Alg2Unit1LinearFunctions and Systems

Unit 2 Linear Functions and Systems of Linear Functions Algebra 1
Unit Goals – Stage 1

Number of Days:
MS 44 days 10/16/17 – 12/22/17
HS 44 days 10/16/17 – 12/22/17
Unit Description: Unit 2 builds upon students’ prior knowledge of linear models. Students learn function notation and develop concepts of domain and
range. Recognizing a linear function as having a constant rate of change, students will interpret the slope in the context of a situation. Arithmetic
sequences will be referenced as a special type of linear function. Students expand their experience with functions to include more specialized functions
– absolute value, scatter plots with lines of fit, and those that are piecewise-defined. Students then use linear functions to explore systems of linear
equations and inequalities.
Materials: calculators, graph paper, Desmos

Standards for Mathematical Transfer Goals
Practice Students will be able to independently use their learning to…
SMP 1 Make sense of problems • Make sense of never-before-seen problems and persevere in solving them.
and persevere in solving • Construct viable arguments and critique the reasoning of others.
them. Making Meaning
SMP 2 Reason abstractly and UNDERSTANDINGS ESSENTIAL QUESTIONS
quantitatively. Students will understand that… Students will keep considering…
SMP 3 Construct viable • Functions can be represented in different ways, such as • What are the different ways to
arguments and critique algebraically, graphically, numerically in tables, or by verbal represent a function?
the reasoning of others. descriptions. • How can linear equations be written in
SMP 4 Model with mathematics. • In function notation, the graph of the function f is the graph of the different, yet equivalent, forms?
SMP 5 Use appropriate tools equation y = f (x ) . • Explain how linear functions can be
strategically.
SMP 6 Attend to precision. • The graph of an equation in two variables is the set of all its applied to specialized functions,
solutions plotted in the coordinate plane, often forming a curve including arithmetic sequences,
SMP 7 Look for and make use of absolute value, piecewise-defined
structure. (which could be a line).
• Key features of linear functions can be applied to more functions, and scatter plots.
SMP 8 Look for and express
specialized functions, including arithmetic sequences, absolute • How can systems of linear equations
regularity in repeated
value functions, piecewise-defined functions, and scatter plots. or inequalities be used to model and
reasoning.
• The solution of a system of linear equations can be found solve real-world problems?
algebraically or by graphing each line, approximating the point of • Compare and contrast solving a linear
Standards for Mathematical
intersection, and then checking the solution. equation with variables on both sides
Content Clusters Addressed
• A system of linear equations can be used to solve an equation using an algebraic method and a
[m] A-CED.A Create equations
with variables on both sides. graphical method.
that describe
numbers or • Graphing linear inequalities in two variables is similar to
relationships. graphing linear equations in two variables. For a linear
inequality in two variables, the appropriate half-plane is shaded
[a] A-REI.C Solve systems of to represent the solution set. Solutions of a system of linear
equations. inequalities are the ordered pairs in the area where the
corresponding half-planes intersect.
LONG BEACH UNIFIED SCHOOL DISTRICT 1 Posted 10/17/17

2017-2018
Unit Goals – Stage 1
[m] A-REI.D Represent and solve Acquisition
equations and KNOWLEDGE SKILLS
inequalities Students will know… Students will be skilled at and/or be able to…
graphically. • The definition of academic vocabulary • Use function notation and evaluate functions.
words, such as arithmetic sequence, • Graph linear equations in two variables on the coordinate plane
[m] F-IF.A Understand the domain, explicit rule, function notation, and label the axes with appropriate scales.
concept of a function half-plane, inverse function, piecewise • Interpret key features of a graph or a table representing a linear
and use function function, range, solution of a linear function that models a relationship between two quantities.
notation. inequality in two variables, and system • Compare properties of two functions each represented in a
of linear inequalities. different way (equations, tables, graphs, or written descriptions).
[m] F-IF.B Interpret functions • A function is a relationship that has • Relate the domain of a function to its graph and, where
that arise in exactly one output (range) for each applicable, to the quantitative relationship it describes.
applications in terms input (domain). If f is a function and x • Calculate and interpret the slope (rate of change) of a function
of the context. is an element of its domain, then f (x ) presented symbolically or as a table and estimate the rate of
indicates the output of f corresponding change from a graph.
[s] F-IF.C Analyze functions
using different
to the input x. • Identify the effects of transformations on the graphs of linear
• The equation y = mx + b defines a functions by replacing f(x) with f(x) + k, k f(x), f(kx), and f(x + k)
representations.
linear function with a graph that is a for specific values of k.
[s] F-BF.A Build a function that straight line. The graphs of nonlinear • Write linear functions in different forms to reveal different
models a relationship functions are not straight lines. A properties of the linear function.
between two linear equation written in the form • Graph absolute value equations on the coordinate plane and
quantities. y - y 1 = m( x - x1 ) is in point-slope interpret the solutions.
form and ax + by = c is in standard • Represent data of two quantitative variables on a scatter plot
[a] F-BF.B Build new functions form. and describe how the variables are related.
from existing • Nonvertical lines are parallel if they • Fit a linear function to a scatter plot that suggests a linear
functions. have the same slope. Nonvertical association.
lines are perpendicular if their slopes • Recognize that sequences are functions.
[s] S-ID.B Summarize, are negative reciprocals. • Write explicit functions to describe arithmetic sequences.
represent, and • Scatter plots visually represent • Graph piecewise functions.
interpret data on two quantitative data to determine if there • Find the inverse of a linear function.
categorical and is a positive correlation, negative • Solve systems of linear equations in two variables using multiple
quantitative correlation, or no correlation between methods, including solving by graphing, substituting, and
variables. two variables. eliminating.
• Solve linear equations with variables on both sides using a
[m] S-ID.C Interpret linear system of linear equations.
models. • Graph the solutions to a linear inequality in two variables as a
half-plane and graph the solution set to a system of linear
inequalities in two variables as the intersection of corresponding
half-planes.

2017-2018
Assessed Grade Level Standards
Standards for Mathematical Practice
SMP 1 Make sense of problems and persevere in solving them.
SMP 2 Reason abstractly and quantitatively.
SMP 3 Construct viable arguments and critique the reasoning of others.
SMP 4 Model with mathematics.
SMP 5 Use appropriate tools strategically.
SMP 6 Attend to precision.
SMP 7 Look for and make use of structure.
SMP 8 Look for and express regularity in repeated reasoning.
Standards for Mathematical Content

[m] A-CED.A Create equations that describe numbers or relationships. [Linear, quadratic, and exponential (integer inputs only).]
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels
and scales.
A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or
non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on
combinations of different foods.
[a] A-REI.C Solve systems of equations. [Linear-linear and linear-quadratic.]
A-REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the
other produces a system with the same solutions.
A-REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
[m] A-REI.D Represent and solve equations and inequalities graphically. [Linear and exponential; learn as general principle.]
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-REI.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 approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and
logarithmic functions.
A-REI.12 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.
[m] F-IF.A Understand the concept of a function and use function notation. [Learn as general principle; focus on linear and exponential and
on arithmetic and geometric sequences.]
F-IF.1 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).
F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a
context.
F-IF.3 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.
[m] F-IF.B Interpret functions that arise in applications in terms of the context. [Linear, exponential, and quadratic.]
F-IF.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. Key features include: intercepts; intervals where
2017-2018
Assessed Grade Level Standards
the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and
periodicity.
F-IF.5 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.
F-IF.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.
[s] F-IF.C Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined.]
F-IF.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.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
F-IF.9 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.
[s] F-BF.A Build a function that models a relationship between two quantities. [Linear, exponential, and quadratic.]
F-BF.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.
F-BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate
between the two forms.
[a] F-BF.B Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F-BF.4a, linear functions only.]
F-BF.3 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.
F-BF.4 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.
[s] S-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables. [Linear focus, discuss general principle.]
S-ID.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, quadratic, and exponential models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.
[m] S-ID.C Interpret linear models.
S-ID.7 Interpret the slope and the intercept of a linear model in the context of the data.
S-ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.9 Distinguish between correlation and causation.
Key:
[m] = major clusters; [s] = supporting clusters, [a] = additional clusters

Indicates a modeling standard linking mathematics to everyday life, work, and decision-making
CA Indicates a California-only standard
2017-2018
Evidence of Learning – Stage 2
Assessment Evidence
Unit Assessment
Claim 1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.
Concepts and skills that may be assessed in Claim1:
A-CED.A
• The student graphs equations or inequalities on coordinate axes with labels and scales to represent the solution to a contextual problem.
• The student creates equations in two or more variables to represent relationships between quantities.
A-REI.C
• The student solves systems of linear equations in two variables using multiple methods.
A-REI.D
• The student understands that the graph of an equation in two variables is the set of all its solutions in the coordinate plane, often forming a curve
(which could be a line).
• The student finds solutions (either exact or approximate as appropriate) to the equation f ( x ) = g ( x ) using technology to graph functions, make
tables of values, or find their successive approximations.
• The student graphs the solutions to a linear inequality in two variables as a half-plane (excluding the boundary line in the case of a strict inequality).
• The student graphs the solution set to a system of linear inequalities in two variables as the intersection of corresponding half-planes.
F-IF.A
• The student understands that a function from one set (the domain) to another set (the range) assigns to each element of the domain exactly one
element of the range.
• The student recognizes any necessary restriction that needs to be placed on the domain in order for an equation to represent a function.
• The student understands that the graph of f is the graph of the equation y = f ( x ) .
• The student recognizes that sequences are functions whose domain is a subset of integers.
F-IF.B
• The student interprets key features of a graph or a table representing a function modeling a relationship between two quantities.
• The student sketches graphs showing key features given a verbal description of a relationship between two quantities that can be modeled with a
function.
• The student relates the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
• The student calculates and interprets the average rate of change of a function presented symbolically or as a table and estimates the rate of
change of a function from a graph.
F-IF.C
• The student graphs functions expressed symbolically and shows key features of the graph.
• The student compares properties of two functions each represented in a different way.
• The student graphs absolute value equations on the coordinate plane and interprets the solutions.

2017-2018
Evidence of Learning – Stage 2
Assessment Evidence
F-BF.A
• The student writes explicit functions to describe relationships between two quantities from a context.
• The student understands a function as a model of the relationship between two quantities.
F-BF.B
• The student identifies the effects of transformations on the graphs of linear functions by replacing f(x) with f(x) + k, k f(x), f(kx), and f(x + k) for
specific values of k (both positive and negative) and finds the value of k given the graphs.
• The student finds the inverse of a linear function.
S-ID.B
• The student represents data on two quantitative variables on a scatter plot and describes how the variables are related.
• The student fits a linear function for a scatter plot that suggests a linear association.
S-ID.C
• The student interprets the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
• The student interprets the correlation coefficient of a linear fit.
• The student distinguishes between correlation and causation.
Claim 2: Students can solve a range of well- Claim 3: The student can clearly and precisely Claim 4: The student can analyze complex,
posed problems in pure and applied construct viable arguments to support their own real-world scenarios and can construct and use
mathematics, making productive use of reasoning and critique the reasoning of others. mathematical models to interpret and solve
knowledge and problem-solving strategies. Standard clusters that may be assessed in problems.
Standard clusters that may be assessed in Claim 3: Standard clusters that may be assessed in
Claim 2: • A-REI.D Claim 4:
• A.CED.A • F-IF.A • A-CED.A
• A-REI.D • F-IF.B • F-IF.B
• F-IF.A • F-IF.C • F-IF.C
• F-IF.B • F-BF.B • F-BF.A
• F-IF.C • S-ID.B
• F-BF.A
• S-ID.C
Other Evidence
Formative Assessment Opportunities
• Informal teacher observations • Modeling Lessons (SMP 4)
• Checking for understanding using active participation strategies • Formative Assessment Lessons (FAL)
• Exit slips/summaries • Quizzes / Chapter Tests
• Tasks • SBAC Interim Assessment Blocks
Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website – “M” Mathematics – Curriculum Documents

2017-2018
Learning Plan – Stage 3
Suggested Sequence of Key Learning Events and Instruction
Big Ideas Math Algebra 1
Days Learning Target Expectations Supplemental Resources
(Explorations and Lessons)
I will explore linear OPENING TASK – How Do I See The Pattern Conceptual Understanding:
functions by Growing? • How Do I See The Pattern
participating in the This Opening Task asks students to think about how Growing?
Opening Task. they see a pattern growing. Give students time to
1 day work independently and then have them work with a
partner. Next, facilitate a class discussion utilizing
Talk Moves about how they see the pattern growing.
This task is a gateway into the entire unit.
I will define and • Identifying relationships that are functions from • Section 3.1 Conceptual Understanding:
evaluate functions mapping diagrams, tables, and graphs. • Section 3.2 • Desmos: Function
by… • Explaining that a function assigns each element of • Section 3.3 Carnival and Part 2
the domain to exactly one element in the range. • STEM Video: Speed of • Desmos: Graphing Stories
(SMP 3) Light • Desmos: Card Sort—
• Determining if a function is linear or nonlinear from Linear or Nonlinear
graphs, tables, and equations. (SMP 7) • Domain and Range Task
• Using function notation to explain that if f is a • The Customers Task
function and x is an element in the domain, then f(x) • Points on a Graph Task
denotes the output of f corresponding to the input x.
(SMP 3) Procedural Skills and
• Graphing function f using the equation y = f (x ) . Fluency:
• Constructing a linear function to model a • Linear Functions Sorting
3-4 relationship between two quantities. Activity
days • Relating the domain of a function to its graph and, • Khan Academy:
where applicable, to the quantitative relationship it Recognizing functions
describes. (SMP 2) • Khan Academy: Inputs and
• Answering questions such as… outputs of a function
o How can you tell if a relationship is a function? • Khan Academy:
o Describe how to use function notation. Interpreting function
o Explain how to compare functions that are notation
represented in different ways. • Khan Academy: Linear
o How do you evaluate a function? and nonlinear functions
o Describe a context in which the domain would
be discrete? Continuous? Application:
• Oakland Coliseum Task
• STEM Video Performance
Task: Speed of Light

2017-2018
I will examine the • Graphing linear functions from tables and equations • Section 3.4 Conceptual Understanding:
characteristics of showing key features. • Section 3.5 • Desmos: Sketchy Lines
linear functions and • Explaining that the graph of an equation in two • Section 3.6 • Line Builders
their graphs by… variables is the set of all its solutions plotted in the • Section 3.7 • myPD Course #3054:
coordinate plane, often forming a curve (which Building Conceptual
could be a line). (SMP 3) Understanding of
• Comparing properties of linear functions Functions Using Desmos
represented in different ways (algebraically, • Finding Intercepts Task
graphically, numerically in tables, or by verbal • Line Builders Task
descriptions). • Graphs of Linear
• Calculating the slope (rate of change) of a linear Functions—Which One
function from a table, equation, or graph. Doesn’t Belong?
• Interpreting the slope (rate of change) and
y-intercept (the initial value) of a linear function in Procedural Skills and
the terms of the situation it models. (SMP 2) Fluency:
• Transforming parent linear functions to create new • Desmos: Cart Sort—
functions. Linear Functions
• Identifying the effect of transformations on parent • Desmos: Polygraph—
7-8 linear functions. (SMP 7) Lines
days • Graphing absolute value functions. • myPD Course #3059:
• Applying knowledge of transformations to absolute Desmos Activity—
value functions. (SMP 7) Polygraph
• Answering questions such as… • Graphing Absolute Value
o Are horizontal and vertical lines examples of Functions
functions? Why? • Khan Academy:
o How do you graph a linear function using key x-intercepts and
features? y-intercepts
o The slope of a line is
2
. Provide coordinates • Khan Academy: Slope
3 • Khan Academy:
for two points on the line and justify your Comparing linear functions
reasoning. • Khan Academy: Graphs of
o Compare and contrast the effect of absolute value functions
transformations on the graphs of linear functions
with the graphs of absolute value functions. Application:
o How does changing the value of a affect the • Conference Tables Task
graph of f(x)=a│x│? • Modeling: How Much
o Synergy Item Bank: Item ID 54491, 56188, Does a 100x100 In-N-Out
55051, 54995, 53381, 56187, 68954, 63570 Burger Cost? (SMP 4)
2017-2018
I will write linear • Writing linear functions in different, yet equivalent, • Section 4.1 Conceptual Understanding:
equations in two forms to reveal different properties of the function • Section 4.2 • Desmos: Match My Line
variables by… (e.g., slope-intercept form, standard form, point- • Section 4.3 • Desmos: Land the Plane
slope form). • STEM Video: Future Wind • Writing Linear Equations
• Constructing a linear function to represent a Power Task
relationship between two quantities. (SMP 2)
• Answering questions such as… Procedural Skills and
o Given the graph of a linear function, how can Fluency:
you write the equation of the line? • Linear Graphs Task
o What features of linear functions do slope- • Khan Academy: Writing
intercept form, standard form, and point-slope slope-intercept equations
form reveal? • Khan Academy:
o Compare and contrast the slope of parallel and Point-slope form
perpendicular lines. • Khan Academy: Summary:
o Synergy Item Bank: Item ID 56199 Forms of two-variable
4-5 linear equations
days • Khan Academy:
Interpreting linear
functions and equations
• Khan Academy:
Constructing linear models
for real-world relationships
Application:
• STEM Video Performance
Task: Future Wind Power
• Modeling: Walk Out
(SMP 4)
• Modeling: Walk Out
Sequel with Desmos
(SMP 4)
I will check my OPTION 1: FORMATIVE ASSESSMENT LESSON

understanding of • Classifying Equations of Parallel and Perpendicular
2-3 linear functions by Lines (SMP 1, 2, 3, 4, 5, 6, 7, 8)
days participating in the
FAL.

2017-2018
I will apply linear • Representing data on two quantitative variables on • Section 4.4 Arithmetic Sequences
function models a scatter plot and describing how the variables are • Section 4.5 Procedural Skills and
by… related as a correlation. • Section 4.6 Fluency:
• Fitting a linear function trend line to the data in a • Section 4.7 • Khan Academy:
scatter plot that suggests linear association. • Section 10.4 Introduction to arithmetic
• Interpreting the slope and the y-intercept of the (Only Examples 1, 2, 3) sequences
linear model in the context of the data and • Khan Academy:
interpreting the correlation coefficient of a trend Constructing arithmetic
line. (SMP 2) sequences
• Recognizing that arithmetic sequences are linear
functions. Application:
• Writing explicit rules for arithmetic sequences and • Snake on a Plane Task
translating between forms.
• Graphing and writing piecewise-defined functions. Supplemental Resources
• Finding the inverse of linear functions. Piecewise Functions
• Answering questions such as… Scatter Plots Conceptual Understanding:
o How can you make predictions from a scatter Conceptual Understanding: • Desmos: Piecewise Linear
plot using a linear model? • Desmos: Line of Best Fit Functions
10-12 o What is the difference between correlation and • Scatter Plot Task • Function Notation: What’s
days causation? My Story?
o Why is an arithmetic sequence a function? Procedural Skills and
(SMP 3) Fluency: Procedural Skills and
o Why is the domain of arithmetic sequences the • Khan Academy: Creating Fluency:
set of positive integers? and interpreting • Desmos: Marbleslides
o How are piecewise functions and their graphs scatterplots • myPD Course #3006:
different from other linear functions? • Khan Academy: Estimating Desmos Activity—
o How are a function and its inverse related? with trend lines Marbleslides
o If the ordered pair (1,−3) satisfies the original • Khan Academy: Piecewise
Application: functions
function, what ordered pair satisfies the inverse • Barbie Bunge Jump
function? Explain your reasoning. (SMP 3) Activity with Lines of Fit Application:
o Synergy Item Bank: Item ID 54706, 54707,
• Desmos: Charge! • Text Messaging Task
54709, 55248, 50626, 55684, 73053, 54859,
• Exploring Linear Data • The Parking Lot Task
56186, 55694
• Pizza Sales Task
• Speeding Tickets Task

2017-2018
I will solve systems • Graphing. • Section 5.1 Conceptual Understanding:
of linear equations • Using substitution. • Section 5.2 • Create a System of Two
by… • Using elimination. • Section 5.3 Equations Task
• Solving special systems with no solutions or • Section 5.4 • Understanding Elimination
infinitely many solutions. • Section 5.5 Through Discovery
• Writing and solving systems of linear equations to • Find A System Task
represent real-world situations. (SMP 2)
• Using a system to solve a linear equation with Procedural Skills and
variables on both sides. (SMP 7) Fluency:
• Answering questions such as… • Desmos: Card Sort—
o What does it mean to be a solution to a system Linear Systems
of linear equations? • Khan Academy: System
o How can you estimate a solution to a system of of equations overview
linear equations by graphing?
7-8 Application:
o When is it most appropriate to solve a system of
days • Baseball Jerseys Task
linear equations by graphing? By substitution?
By elimination? • Cash Box Task
o Describe the graph of a system of linear • Concession Stand Prices
equations with no solutions or infinitely many Task
solutions. • Desmos: Playing Catch
o How do you use a system of linear equations to Up
solve an equation in one variable with variables • Printing Tickets Task
on both sides of the equal sign? • Modeling: Is It Cheaper to
o Synergy Item Bank: Item ID 50627, 54655, Pay Annually or Monthly?
54488 (SMP 4)
• Modeling: Stacking Cups
(SMP 4)
• Modeling: Piling Up
Systems of Linear
Equations (SMP 4)
I will check my OPTION 2: FORMATIVE ASSESSMENT LESSON Conceptual Understanding:
understanding of (choose one) • myPD Course #7669:
systems of linear • Solving Linear Equations in Two Variables Implementing FAL –
2-3 equations by (SMP 1, 2, 3, 4, 5, 6, 7, 8) Solving Linear Equations
days participating in the • Comparing Value for Money: Baseball Jerseys in Two Variables
FAL. (SMP 1, 2, 3, 4, 5, 6, 8)
• Classifying Solutions to Systems of Equations
(SMP 1, 2, 3, 4, 5, 6, 7, 8)
2017-2018
I will solve linear • Graphing the solutions to a linear inequality in two • Section 5.6 Conceptual Understanding:
inequalities in two variables as a half-plane. • Section 5.7 • Exploring Inequalities
variables and • Writing a linear inequality given a graph. • STEM Video: Setting Using Desmos
systems of linear • Solving systems of linear inequalities. Fisher Limits • Desmos: Point Collector
inequalities by… • Answering questions such as… Lines
o What does a solution of a linear inequality • Linear Inequalities in Two
mean? Variables Task
o How do you graph a linear inequality in two • Linear Inequalities—
variables? Which One Doesn’t
o How do you determine if the boundary line is Belong?
solid or dashed? What does a solid boundary • System of Linear
line mean verses a dashed boundary line? Inequalities Task
o How do you graph a system of linear
inequalities? Procedural Skills and
o Synergy Item Bank: Item ID 64552 Fluency:
4-5 • Desmos: Polygraph—
days Linear Inequalities
• Desmos: Polygraph—
Systems of Linear
Inequalities
• Khan Academy: Graphing
two-variable inequalities
• Khan Academy: Modeling
with linear inequalities
Application:
• STEM Video
Performance Task:
Fishing Limits
• Modeling: How Can You
Win Every Prize at Chuck
E. Cheese’s? (SMP 4)
I will check my OPTION 3: FORMATIVE ASSESSMENT LESSON
understanding of • Representing Inequalities Graphically
2-3 systems of linear (SMP 1, 2, 5, 6, 7, 8)
days inequalities by
participating in the
FAL.
2017-2018
I will prepare for the • Incorporating the Standards for Mathematical • Ch. 3 Review
unit assessment on Practice (SMPs) along with the content standards (p. 163 – 171)
linear functions and to review the unit. • Ch. 4 Review
systems of linear (p. 226 – 231)
1-2
days
functions by… • Ch. 5 Review
(p. 282 – 287)
Unit Assessment
1 day Students will take the Synergy Online Unit Assessment.
Unit Assessment Resources (Word or PDF) can be used throughout the unit.
At this point, all standards addressed in the High School SBAC Interim Assessment Block – Linear Functions have been covered.
This block may now be administered.

2017-2018

Alg2Unit1LinearFunctions and Systems

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Unit 2 Linear Functions and Systems of Linear Functions Algebra 1

Unit Goals – Stage 1

Materials: calculators, graph paper, Desmos

LONG BEACH UNIFIED SCHOOL DISTRICT 1 Posted 10/17/17

LONG BEACH UNIFIED SCHOOL DISTRICT 2 Posted 10/17/17

Standards for Mathematical Content

LONG BEACH UNIFIED SCHOOL DISTRICT 5 Posted 10/17/17

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LONG BEACH UNIFIED SCHOOL DISTRICT 7 Posted 10/17/17

I will check my OPTION 1: FORMATIVE ASSESSMENT LESSON

LONG BEACH UNIFIED SCHOOL DISTRICT 9 Posted 10/17/17

LONG BEACH UNIFIED SCHOOL DISTRICT 10 Posted 10/17/17

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