-Finding the line of best fit on a calculator and its use in extrapolation/interpolation. 2 Level 3 Level 4 Level 5 Objective 9. Select and use -Students are given a list of linear -Students required to know linear -Heavier use of information Note: familiarity expected. formats from which to choose. formats for use on assessments embedded in verbal passages Diagnostic exam administered appropriate methods for -Solutions limited to integers and -Information embedded in (not very easily identified) to determine need for review. solving linear equations. common fractions problems are easily identifiable -Generate parallel/perpendicular Topic extensions: -Solutions may be rational. line sets to satisfy a given -Multi-variable representations of condition. linear equations and the concept of slope”. “partial 10. Analyze and explain -Limited to identity function, -Extend discussion to include -Calculating dilation constant from Note: Prior familiarity expected. absolute function and quadratic piecewise functions where a given point on a function. Diagnostic exam administered the general properties and function. students generate a graph from a -Piecewise functions will also be to determine need for review. behavior of functions of -Use of computer software and given piecewise function. written given a graphical Topic extensions: one variable, graphing calculators to reinforce -Comparisons between representation of the function only -Representing absolute value appropriate graphing parent function identification dilations (rational -Generate piecewise functions functions in piecewise form technologies. -Basic dilations of graphs coefficients) from given scenarios involving -Real examples of piecewise real world examples(i.e. shipping functions (i.e. shipping fees, tax Identify and compare the fees) brackets) properties of classes of functions.
-Finding the line of best fit on a calculator and its use in extrapolation/interpolation. Objective 2 Level 3 Level 4 Level 5 9. Select and use appropriate methods for solving linear equations. -Students are given a list of linear formats from which to choose. -Solutions limited to integers and common fractions -Students required to know linear formats for use on assessments -Information embedded in problems are easily identifiable -Solutions may be rational. -Heavier use of information embedded in verbal passages (not very easily identified) -Generate parallel/perpendicular line sets to satisfy a given condition. Note: familiarity expected. Diagnostic exam administered to determine need for review. Topic extensions: -Multi-variable representations of linear equations and the concept of “partial slope”. 10. Analyze and explain the general properties and behavior of functions of one variable, appropriate graphing technologies. Identify and compare the properties of classes of functions. -Limited to identity function, absolute function and quadratic function. -Use of computer software and graphing calculators to reinforce parent function identification -Basic dilations of graphs -Extend discussion to include piecewise functions where students generate a graph from a given piecewise function. -Comparisons between dilations (rational coefficients) -Calculating dilation constant from a given point on a function. -Piecewise functions will also be written given a graphical representation of the function only -Generate piecewise functions from given scenarios involving real world examples(i.e. shipping fees) Note: Prior familiarity expected. Diagnostic exam administered to determine need for review. Topic extensions: -Representing absolute value functions in piecewise form -Real examples of piecewise functions (i.e. shipping fees, tax brackets)