High School Adv. Algebra

STRUCTURED CURRICULUM LESSON PLAN
Day: 005
Subject: Advanced Algebra
Grade Level: High School
Correlations (SG,CAS,CFS): 8D1; 9A1

TAP:
Perform arithmetic operations involving
integers, fractions, decimals and percents,
explicitly stated or within context
Choose and apply appropriate operational
procedures and problem-solving strategies to
real-world situations
Understand number systems
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
Use mathematical skills to estimates,
approximate, and predict outcomes, and to
judge reasonableness of results
Unit Focus/Foci
Explore the Relationships Between Sets of Data and Their Graphs
Instructional Focus/Foci
Identifying Linear Equations and Linear Relationships Between Values in a Table
Writing and Graphing an Equation Describing a Real World Linear Relationship
Materials
Classroom set of graphing calculators
Overhead graphing calculator
Overhead projector
Educational Strategies/Instructional Procedures
Have the students plot some points on a coordinate plane. Given an x value, have the students
estimate the y value.
Have the students look for patterns using an In-Out table.
20
Ex 1. IN
1
0
-1
-2
OUT
2
0
-2
-4
Ex. 2. IN
2
1
0
-2
OUT
3
1
-1
-5
Solution:
1. (y = 2x)
2. (y = 2x - 1)
Ex. 3. IN
4
0
-2
-4
3. (y =
OUT
5
3
2
1
x
+3)
2
Ask: Is the relationship between the In and Out linear?

How can you determine if variables in a table represent points that will all fit on one line?
Have the students graph the following relations and then use several values of their own to
extend the table:
1.) Gallons
Quarts
1
4
2
8
3
12
2.) Cost ($)

Tax ($)
10
.60
30
1.8
50
3.0
3.) Feet
Yards
3
1
6
2
15
5
4.) Hours
Miles
2
80
3
110
4
150
100
6.0
Students will discover which are linear (Answer: 1, 2, 3)

Integration with Core Subject(s)
LA:
SC:
SS:
Understand explicit, factual information

Understand the meaning of words in context
Understand uses of scientific units and instruments
Analyze and interpret data
Distinguish fact from opinion and relevant from irrelevant information
Connection(s)
Enrichment: Students will graph a variety of equations using the graphing calculator and then
identify various characteristics of the line.
1.) y = 6x + 10
2.) y = -6x + 10
4.) y = 5 x + 4
2
5.) y = 4
21
3.) y = 1 x 3
4
Characteristics:
graph is a line
steepness of the line
x and y intercepts
two variables
no variable has an exponent other than 1
Fine Arts:
Home: Students will keep a record of all assignments. The homework record will be signed by
a parent or guardian on a weekly basis.
Remediation: Have students write several tables of their own data, some that are linearly related
and some that are not. Have students exchange data. Ask each student to determine whether the
data in the table they received are linearly related. Have students graph the data to verify them.
Technology:
Assessment
Ask students: How can you determine if values in a table represent points that will fit on one
line (linear relation)? Answer: if the differences between consecutive x values and the
corresponding y values are constant, then the points will fit on one line.
Homework
Assign appropriate problems from your text.
22
Teacher Notes
Answers to problems in text:
1.
Gallons
Quarts
2.
1
4
2
8
3
1
3.
Feet 3
Yards 1
6
2
15
5
Cost
Tax
4.
Hours 2
Miles 80
10
.60
30
1.8
3
110
50
3.0
100
6.0
4
150
Solutions to Enrichment Activity:

1.
2.
Graph is a straight line with positive slope.

3.
Graph is a straight line with negative slope.

4.
Graph is a straight line with positive slope.

(shallow)
5.
Graph is a straight line with negative slope.

(steep).
Graph is a straight line with m = 0.
23

Day: 006
Correlations (SG,CAS,CFS): 8D2

TAP:
ISAT:
Identify, analyze and solve problems using
equations, inequalities, functions, and their
graphs
Unit Focus/Foci
Exploring the Relationships Between Sets of Data and Their Graphs
Writing an Equation in Slope-Intercept Form
Materials
Coordinate plane transparency or graphic organizer or graphing calculator
Graph paper
Overhead projector
Discuss why slope is relevant in real life. Have students describe situations in which it is
necessary to know slope.
Have students work in groups of four to complete the following exploration:
Finding the Quotient of Differences
3
1. Graph the equation y = x .
4
2. Use the TRACE feature to find the coordinates of any points on the line P(x1, y1) and
Q(x2, y2).
3. Find y2 - y1.
4. Find x2 - x1.
24
5. Find the quotient
y 2 y1
.
x 2 x1
6. Compare your groups quotient with that of other groups. Did any group get a different
answer?
7. How is the quotient related to the x-coefficient in the linear equation you graphed?
8. Repeat steps 1-5 for the linear equation y = 3x + 3 . Compare the resulting quotient for this
equation to the x-coefficient in the linear equation you graphed.
9. Predict the quotient that your group will get for the equation y = 7 x +
3
. Repeat steps 1-5 to
2
find the quotient. Was your prediction correct?

10. Describe the relationship between the x-coefficient in the linear equations in this exploration
and the steepness of their graphs.
Explain how to find slope for the graphed line using rise over run. (Example: Graph the
1
equation y = x . Start at (0,0); move 1 unit up on the y-axis and 2 units right on the x-axis.
2
Record the coordinates. Repeat this process two times; also, show that it is the same point if you
start at (0,0) and move right 2 units, then up one unit.
rise y 2 y1
=
What is the slope? The
Emphasize that rise = y2 - y1 and run = x2 - x1; slope =
run x 2 x1
steepness of a line? Would you rather go up hill A or hill B? Why?
A)
B)
How fast is a line rising (or falling) as we move from left to right?
Exploration A
Have students use graphing calculators to complete the following exploration [no, there is no x]
and answer the related questions:
1. Graph the following lines on the same coordinate plane.
y=2
y=3
y=5
25
y=4
2. How are the graphs the same?

3. Find the slope of each line. Are the slopes the same?
4. Predict the slope of the equation y = -4. Graph the equation and find the slope. Was your
prediction correct?
5. Fill in the blank: The slopes of horizontal lines are __________________.
6. Use graph paper to graph the following lines on the same coordinate plane:
x = -4
x = -2
x=1
x=3
7. Repeat steps 2 through 3.
8. Fill in the blank: The slopes of vertical lines are _____________________.
Ask if it is possible to graph the vertical lines on the graphing calculator. Why or why not?
Exploration B
Have students complete the following exploration. (One student from each group will present
results to the whole class and answer individual questions.)
1. Graph the following linear equations on the same coordinate plane.
1
1
1
y = x2
y = x+2
y = x2
3
3
3
2. Complete the following table:
Equation
y 2 y1
x 2 x1
y 2 y1
x 2 x1
3. Find two lines with the same slope. How are the graphs similar? How are they different?
4. Fill in the blank: The graphs of linear equations with equal slopes are ________________.
5. Which two lines intersect at (0, 2)? What parts of their equations are the same?
6. Which two lines intersect at (0, -2)? What parts of their equations are the same?
26
7. Graph y = 5x + 3 and y = x + 3 on the same coordinate plane. Where do they cross the yaxis? How do the crossing points compare with their equations?
8. Write down four linear equations and predict where they will cross the y-axis. Graph each
equation. Were your groups predictions correct?
9. Summarize the relationship between linear equations and where they intersect the y-axis.
Encourage students to choose any two points to complete the table. Students should recognize
what a y-intercept is and how to find it when the equation is in slope-intercept form.
LA:

Connection(s)
Enrichment: In a right triangle ABC, side AB = BC = 6. What is the length of side AC and
what are the remaining angle measures?
Solutions: Side AC = 6 2 , B = 90, A = 45, C = 45
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Teacher observation and in-class assignment
27
Homework
Assign from your text appropriate problems that explore slopes and intercepts.
Teacher Notes
Solutions to problems in the lesson:
3
1. y = x
4
2. See graph
3. y2 y1 = 3
4. x2 x1 = 4
y2 y1 3
=
5.
x2 x1 4
6. See student responses
7. Same
8. 3
9. 7
10. The larger the number the steeper the graph.
If the number is negative, it changes the direction of the graph.
Solutions to Exploration A:
1.
2. The graphs are all horizontal lines.

3. The slope of all four lines is zero.
4. The slope of y = 4 is zero.
5. The slope of a horizontal line is zero.
6.
5
4
3
2
1
-5 4 3 2 1 0 1 2 3 4 5
-1
-2
-3
-4
-5
x=-4 x=-2
x=1 x=3
7. The graphs are all vertical lines.

28
The slope of all four lines is undefined.

8. Undefined
Solutions to Explorations B:
1.
2.
Equation
1
x2
3
1
y = x+2
3
1
y = x2
3
y=
y2 y1
x2 - x1
-1
-1
y2 y1
x2 x1
1
3
1
3
1
3
1
1
y = x + 2 and y = x 2 have the same slope and are parallel to each other.
3
3
4. Parallel
5. None
1
1
6. y = x 2, y = x 2 ; their y-intercepts are the same.
3
3
7.
3.
*They cross the y-axis at 3

*They cross at the common y-intercepts from
both equations.
8. See student work.

9. See student work.
29

Day: 007
Correlations (SG,CAS,CFS): 10A2

TAP:
Analyze and interpret data presented in graphs
ISAT:
Identify, analyze and solve problems using
equations, inequalities, functions and their
graphs
Unit Focus/Foci
Graphing a Scatter Plot and Identifying the Data Correlation
Materials
Overhead projector
Graph paper
Rulers
Have students describe the graph of the equation y = 2x + 4 and answer the following questions:
What is the slope? From looking at a graph, can you tell if the slope is negative or positive?
Guide and assist students through y = -x - 3, and y =
3
x + 2.
4
Solution: See students work.

Demonstrate plotting points using the TI-82 or graph paper. Identify the graphs as positive
correlation, negative correlation, or zero correlation. Identify the outliers.
Example 1:
(-1, 1) (-1, -1) (1, 1) (2, 1) (1, 3) (2, 2) (3, 4) (3, 5) (positive correlation)
30
Example 2:
(-1, 5) (2, 4) (0, 4) (-1, 3) (1, 2) (2, 1) (1, -1) (negative correlation)
Example 3:
(3, 5) (1, 4) (4, 3) (2, 2) (2, 1) (1, 1) (2, -1) (-2, -2) (zero correlation)
Have students compare correlation and slope: How are they alike? How are they different?
Guide students (in groups of 4) through the following activity:
1. Distribute rulers and have students measure their foot length (without shoe) and stretched
handspan.
2. Have students record their data on the chalkboard.
3. Each group should record this data and make a scatter plot of foot length along x-axis and
handspan along y-axis.
4. Identify the correlation for the scatter plot.
5. Identify any outliers.
6. Have groups use a ruler to draw the line that best fits through all the data points.
7. Have groups compare their line with that of other groups.
Discuss line of best-fit and correlation coefficient.
Administer a 5-Minute Quiz:
1. What are some examples of outliers in data from the real world?
2. Explain how you would define a line of best- fit.
LA:

31
Connection(s)
Enrichment: In a right triangle, give the ratios of the following:
A
Sin B =
3
5
Cos B =
Tan B =
C
Solution to Enrichment Activity:

3
4
3
Sin B =
Cos B =
Tan B =
5
5
4
Fine Arts:
Home: Have parents sign homework and record weekly.
Remediation:
Technology: Have students explore the STAT PLOT function on the graphing calculator.
Assessment
Evaluate the 5-Minute Quiz using the Structured Curriculum Scoring Rubric.
Homework
Teacher Notes
y = 2x + 4
32
Slope describes the steepness of a line.

Yes.
y=x3
y=
3
x+2
4
33

Day: 008
Correlations (SG,CAS,CFS): 8B1

TAP:
ISAT:
Use variables, number sentences, and equations Use mathematical skills to estimate,
to represent solutions and solve problems
Unit Focus/Foci
Exploring the Relationship Between Sets of Data and Their Graphs
Solving Problems Using Direct Variation
Materials
Discuss the idea of a constant rate. Have students provide real-life examples of related data that
increases or decreases at a constant rate. Be sure students understand how predictions can be
made if change occurs at a constant rate.
Direct variation
Have students, working in groups of four, list events that are related by direct variation. Select
three groups to read their lists aloud for class discussion.
Make sure students understand that direct variation means that the y-value is equal to the x-value
multiplied by some number called the constant. Tell students that if they know both the x and y
values, they can always find the constant k by substituting the ordered pair (x, y) into the equation
y = kx and solving for k. The y-value is equal to the x-value multiplied by some constant.
Proportion
List some ordered pairs on the chalkboard.
Example: A(1, 6); B(2, 12); C(3, 18); D(4,24); E(5,30); F(7,48)
Have students determine if the ordered pairs satisfy the direct variation y = kx form of a
proportion. Have students pair the ordered pairs A-F: A & B, B & C, C & D, etc., then
x y
rewrite them in the form: y1 = 1 2 .
x2
34
Note that y1 x 2 = x1 y 2 and y1 =
x1 y 2
are equivalent.
x2

LA:

Connection(s)
Enrichment: P + R L = 2
n( n + 1)
P=
2
n 1
R=2
Find L when n = 6
Solution: L = 51
Fine Arts:
Home: Have students keep a record of all assignments to be signed by parents .
Remediation:
Technology:
Assessment
Teacher observation
Homework
Assign from your text appropriate problems using direct variation.
35
Teacher Notes
(1)(12) 12
=
2
2
( 2)(18) 36
B & C: 12 =
=
= 12
3
3
3( 24)
C & D: 18 =
= 24
4
A & B: 6 =
36

Day: 009
Correlations (SG,CAS,CFS): 8B2

TAP:
ISAT:
Use variables, number sentences, and equations Identify, analyze, and solve problems using
graphs
Unit Focus/Foci
Solving Problems by Writing and Solving Linear Equations
Materials
Overhead projector
Chart paper
Graph paper
Review properties of equality and distributive properties.
Properties of Equality
Let a, b, and c represent any real numbers.
1. Addition Property of Equality
If a = b, then a + c = b + c
2. Subtraction Property of Equality
If a = b, then a c = b c
3. Multiplication Property of Equality
37
If a = b, then ac = bc
4. Division Property of Equality
If a = b, then
a b
=
(for c 0 )
c c
Distributive Property
For any real numbers a, b, and c
a(b + c) = ab + ac and (b + c)a = ba + ca
9
Solve for C: F = 5 (C + 32), F = 86, using appropriate properties of equality.
Ask: What are equivalent equations?
Have students determine which steps in the above equation are equivalent equations.
Have the students simplify the following:
1. 2(x + 5)
2. 3(x - 4)
3. 10 + 5(x - 9)
4. -4 + 2(x + 3).
Have students work in groups of 4.

Demonstrate that 3 = 2x+1 is the same as y = 3 and y = 2x +1. Show that the equations must be
entered in the form y = 0 on a graphing calculator.
Assign one of the following equations to each group:
2x + 1 = 5
3x 1 = 8
4x + 2 = y
y = 4x 1
Each group will write four equations equivalent to the given equation. The recorder of each
group will record the results on chart paper and present them to the whole class.
Discuss the different equations to give students additional insight into the meaning of
equivalency. The statement for real numbers: a, b, and c, if a = b and b = c, then a = c
Have students determine if the above alternative to the substitution property applies to the
equivalent equations they wrote.
Find the solution of 3x + 2y = 11 and y = 2x 5 using substitution.
38
Have students work in pairs (one student will solve by graphing, the other by substitution).
Given that
x = 3y 1, have students use substitution to solve 5x = 2y + 21 for y, then find x. Compare
answers for consistency.
LA:

Connection(s)
Enrichment: Create flash cards of the properties discussed in class. Put the property on one side
of the card and your own example on the other side. Use these to study.
Fine Arts:
Home: Have parents sign homework and record weekly.
Remediation: Work with students in small groups on their areas of deficiency.
Technology:
Assessment
Teacher observation
Homework
39
Teacher Notes
Solutions to Educational Strategies Examples:
Solve for C:
9
86 = (c + 32)
5
9
288
86 = c +
5
5
430 = 9c+280
150 = 9c
4
16 = c
9
Equivalent equations are equations with the same solutions:

1) 2(x + 5) = 2x + 10
2) 3(x 4) = 3x 12
3) 10 + 5(x 9) = 10 + 5x 45 = 5x 35
4) 4+2(x + 3) = 4 + 2x + 12 = 2x + 8
Four examples:
1) 2x + 1 = 5
2) 3x 1 = 8
3) 4x = 2
4) y = 4x 1
Possible solutions:
2x = 4
3x = 9
4x = y 2
y+1=4
See student solutions.

Find the solution by using substitution:
3x + 2y = 11 and y =2x 5
3x + 2(2x 5) = 11
3x + 4x 10 = 11
7x 10 = 11
7x = 21
x=3
40

Day: 010
Correlations (SG,CAS,CFS): 6A1

TAP:
ISAT:
Use variables, number sentences, and equations Identify, analyze, and solve problems using
graphs
Unit Focus/Foci
Solving and Graphing Linear Inequalities
Materials
Copies of Solving Equations Quiz
Overhead projector
Administer the Solving Equations Quiz.
Review definitions of inequalities and the inequality symbols. Discuss real-world situations in
which inequalities occur. Have students consider words that suggest inequalities
{less than, greater than, at least, at most, minimum, maximum}.
Have the students complete the following exploration:
1. Write the inequality -3 < 5. Add -7 to each side of the inequality. Is the result true or false?
2. Choose two numbers. Write an inequality with >. Subtract a negative number from both
sides of the inequality. Is the result true or false?
3. Summarize your results of adding or subtracting the same number to both sides of an
inequality.
Summarize addition and subtraction properties of inequalities.
41
Have students complete the following exploration:

1. Repeat the first exploration, but multiply each side of the inequality by -7.
2. Repeat step 2 from the previous exploration, but divide by the negative number instead of
subtracting.
3. Summarize your results.
Summarize multiplication and division properties of inequalities.
Have students write a summary of inequalities and the rules that apply to inequalities.
LA:

Connection(s)
Enrichment: Have the students draw a triangle on graph paper and shade it. Determine the
inequalities that form the triangle.
Fine Arts: Have the students find graphs with shaded regions in newspapers and magazines.
Home: Have parents sign homework record weekly.
Remediation: Have the students look at the graph of linear equations and list four possible
solutions.
Technology: Have the students explore shading with the graphing calculator.
Assessment
Evaluate the students paragraphs using the Structured Curriculum Scoring Rubric.
42
Homework
Teacher Notes
Remind students that and will result in a shaded circle and < and > will have an unshaded
circle.
Solutions to problems in the Educational Strategies:
Part I
1. 3 < 5
-7 + -3 < -7 + 5
-10 < -2 (true)
2. See students work
Possible Solution: If you multiply or divide by a real number on both sides of an inequality, you
will need to change the direction of the inequality sign to maintain an equivalent equation.
Solution to Solving Equations Quiz:
1.
C=
5
( F 32 )
9
9
C = F 32
5
9
C + 32 = F
5
2.
r 2 h
V= v
=h
r 2
7
2
4. y = 12,000 800x
5. 2x = 3x + 1
Intersection x = -1 y = -2
6. x + 3 = 6x 17
3. y = -1x +
43
Solving Equations Quiz

1. Solve for F:
5
C= ( F 32)
9
2. Solve for h:
V= r 2 h
Write the equation of each line:

1
1
3. R ( , 3) and S (3, )
2
2
4. Victor purchased a new car for $12,000. It depreciates in value $800 per year. Write the
general equation to reflect the cars value in any year.
Solve the following equations by graphing:

5. 2x = -3x + 1
6. x + 3 = 6x 17
44

Day: 011
Correlations (SG,CAS,CFS): 6A1,2; 6C2; 8A1,2; 8B1; 8D; 9A

TAP:
Use variables, number sentences, and equations
Analyze and interpret data presented in charts,
graphs, tables, and other displays
ISAT:
Solve word problems requiring computations
with whole numbers, fractions, decimals,
ratios, percents, and proportions
Use mathematical skills to estimate,
Identify, analyze, and solve problems using
graphs
Understand and use methods of data collection
and analysis, including tables, charts, and
comparisons
Unit Focus/Foci
Solving and Graphing Linear Inequalities
Materials
Graphing Calculator Manual
Overhead projector
Define boundary line and linear inequality:
Boundary line: a line for a linear inequality that divides the coordinate plane into two half-planes
Linear inequality: an inequality with a boundary line that can be expressed in the form
f(x) = mx + b.
Explain to the students that the boundary line divides the plane into two half-planes.
45
">" means upper half-plane

"<" means lower half-plane
Graph and explain the following examples:
1. 2 x 5 < x + 10
2. 2 x 4 x 4
Have students graph the following:
1. 3 x 5
2. 3(4 x 5) < 8 x + 3
3x 8 x + 4
3.
5
3
4. 3x 7 y < 21
5
5. x + 8 < 2 y
4
x y
6. 2
3 4
Write the following inequalities on the chalkboard and have students solve each of the
inequalities for y.
1. 2 x + 5 y < 5
2. 5 x y > 12
3. 4 x 5 y > 8
4. 18 x + 3 y < 10
Solutions:
2
1. y < x + 1
5
2. y < 5 x 12
4
8
3. y < x
5
5
10
4. y < 6 x +
3
46
Randomly select four students to present their solutions to the class.

LA:
SC:
SS:
Draw conclusions, inferring meanings from text

Read and interpret maps, charts, graphs and cartoons
Connection(s)
Enrichment: Practice graphing inequalities on the graphing calculator.

Example: y < 2 x + 1
The SHADE command must be used and two equations are required. The command requires the
information SHADE (lower boundary, upper boundary). Since "<" means lower half-plane, a
lower boundary is needed as the second equation. Use the line y = -10.
For the TI82/83 calculator, enter the following: 2nd DRAW 7 (-) 10
ENTER .
(-) 2 X,T,
+1
Fine Arts: Find newspaper or magazine articles that have the language of inequalities in them.
Home: Have parents sign students homework record weekly.
Remediation: Work with students in small groups on their areas of deficiency.
Technology: Continue working with graphing inequalities on graphing calculators.
Assessment
Teacher observation
Homework
Assign from your text appropriate review problems from Unit One.
Teacher Notes
Texas Instruments Guidebook is a good resource for this lesson. 2nd Draw 1 CLEAR Draw
clears the drawing of the inequality graph.
47
Solutions to graphing problems in the lesson:

Graph and explain the following examples.
1. 2x 5 < -x + 10
-1x < 15
x > 15
25
20
15
10
5
-25
-20
-15
-10
-5
-5
10
15
20
25
-10
-15
-20
-25
2. 2x 4x 4
-2x 4
x -2
5
4
3
2
1
-5
-4
-3
-2
-1
-1
-2
-3
-4
-5
48
Have students graph the following: (solutions)

1. 3 x 5
(x -2)
-4
3.
-3
2. 12x 15 < 8x + 3
(x < 4.5)
-2
-1
-5
-4
3x 8 x + 4
5
3
-3
-2
-1
4. 3x 7y < 21
(x 11)
y>
10
12
--2
49
-1
3
x -3
7

Day: 012
Correlations (SG,CAS,CFS): 6A1,2, C2; 8A1,2, B1,8D; 9A

TAP:
ISAT:
graphs
comparisons
Unit Focus/Foci
Reviewing the Relationships Between Sets of Data and Their Graphs
Materials
Review Unit One using a review format from Appendix C.
LA:
SC:
SS:

50
Connection(s)
Enrichment: Write down a list of study strategies that work for you and share them with your
classmates.
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Teacher observation
Homework
Study for the Unit One Assessment.
Teacher Notes
Prepare copies of the Unit One Assessment.
51

Day: 013
Correlations (SG,CAS,CFS): 6A1,2; 6C2; 8A1,2; 8B1; 8D; 9A

TAP:
ISAT:
graphs
comparisons
Unit Focus/Foci
Assessing Unit One
Materials
Copies of the Unit One Assessment
Administer the Unit One Assessment.
LA:
SC:
SS:

52
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Evaluate the Unit One Assessment.
Homework
Relax.
Teacher Notes
Solutions to Unit One Assessment:
1. a.
b. 2 represents the slope

c. 3 represents the y-intercept
d. This change would change the direction of the graph. Instead of going up from left to
right, it would fall down from the left to the right.
2. If the highest power exponent is one or if the numbers indicate a constant rate of change.
3. a. yes
b. y = -4x 3 (see student work)
53
4. a.
b. correlation is positive
c. using coordinates (5, 2) (10, 6)
62 4
= slope
10 5 5
4
y - 2 = ( x 5)
5
4
y2= x4
5
4
y = x2
5
5. a. 15x + 25y 175
x represents shirts
25y -15 + 175
y represents jeans
3
y x +7
5
b.
(0, 7) no shirts, 7 pairs of jeans

(5, 4) 5 shirts, 4 pairs of jeans
(10, 1) 10 shirts, 1 pair of jeans
54
Unit One Assessment

1. Given the equation y = 2x + 3, complete the following:
a.
b.
c.
d.
Sketch the graph of the equation.

What does the value 2 represent?
What does the value 3 represent?
If the value 2 was changed to 2, would this change your graph? How?
2. How can you determine if an equation is linear?
3. Given the In/Out table

In
-2
-1
1
3
Out
5
1
-7
-15
a. Does this represent a linear equation?

b. If yes, which equation does it describe; if no, how do you know?
55
4. The shoe size of the students in all the 11th grade math classes are described in
the following table.
# of students 2
with that
size
5
Shoe size
10
a. Make a scatter plot of the following information.

b. Is the correlation positive, negative, or zero?
c. Determine the equation for the line of best-fit and plot it on the same
graph.
5. Geomwear Clothing Store shirts cost $15 and jeans cost $25 each. If Jackie
has $175 to spend, what combinations of jeans and shirts can Jackie buy?
a. Write an inequality which describes her clothing choices.
b. Sketch the graph showing how many of each clothing item Jackie could
buy.
c. What combinations of clothing can Jackie purchase if she wants to spend
as much of the $175 as possible?
56

Day: 014
Correlations (SG,CAS,CFS): 6A1; 8C1

TAP:
integers, fractions, decimals and percents
Understand number systems
ISAT:
Solve problems requiring computations with
whole numbers, fractions, decimals, ratios,
percents, and proportions
equations
Unit Focus/Foci
Exploring Linear Functions
Assessing Linear Functions
Materials
Unit One Assessment (student copies)
Return the Unit One Assessment and review the solutions with the students.
Have the students write an essay reflecting on their performance in Unit One. Invite the students
to use the following questions as guidelines for writing their essays:
1.
2.
3.
4.
5.
Did I do my best?
What gave me the most difficulty?
Where do I need the most help?
What methods or recourse did I use to improve myself?
What would I do differently next time?
Remind students that an essay has a minimum of three paragraphs: introduction, body, and
conclusion.
57

LA:
SC:
Understand the meaning of key words and phrases in text

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation:
Technology:
Assessment
Homework
Have students select three samples of their work for their portfolios, and write an explanation as
to why each piece was selected.
Teacher Notes
Read student reflections.
58

High School Adv. Algebra

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STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D1; 9A1

Ask: Is the relationship between the In and Out linear?

2.) Cost ($)

Students will discover which are linear (Answer: 1, 2, 3)

Understand explicit, factual information

Solutions to Enrichment Activity:

Graph is a straight line with positive slope.

Graph is a straight line with negative slope.

Graph is a straight line with positive slope.

Graph is a straight line with negative slope.

Graph is a straight line with m = 0.

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8D2

5. Find the quotient

find the quotient. Was your prediction correct?

2. How are the graphs the same?

Understand explicit, factual information

2. The graphs are all horizontal lines.

7. The graphs are all vertical lines.

The slope of all four lines is undefined.

*They cross the y-axis at 3

8. See student work.

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 10A2

Solution: See students work.

Understand explicit, factual information

Solution to Enrichment Activity:

Slope describes the steepness of a line.

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8B1

Note that y1 x 2 = x1 y 2 and y1 =

Integration with Core Subject(s)

Understand explicit, factual information

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 8B2

Have students work in groups of 4.

Understand explicit, factual information

Equivalent equations are equations with the same solutions:

See student solutions.

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 6A1

Have students complete the following exploration:

Understand explicit, factual information

Solving Equations Quiz

Write the equation of each line:

Solve the following equations by graphing:

STRUCTURED CURRICULUM LESSON PLAN

Subject: Advanced Algebra

Grade Level: High School

Correlations (SG,CAS,CFS): 6A1,2; 6C2; 8A1,2; 8B1; 8D; 9A