quadratic equations square root property calculator,simplify radical expressions calculator root,7th grade level variables and equations explanations Equations Substitution variables,What are sqaure root method of Quadratic Equations?,converting base 2 fraction to decimal fraction,simplified radical form square roots,algebraic formula percentage number variable,adding, subtracting, multiplying, dividing integers,how use my Casio Calculator for solving linear equations,combining like terms powerpoint lesson,worksheets on add subtract multiply divide fractions,exponents Simplifying Multiplication Expressions Lesson Plan,convert decimal to square root fraction,Algebra I help turning rational equations into linear equations,error 13 dimension on a ti 86 graphing calculator solving linear equations,least common denominator calculator,convert decimal to fraction - formula,prealgebra solving equations by multiplying and dividing worksheet,find vertex of absolute value equations,pre algebra distributive property prentice hall,factoring polynomials with a cubed term, tutorial,solving third order linear equations,how do you do the square root on the TI-83 plus graphic calculator?,slope solving by elimination online calculator,equation of the line solver ordered pairs,Solving Non Linear Simultaneous Equations,math help containing equivalent fractions decimals and percentages,Combining Like Terms pre-algebra worksheet,convert mixed number to decimal,how to solve second order linear nonhomogeneous differential equations,math poems with the words, prime numbers, common multiples,common factors,how do you divide and times add subtract integers worksheet,online calculator that solves complex trinomials,adding and subtracting positive and negative integers free worksheets,simple pre-algebra equations,examples of quadratic equations with fractional exponential,solving second order nonlinear differential equations,free advanced algebra add subtract rational expressions,fractions formula adding subtracting multiplying,square odd integer multiple of 8 plus one triangle number,solving nonhomogeneous 2nd order differential equations,dividing algebraic terms online free calculator,multiply and divide rational expressions calculator,solving quadratics by factoring powerpoints,greatest common factor for three number with variables,Java method Convert Decimal Numbers to time,online factoring of complex quadratic equations with variables only,practice worksheets on adding, subtracting,multiplying,and dividing decimals. for 6th grade,simplify square root of difference of two squares,solving multiple variable polynomial equation,rules for adding variables in a square root,how to solve first order linear differential equations using laplace transform,how to solve multivariable algebra equation with fractions,Pre-Algebra chapter 2 evaluate expressions, worksheet triangle expressions answers,solving basic algebra equations homework word problem,worksheets solving addition and subtraction equations,worksheet solving addition and subtraction equations,example of pictures of plotting points on the graphing calculator,integer problems adding multiplying dividing subtract,adding ,subtracting ,multiplying ,and dividing fractions,greatest common factor of two numbers is 871,simplify dividing algebra expressions online calculator free,order of fractions from least to greatest Glencoe,McGraw-Hill,adding subtracting multiplying dividing integers,solving nonhomogeneous second order linear differential equation,fraction and decimal multiplying and dividing worksheets,combining like terms in algebraic expressions worksheets,Adding, subtracting, multiplying and dividing Integer worksheets,Uniqueness of forcing terms in linear partial differential equations,solving simultaneous equations with excel equation solver,Maths worksheet for highest common factor & least common factor for year 7,square roots and cube roots activity,slow steps for balancing chemical equations with least common multiples,solving quadratic equations completing the square,worksheet on adding,subtracting,multiplying,dividing integers,method to solve third order polynomials,solving cubed polynomials equations,help with the algebraic expression four times a number divided by three,solving second order nonhomogeneous differential equation,linear equation in two variables subject to linear constraint inequalities,how to solve exponential probability in TI-83 Plus calculator,ti-83 plus solving systems of linear equations in three variables,Multiplying rational expression fractions solver,HOW DO I DIVIDE A FRACTION BY A RADICAL FRACTION,dividing fractions and mix numbers cheat problem solver,techniques in getting the least common denominator in college algebra,solving second order non-homogeneous differential equations,solve nonlinear differential equation first order,Like Terms Simplifying Algebraic Expressions Junior High,adding and subtracting fractions with like denominators worksheet,integers adding, subtracting, multiplying, dividing worksheet,solving absolute value and radical equations using restrictions,multiplying,dividing,adding,subtracting integers,solving quadratic equations by completing the square,solve nonlinear equation system maple symbolic,solving quadratic equations 3 variables,solve my algebra problem with a calculator and fractions for free,slow steps balancing chemical equations with least common multiples,test for adding and subtracting negitive and positive numbers,convert decimal to fraction algebra worksheet,solving second order linear difference equation,quadratic equation extracting square root,Simplifying a sum of radical expressions calculator,solving addition and subtraction equations,finding the least common denominator for two rational expressions,value for variable expression radicals roots,simplifying complex rational expressions solver,simplifying exponents and square root calculator,pre algebra adding and subtracting integers worksheet,multiplying dividing adding subtracting fractions,adding subtracting dividing multiplying integers games,Like Terms Simplifying Algebraic Expressions Activities Lessons,Quadratic Equation Calculator factor,multi root quadratic equation solver TI-83,solve my algebra problem with a calculator and fractions,solving nonlinear differential equations matlab,solving radicals and square roots,solving partial differential equations by factoring,find suare root of real numbers,solving 2nd order differential equation,adding subtracting multiplying and dividing integers,free help on a 4>3 solve the inequality. graph the solutions on a number line
Thank you for visiting our site! You landed on this page because you entered a search term similar to this: graphing linear equations on the coordinate plane powerpoint.We have an extensive database of resources on graphing linear equations on the coordinate plane powerpoint. Below is one of them. If you need further help, please take a look at our software "Algebrator", a software program that can solve any algebra problem you enter!

---

Individualized Scope and Sequence

Introduction

Student Profile:

This scope and sequence was written for R.J. Wisenbaker, a young man who will be in 10th grade in the fall of 1998. R.J. tested into the gifted program in elementary school and has been taking gifted classes since that time. When I asked R.J. to describe himself, he quickly responded "smart, musically talented and coordinated". R.J. has a great interest in music; he takes piano and cello lessons, plays cello in the school orchestra, and sings in an after school chorus as well as the youth choir at his church. This academic year, he auditioned and was selected for both All-State Chorus and All-State Orchestra. He feels very confident of his musical abilities and is comfortable performing in front of an audience. This confidence does not carry over to other areas; he does not like to present reports in front of his peers and has no interest in acting. He loves to read and has an appreciation of art and architecture. At this time, he is interested in a career in music, but isn't totally committed to that path.   R.J. is outgoing and has a sunny disposition. He enjoys and gets along well with adults but is having some difficulties relating to his peers this year. He sometimes feels that his classmates are ignoring him and has been depressed due to a sense of abandonment and isolation. He has fairly good study habits but occasionally elects not to hand in assignments. He doesn't like the process of writing factual papers and tends to procrastinate when faced with such a task. As an 8th grader, R.J. took Algebra I. He is currently taking Geometry and is averaging close to 90%. His math teacher has recommended that R.J. take Algebra II next year. He likes math, but it is not always his favorite subject. His favorite classes this year are Great Books, Physical Science, and Geometry. His least favorite subject is history.   Addressing the Student's Needs through the ISS   In order to determine his areas of strength and weakness, RJ took a final exam in Algebra I (Elementary Algebra) in April. Based on his performance, a content standard on scientific notation was added and standard #20 from the QCC standards was omitted. Algebra II QCC content standards have either been included as overarching goals or differentiated to be more appropriate for a gifted student. To augment the QCC standards and to further tailor this course to R.J.'s interests, two additional foci were created: A Geometry/Measurement focus with an architectural slant and an independent study unit focusing on the relationship of mathematics and music. Additional foci and content standards have been woven into the ISS to extend the concepts developed in the QCC and to add an historical as well as an affective dimension. Collaborative objectives are emphasized to help R.J. engage with his peers in a positive and productive way. Opportunities to write and present findings with the support of a group are provided to help him overcome his discomfort with those processes. Objectives dealing with characteristics of different mathematicians and the impact of mathematics on career choices will hopefully help R. J. feel more comfortable about himself and informed about his career options.    

Overarching Differentiated Goals

 

• To provide a meaningful context for gifted students to learn Algebra II and Geometry and Measurement concepts and skills.
• To provide experiences that will encourage the development of mathematical reasoning, problem solving and communication.
• To create an environment that will reflect and reinforce the value of mathematics as a creative human endeavor and as a crucial element in many of the occupations to which gifted student might aspire.
• To engage gifted students in the process of mathematics through the exploration of its history and the people whom have stretched its limits.
• To provide opportunities for gifted students to become proficient with up-to-date technological tools and to use those tools to help develop conceptual understanding.
• To engender in gifted students a sense of confidence and pride in their own mathematical abilities and an appreciation and valuing of the abilities of others.
• To offer collaborative opportunities for students to make sense of mathematics and their relationships with others.

 

Foci and Associated ContentStandards Over Time--Algebra II

  A. August-September   1. Focus: Investigating number sets, their properties and the people who developed them.  

a. Compares and contrasts subsets of the real numbers and locates any real number on the number line.

 

b. Evaluates the use of real number properties in proofs and in solving equations.

 

c. Collaboratively researches the evolution of number sets and examines the relation of each new set to the societal needs or historical aspects of the time.

 

d. Performs an in-depth investigation of one of the various people who have been instrumental in the evolution of number sets and compares that personality to himself. Results to be discussed as a group.

 

e. Investigates the mathematics of "secret" codes, the people who develop them, the jobs available, and considers its attraction as a career option. 2. Focus: Investigating linear relationships in one variable.   a. Solves problems by writing and solving linear equations and inequalities in one variable, including compound inequalities.   b. Solves linear inequalities in one variable and distinguishes between the different representations of solutions sets, including graphs and interval notation.   c. In cooperation with other students, prepares a visual aid and lesson that uses distances on the real number line to distinguish the different solution paths in solving absolute value equalities and inequalities in one variable and relates them to algebraic algorithms.   B. October - November 3. Focus: The coordinate plane and linear equations a. Graphs and identifies ordered pairs in the coordinate plane and relates it to locating one's position on a map.   b. Collaboratively investigates the life and times of Rene Descartes; creates a visual (picture, tableau, puppet show, web page, power point presentations,etc.) of some mathematical aspect of Descartes' life; discusses the apocryphal story of his invention of the coordinate plane; considers what characteristics are necessary for making that kind of intuitive leap; analyses who in the class might have those characteristics.   c. Distinguishes the different characteristics (slope, intercepts, equations) of a horizontal line, a vertical line and a line that's neither.   d. Compares and contrasts the different forms of equations for a line and writes and graphs equations of lines given various information (such as slope, intercepts, points on the line).   e. Uses computers and calculators to investigate linear functions.   f. With parental permission, views two or three movies/documentaries that portray mathematicians. Compares those portrayals with that of the stereotypical "nerd". Compares the life of a mathematician in today's world to that of mathematician in Descartes' day. Discusses mathematics as a career option.   g. Writes and graphs linear equations from data; considers systems of these equations and the implications of their intersection or lack there of.   h. Cooperatively, in a small group, analyzes one method of solving linear systems (algebraically, graphically, etc); communicates findings to class and discusses the appropriateness of each method presented   i. Investigates higher order systems and considers their application to real world situations.   j. Solves linear programming and decision-making problems by solving linear inequalities   k. Collaboratively creates applications problem that could be solved using a system of linear inequalities in two variables, solves them by several methods including calculators and computers, presents problems and solutions to class for discussion.       C. December   4. Focus: Investigating Functions & Relations and how we "relate" to each other. a. Formulates relations from data; constructs graphs using several methods (by hand, calculators and computers) and interprets the graphs in relation to the data. Compares and contrasts the domain and range of the relations formulated; distinguishes between meanings of domain and range.   b. Formulates relations and functions from data, constructs their graphs using several methods (by hand, calculator and computer). Distinguishes between relations and functions.   c. Collaboratively creates written instructions for composing functions; researches the applications of function composition, presents findings to class.   d. Creates inverse relations from given functions algebraically and graphically. Distinguishes between inverse relations and inverse functions. Considers the composition of a function and its inverse.   e. Discusses group relations and the different roles and responsibilities taken in group endeavors.   f. Cooperating in a small group, develops creative definitions that distinguish between "functions" and "relations" among people and compares it to the mathematical definitions; shares definitions with class.   g. Discusses reaction to the realization that there are others who function at higher levels--how do you learn to live with it?  

  D. January-February 5. Focus: Investigating Rational Expressions and Equations, and the "rationality"of humans.   a. Analyzes the procedures for performing operations with numerical fractions and applies them to the same operations (addition, subtraction, multiplication and division) involving rational expressions.   b. Investigates techniques for solving rational equations, including fractional equations and equations with fractional coefficients.   c. Investigates classes of problems that are solved using rational equations; creates and solves examples of each.   d. Collaboratively, compares the mathematical definitions of rational and irrational with commonly used definitions regarding human behavior. Discusses reasons for irrational and rational behavior. 6. Focus: Investigating Radicals and Exponents

 

 

a. Analyzes the laws of exponents and uses them to simplify expressions with integer exponents.   b. Investigate the use of scientific notation and procedures for translation from one notation form to another. Apply laws of exponents to operations involving numbers written in scientific notation.   c. Collaboratively proposes and applies a strategy for applying the laws of exponents to expressions containing non-integral exponents and analyzes the results for consistency.   d. Analyzes the properties of radicals and applies them to operations involving radical expressions, including rationalizing denominators.   e. Collaboratively determines the reason(s) denominators are rationalized and judges its necessity today; considers and discusses other mathematical topics that might be discarded as suggested in NCTM's Standards.   f. Solves radical equations with one or two radical terms and solves application problems involving such radical equations.   g. Collaboratively, compares complex numbers to real numbers; examines procedures for determining the additive inverse, conjugate and absolute value of complex numbers and procedures for operations (addition, subtraction, multiplication and division) with complex numbers.

E. March -April

7. Focus: Topics in Geometry, Measurement and Architecture   a. Compares the metric units of measurement with the US customary units. Debates the advantages/disadvantages of each and possible reasons why the US hasn't converted to metric.   b. Compares and contrasts the concepts of perimeter, area and volume; analyzes and applies the formulae for determining each for different geometric figures.   c. Investigates scaling and its use in architectural drawings and blueprints; creates a drawing or blueprint with a selected scale.   d. Collaboratively, constructs selected geometric figures in two and three dimensions and determines the surface area, perimeter, and volume as appropriate; shares and compares findings with other groups.   e. Uses measurement concepts to solve application problems.   f. Formulates and solves real-life problems utilizing the concepts of perimeter, area and volume.   g. Collaboratively, researches the history of measurement and creates a presentation on an aspect of interest.   h. Selects an architectural topic, using The Art of Construction (Mario Salvador, 1990) and Builders of the Ancient World (National Geographic Society, 1986) as a springboard for ideas; constructs model on selected topic.   i. Considers and discusses architecture as a career option after researching topic and hearing a guest speaker or visiting an architect on the job.  

  F. May - June   8. Focus: Independent Study on Music and Mathematics.   Possible Topics of Investigation, Underlying Objectives, and Products:  

Topic of Investigation		Underlying Objective	Products
1	The Mathematics of Music Theory	Correlating number sets with scales, composition, etc.	Video, power point presentation, etc.
2	The Mathematics of Sound	Investigating the mathematical aspects of sound.	Video, power-point presentation, demonstration with cello
3	Scientists and Mathematicians Who Play Music and Why!	Combining music with other careers, investigating how they enrich each other.	Book, poster, etc.
4	What is the Music of the Spheres?	Investigating Kepler, Pythagoras and others and their musical/mystical slant on mathematics.	Written report, video, power-point presentation, etc.

    top