16 17 18 19 20 21 22 23 24 25 26 27 (Half Day) 28 29 30 31 Assessment Framework Assessment Assignment Type Grading Source time When? Diagnostic Assessment Unit 1 Diagnostic Test Traditional (zero weight) Curriculum Dept. created – see Dropbox < ½ block Beginning of unit Mid-Unit Assessment Test Traditional Teacher created using “Assessments” in Agile Mind ½ to 1 block Mid unit (optional, must have 3 tests per MP) End of Unit Assessment Unit 1 Assessment Test Traditional Curriculum Dept. created – distributed at end of unit 1 End of unit Performance Task Unit 1 Performance Task (1, & 2) Authentic Assessment Rubric Critical Area: Scholarship Fund Modeling : Planting seeds ½ block (for each task) Critical area : (after topic 1) Modeling: (after topic 2) Quizzes Quiz Rubric or Traditional Teacher created or “Practice” in Agile Minds < ½ Varies (must have 3
integers would be an appropriate domain for the function. F.BF.4: Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write anexpression for the inverse. For example, f(x) =2x3 or f(x) = (x+1)/(x–1) for x≠1. c.(+)Read values of an inverse function from a graph or a table, given that the function has an inverse. (+) Produce an invertible function from a non-invertible function by restricting the domain. Exponential equations, Law of exponent, vertical line test Block 2 New: Concept of Fractal logarithmic function Horizontal line test (one-to-one relation) Inverse of an exponential function as the logarithmic function Y = bx is not one to one function when b = 1 notation to denote Domain and range of inverse function of exponential function Block 3 Review: Various form of quadratic function Domain and range of a quadratic function Square root Horizontal line test on original function 3 New: Inverse function of quadratic function 4 Review: Guided Practice, Constructed Response Writing exponential equations, Applying Law of exponent (Power rule) Apply vertical line test to determine if the function is a relation Block 2 New: Performing Horizontal line test to determine if the inverse function of a given function is a function Writing inverse of an exponential function the logarithmic notation Understanding that Y = bx is not one to one function when b = 1 Use to denote inverse of a function Interpreting domain and range of an inverse exponential function from graph Block 2 Review: Identifying domain and range of inverse of a quadratic function from graphs 3 New Writing inverse of a quadratic function using table and equation Graphing with restricted domain for the inverse of quadratic to be a function (similar to piecewise function) 4 Review: Mind Topic 2: *Exploring :” The exponential function and its inverse” Mind Topic 2: *Exploring: “The quadratic function and its inverse” SAS 4: Q9-11 Q16a-c and Q17 Topic 2
4 1-4 Block 6 and 7 Have students correct the problems they got incorrect on the Guided practice, showing all work. CCSS Concepts What students will know Skills What students will be able to do Material/Resource F.BF.3: Identify the effect on the 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. Block 1 Review: Parent function of linear and quadratic functions expressions with negative exponents Translation, Reflection Block 1 New Family of parent functions Absolute value function Transformation to fit the data Block 2 Review: Vertex form of the quadratic equation Y= A(x-h)2 + k simple quadratic equation y= (x2 + k) Block 2 New: Effect of a, h, and k Piecewise function Block 3 Review: Evaluating algebraic expressions Block 3 New: Algebra and geometry connection Block 1 Review Evaluate expressions with negative exponents Translating linear and quadratic functions vertically and horizontally Block 1 New Define Parent function and transformation Identify Family of parent functions Identify Absolute value function Block 2 Review: Identify Vertex form of the quadratic equation A(x-h)2 + k Describe Effect of K on simple quadratic equation y= x2 + k Block 2 New: Describe the Effect of stretch factor, horizontal and Vertical shift Transform Piecewise function 3 Review: Evaluating algebraic expressions with negative integers Block 3 New: Making Algebra and geometry connection to determine the effect of horizontal Decide algebraic rules for function transformation Agile Mind Topic 3: *Overview *Exploring “Transformations to fit data” P1-7 SAS 1: Q4a-c Q9z-b Q1-a-b More practice P 1-3 Agile Mind Topic 3: *Exploring “Transformations to fit data” P 8-13 *Exploring “Generalizing transformation” SAS 2: Q16 Q18a-c SAS 3: Q8, 9 & Q10a-b ** Computers for at 1 for each group Agile Mind Topic 3: *Exploring: “Making the connection” *Summary SAS 4: Q6-9
Infinite Series If you invest $2000 at the start of every year into an account earning 5% interest. Using the , we find that the value of the account at the end of the first 3 years is: Value at End of Year 1 = $2000 x 1.051= $2100 at End of Year 2 = $2000 x 1.051 + $2000 x 1.052 = $4305 at End of Year 3 = $2000 x 1.051 + $2000 x 1.052 + $2000 x 1.053 = $6620.25 If you look closely, you’ll see that this sequence of expressions for the value of the investment at the end of each year form a mathematical series where each term is the amount of money invested each year—$2000—multiplied by the interest rate raised to . Inverse Function If you wanted to know how many years it will take for your $2000.00 to double with a 5% interest then you would use logarithm(inverse of exponential) to answer this question for example 2 = How many times do you need to multiply 1.05 by itself to get 2? You can take log on both sides to answer this question Log2/log1.05 = t Pictorial (Coordinate Plane) Exponential function Inverse Exponential function Transformed Exponential function Rule/Function Geometric Sequence Recursive is the nth term of the sequence is the previous term of the nth term of the sequence is the common n is the term number Explicit