Professional Documents
Culture Documents
Advanced Algebra 1 Course Outline (15-16)
Advanced Algebra 1 Course Outline (15-16)
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
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
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
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]
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.