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Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday

Essential Questions: Can it be factored? How can I rewrite it in graphing form? How can I model the data?

Standards/PIs:

• B. Algebra: Students will interpret and represent situations by creating and solving equations and inequalities.
• PI2: Students will write expressions in equivalent forms to solve problems. (A-SSE-3, 4)

Student Assignments:

• • Study for Test on Jan 27/28

Links/Resources:

• Google Classroom

• Desmos

• CPM e-Book

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: Advisory Pride Block (7:40-8:05) Monday-Thursday and Friday via Google Meet by appointment (please email to find a time)

Essential Questions:  How can I use slope intercept form? How can solutions help build an equation? What are the different ways we can write equations of lines for different situations?

Standards/PIs:  

• F-IF-7,8,9
• F-LE-1,2,3,4
• F-LE-5

Student Assignments:

• Study for Test on Jan 27/28

FST-H Quarter 3 Planning Guide

Day 1:  3.1.1 + 3.1.2

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can I rewrite it?

Standards/PIs:  

• A. SSE.3c I can use the properties of exponents to transform expressions for exponential functions.

Student Assignments:

Problems 3-6 through 3-11 AND Problems 3-19 through 3-24

Day 2: 3.1.2 + 5.1.1

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can I rewrite it? How does the pattern grow?

Standards/PIs:  

• A. SSE.3c I can use the properties of exponents to transform expressions for exponential functions.
• N-Q.2 I can define appropriate quantities for descriptive modeling
• F-LE.1c I can recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

Student Assignments:

Problems 5-6, 5-8, 5-9, 5-10, 5-11, 5-12, 5-13, 5-15, 5-16 

(rephrased: 5-6 through 5-17, skip 5-7, 5-14, and 5-17)

Day 3: 3.2.1 (alg tiles)

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can I represent an equation?

Standards/PIs:  

• A-REI.1 I can explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
• A-REI.3 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Student Assignments:

Problems 3-33 through 3-44

Day 4: 3.2.2 + Quiz

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  What can I do with rectangles?

Standards/PIs:  

• A-SSE.3a I can factor a quadratic expression to reveal the zeros of the function it defines.

Student Assignments:

Problems 3-48 through 3-53

FEBRUARY VACATION WEEK

Day 5: 3.2.3 + 3.2.4

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can I rewrite a product? How can I generalize the process?

Standards/PIs:  

• A-APR.1 I can understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials

Student Assignments:

Problems 3-58 through 3-63 AND Problems 3-70 through 3-75

Day 6: 3.3.1 + 3.3.2

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  What if an equation has a product? How can I change it to y=mx+b form?

Standards/PIs:  

• A-REI.1 I can explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
• A-REI.3 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
• A-SSE.1a I can interpret parts of an expression, such as terms, factors, and coefficients 
• A-APR.1 I can understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
• A-CED.4 I can rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations

Student Assignments:

Problems 3-81 through 3-86 AND Problems 3-93 through 3-104

Day 7: Review

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can algebra tiles and area models help me better understand multiplication?

Standards/PIs:  

• Algebra
• Number & Quantity
• Functions

Student Assignments:

Problems 3-113 through 3-121

Day 8: Assessment

Course:  Algebra I

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: 

Essential Questions:  How can algebra tiles and area models help me better understand multiplication?

Standards/PIs:  

• Algebra
• Number & Quantity
• Functions

Student Assignments:

Complete Assessment

Day 1 ~ 2.2.1 Introduction of Parent Graphs

Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  How can I transform any graph?

Standards/PIs:    

• A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
• F-IF.4 For a function that models a relationship between two quantities, I can 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.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
• F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-81 to #2-87

Day 2 ~ 2.2.1 Transformations of Parent Graphs

Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  How can I transform any graph?

Standards/PIs:  

• A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
• F-IF.4 For a function that models a relationship between two quantities, I can 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.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
• F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-88 to #2-101

Day 3 ~ 2.2.2 Parent Graph ToolKit

Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  What is the significance of (h,k)?

Standards/PIs:  

• A-CED.2 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 
• A-SSE.1a I can interpret parts of an expression, such as terms, factors, and coefficients.
• A-SSE.1b I can interpret complicated expressions by viewing one or more of their parts as a single entity.
• F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• F-IF.7e I can graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. 
• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 

Student Assignments: #2-107 to #2-120

Day 4 ~ 2.2.3 Even/Odd Functions & Quiz

Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  How can I move a function?

Standards/PIs:  

• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 

Student Assignments: #2-125 to #2-131

FEBRUARY VACATION WEEK

Day 5 ~ 2.2.5 Piecewise Functions

Course:  Algebra 2

Course Schedule: 

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  Can I combine functions?

Standards/PIs:  

• F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 
•  F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

Student Assignments: #2-162 to #2-169

Day 6 ~ 2.2.5 Piecewise Function Transformations

Course:  Algebra 2

Course Schedule:

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  Can I combine functions?

Standards/PIs: 

• F-IF.7b I can graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• F-IF.9 I can compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). 
•  F-BF.3 I can identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them

Student Assignments: Begin Closure

Day 7 ~ Closure

Course:  Algebra 2

Course Schedule:

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  What have I learned?

Standards/PIs:

• Algebra: I can interpret and represent situations by creating and solving equations and inequalities
• Functions: I can construct functions to model, interpret, and analyze a variety of situations.

Student Assignments: Study for test next class

Day 8 ~ Chapter Assessment

Course:  Algebra 2

Course Schedule:

• Group A: Monday and Wednesday
• Group B: Tuesday and Thursday

Office Hours: PRIDE block Mon-Thurs, and Friday by appointment, please email to sign up for a time

Essential Questions:  How can I transform a graph/function?

Standards/PIs: 

• Algebra: I can interpret and represent situations by creating and solving equations and inequalities
• Functions: I can construct functions to model, interpret, and analyze a variety of situations.

Student Assignments: Complete Unit Assessment