Integrated Algebra & Geometry 3
Honors: Overview
Course Number: MA.IALGE3H
Overview
Integrated Algebra/Geometry 3, 4 Honors is designed to
prepare students for success in college, in their careers, and in their
daily lives by helping them develop their abilities to explore mathematical
problems, think critically, work cooperatively, and to clearly communicate
mathematical ideas. Students are required to demonstrate a higher level of
proficiency in problem solving, critical thinking communication and they
will be able to make connections between mathematics and other subject
areas. This honors course is designed for students with strong mathematical
skills who are adept at understanding new mathematical concepts quickly.
Assignments extend beyond the standard Integrated Algebra/Geometry class
because they require in depth thought and the ability to apply that
knowledge at a higher level. (11/02)
Prerequisite: 3.0 G.P.A. in Integrated Algebra 1, 2
Course Length: 2 Period Length: 1 Grade Level: 10-12
Credit per Semester: 0
Additional Credit Information: Credit per Semester: 1.0 (Math requirement or
Elective) |
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Enduring Understandings - important
ideas that students should carry with them years beyond the instruction
received this year.
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Algebra is a way of
thinking.
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Functions model the real world.
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Models can assist in
decision-making.
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The
design of all products depends on understanding geometry.
Essential Questions - most important
“big picture” questions students should be able to answer after completing
learning activities.
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How are functions used
to model data? In what ways can we use mathematical thinking to model
real world situations?
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How do you know that
your model is a good one?
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How are linear and non-linear functions
similar and different?
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What does a “solution” to a system of equations mean?
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How can you use a system of equations as a model and its solution to
make a decision or offer advice?
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What does the solution
look like? How can we find an input so that our two functions give the
same output?
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In what ways can you
represent a function? Why would you represent a function in multiple
ways?
Standards:
 Highest
Frequency
 High
Frequency
 Other
Standards and E-Skills
STANDARD 2: Algebra:
Students use algebraic methods to explore, model, and describe patterns and
functions involving numbers, shapes, data, and graphs in problem-solving
situations and communicate the reasoning used in solving these problems.
Benchmark 2.1 Model real world phenomena (for example: distance-verses-time
relationships, compound interest, amortization tables, mortality rates-using
functions, equations, inequalities, and matrices)
Benchmark 2.2 Represent
functional relationships using written explanations, tables, equations and
graphs and describe the connections among these representations.
Benchmark 2.3 Solve problems involving functional relationships using
graphing calculators and/or computers, as well as, appropriate
paper-and-pencil techniques.
2.1a
Model real world phenomena involving linear and non linear relationships
using multiple representations of rules that can take the form of recursive
processes, functions, equations or inequalities.
2.2b Convert from one functional representation to another.
2.3b Solve simple systems of equations using algebraic, graphical, and
numeric methods.
Take
raw data and write a rule that can be used to model the data and make
prediction from it.
Fluency between numeric, symbolic, and graphic representations Solve systems
of equations in two variable using 3 methods: Algebraic, Graphic, Numeric
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