Download Relate the domain of a function to its graph and, where applicable

Curriculum and Instruction – Office of Mathematics
4th Quarter
Algebra I
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District
is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standardsaligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a
grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN
State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.
Focus
•
•
•
•
The Standards call for a greater focus in
mathematics. Rather than racing to cover topics
in a mile-wide, inch-deep curriculum, the
Standards require us to significantly narrow and
deepen the way time and energy is spent in the
math classroom. We focus deeply on the major
work of each grade so that students can gain
strong foundations: solid conceptual
understanding, a high degree of procedural skill
and fluency, and the ability to apply the math
they know to solve problems inside and outside
the math classroom.
For algebra 1, the major clusters, algebra and
functions, account for 73% of time spent on
instruction.
Supporting Content - information that
supports the understanding and implementation
of the major work of the grade.
Additional Content - content that does not
explicitly connect to the major work of the grade
yet it is required for proficiency.
Major Content
Supporting Content
Coherence
Rigor
Thinking across grades:
•
The Standards are designed around coherent
progressions from grade to grade. Learning is
carefully connected across grades so that
students can build new understanding onto
foundations built in previous years. Each
standard is not a new event, but an extension of
previous learning.
Conceptual understanding:
•
The Standards call for conceptual understanding
of key concepts, such as place value and ratios.
Students must be able to access concepts from a
number of perspectives so that they are able to
see math as more than a set of mnemonics or
discrete procedures.
•
Procedural skill and fluency:
•
The Standards call for speed and accuracy in
calculation. While the high school standards for
math do not list high school fluencies, there are
suggested fluency standards for algebra 1,
geometry and algebra 2.
Linking to major topics:
•
Instead of allowing additional or supporting
topics to detract from course, these concepts
serve the course focus. For example, instead of
data displays as an end in themselves, they are
an opportunity to do grade-level word
problems.
Additional Content
TN Algebra I Standards
Application:
•
The Standards call for students to use math
flexibly for applications in problem-solving
contexts. In content areas outside of math,
particularly science, students are given the
opportunity to use math to make meaning of and
access content.
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Curriculum and Instruction – Office of Mathematics
4th Quarter
Algebra I
While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students
reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of
learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.
These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice
tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints
(http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in
each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be
assessed on Part I of TNReady and which will be assessed on Part II.
Our collective goal is to ensure our students graduate ready for
college and career. The Standards for Mathematical Practice
describe varieties of expertise that mathematics educators at all
levels should seek to develop in their students. These practices rest
on important “processes and proficiencies” with longstanding
importance in mathematics education. The first of these are the
NCTM process standards of problem solving, reasoning and proof,
communication, representation and connections
Problem
Solving
Connection
Representation
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Reasoning and
Proof
Communication
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Curriculum and Instruction – Office of Mathematics
4th Quarter
Look for and
express
regularity in
repeated
reasoning
Look for and
make use of
structure
Make sense of
problems and
persevere in
solving them
Algebra I
Reason
abstractly and
quatitatively
Mathematical
Practices
Attend to
precision
Construct
viable
arguments
and critique
the reasoning
of others
Model with
mathematics
Use
appropriate
tools
strategically
The second are the strands of mathematical proficiency specified
in the National Research Council’s report Adding It Up: adaptive
reasoning, strategic competence, conceptual understanding
(comprehension of mathematical concepts, operations and
relations) procedural fluency (skill in carrying out procedures
flexibly, accurately, efficiently and appropriately), and productive
disposition (habitual inclination to see mathematics and sensible,
useful and worthwhile, coupled with a belief in diligence and one’s
own efficacy). Throughout the year, students should continue to
develop proficiency with the eight Standards for Mathematical
Practice.
How to Use the Mathematics Curriculum Maps
This curriculum map is designed to help teachers make effective
decisions about what mathematical content to teach so that
ultimately our students can reach Destination 2025. To reach our
collective student achievement goals, we know that teachers must
change their instructional practice in alignment with the three
College and Career Ready shifts, as described above, in instruction
for Mathematics.
Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to
reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage
resources around the standards and teaching practices that teachers should consistently access:
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
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Curriculum and Instruction – Office of Mathematics
4th Quarter
Algebra I
The TNCore Mathematics Standards
The Tennessee Mathematics Standards:
https://www.tn.gov/education/article/mathematicsstandards
Teachers can access the Tennessee State standards, which
are featured throughout this curriculum map and
represent college and career ready learning at each
respective grade level.
Mathematical Shifts
Focus
The standards are focused on fewer topics so students can
http://achievethecore.org/shifts-mathematics
learn more
Coherence
http://achievethecore.org/shifts-mathematics
Topics within a grade are connected to support focus, and
learning is built on understandings from previous grades
Rigor
http://achievethecore.org/shifts-mathematics
The standards set expectations for a balanced approach to
pursuing conceptual understanding, procedural fluency,
and application and modeling
Curriculum Maps:







Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to an essential understanding in
the second column.
Consult your Pearson/Prentice Hall or Glencoe Algebra 1 Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the standards' explanations provided in the second column. Best practices tell us that making
objectives measureable increases student mastery.
Carefully review the web-based resources provided in the 'Content and Tasks' column and use them as you introduce or assess a particular
standard or set of standards. The additional resources provided are supplementary and should be used as needed for content support and
differentiation.
Review the Literacy Connections found in the right column. Make plans to address the content vocabulary, utilizing the suggested literacy
strategies, in your instruction.
Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard.
Using your Pearson/Prentice Hall or Glencoe TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan
template. Remember to include differentiated activities for small-group instruction and math stations.

Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
4 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
Content & Tasks
Literacy Connections
Descriptive Statistics
( Allow 3 weeks for instruction, review, and assessments)
S-ID Interpreting Categorical and Quantitative
Data
Summarize, represent, and interpret data on a
single count or measurement variable.
S-ID.1
Represent data with plots on the real number line
(dot plots, histograms, and box plots)
S-ID Interpreting Categorical and Quantitative
Data
Summarize, represent, and interpret data on
two categorical and quantitative variables.
S-ID.5
Summarize categorical data for two categories in
two-way frequency tables. Interpret relative
frequencies in the context of the data (including
joint, marginal, and conditional relative frequencies).
Recognize possible associations and trends in the
data.
S-IDInterpreting Categorical and Quantitative
Data
Summarize, represent, and interpret data on a
single count or measurement variable.
S-ID.2
Statisticians summarize, represent, and
interpret categorical and quantitative data in
multiple ways since one method can reveal or
create a different impression than another.
There are many ways to organize and visually
display data. Sometimes it is helpful to organize
numerical data into intervals.
Students will:

Make and interpret frequency tables and
histograms.
Essential Question
How can I communicate the properties of a data set
to illuminate its important features?
You can use different measures to interpret and
compare sets of data.
Students will:

Find the mean, median, mode, and range.
Pearson
12-2: Frequency and Histograms
Glencoe
0-3 Representing Data
MICA Items:
S-ID.1 Question # 66 ID # 43350
S-ID.1 Question #67 ID # 44274
S-ID.5 Question #69 ID# 37180
S-ID.5 Question #70 ID# 44088
Pearson
12-3: Measures of Central Tendency and
Dispersion
Pearson Videos
Finding mean, median, and mode(s)
Finding range and using it to compare the
spread of two sets of data
Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of
two or more different data sets.
12-3: Concept Byte – Standard Deviation
Glencoe
12-2 Analyzing Survey Results
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Writing in Math
1. Compare & Contrast – What is the
difference between a symmetric histogram
and a skewed histogram?
2. How can you use a frequency table of a
data set to construct a cumulative frequency
table?
3. Compare & Contrast – Describe the
differences and similarities between joint,
marginal, and conditional relative frequencies.
Vocabulary
Frequency, frequency table, histogram,
cumulative frequency table
Writing in Math
1. How do mean, median, and mode describe
the central tendency of a data set? Why are
three different measures needed?
2. How is the range of a data set affected by
an outlier?
3. How does subtracting the same amount
from each value in a data set affect the mean,
median, mode, and range? Explain.
4. How does dividing each value in a data set
by the same nonzero amount affect the mean,
median, mode, and range? Explain.
Shelby County Schools2015/2016
Revised 3/9/16
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Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
Content & Tasks
Khan Academy Videos
Descriptive Statistics
S-IDInterpreting Categorical and Quantitative
Data
Summarize, represent, and interpret data on a
single count or measurement variable.
S-ID.1
Represent data with plots on the real number line
(dot plots, histograms, and box plots)
calculation from a context.
Separating data into subsets is a useful way to
summarize and compare data sets.
Students will:

Make and interpret box-and-whisker plots;

Find quartiles and percentiles.
Pearson
12-4: Box-and-Whisker Plots
Glencoe
0-13 Representing Data
MICA Items:
S-ID.1 Question # 66 ID # 43350
S-ID.1 Question #67 ID # 44274
Literacy Connections
Vocabulary
Measure of central tendency, outlier, mean,
median, mode, measure of dispersion, range
of a set of data
Writing in Math
1. Describe two methods you can use to write
an equation of a line given its graph.
2. Must the third quartile of a data set be less
than the maximum value? Explain.
3. Can you find the mean, median, and mode
of a data set by looking at a box-and-whisker
plot? Explain.
Vocabulary
Quartile, interquartile range, interpret boxand-whisker plot, percentile, percentile rank
Khan Academy Videos
Descriptive Statistics
S-IDInterpreting Categorical and Quantitative
Data
Summarize, represent, and interpret data on
two categorical and quantitative variables.
S-ID.6
Represent data on two quantitative variables on a
scatter plot, and describe how the variables are
related.
S-ID.6a
You can determine whether two sets of numerical
data are related by graphing them as ordered pairs.
If the two sets of data are related, you may be able
to use a line to estimate or predict values.
Students will:

Write an equation of a trend line and of a line
of best fit;

Use a trend line and a line of best fit to make
predictions.
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
Major Content
Supporting Content
5-7: Scatter Plots and Trend Lines
5-7: Concept Byte – Collecting Linear Data
9-7: Linear, Quadratic, and Exponential
Models
MICA Items:
S-ID.6 Question # 71 ID # 44081
Making a scatter plot
Using scatter plots and trend lines to
Additional Content
TN Algebra I Standards
Writing in Math
1. Compare & Contrast – How are a trend line
and the line of best fit for a set of data pairs
similar? How are they different?
2. Describe three real-world situations: one
with a positive correlation, one with a negative
correlation, and one with no correlation.
3. Give and describe two data sets that are
correlated but do not have a causal
relationship. Justify your reasoning.
4. Explain how to decide whether a linear,
exponential, or quadratic function is the most
Shelby County Schools2015/2016
Revised 3/9/16
6 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
exponential models.
Content & Tasks
make predictions
Writing an equation for a trend line
Writing an equation for a line of best fit
S-ID.6b
Informally assess the fit of a function by plotting and
analyzing residuals.
Scatterplots/Linear regression and
Correlation
S-ID.6c
Fit a linear function for a scatterplot that suggests a
linear association.
Literacy Connections
appropriate model for a set of data.
Vocabulary
Scatter plot, positive correlation, negative
correlation, no correlation, trend line,
interpolation, extrapolation, line of best fit,
correlation coefficient, causation
Modeling data using a linear, quadratic,
or exponential model - Example 1
Modeling data using a linear, quadratic,
or exponential model - Example 2
Khan Academy Videos
Scatter plots ; Linear Regression &
Correlation
Data Analysis & Probability
( Allow 3 weeks for instruction, review, and assessments)
S-IC Making Inferences and Justifying
Conclusions
Make inferences and justify conclusions from a
sample.
S-IC.3
Recognize the purposes of and differences among
sample surveys, experiments, and observational
studies; explain how randomization relates to each.
When collecting data to solve a problem, you need
to make sure that your methods are fair and that
you accurately represent the results.
In preparation for Algebra II please select
the following lessons:
Students will:

Classify data and analyze samples and
surveys
Pearson Algebra I
12-5: Samples and Surveys
Glencoe Algebra I
12-1 Designing a Survey
Writing in Math
Compare & Contrast – What is the difference
between univariate data and bivariate data?
Give an example of each type of data.
Vocabulary
Quantitative, qualitative, univariate, bivariate,
population, sample, bias
MICA Items:
S-ID.3 Question # 68 ID # 43062
S-CP Conditional Probability and the Rules of
Probability
Understand and apply basic concepts of
probability.
Major Content
You can use counting methods to find the number
of possible ways to choose objects with and without
regard to order.
Supporting Content
Pearson Algebra I
12-6: Permutations and Combinations
Using the counting principle
Additional Content
TN Algebra I Standards
Writing in Math
1. Compare & Contrast – How are
permutations and combinations similar? How
Shelby County Schools2015/2016
Revised 3/9/16
7 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
S-CP.2
Use permutations and combinations to
compute probabilities of compound events and
solve problems.
Students will:

Find permutations and combinations.
Content & Tasks
Counting using permutations
Using permutation notation
Using combination notation
Using combinations in probability
Glencoe Algebra I
12-4 Permutations and Combinations
Literacy Connections
are the different?
2. Explain why nCn is equal to 1.
Vocabulary
Multiplication Counting Principle, permutation,
n factorial, combination
Khan Academy Videos
Permutations and Combinations
EngageNY Precalculus and Advanced Topics
Module 5, Topic A, Probability
Lesson 1: The General Multiplication Rule
Lesson 2: Counting Rules—The Fundamental
Counting Principle and Permutations
Lesson 3: Counting Rules—Combinations
Lesson 4: Using Permutations and Combinations
to Compute Probabilities
S-CP Conditional Probability and the Rules of
Probability
Understand independence and conditional
probability and use them to interpret data.
S-CP.1
Describe events as subsets of a sample space (the
set of outcomes) using characteristics (or
categories) of the outcomes, or as unions,
intersections, or complements of other events (“or”,
“and”, “not”).
Major Content
Probability provides a process to determine the
likelihood of events and determine whether the
occurrence of one event makes some other
result more or less likely.
The probability of an event, or P (event), tells you
how likely it is that the event will occur. You can find
probabilities by reasoning mathematically or by
using data collected from an experiment.
Pearson
12-7: Theoretical and Experimental
Probability
Finding experimental probability
Finding theoretical probability
Glencoe
12-7 Probability Simulations
Students will:

Find theoretical and experimental
probabilities.
Supporting Content
Additional Content
TN Algebra I Standards
See Engageny Lessons for Exit
Tickets/Discussion Questions.
Writing in Math
Compare & Contrast – What is the difference
between theoretical probability and
experimental probability? Give an example of
each type of data.
Vocabulary
Outcome, sample space, event, probability,
theoretical probability, complement of an
event, odds, experimental probability
Shelby County Schools2015/2016
Revised 3/9/16
8 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
S-CP Conditional Probability and the Rules of
Probability
Use the rules of probability to compute
probabilities of compound events in a uniform
probability model.
S-CP.7
Apply the Addition Rule, P(A or B) = P(A) + P(B) –
P(A and B), and interpret the answer in terms of the
model.
You can write the probability of a compound event
as an expression involving probabilities of simpler
events. This may make the compound probability
easier to find..
Students will:

Find probabilities of mutually exclusive and
overlapping events;

Find probabilities of independent and
dependent events.
Content & Tasks
Pearson
12-8: Probability of Compound Events
Finding the probability of dependent
events
Finding the probability of independent
events
12-8: Concept Byte- Conditional Probability
Glencoe
12-5 Probability of Compound Events
S-CP Conditional Probability and the Rules of
Probability
Understand independence and conditional
probability and use them to interpret data.
S-CP.2 Understand that two events A and B are
Literacy Connections
Writing in Math
1. Are an event and its complement mutually
exclusive or overlapping? Use an example to
explain.
2. Use your own words to explain the
difference between independent and
dependent events. Give an example of each.
Vocabulary
Compound event, mutually exclusive event,
overlapping events, independent events,
dependent events
independent if the probability of A and B occurring
together is the product of their probabilities, and use
this characterization to determine if they are
independent.
Modeling with Equations and Functions
(Allow 3 weeks including TNReady assessment, instruction after TNReady, review, and assessments)
(TNReady Part II, April 25-May 6, 2016)
N-Q Quantities
In preparation for students’ next school
year in mathematics please select from the
following lessons to build and reinforce the
Algebra I content.
Reason quantitatively and use units to solve problems.
N-Q.2
Define appropriate quantities for the purpose of descriptive
modeling.★
Engageny Algebra I Module 5, Topic A
Modeling with Equations and Functions
Lesson 1: Analyzing a Graph
Lesson 2: Analyzing a Data Set
Lesson 3: Analyzing a Verbal Description
A-CED Create equations
Create equations that describe numbers or
relationships
A-CED.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
MICA Items:
A-CED.2 Question # 21 ID # 43726
F-IF Interpreting Functions
Major Content
Supporting Content
See Engageny Lessons for Exit
Tickets/Discussion Questions.
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
9 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
Interpret functions that arise in applications in terms of the
context
Content & Tasks
Literacy Connections
A-CED.2 Question # 23 ID # 44106
A-CED.2 Question # 24 ID # 44062
F-IF.4 Question #44 ID# 44115
F-IF.4 Question #45 ID# 42961
F-BF.1a Question # 51 ID # 44103
F-LE.1b Question #60 ID # 44331
F-LE.1c Question #61 ID# 44332
F-LE.2 Question #62 ID# 44091
F-IF.4
For a function that models a relationship between two
quantities, interpret key features of graphs and tables in
terms of the quantities, and sketch graphs showing key
features given a verbal description of the relationship. Key
features include: intercepts; intervals where the function is
increasing, decreasing, positive, or negative; relative
maximums and minimums; symmetries; end behavior; and
periodicity.★
F-IF.5
. Relate the domain of a function to its graph and,
where applicable, to the quantitative relationship it
describes. For example, if 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.★
F-BF Building Functions
Build a function that models a relationship between two
quantities.
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.
F-LE Linear, Quadratic, and Exponential
Models ★
Construct and compare linear, quadratic, and exponential
models and solve problems
F-LE.1
Distinguish between situations that can be modeled
with linear functions and with exponential functions.
b. Recognize situations in which one quantity
changes at a constant rate per unit interval relative
to another.
c. Recognize situations in which a quantity grows or
decays by a constant percent rate per unit interval
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
10 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
Algebra I
Essential Understandings
Content & Tasks
Literacy Connections
relative to another.
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).
See Engageny Lessons for Exit
Tickets/Discussion Questions.
-------------------------------------------------------------------------N-Q.2
(see above)
A-CED.2 (see above)
F-IF.4
(see above)
F-IF.5
(see above)
F-BF.1
(see above)
N-Q Quantities
Reason quantitatively and use units to solve problems.
N-Q.3
Choose a level of accuracy appropriate to
limitations on measurement when reporting
quantities.★
-----------------------------------------------------------MICA Item(s):
N-Q.3 Question #7 ID# 43698
A-CED.1 Question # 15 ID # 37228
A-CED.1 Question # 17 ID # 42809
F-IF.6 Question #46 ID # 42962
A-CED Create equations
Create equations that describe numbers or
relationships
A-CED.1
Create equations and inequalities in one variable
and use them to solve problems. Include equations
arising from linear and quadratic functions, and
simple rational and exponential functions.★
Engageny Algebra I Module 5, Topic B
Completing the Modeling Cycle
Lesson 4: Modeling a Contect from a Graph
Lesson 5: Modeling from a Sequence
Lesson 6: Modeling a Context from Data
Lesson 7: Modeling a Context from Data
Lesson 8:Modeling a Context from a Verbal
F-IF Interpreting Functions
Interpret functions that arise in applications in terms of the
context.
F-IF.6
Calculate and interpret the average rate of change
of a function (presented symbolically or as a table)
over a specified interval. Estimate the rate of
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
11 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
TN State Standards
change from a graph.
Algebra I
Essential Understandings
Major Content
Content & Tasks
Literacy Connections
Description
Lesson 9:Modeling a Context from a Verbal
Description
★
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
12 of 13
Curriculum and Instruction – Office of Mathematics
4th Quarter
Algebra I
RESOURCE TOOLBOX
Textbook Resources
Standards
Pearson
Videos
Khan Academy
Teacher Tube
Math TV
The Futures Channel
CCSS
www.phschool.com/math
http://www.pearsonsuccessnet.com
http://tncore.org/
http://www.ccsstoolbox.org/
http://parcconline.org/
http://www.poweralgebra.com
Common Core Flip Book
Achieve
Glencoe
ConnectED Site - Textbook and Resources
TN Algebra I Standards
TN Department of Education Math Standards
Calculator
http://education.ti.com/educationportal/activityexchange/activity
http://www.atomiclearning.com/ti_84
TICommonCore.com
Literacy
Literacy Skills and Strategies for Content Area Teachers
(Math, p. 22)
Formative Assessment Using the UPS Strategy
Glencoe Reading & Writing in the Mathematics Classroom
Illuminations (NCTM)
Discovery Education
Get The Math
Interactive Manipulatives
Additional Sites
http://www.shodor.org/interactivate/activities/
http://www.kutasoftware.com/free.html
Illuminations_Resources for Teaching Math
http://www.stemresources.com/
http://www.ilovemath.org/index.php?option=com_docman
http://www.mathbits.com/
http://www.ixl.com/math/algebra-1
http://www.illustrativemathematics.org/
http://learnzillion.com/
http://teachers.henrico.k12.va.us/math/hcpsalgebra1/m
odule1-1.html
TeacherPayTeachers
http://www.regentsprep.org/Regents/math/ALGEBR
A/AV1/indexAV1.htm
http://www.casioeducation.com/educators
The Teaching Channel
Tasks
Mathematics Assessment Project (MARS Tasks)
Dan Meyer's Three-Act Math Tasks
Illustrative Math Tasks
UT Dana Center
Inside Math Tasks
SCS Math Tasks (Algebra 1)
Graphic Organizers (9-12)
NWEA MAP
Resources:https://teach.mapnwea.org/assist/help_map/Appli
cationHelp.htm#UsingTestResults/MAPReportsFinder.htm Sign in and Click the Learning Continuum Tab – this resources will help
as you plan for intervention, and differentiating small group instruction on
the skill you are currently teaching. (Four Ways to Impact Teaching with
the Learning Continuum)
https://support.nwea.org/khanrit - These Khan Academy
lessons are aligned to RIT scores.
Mica Items
Major Content
Supporting Content
Additional Content
TN Algebra I Standards
Shelby County Schools2015/2016
Revised 3/9/16
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