Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Quarter 1 Algebra I

IntroductionIn 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 standards-aligned 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 Coherence Rigor

• 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.

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.

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.

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.

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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Quarter 1 Algebra I

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding

importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

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 practice so that it is in alignment with the three mathematics instructional shifts.

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 content standards and mathematical practice standards that teachers should consistently access:

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Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe 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

Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Quarter 1 Algebra I

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

The Shelby County Schools curriculum maps are intended to guide planning, pacing, and sequencing, reinforcing the major work of the grade/subject. Curriculum maps are NOT meant to replace teacher preparation or judgment; however, it does serve as a resource for good first teaching and making instructional decisions based on best practices, and student learning needs and progress. Teachers should consistently use student data differentiate and scaffold instruction to meet the needs of students. The curriculum maps should be referenced each week as you plan your daily lessons, as well as daily when instructional support and resources are needed to adjust instruction based on the needs of your students.

How to Use the Mathematics Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentWeekly and daily objectives/learning targets should be included in your plan. These can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that making objectives measureable increases student mastery.

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Quarter 1 Algebra I

Instructional Support and ResourcesDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Topics Addressed in Quarter Foundations of Algebra Linear Equations & Inequalities Systems of Equations and Inequalities Introduction to Functions & Their Graphs

Overview By the end of eighth grade, students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. This quarter builds on these earlier experiences by asking students to analyze and explain the process of solving an equations and inequalities. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. Students will also explore systems of equations and inequalities, and they find and interpret their solutions.All of this work is grounded on understanding quantities and on relationships between them. Finally in this quarter, students will extend their knowledge of functions, going beyond viewing functions as processes that take inputs and yield outputs and start viewing functions as objects in their own right. They explore many examples of functions, including sequences; they interpret functions given graphically, numerically, symbolically, and verbally, translate between representations, and understand the limitations of various representations. They work with functions given by graphs and tables, keeping in mind that, depending upon the context, these representations are likely to be approximate and incomplete.

Content Standard Type of Rigor Foundational Standards Sample Assessment Items**A-CED.A.1, 2 Procedural Skills & Fluency , Conceptual

Understanding & Application8.EE.C.7 a, b; 8.EE.C.8 a, b, c Speeding Ticket

The Cycle ShopA-REI.A.1 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Basketball;

Building and Solving Complex EquationsA-REI.B.3 Procedural Skills & Fluency 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Reasoning With Linear Inequalities;

Disk JockeyA-REI.C.5, 6 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Cash Box

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Quarter 1 Algebra I

A-REI.D.11, 12 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Reasoning with Equations and Inequalities;Fishing Adventures;Rabbit Food

A-SSE.A.1 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Delivery Trucks;Kitchen Floor Tiles

F-IF.A.3 Procedural Skills & Fluency, Conceptual Understanding & Application

8.F.A.1,2,3; 8.F.B.4,5 Interpreting Functions;Sorting Functions

** TN Tasks are available at http://www.edutoolbox.org/ and can be accessed by Tennessee educators with a login and password.

Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.

The fluency recommendations for Algebra I listed below should be incorporated throughout your instruction over the course of the school year.

A/G A-APR.A.1 A-SSE.A.1b

Solving characteristic problems involving the analytic geometry of linesFluency in adding, subtracting, and multiplying polynomialsFluency in transforming expressions and seeing parts of an expression as a single object

References:

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Quarter 1 Algebra I

https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESFoundations of Algebra/Equations & Inequalities

(Allow 3.5 weeks for instruction, review, and assessment)Domain: The Real Number System (N-RN)Cluster: Use properties of rational and irrational numbers N-RN.A.3 Explain why the sum or product

of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.

Domain: Seeing Structure in ExpressionsCluster: Interpret the structure of expressions A-SSE.B.3 Choose and produce an

equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★

Enduring Understanding(s):• Operations and properties of integers

can be extended to situations involving rational and irrational numbers.

• Expressions can be written in multiple ways using algebra.

Essential Question(s)• How can you represent quantities,

patterns, and relationships?• Why structure expressions in different

ways?• How are properties related to algebra?

Objective(s):• Students will classify, graph and compare

real numbers.• Students will explain the outcomes of

operations of rational and irrational numbers.

• Students will interpret the structure of expressions

Pearson1-3 Real Numbers & The Number Line1-4 Properties of Real Numbers1-7 The Distributive PropertyGlencoe0-2 Real Numbers1-3 Properties of Numbers1-4 The Distributive Property

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)• Rational and Irrational Numbers Task • Calculating Square Root Task • Sorting Equations and Identities (MARS)

Additional Resource(s):• Ordering positive and negative fractions

Video• Classifying numbers Video • Simplifying square roots of rational

VocabularySquare root, radicand, radical, perfect square, set, element of a set, subset, rational numbers, natural numbers, whole numbers, integers, irrational numbers, real numbers, inequality

Writing in MathTell whether √100 and √0.29 are rational or irrational. Explain.

A friend has asked you to explain commutative properties to him. After you explain the commutative properties for addition and multiplication, he asks you about commutative properties for subtraction and division. Use examples to show that the operations of subtraction and division are not commutative.

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESnumbers Video

• Estimating square roots of rational numbers Video

• Identifying properties of real numbers Video

• Using properties of real numbers Video

Domain: Create equationsCluster: Create equations that describe numbers or relationships

A-CED.A.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.

Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning A-REI.A.1 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.

Domain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Enduring Understanding(s):• Different types of relationships between

quantities can be modeled with different types of functions.

• Graphs are visual representations of solution sets of equations and inequalities.

Essential Question(s)• How are equations useful in the real

world• How do equations show a relationship

between two quantities in real-life?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

Pearson2-1 Solving One-Step Equations2-2 Solving Two-Step Equations2-3 Solving Multi-Step Equations2-4 Solving Equations With Variables on Both Sides2 - 5 Literal Equations & Formulas

Glencoe2-2 Solving One-Step Equations2-3 Solving Multi-Step Equations2-4 Solving Equations With Variables on Both Sides2-8 Literal Equations & Dimensional Analysis

Additional Lesson(s):Use the following Engageny Lessons to introduce the concepts/build conceptual understanding. If used, these lessons should be used before the lessons from the textbooks.Engage ny Algebra I Module 1, Topic C • Lesson 10 • Lesson 11 • Lesson 12 • Lesson 13

VocabularyEquivalent equations, Addition Property of Equality, Subtraction Property of Equality, isolate, inverse operations, Multiplication Property of Equality, Division Property of Equality, identity, literal equation, formula

Writing in MathUse a two-column algebraic proof to provide justifications and explanations when solving each equation and inequality.

Compare and contrast solving equations with variables on both sides of the equation to solving one-step or multi-step equations with a variable on one side of the equation.

How is the process of rewriting literal equations similar to the process of solving equations in one variable? How is it different?

Have students pick out a formula that was not used the lesson, perhaps from science class, and explain the variables in the formula and what the formula is used to find. Have students solve their formula for a different variable.

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

A-REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

• Lesson 14

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Assessment Task – Algebra I – Paulie's Pen

Additional Resource(s):• Solving a two-step equation Video • Writing and solving two-step equations

Video• Solving multi-step equations Video • Solving multi-step equations by combining

like terms Video• Solving equations with variables on both

sides Video

Domain: Create equationsCluster: Create equations that describe numbers or relationships A-CED.A.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.

Domain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable

Enduring Understanding(s):• Different types of relationships between

quantities can be modeled with different types of functions.

• Graphs are visual representations of solution sets of equations and inequalities.

Essential Question(s)• How are inequalities different from

equations?• How are inequalities useful in the real

world?

Pearson3-4 Solving Multi-Step InequalitiesGlencoe5-3 Solving Multi-Step InequalitiesUse the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Assessment Task – Algebra I – Disc Jockey

Additional Resource(s):• Solving two-step inequalities Video

Writing in MathExplain when the solution set of an inequality will be the empty set or the set of all real numbers. Show an example of each.

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES A-REI.B.3 Solve linear equations and

inequalities in one variable, including equations with coefficients represented by letters.

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations. .

• Solving multi-step inequalities using the distributive property Video

• Solving multi-step inequalities with variables on both sides Video

A-CED.A.1

A-REI .B.3

Enduring Understanding(s):.Understand general linear equations and their graphs and extend this to work with absolute value equations, linear inequalities, and systems of linear equations.

Essential Question(s)How are compound inequalities solved differently than regular inequalities?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

Pearson3-6 Solving Compound Inequalities

Glencoe5-4 Solving Compound Inequalities

Additional Lesson(s):Use the following Engageny Lessons to introduce the concepts/build conceptual understanding. If used, these lessons should be used before the lessons from the textbooks.Engage ny Algebra I Module 1, Topic C • Lesson 15 • Lesson 16 Additional Resource(s):• Writing and solving a compound inequality

containing And Video• Writing and solving a compound

inequality containing Or Video

VocabularyCompound Inequalities

Writing in MathCompare the graph of a compound inequality involving “and” with the graph of a compound inequality involving “or”. Give a real-world example of each.

A-REI .B.3

Domain: Seeing Structure in Expressions

Enduring Understanding(s)Understand general linear equations and their graphs and extend this to work with absolute

Pearson3-7 Absolute Value Equations & Inequalities

Writing in Math

• Use a two-column algebraic proof to provide

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESCluster: Interpret the structure of expressions A-SSE.A.1 Interpret expressions that

represent a quantity in terms of its context. ★a. Interpret parts of an expression, such as terms, factors, and coefficients.b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.

value equations, linear inequalities, and systems of linear equations.

Essential Question(s)How do you solve absolute value inequalities differently than regular inequalities?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

Glencoe5-5 Inequalities Involving Absolute Value

Additional Lesson(s):MARS Task - Maximizing Profits: Selling BoomerangsUse the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Task Arc – Algebra I – Equations & Inequalities (Tasks 1-3)

Additional Resource(s):• Solving an absolute value equation Video • Solving an absolute value inequality

Video

justifications and explanations when solving each equation and inequality.

• Explain the similarities and differences in solving the equation | − | = with solving the inequalities | − | ≤ and | − | ≥ .

Systems of Equations & Inequalities/ Graphing(Allow 4 weeks for instruction, review, and assessment)

Domain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable. A-REI.C.6 Solve systems of linear

equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically. A-REI.D.11 Explain why the x-coordinates

Enduring Understanding(s)Systems of linear equations can be used to model problems and can be solved in multiple ways.

Essential Question(s)How is graphing used to solve a system of equations?

Objective(s):• Students will write and use a system of

equations and/or inequalities to solve real world problems.

• Students will justify the method used to

Pearson6-1 Solving Systems by GraphingGlencoe6-1 Graphing Systems of Equations Additional Lesson(s):Use the following Engageny Lessons to introduce the concepts/build conceptual understanding. If used, these lessons should be used before the lessons from the textbooks.Engage ny Algebra I Module 1, Topic C • Lesson 20 • Lesson 21 • Lesson 22

VocabularySystems of linear equations, solution of a system of linear equations, consistent, independent, dependent, inconsistent

Writing in MathPH Algebra I Book Page 364 #31Use KNWS, SQRQCQ, or UPS√ StrategyLiteracy Strategies in Math (p. 22 ) UPS√

Suppose you graph a system of linear equations. If a point is on only one of the lines, is it a solution to the system? Explain.

Can a system of linear equations have exactly two solutions? Explain.

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESof 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. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

solve systems of linear equations exactly and approximately focusing on pairs of linear equations in two variables.

• Students will approximate/find the solution(s) of the functions graphically.

• Lesson 23 • Lesson 24

Additional Resource(s):Solving systems of Linear Equations by Graphing

• Solving and interpreting a system of linear equations by graphing Video

• Interpreting solutions of systems of linear equations Video

• Analyzing special types of linear systems Video

Domain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable. A-REI .C.5 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.

Enduring Understanding(s)Systems of linear equations can be used to model problems and can be solved in multiple ways.

Essential Question(s)How is substitution used to solve a system of equations?

Objective(s):• Students will write and use a system of

equations and/or inequalities to solve real world problems.

• Students will justify the method used to solve systems of linear equations exactly and approximately focusing on pairs of linear equations in two

Pearson6-2 Solving Systems Using Substitution Glencoe6-2 Substitution

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)DVD Rentals Task

Additional Lesson(s)LearnZillion: Solving a system of equations by substitution

Additional Resource(s):

VocabularySubstitution method

Writing in MathUse a two-column algebraic proof to provide justifications and explanations when solving each equation and inequality.

When is the substitution method a better method than graphing for solving a system of linear equations?

PH Algebra I Book Page 372 #37Use KNWS, SQRQCQ, or UPS√ StrategyLiteracy Strategies in Math (p. 22 ) UPS√

How can you tell when a system of linear

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

variables. • Solving linear systems using substitution Video

equations has no solutions using a graph? How can you tell when a system of linear equations has no solution using substitution?

Domain: Reasoning with Equations and InequalitiesCluster: Solve equations and inequalities in one variable A-REI .C.5 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.

Enduring Understanding(s)• Systems of linear equations can be used

to model problems and can be solved in multiple ways.

Essential Question(s)How is substitution used to solve a system of equations?

Objective(s):• Students will write and use a system of

equations and/or inequalities to solve real world problems.

• Students will justify the method used to solve systems of linear equations exactly and approximately focusing on pairs of linear equations in two variables.

Pearson6-3 Solving Systems Using Elimination

Glencoe6-3 Elimination Using Addition and Subtraction

Additional Lesson(s):LearnZillion: Solve a system of equations by elimination

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)Solving Systems Variety Task

Additional Resource(s):• Solving linear systems using elimination,

adding Video• Solving linear systems using elimination,

multiplying first Video

VocabularyElimination method

Writing in MathExplain how you would solve a system of equations using elimination.

PH Algebra I Book Page 378 #27Use KNWS, SQRQCQ, or UPS√ Strategy

What do the substitution method and the elimination method have in common? Explain.

Give an example of a system that you would prefer to solve using one method instead of the other. Justify your choice.

Domain: Creating EquationsCluster: Create equations that describe numbers or relationships A-CED.A.3 Represent constraints by

equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable

Enduring Understanding(s)Systems of linear equations can be used to model problems and can be solved in multiple ways.

Essential Question(s)

Pearson6-4 Applications of Linear SystemsGlencoe6-5 Applying Systems of Linear Equations

Additional Lesson(s):

Writing in MathPH Algebra I Book Page 387 #18Use KNWS, SQRQCQ, or UPS√ StrategyLiteracy Strategies in Math (p. 22 ) UPS√

Explain how to describe which variable to

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESoptions in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

How do you determine the best method for solving a system of linear equations?

Objective(s):• Students will create equations and

inequalities in one variable and use them to solve problems.

• Students will create equations and inequalities in one variable to model real-world situations.

• Students will compare and contrast problems that can be solved by different types of equations.

Systems of Equations Lessons

Additional Resource(s):• Writing and solving linear systems Video • Finding a break even point Video

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)Technology The Impossible Task (Teacher Notes) Technology The Impossible Task (Students)

Performance Assessment – Systems of Equations in Grocery Shopping

eliminate when using multiplication.

A-CED.A.3

Domain: Reasoning with Equations and InequalitiesCluster: Represent and solve equations and inequalities graphically. A-REI.D.12 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.

Enduring Understanding(s)Understand general linear equations and their graphs and extend this to work with absolute value equations, linear inequalities, and systems of linear equations.Essential Question(s)How are inequalities useful in the real world?

Objective(s):• Students will create inequalities in one

variable and use them to solve and model real-world problems.

• Students will compare and contrast problems that can be solved by different types of inequalities.

• Students will identify characteristics of a

Pearson6-5 Linear Inequalities

Glencoe5-6 Graphing Inequalities in Two Variables

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Task Arc – Algebra I – Equations & Inequalities (Tasks 4-8)

Additional Resource(s):Graph Linear Inequalities • Modeling real world situations using linear

VocabularyLinear inequality, solution of an inequalityWriting in MathUse a graphic organizer to organize the key concepts.Graphic Organizers (9-12)How is a linear inequality in two variables like a linear equation in two variables?How are they different?

PH Algebra I Book Page 394 #35Use KNWS, SQRQCQ, or UPS√ StrategyLiteracy Strategies in Math (p. 22 ) UPS√

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Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

linear inequality and system of linear inequalities, such as: boundary line (where appropriate), shading, and determining appropriate test points to perform tests to find a solution set.

inequalities Video

A-CED.A.3 A-REI.D.12

Enduring Understanding(s)Understand general linear equations and their graphs and extend this to work with absolute value equations, linear inequalities, and systems of linear equations. .

Essential Question(s)• How are systems of inequalities different

from systems of linear equations?• How are systems of inequalities useful in

the real world?

Objective(s):• Students will create inequalities in one

variable and use them to solve and model real-world problems.

• Students will compare and contrast problems that can be solved by different types of inequalities.

• Students will identify characteristics of a linear inequality and system of linear inequalities, such as: boundary line (where appropriate), shading, and determining appropriate test points to perform tests to find a solution set.

Pearson6-6 Systems of Linear InequalitiesGlencoe6-8 Systems of InequalitiesUse the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)System Word ProblemSystems of InequalitiesAssessment Task: Fishing Adventures

Additional Resource(s):• Graphing systems of linear inequalities

Video• Writing a system of linear inequalities

Video• Using a system of linear inequalities Video

VocabularySystem of linear inequalities, solution of a system of linear inequalities

Writing in MathHow can you determine whether an ordered pair is a solution of a system of linear inequalities?

How is finding the solution to a system of inequalities different from finding the solution of a system of equations? How is it the same? Explain.

PH Algebra I Book Page 400 #28Use KNWS, SQRQCQ, or UPS√ StrategyLiteracy Strategies in Math (p. 22 ) UPS√

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Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESIntroduction to Functions & Graphing

(Allow 1.5 week for instruction, review, and assessment) This builds from the 8th Grade Functions

See p. 4*Enduring Understanding(s)• Functions are a mathematical way to

describe relationships between two quantities that vary.

• Functions can be represented in a variety of ways.

Essential Question(s)• How can you represent and describe

functions?• How can functions describe real-world

situations, model predictions and solve problems?

Objective(s):• Students will identify the domain and

range of a function; determine if a relation is a function; determine the value of the function with proper notation (i.e. f(x)=y, the y value is the value of the function at a particular value of x)

• Students will identify mathematical relationships and express them using function notation.

• Students will define a reasonable domain, which depends on the context and/or mathematical situation, for a function focusing on linear functions.

• Students will evaluate functions at a given input in the domain, focusing on linear functions.

PearsonChapter 4 –An Introduction to Functions (Briefly review 4-1 through 4-6 as needed)Glencoe(Briefly review 1-6 & 1-7 as needed)

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Task Arc – Algebra I – Creating & Interpreting Functions (Tasks 1, 3 & 5)

Additional Resource(s):Khan Academy Videos - FunctionsLearnZillion Videos - Functions • Interpreting a graph that is related to

events Video • Sketching a graph that is related to

events Video • Identifying independent and dependent

quantities Video • Writing a rule from a table Video • Making a table from a function rule Video • Finding the range of a function given the

domain Video • Modeling a function using three views

Video• Discrete vs. continuous data Video • Graphing a nonlinear function Video

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Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

• Writing a function from words Video • Determining a reasonable domain and

range for a situation Video • Identifying functions using a mapping

diagram Video • Identifying functions using the vertical line

test Video Domain: Creating EquationsCluster Create equations that describe numbers or relationships A-CED.A.2 Create equations in two or

more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Domain: Interpreting FunctionsCluster: Interpret functions that arise in applications in terms of the context. F-IF.A.3 Recognize that sequences are

functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥1.

Enduring Understanding(s)You can model some sequences with a function rule that you can use to find any term of the sequence.

Essential Question(s)What information can a slope (rate of change) and intercept (constant term) of a linear model provide regarding the context of a situation?

Objective(s):• Students will identify and extend

patterns in sequences.• Students will recognize that sequences

are functions, sometimes defined recursively, whose domain is a subset of the integers..

Pearson4-7 Sequences & Functions Glencoe3-5 Arithmetic Sequences as Linear Functions

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Algebra I Task: The Speeding Ticket Problem

Additional Resource(s):• Finding the common difference of an

arithmetic sequence Video• Finding the value of the nth term an

arithmetic sequence Video

VocabularySequence, term of a sequence, arithmetic sequence, common difference

Writing in MathUse KNWS, SQRQCQ, or UPS√ Strategy to complete Chapter 4 Performance Task 1.Literacy Strategies in Math (p. 22 ) UPS√

PH Algebra I Book Page 280Use KNWS, SQRQCQ, or UPS√ Strategy to complete Tasks 1 – 3.Literacy Strategies in Math (p. 22 ) UPS√

RESOURCE TOOLBOXTextbook Resources Standards Videos

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Curriculum and Instruction – Office of Mathematics

Quarter 1 Algebra I

Pearsonwww.phschool.com/mathhttp://www.pearsonsuccessnet.comhttp://www.poweralgebra.com

GlencoeConnectED Site - Textbook and Resources

CCSShttp://www.ccsstoolbox.org/http://www.edutoolbox.org/tntools (formerly tncore.org) http://parcconline.org/

Common Core Flip BookAchieveTN Algebra I StandardsTN Department of Education Math Standards

Khan AcademyTeacher TubeMath TVThe Futures ChannelThe Teaching Channel IVEST Video Library Illuminations (NCTM)Get The Math

Calculatorhttp://education.ti.com/educationportal/activityexchange/activityhttp://www.atomiclearning.com/ti_84TICommonCore.comhttp://www.casioeducation.com/educators

Manipulatives/Other ResourcesNational Library of Virtual Manipulativeshttp://www.shodor.org/interactivate/activities/Edugoodies

NWEA MAP Resources:https://teach.mapnwea.org/assist/help_map/ApplicationHelp.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.

LiteracyLiteracy Skills and Strategies for Content Area Teachers(Math, p. 22)Formative Assessment Using the UPS StrategyGlencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12)

TasksMathematics Assessment Project (MARS Tasks)Dan Meyer's Three-Act Math TasksIllustrative Math TasksUT Dana CenterInside Math TasksLearnZillionSCS Math Tasks (Algebra I)

ACTState ACT Resources

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