Integrated Math 1 Honors Curriculum Map 201617

In Math 1 Honors, instructional time is focused on six critical areas: (1) Students will continue their work with expressions and equations from previous grades by
using quantities to model and analyze situations, to interpret expressions, and by creating equations to describe situations. (2) Students will define, evaluate,
and compare functions, and use them to model relationships between quantities. Specifically, they compare and contrast linear and exponential functions,
distinguishing between additive and multiplicative change. (3) In earlier grades, students have learned to solve linear equations in one variable and in Math 1 will
apply graphical and algebraic methods to analyze and solve systems of linear equations and inequalities in two variables. (4) Students will build on their prior
experiences with data, providing students with more formal means of assessing how a model fits data. Students use regression techniques to describe
approximately linear relationships between quantities. They use graphical representations and knowledge of the context to make judgments about the
appropriateness of linear model and they look at residuals to analyze the goodness of fit. (5) Students will explore motions: translations, reflections, and
rotations and have used these to develop notions about what it means for two objects to be congruent. In this course, students establish triangle congruence
criteria, based on analyses of rigid motions and formal constructions. (6) Students will use Pythagorean Theorem to find distances. Students use a rectangular
coordinate system to verify geometric relationships, including properties of quadrilaterals and slopes of parallel and perpendicular lines.

Trimester One Trimester Two Trimester Three

1. Relationships between Quantities 4. Pythagorean Theorem & Special Right 6. Congruence, Proof & Constructions
2. Functions and Sequences Triangles 7. Descriptive Statistics & Linear Models
3. Linear & Exponential Functions 5. Systems of Equations & Inequalities 8. Connecting Algebra & Geometry through
Coordinates

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During the first unit of Math 1, students will continue A.CED.1 Create equations and inequalities in one variable and use them to
their previous work with expressions and equations by solve problems. Include equations arising from linear and quadratic functions,
using quantities to model and analyze situations, by and simple rational and exponential functions.
interpreting the structure of expressions, and by creating A.CED.2 Create equations in two or more variables to represent relationships
1- equations and inequalities to solve problems. Students between quantities; graph equations on coordinate axes with labels and
Relationships will use estimation to determine appropriate quantities scales.
between 18 Days and then apply unit conversions and dimensional A.CED.4 Rearrange formulas to highlight a quantity of interest, using the
Quantities analysis to compare quantities with different units of same reasoning as in solving equations. For example, rearrange Ohms law V
measure. = IR to highlight resistance R.
A.REI.1 Explain each step in solving a simple equation as following from the
Students will practice solving equations which require equality of numbers asserted at the previous step, starting from the
simplifying one or both sides of the equation and assumption that the original equation has a solution. Construct a viable
equations with variables on both sides. Students will argument to justify a solution method.
explore when equations have no or infinitely many
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solutions. Then, students will use their knowledge of A.REI.3 Solve linear equations and inequalities in one variable, including
inverse operations to solve an inequality. Also, students equations with coefficients represented by letters.
will manipulate equations and inequalities to solve for A.SSE.1 Interpret expressions that represent a quantity in terms of its
the indicated variable. context.
A.SSE.1.a Interpret parts of an expression, such as terms, factors,
Finally, students will study integer exponents and and coefficients.
discover the properties of exponents. Students will need N.Q.1 Use units as a way to understand problems and to guide the solution of
a strong understanding of exponents in order to deeply multi-step problems; choose and interpret units consistently in formulas;
understand exponential functions studied in Unit 3. choose and interpret the scale and the origin in graphs and data displays.
N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.
N.RN.1 Explain how the definition of the meaning of rational exponents
follows from extending the properties of integer exponents to those values,
allowing for a notation for radicals in terms of rational exponents. For
example, we define 51/3 to be the cube root of 5 because we want (51/3)3 =
5(1/3)3 to hold, so (51/3)3 must equal 5.
In Unit 2 of Math 1, students will define, evaluate, and F.IF.1 Understand that a function from one set (called the domain) to another
compare functions, and use them to model relationships set (called the range) assigns to each element of the domain exactly one
between quantities. Students will define the domain element of the range. If f is a function and x is an element of its domain, then
and range of functions and analyze real-world situations f(x) denotes the output of f corresponding to the input x. The graph of f is the
with restricted domains. Additionally, students will study graph of the equation y = f(x).
function notation and will explain the meaning of a F.IF.2 Use function notation, evaluate functions for inputs in their domains,
statement that uses function notation in a context. and interpret statements that use function notation in terms of a context.
F.IF.3 Recognize that sequences are functions, sometimes defined
Also, students will learn how to effectively calculate the recursively, whose domain is a subset of the integers. For example, the
2 Functions rate of change between any two points of any function Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-
given any representation; for non-linear functions, 1) for n 1.
and
students should be able to identify that the rate of F.IF.4 For a function that models a relationship between two quantities,
Sequences 10 Days change is not constant between all sets of two points. interpret key features of graphs and tables in terms of the quantities, and
Students will learn to qualitatively describe linear and sketch graphs showing key features given a verbal description of the
non-linear functions given graphs and create graphs relationship. Key features include: intercepts; intervals where the function is
given qualitative descriptions of situations. increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.
Students will explore and define geometric and F.IF.6 Calculate and interpret the average rate of change of a function
arithmetic sequences. Students will use the defining (presented symbolically or as a table) over a specified interval. Estimate the
characteristics to find the next term in a sequence. rate of change from a graph.
Furthermore, students will study explicit and recursive F.LE.1 Distinguish between situations that can be modeled with linear
formulas and use both to find the next term in a functions and with exponential functions.
sequence. F.LE.1.b Recognize situations in which one quantity changes at a
constant rate per unit interval relative to another.
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Students will use linear equations to model the A.CED.2 Create equations in two or more variables to represent relationships
relationship between two quantities. Students will be between quantities; graph equations on coordinate axes with labels and
able to describe both the slope and y-intercept in words scales.
when given a real-world situation. Furthermore, A.REI.12 Graph the solutions to a linear inequality in two variables as a half-
students will be able to compare different plane (excluding the boundary in the case of a strict inequality), and graph
representations of linear functions including algebraic, the solution set to a system of linear inequalities in two variables as the
graphical, numerical in tables, or by verbal descriptions. intersection of the corresponding half-planes.
Then, students will extend their understanding of graphs F.IF.1 Understand that a function from one set (called the domain) to another
of linear equations to graphs of linear inequalities and set (called the range) assigns to each element of the domain exactly one
compare and contrast the solution set. element of the range. If f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x. The graph of f is the
Next, students will gain a strong conceptual graph of the equation y = f(x).
understanding of exponential functions. Students will F.IF.6 Calculate and interpret the average rate of change of a function
understand the difference between exponential growth (presented symbolically or as a table) over a specified interval. Estimate the
3 Linear and decay, and be able to calculate the average rate of rate of change from a graph.
and change over an interval. Students will write an F.LE.1 Distinguish between situations that can be modeled with linear
28 Days exponential function to model a real world situation and
Exponential functions and with exponential functions.
Functions explain what the coefficients mean in a real world F.LE.1.a Prove that linear functions grow by equal differences over
context. Furthermore, students will investigate the equal intervals; exponential functions grow by equal factors over
compound interest formula as an example of an equal intervals.
exponential function, and will become fluent in F.LE.1.b Recognize situations in which one quantity changes at a
calculating interest and the new balance of an account. constant rate per unit interval relative to another.
F.LE.1.c Recognize situations in which a quantity grows or decays by
Students will be able to describe the domain and range a constant percent rate per unit interval relative to another.
of both linear and exponential functions. Students will F.LE.2 Construct linear and exponential functions, including arithmetic and
be able to explain a restricted domain when studying geometric sequences, given a graph, a description of a relationship, or two
real-world contexts. Furthermore, students will find the input-output pairs (include reading these from a table).
range given a specific interval within the domain. F.LE.3 Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly, quadratically,
or (more generally) as a polynomial function.
F.LE.5 Interpret the parameters in a linear or exponential function in terms of
a context.
Students will build on their understanding of rational G.SRT.4 Prove theorems about triangles. Theorems include: a line parallel to
4 numbers and integers to include a deeper understanding one side of a triangle divides the other two proportionally, and conversely;
of what it means for a number to be rational, through the Pythagorean Theorem proved using triangle similarity. This includes and
Pythagorean
learning about irrational numbers. While exploring Pythagorean Theorems and Special Right Triangle Theorems.
Theorem & 15 Days
irrational numbers, students will estimate the value of N.RN.2 Rewrite expressions involving radicals and rational exponents using
Special Right radical expressions (specifically square roots and cube the properties of exponents.
Triangles roots) and discuss the difference between exact and
approximate answers. Additionally, students will learn to
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rewrite radical expressions in simplest form and perform
operations with radical expressions.

In transitioning to a study of right triangles, students will

discover the Triangle Inequality Theorem before
applying it. Students will then study the relationship of
side lengths in right triangles by understanding
Pythagorean Theorem and its converse. Then, students
knowledge of the Pythagorean Theorem will be drawn
upon to discover and apply shortcuts for finding missing
lengths in special right triangles (45-45-90 and 30-
60-90).
Students will apply graphical and algebraic methods to A.CED.2 Create equations in two or more variables to represent relationships
analyze and solve systems of linear equations in two between quantities; graph equations
variables. Students will learn that they can solve a A.CED.3 Represent constraints by equations or inequalities, and by systems
system by graphing the lines and finding the point of of equations and/or inequalities, and interpret solutions as viable or non-
intersection. Then they will discover that not all system viable options in a modeling context. For example, represent inequalities
of equations have one solution. Students will study the describing nutritional and cost constraints on combinations of different
methods of substitution and elimination and understand foods.
5 Systems when to choose each method. Furthermore, students A.REI.6 Solve systems of linear equations exactly and approximately (e.g.,
of Equations 25 Days will be able to write and solve a system of equations to with graphs), focusing on pairs of linear equations in two variables.
& Inequalities model real-world situations. A.REI.11 Explain why the x-coordinates of the points where the graphs of the
equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) =
In the last part of the unit, students will extend their g(x); find the solutions approximately, e.g., using technology to graph the
understanding of systems of linear equations to systems functions, make tables of values, or find successive approximations. Include
of linear inequalities. Students will graph the solution set cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value,
of systems of inequalities and explain the solution set exponential, and logarithmic functions.
and how it differs from the solution set of a system of on coordinate axes with labels and scales.
equations.
In unit 6, students will connect the concepts of adjacent, G.CO.5 Given a geometric figure and a rotation, reflection, or translation,
vertical and supplementary angles to understand the draw the transformed figure using, e.g., graph paper, tracing paper, or
relationship between the angles formed when a geometry software. Specify a sequence of transformations that will carry a
transversal cuts through parallel lines. given figure onto another.
6 G.CO.6 Use geometric descriptions of rigid motions to transform figures and
Congruence, Students will discover what it means for polygons to be to predict the effect of a given rigid motion on a given figure; given two
20 Days figures, use the definition of congruence in terms of rigid motions to decide if
Proof & congruent through exploring rigid motions in the
Constructions coordinate plane. Rigid motions and their assumed they are congruent.
properties (that they preserve distance and angle G.CO.7 Use the definition of congruence in terms of rigid motions to show
measures) can be used to establish the usual triangle that two triangles are congruent if and only if corresponding pairs of sides
congruence criteria, which can then be used to prove and corresponding pairs of angles are congruent.
other theorems. The triangle congruence criterion of
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SAS, ASA, SSS, AAS, and HL can be used to prove G.CO.8 Explain how the criteria for triangle congruence (ASA, SAS, AAS, and
congruence, while AAA and ASS do not guarantee SSS) follow from the definition of congruence in terms of rigid motions.
triangle congruence. Students will be able to write both G.CO.9 Prove theorems about lines and angles. Theorems include: vertical
two-column proofs and paragraph proofs which use the angles are congruent; when a transversal crosses parallel lines, alternate
congruence criterion. Furthermore, students will extend interior angles are congruent and corresponding angles are congruent; points
their understanding by using CPCTC to prove additional on a perpendicular bisector of a line segment are exactly those equidistant
geometric properties. from the segment's endpoints.
G.CO.10 Prove theorems about triangles. Theorems include: measures of
Students will build on prior experience with simple interior angles of a triangle sum to 180; base angles of isosceles triangles are
constructions with an emphasis on the ability to congruent; the segment joining midpoints of two sides of a triangle is parallel
formalize and defend how these constructions result in to the third side and half the length; the medians of a triangle meet at a
the desired objects. Specifically, students will construct point.
both angle and perpendicular bisectors. G.CO.12 Make formal geometric constructions with a variety of tools and
methods (compass and straightedge, string, reflective devices, paper folding,
dynamic geometric software, etc.). Copying a segment; copying an angle;
bisecting a segment; bisecting an angle; constructing perpendicular lines,
including the perpendicular bisector of a line segment; and constructing a line
parallel to a given line through a point not on the line.
Students will identify different ways of collecting data S.IC.1 - Understand statistics as a process for making inferences about
including sample surveys, experiments, and population parameters based on a random sample from that population.
simulationsand the role that randomness and careful S.IC.4 - Use data from a sample survey to estimate a population mean or
design. Students will then calculate margin of error. proportion; develop a margin of error through the use of simulation models
for random sampling.
Students will build on their understanding of the center S.ID.2 Use statistics appropriate to the shape of the data distribution to
and spread of a data set, describing, the distribution of compare center (median, mean) and spread (interquartile range, standard
data sets as skewed to the left or right, or symmetric. deviation) of two or more different data sets.
They will choose a summary statistic appropriate to the S.ID.3 Interpret differences in shape, center, and spread in the context of the
7 characteristics of the data distribution, such as the shape data sets, accounting for possible effects of extreme data points (outliers).
Descriptive of the distribution or the existence of extreme data S.ID.6 Represent data on two quantitative variables on a scatter plot, and
Statistics & 18 Days points. Students will compare the center (median, mean) describe how the variables are related.
Linear and spread (IQR and standard deviation) of two data sets S.ID.6a. Fit a function to the data; use functions fitted to data to
Models and draw conclusions. solve problems in the context of the data. Use given functions or
choose a function suggested by the context. Emphasize linear and
Students will then take a more sophisticated look at exponential models.
using a linear function to model the relationship S.ID.6b. Informally assess the fit of a function by plotting and
between two numerical variables. In addition to fitting a analyzing residuals.
line to bivariate data displayed in a scatterplot, students S.ID.6c. Fit a linear function for scatter plots that suggest a linear
will assess how well the model fits by analyzing association.
residuals. Students will build on their work with linear S.ID.7 Interpret the slope (rate of change) and the intercept (constant term)
relationships through the introduction of the correlation of a linear model in the context of the data.
coefficient. The important distinction between a
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statistical relationship and a cause and effect S.ID.8 Compute (using technology) and interpret the correlation coefficient of
relationship then arises in the lesson on correlation and a linear fit.
causation. S.ID.9 Distinguish between correlation and causation.
Students will connect what theyve learned about G.CO.12 Make formal geometric constructions with a variety of tools and
Algebra and Geometry in order to derive the distance methods (compass and straightedge, string, reflective devices, paper folding,
formula. Students will then apply the distance formula dynamic geometric software, etc.). Copying a segment; copying an angle;
to find area and perimeter of triangles, rectangles, and bisecting a segment; bisecting an angle; constructing perpendicular lines,
quadrilaterals in the coordinate plane. including the perpendicular bisector of a line segment; and constructing a line
9 parallel to a given line through a point not on the line.
Connecting In this unit students will go on to discover and apply the G.GPE.5 Prove the slope criteria for parallel and perpendicular lines; use
criterion of slopes of parallel and perpendicular lines and them to solve geometric problems (e.g., find the equation of a line parallel or
Algebra and
12 Days will then be able to write equations of a line parallel or perpendicular to a given line that passes through a given point).
Geometry perpendicular to a given line that passes through a given G.GPE.6 Find the point on a directed line segment between two given points
through point. that partitions the segment in a given ratio.
Coordinates G.GPE.7 Use coordinates to compute perimeters of polygons and areas of
Students will build on their work in Unit 7 writing two- triangles and rectangles, e.g., using the distance formula. Use coordinates to
column and paragraph proofs to prove or disprove prove simple geometric theorems algebraically. For example, prove or
properties about quadrilaterals in the coordinate plane. disprove that a figure defined by four given points in the coordinate plane is a
Students will verify geometric relationships algebraically rectangle; prove or disprove that the point (1, 3) lies on the circle centered
and through a written explanation (paragraph proof). at the origin and containing the point (0, 2).