Alg+1+-+Unit+4

//**N-Q.1.**// Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. **(Standard used throughout curriculum - for this unit focus on interpreting the scale and the origin in graphs and data displays.)**
 * ===**Common Core Standard(s)**===

//**F-IF.2.**// Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

//**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.★

//**A-REI.10.**// Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). **(STUDENTS MUST BE ABLE TO GRAPH BY HAND AND BY CALCULATOR)**

//**F-IF.1.**// Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If //f// is a function and //x// is an element of its domain, then //f//(//x//) denotes the output of //f// corresponding to the input //x//. The graph of //f// is the graph of the equation //y// = //f//(//x//).F-BF.1. Write a function that describes a relationship between two quantities.★

//**A-CED.1.**// Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, exponential functions.

//**S-ID.7.**// Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.


 * F-LE.5**. Interpret the parameters in a linear or exponential function in terms of a context


 * F-IF.5.** Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. //For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.//★

(+) Compose functions. //For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. (MOVED FROM F.IF 6)// || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Mathematical Practice(s)**===
 * 1. Make sense of problems and perseveres in solving them.**
 * 2. Reason abstractly and quantitatively.**
 * 3. Construct viable arguments and critique the reasoning of others.**
 * 4. Model with mathematics**
 * 5. Use appropriately tools strategically**
 * 6. Attend to precision**
 * 7. Look for and make use of structure**
 * 8. Look for and express regularity in repeated reasoning.** ||
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**Information Technology Standard**
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**Revised Bloom's Level of thinking**
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍===
 * Remembering**
 * Understanding**
 * Applying**
 * Analyzing**
 * Evaluating**
 * Creating** ||

**Learning Target/Task Analysis**

 * Linking Prior Knowledge**
 * Students should be somewhat familiar with graphing linear functions from middle school. Students have graphed inequalities in middle school. Students should have some knowledge of building linear functions with context.**

**I can...**

 * N-Q.1 (GENERIC I CAN STATEMENT THAT SHOULD BE UTILIZED AT POINTS THROUGHOUT THE UNIT.) I can determine the scale and units of a graph.**
 * F.IF-2 I can use function notation to evaluate functions.**
 * I can interpret statements using function notation in the context.**
 * F.IF-6 I can estimate the rate of change from a graph.**
 * I can calculate the rate of change from a graph.**
 * A.REI.10 I can graph linear equations by hand and using technology.**
 * I can determine that the solutions of a graph are plotted in the coordinate plane.**
 * F.IF-1 I can determine the domain and range of a function.**
 * I can determine whether or not an equation or graph is a function.**
 * A.CED.1 I can create linear equations/inequalities.**
 * I can use created equations/inequalities to graph in order to solve problems.**
 * A.SID-7 I can interpret the slope in the context of data.**
 * I can interpret the y intercept in the context of data.**
 * F.LE.-5 I can interpret the parameters of a linear function in terms of context.**
 * F.IF.-5 I can relate the domain of a function, with context, to the graph of the equation.**

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**Essential Vocabulary**

 * scale, units, function notation, evaluate, functions, domain, range, independent variable, dependent variable, linear equation, linear inequality, slope(rate of change), y intercept(constant term), parameters, context, infinitely many points(on a line or other graph), slope intercept form, standard form, linear form, equation in two variables.**

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**Enrichment:**
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**Instructional Resources**
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**Notes and Additional Information**

 * Students should be familiar with graphing inequalities from middle school but usually are unfamiliar with the term "inequality". They also will need some review of greater than and less than symbols.**