Planned Course of Study. Algebra I Part 1 NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066


 Geoffrey Fitzgerald
 2 years ago
 Views:
Transcription
1 Planned Course of Study Algebra I Part 1 NORTHWESTERN LEHIGH SCHOOL DISTRICT 6493 ROUTE 309 NEW TRIPOLI, PA 18066
2 NORTHWESTERN LEHIGH SCHOOL BOARD 2013 Darryl S. Schafer, President LeRoy Sorenson, Vice President Camille S. Bartlett, Secretary Willard G. Dellicker, Treasurer Christopher Ford Todd Hernandez Ronald L. Morrison Joseph J. Reiter Greg Sanders John E. Freund III, Esq., Solicitor ADMINISTRATION Dr. Mary Anne Wright, Superintendent Jennifer Holman, Assistant Superintendent Dr. Mark Scott, Director of Pupil Services Luann E. Matika, Director of Human Resources LeAnn M. Stitzel, Director of Curriculum Aileen Yadush, Secondary Principal Donald B. Allen, Assistant Secondary Principal Laurie Hoppes, Middle School Principal Amy Wahl, Middle School Assistant Principal Jill Berlet, Elementary Principal Marc Dobbs, Elementary Principal
3 INTRODUCTION The Algebra 1 Part 1 Mathematics curriculum guide contains planned course formats for the Northwestern Lehigh School District. The content of this document describes the objectives, activities, assessments, content, time frame, and standard alignment that serve as a guide to the specific units of study offered in Algebra 1 Part 1. The Algebra 1 Part 1 curriculum guide is the product of much diligent work on the part of the following staff members who contributed during the school year: Northwestern Lehigh High School Mathematics Department Ms. Jayme Baker Mr. Bob Biese Mrs. Kelly Bleam Mr. Greg Mitchell Mr. Duran Purrino Mrs. Erin Saulnier Mr. Jeremy Smoyer This document reflects their efforts to establish a welldefined and organized approach to teaching Mathematics in the Northwestern Lehigh School District. Approved by Northwestern Lehigh School District Board of Education 2013
4 Unit 1 Section A Curricular Topics Domains Common Core State Standards Relationships between Quantities Expressions, Equations, and Functions Pennsylvania State Standards: A1.1.1: Operations with Real Numbers and Expressions A1.2.1: Functions Anchor Descriptor A : Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, and exponents). A : Apply number theory concepts to show relationships between real numbers in problem solving settings. A : Use exponents, roots, and/or absolute values to solve problems. A : Use estimation strategies in problemsolving situations. A : Analyze and/or use patterns or relations. Common Core Standards: A.SSE.1a: Interpret parts of an expression, such as terms, factors and coefficients. A.SSE.2: Use the structure of an expression to identify ways to rewrite it. A.SSE.1b: Interpret complicated expressions by viewing one or more of their parts as a single entity. A.CED.1: Create equations and inequalities in one variable and use them to solve problems A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters 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). 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).
5 Essential Curriculum Framing Questions Essential Questions: How can algebraic expressions be transformed? How can mathematical ideas be represented? Unit Questions: How can you write algebraic expressions? How would you use the order of operations? How do you solve equations? How would you represent and interpret relations and functions? How do you do use function notation? How do you interpret the graphs of functions? Content Questions: How do students: Write a verbal expression as an algebraic expression and an algebraic expression as a verbal expression? Evaluate numerical and algebraic expression using the order of operations? Recognize the properties of algebraic expressions? Use the distributive property to evaluate and simplify expressions? Solve equations with one variable? With two variables? Represent and interrupt relations using graphs? Determine whether a relation is a function? Find function values? Competencies Content Skills (What the students will be able to do by the end of the unit) The students will be able to: Materials (Including technology) Assessments (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)
6 Mathematical Practice Standards Time Frame Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Modeling with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning (Number of 80 Minute Blocks) * Represents Accelerated/Honors
7 Unit 1 Section B Relationships between Quantities Curricular Topics Linear Equations Domains Common Core State Standards Pennsylvania State Standards: A1.1.1: Operations with Real Numbers and Expressions A1.1.2: Linear Equations Anchor Descriptor A : Use exponents, roots, and/or absolute values to solve problems. A : Use estimation strategies in problemsolving situations. A : Write, solve, and/or graph linear equations using various methods. Common Core Standards: A.CED.1: Create equations and inequalities in one variable and use them to solve problems. A.REI.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. A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters N.Q.1: Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays A.CED.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
8 Essential Curriculum Framing Questions Essential Questions: Why are equations and inequalities useful? Why is it helpful to represent the same mathematical idea in different ways? Unit Questions: How can variables be represented as an unknown amount when writing equations from a verbal sentence? How do you solve an equation by finding the value of the variable in an equation to make the equation true? How do you create equations that describe relationships? How do you solve multistep equations that involve more than one operation? How do you use formulas and solve realworld problems? Content Questions: How do students: Translate sentences into equations? Translate equations into sentences? Solve equations by using addition and subtraction? Multiplication and division? Solve equations involving more than one operation? Solve equations involving consecutive integers? Solve equations involving more than one operation? Solve equations involving consecutive integers? Solve equations with variables on each side? Solve equations involving grouping symbols? Evaluate absolute value expression? Solve absolute value equations? Compare ratios? Solve proportions? Find the percent of change? Solve problems the percent of change? Solve equations for given variables? Use formulas to solve real world problems? Solve mixture problems? Solve uniform motion problems? Competencies Content Skills (What the students will be able to do by the end of the unit) The students will be able to:
9 Materials (Including technology) Assessments (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc. Mathematical Practice Standards Time Frame Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Modeling with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning (Number of 80 Minute Blocks) * Represents Accelerated/Honors
10 Unit 2 Section A Linear Relationships Curricular Topics Linear Functions Domains Common Core State Standards Pennsylvania State Standards: A1.1.1: Operations with Real Numbers and Expressions A1.1.2: Linear Equations A1.2.1: Functions A1.2.2: Coordinate Geometry Anchor Descriptor A : Use estimation strategies in problemsolving situations. A : Write, solve, and/or graph linear equations using various methods. A : Analyze and/or use patterns or relations. A : Interpret and/or use linear functions and their equations, graphs, or tables. A : Describe, compute, and/or use the rate of change (slope) of a line. Common Core Standards: 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 for the relationship F.IF.7a: Graph linear and quadratic functions and show intercepts, maxima, and minima 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) F.FI.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. F.LE.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. 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. F.LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (including reading these from a table). F.LE.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another
11 Essential Curriculum Framing Questions Essential Questions: Why are graphs useful? Why are linear functions useful? How do linear functions model the real world? Unit Questions: How do you identify linear equations, intercepts, and zeros? How do you graph and write linear equations? What is rate of change and how do you use it to solve problems? Content Questions: How do students: Identify linear equations, intercepts, and zeroes? Graph linear equations? Solve linear equations by graphing? Estimate solutions to a linear equation by graphing? Use rate of change to solve problems? Find the slope of a line? Write and graph direct variation equations? Solve problems involving direct variation? Recognize arithmetic sequences? Relate arithmetic sequences to linear functions? Recognize arithmetic sequences? Relate arithmetic sequences to linear functions? Competencies Content Skills (What the students will be able to do by the end of the unit) The students will be able to: Materials (Including technology) Assessments (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)
12 Mathematical Practice Standards Time Frame Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Modeling with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning (Number of 80 Minute Blocks) * Represents Accelerated/Honors
13 Unit 2 Section B Curricular Topics Domains Common Core State Standards Linear Relationships Equations of Linear Functions Pennsylvania State Standards: A1.1.1: Operations with Real Numbers and Expressions A1.1.2: Linear Equations A1.2.1: Functions A1.2.2: Coordinate Geometry Anchor Descriptor A : Use estimation strategies in problemsolving situations A : Interpret and/or use linear functions and their equations, graphs, or tables. A : Describe, compute, and/or use the rate of change (slope) of a line. A : Analyze and/or interpret data on a scatter plot. Common Core Standards: F.IF.7a: Graph linear and quadratic functions and show intercepts, maxima, and minima S.ID.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data F.BF.1: Write a function that describes a relationship between two quantities o Determine an explicit expression, a recursive process, or steps for calculation from a context. o Combine standard function types using arithmetic operations F.LE.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table). 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. *S.ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. S.ID.6a: 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 S.ID.6c: Fit linear function for a scatter plot that suggests a linear association. *S.ID.8: Compute (using technology) and interpret the correlation coefficient of a linear fit. *A.CED.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. *F.BF.4a: Solve an equation of the form f (x) = c for a single function f that has an inverse and write an expression for the inverse.
14 Essential Curriculum Framing Questions Essential Questions: Why is math used to model realworld situations? How are patterns of change represented in functions? Unit Questions: How do you write and graph linear equations in various forms? How do you use scatter plots and linear of fit, and write equations of bestfit lines using linear regression? How do you find inverse linear functions? Content Questions: How do students: Write and graph linear equations in slopeintercept form? Model real world data with equations and slopeintercept form? Write an equation of a line in slopeintercept form given the slope and one point or given two points? Write equations of lines in pointslope form? Write linear equations in different forms? Write an equation of the line that passes through a given point parallel or perpendicular to a given line? Investigate relationships between quantities by using points on a scatter plot? Use lines of fit to make and evaluate predictions? *Write equations of bestfit lines using linear regression? *Find the inverse of a relation? *Find the inverse of a linear function? Competencies Content Skills (What the students will be able to do by the end of the unit) The students will be able to: Materials (Including technology) Assessments (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)
15 Mathematical Practice Standards Time Frame Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Modeling with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning (Number of 80 Minute Blocks) * Represents Accelerated/Honors
16 Unit 2 Section C Curricular Topics Domains Common Core State Standards Linear Relationships Linear Inequalities Pennsylvania State Standards: A1.1.1: Operations with Real Numbers and Expressions A1.1.3: Linear Inequalities Anchor Descriptor A : Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, and exponents). A : Use estimation strategies in problemsolving situations A : Write, solve, and/or graph linear inequalities using various methods. A : Use exponents, roots, and/or absolute values to solve problems. Common Core Standards: A.CED.1: Create equations and inequalities in one variable and use them to solve problems. A.REI.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters A.CED.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. A.REI.12: Graph the solutions to a linear inequality in two variables as a halfplane (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 halfplanes.
17 Essential Curriculum Framing Questions Essential Questions: How are symbols useful in mathematics? What mathematical symbols do you know? Why are equations and inequalities useful? Unit Questions: How do you solve onestep and multistep inequalities? How do you solve compound inequalities and inequalities involving absolute value? How do graph inequalities in two variables? Content Questions: How do you solve linear inequalities by using addition and subtraction? How do you solve linear inequalities by using multiplication and division? How do you solve linear inequalities involving more than one operation or the Distributive Property? How do you solve compound inequalities containing the word AND, and graph their solution set? How do you solve compound inequalities containing the word OR, and graph their solution set? How do you solve and graph absolute value inequalities (less than)? How do you solve and graph absolute value inequalities (greater than)? How do graph linear equalities on a coordinate plane? How do you solve linear inequalities by graphing? Competencies Content Skills (What the students will be able to do by the end of the unit) The students will be able to: Materials (Including Technology) Assessments (How will students demonstrate understanding of objectives? Identify when formative assessments will take place. Assessments may include projects, demonstrations, presentations, group work, writing pieces, checklists, etc.)
18 Mathematical Practice Standards Time Frame Make sense of problems and persevere in solving them. Reason abstractly and quantitatively Construct viable arguments and critique the reasoning Modeling with Mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning (Number of 80 Minute Blocks)
Correlation to the Common Core State Standards for Mathematics Algebra 1. Houghton Mifflin Harcourt Algerbra
Correlation to the Common Core State Standards for Mathematics Algebra 1 Houghton Mifflin Harcourt Algerbra 1 2015 Houghton Mifflin Harcourt Algebra I 2015 correlated to the Common Core State Standards
More informationThis unit will lay the groundwork for later units where the students will extend this knowledge to quadratic and exponential functions.
Algebra I Overview View unit yearlong overview here Many of the concepts presented in Algebra I are progressions of concepts that were introduced in grades 6 through 8. The content presented in this course
More informationHigh School Algebra 1 Common Core Standards & Learning Targets
High School Algebra 1 Common Core Standards & Learning Targets Unit 1: Relationships between Quantities and Reasoning with Equations CCS Standards: Quantities NQ.1. Use units as a way to understand problems
More informationPowerTeaching i3: Algebra I Mathematics
PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and
More informationTopic: Solving Linear Equations
Unit 1 Topic: Solving Linear Equations NQ.1. Reason quantitatively and use units to solve problems. Use units as a way to understand problems and to guide the solution of multistep problems; choose and
More informationPacing for a Common Core Curriculum with Prentice Hall Algebra 1
Pacing for a Common Core Curriculum with Prentice Hall Algebra 1 This leveled Pacing Guide can help you transition to a Common Corebased curriculum with Pearson s Prentice Hall Algebra 1 2011. The first
More informationPearson Algebra 1 Common Core 2015
A Correlation of Pearson Algebra 1 Common Core 2015 To the Common Core State Standards for Mathematics Traditional Pathways, Algebra 1 High School Copyright 2015 Pearson Education, Inc. or its affiliate(s).
More informationCreating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities
Algebra 1, Quarter 2, Unit 2.1 Creating, Solving, and Graphing Systems of Linear Equations and Linear Inequalities Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned
More informationMontana Common Core Standard
Algebra I Grade Level: 9, 10, 11, 12 Length: 1 Year Period(s) Per Day: 1 Credit: 1 Credit Requirement Fulfilled: A must pass course Course Description This course covers the real number system, solving
More informationPARCC MODEL CONTENT FRAMEWORK FOR MATHEMATICS. Algebra I Overview FOR ALGEBRA I
PARCC MODEL CONTENT FRAMEWORK FOR MATHEMATICS FOR ALGEBRA I Algebra I Overview Numerals in parentheses designate individual content standards that are eligible for assessment in whole or in part. Underlined
More informationAlgebra 1 Course Objectives
Course Objectives The Duke TIP course corresponds to a high school course and is designed for gifted students in grades seven through nine who want to build their algebra skills before taking algebra in
More informationContent Emphases by ClusterKindergarten *
Content Emphases by ClusterKindergarten * Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand
More informationAlgebra I Support Lab CURRICULUM GUIDE AND INSTRUCTIONAL ALIGNMENT
TRENTON PUBLIC SCHOOLS Department of Curriculum and Instruction 108 NORTH CLINTON AVENUE TRENTON, NEW JERSEY 08609 Secondary Schools Algebra I Support Lab CURRICULUM GUIDE AND INSTRUCTIONAL ALIGNMENT The
More informationTo represent mathematical relationships using graphs. 41 Activity: Relating Quantities See Department Chair for File 1 day A.REI.10, F.IF.
CCSS for Mathematical Practice: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model
More informationAlgebra II End of Course Exam Answer Key Segment I. Scientific Calculator Only
Algebra II End of Course Exam Answer Key Segment I Scientific Calculator Only Question 1 Reporting Category: Algebraic Concepts & Procedures Common Core Standard: AAPR.3: Identify zeros of polynomials
More informationInfinite Algebra 1 supports the teaching of the Common Core State Standards listed below.
Infinite Algebra 1 Kuta Software LLC Common Core Alignment Software version 2.05 Last revised July 2015 Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below. High School
More informationAlgebra 1. Curriculum Map
Algebra 1 Curriculum Map Table of Contents Unit 1: Expressions and Unit 2: Linear Unit 3: Representing Linear Unit 4: Linear Inequalities Unit 5: Systems of Linear Unit 6: Polynomials Unit 7: Factoring
More informationWentzville School District Algebra 1: Unit 9 Stage 1 Desired Results
Wentzville School District Algebra 1: Unit 9 Stage 1 Desired Results Unit 9  Quadratic Functions Unit Title: Quadratics Functions Course: Algebra I Brief Summary of Unit: At the end of this unit, students
More informationCommon Core Algebra Critical Area 6: Systems of Equations and Inequalities and Linear Programming
Pacing: Weeks 3136 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the
More informationAlgebra 1 Competencies for Capital High
Basic Course Information Course Name: Algebra 1 Algebra 1 Competencies for Capital High Course #: MAT1010 Level: Ninth Department: Mathematics Length of Class: Yearlong # Credits: 1.0 Who can take this
More informationCORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA
We Can Early Learning Curriculum PreK Grades 8 12 INSIDE ALGEBRA, GRADES 8 12 CORRELATED TO THE SOUTH CAROLINA COLLEGE AND CAREERREADY FOUNDATIONS IN ALGEBRA April 2016 www.voyagersopris.com Mathematical
More informationOverview of Math Standards
Algebra 2 Welcome to math curriculum design maps for Manhattan Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas and effectively communicate with diverse
More informationNorth Carolina Math 1
Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.
More informationCourse Title: Honors Algebra Course Level: Honors Textbook: Algebra 1 Publisher: McDougall Littell
Course Title: Honors Algebra Course Level: Honors Textbook: Algebra Publisher: McDougall Littell The following is a list of key topics studied in Honors Algebra. Identify and use the properties of operations
More informationCommon Core State Standards  Mathematics Content Emphases by Cluster Grade K
Grade K Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to
More informationUnit 2 Quadratic Equations and Polynomial Functions Algebra 2
Number of Days: 29 10/10/16 11/18/16 Unit Goals Stage 1 Unit Description: Students will build on their prior knowledge of solving quadratic equations. In Unit 2, solutions are no longer limited to real
More informationPolynomial Operations and Factoring
Algebra 1, Quarter 4, Unit 4.1 Polynomial Operations and Factoring Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Identify terms, coefficients, and degree of polynomials.
More informationAlgebra Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 201213 school year.
This document is designed to help North Carolina educators teach the Common Core (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Algebra
More informationAlgebra I Pacing Guide Days Units Notes 9 Chapter 1 ( , )
Algebra I Pacing Guide Days Units Notes 9 Chapter 1 (1.11.4, 1.61.7) Expressions, Equations and Functions Differentiate between and write expressions, equations and inequalities as well as applying order
More informationWentzville School District Formal Algebra II
Wentzville School District Formal Algebra II Unit 6  Rational Functions Unit Title: Rational Functions Course: Formal Algebra II Brief Summary of Unit: In this unit, students will graph and analyze the
More informationMATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education)
MATH 095, College Prep Mathematics: Unit Coverage Prealgebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,
More informationWentzville School District Algebra II
Wentzville School District Algebra II Unit 6  Rational Functions Unit Title: Rational Functions Course: Algebra II Brief Summary of Unit: In this unit, students will graph and analyze the properties of
More informationDRAFT. Algebra 1 EOC Item Specifications
DRAFT Algebra 1 EOC Item Specifications The draft Florida Standards Assessment (FSA) Test Item Specifications (Specifications) are based upon the Florida Standards and the Florida Course Descriptions as
More informationSouth Carolina College and CareerReady (SCCCR) Algebra 1
South Carolina College and CareerReady (SCCCR) Algebra 1 South Carolina College and CareerReady Mathematical Process Standards The South Carolina College and CareerReady (SCCCR) Mathematical Process
More informationWentzville School District Curriculum Development Template Stage 1 Desired Results
Wentzville School District Curriculum Development Template Stage 1 Desired Results Unit Title: Radicals and Radical Expressions Course: Middle School Algebra 1 Unit 10 Radicals and Radical Expressions
More informationALGEBRA 1/ALGEBRA 1 HONORS
ALGEBRA 1/ALGEBRA 1 HONORS CREDIT HOURS: 1.0 COURSE LENGTH: 2 Semesters COURSE DESCRIPTION The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical
More informationHigh School Mathematics Algebra
High School Mathematics Algebra This course is designed to give students the foundation of understanding algebra at a moderate pace. Essential material will be covered to prepare the students for Geometry.
More informationTools of Algebra. Solving Equations. Solving Inequalities. Dimensional Analysis and Probability. Scope and Sequence. Algebra I
Scope and Sequence Algebra I Tools of Algebra CLE 3102.1.1, CFU 3102.1.10, CFU 3102.1.9, CFU 3102.2.1, CFU 3102.2.2, CFU 3102.2.7, CFU 3102.2.8, SPI 3102.1.3, SPI 3102.2.3, SPI 3102.4.1, 12 Using Variables,
More informationAlgebra. Indiana Standards 1 ST 6 WEEKS
Chapter 1 Lessons Indiana Standards  11 Variables and Expressions  12 Order of Operations and Evaluating Expressions  13 Real Numbers and the Number Line  14 Properties of Real Numbers  15 Adding
More informationGeorgia Standards of Excellence 20152016 Mathematics
Georgia Standards of Excellence 20152016 Mathematics Standards GSE Coordinate Algebra K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical
More informationCourse Name: Course Code: ALEKS Course: Instructor: Course Dates: Course Content: Textbook: Dates Objective Prerequisite Topics
Course Name: MATH 1204 Fall 2015 Course Code: N/A ALEKS Course: College Algebra Instructor: Master Templates Course Dates: Begin: 08/22/2015 End: 12/19/2015 Course Content: 271 Topics (261 goal + 10 prerequisite)
More informationOverview of Math Standards
201617 ManhattanOgden USD 383 Math Year at a Glance Algebra 1 Welcome to math curriculum design maps for Manhattan Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly
More informationHigher Education Math Placement
Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication
More informationWentzville School District Algebra 1: Unit 8 Stage 1 Desired Results
Wentzville School District Algebra 1: Unit 8 Stage 1 Desired Results Unit Title: Quadratic Expressions & Equations Course: Algebra I Unit 8  Quadratic Expressions & Equations Brief Summary of Unit: At
More informationUnit 4: Analyze and Graph Linear Equations, Functions, and Relations
Unit 4 Table of Contents Unit 4: Analyze and Graph Linear Equations, Functions and Relations Video Overview Learning Objectives 4.2 Media Run Times 4.3 Instructor Notes 4.4 The Mathematics of Analyzing
More informationAlgebra 1 Math Standards and I Can Statements
Algebra 1 Math Standards and I Can Statements Standard  CC.912.A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic
More informationFlorida Math for College Readiness
Core Florida Math for College Readiness Florida Math for College Readiness provides a fourthyear math curriculum focused on developing the mastery of skills identified as critical to postsecondary readiness
More informationPrentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1
STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason
More informationMasconomet Regional High School Curriculum Guide
Masconomet Regional High School Curriculum Guide COURSE TITLE: Algebra 2 COURSE NUMBER: 1322 DEPARTMENT: Mathematics GRADE LEVEL(S) & PHASE: 10 12, CP LENGTH OF COURSE: Full Year Course Description: This
More informationGrade 8 Math. Content Skills Learning Targets Assessment Resources & Technology
St. MichaelAlbertville Middle School East Teacher: Dawn Tveitbakk Grade 8 Math September 2014 UEQ: (new) CEQ: WHAT IS THE LANGUAGE OF ALGEBRA? HOW ARE FUNCTIONS USED? HOW CAN ALGEBRA BE USED TO SOLVE
More informationEquations of Linear. Functions
SECTION Trusted Content Common Core State W ith American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Common Core State
More informationIndiana State Core Curriculum Standards updated 2009 Algebra I
Indiana State Core Curriculum Standards updated 2009 Algebra I Strand Description Boardworks High School Algebra presentations Operations With Real Numbers Linear Equations and A1.1 Students simplify and
More informationMiddle School Course Acceleration
Middle School Course Acceleration Some students may choose to take Algebra I in Grade 8 so they can take collegelevel mathematics in high school. Students who are capable of moving more quickly in their
More informationAlgebra 1 Chapter 3 Vocabulary. equivalent  Equations with the same solutions as the original equation are called.
Chapter 3 Vocabulary equivalent  Equations with the same solutions as the original equation are called. formula  An algebraic equation that relates two or more reallife quantities. unit rate  A rate
More informationOverview of Math Standards
Grade 8A Welcome to math curriculum design maps for Manhattan Ogden USD 383, striving to produce learners who are: Effective Communicators who clearly express ideas and effectively communicate with diverse
More informationgraphs, Equations, and inequalities
graphs, Equations, and inequalities You might think that New York or Los Angeles or Chicago has the busiest airport in the U.S., but actually it s HartsfieldJackson Airport in Atlanta, Georgia. In 010,
More informationALGEBRA I A PLUS COURSE OUTLINE
ALGEBRA I A PLUS COURSE OUTLINE OVERVIEW: 1. Operations with Real Numbers 2. Equation Solving 3. Word Problems 4. Inequalities 5. Graphs of Functions 6. Linear Functions 7. Scatterplots and Lines of Best
More informationThe program also provides supplemental modules on topics in geometry and probability and statistics.
Algebra 1 Course Overview Students develop algebraic fluency by learning the skills needed to solve equations and perform important manipulations with numbers, variables, equations, and inequalities. Students
More information8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course 3 of Prentice Hall Common Core
8 th Grade Math Curriculum/7 th Grade Advanced Course Information: Course: Length: Course 3 of Prentice Hall Common Core 46 minutes/day Description: Mathematics at the 8 th grade level will cover a variety
More informationALGEBRA I / ALGEBRA I SUPPORT
Suggested Sequence: CONCEPT MAP ALGEBRA I / ALGEBRA I SUPPORT August 2011 1. Foundations for Algebra 2. Solving Equations 3. Solving Inequalities 4. An Introduction to Functions 5. Linear Functions 6.
More informationCourse Outlines. 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit)
Course Outlines 1. Name of the Course: Algebra I (Standard, College Prep, Honors) Course Description: ALGEBRA I STANDARD (1 Credit) This course will cover Algebra I concepts such as algebra as a language,
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards GSE Algebra I K12 Mathematics Introduction Georgia Mathematics focuses on actively engaging the student in the development of mathematical understanding
More informationAlgebra I Credit Recovery
Algebra I Credit Recovery COURSE DESCRIPTION: The purpose of this course is to allow the student to gain mastery in working with and evaluating mathematical expressions, equations, graphs, and other topics,
More informationAlgebra Nation MAFS Videos and Standards Alignment Algebra 2
Section 1, Video 1: Linear Equations in One Variable  Part 1 Section 1, Video 2: Linear Equations in One Variable  Part 2 Section 1, Video 3: Linear Equations and Inequalities in Two Variables Section
More informationGRADE 8 SKILL VOCABULARY MATHEMATICAL PRACTICES Define rational number. 8.NS.1
Common Core Math Curriculum Grade 8 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS How do you convert a rational number into a decimal? How do you use a number line to compare the size of two irrational numbers?
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationA Correlation of Pearson Algebra 1, Geometry, Algebra 2 Common Core 2015
A Correlation of Pearson,, Common Core 2015 To the North Carolina High School Mathematics Alignment to Traditional Text  MATH II A Correlation of Pearson,, Common Core, 2015 Introduction This document
More informationMath Content
20122013 Math Content PATHWAY TO ALGEBRA I Unit Lesson Section Number and Operations in Base Ten Place Value with Whole Numbers Place Value and Rounding Addition and Subtraction Concepts Regrouping Concepts
More informationMathematics. Designing High School Mathematics Courses Based on the Common
common core state STANDARDS FOR Mathematics Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards Overview The (CCSS) for Mathematics are organized by grade level
More informationOperations and Algebraic Thinking. K.NBT Number and Operations in Base Ten
KINDERGARTEN K.CC K.OA Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Operations and Algebraic Thinking Understand addition as
More informationEQ: How can regression models be used to display and analyze the data in our everyday lives?
School of the Future Math Department Comprehensive Curriculum Plan: ALGEBRA II (Holt Algebra 2 textbook as reference guide) 20162017 Instructor: Diane Thole EU for the year: How do mathematical models
More informationKeystone Exams: Algebra I Assessment Anchors and Eligible Content. Pennsylvania Department of Education
Assessment Anchors and Eligible Content Pennsylvania Department of Education www.education.state.pa.us January 2013 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment
More informationGeorgia Standards of Excellence Curriculum Map. Mathematics. GSE Algebra I
Georgia Standards of Excellence Curriculum Map Mathematics GSE Algebra I These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Georgia Department
More informationQuadratic Functions: Complex Numbers
Algebra II, Quarter 1, Unit 1.3 Quadratic Functions: Complex Numbers Overview Number of instruction days: 1214 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Develop
More informationPythagorean Theorem. Overview. Grade 8 Mathematics, Quarter 3, Unit 3.1. Number of instructional days: 15 (1 day = minutes) Essential questions
Grade 8 Mathematics, Quarter 3, Unit 3.1 Pythagorean Theorem Overview Number of instructional days: 15 (1 day = 45 60 minutes) Content to be learned Prove the Pythagorean Theorem. Given three side lengths,
More informationAlgebra Course KUD. Green Highlight  Incorporate notation in class, with understanding that not tested on
Algebra Course KUD Yellow Highlight Need to address in Seminar Green Highlight  Incorporate notation in class, with understanding that not tested on Blue Highlight Be sure to teach in class Postive and
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationHIBBING COMMUNITY COLLEGE COURSE OUTLINE
HIBBING COMMUNITY COLLEGE COURSE OUTLINE COURSE NUMBER & TITLE:  Beginning Algebra CREDITS: 4 (Lec 4 / Lab 0) PREREQUISITES: MATH 0920: Fundamental Mathematics with a grade of C or better, Placement Exam,
More informationAlgebra 12. A. Identify and translate variables and expressions.
St. Mary's College High School Algebra 12 The Language of Algebra What is a variable? A. Identify and translate variables and expressions. The following apply to all the skills How is a variable used
More informationYork Suburban Middle School Course Overview. Algebra 1
York Suburban Middle School Course Overview I. Course Description Algebra 1 1.0 Credit Length: School Year; Format: Meets Daily Prerequisite: PreAlgebra Algebra 1 The Larson Algebra 1brings math to life
More informationModuMath Algebra Lessons
ModuMath Algebra Lessons Program Title 1 Getting Acquainted With Algebra 2 Order of Operations 3 Adding & Subtracting Algebraic Expressions 4 Multiplying Polynomials 5 Laws of Algebra 6 Solving Equations
More informationSolving Equations with One Variable
Grade 8 Mathematics, Quarter 1, Unit 1.1 Solving Equations with One Variable Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Solve linear equations in one variable
More informationNorth Carolina Math 2
Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4.
More informationScope & Sequence MIDDLE SCHOOL
Math in Focus is a registered trademark of Times Publishing Limited. Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 06/13 MS77941n Scope & Sequence MIDDLE SCHOOL
More informationWest WindsorPlainsboro Regional School District Algebra I Part 2 Grades 912
West WindsorPlainsboro Regional School District Algebra I Part 2 Grades 912 Unit 1: Polynomials and Factoring Course & Grade Level: Algebra I Part 2, 9 12 This unit involves knowledge and skills relative
More informationUnit 1  Single Variable Expressions/Equations/Inequalities
Curriculum Map Outline Implementation 9.1.13 Revision Date 1.6.14 Algebra I Unit Guidelines for Curriculum UNIT 1: 27 DAYS Unit 1  Single Variable Expressions/Equations/Inequalities I. Unit Summary/Essential
More informationA COURSE OUTLINE FOR ALGEBRA 1 DEVELOPED BY ANN SHANNON & ASSOCIATES FOR THE BILL & MELINDA GATES FOUNDATION
A COURSE OUTLINE FOR ALGEBRA 1 DEVELOPED BY ANN SHANNON & ASSOCIATES FOR THE BILL & MELINDA GATES FOUNDATION JANUARY 2014 Algebra 1 Course Outline Content Area Formative Assessment Lessons # of Days A0
More informationNorwalk La Mirada Unified School District. Algebra Scope and Sequence of Instruction
1 Algebra Scope and Sequence of Instruction Instructional Suggestions: Instructional strategies at this level should include connections back to prior learning activities from K7. Students must demonstrate
More informationUnit 1 Equations, Inequalities, Functions
Unit 1 Equations, Inequalities, Functions Algebra 2, Pages 1100 Overview: This unit models realworld situations by using one and twovariable linear equations. This unit will further expand upon pervious
More informationMathematics. Unit 3: Modeling and Analyzing Quadratic Functions
Georgia Standards of Excellence Curriculum Frameworks Mathematics GSE Algebra I Unit 3: Modeling and Analyzing Quadratic Functions These materials are for nonprofit educational purposes only. Any other
More informationGeorgia Standards of Excellence Curriculum Frameworks Mathematics
Georgia Standards of Excellence Curriculum Frameworks Mathematics GSE Coordinate Algebra Unit 2: Reasoning with Equations and Inequalities Unit 2 Reasoning with Equations and Inequalities Table of Contents
More informationCHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION
CHAMBERSBURG AREA SCHOOL DISTRICT COURSE OF PLANNED INSTRUCTION SCHOOL CASHS DEPARTMENT MATH DATE 7/12/05 COURSE TITLE ALGEBRA I GRADE 812 COURSE LENGTH 1 YR. LESSON FREQUENCY (PER WEEK) 5 TIME 43 MIN.
More informationMATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab
MATH 0110 Developmental Math Skills Review, 1 Credit, 3 hours lab MATH 0110 is established to accommodate students desiring noncourse based remediation in developmental mathematics. This structure will
More informationALG 1A Algebra I, First Semester PR10254, BK (v.3.0) To the Student:
ALG 1A Algebra I, First Semester PR10254, BK10255 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for ALG 1A. WHAT
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationPerformance Level Descriptors Grade 6 Mathematics
Performance Level Descriptors Grade 6 Mathematics Multiplying and Dividing with Fractions 6.NS.12 Grade 6 Math : SubClaim A The student solves problems involving the Major Content for grade/course with
More informationMath 155 (DoVan) Exam 1 Review (Sections 3.1, 3.2, 5.1, 5.2, Chapters 2 & 4)
Chapter 2: Functions and Linear Functions 1. Know the definition of a relation. Math 155 (DoVan) Exam 1 Review (Sections 3.1, 3.2, 5.1, 5.2, Chapters 2 & 4) 2. Know the definition of a function. 3. What
More information6 th Grade Math Curriculum Course Information: Course 1 of Prentice Hall Common Core
6 th Grade Math Curriculum Course Information: Course: Length: Description: Course 1 of Prentice Hall Common Core 1 period/day Mathematics at the 6 th grade level will cover a variety of fundamental math
More informationFlorida Algebra 1 EndofCourse Assessment Item Bank, Polk County School District
Benchmark: MA.912.A.2.3; Describe the concept of a function, use function notation, determine whether a given relation is a function, and link equations to functions. Also assesses MA.912.A.2.13; Solve
More informationLesson List
20162017 Lesson List Table of Contents Operations and Algebraic Thinking... 3 Number and Operations in Base Ten... 6 Measurement and Data... 9 Number and Operations  Fractions...10 Financial Literacy...14
More information