Download Wilson Middle School - Erie`s Public Schools

Algebra I Syllabus
Instructor: Ms. Enstrom
Email: [email protected]
Phone: 814-874-6300
Room: 204
Course Description
Algebra 1 introduces the student to variables, algebraic expressions, equations, functions, inequalities, and their
graphical representation. The student develops the ability to: explore and solve mathematical problems, think
critically, work cooperatively with others, and communicate mathematical ideas clearly.
Course Practices:
As aligned with the Common Core Standards, Students will be expected to…
1. Make sense of problems and persevere in
5. Use appropriate tools strategically.
solving them.
6. Attend to precision.
2. Reason abstractly and quantitatively.
7. Look for and make use of patterns or
3. Construct viable arguments and critique the
structure.
reasoning of others.
8. Look for and express regularity in repeated
4. Model with mathematics.
reasoning.
Required Text: Prentice Hall Mathematics: Algebra I (Used primarily as a resource)
Required Materials:
 3 – ring binder with dividers
 Textbook
 Dry erase marker
 Ruler
 Graphing Calculator (TI-83+ or TI-84+)
Course Outline: (This is an estimated timeline. The topics and sequencing are subject to change – appropriate
notice will be given. All tests are announced and given immediately following each unit.)
Quarter
Unit Common Core Standards
Unit 1 Numbers and Expressions
1 Compare and/or order any real numbers.
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Topics
Rational and Irrational may be mixed.
Forms of numbers may be mixed (fractions, decimals, percents,
exponential numbers and roots).
Integers.
Sets of real numbers.
1 Simplify square roots
1 Simplify/ evaluate expressions involving properties,
laws of exponents, roots, and/or absolute values to
solve problems.
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√24 = 2√6
Exponents can be any positive or negative rational number.
Roots can include numbers other than square roots.
Integers.
Fraction operations.
1 Use estimation to solve problems.

Unit 2 Linear Equations and Inequalities
2 Write, solve, and/or apply a linear equation (including
problem situations).
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Connect numerical and graphical expressions, specifically
number lines
Add inequalities with equations (teach together).
Add absolute value equations.
Include integer operations.
2 Identify or graph the solution set of a linear inequality
on a number line.
2 Use and/or identify an algebraic property to justify any
step in the equation solving process
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1
1
1
1
1
1
1
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NOTE: 1.3.12 is out of order because we are teaching inequalities
with equations.
Linear equations, absolute value equations, and linear
inequalities.
Expressions, order of operations, and the distributive property.
1
2 Interpret solutions to problems in the context of the
problem situation

Linear equations, absolute value equations, and linear
inequalities.
2
Unit 3 Compound Inequalities
3 Write or solve compound inequalities and/or graph
their solution sets on a number line (may include


Fractions, decimals, and integers.
Compare and contrast to simple linear inequalities and absolute
value inequalities.
2
2
2
2
2
absolute value inequalities).
3 Identify or graph the solution set to a compound
inequality on a number line.
3 Interpret solutions to problems in the context of the
problem situation.
Unit 4 Multiple Representations of Linear Functions
4 Analyze a set of data for the existence of a pattern and
represent the pattern algebraically and graphically.
3

Compare and contrast to linear inequalities and absolute value
inequalities.
Compare and contrast to linear inequalities and absolute value
inequalities.
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Include problems in context.
Integers, fractions, exponents and roots in patterns.
Use graphing calculators.
4 Determine whether a relation is a function, given a set
of points on a graph.
4 Identify the domain and range of a relation
(represented as ordered pairs, graph, or a table).
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Include problems in context.
Emphasize connections between multiple representations.
4 Create, interpret and or use the equation, graph, or
table of a linear function.
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Include problems in context.
Integers, fractions, decimals, exponents and roots in equations
and tables.
Use graphing calculators.
4 Translate from one representation of a linear function
to another.
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
Connect problem context, table, graph and equation.
Use graphing calculators.
Unit 5 Graphing Two-variable Equations
5 Identify, describe, and/or use constant rates of
change.
5 Apply the concept of linear rate of change (slope) to
solve problems.
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
Fractions, decimals and integers throughout.
Include problems in context.
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Graphing.
Parallel and perpendicular lines.
Compare and contrast to multiple representations taught in Unit
2(table, equation, problem situation).
5 Write or identify a linear equation when given:
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Two-variable linear inequalities with equations.
Linear equation may be in point-slope, standard, and/or slopeintercept form.
Include problems in context.
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Emphasize multiple representations.
Use graphing calculators.
2
2
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3
3
 the graph of the line
 two points on the line
 the slope and a point on the line
5 Determine the slope and/or y-intercept represented
by a linear equation or graph.
3
5 Draw, identify, find, and/or write an equation for a line
of best fit for a scatter plot.
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Use graphing calculators.
Include problems in context.
3
Unit 6 Systems of Linear Equations and Inequalities
6 Write and/or solve a system of linear equations
(including problem situations) using graphing,
substitution, and/or elimination.
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Fractions, decimals and integers throughout.
Limit system to two linear equations only.
Use graphing calculators.
Include problems in context.
Connect multiple solution paths (graphing, substitution and
elimination methods.)
3
6 Interpret solutions to problems in the context of the
problem situation.

Limit system to two linear equations only.
6 Write and/or solve a system of linear inequalities using
graphing.
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Integer inputs only.
Limit system to two linear inequalities.
Use graphing calculators.
Include problems in context.
Connect to solving systems of linear equations.
6 Interpret solutions to problems in the context of the
problem situation.
Unit 7 Polynomials
7 Add, subtract, and/or multiply polynomial expressions.
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Limit systems to two linear inequalities.
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Simplify or evaluate polynomial expressions with multiple terms.
Multiplication is no larger than binomial by trinomial.

Trinomials limited to the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
where a = 1 after factoring out a Greatest Common Factor.
Use the area model.
3
3/4
4
4
4
7 Find the Greatest Common Factor and/or the Least
Common Multiple for a set of monomials.
7 Factor algebraic expressions, including the difference
of squares and trinomials.
4
7 Simplify/reduce a rational algebraic expression.
4
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1-4
1-4
1-4
1-4
1-4
Unit 8 Data
8 Calculate and/or interpret the range, quartiles, and
inter-quartile range of data.
8 Estimate or calculate to make predictions based on a
circle, line, bar graph, measures of central tendency, or
other representations.
8 Analyze data, make predictions and/or answer
questions based on displayed data (box-and-whisker,
stem and leaf, scatter plots, measures of central
tendency, or other representations).
8 Make predictions using the equations or graphs of
best-fit lines of scatter plots.
8 Find probabilities for compound events (e.g., find
probability of red and blue, find probability of red or
blue) and represent as a fraction, decimal, or percent.
Embed fractions, decimals and integers.
Embed in problem situations.
Embed fractions, decimals, and integers.
For more details about Algebra I curriculum, please refer to the High School Mathematics Curriculum on the Erie’s Public
Schools website at www.eriesd.org/mathematics.