High School - Gateway 1
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Focus & Coherence
Gateway 1 - Meets Expectations | 77% |
|---|---|
Criterion 1.1: Focus & Coherence | 14 / 18 |
Criterion 1.1: Focus & Coherence
Focus and Coherence: The instructional materials are coherent and consistent with "the high school standards that specify the mathematics which all students should study in order to be college and career ready" (p. 57 of CCSSM).
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series meet expectations for Focus and Coherence. The materials meet expectations for: attending to the full intent of the mathematical content for all students; spending the majority of time on content widely applicable as prerequisites; engaging students in mathematics at a level of sophistication appropriate to high school; and making meaningful connections in a single course and throughout the series. The materials partially meet the expectations for the remaining indicators in Gateway 1, which include: attending to the full intent of the modeling process; allowing students to fully learn each standard; and explicitly identifying and building on knowledge from Grades 6-8 to the high school standards.
Indicator 1a
The materials focus on the high school standards.*
Indicator 1a.i
The materials attend to the full intent of the mathematical content contained in the high school standards for all students.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series meet expectations for attending to the full intent of the mathematical content contained in the high school standards for all students. The instructional materials address the full intent of many of the non-plus standards, and there are a few instances where aspects of the non-plus standards are not addressed across the courses of the series.
The following are examples for which the materials attend to the full intent of the standard:
- N-RN.2: In Algebra II, Unit 1, Lesson 4, students find the product of monomials by multiplying numerical coefficients and adding exponents. In Algebra II, Unit 8, Lesson 3, students rewrite expressions in simplest form by finding the quotient and the product of expressions involving rational exponents. In Algebra II, Unit 8, Lesson 5, students rewrite expressions with rational exponents and radicals.
- A-APR.4: In Algebra II, Unit 10, Lesson 4, students prove the following polynomial identities: $$x^2-y^2=(x - y)(x + y)$$, $$(a+b)^2=a^2+ 2ab +b^2$$, $$(x+c)(x+d) = x^2+(c+d)x+cd$$, $$x^3-y^3=(x-y)(x^2+xy+y^2)$$, and $$(x^2-y^2)^2+(2xy)^2=(x^2+y^2)^2$$. After proving the identities, students evaluate products and generate Pythagorean triples.
- A-REI.6: In Algebra I, Unit 5, Lesson 1, students graph a system of linear equations and use a table on a graphing calculator to find solutions. In Algebra I, Unit 5, Lesson 2, students solve systems of equations by substitution, and in Lesson 4, students solve systems of linear equations by elimination.
- F-IF.4: In Algebra I, Unit 3, Lesson 4, students interpret the minimum and maximum values of a function and sketch a graph showing the minimum and maximum values. In Algebra I, Unit 3, Lesson 5, students identify key features of a graph including relative maximum and/or minimum values, x- and y- intercepts, and intervals where the function is increasing and/or decreasing. In Algebra II, Unit 10, Lesson 1, students sketch a graph using a verbal description of end behavior.
- F-BF.3: In Algebra I, Unit 8, Lesson 3, students identify the effects on a graph by comparing $$f(x) =x^2$$ and $$g(x) =(x-2)^2 -4$$ using a graphing calculator. In Algebra I, Unit 8, Lesson 5, students identify the effect on a parabola by replacing f(x) with f(kx). In Algebra I, Unit 9, Lesson 3, students identify the transformations of square root functions by replacing $$y =\sqrt x$$ with $$y =\sqrt {x+4}+2$$. Students also identify transformations of absolute value functions by replacing y = |x| with y = |x + 3| - 2. In Algebra II, Unit 7, Lesson 3, students identify the transformation of a graph by replacing f(x) with kf(x). In Algebra II, Unit 10, Lesson 5, students recognize even and odd functions from graphs.
- G-CO.12: In Geometry, Unit 4, Lesson 2, students create a copy of angles and construct parallel lines using a straightedge and a compass. In Geometry, Unit 4, Lesson 3, students construct the midpoint of a line segment and a perpendicular bisector of a segment. In Geometry, Unit 4, Lesson 4, students construct an angle bisector.
- G-GPE.4: In Geometry, Unit 8, Lesson 6, students use coordinates to determine if a triangle is a right triangle. In Geometry, Unit 5, Lesson 7, students use coordinates to prove that a triangle is an isosceles triangle, and students explain if a point lies on a circle given the center and radius of the circle.
- S-ID.6a: In Algebra I, Unit 10, Lesson 6, students construct a scatter plot and determine the line of best fit to answer questions about the data. In Algebra I, Unit 10, Lesson 7, students use a calculator to generate the line of best fit and use data to answer questions. In Algebra I, Unit 10, Lesson 8, students determine if the line of best fit for a set of data is a linear, exponential, or quadratic function.
The materials attend to some aspects, but not all, of the following standards:
- A-REI.4a: In Algebra I, Unit 8, Lesson 4, students complete the square to transform quadratic equations into vertex form. The materials do not contain the derivation of the quadratic formula. In Algebra I, Unit 9, Lesson 6, the materials state that a proof or derivation of the quadratic formula "is beyond the scope of this course."
- F-IF.8a: In Algebra I, Unit 8, Lesson 4, students complete the square in order to determine the extreme value. In Algebra I, Unit 8, Lesson 6, students factor quadratics to show zeros. The materials do not provide opportunities to show symmetry of the graph and interpret in terms of a context.
- F-LE.3: In Algebra I, Unit 6, Lesson 8, students use tables and graphs to observe how a quantity increasing exponentially exceeds a quantity increasing linearly. The materials do not provide opportunities to observe how a quantity increasing exponentially exceeds a quantity increasing quadratically or as a polynomial function.
- S-ID.4: In Algebra II, Unit 13, Lesson 3, students calculate standard deviation for a population that is normally distributed. Students calculate the population percentage of math scores when given the mean score and the standard deviation. In Algebra II, Unit 13, Lesson 4, the materials state that calculators and tables can be used to calculate probabilities under the normal curve. The materials also introduce z-scores and have students calculate z-scores. The materials do not address that there are data sets that do not fit a normal distribution and z-scores could not be used to estimate population percentages.
The following standard was not addressed across the courses of the series:
- S-IC.6: The materials do not include data reports for students to evaluate.
Indicator 1a.ii
The materials attend to the full intent of the modeling process when applied to the modeling standards.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series partially meet expectations for attending to the full intent of the modeling process when applied to the modeling standards. The instructional materials include various aspects of the modeling process in isolation or combinations, but opportunities to engage in the full modeling process are absent from the materials.
Examples of the materials applying aspects of the modeling process, but not the full modeling process, to modeling standards include, but are not limited to:
- A-SSE.1a: In Algebra I, Unit 8, Lesson 2, students calculate the cost per computer produced at a factory if 50 computers were produced in a day and interpret their answer in terms of the scenario. Students determine if the cost has a minimum or maximum value and use a calculator to validate their explanation. Students also determine if the function has any real zeroes. Throughout the scenario, students explain their thought process when finding solutions. Students do not formulate an equation to represent the situation, as an equation is given within the problem.
- A-CED.3: In Algebra I, Unit 5, Lesson 8, students encounter a scenario where a person works as a carpenter and a website designer. The scenario states, “He can work at most 50 hours per week and makes $35 per hour as a carpenter and $75 an hour as a website designer.” Students formulate a system of inequalities to model the number of hours needed to earn $2350 per week and work at least 10 hours as a carpenter. Students do not define the variables to represent the number of hours worked as a carpenter and the number of hours worked as a website designer. Students calculate the maximum amount of money made in a week using the system of inequalities and validate the coordinates of the intersection of the graphs. Students interpret what the value of the hours worked as a carpenter means based on the solution of the system of inequalities, but students do not report their reasoning for summarizing their conclusions.
- F-LE.1c: In Algebra I, Unit 6, Lesson 3, students encounter a scenario of a person, Helmut, who is walking to a windmill. The problem states, “On his first trip he walks half the distance to the windmill. On his next trip he walks half of that is left. On each consecutive trip, he walks half of the distance he has left.” Students are instructed to model the distance Helmut has remaining. Students formulate an equation to represent the distance after n-trips and calculate the distance of Helmut after 6 trips. Students verify their solution by providing calculations as justification. Students interpret why Helmut will not reach the windmill, but students do not report their reasoning for summarizing their conclusions.
- G-SRT.8: In Geometry, Unit 5, Lesson 6, students encounter a 20-foot ladder leaning against a building reaching a window 8 feet off the ground. Students also are given the constraint that if the base of the ladder is more than 15 feet from the bottom of the building, the ladder will be unstable. Students determine if the ladder will be unstable and provide their explanation, but students do not validate their answers.
- S-CP.6: In Algebra II, Unit 12, Lesson 4, students use a survey of how commuters travel to work to answer questions. Students calculate the probability of a randomly selected person taking the train to work in Los Angeles and a randomly selected person living in New York City taking a car to work. Students interpret if it is, “more likely that a person who takes a train to work lives in Chicago or more likely that a person who lives in Chicago will take a train to work.” Students report their reasoning and support their work with conditional probabilities. Students do not formulate or validate solutions within the problem.
The materials did not apply aspects of the modeling process to modeling standards F-IF.7c and G-GPE.7.
Indicator 1b
The materials provide students with opportunities to work with all high school standards and do not distract students with prerequisite or additional topics.
Indicator 1b.i
The materials, when used as designed, allow students to spend the majority of their time on the content from CCSSM widely applicable as prerequisites for a range of college majors, postsecondary programs, and careers.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series meet expectations for, when used as designed, spending the majority of time on the CCSSM widely applicable as prerequisites (WAPs) for a range of college majors, postsecondary programs and careers. The Algebra I and Algebra II materials address the WAPs for the majority of the courses, and the Geometry materials spend less than the majority of time addressing the WAPs.
Examples of students engaging in WAPs include:
- In Algebra I, Unit 8, Lesson 4, students write equations in vertex form by completing the square. Students complete the square to identify the coordinate of the maximum or minimum. In Algebra I, Unit 8, Lesson 5, students complete the square to identify the coordinate of the maximum or minimum and identify whether the calculated coordinate is the maximum or minimum (A-SSE.3b).
- In Algebra I, Unit 11, Lesson 4, students determine if a linear equation or an exponential equation is needed for a scenario. Students write a linear equation and an exponential equation for the scenario. Students then determine which model would better represent the situation and justify their decision. In Algebra I, Unit 4, Lesson 6, students calculate the average rate of change for a deer population for several intervals. Students describe why the average rate of change represents a linear function (F-LE.1b).
- In Geometry, Unit 7, Lesson 8, students algebraically prove the Side Splitter Theorem and explore the converse of the Side Splitter Theorem to verify it as true. In Geometry, Unit 7, Lesson 12, students prove the Pythagorean Theorem using similarity (G-SRT.4). In Geometry, Unit 3, Lesson 3, students use congruence criteria to prove triangles are congruent. In Geometry, Unit 7, Lessons 4, 5, and 6, students use similarity criteria to solve problems, and in Lesson 4, students use transformations to show triangles are similar. In Lesson 5, students use similarity criteria to prove triangles are similar, and in Lesson 6, students use similarity criteria to prove triangles are similar, as well as, solve for missing lengths and angles (G-SRT.5).
- In Algebra II, Unit 13, Lesson 2, students determine population parameters of scenarios including mean, standard deviation, and interquartile range, and in Lesson 5, students use the sample mean in order to estimate the population mean when given a random sample from a population (S-IC.1).
Indicator 1b.ii
The materials, when used as designed, allow students to fully learn each standard.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series partially meet expectations for, when used as designed, letting students fully learn each non-plus standard.
The non-plus standards that would not be fully learned by students across the series include:
- N-RN.3: In Algebra I, Unit 9, Lesson 2, students investigate the sums and products of irrational and rational numbers. Students determine the product of a non-zero rational number and an irrational number is an irrational number. Students determine the sum of a rational number and an irrational number is an irrational number. Students do not explain why the sum or product is rational or irrational.
- N-Q.1: In Algebra I, Unit 10, Lesson 1, students construct a histogram to represent a random survey of 100 cars and the fuel efficiency in miles per gallon. Students choose the scale and intervals of the graph and also label the axes appropriately. In Algebra I, Unit 6, Lesson 9, students graph the first six terms of a sequence on a coordinate plane. Students are given the scale and identification of the x-axis, and students scale and identify the y-axis. In Algebra II, Unit 7, Lesson 4, students sketch a graph of an absolute value function. Students are given the scales of the x-axis and y-axis. Students do not have further opportunities to choose the scale(s) for graphs and data displays.
- A-CED.1: In Algebra I, Unit 2, Lesson 5, students create and solve equations from verbal expressions. In Algebra I, Unit 2, Lesson 9, students create and solve linear inequalities to solve problems. In Algebra I, Unit 8, Lesson 8, students create quadratic equations representing scenarios and then solve. In Algebra II, Unit 4, Lesson 6, students create and solve exponential equations to represent growth and decay. Students do not create simple rational equations to solve problems.
- A-REI.11: In Algebra I, Unit 7, Lesson 6, students solve absolute value, linear, and quadratic equations using graphs, primarily on a graphing calculator, to understand how the x-coordinates of the points where the graphs intersect are the solutions of the equation f(x) = g(x). Students do not encounter cases where f(x) and/or g(x) are logarithmic equations.
- F-IF.9: In Algebra I, Unit 8, Lesson 4, students compare two quadratic functions to determine the lower minimum value. In Algebra II, Unit 7, Lesson 4, students compare the graphs of two functions. Students do not have other opportunities to compare functions represented in different ways.
- F-BF.1b: In Algebra II, Unit 4, Lesson 14, students build complex functions using exponential functions. In Algebra II, Unit 3, Lesson 4, students create an equation representing profit by subtracting revenue from total cost, and students combine two linear equations algebraically. Students do not have further opportunities to combine standard function types using arithmetic operations.
- F-BF.2: In Algebra II, Unit 5, Lesson 2, students write arithmetic and geometric sequences both recursively and explicitly. Within the same lesson, students translate from recursive to explicit form. Students do not translate from explicit to recursive.
- F-TF.5: In Algebra II, Unit 9, Lesson 9, students use a trigonometric model to represent tides in a bay. Students determine values to substitute into the model equation based on amplitude, midline, and frequency. Students do not choose the trigonometric function to model the situation.
- F-TF.8: In Algebra II, Unit 11, Lesson 4 video, the teacher proves the Pythagorean Identity, but students do not prove the Pythagorean Identity. Students have multiple opportunities to find the sine, cosine, or tangent of an angle given the sine, cosine, or tangent and the quadrant of the angle. For example, in Algebra II, Unit 11, Lesson 10, students determine the values of $$\cos \theta$$ and $$\tan \theta$$ given $$\sin \theta=\frac{5}{13}$$ and the quadrant of the terminal ray.
- G-CO.4: In Geometry, Unit 2, Lesson 3, students develop the definition of reflections by verifying a rigid motion between the preimage and image. Students draw segments connecting the preimage points with the corresponding points on the image and determine the angle the segments create with the line of reflection. Students use a compass to verify segments drawn between the point on the preimage and points on the image intersect the line of reflection at the midpoint. Students do not develop definitions of rotations and translations.
- S-ID.2: In Algebra I, Unit 10, Lesson 3, students calculate the mean and median of data sets and determine which value is a better measure of the data. Students do not compare mean and median to the shape of the distribution. In Algebra I, Unit 10, Lesson 4, students calculate mean, interquartile range, and standard deviation of a data set. Within the same lesson, students compare standard deviations for the age of people who preferred two different sodas. Students do not compare standard deviation to the shape of the distribution.
- S-ID.3: In Algebra I, Unit 10, Lesson 4, students compare two surveys of households with video-enabled devices. Students calculate the mean and standard deviation for each data set and determine the data set with the greatest variation. Students determine the number of households falling within one standard deviation of the mean. Students have limited opportunities to interpret differences in shape, center, and spread of data sets, accounting for possible effects of extreme data sets.
- S-CP.4: In Algebra II, Unit 12, Lesson 3, students interpret a two-way frequency table of data sorted by gender and post-graduation plans and use the table to approximate conditional probabilities. In Algebra II, Unit 12, Lesson 5, students interpret a two-way frequency table of data sorted by eye color and hair color and use the sample space to decide if the events are independent. Students do not construct two-way frequency tables.
Indicator 1c
The materials require students to engage in mathematics at a level of sophistication appropriate to high school.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series meet expectations for engaging students in mathematics at a level of sophistication appropriate to high school. The instructional materials regularly use age appropriate contexts, apply key takeaways from grades 6-8, and vary the types of real numbers being used.
Examples of applying key takeaways from grades 6-8 include:
- In Algebra I, Unit 4, Lesson 1, students represent proportional relationships with equations between the total cost of apples and the number of apples bought (7.RP.2c). Within the same lesson, students graph an equation of a proportional relationship (7.RP.2d) and interpret the constant of proportionality represented in the graph.
- In Algebra I, Unit 3, Lesson 7, students describe a function by identifying and interpreting the domain and range of a graph representing the height above ground and the time at a resort (8.F.5). Within the same lesson, students calculate and interpret the rate of change for two restricted intervals on the graph (8.F.4).
- In Geometry, Unit 7, Lesson 12, students apply their knowledge of the Pythagorean Theorem (8.G.6,7) to prove the Pythagorean Theorem using similarity properties.
- In Algebra I, Unit 10, Lessons 1-4, students apply an understanding of dot plots, box plots, and histograms (6.SP.4).
- In Algebra II, Unit 10, Lessons 7, 8, and 10, students apply their knowledge of operations with rational numbers (7.NS.1,2) to add, subtract, multiply, and divide rational expressions.
Examples of regularly using age-appropriate contexts include:
- In Algebra I, Unit 6, Lesson 6, students calculate the amount of money a savings account contains after 5 years with an initial deposit of $450 and an annual interest rate of 3.5%.
- In Geometry, Unit 10, Unit 10 Review, students determine the volume of a shape created by a 3D printer. Students are also given the weight of the plastic in grams and asked to calculate the weight of the shape.
- In Algebra II, Unit 2, Lesson 1, students encounter a scenario about an internet music service where consumers pay a monthly rate of $5 with an additional cost of 10 cents per song. Students determine the independent and dependent variables, write an equation modeling the function, and produce the graph over the interval 0x40.
Examples of the materials varying the types of numbers used include:
- In Algebra I, Unit 6, Lesson 3, students create equations for exponential growth and decay using integers, fractions, and decimals.
- In Algebra I, Unit 2, Lesson 13, students solve inequalities with rational number solutions.
- In Geometry, Unit 5, Lesson 6, students solve application problems using the Pythagorean Theorem. Triangle side lengths within the lesson are expressed as integers, and solutions include irrational numbers expressed as equivalent radical expressions.
- In Geometry, Unit 7, Lesson 2, students determine scale factor and create dilations with rational scale factors as well as side lengths expressed as radicals.
- In Algebra II, Unit 4, Lesson 1, students evaluate exponential functions with integer exponents, and in Lesson 2, students rewrite expressions with rational exponents as roots. In Algebra II, Unit 4, Lesson 6, students use exponential modeling with percent growth and decay. The lesson primarily contains integers to represent interest rates. The solutions contain integers and rational numbers, but the final solution is rounded to an integer.
- In Algebra II, Unit 8, Lesson 4, students simplify rational exponents.
Indicator 1d
The materials are mathematically coherent and make meaningful connections in a single course and throughout the series, where appropriate and where required by the Standards.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series meet expectations for being mathematically coherent and making meaningful connections in a single course and throughout the series.
Examples of the instructional materials fostering coherence through meaningful mathematical connections in a single course include:
- In Algebra I, Unit 8, students solve quadratic equations using different methods. Methods include completing the square, factoring, and phase shifting. In Algebra I, Unit 9, Lessons 5 and 6, students calculate zeros by completing the square then extend to the quadratic formula (A-REI.4b, F-IF.8a).
- In Geometry, Unit 2, Lessons 1-3, students translate, rotate and reflect figures to uncover properties of rigid motion. In Geometry, Unit 5, Lessons 9-11, students continue to perform transformations on a coordinate plane (G-CO.5).
- In Algebra II, Unit 2, Lesson 6, students discover properties of inverse functions using tables and graphs of linear and quadratic functions. In Algebra II, Unit 4, Lesson 8, students examine logarithmic functions by creating a table and a graph of the inverse of $$y=2^x$$ (F-BF.4, F-IF.7e).
Examples of the instructional materials fostering coherence through meaningful mathematical connections between courses include:
- In Algebra I, Unit 8, Lesson 4, students identify the coordinates of the maximum or minimum of quadratic equations by completing the square to convert from standard form to vertex form. In Algebra I, Unit 9, Lesson 5, students complete the square to find zeros of a quadratic function (A-REI.4b). In Geometry, Unit 9, Lesson 10, students complete the square to write the equation of a circle in standard form and identify the radius and center of a circle (G-GPE.1). In Algebra II, Unit 6, Lesson 10, students also complete the square to determine the center and the radius of a circle (G-GPE.1).
- Students identify the effects of transforming graphs for several functions within the Algebra I and Algebra II materials. In Algebra I, Unit 8, Lesson 3, students perform horizontal and vertical shifts on quadratic functions. In Algebra I, Unit 9, Lesson 4, students perform horizontal and vertical shifts on square root functions and absolute value functions. In Algebra II, Unit 4, Lesson 9, students perform horizontal and vertical shifts on logarithmic functions. In Algebra II, Unit 7, Lesson 1, students perform horizontal and vertical shifts on linear functions, absolute value functions, piecewise functions, and quadratic functions. In Algebra II, Unit 8, Lesson 1, students perform horizontal and vertical shifts on square root functions. In Algebra I, Unit 8, Lesson 5, students perform vertical and horizontal stretching of quadratic functions. In Algebra I, Unit 11, Lessons 1- 4, students perform vertical and horizontal stretching of quadratic functions, piecewise functions, absolute value functions, exponential functions, and trigonometric functions. In Algebra II, Unit 7, Lesson 2, students perform reflections on square root functions (G-CO.5,6).
Indicator 1e
The materials explicitly identify and build on knowledge from Grades 6--8 to the High School Standards.
The instructional materials reviewed for eMathInstruction Common Core for High School Mathematics series partially meet expectations for explicitly identifying and building on knowledge from Grades 6-8 to the High School Standards. The materials reference topics from Grades 6-8, but the instructional materials do not explicitly identify standards from Grades 6-8.
Examples where the materials reference topics from Grades 6-8 but do not explicitly identify content from Grades 6-8 include:
- In Algebra I, Unit 2, Lesson 2, the materials state that students have solved linear equations in 8th grade Common Core math.
- In Algebra I, Unit 4, Lesson 1, the materials noted proportional relationships being studied in previous courses.
- In Algebra I, Unit 4, Lesson 4, students graph linear equations in standard and slope-intercept form. The materials state, “Do you remember what this type of problem is called from 8th grade Common Core Mathematics?”.
- In Algebra I, Unit 5, Lesson 2, students solve systems of equations using substitution. The materials reference substitution as being in Common Core 8th grade mathematics.
- In Geometry, Unit 5, Lesson 6, students solve problems using the Pythagorean Theorem. The materials reference the Pythagorean Theorem relationship from middle school.
- In Geometry, Unit 10, Lesson 1, students calculate the perimeter of several types of figures. The materials state, “Since grade school you’ve learned that perimeter represents the distance or length of the path that surrounds a two-dimentional shape.”
Examples where connections between grades 6-8 and high school concepts are present and allow students to extend their previous knowledge:
- In Grade 8, students calculate and interpret the rate of change of a linear function from a description of a relationship, table, or graph (8.F.4). In Algebra I, Unit 3, Lesson 6, students calculate the average rate of change of linear and quadratic functions from a description of a relationship, tables, and graphs. In Algebra I, Unit 6, Lesson 4, students calculate the average rate of change over given intervals for exponential functions. In Algebra I, Unit 6, Lesson 8, students distinguish between situations that can be modeled with linear functions and with exponential functions by comparing the average rate of change for linear and exponential functions (F-LE.1).
- In Grade 8, students apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems (8.G.7). In Geometry, Unit 8, Lessons 4-6, students use the Pythagorean theorem and trigonometric ratios to determine unknown side lengths in right triangles in real-world and mathematical problems (G-SRT.9).
- In Grade 8, students construct scatter plots for bivariate measurement data and informally fit a straight line for scatter plots that suggest a linear association (8.SP.1-3). In Algebra I, Unit 10, Lessons 7-9, students use technology to fit a linear function to a scatterplot that suggests a linear association (S-ID.6a).
- In Grade 8, students know and apply the properties of integer exponents to generate equivalent numerical examples (8.EE.1). Students review the properties of integer exponents in Algebra I, Unit 6, Lessons 1 and 2. In Algebra II, Unit 4, Lesson 2, students extend their use of properties of exponents to rational exponents (N-RN.2).
Indicator 1f
The plus (+) standards, when included, are explicitly identified and coherently support the mathematics which all students should study in order to be college and career ready.