Algebra 1 Curriculumn

PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
ALGEBRA 1
Length of Course: Full Year
Elective/Required: Required
Schools: Middle/High Schools
Eligibility: Grades 8 and 9
Credit Value: 5 Credits
Date Approved: September 24, 2012

ALGEBRA 1 2
TABLE OF CONTENTS
STATEMENT OF PURPOSE ---------------------------------------------------------------------------------- 3
ESSENTIAL INSTRUCTIONAL BEHAVIOR (DRAFT 14) --------------------------------------------- 4

COURSE OBJECTIVES ----------------------------------------------------------------------------------------- 6
SUGGESTED TIME LINE --------------------------------------------------------------------------------------- 7
UNIT 1: EQUATIONS ------------------------------------------------------------------------------------------ 9
UNIT 2: INEQUALITIES ---------------------------------------------------------------------------------------- 13
UNIT 3: FUNCTIONS ------------------------------------------------------------------------------------------- 16
UNIT 4: LINEAR FUNCTIONS ------------------------------------------------------------------------------- 22
UNIT 5: SYSTEMS OF EQUATIONS AND INEQUALITIES ----------------------------------------- 26
UNIT 6: EXPONENTS & POLYNOMIALS ---------------------------------------------------------------- 29
UNIT 7: FACTORING POLYNOMIALS --------------------------------------------------------------------------------- 32
UNIT 8: QUADRATIC FUNCTIONS AND EQUATIONS ---------------------------------------------------------- 34
UNIT 9: EXPONENTIAL FUNCTIONS ---------------------------------------------------------------------------------- 37
UNIT 10: DATA ANALYSIS AND PROBABILITY -------------------------------------------------------------------- 40
Modifications will be made to accommodate IEP mandates for classified students.

ALGEBRA 1 3
STATEMENT OF PURPOSE
This course of study as been designed for the Algebra 1 course. The curriculum
introduces algebraic topics, skills, and concepts. The material should be connected to
real-world situations as often as possible, as suggested in the curriculum. This course
curriculum guide provides a through preparation for algebraic questions that may be
included on the End-of-the-Year Algebra state assessment.
In order to promote the effective implementation of this program, the following

suggestions are provided:
1. Formative assessment should be used throughout this course, as with any

math Course, in order to monitor students’ learning and instruction such be
adjusted as needed.
2. Instruction should be differentiated in order to accommodate the different

ways students learn.
3. Students should be encouraged to maintain an organized and thorough set of

notes in a notebook. Teachers should indicate the expected format and
content and should explain how notebooks can be effectively utilized.
4. Meaningful and relevant homework assignments should be given to students

on a regular basis to encourage practice of new skills and concepts.
5. Examples of application of mathematics and specifically Algebra in careers

and everyday-life situations should be provided as motivation wherever
possible.
6. Students should be required to use correct mathematical terminology at all

times.
7. The use of technology is encouraged wherever possible in order to foster the

impact on students’ learning and understanding.
8. Modifications and accommodations should be included where necessary to

meet student’s Individual Education Plans (IEP).
ALGEBRA 1 4
Curriculum and Instruction
Draft 14
Essential Instructional Behaviors
Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective

teaching from pre-school through Grade 12. This statement of instructional expectations is
intended as a framework and overall guide for teachers, supervisors, and administrators; its use
as an observation checklist is inappropriate.
1. Planning which Sets the Stage for Learning and Assessment
Does the planning show evidence of:

a. units and lessons directly related to learner needs, the written curriculum, the New Jersey
Core Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators
(CPI)?
b. measurable objectives that are based on diagnosis of learner needs and readiness levels
and reflective of the written curriculum, the NJCCCS, and the CPI?
c. lesson design sequenced to make meaningful connections to overarching concepts and
essential questions?
d. provision for effective use of available materials, technology and outside resources?
e. accurate knowledge of subject matter?
f. multiple means of formative and summative assessment, including performance
assessment, that are authentic in nature and realistically measure learner
understanding?
g. differentiation of instructional content, processes and/or products reflecting differences in
learner interests, readiness levels, and learning styles?
h. provision for classroom furniture and physical resources to be arranged in a way that
supports student interaction, lesson objectives, and learning activities?
2. Observed Learner Behavior that Leads to Student Achievement
Does the lesson show evidence of:

a. learners actively engaged throughout the lesson in on-task learning activities?
b. learners engaged in authentic learning activities that support reading such as read
alouds, guided reading, and independent reading utilizing active reading strategies to
deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?
c. learners engaged in authentic learning activities that promote writing such as journals,
learning logs, creative pieces, letters, charts, notes, graphic organizers and research
reports that connect to and extend learning in the content area?
d. learners engaged in authentic learning activities that promote listening, speaking, viewing
skills and strategies to understand and interpret audio and visual media?
e. learners engaged in a variety of grouping strategies including individual conferences with
the teacher, learning partners, cooperative learning structures, and whole-class
discussion?
f. learners actively processing the lesson content through closure activities throughout the
lesson?
g. learners connecting lesson content to their prior knowledge, interests, and personal
lives?
h. learners demonstrating increasingly complex levels of understanding as evidenced
through their growing perspective, empathy, and self-knowledge as they relate to the
academic content?
i. learners developing their own voice and increasing independence and responsibility for
their learning?
j. learners receiving appropriate modifications and accommodations to support their
learning?
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3. Reflective Teaching which Informs Instruction and Lesson Design
Does the instruction show evidence of:

a. differentiation to meet the needs of all learners, including those with Individualized Education
Plans?
b. modification of content, strategies, materials and assessment based on the interest and
immediate needs of students during the lesson?
c. formative assessment of the learning before, during, and after the lesson, to provide timely
feedback to learners and adjust instruction accordingly?
d. the use of formative assessment by both teacher and student to make decisions about what
actions to take to promote further learning?
e. use of strategies for concept building including inductive learning, discovery-learning and inquiry
activities?
f. use of prior knowledge to build background information through such strategies as anticipatory
set,
K-W-L, and prediction brainstorms?
g. deliberate teacher modeling of effective thinking and learning strategies during the lesson?
h. understanding of current research on how the brain takes in and processes information and how
that information can be used to enhance instruction?
i. awareness of the preferred informational processing strategies of learners who are
technologically sophisticated and the use of appropriate strategies to engage them and assist
their learning?
j. activities that address the visual, auditory, and kinesthetic learning modalities of learners?
k. use of questioning strategies that promote discussion, problem solving, and higher levels of
thinking?
l. use of graphic organizers and hands-on manipulatives?
m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts
in which children feel free to take risks and learn by trial and error?
n. development of a climate of mutual respect in the classroom, one that is considerate of and
addresses differences in culture, race, gender, and readiness levels?
o. transmission of proactive rules and routines which students have internalized and effective use of
relationship-preserving desists when students break rules or fail to follow procedures?
4. Responsibilities and Characteristics which Help Define the Profession
Does the teacher show evidence of:

a. continuing the pursuit of knowledge of subject matter and current research on effective practices
in teaching and learning, particularly as they tie into changes in culture and technology?
b. maintaining accurate records and completing forms/reports in a timely manner?
c. communicating with parents about their child’s progress and the instructional process?
d. treating learners with care, fairness, and respect?
e. working collaboratively and cooperatively with colleagues and other school personnel?
f. presenting a professional demeanor?
MQ/jlm
7/2009
ALGEBRA 1 6
Course Objectives
The student will be able to:
1. Evaluate and write expressions using verbal and algebraic models to solve
problems.
2. Graph linear equations.
3. Write linear equations.
4. Solve and graph linear inequalities.
5. Write systems of equation and systems of inequalities.
6. Find the solution to a system of equations or inequalities using graphing,

substitution, and/or linear combinations.
7. Use properties of exponents to simplify and evaluate exponential expressions.
8. Use properties of square roots evaluations to find solutions of quadratic

equations.
9. Identify, compute, and factor polynomial expressions and quadratic equations.
10. Set up and simplify proportions and rational expressions.
11. Simplify expressions involving radicals and solve radical equations by factoring,
by using the quadratics formula, and by completing the square.
12. Incorporate technology whenever appropriate.
All objectives will include applications to real-life situations.

ALGEBRA 1 7
SUGGESTED TIME LINE – ALGEBRA 1
Unit # of Periods
UNIT 1: EQUATIONS 20
UNIT 2: INEQUALITIES 13
UNIT 3: FUNCTIONS 13
UNIT 4: LINEAR FUNCTIONS 21
UNIT 5: SYSTEMS OF EQUATIONS AND INEQUALITIES 15
UNIT 6: EXPONENTS 14
UNIT 7: FACTORING POLYNOMIALS 14
UNIT 8: QUADRATIC FUNCTIONS AND EQUATIONS 19
UNIT 9: EXPONENTIAL FUNCTIONS 15
UNIT 10: DATA ANALYSIS AND PROBABILITY 19
Total Class Periods 163
Note- The above suggested time line is a rough guideline based on suggestions from the Holt McDougal Algebra
textbook. Teachers must adjust their timing and pacing as they feel necessary to accommodate actual class periods
available.
ALGEBRA 1 8
SUGGESTED TIME LINE – ALGEBRA 1-2
Unit # of Periods
UNIT 1: EQUATIONS 24
UNIT 2: INEQUALITIES 13
MP 1 Quarterly (Chapters 1-2)
UNIT 3: FUNCTIONS 15
UNIT 4: LINEAR FUNCTIONS 21
MP 2 Quarterly (Chapters 3-4, Section 5.1)
UNIT 5: SYSTEMS OF EQUATIONS AND INEQUALITIES 18

UNIT 6: EXPONENTS AND POLYNOMIALS 16
MP 3 Quarterly (Chapters 5-6, Section 7.2, 7.3, 7.5 EX 3)
UNIT 7: FACTORING POLYNOMIALS 23

UNIT 8: QUADRATIC FUNCTIONS AND EQUATIONS 24
UNIT 9: EXPONENTIAL FUNCTIONS (9.1-9.5 only) 14
MP 4 Quarterly (Chapters 7-9)
Total Class Periods 168

ALGEBRA 1 9
Unit of Study: Chapter 1 Equations

Targeted Standards: Algebra– Seeing Structure in Expressions: A-SSE Interpret the structure of the expressions; Algebra – Creating Equations: A-CED
Create equations that describe numbers of relationships; Algebra- Reasoning with Equations & Inequalities: A-REI Understand solving equations as a process
of reasoning and explain the reasoning; Algebra- Reasoning with Equations & Inequalities: A-REI Solve equations and inequalities in one variable; Algebra-
Reasoning with Equations & Inequalities: A-REI Represent and solve equations and inequalities graphically; Number and quantity- Quantities: N-Q Reason
quantitatively and use units to solve problems.
Unit Objectives/Enduring Understandings: Students will be able to write and evaluate expressions, write and solve equations and proportions in 1 variable, solve
a formula for one variable and use linear equations to model and solve real-life problems.
Essential Questions: Why is it necessary to use opposite operations to solve equations? What is the difference between precision and accuracy?
Unit Assessment: Teacher-generated assessments will be used.
Core Content Instructional Actions
Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Indicators What students will know. What students will be Technology Implementation/ Points
able to do. Interdisciplinary Connections
A-SSE.1. Interpret Students will know: Students will be able to:  To help students translate  Complete page 11
expressions that represent a  Unit vocabulary as listed in  Recognize and use the between words and algebraic #’s 45 - 47 to
quantity in terms of its context. SKILLS following terms in context: expressions, have students demonstrate
a. Interpret parts of an a. variable complete a graphic organizer to mastery of
expression, such as  How to translate between b. constant help them identify the key words algebraic
terms, factors, and words and algebraic c. expression related to each operation. expressions and
coefficients. expressions d. evaluate evaluating.
b. Interpret complicated e. solution  Use a graphing calculator to
expressions by  How to use opposite f. identity evaluate expressions at  Complete page 61
viewing one or more of operations to solve equations g. formula different values. (see pages #’s 5 - 14 to
their parts as a single h. rate, ratio, proportion 12-13) demonstrate
entity. For example,
n
 Variable expressions and i. cross products mastery of solving
interpret P(1+r) as the equations that model real-life j. scale  Complete problems on pages 1 step equations.
product of P and a situation k. dimensional analysis 14-15 to show connections with
factor not depending l. conversion factor Geometry.  Complete page 61
on P.  An equation that results in an m. scale drawing/model #’s 15 - 23 to
identity means there are n. similar demonstrate
ALGEBRA 1 10
Unit of Study: Chapter 1 Equations (con’t)

A-CED.1. Create equations infinitely many solutions. o. corresponding  Use algebra tiles to model mastery of solving
and inequalities in one variable sides/angles solving equations so students multi-step
and use them to solve  An equation that results in a p. precision vs. accuracy can develop the rules for solving equations.
problems. Include equations false statement means there q. tolerance equations on their own.
arising from linear and is no solution  Complete page 61
quadratic functions, and simple  Translate algebraic  Make connections between #’s 24 – 27 to
rational and exponential  Formulas are equations with symbols to words and vice equations and their graphical demonstrate
functions. multiple variables versa representations early: Using a mastery of solving
graphing calculator, show for a variable.
A-CED.4. Rearrange formulas  Equations can be solved for a  Evaluate algebraic students how solving an
to highlight a quantity of specific variable expressions equation with variables on both  Complete page 59
interest, using the same sides is finding the point where #’s 47 and 48 to
reasoning as in solving  Cross multiplication can be  Solve one-step equations the two lines intersect. (see demonstrate
equations. For example, used to solve proportions using addition, subtraction, page 47) mastery of
rearrange Ohm’s law V=IR to multiplication & division absolute value.
highlight resistance R.  Proportions can be used to  Choose real-life problems
convert between different  Solve multi-step equations students can relate to that  Complete page 67
A-REI.1. Explain each step in units of measurement require algebraic equations or #58 and page 73
solving a simple equation as  Solve equations with proportions to solve. #20 to
following from the equality of  Proportions can be used to variables on both sides demonstrate
numbers asserted at the solve problems involving  Additional strategies will be understanding of
previous step, starting from the scale drawings/models  Identify equations with used as applicable from the proportions.
assumption that the original infinitely many or no iPad HMH Fuse application.
equation has a solution.  Applications of proportions in solutions  Complete page 83
Construct a viable argument to Geometry such as similar #’s 9 – 18 to
justify a solution method. figures and shadow problems  Solve a formula for a given demonstrate
variable mastery of
A-REI.3. Solve linear
 The difference between precision and
equations and inequalities in
precision and accuracy  Solve an equation in 2 or accuracy.
one variable, including
more variables for one of
equations with coefficients
 Tolerance can be expressed the variables
represented by letters.
as a percent
ALGEBRA 1 11


A-REI.11. Explain why the x-  Solve equations in 1
coordinates of the points variable that contain
where the graphs of the absolute-value
equations y = f(x) and y = g(x) expressions
intersect are the solutions of
the equation f(x) = g(x); find  Find unit rates
the solutions approximately,
e.g., using technology to graph  Use dimensional analysis
the functions, make tables of to convert between
values, or find successive different units of
approximations. Include cases measurement
where f(x) and/or g(x) are
linear, polynomial, rational,  Solve proportions using
absolute value, exponential, cross multiplication
and logarithmic functions.
 Use proportions to find
N-Q.1. Use units as a way to missing sides of similar
understand problems and to figures
guide the solution of multi-step
problems; choose and interpret  Choose the more precise
units consistently in formulas; measurement
choose and interpret the scale
and the origin in graphs and  Choose the more accurate
data displays. result
N-Q.3. Choose a level of
 Find the possible range of
accuracy appropriate to
measurement given the
limitations on measurement
tolerance
when reporting quantities.
ALGEBRA 1 12
Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler,  Discuss “Common Error” hints in Teacher’s
standardized test prep) as needed Edition to prevent possible misunderstandings.
Teacher and students will use the iPad when applicable.  Provide students with handout of notes
 Provide a graphic organizer for set up of word
problems
 IPad tools and HMH Fuse application will be used
when applicable.
 Individual accommodations will be made based on
student’s Individualized Education Plan or 504
Plan.
ALGEBRA 1 13
Unit of Study: Chapter 2 Inequalities
Targeted Standards: Algebra– Reasoning with Equations & Inequalities: A-REI Solve equations and inequalities in one variable; Algebra- Creating
Equations: A-CED Create equations that describe numbers or relationships.
Unit Objectives/Enduring Understandings: Students will be able to solve and graph inequalities in one variable and apply them to real-life situations.
Essential Questions: How can inequalities be used to model and solve real-life problems?

A-REI.3. Solve linear Students will know: Students will be able to:  Have students complete a  Complete “Ready
equations and inequalities in  Unit vocabulary as listed in  Recognize and use the graphic organizer to To Go On?” (page
one variable, including SKILLS following terms in context: differentiate between the key 119) to
equations with coefficients a. inequality words and graphs for <, >, ≤ demonstrate
represented by letters.  Why a number is or is not a b. compound Inequality and ≥ understanding of
solution to an inequality c. intersection . 2-1 through 2-3.
A-CED.1. Create equations d. union  Multi-step Test Prep page 116
and inequalities in one variable  How the graphs of < and > helps demonstrate a real-life  How do you know
and use them to solve differ from those ≤ and ≥  Identify solutions of application. when to use an
problems. Include equations inequalities open versus
arising from linear and  Multiplying and dividing by a  Show examples to explain why closed circle?
quadratic functions, and negative number results in  Write and graph multiplying or dividing by a
simple rational and reversing the inequality sign inequalities in one variable negative number results in  Complete “Ready
exponential functions. reversing the inequality sign. To Go On?” (page
 Simplifying inequalities before  Solve inequalities in one 149) to
solving is a good strategy variable using addition,  Use a Venn diagram to explain demonstrate
subtraction, multiplication union and intersection. understanding of
 An inequality that results in a and division 2-4 through 2-7.
true statement (5 > 4) has a  Have students complete a
solution of all real numbers  Recognize key words in graphic organizer to help
word problems to indicate remember the different types of
 An inequality that results in a < and > versus ≤ and ≥ compound inequalities.
ALGEBRA 1 14
Unit of Study: Chapter 2 Inequalities (con’t)

false statement (7 < 2) has no  Solve multi-step  Show students GO LA to help
solution inequalities remember greater than results
in an OR statement and less
 The difference between  Write and solve than results in and AND
compound inequalities (3 < x appropriate inequalities for statement.
< 7 and x < 5 OR x > 12) and real-life situations
their graphs  Additional strategies will be
 Translate statements to used as applicable from the
 Isolate the absolute-value inequalities iPad HMH Fuse application.
before solving the inequality
 Solve inequalities with
 When an absolute-value variables on both sides
inequality results in and AND
statement versus an OR  Write and solve compound
statement inequalities
 Graph the solutions to

compound inequalities
 Solve inequalities in one

variable involving
absolute-value
expressions by isolating
the absolute-value first
 Differentiate between AND

and OR absolute-value
inequality problems
ALGEBRA 1 15
Unit of Study: Chapter 2 Inequalities (con’t)
problems
when applicable.
Plan.
ALGEBRA 1 16
Unit of Study: Chapter 3 Functions
Targeted Standards: Algebra– Creating Equations: A-CED create equations that describe numbers or relationships; Functions– Interpreting Functions: F=IF
Understand the concept of a function and use function notation; Functions- Interpreting Functions: F-IF interpreting functions that arise in applications in terms of
the context; Functions- Building Functions: F-BF Build a function that models a relationship between two quantities; Functions- Linear, Quadratic, and
Exponential Models: F-LE Construct and compare linear, quadratic, and exponential models and solve problems; Statistics- Interpreting Categorical and
Quantitative Data: S-ID Summarize, represent, and interpret data on two categorical and quantitative variables; Number and Quantity- Quantities: N-Q Reason
quantitatively and use units to solve problems.
Unit Objectives/Enduring Understandings: Students will be able to translate among the different representations of functions and use functions to solve
problems.
Essential Questions: How can functions be used to model and solve real-life problems?

A-CED.3. Represent Students will know: Students will be able to:  Show students that solving for  Complete “Ready
constraints by equations or  Unit vocabulary as listed in  Recognize and use the y first and then evaluating can To Go On?” on
inequalities, and by systems of SKILLS following terms in context: be easier. page 195 to
equations and/or inequalities, a. continuous/discrete demonstrate
and interpret solutions as  Graphs can be used to graphs  Use the image of an input- understanding of
viable or nonviable options in a illustrate many different real- b. relation/function output machine to help 3-1 – 3-4.
modeling context. For world situations c. domain/range students visualize evaluating a
example, represent d. independent/dependent function for a given value.  What makes a
inequalities describing  The difference between variables relation a
nutritional and cost constraints continuous and discrete e. function rule  Have students create a graphic function?
on combinations of different graphs f. function notation organizer to list the different
foods. g. scatter plots ways to describe the variables  What are the
 What makes a relation a h. correlations (positive of a function. (see “Helpful different ways to
F-IF.1. Understand that a function by looking at the and negative) Hint” on page 180) show a relation is
function from one set (called graph or a set of ordered i. trend line a function.
the domain) to another set pairs j. sequence
ALGEBRA 1 17
Unit of Study: Chapter 3 Functions (con’t)

(called the range) assigns to  Real-world applications of k. term  “Think and Discuss” on page  Why does the
each element of the domain graphs l. arithmetic sequence 182. vertical line test
exactly one element of the m. common difference work when
range. If f is a function and x  The first term in an  “Technology Lab” on page 193 showing if a
is an element of its domain, arithmetic sequence and the  Relate graphs to to show the connection relation is a
then f(x) denotes the output of common difference can be appropriate situations between a function and its function or not?
f corresponding to the input x. used to find any term in the graph. Students need to
The graph of f is the graph of sequence  Sketch appropriate graphs remember that every equation  Complete “Ready
the equation y = f(x). for different situations or function they see has a To Go On” on
(continuous or discrete) graphical representation. page 213 to
F-IF.2. Use function notation, demonstrate
evaluate functions for inputs in  Write possible situations for  “Technology Lab” on page 204 understanding of
their domains, and interpret given graphs to better understand scatter 3-5 – 3-6.
statements that use function plots and help show the use of
notation in terms of a context.  Identify functions trend lines.
F-IF.3. Recognize that  Find the domain and range  Additional strategies will be
sequences are functions, of a relation and function used as applicable from the
sometimes defined recursively, iPad HMH Fuse application.
whose domain is a subset of  Apply the vertical line test
the integers. For example, the to help identify functions
Fibonacci sequence is defined
recursively by f(0) = f(1) = 1,  Identify independent and
f(n+1) = f(n) + f(n-1) for n ≥ 1. dependent variables
F-IF.4. For a function that
 Write equations in function
models a relationship between
notation
two quantities, interpret key
features of graphs and tables
 Evaluate functions for given
in terms of the quantities, and
values
sketch graphs showing key
features given a verbal
description of the relationship.  Graph functions given a
limited domain or a domain
ALGEBRA 1 18

Key features include: of all real numbers  “Think and Discuss” on page
Intercepts; intervals where the 182.
function is increasing,  Find values of a function
decreasing, positive, or using the graph  “Technology Lab” on page 193
negative; relative maximums to show the connection
and minimums; symmetries;  Graph scatter plots between a function and its
end behavior; and periodicity. graph. Students need to
 Interpret scatter plots by remember that every equation
F-IF.5. Relate the domain of a identifying the type of or function they see has a
function to its graph and, correlation and using trend graphical representation.
where applicable, to the lines
quantitative relationship it  “Technology Lab” on page 204
describes. For example, if the  Identify arithmetic to better understand scatter
function h(n) gives the number sequences plots and help show the use of
of person-hours it takes to trend lines.
assemble n engines in a  Expand arithmetic
factory, then the positive sequences  Additional strategies will be
integers would be an used as applicable from the
appropriate domain for the 
th
Find the n term of an iPad HMH Fuse application.
function. arithmetic sequence
F-BF.1. Write a function that
describes a relationship
between two quantities.
a. Determine an explicit
expression, a
recursive process, or
steps for calculation
from a context.
b. Combine standard
function types using
arithmetic operations.
For example, build a
function that models
ALGEBRA 1 19

the temperature of a
cooling body by
adding a constant
function to a decaying
exponential, and relate
these functions to the
model.’
c. (+) Compose
functions.
For example, if T(y) is
the temperature in the
atmosphere as a
function of height, and
h(t) is the height of a
weather balloon as a
function of time, then
T(h(t) is the
temperature at the
location of the weather
balloon as a function
of time.
F-LE.2. Construct linear and

exponential functions,
including arithmetic and
geometric sequences, given a
graph, a description of a
relationship, or two input-
output pairs (include reading
these from a table).
S-ID.6. Represent data on two

quantitative variables on a
scatter plot, and describe how
the variables are related.
ALGEBRA 1 20

a. Fit a function to the
data; use functions
fitted to data to solve
problems in the
context of the data.
Use given functions or
choose a function
suggested by the
context. Emphasize
linear, quadratic, and
exponential models.
b. Informally assess the
fit of a function by
plotting and analyzing
residuals.
c. Fit a linear function for
a scatter plot that
suggest a linear
association.
N-Q.1. Use units as a way to

understand problems and to
guide the solution of multi-step
problems; choose and
interpret units consistently in
formulas; choose and interpret
the scale and the origin in
graphs and data displays.
N-Q.2. Define appropriate

quantities for the purpose of
descriptive modeling.
ALGEBRA 1 21
problems
when applicable.
Plan.
ALGEBRA 1 22
Unit of Study: Chapter 4 Linear Functions
Targeted Standards: Algebra– Reasoning with Equations & Inequalities: A-REI Represent and solve equations graphically; Algebra- Creating Equations A-
CED: Create equations that describe numbers or relationships; Functions- Interpreting Functions: F-IF Interpret functions that arise in applications in terms of the
context; Functions- Interpreting Functions: F-IF: Analyze functions using different representations; Functions- Interpreting Functions: F-BF: Build new
functions from existing functions; Statistics & Probability- Interpreting Categorical & Quantitative Data: S.ID Summarize, represent, and interpret data on two
categorical and quantitative variables; Geometry- Expressing Geometric Properties with Equations: G-GPE Use coordinates to prove simple geometric theorems
algebraically.
Unit Objectives/Enduring Understandings: Students will be able to identify, graph, and write linear functions.
Essential Questions: What phenomena are represented by linear function in the real-world? How can intercepts represent real-world situations?

G-GPE.5. Prove the slope Students will know: Students will be able to:  Have students complete a  To describe linear
criteria for parallel and  Unit vocabulary as listed in  Recognize and use the graphic organizer in order to function have
perpendicular lines and use SKILLS following terms in context: determine how to determine if students write an
them to solve geometric a. linear function a function is linear given a explanation of how
problems  How to graph a linear b. linear equation graph, an equation, or a table to identify linear
function given a linear c. x- and y- intercept of values, such as the “Think functions, such as
A-REI.10. Understand that the equation or a list of (x,y) d. rate of change/slope/rise and discuss” question 3 on in the “Journal”
graph of an equation in two values over run page 233.. activity on page 236
variables is the set of all it e. direct variation of the textbook.
solutions plotted in the  How to identify the difference f. constant of variation  Give students a series of short
coordinate plane, often between linear and nonlinear g. residual series scenarios in which  Use “Environmental
forming a curve (which could functions h. correlations coefficient students will have to determine Science” problem
be a line). i. parallel and of the two variables represent a #22 on page 240 to
 How to identify x- and y- perpendicular lines linear function. Have students have students
A-CED.2. Create equations in intercepts given an equation j. family of functions determine intercepts. graph a set of
two or more variables to or a graph values and
ALGEBRA 1 23
Unit of Study: Chapter 4 Linear Functions (con’t)

represent relationships  That slope is the rate of k. parent functions  Have students create ways to determine if it is
between quantities; graph change between any two l. transformation remember what the positive, linear; students will
equations on coordinate axes points m. translation negative, zero, and negative explain.
with labels and scales. n. rotation slopes look like on a graph.
 How to determine if a o. reflection  Use the “Warm Up”
A-CED.3. Represent function is a direct variation  Have students discuss how activity on page
constraints by equations or and how to find the  Identify linear equations and slope and rate of change can 244 of TE to have
inequalities, and by systems of constant of variation functions given a graph, an be used in real-world contexts. students identify
equations and/or inequalities, equation, or a table of (x, y) intercepts and
and interpret solutions as  The different variables of values  Give each pair of students a describe the
viable or nonviable options in a the point-slope equation piece of string and a blank correlation of a
modeling context. and slope-intercept form  Identify intercepts and apply coordinate plane; display an given graph.
and how to graph a function this concept to real-world equation for the class and
F-IF.6. Calculate and interpret given this equation applications students will place the string  Use Practice A, B,
the average rate of change of where the linear function and/or C for section
a function (presented  How the slopes of parallel  Calculate slopes belongs on the plane. 4-4 to calculate
symbolically or as a table) and perpendicular lines are slope using a
over a specified interval. related  Identify positive, negative,  Have students complete variety of methods.
Estimate the rate of change zero, and undefined slopes exercises in which they will
from a graph. have to identify the slope and  Use 4-9 Practice A,
 Find slope using the slope y-intercept of a given function. B, and/or C to
F-IF.7. Graph functions formula practice graphing
expressed symbolically and  Provide students with a series parallel and
show key features of the  Determine if a given function of (x,y) tables and graphs and perpendicular lines.
graph, by hand in simple is a direct variation have them determine if it a
cases and using technology direct variation; if so have  Use “Ready to Go
for more complicated cases.  Find equations of a line in students identify the constant On?” Quiz for
a. Graph linear and slope-intercept form of variation. sections 4-6
quadratic functions through 4-10.
and show intercepts,  Have students graph
 Graph linear function given
maxima, and minima. perpendicular and parallel lines  Use “Skill 75 Graph
in slope-intercept and in
point-slope form on compare the slopes using a Linear Functions”
F-BF.3. Identify the effect on graphic organizer. on page 163 of the
the graph of replacing f(x) by
 Determine the line of best fit Are You Ready?
ALGEBRA 1 24

f(x) + k, k f(x), f(kx), and f(x+k)  Graph perpendicular and  Additional strategies will be Intervention and
for specific values of k (both parallel lines and will be able used as applicable from the Enrichment
positive and negative); find the to determine if two lines are iPad HMH Fuse application. resource book to
value of k given the graphs. parallel, perpendicular, or have students
Experiment with cases and neither to each other describe parallel
illustrate an explanation of the and perpendicular
effects on the graph using  Perform a transformation on lines.
technology. Include a function
recognizing even and odd
functions from their graphs  Graph horizontal and vertical
and algebraic expressions for lines
them.
S-ID.6. Represent data on two

quantitative variables on a
scatter plot, and describe how
the variables are related.
S-ID.7. Interpret the slope

(rate of change) and the
intercept (constant term) of a
linear model in the context of
the data.
S-ID.8. Compute (using

technology) and interpret the
correlation coefficient of a
linear fit.
S-ID.9. Distinguish between

correlation and causation.
ALGEBRA 1 25
Teacher and students will use the iPad when applicable.  Students may have difficulty recalling the equation
of a horizontal vs. vertical line; review this concept
with examples and review
 Provide students with handout of notes
problems
when applicable.
Plan.
ALGEBRA 1 26
Unit of Study: Chapter 5 Systems of Equations and Inequalities
Targeted Standards: Algebra– Reasoning with Equations & Inequalities: A-REI Solve equations and inequalities in one variable; Solve systems of equations;
Represent and solve equations and inequalities graphically; Algebra- Creating Equations A-CED: Create equations that describe numbers or relationships.
Unit Objectives/Enduring Understandings: Students will be able to solve and graph systems of equations and inequalities on a coordinate plane.
Essential Questions: When are systems of equations and in inequalities used to model real-world situations, such as in business? How can using systems of
equations and inequalities be used in helping to make good finance decisions?

A-REI.3. Solve linear Students will know: Students will be able to:  Have students complete a  Use Practice A, B,
equations and inequalities in  Unit vocabulary as listed in  Recognize and use the graphic organizer in groups and/or C from
one variable, including SKILLS following terms in context: identifying under what section 5-1 to
equations with coefficients a. system of linear circumstances a particular identify solutions to
represented by letters.  How to find the solution to a b. solution of linear method should be used and systems of
system of equations using equations have students discuss why. equations and to
A-REI.5. Prove that, given a methods including: c. consistent system solve systems by
system of two equations in two graphing, substitution, and d. inconsistent system  Have students graph systems graphing.
variables, replacing one elimination e. dependent system of equations on graph paper;
equation by the sum of that f. independent system have students label the parts of  Use “Ready to Go
equation and a multiple of the  That a system can either the graph including the On” quiz on page
other produces a system with have one, none, or infinitely  Solve systems of equations equations or inequalities and 359.
the same solutions. many solutions by graphing, substitution the solution (if any).
and by elimination  Ask students: How
A-REI.6. Solve systems of  The mathematical difference  Have students list the steps to can we determine
linear equations exactly and between the terms “greater  Choose the best method by take to solve a system by what number to
approximately (e.g., with than” and “greater than or which to solve a system of substitution. multiply the
graphs), focusing on pairs of equal to” (similarly, the equations and inequalities equation(s) to use
linear equations in two difference between less than  Have students list the steps to the elimination
variables. and less than or equal to)  Solve linear equations and take to solve a system by method.
ALGEBRA 1 27
Unit of Study: Chapter 5 Systems of Equations and Inequalities (con’t)

A-REI.11. Explain why the x-  How to graph multiple inequalities elimination.  Use “Ready to Go
coordinates of the points inequalities and equations On?” quiz on page
where the graphs of the and identify the solution, if  Graph linear equations and  Additional strategies will be 375.
equations y = f(x) and y = g(x) any inequalities used a applicable from the
intersect are the solutions of iPad HMH Fuse application.
the equation f(x) = g(x); find
the solutions approximately,
e.g., using technology to graph
the functions, make tables of
values, or find successive
approximations. Include cases
where f(x) and/or g(x) are
linear, polynomial, rational,
absolute value, exponential,
and logarithmic functions.
A-REI.12. Graph the solutions

to a linear inequality in two
variables as a half-plane
(excluding the boundary in the
case of a strict inequality), and
graph the solution set to a
system of linear inequalities in
two variables as the
intersection of the
corresponding half-planes.
A-CED.2. Create equations in

two or more variables to
represent relationships
between quantities; graph
equations on coordinate axes
with labels and scales.
ALGEBRA 1 28
Unit of Study: Chapter 5 Systems of Equations and Inequalities (con’t)
Cumulative Progress Indicators Concepts Skills Activities/Strategies Assessment

What students will know. What students will be Technology Implementation/ Check Points
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.
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler,  Discuss “Common Error” hints in Teacher’s Edition
standardized test prep) as needed to prevent possible misunderstandings.
problems
when applicable.
Plan.
ALGEBRA 1 29
Unit of Study: Chapter 6 Exponents and Polynomials
Targeted Standards: Algebra– Arithmetic with Polynomials & Rational Expressions: A-PR Perform arithmetic operations on polynomials; Algebra- Seeing
Structure in Expressions: SSE Interpret the structure of expressions. Algebra- Number & Quantity: The Real Number System: Extend the properties of
exponents to rational exponents.
Unit Objectives/Enduring Understandings: Students will be able to apply the operations onto exponential polynomials.
Essential Questions: How are real-life concepts modeled by polynomials and exponents? How will our understanding of exponents be used in other classes?

N-RN.1. Explain how the Students will know: Students will be able to:  Provide examples of  Use Practice A, B,
definition of the meaning of  Unit vocabulary as listed in  Recognize and use the monomials and nonmonomials and/or C from
rational exponents follows SKILLS following terms in context: and have students identify the section 6-1 to have
from extending the properties a. exponent classifications. students simplify
of integer exponents to those  How the properties of b. index expressions with
values, allowing for a notation exponents are used to c. monomial, binomial,  On one side of colored index integer exponents.
for radicals in terms of rational simplify and evaluate trinomial, polynomial cards write expressions with
exponents. expression d. degree exponents; on another set of  Ask students,
e. constant, linear, differently colored cards write “What happens to
N-RN.2. Rewrite expressions  How to write a polynomial in quadratic, cubic, the simplified answers to these factors with
involving radicals and rational standard form quartic, quintic problems. Turn both sets over exponents if zero?”
exponents using the properties f. leading coefficient spread out on a desk and have and “How is a
of exponents.  What conditions are needed g. perfect square trinomial pairs or groups of students play monomial with
to classify polynomials by h. difference of perfect a “memory match game” to negative exponents
A-APR.1. Understand that terms and degrees squares problems and answers. rewritten?” or use
polynomials form a system “summarize activity”
analogous to the integers,  How to add, subtract, and  Evaluate and simplify  Use a graphic organizer to list on page 394 of
namely, they are closed under multiply polynomials expressions containing classifications of polynomials Teacher’s Edition.
the operations of addition, exponents by terms and by degree.
subtraction, and multiplication;  How to rewrite numbers to  Use #1 and 2 of
add, subtract, and multiply and from scientific notation  Classify Polynomials by  Have one student write a “Questioning
ALGEBRA 1 30
Unit of Study: Chapter 6 Exponents and Polynomials (con’t)

polynomials.  The difference between degree and number of polynomial (not in standard Strategies” on page
exponential growth and terms form) and then his or her 399 and on page
A-SSE.1. Interpret decay partner will rewrite the 407.
expressions that represent a  Perform the operations onto polynomial in standard
quantity in terms of its context. polynomials notation, identify the degree,  Use “Reading
a. Interpret parts of an term classification, and leading Strategies”
expression, such as  Understand how the coefficient. worksheet and
terms, factors, and different placement of have students
coefficients parenthesis in exponential  Use Algebra Tiles to add, complete
expressions alters the subtract, and multiply independently.
answer (i.e. as in the polynomials.
 Use “Ready to Go
2
difference between 2x and
 Have students draw in arrows
2
(2x) On?” quiz for
when they multiply sections 6-3
polynomials. through 6-6.
 Have students complete the 6-  Use “Skill 62:

5 Lesson Quiz on page 429 of Multiplying
TE. Monomials and
Polynomials” on
 Have students complete the page 136 of the Are
Journal activity on page 439 of You Ready?
TE to discuss different Intervention and
methods of solving a binomial Enrichment
times itself. resource book.
 Additional strategies will be

used as applicable from the
iPad HMH Fuse application.
ALGEBRA 1 31
Unit of Study: Chapter 6 Exponents and Polynomials (con’t)
Teacher and students will use the iPad when applicable.  As common error when working with scientific
notion is that students believe that the exponent of
10 represents how many zeros to put before or
after the decimal; show examples and explain to
students that this is not the case.
 Provide students with handout of notes
problems
when applicable.
Plan.
ALGEBRA 1 32
Unit of Study: Chapter 7 Factoring Polynomials
Targeted Standards: Algebra– Seeing Structure in Expressions SSE: Interpret the structure of expressions. Algebra- Seeing Structure in Expression SSE:
Write expressions in equivalent forms to solve problems.
Unit Objectives/Enduring Understandings: Students will be able to identify, computer and factor polynomial expressions.
Essential Questions: What are two ways to create a perfect-square trinomial?
Unit Assessment: “Chapter Test” textbook page 510 and “College Entrance Exam Practice” textbook page 511. Teacher-generated assessments may also be
used.

A-SSE.2. Use the structure of Students will know: Students will be able to:  Encourage students to use the  Chapter review in
an expression to identify ways  Unit vocabulary as listed in  Recognize and use the online resources at textbook on pages
to rewrite it. SKILLS following terms in context: my.hrw.com 506-509.
a. greatest common factor
A-SS3.3a: Choose and  Greatest Common Factors b. prime factorization  Emphasize vocabulary and  Page 504 Multi-
product an equivalent form of c. standard form construction of verbal models Step Test Prep in
an expression to reveal and  How to factor a quadratic d. factored form textbook is a great
explain properties of the equation in standard form  Review prime numbers closure assessment
quantity represented by the  Find a greatest common for Chapter 7.
expression. Factor a quadratic  How to factoring special factor  Review algebra tiles by doing
expression to reveal the zeros quadratics problems on pages 462 and  “Check it Out!”
of the function it defines.  Factor an expression in the 470-471. exercises can be
2
 Differences of methods used form of x + bx + c used to enhance
to factor quadratic  Use algebra tiles to give the student
expressions  Factor an expression in the students better understanding understanding.
2
form of ax + bx + c on factoring.
 “Ready To Go On?”
 Choose a factoring method  Use multi-step test prep: pg activities are good
468, pg 477, pg 485, pg 488, formative
pg 495, pg 502. assessment tools
and are found on
pages 489 and 505.
ALGEBRA 1 33
Unit of Study: Chapter 7 Factoring Polynomials (con’t)
Cumulative Progress Indicators Concepts Skills Activities/Strategies Assessment Check

What students will know. What students will be Technology Implementation/ Points
 Use graphing calculator activity
on page 487.
Textbook pages 453-516. Chapter 7 Resource Book, both graphing & scientific calculators, Algebra  Provide students with handout of notes
tiles, computer test bank, and warm up transparencies.  Have students work on GCFs
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler, problems
standardized test prep) as needed
Teacher and students will use the iPad when applicable. Career Component: Page 579 in textbook.
IPad tools and HMH Fuse application will be used when
applicable.
Individual accommodations will be made based on
student’s Individualized Education Plan or 504 Plan.
ALGEBRA 1 34
Unit of Study: Chapter 8 Quadratic Functions and Equations
Targeted Standards: Algebra– Seeing Structure in Expressions SSE: Write expressions in equivalent forms to solve problems. Algebra- Reasoning with
Equations and Inequalities: REI: Understand solving equations as a process of reasoning and explain the reasoning. Solve equations and inequalities in one
variable. Represent and solve equations and inequalities graphically. Functions- Interpreting Functions: IF: Analyze functions using different representations.
Unit Objectives/Enduring Understandings: Students will be able to use properties of square roots and quadratic equations to find solutions and apply them to real-
life problems.
Essential Questions: How can graphing quadratic functions and inequalities be useful in finding a solution to real-life situations? How are the graph of a parabola
and a solution to a factored equation related?
Unit Assessment: Chapter Test found in textbook on page 608. Teacher-generated assessments may also be used.

Indicators What students will know. What students will be able to do. Technology Implementation/ Points
Interdisciplinary Connections
A-SS3.3a-b: Choose and Students will know: Students will be able to:  Encourage students to use the  The standardized
product an equivalent form of  Unit vocabulary as listed in  Recognize and use the online resources at test prep found on
an expression to reveal and SKILLS following terms in context: my.hrw.com pages 612-613 in
explain properties of the a. square root the textbook is a
quantity represented by the  Properties of square roots: b. irrational number  Emphasize vocabulary and good tool for
expression. Factor a quadratic product and quotient c. radical expression construction of verbal models cumulative
expression to reveal the zeros d. quadratic function review/assessment.
of the function it defines.  Graphs of quadratic e. parabola  Remind students the difference
Complete the square in a functions f. roots between: 25 and 25  “Check it Out!”
quadratic expression to reveal g. discriminant exercises can be
the maximum or minimum  Quadratic formula and  Have students work in pairs to used to enhance
value of the function it defines. solving in real-life situations  Solve a quadratic equation make a graph of quadratic student
graphically functions understanding.
A-REI.4a-b: Solve quadratic  Discriminant and using it to
equations in one variable. (a). interpret real-life situations  Graph a quadratic function  Emphasize the difference  “Ready to go on?”
Use the method of completing between factoring a quadratic activities are good
the square to transform any  Quadratic inequalities and  Solve a polynomial expression and solving a formative
quadratic equation in x into an their graphs equation in factored form quadratic equation. assessment tools
ALGEBRA 1 35
Unit of Study: Chapter 8 Quadratic Functions and Equations (con’t)
Cumulative Progress Concepts Skills Activities/Strategies Assessment

Indicators What students will know. What students will be able to do. Technology Implementation/ Check Points
Interdisciplinary Connections
equation in x into an equation  How to solve quadratics  Solve quadratic equations  : “Explore the Axis of and are found on
2
of the form (x – p) = q that using factoring by factoring Symmetry” on page 530 of the pages 553 and 599.
has the same solutions. textbook can be used with
Derive the quadratic formula  How to solve quadratics  Solve quadratic equations graphing calculators or a Smart
from this form. (b). Solve using factoring in real-life by completing the square Board activity.
quadratic equations by situations
inspection, taking square  Utilize special product  The textbook has a graphing
roots, completing the square, patterns including the calculator activity on page 544
the quadratic formula and distributive property to to supplement the lesson
factoring, as appropriate to the factor quadratic transforming quadratics.
initial form of the equation. polynomials, and solve
Recognize when the quadratic
formula gives complex  Evaluate and approximate
solutions and write them as square roots
a ± bi for real numbers a and
b.  Solve a quadratic equation
by finding the square roots
A.REI.10: Understand that the
graph of an equation in two  Utilize the properties of
variables is the set of all its radicals to simplify radicals
solutions plotted in the
coordinate plane, often  Use quadratic equations to
forming a curve (which could model real-life situations
be a line).
 Use the quadratic formula
F-IF.7: Graph functions
to solve a quadratic
expressed symbolically and
equation and use in real-life
show key features of the
situations
graph, by hand in simple
cases and using technology
for more complicated cases.
ALGEBRA 1 36
Unit of Study: Chapter 8 Quadratic Functions and Equations (con’t)
Cumulative Concepts Skills Activities/Strategies Assessment

Progress Indicators What students will know. What students will be Technology Implementation/ Check Points
 Calculate the discriminant
to find the number of
solutions of a quadratic
equation
 Apply the discriminant to

solve real-life problems
 Sketch the graph of a

quadratic inequality and
use in real-life models
Resources: Essential Materials, Supplementary Materials, Links to Best Practices Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings
Textbook pages 518-609. Chapter 8 Resource Book, both graphing & scientific calculators, Algebra tiles,  Provide students with handout of notes
computer test bank, and warm up transparencies.  Have student write up the first 15 perfect
squares to use as a reference
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler, standardized  Provide a graphic organizer for set up of word
test prep) as needed problems and discriminant.
Teacher and students will use the iPad when applicable.  Pre-determined points for graphing quadratics
 IPad tools and HMH Fuse application will be
used when applicable.
 Individual accommodations will be made based
on student’s Individualized Education Plan or
504 Plan.
ALGEBRA 1 37
Unit of Study: Chapter 9 Exponents and Exponential Functions
Targeted Standards: Algebra– Interpreting Functions: IF: Understand the concept of a function and use function notation. Algebra– Interpreting Functions: IF:
Analyze functions using different representations. Functions: Linear, Quadratic, and Exponential Models: LE: Construct and compare linear, quadratic, and
exponential models and solve problems.
Unit Objectives/Enduring Understandings: Students will be able to use properties of exponents to simplify and evaluate exponential expressions and apply them
to real-life problems.
Essential Questions: How do exponents relate to solving real-life applications?

F.IF.3 Recognize that Students will know: Students will be able to:  Encourage students to use the  The standardized
sequences are functions,  Unit vocabulary as listed in  Recognize and use the online resources at test prep found on
sometimes defined recursively, SKILLS following terms in context: my.hrw.com pages 678-679 in
whose domain is a subset of a. geometric sequence the textbook is a
the integers.  Identifying geometric b. common ration  Emphasize vocabulary and good tool for
sequences c. power construction of verbal models cumulative
F.IF.7e Graph functions d. base review/assessment.
expressed symbolically and  Graph of exponential e. exponential function  Review order of operations and
show key features of the functions f. exponential growth use in solving multi-step word  “Check it Out!”
graph, by hand in simple g. growth factor problems exercises can be
cases and using technology  Exponential growth and h. initial amount used to enhance
for more complicated cases. decay models and their i. compound interest  Review the exponential key on student
(e). Graph exponential and graphs j. half-life the scientific /graphing understanding.
logarithmic functions, showing k. exponential decay calculators
intercepts and end behavior,  Properties of linear, l. decay factor  “Ready to go on?”
and trigonometric functions, quadratic and exponential m. linear and quadratic  Extension activities are found activities are good
showing period, midline, and models n. average rate of change in the textbook on pages 644 formative
amplitude. and 660 assessment tools
 Recognize and extend and are found on
F.IF.9 Compare properties of geometric sequences pages 633 and 669
ALGEBRA 1 38
Unit of Study: Chapter 9 Exponents and Exponential Functions (con’t)

two functions each  Find the nth term of a
represented in a different way geometric sequence
(algebraically, graphically,
numerically in tables, or by  Evaluate exponential
verbal descriptions). functions
F.LE.1 Distinguish between  Identify and graph

situations that can be modeled exponential functions
with linear functions and with
exponential functions.  Graph exponential
functions
F.LE.2 Construct linear and
exponential functions,  Write, use, and graph
including arithmetic and exponential growth models
geometric sequences, given a
graph, a description of a  Write, use and graph
relationship, or two input- exponential decay models
output pairs (include reading
these from a table.)  Compare linear, quadratic,
and exponential models
 Given a set of data, decide

which type of function
models the data and write
an equation to describe the
function
 Compare functions in
different representations
 Estimate and compare

rates of change
ALGEBRA 1 39
Unit of Study: Chapter 9 Exponents and Exponential Functions (con’t)
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler,  IPad tools and HMH Fuse application will be used
standardized test prep) as needed when applicable.
Teacher and students will use the iPad when applicable.  Individual accommodations will be made based on
Plan.
ALGEBRA 1 40
Unit of Study: Chapter 10 Data Analysis and Probability
Targeted Standards: Statistics and Probability- Interpreting Categorical & Quantitative Data: ID: Summarize, represent, and interpret data on a single count
of measurement variable. Statistics and Probability- Making Inferences & Justifying Conclusions: IC: Make inferences and justify conclusions from sample
surveys, experiments and observational studies. Statistics and Probability: Conditional Probability and the rules of Probability CP: Understand independence
and conditional probability and use them to interpret data.
Unit Objectives/Enduring Understandings: Students will be able to organize data in tables, graphs and plots. Students will be able to find the central tendency of
a data set by calculating mean, median, and mode. Students will be able to write experimental and theoretical probabilities as rations, percents, and decimals.
Essential Questions: What is the difference between an outcome and an event? What types of graphs can be used to represent data in real-life? In what ways
can graphs be misleading and how may this affect real-life situations?

S.ID.1 Represent data with Students will know: Students will be able to:  Encourage students to use the  The standardized
plots on the real number line  Unit vocabulary as listed in  Recognize and use the online resources at test prep found on
(dot plots, histograms, and box SKILLS following terms in context: my.hrw.com pages 760-761 in
plots). a. bar graph the textbook is a
 Data organization through b. line graph  Emphasize vocabulary and good tool for
S.ID.2 Use statistics graphs, experiment, trial, c. stem-and-leaf plot construction of verbal models cumulative
appropriate to the shape of the outcome, sample space, d. frequency review/assessment.
data distribution to compare event, probability, e. frequency table  Extension activities are found
center (median, mean) and experimental probability, f. histogram in the textbook on page 710  “Check it Out!”
spread (interquartile range, prediction, equally likely, g. cumulative frequency exercises can be
standard deviation) of two or theoretical probability, fair, h. mean, median, mode  Real World Connections are used to enhance
more different data sets. complement, odds, i. range found on pages 762-763 student
independent, dependent j. outlier understanding.
S.IC.6 Evaluate reports based k. first quartile, third  Labs are found on pages 714,
on data.  Stem-and- leaf plots and quartile, interquartile 726, 733, 748  “Ready to go on?”
histograms can be used to range activities are good
ALGEBRA 1 41
Unit of Study: Chapter 10 Data Analysis and Probability (con’t)

S.CP.1 Describe events as arrange data l. box-and-whisker plot  Encourage students to use the formative
subsets of a sample space m. random sample online resources at assessment tools
(the set of outcomes) using  Measures of central my.hrw.com and are found on
characteristics (or categories) tendency including mean,  Organize date in tables and pages 725 and751
of the outcomes, or as unions, median, and mode graphs  Emphasize vocabulary and
intersections, or complements construction of verbal models
of other events (“or,” “and,”  Graphs and Statistics can be  Choose a table or graph to
“not”). misleading display data  Extension activities are found
in the textbook on page 710
S.CP.2 Understand that two  Experimental Probability can  Create stem-and-leaf plots
events A and B are be used in real-life situations  Real World Connections are
independent if the probability such as quality control  Create frequency tables found on pages 762-763
of A and B occurring together and histograms
is the product of their  Theoretical Probability  Labs are found on pages 714,
probabilities, and use this  Describe the central 726, 733, 748
characterization to determine if  Independent and Dependent tendency of a data set
they are independent. Events
 Create and interpret box-
and-whisker plots
 Recognize misleading
graphs
 Recognize misleading
statistics
 Determine the experimental

probability of an event
 Use experimental
probability to make
predictions
ALGEBRA 1 42
Unit of Study: Chapter 10 Data Analysis and Probability (con’t)
Cumulative Progress Indicators Concepts Skills Activities/Strategies Assessment

What students will know. What students will be Technology Implementation/ Check Points
 Determine the
theoretical probability of
an event
 Convert between
probabilities and odds
 Find the probability of

dependent events
Teacher will incorporate chapter resources (study guide, college entrance tests, test tackler,  IPad tools and HMH Fuse application will be used
standardized test prep) as needed when applicable.
Teacher and students will use the iPad when applicable.  Individual accommodations will be made based on
Plan.

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Algebra 1 Curriculumn

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PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

Length of Course: Full Year

Schools: Middle/High Schools

Eligibility: Grades 8 and 9

Credit Value: 5 Credits

Date Approved: September 24, 2012

STATEMENT OF PURPOSE ---------------------------------------------------------------------------------- 3

ESSENTIAL INSTRUCTIONAL BEHAVIOR (DRAFT 14) --------------------------------------------- 4

Modifications will be made to accommodate IEP mandates for classified students.

In order to promote the effective implementation of this program, the following

1. Formative assessment should be used throughout this course, as with any

2. Instruction should be differentiated in order to accommodate the different

3. Students should be encouraged to maintain an organized and thorough set of

4. Meaningful and relevant homework assignments should be given to students

5. Examples of application of mathematics and specifically Algebra in careers

6. Students should be required to use correct mathematical terminology at all

7. The use of technology is encouraged wherever possible in order to foster the

8. Modifications and accommodations should be included where necessary to

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of:

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of:

3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of:

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of:

The student will be able to:

2. Graph linear equations.

3. Write linear equations.

4. Solve and graph linear inequalities.

5. Write systems of equation and systems of inequalities.

6. Find the solution to a system of equations or inequalities using graphing,

7. Use properties of exponents to simplify and evaluate exponential expressions.

8. Use properties of square roots evaluations to find solutions of quadratic

9. Identify, compute, and factor polynomial expressions and quadratic equations.

10. Set up and simplify proportions and rational expressions.

12. Incorporate technology whenever appropriate.

All objectives will include applications to real-life situations.

SUGGESTED TIME LINE – ALGEBRA 1

Total Class Periods 163

SUGGESTED TIME LINE – ALGEBRA 1-2

UNIT 5: SYSTEMS OF EQUATIONS AND INEQUALITIES 18

UNIT 7: FACTORING POLYNOMIALS 23

Total Class Periods 168

Unit of Study: Chapter 1 Equations

Unit Assessment: Teacher-generated assessments will be used.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Unit of Study: Chapter 1 Equations (con’t)

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Unit Assessment: Teacher-generated assessments will be used.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

 Graph the solutions to

 Solve inequalities in one

 Differentiate between AND

Unit Assessment: Teacher-generated assessments will be used.

Core Content Instructional Actions

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check

Cumulative Progress Concepts Skills Activities/Strategies Assessment Check