Unit 1 High School Intermediate Algebra - Coordinate Geometry

Content Area: Mathematics

Course(s): Trigonometry and Analytical Geometry
Length: 4 weeks
10th and 11th grade
http://tinyurl.com/jbmjaoe

Transfer Skills
Algebraic and numeric procedures are interconnected and build on one another to produce a
coherent whole.

Enduring Understandings
Rules of arithmetic and algebra can be used together with equivalence to transform equations and
inequalities so
Solutions can be found to solve problems.
Graphs and equations are alternative (and often equivalent) ways for depicting and analyzing
families of functions.
A variety of families of functions and methods can be used to model and solve real-world
situations.

Essential Questions
Where do we use linear equations and inequalities in real life?
How are functions and their graphs related?
How can technology be used to investigate properties of families of linear functions and their
graphs?

1
Content
Vocabulary:
Quadratic Function

Linear

Non-linear

Slope

Intercepts

Domain

Range

Maximum

Minimum

Transformations

Absolute value

Rational

Irrational

Skills

2
Solve linear equations, linear inequalities, and absolute value equations.
Solve algebraic systems of linear equations.
Simplify radical expressions involving complex numbers.
Solve equations involving square roots and the quadratic formula.
Write and graph the equation of a line in slope-intercept form, point-slope form, and standard
form.
Write the equation of a line that is parallel or perpendicular to a given line in slope-intercept or
standard form.
Graph linear and quadratic equations using the graphing calculator.
Define a function and determine its domain and range.
Identify the intercepts of a line based upon an equation or the graph of the equation with and
without a graphing Calculator.
Determine the symmetry of an equation with respect to the x-axis, y-axis, and the origin (even
and odd functions)
Determine whether a relation is a function using the vertical line test.
Sketch the graph of a function as a result of horizontal and vertical translations and reflections
over the x-axis and y-axis.
Solve real world example problems involving quadratics (Linear programming).

Resources

3
Standards:
CCSS.Math.Content.HSN-RN
The Real Number System

CCSS.Math.Content.HSN-RN.B
Use properties of rational and irrational numbers.

CCSS.Math.Content.HSN-RN.B.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number
and an irrational number is irrational.

CCSS.Math.Content.HSA-CED
Creating Equations

CCSS.Math.Content.HSA-CED.A
Create equations that describe numbers or relationships

CCSS.Math.Content.HSA-CED.A.1
Create equations and inequalities in one variable and use them to solve problems.

CCSS.Math.Content.HSA-CED.A.2
Create equations in two or more variables to represent relationships between Quantities; graph
equations on coordinate axes with labels and scales.

CCSS.Math.Content.HSA-CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations.

CCSS.Math.Content.HSA-REI

4
Reasoning with Equations and Inequalities

CCSS.Math.Content.HSA-REI.A
Understand solving equations as a process of reasoning and explain the reasoning

CCSS.Math.Content.HSA-REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution method.

CCSS.Math.Content.HSA-REI.B
Solve equations and inequalities in one variable

CCSS.Math.Content.HSA-REI.B.3
Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.

CCSS.Math.Content.HSA-REI.C
Solve systems of equations.

CCSS.Math.Content.HSA-REI.C.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables
algebraically and graphically.

CCSS.Math.Content.HSF-BF
Building Functions.

CCSS.Math.Content.HSF-BF.A
Build a function that models a relationship between two quantities.
CCSS.Math.Content.HSF-BF.A.1

5
Write a function that describes a relationship between two quantities.

CCSS.Math.Content.HSF-BF.A.1.a
Determine an explicit expression, a recursive process, or steps for calculation from a context.

CCSS.Math.Content.HSF-BF.B
Build new functions from existing functions.

CCSS.Math.Content.HSF-BF.B.3
Identify the effect on the graph of replacing () by () +, (), (), and (+) for specific values of (both
positive and negative); find the value of given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology.
Mathematically proficient students start by explaining to themselves the meaning of a problem
and looking for entry points to its solution. They analyze givens, constraints, relationships, and
goals. They make conjectures about the form and meaning of the solution and plan a solution
pathway rather than simply jumping into a solution attempt. They consider analogous problems,
and try special cases and simpler forms of the original problem in order to gain insight into its
solution.
They monitor and evaluate their progress and change course if necessary. Older students might,
depending on the context of the problem, transform algebraic expressions or change the viewing
window on their graphing calculator to get the information they need. Mathematically proficient
students can explain correspondences between equations, verbal descriptions, tables, and graphs
or draw diagrams of important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to help conceptualize
and solve a problem. Mathematically proficient students check their answers to problems using a
different method, and they continually ask themselves, "Does this make sense?" They can
understand the approaches of others to solving complex problems and identify correspondences
between different approaches.

Mathematically proficient students look closely to discern a pattern or structure. Young students,
for example, might notice that three and seven more is the same amount as seven and three more,
or they may sort a collection of shapes according to how many sides the shapes have. Later,

6
students will see 7 8 equals the well-remembered 7 5 + 7 3, in preparation for learning
about the distributive property. In the expression + 9 + 14, older students can see the 14 as 2 7
and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and
can use the strategy of drawing an auxiliary line for solving problems.
They also can step back for an overview and shift perspective. They can see complicated things,
such as some algebraic expressions, as single objects or as being composed of several objects.
For example, they can see 5 3( ) as 5 minus a positive number times a square and use that to
realize that its value cannot be more than 5 for any real numbers.

CCSS.Math.Practice.MP1
Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP7
Look for and make use of structure.