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Jay Echols

Dr. Milligan

EDUC 450

16 October 2014

Curriculum Plan

Overview

Algebra I is a class that students take in the eighth grade everyday for a whole year, 36 weeks.

This is class where we start to introduce variables into equations. Linear and exponential

functions are the focus in this class. Students will focus on modeling and solving these equations.

There is also a set of vocabulary that the students will become familiar with during the course.

The standards for Algebra I are sorted in a categorical fashion. There isnt a direction or an order

that you should teach them in, but instead there are listed in groups of similar traits.

Rationale

Algebra I is the foundation on which all other high level mathematics are built upon. Without a

good understanding of the lessons in Algebra I one cannot expect to succeed in upper level math

classes. Algebra I also supports the thinking of and solving for variables that are apparent in

everyday life.

Tweet

Discover how it feels to unlock the mysteries of Algebra and know how to figure out problems in

everyday life. #mathisfun

Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

How are solving and proving different?

How are showing and explaining different?

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine

their strengths and weaknesses?

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Precise language helps us express mathematical ideas and receive them.

Why is it important that you use precise language in mathematics?

Echols 2

Table of Contents

Unit # Unit Name Length of Unit Standards

1 Linear and Exponential Expressions 8 days A.SSE.1

2 Relationships in One Variable 8 days A.CED.1

A.CED.4

A.REI.1

A.REI.3

3 Relationships in Two Variables 10 days F.IF.1

F.IF.2

A.CED.2

A.REI.10

A.CED.3

4 Representing Linear Exponential Functions 27 days F.IF.3

F.BF.1

F.LE.1

F.LE.2

F.LE.3

F.IF.4

F.IF.5

F.IF.6

F.IF.7

F.IF.9

F.BF.3

F.LE.5

5 Modeling Data with Linear and Exponential

Functions

18 days S.ID.6

S.ID.7

S.ID.8

S.ID.9

6 Systems of Equations and Inequalities 15 days A.REI.5

A.REI.6

A.REI.11

A.REI.12

7 Graphical Analysis and Modeling of

Quadratic Functions

12 days A.APR.1

F.BD.1

F.IF.7

F.IF.4

F.IF.5

F.BF.3

8 Algebraic Analysis of Quadratic Functions 30 days A.SSE.1

A.SSE.2

A.SSE.3

A.REI.4

F.IF.8

9 Descriptive Statistics 15 days S.ID.1

S.ID.2

S.ID.3

S.ID.5

10 Modeling with Other Functions 15 days F.BF.4

F.IF.7

Echols 3

Unit One: Linear and Exponential Expressions

Brief Description of the Unit

This unit really sets up the stage for the rest of the units for the year. In this unit students

will indentify and interpret parts of an expression and simply expressions using order of

operations through real-world situations. Modeling situations using appropriate

expressions focusing on linear and simple exponential models is another topic that we

will focus on in this unit.

Related Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

How are solving and proving different?

How are showing and explaining different?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Real-world situations

can be expressed

through mathematical

formulas.

How can expressions be used to

model real-world problems?

What units should be used to

model a given problem in order

to achieve the desired level of

accuracy?

Does it matter in what order

properties of exponents are

applied?

A.SSE.A.1 Interpret expressions that

represent a quantity in terms of its

context. (Note: Limit to linear

expressions and to exponential

expressions with integer exponents.)

a. Interpret parts of an expression, such

as terms factors, and coefficients.

b. Interpret complicated expressions by

viewing one or more of their parts as a

single entity.

Echols 4

Unit Two: Relationships in One Variable

Brief Description of the Unit

Continuing from unit one, students will study the connections between quantities in real-

world problems and learn how to write and solve one-variable equations and inequalities.

Highlighting constructing arguments to rationalize their solutions. Students will apply the

mathematical reasoning behind solving one-variable equations in order to rearrange

formulas in order to highlight variables or quantities of interest.

Related Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

How are solving and proving different?

How are showing and explaining different?

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine their

strengths and weaknesses?

Precise language helps us express mathematical ideas and receive them.

Why is it important that you use precise language in mathematics?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

One-variable equations

and inequalities are solved

using mathematical

processes.

Can the structure of a linear

equation or inequality be used to

devise a plan for solving the

equation and inequalities?

How can mathematical properties

be correctly applied when solving

one-variable equations and

inequalities?

A.CED.A.1 Create equations and inequalities

in one variable and use them to solve

problems.

A.REI.A.1 Explain each step in solving a

linear equation as following from the equity

of numbers asserted at the previous step,

starting from the assumption that the original

equation has a solution.

Mathematical properties

and solutions can be

described using

mathematical language.

Can a solution or solution set and

the method by which the solution

was obtained be justified using the

language of mathematics?

How can mathematical properties

be correctly applied in order to

solve literal equations and

formulas for a given variable?

A.REI.B.3. Solve linear equations and

inequalities in one variable, including

equations with coefficients represented by

letters.

A.REI.A.4 Rearrange linear formulas to

highlight a quality of interest, using the same

reasoning as in solving equations

Echols 5

Unit Three: Relationships in Two Variables

Brief Description of the Unit

With the knowledge the students acquired in unit two with one variable, students will add

in a second variable into the equation. Students will assess a function for a given input

within the domain of the function. When given a real-world application, context will be

used to understand the meaning of a statement. Students will learn to distinguish between

equations and inequalities, particularly, when pertaining to real-life scenarios and be able

to explain why they chosen the method the use.

Related Overarching Enduring Understandings and Essential Questions

Precise language helps us express mathematical ideas and receive them.

Why is it important that you use precise language in mathematics?

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Unit Enduring Understandings Unit Essential Questions Established Goals (Related State

Standards)

Relationships can be illustrated

through linear functions.

How can a linear function

be created to represent the

relationship between two

given quantities?

For what situations is

function notation useful?

F.IF.A.1 Understanding 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).

F.IF.A.2 Use function notation, evaluate

functions for inputs in their domains, and

interpret statements that use function

notation in terms of a context.

Functions can be represented in

different ways to fit their

situations.

What units, scales, and

labels must be applied to

precisely symbolize a linear

function in the framework

of a problem?

What are the advantages of

representing the

relationship between

quantities symbolically,

numerically, and/or

graphically?

A.CED.A.2. Create linear equations to

represent relationships between quantities;

graph equations on coordinate axes with

labels and scales.

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).

A.CED.A.3 Represent constraints by linear

equations or inequalities, and by systems of

linear equations and/or inequalities, and

interpret solutions as viable or non-viable

options in a modelling context.

Echols 6

Unit Four: Representing Linear and Exponential Functions

Brief Description of the Unit

The focus starting in this unit and for the next couple of units will be on the comparison

of arithmetic and geometric sequences. Students will write equations to represent real-

world problems. They will use this idea to write linear and exponential functions from

tables, graphs, and other methods choosing which method is best.

Related Overarching Enduring Understandings and Essential Questions

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine their

strengths and weaknesses?

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Patterns are not

coincidences and can be

thought of as sequences.

How can the given explicit or

recursive formula be used to find

the value of a specific value?

F.IF.A.3 Recognize that sequences are

functions, sometimes defined recursively,

whose domain is a subset of the integers.

Real-world relationships

can be either arithmetic or

geometric.

How can you justify whether a

relationship is arithmetic or

geometric?

How do arithmetic and geometric

formulas differ?

F.BF.A.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.

Both linear and

exponential models can

solve problems, but each

has its own purpose.

In what situations are linear

functions practical to use? In what

situations are exponential

functions practical to use?

What is the best way to create a

sequence?

How do you determine what

values are needed for the sequence

or formula?

F.LE.A.1 Distinguish between situations that

can be modelled 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.

b. Recognize situations in which one

quantity change 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.

F.LE.A.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).

Echols 7

F.LE.A.3 Observe using graphs and tables

that a quantity increasing exponentially

eventually exceeds a quantity increasingly

linearly.

Formulas can be expressed

in different ways and can

show different qualities

about the relationship.

What do the features of the graph

reveal about the problems

situation?

How can analyzing a graph help

you determine the best course of

action in solving the problem at

hand?

How do qualities of a graph affect

the symbolic and numeric

representations of the problem?

F.IF.B.4 For a function that models a

relationship between two quantities, interpret

key features of graphs and tables in terms of

the quantities, and sketch graphs showing

key features given a verbal description of the

relationship.

F.IF.B.5 Relate the domain of a function to

its graph and, where applicable, to the

quantitative relationship it describes.

F.IF.B.6 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.

Linear and exponential

functions can be analyzed

using different methods.

How are curves made?

What are the things that make up a

curve?

How do you decided what is the

best way to depict a relationship?

F.IF.C.7 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 exponential functions and

show intercepts, maxima, and minima.

e. Graph exponential functions, showing

intercepts and end behavior.

F.IF.C.9 Compare properties of two

functions each represented in a different way

(algebraically, graphically, numerically in

tables, or by verbal descriptions).

Functions can be

transformations of another

base function.

What is the effect of adding or

subtracting a constant to a

function?

What is the effect of multiplying a

function by a scalar?

F.BF.B.3 Identify the effect of 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 values of k

given the graphs. Experiment with cases that

illustrate an explanation of the effects on the

graph using technology.

F.LE.B.5 Interpret the parameters in a linear

or exponential function in terms of a context.

Echols 8

Unit Five: Modeling Data with Linear and Exponential Functions

Brief Description of the Unit

So far in the course we have been working with relationships that are directly and

continuously correlated, but now we are moving on to curves that dont fit that mold.

Students will construct a scatterplot given two sets of quantitative data. They will

illustrate the properties of scatterplots and decide if a linear or exponential model would

be the best choice. When using a linear model, students will understand the slope and y-

intercept of the equation by making predictions using the models they have already

learned. Students will recognize the difference between correlation, or association, and

causation. They will use these approximation techniques in later units.

Related Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

How are solving and proving different?

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine their

strengths and weaknesses?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Graphs that dont fit what

is already known can be

made sensible through

using what is already

known.

How can we model two-variable

data and use models to make

predictions?

When are linear and/or exponential

models appropriate for two-

variable data?

S.ID.B.6 Represent data on two quantitative

variables on a scatter plot, and describe how

the variables are related.

a. Fit a function to the data; use functions

fitted to data to solve problems in the context

of the data. Use given functions or choose a

function suggested by the context.

Emphasize linear and exponential models.

b. Informally assess the fit of a linear

function by plotting and analyzing residuals.

c. Fit a linear function for a scatter plot that

suggests a linear association.

Approximation is a

valuable tool in

mathematics.

How can the correlation

coefficient be used to justify the

strength of a linear model?

What is the difference between

correlation and causation? How

can you tell the difference?

S.ID.C.7 Interpret the slope (rate of change)

and the intercept (constant term) of a linear

model in the context of the data.

S.ID.C.8 Compute (using technology) and

interpret the correlation coefficient of a

linear fit.

S.ID.C.9 Distinguish between correlation

and causation.

Echols 9

Unit Six: Systems of Equations and Inequalities

Brief Description of the Unit

Using the knowledge acquired about curves in the first three units, students will

acknowledge that the solution, or point of intersection, will be similar. Students will add

on to what they learned about graphing linear equations in order to graph a system of

equations. They will use approximation to find points of intersection. Along with

graphing, students will solve two-variable systems algebraically using the substitution

and elimination methods. Students will understand that no matter what method you use

the same answer will be produced.

Related Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine their

strengths and weaknesses?

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Solutions to systems of

linear equations can be

represented in different

ways.

What types of real-world

problems would be solved using

systems of equations?

What does a solution to a

system of linear equations

mean?

How do you represent the

solution of a system of

equations algebraically and

graphically?

A.REI.C.5 Prove that, given a system of

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.

A.REI.C.6 Solve systems of linear

equations exactly and approximately

(e.g., with graphs), focusing on pairs of

linear equations in two variables.

Systems of linear

equations dont always

have a solution and can

have more than one

solution.

Why does changing the

equations in a system by a

multiple not change the

solution?

What does it mean for a line not

to have any solutions?

In what real-world situations

A.REI.D.11 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

Echols 10

would there be no solution? approximations. Include cases where f(x)

and/or g(x)are linear and exponential

functions.

A.REI.D.12 Graph the solutions to a

linear inequality in two variables as a

half-plane (excluding the boundary in the

case of strict inequality), and graph the

solution set to a system of linear

inequalities in two variables as the

intersection of the corresponding half-

planes.

Echols 11

Unit Seven: Graphical Analysis and Modeling of Quadratic Functions

Brief Description of the Unit

Students will focus on building quadratic functions from what they already know of

linear and exponential functions. Connections between quadratic actions in the real world

and the properties of quadratic functions will start to be made. Students will be able to

recognize linear, exponential and quadratic functions given verbal, numeric, and/or

graphical representations.

Related Overarching Enduring Understandings and Essential Questions

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Precise language helps us express mathematical ideas and receive them.

Why is it important that you use precise language in mathematics?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Equations can be

manipulated causing

changes algebraically

and graphically.

When linear and quadratic

expressions are added,

subtracted, or multiplied, what

is the resulting function?

A.APR.A.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.

Real-world patterns can

be represented in a

number of ways.

How are the numeric patterns

and graphical representations of

linear, exponential and

quadratic functions different?

F.BF.A.1 Write a quadratic function that

describes a relationship between two

quantities.

a. Determine an explicit expression, a

recursive process, or steps for calculation

from a context.

b. Combine standard function types using

arithmetic operations.

Properties of a problem

can be revealed by

looking at the graph.

What do the key features of the

graph of a quadratic function

reveal about the problem?

How do parameters affect the

symbolic, numeric and

graphical representations of a

quadratic function?

What is the best way to decide

the domain of a graph?

F.IF.C.7 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.

F.IF.B.4 For a quadratic function that

models a relationship between two

Echols 12

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, and end

behavior.

F.IF.B.5 Relate the domain of a function

to its graph and, where applicable, to the

quantitative relationships it describes.

Changes made on a

formula affect the

graphical representation

of that formula.

How do changes in the

symbolic representation of a

quadratic function affect the

graphical representation?

F.BF.B.3 Identify the effect on the graph

of replacing f(x) by f(x) + k, k f(x), f(ox),

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.

Echols 13

Unit Eight: Algebraic Analysis of Quadratic Functions

Brief Description of the Unit

Students will dissect the parts of quadratic expressions: terms, coefficients, and factors.

This will lead to the exploration of the different forms of quadratic expressions might

uncover about a real-world problem. When the students understand the different forms

that expressions can take and what those forms make known, they will be able to re-write

these expressions through factoring, and completing the square. Students will be able to

look at a problem and best decide which method for solving the quadratic is best for the

given problem.

Related Overarching Enduring Understandings and Essential Questions

Mathematics can be used in many different ways to solve problems outside of the

mathematics classroom.

How do you make sense of different strategies? How do you determine their

strengths and weaknesses?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Expression can be look

different but mean the

same thing and show

information.

What are the parts of the

expression and what

information do they reveal

about the problem?

What do different forms of an

expression reveal about the

graph of a quadratic function?

A.SSE.A.1 Interpret quadratic

expressions that represent a quantity in

terms of its context.

a. Interpret parts of an expression, such

as terms, factors, and coefficients.

b. Interpret complicated expressions by

viewing one or more of their parts as a

single entity.

A.SSE.A.2 Use the structure of an

expression to identify ways to rewrite it.

Expressions can be re-

written to highlight

different pieces of

information.

Can the methods of completing

the square or factoring be used

to gain more information about

the problem or the graph of the

function?

How can an expression be

rewritten to reveal the necessary

information?

A.SSE.B.3 Choose and produce an

equivalent form of an expression to

reveal and explain properties of the

quantity represented by the expression.

a. Factor a quadratic expression to reveal

the zeros of the function it defines.

b. Complete the square in a quadratic

expression to reveal the maximum or

minimum value of the function it defines.

A.REI.B.4 Solve quadratic equations in

one variable.

Echols 14

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.

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.

Different methods can

be used to solve for

quadratic functions.

What method is most efficient

for solving a quadratic equation

given in specific forms?

F.IF.C.8 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 zeroes, extreme values,

and symmetry of the graph, and interpret

these in terms of a context.

Echols 15

Unit Nine: Descriptive Statistics

Brief Description of the Unit

Students will select and construct data representations for a given set of data. These data

representations will include bar graphs, histograms, box-and-whisker plots, stem and leaf

plots, as well as frequency tables. Students will learn and use vocabulary such as mean,

median, range, lower and upper quartile, interquartile range and standard deviation to

help solve statistical problems.

Related Overarching Enduring Understandings and Essential Questions

Classifying helps us to build networks of mathematical ideas.

Why do we classify numbers, geometric objects and functions?

Precise language helps us express mathematical ideas and receive them.

Why is it important that you use precise language in mathematics?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Statistical analysis

shows much information

about a set of data.

How can data be

misrepresented?

How can we use summary

statistics and data

representations to describe a

distribution or support or refute

a claim?

How can we use summary

statistics and data

representations to describe a

distribution or support or refute

a claim?

S.ID.A.1 Represent data with plots on the

real number line (dot plots, histograms,

and box plots).

S.ID.A.2 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 sets.

S.ID.A.3 Interpret differences in shape,

center, and spread in the context of the

data sets, accounting for possible effects

of extreme data points (outliers).

S.ID.B.5 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.

Echols 16

Unit Ten: Modeling with Other Functions

Brief Description of the Unit

Students will go into the graphical representations of other models, including square root,

cube root, and piecewise-defined functions. Students will graph these functions by hand

in simple cases and also with the help of technology. In all cases, however, students will

identify key features of the different graphs. Students should identify parent functions

and describe or sketch the effects of simple transformations on those parent functions.

Related Overarching Enduring Understandings and Essential Questions

Numbers in real world applications often have units attached to them, and they are

considered quantities that can be solved.

How are showing and explaining different?

Unit Enduring

Understandings

Unit Essential Questions Established Goals (Related State

Standards)

Quadratic functions are

just one type of a large

group of functions, but

all are related and have

similar features.

What situations might call for

models other than linear,

exponential or quadratic?

How can the key features of a

model be used to sketch a

graph?

F.IF.C.7 Graph functions expressed

symbolically and show key features of

the graph, by hand in simple cases and

using technology for more complicated

cases.

b. Graph square root, cube root, and

piecewise-defined functions, including

step functions and absolute value

functions.

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