Algebra I Syllabus v12-13

Course Name: Algebra 1
Course Level: 8th/9th grades Course Code: MA113/MA123 Length of Course: Two Semesters
Description
In this course, students will learn the basics of Algebra. All students will apply the mathematical concepts of Algebra I to enhance their understanding and lifelong use of mathematics. Students will view Algebra as a tool for analyzing and describing mathematical relationships, and for modeling problems that come from the workplace, the sciences, technology, engineering, and mathematics.
Mathematics Objectives
All students will: Demonstrate an understanding of, reason about and apply the relationships between different number systems Represent quantitative relationships using mathematical symbols, and interpret relationships from those representations Calculate fluently, estimate proficiently, and describe and use algorithms in appropriate situations (e.g., approximating solutions to equations) Recognize, construct, interpret, and evaluate expressions Transform symbolic expressions into equivalent forms Determine appropriate techniques for solving each type or equation, inequality or system of equations, apply the techniques correctly to solve, justify the steps in the solutions, and draw conclusions from the solutions. Know and apply common formulas Demonstrate an understanding of functions, their representations, and their attributes Classify functions and know the characteristics of each family. Construct or select a function to model a real-world situation in order to solve applied problems Demonstrate mathematical proficiency through the 8 standards for mathematical practice 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning
Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1
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Michigan Educational Technology Standards (METS)

9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. 9.12.CC.2 Use available technologies (e.g., desktop conferencing, e-mail, video conferencing, instant messaging) to communicate with others on a class assignment or project. 9.12.CC.3 Collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) 9.12.CC.4 Plan and implement a collaborative project using telecommunications tools (e.g., ePals, discussion boards, online groups, interactive websites, video conferencing) In order to meet the MET standards in mathematics teachers will need to supplement lessons with online experiences for students to practice with applets, online interactive activities, and communication mediums such as email, forums, and discussion boards. Providing students with experiences online using applets will help prepare them for the Common Core State Standards online assessments that will begin in SY 2014-15. See Algebra I Discovering Algebra Technology Supplement.
Textbook
Discovering Algebra, Key Curriculum Press, 2007 Chapter 0 is a review of fractions and decimals and is an optional chapter. Those lessons can be done at any time during the year. They can also be left as standing lesson plans for substitute teachers. In the Discovering Algebra book, all of the Activity Day lessons are optional because there is no new learning. The Take Another Look lessons at the end of each chapter are not review, but meant to be extensions, and would be appropriate for designated STEM classes (Science, Technology, Engineering, and Mathematics). Focus investigations are listed for each unit. o These are the critical investigations to the big concepts of the unit. o Additional investigations are strongly suggested when appropriate and time permits.
Please read the syllabus carefully as there are supplemental lessons that are required to meet the Common Core State Standards.
Technology and Other Resources

Graphing Calculators, TI-84 or higher with overhead screen Document cameras with projectors Interactive white boards (where available) Laptop carts Geometers Sketchpad (District license has been purchased)
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Grading Procedure and Scale 70% - 30%

Performance: (Assessment of understanding and knowledge of concepts) District Common Assessments (DA): 40% Teacher Created Assessments (TCA): 30% (summative quizzes, tests, projects) Participation and Practice 30%
Grading Scale 93 100 90 92 87 89 83 86 80 82 77 79 73 76 70 72 67 69 63 66 60 62 0 59 A+ A AB+ B BC+ C CD+ D DE Exemplary Level of Performance Outstanding level of performance High level of performance
Acceptable level of performance
Minimal level of performance Unacceptable level of performance
Assessments
Required for each unit Common assessment (located on curriculum drive in Algebra 1>Assessment folder) Other teacher created assessments(to be labeled in Grade book with the prefix TCA) Formative assessments End of Semester Common Exam
Options for Literacy Strategies

Frayer Model Thinking Maps Graphic Organizers SIOP Marzanos vocabulary strategies SQ3R Reflection strategy: RAFT, Writing to Learn
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Algebra 1 Curriculum Map (See the individual unit details for specific Illuminations lessons)
Unit of Study
Unit 1 Descriptive Statistics
Instructional Materials
Discovering Algebra Chapter 1 1.1 1.4, 1.6, 1.7
Big Ideas
Analyzing and interpreting data and statistics lead us to informed decisions. Focus Investigation 1.7 & Applet lessons from Illuminations 1.1-1.4 should take no longer than 4 days. Algebra allows us to represent real world problems and justify their solutions. Focus Investigations 2.4 and 2.8 & Illuminations Lesson Add in solving equations This unit builds towards the concept of functions by connecting recursive routines with explicit linear equations. Focus Lessons 3.2 and 3.4 & Illuminations lessons Add in Numeracy within warm-ups This unit formalizes slope and builds different algebraic representations of linear functions based on the most appropriate form to model a given set of data. Focus Lessons 4.1 and 4.4 & Illuminations Lessons Real world data can be represented by systems of linear equations and inequalities which can be solved for graphically and algebraically. Focus Lessons 5.1 and 5.5 & Illuminations Lessons Multiplicative recursive routines are explicitly defined as exponential functions. Exponential relationships are functions which allow us to organize data and make informed decisions. Focus Lesson 6.1 & Illuminations Lessons Supplement radical exponents Functions are mathematical relationships where one or more variables are dependent on another variable. Functions can be categorized into families of functions with a parent function which has parameters that can be changed to create new functions. Focus Lessons 7.2 and 8.2 Adding, subtracting, and multiplying polynomials result in a new polynomial. The distributive property is used when multiplying polynomials. When we factor polynomials, we are undoing the distributive property. (Converse of the Distributive Property); Quadratic relationships can be represented with multiple representations that can be used to solve real-world problems. Focus Lessons 9.3 and 9.6 & Illuminations Lesson
Pacing
2 weeks
Unit 2 Relationships Between Quantities and Reasoning with Equations Unit 3 Linear Relationships Part 1, Linear Equations Unit 4 Linear Relationships Part 2, Fitting a line to data Unit 5 Linear Relationships Part 3, Systems of equations and inequalities Unit 6 Exponential Relationships
5 weeks
Discovering Algebra Chapter 2 All sections except 2.6
4 weeks
Discovering Algebra Chapter 3 All sections except 3.3 and 3.7 Discovering Algebra Chapter 4 All sections 4.1 4.4, 11.1 Optional Sections 4.5 4.8 Discovering Algebra Chapter 5 All sections except 5.4
4 weeks
4 weeks
4 weeks
Discovering Algebra Chapter 6 All sections. Supplement Radical Exponents Discovering Algebra Chapter 7 All sections Discovering Algebra Chapter 8 Sections 8.1 8.4 only
5 weeks
Unit 7 Functions and Transformations
1 week
Unit 7.5
Supplemental
Unit 8 Quadratic Functions and Modeling
4 weeks
Discovering Algebra Chapter 9 All sections except 9.8
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Unit 1: Descriptive Statistics

Focus Question: In analyzing bivariate sets of data, how do scatterplots, correlation coefficients, and linear regression lines help make sense of data and assist in making predictions about data sets?
Big Ideas: Analyzing and interpreting data and statistics lead us to informed decisions Essential Questions: How can you use data in everyday life? What might be a consequence of misinterpreting data? How can you tell if a linear function is a good model for a given data set? Learning Outcomes: A data set consists of information that can be grouped into categories and represented visually perhaps by a pictograph, a dot plot, or a bar graph, which show the number of data points in each category. Given a data set, some measures of central tendency are more useful than others, especially when there are outliers. Plots are useful for visually representing measures of central tendency. Box and whisker plots show the quartiles of the ranked data and the outliers. Scatter plots show whether data is correlated if the points are clustered about a line. The correlation coefficient is a measure of how well the linear function models a given set of data.
Focus Investigation: 1.7 Guesstimation

Investigation Goal: Students practice estimation skills and understand the meaning of points on the coordinate plane in comparison with the graph of y=x.
Investigation Task: Golf and Divorce -- (Teacher Document)

Investigation Goal: Students are given data indicating a correlation between two variables, and are asked to reason out whether or not causation can be inferred.
Instructional Notes:
It is recommended that technology be incorporated into unit 1. Most of the Chapter 1 topics are in the middle school standards therefore sections 1.1-1.4 including any assessments should take no longer than 4 days. In addition, students will need to know how to enter a list, create a scatter plot, and perform operations with lists for section 1.7. (See the calculator notes for chapter 1) Section 1.7 is important because it introduces y = x. Students take a more sophisticated look at using a linear function to model the relationship between two numerical variables. In addition to fitting a line to data, students assess how well the model fits by analyzing residuals. A supplemental lesson on correlation and causation will need to be added to this section. Section 1.8 is omitted because Matrices are not part of the college and career readiness standards in the Common Core, however, STEM classes may want to do this section.
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Main Topics

Bar graphs and dot plots (DA 1.1) Measures of center (DA 1.2) Five-number summaries and box plots (DA 1.3) Histograms and stem-and-leaf (DA 1.4) Two-variable data: scatter plots (DA 1.6) Focus Investigation 1: Estimating (DA 1.7)
Focus Investigation 2: Golf and Divorce o Does Correlation imply causation???
Key Vocabulary:

Bivariate Data Causation Correlation Correlation coefficient Least squares regression line Line of best fit
Measures of Center Measures of Spread Outlier Representations Scatterplot Univariate Data
Common Core State Standards: ASW

S.ID.1 S.ID.2 Represent data with plots on the real number line (dot plots, histograms, and box plots). (1.1, 1.2, 1.3, 1.4) Use statistics appropriate to the shape of the data distribution to compare center (mean, median) and spread (interquartile range, standard deviation) of two or more different data sets. (1.2, 1.3, 1.4) Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). (1.2, 1.3 exercises 7 and 10) Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. b. Informally assess the fit of a function by plotting and analyzing residuals. Assessed: (Lesson 1.7, exercise 7) Compute (using technology) and interpret the correlation coefficient. Distinguish between correlation and causation. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (1.7) 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). (1.7) Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (1.6)
S.ID.3 S.ID.6
S.ID.8 S.ID.9 N.Q.3 A.REI.10 F.IF.5
Mathematical Practice Standards (Look Fors)

Make Sense Of Problems And Persevere In Solving Them
Student Actions Seek and communicate entry points or representations for the problem Communicate observed relationships and constraints Build a solution plan on observed relationships Monitor and evaluate own work, and may report a change of strategy or perspective In examining a proposed solution, ask, 'Does this make sense?'
Teacher Actions
Monitor students thinking and processes to provide scaffolding for students conjectures and plans. In summary presentations, require student justifications and reasonableness, and seek alternative solutions
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Construct Viable Arguments And Critique The Reasoning Of Others

Student Actions While completing an investigation, analyze situations and make or explore conjectures Build a logical progression of statements to justify a conjecture or present a counterexample Listen to or read the arguments of others and ask questions for clarification While completing an investigation, analyze other students arguments Reason inductively about data presented in context, making plausible arguments Teacher Actions Help students make connections between problem setting and symbolic representations
Model With Mathematics

Student Actions Apply prior contextual and mathematical knowledge to solve real-world problems Display relationships among important quantities using tools such as diagrams, graphs, tables, and/or formulas To make sense of Investigations, explore a simpler real-life scenario by making assumptions and using approximations Make sense of an answer according to the context of the problem Teacher Actions During real world Investigations, engage students in recognizing important quantities and exploring ways to represent mathematical relationships Facilitate discourse around student conjectures about relations and arguments supporting varied modeling representations
METS
9.12.CT.1
Standard Explanation & Activities

9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 1.7 Students use the graphing calculator to create a scatter plot from collected data. Students then compare to the line y = x and interpret the meaning of their data.(actual vs. estimate) Least Squares Regression (Lesson 7) includes application of correlation. This is a small unit of lessons. Lesson is found at http://illuminations.nctm.org/LessonDetail.aspx?id=U117 Use the graphing applet at http://illuminations.nctm.org/ActivityDetail.aspx?ID=146 Java may need to be updated, then right click and choose run this plug in Barbie Bungie Jump found at: http://illuminations.nctm.org/LessonDetail.aspx?id=L646 Students can use a graphing calculator for creating the scatter plot and linear regression line or they can use the graphing applet at http://illuminations.nctm.org/ActivityDetail.aspx?ID=146 right click and choose run this plug in
Assessments
Assessment 1: Extended Response Representations of Univariate Data Assessment 2: Performance Task Scatterplot Task Scatterplot Task Rubric Unit Assessment Algebra 1_ Descriptive Statistics Assessment
Gradebook
Assessment Rubric
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Unit 2: Relationships between Quantities and Reasoning with Equations

Big Ideas: Algebra allows us to represent real world problems and justify their solutions. Essential Questions: How are equations and inequalities applied in the real world? How can you interpret the solution(s) of equations, inequalities, systems of equations and inequalities, and quadratics? Learning Outcomes: A proportion states the equality of two ratios, in which one number may be unknown and represented by a variable; an unknown variable in a proportion can be solved for by applying the opposite operation. Proportions can be used to make predictions about a whole population from a sample; a more representative sample will lead to a higher quality prediction. Conversion factors are ratios that allow the change from one unit to another. If the value change in one variable mirrors the value change in the other, the two directly proportional variables, x and y, are related by the direct variation equation y = kx. If larger values of one variable correspond to smaller values of the other, they are related by the inverse variation equation, y k x . An algebraic expression consisting of numbers and/or a variable can be evaluated by and substituting a number for the variable and following the order of operations to arrive at a single number. An equation is a sentence that two expressions are equal. A solution is a number that can be substituted for the variable to make the equation a true statement.
Focus Investigation: 2.4 Direct Variation: Ship Canals

Investigation Goal: Students use data to draw a graph and write an equation that states the relationship between tow variables. Students will see several ways of finding information missing from a table. This investigation uses graphing calculator technology.
Focus Investigation: 2.8 Undoing Operations: Just Undo It

Investigation Goal: Students discover how using knowledge of the order of operations and patterns in sequences can be used to solve equations.
Chapter 2 introduces undoing as a method of solving equations, therefore, it is not recommended to cross multiply and divide to solve proportions. Section 2.4 introduces y=kx and builds off of 1.7. Students use skip counting to build the concept of slope. Section 2.6 is not recommended because it is quite complicated and not necessary. Students must have a good grasp of order of operations before doing section 2.7. The Keys to books can be used for remediation as necessary. In section 2.8, students learn to solve an equation by undoing. This method cannot be used if there are variables on both sides of the equation. Students will learn the balancing method for solving equations in chapter 3. This unit will need supplementation for solving equations.
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Main Topics
Proportions (DA 2.1) Sampling and applying ratios and proportions (DA 2.2) Proportions and measurement systems (DA 2.3) Direct variation (DA 2.4)Focus Investigation (Graphing Calculator) Inverse variation (DA 2.5) Evaluating expressions (DA 2.7) Undoing operations (DA 2.8)Focus Investigation Supplement by adding in solving equations
Key Vocabulary:
Proportion Variable Directly proportional Direct Variation Constant of Variation Common Core State Standards: ASW
N.Q.2 A.SSE.1 A.CED.1 A.CED.2 A.REI.1
Inverse Variation Inversely Proportional Order of Operations Equation Solution
A.REI.3 A.REI.10 S.ID.5
S.ID.6 MET Standard 9.12.CT.1
Define appropriate quantities for the purpose of descriptive modeling. (2.1) Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. (2.4) 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. (2.1, 2.2, 2.3, 2.4, 2.5) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (2.4) 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. (2.8) Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (2.8) 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). (2.4) Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal and conditional relative frequencies). Recognize possible associations and trends in the data. (2.2) Represent data on two quantitative variables on a scatter ploy, and describe how the variables are related. c. Fit a linear function for scatter plots that suggest a linear association. (2.4) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 2.4 Students use the graphing calculator to explore direct variation, create an equation, and extrapolate values from a given data set. Do I have to Mow the Whole Thing? Lesson on Inverse Variation, found at: (Inverse Variation) Graphing calculators, graphing applet, or excel is suggested http://illuminations.nctm.org/LessonDetail.aspx?id=L729

Teacher Actions
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Assessments
Assessment 1: Performance Task
Do I have to Mow the Whole Thing?

Unit Assessment Algebra 1_ Relationships between Quantities and Reasoning with Equations
Gradebook
Assessment Rubric
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Unit 3: Linear Relationships (Part 1, Linear Equations)

Big Idea: This unit builds towards the concept of functions by connecting recursive routines with explicit linear equations. Essential Questions: How can rate of change be used to predict future trends? How can linear functions be used to model real world problems? What are the different ways to represent data with a constant rate of change? Learning Outcomes: Recursive sequences are generated with a starting point and a designation of how to operate on any number to get the next number in the sequence. Linear functions form a straight line when graphed, the highest degree of the variable is one, and it has a constant rate of change. If the slope is negative the line is decreasing, if it is positive the line is increasing, if it is zero the line will be horizontal and if it is undefined it will be a vertical line. A linear equation in intercept form, y = a + bx, reflects the recursive routine used to generate a sequence of data values with a constant rate of change. Such a routine begins with a and adds b repeatedly. You can calculate the rate of change as a difference of output values divided by a difference of corresponding input values. The rate of change determines the steepness of the graph of the linear equation representing the data. The balancing method is useful for solving an equation if the variable appears more than once in the equation.
Focus Investigation: 3.2 Linear Plots: On the Road Again

Investigation Goal: Students will discover that quantities generated by a recursive additive sequence (with a constant rate of change) have a linear relationship because their graphs lie in a straight line that is with negative or positive.
Focus Investigation: 3.4 Linear Equations and the Intercept Form: Working Out with
Equations Investigation Goal: Students make the transition from using recursive routines to writing linear equations in intercept form. Note that the order is different than in the slope-intercept form in that the starting number is emphasized and comes first.
Section 3.1 looks at recursive sequences which are connected to graphs in section 3.2. Recursion is extremely important as it is listed in the common core state standards. Sections 3.4 and 3.5 introduce y = a + bx as the intercept form. Students learn the balancing method for solving equations in 3.6. To maximize the benefit of 3.6 it would be help to refer to Moving Straight Ahead, which is the unit from Connect Math that students completed in Middle School.
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Key Vocabulary:
Recursive Sequences Rates of Change Recursive Routines y-intercept Linear Relationship
Intercept Form Balancing
Main Topics
Recursive sequences (DA 3.1) Linear Plots (DA 3.2)Focus Lesson Linear equations and the intercept form (DA 3.4)Focus Lesson Linear equations and rate of change (DA 3.5) Solving equations using the balancing method (DA 3.6)

A.SSE.1 A.CED.2 A.REI.3 A.REI.10 F.IF.3 F.IF.6 F.IF.7 Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. (3.2, 3.4) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (3.2, 3.4, 3.5) Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (3.5, 3.6) 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). (3.4) Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1. (3.1) 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. (3.5) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. (3.4, 3.5) 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. (3.2) Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. (3.1, 3.2, 3.4) Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. (3.2, 3.4, 3.5) Distinguish between situations that can be modeled with linear functions and with exponential functions. a. Prove that linear functions grow by equal differences over equal intervals; and that exponential functions grow by equal factors over equal intervals. (3.1) b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. (3.4, 3.5) Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (3.1, 3.4, 3.5) Represent data on two quantitative variables on a scatter ploy, and describe how the variables are related. a. Use a model function fitted to the data to solve problems in the context of the data. Use given model functions or choose a function suggested by the context. Emphasize linear and exponential models. ( 3.4, 3.5) Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data. (3.4, 3.5) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lessons 3.2 and 3.4 Students use scatter plots of recursive sequences to continue to explore the connection between graphs and tables and how they can be used to solve problems. Exploring Linear Data Lesson can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L298 Pedal Power, a lesson on interpreting slope as a rate of change, can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L586 Students compare three graphs and come up with explanations for the slopes of each (no technology required) Also can be used in unit 4 as the end asks to calculate slope
F.IF.9
F.BF.1 F.BF.2 F.LE.1
F.LE.2 S.ID.6
S.ID.7 METS 9.12.CT.1
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Teacher Actions


Assessments
Unit Assessment Algebra 1_ Linear Relationships (Part 1, Linear Equations)
Gradebook
Assessment Rubric
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Unit 4: Linear Relationships (Part 2, Fitting a Line to Data)

Big Idea: This unit formalizes slope and builds different algebraic representations of linear functions based on the most appropriate form to model a given set of data. Essential Questions: What determines whether it is advantageous to use point-slope form or slope-intercept form? How can real world data be modeled with a graph? What is the relationship between correlation and causation? What is the significance of the x and y-intercepts in a linear function? What determines whether two lines are parallel or perpendicular? Learning Outcomes: The slope of a line is calculated by finding two points on the line and dividing the vertical change by the corresponding horizontal change. m
y2 y1 x2 x1
Parallel lines have the same slope and perpendicular lines have slopes that are opposite reciprocals. By finding a linear equation (line of best fit) to model the data, we can use the equation to predict values at any point in time. Linear equations approximate the given data set, but are not an exact match. Correlation is an indicator of how well the function models data. A strong correlation does not necessarily imply causation. If you know two points on a line or in a data set, you can find an equation for the line in point-slope form without finding the y-intercept. Linear equations can be written in the following forms: slope-intercept (y = mx + b), point-slope (y2 y1= m(x2 - x1), and standard (Ax + By = C). Linear equations are equivalent if their graphs are the same or if symbolic manipulation of one can give the other.
Focus Investigation: 4.1 A Formula for Slope: Points and Slope

Investigation Goal: Students will explore how to find the slope of a line using two points on the line.
Focus Investigation: 4.4 Equivalent Algebraic Equations: Equivalent

Equations Investigation Goal: Student will explore how to identify different equations that describe the same line.
Instructional Notes: Chapter 4 formalizes slope and linearity and introduces y = mx + b by comparing a known point and a rate of change. There is a great deal of algebra in section 4.4 and this section will likely take several days. Resources can be found in the Keys to books or Practice your skills. Sections 4.5 4.8 are all activities where students model with linear data. This unit will need supplementation for correlation and causation. Sections 4.5-4.8 are optional.
Key Vocabulary:
Slope Point Slope Form Distributive Property Commutative Properties of Addition and Multiplication Associative Properties of Addition and Multiplication
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Main Topics
A formula for slope (DA 4.1) Focus Lesson Parallel and perpendicular lines (DA 11.1) Writing a linear equation to fit data (DA 4.2) Teachers will need to supplement for S.ID.8 and 9 in section 4.2 (first introduced in 1.7) Example question can be found at http://illustrativemathematics.org/standards/hs Point-slope form of a linear equation (DA 4.3) Equivalent algebraic equations (DA 4.4)Focus Lesson Linear modeling (DA 4.5 4.8, optional)

N.Q.1 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. (4.1) Interpret expressions that represent a quantity in terms of its context. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. (4.3) 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. (4.3, 4.5) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (4.1) 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. (4.4) Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (4.2, 4.3, 4.4) 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. (4.1, 4.2, 4.3) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. (4.2) 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 (4.1, 4.2) Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (4.2) Interpret the parameters in a linear or exponential function in terms of a context. (4.1, 4.2, 4.3, 4.4, 4.5) Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. a. Use a model function fitted to the data to solve problems in the context of the data. Use given model functions or choose a function suggested by the context. Emphasize linear and exponential models. (4.2, 4.6, 4.7, 4.8) c. Fit a linear function for scatter plots that suggest a linear association. (4.2, 4.3, 4.5, 4.6, 4.7, 4.8) Interpret the slope (rate of change) and the intercept (constant term) of a linear fit in the context of the data. (4.2, 4.3, 4.5, 4.6, 4.7, 4.8) Compute (using technology) and interpret the correlation coefficient. Distinguish between correlation and causation. Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 4.1 and 4.4 Students explore the concept of slope via the Dynamic Algebraic
A.SSE.1 A.CED.1 A.CED.2 A.REI.1
A.REI.3 F.IF.6 F.IF.7
F.LE.1
F.LE.2 F.LE.5 S.ID.6
S.ID.7 S.ID.8 S.ID.9 MET Standard 9.12.CT.1
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Exploration with Geometers Sketch Pad for both lessons. How Tall? A Lesson on the line of best fit, found at http://illuminations.nctm.org/LessonDetail.aspx?id=L776 This uses the graphing applet Pedal Power, a lesson on interpreting slope as a rate of change, can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L586 Students compare three graphs and come up with explanations for the slopes of each (no technology required)
Mathematical Practice Standards (Look-Fors)

Teacher Actions
Monitor students thinking and processes to provide scaffolding for students conjectures and plans . In summary presentations, require student justifications and reasonableness, and seek alternative solutions


Assessments
Assessment 1: Performance Task Pedal Power Unit Assessment Algebra 1_ Linear Relationships (Part 2, Fitting a Line to Data)
Gradebook
Assessment Rubric
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Unit 5: Linear Relationships (Part 3, Systems of Equations and Inequalities)

Big Idea: Real world data can be represented by systems of linear equations and inequalities which can be solved for graphically and algebraically. Essential Questions: What are the strengths and weaknesses of each method of solving a system of equations? How can you interpret the solution(s) of systems of equations and inequalities? How can systems of linear equations show trends over a of period time in a real world situation? How can inequalities be used to represent a range of possible solutions in real world data? Learning Outcomes: Some situations can be modeled with a system of equations. Solutions to systems of two linear equations can be approximated by seeing where the equations graphs intersect or by making tables. The substitution and elimination methods are two algebraic ways to solve systems. To use the substitution method, one equation must be solved for a variable. To use the elimination method, both equations must be in standard form. Inequalities help model problems for situations described by phrases such as greater than, less than, no more than, and at least. To graph an inequality in one variable on a number line, an open circle is used for the greater than or less than inequalities because they do not include the boundary number. A closed circle is when we have the or equal to along with the inequalities and the boundary number is included. Solving inequalities is similar to solving equations except we need to remember that when multiplying or dividing by a negative, we need to switch the direction of the inequality sign. To visualize solutions to two variable inequalities, you can graph the line represented by the equation with a solid or dotted line, and then shade in the half-plane on which the solutions to the inequality lie. You can find the solutions to a system of inequalities by finding the half-planes that give the solutions to the individual inequalities and looking at their intersection.
Focus Investigation: 5.1 Solving Systems: Where Will They Meet?

Investigation Goal: Students will solve a system of simultaneous equations to find the time and distance at which two walkers meet.
Focus Investigation: 5.5 Inequalities in One Variable: Toe the Line

Investigation Goal: Students will analyze properties of inequalities and discover some interesting results.
Instructional Notes: Chapter 5 is a traditional build up of systems of equations and inequalities. Section 5.1 uses motion detectors but sample data can be substituted if they are unavailable. Section 5.4 can be skipped, but again, STEM classes may want to do this section which involves using matrices to solve systems. Teachers may want to plan extra days for 5.5 5.7. This unit could be split into two sections, systems of equations and inequalities.
Key Vocabulary:
System of Equations Elimination Substitution Inequalities Half-plane Compound Inequality Constraints Systems if Inequalities
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Main Topics
Solving systems of equations (DA 5.1)Focus Lesson (could also use 2 storage tanks) Solving systems of equations using substitution (DA 5.2) Solving systems of equations using elimination (DA 5.3) Inequalities in one variable (DA 5.5)Focus Lesson Graphing inequalities in two variables (DA 5.6) Systems of inequalities (DA 5.7)

A.REI.5 A.REI.6 A.CED.1 A.CED.3 A.REI.3 A.REI.11 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. (5.3) Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. (5.1, 5.2, 5.3) 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 . (5.5) Represent constraints by equations or inequalities, and/or systems of equations or inequalities and interpret solutions as viable or nonviable options in a modeling context. (5.1, 5.2, 5.3, 5.6, 5.7) Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (5.5, 5.6) Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. (5.1) Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. (5.6, 5.7) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 5.1 CBR lesson using the motion detector to collect data on distance and
A.REI.12
MET Standard 9.12.CT.1
time. Optional Geometers Sketch Pad Investigation for 5.6

There has to be a system for this sweet problem, lesson on systems of linear equations which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L766 Talk or Text? Lesson on systems of linear equations which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L780 Students will want to use a graphing calculator or the graphing applet Supply and Demand, a lesson on systems of linear equations which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L724
Mathematical Practice Standards (Look-Fors)

Teacher Actions
Monitor students thinking and processes to provide scaffolding for students con jectures and plans. In summary presentations, require student justifications and reasonableness, and seek alternative solutions

Student Actions While completing an investigation, analyze situations and make or explore conjectures
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Build a logical progression of statements to justify a conjecture or present a counterexample Listen to or read the arguments of others and ask questions for clarification While completing an investigation, analyze other students arguments Reason inductively about data presented in context, making plausible arguments Teacher Actions Help students make connections between problem setting and symbolic representations

Assessments
Unit Assessment Algebra 1_ Linear Relationships (Part 3, Systems of Equations and Inequalities)
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Unit 6: Exponents and Exponential Functions

Big Idea: Multiplicative recursive routines are explicitly defined as exponential functions. Exponential relationships are functions which allow us to organize data and make informed decisions. Essential Questions: How can data sets and their graphs be interpreted as linear or exponential? How are multiplication and division related to addition and subtraction in the laws of exponents? How can exponential functions be used to model applications that include growth and decay in different contexts? Learning Outcomes: When values change through multiplying by a constant, that constant is called a constant multiplier. The rate of change increases as the amount increases. When values are increasing through multiplication by a constant that is greater than 1, we say that we x have exponential growth and represent the values by the equation y A(1 r ) . When multiplying like bases, add the exponents, when you raise a power to a power or a fraction to a power, multiply the exponents. When a fraction is raised to a power, both the numerator and the denominator are raised to that power. When dividing powers with like bases we subtract the exponents, that is take the exponent of the numerator and subtract the exponent of the denominator from it. A negative exponent can be changed to a positive exponent by taking the reciprocal of the base making the exponent positive. Scientific notation provides a way of naming numbers consistently and is especially useful for numbers that are very close to or far from zero. Exponential functions are in the general form f(x) = abx. The graph of the exponential parent function (y=bx) decreases at a decreasing rate when b is between 0 and 1 and increases at an increasing rate when b is greater than 1.
Focus Investigation: 6.1 Recursive Routines: Bugs, Bugs, Everywhere Bugs

Investigation Goal: Students will investigate patterns in which a population increases rapidly through the investigation of geometric sequences using recursive routines and constant multipliers.
Focus Investigation:
Investigation Goal:
Instructional Notes: This unit begins with recursion, similarly to the linear unit, with multiplying each time instead of adding. Extra days should be built into the schedule for skills practice in sections 6.3 6.6. Supplemental lesson(s) on radical exponents will need to be added in to address the common core state standard N.RN.1. The following site http://illustrativemathematics.org/standards/hs gives examples for clarification of the standards. Section 6.4 on scientific notation is not in the Common Core content standards, but it does fit the math practice standards and is used in science classes. Section 6.8 is an Activity Day which are always optional, however, this one is recommended because students experience modeling with exponential decay.
Key Vocabulary:
Exponential Equations Base Exponent Expanded Form
Exponential Form Multiplication, Division and Power Properties of Exponents Exponential Growth
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Main Topics

N.RN.1
Recursive routines (DA 6.1)Focus Lesson Exponential equations (DA 6.2) Multiplication and exponents (DA 6.3) Supplement rational exponents as they relate to the exponential properties and applications to address N.RN.1 see example at http://illustrativemathematics.org/standards/hs Scientific notation (DA 6.4) Division and exponents (DA 6.5) Zero and negative exponents (DA 6.6) Fitting exponential models to data (DA 6.7) Decreasing exponential models and half-life (DA 6.8)
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for notation for radicals in terms of ration exponents. For
1 1 1
N.RN.2 A.SSE.1
A.SSE.3
A.REI.10 A.REI.11
A.CED.2 F.IF.3
F.IF.5 F.IF.7
F.IF.8
F.IF.9
F.BF.1
F.BF.2 F.LE.1
example, we define 5 3 to be the cube root of 5 because we want (5 3 ) 3 to hold, so (5 3 ) 3 must equal 5. (6.3 power property) Rewrite expressions involving radicals and rational exponents using the properties of exponents. (6.3, 6.5, 6.6) Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. (6.1) b. Interpret complicated expressions by viewing one or more of their parts as a single entity. (6.2, 6.6) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. c. Use properties of exponents to transform expressions for exponential functions. (6.3, 6.5) 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). (6.2) Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions (6.2) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (6.2, 6.7) Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n 1. (6.1) Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (6.1, 6.7, 6.8) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions showing period, amplitude, and midline. (6.2, 6.7) Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. b. Use the properties of exponents to interpret expressions for exponential functions. (6.3, 6.5, 6.6, 6.7) 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. (6.1) Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. (6.1, 6.2, 6.7) Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. (6.1, 6.2) Distinguish between situations that can be modeled with linear functions and with exponential functions.
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F.LE.2 F.LE.3 F.LE.5 S.ID.6
a. Prove that linear functions grow by equal differences over equal intervals; and that exponential functions grow by equal factors over equal intervals. (6.1) b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another. c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another. (6.2, 6.3, 6.5, 6.6, 6.7) Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (6.2, 6.3, 6.7) Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. (6.1) Interpret the parameters in a linear or exponential function in terms of a context. (6.1, 6.2, 6.7) Represent data on two quantitative variables on a scatter ploy, and describe how the variables are related. a. Use a model function fitted to the data to solve problems in the context of the data. Use given model functions or choose a function suggested by the context. Emphasize linear and exponential models. (6.7) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 6.1 Students use a graphing calculator and recursive routines to explore exponential growth. Drug Filtering, lesson on exponential decay which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L829 Students may want to use an excel spread sheet for their data, or a graphing calculator National Debt and Wars, curve fitting, exponential growth, and percent change, which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L670 Students will need to use an excel spread sheet or a graphing calculator Predicting your financial future, lesson on compound interest which can be found at http://illuminations.nctm.org/LessonDetail.aspx?id=L761 Students will be introduced to a compound interest simulator applet At http://illuminations.nctm.org/ActivityDetail.aspx?ID=172

Teacher Actions


Student Actions Apply prior contextual and mathematical knowledge to solve real-world problems Display relationships among important quantities using tools such as diagrams, graphs, tables, and/or formulas To make sense of Investigations, explore a simpler real-life scenario by making assumptions and using approximations Make sense of an answer according to the context of the problem Teacher Actions
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During real world Investigations, engage students in recognizing important quantities and exploring ways to represent mathematical relationships Facilitate discourse around student conjectures about relations and arguments supporting varied modeling representations
Assessments
Assessment 1: Performance Task
National Debt and Wars Activity 2: The National Debt and Major U.S. Wars
(Completed after students have work on Activity 1 as an investigation.) Unit Assessment Algebra 1_ Exponents and Exponential Functions
Gradebook
Assessment Rubric
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Unit 7: Functions and Transformations

Big Idea: Functions are mathematical relationships where one or more variables are dependent on another variable. Functions can be categorized into families of functions with a parent function which has parameters that can be changed to create new functions. Essential Questions: How do you determine which type of function to use in modeling a specific realworld situation? How do we interpret relations and functions through their graphical, algebraic, and numeric representations? What are the possible transformations that can be performed on a function? How can you write a new function given specific transformation conditions? Learning Outcomes: A function is a relationship between two sets, called the domain and range of the function, such that every element of the domain is associated with one and only one element of the range. The domain is a set of input values, and the range is the set of output values. A graph represents a function if and only if no vertical line through the graph intersects it at no more than one point. A function increases (rises) if its y-values get larger as its x-values increase. A function decreases (falls) if its y-values get smaller as its x-values increase. A functions rate of change increases if the slope of the graph becomes larger, and it decreases if the slope becomes smaller. The notation f(x) is read f-of-x and is called function notation. The absolute-value function converts differences between values into distances, which cant be negative, by outputting the opposite of negative numbers. The graph of the squaring function is a parabola. Although every positive number has two square roots, the square root function gives only the positive square root. A translation is a transformation in which the figure is moved in the plane horizontally or vertically without changing size, shape, or orientation, by adding to the x or y coordinates. When the a, b, h, and k are changed according to the rule g(x)=af(bx-h)+k, the graph changes accordingly. Transformations are consistent regardless of the family of functions that are being studied.
Focus Investigation: 7.2 Functions and Graphs: Testing for Functions

Investigation Goal: Students will investigate and use various types of evidence to determine whether relations are functions. Focus Investigation: 8.2 Translating Graphs: Investigation Goal:
Instructional Notes: Chapter 7 formalizes functions and introduces the vocabulary associated with functions. Some teachers may choose to integrate some of the vocabulary earlier in year. Sections 7.2 and 7.3 should go fairly quickly but section 7.4 will likely take some time. To address the common core state standard F.IF.7b, teachers will need to ensure students are exposed to this. Sections 7.5 and 7.6 introduce functions that are new to students. At the end of chapter 7 a supplemental lesson on inverse functions will need to be added in. Sections 8.1 8.4 are on transformations of functions and must be covered, however, the rest of chapter 8 need not be. Since this is a lengthy unit, there are two common assessments associated with the chapter.
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Key Vocabulary:
Function Vertical Line Test Independent Variable Dependent Variable Domain Range Absolute Value Function Squaring Function Parabola Square Root Function
Transformation Image Translations Vertex Parent Function Family of Functions Reflection
Main Topics
Functions and graphs (DA 7.2) Focus Lesson o Supplement for vocabulary in 7.2: Domain, Range, Function, Relation, Input, and Output Graphs of real world situations (DA 7.3) Function notation (DA 7.4) Defining absolute value function (DA 7.5) Squares, squaring and parabolas (DA 7.6) o Supplemental Lesson (p.434) on inverses of functions (equation) Translating points (DA 8.1) Translating graphs (DA 8.2)Focus Lesson (Could use the transformation DL activity) Reflecting points and graphs (DA 8.3) Stretching and shrinking graphs (DA 8.4) Common Core State Standards: ASW
A.SSE.1 Interpret expressions that represent a quantity in terms of its context. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P. (8.2, 8.3, 8.4) Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). (7.1, 7.2, 7.4) Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. (7.4, 7.5, 8.1) 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. Key features:
intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. (7.3)
F.IF.1
F.IF.2 F.IF.4
F.IF.5
F.IF.7
F.BF.1
F.BF.3
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (7.2, 7.3) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. (7.2,7.3, 8.2) e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. (8.2, 8.3) Write a function that describes a relationship between two quantities b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. (8.1-8.4) Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. (8.2, 8.3, 8.4)
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F.BF.4
S.ID.2 METS 9.12.CT.1
Find inverse functions a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) = 2x3 or f(x) = (x+1)/(x-1) for x 1. Supplemental after chapter 7 sections. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. (7.5) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Focus Lesson 8.2 Students use the graphing calculator to explore translations of functions.

Teacher Actions


Assessments
Unit Assessment Part 1 Algebra 1_Functions Unit Assessment Part 2 Algebra 1_Transformations
Assessment Rubric
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Unit 7.5: Operations with Polynomials (1 Week) The purpose of this unit is to provide supplemental practice to gain prior knowledge and/or additional practice for the unit that follows.
Big Idea: Essential Questions: How are addition, subtraction, and multiplication with polynomials similar to addition, subtraction and multiplication with numbers? How does the distributive property support multiplication and factoring of polynomials?
Learning Outcomes: Adding, subtracting, and multiplying polynomials result in a new polynomial. The distributive property is used when multiplying polynomials. When we factor polynomials, we are undoing the distributive property. (Converse of the Distributive Property);
Main Topics
Operations with polynomials Factoring Distributive Property Common Core State Standards: ASW
A-APR.1 MET Standard 9.12.CT.1 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. Standard Explanation & Activities 9.12.CT.1 Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning.
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Unit 8: Quadratic Functions and Modeling

Big Idea: Quadratic relationships can be represented with multiple representations that can be used to solve real-world problems. Essential Questions: How do you interpret the solution(s) of quadratic equations? What real-world situations can be modeled with quadratic functions? How can the properties of quadratic functions be used in interpreting data? Learning Outcomes: If an equation is quadratic (meaning degree of 2), the graph is a parabola which has certain properties such as a vertex which is a max or min and an axis of symmetry through the vertex. If an equation has the form x 2 a , it can be solved by taking the square root of both sides. If a quadratic equation is in factored form, the zero product property can be used to find solutions. Solutions to quadratic equations can be found or verified using graphs. Completing the square creates a perfect square trinomial which is easily factored into the
2 form f ( x) a( x h) k .
The vertex form can be used to sketch the graph, by finding the vertex, zeroes, and the axis of symmetry. To convert a quadratic equation from vertex form to general form, you need to square a binomial.
b b2 4ac The quadratic formula, x , can be used to solve any quadratic equation that is in 2a
standard form.
Focus Investigation: 9.3 From Vertex to General Form: Sneaky Squares

Investigation Goal: Students practice converting an equation in vertex form to the general form while combining like terms.
Investigation Task: 9.6 Completing the Square: Searching for Solutions

Investigation Goal: Students investigate using the completing the square method to solve quadratic equations.
Instructional Notes: In section 9.4, factoring is introduced as a skill to identify properties of quadratics and the coefficient on the quadratic term will only be 1. This is consistent with the language in the Common Core. Section 9.5 and Section 9.8 which addresses cubic functions can be skipped. Teachers will need to supplement the materials in the book to meet standard N.RN.3
Key Vocabulary:
Quadratic Functions Roots X-Intercepts Trinomial Polynomial Monomials Binomial Term Line of Symmetry Zero-Product Property Completing the Square Discriminant
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Main Topics
Solving quadratic equations (DA 9.1) Finding the roots and the vertex (DA 9.2) From vertex to general form (DA 9.3)Focus Lesson Factored form (DA 9.4) Completing the square (DA 9.6)Focus Lesson The quadratic formula (DA 9.7) Supplemental Lesson for N.RN.3 Common Core State Standards: ASW
N.RN.3 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. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. (9.1, 9.6) 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. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity (9.1, 9.2) Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. (9.1, 9.2, 9.3) Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. (9.1, 9.2, 9.3, 9.4, 9.6) Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. a. 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. (9.1, 9.2, 9.3, 9.4, 9.6) 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. (9.1, 9.4, 9.7) Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6) Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple ational and exponential functions. (9.1) Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. (9.2) 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. (9.3, 9.6) 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. (9.1) Solve quadratic equations in one variable. a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x p)2 = q that has the same solutions. Derive the quadratic formula from this form. (9.6, 9.7) b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a bi for real numbers a and b. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6) Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = 3x and the circle x2 + y2 = 3. (9.7) Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, and coefficients. (9.2) 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 (x 2 y2)(x2 + y2). (9.2, 9.3, 9.4, 9.7) Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity
F.IF.2 F.IF.4
F.IF.5
F.IF.7
F.IF.8
F.IF.9
F.BF.1
A.CED.1 A.CED.2 A.APR.1 A.REI.1
A.REI.4
A.REI.7 A.SSE.1 A.SSE.2 A.SSE.3
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represented by the expression. a. Factor a quadratic expression to reveal the zeros of the function it defines. (9.4) b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines. (9.6) Standard Explanation & Activities Use digital resources (e.g., educational software, simulations, models) for problem solving and independent learning. Egg Launch, a lesson on quadratic functions explored through different function representations. Lesson found at http://illuminations.nctm.org/LessonDetail.aspx?ID=L738

Teacher Actions


Assessments
Unit Assessment Algebra 1_ Quadratic Functions and Modeling
Gradebook
Assessment Rubric
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Additional Resources for Teachers

Illuminations (NCTM) has the following activities and online manipulatives:
Advanced Data Grapher
Analyzing Data with Box Plots, Bubble Graphs, Scatterplots, Histograms, and Stem-and-Leaf Plots
Algebra Tiles
Manipulating Algebra Tiles to Solve Equations, Substitute in Expressions, and Expand and Factor
Function Matching
Finding the Function Expression That Matches a Generated Function Graph
Pan Balance Expressions
Investigating the Concept of Equivalence by "Weighing" Numeric and Algebraic Expressions
Algebraic Transformations
Exploring Commutativity and Associativity Within a Geometric Situation
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Box Plotter
Creating a Customized Box Plot with Your Own Data, or Display a Box Plot of an Included Set of Data
Histogram Tool
Creating a Customized Histogram with Your Own Data or an Included Set of Data
Line of Best Fit
Plotting a Set of Data and Determining a Line of Best Fit
Linear Regression I
Investigating a Regression Line and Determining the Effects of Adding Points to a Scatterplot
Mean and Median
Investigating the Mean, Median, and Box-and-whisker Plot for Sets of Data That You Create
Proof Without Words: Completing the Square
Proving the Algebraic Technique of Completing the Square "Without Words" Using Geometry
Square Graphs
Exploring the Graphs That Result when Two Characteristics of a Square Are Plotted
Websites
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Operation Order Algebra Game (order of operations online practice) http://www.funbrain.com/algebra/index.html You-tube video on domain and range of a function (Khan Academy) http://www.youtube.com/watch?v=NRB6s77nx2g
Samples From PB works (Others available on PB works) http://grpsmath.pbworks.com
Expressions and Equations Distributive Property/Box Method http://teachers.henrico.k12.va.us/math/hcpsalgebra1/Documents/7-7/FOIL.ppt box method http://www.mathatube.com/properties-distributive-box-mothed.html YouTube video for the box method http://www.algebrahelp.com/lessons/simplifying/distribution/ explanation of distributive property with calculators and other resources http://www.onlinemathlearning.com/distributive-property-math.html Summary of math properties (commutative, associative, distributive) http://www.purplemath.com/modules/simparen.htm simplifying with parentheses Expressions: Writing, Simplifying and Interpreting http://www.onlinemathlearning.com/algebra-word-problems.html Solving word problem resource. http://www.purplemath.com/modules/translat2.htm Solving word problem resource. http://www.mathgoodies.com/lessons/vol7/equations.html This site explains how to write equations from words and then has an online practice for students. http://www.watchknow.org/Video.aspx?VideoID=18964 This site has a video for simplifying expressions and a written piece. http://wps.pearsoned.com.au/md7/0,11310,2695791-content,00.html Drag and drop answers to algebraic expressions http://www.math.com/school/subject2/lessons/S2U2L4DP.html add like terms http://www.mathsnet.net/algebra/a21.html simplifying expressions interactive http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/symbolsact.shtml combi ning terms interactive http://www.regentsprep.org/Regents/math/ALGEBRA/AV2/indexAV2.htm like terms
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http://nlvm.usu.edu/en/nav/frames_asid_189_g_1_t_2.html algebra tiles http://www.onlinemathlearning.com/evaluate-algebraic-expression.html This site has 4 video clips on evaluating expressions http://regentsprep.org/Regents/math/ALGEBRA/AOP2/evalPrac.htm Evaluating expressions. http://www.mrideahamster.com/classes/movies/expressions_ti84/ti84expressions.html Evaluating expressions on the calculator. http://mathbits.com/MathBits/TISection/Algebra1/EvaluateExpressions.htm Evaluating expressions on the calculator. http://www.mrideahamster.com/classes/movies/expressions_ti84/ti84expressions.html Evaluating expressions on the calculator.
Websites http://www.nwlincs.org/nwlincsweb/EITCdata/PreAlg/PowerPt/3-11%20Evaluating%20Expressions.ppt Power point presentation about expressions. http://www.aaamath.com/equ723x2.htm Evaluation practice http://www.quia.com/mc/319817.html Matching words with expressions. You Tube http://il.youtube.com/watch?v=Sa6bBkztsoo&feature=related evaluating expressions - you tube - 9 minutes http://il.youtube.com/watch?v=H9iUy07QKXQ&feature=related evaluating expressions - you tube - 4 minutes - uses four colors http://il.youtube.com/watch?v=HBaBLax9z-U&feature=related EVAL EXPRES - you tube - 4.5 minutes- cute smiley face expressions (engage) http://www.youtube.com/watch?v=XIu5wFT9wS0 1 minute - one example http://www.youtube.com/watch?v=Fza_i8hNfsk&NR=1
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38 seconds - verifying your solution to an equation http://www.homeschoolmath.net/teaching/teach-solve-word-problems.php lesson plan on you tube? http://www.wlcsd.org/webpages/mrjoseph/files/section2.pdf This is a printable activity with application problems on evaluating expressions (word problems)
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Algebra I Syllabus v12-13

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Course Name: Algebra 1

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Michigan Educational Technology Standards (METS)

Technology and Other Resources

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Grading Procedure and Scale 70% - 30%

Acceptable level of performance

Minimal level of performance Unacceptable level of performance

Options for Literacy Strategies

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Discovering Algebra Chapter 2 All sections except 2.6

Unit 7 Functions and Transformations

Unit 8 Quadratic Functions and Modeling

Discovering Algebra Chapter 9 All sections except 9.8

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Unit 1: Descriptive Statistics

Focus Investigation: 1.7 Guesstimation

Investigation Task: Golf and Divorce -- (Teacher Document)

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Focus Investigation 2: Golf and Divorce o Does Correlation imply causation???

Measures of Center Measures of Spread Outlier Representations Scatterplot Univariate Data

Common Core State Standards: ASW

S.ID.8 S.ID.9 N.Q.3 A.REI.10 F.IF.5

Mathematical Practice Standards (Look Fors)

Construct Viable Arguments And Critique The Reasoning Of Others

Model With Mathematics

Standard Explanation & Activities

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Unit 2: Relationships between Quantities and Reasoning with Equations

Focus Investigation: 2.4 Direct Variation: Ship Canals

Focus Investigation: 2.8 Undoing Operations: Just Undo It

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Inverse Variation Inversely Proportional Order of Operations Equation Solution

A.REI.3 A.REI.10 S.ID.5

S.ID.6 MET Standard 9.12.CT.1

Mathematical Practice Standards (Look Fors)

Construct Viable Arguments And Critique The Reasoning Of Others

Model With Mathematics

Do I have to Mow the Whole Thing?

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Unit 3: Linear Relationships (Part 1, Linear Equations)

Focus Investigation: 3.2 Linear Plots: On the Road Again

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Common Core State Standards: ASW

F.BF.1 F.BF.2 F.LE.1

S.ID.7 METS 9.12.CT.1

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Mathematical Practice Standards (Look Fors)

Construct Viable Arguments And Critique The Reasoning Of Others

Model With Mathematics

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Unit 4: Linear Relationships (Part 2, Fitting a Line to Data)

Focus Investigation: 4.1 A Formula for Slope: Points and Slope

Focus Investigation: 4.4 Equivalent Algebraic Equations: Equivalent

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Common Core State Standards: ASW

A.SSE.1 A.CED.1 A.CED.2 A.REI.1

A.REI.3 F.IF.6 F.IF.7

F.LE.2 F.LE.5 S.ID.6

S.ID.7 S.ID.8 S.ID.9 MET Standard 9.12.CT.1

Grand Rapids Public Schools Algebra 1 2011 Version 8-11.1

Mathematical Practice Standards (Look-Fors)

Construct Viable Arguments And Critique The Reasoning Of Others