
ions
Th
e te
ache
r will
…
So s
tude
nts
can…
.
Day
1 -
Firs
t day
of s
choo
l
Com
plet
e ad
min
istr
ativ
e ta
sks
as a
ssig
ned
by
cam
pus
Est
ablis
h cl
assr
oom
rul
es a
nd p
roce
dur
es
P
rese
nt a
co
urse
ove
rvie
w –
pos
sibl
y w
ith c
ours
e p
acin
g g
uid
e 1.
T
opic
s co
vere
d 2.
T
extb
ook
and
othe
r re
sour
ces
3.
Qui
zzes
and
exa
ms
4.
Ho
w A
lgeb
ra 2
fits
bet
we
en A
lgeb
ra 1
/Geo
m &
Pre
calc
ulu
s
Exp
ecta
tions
Sup
plie
s/m
ater
ials
list
5.
3-
ring
bin
der
– to
hol
d n
otes
and
cla
ssro
om a
ctiv
ities
6.
sp
iral n
oteb
ook
– fo
r jo
urna
ling
Day
1 -
Firs
t day
of s
choo
l
Day
2 -
Iceb
reak
er
The
goa
l is
to e
stab
lish
with
the
stu
dent
s th
at th
is w
ill b
e a
stu
dent
-cen
tere
d cl
assr
oom
with
the
teac
her
ofte
n pe
rfor
min
g th
e ro
le o
f fac
ilita
tor
wh
ile th
e st
uden
ts
colla
bora
te a
nd
refle
ct.
C
hoos
e yo
ur s
peci
fic a
ctiv
ity f
rom
list
pro
vide
d –
each
iceb
reak
er h
as li
ste
d an
in
ten
ded
dire
ct p
urpo
se, p
roce
dure
s an
d va
riat
ions
Dec
ide
wh
ethe
r to
do
it as
wh
ole
clas
s, s
mal
l gro
up, p
airs
or
indi
vidu
als
A
llow
the
stud
ent
s to
exe
cute
the
activ
ity a
s fr
ee fr
om te
ach
er
dire
ctio
n as
po
ssib
le to
rei
nfo
rce
your
rol
e as
faci
litat
or
A
fter
com
plet
ion
of th
e ic
ebre
aker
act
ivity
, dir
ect t
he s
tude
nts
to r
efle
ct o
n w
hat
the
y e
xper
ienc
ed b
y sm
all g
roup
dis
cuss
ion
(5 m
inut
es)
and
jo
urn
al e
ntry
(5
min
utes
)
D
ay 2
- Ic
ebre
aker
activ
ely
par
ticip
ate
in th
e ic
ebre
aker
act
ivity
te
ll w
hat
the
y le
arn
ed o
r e
xpe
rienc
ed in
bot
h th
e br
ief s
mal
l gro
up
disc
ussi
on a
nd
the
jour
nal e
ntry
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 4
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Day
3 –
Cal
cula
tor A
ctiv
ities
En
gage
(5 m
in.)
–
Stu
dent
s us
e th
eir
jour
nal
s to
rec
ord
thei
r co
mfo
rt le
vel w
ith th
e gr
aph
ing
calc
ulat
or o
n a
scal
e of
1 (
non
e) to
5 (
expe
rt)
and
writ
e a
bout
“W
hen
is th
e g
raph
ing
calc
ulat
or m
ost
help
ful t
o m
e, a
nd w
he
n is
it le
ast h
elpf
ul?”
Ex
plor
e (2
0-3
0 m
in)
– di
stri
but
e gr
aphi
ng c
alcu
lato
rs
ha
nd
out t
he C
alcu
lato
r In
trod
uctio
n A
ctiv
ity a
nd h
ave
the
stud
ents
com
ple
te
the
first
four
pag
es (
basi
c gr
aph
ing
calc
ulat
or
kno
wle
dge)
in p
airs
. T
his
shou
ld
go p
rett
y qu
ickl
y si
nce
mos
t stu
dent
s sh
ould
be
quite
fam
ilia
r w
ith th
e T
I 83/
84.
+
ha
ve th
e st
ude
nts
finis
h th
e la
st fo
ur p
ages
(W
hat D
o Y
ou K
now
? ) u
sin
g a
grap
hin
g ca
lcul
ator
to c
ompl
ete
mat
h ca
lcu
latio
ns in
divi
dual
ly w
ith c
olla
bora
tion
amon
g st
ude
nts
allo
we
d.
Ans
we
r qu
estio
ns a
s ne
ede
d.
Expl
ain
(5-1
0 m
in)
– re
vie
w a
reas
of d
iffic
ulty
on
the
two
activ
ities
with
the
clas
s El
abor
ate
(5-1
0 m
in) O
n po
ster
pap
ers
post
ed s
ome
wh
ere
in th
e ro
om,
di
rect
stu
dent
s in
turn
to li
st w
hen
the
grap
hing
cal
cula
tor
is m
ost h
elpf
ul o
r le
ast h
elp
ful t
o th
em (
this
ma
y oc
cur
as o
ther
stu
dent
s ar
e co
mpl
etin
g th
e ac
tivity
)
solic
it st
uden
t com
men
ts in
who
le g
rou
p di
scus
sio
n on
the
lists
Eval
uate
(1-2
min
)
ask
stud
ents
if th
eir
gra
phin
g ca
lcul
ator
com
fort
leve
l ch
ang
ed
di
rect
stu
dent
s to
indi
cate
on
fron
t pag
e(s)
of
activ
ities
the
ir co
mfo
rt le
vel o
n a
scal
e of
1 to
5
co
llect
act
ivity
at e
nd o
f cla
ss (
if co
mpl
ete)
or
next
da
y an
d ch
eck
for
sign
s of
di
fficu
lty
Day
3 –
Cal
cula
tor A
ctiv
ities
En
gage
indi
cate
com
fort
leve
l with
gra
phin
g ca
lcul
ato
r on
sca
le o
f 1 -
5
co
nsid
er w
hen
a g
rap
hin
g ca
lcul
ator
has
be
en
mos
t and
lea
st h
elpf
ul in
pre
viou
s m
ath
cour
ses
Expl
ore
co
mpl
ete
with
a p
artn
er th
e q
uest
ions
on
ba
sic
grap
hin
g ca
lcul
ator
pro
ced
ures
com
plet
e in
div
idua
lly th
e ”W
hat
Do
You
Kn
ow
” ac
tivity
feel
ing
free
to a
sk fe
llow
st
uden
ts o
r th
e te
ache
r fo
r as
sist
ance
wh
en n
eede
d.
Expl
ain
re
vie
w t
wo
activ
ities
an
d as
k qu
estio
ns
Elab
orat
e
list
wh
ere
ind
icat
ed o
n po
ster
pap
er s
ituat
ion
s w
her
e th
e gr
aph
ing
calc
ula
tor
is v
ery
help
ful (
e.g.
, ord
er o
f ope
ratio
ns, g
raph
ing
func
tions
, ge
nera
ting
tab
les)
and
thos
e w
hen
it is
not
ver
y he
lpfu
l (e.
g.,
men
tal m
ath,
ne
w c
once
pts)
indi
cate
wh
en a
sked
if y
our
gra
phin
g ca
lcu
lato
r co
mfo
rt le
vel c
hang
ed s
ince
the
beg
inn
ing
of c
lass
Eva
luat
e
han
d in
act
iviti
es w
he
n co
mpl
ete
ind
icat
ing
gra
phin
g ca
lcu
lato
r co
mfo
rt le
vel
Day
4 –
Intr
oduc
tion
to F
unct
ions
Le
sso
n 1.
1 (p
age
s 1-
9) in
Acc
eler
ated
Cur
ricu
lum
for
Mat
hem
atic
s G
rade
11
Exi
t T
AK
S fr
om R
egio
n 4
Enga
ge (5
-7 m
inut
es)
co
nduc
t dem
ons
trat
ion
with
a m
ultip
le-s
ettin
g fa
n (o
r a
radi
o/C
D/IP
OD
with
a
volu
me
cont
rol)
by
adj
ustin
g fa
n sp
eed
(or
vol
ume)
ask
follo
win
g q
uest
ions
in w
hol
e cl
ass
cont
ext
afte
r a
5-10
sec
ond
pair-
shar
e be
twe
en p
artn
ers
1.
Wha
t did
you
not
ice
as I
chan
ged
setti
ngs
on
the
fan
(or
volu
me)
? 2.
Is
the
spee
d of
the
fan
rela
ted
to th
e se
tting
s?
3.
Wha
t w
as th
e “c
ause
” in
this
situ
atio
n?
4.
Wha
t w
as t
he “
effe
ct”
in t
his
situ
atio
n?
5.
Do
the
fan
and
its
setti
ngs
dem
onst
rate
a c
aus
e an
d ef
fect
re
latio
nsh
ip?
6.
Is th
ere
a de
pe
nde
nt r
elat
ions
hip
?
Day
4 –
Intr
oduc
tion
to F
unct
ions
En
gage
obse
rve
dem
ons
trat
ion
of fa
n w
ith s
elec
tabl
e se
tting
s in
a c
ause
-effe
ct r
elat
ions
hip
(2A
.1A
)
answ
er
oral
ly q
uest
ion
rela
ted
to o
bser
vatio
ns
(2A
.1A
)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 5
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Expl
ore
(10-
12
min
utes
)
arra
nge
stu
den
ts in
gro
ups
of 3
have
gro
ups
mak
e a
list o
f oth
er c
ause
and
effe
ct r
elat
ions
hip
s
colle
ct a
few
sta
tem
ents
from
eac
h gr
oup
for
a cl
ass
list
di
scus
s as
a c
lass
wh
ich
is th
e ca
use
and
whi
ch is
the
effe
ct, u
nder
linin
g ca
use
with
on
e lin
e a
nd e
ffect
with
two
lines
(e.
g., T
he s
peed
of t
he fa
n d
epe
nds
on
the
setti
ng.)
have
gro
ups
do
the
unde
rlin
ing
with
the
ir lis
ts
w
he
n gr
oups
are
com
plet
e w
ith th
e ta
sk, a
sk a
s a
who
le c
lass
act
ivity
for
som
e sy
non
yms
for
caus
e a
nd e
ffect
Expl
ain
(12-
15 m
inut
es)
sh
ow
Tod
dler
Tun
es li
st fr
om p
age
4 an
d e
xpla
in th
at th
e n
umbe
r of
eac
h so
ng
is th
e C
D tr
ack
num
ber
wh
ich
is h
ow
the
tune
s ar
e se
lect
ed
elic
it u
nder
sta
ndi
ng
of th
e in
put
/out
put p
roce
ss b
y as
king
1.
W
hat p
lays
wh
en I
sele
ct 8
on
the
CD
pla
yer?
2.
W
hat p
lays
wh
en I
sele
ct 4
on
the
CD
pla
yer?
3.
Is
ther
e a
rela
tions
hip
bet
wee
n th
e nu
mb
er s
elec
ted
and
wh
ich
tune
pla
ys?
4.
Is it
pos
sibl
e to
sel
ect t
wo
diffe
rent
num
bers
and
get
the
sam
e tu
ne?
5.
Is it
pos
sibl
e to
sel
ect t
wo
num
bers
at t
he s
ame
time
and
hear
tw
o tu
nes
pla
ying
?
ask
the
stud
ent
s to
com
plet
e th
e T
oddl
er T
unes
act
ivity
she
et (
page
5)
Elab
orat
e (6
-10
min
utes
)
ask
grou
ps to
list
gra
phic
al e
xam
ples
and
no
n-e
xam
ples
of
func
tions
. If
seve
ral
grou
ps d
o n
ot r
emem
ber
wha
t de
fines
a fu
nctio
n, r
evie
w fo
r th
e cl
ass
the
vert
ical
line
test
whi
ch w
ill b
e fo
rmal
ly d
iscu
ssed
in to
mor
row
’s le
sso
n.
di
rect
the
stud
ents
to c
ompl
ete
Fun
ctio
n or
Not
act
ivity
(pa
ge 9
).
Eval
uate
colle
ct F
unct
ion
or N
ot a
ctiv
ity s
heet
for
cur
rent
leve
l of k
now
led
ge o
f ver
tical
lin
e te
st.
Expl
ore
lis
t oth
er c
ause
/effe
ct r
elat
ions
hips
as
par
t of a
gro
up
(2A
.1A
)
cont
ribut
e to
cla
ss d
iscu
ssio
n on
wh
ich
is th
e c
ause
(un
derl
ine
once
) an
d w
hic
h is
the
effe
ct (
unde
rlin
e tw
ice)
(2A
.1A
)
cont
ribut
e to
the
requ
est f
or s
ynon
yms
for
caus
e an
d ef
fect
pai
ring
(2A
.1A
) Ex
plai
n
liste
n to
teac
her
pres
enta
tion
on a
list
of T
oddl
er T
unes
an
d a
nsw
er c
lass
que
stio
ns
oral
ly (
2A
.1A
)
com
plet
e T
oddl
er T
unes
act
ivity
she
et (
2A.1
A)
Elab
orat
e
gen
erat
e as
pa
rt o
f gro
up a
list
of e
xam
ple
s a
nd n
on-
exa
mpl
es o
f fun
ctio
ns (
2A.1
A)
co
mpl
ete
as m
uch
of F
unct
ion
or N
ot a
ctiv
ity a
s kn
ow
ledg
e an
d tim
e a
llow
(2A
.1A
) Ev
alua
te
su
bmit
Fun
ctio
n or
Not
act
ivity
sh
eet
Day
5 –
Rel
atio
ns a
nd F
unct
ions
(tex
t sec
tion
2.1
page
s 72
-79)
B
esid
es in
trod
ucin
g m
ath
con
tent
, tw
o go
als
for
toda
y ar
e:
1.
intr
oduc
ing
stu
dent
s to
the
text
2.
sh
ow
ing
the
stud
ent
s th
e di
rect
-tea
ch m
etho
d of
inst
ruct
ion
for
a la
ter
com
paris
on to
a m
ore
stud
ent
-cen
tere
d ap
proa
ch
Enga
ge/E
xplo
re (
10 m
inut
es)
di
rect
stu
dent
s to
pag
e xx
iii o
f te
xt, U
sin
g Y
our
Tex
tbo
ok
as
sig
n pa
irs to
rea
d th
is p
age
by
“jig
saw
met
hod”
1.
In
Eve
ry C
hapt
er is
rea
d b
y o
ne s
tude
nt fo
r 2-
4 m
inut
es
2.
Stu
dent
Res
ourc
es a
t the
Bac
k of
the
Boo
k is
rea
d b
y ot
her
for
2-4
min
utes
3.
A
fter
2-4
min
utes
, hav
e fir
st s
tude
nt p
rese
nt th
e im
por
tant
poi
nts
of In
Eve
ry C
hap
ter
ora
lly to
sec
ond.
4.
T
hen
have
sec
ond
stud
ent p
rese
nt th
e im
po
rtan
t poi
nts
of th
e S
tude
nt R
esou
rces
at t
he B
ack
of th
e B
ook
to fi
rst
di
rect
stu
dent
s to
Cha
pter
2 a
nd b
ack
of th
e bo
ok to
se
e ite
ms
disc
usse
d
Day
5 –
Rel
atio
ns a
nd F
unct
ions
(tex
t sec
tion
2.1
page
s 72
-79)
En
gage
/Exp
lore
read
pag
e xx
iii o
f tex
t ent
itle
d “U
sing
You
r T
extb
ook”
usi
ng J
igsa
w M
etho
d w
ith y
ou
beco
min
g th
e ex
pert
on
your
ass
igne
d te
xt a
nd p
rese
ntin
g th
e im
por
tant
poi
nts
to y
our
part
ner.
Y
our
part
ner
will
rec
ipro
cate
with
his
/her
ass
igne
d te
xt.
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 6
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Expl
ain
(30
min
utes
)
pr
ese
nt to
stu
dent
s th
e ke
y co
ncep
t of R
epr
ese
ntin
g R
elat
ions
by
refe
rrin
g to
te
xt,
wri
ting
on t
he b
oard
or
usin
g e
ither
an
ove
rhe
ad o
r LC
D p
roje
ctor
pres
ent
exa
mp
les
1 (r
epre
sen
t rel
atio
ns)
& 2
(id
ent
ify fu
nctio
ns)
di
rect
stu
dent
s to
com
plet
e in
dep
end
ently
the
gui
ded
pra
ctic
e on
pa
ge 7
3
repe
at th
ese
sam
e 3
step
s fo
r V
ertic
al L
ine
Tes
t. S
kip
Gra
phin
g E
qua
tion
s in
T
wo
Var
iabl
es
Elab
orat
e
ask
the
stud
ent
s w
het
her
the
grap
h id
ent
ifie
d in
the
first
key
co
ncep
t and
E
xam
ple
1 is
a g
raph
or
a sc
atte
rplo
t Ev
alua
te
m
onito
r co
mp
letio
n of
gui
ded
pra
ctic
e
assi
gn h
ome
wor
k pr
oble
ms
5,
11, 1
6 an
d 2
3
Expl
ain
lis
ten
and
take
not
es a
s te
ach
er p
rese
nts
mat
eria
l on
repr
esen
ting
rela
tions
and
the
vert
ical
line
(2
A.1
)
com
plet
e th
e g
uid
ed p
ract
ice
as a
ssig
ned
– re
pres
entin
g re
latio
ns a
nd th
e ve
rtic
al li
ne
test
(2A
.1)
Elab
orat
e
answ
er
the
cla
ss q
uest
ion
on w
het
her
the
item
labe
led
as a
gra
ph
on p
age
72 u
nde
r K
ey
Con
cept
and
in E
xam
ple
1 is
rea
lly a
gra
ph. (
2A.1
) Ev
alua
te
as
k te
ache
r fo
r as
sist
ance
if r
equ
ired
for
gui
ded
prac
tice
co
mpl
ete
hom
ew
ork
assi
gnm
ent c
over
ing
repr
ese
ntin
g re
latio
ns a
nd
the
vert
ical
lin
e te
st (
2A.1
) D
ay 6
– D
omai
n &
Ran
ge
Enga
ge/E
xplo
re (2
0 -
30 m
inut
es)
– ac
tivat
ion
of p
rior
kno
wle
dge
di
vid
e st
uden
ts in
to 2
gro
ups
for
an a
ctiv
ity c
alle
d W
ord
Ma
ppin
g
as
sig
n ea
ch g
roup
a s
ing
le w
ord
– ei
ther
“ra
nge”
or
“dom
ain”
ask
each
gro
up
to li
st o
n po
ster
pap
er a
s m
an
y w
ord
s or
term
s as
pos
sib
le
asso
ciat
ed w
ith th
eir
assi
gne
d w
ord
. T
his
is a
“st
ream
of c
onsc
ious
nes
s”
activ
ity –
just
blu
rt o
ut a
nd h
ave
a se
lect
ed
reco
rder
writ
e.
in
stru
ct e
ach
gro
up to
com
e u
p w
ith a
con
sens
us “
pres
enta
ble
list”
afte
r a
grou
p di
scus
sion
ha
ve th
e ea
ch g
rou
p’s
sele
cte
d sp
okes
pers
on
pres
ent
the
list t
o th
e en
tire
clas
s.
Eac
h gr
oup
ma
y as
k th
e ot
her
ques
tions
to e
ither
exp
lain
or
clar
ify w
hy
som
e ch
oice
s w
ere
incl
ude
d.
on
a s
epar
ate
shee
t of p
oste
r pa
per
with
a b
ig V
enn
Dia
gra
m a
lrea
dy
dra
wn,
ha
ve e
ach
gro
up w
rite
the
ir o
wn
list’s
ent
ries
in th
e ap
prop
riat
e ci
rcle
s.
A
sk s
tude
nts
to jo
urna
l abo
ut th
e te
rms
dom
ain
and
ra
nge:
Wha
t are
the
sim
ilari
ties
bet
we
en
dom
ain
and
ran
ge?
Wha
t are
the
diffe
renc
es?
U
se V
enn
Dia
gra
m to
con
duct
a c
lass
dis
cuss
ion
abo
ut th
e si
mila
ritie
s a
nd
diffe
renc
es o
f dom
ain
an
d ra
nge
Expl
ain
(15
– 20
min
utes
; w
ill e
xten
d in
to a
not
her
day)
dist
ribut
e D
omai
n a
nd R
ang
e P
ract
ice
to s
tude
nts
to c
ompl
ete
in p
airs
Day
6 –
Dom
ain
& R
ange
En
gage
/Exp
lore
co
ntrib
ute
wor
ds a
ssoc
iate
d w
ith y
our
assi
gne
d gr
oup’
s (r
ang
e or
dom
ain
) w
ord
and
assi
st in
pre
pari
ng a
“pr
esen
tab
le”
list (
2A
.1A
)
aler
tly li
sten
to b
oth
gro
up’s
pre
sent
atio
ns o
n ra
nge
and
dom
ain
and
ask
an
y d
esire
d qu
estio
ns o
r of
fer
com
men
ts (
2A.1
A)
as
sist
in a
ddi
ng
your
gro
up’s
list
of
wor
ds to
the
prep
are
d V
enn
dia
gram
(2
A.1
A)
jo
urna
l abo
ut th
e si
mila
ritie
s an
d d
iffer
ence
s be
twee
n do
mai
n a
nd r
ang
e (2
A.1
A)
pa
rtic
ipat
e in
the
ques
tions
an
d re
sulti
ng d
iscu
ssio
n on
the
Ven
n d
iagr
am (
2A.1
A)
Expl
ain
co
mpl
ete
the
Dom
ain
and
Ran
ge a
ctiv
ity w
ith a
par
tner
(w
ill p
rob
ably
ext
end
until
ne
xt
clas
s) (
2A.1
A)
D
ay 7
– D
omai
n &
Ran
ge c
ont’d
Ex
plai
n (1
0 –
15 m
inut
es)
co
ntin
ue D
oma
in a
nd
Ra
nge
act
ivity
to c
omp
letio
n
Day
7 –
Dom
ain
& R
ange
con
t’d
Expl
ain
co
mpl
ete
the
Dom
ain
and
Ran
ge a
ctiv
ity w
ith a
par
tner
(co
ntin
ued
from
pre
viou
s cl
ass)
(2
A.1
A)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 7
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Elab
orat
e (5
min
utes
) –
jour
nal w
ritin
g
H
ave
stud
ents
com
pare
the
clas
s de
finiti
ons
for
dom
ain
and
ran
ge w
ith
mea
nin
gs o
utsi
de th
e m
ath
clas
sroo
m –
i.e.
, sc
ienc
e, s
ocia
l stu
dies
, te
chno
log
y, c
osm
etol
og
y, a
uto
mec
hani
cs,
etc.
Ev
alua
te (1
5-2
0 m
inut
es)
ha
ve s
tud
ents
ans
we
r th
e fo
llow
ing
ques
tion
s in
divi
dual
ly o
n pa
per
an
d th
en
disc
uss
with
a p
artn
er in
pre
par
atio
n fo
r a
clas
s di
scus
sion
: 1.
In
pro
blem
2, w
hat
are
the
mea
nin
gs o
f the
“bl
ack”
and
“w
hite
” ci
rcle
s?
2.
In p
robl
em 1
, wh
at is
the
sig
nific
anc
e of
the
arr
ow
s on
the
tips
of th
e lin
es?
3.
In p
robl
em 2
3, w
hat
do
es th
e ho
rizon
tal d
otte
d lin
e si
gni
fy?
4.
In
pro
blem
24,
wh
y no
arr
ow
tips
?
5.
Did
the
Wor
d M
app
ing
activ
ity h
elp
you
com
plet
e th
e gr
aph
-rea
ding
ac
tivity
?
cons
ider
a 2
-4 p
rob
lem
po
p q
uiz
for
a qu
ick
eval
uatio
n an
d to
sho
w s
tud
ents
an
oth
er m
etho
d yo
u ha
ve fo
r ev
alua
ting
the
m.
Elab
orat
e
co
mpa
re d
efin
ition
s fo
r do
ma
in a
nd r
ang
e w
ith u
se o
f the
se te
rms
outs
ide
of m
ath
(2A
.1A
) Ev
alua
te
an
swe
r qu
estio
ns r
egar
din
g th
e sy
mb
ols
asso
ciat
ed
with
the
Dom
ain
an
d R
ange
ac
tivity
(2A
.1A
)
wri
te in
jour
nal
reg
ardi
ng
clas
sroo
m s
trat
egie
s us
ed, a
s w
ell a
s ho
w d
o I l
ear
n be
st
(2A
.1A
)
Day
8 –
Dat
a C
olle
ctio
n 5-
7 P
rob
lem
Mul
tiple
Ch
oice
Fun
ctio
ns Q
uiz
over
da
ys 3
-7 (
20 m
inut
es)
ad
min
iste
r qu
iz (
15 m
inut
es)
ex
cha
nge
pap
ers
to g
rade
(5
min
utes
)
colle
ct g
rade
d pa
per
s
Enga
ge (5
min
utes
)
in a
wh
ole
clas
s se
tting
, ask
stu
dent
s h
ow
long
it w
ould
take
them
to w
alk
a
mile
and
if th
ey
have
eve
r b
een
timed
wh
ile d
oin
g so
. Ask
them
wh
at th
ey
thin
k w
oul
d be
a g
ood
time
and
the
n a
“nor
ma
l” tim
e fo
r a
mile
wal
k.
Con
side
r pr
ese
ntin
g so
me
data
from
the
inte
rnet
on
such
tim
es.
Expl
ore
(15-
20
min
utes
– m
ight
ext
end
to fo
llow
ing
day)
dist
ribut
e W
alki
ng R
ates
act
ivity
to e
ach
stu
den
t
dire
ct s
tude
nts
in g
roup
s of
2 o
r 3
to c
ompl
ete
the
activ
ity –
dis
tanc
e ta
ble
gen
erat
ion
fro
m r
ates
giv
en,
grap
hin
g on
a d
ista
nce
vers
us
time
grap
h,
answ
erin
g so
me
rela
ted
ques
tions
, the
n de
term
inin
g w
het
her
anot
her
set o
f gi
ven
data
ca
n be
rep
rese
nted
line
arly
mon
itor
gro
up p
rogr
ess
to a
nsw
er
any
que
stio
ns th
ey
mig
ht h
ave
Day
8 –
Dat
a C
olle
ctio
n
com
plet
e qu
iz (
2A.1
A)
Enga
ge
an
swe
r qu
estio
ns r
elat
ed
to a
stu
dent
wa
lkin
g a
mile
and
tim
e ta
ken
to d
o s
o (2
A.1
B)
Expl
ore/
Expl
ain
co
mpl
ete
wal
king
rat
e ac
tivity
in a
gro
up o
f 2
or 3
- d
ista
nce
tabl
e g
ener
atio
n fr
om r
ates
gi
ven,
gra
phi
ng
on a
dis
tanc
e v
ersu
s tim
e gr
aph,
ans
we
ring
som
e re
late
d qu
estio
ns,
then
det
erm
inin
g w
het
her
an
othe
r se
t of g
iven
dat
a ca
n be
rep
rese
nted
line
arly
(2A
.1B
)
Day
9 D
ata
Col
lect
ion
cont
’d
Expl
ore
(5-1
0 m
inut
es –
co
ntin
ued
from
pre
viou
s d
ay)
dire
ct s
tude
nts
in g
roup
s of
2 o
r 3
to c
ompl
ete
yest
erda
y’s
activ
ity
mon
itor
grou
p pr
ogre
ss to
an
swe
r an
y q
uest
ions
the
y m
ight
hav
e an
d to
de
term
ine
wh
en
to tr
ansi
tion
to n
ext
act
ivity
Ex
plai
n (5
-10
min
utes
)
cond
uct c
lass
dis
cuss
ion
on W
alki
ng R
ates
act
ivity
Day
9 D
ata
Col
lect
ion
cont
’d
Expl
ore/
Expl
ain
co
mpl
ete
wal
king
rat
e ac
tivity
in a
gro
up o
f 2
or 3
- d
ista
nce
tabl
e g
ener
atio
n fr
om r
ates
gi
ven,
gra
phi
ng
on a
dis
tanc
e v
ersu
s tim
e gr
aph,
ans
we
ring
som
e re
late
d qu
estio
ns,
then
det
erm
inin
g w
het
her
an
othe
r se
t of g
iven
dat
a ca
n be
rep
rese
nted
line
arly
(2A
.1B
)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 8
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Elab
orat
e (2
0-25
min
utes
)
dist
ribut
e W
alk-
A-T
hon
activ
ity to
eac
h st
ude
nt –
stil
l in
sam
e gr
oups
of 2
or
3
di
rect
com
ple
tion
of th
is m
one
y re
late
d ac
tivity
usi
ng th
e gr
aph
ing
calc
ula
tor
as
a to
ol
mon
itor
grou
p pr
ogre
ss to
an
swe
r an
y q
uest
ions
the
y m
ight
hav
e
cond
uct c
lass
dis
cuss
ion
on a
ctiv
ity
Ev
alua
te (5
min
utes
)
colle
ct a
ctiv
ity p
acke
ts to
che
ck fo
r co
mpl
ete
ness
an
d ev
ide
nce
of le
arni
ng
di
rect
jour
nal e
ntry
on
thes
e 2
act
iviti
es:
How
do
you
det
erm
ine
wh
ich
repr
esen
tatio
n of
a fu
nctio
n (c
oncr
ete
mo
del,
tabl
e, g
rap
h, d
iagr
am, v
erba
l de
scri
ptio
n, o
r eq
uat
ion)
to u
se fo
r a
prob
lem
situ
atio
n?
Elab
orat
e
com
plet
e W
alk-
A-T
hon
activ
ity –
gen
erat
e ta
ble
of p
oten
tial p
ledg
es b
ase
d on
am
oun
t pl
edg
ed
per
mile
, gra
ph
the
resu
lts o
n a
dol
lar
pled
ge v
ersu
s di
stan
ce, a
nsw
er
seve
ral
ques
tions
rel
ated
to d
iffer
ent
ple
dge
rate
s a
nd fi
nally
gen
erat
e tw
o lin
es o
n th
e pr
evio
us
grap
h an
d th
eir
equa
tions
wh
ich
sho
w a
ste
epe
r lin
e an
d a
shal
low
er
line
(2A
.1B
) Ev
alua
te
w
rite
jour
nal e
ntr
y on
ho
w to
sel
ect t
he r
epre
sent
atio
n to
use
for
a fu
nctio
n
dep
endi
ng
on t
he p
robl
em s
ituat
ion
(2A
.1B
)
Day
10
– A
naly
zing
and
Ske
tchi
ng G
raph
s
Enga
ge (5
min
utes
)
ha
ve th
e fo
llow
ing
que
stio
ns r
ead
y fo
r st
ude
nts
to a
nsw
er in
thei
r jo
urn
als
indi
vid
ually
as
clas
s st
arts
:
1.
Wha
t situ
atio
ns
that
you
kn
ow
abo
ut in
rea
l-lif
e ar
e m
ath
em
atic
ally
m
ode
led,
but
not
ver
y w
ell?
(e
.g.,
we
athe
r, e
arth
qua
kes,
eco
nom
y, …
) 2.
W
hat a
re th
e st
reng
ths
and
wea
knes
ses
of u
sing
a m
ath
emat
ical
mo
del?
Ex
plor
e (2
0 m
inut
es)
ex
plai
n to
stu
den
ts th
at th
ey
will
exp
erie
nce
a p
rogr
essi
on o
f gra
ph r
ela
ted
activ
ities
ove
r th
e ne
xt t
wo
da
ys –
ans
wer
ing
que
stio
ns a
bo
ut g
raph
s, m
atch
ing
grap
hs to
situ
atio
ns a
nd
then
ske
tchi
ng
gra
phs
for
situ
atio
ns.
have
stu
den
ts c
ount
off
up to
six
and
re
peat
unt
il yo
u ha
ve g
one
thro
ugh
the
entir
e cl
ass.
A
ll th
e 1’
s ar
e gr
oup
1, a
ll th
e 2
.s a
re g
roup
2, e
tc.
di
strib
ute
all s
ix “
An
alyz
ing
Gra
phs
#1
thru
6”
to a
ll st
uden
ts.
ha
ve a
ll st
uden
ts lo
ok a
t jus
t the
gra
phs
on
all
six
pro
blem
s an
d fin
d th
e si
mila
ritie
s a
nd d
iffer
ence
s a
nd
put o
n a
pre-
mad
e V
enn
dia
gram
on
pos
ter
pap
er p
oste
d so
me
wh
ere
in th
e cl
assr
oom
.
disc
uss
the
resu
lts g
lean
ed fr
om th
e V
enn
diag
ram
as
a cl
ass
Ex
plai
n (2
0 m
inut
es –
will
ext
end
to n
ext
cla
ss p
erio
d)
ha
ve e
ach
gro
up w
ork
tog
eth
er to
ans
wer
the
ques
tions
ab
out t
heir
gra
ph
have
eac
h gr
oup
com
ple
te th
e ot
her
two
An
alyz
ing
Gra
phs
in th
eir
eve
n o
r od
d se
t (1-
3-5,
2-4
-6)
at c
ompl
etio
n o
f 3
grap
hs b
y e
ach
gro
up, p
air
up
odd
and
even
gro
ups
to
pres
ent
the
ma
jor
cha
lleng
es to
eac
h ot
her.
Day
10
– A
naly
zing
and
Ske
tchi
ng G
raph
s En
gage
an
swe
r qu
estio
n in
jour
nal r
elat
ed to
rea
l-w
orld
mod
els
that
are
n’t r
elia
ble
and
co
nsid
er th
e st
reng
ths
and
wea
knes
ses
of u
sing
a m
ath
emat
ical
mo
del(
2A
.4A
) Ex
plor
e
com
plet
e a
Ve
nn d
iagr
am r
eg
ardi
ng s
imila
ritie
s an
d d
iffer
ence
s of
the
six
gra
phs
in
Ana
lyzi
ng G
raph
s an
d di
scus
s re
sults
(2A
.4A
) Ex
plai
n
com
plet
e th
ree
of 6
Ana
lyzi
ng
Gra
ph a
ctiv
itie
s as
ass
ign
ed (
2A.4
A)
pr
ese
nt to
oth
er
grou
p th
e m
ain
cha
llen
ges
of th
eir
3 ac
tiviti
es
(2A
.4A
)
Day
11
- Ana
lyzi
ng a
nd S
ketc
hing
Gra
phs
cont
’d
Expl
ain
(10
min
utes
– e
xte
nds
from
last
cla
ss p
erio
d)
at
com
plet
ion
of
3 gr
aphs
by
eac
h gr
oup
, pa
ir u
p od
d an
d ev
en g
roup
s to
pr
ese
nt th
e m
ajo
r ch
alle
nges
to e
ach
othe
r.
di
scus
s as
a c
lass
Day
11
- Ana
lyzi
ng a
nd S
ketc
hing
Gra
phs
cont
’d
Expl
ain
(con
t’d)
co
mpl
ete
thre
e o
f 6 A
naly
zin
g G
raph
act
iviti
es
as a
ssig
ned
(2A
.4A
)
pres
ent
to o
the
r gr
oup
the
ma
in c
halle
nge
s of
thei
r 3
activ
itie
s (2
A.4
A)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 9
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Elab
orat
e (3
0 m
inut
es)
di
strib
ute
Ana
lyzi
ng G
rap
hs-F
unct
ion
Mat
ch to
all
stud
ents
stil
l in
odd
and
even
gr
oups
dire
ct th
em to
com
plet
e in
10
min
utes
in p
airs
all
the
eve
n (o
r od
d) m
atch
es
acco
rdin
g to
the
grou
p’s
nam
e
have
the
grou
p’s
exp
lain
to e
ach
oth
er w
her
e th
ey
had
ch
alle
nges
com
plet
ing
the
activ
ity; d
iscu
ss a
s a
clas
s
dist
ribut
e to
all
Ske
tch
Gra
phs
of R
eal W
orld
Situ
atio
ns
in
diff
ere
nt p
airs
hav
e ea
ch g
roup
com
plet
e th
e ev
en
or o
dd
pro
blem
s fo
r 20
m
inut
es
Eval
uate
(5 m
inut
es)
ha
ve s
tud
ents
jour
nal
Ess
ent
ial Q
uest
ion:
“H
ow
can
I ap
ply
my
kno
wle
dge
of fu
nctio
ns to
rea
l life
situ
atio
ns?”
Elab
orat
e
com
plet
e in
pai
rs a
ssig
ned
pro
blem
s in
Ana
lyzi
ng G
rap
hs-F
unct
ion
Mat
ch a
ctiv
ity
(2A
.4A
)
pres
ent
to o
the
r gr
oup
the
ma
in c
halle
nge
s of
thei
r 6
activ
itie
s (2
A.4
A)
co
mpl
ete
in p
airs
ass
ign
ed p
robl
ems
in S
ketc
hin
g G
raph
s o
f R
eal W
orld
Situ
atio
ns
(2A
.4A
) Ev
alua
te
jo
urna
l les
sons
lear
ned
re
gard
ing
inte
rpre
ting
gra
phs
and
mod
elin
g si
tuat
ions
(2A
.4A
)
Day
12
– Pa
rent
Fun
ctio
ns
5-
7 P
rob
lem
Mul
tiple
Ch
oice
Fun
ctio
ns Q
uiz
over
da
ys 8
-11
(20
min
utes
)
adm
inis
ter
quiz
(15
min
utes
)
exch
ang
e pa
per
s to
gra
de (
5 m
inut
es)
co
llect
gra
ded
pap
ers
Enga
ge/E
xplo
re (1
5-20
min
ute
s)
pr
ior
to c
lass
, co
mpl
ete
10-1
5 se
ts o
f car
ds fr
om M
atch
ing
Par
ent F
unct
ion
s –
reco
mm
end
6 d
iffer
ent c
olor
s fo
r ty
pes
of c
ards
with
out
dire
ct in
stru
ctio
n, g
ive
to s
tude
nts
in g
rou
ps o
f thr
ee a
nd ju
st te
ll th
em to
m
atch
m
onito
r gr
oup
prog
ress
; onl
y pr
ovid
e as
sist
anc
e b
y as
king
que
stio
ns
Eval
uate
fo
r ho
me
wo
rk, a
ssig
n th
e st
uden
ts to
com
plet
e la
st 3
pa
ges
of a
ctiv
ity
entit
led
Dom
ain
s, R
ang
es a
nd
Gra
phs
of P
are
nt F
unct
ions
(2
pag
es)
and
Ass
essm
ent (
1 p
age)
the
2 pa
ge d
ocum
ent
will
be
save
d in
stu
dent
not
ebo
oks
as a
ref
eren
ce g
uid
e to
par
ent f
unct
ions
may
sta
rt in
cla
ss a
s tim
e al
low
s
Day
12
– Pa
rent
Fun
ctio
ns
w
ill c
ompl
ete
Fun
ctio
ns q
uiz
and
exc
han
ge w
ith a
noth
er s
tude
nt fo
r gr
adi
ng
(2A
.1B
, 2A
.4A
) En
gage
/Exp
lore
in g
roup
s of
3, s
tude
nt w
ill m
atc
h th
e P
aren
t F
unct
ion
card
s (e
quat
ion,
wor
d tit
le,
grap
hs, d
omai
n in
wor
ds, d
om
ain
in s
ymbo
ls, r
ange
) (2
A.4
A)
Eval
uate
fo
r ho
me
wo
rk, w
ill s
umm
ariz
e to
day’
s le
arni
ng
with
a c
omp
lete
d P
are
nt F
unct
ion
refe
renc
e do
cum
ent a
nd w
ill c
ompl
ete
a “m
atch
ing”
ass
essm
ent (
2A.4
A)
Day
13
– Pa
rent
Fun
ctio
ns (c
ont’d
)En
gage
(5 m
inut
es)
as
k st
uden
ts to
com
pare
the
hom
ew
ork
in p
air
s to
res
olve
diff
eren
t ans
we
rs
Expl
ore
(5 m
inut
es)
as
k st
uden
ts in
pai
rs to
dis
cuss
wa
ys to
rem
em
ber
the
gra
phs
of th
e di
ffere
nt
pare
nt fu
nctio
ns
sh
are
and
dis
cuss
ide
as a
s a
clas
s Ex
plai
n (2
0-25
m
inut
es)
for
Wha
t Is
the
Par
ent F
unct
ion?
Act
ivity
, mo
del c
ompl
etio
n b
y co
mpl
etin
g pr
oble
m 1
with
cla
ss u
sing
sca
tterp
lot o
n th
e gr
aphi
ng
calc
ulat
or
as
sig
n st
ude
nts
in p
airs
to c
om
plet
e th
e re
mai
nde
r of
the
act
ivity
; stu
dent
s
Day
13
–Pa
rent
Fun
ctio
ns (c
ont’d
)En
gage
with
par
tner
, dis
cuss
the
resu
lts o
f the
hom
ewo
rk a
ssig
nme
nt a
nd r
eso
lve
diffe
renc
es
(2A
.4A
) Ex
plor
e
disc
uss
with
pa
rtne
r w
ays
to r
emem
ber
the
gra
phs
of th
e d
iffer
ent p
are
nt fu
nctio
ns
(2A
.4A
)
Expl
ain
co
mpl
ete
half
of
Wha
t is
the
Par
ent F
unct
ion
activ
ity a
fter
teac
hers
mo
dels
pro
ble
m #
1
with
whi
ch h
alf
bein
g d
ecid
ed b
etw
een
par
tner
s (2
A.4
A)
up
on
com
plet
ion
by
each
par
tner
of t
heir
hal
f, e
ach
part
ner
pre
sent
s th
eir
resu
lts to
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 10
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
choo
se w
hich
hal
f eac
h w
ill c
ompl
ete
ind
epen
den
tly
di
rect
stu
dent
s to
dis
cuss
with
eac
h ot
her
the
part
that
the
y co
mpl
eted
mon
itor
for
any
need
ed s
tud
ent
ass
ista
nce
Elab
orat
e/Ev
alua
te (5
min
utes
)
as
k th
e st
ude
nts
to jo
urna
l ho
w t
he
use
of th
e gr
aphi
ng
calc
ulat
or w
as
or
wa
s no
t be
nefic
ial t
o th
em in
com
plet
ing
the
activ
ity
othe
r pa
rtn
er (
2A.4
A)
Elab
orat
e/Ev
alua
te
w
rite
in jo
urn
al w
het
her
the
use
of th
e gr
aphi
ng c
alcu
lato
r w
as b
enef
icia
l to
co
mpl
ete
the
activ
ity.
(2A
.4A
) D
ay 1
4 - T
rans
form
atio
ns
Enga
ge (5
min
utes
)
as
k st
uden
ts to
jour
nal
in a
2-m
inut
e Q
uick
writ
e: H
ow
is y
= x
rel
ated
to y
=
x –
3 ?
ask
stud
ents
to P
air-
Sha
re w
hat
the
y w
rote
.
Expl
ore/
Expl
ain
(40-
50 m
inut
es –
will
ext
end
to n
ext
cla
ss)
di
strib
ute
activ
ity: E
xplo
re T
rans
form
atio
ns
di
rect
stu
dent
s to
com
plet
e in
itial
gra
ph o
f f(x
) on
pap
er
di
rect
stu
dent
s to
com
plet
e f(
x +
2)
on a
ctiv
ity s
heet
with
a p
artn
er
sh
ow
cla
ss h
ow
to
star
t by
perf
orm
ing
the
first
tw
o st
eps
for
y =
f(x +
2)
ha
ve o
ne s
tud
ent c
ompl
ete
the
odd
num
bers
, the
oth
er th
e e
ven
num
bers
Day
14
- Tra
nsfo
rmat
ions
En
gage
w
rite
jour
nal e
ntr
y –
Ho
w is
y =
x r
elat
ed to
y =
x –
3 ?
(2A
.4B
)
shar
e b
y d
iscu
ssio
n w
ith a
pa
rtne
r yo
ur jo
urn
al e
ntry
(2A
.4B
) Ex
plor
e/Ex
plai
n
afte
r te
ache
r e
xpla
natio
n, c
om
plet
e as
sign
ed
tran
sfor
mat
ions
on
Exp
lore
T
rans
form
atio
ns
activ
ity s
hee
t (2
A.4
B)
Day
15
– Tr
ansf
orm
atio
ns c
ont’d
Expl
ore/
Expl
ain
(10
min
ute
s –
cont
’d fr
om la
st c
lass
)
for
each
stu
de
nt p
air,
hav
e o
ne c
omp
lete
the
odd
num
ber
s an
d th
e ot
her
co
mpl
ete
the
eve
n nu
mbe
rs
di
scus
s as
a c
lass
D
iffer
entia
te In
stru
ctio
n O
n Le
vel a
nd A
dvan
ced
Lea
rner
s:
T
ell s
tude
nts
to lo
ok a
t the
ir as
sign
ed p
robl
em
s to
indi
vidu
ally
exp
lain
in w
ords
on
Sum
mar
ize
You
r F
ind
ings
the
effe
ct o
f ea
ch t
rans
form
atio
n
wh
en c
ompl
ete,
hav
e st
uden
t pai
rs d
iscu
ss a
nd fi
ll in
mis
sing
effe
cts
for
each
ot
her
S
trug
glin
g Le
arne
rs:
Use
dir
ect i
nstr
uctio
n a
nd g
uid
ed p
ract
ice
to c
ompl
ete
“Sum
mar
ize
Yo
ur F
indi
ngs.
” Ev
alua
te (5
min
utes
)
colle
ct a
ctiv
ity s
heet
s fo
r sp
ot c
heck
for
diffi
culty
ha
ve s
tud
ents
jour
nal
the
Ess
entia
l Que
stio
n: H
ow
is it
use
ful t
o kn
ow
th
e gr
aphs
of p
aren
t fun
ctio
ns a
nd th
e ef
fect
s of
par
amet
er c
han
ges
on
the
grap
hs?
Day
15
– Tr
ansf
orm
atio
ns c
ont’d
Ex
plor
e/Ex
plai
n (c
ont’d
)
afte
r te
ache
r e
xpla
natio
n, c
om
plet
e as
sign
ed
tran
sfor
mat
ions
on
Exp
lore
T
rans
form
atio
ns
activ
ity s
hee
t (2
A.4
B)
Elab
orat
e
expl
ain
in w
ord
s on
Sum
mar
ize
You
r F
ind
ing
s th
e ef
fect
of e
ach
of y
our
ass
ign
ed
tran
sfor
mat
ions
(2A
.4B
)
talk
with
par
tne
r to
get
the
mis
sing
tran
sfor
mat
ions
com
plet
ed b
y hi
m/h
er (
2A.4
B)
Eval
uate
turn
in c
ompl
eted
act
ivity
she
ets
to t
each
er
m
ake
jour
nal e
ntry
on
how
yo
ur k
now
led
ge o
f pa
rent
func
tions
and
tr
ansf
orm
atio
ns
help
in th
e st
udy
of fu
nctio
ns
(2A
.4B
) D
ay 1
6 –
Tran
sfor
mat
ions
con
t’d
Enga
ge (5
min
utes
)
have
stu
den
t pai
rs g
ene
rate
a d
efin
ition
for
tran
sfor
mat
ion
th
roug
h cl
ass
dis
cuss
ion,
dec
ide
by
cons
ensu
s on
def
initi
on fo
r w
ord
wa
ll
Expl
ore
(5-1
0 m
inut
es)
di
rect
stu
dent
s vi
a pa
rtn
er d
iscu
ssio
n to
figu
re o
ut h
ow
to e
xecu
te a
tran
slat
ion
tran
sfor
mat
ion
for
y =
x to
y =
x +
4 fr
om -
2 to
+2
usin
g th
e lis
t fun
ctio
n on
the
gr
aphi
ng
calc
ulat
or
faci
litat
e d
iscu
ssio
n o
n th
e pr
oce
dure
s de
velo
ped
Day
16
– Tr
ansf
orm
atio
ns c
ont’d
En
gage
defin
e tr
ansf
orm
atio
n w
ith y
our
par
tner
and
con
trib
ute
your
def
initi
on to
cla
ss
disc
ussi
on (
2A.4
B)
Expl
ore
fig
ure
out
a m
eth
od to
exe
cute
the
give
n tr
ans
form
atio
n w
ith th
e Li
st fu
nctio
n on
yo
ur
grap
hin
g ca
lcul
ator
(2A
.4B
)
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 11
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
Diff
eren
tiate
Inst
ruct
ion
(20-
25 m
inut
es)
di
strib
ute
Tra
nsfo
rmat
ions
of
Par
ent F
unct
ions
act
ivity
O
n Le
vel a
nd A
dvan
ced
Lea
rner
s:
di
rect
par
tner
s to
col
labo
rate
to c
ompl
ete
activ
ity u
sing
gra
phi
ng
calc
ula
tors
as
a to
ol
Str
uggl
ing
Lear
ners
:
use
dire
ct in
stru
ctio
n a
nd g
uid
ed p
ract
ice
to r
evie
w tr
ans
form
atio
ns o
f par
ent
func
tions
Ev
alua
te (5
-10
min
utes
)
revi
ew
Tra
nsfo
rmat
ions
of P
aren
t Fun
ctio
ns a
s a
clas
s
Expl
ain/
Elab
orat
e O
n Le
vel a
nd A
dvan
ced
Lea
rner
s:
w
ith p
artn
er c
om
plet
e T
rans
form
atio
n of
Par
ent F
unct
ions
act
ivity
usi
ng
the
gra
phin
g ca
lcul
ator
as
a to
ol (
2A.4
B)
Str
uggl
ing
Lear
ners
:
com
plet
e T
rans
form
atio
ns o
f P
aren
t Fun
ctio
ns w
ith te
ach
er s
uppo
rt
ac
tivel
y p
artic
ipat
e, a
sk q
ues
tions
Ev
alua
te
re
vie
w T
rans
form
atio
ns o
f Par
ent F
unct
ions
with
cla
ss
Day
17
- Fun
ctio
ns U
nit R
evie
w
Exp
lain
(40
min
utes
)
dist
ribut
e F
unct
ion
Un
it R
evie
w s
hee
t to
each
stu
dent
sta
ting
that
col
labo
ratio
n is
enc
our
aged
tod
ay
rea
lizin
g th
at to
mor
row
’s a
sses
smen
t w
ill b
e in
divi
dual
w
ork
onl
y
give
stu
den
ts fo
llow
ing
dire
ctio
ns fo
r th
e be
st p
roba
bili
ty fo
r in
-cla
ss c
ompl
etio
n in
ord
er to
get
the
mos
t hel
p n
eed
ed
1.
for
each
pro
ble
m w
ith m
ore
than
tw
o pa
rts
(like
# 1
an
d #5
),
com
plet
e an
y tw
o pa
rts
and
mov
e on
to g
et to
a lo
ok a
t all
the
rest
of t
he r
evie
w p
robl
ems
2.
use
your
gra
ph
ing
calc
ulat
ors
to fu
ll ad
vant
age,
sin
ce y
ou m
ay
use
them
tom
orr
ow
3.
en
sure
that
yo
u co
mpl
ete
#11
or #
12 b
efor
e th
e en
d of
this
cl
ass
to g
et n
eed
ed
assi
sta
nce
revi
ew
yo
ur a
sses
smen
t for
mat
with
stu
dent
s, i.
e. m
ultip
le c
hoic
e? c
omp
lete
gr
aphs
or
sket
ch g
rap
hs?
shor
t ans
wer
? si
mila
r to
rev
iew
she
et fo
rmat
?
Day
17
- Fun
ctio
ns U
nit R
evie
w
Expl
ain
co
mpl
ete
revi
ew
sh
eet a
s di
rect
ed, k
eepi
ng in
min
d to
atte
mpt
firs
t w
hat
you
don’
t kno
w
and
ask
for
an
y n
eed
ed a
ssis
tanc
e (2
A.1
A, 2
A.1
B, 2
A.4
A, 2
A.4
B)
us
e ca
lcul
ator
as
ofte
n as
pos
sibl
e to
eith
er w
ork
the
pro
blem
or
chec
k yo
ur w
ork
co
mpl
eted
with
out t
he c
alcu
lato
r
atte
ntiv
ely
liste
n to
form
at o
f tom
orro
w’s
ass
essm
ent
Day
18
– U
nit A
sses
smen
t (Fo
unda
tion
of F
unct
ions
)
Ev
alua
te
en
sure
that
all
the
ques
tions
on
the
asse
ssm
ent a
re a
ligne
d w
ith th
e no
uns
and
verb
s in
the
TE
KS
ensu
re th
e av
aila
bili
ty o
f ful
ly f
unct
ioni
ng
gra
phin
g ca
lcul
ato
rs
co
nduc
t uni
t ass
essm
ent t
o in
clud
e:
1.
func
tion
– ve
rtic
al li
ne
test
2.
do
ma
in a
nd
rang
e 3.
sk
etch
ing
a gr
aph
to fi
t a s
ituat
ion
and
vic
e ve
rsa
4.
pare
nt fu
nctio
ns
5.
tran
sfor
mat
ions
Eval
uate
com
plet
e th
e a
sses
smen
t w
ith th
e ai
d of
a g
raph
ing
calc
ula
tor
(2A
.1A
, 2A
.1B
, 2A
.4A
, 2A
.4B
)
Voca
bula
ry:
do
ma
in
ra
nge
fu
nctio
n
vert
ical
line
test
pare
nt fu
nctio
n
tr
ansf
orm
atio
n
ind
epe
nden
t
dep
ende
nt
re
latio
n
TAK
S Vo
cabu
lary
ide
ntify
dete
rmin
e
fit
in
terp
ret
pr
oce
ed
id
ent
ify
sk
etch
exte
nd
de
scrib
e
Res
ourc
es:
A
lge
bra
2 A
ctiv
ities
1.
D
ay
2 –I
cebr
eake
r 2.
D
ay
3 –
Cal
cula
tor A
ctiv
ities
, Wha
t Do
You
Kno
w?
3.
Da
ys 6
& 7
– D
omai
n an
d R
ange
Pra
ctic
e 4.
D
ay
8 –
Wal
kin
g R
ates
5.
D
ay
9 –
Wal
k-A
-Tho
n 6.
D
ay
10 –
An
alyz
ing
Gra
phs
#1
thru
6,
Fun
ctio
n M
atch
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 12
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
7.
D
ay
11 –
Ske
tch
Gra
phs
of R
eal
Wor
ld
Situ
atio
ns
8.
Da
y 12
– M
atch
ing
Par
ent
Fun
ctio
ns
9.
Da
y 13
– W
hat
Is th
e P
aren
t Fun
ctio
n 10
. D
ay
14 &
15
– E
xplo
re T
rans
form
atio
ns
and
Sum
mar
ize
You
r F
ind
ing
s 11
. D
ay
16 –
Tra
nsfo
rmat
ions
of
Par
ent
Fun
ctio
ns
12.
Da
y 17
– F
unct
ion
Uni
t Rev
iew
Tex
t – M
cDou
gal
Litt
ell A
lge
bra
2 1.
D
ay
5 –
Ch
apte
r 2
Intr
o, S
ectio
n 2.
1 (p
ages
70-
79)
A
ccel
erat
ed C
urric
ulum
for
Mat
h G
rade
11
Exi
t T
AK
S (
Reg
ion
4)
1.
Da
y 4
– L
ess
on 1
.1 (
page
s 1-
9)
Evid
ence
of L
earn
ing
Form
ativ
e M
ini A
sses
smen
ts
TAK
S C
olle
ge-R
eadi
ness
i.e.
, A
ntic
ipat
ed S
kills
for S
AT/
AC
T/C
olle
ge B
oard
/Car
eer/L
ife
(fr
om S
epte
mbe
r 200
8 FM
A, T
EKS
2A.1
A, #
1)
(from
Sep
tem
ber 2
008
FMA
, TEK
S 2A
.1A
, #2)
July
200
6 TA
KS
Exit
Leve
l
SAT
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 13
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
……
……
……
……
……
……
……
……
……
……
……
……
……
….
Ju
ly 2
006
TAK
S Ex
it Le
vel
22
Whi
ch o
f the
follo
win
g is
a s
uffic
ient
co
nditi
on
to
sho
w th
at a
cer
tain
equ
atio
n do
es n
ot
re
pres
ent a
lin
ear
func
tion?
F
T
he g
raph
of t
he e
quat
ion
has
a sl
ope
of
zero
. G
T
he g
raph
of t
he e
quat
ion
has
the
set o
f al
l rea
l nu
mb
ers
as it
s do
ma
in.
H
The
gra
ph o
f the
equ
atio
n ha
s an
und
efin
ed
slop
e.
J
The
gra
ph o
f the
equ
atio
n h
as e
xact
ly o
ne
y-in
terc
ept
.
SA
ISD
© 2
009-
10
– F
irst G
radi
ng P
erio
d
Mat
hem
atic
s A
lgeb
ra 2
Pag
e 14
of 3
1
Pow
er S
tand
ards
rep
rese
nt t
he e
ssen
tial k
now
ledg
e an
d sk
ills
stud
ents
nee
d fo
r su
cces
s in
hig
h sc
hool
and
be
yond
. P
ower
Sta
nda
rds
mus
t be
mas
tere
d to
suc
cess
fully
pas
s th
e re
qui
red
asse
ssm
ents
at e
ach
grad
e le
vel.
All
TA
KS
elig
ible
kno
wle
dge
and
ski
lls a
re id
entif
ied
as P
ow
er S
tand
ards
.
(fr
om S
epte
mbe
r 200
8 FM
A, T
EKS
2a.1
B, #
3)
(fr
om O
ctob
er 2
008
FMA
, TEK
S 2A
.4B
, #5)
Kagan’s Cooperative Learning Structures © 1998
1. Circle-the-Sage: Students who know, stand to become sages; teammates each gather around a different sage to learn. Students return to teams to compare notes.
2. Find My Rule: The teacher places items in a frame (two boxes, Venn, on a line); Students induce the rule.
a. Two Box Introduction b. What’s My Line c. Crack My Venn
3. Find Someone Who: Students circulate, finding others who can contribute to their worksheet.
a. People Hunt: Students circulate, finding others who match their own characteristics.
b. Fact Bingo: Find Someone Who played on a bingo worksheet. 4. Find the Fib: Teammates try to determine which of three statements is a fib.
a. Fact or Fiction: Teammates try to determine if a statement is true or false. 5. Inside/Outside Circle: Students in concentric circles rotate to face a partner to
answer the teacher’s questions or those of the partner. 6. Jigsaw Problem Solving: Each teammate has part of the answer or a clue
card; teammates must put their info together to solve the team problem. 7. Match Mine: Receivers arrange objects to match those of Senders whose
objects are hidden by a barrier. a. Draw-What-I-Say: Receiver draws what sender describes. b. Build-What-I-Write: Receiver constructs what Sender has described in
writing. 8. Mix-Freeze-Group: Students rush to form groups of a specific size, hoping not
to land in “Lost and Found” (with the teacher). 9. Mix-Pair-Discuss: Students pair with classmate, to discuss question posed by
the teacher. 10. Numbered Heads Together: Students huddle to make sure all can respond, a
number is called, the student with the number responds. a. Paired Heads Together: Students in pairs huddle to make sure they both
can respond, an “A” or “B” is called, the student with that letter responds. b. Traveling Heads Together: Students in Numbered heads travel to new
teams to share response. 11. One Stray: The teacher calls a number; students with that number “stray” to
join another team, often to share. a. Two Stray: Two students stray to another team, often to share and to
listen. 12. Pairs Check: Students work first in pairs each doing a problem and receiving
coaching from their partner; then pairs check and celebrate after every two problems.
13. Pairs Compare: Pairs generate ideas or answers, compare their answers with another pair, and then see if working together the can come up with additional responses neither pair alone had.
14. Partners: Pairs work to prepare a presentation, then present to the other pair in their team.
15. Rally Table: Students in pairs take turns, writing, drawing, pasting. (2 erasers, 2 pencils per team)
16. Rotating Review: Teams discuss topic, chart their thoughts, rotate to the next chart to discuss and chart their thoughts.
17. Sages Share: Students take turns interviewing the “sages”-those who can explain an idea.
18. Send-(Trade) a-Problem: Teammates make problems whicj are sent around the class for other teams to solve.
19. Showdown: Teammates each write an answer, then there is a “showdown” as they show their answers to each other. Teammates verify answers.
20. Teammates Consult: For each of a series of questions, students place pens in a cup, share and discuss their answers, and then pick up pens to write answer in own words.
21. Team-Pair-Solo: Students solve problems first as a team, then as a pair, finally alone.
22. Team Stand-N-Share: All teams stand. Teams share ideas and record ideas from other teams. Teams sit when all ideas are share and continue to record until all teams sit.
23. Team Statements: Students think, discuss in pairs, write an individual statement, RoundRobin individual statements, and then work together to arrive at team statement they all endorse more strongly than their individual statements.
24. Team Mind Map: Students draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches and key words.
25. Think-Pair-Share: Students think about their response to a question, discuss answer in pairs, and share their own or partner’s answer with the class.
26. Three-Pair-Share: Students share on a topic three times, once with each teammate.
27. Three-Step Interview: Students share with a partner, the partner shares with them, and then they RoundRobin share their partner’s response with the other teammates.
28. Timed Pair Share: Students share with a partner for a predetermined amount of time and then the partner shares with them for the same amount of time.
29. What Am I? Students attempt to determine their secret identity (taped on their back) by circulating asking “yes-no” questions of classmates. They are allowed three questions per classmate (or unlimited questions until they receive a no response). They then find a new classmate to question. When the student guesses his/her identify, he/she becomes a consultant to give clues to those who have not yet found their identity.
