Math in Basketball Lesson Plan
Common Core State Standards 2010
[Note: You may also wish to view Pathways 1 and 2 for Algebra I connections in the CCSS]
- Make sense of problems and persevere in solving them
- Reason abstractly and quantitatively
- Construct viable arguments and critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for and make use of structure
- Look for and express regularity in repeated reasoning
- Seeing Structure in Expressions
- A.SSE.1a, 1b, 2 Interpret the structure of expressions.
- A.SSE.3a, 3b Write expressions in equivalent forms to solve problems.
- Arithmetic with Polynomials and Rational Functions
- A.APR.1 Perform arithmetic operations on polynomials.
- A.APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
- Creating Equations
- A.CED.1, 2 Create equations that describe numbers or relationships.
- Reasoning with Equations and Inequalities
- A.REI.1 Understand solving equations as a process of reasoning and explain the reasoning.
- A.REI.4. Solve quadratic equations in one variable.
- A.REI.4b. Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation.
- Represent and solve equations and inequalities graphically.
- A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
Functions Overview (Quadratics)
- Interpreting Functions
- F.IF. 1, 2 Understand the concept of a function and use function notation.
- F.IF.4, 5, 6 Interpret functions that arise in applications in terms of a context.
- Analyzing Functions using different representations
- F.IF. 7a Graph linear and quadratic functions and show intercepts, maxima, and minima
- F.IF.8a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
- F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
- Building Functions
- F.BF.1 Build a function that models a relationship between two quantities.
Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice.