mth526 Algebra1 Units Standards

Algebra I Units & Standards
Mod 6 Application Assignment
Samantha DiMatteo
Marygrove College MTH-526
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Major Clusters | Supporting | Additional Clusters | * Benchmarked Standard

Overview Standards for Mathematical Unit Focus: Standards for Mathematical Practice
Content Mathematics Skills and/or Concepts
Unit 1 A.REI.B.3 A.REI.A.1 Reason quantitatively and use units to solve problems
A.REI.A.1 A.CED.A.2
Modeling with A.CED.A.4 A.REI.D.10 Solve [linear] equations and inequalities in one variable
A.SSE.A.1 S.ID.B.6
Linear
A.CED.A.1 S.ID.C.7 Understand solving equations as a process of reasoning and MP.1 Make sense of problems and
Equations and
S.ID.C.8 explain the reasoning persevere in solving them.
Inequalities S.ID.C.9
A.REI.D.11 Create equations that describe numbers or relationships
MP.2 Reason abstractly and
Interpret the structure of expressions quantitatively.
Represent and solve equations graphically

MP.3 Construct viable arguments &
Summarize, represent, and interpret data on quantitative critique the reasoning of others.
variables.
Interpret linear models MP.4 Model with mathematics.

Unit 1:
Suggested N.Q.A.1 Runners' World A.SSE.A.1 Kitchen Floor Tiles
Open N.Q.A.2 Giving Raises A.CED.A.1 Planes and wheat MP.5 Use appropriate tools strategically.
N.Q.A.3 Calories in a Sports Drink A-CED.A.1 Paying the rent
Educational
A.REI.B.3, A.REI.A.1 Reasoning with linear A.REI.A.1 Zero Product Property 1
Resources / inequalities A.CED.A.2 Clea on an Escalator MP.6 Attend to precision.
*Embed A.CED.A.4 Equations and Formulas S.ID.B.6,S.ID.C.7-9 Coffee and Crime
algebraic
thinking and Tile Patterns Activity Working Backwards Activity MP.7 Look for and make use of structure.
reasoning [page 6] [page 7]
Temperature Investigation MP.8 Look for and express regularity in

repeated reasoning.
[pages 8&9]
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Unit 2 A.REI.C.6 A.SSE.A.1 Solve linear systems of equations
A.CED.A.3 F.IF.B.4
Modeling with A.REI.D.12 F.IF.B.5 Create equations that describe numbers or relationships
F.IF.A.1 F.IF.B.6
Linear
F.IF.A.2 Interpret the structure of expressions MP.1 Make sense of problems and
Functions,
F.IF.A.3 persevere in solving them.
Linear Represent and solve equations and inequalities graphically
Systems, &
Exponential Construct & compare linear & exponential models MP.2 Reason abstractly and
Functions quantitatively.
Interpret expressions for functions in terms of the situation
Build a function that models a relationship between two MP.3 Construct viable arguments &
quantities critique the reasoning of others.
Understand the concept of a function and use function notation

MP.4 Model with mathematics.
Interpret functions that arise in applications in terms of the context
Analyze functions using different representations MP.5 Use appropriate tools strategically.
Unit 2: A.REI.C.6 Cash Box F.BF.A.1a Skeleton Tower

Suggested A.CED.A.3 Dimes and Quarters A.SSE.A.1 Mixing Candies MP.6 Attend to precision.
Open A.REI.C.5 Solving Two Equations in Two Unknowns F.IF.B.4 Warming and Cooling
A.REI.D.12 Fishing Adventures 3 F.IF.B.4, F.IF.B.5 Average Cost
Educational
F.IF.A.1 The Parking Lot F.LE.B.5 US Population 1982-1988 MP.7 Look for and make use of structure.
Resources/ F.IF.A.2 Yam in the Oven F.IF.B.6 Temperature Change
Embed F.LE.A.1 Finding Linear and Exponential Models F.IF.C.7b Bank Account Balance
algebraic F.LE.A.2 Interesting Interest Rates MP.8 Look for and express regularity in
thinking and repeated reasoning.
reasoning Linear Bungee Activity Linear Relationships:
[page 10] Pizza & Hot Dogs
[pages 12&13]
Semantic Feature Analysis
[page 11] Not a function [page 14]
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Unit 3 A.APR.A.1 F.IF.B.6 Perform arithmetic operations on polynomials
A.SSE.A.2 A.REI.D.11
Quadratic A.REI.B.4 Understand the relationship between zeros and factors
A.CED.A.1
Equations,
F.IF.B.4* Interpret the structure of expressions MP.1 Make sense of problems and
Exponential
F.IF.B.5* persevere in solving them.
Functions & A.SSE.B.3 Solve equations and inequalities in one variable
Polynomials
Create equations that describe numbers or relationships MP.2 Reason abstractly and
quantitatively.
Represent and solve equations and inequalities graphically MP.3 Construct viable arguments &
critique the reasoning of others.
Build a function that models a relationship between two
quantities
MP.4 Model with mathematics.
Construct & compare linear, quadratic, & exponential models
Build new functions from existing functions MP.5 Use appropriate tools strategically.
Analyze functions using different representations

MP.6 Attend to precision.
Use properties of rational and irrational numbers
Unit 3: MP.7 Look for and make use of structure.

Suggested A.APR.A.1 Powers of 11 F.IF.C.8a Springboard Dive
Open A.SSE.A.2 Equivalent Expressions F.IF.C.8a Which Function?
A.REI.B.4 Visualizing Completing the Square F.IF.B.9 Throwing Baseballs MP.8 Look for and express regularity in
Educational
A.REI.B.4 Braking Distance F.IF.B.6 Mathemafish Population repeated reasoning.
Resources/ A.REI.B.4 Two Squares are Equal F.LE.A.3 Population and Food Supply
Embed F.IF.B.4 Words Tables - Graphs F.BF.B.3 Identifying Even and Odd Functions
algebraic F.IF.B.5 The restaurant F.BF.B.3 Transforming the graph of a function
thinking and A.SSE.B.3 Profit of a company A.REI.D.11 Introduction to Polynomials College Fund
reasoning A.SSE.B.3 Rewriting a Quadratic Expression A.APR.B.3 Graphing from Factors 1
F.IF.C.7a Graphs of Quadratic Functions N.RN.B.3 Operations with Rational and Irrational Numbers
Exponential Growth:
[page 15] Exponential Growth & Decay:
[page 16, 17, & 18
MP.1 Make sense of problems and
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Unit 4 F.IF.B.4* Summarize, represent, and interpret data on a single count or persevere in solving them.
F.IF.B.5* measurement variable
Mathematical
Summarize, represent, and interpret data on two categorical and MP.2 Reason abstractly and
Modeling &
quantitative variables quantitatively.
Statistics
Unit 4: MP.3 Construct viable arguments &
Suggested S.ID.A.1-3 Haircut Costs critique the reasoning of others.
Open S.ID.A.1-3 Speed Trap
S.ID.A.2-3 Measuring Variability in a Data Set
Educational
S.ID.A.3 Identifying Outliers MP.4 Model with mathematics.
Resources /
S.ID.B.5 Support for a Longer School Day?
Embed S.ID.B.6 Laptop Battery Charge 2
algebraic F.IF.B.4 The Aquarium MP.5 Use appropriate tools strategically.
thinking and F.IF.B.4 Containers
reasoning F.IF.B.4-5 The Canoe Trip, Variation 2
Mathematical Modeling:
[page 19]
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in

repeated reasoning.
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Tile Patterns: Doing-Undoing & Building Rules to Represent Functions
1. You have been given a set of tiles. Using the blue side of each tile construct the patterns that are drawn below.
Figure 0 Figure 1 Figure 2 Figure 3 Figure 4
a. Work backwards to identify how many tiles would appear in the original figure (figure 0).
b. Determine how many tiles would appear in the next figure (figure 4). Draw your results in the space provided above.
Hint: you may want to flip the tiles over that differ from the preceding step (to the green side of the tile); this will make
the pattern of change easy to identify.
c. Write a general rule to represent this pattern. Use f to represent the figure number and t to represent the number of
tiles.
d. Arrange the tiles on your desks to create your own linear pattern. Switch seats with your neighbor. Try to write a
general rule for the pattern that they created. Then discuss and confirm each others results.
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Bungee Jum ping: Building Rules to Represent Functions
Directions:
- Vertically tape your tape measure to the wall. Place the 0 on the floor.
- Measure the length of the un-stretched rubber band with no weight.
- Hook one washer to the clip at the end of the rubber band.
- Hold the other end of the rubber band against the wall and drop the washer.
- Continue to move slightly up the wall until the washer barely makes contact with the floor when it is dropped.
- Subtract the stretched length with the original length of the rubber band to determine how much the band stretched with one washer.
(For example: if your original rubber band measured 28 centimeters, and the washer caused it to stretch to 31 centimeters, the total stretch for one
washer would be 31 28 = 3 centimeters).
- Record the stretched length next to the appropriate weight on your chart.
- Repeat this process for 2, 3, 4, 5, and 6 washers.
Technology Component:
- Open a new Excel spreadsheet.
- Create a table of values. X-values will represent the number of washers (weight) , and y-values will represent the stretch of the cord.
- Use a scatter plot to visually represent your data.
- Label the axes of your graph.
- Print your table & graph

Weight (# of washers) 0
Length of Stretched Cord

(1) Is there a pattern in the graph?
(2) What type of function is represented by the data?
(3) Can you write a function to represent the data?
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Tem perature Investigation
Temperatures are measured on different scales. Fahrenheit is the most popular scale used here in the US, while most countries choose to
measure degrees in Celsius.
Consider the set of data displayed on the table below.
Celsius Fahrenheit
-10 14
5 41
10 50
20 68
30 86
35 95
(1) Do these values represent a function?
(2) Graph the data.
(3) Write an equation to represent the data.
(4) Explain the relationship between the table, graph, and equation.
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(5) Fahrenheit was invented by a German-Dutch scientist in 1724 called Daniel Gabriel Fahrenheit (1686-1736). On the Fahrenheit
scale, the point at which frozen water melts is 32, and the point where at which it boils is 212. Celsius was invented by Anders
Celsius (1701-1744) and today is used in most applications, as it is a metric system, at what point does water freeze and boil on a
Celsius scale? Add these values to your graph above.
(6) The typical body temperature is 98.6o Fahrenheit, what is the approximate typical body temperature in Celsius? Add these
values to your graph above.
(7) Is it a good day to go to the beach if the temperature is 30o Celsius? What would the temperature be in Fahrenheit? Add
these values to your graph above.
(8) Dry ice, or frozen carbon dioxide sublimes (phase change between solid to gas) at -78.5 C under normal atmospheric pressures.
What is this temperature in Fahrenheit? Add these values to your graph above.
(9) Negative forty degrees Celsius how many degrees Fahrenheit? Add these values to your graph above.
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Semantic Feature Analysis: Use tables and graphs to help complete the following chart
Equation Has Has Has a Has an Has a Has a Passes

Positive Negative Slope Undefined Non-Zero Non-Zero Through
Slope Slope of Zero Slope X- Y- the Origin
Intercept Intercept
(1) = + 2
(2) = 4 + 2
(3) = 1/2 + 2
(4) = 3 +
(5) 5 = 2
(6) = 2
(7) = 2 4
(8) = 7
(9) = 3 5
x y
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W orking Backwards: Bag of m & m s & Skittles
1. You have been given a bag of m&ms. You ate twelve of them after lunch today. Two of your closest friends asked if
they could have some. You decided to split the remaining amount evenly amongst the three of you. You then ate ten
more m&ms on your way to this class. You shared half of the remaining amount with your neighbor. Lastly, you ate four
more candies before deciding to save the rest of the bag for later. You have twenty-four m&ms left, how many were
originally in the bag?
2. Your result to the preceding problem should reflect the approximate amount of candies contained in a 7oz bag of
m&ms. Now consider the 2oz bag of skittles that you have been issued by your Mrs. DiMatteo. Count the number of
Skittles in the bag and then develop your own problem in which your partner has to work backwards to determine how
many Skittles were originally in your bag. Switch your question with your partner and then attempt to identify how many
Skittles were originally in their bag.
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Exploring Linear Relationships: PIZZA & HOT DOGS FOR ALL
You have an important Class Council meeting after school today to begin planning for
the Prom. You have been given the task of picking up pizza and hot dogs for everyone
at the meeting. You have $63.00 to spend. One slice of pizza $2.25 and hot dogs are
$1.75 each. How many different combinations of slices of pizza and hot dogs are possible
assuming you want to spend exactly the amount of money you have?
(a) Use a table to display each combination. Underneath each number in the two columns
indicate the cost of buying the number of those items in that section of the table.
$2.25 $1.75

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(b) Graph your data on the graph provided.
(c) Consider each variable in your table and graph. Create an equation in standard form to
represent this data. Then rewrite that equation in slope-intercept form.
(d) If you spent $63.00 but spent equal amounts on both the pizza and hot dogs, how many of
each item did you purchase?
(e) If 30 students are expected to attend the class council meeting, how many slices of pizza and
hot dogs should you by so that everyone gets one item and you use exactly $63.00.
(f) Plug your equation into your graphing calculator, confirm that the values on your table and
image of your graph correspond to those you identified earlier in this activity.
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Not a Function?
Come up with a graph and a table of values that does not represent a function. Explain why your data set does not represent a function,
how is it different from the previous two investigations?
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Exponential Growth
In Arches National Park in Moab, Utah, there are sandstone cliffs. A green coating of color, called cyanobacteria, covers some of
the sandstone. Bacteria grow by splitting into two (or doubling) in a certain time period. If the sandstone started with 50
bacteria, create a mathematical model for describing the growth of cyanobacteria on the sandstone.

Time Bacteria
Period Growth
(x) (y)

Bacteria Growth

Time Period
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Exponential Growth & Decay
(1) Open your package of M &Ms. Place two of them in the cup at trial "zero." Roll them on the desk. For each M that is displayed, add
one M&M. Then record the total number in the table for trial "one." Repeat until you reach 10 trials or 60 M&Ms, whichever comes
first.
(2) Graph your results on the graph provided.
(3) Use your calculator to determine the function which describes your data (see instructions below for using your calculator).
Write your function here: _____________________________
What is the theoretical function for this experiment?__________
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(4) Graph the points in your table on the calculator. Then graph your function on the calculator. It should pass through most of the
points that you plotted. Now graph the theoretical function on your calculator. See instructions below for graphing. What type of
graphs did your data reveal? __________________
(5) Start with the total number of M&Ms from your bag in your Dixie cup.
Put this number in trial "zero." Now roll out the M&Ms on your desk. Any that show an M get removed. Count the remaining M&Ms
and write this number in trial "one." Repeat for 10 trials or until all the M&Ms are gone.
(6) Graph your results on the graph provided.
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(7) Use your calculator to determine the function which describes your data (see instructions below for using your calculator).
Write your function here: _____________________________
What is the theoretical function for this experiment?__________
(8) Graph the points in your table on the calculator. Then graph your function on the calculator. It should pass through most of the
points that you plotted. Now graph the theoretical function on your calculator. See separate instructions for using a graphing
calculator. What type of graphs did your data reveal? __________________
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Mathematical Modeling
Consider filling ease vase with water. Match each vase with its appropriate graph comparing volume to height.
Explain your reasoning.
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Unit 1 Algebra 1
Content & Practice Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice
A.REI.B.3. Solve linear equations MP 2 Reason abstractly and Concept(s).
and inequalities in one variable, quantitatively. Literal equations can be rearranged using the properties of equality.
including equations with MP.6 Attend to precision. Students are able to.
coefficients represented by letters. MP.7 Look for and make use of solve linear equations with coefficients represented by letters in one
A.REI.A.1. Explain each step in structure. variable.
solving a simple equation as use the properties of equality to justify steps in solving linear equations.
following from the equality of solve linear inequalities in one variable.
numbers asserted at the previous rearrange linear formulas and literal equations, isolating a specific variable.
step, starting from the assumption
that the original equation has a Learning Goal 1. Solve linear equations and inequalities in one variable (including
solution. Construct a viable literal equations); justify each step in the process.
argument to justify a solution
method.
A.CED.A.4. Rearrange formulas to
highlight a quantity of interest,
using the same reasoning as in
solving equations. For example,
rearrange Ohm's law V = IR to
highlight resistance R.
A.SSE.A.1. Interpret expressions that MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
represent a quantity in terms of its persevere in solving them. Students are able to:
context. MP 2 Reason abstractly and identify different parts of an expression, including terms, factors and
A.SSE.A.1a. Interpret parts of an quantitatively. constants.
expression, such as terms, factors,
explain the meaning of parts of an expression in context.
and coefficients.
Learning Goal 2: Interpret terms, factors, coefficients, and other parts of expressions
in terms of a context .
A.CED.A.1. Create equations and MP 2 Reason abstractly and Concept(s):
inequalities in one variable and use quantitatively. Equations and inequalities describe relationships.
them to solve problems. Include MP.4 Model with mathematics. Equations can represent real-world and mathematical problems.
equations arising from linear MP.7 Look for and make use of Students are able to:
functions and quadratic functions, structure. identify and describe relationships between quantities in word problems.
and simple rational and exponential create linear equations in one variable.
functions. create linear inequalities in one variable.
A.REI.A.1. Explain each step in solving
use equations and inequalities to solve real world problems.
a simple equation as following from
explain each step in the solution process.
the equality of numbers asserted at
the previous step, starting from the
assumption that the original Learning Goal 3: Create linear equations and inequalities in one variable and use
equation has a solution. Construct a them in contextual situations to solve problems. Justify each step in
viable argument to justify a solution the process and the solution.
method.
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A.CED.A.2. Create equations in MP 2 Reason abstractly and Concept(s):

two or more variables to represent quantitatively. Equations represent quantitative relationships.
relationships between quantities; MP.4 Model with mathematics. Students are able to:
Graph equations on coordinate MP.7 Look for and make use of create linear equations in two variables, including those from a context.
axes with labels and scales. structure. select appropriate scales for constructing a graph.
A.REI.D.10. Understand that the interpret the origin in graphs.
graph of an equation in two graph equations on coordinate axes, including labels and scales.
variables is the set of all its solutions identify and describe the solutions in the graph of an equation.
plotted in the coordinate plane,
often forming a curve (which Learning Goal 4: Create linear equations in two variables to represent relationships
could be a line). [Focus on linear between quantities; graph equations on coordinate axes with
equations.] labels and scales.
S.ID.B.6. Represent data on two MP.1 Make sense of problems and Concept(s):
quantitative variables on a scatter persevere in solving them. Scatter plots represent the relationship between two variables.
plot, and describe how the MP 2 Reason abstractly and Scatter plots can be used to determine the nature of the association
variables are related. quantitatively. between the variables.
S.ID.B.6a. Fit a function to the MP.4 Model with mathematics. Linear models may be developed by fitting a linear function to
data (including the use of MP.5 Use appropriate tools approximately linear data.
technology); use functions fitted strategically. The correlation coefficient represents the strength of a linear association.
to data to solve problems in the MP.6 Attend to precision. Students are able to:
context of the data. Use given distinguish linear models representing approximately linear data from linear.
functions or choose a function equations representing perfectly linear relationships.
suggested by the context. create a scatter plot and sketch a line of best fit.
Emphasize linear, quadratic, and fit a linear function to data using technology.
exponential models. solve problems using prediction equations.
S.ID.B.6c. Fit a linear function for interpret the slope and the intercepts of the linear model in context.
a scatter plot that suggests a determine the correlation coefficient for the linear model using technology.
linear association. determine the direction and strength of the linear association between two
S.ID.C.7. Interpret the slope (rate of variables.
change) and the intercept
(constant term) of a linear model Learning Goal 5: Represent data on a scatter plot, describe how the variables are
in the context of the data. related and use technology to fit a function to data.
S.ID.C.8. Compute (using Learning Goal 6: Interpret the slope, intercept, and correlation coefficient of a data
technology) and interpret the set of a linear model; distinguish between correlation and
correlation coefficient of a linear causation.
fit.
S.ID.C.9. Distinguish between
correlation and causation.
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A.REI.D.11. Explain why the x- MP.1 Make sense of problems and Concept(s):
coordinates of the points where persevere in solving them. y = f(x), y=g(x) represent a system of equations.
the graphs of the equations y = f(x) MP.3 Construct viable arguments and Systems of equations can be solved graphically (8.EE.C.8).
and y = g(x) intersect are the critique the reasoning of others. Students are able to:
solutions of the equation f(x) = g(x); MP.5 Use appropriate tools explain the relationship between the x-coordinate of a point of intersection
find the solutions approximately, strategically. and the solution to the equation f(x) = g(x) for linear equations y = f(x) and
e.g., using technology to graph y = g(x).
the functions, make tables of find approximate solutions to the system by making a table of values,
values, or find successive graphing, and finding successive approximations.
approximations. Include cases
where f(x) and/or g(x) are linear, Learning Goal 7: Explain why the solutions of the equation f(x) = g(x) are the x-
polynomial, rational, absolute coordinates of the points where the graphs of the linear equations
value, exponential, and y=f(x) and y=g(x) intersect. ** function notation is not introduced
logarithmic functions.* [Focus on here
linear equations.] Learning Goal 8: Find approximate solutions of f(x) = g(x), where f(x) and g(x) are
linear functions, by making a table of values, using technology to
graph and finding successive approximations.
Unit 1 Algebra 1
District/School Formative Assessment Plan District/School Summative Assessment Plan
We will use formative assessments each day in class throughout the year. Summative assessment is an opportunity for students to demonstrate mastery of the skills
Some examples of formative assessments that we use is think-pair-share, taught during a particular unit. Some examples of summative assessment that we use
white board examples, exit tickets, concept checks, questioning and include tests, quizzes, projects and portfolios.
teacher observations.
Focus Mathematical Concepts
Prerequisite skills: number sense, fractions, order of operations, non-calculator operations, combining like terms.
Common Misconceptions: notation, reading comprehension, vocabulary, real number system, solving versus simplifying, order of operations.
District/School Tasks District/School Primary and Supplementary Resources

Our school gives quarterly benchmark assessments and end-of-course Our district uses the textbook that we have for Algebra I (both text and online). We use
exams to help our teachers focus on areas of weakness for our students. Khan Academy and other teacher-created videos to assist our students. We use chrome
It aids in the sharing of teaching strategies for topics of concern. books, smartboards and ipads. We have a series of other texts that we pull examples,
projects and ideas from as well.
Instructional Best Practices and Exemplars
Our teachers use some of the real-world application problems linked to this document to help make the standards meaningful to our students. Teachers have also
created content-rich projects such as the Cell Phone Project and webquests.
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Unit 2 Algebra 1
Content Standards Suggested Standards for Mathematical Critical Knowledge & Skills
Practice
A.REI.C.6. Solve systems of linear MP.1 Make sense of problems and Concept(s):
equations exactly and persevere in solving them. Systems of equations can be solved exactly (algebraically) and
approximately (e.g., with graphs), MP 2 Reason abstractly and approximately (graphically).
focusing on pairs of linear quantitatively. Students are able to:
equations in two variables. MP.3 Construct viable arguments and identify and define variables representing essential features for the model.
A.CED.A.3. Represent constraints critique the reasoning of others. model real world situations by creating a system of linear equations.
by equations or inequalities, and MP.4 Model with mathematics. solve systems of linear equations using the elimination or substitution
by systems of equations and/or method.
inequalities, and interpret solutions solve systems of linear equations by graphing.
as viable or nonviable options in a interpret the solution(s) in context.
modeling context. For example,
represent inequalities describing Learning Goal 1: Solve multistep contextual problems by identifying variables,
nutritional and cost constraints on writing equations, and solving systems of linear equations in two
combinations of different foods. variables algebraically and graphically.
A.REI.D.12. Graph the solutions to a MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
linear inequality in two variables as persevere in solving them. Students are able to:
a half-plane (excluding the MP 2 Reason abstractly and model real world situations by creating a system of linear inequalities given
boundary in the case of a strict quantitatively. a context.
inequality), and graph the solution MP.4 Model with mathematics. interpret the solution(s) in context.
set to a system of linear inequalities MP.5 Use appropriate tools
in two variables as the intersection strategically. Learning Goal 2: Graph linear inequalities and systems of linear inequalities in two
of the corresponding half-planes. MP.6 Attend to precision. variables and explain that the solution to the system.
A.CED.A.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. For example,
represent inequalities describing
nutritional and cost constraints on
combinations of different foods.
F.IF.A.1. Understand that a function MP 2 Reason abstractly and Concept(s):
from one set (called the domain) quantitatively. F(x) is an element in the range and x is an element in the domain.
to another set (called the range) MP.6 Attend to precision. Students are able to:
assigns to each element of the MP.7 Look for and make use of use the definition of a function to determine whether a relationship is a
domain exactly one element of structure. function.
the range. If f is a function and x is use function notation once a relation is determined to be a function.
an element of its domain, then f(x) evaluate functions for given inputs in the domain.
denotes the output of f explain statements involving function notation in the context of the
corresponding to the input x. The problem.
graph of f is the graph of the
equation y = f(x). Learning Goal 3: Explain the definition of a function, including the relationship
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Unit 2 Algebra 1
Practice
F.IF.A.2. Use function notation, between the domain and range. Use function notation, evaluate
evaluate functions for inputs in functions and interpret statements in context.
their domains, and interpret
statements that use function
notation in terms of a context.
F.IF.A.3. Recognize that sequences MP 2 Reason abstractly and Concept(s):
are functions, sometimes defined quantitatively. Sequences are functions, sometimes defined and represented recursively.
recursively, whose domain is a MP 4. Model with mathematics Sequences are functions whose domain is a subset of integers.
subset of the integers. For MP.1 Make sense of problems and Students are able to:
example, the Fibonacci sequence persevere in solving them. create arithmetic sequences from linear functions.
is defined recursively by f(0) = f(1) = MP.5 Use appropriate tools create geometric sequences from exponential functions.
1, f(n+1) = f(n) + f(n-1) for n 1. strategically. identify recursively defined sequences as functions.
MP.6 Attend to precision. create linear and exponential functions given
MP.7 Look for and make use of a graph;
structure. a description of a relationship;
a table of values.
Learning Goal 4: Write linear and exponential functions given a graph, table of
values, or written description; construct arithmetic and geometric
sequences.
A.SSE.A.1. Interpret expressions MP 2 Reason abstractly and Concept(s): No new concept(s) introduced
that represent a quantity in terms quantitatively. Students are able to:
of its context MP.4 Model with mathematics interpret parts of linear and exponential functions in context.
A.SSE.A.1a: Interpret parts of an
expression, such as terms, Learning Goal 5: Write steps for calculation from a context that describes a linear or
factors, and coefficients. exponential relationship between two quantities.
A.SSE.A.1b: Interpret
complicated expressions by
viewing one or more of their
parts as a single entity. For
example, interpret P(1+r)n as the
product of P and a factor not
depending on P.
*[Algebra 1 limitation:
exponential expressions with
integer exponents]
F.IF.B.4. For a function that models MP 2 Reason abstractly and Concept(s): No new concept(s) introduced
a relationship between two quantitatively. Students are able to:
quantities, interpret key features of MP.4 Model with mathematics. given a verbal description of a relationship, sketch linear and exponential
graphs and tables in terms of the MP.6 Attend to precision. functions.
quantities, and sketch graphs identify intercepts and intervals where the function is positive/negative.
showing key features given a interpret parameters in context.
verbal description of the
relationship. Key features include: Learning Goal 6: Sketch graphs of linear and exponential functions expressed
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Unit 2 Algebra 1
Practice
intercepts; intervals where the symbolically or from a verbal description. Show key features and
function is increasing, decreasing, interpret parameters in context.
positive, or negative; relative
maximums and minimums;
symmetries; end behavior; and
periodicity. *[Focus on
exponential functions]
F.IF.B.6. Calculate and interpret the MP.1 Make sense of problems and Concept(s):
average rate of change of a persevere in solving them. Rate of change of non-linear functions varies.
function (presented symbolically or MP.3 Construct viable arguments and Students are able to:
as a table) over a specified critique the reasoning of others. calculate the rate of change from a table of values or from a function
interval. Estimate the rate of MP.5 Use appropriate tools presented symbolically.
change from a graph. strategically. estimate the rate of change from a graph.
MP.8 Look for and express regularity in Learning Goal 8: Calculate and interpret the average rate of change of a function
repeated reasoning. presented symbolically or as a table; estimate the rate of change
from a graph.
Unit 2 Algebra 1

Prerequisite skills: solving linear equations, graph a linear equation
Common Misconceptions: function notation, domain and range restrictions

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Unit 3 Algebra 1
Content Standards Suggested Standards for Critical Knowledge & Skills
Mathematical Practice
A.APR.A.1. Understand that MP.2 Reason abstractly and Concept(s):
polynomials form a system quantitatively. Polynomials form a system analogous to the integers.
analogous to the integers, MP.7 Look for and make use of Polynomials are closed under the operations of addition, subtraction, and
namely, they are closed under structure. multiplication.
the operations of addition, Students are able to:
subtraction, and multiplication; add and subtract polynomials.
add, subtract, and multiply multiply polynomials.
polynomials.
recognize numerical expressions as a difference of squares and rewrite the
A.SSE.A.2. Use the structure of an
expression as the product of sums/differences.
expression to identify ways to
rewrite it.
recognize polynomial expressions in one variable as a difference of squares and
rewrite the expression as the product of sums/differences.
For example, see x4 - y4 as (x2)2 -
(y2)2, thus recognizing it as a
Learning Goal 1: Add, subtract, and multiply polynomials, relating these to arithmetic
difference of squares that can
operations with integers. Factor to produce equivalent forms of
be factored as (x2 - y2)(x2 + y2).
quadratic expressions in one variable.
A.REI.B.4. Solve quadratic MP.1 Make sense of problems and Concept(s):
equations in one variable. persevere in solving them. Multiple methods for solving quadratic equations.
A.REI.B.4a. Use the method of MP.3 Construct viable arguments Transforming a quadratic equation into the form (x - p)2 = q yields an equation
completing the square to and critique the reasoning of others. having the same solutions.
transform any quadratic MP.5 Use appropriate tools Students are able to:
equation in x into an equation strategically. use the method of completing the square to transform a quadratic equation
of the form (x - p)2 = q that has MP.7 Look for and make use of in x into an equation of the form (x - p)2 = q.
the same solutions. Derive the structure. derive the quadratic formula from (x - p)2 = q.
quadratic formula from this solve a quadratic equations in one variable by inspection.
form. solve quadratic equations in one variable by taking square roots.
A.REI.B.4b. Solve quadratic solve a quadratic equations in one variable by completing the square.
equations by inspection (e.g., solve a quadratic equations in one variable using the quadratic formula.
for x2 = 49), taking square roots, solve a quadratic equations in one variable by factoring.
completing the square, the strategically select, as appropriate to the initial form of the equation, a method
quadratic formula and for solving a quadratic equation in one variable.
factoring, as appropriate to the write complex solutions of the quadratic formula in a bi form.
initial form of the equation. analyze the quadratic formula, recognizing the conditions leading to complex
Recognize when the quadratic solutions (discriminant).
formula gives complex solutions
and write them as a bi for real Learning Goal 2: Derive the quadratic formula by completing the square and recognize
numbers a and b. when there are no real solutions.
Learning Goal 3: Solve quadratic equations in one variable using a variety of methods
(including inspection, taking square roots, factoring, completing the
square, and the quadratic formula) and write complex solutions in
a bi form.
A.CED.A.1. Create equations MP 2 Reason abstractly and Concept(s): No new concept(s) introduced
and inequalities in one variable quantitatively. Students are able to:
and use them to solve problems. MP.6 Attend to precision. create quadratic equations in one variable.
Include equations arising from MP.7 Look for and make use of use quadratic equations to solve real world problems.
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Unit 3 Algebra 1
linear functions and quadratic structure.
functions, and simple rational Learning Goal 4: Create quadratic equations in one variable and use them to solve
and exponential functions. problems.
F.IF.B.4. For a function that models a MP.4 Model with mathematics. Concept(s): No new concept(s) introduced
relationship between two quantities, MP.6 Attend to precision. Students are able to:
interpret key features of graphs and
interpret maximum/minimum and intercepts of quadratic functions from graphs
tables in terms of the quantities, and
sketch graphs showing key features
and tables in the context of the problem.
given a verbal description of the sketch graphs of quadratic functions given a verbal description of the
relationship. Key features include: relationship between the quantities.
intercepts; intervals where the identify intercepts and intervals where function is increasing/decreasing
function is increasing, decreasing,
determine the practical domain of a function.
positive, or negative; relative
maximums and minimums;
symmetries; end behavior; and Learning Goal 5: Interpret key features of quadratic functions from graphs and tables.
periodicity. Given a verbal description of the relationship, sketch the graph of a
F.IF.B.5. Relate the domain of a quadratic function, showing key features and relating the domain of
function to its graph and, where the function to its graph.
applicable, to the quantitative
relationship it describes.
For example, if the function h(n)
gives the number of person-hours it
takes to assemble n engines in a
factory, then the positive integers
would be an appropriate domain
for the function
A.SSE.B.3. Choose and produce an MP.1 Make sense of problems and Concept(s):
equivalent form of an expression to persevere in solving them. Alternate, equivalent forms of a quadratic expression may reveal specific
reveal and explain properties of the MP.2 Reason abstractly and attributes of the function that it defines.
quantity represented by the
quantitatively. Students are able to:
expression.
A.SSE.B.3a. Factor a quadratic
MP.4 Model with mathematics. factor a quadratic expression for the purpose of revealing the zeros of a
expression to reveal the zeros of MP.7 Look for and make use of function.
the function it defines. structure.
Learning Goal 6: Use factoring to produce equivalent forms of quadratic expressions in
one variable that highlight particular properties such as the zeros.
F.IF.B.6. Calculate and interpret the MP.1 Make sense of problems and Concept(s):
average rate of change of a persevere in solving them. A quantity increasing exponentially eventually exceeds a quantity increasing
function (presented symbolically or MP.4 Model with mathematics. quadratically.
as a table) over a specified interval.
MP.5 Use appropriate tools Students are able to:
Estimate the rate of change from a
graph.
strategically. calculate the rate of change of a quadratic function from a table of values or
MP.7 Look for and make use of from a function presented symbolically.
structure. estimate the rate of change from a graph of a quadratic function.
Learning Goal 7: Calculate and interpret the average rate of change of a quadratic
function presented symbolically or as a table. Estimate and compare
the rates of change from graphs of quadratic and exponential
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Unit 3 Algebra 1
functions.
A.REI.D.11. Explain why the x- MP.1 Make sense of problems and Concept(s): No new concept(s) introduced
coordinates of the points where the persevere in solving them. Students are able to:
graphs of the equations y = f(x) and MP.5 Use appropriate tools approximate the solution(x) to a system of equations comprised of a linear and
y = g(x) intersect are the solutions of
strategically. a quadratic function by using technology to graph the functions, by making a
the equation f(x) = g(x); find the
solutions approximately, e.g., using
table of values and/or by finding successive approximations.
technology to graph the functions,
make tables of values, or find Learning Goal 8: Find approximate solutions of f(x) = g(x), where f(x) is a linear function
successive approximations. Include and g(x) is a quadratic function by making a table of values, using
cases where f(x) and/or g(x) are technology to graph and finding successive approximations.
linear, polynomial, rational, absolute
value, exponential, and logarithmic
functions.*
Unit 3 Algebra 1
Prerequisite skills: factors and multiples of integers, simplifying expressions
Common Misconceptions: number of solutions, difference between solving an equation for x2 versus taking the square root of a number

Unit 4 Algebra 1
Content & Practice Standards Critical Knowledge & Skills
F.IF.B.4. For a function that MP.4 Model with mathematics. Concept(s): No new concept(s) introduced
models a relationship between MP.6 Attend to precision. Students are able to:
two quantities, interpret key interpret maximum/minimum and intercepts of functions from graphs and
features of graphs and tables in tables in the context of the problem.
|Page Key:

Unit 4 Algebra 1
Content & Practice Standards Critical Knowledge & Skills
terms of the quantities, and sketch graphs of functions given a verbal description of the relationship
sketch graphs showing key between the quantities.
features given a verbal identify intercepts and intervals where function is increasing/decreasing.
description of the relationship. determine the practical domain of a function.
Key features include: intercepts;
intervals where the function is Learning Goal 1: Interpret key features of functions from graphs and tables. Given a
increasing, decreasing, positive, verbal description of the relationship, sketch the graph of a function,
or negative; relative maximums showing key features and relating the domain of the function to its
and minimums; symmetries; end graph.
behavior; and periodicity.
F.IF.B.5. Relate the domain of a
function to its graph and, where
applicable, to the quantitative
relationship it describes.
For example, if the function h(n)
gives the number of person-
hours it takes to assemble n
engines in a factory, then the
positive integers would be an
appropriate domain for the
function.
Unit 4 Algebra 1
Prerequisite skills: mastery of units 1, 2, and 3
Common Misconceptions: confusing domain with range, using symbols
|Page Key:

mth526 Algebra1 Units Standards

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Algebra I Units & Standards

Algebra I Units & Standards

Mod 6 Application Assignment

Marygrove College MTH-526

Represent and solve equations graphically

Interpret linear models MP.4 Model with mathematics.

Temperature Investigation MP.8 Look for and express regularity in

Understand the concept of a function and use function notation

Unit 2: A.REI.C.6 Cash Box F.BF.A.1a Skeleton Tower

Analyze functions using different representations

Unit 3: MP.7 Look for and make use of structure.

MP.8 Look for and express regularity in

Tile Patterns: Doing-Undoing & Building Rules to Represent Functions

Figure 0 Figure 1 Figure 2 Figure 3 Figure 4

Bungee Jum ping: Building Rules to Represent Functions

(1) Is there a pattern in the graph?

(2) What type of function is represented by the data?

(3) Can you write a function to represent the data?

Tem perature Investigation

Consider the set of data displayed on the table below.

(1) Do these values represent a function?

(2) Graph the data.

(3) Write an equation to represent the data.

Equation Has Has Has a Has an Has a Has a Passes

W orking Backwards: Bag of m & m s & Skittles

Exploring Linear Relationships: PIZZA & HOT DOGS FOR ALL

(b) Graph your data on the graph provided.

Exponential Growth & Decay

(2) Graph your results on the graph provided.

Write your function here: _____________________________

What is the theoretical function for this experiment?__________

(6) Graph your results on the graph provided.

Write your function here: _____________________________

What is the theoretical function for this experiment?__________

Explain your reasoning.

A.CED.A.2. Create equations in MP 2 Reason abstractly and Concept(s):

Focus Mathematical Concepts

District/School Tasks District/School Primary and Supplementary Resources

Focus Mathematical Concepts

Common Misconceptions: function notation, domain and range restrictions

Instructional Best Practices and Exemplars

Instructional Best Practices and Exemplars

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