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Integrated Math 1 Honors Prologue

The Mathematics Vision Project

“The most necessary task of civilization is to teach people how to think. It should be the primary
purpose of our public schools . . . The trouble with our way of educating is that it does not give
elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not
encourage original thought or reasoning, and it lays more stress on memory than observation.”
Thomas A. Edison

The Mathematics Vision Project (MVP) was created as a resource to teachers who desire to implement the
Common Core State Standards (CCSS) using a task-based approach that leads to skill and efficiency in
mathematics by first developing understanding. The MVP approach is neither purely constructivist nor purely
traditional. Rather, the approach takes seriously the Standards of Mathematical Practice and develops these
practices through experiential learning in mathematics. Students engage in mathematical problem solving, guided
by skilled teachers, with the desired outcome that students will achieve mathematics proficiency as defined in
Adding It Up—conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and
productive disposition. (Adding It Up, p. 5) The authors have taken on the challenge made by the National
Research Council to create a curriculum where students do not learn solely by either “internalizing what a teacher
or book says or, on the other hand, solely by inventing mathematics on their own” (Adding It Up, p. 11) In this way,
all the strands are developed in a balanced way and students achieve proficiency.

The Mathematics Vision Project is committed to helping educators implement the Common Core State
Standards (CCSS) as part of a continuum of mathematics instruction addressing conceptual, procedural,
and representational thinking; depth of knowledge; and assessment. The CCSS provide a coherent trajectory
of mathematical content that students should be learning as they progress from kindergarten to 12th grade. This
trajectory was developed from “research-based learning progressions detailing what is known today about how
students’ mathematical knowledge, skill, and understanding develop over time.” (CCSS, p.4) The Standards are not
just a checklist of sequential content that should be taught beginning in grade school and brought to a close in high
school. In order to bring the vision of the Standards to life, instructional practice must change. The MVP method
embraces a different way for teachers to organize instruction to deepen student learning of mathematics.

The MVP classroom experience begins by confronting students with an engaging problem and then allows them
to grapple with solving it. As students’ ideas emerge, take form, and are shared, the teacher orchestrates the
student discussions and explorations towards a focused mathematical goal. As conjectures are made and explored,
teachers use formative assessment to guide students as they embrace effective strategies for analyzing and solving
problems. Students justify their own thinking while clarifying, describing, comparing, and questioning the thinking
of others leading to refined thinking and mathematical fluency.

What begin as ideas become concepts which lead to formal, traditional mathematical definitions and properties.
Strategies become algorithms that lead to procedures supporting efficiency and consistency. Representations
become tools of communication which are formalized as mathematical models. This is how students learn
mathematics. They learn by doing mathematics. They learn by verbalizing the way they see the mathematical ideas
connect and by listening to how their peers perceived the problem. This process describes the Continuum of
Mathematical Understanding and it informs how teaching should be conducted within the classroom.

Each module in the MVP educational program has been carefully designed and sequenced with rich mathematical
tasks that have been formulated to generate and develop the mathematical concepts within the core. Careful
attention has been placed upon the way mathematical knowledge emerges. Some tasks are developmental tasks
while others are for solidifying or practicing the concepts. The tasks also encourage students to notice
relationships and make connections between the concepts. In this way, students perceive mathematics as a
coherent whole.
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While the classroom experience begins by improving students’ reasoning and sense-making skills, it does not
conclude until mathematical understanding becomes procedural skill as evidenced through application. Hence, the
Ready, Set, Go! homework assignments are focused on students practicing procedural skills and organizing
principles to add structure to the ideas developed during the classroom experience. As in any discipline, practice is
the refining element that brings fluency and agility to the skills of the participant. Together the classroom
experience and the Ready, Set, Go! homework assignments present a balanced combination of procedure and
understanding for the student practitioner.

The Mathematics Vision Project has produced the first high school textbook to outline the steps a practicing
teacher can take to faithfully implement the Integrated Pathway Secondary Mathematics 1 core standards. The
modules have been carefully crafted and sequenced to allow the specific mathematical ideas identified in the core
to surface and then flourish into rich mathematical knowledge and skill for all students. The textbook for
Integrated Pathway Secondary Mathematics 1 assumes that students enrolled in the course have been properly
prepared. The Getting Ready module may be used in the classroom to review content that should have been
mastered in previous course work but is also necessary for success with the new material. The Ready, Set, Go!
homework assignments have been designed to continue to spiral a review of content. Combined, the classroom
experience and the Ready, Set, Go! homework assignments offer a powerful blend of new learning and maintained
proficiency.

For more information about the Learning Cycle follow the link:
http://edutech.csun.edu/trd/sites/edutech.csun.edu.rtcweb/files/CMI%20Article.doc

For more information about the Mathematics Vision Project visit:

www.mathematicsvisionproject.org

Reference: “Adding It Up,” by Mathematics Learning Study Committee

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Teaching Cycle

Launch…
 Introduce the lesson
 Access background knowledge and critical thinking
 Clarify the understanding of what is needed to access the lesson
 Short, not the ‘meat’ of the lesson

Explore…
 Anticipate student responses prior to the lesson
 Monitor and question to move student thinking forward
 Capture the different strategies of student work using the who-what-when (page P9) templates to prepare
for whole group discussion
 Use effective grouping strategies such as partners, small groups, etc
 Select who will share out during the discuss phase

Discuss…
 Pace the lesson and know when to pull whole group back together with enough time for the discussion
 Select students to explain their strategy using mathematical reasoning
 Sequence students based on the goals of the lesson and the mathematical connections to be made
 Connect the strategies of different students to build mathematical understanding of the concept being
learned as well as between tasks within the Learning Cycle

Discuss Launch

The
Teaching
Cycle

Explore
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Learning Cycle

Develop Understanding…
 Surface student thinking
 Beginning to notice patterns and structure
 Inventing strategies based on the context
 Creating representations to make their thinking visible
 Engaging in problem solving, reasoning and sense-making, stating conjectures, seeing structure
 Emerging ideas and recognizing misconceptions

Solidify Understanding…
 Examine and extend student thinking
 Examining and describing patterns, structure and regularities that occur across contexts
 Applying and extending strategies across contexts
 Using representations to justify their thinking
 Engaging in justification and proof, making and critiquing arguments, attending to precision

Practice Understanding…
 Acquire fluency and refine student thinking
 Summarizing patterns, structure and regularities that occur across context as definitions and
properties
 Working towards efficiency, flexibility, accuracy with procedural work
 Applying and extending strategies to new contexts
 Using representations as models of thinking
 Engaging in modeling and application, becoming a part of mathematical communities of practice
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Standards for Mathematical Practice

Good mathematicians…
1. Make sense of problems and persevere in solving them
 Analyze givens, constraints, relationships, and goals
 Plan a solution pathway rather than simply jumping into a solution attempt
 Monitor and evaluate their progress and change course if necessary
2. Reason abstractly and quantitatively
 Use numbers and variables to describe situations
 Able to decontextualize and re-contextualize
3. Construct viable arguments and critique the reasoning of others
 Justify conclusions
 Communicate conclusions to others
 Respond to the arguments of others
 Ask useful questions to clarify or improve the arguments
4. Model with mathematics
 Use a function to represent the problem
 Interpret mathematical results and reflect on whether the results make sense
5. Use appropriate tools strategically
 Use a variety of mathematical tools at appropriate times
6. Attend to precision
 Calculate accurately and efficiently
 Communicate precisely
 Give carefully formulated explanations
7. Look for and make use of structure
 Recognize and understand the pattern or structure in a problem
8. Look for and express regularity in repeated reasoning
 Notice if calculations are repeated and look for both general methods and for shortcuts
 Maintain oversight of the process, while attending to the details
 Evaluate the reasonableness of intermediate results

Abridged SMPs
The above 8 Standards for Mathematical Practice can be viewed in full at:
http://www.corestandards.org/Math/Practice/
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The Five Practices for Orchestrating Productive Mathematics Discussions

The five practices were designed to help teachers to use students’ responses to advance the mathematical
understanding of the class as a whole by providing teachers with some control over what is likely to happen in the
discussion as well as more time to make instructional decisions by shifting some of the decision making to the
planning phase of the lesson. The five practices are:

1. Anticipating likely student responses to challenging mathematical tasks;

2. Monitoring students’ actual responses to the tasks (while students work on the tasks in pairs or small groups);
3. Selecting particular students to present their mathematical work during the whole-class discussion;
4. Sequencing the student responses that will be displayed in a specific order, and;
5. Connecting different students’ responses and connecting the responses to key mathematical ideas.

Each of these five practices is described in more detail in the book: “5 Practices for Orchestrating Productive
Mathematics Discussions,” Margaret S. Smith and Mary Kay Stein

It all begins with a cognitively demanding mathematical task – problems that promote conceptual understanding
and the development of thinking, reasoning, and problem-solving skills.

The role of the teacher is changing from “dispenser of knowledge” and arbiter of mathematical “correctness” to an
engineer of learning environments in which students actively grapple with mathematical problems and construct
their own understandings.

During the “launch phase,” the teacher introduces the students to the problem, the tools that are available for
working on it, and the nature of the products they will be expected to produce.

This is followed by the “explore phase” in which students work on the problem, often discussing it in pairs or small
groups. As students work on the problems, they are encouraged to solve the problem in whatever way makes sense
to them and to be prepared to explain their approach to others in the class.

The lesson then concludes with a whole-class discussion and summary of various student-generated approaches to
solving the problem. During this “discuss and summarize” phase, a variety of approaches to the problem are
displayed for the whole class to view and discuss.

But it is the obligation of the teacher to CONNECT the mathematics of the lesson so that the students leave
class with the Big Ideas of the intended mathematical lesson. This is NOT fuzzy math.

Note: the document on the page 20 can be used by the teacher as an aid in applying the five practices.
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Integrated Math 1 Honors – Year at a Glance

Module 1H: Matrix Madness
(N.Q.1, N.Q.2, A.SSE.1, A.CED.1, A.CED.4, A.REI.1, A.REI.3, N.VM.6, N.VM.7, N.VM.8)
Write expressions to represent a context and/or given a visual; solve linear equations, including those with
absolute value; solve linear inequalities & graph solutions on a number line; solve literal equations; convert
between slope-intercept and standard form of linear functions; graph lines in slope-intercept and standard form;
find slope between two coordinate pairs; write linear equations and inequalities to represent a context; use
matrices to represent and manipulate data; perform operations with matrices: multiply by a scalar, add, subtract,
and multiply.

Module 2H: Pet Sitters

(A.CED.2, A.CED.3, A.CED.4, A.REI.5, A.REI.6, A.REI.8, A.REI.9, A.REI.10, A.REI.12, A.SSE.1, N.Q.1, N.Q.2,
F.LE.1b, F.LE.5)
Write linear equations and inequalities to represent a set of constraints; use graphs to solve systems of equations
and inequalities; use technology to graph linear functions and determine the most appropriate window to use;
solve systems of equations algebraically (2 variable and 3 variable systems); identify types of solutions to a system
of linear equations including one solution, no solution, or infinitely many solutions; interpret solutions of systems
in the context of a situation; determine if a given point is a solution to an equation, inequality, or system of
equations; write an objective function to determine the optimal solution for a situation; identify corner points of a
feasible region of the graph of a system of inequalities algebraically and graphically; understand that the optimal
solution for linear programming problems is always on the boundary of the feasible region; perform row reduction
of matrices; interpret solutions from solving systems of equations using matrices.

Module 3H: Sequences and Series

(F.BF.1, F.LE.1, F.LE.2, F.LE.5, A.REI.3)
Determine if a sequence is arithmetic or geometric; identify the common difference or common ratio in a sequence;
find the next terms in arithmetic and geometric sequences; write recursive and explicit rules/formulas for
arithmetic and geometric sequences; use function notation to evaluate functions; model sequences with a table of
values and graph the sequences; find the arithmetic and geometric means of a given sequence; find sums of series
using sigma (summation) notation.

Module 4H: Linear and Exponential Functions

(F.IF.3, F.IF.6, F.IF.7, F.LE.1, F.LE.2, F.LE.3, F.LE.5, F.BF.1, F.BF.2, A.SSE.1, A.SSE.3, A.CED.2, A.REI.3)
Transition from arithmetic and geometric sequences to linear and exponential models; distinguish between
continuous v discrete; compare linear and exponential models; apply linear and exponential function to model
situations (population); solve linear and exponential equations; develop and use simple and compound interest
formulas; analyze rate of change for a given context; represent linear equations using slope-intercept, standard,
and point-slope forms and identify the benefits and ideal uses of each form.

Module 5H: Features of Functions

(F.IF.1, F.IF.2, F.IF.3, F.IF.4, F.IF.5, F.IF.7, F.BF.1B , A.REI.11, A.CED.3, A.CED.4)
Use a context to graph and describe key features of functions; use tables and graphs to interpret key features of
functions; describe the key features using interval notation; combine functions and analyze contexts using
functions; use graphs to solve problems given in function notation; identify whether or not a relation is a function
given various representations.
 Pg. 8
Module 6H: Congruence, Construction, and Proof
(G.CO.1, G.CO.2, G.CO.3, G.CO.4, G.CO.5, G.CO.6, G.CO.7, G.CO.8, G.CO.12, G.CO.13, G.GPE.5)
Develop definitions of rigid motion transformations: translations, rotations, and reflections; examine slope of
perpendicular and parallel lines; examine which rigid motion transformation carries one image onto another
congruent image; write and apply formal definitions of the rigid motion transformations; find rotational symmetry
and lines of symmetry in quadrilaterals; examine characteristics of regular polygons that emerge from rotational
symmetry and lines of symmetry; make and justify properties of quadrilaterals using symmetry transformations;
describe a sequence of transformations that will carry congruent images onto each other; establish the ASA, SAS,
and SSS criteria for congruent triangles; explore compass and straightedge constructions; write procedures for
compass and straightedge constructions and why it creates the desired object(s).

Module 7H: Connecting Algebra and Geometry

(G.GPE.4, G.GPE.5, G.GPE.7, F.BF.3, F.BF.1, F.IF.9, N.VM.1, N.VM.2, N.VM.3, N.VM.4, N.VM.5, N.VM.6, N.VM.7,
N.VM.8, N.VM.9, N.VM.10, N.VM.11, N.VM.12, A.REI.1)
Use coordinates to find distances and determine the perimeter of geometric shapes; prove the slope criteria for
parallel and perpendicular lines; use coordinates to algebraically prove geometric theorems; write the equation
by comparing parallel lines and finding k; determine the transformations needed to map one
function onto another; translate linear and exponential functions using multiple representations; perform vector
arithmetic; find the determinant of a matrix; solve systems with matrices; use matrix multiplication to reflect and
rotate vectors and images; solve problems involving quantities that can be represented by a vector.

Module 8H: Modeling Data

(S.ID.1, S.ID.3, S.ID.5, S.ID.6, S.ID.7, S.ID.8)
Describe and compare data distributions/sets in a context, table, and/or graph; calculate standard deviation from a
set of data; interpret and create two-way frequency tables; interpret and write conditional statements using relative
frequency tables; describe the relationship between a scatterplot and its correlation coefficient; determine lines of
best fit and compare these lines to linear regression equations; use residual plots to analyze the strength of a linear
model.

Module 9H: Quadratic Functions

(F.BF.1, A.SSE.1, A.CED.2, F-BF, F-LE, F.LE.2, F.LE.3)
Use patterns to determine the type of function; use multiple representations to compare linear, quadratic, and
exponential functions; determine domain, range, maximum, and minimum values for quadratics; determine
average rates of change.

Module 10H: Structures of Expressions

(F.1F.7, F.IF.8, F.BF.1, F.BF.3, A.SSE.3)
Describe and compare quadratic functions using transformations; determine the vertex, axis of symmetry, and
intercepts for quadratic functions written in factored, vertex, and standard forms; represent quadratic functions
using multiple representations; complete the square in order to identify the vertex of a quadratic function;
compare factored, vertex, and standards forms of quadratic functions.

Module 11H: Exponents

(N.RN.1, N.RN.2, F.IF.8, A.SSE.3c)
Connect radicals to rational exponents; apply rules of exponents for rational exponents; solving equations
involving exponents.
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Integrated Math 2 Honors – Year at a Glance

Module 1H: Quadratic Equations
(N.CN.1, N.CN.2, N.CN.3, N.CN.4, N.CN.5, N.CN.6, N.CN.7, N.CN.8, N.CN.9, N.RN.3, A.SSE.1, A.REI.4, A.REI.7,
A.CED.1, A.CED.4, A.APR.1)
Derive the Quadratic Formula graphically; find roots and x-intercepts with the Quadratic Formula; solve quadratic
equations; introduce complex numbers; arithmetic of real and complex numbers; solve quadratic inequalities;
represent the arithmetic of complex numbers on the coordinate plane.

Module 2H: More Functions, More Features

(F.IF.1, F.IF.2, F.IF.4, F.IF.5, F.IF.6, F.IF.7b, F.IF.8, F.BF.1, F.BF.3, F.BF.4)
Understand and work with piecewise functions; graph absolute value functions; interpret domain and range;
understand inverse functions and where they came from.

Module 3H: Functions and Their Inverses

(F.BF.1, F.BF.4, F.BF.5)
Concepts of inverse functions within linear, quadratic, and exponential modeling contexts; identify domain/range
restrictions for functions to be invertible; surface ideas about logarithms; use function machines to identify
inverses; composition of functions to verify functions are inverses; multiple representations for inverse functions.

Module 4H: Logarithmic Functions

(F.BF.5, F.LE.4, F.LE.4.1, F.LE.4.2, F.LE.4.3, F.IF.7e, F.IF.8)
Evaluate and compare logarithmic expressions; graph logarithmic functions; develop properties of logarithms from
a graphical approach; expand and condense logarithmic expressions using logarithmic properties; evaluate
logarithmic expressions using properties of logarithms; solve exponential and logarithmic equations; change of
base formula; develop the concept of e as an irrational number; explore base e exponential functions; compound
interest application problems; use natural logarithms to solve growth and decay problems; solve various types of
exponential and logarithmic equations.

Module 5H: Geometric Figures

(G.CO.9, G.CO.10, G.CO.11, G.SRT.1a)
Introduction and formulation of geometric proofs (two-column, paragraph, and flow proofs); use the triangle
interior angle sum theorem; develop theorems about lines and angles, triangles and parallelograms; use diagonals
to identify parallelograms; read and write proofs about the concurrency of medians, angle bisectors and
perpendicular bisectors of the sides of a triangle; examine parallelism from a transformational perspective.

Module 6H: Similarity & Right Triangle Trigonometry

(G.SRT.1, G.SRT.2, G.SRT.3, G.SRT.4, G.SRT.5, G.SRT.6, G.SRT.7, G.SRT.8, G.GPE.6, F.TF.8, G.CO.9, G.CO.10,
G.GMD.1, G.GMD.3, A.SSE.1)
Describe dilations; examine and apply proportional relationships in triangles; apply definition of similarity;
examine proportional relationships of segments when two transversals intersect a set of parallel lines; apply
theorems involving angles formed by parallel lines cut by a transversal; find midpoint; prove the Pythagorean
Theorem using similar triangles; prove theorems about geometric means using similar triangles; define all six
trigonometric functions; use right triangle trigonometry to find unknown sides and angles; apply trigonometric
ratios to real world contexts; verify and prove trigonometric identities, including the Pythagorean identities.

Module 7H: Circles Geometric Perspective

(G.C.1, G.C.2, G.C.3, G.C.4, G.C.5, G.CO.9, G.GMD.1, G.GMD.3)
Find centers of rotation; prove circles similar; examine relationships between angles and arcs in circles; find
perimeter and area of regular polygons; calculate arc length and area of sectors; justify formulas for circumference
and area of circles using limit arguments; use ratio of arc length to radius to develop the concept of radians;
convert between degree and radian measures; work with volume and scaling.
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Module 8H: Circles and Other Conics
(G.GPE.1, G.GPE.2, G.GPE.3, G.GPE.3.1, F.TF.2, F.TF.3 (+))
Derive the equation of a circle using the Pythagorean Theorem; complete the square to find the center and radius
of a circle; construct the unit circle and find coordinates of angles using special right triangles lengths; identify
coordinates of any point on the unit circle as the values of sine and cosine; identify relationships between the
remaining four trigonometric functions and any point on the unit circle; write equations of circles; write the
equation of a parabola given a focus and directrix; develop the definition of an ellipse; identify key components of
an ellipse; develop the definition of a hyperbola; identify key components of a hyperbola; identify the type of conic
section represented by a given equation.

Module 9H: Probability

(S.CP.1, S.CP.2, S.CP.3, S.CP.4, S.CP.5, S.CP.6, S.CP.7, S.MD.6+, S.MD.7+)
Estimating conditional probabilities; examining conditional probabilities using multiple representations; creating
Venn diagrams using data while examining the addition rule for probability; examining independence of events
using two-way tables; determining independence of data sets.
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Integrated Math 3 Honors – Year at a Glance

Module 1H: Polynomial Functions
(F.BF.1, F.LE.3, A.SSE.1, F.IF.4, F.IF.6, F.IF.7, F.IF.9, A.APR.1, A.APR.2, A.APR.3, N.CN.8, N.CN.9)
Compare growth rates of linear, quadratic, & cubic functions; order and compare function values as x approaches
infinity; understand & compare end behaviors of functions using multiple representations; add, subtract, &
multiply polynomials; apply the Fundamental Theorem of Algebra; expand binomials using Pascal’s Triangle; use
the Remainder Theorem to find all linear factors and roots of a polynomial functions; graph and solve polynomial
functions.

Module 2H: Rational Functions

(A.CED.2, F.IF.4, F.IF.5, F.IF.7d, F.IF.8, F.BF.3, A.SSE.1, A.APR.6, A.APR.7, A.REI.2, A.REI.11)
Identify inverse variation; introduction to rational functions; analyze characteristics of families of functions;
identify characteristics of rational functions; connect rational expressions to rational numbers; identify end
behavior of rational functions; graph rational functions; solve rational functions.

Module 3H: Modeling with Geometry

(G.GMD.4, G.MG.1, G.MG.2, G.MG.3, G.SRT.10, G.SRT.11, F.IF.8, F.LE.4)
Visualize two-dimensional cross sections of three-dimensional objects; visualize solids of revolution; approximate
volumes of solids of revolutions with cylinders & frustums; solve problems using geometric modeling; examine the
relationship of sides in special right triangles; solve non-right triangles using the Law of Sines and the Law of
Cosines; find missing sides, angles and areas of general triangles.

Module 4H: Trigonometric Functions

(F.TF.1, F.TF.2, F.TF.5, F.IF.4, F.BF.3)
Find the y-coordinates of points on a circular path; introduction to circular trigonometric functions; extend the
definitions of sine, cosine, and tangent from a right triangle trigonometry ratio to a function of an angle of rotation;
graph sine functions; introduce radians as a unit for measuring angles on concentric circles; redefine radian
measure of an angle as the length of the intercepted arc on a unit circle; define sine and cosine on the unit circle;
translate trigonometric functions; use trigonometric graphs and inverse trigonometric functions to model periodic
behavior; classify sine, cosine, and tangent functions as even or odd, verifying trigonometric identities, graphs of
inverse trigonometric functions, polar coordinates and polar graphing.

Module 5H: Modeling with Functions

(F.BF.1b, F.BF.1c, F.BF.3, G.CO.2)
Examine transformations of functions using tables; predict the shape of a graph that is the sum or product of
functions; combine functions using arithmetic operations and composition of functions; examine function
transformations by composing and decomposing functions; use multiple representations to combine functions
using function composition and/or arithmetic operations, graphing parametric functions.

Module 6H: Polar and Parametric Functions

Module 7H: Statistics

(S.ID.4, S.IC.1, S.IC.2, S.IC.3)
Understand normal distributions and identify their features; use features of normal distributions to make
decisions; compare normal distributions using z scores; understand mean and standard deviation for normal
distributions; understand and identify different methods of sampling; identify the differences between survey,
observational studies, and experiments; use simulation to estimate the likelihood of an event.

Module 8H: Limits & Introduction to Derivatives

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Integrated Math 1 Honors Pacing

Semester/Term 1
Day # Section # Lesson Title Lesson Topic
Writing inequalities to fit a context, reasoning about
1 1.1H Greater Than?
inequalities and the properties of inequalities,
Explaining each step in the process of solving an
2 1.2H Cafeteria Actions and Reactions
equation

3 1.3H Cafeteria Consumption and Cost Organizing data into rectangular arrays or matrices

Eating Up the Lunchroom

4 1.4H Multiplying matrices
Budget

5 1.5H The Arithmetic of Matrices Practicing the arithmetic of matrices

Absolutely Sure & Matrix Solving absolute value equations and inequalities &
6 1.6H
Madness Review Practicing the arithmetic of matrices

7 Module 1H Test
An introduction to representing constraints with
Pet Sitters &
8 2.1H systems of inequalities & Writing and graphing
Pampering and Feeding Time
inequalities in two variables to represent constraints
Solving systems of linear equations in two variables &
Get to the Point &
9 2.2H An introduction to solving systems of linear equations
Shopping for Cats and Dogs
by elimination
Using systems of linear equations and inequalities in a
Pet Sitters Revisited & modeling context & Working with systems of linear
10 2.3H
Taken Out of Context equations, including inconsistent and dependent
systems
An introduction to solving systems of linear equations
11 2.4H To Market with Matrices
using matrices

12 2.5H Solving Systems with Matrices Solving systems of linear equations using matrices

Module 2 Review: Linear

13 2.6H
Programming Carousel

14 Module 2H Test
 Pg. 13
Day # Section # Lesson Title Lesson Topic
Representing arithmetic sequences with equations,
Growing Dots & tables, graphs, and story context & Representing
15 3.1H
Growing, Growing Dots geometric sequences with equations, tables, graphs,
and story context
Arithmetic sequences: Constant difference between
Scott’s Workout &
16 3.2H consecutive terms and Geometric Sequences:
Don’t Break the Chain
Constant ratio between consecutive terms
Arithmetic Sequences: Increasing and decreasing at a
Something to Chew On &
17 3.3H constant rate & Comparing rates of growth in
Chew On This
arithmetic and geometric sequences
Investigating Arithmetic Series Recursive and explicit equations for arithmetic and
& geometric sequences and developing a formula for the
18 3.4H
What Comes Next? What Comes sum of arithmetic sequences
Later?
What Does It Mean? & Using rate of change to find missing terms in an
Geometric Meanies & arithmetic sequence and Using a constant ratio to find
19 3.5H
Growing, Growing, Gone missing terms in a geometric sequence & Comparing
linear and exponential models of population
I Know . . . What Do You Know? Developing fluency with geometric and arithmetic
20 3.6H & Module 3H Review: Carousel sequences
Activity
21 Module 3H Test
Connecting the Dots: Piggies and Introducing continuous linear and exponential
22 4.1H Pools & functions & Defining linear and exponential functions
Sorting Out the Change based upon the pattern of change
Elvira’s Cookies Distinguishing between linear and exponential
functions using various representations and
23 4.2H
Comparing linear and exponential models of
population
I Can See – Can’t You? Using secant lines to find the average rate of change
24 4.3H
The Tortoise and the Hare & Interpreting equations that model linear and
25 4.4H Making My Point exponential functions
Efficiency Experts Evaluating the use of various forms of linear and
26 4.5H exponential equations
X Marks the Spot & Solving exponential and linear equations &
27 4.6H Up a Little, Down a Little Understanding and interpreting formulas for
exponential growth and decay
28 Module 4H Test
 Pg. 14
Day # Section # Lesson Title Lesson Topic
Using a story context to graph and describe key
Getting Ready for a Pool Party &
29 5.1H features of functions & Using tables and graphs to
Floating Down the River
interpret key features of functions
30 5.2H Features of Functions Features of functions using various representations

The Water Park & Interpreting functions using notation & Combining
31 5.3H
Pooling it Together functions and analyzing contexts using functions
5.4H Using graphs to solve problems given in function
32 Interpreting Functions
Quiz notation
To Function or Not to Function & Defining Function and Identifying whether or not a
33 5.5H
A Water Function relation is a function given various representations
Matching features and representations of a specific
34 5.6H Match that Function
function

35 Module 5H Test
Developing the definitions of the rigid‐motion
Leaping Lizards! & transformations: translations, reflections and
36 6.1H
Is It Right? rotations & Examining the slope of perpendicular
lines
Determining which rigid‐motion transformations
carry one image onto another congruent image &
Leap Frog &
37 6.2H Writing and applying formal definitions of the rigid‐
Leap Year
motion transformations: translations, reflections and
rotations
Finding rotational symmetry and lines of symmetry in
Symmetries of Quadrilaterals & special types of quadrilaterals & Examining
38 6.3H
Symmetries of Regular Polygons characteristics of regular polygons that emerge from
rotational symmetry and lines of symmetry
6.4H Quadrilaterals‐Beyond Making and justifying properties of quadrilaterals
39
Quiz Definition using symmetry transformations
Establishing the ASA, SAS and SSS criteria for
40 6.5H Congruent Triangles
congruent triangles
Congruent Triangles to the Using ASA, SAS, or SSS to determine if two triangles
41 6.6H
Rescue embedded in another geometric figure are congruent.
 Pg. 15
Semester/Term 2
Day # Section # Lesson Title Lesson Topic
6.7H
Exploring compass and straightedge constructions to
1 Comp. Under Construction
construct rhombuses and squares
needed
Exploring compass and straightedge constructions to
2 6.8H Construction Basics construct parallelograms, equilateral triangles and
inscribed hexagons
Construction Blueprints &
Writing procedures for compass and straightedge
3 6.9H Module 6 Review: Carousel
constructions
Activity
4 Module 6H Test
Prove slope criteria for parallel and perpendicular
5 7.1H Slippery Slopes & Prove It! lines & Use coordinates to algebraically prove
geometric theorems
Write the equation by comparing
Training Day Part I & Training
6 7.2H parallel lines and finding k & Determine the
Day Part II
transformation from one function to another
Translating linear and exponential functions using
7 7.3H Shifting Functions
multiple representations
7.4H Defining and operating with vectors as quantities with
8 The Arithmetic of Vectors
Quiz magnitude and direction
Examining properties of matrix addition and
9 7.5H More Arithmetic of Matrices multiplication, including identity and inverse
properties
Finding the determinant of a matrix and relating it to
10 7.6H The Determinant of a Matrix
the area of a parallelogram
Solving Systems with Matrices, Solving a system of linear equations using the
11 7.7H
Revisited multiplicative inverse matrix
Using matrix multiplication to reflect and rotate
12 7.8H Transformations with Matrices
vectors and images
Solving problems involving quantities that can be
13 7.9H Plane Geometry
represented by vectors
14 Module 7H Test
Use context to describe data distribution and compare
Texting By the Numbers &
15 8.1H statistical representations & Describe data
Data Distributions
distributions and compare two or more data sets

16 8.2H Standard Deviation Calculating and interpreting standard deviation

Interpret two-way frequency tables & Use context to

After School Activity &
17 8.3H interpret and write conditional statements using
Relative Frequency
relative frequency tables
Develop an understanding of the value of the
18 8.4H Connect the Dots
correlation coefficient
Estimate correlation and lines of best fit. Compare to
19 8.5H Making More $ the calculated results of linear regressions and
correlation the coefficient
Use residual plots to analyze the strength of a linear
20 8.6H Rocking the Residuals
model for data
 Pg. 16
Day # Section # Lesson Title Lesson Topic
Using data from survey to perform various statistical
21 8.7H A Summary of Results
analysis

22 Module 8H Test
Solidification of quadratic functions begins as
quadratic patterns are examined in multiple
Something to Talk About &
23 9.1H representations and contrasted with linear
Rabbit Run
relationships & Focus specifically on the nature of
change between values in a quadratic being linear
Focus on maximum/minimum point as well as
24 9.2H Scott’s Macho March
domain and range for quadratics
Examining quadratic functions on various sized
25 9.3H Look Out Below
intervals to determine average rates of change
Comparing quadratic and exponential functions to
clarify and distinguish between type of growth in each
26 9.4H Tortoise and Hare
as well as how that growth appears in each of their
representations
Incorporating quadratics with the understandings of
27 9.5H How Does it Grow
linear and exponential functions
28 Module 9H Test
Transformers: More Than Meets Working with vertex form of a quadratic, connecting
29 10.1H
the y’s the components to transformations
Building the Perfect Square Part Visual and algebraic approaches to completing the
30 10.2H
1 square
Building the Perfect Square Part Visual and algebraic approaches to completing the
31 10.3H
2 square
Connecting the factored and expanded or standard
32 10.4H Factor Fixin’
forms of a quadratic
33 10.5H Lining Up Quadratics Focus on the vertex and intercepts for quadratics
Building fluency in rewriting and connecting different
34 10.6H I’ve Got a Fill-in
forms of a quadratic
35 Module 10H Test
Examining values of continuous exponential functions
36 11.1H Experimenting with Exponents
between integers
Connecting radicals and rules of exponents to create
37 11.2H Half Interested
meaning for rational exponents
Verifying that properties of exponents hold true for
38 11.3H More Interesting
rational exponents
Becoming fluent converting between exponential and
39 11.4H Radical Ideas
radical forms of expressions
40 Module 11H Quiz
 Pg. 17

Vocabulary Pages
Each module begins with a brief description of what will be covered in the module, including a list of key
vocabulary. Most definitions and concepts are within the teacher notes and/or on the student pages. It is left to the
individual teacher as to how these will be addressed. The teacher may use one of the provided pages (pages 20-21)
for students to keep track of the key vocabulary as well as key concepts. Teachers may also use composition
notebooks as a place to keep key information.

Resource Pages
The resource pages provided in the teacher’s materials are to be printed and given to each student for use on the
task, unless otherwise noted as optional.

Absent Students
It is suggested that you give the task to absent students and invite them to go through it with you or one of their
peers in the class. The material revisits the topics through the Develop Understanding, Solidify Understanding, and
Practice Understanding tasks, therefore, absent students will likely see the content they missed later on in the
module. The Ready, Set, Go! homework assignments are designed to spiral concepts throughout the course and
should be completed by absent students at the teacher’s discretion.
 Pg. 18

Team Roles
Effective classrooms will likely be noisy but not loud. Study teams will “hum” when someone in each team takes on
each of the roles below. Ideally, students will move in and out of various roles during the modules. Your job as a
teacher is to circulate among the study teams. The teacher’s role as facilitator is active and demanding. You will
need to make dozens of decisions about how to intervene (or not to do so!) each class period. There is ample
opportunity to use direct instruction, but you will do so when it is appropriate and in a prescribed manner, based
on the observed needs of your students rather than the assumed needs that underlie the traditional lecture that
presumes the teacher knows what everyone needs to hear. Below are some suggested team roles:

Facilitator: Timer:

Ensures ALL group members collaborate Keeps track of time and makes sure that the group is
staying on task.

What do you think? C’mon Okay, we have 15 minutes to do

guys, let’s stay on task. Is these problems, let’s get started.
everyone ready to move on to Only 5 more minutes, does
the next question? everyone have number 3 finished?

Quality Controller/Resource Manager: Reader:

Gathers resources & measures quality of work Person that reads the problem to the group, and
ensures all group members have read and
understand the problem.

Do we need calculators? I think

All right everyone, let’s read
we are supposed to measure in
the task. Does anyone have
centimeters. That’s the wrong
any questions about the task?
problem, guys.
 Pg. 19
Name of Task: Type
Module #
Math Focus (the things I anticipate I will see)

Launch

Discuss (sequence and select)

Student Strategy Order

Connect/Summarize

RSG (key mathematical concepts)

 Pg. 20
Definition Properties

Example Example

Definition Properties

Example Example
 Pg. 21

Diagram and Description Example

Topic

Topic

Topic

Topic

Topic