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# Phillips Academy Unit Description & Inventory (UDI) Template

## TEACHER(s): Ms. Cholewick

COURSE: Algebra
UNIT TITLE: Representing Linear Equations
FEEDBACK
PROVIDED BY:
PART I: UNIT OVERVIEW
Unit Length:
4 Weeks
Unit Placement
1st Quarter
st
nd
(ex. 1 Qtr, 2 Qtr,
etc.)
Rationale for Unit
This unit is the foundation for learning systems of equations and learning the
(rationale for unit
importance of them outside the classroom. As one of the tools of mathematics,
length, connections to linear systems have multiple uses in the real world. Life is full of situations when the
previous/future
output of a system doubles if the input doubles, and the output cuts in half if the
learning, vertical
input does the same. That's what a linear system is, and any linear system can be
alignment, relevance,
described with a linear equation.
etc )
Assessment
Diagnostic/
Descriptions I PreHonors/A Assessment
Assessment Goals:
P
Skills
Formative
major assessments)
College
Prep
(Regular)

Summative
Diagnostic/
PreAssessment
Formative
Summative

Self
Contained
Assessment
Descriptions II Assessment Goals:
Common Core
~SWBAT format

## Unit 2 Test (Intro to Linear Equations)

Do nows, class activities, exit slips, homework,
projects
Exit slips and quizzes/mini projects to summarize
weekly understanding, and a Unit Test at the end of the
unit.

Diagnostic/
PreAssessment
Formative

Summative
CCSS.MATH.CONTENT.HSA.CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in
solving equations. For example, rearrange Ohm's law V = IR to highlight resistance
R.
CCSS.MATH.CONTENT.HSA.CED.A.1
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.
CCSS.MATH.CONTENT.HSA.REI.A.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.

CCSS.MATH.CONTENT.HSA.REI.B.3
Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
Skill Bands/Emphases Review:
Focus
Stretch:
College Prep:
Review:
Focus
Stretch:
Self Contained:
Review:
Focus
Stretch:
Content/ Teacher
Create equations that describe numbers or relationships.
Created Objectives
Explain each step in solving a simple equation as following from the equality
of numbers asserted at the previous step
Construct a viable argument to justify a solution method.
Interpret slope and x- and y-intercepts when graphing a linear equation for a
real world problem.
Interpret the equation y = mx + b as defining a linear function, whose graph
is a straight line; give examples of functions that are not linear.
Represent and solve linear equations in standard form, slope-intercept form,
and slope-intercept form.
PART II: Literacy and Writing Alignment
Alignment to
Writing Framework:
Students will complete guided notes as video clips are played throughout the unit.
What writing
assignments will
Students will also be justifying and critiquing their own work and the work of others
students engage in
in their journals/notebooks.
during this unit?
Students will write weekly paragraphs (on Tuesdays) critiquing math problems in
the real world or dissecting a cartoon.

Supplementary Text

Descriptio
n/ Title

Nonfiction,
Fiction,
Informational

Lexile
Supplementary Text

Descriptio
n/ Title

Nonfiction,
Fiction,
Informational

Lexile
PART III: UNIT DESCRIPTION AND DELIVERY
Unit Content/
What is an equation?
Essential Questions
How can you solve a multi-step equation?

Instructional Delivery

## How can you check the reasonableness of your solution?

How can we use linear equations to solve real world problems?
What is a solution set for a linear equation?
How can models and technology aid in the solving of linear equations?

## Notes. Interactive Notebook, Individual and Group Challenges, Technology

Monday
SWBAT

Tuesday
SWBAT

Wednesday
SWBAT

Thursday
SWBAT

Friday
SWBAT

Use properties
of equality
together to
isolate variables
and solve
algebraic
equations.

Students will
successfully
solve multi-step
equations.

Students will
successfully
solve multistep equations.

Students will
successfully
solve multistep equations.

Demonstrate
mastery of
solving multistep
equations.

Use the
properties of
equality and the
distributive
property to
solve equations
containing
parentheses,
fractions,
and/or
decimals.
Pacing Calendar Daily Activities

Monday
SWBAT

Tuesday
SWBAT

Wednesday
SWBAT

Thursday
SWBAT

Friday
SWBAT

## (Include dates and

denote differences
between college
bound, preaccelerated, and
honors classes)

of a line given
two points.

a line given two
points.

pe and y
intercept from
an equation.

## Identify the slo

pe and y
intercept from
an equation.

Monday
SWBAT

Tuesday
SWBAT

Wednesday
SWBAT

Thursday
SWBAT

Demonstrate
mastery of
calculating
slope given
two points
and
identifying
slope and yintercept
given an
equation.
Friday
SWBAT

Write equations
using slopeintercept form

Write equations
using slopeintercept form

Write
equations
using slope-

Write
equations
using slope-

Demonstrate
mastery of
writing

Integrations/
Interdisciplinary
Connections

y-intercept.

## given slope and

y-intercept.

intercept form
given graph.

intercept form
given graph.

equations in
slopeintercept
form given a
point and
slope and
given a
graph.

Monday
SWBAT

Tuesday
SWBAT

Wednesday
SWBAT

Thursday
SWBAT

Friday
SWBAT

Demonstrate
mastery of
solving multi
step equations.

Demonstrate
mastery of
calculating slope
and indentifying
slope and yintercept.

Demonstrate
mastery of
writing
equations in
slope intercept
form.

Demonstrate
mastery of
solving multistep equations,
calculating
slope, and
writing slope
intercept form.

Demonstrate
mastery of
solving multistep
equations,
calculating
slope, and
writing slope
intercept
form.