41 / G.1.b / Represent data with plots on the real number line (dot plots, histograms, and box plots). [S-ID1] / Students:
Given numerical data in any form (e.g., all real numbers),
  • Organize and display the data using plots on a real number line, including dot plots, histograms, and box plots.
/ Text 12-1 through 12-4, 0-12, 0-13
42 / G.1.h / Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [S-ID2] / Students:
Given two or more different data sets,
  • Compare the center (median, mean) and the spread (interquartile range, standard deviation) of the data sets to describe differences and similarities of the data sets.

43 / Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. [S-ID2] / Students:
Given multiple data sets,
  • Recognize and explain the differences in shape, center, and spread, including effects of outliers.

Lesson Plans for September 4 – 8, 2017

Algebra 1/1B

Monday: No School/Labor Day Holiday

Tuesday-Friday:

Lesson Plans for September 4 – 8, 2017

Geometry

Monday: No School/Labor Day Holiday

Tuesday-Thursday:

2 / G.1.e / 2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). [G-CO.2] / Students:
Given a variety of transformations (translations, rotations, reflections, and dilations),
  • Represent the transformations in the plane using a variety of methods (e.g., technology, transparencies, semi-transparent mirrors (MIRAs), patty paper, compass),
  • Describe transformations as functions that take points in the plane as inputs and give other points as outputs, explain why this satisfies the definition of a function, and adapt function notation to that of a mapping [e.g., f(x,y) → f(x+a, y+b)],
  • Compare transformations that preserve distance and angle to those that do not.
/ Glencoe Geometry Text, p. 296-302, 511-517, 623-631, 632-638, 639, 640-646, 650, 651-659, 674-681
3 / 3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. [G-CO.3] / Students:
Given a collection of figures that include rectangles, parallelograms, trapezoids, or regular polygons,
  • Identify which figures that have rotations or reflections that carry the figure onto itself,
  • Perform and communicate rotations and reflections that map the object to itself,
  • Distinguish these transformations from those which do not carry the object back to itself,
  • Describe the relationship of these findings to symmetry.
/ Glencoe Geometry Text, p.663-669

Friday:

Lesson Plans for September 4 – 8, 2017

Algebra II with Trigonometry

28 / [F-IF.7d] Create graphs of conic sections, including parabolas, hyperbolas, ellipses, circles, and degenerate conics, from second-degree equations. (Alabama)
Example: Graphx2- 6x+y2- 12y+ 41 = 0 ory2- 4x+ 2y+ 5 = 0.
  1. Formulate equations of conic sections from their determining characteristics. (Alabama)
    Example: Write the equation of an ellipse with center (5, -3), a horizontal major axis of length 10, and a minor axis of length 4.
    Answer:(x- 5)/25+(y+ 3)/4= 1.
/ Students:
Given a second degree conic equation,
  • Graph hyperbolas.
  • Given the determining characteristics of a conic section, formulate its equation.

Monday: No School/Labor Day Holiday

Tuesday-Wednesday:Hyperbolas

Thursday-Friday: Ellipses

28 / [F-IF.7d] Create graphs of conic sections, including parabolas, hyperbolas, ellipses, circles, and degenerate conics, from second-degree equations. (Alabama)
Example: Graphx2- 6x+y2- 12y+ 41 = 0 ory2- 4x+ 2y+ 5 = 0.
  1. Formulate equations of conic sections from their determining characteristics. (Alabama)
    Example: Write the equation of an ellipse with center (5, -3), a horizontal major axis of length 10, and a minor axis of length 4.
    Answer:(x- 5)/25+(y+ 3)/4= 1.
/ Students:
Given a second degree conic equation,
  • Graph hyperbolas.
  • Given the determining characteristics of a conic section, formulate its equation.

Lesson Plans for September 4 – 8, 2017

Pre-Calculus

Monday: No School/Labor Day Holiday

Tuesday-Friday:

16 / E.2.a
E.2.b / 16.) For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. (Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Determine odd, even, neither.)* [F-IF4] (Alabama) / Students:
Given a function that models a relationship between two quantities,
  • Produce the graph and table of the function and show the key features (intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity) that are appropriate for the function.

Given key features from verbal description of a relationship,
  • Sketch a graph with the given key features.
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