Title of Unit:

Grade & Subject: 9th grade Algebra 1

Teacher: Morgan Machiorlette

Dates of Implementation: January 26, 2015 - March 20, 2015

Number of School Days: 40 days

DESIRED RESULTS
Standards Taught This Unit

Exponential expressions
Adding, Subtracting, and multiplying polynomials
Solving systems of linear equations
Measures of center for data
Displaying data
Key Knowledge

What key knowledge, facts, and vocabulary will students acquire

as a result of this unit? Be specific. Use student-friendly language
for the facts and definitions you list.

Vocabulary:
1. Systems of equations: Two or more lines that
are graphed on the same coordinate plane
2. Intersection: Where the two lines cross paths
3. Solutions: the intersection of two or more
equations
4. Systems of equations by graphing: Using a
graph to determine the intersection of two lines
5. Substitution: replacing a variable with a value
and then solving
6. Least Common Multiple (LCM): The smallest
number that is a multiple of both
7. Systems of equations by elimination: Finding
zero pairs to solve for one variable. Then adding
the equations together
8. Opposites: A zero pair; two values that cancel
each other out (ex: 3 and -3 or 4m and -4m)
9. Infinite solutions: Lines are touching at all
points

Key Skills

What key skills will students be able to perform as a result of this

unit? You dont have to break down how to do each skill.

Students will be able to solve systems of

equations by graphing, substitution, and
elimination.
Students will be able to identify whether a
system of equations has infinite or no solution.
Students will learn the rules of exponents and be
able to solve problems in complex exponential
form.
Students will understand the concept of
probability and be able to organize data in a boxand-whisper plot to find central tendency.

10.
No solutions: Lines are parallel, therefore
never crossing paths
11.
Exponents: The exponent of a number
says how many times to use that number in
multiplication
12.
Zero exponents: Any non-zero number
raised to a power of zero, equals 1
13.
Properties of exponents:

14.
Polynomials: An expression that can have
constants, variables, and exponents that can be
combined using addition, subtraction, and
multiplication and division. However:
No division by a variable
A variable exponents can only be 0,1,2,3,
.etc.
Cannot have an infinite number of terms
15.
Binomials: A polynomial with 2 terms
16.
Trinomials: A polynomial with 3 terms
17.
Probability: The likelihood something will
happen
18.
Central Tendency: A measurement of
data that shows where the middle of the
information lies. There are 3 common measures
of central tendency:

Median
Mode
Mean
19.
Box-and-whisker plot: a graphic way to
display the median, quartiles, and extremes of a
data set on a number line to show the
distribution of the data.

ASSESSMENT EVIDENCE

Formative Assessments

How will students be asked to exhibit their understanding

throughout this unit? How will you communicate their progress to
them? Think both daily and weekly, formally and informally,
things they can self-correct and things you check.

Students will have daily exit tickets, which are

returned the following class period.
Students will have a formal quiz or a test every
other Friday. Students will be allowed to
complete test corrections.
Students are assigned daily homework, which
provides lots of opportunity for practice.
Every week, students are given a progress report
to ensure they are aware of their progress.
Additionally, calling on students provides insight
for me to determine whether students are
grasping the concepts.
At the end of the report period, students will
have their Benchmark, which is a comprehensive
test over all of these topics.

Summative Assessments

How will you evaluate the learning that has taken place at the end
of the unit? This will likely be a unit test, but is there a short
project or open-ended element you can include?

At the end of the report period, students will

have their Benchmark, which is a comprehensive
test over all of these topics. This test is a
combination of multiple choice and open-ended
responses.

STUDENT INVESTMENT
FRAMING THE UNIT
*How will the new unit of study be framed for the students so that they know where they are headed, why the material is important to
study, what will be required of them (projects, etc.), and so that they are hooked? Is there a real-world theme you can adopt?
Connection to another content? WHY are we doing this? Why do they care?

For systems of equations, explain how this will connect several of our prior concepts, including graphing,
inequalities, distributive property, combining like-terms, etc. Will open by sharing real-world and relevant
examples of how this math comes into play in their everyday lives. Additionally, these concepts are the
foundation for higher-level math courses and is a critical skill to master.

Mastery Charter RP 3 Unit Plan Algebra PLO

1 (9th
Grade)
Planned Learning Outcome
R Resources to be used

Week 1: 1/26-1/30 (6 periods of Instruction)

Period 1
T: Systems of Equations
by graphing

Period 2
T: Systems
of
(subject
Equationsto
by
Substitutio
n (both in y
=)

RP3 Goals
Future RP Topics
In this Report Period, students are working towards
obtaining a firm grasp on:
Exponential expressions PD Days - No students
Adding, subtracting, and multiplying polynomials
DN:
Solving systems of linear equations
Measures of center for data
R:
Displaying data
Materials Needed (outside of basic classroom needs and what CPM provides)
Week 2: 2/2-2/6 (7 periods of Instruction)
Algebra tiles
Period
Equation
Page)
Period 1mat (Lesson 3.2.1B Resource
Period
3
Period 4
Period 5
2

Poster-making
materials
T: Systems of Equations
T:
T: Systems of Equations
T: Systems of Equations
Systems
Pennies(both
(40 in
per team)(Lesson
11.2.1) (create
by Substitution
Systems
by Elimination
by Elimination (create
of
standard)
of
opposites
by multiplying
opposites
Meter sticks and measuring
tapes (Lesson
8.1.1 from
Courseby
2)multiplying
equatio
Equation one equation)
both equations)

Resource
Pages
ns
DN:
s by
choosin
Eliminati
R:
on
DN:
DN:
g the
(opposite
best
s exist)
R:
R:
method
(substit
DN:
ution
R:
and
eliminat
ion)
Week 3: 2/9 - 2/13 (7 periods of Instruction)
T: Negative and Zero
T:
T: Writing Systems of T:
Writing and Solving
exponents
Propertie
Equations
Writing Systems of Equations
s & Laws
and
of
CCSS.MATH.CONTENT.HSA.CED.A.2 DN:
CCSS.MATH.CONTENT.HSA.CED.A.1 Solving
Exponent
System
R:
s (product
and
s of
quotient
Equatio
rules
ns

Period
3
T:
Systems
change)
of
Equations
by
Substituti
on (both
in
standard)

Period 4
T: Systems
of Equations
by
Elimination
(opposites
exist)

Exponential functions
Quadratic functions
DN:
R:

DN:

DN:
R:

R:

Period
6
T:
Systems
of
Equations
Special
cases

Period 7
Extended
Settler
Test

DN:
R:

T:
Properti
es &
Laws of
Exponen
ts
(power
rule
includin
g
negative
s)
DN:

T:
Properties
& Laws of
Exponents
(quotient,
product,
and power
all
together)
Mini-lesson
on powers
of powers

RP4