Q2 W1 Nov 2-Nov 6 Algebra 1

TeacherStephanie Durrance
Subject AreaAlgebra 1 Honors
Grade Level7th/8th
Week #1
Unit of InstructionUnit 4 – Linear Equations, Functions, and Inequalities
Standard(s) Taught

MAFS.912.F-IF.1.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

MAFS.912.F-LE.1.2: Construct linear, including arithmetic sequences, given a graph, a description of a relationship, or two input/output pairs (include reading these from a table).

MAFS.912.F-BF.1.1a: Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

MAFS.912.F-IF.3.7a: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated functions.

Learning Targets and Learning Criteria

Learning Targets and Learning Criteria:
• create a table from a list of numbers (sequence) by making the term number (position) the inputs and the elements the outputs. • define an arithmetic sequence as a sequence of numbers that is formed so that the difference between consecutive terms is always the same known as a common difference. • recognize arithmetic sequences as linear functions. • explain that a recursive formula tells me how a sequence starts and tells me how to use the previous value(s) to generate the next element of the sequence. • explain that an explicit formula tells me how a sequence starts and tells me how to find any term of the sequence by knowing the difference by which the sequence increases or decreases. • find an explicit or recursive rule for a sequence. • write specified terms for a sequence, defined explicitly or defined recursively. • distinguish between explicit and recursive formulas for sequences. • identify the quantities being compared in a real-world problem. • write an explicit function, define a recursive process, or complete a table of calculations that can be used to mathematically define a real-world context. • write a recursive definition for a sequence that is presented as a sequence, a graph, or a table.
• identify the key features of a linear function by looking at its graph (intercepts and rates of change/slope)

Classroom Activities

Classroom Activities:

Innovative Students – Log into Zoom on time and begin working on bellringer. Be prepared to follow the schedule of activities below.

Monday:
Bellringer:
Brain Teaser
Small Groups:
Escape Room Style Activity reviewing functions and relations.
Independent:
Edgenuity – Intro to Linear Functions, Slope

Tuesday:
No School

Wednesday:
Bellringer:
Brain Teaser
Whole Group:
ISN: Page 19. Arithmetic Sequences
Small Groups:
Arithmetic Sequences Task Cards
Independent:
Khan Academy – Arithmetic Explicit Sequences (4 questions), Arithmetic Recursive Sequences (4 questions)

Thursday/Friday:
Bellringer:
Brain Teaser
Whole Group:
ISN: Page 20. Linear Functions
Algebra Nation Book – P. 55-58 Linear Functions Rate of Change
Small Groups:
Kuta Worksheet on Linear Functions – Finding slope and graphing linear equations
Independent:
Khan Academy – Slope-intercept equation from graph (4 questions)

All IEP and ESOL accommodations provided daily.

Assignments Due

Arithmetic Sequence Task Cards, Kuta Worksheet, Khan Academy (3 assignments)

Additional Resources

Khan Academy videos – type any topic in search bar followed by Khan Academy to find an instructional video for additional support.
https://www.khanacademy.org/

IXL – Provides support for any grade level math standard.

Algebra Nation – Provides additional support based on unit of study.

Edgenuity – https://www.edgenuity.com/