# data[].attributes.headline
**Common S2 PT** STEM Performance Task #2 (Comparing Linear, Exponential, Quadratic growth models)

# data[].attributes.subject
**Common S2 PT** STEM Performance Task #2 (Comparing Linear, Exponential, Quadratic growth models)

# data[].attributes.body
Video Link

# data[].attributes.headline
**Common S1 PT** STEM Performance Task #1 (Graph Lines with Slope)

# data[].attributes.subject
**Common S1 PT** STEM Performance Task #1 (Graph Lines with Slope)

# data[].attributes.body
Video Link

# data[].attributes.body
Unit 6.1-Adding and Subtracting Polynomials (7.1 Big Ideas)

Unit 6.2 Multiplying Polynomials (7.2 Big Ideas)

Unit 6.3-Special Products of Polynomials (7.3 Big ideas)

Unit 6.4-Solving Polynomials in Factored Form (Big Ideas 7.4)

Unit 6.5-Factoring x² + bx + c (Big Ideas 7.5)

Unit 6.6-Factoring ax² + bx + c (7.6 Big Ideas)

Add: Factor special products

Unit 6.7-Factoring Polynomials Completely (7.8 Big Ideas)

# data[].attributes.body
Define Polynomial (Alg 2 Unit 7 Day 1 only

Unit 5..1: Properties of Exponents (BI-6.1)

Unit 5.2: Radical and Rational Exponents (BI-6.2)

Unit 5.3: Square Root Functions

Unit 5.4: Transformations of Square Root Functions

Unit 5.5: Solving Radical Equations

Optional: Inverse Functions

Unit 5.6-Graphing Absolute Functions (BI-3.7) w/ Transformations

Unit 5.7: Solve Absolute Value Equations algebraically and graphically

Unit 5.8-Piecewise Functions (BI-4.7)

--> Step Functions only needed

--> Optional: More advanced piecewise functions

# data[].attributes.attachment_link.readable_text
Learning Targets

Determine if an expression is a polynomial and if so, identify the degree.

Write polynomials in general form.

Use common differences of output values to find the degree of a polynomial.

Tasks/Activity

Time

Activity

20 minutes

Debrief Activity with Margin Notes

15 minutes

QuickNotes

10 minutes

Check Your Understanding

10 minutes

Activity: What's the Difference?

Our Teaching Philosophy:

Experience First,
Formalize Later (EFFL)
Learn More

Experience First

Algebra 2 Unit 7 Overview and Learning Targets: Word | pdf

We are starting a new unit today. A major goal of the unit is to connect what we have learned about linear and quadratic functions and apply it to higher degree polynomials. In this lesson we will look at some visual patterns, create sequences, and look for a common difference just like we did in the very first lesson of the course. Students should work together in groups on the first two visual patterns to complete the first page. What we want students to notice is that the number of times they have to take the difference until they get a common difference tells them the degree of the polynomial. The first pattern is a linear relationship so they will find a common difference after taking the difference between terms one time.

The second visual pattern or sequence is actually a pattern that students have seen before. It's the Super Stairs! This sequence describes a quadratic function so it will take finding the difference between the terms and then finding the difference of the differences to get to a common difference. The directions explaining how to take the differences can be a little confusing (difference of the differences and such!) so double check that students are doing this correctly as you are checking in with the groups. Even thought they have seen the Super Stairs before, they may not remember exactly how to write the expression for this and that's not really important for this lesson. We would recommend writing this equation as a group if the students don't remember. You may want to pause at the end of the first page to debrief so that you can go over student work before erasing the board and switching to the next page.

Students can then complete the rest of the activity. They should see in the last example that they had to take the differences 3 times in order to get to a common difference and the equation describing the pattern is y=x 3 y=x^3 y = x 3 . We are expecting that students explain that the number of times they had to take the differences to get to a common difference is equal to the exponent on the x.

Formalize Later

As mentioned above, we'd debrief the first page of the activity before moving on to the second page. You will want to label the differences in the margins (i.e. "first set of differences" and "second set of differences") but don't give away how this relates to the degree of the polynomial. We want students to see the cubic function before that. You ask a group to explain how they wrote their function for question #1, paying special attention to the common difference. When going over the work for question #2, ask the group explaining why this sequence isn't linear, again focusing on the differences. For writing the equation that does describe the sequence, you may want to do this together. It's a tough one to write, but since students have seen it before in the Super Stairs, some groups may be able to do it. If so, ask them to explain their process.

When debriefing the second page, ask a group to explain their answer to question #4 first. Once it's been discovered that the number of times you take the differences relates to the exponent, you should go back to questions 3b, 3c, and 3d and identify that when the first difference is a common difference we get a linear function, if it's the second difference that's common we get a quadratic function and if it's the third difference we get a cubic function. At this time you can also add in any vocabulary that's needed.

The QuickNotes also go through vocabulary and definitions that students will need. After going over those, give students some time to do the Check Your Understanding problems with their group. It should go pretty quick. If possible, go over answers before class is over.

# data[].attributes.body
Unit 7.1-Graphing f(x) = ax ² (8.1 Big Ideas)

Unit 7.2 Graphing f(x) = ax ² + c (8.2 Big Ideas)

Unit 7.3 Graphing f(x) = ax ² + bx + c (8.3 Big ideas)

Unit 7.4 f(x) = a(x – h)² + k (8.4 Big Ideas)

Unit 7.5-Using Intercept Form f(x) = a(x – p)(x – q) (Big Ideas 8.5)

Unit 7.6-Properties of Radicals (9.1 Big Ideas)

Unit 7.7-Solving Quadratics Using Square Roots (9.3 Big Ideas)

Unit 7.8-Solving Quadratics by Completing the Square (9.4 Big Ideas)

Unit 7.9-Solving Quadratics Using the Quadratic Formula (9.5 Big Ideas)

Unit 7.10-Solving Nonlinear Systems

# data[].attributes.body
Unit 4.1-Functions (BI-3.1)

Unit 4.2-Linear Functions (BI-3.2)

Unit 4.3-Function Notation (BI-3.3)

Unit 4.8-Exponential Functions (BI-6.3)

Unit 4.9-Exponential Growth and Decay (BI-6.4)

Unit 4.10-Solving Exponential Equations (BI-6.5)

Unit 4.11-Arithmetic and Geometric Sequences (BI-4.6 and 6.6)

# data[].attributes.body
Lindsey:
Activities 15%
Assignments: 30%
Assessments: 55%

Steve:
Notes 15%
Warm-ups/Activities 10%
Assignments: 20%
Assessments: 55%

Nancy:
Activites/Collaboration 10%
CW/HW/Notes 35%
Assessments 55%

# data[].attributes.body
S1 ExactPath: 2 hours per month

S2 Khan Academy: Get Ready for Geometry course

# data[].attributes.body
We need to start with Slope in the first Unit

# data[].attributes.body
(Larger) index cards for cheat sheets for each test. We need to agree on a size and provide for the students...

# data[].attributes.attachment_caption
American Modeling Teachers Association - Transforming STEM Education

# data[].attributes.attachment_link.title
American Modeling Teachers Association - Transforming STEM Education

# data[].attributes.attachment_link.description
The American Modeling Teachers Association (AMTA) is a professional organization of teachers, by teachers, and for teachers who use Modeling Instruction(TM) in their Science, Technology, Engineering and Mathematics (STEM) teaching.

# data[].attributes.body
Lindsey: Allow students to complete a Retake Request on Google Form, and then can retake each Unit Test once in tutoring. Can also redo each Quiz a second time for 10% back on their grade. Late Work allowed for 80% credit on all assignments by end of the Unit (no late credit past Unit Test).

Nancy: Allow students to do "Test Corrections" on DeltaMath for 50% back on missed questions; requires 3 questions per problem missed. No late credit or corrections for projects. Late Work for 1 week after; may change until end of Unit.

Steve: Test Retake system (similar to Lindsey). Students need to complete corrections and attend tutoring before they can retake a test. Their test grade completely replaces their original score, so long as they do better (if original is higher, it is kept).

# data[].attributes.body
Both sites have this functionality now. Steve plans to require this more next year for all assignments/assessments on Edulastic. Lindsey and Nancy plan to practice the new feature on DeltaMath.

# data[].attributes.body
Double Bubble (Compare & Contrast)
Bubble (Describing)
Circle Map (Defining)

# data[].attributes.body
Student presentations? Use these on Fridays? Extra credit? Warm ups? Once a month?

# data[].attributes.attachment_link.description
Improve math literacy in the classroom with Kelly Turner's Graph of the Week

# data[].attributes.headline
STEM Performance Task #1 (Special Products Factoring)

# data[].attributes.subject
STEM Performance Task #1 (Special Products Factoring)

# data[].attributes.body
Video Link

# data[].attributes.body
20 mins: Warm-Up/Review Missed Questions & Agenda Overview
40 mins: Math Medic EFFL Lesson
30 mins: CSGs with a practice assignment

# data[].attributes.body
We need to go through the Math Medic assessment platform and create common assessments/assignments with the problems for each unit.

# data[].attributes.body
Unit 2.1-Addition/Subtraction/Multiplication/Division Property of Equalities  (BI-1.1/1.2)

Unit 2.2-Solving Equations with Variables on Both Sides (BI-1.3)

Unit 2.3-Solving Absolute Value Equations (BI-1.4)

Unit 2.4-Literal Equations (BI-1.5)

Unit 2.5-Writing and Graphing Inequalities (BI-2.1)

Unit 2.6-Addition/Subtraction/Multiplication/Division Properties of Inequalities (BI-2.2/2.3)

Unit 2.7-Solving Multi-Step Inequalities (BI-2.4)

Unit 2.8-Solving Compound Inequalities (BI-2.5)

*Optional - if time allows: Unit 2.9-Solving Absolute Value Inequalities (BI-2.6)

# data[].attributes.body
Unit 3.1-Solving Systems of Linear Equations by Graphing
Unit 3.2-Solving Systems of Linear Equations by Substitution
Unit 3.3-Solving System of Linear Equations by Elimination
Unit 3.4-Solving Special Systems of Linear Equations
Unit 3.5-Solving Equations by Graphing
Unit 3.6-Graphing Linear Inequalities in Two Variables
Unit 3.7-Systems of Linear Inequalities

# data[].attributes.headline
Unit 1 Big Ideas Topics with Math Medic Lessons Linked

# data[].attributes.subject
Unit 1 Big Ideas Topics with Math Medic Lessons Linked

# data[].attributes.body
The corresponding Math Medic lessons are linked
1.1 Graphing Linear Equations in Standard Form (BI-3.4)
1.2  Graphing Linear Equations in Slope-Intercept Form (BI-3.5) (*This slope lesson is recommended before)
1.3 Writing Equations in Slope-Intercept Form (BI-4.1) (*same link as above)
1.4 Writing Equation in Point-Slope Form (BI-4.2)
1.5 Writing Equations of Parallel & Perpendicular (BI-4.3) and/or this Open Middle lesson
1.6 Scatter Plots and Lines of Fit (BI-4.4)
1.7 Analyzing Lines of Fit (BI-4.5) (*same link as above)

# data[].attributes.body
30 mins of Practice
20 mins of Quiz via Google Forms
We need to create common assessments using rigorous questions from Math Medic Assessment Platform this summer (all multiple choice)

# data[].attributes.body
-Interactive Notebooks?
-Teach Graphic Organizors?

# data[].attributes.body
This link contains a collection of Desmos activities organized by each of our units.

# data[].attributes.body
https://www.statsmedic.com/introstats-chapter-1

Will do 1 lesson on a Friday each month for 9 months. Chapter 1 only. Start on "Day 4" lesson in August.

# data[].attributes.attachment_link.description
Helping math teachers bring statistics to life

# data[].attributes.body
Video Link

# data[].attributes.headline
STEM Performance Task: Square Root Functions

# data[].attributes.subject
STEM Performance Task: Square Root Functions

# data[].attributes.headline
STEM Performance Task #3 (Solve Quadratic Equations)

# data[].attributes.subject
STEM Performance Task #3 (Solve Quadratic Equations)

# data[].attributes.body
Video Link

# data[].attributes.body
Through Math Medic

# data[].attributes.body
EdPuzzle HW, Delta Math CW, Desmos

# data[].attributes.body
Video Link

# data[].attributes.body
Lindsey: I will be using these as warm-ups in my classroom.

# data[].attributes.body
Video Link

# data[].attributes.headline
STEM Performance Task #1 (Solve by Graphing)

# data[].attributes.subject
STEM Performance Task #1 (Solve by Graphing)

# data[].attributes.body
Video Link

# data[].attributes.headline
STEM Performance Task #2 (Write Equations of Lines)

# data[].attributes.subject
STEM Performance Task #2 (Write Equations of Lines)

# data[].attributes.body
Video Link

# data[].attributes.body
Last 2 Weeks:
- Matherpiece Project involving Linear, Absolute Value, Exponential, and Quadratic Functions
- Camp Geo review lessons on geometry topics to prepare them for next year

# data[].attributes.body
Experience First, Formalize Later - through Math Medic

# data[].attributes.attachment_link.readable_text
Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.attachment_link.description
Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.