Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
©2007 Austin Independent School District
Major Concept #1: Variation Functions
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
Patterns, Generalizations, Relationships,
Proportional Reasoning & Making
Predictions
6 Days
Students use mathematical intuition and algebraic skills to solve real world situations involving variation functions.



How can you determine if a function in equation form is a direct variation or an inverse variation?
How can you determine if the graph of a function is a direct variation or an inverse variation?
How do you determine the domain and range of the graph of a variation function?
TEKS
Knowledge & Skill
Student Expectation
The student uses functional
relationships to solve
problems related to personal
income. (M.5)
TAKS
OBJ
Resource
Time/
Pace
Mathematical
Models with
Applications:
Chapter 2,
Problem Solving
with Graphical
and Statistical
Models
Students will continue to build
on the K-8 and Algebra I
foundations as they expand
their understanding through
other mathematical
experiences. Students will use
algebraic, graphical, and
geometric reasoning to
recognize patterns and
structure, to model
information, and to solve
problems from various
disciplines. (B.1)
221
Math Models
Accelerated
Curriculum for
Mathematics
Exit TAKS
(ACM)
Use rates, linear functions,
and direct variation to solve
problems involving personal
finance and budgeting,
including compensations and
deductions. (M.5.A)
Group 2:
Activity 5.15, page
618, A
Thunderstorm,
2 days
Exercises page
621
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 1 of 6
Teacher Tools
Principles of Learning Tip: AT and CE
Students will develop both mathematical intuition and algebraic
skills through activities based on real world situations involving
variation functions.
Use of the graphing calculator is encouraged as an aid in making
connections between numerical, algebraic and geometric
representations of variables and functions. Students are
encouraged to use the graphing calculator to verify results after
manually sketching the graph of a function and finding the solution
algebraically. Activities in Appendix A and the Teacher’s Resource
Guide Section 4 can be used with the whole class to supplement
the assigned activities.
Activity 5.15 Vocabulary:
direct variation, constant of proportionality (constant of variation),
graph, domain, range
Activity 5.15 Objectives
1. Determine if the relationship between two variables is a
direct variation.
2. Recognize the equivalent forms of a direct variation
statement.
3. Graph a direct variation statement and determine the
domain and range of the function.
4. Determine the constant of proportionality (variation) in a
direct variation problem.
5. Solve real world direct variation problems.
7/1/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
6 Days (cont’d. from previous page)
Major Concept #1: Variation Functions (Continued)
Overarching
Idea
Teacher
Guiding
Questions
237
237
Matrix
Strand
Equations, Functions & Function
Equations, Functions & Function Models
Models
Matrix
#
Math Models
Students use mathematical intuition and algebraic skills to solve real world situations involving variation functions.



How can you determine if a function in equation form is a direct variation or an inverse variation?
How can you determine if the graph of a function is a direct variation or an inverse variation?
How do you determine the domain and range of the graph of a variation function?
TEKS
Knowledge & Skill
The student uses algebraic
and geometric models to
describe situations and solve
problems. (M.8)
(M.8)
Student Expectation
Use direct and inverse
variation to describe physical
laws such as Hook’s,
Newton’s and Boyle’s laws.
(M.8.C)
(M.8.C)
TAKS
OBJ
Time/
Pace
Resource
Activity 5.16,
page 625,
Diving Under
Pressure or
Don’t Hold
Your Breath,
Exercises
page 629
Activity 5.17,
page 633,
Loudness of a
Sound,
Exercises
page 640
Group 2:
What Have I
Learned?
page 646,
review skills
How Can I
Practice?
page 647,
assess
mastery
DRAFT
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ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
1 day
1 day
2 days
Page 2 of 6
Teacher Tools
Activity 5.16 Vocabulary:
inverse variation, graph, domain, range, nonlinear function
Activity 5.16 Objectives
1. Recognize functions of the form y = k/x as nonlinear.
2. Determine if the relationship between two variables is an
inverse variation.
3. Recognize equations of the form xy = k as inverse
variations.
4. Solve equations of the form a/x = b.
5. Graph an inverse variation statement and determine the
domain and range of the function.
6. Solve real world inverse variation problems.
Activity 5.17 Vocabulary:
asymptote
Activity 5.17 Objectives
1. Graph an inverse variation function defined by an
equation of the form y = k/xn.
2. Determine the constant of proportionality (variation).
3. Describe the properties of graphs of the form y = k/xn.
4. Determine if a graph has vertical or horizontal
asymptotes.
Teachers can use the Section 6 Skills Checks worksheets in the
Pearson Teacher’s Resource Guide to assess the student’s
understanding of the concepts/skills covered in Chapter 5 Group 2
activities as an in-class quiz or as an at-home assignment. The
Section 7 Assessment of the Teacher’s Resource Guide includes
samples of quizzes, tests, and exams that can be used as is or
modified as needed. Teachers are encouraged to include TAKS
formatted problems from the numerical fluency focus objectives on
all formal assessments.
Students should be reminded that they have access to tutorials and
extra practice problems using the MathXL CD in addition to the
Interact Math and MyMathLab websites/software.
7/1/2016
Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
©2007 Austin Independent School District
Major Concept #2: Investment Models
Overarching
Idea
Teacher
Guiding
Questions
147
Problem Solving & Operations
145
Matrix
Strand
Problem Solving & Operations
Matrix
#
Math Models
9 Days
Students use mathematical intuition and algebraic skills to solve investment problems in real world situations.



How does a lender determine if a prospective homeowner qualifies for a mortgage?
What are the advantages and disadvantages of term life insurance and permanent life insurance?
What are some of the advantages and disadvantages of investing in stocks and bonds?
TEKS
Knowledge & Skill
The student uses algebraic
formulas, graphs, and
amortization models to solve
problems involving credit.
(M.6)
The student uses algebraic
formulas, numerical
techniques and graphs to
solve problems related to
financial planning. (M.7)
Student Expectation
TAKS
OBJ
Time/
Pace
Resource
Group 2:
Activity 4.6,
page 452,
Home Sweet
Home,
Exercises page
457
Use amortization models to
investigate home financing
and compare buying and
renting a home. (M.6.B)
Analyze and compare
coverage options and rates in
insurance. (M.7.B)
Appendix D,
page A-31,
Renting
versus Buying
a House (can
be used as a
group project
with whole
class
debriefing)
Activity 4.7,
page 461,
Insuring the
Future,
Exercises
page 466
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
2 days
2 days
Page 3 of 6
Teacher Tools
Activity 4.6 Vocabulary:
mortgage, down payment, mortgage points, amortization schedule,
housing expense ratio
Activity 4.6 Objectives
1. Determine the down payment and points in a mortgage.
2. Use an amortization schedule to determine the monthly
mortgage payment.
3. Determine the total interest on a mortgage.
4. Prepare a partial amortization schedule of a mortgage.
5. Use the monthly housing expense ratio to determine if a
borrower qualifies for a mortgage.
Activity 4.7 Vocabulary:
life insurance, insurance premium, face value, term insurance,
permanent life insurance, nonforfeiture options, cash value
(surrender value), paid-up insurance, extended term insurance
Activity 4.7 Objectives
1. Determine the advantages and disadvantages of term life
insurance.
2. Determine the advantages and disadvantages of
permanent insurance.
3. Use a given table to determine the annual life insurance
premium for different types of policies.
4. Compute the value of each of the nonforfeiture options for
a cancelled permanent life insurance policy.
7/1/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
9 Days (cont’d. from previous page)
Major Concept #2: Investment Models (Continued)
Overarching
Idea
Teacher
Guiding
Questions
521
144
Problem Solving & Operations
Problem
Solving
609
Displaying and
Interpreting Data
147
Matrix
Strand
Problem Solving
& Operations
Matrix
#
Math Models
Students use mathematical intuition and algebraic skills to solve investment models in real world situations.



How does a lender determine if a prospective homeowner qualifies for a mortgage?
What are the advantages and disadvantages of term life insurance and permanent life insurance?
What are some of the advantages and disadvantages of investing in stocks and bonds?
TEKS
Knowledge & Skill
Student Expectation
The student uses algebraic
formulas, numerical
techniques and graphs to
solve problems related to
financial planning. (M.7)
Investigate and compare
investment options including
stocks, bonds, annuities and
retirement plans. (M.7.C)
The student uses a variety of
strategies and approaches to
solve both routine and nonroutine problems. (M.1)
Select a method to solve a
problem, defend the method,
and justify the
reasonableness of the
results. (M.1C)
The student develops and
implements a plan for
collecting and analyzing data
in order to make decisions.
(M.3)
The student uses algebraic
formulas, graphs, and
amortization models to solve
problems involving credit.
(M.6)
Communicate methods used,
analysis conducted, and
conclusions drawn for a dataanalysis project by written
report, visual display, oral
report, or multimedia
presentation. (M.3B)
Analyze methods of payment
available in retail purchasing
and compare relative
advantages and
disadvantages of each
option. (M.6A)
TAKS
OBJ
Time/
Pace
Resource
Activity 4.8,
page 468, The
Stock Market,
Exercises
page 474
Project
Activity 4.9,
page 477,
Which is the
Best Option?
oral
presentation
based on
findings of the
group
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
2 days
1 day
Page 4 of 6
Teacher Tools
Activity 4.8 Vocabulary:
stock, stock listings, share of stock, dividend, face value (par value
of a stock), common stock, preferred stock, proceeds, bond, bond
price, bond listings, face value (par value of a bond), treasury bond,
municipal bond, corporate bond, accrued interest, coupon rate
(interest rate)
Activity 4.8 Objectives
1. Determine the advantages and disadvantages of
investing in stocks.
2. Determine the advantages and disadvantages of
investing in bonds.
3. Read and interpret a stock listing.
4. Read and interpret a bond listing.
5. Compute the price of bonds.
6. Determine the gains and losses for a stock.
7. Solve real world problems involving stocks and bonds.
Activity 4.9 Vocabulary:
informed decisions, financial models
Activity 4.9 Objectives
1. Use the financial models developed in this chapter to
solve investment problems in real world situations.
7/1/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
9 Days (cont’d. from previous page)
Major Concept #2: Investment Models (Continued)
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
Math Models
Students use mathematical intuition and algebraic skills to solve investment models in real world situations.



How does a lender determine if a prospective homeowner qualifies for a mortgage?
What are the advantages and disadvantages of term life insurance and permanent life insurance?
What are some of the advantages and disadvantages of investing in stocks and bonds?
TEKS
Knowledge & Skill
Student Expectation
TAKS
OBJ
Time/
Pace
Resource
Group 2:
What Have I
Learned?
page 478
(problems 69), review
skills
How Can I
Practice?
page 480
(problem 5),
assess
mastery
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Teacher Tools
Teachers should assess the student’s ability to use the
concepts/skills covered in the Chapter 4 Group 2 activities. The
Gateway sections of the text can be used as the review for a
chapter test.
2 days
Page 5 of 6
Students should be reminded that they have access to tutorials and
extra practice problems using the MathXL CD in addition to the
Interact Math and MyMathLab websites/software.
7/1/2016
©2007 Austin Independent School District
Austin ISD Instructional Planning Guide – Mathematics
3rd Six Weeks IPG - November 13th – December 20th (25 days; 2 days for 6 weeks review/test, 4 days for finals)
Major Concept #3: Graphing Calculator Activities
Overarching
Idea
Teacher
Guiding
Questions
Matrix
#
Matrix
Strand
Math Models
4 Days
Students use the graphing calculator as an aid in making connections between numerical, algebraic and geometric representations of variables and
functions.

How can you use the graphing calculator to solve real world problems?
TEKS
Knowledge & Skill
Student Expectation
TAKS
OBJ
Time/
Pace
Resource
Teacher Tools
Appendix A
The TI-83
Plus Graphing
Calculator,
page A-1
Teacher’s
Resource
Guide,
Section 4
Technology,
page 37
4 days
Teachers can choose from these activities or other appropriate
TAKS based activities to supplement the topics covered this six
weeks. The graphing calculator activities can be incorporated during
the six weeks or can be used as a separate focused section.
Graphing calculator skills should be included in the review for the
semester exam.
ACM:
page 3
Where’s My
Car?
page 5
Mammal Size
DRAFT
Math Models
ACM: Accelerated Curriculum for Mathematics Exit Level TAKS, Student Edition, by Region IV
Page 6 of 6
7/1/2016