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Upcoming math lesson: Unit 1B - Polynomial and Rational Functions

Content Objective: Student will be able to transform functions both graphically and algebraically

Language Objective: Students will verbally and in writing explain the key differences between a translation and a reflection

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Students will be able to: Orally define key polynomial terms like monomial, binomial, trinomial, coefficient, degree, and constant using a partner-share strategy.

Students will be able to: Listen to a peer describe a polynomial expression and ask a clarifying question using a sentence stem such as, "Can you explain what you mean by...?

Students will be able to: Write a step-by-step justification of how they simplified a polynomial, using sequence words like first, next, and finally.

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Students will translate algebraic expressions into verbal expressions describing the operation indicators.

Students will express verbal phrases into algebraic expressions decoding and explaining the translation process using multiple responses

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Content Objective: Connect the domain of a function to its possible inputs and the range of a function to its possible outputs.

Determine the domain and range of a function graphically, analytically, and numerically.

Language Objective: Students will be able to present the domain and range of a contextual application problem to the whole class.

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Students will read and interpret the average rate of change from tables and graphs using academic vocabulary such as rise over run. average rate of change, and slope

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Create a visual of the Angle Addition Postulate using pizza slices. Discuss with your group how pizza slices represent angles. Also, does pineapple belong on pizza?

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Create a visual of the Angle Addition Postulate using pizza slices. Discuss with your group how pizza slices represent angles. Also, does pineapple belong on pizza?

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Language Objective Templates

Students will...

Orally explain different transformations using graphs_

Read and identify which transformation in pictures_

Write a storyusing all 3 different terms of transformations_

Listen to and summarize the video about transformations_

Discuss with partners differences using transformation graphs_

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Students will be able to graph a linear equation given in slope-intercept form by identifying the y-intercept and using the slope to find at least two additional points, and explain how these elements define the line on a coordinate plane

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Content Objective:

Students will construct and interpret a box and whisker plot using a given data set.

Language Objective:

Students will orally explain and write the steps of creating the plot using sequence words (first, next, then, finally) and mathematical vocabulary (median, quartile, minimum, maximum, range).

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Students will use comparative language to describe relationships between segment and angle bisectors.

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Content Objective: Students will use various tools to transform figures and specify a sequence of transformations that map a given figure onto another

Language Objective: Orally describe and write the sequence of transformations used to map the pre-image onto the image using key terms such as (reflection, rotation, and translation)

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Content Objective:

Students will be able to:

Determine the EXPLANATORY (Independent) and RESPONSE (Dependent) Variables from a graph or a scenario and understand what CORRELATION is and describe the correlation between two variables given a scatterplot

Language Objective:

Students will be able to:

Verbally and in writing explain how to identify the explanatory and response variables, and describe the correlation between two variables given a scatterplot.

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Students will understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; students will add, subtract, and multiply polynomials.

Students will explain, using math vocabulary (polynomial, term, coefficient, degree), how to add, subtract, and multiply polynomials with a partner.