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Algebra 1 Course Outline Ms. Taylor Horn Tallassee High School

This is a tentative outline and could be modified by the teacher at any time.
All standards in [brackets] are common core ID numbers. All standards in italics are quality core ID numbers.
The * denotes a standard that should be modeled according to the ACCRS.

Grading Period 1:
Create equations in one variable and use them to solve problems.
Weeks 1-3
[A-CED1]*
Creating,
Create equations in two or more variables to represent
Solving,
relationships between quantities. [A-CED2]*
Represent constraints by equations or inequalities and interpret
and
solutions as viable or non-viable in modeling context. [A-CED3]*
Modeling
Rearrange formulas to highlight a quantity of interest [A-CED4]*
Explain each step in solving a simple equation as following from
Equations
the equality of numbers asserted at the previous step. Construct a
and
viable argument to justify a solution method. [A-REI1]
Inequalities Solve linear equations with coefficients represented by variables.
Weeks 4-6
Modeling
Functions
and
Arithmetic
Sequences

[A-REI1]
Identifying Independent and Dependent Variables
Choosing and Interpreting Units; Choose and interpret the scale of
a graphical display [NQ-1]*
Creating equations in two or more variables and graphing them on
a coordinate axes [ACED-2]* (C.1.b, D.2.i, D.2.h)
Construct functions to model a linear relationship [8-F4]* (D.2.g)
Interpret expressions in context. [ASSE-1a]*
Using function notation to interpret domain in context [F-IF2]
Relating the domain of a function to its graph. [F-IF5] (D.2.b)
Graphing functions expressed symbolically. [F-IF7b]
Understanding domain and range. For each input there is exactly
one output. F(x) denotes the output when x denotes the input. [F-
IF1]
Understand that the graph of an equation in two variables is the set
of all its solutions plotted in the coordinate plane, often forming a
curve (which could be a line). [A-REI10] (D.2.h)
Construct linear functions, including arithmetic sequences given: a
graph, a description of a relationship or two input-output pairs. [F-
LE2]
Write arithmetic sequences both recursively and with an explicit
formula, use them to model situations, and translate between the
two forms. [F-BF2] (G.1.d)*
Understand that a function from one set (called the domain) to
another set (called the range) assigns each element of the domain
to exactly one element of the range. [F-IF1]
Recognize that functions are sequences, sometimes defined
recursively, whose domain is a subset of the integers. [F-IF3]*

HMH Algebra 1:
Modules 1-2
Algebra 1 ACOS: 12, 13, 14,
15, 16, 17
Reinforcing Grade 8 ACOS:
9a, 9b
LTF: none
IMP: Solve It

Projects: none

HMH Algebra 1:
Modules 3-5
Algebra 1 ACOS: 4, 5, 6, 7a,
13, 22, 25, 26, 27, 29, 34, 35,
37a, 38
Reinforcing Grade 8 ACOS:
11, 12, 14
LTF: Introduction to Function
Notation, Connecting a Verbal
Description to a Table and
Graph, Using Tables and
Graphs to Determine a Better
Deal, Connecting Tables,
Graphs, and Function
Notation, Discrete and
Continuous Data, Writing
Equations Using Sequences,
Arithmetic Sequences
Projects: Walking the Line
Lab

Weeks 7-9
Graphing
and
Analyzing
Linear
Functions

Sketch a graph that exhibits the numerical features of a function

verbally described. [8-F5] (C.1.b, D.1.d)
Define appropriate quantities for descriptive modeling. [N-Q2]*
Choose and interpret units in formulas. Choose and interpret the
scale and origin of graphs and data displays. [N-Q1]*
Calculate and interpret Average Rate of Change (AROC) of a
functionpresented symbolically or as a tableover specified
interval. Estimate from graph. [F-IF6] (D.2.c)*
Interpret data from coordinate pairs to describe slope of a function
that models a relationship between two quantities. [F-IF4]*
Describe a functional relationship in numbers and symbols by
analyzing a graph. [8-F5]
Interpret key features of graphs and tables in terms of quantities.
(Intercepts, Intervals, Increasing, Decreasing, Positive, Negative,
Relative Maximum/Minimum, and Symmetries)[F-IF4]*
Writing an equation of a graph as y=f(x) (linear) [F-IF1] (D.1.e)
Interpret y=mx+b as defining a linear equation. [8-F3]
Graph functions by hand and using technology expressed
symbolically & show key features. [F-IF7a] (D.1.e, D.1.f)*
Identify the effect on graph of f(x) by replacing with f(x)+k and
f(x+k). Find values of k. [F-BF3]
Use structure of expression to show ways to rewrite it (linear) [A-
SSE2]
Compare functions with different representations. [8-F2]
Using function notation, evaluate domain & interpret function
statements in context. [F-IF2]

HMH Algebra 1:
Modules 5-7
Algebra 1 ACOS: 4, 5, 8, 25,
26, 28, 30, 31a, 31b, 36
Reinforcing Grade 8 ACOS:
12, 13, 14, 15
LTF: Walk the Line, Average
Rate of Change (MG),
Calculating Average Rate of
Change, Slope Investigation,
Write the equation of the Line
Review, Translations of Linear
Functions, Piecewise
functions, Reading the Graph,
Characteristics of Functions
(Alg 1), Interpreting Rate
Graphs
Projects: none

Grading Period 2:
Weeks 1-3 Construct and interpret scatter plots for bivariate measurement data
to investigate patterns of association between two quantities.
Descriptive
Describe patterns such as clustering, outliers, positive/negative
association, and linear/nonlinear association. [8-SP1]*
Statistics
Know that straight lines are widely used to model relationships
and
between quantitative variables. [8-SP2]*
Conditional Use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope & intercept. [8-
Probability

SP3]*
Represent data on two quantitative variables on a scatter plot and
describe how the variables are related. [S-ID6]*
Fit a function to the data; use functions fitted to data to solve
problems in context. [S-ID6a]*
Informally assess the fit of a function by plotting and analyzing
residuals. [S-ID6b]*
Fit a linear function for a scatter plot that suggests a linear
association. [S-ID6c]*
Interpret the rate of change and the constant term of a linear model in
the context of the data. [S-ID7] (D.2.f, D.2.g)*
Interpret the differences in shape, center, and spread in the context of
the data sets, accounting for possible effects of extreme data points
(outliers) [S-ID3] (G.1.a, G.1.b, G.1.h)*
Represent data with plots on the real number line (histograms, box
plots, dot plots) [S-ID1] (G.1.b, G.1.h)*
Use statistics appropriate to the shape of the data distribution to
compare center and spread of two or more different data sets. [S-ID2]
Summarize categorical data for two categories in a two-way
frequency table. Interpret relative frequencies in the context of the
data (including joint, marginal, and conditional relative frequencies).
Recognize possible associations and trends in data [8-SP4][S-ID5]*
Describe events as subsets of a sample space using characteristics of
the outcomes or as unions, intersections, or complements of other
events. [S-CP1]*
Understand that two events A and B are independent if the
probability of A and B occurring together is the product of the product
of their probabilities, and use the characterization to determine if
they are independent. [S-CP2] *

HMH Algebra 1:
Modules 8-10
Algebra 1 ACOS: 41, 42, 43,
45, 46, 47
Reinforcing Grade 8 ACOS:
25, 26, 27, 28
LTF: Fitting a Line to Data,
Measures of Central
Tendencies (MG), Bar and
Histograms (MG), Using
Dotplots(Line Plots) to
Determine Mean, Median,
Mode, and Range, Box-and-
Whisker Plots (MG), Movie
Probability
Projects: Data Collection &
Analysis Project

Weeks 4-6
Systems of
Linear
Equations &
Inequalities

Weeks 7-9
Exponential
Relationships

Explain each step in solving a simple equation from the equality of

numbers, assuming there is a solution to each equation. Construct a
viable argument. [A-REI1]
Rearrange formulas to highlight a quantity of interest, using the
same reasoning as in solving equations. [A-CED4] (D.1.c)
Construct a linear function to model a relationship between 2
quantities. [8-F4] (C.1.b, D.1.e)
Solve systems of linear equations exactly and approximately
(graphs), focusing on pairs of linear equations in two variables. [A-
REI6] (D.1.g)
Interpret the slopes and intercept of a linear model in context. [S-
ID7] (D.2.f, D.2.g)
Prove that, given a system of two equations in two variables,
replacing one equation by the sum of that equation and a multiple of
the other produces a system with the same solutions. [A-REI5]
(D.1.g)
Understand a system in two variables corresponds to the
intersection of those two functions [8-EE8a]
Solve real world and mathematical systems in two variables. [8-
EE8c]
Explain why the x-coordinates where y=f(x) and y=g(x) intersect is
the solution to f(x)=g(x). Use technology to prove.(Absolute Value)
[A-REI11]*
Create inequalities in one variable, & use to solve problems. [A-CED
1}
Represent constraints by systems of inequalities and interpret
solutions as viable or non-viable in modeling contexts. [A-CED3]
Graph solutions set to a system of linear inequalities in two
variables as the intersection of their corresponding half-planes. [A-
REI12]
Create exponential equations in one variable. [A-CED1] (C.1.b)
Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate
axes with labels and scales (exponential). [A-CED2]
Graph exponential functions, showing intercepts and end behavior
[F-IF7e]
Choose and interpret the scale and the origin in graphs and data
displays (exponential). [N-Q1]*
Use function notation, evaluate functions for their inputs in their
domains, and interpret statements that use function notation in
terms of a context. [F-IF2]
Determine an explicit expression, a recursive process, or steps for
calculation from a context. [F-BF 1a] (G.1.d)
Interpret complicated expressions by viewing one or more of their
parts as a single entity. [A-SSE1b] (C.1.b)
Use properties of exponents to interpret expressions for
exponential functions. [F-IF8b]
Use structure and identify ways to rewrite it (exponential). [A-SSE2]
For a function that models a relationship between 2 quantities,
interpret key features of graphs and tables of the quantities, and
sketch graphs showing key features given a verbal description of
the relationship.

HMH Algebra 1:
Modules 11-13
Algebra 1 ACOS: 14, 15, 16,
19, 20, 22, 23, 24, 46
Reinforcing Grade 8 ACOS:
10, 10b, 14
LTF: Literal equations
Reviewing and
Foreshadowing, Linear
Functions (MG), Painting the
House, Solving systems of
Linear Equations,
Maximizing Profit
Projects: none
IMP: Cookies

HMH Algebra 1:
Modules 14-16
Algebra 1 ACOS: 4, 6, 7a, 7b,
8, 12, 13, 23, 25, 26, 27, 28,
29, 32b, 34b, 35, 36, 37, 38,
39, 40
Reinforcing Grade 8 ACOS:
3
LTF: Exponential Function
Exploration, Exponential
Growth
Additional Resources: How
do you start and how do you
change?, Cool It!, Lets Make
a Deal
IMP: All About Alice
Projects: All About Alice
Portfolio; Exponential
Growth Brochure

[F-IF4]
The graph of f is the graph of the equations y=f(x) (exponential). [F-
IF1]
Choose a level of accuracy, appropriate to limitations on
measurement when reporting quantities. [N-Q3]*
Understand that the graph of an equation in two variables is the set
of all its solutions plotted in the coordinate plane, often forming a
curve (exponential). [A-REI10]*
Combine standard function types using arithmetic operations. [F-
BF1b]
Calculate and interpret average rate of change of a function over a
specified interval. Estimate the rate of change from the graph
(exponential). [F-IF6]
Identify the effect on the graph by replacing f(x) by f(x)+k
(exponential) [F-BF3]
Interpret the parameters in a linear or exponential function in
terms of a context. [F-LE5] (C.1.b, G.1.d)
Distinguish between situations that can be modeled with linear
functions and with exponential functions. [F-LE1] (G.1.d)
Prove that linear functions grow by equal differences over equal
intervals, and that exponential functions grow by equal factors over
equal intervals. [F-LE1a]
Recognize situations in which one quantity changes at a constant
rate per unit interval relative to another. [F-LE1b]*
Recognize situations in which a quantity grows or decays by a
constant percent rate per unit interval relative to another. [F-LE1c]
Explain why the x-coordinates of the points where the graphs of the
equations y=f(x) and y=g(x) intersect are the solutions to the
equations f(x)=g(x) (exponential). [A-REI11]
Observe, using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly. [F-
LE3]
Relate the domain of the function to its graph and to the
quantitative relationship it describes. [F-IF5]
Construct exponential functions, including geometric sequences
given: a graph, a description of a relationship or two input-output
pairs. [F-LE2]
Write geometric sequences both recursively and with an explicit
formula, use them to model situations, and translate between the
two forms. [F-BF2] (G.1.d)*

Grading Period 3:
Understand that polynomials form a system of analogous to the
Weeks 1-2
integers; namely, they are closed under the operations of addition,
Polynomials
subtraction, and multiplication; add, subtract, and multiply
polynomials. [A-APR1] (C.1.a, C.1.b, C.1.c, C.1.d, C.1.e, C.1.f)

Weeks 3-9
Quadratic
Functions

Interpret expressions that represent a quantity in terms of context.

Interpret parts of an expression such as terms, factors, and
coefficients. Interpret complicated expressions by viewing one or
more of their parts as a single entity. (Quadratic) [A-SSE1a, A-
SSE1b]
Use the structure of an expression & identify ways to rewrite it.
[ASSE-2]
Factor a quadratic expression to reveal the zeros of the function it
defines. [A-SSE3a]
Solve quadratic equations in one variable using completing the
square, inspection, taking square roots, and the quadratic formula.
[A-REI4, A-REI4b]
Use completing the square to show zeros, extreme values, and
symmetry. Interpret these in context. [F-IF8a] [A-SSE3b]
Understand that the graph of an equation in two variables is the set
of all its plotted solutions in the coordinate plane. [A-REI10]
Interpret the key features of graphs and tables in terms of the
quantities. Sketch graphs showing key features with a verbal
description of the relationship. Including intercepts, intervals of
increasing/decreasing/positive/negative, maximums, minimums,
symmetries.* [F-IF4]
Graph quadratic functions and show intercepts, maxima, minima.
[F-IF7a]
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x),
f(kx), and f(x + k) for specific values of k (both positive and
negative); find the value of k given the graphs. [F-BF3]
Determine a quadratic equation when given its graph or roots.
[Alabama Standard] (E.2.b)
Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate
axes with labels and scales (Quadratic) [A-CED2] (E.2.a)
Calculate and interpret the average rate of change of a function over
a specified interval. Estimate the rate of change from the graph.
(Quadratic) [F-IF6]
Graph functions expressed symbolically and show key features
ofthe graph, by hand in simple cases and using technology for more
complicated cases; show maxima, minima, intercepts. [F-IF7a]
(E.2.a, E.2.b)
Solve a simple system consisting of a linear equations and a
quadratic equation in two variables algebraically and graphically.
[A-REI7]

HMH Algebra 1:
Modeules 17-18
Algebra 1 ACOS: 1, 7a, 10
Reinforcing Grade 8 ACOS:
none
LTF: none
Projects: none
HMH Algebra 1:
Modules 19-23
Algebra 1 ACOS: 5, 7, 8, 9a,
9b, 9c, 13, 18a, 18b, 22, 25,
28, 30, 31a, 32, 32a, 36,
Reinforcing Grade 8 ACOS:
none
LTF: Investigation- Graphing
Quadratic Functions,
Graphing Quadratics
Functions (Example 1),
Quadratic Optimization,
Another Way to Look at
Factoring, Graphing
Quadratic Functions
(Example 2 and problems
1,2)
Projects: none

Grading Period 4:
Weeks 1-4 Give examples of functions that are not linear. [8-F3]
Understand that the graph of an equation in two variables is the set
Families of
of all its solutions plotted in the coordinate plane, often forming a
Functions
curve (which could be a line). [A-REI10]

For a function that models a relationship between two quantities,

and Inverse
interpret key features of graphs and tables in terms of the quantities,
Functions
and sketch graphs showing key features. [F-IF4]*

Weeks 5-8
Rational
and Radical
Equations

Week 9
Finals

HMH Algebra 1:
Module 24
Algebra 1 ACOS: 13, 21, 22,
28, 29, 30, 31a, 31b, 33, 36,
39
Reinforcing Grade 8 ACOS:
13
Relate the domain of a function to its graph and, where applicable to LTF: Characteristics of
Functions (Alg II),
the quantitative relationship it describes. [F-IF5]*
Graph functions expressed symbolically and show key features of the Transformations of Functions
Explorations (Alg II), Analysis
graph, by hand in simple cases and using technology for more
of Functions, Even/Odd
complicated cases. Graph absolute value functions. [F-IF7a, F-IF7b]*
Functions, Adaptation of
Include recognizing even and odd functions from their graphs and
algebraic expressions for them (linear, quadratic, and absolute value) Algebra I 2007 EOC Free
Response, Adaptation of 1997
[F-BF3]
AB-2(Optional)
Observe, using graphs and tables that a quantity increasing
Projects: Detecting Linear
exponentially eventually exceeds a quantity increasing linearly,
Motion CBR Lab
quadratically, or (more generally) as a polynomial function. [F-LE3]

Identify the effect on the graph by replacing f(x) with f(x)+k, f(x+k),
kf(x), and f(kx) for specific values of k; find the value of k given the
graphs. Experiment with technology to explain the effects on the
graph. [F-BF3]
Compare properties of two functions each expressed in a different
way (algebraically, graphically, numerically in tables, or by verbal
description). [F-IF9]
Graph piecewise-defined functions. [F-IF7b]
Create equations in two or more variables to represent relationships
between quantities. [A-CED2]
Calculate and interpret the average rate of change of a function over
a specified interval. Estimate the rate of change from the graph. [F-
IF6]
Rewrite expressions involving radicals and rational exponents using HMH Algebra 1:
none
the properties of exponents. [N-RN2] (F.1.a)
Algebra 1 ACOS: 1, 2, 12, 16,
Explain how the definition of the meaning of rational exponents
17
follows from extending the properties of integer exponents to those
Reinforcing Grade 8 ACOS:
values, allowing for a notation for radicals in terms of rational
none
exponents. [N-RN1]
LTF: none
Explain each step in solving an equation as following from the
Projects: none
equality of numbers asserted in the previous statement. Construct a
viable argument. [A-REI1]
Solve equations in one variable. [A-REI3]
Understand that rational expressions form a system of analogous to
the rational numbers, closed under addition, subtraction,
multiplication, and division by nonzero rational expressions; add,
subtract, multiply, and divide rational expressions. [A-APR7]
Use the structure of an expression to identify ways to rewrite it. [A-
SSE2] (F.1.c, F.1.g)
Review for and complete final exams.