recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n - 1) for n 1. ≥ Domain: Interpreting Functions Cluster: Understand the concept of a function and use function notation. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n - 1) for n 1. ≥ from Appendix A: Students should experience a variety of types of situations modeled by functions. Detailed analysis of any particular class of functions at this stage is not advised. Students should apply these concepts throughout their future mathematics courses. Draw examples from linear and exponential functions. In F.IF.3, draw connection to F.BF.2, which requires students to write arithmetic and geometric sequences. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. Make sense of Reason abstractly Construct viable with mathematics. Use appropriate Attend to Look for and make use Look for and express problems and and quantitatively. arguments and tools strategically. precision. of structure. regularity in persevere in solving critique the repeated reasoning. them. reasoning of others. Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment
recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n - 1) for n ≥ 1. Domain: Interpreting Functions Cluster: Understand the concept of a function and use function notation. Quarter 1: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n - 1) for n ≥ 1. from Appendix A: Students should experience a variety of types of situations modeled by functions. Detailed analysis of any particular class of functions at this stage is not advised. Students should apply these concepts throughout their future mathematics courses. Draw examples from linear and exponential functions. In F.IF.3, draw connection to F.BF.2, which requires students to write arithmetic and geometric sequences. Emphasize arithmetic and geometric sequences as examples of linear and exponential functions. Quarter 2: Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors
Algebra-1-Pacing-Guide-Version-3.docx