Download NJDOE MODEL CURRICULUM PROJECT CONTENT AREA

NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: Mathematics
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Course:
Algebra I
UNIT #: 2
UNIT NAME: Linear Relationships
STUDENT LEARNING OBJECTIVES
Solve systems of linear equations in two variables graphically and algebraically.
Include solutions that have been found by replacing one equation by the sum of that equation
and a multiple of the other.
Find approximate solutions of linear equations by making a table of values, using
technology to graph and successive approximations.
Graph equations, inequalities, and systems of inequalities in two variables and explain
that the solution to an equation is all points along the curve, the solution to a system of
linear functions is the point of intersection, and the solution to a system of inequalities is
the intersection of the corresponding half-planes. ★
Explain and interpret the definition of functions including domain and range and how
they are related; correctly use function notation in a context and evaluate functions for
inputs and their corresponding outputs.
Write a function for a geometric sequence defined recursively, whose domain is a subset
of the integers.
Graph functions by hand (in simple cases) and with technology (in complex cases) to
describe linear relationships between two quantities and identify, describe, and compare
domain and other key features in one or multiple representations. ★
Compare properties of two functions each represented in a different way (algebraically,
graphically, numerically in tables, or by verbal descriptions).
Major Supporting Additional (identified by PARCC Model Content Frameworks)
Bold Type indicates grade level fluency requirements. (Identified by PARCC Model Content Frameworks).
Revised 6/27/2017 7:57:00 AM
CORRESPONDING
CCSS
A.REI.5, A.REI.6
A.REI.11
A.REI.10, A.REI.11,
A.REI.12
F.IF.1, F.IF.2
F.IF.3
F.IF.5,F.IF.7, F.IF.9,
A.REI.11
F.IF.9
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: Mathematics
Course:
Algebra I
UNIT #: 2
UNIT NAME: Linear Relationships
Selected Opportunities for Connections to Mathematical Practices
1. Make sense of problems and persevere in solving them. *
2. Reason abstractly and quantitatively.
SLO 4 Determine the relationship between domain and range of a function and explain the connection to the inputs and outputs.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. *
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
SLO 5 Describing the regularity in the way terms cancel can lead to a general formula for a geometric sequence.
*MP.1 and MP.4 are overarching practices relevant to Algebra 1. (PARCC Model Content Frameworks)
All of the content presented in this course has connections to the standards for mathematical practices.
Bold type identifies possible starting points for connections to the SLOs in this unit.
Code #
A.REI.5
A.REI.6
A.REI.10
A.REI.11
Common Core State Standards
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.
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two
variables.
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).
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
of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of
Revised 6/27/2017 7:57:00 AM
NJDOE MODEL CURRICULUM PROJECT
CONTENT AREA: Mathematics
Course:
Algebra I
UNIT #: 2
UNIT NAME: Linear Relationships
values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value,
exponential, and logarithmic functions.★
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict
A.REI.12
inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the
corresponding half-planes.
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the
F.IF.1
domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f
corresponding to the input x. The graph of f is the graph of the equation y = f(x).
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in
F.IF.2
terms of a context.
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For
F.IF.3
example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if
F.IF.5
the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would
be an appropriate domain for the function.★
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for
F.IF.7
more complicated cases.★
a. Graph linear functions.
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or
F.IF.9
by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say
which has the larger maximum.
Major Supporting Additional (identified by PARCC Model Content Frameworks)
Bold Type indicates grade level fluency requirements. (Identified by PARCC Model Content Frameworks).
Revised 6/27/2017 7:57:00 AM