Unit 1: Ratio And Proportions Time Frame: 3.5 Weeks August .
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 1: Ratio and ProportionsTime Frame: 3.5 weeksAugust 15, 2011 to September 9, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiationUnit DescriptionThis unit focuses on converting between units of measure, creating and interpreting maps and diagrams using scale values, and determining percentages.Student UnderstandingsIn this unit students will develop the ability to accurately use a ratio scale in a map or diagram to determine measurement of the actual distance or size. Additionally, students will beable to determine if a ratio represents a direct or inverse variation, as well as to solve for a variable in a given proportion, and to convert ratios into equivalent percent values.Note: Please incorporate calculator and non-calculator activities into this unit.147147Read, write, and perform basicoperations on complex numbers(N-1-H) (N-5-H)(Grade 12)Use ratios and proportionalreasoning to solve a variety ofreal-life problems includingsimilar figures and scaledrawings (N-6-H) (M-4-H)(Grade 10)Use proportional reasoning tomodel and solve real-lifeproblems involving direct andinverse variation (N-6-H)(Grade 9)Read, write, and perform basicoperations on complex numbers(N-1-H) (N-5-H)(Grade 12)Use ratios and proportionalreasoning to solve a variety ofreal-life problems includingsimilar figures and scaledrawings (N-6-H) (M-4-H)(Grade 10)Use proportional reasoning tomodel and solve real-lifeRatio and Proportion Define Notations Real world examples Solving rates (speed, time, and distance) direct proportions inverse proportionsNote: May not need to use terms “direct” and “inverse” withstudents.Activity 1 - CCCan students solve real world using direct or inversevariation?Can students use proportional reasoning to solve for amissing quantity in a ratio?Geometry text Section 6-1Bridges text Section 6-1, 6-3Reviewing Mathematicspub. Amsco page 172 - 175 Test 1Activity5w/BLM1 day6 days Measurement, conversion and scalesscale drawingsSimilar figures4 daysAlgebra I text Section 3-6JBHM 8th grade Unit 2 : SBIL 3Activity 3 – CCActivity 4 w/ BLM – CCActivity2–CCusetoguideteacher** need activity to supplementdirect and inverse proportionAlgebra I text 11-6Geometry text 6-2Can students use a scaled map or diagram to determine actualmeasurement?Can students use proportional reasoning to solve for amissing quantity in a ratio?Bridges text 6-2Reviewing Mathematicspub. Amsco page 176 - 178Scale Drawing Project - see rubric inCC General Assessment page 10-11Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment1
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 1: Ratio and ProportionsTime Frame: 3.5 weeksAugust 15, 2011 to September 9, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiation21147problems involving direct andinverse variation (N-6-H)(Grade 9)Determine appropriate units andscales to use when solvingmeasurement problems (M-1-H)(M-2-H)(M-3-H)Read, write, and perform basicoperations on complex numbers(N-1-H) (N-5-H)(Grade 12)Use ratios and proportionalreasoning to solve a variety ofreal-life problems includingsimilar figures and scaledrawings (N-6-H) (M-4-H)(Grade 10)Use proportional reasoning tomodel and solve real-lifeproblems involving direct andinverse variation (N-6-H)(Grade 9) Percentageso Taxo Commissiono Interesto Percent increase/decreasePerformance Task AssessmentActivity 7 – CC1 day4 daysActivity 8 w/ BLM– CCActivity 9 w/BLM – CCAlgebra I text section 3-7Bridges text section 7-1 – 7-6Can students use proportional reasoning to solve for amissing quantity in a ratio?Can students use proportional reasoning to convert a ratiointo an equivalent percentageCord, Algebra I text section 3-2Reviewing Mathematicspub. Amsco page 179 - 196Test1 dayEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment2
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 2: ProbabilityTime Frame: 2.5 weeksSeptember 12, 2011 to September 27, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiationUnit DescriptionThis unit focuses on providing an introduction to probability using counting techniques such as permutations and combinations, as well as, comparing theoretical and experimentalprobabilities.Student UnderstandingsIn this unit students will develop the ability to define and accurately compute probabilities for both dependent and independent events. Students will use counting techniques tocompute probabilities as well as solve real life problems. Students will be able to represent experimental probability in a graphical representation. Students will be able to explainthe relationship between odds and probability212232242122Determine the probability ofconditional and multiple events,including mutually and nonmutually exclusive events (D-4H) (D-5-H) (Grade 10)Interpret and summarize a set ofexperimental data presented in atable, bar graph, line graph,scatter plot, matrix, or circlegraph (D-7-H) Also GLEs 25,31, 32(Grade 10) Compute probabilities usinggeometric models and basiccounting techniques such ascombinations and permutations(D-4-H) Also GLE 31(Grade 9)Using counting procedures andtechniques to solve real-lifeproblems (D-9-H) (Grade 10) Determine the probability ofconditional and multiple events,including mutually and nonmutually exclusive events (D-4H) (D-5-H) (Grade 10)Interpret and summarize a set ofExperimental ProbabilityProbability terminologyDetermine fairness in game playingActivity 7 w/BLM: “ExperimentalProbabilityActivity 9 “Fairness”2 daysActivity 1: “Vocabulary” - use asfocus activity or bellringerBridges section 6-7Cord, Algebra I section 6-2PermutationsCombinationsCan students determine which counting principle,permutation or combination, is applicable to a variety ofreal-life problems?Can students use permutations or combinations to solveproblems in a variety of real life situations? Explore probability written as a ratioIndependent and dependent eventsTheoretical ProbabilityCompute odds of an event occurringUse Venn diagram to show mutually and nonmutually exclusive.Activity 4 w/BLM: “Permutationor Combination”4 daysAlgebra I Section 14.2JBHM Unit 8www.edhelper.com/interactive.htmABC GEE 2nd Ed Ch 17Test 1Activity 2: “Ratio to Proportion”1 day4 daysActivity 3: “Outcomes ofIndependent and DependentEvents”Activity 5JBHM Unit 8Essential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment1
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 2: ProbabilityTime Frame: 2.5 weeksSeptember 12, 2011 to September 27, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiationexperimental data presented in atable, bar graph, line graph,scatter plot, matrix, or circlegraph (D-7-H) Also GLEs32(Grade 10)3125Define probability in terms ofsample spaces, outcomes, andevents (D-4-H) (Grade 9)Use discrete math to modelreal-life situation (e.g., fairgames, elections) (D-9-H)(Grade 10)Can students accurately describe the differences betweentheoretical and experimental probabilities?Can students determine the theoretical probability of bothdependent and independent events?Can students represent the outcomes of experimental data ina variety of graphical formats?Activity 6 w/BLM: active.htmActivity 8 w/BLM: g.com/mathActivity 10 w/BLM: “Odds Are”Algebra I Section 2-6, 14-5Bridges Section 6-4Cord, Algebra I Section 6-1, 6-333Explain the relationshipbetween the probability of anevent occurring, and the odds ofan event occurring and computeone given the other (D-4-H)Also GLEs 21, 22, 24, and31(Grade 9)Test 21 dayEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment2
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 3: StatisticsTime Frame: 3 weeksOctober 10, 2010 to November 4, 2010Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiationUnit DescriptionThe unit will focus on graph construction, graph interpretation, determining bias, and basic descriptive statistics.Student UnderstandingsIn this unit students will develop the ability to read, interpret and analyze statistics presented in a variety of formats, including bar graphs, pie charts, box and whisker plots, andscatter plots. Students will be able to devise and conduct surveys and predict future outcomes from the data collected, including the limitations of their predictions.27Determine the mostappropriate measure of centraltendency for a set of data basedon its distribution (D-1-H)(Grade 9) Determine most appropriate measure of central tendencyBox & Whisker PlotReviewing Math Unit 10.3Mean, median, mode2 Days Unit 3 Activity 4Math GEEUnit 14: StatisticsAlgebra PrerequisiteSkill:12(p.818)Test 1Reviewing Math Unit 10.4Stem-and-Leaf Plots and BoxWhisker Plots1 DayCan student determine which measure of central tendencyfor a set of data based on distribution?28Identify trends in data andsupport conclusions by usingdistribution characteristics suchas patterns, clusters, andoutliers (D-1-H) (D-6-H) (D-7H) (Grade 9) Identify trends in data and support conclusionsTypes of Graphs Bar Histogram Stem and leaf Circle Venn diagramAlgebra 1 Section 2-5Statistics: Displaying and AnalyzingDataAlgebra 1 Lesson 13-4Measures of VariationUnit 3, Activity 2Unit 3, Activity 3 BLMCan student identify trends in data and support conclusionsby using distribution characteristics such as: patterns,clusters, and outliners?29Create a scatter plot from a setof data and determine if therelationship is linear ornonlinear (D-1-H) (D-6-H) (D- Create and determine if a scatter plot is linear ornonlinearWrite equations for lines of fit using graphing calculatorBridges Section 2-1 – 2-7Performance Task AssessmentTextbook: Algebra I Lesson 5-7:Statistics: Scatter Plots and Lines ofFitwww.algebra1.com/other calculator3 days Reviewing Math Unit 1.7 PatternsReviewing Math Unit 10.2Frequency Tables and HistogramsAlgebra Requisite Skills: 5(p.806)Textbook: Algebra 1 Lesson 13-3HistogramsABC GEE 2nd Ed Ch 14, 151 day2 days Unit 3 Activity 7 Unit 3 Activity 7 BLMEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichmentUnit 3 Activity 5Unit 3 Activity 5 BLM1
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 3: StatisticsTime Frame: 3 weeksOctober 10, 2010 to November 4, 2010Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiation7-H)(Grade 9)keystrokesCan students create scatter plot form a set of data?Can student determine if scatter plot is linear or nonlinear?1718Distinguish between samplesand populations (D-1-H)(Grade 11-12)Devise and conduct welldesigned experiments/surveysinvolving randomization andconsidering the effects ofsample size and bias (D-1-H)(Grade 11-12) Distinguish differences between samples andpopulationsDevise and conduct well designed randomexperiment/surveyCan students distinguish differences between samples andpopulations?Can students devise and conduct experiment and surveysusing randomization?Can students determine the effects of sample size and bias?QuizActivity-Specific AssessmentsUnit 3 Activity 4 & 5 (p. 36) – Useas lead in to project.Textbook: Algebra 1 Lesson 13-1:Sampling and BiasTextbook: Algebra Lesson 4-3:Relations(tables, graph, mapping)1 day2 days Unit 3 Activity 8 Unit 3 Activity 6 & 9 Unit 3 Activity 6 BLM Unit 3 Activity 9 BLMTextbook: Algebra 1 Lesson 14-4:Probability Distributions: RandomVariablesTextbook: Algebra 1 Lesson 14-5:Probability Simulations:Experimental22Explain the limitations ofpredictions based on organizedsample sets of data (D-7-H)(Grade 11-12) Explain the limitations of predictions based on data fromstudents’ presentations.Can students explain limitations of predictions based onorganized sample sets of data?Bridges Section 6-8Performance TaskAssessment/PresentationReviewing Math Unit 10.8Experimental ProbabilityTextbook: Algebra 1 Lesson 14-5:Probability Simulations:Experimental3 days**Use Activity 9 Rubric.**Discussion of student data aspresented.Stats Modeling the World: Ch 23Inferences About Means – Whatcan go wrongEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment2
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 4: Topics in GeometryTime Frame: 6 weeksNovember 7, 2010 to January 9, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiationUnit DescriptionThis unit will focus on spatial visualization of geometric figures as well as determining the quantitative measurements of two and three dimensional objects. Study of righttriangle geometry and trigonometry, including Pythagorean theorem is also included.Student UnderstandingsIn this unit students will understand basic geometric concepts such as distance, midpoint and the Pythagorean Theorem. Students will understand and use trigonometric ratios.Students will understand how to transform polygons in a coordinate plane. Additionally, students will understand the relationship between surface area and volume ofrectangular prisms and cylinders.21216231226Evaluate and write numericalexpressions involving integerexponents (N-2-H)(Grade 9)Apply Pythagorean Theorem inboth abstract and rela-lifesituations(G-2-H)(Grade 10)Represent and solve problemsinvolving distance on a numberline or in the plane (G-3-H)(Grade 10)Use coordinate methods tosolve and interpret problems(e.g., slope as rate of change,intercept as initial value,intersection as commonsolution, midpoint asequidistant) (G-2-H) (G-3-H)(Grade 9)Evaluate polynomialexpressions for given values ofthe variable (A-2-H)(Grade 9)Generalize and representpatterns symbolically, with andwithout technology (P-1-H)(Grade 10) Simplifying RadicalsDistance on the number lineDistance in the coordinate planeMidpoint on the number lineMidpoint on the coordinate planePythagorean TheoremPythagorean TriplesCan students determine the distance between two points?Can students determine the midpoint of a line segment giventhe two endpoints?Can students use the Pythagorean Theorem to solve righttriangle problems?Geometry textPre-Req Skills : Square Roots &Simplifying Radicals (p. 744-7457.2 Pythagorean Theorem and It’sConverse p. 3501.3 Distance and Midpoint p. 21-27Unit 4 Activity 1 (could beused as intro to entire unit)Unit 4 Activity 2Geometry Activity : ThePythagorean Theorem p. 349Unit 4 Activity 3Unit 4 Activity 46 daysEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment1
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 4: Topics in GeometryTime Frame: 6 weeksNovember 7, 2010 to January 9, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiation381825141612Define sine, cosine, and tangentin ratio form and calculate themusing technology (N-6-H)(Grade 10)Model and use trigonometricratios to solve problemsinvolving right triangles (N-6H) (M-4-H)(Grade 10)Determine angle measures andside lengths of right and similartriangles using trigonometricratios and properties ofsimilarity, including congruence(G-5-H) (M-4-H)(Grade 10) Perform translations and linereflections on the coordinateplane (G-3-H)(Grade 9)Develop and apply coordinaterules for translations andreflections of geometric figures(G-3-H)(Grade 10)Represent translations,reflections, rotatiosn, anddilations of plane figures usingsketches, coordinates, vectors,and matrices (G-3-H)(Grade 11-12) Translations Reflections RotationsEvaluate polynomialexpressions for given values of Defining basic relationships of sine, cosine, and tangentFind the sine, cosine, and tangent with and withouttechnologySolve missing angles and missing sides of a right triangleusing sine, cosine, and tangent – with and withouttechnologyTest 1Geometry text7.4 Trigonometry p. 364-3701 dayUnit 4 Activity 5 w/ BLM4 daysCan students define sine, cosine, and tangent in ratio formand calculate them using technology?Test 2Geometry Text:9.1 Reflections p. 463-4699.2 Translations p. 470-4759.3 Rotations p. 477-4821 dayUnit 4 Activity 6 w/BLMTest 31 dayGeometry Text:11.1 Area of ParallelogramsUnit 4 Activity 7 w/BLMUnit 4 Activity 103 daysCan students develop and apply coordinate rules fortranslations and reflections of geometric figures? Perimeter of regular and irregular shapes Area ofEssential: Big ideas/covered most frequently; 50% of content; 60-70% of instructional time; high # of test items on state assessment; mastery in current yearImportant: Key knowledge/skills/covered less frequently; 30% of content; 20-30% of instructional time; fewer # of items on state assessment;Condensed: Less important/least frequently; 20% of content; 10-20% of instructional time; reinforcement; extension/enrichment2
GLE#GLEsLafayette Parish School SystemMath Essentials Curriculum MapUnit 4: Topics in GeometryTime Frame: 6 weeksNovember 7, 2010 to January 9, 2011Evidence / Assessments of learningInstructional Notes/StrategiesDifferentiation910269the variable (A-2-H)(Grade 9)Construct 2- and 3-dimintionalfigures when given the name,description, or attributes, withand without technology (G-1-H)(Grade 10)Form and test conjecturesconcerning geometricrelationships including lines,angles, and polygons (i.e.,triangles, quadrilaterals, and ngons), with and withouttehcnology (G-5-H) (M-
Unit 3, Activity 3 BLM Bridges Section 2-1 – 2-7 3 days Unit 3 Activity 5 Unit 3 Activity 5 BLM Reviewing Math Unit 1.7 Patterns Reviewing Math Unit 10.2 Frequency Tables and Histograms Algebra Requisite Skills: 5 (p.806) Textbook: Algebra 1 Lesson 13-3 Histograms A
PROPORTIONS Proportions are two ratios of equal value. 1 girl 4 boys 5 girls 16 boys Are these ratios proportions? DETERMINING TRUE PROPORTIONS: To determine a proportion true, cross multiply. If the cross products are equal, then it is
Ratio Tables Use ratio tables to solve proportions that involve real-life contexts; 8m26: Solving Proportions Practice Use scale factors, ratio tables, solving for the unit, and equivalent ratios to solve proportions; 8m27: Exploring Direct Hypothesize examples of direct propo
6.1 Ratios, Proportions, and the Geometric Mean Obj.: Solve problems by writing and solving proportions. Key Vocabulary Ratio - If a and b are two numbers or quantities and b 0, then the ratio of a to b is a/b.The ratio of a to b can also be written as a: b. Proportion - An equation that
Proportions Introduction This module computes power and sample size for hypothesis tests of the difference, ratio, or odds ratio of two independent proportions. The test statistics analyzed by this procedure assume that the difference between
6th Grade Proportions and Ratios 60 minute connection 2 sites per connection Program Description Math Mania Proportions and Ratios reviews the mathematical concepts of multiplication, division, ratios, percents, and proportions. Students will compete with other classes to solve math probl
Using Cross Products Video 1, Video 2 Determining Whether Two Quantities are Proportional Video 1, Video 2 Modeling Real Life Video 1, Video 2 5.4 Writing and Solving Proportions Solving Proportions Using Mental Math Video 1, Video 2 Solving Proportions Using Cross Products Video 1, Video 2 Writing and Solving a Proportion Video 1, Video 2
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
Fill in the blanks to show the correct ratios among the seventeen letters. (Simplest form!) M M M U S S T T T T A A N N N N G The ratio of M’s to S’s is _ to _. The ratio of A’s to N’s is _ to _. The ratio of
