7/17/2013 Time Frame August September (14 days) September (10 days) September October (22 days) October

November (25 days) December January (19 days) Unit Representing Relationships Mathematically Understanding Functions Linear Functions

Yearlong Curriculum Map for Algebra 1 Standards N-Q.1; N-Q.2; A-SSE.1a; ACED.1; A-CED.2; A-CED.3; AREI.10; F-IF.5; F-IF.9; F-BF.1a F-IF.1; F-IF.2; F-IF.3; F-IF.4; FIF.5 F-IF.6; F-IF.7a; F-BF.3; FLE.1a; F-LE.1b; F-LE.2; FLE.5; S-ID.7 N-Q.1; N-Q.2; N-Q.3; S-ID.1; S-ID.2; S-ID.3; S-ID.5; SID.6a; S-ID.6b; S-ID.6c; SID.7; S-ID.8; S-ID.9 A-CED.1; A-CED.3; A-CED.4; A-REI.1; A-REI.3; A-REI.12 Evidence of Understanding see Unit 1 Organizer Assessment exit cards; test questions

Page 1

see Unit 2 Organizer see Unit 3 Organizer

exit cards; test questions exit cards; test questions

Statistical Models

see Unit 4 Organizer

exit cards; test questions

Linear Equations and Inequalities

see Unit 5 Organizer

exit cards; test questions

Systems of Linear A-CED.3; A-REI.5; A-REI.6; AJanuary (15 Equations and REI.11; A-REI.12 days) Inequalities January February (9 Relationships That Are N-RN.1; N-RN.2; F-IF.7b Not Linear days) February A-SSE.1b; A-SSE.2; AMarch (23 Polynomial Expressions and Functions SSE.3a; A-APR.1; A-APR.3 days) March (16 A-SSE.3b; F-IF.4; F-IF.7a; FQuadratic Functions days) IF.8a; S-ID.6a April (12 Quadratic Equations N-RN.3; A-REI.4a; A-REI.4b days) April - May Exponential Functions A-SSE.3c; F-IF.7e; F-LE.1a; F(21 days) and Equations LE.3; F-LE.5; S-ID.6a

see Unit 6 Organizer

exit cards; test questions

see Unit 7 Organizer

exit cards; test questions

see Unit 8 Organizer see Unit 9 Organizer see Unit 10 Organizer see Unit 11 Organizer

exit cards; test questions exit cards; test questions exit cards; test questions exit cards; test questions

7/17/2013

Algebra 1 Unit 1 Organizer Representing Relationships Mathematically

Page 2

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding

Instructional Strategies

Unit Conversion (2 days) N-Q.1

I can use unit analysis and perform unit conversions.

in class instruction; practice problems

none

Parts of an Expression (1 day)

A-SSE.1a

I can identify parts of an expression. x

in class instruction; practice problems

none

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Students would need to interpret the situation to determine which units may be needed to change to the answer required. Students would need to be familiar with the definitions of key terms.

Writing linear equations (5 days)

Graphing equations (4 days)

I can create linear equations and inequalities in one variable to represent a situation. I can create equations in two variables to represent relationships between N-Q.1; N-Q.2; A-CED.1, quantities. I can interpret A-CED.2, A-CED.3; F- solutions of an equation BF.1a as viable or non-viable. x I can graph an equation in two variables. I can determine the domain for a given function in two variables. I can compare properties of two functions graphically, A-REI.10; N-Q.1; F-IF.5; in table form, and F-IF.9 algebraically. x

in class instruction; practice problems

none

Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

in class instruction; practice problems

Desmos

Problems of varying difficulty are incorporated into the problem sets.

Students will need to interpret the problem situation to determine what answers make sense.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 2 Organizer Understanding Functions

Page 3

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding I can determine if a relation is a function. I can evaluate functions using function notation. I can recognize that sequences are functions. x I can find key features of a graph using a graph, a table, or an equation. I can relate the domain of a function to its graph or the relationship it describes using real-life problems. x

Instructional Strategies

Functions (4 days)

F-IF.1; F-IF.2; F-IF.3

in class instruction; practice problems

Desmos; graphing calculator

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Graphing Functions (4 days)

F-IF.4; F-IF.5

in class instruction; practice problems

Desmos; graphing calculator

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 3 Organizer Linear Functions

Page 4

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding I can calculate and interpret the average rate of change of a function.

Instructional Strategies

Average Rate of Change (3 days) F-IF.6

in class instruction; practice problems

Graphs of Linear Functions (2 days) F-IF.7a

Transformations (4 days) F-BF.3

I can graph a linear function and identify its intercepts. x I can identify the effect of a graph of a function through transformations with and without technology. x I can explain how linear functions grow by equal differences over equal intervals. I can recognize siutations in which one quantity changes at a constant rate. x I can construct linear functions and arithmetic sequences given a graph, a description of the relationship, or two input-output pairs. x

in class instruction; practice problems

Desmos

in class instruction; practice problems

Desmos; graphing calculator

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets. Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

How Linear Functions Change (3 days) F-LE.1a; F-LE.1b

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Constructing Linear Functions (4 days) F-LE.2

in class instruction; practice problems

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 3 Organizer Linear Functions

Page 5

Interpreting Linear Functions (2 days) F-LE.5; S-ID.7

I can interpret the parameters of a linear function in a real-life problem.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

7/17/2013

Algebra 1 Unit 4 Organizer Statistical Models

Page 6

Summative

Formative

Unit and Time Frame

Representing Data (3 days)

Evidence of Understanding I can represent data with plots on the real number line (dot plots, S-ID.1; N-Q.1; N-Q.2; N- histograms, and box Q.3 plots). x Standards I can calculate mean and median for a given set of data. I can calculate the interquartile range and the standard deviation for a given set of data. I can analyze and compare measures of center and spread between two different sets of data. I can describe and interpret data based on the shape, center, and spread, accounting for possible effects of extreme data points. x I can summarize categorical data for two categories in two-way frequency tables. I can interpret relative, conditional, joint, and marginal frequencies of categorical data. x

Instructional Strategies

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Data Measures (6 days)

S-ID,2; S-ID.3

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Categorical Data (3 days) S-ID.5

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 4 Organizer Statistical Models

Page 7

Making and Assessing Predictions (6 days)

S-ID.6a; S-ID.6b; SID.6c; S-ID.7

I can represent bivariate data using a scatterplot and fit a function to the data. I can use a fitted model to make predictions about the data. I can assess the fit of a function by plotting and analyzing residuals. x I can calculate, using technology, and interpret a correlation coefficient. I can distinguish the difference between correlation and causation. x

in class instruction; practice problems

Desmos; Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Correlation and Causation (3 days)

S-ID.8; S-ID.9

in class instruction; practice problems

Desmos; Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

7/17/2013

Algebra 1 Unit 5 Organizer Linear Equations and Inequalities

Page 8

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding

Instructional Strategies

Solving Linear Equations (3 days)

A-CED.1; A-REI.1; AREI.3

I can solve a linear equation in one variable. x

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation. Word Problems are included as a part of the practice set students have to interpret into algebraic notation. Word Problems are included as a part of the practice set students have to interpret into algebraic notation. Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Solving Linear Inequalities (4 days)

A-CED.1; A-REI.1; AREI.3

I can solve a linear inequality in one variable.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Solving Linear Absolute Value Equations (2 days)

A-CED.1; A-REI.1; AREI.3

I can solve an absolute value equation in one variable.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Solving Linear Absolute Value Inequalities (3 days)

A-CED.1; A-REI.1; AREI.3

I can solve an absolute value inequality in one variable.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 5 Organizer Linear Equations and Inequalities

Page 9

Manipulating Formulas (2 days)

A-CED.4; A-REI.1

I can solve for a given variable in a formula.

in class instruction; practice problems

Graphing Linear Inequalities (3 days) A-REI.12; N-Q.1

I can graph a linear inequality in two variables.

in class instruction; practice problems

Desmos

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

7/17/2013

Algebra 1 Unit 6 Organizer Systems of Linear Equations and Inequalities

Page 10

Summative

Formative

Unit and Time Frame

Standards

Systems of A-CED.3; N-Q.1; ALinear Equations REI.5; A-REI.6; A(7 days) REI.11

Systems of Linear Inequalities (6 days)

A-REI.12; N-Q.1; ACED.3

Evidence of Understanding I can solve a system of linear equations by graphing. I can solve a system of linear equations by substitution. I can solve a system of linear equations by addition and multiplication. x I can solve a system of linear inequalities by graphing. I can write and graph a set of constraints for a linearprogramming problem and find the maximum and/or minimum values. x

Instructional Strategies

in class instruction; practice problems

Desmos

Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation. Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

in class instruction; practice problems

Desmos

Problems of varying difficulty are incorporated into the problem sets.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 7 Organizer Relationships That Are Not Linear

Page 11

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding

Instructional Strategies

Square Root and Cube Root Function Graphs (2 days) F-IF.7b; N-Q.1

I can graph a square root or cube root function. I can graph a piecewise function, including step and absolute value functions.

in class instruction; practice problems

Desmos, Graphing Calculator

Piecewise Function Graphs (5 days) F-IF.7b; N-Q.1

in class instruction; practice problems

Desmos, Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 8 Organizer Polynomial Expressions and Functions

Page 12

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding

Instructional Strategies

Parts of an Expression (2 days) A-SSE.1b Adding, Subtracting, and Multiplying Polynomials (4 days) A-APR.1

I can identify parts of an expression or equation in the context of a problem. x

in class instruction; practice problems

I can add and subtract polynomials. I can multiply polynomials.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Factoring (10 days)

A-SSE.2; A-SSE.3a; AAPR.3

I can factor a quadratic expression. I can solve a quadratic equation by factoring. x

in class instruction; practice problems

Graphing Polynomials (3 days)

A-APR.3

I can use the zeros of a function to make a rough sketch of the graph. x

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 9 Organizer Quadratic Functions

Page 13

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding I can use completing the square to rewrite a quadratic expression into vertex form. x I can use factoring and completing the square to identify the x-intercepts, maximum or minimum value, and symmetry of the graph of a quadratic function. I can graph a quadratic function, identifying key features of the graph. x

Instructional Strategies

Vertex Form (5 days)

A-SSE.3b

in class instruction; practice problems

Desmos

Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms.

Graphing Quadratic Functions (5 days)

F-IF.7a; F-IF.8a; AAPR.3; A-SSE.3a; ASSE.3b

in class instruction; practice problems

Desmos, Graphing Calculator

Fitting Quadratic Functions to Data (3 days) S-ID.6a

I can fit a quadratic model to represent bivariate data.

in class instruction; practice problems

Desmos, Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Students would need to be familiar with the definitions of key terms. Students would need to be familiar with the definitions of key terms.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 10 Organizer Quadratic Equations

Page 14

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding

Instructional Strategies

Rational / Irrational Sums and Products (2 days) N-RN.3

I can explain why sums and products are either rational or irrational.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets. Word Problems are included as a part of the practice set students have to interpret into algebraic notation. Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Solving by Completing the Square (4 days) A-REI.4a

I can solve a quadratic equation by completing the square.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Solving by Quadratic Formula (4 days) A-REI.4a; A-REI.4b

I can solve a quadratic equation by using the quadratic formula.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 11 Organizer Exponential Functions and Equations

Page 15

Summative

Formative

Unit and Time Frame

Standards

Evidence of Understanding I can explain how exponential functions have grown by equal factors over equal intervals. I can recognize situations in which a quantity grows or decays by a constant percent. x I can compare linear growth, quadratic growth, and exponential growth using graphs and tables. x

Instructional Strategies

Recognizing Exponential Functions (4 days)

F-LE.1a; F-LE.1c

in class instruction; practice problems

Comparing Functions (3 days) Manipulating Exponential Functions (2 days)

F-LE.3

in class instruction; practice problems

Desmos, Graphing Calculator

A-SSE.3c

I can apply exponent properties to rewrite exponential functions.

in class instruction; practice problems

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Interpreting Parameters (2 days) Graphing Exponential Functions (3 days)

F-LE.5

I can interpet the parameters of an exponential function in real-life problems.

in class instruction; practice problems

F-IF.7e I can graph exponential functions. x x in class instruction; practice problems

Desmos, Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets. Problems of varying difficulty are incorporated into the problem sets.

Word Problems are included as a part of the practice set students have to interpret into algebraic notation.

Instructional Shifts

Assessment Technology Strategies Diverse Learners

7/17/2013

Algebra 1 Unit 11 Organizer Exponential Functions and Equations

Page 16

Fitting Exponential Functions to Data (3 days)

S-ID.6a

I can fit an exponential model to represent bivariate data.

in class instruction; practice problems

Desmos, Graphing Calculator

Problems of varying difficulty are incorporated into the problem sets.