Download Algebra I - Mathematics Curriculum MPS Unit Plan # 1 Title

Algebra I - Mathematics Curriculum MPS
Unit Plan # 1
Title: Expressions, Equations, and Functions
Subject: Algebra 1
Length of Time: 2 weeks
Unit Summary: The unit introduces the concepts of Algebra with variables and expressions. Students will
learn to simplify and evaluate expressions.
Learning Targets
Conceptual Category: Number and Quantity Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems.
Standard#:
N-Q.1
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret
units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Conceptual Category: Algebra Domain: Seeing Structure in Expressions
Cluster: Interpret the structure of expressions
Standard#:
A-SSE.1
Standard:
Interpret expressions that represent a quantity in terms of its context.
Unit Essential Question:
 How do we represent unknown quantities?
Unit Enduring Understandings:
 How to translate words into an expression and
vice versa
 Using substitution to evaluate an expression
for a value
 Distributive Property
 What are like terms and how to combine them.
Unit Objectives:
 Students will be able to identify the parts of an expression.
 Students will be able to translate words into an expression and expression into words.
 Students will be able to evaluate an expression for given values.
 Students will be able to apply the distributive property.
 Students will be able to identify and combine like terms.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding – Entry/Exit Tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
1.1 Evaluating Expressions
1.2 Applying Order of Operations
1.3 Writing Expressions
1.4 Writing Equations and Inequalities
1.5 Using a Problem Solving Plan
1.6 Using Precision and Measurement
1.7 Representing Functions as Rules and Tables
1.8 Representing Functions as Graphs
1 Day
1 Day
1 Day
2 Days
1 Day
1 Day
2 Days
1 Day
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
Algebra I - Mathematics Curriculum MPS
Unit Plan # 2
Title: Solving Linear Equations
Subject: Algebra 1
Length of Time: 2 weeks
Unit Summary: The unit explores linear equations. Students learn to solve equations starting from one step
equations and progressing to more complex equations. The unit concludes with using the skills to transform
formulas so that they are solved for a named variable.
Learning Targets
Conceptual Category: Number and Quantity Domain: Quantities
Cluster: Reason quantitatively and use units to solve problems.
Standard#:
N-Q.1
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret
units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
A-CED.1
Create equations and inequalities in one variable and use them to solve problems.
Standard:
A-CED.4
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Understand solving equations as a process of reasoning and explain the reasoning
Standard#:
A-REI.1
Standard:
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous
step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify
a solution method.
Cluster: Solve equations and inequalities in one variable
A-REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letters.
Unit Essential Question:
 How can the value of an unknown variable be
found?
Unit Enduring Understandings:
 How to solve an equation in one variable be
solved for that variable.
 How can an equation be solved for a variable
in the equation.
Unit Objectives:
 Students will be able to solve equations.
 Students will be able transform a formula to a different form of that equation.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – Entry/Exit Tickets, Performance Series

Summative Assessment:

Unit Test
Lesson Plans
Lessons
Timeframe
2.1 Finding Square Roots and Comparing Real
Numbers
2.2 Solving One-Step Equations
2.3 Solving Two-Step Equations
2.4 Solving Multi-Step Equations
2.5 Solving Equations with Variables on Both Sides
2.6 Writing Ratios and Proportions
2.7 Solving Proportions Using Cross Products
2.8 Rewriting Equations and Formulas
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
2 Days
1 Day
1 Day
1 Day
2 Days
1 Day
1 Day
1 Day
Algebra I - Mathematics Curriculum MPS
Unit Plan # 3
Title: Graphing Linear Equations and Functions
Subject: Algebra 1
Length of Time: 2.5/3 weeks
Unit Summary: The unit covers how to graph linear equations and different forms the equations can be
written in. Students will also learn how write the equation of a line with given qualities. The relationships
between vertical and horizontal lines, parallel lines, and perpendicular lines will be covered.
Learning Targets
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
A-CED.2
Standard:
Create equations and inequalities in one variable and use them to
solve problems.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Represent and solve equations and inequalities graphically
Standard#:
A-REI.10
Standard:
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).
Conceptual Category: Statistics Domain: Interpreting Categorical and Quantitative Data
Cluster: Interpret linear models
Standard#:
S-ID.7
Standard:
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Unit Essential Question:
 What is meant by the slope of a line, and how can
knowing a line’s slope help to graph a line and find
parallel and perpendicular lines?
Unit Enduring Understandings:
 Slope (rate of change)
 How to graph a line.
 Know the different forms the equation a line
can take
 Intercepts of a line
 Horizontal and Vertical lines
 Parallel Lines and their slopes
 Perpendicular lines and their slopes
 How to write the equation of a line given
characteristics of the line.
Unit Objectives:
 Students will be able to graph a line given different forms of the equation.
 Students will be able to identify parallel and perpendicular lines from their slopes.
 Students will be able to describe how slope relates to horizontal and vertical lines.
 Students will be able to write the equation of a line given information about it.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – Entry/Exit Tickets, Performance Series

Summative Assessment:

Unit Test
Lesson Plans
Lessons
3.1 Plotting Points in a Coordinate Plane
3.2 Graphing Linear Equations
3.3 Graphing Using Intercepts
3.4 Finding Slope and Rate of Change
3.5 Graphing Using Slope-Intercept Form
3.6 Modeling Direct Variation
3.7 Graphing Linear Function
Curriculum Resources:
Larson Algebra I Teacher Resources
www.njctl.org/courses/math/algebra/
Timeframe
1Day
1 Day
3 Days
3 Days
1 Day
1 Day
2 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 4
Title: Writing Linear Equations
Subject: Algebra 1
Length of Time: 2.5/3 Weeks
Unit Summary: Write equations of lines in slope-intercept form given. Write equations of lines in standard form
and use these equations to solve real world problems. Write and find equations of lines parallel or perpendicular
to a given line. Make scatter plots of data. Use lines of fit and the best fitting line to model data and to make
predictions.
Learning Targets
Conceptual Category: Functions Domain: Interpreting Functions
Cluster: Understand the concept of a function and use function notation, Interpret functions that arise
in applications in terms of the context, analyze functions using different representations
Standard#:
CC.9-12.F.IF.3
CC.9-12.F.IF.4
CC.9-12.F.IF.5
Standard:
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
integers.
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
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
CC9-12.F.IF.6
Calculate and interpret the average rate of change of a function.
CC9-12.F.IF.7
Graph functions expressed symbolically and show key features of the graph by hand in simple cases and using
technology for more complicated cases.
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
A-CED.1
A-CED.2
A-CED.3
Standard:
Create equations and inequalities in one variable and use them to solve problems.
Create equations in two or more variables to represent relationships between quantities; Graph equations on
coordinate axes with labels and scales.
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or nonviable options in a modeling context.
Conceptual Category: Functions Domain: Building Functions
Cluster: Build a function that models a relationship between two quantities and build new functions
from existing functions
Standard#:
CC9-12.F.BF.1
Write a function that describes a relationship between two quantities.
Standard:
CC9-12.F.BF.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model
situations, and translate between the two forms.
CC9-12.F.BF.3
Identify the effect on the graph of replacing f for special values of k.
Unit Essential Question:
 How can equations of lines be used to solve real
world problems? How can models of data be used to
make predictions?
Unit Enduring Understandings:
 Take a word problem, identify a variable, draw a
diagram, write an equation, solve the equation,
and answer the problem.
Unit Objectives:
 Students will be able to solve number problems.
 Students will be able to solve age problems.
 Students will be able to solve geometry problems.
 Students will be able to solve percent problems.
 Students will be able to solve mixture problems.
 Students will be able to solve uniform motion problems.
 Students will be able to solve work problems.
 Students will be able to solve proportionality problems.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – Entry/Exit Tickets, Performance Series

Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
4.1 Writing Linear Equations in Slope-Intercept Form
4.2 Using Linear Equations in Slope-Intercept Form
4.3 Writing Linear Equations in Point-Slope Form
4.4 Writing Linear Equations in Standard Form
4.5 Writing Equations of Parallel and Perpendicular Lines
4.6 Fitting a Line to Data
4.7 Predicting with Linear Models
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
2 Days
2 Days
2 Days
2 Days
1 Day
2 Days
2 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 5
Title: Solving and Graphing Linear Inequalities
Subject: Algebra 1
Length of Time: 3 weeks
Unit Summary: The unit builds upon the methods of solving equations and demonstrates the similarities
and differences between solving equations and solving inequalities
Learning Targets
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
A-CED.2
A-CED.3
Standard:
Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or nonviable options in a modeling context.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Solve equations and inequalities in one variable, Represent and solve equations and
inequalities graphically
Standard#:
A-REI.3
A-REI.12
Standard:
Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letters.
Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a
strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection
of the corresponding half-planes.
Unit Essential Question:
 How can related values that are not equivalent be
represented?
 How do we solve for a variable in an inequality?
 How can a linear inequality be represented
graphically?
Unit Enduring Understandings:
 The vocabulary associated with inequalities.
 Steps used to solve inequalities.
 The difference between and & or statements.
 That the solution set of a linear inequality is a
half plane.
 That the boundary line is included in the
solution set if the inequality has an equal to
part.
Unit Objectives:
 Students will be able to write an inequality.
 Students will be able to solve inequalities.
 Students will be able to graph inequalities.
 Students will be able to explain the difference between disjunctions and conjunctions.
 Students will be able to graph inequalities in 2 variables.
 Students will be able to determine if a point is in the solution set of a linear inequality.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – entry/exit tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
5.1 Solving inequalities using addition and
1 Day
subtraction
5.2 Solving Inequalities Using Multiplication and
Division
5.3 Solving Multi-Step Inequalities
5.4 Solving Compound Inequalities
5.5 Solving Absolute Value Equations
5.6 Solving Absolute Value Inequalities
5.7 Graphing Linear Inequalities in Two Variables
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
2 Days
2 Days
3 Days
3 Days
1 Day
2 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 6
Title: Systems of Equations and Inequalities
Subject: Algebra 1
Length of Time: 2 weeks
Unit Summary: The unit uses graphing, elimination, and substitution to solve systems of equations and
inequalities. Situations will be modeled with systems and solved.
Learning Targets
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
A-CED.2
A-CED.3
Standard:
Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret
solutions as viable or non-viable options in a modeling context.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Solve systems of equations
Standard#:
A-REI.5
A-REI.6
Standard:
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.
Cluster: Represent and solve equations and inequalities graphically
A-REI.11
A-REI.12
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 values, or find successive approximations.
Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a
strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection
of the corresponding half-planes.
Conceptual Category: Interpreting Functions Domain
Cluster: Analyze functions using different representations
Standard#:
Standard:
CC.9-12.F.IF.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
Unit Essential
Question:
 How can
real world
situations be
modeled by
systems?
How can
solutions be
found to a
system?
Unit Enduring Understandings:
 The point at which lines intersect is the solution to the system with those lines.
 That the overlap of the half planes of a system of inequalities is the solution set of
the system.
Unit Objectives:
 Students will be able to graph systems of linear equations or inequalities to find a solution.


Students will be able to translate real world problem into a system.
Students will be able to solve a system of equations by using substitution and elimination.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – Entry/Exit Tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
6.1 Solving Linear Systems by Graphing
6.2 Solving Linear Systems by Substitution
6.3 Solving Linear Systems by Adding or
Subtracting
6.4 Solving Linear Systems by Multiplying First
6.5 Solving Special Types of Linear Systems
6.6 Solving Systems of Linear Inequalities
Curriculum Resources:
Algebra I Larson Teacher Resources
 www.njctl.org/courses/math/algebra/
1 Day
2 Days
1 Day
2 Days
2 Days
2 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 7
Title: Exponents and Exponential Functions
Subject: Algebra 1
Length of Time: 2 weeks
Unit Summary: The unit examines uses of properties of exponents involving products and quotients.
Students will apply the product of powers property, the product of a power property, the quotient of powers
property and the power of a quotient property. Students will also use zero and negative exponents, scientific
notation, and will write and graph rules for exponential functions, including exponential growth and decay.
Learning Targets
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
CC.9-12. ACED.2
Standard:
Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
Conceptual Category: Algebra Domain: Seeing Structure in Expressions
Cluster: Write expressions in equivalent forms to solve problems
CC.9-12.A-SSE.3c
Unit Essential
Question:
 How
compounded
interest is
different from
simple interest?
 How can we
apply properties
of exponents to
simplify
expressions?
 How can we
write and graph
exponential
functions?
Use the properties of exponents to transform expressions for exponential functions.
Unit Enduring Understandings:
 Know properties of exponents.
 Know products properties.
 Know what exponential growth is.
 The difference between growth rate and a growth factor.
 Know what exponential decay is.
 Rules for exponents.
Unit Objectives:
 Students will be to identify exponential relationships from fro a table, a graph, and an equation.
 Students will be able to calculate growth rates and factors.
 Students will be able identify exponential decay.
 Students will be able to simplify expressions using rules of exponents.
 Students will apply the products and quotients of properties.
 Students will write and graph rules for exponential functions.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – entry/exit tickets, Performance Series
Summative Assessment:

Unit Test
Lesson Plans
Lessons
7.1 Applying Exponent Properties Involving
Products
7.2 Applying Exponent Properties Involving
Quotients
7.3 Defining and Using Zero and Negative
Exponents
7.4 Writing and Graphing Exponential Growth
Functions
7.5 Writing and Graphing Exponential Decay
Functions
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
Timeframe
1 Day
3 Days
1 Day
2 Days
3 Days
w
Algebra I - Mathematics Curriculum - MPS
Unit Plan # 8
Title: Polynomials and Factoring
Subject: Algebra 1
Length of Time: 3 weeks
Unit Summary: The unit explores operations that can be done with polynomials. In this chapter,
polynomials are identified, classified, added, subtracted, and multiplied. Vertical and horizontal formats are
used to find sums and differences. The distributive property is used to find products and patterns, including
the FOIL pattern, the square of a binomial pattern, and the sum and difference patterns. Polynomials are
written to describe and solve real world problems and to solve polynomial equations. Polynomials are also
factored to solve equations, to find zeros of functions, and to find the roots or equations. Polynomials are
also factored completely using a variety of techniques.
Learning Targets
Conceptual Category: Algebra Domain: Seeing Structure in Expressions
Cluster: Interpret the structure of expressions
Standard#:
A-SSE.2
Standard:
Use the structure of an expression to identify ways to rewrite it.
Cluster: Write expressions in equivalent forms to solve problems
A-SSE.3a
Factor a quadratic expression to reveal the zeros of the function it defines.
Conceptual Category: Algebra Domain: Arithmetic with Polynomials and Rational Expressions
Cluster: Perform arithmetic operations on polynomials
Standard#:
Standard:
A-APR.1
Understand that polynomials form a system analogous to the integers, namely, they are closed under the
operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
Cluster: Understand the relationship between zeros and factors of polynomials
Standard#:
A-APR.3
Standard:
Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough
graph of the function defined by the polynomial.
Cluster: Rewrite rational expressions
Standard#:
A-APR.6
Standard:
Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x),
q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using
inspection, long division, or, for the more complicated examples, a computer algebra system.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Solve equations and inequalities in one variable
Standard#:
A-REI.4
A-REI.4b
Standard:
Solve quadratic equations in one variable.
Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and
factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex
solutions.
Unit Essential Question:
 How can factoring help to solve an equation?
Unit Enduring Understandings:
 If the product of two factors is zero, one of the
factors is zero.
 To add or subtract polynomials, only like terms
can be combined.
 To multiply polynomials, each term of the
terms of one polynomial is multiplied to each
term of the second polynomial.
 Factoring is another way of rewriting a
polynomial.
Unit Objectives:
 Students will be able to describe and identify monomials, polynomials, and degrees.
 Students will be able to add, subtract, multiply, and divide polynomials.
 Students will be able to factor recognize and factor monomials out of a polynomial.
 Students will be able to factor quadratic equations.
 Students will be able to solve equations using factoring.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – Entry/Exit Tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
8.1 Adding and Subtracting Polynomials
8.2 Multiplying Polynomials
8.3 Finding Special Products of Polynomials
8.4 Solving Polynomial Equations in Factored Form
2 Days
1 Day
1 Day
3 Days
8.5 Factor x2 + bx + c
2 Days
8.6 Factor ax2 + bx + c
8.7 Factoring Special Products
8.8 Factoring Polynomials Completely
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
2 Days
1 Day
3 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 9
Title: Quadratic Equations and Functions
Subject: Algebra 1
Length of Time: 3.5 weeks
Unit Summary: In this chapter, quadratic equations are graphed and compared to the parent graph. The
axis of symmetry, the vertex, and minimum/maximum values are presented. Quadratic equations are
solved by factoring, graphing, using square roots, completing the square, and using the quadratic formula.
The discriminant is used to determine the number and type of solutions of a quadratic equation. Linear,
exponential and quadratic expressions are also presented as models for different sets/types of data.
Learning Targets
Conceptual Category: Algebra Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships
Standard#:
CC.9-12. ACED.2
Standard:
Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.
Conceptual Category: Algebra Domain: Reasoning with Equations and Inequalities
Cluster: Solve equations and inequalities in one variable
CC.9-12.A.REI.4b
Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula
and factoring, as appropriate to the initial form of the equation.
Cluster: Represent and solve equations and inequalities graphically
Standard#:
Standard:
CC.912.A.REI.11
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, eg. using technology to graph the functions,
make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear,
polynomial, rational, absolute value, exponential, and logarithmic functions.
Conceptual Category: Functions Domain: Interpreting Functions
Cluster: Interpret functions that arise in applications in terms of the context
Standard#:
Standard:
CC.9-12.FIF.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.
Cluster: Analyze functions using different relationships
Standard#:
Standard:
Graph linear and quadratic functions and show intercepts, maxima, and minima.
CC.912.FIF.7a
Conceptual Category: Functions Domain: Building Functions
Cluster: Build new functions from existing functions
Standard#:
Standard:
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x+k) for specific values of k(both
CC.9positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation
12.F.BF.3
of the effects on the graph using technology.
Unit Essential
Question:
 How do we
solve
quadratic
equations?
 How do we
solve
systems with
Unit Enduring Understandings:
 Know how to graph quadratic functions.
 Compare quadratic functions to the parent graph.
 Find the axis of symmetry, the vertex, and minimum and maximum values.
 Solve quadratic equations by factoring, graphing, using square roots, completing the
square, and using the quadratic formula.
 Determine number and type of solutions of a quadratic equation.
 Determine whether a linear, exponential, or quadratic function best models a set of
data.
quadratic
equations?
 How can we
compare
linear,
exponential,
and
quadratic
models?
 How do we
model
relationships
?
Unit Objectives:
 Students will graph quadratic functions.
 Students will compare quadratic functions to the parent graph.
 Students will find the axis of symmetry, the vertex, and minimum and maximum values.
 Students will solve quadratic equations by factoring, graphing, using square roots, completing the
square, and using the quadratic formula.
 Students will use the discriminant to determine number and type of solutions of a quadratic
equation.
 Students will determine whether a linear, exponential, or quadratic function best models a set of
data.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – entry/exit tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
9.1 Graphing y=ax2 + c
9.2 Graph y=ax2 + bx + c
2 Days
1 Day
9.3 Solving Quadratic Equations by Graphing
9.4 Using Square Roots to Solve Quadratic
Equations
9.5 Solving Quadratic Equations by Completing the
Square
9.6 Solving Quadratic Equations by the Quadratic
Formula
9.7 Solving Systems with Quadratic Equations
9.8 Comparing Linear, Exponential, and Quadratic
Models
9.9 Modeling Relationships
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
2 Days
2 Days
3 Days
3 Days
1 Day
2 Days
2 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 10
Title: Data Analysis
Subject: Algebra 1
Length of Time: 2 Weeks
Unit Summary: Probabilities and odds of simple events are calculated. The chapter presents compound
events, identifying whether events are mutually exclusive or overlapping, or whether they are dependent or
independent. Potentially biased samples and questions, measures of central tendency, measures of
dispersion, and the analysis of display data are also included.
Learning Targets
Conceptual Category: Statistics Domain: Interpreting Categorical and Quantitative Data
Cluster: Summarize, represent, and interpret data on a single count or measurement variable
Standard#:
CC.912.S.ID.1
Standard:
CC.912.S.ID.2
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.
Represent data with plots on the real number line (dot plots, histograms, and box plots).
Cluster: Summarize, represent, and interpret data on two categorical and quantitative variables
CC.912.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.
Conceptual Category: Statistics Domain: Making Inferences and Justifying Conclusions
Cluster: Understand and evaluate random processes underlying statistical experiments
Standard#:
Standard:
CC.912.S.IC.1
Understand statistics as a process for making inferences about population parameters based on a random
sample from that population.
Unit Essential
Question:
 How do we
represent
data on
number
lines?
 How do we
compare
center and
spread of
two or more
different
data sets?
 How do we
summarize
data for two
categories in
two-way
frequency
tables?
Unit Enduring Understandings:
 Representation of data on real number lines
 Data distribution and spread
 Two-way frequency tables
 Joint, marginal, and conditional relative frequencies
 Statistical inferences
 Random samples
 Dot Plots, Histograms, and Box Plots
 How do we
use statistics
for making
inferences
about
population
parameters?
Unit Objectives:
 Students will represent data with plots on the real number line.
 Students will use statistics appropriate to the shape of the data distribution to compare center and
spread of two or more data sets.
 Students will summarize categorical data for two categories in two-way frequency tables.
 Students will interpret relative frequencies in the context of data.
 Students will interpret stem-and-leaf plots and histograms.
 Students will interpret Box-and-Whisker Plots.
 Students will make inferences about population parameters based on a random sample.
 Students will analyze surveys.
 Students will use measures of central tendency.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – entry/exit tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
10.1 Analyzing Surveys and Samples
10.2 Using Measures of Central Tendency and
Distribution
10.3 Analyzing Data
10.4 Interpreting Stem-and-Leaf Plots and
Histograms
10.5 Interpreting Box-and-Whisker Plots
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
1 Day
1 Day
2 Days
3 Days
3 Days
Algebra I - Mathematics Curriculum MPS
Unit Plan # 11
Title: Probability
Subject: Algebra 1
Length of Time: 2 Weeks
Unit Summary: In this chapter, probabilities and odds of simple events are calculated. In particular,
probabilities of compound events, identifying whether events are mutually exclusive or overlapping, or
whether they are dependent or independent are calculated. Potentially biased samples and questions are
presented along with measures of central tendency and measures of dispersion. There is also a discussion
on the analysis and display of data.
Learning Targets
Conceptual Category: Statistics Domain: Conditional Probability and the Rules of Probability
Cluster: Understand independence and conditional probability and use them to interpret data
Standard#:
CC.912.S.CP.1
Standard:
CC.912.S.CP.2
Understand that two events A and B are 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.
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”).
Cluster: Use the rules of probability to compute probabilities of compound events in a uniform
probability model
Standard:
Standard#:
CC.912.S.CP.9(+)
Use permutations and combinations to compute probabilities of compound events and solve problems.
Unit Essential
Unit Enduring Understandings:
Question:
 Set of Outcomes
 How do we
 Independence of events
describe
 Probability
events as
 Compound events
the set of
 Permutation
outcomes?
 Overlapping events
 How do we
 Disjoint events
determine if
 Dependence of events
events A
 Conditional probability
and B are
independent
?
 How do we
compute
probabilities
of
compound
events?
Unit Objectives:
 Students will describe events as subsets of a sample space.
 Students will use product of probabilities (A and B) to determine if A and B are independent.
 Students will use permutations and combinations to compute probabilities of compound events and
solve problems.
Evidence of Learning
Formative Assessments:
 Quizzes, On Spot Checking for Understanding Activities – entry/exit tickets, Performance Series
Summative Assessment:
 Unit Test
Lesson Plans
Lessons
Timeframe
11.1 Finding Probabilities and Odds
11.2 Finding Probabilities Using Permutations
1 Day
2 Days
11.3 Finding Probabilities Using Combinations
11.4 Finding Probabilities of Disjoint and
Overlapping Events
11.5 Finding Probabilities of Independent and
Dependent Events
Curriculum Resources:
Larson Algebra I Teacher Resources
 www.njctl.org/courses/math/algebra/
3 Days
1 Day
3 Days