# Mr. Germanis' Class Website

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# Integrated Algebra

Instructor: Riley Germanis
Email: rgerman@Tacoma.K12.Wa.US
Phone:
(253) 571-3682
Available Hours: 4th Period, before & after school or by appointment.

# Semester 1 Skill Rubric

 Skill # Skill Title Specifications Success Criteria CCSS # Common Core State Standard (CCSS): 1 Order of operations. Parenthesis, exponents, multiplication, division, addition, subtraction. Student can simplify numbers using the correct order of operations. This includes the proper use of parenthesis, exponents, multiplication, division, addition and subtraction. 6.EE.2c Evaluate expressions at speci c values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to nd the volume and surface area of a cube with sides of length s = 1/2. 2 Distribution and combining like terms. Including variables with different exponents. Students can distribute numbers, variables and negatives across a parenthesis and can combine terms that have the same variable and same exponents (combining like terms). 8.EE.7b Solve linear equations with rational number coef cients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms. 3 Plotting a point on a graph. Plotting an ordered pair onto a graph (x, y) Students can properly plot and label points in (x,y) form onto a coordinate grid. 6.NS.6c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; nd and position pairs of integers and other rational numbers on a coordinate plane. 4 Substitute values in an expression. Given an equation and a value, understanding how to simplify values using ALL of the arithmetic operators. Students appropriately substitute a known value for a variable and simplify the result using order of operations. 6.EE.2a Write, read, and evaluate expressions in which letters stand for numbers. 5 Graph a function in slope intercept form Given an equation for a line in slope intercept form (y = mx + b), the student can graph this onto a coordinate grid. Conversely, provided a line of a coordinate grid, the student can create an equation for the line. A.CED.2 Graph a line using slope and y-intercept. Write an equation given a line, define slope and y-intercept on a graph in an equation. 6 Solve an equation in one variable One-step equation, Two-step equation and multi-step equations. Student is able to solve an equation to find the value of an unknown value through a process that requires ALL one-step, two-steps and multiple steps to find the variable. A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. 7 Create tables of values from a specified function (primarily linear functions). Understand that a function is a rule that assigns each input exactly to one output. Graph the resulting ordered pairs produced. Given an equation, the student can make a table of values with inputs and outputs for a function. Additionally, the student should be able to plot these values onto a coordinate grid. 8.F.1, F.IF.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 8 Creating an equation from a simple pattern Recognize an increasing pattern in a sequence and define the starting point and the rate of change. Student can define how the pattern is growing or decaying from a linear function. The student can also define the starting point (initial condition) from where the pattern starts growing. N.Q.2 Define appropriate quantities for the purpose of descriptive modeling. 9 Interpret a real world linear function and write in slope intercept form Student can intemperate a growth pattern from a real world scenario and write an equation in y = mx + b form. 8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. 10 Solving and graphing a one variable inequality with one or two steps. Student is able to solve an inequality for an unknown value (one-step or two-steps to solution). The student will then graph the relationship on a one line plot. 6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 11 Rearrange an equation from standard form or point slope form to slope intercept form. Including re-arranging an equation from point slope form into slope intercept form. Student can solve an equation into y = mx + b form when not presented in that way. F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. 12 Create an inequality from a word problem to solve for an unknown. Student is able to create an expression that includes an inequality to express the relationship of a scenario. A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. 13 Graphing an inequality in one variables. Student can solve word problems that lead to graphing the solution set and interpreting the solution in a context. 7.EE.4b Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are speci c rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid \$50 per week plus \$3 per sale. This week you want your pay to be at least \$100. Write an inequality for the number of sales you need to make, and describe the solutions.

# Practice Skills

Select the skill you would like a sample quiz for: Each will open as a PDF document: