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### Special Education - Social Skills

 Self- Skills Unit Outcome Students will develop self-awareness and self-management skills to achieve school and life success. SS1.1 I can identify and manage one’s emotions and behavior. NILS 1A.4.a SS 1.2 I can recognize personal qualities and external supports. NILS 1B.5.b
 Relationship Skills Unit Outcome Use social awareness and interpersonal skills to establish and maintain personal relationships SS2.1 I can recognize the feelings and perspectives of others. NILS 2A.5.b SS2.2 I can recognize individual and group similarities and differences. NILS 2B.5.a SS2.3 I can use communication and social skills to interact effectively with others. NILS 2C.5.a
 Decision-making Skills Unit Outcome Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts. SS3.1 I can evaluate how social norms and the expectations of authority influence personal decisions and actions. NILS 3A.4.b

### Special Education – Instructional Math

 Solve Linear Equations with One Variable Unit Outcome Math 1 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. HSA.REI.A.2 Math 1.1 I can interpret parts of an expression, such as terms, factors, and coefficients HSA.SSE.1a Math 1.2 I can 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. HSA.REI.1 Math 1.3 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters HSA.REI.3 Academic Vocabulary Variable, coefficient, inverse, operation
 Solve and Graph Linear Equations Unit OutcomeMath 2 Graph linear and quadratic functions and show intercepts, maxima, and minima HSF.IF.7a Math 2.1 I can create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales HSA.CED.2 Math 2.2 I can represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. HSA.CED.3 Math 2.3 I can calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. HSF.IF.6 Academic Vocabulary
 Write and Interpret Linear Equations Unit OutcomeMath 3 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 HSA.CED.1 Math 3.1 I can distinguish between situations that can be modeled with linear functions and with exponential functions.b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. HSF.LE.1 Math 3.2 I can interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data HSS.ID.7 Math 3.3 I can know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. HSA.CO.A.1 Academic Vocabulary
 Write and Interpret Linear Inequalities Unit OutcomeMath 4 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters HSA.REI.3 Math 4.1 I can solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. HSA.REI B.3 Math 4.2 I can 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 HSA.CED.1 Math 4.3 I can represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context HSA.CED A.3 Academic Vocabulary
 Solve Systems of Equations Unit OutcomeMath 5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions. HSA.REI.5 Math 5.1 I can solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. HSA.REI.6 Math 5.2 I can 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). HSA. REI.D.10 Math 5.3 I can solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. HSA.REI.C.7 Academic Vocabulary
 Simplify and Solve With Exponents Unit OutcomeMath 6 Rewrite expressions involving radicals and rational exponents using the properties of exponents. HSA.RN.A.2 Math 6.1 I can explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational. HSA.RN.B.3 Math 6.2 I can use the properties of exponents to interpret expressions for exponential functions. HSA.IF.C.8.b Math 6.3 I can explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents HSA.RN.A.1 Academic Vocabulary
 Simplify and Factor Polynomials Unit OutcomeMath 7 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials HSA.APR.A.1 Math 7.1 I can know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x). HSA.APR.B.2 Math 7.2 I can 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. HSA.APR.B.3 Math 7.3 I can use the structure of an expression to identify ways to rewrite it. For example, see x4 - y4 as (x2)2 - (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 - y2)(x2 + y2). HSA.SSE.A.2 Academic Vocabulary
 Combine Fractions Using Mathematical Operations Unit OutcomeMath 8 Interpret expressions that represent a quantity in terms of its context HSA.SSE.A.1 Math 8.1 I can choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (reduce fractions) HSA.SSE.B.3 Math 8.2 I can 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. (combine fractions) HSA.REI.A.1 Math 8.3 I can solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. (combine fractions) HSA.REI.A.2 Academic Vocabulary
 Use Geometric Formulas to Determine Area, Perimeter, and Volume Unit OutcomeMath 9 Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. HSG.GPE.B.7 Math 9.1 I can interpret expressions that represent a quantity in terms of its context (perimeter) HSA.SSE.A.1 Math 9.2 I can use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (area) HSN.Q.A.1 Math 9.3 I can use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.(volume) HSG.GMD.A.3 Academic Vocabulary
 Classify, Measure and Draw Angles Unit OutcomeMath 10 Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). HSG.CO.D.12 Math 10.1 I can understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles (classify angles) HSG.SRT.C.6 Math 10.2 I can choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (measure angles) HSN.Q.A.3 Math 10.3 I can explain and use the relationship between the sine and cosine of complementary angles. (draw angles) HSG.SRT.C.7 Academic Vocabulary
 Solve Problems Involving Proportions, Ratios, and Percent Unit OutcomeMath 11 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (use proportions to solve proportions, ratio and percent) HSA.SSE.B.3 Math 11.1 I can rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (proportion) HSA.CED.A.4 Math 11.2 I can use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. (ratio) HSS.IC.B.5 Math 11.3 I can use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. (percent) HSS.IC.B.4 Academic Vocabulary
 Basic Math Skills Unit Outcome Solve basic math problems FLS1.1 I can interpret the meaning of a point on the graph of a line. EE.A-REI.10-12. FLS 1.2 I can create an equation involving one operation with one variable, and use it to solve a real-world problem. EE.A-CED.1.1 FLS 1.3 I can identify corresponding congruent and similar parts of shapes. EE.G-CO.6-8. FLS1.4 Given data, I can construct a simple graph (line, pie, bar, or picture) or table, and interpret the data.. I EE.S-ID. 1-2. FLS1.5 I can identify when events are independent or dependent. EE.S-C
 Basic Reading and Writing Skills Unit Outcome Read and write at a basic level FLS 2.1 I can determine/recount the central/main ideas of the text and select details to support it. EE.RI.9-12.3. FLS 2.2 I can produce writing that is appropriate for the task, purpose, and audience context. EE:W:9-12.4. FLS 2.3 I can determine author’s point of view and compare and contrast it with own point of view. EE.RI.11-12.6 FLS 2.4 Write arguments to support claims. (a) Write an argument to support a claim that results from studying a topic or reading a text. (b) Support claims with reasons and evidence drawn from text . EE.W.11-12.1. FLS 2.5 Use digital media strategically (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to support understanding and add interest. (Transition Passports)
 Life/Social Skills/Daily Living Unit Outcome Perform life and daily tasks and interact with others in a positive manner FLS 3.1 I can adapt communication to a variety of contexts and tasks using complete sentences when indicated or appropriate EE.SL.11-12.6 FLS3.2 I can use general academic and domain-specific words and phrases across contexts. (EdMark Functional Word Series, food ingredients, cooking utensils, ect.) EE.L.11-12.6. FLS 3.3 I can determine the credibility and accuracy of information presented across diverse media or formats. (News, social media, social safety, social boundaries, human sexuality safety). EE.SL.11-12.2. FLS 3.4 I can use language to achieve desired outcomes when communicating. (a) Vary syntax when writing and communicating. (Phone skills, texting skills, appropriate language within different social groups/environments) EE.L.9-10.3. FLS3.5 I can engage in collaborative discussions. (a) Prepare for discussions by collecting information on the topic. (b) Work with adults and peers to set rules for discussions. (c) Relate the topic of discussion to broader themes or ideas. (d) Indicate agreement or disagreement with others during discussions.