takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. ★ Attend to precision. Essential Skills and Knowledge Ability to connect experiences with linear and Look for and exponential functions from Unit 2 of this course to make use of quadratic models structure. Ability to describe the restrictions on the domain of a function based on real world context Look for and Ability to recognize and use alternate vocabulary for express domain and such as input/output or independent/dependent regularity in repeated F.IF.6 Calculate and interpret the average rate of change of a reasoning. function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. ★ Essential Skills and Knowledge Knowledge that the rate of change of a function can be positive, negative or zero Ability to identify the rate of change from multiple representations Cluster Note: This unit, and in particular in F.IF.8b, extends the Make sense of work begun in Unit 2 on exponential functions with integer problems and exponents. Extend work with quadratics to include the persevere in relationship between coefficients and roots, and that once roots solving them. are known, a quadratic equation can be factored. Reason abstractly F.IF.7 Graph functions expressed symbolically and show key and features of the graph, by hand in simple cases and using quantitatively. technology for more complicated cases. ★ Construct viable a. linear and quadratic functions and show intercepts, arguments and maxima, and minima. critique the Essential Skills and Knowledge reasoning of Ability to connect experience with graphing linear others. functions from Unit 2 of this course to include quadratic functions Model with mathematics. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Use appropriate Analyze functions tools using different Note: Compare and contrast absolute value, step and piecewise strategically. representations. defined functions with linear, quadratic, and exponential
takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. ★ Essential Skills and Knowledge Ability to connect experiences with linear and exponential functions from Unit 2 of this course to quadratic models Ability to describe the restrictions on the domain of a function based on real world context Ability to recognize and use alternate vocabulary for domain and such as input/output or independent/dependent 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. ★ Essential Skills and Knowledge Knowledge that the rate of change of a function can be positive, negative or zero Ability to identify the rate of change from multiple representations Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Analyze functions using different representations. Cluster Note: This unit, and in particular in F.IF.8b, extends the work begun in Unit 2 on exponential functions with integer exponents. Extend work with quadratics to include the relationship between coefficients and roots, and that once roots are known, a quadratic equation can be factored. F.IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★ a. linear and quadratic functions and show intercepts, maxima, and minima. Essential Skills and Knowledge Ability to connect experience with graphing linear functions from Unit 2 of this course to include quadratic functions b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Note: Compare and contrast absolute value, step and piecewise defined functions with linear, quadratic, and exponential Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically.
Algebra_I_Framework.docx