Curriculum and Instruction – Mathematics Quarter 2 Bridge Math

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a

post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards

represent three fundamental shifts in mathematics instruction: focus, coherence

and rigor.

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in

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Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major concepts of each subject so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For Bridge Math, account for 65-75% of time spent on the major conccepts of algebra 1, geometry and algebra 2.The supporting and additional content from algebra 1, geometry and algebra 2 are incorporated into the subject to provide more understanding about the major concepts of those courses.

Coherence

Thinking across grades/courses:learning of mathematics is carefully connected across grades and subjects so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade/subject level focus.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as solving one-and two-step equations so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

Mathematical Practices

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

Curriculum and Instruction – Mathematics Quarter 2 Bridge Math

their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical Practice Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching

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for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades 9-12 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that

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supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Topics Addressed in Quarter Polynomials Quadratic Functions and Equations

Overview The content at the beginning of this quarter introduces students to polynomial expressions and how to add, subtract, and multiply polynomials. Students will understand factoring as the reverse process of multiplication and this understanding is extended and connected to factoring polynomial expressions and solving basic polynomial equations. The ability to manipulate expressions is critical to students’ understanding, particularly in solving quadratic equations. Students work extensively with factoring quadratics using various factoring techniques. Students will find and estimate roots, solve quadratics using the Quadratic Formula, completing the square, taking square roots, and by factoring using the Zero Product Property. Students will understand what it means to solve a quadratic equation. Building on previous units and prior courses that explored linear equations and expressions, students will begin to explore radicals and rational functions.

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Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.

References: https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESUnit 4 - Chapter 11: Polynomials (McGraw-Hill Bridge Math)

Chapter 8: Polynomials & Factoring (Prentice Hall Algebra 1)(Allow approximately 4 weeks for instruction, review, and assessment)

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Symbolic Mathematics (W-SM)

W-SM7 Perform polynomial arithmetic, including adding, subtracting, multiplying, dividing, factoring, and simplifying results.

Enduring Understanding(s):The properties of integers apply to polynomials.

Essential Question(s):Why is it important to know the operations of integers to understand the properties of polynomials?

Objective(s): Students will write polynomials in

McGraw-Hill Bridge Math11-1 Add and Subtract Polynomials 11-2 Multiply by a Monomial 11-3 Divide and Find Factors

Prentice Hall Algebra 18-1 Adding and Subtracting Polynomials8-2 Multiplying and FactoringConcept Byte: Using Models to Multiply

Vocabulary: Polynomial, monomial, coefficient, constant, binomial, trinomial, like terms, simplify, standard form, extracting factors, greatest common factor (GCF)

Writing in Math:Tell whether you prefer to group terms or use columns to add or subtract polynomials. Explain why you prefer that method.

Explain how subtraction of polynomials is Shelby County Schools 2016/2017

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESstandard form.

Students will add & subtract polynomials. Students will multiply polynomials by

monomials. Students will factor polynomials into a

monomial factor and a polynomials factor.

Task(s):Illustrative: Powers of 11Polynomial Web Quest TasksPolynomial Farm Task

Additional Resources:Khan Academy Videos: Intro to Polynomials Khan Academy Videos: Adding & Subtracting Polynomials Khan Academy Videos: Intro to factorization Khan Academy Videos: Factoring monomialsKhan Academy Videos: Common monomial factorsKhan Academy Videos: Factoring polynomials by taking common factorsBetter Lesson: Adding and Subtracting Polynomials Lesson 5 - Adding and Subtracting PolynomialsLesson 6 - Multiplying Polynomials by MonomialsMath Planet Lesson: Monomials and Polynomials

related to addition of polynomials.

How is algebraic multiplication of a monomial and a polynomial similar to arithmetic multiplication of a single-digit number and a multi-digit number?

Conceptual Category: Ways of Looking: Revisiting Concepts

Domain: Symbolic Mathematics (W-SM)W-SM7 Perform polynomial arithmetic, including adding, subtracting, multiplying, dividing, factoring, and simplifying results.

Enduring Understanding(s):The properties of integers apply to polynomials.

Essential Question(s):How are the properties of real numbers related to polynomials?

Objective(s): Students will multiply a binomial by a

binomial. Students will write polynomials in

standard form. Students will expand a product of two

McGraw-Hill Bridge Math11-4 Multiply Two Binomials

Prentice Hall Algebra 18-3 Multiplying Binomials

Task(s):Multiplying Binomials TaskMultiplying Polynomials Formative Assessment Task

Additional Resources:EngageNY Lesson: Multiplying PolynomialsKhan Academy: Multiplying Binomials by

Vocabulary: binomial, distributive property, product, terms, expanding, sum and difference of two squares,

Writing in Math:Have students create multiple representations of binomial multiplication.

Have students write a response to the following: Can the product of two binomials ever have more than three terms? Explain your thinking.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESbinomials. Binomials

Regents Prep: Multiplying BinomialsVirtual Nerd VideoLearnzillion: Dividing Polynomials Using Long Division

Chapter 12: Quadratic Equations (McGraw-Hill Bridge Math)Chapter 9: Quadratic Functions & Equations (Prentice Hall Algebra 1)

Chapter 4: Quadratic Functions and Equations (Prentice Hall Algebra 2)(Allow approximately 5 weeks for instruction, review, and assessment)

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM)W-GM2 Graph quadratic equations and identify key characteristics of the graph.

Enduring Understanding(s): Functions give us the power to organize,

compare, and make sense of relationships around us.

The graph of any quadratic function is a transformation of the graph of the parent quadratic function.

The characteristics of quadratic functions and their representations are useful in solving real-world problems.

Essential Question(s): How can we determine which way the

parabola will be facing before you graph it?

How do we find the vertex when an equation is given? A graph?

How does a quadratic equation transform on a coordinate plane?

How can we recognize solutions on a parabola?

Objective(s): Students will graph quadratic functions. Students will identify key features of a

quadratic equation.

McGraw-Hill Bridge Math12-1 Graph Parabolas

Prentice Hall Algebra 19-1 Quadratic Graphs and Their Properties

Prentice Hall Algebra 24-1 Quadratic Functions and Transformations

Khan Academy: Graphing Quadratic Functions3-lesson unit on Quadratics

Learnzillion: Describe the graph of a given quadratic function in vertex form by using knowledge of transformations

Learnzillion: Understand characteristics of a quadratic equation by graphing transformations of the parent function f(x) = ax 2

Vocabulary: quadratic, quadratic equation, function, parabola, vertex, axis of symmetry

Writing in Math:What are some of the real-life applications of quadratic equations?

What do you notice about the location of the vertex and axis of symmetry of the parabola you obtain when you graph an equation in the form y= ax2 + c?

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM)W-GM2 Graph quadratic equations and

Enduring Understanding(s): Quadratic functions have characteristics

different than linear functions. For any quadratic function in standard

McGraw-Hill Bridge Math12-2 The General Quadratic Function

Prentice Hall Algebra 1

Vocabulary: quadratic equation, (standard form of a quadratic equation

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

identify key characteristics of the graph. form, y= ax2 + bx + c , the values of a, b, and c provide key information about its graph.

Essential Question(s): What are the advantages of a quadratic

function in vertex form? In standard form? How is any quadratic function related to

the parent quadratic function? How are the real solutions of a quadratic

equation related to the graph of the related quadratic function?

Objective(s): Students will graph functions defined by

the general quadratic equation (standard form).

Students will solve quadratic equations by graphing

9-2 Quadratic Functions Prentice Hall Algebra 2

4-2 Standard Form of a Quadratic Function

Task(s):Illustrative: Identifying Quadratic Functions (Vertex Form)

Illustrative: Identifying Quadratic Functions (Standard Form)

Additional Resources:Khan Academy: Graphing Quadratic Functions

Learnzillion: Write a quadratic equation in vertex form by solving for the vertex and another point

3-lesson unit on Quadratics

EngageNY Lesson: Algebra I Module 4, Topic A, Lesson 8

EngageNY Lesson: Algebra I Module 4, Topic A, Lesson 10

Writing in Math:Summarize the relationship between │a│ and the width of the graph of y= ax2 + bx + c.

Compare standard form with vertex form using an actual function. Compare the steps needed to find the vertex.

Explain how you can use the y-intercept, vertex, and axis of symmetry to graph a quadratic function. Assume the vertex is not on the y axis.

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM) W-GM3 Find the solution of a quadratic equation and/or zeros of a quadratic function.

Enduring Understanding(s):Quadratic equations can be solved by a variety of methods, including graphing, completing the square, using the quadratic formula, and using the Zero Pproduct Property.

Essential Question(s):How can features of quadratic functions such as the equation, solutions, axis of symmetry, vertex, etc. be represented in tables, equations, and in “real world” contexts?

Objective(s):

McGraw-Hill Bridge Math12-3 Factor and Graph

Prentice Hall Algebra 19-3 Solving Quadratic Equations9-4 Factoring to Solve Quadratic Equations

Task(s):Illustrative: Building a General Quadratic Function

Mathshell: Solving Quadratic Equations

Vocabulary: Zero-Product Property, roots of the equation, zeros of the function

Writing in Math:When is it easier to solve a quadratic equation of the form ax + bx + c = 0 using square roots than to solve it using a graph?

How is factoring the expression x2 – 6x + 8 similar to solving the equation x2 – 6x + 8 = 0? How is it different?

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES Students will solve quadratic equations by

graphing and using square roots. Students will use factoring to solve

quadratic equations.

Illustrative: Throwing Baseballs

Tile Patterns

Additional Resources:Khan Academy: Solving quadratic equations by taking square root

Khan Academy: Solving quadratic equations by factoring and using structure

Solving QuadraticsConceptual Category: Ways of Looking: Revisiting ConceptsDomain: Numeric Mathematics W-NM5 Develop fluency with the basic operations of complex numbers.

Enduring Understanding(s): Every quadratic equation has complex

number solutions (that sometimes are real numbers).

The real solutions of a quadratic equation show the zeros of the related quadratic function and the x-intercepts of its graph.

Essential Question(s): Why do imaginary numbers exist? How do you simplify and solve equations

involving complex numbers?

Objective(s): Students will perform operations with pure

imaginary numbers. Students will perform operations with

complex numbers.

McGraw-Hill Bridge Math12-4 Complex Numbers

Prentice Hall Algebra 24-8 Complex Numbers

Task(s):Illustrative: Complex Square Roots

Additional Resources:Khan Academy: Imaginary and Complex Numbers

Lessons & Video on Complex Numbers

Vocabulary: imaginary unit (i), complex number, pure imaginary numbers, Square Root Property

Writing in Math:Explain how complex numbers are related to quadratic equations.

Determine whether the following statement is always, sometimes, or never true. Explain your reasoning.

Every complex number has both a real part and an imaginary part.

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM) W-GM3 Find the solution of a quadratic equation and/or zeros of a quadratic function.

Enduring Understanding(s):Any quadratic equation can be solved by first writing it in the form m2 = n.

Essential Question(s):What does “completing the square” mean in the context of solving quadratic equations?

McGraw-Hill Bridge Math12-5 Completing the Square

Prentice Hall Algebra 19-5 Completing the Square

Task(s):

Vocabulary: completing the square, Square Root Property

Writing in Math:Can you solve any quadratic equation by completing the square? Explain your answer.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Objective(s): Students will solve equations by using the

Square Root Property. Students will solve quadratic equations by

completing the square.

Illustrative: Completing the SquareIllustrative: Quadratic Sequence 1Illustrative: Quadratic Sequence 2

Additional Resources:Khan Academy: Solving Quadratic equations by Completing the Square

Learnzillion: Find complex solutions of a quadratic equation

Quadratics and Completing the Square

Mathsheel: Representing Quadratic Functions Graphically

Solving Quadratic FunctionsConceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM)Ways of Looking: Revisiting ConceptsW-GM3 Find the solution of a quadratic equation and/or zeros of a quadratic function.

Enduring Understanding(s): Every quadratic equation can be solved

using the Quadratic Formula. The discriminant of a quadratic equation

determines whether the equation has two real roots, one real root, or two complex conjugate roots.

Essential Question(s):How do you solve a quadratic equation using the Quadratic Formula?

Objective(s): Students will solve quadratic

equations by using the Quadratic Formula.

Students will use the discriminant to determine the number and type of roots of a quadratic equation.

McGraw-Hill Bridge Math12-6 The Quadratic Formula and the Discriminant

Prentice Hall Algebra 19-6 The Quadratic Formula and the Discriminant

Task(s):Illustrative: Two Squares are EqualIllustrative: Springboard Dive

Additional Resources:Khan Academy: Solving quadratics using the Quadratic FormulaLearnzillion: The Discriminant & RootsSolving Quadratic Functions

Vocabulary: Quadratic Formula, discriminant,

Writing in Math:Describe three different ways to solve x2 – 2x – 15 = 0. Which method do you prefer, and why?

Conceptual Category: Making ConnectionsDomain: Symbolic & Numeric Mathematics (M-SN)

Enduring Understanding(s): The algebraic form of a polynomial

function gives information about its graph.

McGraw-Hill Bridge Math12-7 Roots and Zeros

Vocabulary: Fundamental Theorem of Algebra

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

M-SN 4 Evaluate polynomial and exponential functions that use function notation.

Its graph gives information about its algebraic form.

The shape and end behavior of the graph of a polynomial is determined by the degree of the polynomial and by the sign of the leading coefficient.

Essential Question(s): How do we determine the number and

type of roots of a polynomial and find its zeros?

What is the relationship between zeros and factors?

What characteristics of polynomial functions can be seen on their graphs?

Objective(s): Students will determine the number

and type of roots for a polynomial equation.

Students will find the zeros of a polynomial function.

Prentice Hall Algebra 25-1 Polynomial Functions5-2 Polynomials, Linear Factors, and Zeros

Task(s):Mathshell: Cubic Graph

Additional Resources:Khan Academy: The Fundamental Theorem of Algebra

Khan Academy: Finding Zeros of Polynomials

Khan Academy: Zeros of Polynomials and Their Graphs

Learnzillion: Polynomial Roots

Writing in Math:Compare and contrast these three words: roots, zeros, and solutions.

Write a polynomial function of least degree with integral coefficients having zeros that include -1 and 1 + 2i.

Conceptual Category: Ways of Looking: Revisiting ConceptsDomain: Graphic Mathematics (W-GM) W-GM5 Operate (add, subtract, multiply, divide, simplify, powers) with radicals and radical expressions including radicands involving rational numbers and algebraic expressions.

Conceptual Category: Making ConnectionsDomain: Symbolic & Verbal Mathematics (M-SV) M-SV 2 Solve simple rational and radical

Enduring Understanding(s):A square root function is the inverse of a quadratic function that has restricted domain.

Essential Question(s):What are the key features of the graphs of radical and rational functions?

Objective(s): Students will graph radical functions.

McGraw-Hill Bridge Math12-9 Radical Equations

Prentice Hall Algebra 26-8 Graphing Radical Functions6-5 Solving Square Root and Other Radical Equations

Additional Resources:Khan Academy: Domain of radical functions Khan Academy: Graphs of radical Functions

Vocabulary: radical function, square root function

Writing in Math:What makes a function radical?

Write some general rules about how to solve radical equations. Demonstrate your rules with a partner by solving a radical equation.

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TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

equations in one variable, noting and explaining extraneous solutions.

Students will solve radical equations.

Students will solve radical equations with extraneous roots.

Learnzillion: Graphing Radical Functions

Khan Academy: Solving square-root equations

Khan Academy: Radical Equations and Functions

Khan Academy: Extraneous solutions of radical equations

Learnzillion: Understand why radical equations can have extraneous solutions by examining graphs

Learnzillion: Formulate and solve a radical equation and determine any restrictions on its domain by examining a real-world situation

Radical Equations

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RESOURCE TOOLBOXNWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook Resourceshttp://www.connected.mcgraw-hill.com/http://www.pearsonsuccessnet.com/

StandardsCom m on Core S tand a rds - Math e matics Com m on Core S tand a rds - Math e matics A pp e ndix A Edutoolbox (formerly TNCore)ht t p: / /ww w . cc ss t oolbo x . o r g / Common Core LessonsTennessee State StandardsTennessee’s Bridge Math StandardsCCSS Flip Book with Examples of each Standard

VideosBrightstormTeacher TubeThe Futures ChannelKhan AcademyMath TVLamar University TutorialShmoop - We Speak Students

Additional SitesIlluminations (NCTM) Stem Resources ht t p: / / j c - s c hools.n e t / d y n a m i c / m a th / math12.ht m l www.learnzillion.com

Interactive Manipulatives & TasksNational Math Resources MARS Course 2NASA Space Math Math Vision ProjectUT Dana CenterMars TasksInside Math TasksMath Vision Project Tasks SCS TasksBetter LessonNational Math Resourcesht t p: / /ww w .i l ov e math.o r g / i nd e x .ph p ? opt i on =c om_docm a n http://www.mathopenref.comSMARTboard Lessons

CalculatorMath nspiredTexas Instrument ActivitiesCasio Activities

LiteracyGlencoe- Reading and Writing in the Math ClassroomGraphic Organizers (9-12)Graphic Organizers (dgelman)

ACTTN ACT Information & ResourcesACT College & Career Readiness Mathematics Standards

Curriculum and Instruction – Mathematics Quarter 2 Bridge Math

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