Integrated 1: Pacing of Tasks
Integrated Math 1
Year 1 Module 1 - Pacing 18-23 Days (Not including review/assessments)
Task | Outcome | Assessment |
“Week of Math” 3-5 Days Jo Boaler | Student perception of math and emphasis of teacher and student role in learning. | |
Task 1.1 Checkerboard Borders 2 Days | Defining quantities and interpreting expressions. Equivalent expressions. *Students have had no exposure to function notation. Assign all RSG problems but focus on: RSG #5-8 Introduce input/output. | |
Task 1.2 Growing Dots 1 Day | Representing arithmetic sequences with equations, tables, graphs, and story context. *RSG #1-8 Function Notation. Opportunities may arise during class discussion to use function notation. | |
Task 1.3 Growing, Growing Dots 1-1.5 Day | Representing geometric sequences with equations, tables, graphs and a story context. Introduce the idea of explicit and recursive. *RSG #1-6 Function Notation | |
Task 1.4 Scott’s Workout 2 Days | Arithmetic Sequences: Constant difference between consecutive terms, initial values. *Formalize function notation before quiz #1 *Be sure to develop the idea of the zero term either in 1.4 or 1.5. | Quiz#1 (Mostly arithmetic) |
Task 1.5 Don’t Break the Chain 1 Day | Geometric Sequences: Constant ratio between consecutive terms, initial values. *Be sure to develop the idea of the zero term either in 1.4 or 1.5. | |
Task 1.6 Something to Chew On 1-1.5 Day | Arithmetic Sequences: Increasing and decreasing at a constant rate. | |
Task 1.7 Chew on This! 1-1.5 Day | Comparing rates of growth in arithmetic and geometric sequences. | |
Task 1.8 What Comes Next? What Comes Later? 2 Days | Recursive and explicit equations for arithmetic and geometric sequences. | Quiz #2 |
Task 1.9 What Does it Mean? 1 Day | Using rate of change to find missing terms in an arithmetic sequence. *Students should have mastery of finding the constant difference/slope. | |
Task 1.10 Geometric Meanies 1-2 Days | Using a constant ration to find missing terms in a geometric sequence. *Guess and Check to find the constant ratio is fine or formalizing with roots is optional. | |
Task 1.11 Know…What Do You Know? 2 Days | Developing fluency with geometric and arithmetic sequences. | Quiz #3 or use the task as a quiz. Summative Assessment |
Year 1 Module 2
Pacing 9-11 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
2.1 Piggies and Pools 1 Day | Introducing continuous linear and exponential functions. *Transition from arithmetic/geometric to linear/exponential. | |
2.2 Shh! Please Be Discreet (Discrete!) 1.5-2 Days | Connecting context with domain distinctions between discrete and continuous functions. | |
2.3 Linear, Exponential or Neither 1.5-2 Days | Distinguishing between linear and exponential functions using various representations. | Quiz #1 |
2.4 Getting Down to Business 2 Days | Comparing growth of linear and exponential models. *RSG includes problems requiring set notation for domain. *Formalize understanding of discreet and continuous functions. | |
2.5 Making My Point 1.5-2 Days | Interpreting equations that model a linear relationship showing equivalence and developing point-slope form. | |
2.6 Form Follows Function 1.5-2 Days | Building fluency and efficiency in working with linear and exponential functions in their various forms. | Quiz #2 Matching Activity (Kelly) |
Year 1 Module 3
Pacing 13-15 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
3.1 – 3.3 5 Days | Describing key features of functions (max, min, domain, range, increasing, decreasing, constant, discrete, continuous, intercepts, set and interval notation). | |
3.4-3.8 8-10 Days | Solving problems using function notation (interpreting, combining and analyzing functions). | |
Year 1 Module 4
Pacing 10 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
4.1 – 4.3 5 Days | Solving equations and solving literal equations. Interpreting variable expressions. | |
4.4-4.6 5 Days | Solving inequalities both algebraically and graphically. |
Year 1 Module 5
Pacing 20-25 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
5.1 – 5.5 8-10 Days | Writing and graphing systems of equations and inequalities in two variables. | |
5.6-5.10 12-15 Days | Solving systems of equations in two variables using both substitution and elimination. |
SBA Interim Assessment Block | Algebra: Linear Equations |
Year 1 Module 6
Pacing 13-14 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
Task 6.1 2-3 Days Leaping Lizards | Develop the key features of a translation, a rotation, and a reflection. | |
Task 6.2 2 Days Is It Right? | Create the logic of the slope rule for perpendicular lines using rotation. | |
Task 6.3 1 Day Leap Frog | Describe a series of transformations that moves the pre-image to the final image. Include writing equations of lines of reflection, center and measure of rotations. | |
Task 6.4 2 Days Leap Year | Define each of the rigid transformations. Understand how two reflections can make a rotation. | |
Task 6.5 2 Days Symmetry of Quadrilaterals | Exploring lines of reflection, centers and angles of rotation for rectangles, parallelograms, rhombi, squares, and trapezoids. | |
Task 6.6 2 Days Symmetries of Regular Polygons | Rotational symmetry (finding pattern or formulae) and emphasize vocabulary such as line of symmetry, diagonal of a polygon, angle and center of rotation. | |
Task 6.7 2 Days Quadrilaterals – Beyond Definition | Defining properties of parallelograms, rectangles, squares, and rhombi and the converse of the property. |
Year 1 Module 7
Pacing 12-13 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
Task 7.1 2 Days Under Construction | Use a compass and straightedge to perform basic constructions, including the construction of a rhombus and a square. | |
Task 7.2 2 Days More Things Under Construction | Construct parallelograms, equilateral triangles and inscribed hexagons. | |
Task 7.3 2 Days Can You Get There From Here? | Describe a sequence of transformations that will carry congruent images onto each other. | Quiz #1 Assessment includes Constructions (NEW) and may include retake of “skills” from Module 6 exam |
Task 7.4 2 Days Congruent Triangles | Determine the criteria for congruent triangles by establishing ASA, SAS, and SSS. | |
Task 7.5 2-3 Days Congruent Triangles to the Rescue | Develop properties of isosceles triangles using lines of symmetry and congruence patterns. Explore congruent triangles formed by the diagonal of a quadrilateral. | |
Task 7.6 2 Days Justifying Constructions | Understand why compass and straightedge constructions produce desired results such as angle bisectors and a line perpendicular or parallel to a line through a point. | Summative Assessment Assessment includes congruent triangles and construction justifications. |
Year 1 Module 8
Pacing 13 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
Task 8.1 2 Days Go the Distance | Use coordinates to find distances between two points using the Pythagorean Theorem and develop the distance formula. | |
Task 8.2 3 Days Slippery Slopes | Use slope criteria to prove lines are parallel and perpendicular. | |
Task 8.3 2 Days Prove It! | Use coordinates to algebraically prove properties of quadrilaterals. | |
Task 8.4 1 Day Training Day | Write the equation of a line in the form f(t) = mt + k and compare parallel likes by finding the value of k. | |
Task 8.5 2 Days Training Day Part II | Determine the transformation that maps one function to another. | |
Task 8.6 3 Days Shifting Functions | Translate linear and exponential functions using multiple representations. |
Year 1 Module 9
Pacing 11-13 days (Not including review/assessments)
Task(s) | Outcome | Assessment |
9.1-9.4 5 Days | One variable data distributions, two-way frequency tables. | |
9.5-9.9 6-8 Days *Graphing Calculators Required* | Linear regressions, correlation coefficients and residuals. |
TOTAL DAYS: 119-137 (does not include workdays, reviews, or assessments)