Structured Curriculum Lesson Plan Day: 015 Subject: Advanced Algebra Grade Level: High School Correlations (SG, CAS, CFS) : 6A1 Tap: Isat

STRUCTURED CURRICULUM LESSON PLAN
Day: 015
Subject: Advanced Algebra
Grade Level: High School
Correlations (SG,CAS,CFS): 6A1

TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
Use variables, number sentences, and equations
to represent solutions and solve problems
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimate,
approximate, and predict outcomes, and to
judge reasonableness of results
Identify, analyze, and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Properties and Operations of Real Numbers and Functions
Instructional Focus/Foci
Comparing and Identifying Number Systems
Materials
Grid paper
Educational Strategies/Instructional Procedures
Opener: Have students complete the following in five minutes or less:
a=
1
2
b = 4
c = 0.04
Compute:
1. abc
4.
1
ab
3. a b c
2. a+b+c
5.
a +b
c
6. ab + c
59
Real Numbers Venn Diagram
Real Numbers
Rational
Integers
Natural
Irrational
Whole
Remind students that they will always encounter numbers of different types, such as:
Natural Numbers (N) = {1, 2, 3, 4, } counting numbers
Whole Numbers (W) ={0, 1, 2, 3, 4, } numbers used to answer how many
Rational Numbers (Q) = any number that can be written as
integers; b 0
a
(a quotient) where a and b are
b
Integers (I) = {, -4, -3, -2, -1, 0, 1, 2, 3, 4, }positive and negative whole numbers.
a
where a and b are integers; b 0 .
b
Real Numbers (R) = combination of all rational and irrational numbers
Irrational Numbers = any number that cannot be written as
Have the students place each number in the proper place in a Venn diagram:
0, -4, 3, 5, 12,
3,
14 100
,
, 0.3.
6
4
60
Solution:
160
4
12
3
0
3
-4
0.3
Have the students work in groups of four to complete the following explorations of addition and
multiplication of rational numbers.
Exploration 1:
Let a = -3
b=-
1
2
c=5
Substitute the given values for the variables.

Which statements are true?
1. a + c = c + a
2. b d = d b
3. d (a f ) = (d a ) f
4. b + (c + e) = (b + c) + e
5. c ( f a ) = c f + a
6. e + d = d ( e)
7. f + c = f + c
8. b (e + f ) = b e + f
9. (b e) = b + e
10. (d + c) = d + c
61
d=-
3
4
e=
2
3
f=1
Solutions to Exploration 1:
1. a + c = c + a ; 3 + 5 = 5 + 3; 2 = 2 ; True
2 . b d = d b ; 1 3 = 3 1 ; 1 = 1 ; False
2
4
4
2 4
4
1
1
3. d ( a f ) = ( d a ) f ; 3 = 1 ; False
4
4
4 . b + ( c = e ) = b + c ) + e ; True
5. c ( f a ) = c f + a ; True
6. True
7 . True
8. False
9 . True
10. False
Exploration 2
Use the values for the variables used in Exploration 1.
Which statements are true?
1. a c = c a
6.
2. b d = d b
d
d a
3.
=
ae
e
4.
1
e
=
be b
5.
1 1
1
=
f e f c
7.
cd
= c ( d b)
b
d
c
=
c 1
d
d
1
e
9. b (c e) = (b c) e
8. e d =
10.
62
d
= d f a
f a
Exploration 3:
Repeat the process of Explorations 1and 2 for the following equations:
1.
2.
3.
4.
5.
6.
7.
8.
1
1 1
= +
d +c d c
a (e + f ) = ae + af
( a e) = a e
(b c)d = bd cd
e(b a ) = eb ea
f (d + e) = fd fe
(d + a )(e b) = de db + ae ab
( f b)( a c) = fa ba + fc bc
Solutions to Explorations 2 3:
Exploration 2:
1. True
2. False
3. False
4. True
5. False
6. True
7. False
8. True
9. True
10. False
Exploration 3:
1.
2.
3.
4.
5.
6.
7.
8.
False
True
False
True
False
True
True
False
Have each group review the properties of real numbers: closure, associative, commutative,
identity, inverse, and distributive.
Randomly select a member from each group to explain a property and give examples.
63
Integration with Core Subject(s)

LA:
Understand meaning of key words and phrases in text

Connections
Enrichment: Have students write a paragraph describing each property. The paragraph should
discuss the propertys name and applications.
Fine Arts:
Home: Have students keep a record of all assignments. (The homework record will be signed
by a parent on a weekly basis.)
Remediation: Provide each student with a piece of grid paper. Have the students create a large
grid of 12 squares (4 squares by 3 squares), and randomly write one of the properties on
each square. One square will be a free square. Write an example of each of the properties
mentioned above [such as 3(x + 2) = 3x + 6]. Have students cross out the corresponding square.
The first student to cross out a row or column is the winner.
Technology:
Assessment
Teacher observation
Homework
Assign appropriate problems from your text.
64
Teacher Notes
Solutions to Opener:
1.
abc
1
( )(-4)(0.04) = -0.08
2
2.
a+b+c
1
+ -4 + 0.04 = -3.46
2
3.
abc
1
( ) (-4) 0.04 = 4.46
2
4.
1
ab
5.
a+b
c
1
+ 4 35
.
2
=
= 87.5
0.04
0.04
6.
ab + c
1
1
=
1
2
( )( 4)
2
1
( 4) +.04 = 2 +.04 = 1.96
2
65

Day: 016

TAP:
ISAT:
graphs
Unit Focus/Foci
Performing Operations and Evaluating Expressions Using the Laws of Exponents
Materials
Copies of Exploring Exponents Worksheet
Review the homework and answer students questions. Introduce the students to exponents.
Define exponent as the number of times the base is used as a factor. Stress the fact that the base
can be a variable or a constant.
Exponent
Exponent
2. 52
1. b m
Base
Base
66
Exponent
3. (4ab)4
Base
Remind students that power and exponent have the same connotation.
Guide the students to discover the basic rules involving exponents.
1. a 2 a 3 = (a a ) (a a a ) = a 5
Have students try a 4 a 5 . Ask the class to make a conjecture about a m a n .
2. (a 2 ) 2 = (a 2 ) = (a a ) (a a ) = a 4
Have the students try (a 3 ) 4 . Ask the class to make a conjecture about (a m ) n .
a5 a a a a a a a
=
=
= a2
a3
a a a
1
a6
am
Have students try 4 . Ask the class to make a conjecture about n .
a
a
4
a4
a
44
0
4. 4 = a = a and using the property of one we know that 4 = 1; therefore, a 0 = 1.
a
a
The remaining two rules are definitions.
3.
1. a n =
1
1
or n = a n
n
a
a
1
m n
m
n
2. a = (a ) = n a m
Have students complete the Exploring Exponents worksheet.
LA:

Connection(s)
Enrichment: Use the library or Internet to find real-world applications of exponents. Gather
pictures, diagrams or articles and make a report for class.
Fine Arts:
Home: Have parents sign homework and record weekly.
67
Remediation: Have students simplify an expression that uses the rules of exponents,
writing out each step. In addition to simplifying, have students explain which rule was applied in
each step.
Technology: See Enrichment.
Assessment
Evaluate Exploring Exponents.
Homework
Teacher Notes
Solutions to Exploring Exponents worksheet:
1.
X
X 2
16
25
36
49
8.
64
81
1
4
1
9
1
16
1
25
1
36
1
49
1
64
1
81
10
100
2. (3a)=
4. (
1
(3a 2 ) 2
1
32 a 4
x5 3
) = (x 3 )3 = x 9
2
x
1
9a 4
1
100
1
2
2
3
4 =2
5
6
7
8=2 2
9 =3
10
3. (6 21 )( 6 2 ) =6 5 =88.2
5.
68
15a 2 b 4 15 a 2 b 4
=
= 5a 3 b10
5 6
5 6
3
3a b
a b
6. (2.547 x 2 ) 0 = 1
1
1
8 2
7. [(4 k )(4 k ) ] = [16k ]
2
8. 7 k 2 (9 k 4 ) 2 = 7 k 2 81k 8 = 567 k 10
9. ( m3 ) 3 = m9
(5a 2b3 )( 6ab4 ) 30a 1b 7 10b 4

10.
=
= 6
3a 7b3
3a 7b 3
a
69
16k 8
= 4k
Exploring Exponents
1. Complete the following table.
X
X 2
1
4
3
4
5
6
7
8
36
9
10
81
X2
2
2
1
25
7
1
64
1
100
Simplify:
2. (3a) 2
3. (6 21 )(62 )
4. ( xx 2 ) 3
4
2
5. 15a5 b6
6. (2.574x)
7.
9. (m 3 ) 3
10.
3a b
8. 7k(9k 4 )
70
[(4 k 2 )(4 k 6 )]2
(5a 2b3 )( 6ab4 )

3a 7b3

Day: 017 018

TAP:
ISAT:
graphs
Unit Focus/Foci
Identifying and Comparing Relations and Functions
Materials
Graph paper
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Copies of Function or Relation activities
Review homework and answer students questions.
Define and discuss domain, range, relation, and function.
Relation: any set of ordered pairs
Domain: the set of possible values for the first coordinates of a relation
Range: the set of possible values for the second coordinates in a relation
71
Function: a set of ordered pairs such that for each first coordinate, there is exactly one
corresponding second coordinate
Have students note that a function is always a relation, but a relation is not always a function.
Present and discuss the vertical line test. Emphasize that if any vertical line passes through the
graph more than once, the graph is not a function.
Draw the following on the chalkboard and discuss with the students which relation is a function.
Explain why each relation is or is not a function.
a.
b.
Solutions:
Does not pass the verticle line test.
(not a function)
Solutions:
Passes the verticle line test (a function)
Have the students work in-groups of four to complete the Function or Relation activities.
LA:

Connection(s)
Enrichment: Create pictures of functions and relations and exchange them with your classmates
to see if they can determine which are functions and which are relations.
Fine Arts:
Remediation: Work with students individually on their areas of deficiency.
Technology:
Assessment
Evaluate Function or Relation activities using the Structured Curriculum Scoring Rubric.
72
Homework
Teacher Notes
Solutions to Function or Relation Activity 1:
1. Function - 1-1 Correspondence
3. Not a function not a 1-1 Correspondence
5. Function - -1-1 Correspondence
2. Not a function not a 1-1 Correspondence

4. Not a function - not a 1-1 correspondence
6. Not a function - not a 1-1 Correspondence
7. Function - Passes the vertical line test
8. Not a function Does not pass the vertical line test
Solutions to Function or Relation Activity 2:

1. Domain - (0,3,5)
Range - (-2,-1,0)
Not a function not a 1-1 correspondence
3. Domain (2, 9)
Range (-5, -4, 4, 5)
Not a function not a 1-1 correspondence
5. {x | x > 0}
7. {x | -4 x 5}
2. Domain ( -7, -2, 0 )

Range - (1, 3, 4, 7)
Not a function Not a 1-1 correspondence
4. {x | x -2}
6. {x | 0 x 3}
8. a. See student work

b. Domain {x |x R} Range {y| -1}
c. Function
b. Domain {x|x R} Range {y|y -1}
c. Function
b. Domain {x |x > 0} Range {y|y 0}
c. Function
73
74
Function or Relation Activity 2

Determine whether each relation is a function. Identify the domain and range.
1. {(5, 0),(3, -1), (0,0), (5, -1),(3, -2)}
2. {(-7,3), (-2,1), (-2,4), (0,7) }
3. {(9,-5), (9,5), (2,4), (2,-4)
Find the domain of the following functions.

4. f(x) =
1
x+2
5. g(x) =
6.
7.
5
4
3
2
1
-5 -4 -3 -2 -1
(0,3)
(3,0)
1
2 3
(5,5)
5
4
3
2
1
4 5
-5 -4 -3 -2 -1
-1
-2
-3
-4
-5
(-4,-4)
75
-1
-2
-3
-4
-5
1 2
3 4 5
Use a graphing calculator to graph each relation.

a) sketch the graph
b) find the domain and the range
c) determine whether the relation is a function
8. y = 2 x 4 + 3x 3
10. y =
9. y =
1
x2
76
1
x 5
2

Day: 019
Correlations (SG,CAS,CFS): 6A1; 8B1; 8D2

TAP:
Analyze and interpret data presented in charts,
graphs, tables, and other displays
ISAT:
graphs
Unit Focus
Exploring Properties of Real Numbers
Instructional Focus
Mid-Unit Assessment
Materials
Copies of the Mid-Unit Assessment
Review homework from the previous day and answer students questions.
Administer the Mid-Unit Assessment.
LA:
SC:
Understand explicit, factual information

Apply scientific method to solve problems
77
Connections
Enrichment:
Fine Arts:
Technology:
Assessment
Evaluate the Mid-Unit Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have students review class notes.
Teacher Notes
Solutions to the Unit Two Mid-Unit Assessment:
1. x 3
4x + 3
3.
x2
3x 27
5.
8x3
7. a. Domain {x|-6<x7} Range {y|-6<5
b. Function
2. 2x +4
5x 2
4.
12
1
6.
2
8. a. Domain {x|-4<x5} Range {y|1-4<y4}

b. Not a function
78
Unit Two Mid-Unit Assessment

Simplify.
1
2x + 4
1. ((x)) 2
2.
c2 x
3.
3 4
+
x2 x
4.
5xy xz
3z 4 y
5.
3x 27
4x 2
2x
6.
x + 2 2x + 1
3
6
+ 3x
For each graphed relation:

a. Find the domain and range
b. Determine whether the relation is a function
7.
8.
10
8
6
4
2
-10 -8 -6 -4 -2
10
8
6
4
2
2
10
-10 -8 -6 -4 -2
-2
-4
-6
-8
-10
-2
-4
-6
-8
-10
79
10

Day: 020-021

TAP:
real -world situations
ISAT:
graphs
Unit Focus/Foci
Using the Slope Formula to Write and Identify Increasing and Decreasing Linear Functions
Materials
Graph paper
Overhead projector
Review previous days homework and answer students questions.
Return and review the Mid-Unit Assessment.
Remind students that f(x) = a and y = a have the same meaning. Traditionally, y = mx + b
describes a linear equation. Ask the students: What does f(x) = mx + b describe? (A linear
formation function) Ask the students to write the formula for the slope of a linear function.
Solution: m =
b g b g
f x2 f x1
where f x2 = y2 and f x1 = y1 .
x2 x1
b g
b g
The slope of a line describes how quickly a line is rising or falling as we look from left to right.
Illustrate increasing and decreasing linear functions.
80
Increasing function
Positive slope
Decreasing function
Negative slope
Neither
Zero
A horizontal line is not rising or falling at all, so its slope = 0.
Undefined slope
A vertical line rises so quickly that we cant describe it, so its slope is undefined or infinite.
Have students find the slope and determine whether the graph is an increasing or decreasing
function.
1.
2.
3.
4.
3x + 2 y = 8
4 x y = 3
3x + y = 0
5x + 5 y = 5
Review the solutions with the class.
81
Solutions:
3
2
2. Slope = -4
decreasing function
3. Slope = -3
decreasing function
4. Slope = -1
decreasing function
1. Slope = -
decreasing function

LA:

Understand the meaning of words in context
Connection(s)
Enrichment: Find the value of x:
6
x
Solutions:
6(x + 6) = 8(12)
6x + 36 =9 6
6x = 60
x = 10
Fine Arts:
Technology: Have students use a graphing calculator to graph a series of linear equations and
determine the relation between the value for m and the direction of the slant.
Assessment
Teacher observation
Homework
82
Teacher Notes
Create a transparency to illustrate increasing and decreasing functions.
This is a two-day lesson. The second day (Day 021) should be used to review homework,
remediation exercises, or for extra practice as necessary.
83

Day: 022
Correlations (SG,CAS,CFS): 6A; 8A1; 8C1

TAP:
ISAT:
graphs
Unit Focus/Foci
Identifying and Using Properties of Functions
Materials
Explain to students that functions can be combined to create new functions by the operations of
addition, subtraction, multiplication, and division.
Demonstrate by using the following example:
2
f(x) = x + 3
g(x) = x + 1
ADDITION
f(x) + g(x) = x + 3 + x2 + 1 = x2 + x + 4
SUBTRACTION
f(x) g(x) = x + 3 (x2 + 1) = - x2 + x + 2
84
MULTIPLICATION
f(x) g(x) = (x + 3)(x2 + 1) = x3 + 3x2 + x + 3
DIVISION
f(x)
x+3
=
g( x )
x2 + 1
Have the students note that:
f(x) + g(x) = (f + g) (x)
f(x) - g(x) = (f - g) (x)
f(x) g(x) = (f g) (x)
FG IJ b xg, gb xg 0
H K
f (x)
f
=
g( x )
g
Assign the following to be completed in class.

Find the sum, difference, product, and quotient for each. State the domain of the quotient.
1. f(x) = x + 1
2. f(x) = 2x
3. f(x) = x
4. f(x) = x2
g(x) = x - 1
g(x) = 12
x
g(x) = x2 - 1
g(x) 5
LA:
SC:

Connection(s)
Enrichment: Have students create additional problems using the sum, difference, product, and
quotient properties of functions.
Fine Arts:
Remediation: Review function notation and have students explain examples of evaluating
functions.
85
Technology:
Assessment
Evaluate the in-class assignment using the Structured Curriculum Scoring Rubric.
Homework
Teacher Notes
Solutions to in-class assignments:
Sum
1. 2x
2.
2x3 + 1
x2
3.
x2 + x 1
4. x+5
Difference
Product
Quotient
x-1
x +1
;x 1
x 1
2 x 3 ; all real numbers
2x3 1
x2
x x3 + 1
2
x
x2 x x
x
2
x 1
x-5
5x
86
; x 1,
x2
; all real numbers
5

Day: 023
Correlations (SG,CAS,CFS): 8C1

TAP:
ISAT:
graphs
Unit Focus/Foci
Performing Addition, Subtraction, Multiplication and Division of Functions
Materials
Copies of Exploring Functions activity
Overhead projector
Have students work in pairs to complete Exploring Functions activity.
LA:
SC:

87
Connections
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Evaluate Exploring Functions activity using the Structured Curriculum Scoring Rubric.
Homework
Have students study for end-of-unit assessment and write any problems or questions they may
have.
Teacher Notes
Soluions to Exploring Functions:
1.
2.
y1 is a parabola
3.
See studentssolutions
f(x) + g(x) = x2 + 2x 5
4.
See students solutions

f(x)g(x) = 2x3 4x2-2x + 4
y2 is a line
5. See students solutions

f(x) g(x) = -x2 + 2x - 3
88
Exploring Functions
Use a graphing calculator to complete the following using:
bg
f x = 2x 4
g ( x) = x 2 1
1. Graph f(x) as y1 and g(x) as y2.
2. Describe the graphs of y1 and y2.
3. a) Make a conjecture about the graph of y1+ y2 [ f(x) + g(x)] and draw a sketch.
b) Graph y1+ y2 and compare the graph to your sketch.
4. a) Make a conjecture about the graph of y1 y 2 [ f ( x ) g ( x ) ] and draw a sketch.

b) Graph y1 y 2 and compare the graph to your sketch.
5. Without graphing, sketch y1 y 2 .
89

Day: 024
Correlations (SG,CAS,CFS): 8D2

TAP:
Demonstrate understanding of measurement
concepts and apply measurement skills
ISAT:
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Demonstrate an understanding of measurement
concepts and skills
Unit Focus/Foci
Exploring Properties and Operations of Real Numbers and Functions
Investigating Bouncing Balls
Materials
Transparencies (blank)
Overhead projector
Graph paper
Graphing calculator
Meter sticks
Bouncing balls (tennis balls, racquetballs, etc.)
Bouncing ball activity sheet
Chart paper
Markers
90

Have the students complete the Bouncing Ball Activity.
LA:
SC:
Apply information presented in the text to a new or different situation

Analyze and interpret data
Connections
Enrichment: Have the students sketch a graph for relationship a and b. If one variable is
dependent on the other, place it on the vertical axis.
a) Your height above the ground as you ride a Ferris wheel.
b) The temperature of a cup of hot chocolate sitting on your desk.
Fine Arts:
Technology:
Assessment
Teacher observation
Homework
Assign appropriate review problems from your text.
Teacher Notes
91
Bouncing Ball Activity

1. Have each member of the group assume one of the following roles:
Bouncer: drops the ball from the designated heights
Measurer: reads the initial height and rebound height
Recorder: records the data into the chart
Verifier: double-checks the measurements
2. Rotate the roles.
3. Each bouncer should complete three trials.
4. Create a scatter plot using the highest and lowest rebounds on a transparency.
5. Use the scatter plot to find the line of best fit and sketch it on the transparency.
6. Compare and discuss the results as a class, using the transparencies.
Height
1 2 3 4 5 6
7 8 9 10 11 12
100 cm
150 cm
200 cm
250 cm
92
Highest
Rebound
Lowest
Rebound

Day: 025
Correlations (SG,CAS,CFS): 8A1; 8B1; 8C1; 8D2

TAP:
ISAT:
approximate, and predict outcomes and to
graphs
Unit Focus/Foci
Reviewing Properties and Operation of Real Numbers and Functions
Materials
Review Unit Two using a review format from the Appendix C.
LA:
SC:
Apply information presented in the text to a new or different situation

93
Connections
Enrichment: Have the students create a story that could be represented by the graph below.
Fine Arts: See Enrichment.

Home: Students will keep a record of all assignments. The homework record will be signed by a
parent on a weekly basis.
Remediation:
Technology:
Assessment
Teacher observation
Homework
Direct students to study for the Unit Two Assessment.
Teacher Notes
94

Day: 026
Correlations (SG,CAS,CFS): 8A1; 8B1; 8C1; 8D2

TAP:
ISAT:
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Assessing Property and Operations of Real Numbers and Functions
Materials
Copies of Unit Two Assessment
Have students complete the Unit Two Assessment.
LA:
SC:
SS:
Draw conclusions, inferring meanings from text

Read and interpret maps, charts, graphs and cartoons
95
Connections
Enrichment:
Fine Arts:
Home: Students will keep a record of all assignments. The homework record will be signed by
a parent on a weekly basis.
Remediation:
Technology:
Assessment
Evaluate the Unit Two Assessment using the Structured Curriculum Scoring Rubric.
Homework
Have students select two samples of their work from Unit Two for their portfolios and explain
why each was selected.
Teacher Notes
Solutions to the Unit Two Assessment:
1.
2.
See students work

See students work
3. a.
b. y =
1
1
x+
2
2
c. The function is increasing.

4. a. Function
b. Function
5. x x is a real number
6.
m r
RSx x 1UV
T 2W
7. f ( x ) + g( x ) = 3x 2 + 1 + 4 x + 3 = 3x 2 + 4 x + 4
8. f(x) g(x) = 3x 2 + 1 4x + 3
= 3x 2 + 1 4x 3
= 3x 2 4x 2
96
b 3x + 1 gb 4 x + 3 g = 12x + 9x
f b x g e 3x j + 1
=
gb x g
4x + 3
9. f ( x ) g( x ) =
+ 4x + 3
10.
11.
cx y h = x y = x
cy x h y x y
FG 3IJ = 3 = x y = x y
H xy K x y 3 27
3
2 4
4 2
12
12
12.
13.
20
F 5a 3b I F 2ab 3 I
GGH 8a 2 b2 JJK GGH 15ab 1 JJK =
FG 5a IJ FG 2b4 IJ =
H 8b K GH 15 JK
10ab 3
120
14.
F 4x2 y I
GGH xy2 JJK
1
=
xy 2
=
2
4x y
y
4x
15.
c h
x3 y9
1
=
3
xy 3
97
Unit Two Assessment

1. Sketch the graph of a relation that is a function.
2. Sketch the graph of a relation that is a function.
3. Determine the linear function determined by the points (3, 2) and (5, 3).
A. Sketch the graph
B. Give the equation
C. Is the function increasing or decreasing?
4.
State whether the set of ordered pairs represents a function.
mb2,3g, b2,3g, b4,7g, b5,1g q

b. mb1,3g, b2,5g, b4,0g, b31
,gq
a.
98
For problems 5 - 6, let (x) = 4x 2 -1 and g(x) =
2x
2x + 1
5. What is the domain of ?
6. What is the domain of g?
For problems 7 10, let (x) = 3 x 2 + 1 and g(x) = 4x + 3.

7. Find (x) + g(x).
8. Find (x) g(x).
9. Find (x) g(x).
10. Find
f (x)
.
g( x )
Simplify.
Use only positive exponents in your solution.
cx g h
11.
cg x h
3
2 4
4 2
F 3 I
12. G J
H xy K
F 5a b IJ FG 2ab IJ
13. G
H 8a b K H 15ab K
3
c h
15. x 3 y 9
F 4x y IJ
14. G
H xy K
2 2
1
3
99

Day: 027
Correlations (SG,CAS,CFS): 6A1; 8C1

TAP:
ISAT:
equations
Unit Focus/Foci
Exploring Properties of Real Numbers
Assessing Properties of Real Numbers
Materials
Unit Two Assessment (student copies)
Return the Unit Two Assessment and review the solutions with the students.
Have the students write an essay reflecting on their performance in Unit Two. Invite the students
to use the following questions as guidelines for writing their essays:
1.
2.
3.
4.
5.
Did I do my best?
What gave me the most difficulty?
Where do I need the most help?
What methods or recourse did I use to improve myself?
What would I do differently next time?
100
Remind students that an essay has a minimum of three paragraphs: introduction, body, and
conclusion.
LA:
SC:
Understand the meaning of key words and phrases in text

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework
Have students select three samples of their work to place in their portfolio; have students write an
explanation as to why each piece was selected.
Teacher Notes
101

Structured Curriculum Lesson Plan Day: 015 Subject: Advanced Algebra Grade Level: High School Correlations (SG, CAS, CFS) : 6A1 Tap: Isat

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Structured Curriculum Lesson Plan Day: 015 Subject: Advanced Algebra Grade Level: High School Correlations (SG, CAS, CFS) : 6A1 Tap: Isat

Caricato da

Copyright:

Formati disponibili

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 6A1

Real Numbers Venn Diagram

Substitute the given values for the variables.

Integration with Core Subject(s)

Understand meaning of key words and phrases in text