# Math Department

Math Info & Syllabus

Learning Targets 3rd & 4th Quarter

*Exponents & Roots

I can generate the laws of integer exponents by exploring patterns.

I can simplify equivalent expressions using laws of integer exponents when multiplying.

I can simplify equivalent expressions using laws of integer exponents when dividing.

I can simplify equivalent expressions using laws of integer exponents when raising a power to a power.

I can simplify equivalent expressions using laws of integer exponents when the exponent is zero.

I can simplify equivalent expressions using laws of integer exponents when

the exponent is negative.

I can rewrite expressions with negative exponents to positive exponents.

I can evaluate the square root of small perfect squares.

I can evaluate the cube root of a perfect cube.

I can justify that the square root of a non -perfect square and the cube root of a non-perfect cube will be irrational.

I can prove that squaring a number and taking the square root of a number are

inverse operations.

I can prove that cubing a number and taking the cube root of a number are inverse operations.

I can solve simple equations with squares and cubes.

I can determine both the positive and negative solutions to simple equations involving squares.

I can determine the side length of a square by finding the square root of its area.

I can determine the side length of a cube by finding the cube root of its volume.

I can calculate using the side lengths of squares or cubes to solve problems.

*Scientific Notation

I can write numbers in scientific notation.

I can apply the laws of exponents to the power of 10.

I can use scientific notation to estimate very large quantities.

I can use scientific notation to estimate very small quantities.

I can use scientific notation to determine how many times as large one number is in relation to another.

I can convert numbers from scientific notation to standard form.

I can convert numbers from standard to scientific notation.

I can perform operations with numbers expressed in scientific notation without technology.

I can use scientific notation and choose for measurements of appropriate size of very large quantities.

I can use scientific notation and choose for measurements of appropriate size of very small quantities.

I can interpret scientific notation that has been generated by technology (ex. Recognize 3.7E-2 (or 3.7e-2) from technology as 3.7 x 10-2).

I can perform operations with numbers expressed in scientific notation technology.

Learning Targets 4th Quarter

*Pythagorean Theorem

I can identify the parts of a right triangle.

I can explain the Pythagorean Theorem.

I can use visual models to prove Pythagorean Theorem.

I can use the Pythagorean Theorem to prove or disprove that a given triangle is a right triangle

I can apply the Pythagorean Theorem to find a missing side of a right triangle.

I can draw a diagram and apply the Pythagorean Theorem to real world problems.

I can draw a diagram and apply the Pythagorean Theorem in a three-dimensional figure to calculate dimensions.

I can identify a diagonal line between two points as a hypotenuse of a right triangle.

I can construct a right triangle from two points on a coordinate plane.

I can apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

I can use Pythagorean Theorem to find side lengths of two -dimensional figures in the coordinate plane.

I can use side lengths to find area and perimeter of two -dimensional figures on a coordinate plane.

*Volume and Formulas

I can identify the shapes of cones, cylinders, and spheres.

I can use appropriate formulas for volume of cones, cylinders, and spheres in mathematical and real world situations.

Learning Targets 2nd & 3rd Quarters

*Functions & Descriptive Graphs

I can identify the domain and range of a relation.

I can determine if a graph represents a function.

I can determine if a set of points represents a function.

I can calculate the y-value for an equation when given the x-value.

I can create a table for an equation.

I can determine if a table represents a function.

I can represent a function in the form of ordered pairs, mapping, graph, or listing.

I can graph functions in a coordinate plane.

I can read inputs and outputs from a graph of a function on a coordinate plane.

I can identify equations as linear or nonlinear.

I can explain how slope changes when given a graph.

I can sketch a graph when given the description of the slope.

I can evaluate and describe properties based on a given graph.

I can analyze the graph for a functional relationships.

I can create a graph for a functional relationships.

I can sketch a graph by analyzing a situation that has been described verbally.

Learning Targets 3rd Quarter

*Scatter Plots & Frequency Tables

I can graph a set of points.

I can interpret scatter plot as linear or nonlinear.

I can interpret the graph as strong correlation (clustering) or weak (outliers).

I can construct a scatter plot on a plane using two variables.

I can investigate the relationship between two quantities on a scatter plot.

I can analyze the trend of a scatter plot and determine whether there is a positive, negative(linear), or no relationship(non-linear).

I can predict future outcomes using a scatter plot.

I can use a straight line of best fit to model the relationships between two sets of data.

I can graph the equation to demonstrate how the data is related.

I can use the line of best fit to determine an equation in two variables for the data (y=mx + b).

I can use slope intercept form (y= mx + b) to determine the slope and y-intercept of the line of best fit.

I can interpret the meaning of the slope and y-intercept in the context of the data given.

I can determine relevant information from graph.

I can create a frequency table with collected data.

I can interpret a frequency table.

I can determine if there is a correlation between the information.

I can read a graph to determine a correlation Construct a graph based on information given.

I can make predictions and analyze the data between the variables in the frequency table.

I can justify and defend the accuracy of my predictions.

*Systems of Equations

I can solve a system to determine if it has one solution, no solution, or infinitely many solutions.

I can find a solution to a system of equations with a graph.

I can solve a system algebraically by substitution.

*Number Systems

I can distinguish between rational and irrational numbers

I can recognize that a repeating/terminating decimal is a rational number

I can recognize that all real numbers can be written in a decimal form

I can write a fraction a/b as a repeating decimal by filling in the missing numbers.

I can write a fraction using long division, a÷b.

I can write a repeating decimal as a fraction.

Learning Targets 2nd Quarter

*Linear Equations

I can compare graphs, tables, and equations of proportional relationships.

I can interpret unit rate as slope.

I can identify the unit rate (slope) in graphs.

I can identify the unit rate (slope) in tables.

I can identify the unit rate (slope) in equations.

I can compare two proportional relationships represented in different ways.

I can graph proportional relationships.

I can compare the rate of change of two functions in different representations

I can compare the starting point of two functions in different representations.

I can generate ordered pairs by substituting zero for the input or the output value.

I can categorize functions represented in tables, graphs and equations as linear or nonlinear.

I can define a linear equation as having a constant rate of change.

I can identify the rate of change (slope) from tables, graphs, equations or verbal descriptions.

I can identify the initial value (y-intercept) from tables, graphs, equations or verbal descriptions.

I can write a function (linear equation) using the rate of change and initial value.

I can relate the connection between the equation and the x -values and the y -values.

I can interpret the rate of change and initial value of a linear function in context.

I can identify zero slopes and no slopes.

I can write an equation if given a point and the slope.

I can write an equation if given two points.

I can explain any restrictions on the x--values of a function in context.

I can construct triangles between two points on a line.

I can compare the legs of triangles drawn on the same line to prove constant rate of change (slope).

I can prove that slope is rise over run.

I can graph a line when given an equation in slope -intercept form.

I can write an equation in slope-intercept form from a given line passing through the origin on a coordinate plane.(y=mx)

I can write an equation in slope-intercept form from a given line not passing through the origin on a coordinate plane.(y=mx+b)

I can interpret the meaning of the numbers in slope- intercept form.

Learning Targets 1st Quarter

*Conversions

I can convert between fractions, decimals and percents. (review)

I can convert repeating decimals to fractions. (new)

*Equations

I can solve two-step equations using inverse operations. (review)

I can solve one-variable equations involving the distributive property. (new)

I can solve one-variable equations involving combining like terms. (new)

I can solve one-variable equations having variables on both sides of the equation. (new)

I can translate verbal descriptions into equations. (review & new)

*Transversals

I can determine the value of a missing interior angle given the value of one interior angle & an exterior angle.

I can determine the value of a missing exterior angle given the value of interior angles.

I can determine missing angles within a set of similar triangles.

I can determine missing angles within a set of parallel lines cut by a transversal.

*Transformations

I can match the lengths of line segments, angle measures, and the parallel line characteristics of an image and its pre-image that has been translated, reflected, or rotated.

I can define a rigid transformation.

I can verify the congruency of an image and its pre-image that has been translated, reflected, or rotated.

I can describe a sequence of transformations that were used to create an image from its pre-image.

I can perform a series of transformations to prove or disprove that two given figures are congruent.

I can identify new coordinates after translating, reflecting, or rotating a figure.

I can identify new coordinates after dilating a figure.

I can describe the changes that happen to the x and y coordinates of a figure after a translation, reflection, rotation, or dilation.

I can define similarity.

I can dilate a figure.

I can identify the scale factor after a dilation.

I can define a scale factor.

I can explain how transformations can be used to prove that two figures are similar.

I can describe a sequence of transformations to prove or disprove two given figures are similar.

Major Works 40%

Minor Works 35%

Class/Homework 25%

1st Quarter

*Unit 0~Review~Conversions

*Unit 1~Equations

*Unit 2~Transversals

*Unit 3~Transformations

2nd Quarter

*Unit 4~Linear Equations

*Unit 5~Functions & Descriptive Graphs

3rd Quarter

*Unit 7~Systems of Equations

*Unit 8~Number Systems

*Unit 9~Exponents & Roots

*Unit 10~Scientific Notation

4th Quarter

*Unit 11~Pythagorean Theorem

*Unit 12~Volume and Formulas