Beruflich Dokumente
Kultur Dokumente
Algebra IA
7/04
Algebra IA
Content Outline
Suggested
Topic SOLs Time Frame
No. of
Reporting Categories Items SOLs
A.2; A-10; A.11;
Expressions and Operations 12
A.12; A.13
Relations and Functions 12 A.5; A.15; A.18
A.1; A.3; A.6;
Equations and Inequalities 18 A.7; A.8; A.9;
A.14
Statistics 8 A.4; A.16; A.17
* These field-test items will not be used to compute students’ scores on the test.
Algebra IA
Virginia Standards of Learning
A.1 The student will solve multistep linear equa- graph of the line, or two points on the line.
tions and inequalities in one variable, solve Slope will be described as rate of change
literal equations (formulas) for a given vari- and will be positive, negative, zero, or un-
able, and apply these skills to solve prac- defined. The graphing calculator will be
tical problems. Graphing calculators will be used to investigate the effect of changes
used to confirm algebraic solutions. in the slope on the graph of the line.
A.2 The student will represent verbal quantita- A.8 The student will write an equation of a line
tive situations algebraically and evaluate when given the graph of the line, two points
these expressions for given replacement on the line, or the slope and a point on the
values of the variables. Students will choose line.
an appropriate computational technique,
such as mental mathematics, calculator, A.9 The student will solve systems of two lin-
or paper and pencil. ear equations in two variables both alge-
braically and graphically and apply these
A.3 The student will justify steps used in sim- techniques to solve practical problems.
plifying expressions and solving equations Graphing calculators will be used both as
and inequalities. Justifications will include a primary tool for solution and to confirm
the use of concrete objects; pictorial rep- an algebraic solution.
resentations; and the properties of real
numbers, equality, and inequality. A.10 The student will apply the laws of expo-
nents to perform operations on expressions
A.4 The student will use matrices to organize with integral exponents, using scientific
and manipulate data, including matrix ad- notation when appropriate.
dition, subtraction, and scalar multiplica-
tion. Data will arise from business, indus- A.11 The student will add, subtract, and multi-
trial, and consumer situations. ply polynomials and divide polynomials with
monomial divisors, using concrete objects,
A.5 The student will create and use tabular, pictorial and area representations, and al-
symbolic, graphical, verbal, and physical gebraic manipulations.
representations to analyze a given set of
data for the existence of a pattern, deter- A.12 The student will factor completely first- and
mine the domain and range of relations, second-degree binomials and trinomials in
and identify the relations that are functions. one or two variables. The graphing calcu-
lator will be used as a tool for factoring
A.6 The student will select, justify, and apply and for confirming algebraic factorizations.
an appropriate technique to graph linear
functions and linear inequalities in two vari- A.13 The student will express the square root of
ables. Techniques will include slope-inter- a whole number in simplest radical form
cept, x- and y-intercepts, graphing by trans- and approximate square roots to the near-
formation, and the use of the graphing cal- est tenth.
culator.
A.14 The student will solve quadratic equations
A.7 The student will determine the slope of a in one variable both algebraically and
line when given an equation of the line, the graphically. Graphing calculators will be
used both as a primary tool in solving prob-
lems and to verify algebraic solutions.
Unit I: Patterns/Functions
Assessment Sample/s:
• Graph and comparison of a set of equations (inequalities) chosen by the teacher
• Paragraphs explaining different methods for representing paired data, including one advantage
and disadvantage of using each of the different methods
• Unit quizzes/tests
M9A–1
Instructional Blueprint/s: (Strategies) Essential Understandings/Mathematics
Curriculum Framework/Algebra I/p. 7:
The teacher will:
• have students, in small groups, work with an • A set of data may be characterized by pat-
equation of a line, describing all the different terns, and those patterns can be represented
information that can be determined about it. in multiple ways.
The students will discuss the most efficient • Graphs can be used as visual representa-
techniques of graphing the equation. tions to investigate relationships between
• use a motion detector and CBLs to show stu- quantitative data.
dents what a graph actually represents. • Algebra is a tool for describing patterns, mak-
• use the Wave Lesson and graphing calcula- ing generalizations, and representing a rela-
tor to introduce independent and dependent tionship in which output is related to input.
variables. • A function is a relation for which there is a
• use the lesson Discovering Rates of Change unique output for each input.
and the graphing calculator to show the im- • A relation can be represented by a set of
portance of slope. ordered pairs.
• provide opportunities for students to investi- • The domain consists of the first coordinates
gate patterns which arise from various geo- of the ordered pairs.
metric shapes to determine such things as, • The range consists of the second coordinates
what effects the changing of a dimension will of the ordered pairs.
have on area or perimeter? Students develop • A relation is a function if each element in the
formulas to illustrate the relations. domain is paired with a unique element of the
• ask students to consider the statement, “Your range.
shoe size is a function of the size of your foot.”
Resources:
Develop the idea that “is a function of” actu-
ally means “depends on.” Have students give
Text: Algebra 1, Integrations, Applications,
examples of additional situations in which the
Connections, Glencoe, pp. 56-62, 252-314
value of one variable results in only one true
Technology:
value for a second variable. Extend this to
• TI-83 Graphing Calculator and CBL
have the students use mapping to prove the
• Algeblaster (S)
relationship of data in various examples.
• Graphlink (S)
• use cooperative groups. Have a student name
• Algebra I (ProOne) (S)
a number. Have a second student perform an
• Equation Editor (Microsoft Office) (S)
operation on that number and give the sec-
• Hyperstudio (S)
ond item in the sequence. Each succeeding
• PowerPoint (S)
student must decide what operation was used
• Best Grapher
and give the next sequence item. Rotate and
repeat.
Notes:
¤ explain and model for students how to deter-
mine the domain of a function given its graph. • ¤ indicates an instructional blueprint for a topic
Create a worksheet of the graphs of various that has been included in previous math SOL
relations and functions. Guide students in tests and that is not covered in the math text-
determining the domain and the range of each book.
graph shown.
M9A–2
Curriculum Guide/Math/Algebra IA
York County School Division
Assessment Sample/s:
• Box-and-Whisker Plot with mean, median, and mode displays
• Chart describing/providing examples of various measures of central tendency
• Unit quizzes/tests
M9A–3
Instructional Blueprint/s: (Strategies) Essential Understandings/Mathematics Cur-
riculum Framework/Algebra I/p.19:
The teacher will:
• give the students a list of data in tabular form • Measures of central tendency can be used to
and have cooperative groups of students characterize a set of data and to make pre-
decide which plot (stem-and-leaf or box-and- dictions.
whisker) of the data they prefer and provide • Statistical techniques can be used to orga-
a rationale for their selection. nize, display, and compare sets of data.
• give the students the football scores of the • Box-and-whisker plots can be used to ana-
high school’s team for each of the past four lyze data.
years. From this set of data, ask students to
compare and analyze the team’s performance Resources:
using statistics and graphs (e.g., median,
mode, box-and-whisker plots). Have students Text: Algebra 1, Integrations, Applications,
use statistics and graphs to check their analy- Connections, Glencoe, pp. 25-32, 78-83, 339-
sis and make new conclusions. Discuss how 345, 427-434
summarizing data is helpful to analyze data. Technology:
• give students a list of their previous class test • TI-83 Graphing Calculator
scores. Have students analyze the data after • Algeblaster (S)
calculating the measures of central tendency • Graphlink (S)
(e.g., mean, median, mode). Use the infor- • Equation Editor (Microsoft Office) (S)
mation obtained to make box-and-whisker • Hyperstudio (S)
plots. Discuss how summarizing data is help- • PowerPoint (S)
ful to analyze data. Students use their indi-
vidual scores over a period of time. This ac- Notes:
tivity could be adapted to use with spread-
sheets.
• provide students with bags of M&M’s. Stu-
dents estimate the number in the bag before
opening. Have students open the bag and
record the amount on a small post-it-note.
Use the post-it-notes to create a stem-and-
leaf plot. Students then use the information
from this collection of data to create a box-
and-whisker plot. Students use measures of
central tendency to describe the data.
M9A–4
Curriculum Guide/Math/Algebra IA
York County School Division
M9A–5
Instructional Blueprint/s: (Strategies) ¤ explain the identification of the sum of mono-
mials represented by a model. Prepare a set
The teacher will: of cards for a “Concentration” game with al-
• prepare the students for the game: “I Have. gebraic models of polynomial expressions on
You Have.” Create small self-made cards with one card and the matching algebraic expres-
verbal expressions on one side and an alge- sions on the other side. Students are as-
braic expression on the other side. Tell the signed to find the matching pairs.
students to read the “I have…” side of the ¤ provide a variety of examples of solving con-
card. The student with the algebraic forms sumer problems using given formulas. Cre-
for that verbal expression answers “You ate a chart of formulas, some within word
have…”, then he/she reads his/her verbal ex- problems, for the students to algebraically
pression. Play continues in that pattern. evaluate for given values. Arrange for stu-
• provide 3 x 5 index cards. Write algebraic dents to work with problems related to cur-
expressions on half of the cards and the rent consumer issues, sports, and music.
equivalent verbal expressions on the other half. ¤ explain the identification of a property that
After shuffling the cards, distribute them to justifies a given algebraic manipulation. Dis-
students. The student will then search for a tribute a solution key for a variety of algebra-
match to his/her card. This is the “Concentra- ically-evaluated expressions. Place students
tion” format. in groups of 2-3. Tell the students to state the
• divide students into groups of four or five and property that justifies each step.
ask them to make a list of key words that Essential Understandings/Math Curriculum
imply the four basic operations. After com- Framework/Algebra 1/p. 2 & 11:
paring the lists with other groups, each group
will use the list to translate ten given verbal • Algebra is a tool for reasoning about quanti-
expressions to algebraic expressions. The tative situations so that relationships become
groups will develop their own verbal expres- apparent.
sions to translate. • Algebra is a tool for describing and repre-
• place students in groups of three. Have one senting patterns and relationships.
student write a mathematical expression. • The numerical values of an expression are
Have another student write the expression in dependent upon the values of the replace-
words. Next, have a third student translate ment set for the variables.
the words back to the expression. Compare • There are a variety of ways to compute the
the initial and final expressions. If they differ, value of a numerical expression and evaluate
verbalize each step to determine what was an algebraic expression.
done incorrectly. • The operations and the magnitude of the num-
• provide algebra tiles to verify steps in solving bers in an expression impact the choice of an
given equations. Students use the tiles to solve appropriate method of computation.
their own equations. • The representation and manipulation of ex-
• pair students. Provide students with a dictio- pressions, equations, and inequalities can be
nary to define terms used in the properties modeled in a variety of ways, using concrete,
(e.g., commutative). Students use numerical pictorial, and symbolic representations.
examples, objects, and pictures to demon- • Properties of real numbers and properties of
strate understanding of the properties. equations and inequalities can be used to
• prepare a set of cards. The names of the solve equations and inequalities and simplify
properties will be on one set of colored cards. expressions.
Several examples of each property will be on
cards of a different color. The cards should
be shuffled. Students match the examples with
the property name.
M9A–6
Resources: Curriculum Guide/Math/Algebra IA
Notes:
York County School Division
Text: Algebra 1, Integrations, Applications, Real Numbers - some history - A history of
Connections, Glencoe, pp. 6-69 real numbers.
• Algebra tiles h t t p : / / w w w. r b j o n e s . c o m / r b j p u b / m a t h s /
math008.htm
Technology:
•Virginia
TI-83 Graphing Calculator
Standard/s of Learning: Algebra I, Real Numbers - A short test on real
• Algeblaster (S) numbers. Student scores are reported back to
• Graphlink (S) students.
• Algebra I (ProOne) (S) http://library.advanced.org/11771/english/hi/
• Jasper Woodbury–”The General Is Missing math/tests/alg/1.html
(LD)
• Equation Editor (Microsoft Office) (S) • ¤ indicates an instructional blueprint for a topic
• Hyperstudio (S) that has been included in previous math SOL
•Related
PowerPoint (S)
Standard/s: tests
Technology not covered inC/T
and that is Standard/s: the12.1,
math 12.2,
text-
12.3, 12.4
book.
Assessment Sample/s:
M9A–7
M9A–8
Curriculum Guide/Math/Algebra IA
York County School Division
Assessment Sample/s:
• Identification of property that justifies recording the literal equation
steps in a list of 5-6 solved equations (e.g., d = rt; d/r = t; d/t = r)
and/or simplified expressions • Poster designed to represent a real-life
• Demonstration of how to find the situation that can be translated into a
distance, rate or time, given two of the numerical or algebraic word phrase to
unknowns, using the graphing calculator. include order of operations.
Determination of each answer and • Unit quizzes/tests
Essential Knowledge & Skills/Mathematics • solve a literal equation (formula) for a speci-
Curriculum Framework/Algebra I/p. 10: fied variable.
• apply skills for solving linear equations to prac-
The student will: tical situations.
• translate verbal sentences to algebraic equa- • confirm algebraic solutions to linear equations
tions and inequalities in one variable. and inequalities, using a graphing calculator.
• solve multistep linear equations and
noncompound inequalities in one variable with
the variable in both sides of the equation or
inequality.
• solve multistep linear equations and inequali-
ties in one variable with grouping symbols in
one or both sides of the equation or inequal-
ity.
• solve multistep equations and inequalities in
one variable with rational coefficients and con-
stants.
M9A–9
Instructional Blueprint/s: (Strategies) students will be given a set of 5 index cards
with a numerical or algebraic word phrase
The teacher will: printed on each card. Each group member
• make a set of “Property Rummy” cards, will choose a card and write the phrase as an
which will include the properties of equality expression and evaluate the expression.
and a number of expressions which illustrate ¤ provide examples of equations and how they
the properties. Have students work in small are used to solve word problems. Split the
groups of three or four. The object of this class into groups of 2-3. Write several equa-
card game is to form sets of three cards tions on the board, such as 3x + 5 = 17 or
each. Each set must contain one property 5(x-1) + 10 = 40. Ask the groups to create a
card and two expression cards that illustrate word problem based on student interest to
that property. To begin, each player is dealt match the equations, then solve the problem
eight cards. The remaining cards are placed and answer the question. Have the groups
face down and the top card is turned face exchange problems to verify that the solution
up. Next, turns are taken by either drawing and the created problem match the equation.
the top face up or face down card and then
discarding one of the cards. When two sets Essential Understandings/Mathematics Cur-
can be formed from the cards in hand, they riculum Framework/Algebra I/p.10:
are placed in front of the player. The first
player to do this wins the game. • A solution to an equation or inequality is the
• arrange students in groups of four. Model value or set of values that can be substituted
non-numerical processes using a balance to make the equation or inequality true.
scale or a scale made using a meter stick • Equations and inequalities can be solved in a
and a triangular prism. Students find differ- variety of ways.
ent ways to keep the scales balanced. Stu- • The solution of an equation in one variable
dents are asked to add or subtract to find can be found by graphing each side of the
the “balance” for an unknown object. equation separately and finding the x-coordi-
• provide students with red and white squares, nate of the point of intersection.
which represent positive and negative inte- • Practical problems can be interpreted, rep-
gers, respectively, to model a one-step equa- resented, and solved using linear equations
tion. A white square “cancels” a red one. and inequalities in one variable
Students solve equations by manipulating the
squares until one side is empty.
• divide the class into four or five small groups.
Have each group create five word problems
involving either an equation or inequality. The
word problems should be practical (e.g., in-
volving area, interest, deriving a minimum test
score needed for a particular test average,
the menu of a fast food restaurant). Have
groups switch and solve each other’s prob-
lems. Answers are verified by the group that
originally created the problems.
• discuss the use of balance scales. Students
are asked to find five different ways to keep
the scales balanced. They are also asked to
add or subtract to find the balance weight of
an unknown object.
• provide Quiz on a Card. Each group of 5
M9A–10
Resources: Curriculum Guide/Math/Algebra IA
A.2 Strategies
York County
• The next generation Schoolsolving
of problem Division -
Text: Algebra 1, Integrations, Applications, This Pacific Tech site provides various prob-
Connections, Glencoe, pp. 140-191 lems and lesson plans about solving word
• Algebra tiles problems and how to solve them step-by-
Technology: step. Not just for algebra, either!
• TI-83 Graphing Calculator http://www2.hawaii.edu/suremath/
• Algeblaster (S) intro_algebra.html
• Algebra word problems - A question for Dr.
•Virginia Standard/s
Graphlink (S) of Learning:
Math asked by a student about where to put
• Algebra I (ProOne) (S)
the number and the letters when converting
• Jasper Woodbury–”The General Is Missing word problems into algebraic equations.
(LD) http://forum.swarthmore.edu/dr.math/prob-
• Equation Editor (Microsoft Office) (S) lems/mike6.6.96.html
• Hyperstudio (S) • Problem Solving Methods - This site, (au-
• PowerPoint (S) thor - Alan M. Selby, of Montreal, Canada)
Notes: provides different strategies for
C/T attacking
12.1, 12.2, a
Related Standard/s: Technology
word problem. Standard/s: 12.3, 12.4
A.1 Strategies http://www.cam.org/~aselby/prob.html
• Lesson 5: Linear Equations - The index to
linear algebra and how to graph linear equa- A.2 Resources
Content Component/s:
tions using the “Internet Academy.” Excellent • Math Archive - LotsSuggested
of word problems within
Time Frame:
source of problems and how to solve them in various categories. Solutions are included,
little increments. unless they haven’t found one yet.
http://iasec.fwsd.wednet.edu/iamath/ http://bsuvc.bsu.edu/~d004ucslabs/
page2d.htm#Lesson5 • Word problems galore from the Mathemat-
• Linear Inequalities - This is a complete lec- ics Problem Solving Task Centre of The
ture on slides. This address takes you to the Mathematical Association of Victoria.
text versionSample/s:
Assessment from there you can go to the http://www.srl.rmit.edu.au/mav/PSTC/gen-
graphic version, but it takes a long time to eral/index.html
download. • The Problem Solving Corner - poses
http://mesa7.mesa.colorado.edu/~bornmann/ weekly problems for Virginia schools. Stu-
classes/math091/lecture/chap_02/ dents get personal responses and their
tsld014.htm names up on the Web if their solution is cor-
• Assignment 10: More solving formulas - rect.
This site offers a good explanation on how to http://www.wm.edu/education/Faculty/Ma-
work through solving formulas and what you son/pscmain.html
can and cannot combine.
• Math Forum Student Center - Weekly prob-
http://198.85.210.30/~stonere/oph101/
lesn10c.htm lems and the famous Ask Dr. Math corner.
http://forum.swarthmore.edu/students/
A.1 Resources • Words Before Symbols - Background in-
• Algebra Through Modeling - Tutorial on how formation on the rationale of algebra and al-
to use the TI-82 to enter and organize data. gebraic thinking.
http://www-cm.math.uniuc.edu/MathLink/al- http://www.cam.org/~aselby/volumee/html/
gebra-module/ALG.index.html bk1bch03.html
• Algebra Online - Free service designed to • Best Grapher
allow students, parents, and educators to
communicate including free tutoring, chat • ¤ indicates an instructional blueprint for a topic
room and message board. that has been included in previous math SOL
http://www.algebra-online.com tests and that is not covered in the math text-
• Algebra I - Linear Equations - Graphing ca- book.
pabilities for linear equations and quizzes.
http://www.bremenbraves.com/algebra/
index.html
M9A–11
M9A–12
Curriculum Guide/Math/Algebra IA
York County School Division
Unit V: Matrices
M9A–13
Instructional Blueprint/s: (Strategies) Resources:
M9A–14
Curriculum Guide/Math/Algebra IA
York County School Division
Assessment Sample/s:
• Examples of slopes in real situations
• Examples of solutions to linear equations
• Unit quizzes/tests
Essential Knowledge & Skills/Mathematics • recognize that m represents the slope in the equa-
Curriculum Framework/Algebra I/pp. 12– tion of the form y = mx + b.
13: • find the slope of the line, given the equation
of a linear function.
The student will: • calculate the slope of a line, given the coordi-
• graph linear equations and inequalities in two nates of two points on the line.
variables that arise from a variety of practical • find the slope of a line, given the graph of a
situations. line.
• use the line y = x as a reference, and apply • recognize and describe a line with a slope
transformations defined by changes in the that is positive, negative, zero, or undefined.
slope of y-intercept. • describe slope as a constant rate of change
• express linear functions or inequalities in between two variables.
slope-intercept form, and use the graphing • compare the slopes of graphs or linear func-
calculator to display the relationship. tions, using the graphing calculator.
• explain why a given technique is appropriate
for graphing a linear function.
M9A–15
Instructional Blueprint/s: (Strategies) • The slope of a linear function represents a
constant rate of change in the dependent
The teacher will: variable when the independent variable
• have students calculate the slope of several changes by a fixed amount.
staircases in the school, as well as delivery • The slope of a line determines its relative
ramps or handicap ramps. Students write the steepness.
equation to draw the graph of the line that • The slope of a line can be determined in a
would represent ramps or stairs. Use the variety of ways.
equation to draw the graph of the lines on the • Changes in slope affect the graph of a line.
graphing calculator. Discuss how the changes
in slope affect the “steepness” of a line. Resources:
• use graphing calculators. Have students in-
vestigate the changes in the graph caused by Text: Algebra 1, Integrations, Applications,
changing the values of the constant and coef- Connections, Glencoe, pp. 252-316
ficient. This will allow the student to visually Technology:
compare several equations at the same time. • TI-83 Graphing Calculator
¤ exhibit examples of tables and graphs of a • Algeblaster (S)
line, showing students how to identify the table • Graphlink (S)
that matches the graph of a line. Create an • Algebra I (ProOne) (S)
activity related to a current topic (e.g., music, • Equation Editor (Microsoft Office) (S)
arts, sports) in which students graph various • Hyperstudio (S)
lines, by first making a table of values. Em- • PowerPoint (S)
phasize graphing of horizontal and vertical lines • Best Grapher
using this method.
¤ show students how to identify a graph with a Notes:
translated equation of line. Pair students and
tell them to translate graphs by a given amount. ¤ indicates an instructional blueprint for a topic
For example, “translate the graph of y = 3x + that has been included in previous math SOL
4 up 2 units. Students will then provide the tests and that is not covered in the math text-
equation of the new graph. book.
M9A–16
Curriculum Guide/Math/Algebra IA
York County School Division
Assessment Sample/s:
M9A–17
Instructional Blueprint/s: (Strategies) students with a variety of graphs related to
current topics. Tell students to review the
The teacher will: graphs and find the equations of the lines
• give students graphs of several lines and have shown. Students can use manipulatives to
students reproduce the graphs on the graph- portray the graphs and equations.
ing calculator. Students describe the strat-
egy used to find the equation. Sketch a flow Essential Understandings/Math Curriculum
chart that shows the steps. Framework/Algebra 1/pp. 14 & 18:
• divide students into pairs. One student is given
a card with a graph or line which he/she de- • The equation of a line defines the relationship
scribes as accurately and precisely as pos- between two variables.
sible to his/her partner. The other student • The graph of a line represents the set of points
writes the equation of the line. Students then that satisfies the equation of a line.
look at the graphs to check the answers. The • A line can be represented by its graph or by
partners then switch positions and repeat. an equation.
• have students use a chalkboard grid to find • The equation of a line can be determined by
slope and y-intercept of the line. Have stu- two points on the line or by the slope and a
dents use the slope formula and one point to point on the line.
find the equation. Use the slope formula to • The graphing calculator can be used to de-
discuss vertical and horizontal lines. Have termine the equation of a line of best fit for a
students use graphing calculators to find slope set of data.
and intercepts. • The line of best fit for the relationship among
• allow students to take on the role of “forensic a set of data points can be used to make
mathematicians,” trying to determine how tall predictions where appropriate.
a deceased person was whose femur is 17
inches long. Students measure their own fe- Resources:
murs and their heights, entering this data into
a graphing calculator or computer and creat- Text: Algebra 1, Integrations, Applications,
ing a scatterplot. They note that the data are Connections, Glencoe, pp. 322-380
approximately linear, so they use the built-in Technology:
linear regression procedures to find the line • TI-83 Graphing Calculator
of best fit. • Algeblaster (S)
• provide activities from Real World Math with • Graphlink (S)
the CBL System and CBL units connected to • Algebra I (ProOne) (S)
TI-82 calculators to collect data. Students or • Equation Editor (Microsoft Office) (S)
groups of students link with others to have • Hyperstudio (S)
additional data. They use the stat calc func- • PowerPoint (S)
tions to determine the best fit (e.g., model). • Best Grapher
• provide students with a board, which repre-
Notes:
sents the first quadrant of a plane, and nails
to represent the location of points to plot ¤ indicates an instructional blueprint for a topic
data. Using rubber bands wrapped around a that has been included in previous math SOL
rod, students connect the rubber bands to tests and that is not covered in the math text-
the nails. The “line” which is formed by the book.
rod is a good representation of the “best fit
line” for the data.
¤ model how to determine an equation for a
line on a graph using technology,
manipulatives, and the chalkboard. Provide
M9A–18
Curriculum Guide
Algebra IB
7/04
Algebra IB
Content Outline
Suggested
Topic SOLs Time Frame
No. of
Reporting Categories Items SOLs
A.2; A-10; A.11;
Expressions and Operations 12
A.12; A.13
Relations and Functions 12 A.5; A.15; A.18
A.1; A.3; A.6;
Equations and Inequalities 18 A.7; A.8; A.9;
A.14
Statistics 8 A.4; A.16; A.17
* These field-test items will not be used to compute students’ scores on the test.
Algebra IB
Virginia Standards of Learning
A.1 The student will solve multistep linear equa- graph of the line, or two points on the line.
tions and inequalities in one variable, solve Slope will be described as rate of change
literal equations (formulas) for a given vari- and will be positive, negative, zero, or un-
able, and apply these skills to solve prac- defined. The graphing calculator will be
tical problems. Graphing calculators will be used to investigate the effect of changes
used to confirm algebraic solutions. in the slope on the graph of the line.
A.2 The student will represent verbal quantita- A.8 The student will write an equation of a line
tive situations algebraically and evaluate when given the graph of the line, two points
these expressions for given replacement on the line, or the slope and a point on the
values of the variables. Students will choose line.
an appropriate computational technique,
such as mental mathematics, calculator, A.9 The student will solve systems of two lin-
or paper and pencil. ear equations in two variables both alge-
braically and graphically and apply these
A.3 The student will justify steps used in sim- techniques to solve practical problems.
plifying expressions and solving equations Graphing calculators will be used both as
and inequalities. Justifications will include a primary tool for solution and to confirm
the use of concrete objects; pictorial rep- an algebraic solution.
resentations; and the properties of real
numbers, equality, and inequality. A.10 The student will apply the laws of expo-
nents to perform operations on expressions
A.4 The student will use matrices to organize with integral exponents, using scientific
and manipulate data, including matrix ad- notation when appropriate.
dition, subtraction, and scalar multiplica-
tion. Data will arise from business, indus- A.11 The student will add, subtract, and multi-
trial, and consumer situations. ply polynomials and divide polynomials with
monomial divisors, using concrete objects,
A.5 The student will create and use tabular, pictorial and area representations, and al-
symbolic, graphical, verbal, and physical gebraic manipulations.
representations to analyze a given set of
data for the existence of a pattern, deter- A.12 The student will factor completely first- and
mine the domain and range of relations, second-degree binomials and trinomials in
and identify the relations that are functions. one or two variables. The graphing calcu-
lator will be used as a tool for factoring
A.6 The student will select, justify, and apply and for confirming algebraic factorizations.
an appropriate technique to graph linear
functions and linear inequalities in two vari- A.13 The student will express the square root of
ables. Techniques will include slope-inter- a whole number in simplest radical form
cept, x- and y-intercepts, graphing by trans- and approximate square roots to the near-
formation, and the use of the graphing cal- est tenth.
culator.
A.14 The student will solve quadratic equations
A.7 The student will determine the slope of a in one variable both algebraically and
line when given an equation of the line, the graphically. Graphing calculators will be
used both as a primary tool in solving
problems and to verify algebraic solu-
tions.
Assessment Sample/s:
• Real-life applications that can be solved by a system
• Solution to a system of linear equalities by graphing
• Model of real-life situation using linear programming
• Unit quizzes/tests
Essential Knowledge & Skills/Mathematics • write a system of two linear equations that
Curriculum Framework/Algebra I/p. 15: describes a practical situation.
• interpret and determine the reasonableness
The student will: of the algebraic or graphical solution of a
• given a system of two linear equations in two system of two linear equations that describes
variables that has a unique solution, solve the a practical situation.
system by substitution or elimination to find
the ordered pair which satisfies both equa-
tions.
• given a system of two linear equations in two
variables that has a unique solution, solve the
system graphically to find the point of inter-
section.
• determine whether a system of two linear
equations has one solution, no solution, or
infinite solutions.
M9B–1
Instructional Blueprint/s: (Strategies) lution is characterized by the graphs of two
lines that do not intersect but are parallel.
The teacher will: • A system of two linear equations having infi-
• give the students an equation such as 5x + 3y nite solutions is characterized by two graphs
= 15 to find two or more equations that sat- that coincide (the graphs will appear to be
isfy each of these requirements: (1) The the graph of one line), and all the coordi-
graphs of the given equation and a second nates on this one line satisfy both equations.
equation intersect at a single point; (2) The • Systems of two linear equations can be used
graphs of the given equation and a second to represent two conditions that must be sat-
equation intersect at more than one point. isfied simultaneously.
• have students use a chalkboard grid and a
Resources:
graphing calculator to solve systems and to
check systems solved by elimination and sub- Text: Algebra 1, Integrations, Applications,
stitution. Have students use systems to solve Connections, Glencoe, pp. 382-444, 450-492
problems involving price increases and profit Technology:
margins, banking problems, investments, dif- • TI-83 Graphing Calculator
ferent rates, and different principles. • Algeblaster (S)
• divide students into groups. Have each group • Graphlink (S)
solve a system of equations by a pre-de- • Algebra I (ProOne) (S)
scribed method. Make sure that all methods • Jasper Woodbury–”The General Is Missing
are assigned. Have students display their (LD)
solutions to the class and discuss the most • Equation Editor (Microsoft Office) (S)
appropriate method for solving the system. • Hyperstudio (S)
• play “SYSTO” with the class. Make bingo • PowerPoint (S)
cards (5 x 5) in the squares of which students
will write ordered pairs. The ordered pairs Notes:
come from a teacher-generated list of solu- A.9 Resources
tions to systems of equations. The teacher Mathematics of Cartography - Using the theme
shows the students the systems of equations, of maps, an investigation into the mathematical
one-by-one. After solving, students mark their concepts of points, lines, areas, coordinates,
cards with the solution. The first student to fill and linear algebra.
a row, wins. http://math.rice.edu/~lanius/pres/map
• have the students find points of intersection
on the TI-83 calculators and connect this con- Technology:
cept to systems with “no solutions” or “many • Best Grapher
solutions.”
Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 15:
Assessment Sample/s:
• Model of a paper repeatedly folded into thirds, showing powers of three
• Explanation of the use of negative and zero exponents in algebraic expressions
• Detailed solution using scientific notation to a specific problem related to a content
area other than math
• Unit quizzes/tests
Essential Knowledge & Skills/Mathematics - finding the square root of those two perfect
Curriculum Framework/Algebra I/p. 3: squares; and
- using those values to estimate the square
The student will: root of the non-perfect square.
• identify the base, exponent, and coefficient in • find the square root of a number, and make a
a monomial expression. reasonable interpretation of the displayed
• simplify monomial expressions and ratios of value for a given situation, using a calculator.
monomial expressions in which the exponents • express the square root of a whole number
are integers, using the laws of exponents. less than 1,000 in simplest radical form
• express numbers, using scientific notation, and
perform operations, using the laws of expo-
nents.
• estimate the square root of a non-perfect
square to the nearest tenth by
- identifying the two perfect squares it lies
between;
M9B–3
Instructional Blueprint/s: (Strategies) numbers that are not perfect squares. Have
these students determine between which two
The teacher will: students to stand to represent the square
• have students investigate the following situa- root of their number. Students can determine
tions involving the equation y = 2x. where the person should move to get a good
1. Compare the total money earned if a per- estimate of the square root.
son makes a penny the first day, and
Essential Understandings/Math Curriculum
doubles the amount every day to the
Framework/Algebra 1/pp. 3 & 6.:
amount that a person makes who earns
the same amount every day.
• Repeated multiplication can be represented
2. Fold a piece of paper in half repeatedly
with exponents.
and investigate how many sections there
are. • The laws of exponents can be investigated
3. Compute population over a period of time using patterns.
(e.g., from two cats, two mosquitoes). • The base and the exponent impact the magni-
4. Investigate large and small numbers from tude of the expression.
the almanac, a science book, or other ap- • A relationship exists between the laws of ex-
propriate data and write in scientific nota- ponents and scientific notation.
tion. • The square root of a perfect square is an in-
• have students work in learning groups of stu- teger.
dent ecologists. Each group chooses two • The square root of a non-perfect square lies
species of animals to research. Each group between two consecutive integers.
prepares a chart to generate population poly- • The inverse of squaring a number is deter-
nomials. Each chart should include: mining the square root.
1. Average number of offspring per litter. • A radical in simplest form is one in which the
2. Estimated number of females per litter (use radicand has no perfect square factors other
50 total offsprings). (This number will serve than one.
as x.) • The square root of a product is the product of
3. Columns for each generation of females: the square roots.
first (1), second (x), third (x2), fourth (x3).
4. The fifth column will be the total (1 + x + x2 Resources:
+ x3).
Each group finds the number of animals that Text: Algebra 1, Integrations, Applications,
can be expected after four generations. Connections, Glencoe, pp. 494-519, 556-606
• give students a list of numbers. Have them Technology:
identify which two perfect squares each num- • TI-83 Graphing Calculator
ber is between. Students estimate the square • Algeblaster (S)
root and check estimates with calculators. • Graphlink (S)
• have students work in pairs and write number • Algebra I (ProOne) (S)
on cards. They write the square or square • Equation Editor (Microsoft Office) (S)
root on an equal number of cards. Have stu- • Hyperstudio (S)
dents find matches in a game format like “Con- • PowerPoint (S)
centration” or “Jeopardy.”
Notes:
• present “Square Root Price is Right.” If a stu-
dent is given a radical expression such as: Technology:
85 , , , , he/she must give • Best Grapher
the nearest integral square root, “without
going over.”
• form a number line using students to repre-
sent whole numbers. Give other students
M9B–4
Curriculum Guide/Math/Algebra IB
York County School Division
Assessment Sample/s:
• Drawing of a rectangle with sides labeled with binomials and explanation of how
the area of the rectangle can be derived
• Chart explaining the factoring of polynomials
• Games invented involving polynomials and their factors
• Unit quizzes/tests
M9B–5
Industrial Blueprint/s: (Strategies) Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 4-5:
The teacher will:
• have students prepare a chart on factoring • A relationship exists between arithmetic op-
polynomials. Each chart should include: 1) erations and operations with polynomials.
Type of factoring, 2) Number of terms (2, 3, • Polynomials can be represented in a variety
4, or more), 3) Examples of each type, and of forms.
4) Personal notes. • Operations with polynomials can be repre-
• have students use area principles and sented concretely, pictorially, and algebra-
Algeblocks to show operations with polyno- ically.
mials. • Polynomial expressions can be used to model
• have students make a model block out of real-life situations.
cardboard. The block will be named x and • The distributive property is the unifying con-
distances will be measured using x and show- cept for polynomial operations.
ing remainder in inches (e.g., the length of • Factoring reverses polynomial multiplication.
the board could be 7x – 7 inches). Find lengths • There is a relationship between the factors
and areas in the classroom. of a polynomial and the x-intercepts of its
• have students invent a game that involves related graph.
• Some polynomials cannot be factored over
matching polynomials and their factors. Sug-
the set of real numbers.
gested format could include Concentration,
• Polynomial expressions in a variable x and
Jeopardy, Tic Tac Toe, or Old Maid. their factors can be used to define functions
• have students use Algeblocks to show that by setting y equal to the polynomial expres-
the factors they find will give the area de- sion or y equal to a factor, and these func-
sired. tions can be represented graphically.
• have students, working in pairs, (each group
receives 16 cards) write two numbers on Resources:
each of the eight cards, and the GCF of the
two numbers on the other eight cards. Groups Text: Algebra 1, Integrations, Applications,
then exchange cards and place them on a flat Connections, Glencoe, pp. 520-549
surface. Students take turns trying to match Technology:
pairs of numbers with the GCFs. If a match is • TI-83 Graphing Calculator
made, the player keeps that pair of cards. • Algeblaster (S)
The player with the most sets of cards at the • Graphlink (S)
end is the winner. • Algebra I (ProOne) (S)
• provide instruction on polynomials. Have stu- • Equation Editor (Microsoft Office) (S)
dents work in cooperative groups and have • Hyperstudio (S)
each group member write a polynomial on an • PowerPoint (S)
index card. Cards should be collected,
shuffled, and placed in a pile. Students pick a Notes:
card from the pile and identify the degree of
A.11 Resources
each polynomial.
Learning About Algebra Tiles - Algebra tiles
¤ use models, manipulatives, and the chalk- provide a useful way to introduce operations on
board to teach students how to determine polynomials. There are patterns of make-your-
the width of a rectangle given its area and own tiles included.
length. Provide a collection of rectangles cut http://www.ucs.mun.ca/~mathed/t/rc/alg/tiles/
from colored paper. Give each student sev- tiles1.html
eral different colored rectangles. Have stu- Technology:
dents find area from dimensions or one di- • Best Grapher
mension given area and the other dimension. • ¤ indicates an instructional blueprint for a topic
Begin with numeric values and progress that has been included in previous math SOL
through polynomial expressions for the area tests and that is not covered in the math text-
and dimension book.
M9B–6
Curriculum Guide/Math/Algebra IB
York County School Division
Assessment Sample/s:
• Demonstration of the use of one method to find the roots of a quadratic equation and the use of
other methods (at least one) to check accuracy of roots
• Unit quizzes/tests
M9B–7
Instructional Blueprint/s: (Strategies) Resources:
M9B–8
Curriculum Guide/Math/Algebra IB
York County School Division
Assessment Sample/s:
• Project involving real life situations with direct variation. Cartoon will be drawn for each of the
three situations and as a caption, the variation will be stated in words and algebraically
• Unit quizzes/tests
M9B–9
Curriculum Guide/Math/Algebra IB
York County School Division
Assessment Sample/s:
• Organized pair of related data such as lunch items in school and their prices shown by a mapping or graph of the
picture relationship between the data. Test data to see if a function exists using the vertical line test.
• Representation of the above data in table form. Give four choices of graphs. Ask which graph could be used to
represent the situation.
• Graph depicting which of the following tables is best represented by the line shown in the graph?
Give four choices in this form.
x
y
• Unit quizzes/tests
M9B–11
Instructional Blueprint/s: (Strategies) exists.
• present the following problem to the students:
The teacher will: Cosetta built a square pen in the corner of her
• have students provide series of data to place backyard. The side of her backyard is 24 feet
in a mapping. The domain could be the stu- longer than the side of the pen. Find the di-
dents’ names, the range could be their mensions of the pen and Cosetta’s backyard
homeroom class. Have students provide ad- if the difference of their areas is 1152 square
ditional data that could be represented by a feet.
mapping or graph. • give students, in small groups, graphs of vari-
• ask the students to identify the relationship ous curves or random points. Have them de-
between consecutive numbers of a sequence termine if a relationship exists between the
and numbers written on the chalkboard: 5, 3, first and second coordinate, and if so, express
6, 2, 7, 1, 8, 0. it algebraically. Check for a function using the
• have students use the graphing calculator and vertical line test, mapping or on the graphing
enter data and equations to determine pat- calculator. This can be extended to determine
terns. Ask the students to make up a func- the relationship to data in word problems (e.g.,
tional formula, generate a data table and bring include a utility bill, renting a car, buying quan-
the data table on a separate piece of paper to tities instead of single items, service job rates).
class. Students are asked to find a rule and • draw a coordinate plane on a flat surface out-
express it as a formula. Have the students side or on the floor. Students pick a number
graph some of these formulas on a coordi- on the x-axis to be used as a domain element.
nate plane and decide if they are functions Give them a rule for which they will find the
(use the vertical line test). range value for this number. Students will move
• ask the students to examine a table written on to this point on the plane. “Connect” the stu-
the chalkboard and discover a pattern in terms dents using yarn or string. Analyze the differ-
of how y changes when x changes. Explain in ent types of graphs obtained.
your own words how to find y in terms of x. • divide students into groups. Give each group
a folder. Have them write a relationship on the
x y outside as well as a list of five numbers to be
0 5 used as domain elements. They should write
1 8 the domain and range elements in set nota-
2 11 tion on a piece of paper and place it in the
3 14 folder. Folders are passed to each group.
4 17 When the folder is returned to the group with
which it began, the results will be analyzed
Assume that the pattern continues indefinitely. and verified.
Use the rule you have found to extend the data
to include negative numbers for x. Did you find
a unique value for y given a particular value
for x? Use a formula to describe the pattern
you have found.
• tell students that on the first day they will have
1 problem for homework, 1 on the second
day, 2 the third day, 3 the fourth day, 5 the
fifth day, 8 the sixth day and 13 the seventh
day. If this pattern is continued how many prob-
lem will be given on the eleventh day? Stu-
dents will make a set of ordered pairs and
then graph the set to determine if a function
M9B–12
Essential Understandings/Math Curriculum Curriculum Guide/Math/Algebra IB
Notes:
Framework/Algebra 1/p. 8: York County School Division
A.5 Resources
• An equation represents the relationship be- Function Basics - Description and illustrations
tween the independent and dependent vari- of functions and graphing.
ables. http://tqd.advanced.org/2647/algebra/
• The object f(x) is the unique object in the range funcbasc.htm
of the Standard/s
Virginia function f that
of is associated with the
Learning:
object x in the domain of f.
• For each x in the domain of f, x is a member
of the input of the function f, f(x) is a member
of the output of f, and the ordered pair [x,
f(x)] is a member of f.
• An object x in the domain of f is an x-intercept
or a zero of a function f if and only if f(x) = 0.
C/T 12.1, 12.2,
Related Standard/s: Technology Standard/s: 12.3, 12.4
Resources:
M9B–13
M9B–14
Curriculum Guide/Math/Algebra IB
York County School Division
Unit VII: Radicals, Expressions, Equations and Their Applications (after SOL Test)
Assessment Sample/s:
• Matching activity using a set of 5 word sentences representing real-life situations and a set
of 5 equations translated from the word sentences
• Project depicting the use of percents to solve real-life situations
• Unit quizzes/tests
M9B–15
Instructional Blueprint/s: (Strategies) Notes:
Resources: Resources
Lesson 3: Simple Equations - The index to
Text: Algebra 1, Integrations, Applications, simple equations lessons. Excellent source of
Connections, Glencoe, pp. 192-238, 658-750 problems and how to solve them in little incre-
Technology: ments.
• TI-83 Graphing Calculator http://iasec.fwsd.wednet.edu/iamath/
• Algeblaster (S) page2d.htm#Lesson3
• Graphlink (S)
• Equation Editor (Microsoft Office) (S) Lesson 4: Equations and Inequalities - The
• Hyperstudio (S) index to solving equations and inequalities les-
• PowerPoint (S) sons. Excellent source of problems and how to
solve them in little increments.
http://iasec.fwsd.wednet.edu/iamath/
page2d.htm#Lesson4
M9B–16