Algebra 1-2 Curriculum Map All Units

Algebra 1-2 Units
Quarter 1:
Unit 1: Review: Number Sense and Graphs (3 Weeks)
Unit 2: Representations & Solving Linear Equations and Inequalities (4 Weeks)
Unit 3: Functions (2 Weeks)
Quarter 2:
Unit 4: Linear Models (4 Weeks)
Unit 5: Systems of Equations (3 Weeks)
Quarter 3:
Unit 6: Statistics (3 Weeks)
Unit 7: Sequences (2 Weeks)
Unit 8: Exponents and Exponential Functions (4 Weeks)
Quarter 4:
Unit 9: Polynomial Expressions and Functions (3 Weeks)
Unit 10: Quadratics (3 Weeks)
Unit 11: Synthesis (3 Weeks)
Unit 1: Review: Number Sense & Graphs
Days: 3 Weeks
Summary of Unit: Students will revisit different concepts learned about number sense, construction of terms and expressions
using variables from real-world material, and interpret different parts of a situational graph.
Generalizations (Conceptual
Understanding)
My students Understand that
Precision with units is key to dimensional
analysis. (N.Q.1)
Guiding Questions to Build Conceptual Understanding

Factual
What is the sum/product of two
irrational numbers?
Sums and products of rational numbers

What is the sum/product of a
remain in the set of rational numbers.
rational and an irrational number?
(N.RN.3)
Assigning variable(s) for real-world
What is the product of two rational
material to construct an expression.
numbers?
(A.SSE.1)
Standards:
Learning Targets: My students will be able to
A.SSE.1
To interpret expressions that represent a quantity in terms of its
context.
To use the order of operations to simplify.
Conceptual
Why are the sum and products of irrational
numbers with rational numbers always
irrational?
Why is the sum or product of two rational
numbers always rational?
Comments/ Explanations/Examples:
Students create an expression like
1
2x x
2
from a verbal expression like An amount is

doubled or half a value
Students will simplify expressions like;
2+3 ( 3 x 2 )5 x
N.RN.3
To classify a number as rational or irrational and explain why.
N.RN.3
To determine sums & products of rational & irrational numbers.
N.Q.2
To create a graph from a situation.
Students will understand the all number

systems.
Students might extend properties of rational
and irrational numbers and conclude that the
sum of any two
irrational numbers is also irrational (e.g., (2 +
3) + (2 - 3) = 4, a rational number
Students will understand the necessary scale,
know how to label appropriate axes and
interpret shape.
N.Q.1
To use units as a way to understand problems and guide the

solution of multi-step problems.
Students might not realize the importance of

unit conversions along with the computation
when solving problems involving
measurement.
Focus Mathematical Practices for this unit:

MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6. Attend
MP.7. Look
MP.8. Look for and
Make
sense of
problems
and
persevere
in solving
them
Reason
abstractly
and
quantitativ
ely
Construct
viable
arguments
and critique
the reasoning
of others
Model with
mathematic
s
appropriat
e tools
strategicall
y
to precision
for and make

use of
structure
express regularity in
repeated reasoning
Critical Language: Academic (Tier II) and technical (Tier III) vocabulary to be used in oral and written classroom discourse.
Clarification:
Emphasis Order of Operations to ensure a strong foundation for solving

equations
Make sure students understand the difference between rational and irrational
numbers, and how theyre applied in real-world context.
Evaluate, Compute, Identify, Represent, Explain, Random
Academic
Vocabulary
Technical
Order of Operations, Term, Like Terms, Coordinate graphs, Rational, Irrational
Vocabulary
Resources: (website links, performance tasks, etc.)
A performance task for N.RN, Operations with Rational and Irrational Numbers. (Consider beginning the unit with this task.
Students studied both rational and irrational numbers in middle school and will work more with rational numbers in this
unit.)
Operations with Rational and Irrational Numbers: http://www.illustrativemathematics.org/illustrations/690 (N.RN)
Unit 2: Representations & Solving Linear Equations and

Inequalities
Days: 4 Weeks
Summary of Unit: Students will create equations from multiple representations and solve linear
equations and inequalities in one variable explaining the logic in each step.
Understanding)
Factual
Conceptual
Linear relationships can be described
using multiple representations. (A-CED.2)
Which methods can be used to

Why do we represent linear
represent linear relationships?
relationships using different
How does the context of the linear
representations?
relationship help to interpret the
rate of change and initial value of
the linear function?
How can graphs, tables, and
equations determine the rate of
change and initial value?
Creating equivalent algebraic equations
What is an example of a oneHow can a one-variable linear
variable linear equation with no
provides the necessary foundation for
equation have no solutions or
solution?
solving linear equations in one variable.
infinite solutions?
What is an example of a one(A-REI.1)
How does the context of the
variable linear equation with infinite
problem affect the reasonableness
solutions?
of a solution?
How does creating equivalent
expressions lead to solving onevariable linear equations?
Standards
:
A.CED.2
A. To create a table from a situation.
A.CED.2
B. To create a graph from a situation.
A.CED.2
C. To create equations and inequalities in one variable to
model real-world situations
A.CED.1
D. To create equations and inequalities in one variable and
Equations can represent real world
use them to solve problems.
problems. Ex: Given the area, height, and
one base of a trapezoid, set up an
A.REI.1/3,
N.Q.1
E. To solve two step equations and justify the steps using

properties of equality.
A.CED.4
F. To solve for a particular variable of interest in a formula.
A.REI.3
equation to find the length of the other

base and solve the equation.
Properties of operations can be used to
change expressions on either side of the
equation to equivalent expressions.
4 3
Solve V = 3 r for radius r .
G. To solve linear inequalities.

MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6.
MP.7.
MP.8. Look for and
Make
Reason
Construct
Model with appropriat
Attend to
Look for
sense of
abstractly
viable
mathemati e tools
precision
and make
repeated reasoning
problems
and
arguments cs
strategical
use of
and
quantitativ and
ly
structure
persevere
ely
critique
in solving
the
them
reasoning
of others
Critical Language: Academic (Tier II) and technical (Tier III) vocabulary to be used in oral and written classroom
discourse.
Clarification: Algebra 1
Emphasis on multiple representations for real world situations.
students demonstrate ability to
apply and comprehend critical
language through the following
examples.
Academic
relationships, representations, variable, equation, expression, inequality, model, create, interpret,
Vocabulary
situations, real-world contexts, tables, graphs
Technical
term, linear relationship, like terms, inverse operations, equivalent expressions, properties of
Vocabulary
equality
Unit 3: Functions
Days: 2 weeks
Summary of Unit: This unit will discuss the properties of functions and function notation; limit discussions to
linear equations.
Understanding)
Factual
Conceptual
Functions describe contexts where one
quantity, an input, determines another, the
output. (F-IF.1)
Function notation can be used to evaluate

functions for inputs in their domains and to
interpret statements in terms of a context. (FIF.2)
Equations in two or more variables represent
relationships between quantities. (A.CED.2)
Functions model relationships between
quantities using a variety of representations
(tables, graphs, and equations). (F-IF.4)
Limiting domains of functions ensures both

the domains and ranges make sense in given
contexts. (F-IF.5)
Given an input and out, how do

we determine a rule?
How do we know if data in tables,
graphs, or equations are
functions?
Which notation is used to write a
function?
Why is only one output permissible for every

input in a function?
Why are functions an important tool in
mathematical modeling?
How is function notation used to

represent data?
What are examples of linear,
quadratic, and exponential
contexts?
How do graphs, equations, and
tables show similarities and
differences functions?
What is the purpose of function notation?
What is another name for the

inputs of a function?
What is another name for the
outputs of a function?
For a relation to be a function,
what must be true for a domain
and range?
How do we express domain and
range?
What is the meaning of
f ( x) ?
Why are two variable equations helpful in

modeling a variety of contexts?
Why do linear functions model so many
situations?
Why is it important to interpret differences
and similarities of functions through multiple
representations?
How do we determine a reasonable domain
and range for a context?
How do we know whether it is discrete or
continuous?
Why is it necessary to constrain domains and
ranges of function models?
Unit 4: Linear Models
Days: 4 Weeks
Summary of Unit: Expressing a linear function graphically, algebraically through a chart or equation by using
constant rate of change (slope), and initial value (y-intercept). Students will understand the different forms of a
linear equation, like slope-intercept form, point-slope form and standard form.
Understanding)
Linear relationships can be described using
multiple
representations. (A-CED.2)
Standards:
A.CED.2
F.IF.7
F.LE.2
S.ID.7, F.IF.6

Factual
Conceptual
Which methods can be used to

Why do we represent linear
represent linear relationships?
relationships using different
How does the context of the linear
representations?
relationship help to interpret the rate
of change and initial value of the linear
function?
How can graphs, tables, and equations
determine the rate of change and
initial value?
Learning Targets: My students will be
able to
To create equations in two or more variables to
Ex. Write an equation to represent the relationship between the
represent relationships between quantities;
cost, y, in dollars, and the number of pages, x, for each book
graph equations on coordinate axes with labels
size. Be sure to place each equation next to the appropriate
and scales
book size.
To graph linear functions by hand in simple
Ex. Graph the function f(x) = 2x by creating a table of values.
cases or using technology for more complicated Identify the key characteristics of the graph.
cases and show/label intercepts of the graph
To construct linear functions given a graph, a
Ex. Construct a linear function for Sara's starting salary is
description of a relationship, or two input$32,500. Each year she receives a $700 raise.
output pairs (include reading these from a
table).
To calculate and interpret the slope (rate of
Ex. Lisa lights a candle and records its height in inches every
change) and the intercept (constant term) of a
hour. The results recorded as (time, height) are:
linear model in the context of the data
(0, 20), (1, 18.3), (2, 16.6), (3, 14.9), (4, 13.2), (5, 11.5), (7,
8.1), (9, 4.7), and (10, 3). Express the candles height (h) as a
function of time (t) and state the meaning of the slope and the
intercept in terms of the burning candle.
F.LE.2
F.LE.2
F.IF.7
F.IF
S.ID.6
S.ID.6
S.ID.8
S.ID.9
A.REI.12
A.REI.10
To write an equation in point-slope form given

two points.
To write an equation in slope-intercept form
given two points.
To find the x and y intercepts from an equation
To determine the relationship between lines
(parallel, perpendicular, or neither).
To fit a linear function for a scatter plot that
suggests a linear association with and without
technology.
Understand how slope effects whether linear equations are

parallel or perpendicular.
Ex. Collect data on forearm length and height in a class. Plot the
data and estimate a linear function for the data. Compare and
discuss different student representations of the data and
equations students discover. Could the equations(s) be used to
estimate the height for any person with a known forearm
length?
To use functions fitted to data to solve problems

in the context of the data
To compute (using technology) and interpret the
correlation coefficient of a linear fit
To distinguish between correlation and
causation
To graph a line or boundary line and shade the

appropriate region for a two-variable linear
inequality
Explain why each point on a curve is a solution
to its equation
Use the correlation coefficient to determine if a linear model is a

good fit for the data (significant).
Ex. Diane did a study for a health class about the effects of a
student's end-of-year math test scores on height. Based on a
graph of her data, she found that there was a direct relationship
between students math scores and height. She concluded that
"doing well on your end-of-course math tests makes you tall."
Is this conclusion justified? Explain any flaws in Diane's
reasoning.
Ex. Graph the solution: y < 2x + 3
Students can explain and verify that every point (x, y) on the
graph of an equation represents values x and y that make the
equation true.

MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6. Attend
MP.7. Look
MP.8. Look for and express
Make
sense of
problems
and
Reason
abstractly
and
quantitativ
Construct
viable
arguments
and critique
Model with
mathematic
s
appropriat
e tools
strategicall
y
to precision
for and make

use of
structure
regularity in repeated
reasoning
persevere
in solving
them
ely
the reasoning
of others
Clarification:
Academic
Vocabulary
Technical
Vocabulary
Emphasize that graphs of equations in two variables are the set of all the equations
solutions
Evaluate, convert, intercept , rate of change
Order of operations, recursive sequence, sequence, term, recursive routine, starting/initial value, linear
relationship,
x- & y-intercept
Unit 5: Systems of Equations
Days: 3 weeks
Summary of Unit: Students will learn to solve, create, and interpret the use of linear systems and systems of linear
inequalities.
Understanding)
When solving systems of linear
equations, the type of solution set (one
solution, no solutions, or infinite
solutions) can be determined both
graphically and algebraically. (A.REI.6)
Characteristics of equations in systems

determine the most efficient strategy for
finding solutions. (A.REI.6)

Factual
What do different types of solutions for
a system of linear equations look like on
a graph?
How are solutions to systems of
equations visualized or approximated
on a graph?
Is it possible for a system of equations
to have no solution? What would it look
like on a graph, and what would it look
like when algebraically solving the
system?
What are the different types of solution
processes for solving systems of linear
equations?
How can we use a calculator to
determine the solution to systems of
equations?
Systems of linear inequalities require a

What would a graph showing a system
visual representation of their solutions.
of linear inequalities with no solution
(A.REI.12)
look like?
Mathematicians evaluate mathematical
What are characteristics of nonviable
solutions for their relevance to a model;
solutions?
not all solutions to a system are viable in How do we know when a solution will be
context. (A.CED.3)
viable?
Standards:
A.REI.6,
To solve a system of equations exactly and approximately by
A.REI.11
graphing with and without technology.
Conceptual
How does the graph of a pair of lines
describe the possible solution sets for a
system of a pair of linear equations?
How do we decide which method to use

when given a system of equations? What
are the advantages to each method and
what are the limitations?
Why is substitution sometimes more
efficient than elimination for solving a
system of linear equations algebraically
and vice versa?
Why are solutions to linear inequalities
better represented graphically than
algebraically?
Why would we model a context with an
inequality rather than an equation?
Why is it important to evaluate all solutions
within the original context?
Students should understand how to
solve/approximate solutions of linear
A.REI.11
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)
To solve a system of equations by substitution.
A.REI.11
To solve a system of equations by elimination.
A.REI.6
To justify the method used to solve systems of linear equations

exactly and approximately focusing on pairs of linear equations in
two variables
A.REI.5
To recognize and use properties of equality to maintain equivalent

systems of equations
A.REI.12
To graph a system of linear inequalities and shade the appropriate

overlapping region for a system of linear inequalities (which is the
solution to the system)
A.CED.3
Represent constraints by systems of equations and/or inequalities
systems in several different ways.

The intersection point of two linear
equations is their solution (i.e. solution
should be expressed as an ordered pair)
Students need to master the procedure of
substitution and expression any solutions
found as an ordered pair.
Students need to master the procedure of
elimination and expression any solutions
found as an ordered pair.
Students will recognize which method is
appropriate to use based on the form of
the linear equations within the system.
Primarily for the method of substitution,
students need to understand how things
process is possible.
Students need to understand why the
shaded region is the best representation of
the solution to a system of linear
inequalities.
Understand common vocabulary used for
different types of systems. (i.e. at least
represents
or at most represent
)
MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6. Attend
MP.7. Look
MP.8. Look for and
Make
sense of
problems
and
persevere
in solving
them
Reason
abstractly
and
quantitativ
ely
Construct
viable
arguments
and critique
the reasoning
of others
Model with
mathematic
s
appropriat
e tools
strategicall
y
to precision
for and make

use of
structure
repeated reasoning
Clarification:
Students should recognize when linear systems have exactly one solution, no solutions, or infinitely
many solutions from graphs and from the systems equations
Student will recognize if the lines do not intersect, there are no solutions and if the lines are the
same, an infinite number of solutions exist.
Emphasis that a linear system with one solution; the solution should be expressed as a point or an
ordered pair
Students should understand the need and use of linear systems verse systems of linear inequalities
Academic
Intersection, efficiency, characteristics, solutions, one solution, no solutions, infinite solutions, viable,
Vocabulary
nonviable, approximation, constraints, context
Technical
Systems of equations, linear equations, ordered pair, graphically, algebraically, inequalities, system of
Vocabulary
inequalities, model, elimination, substitution, linear
Fishing Adventures 3: http://www.illustrativemathematics.org/illustrations/644 (A-REI)
Unit 6: Statistics
Days: 3 Weeks
Summary of Unit: This unit discusses data analysis. Students will analyze data sets to determine measures of
center and measures of spread.
Understanding)
Analyzing a variety of data representations
helps determine appropriate measures of
center and spread to describe data sets. (SID.1)
Knowledge of shape, center, and spread
facilitates comparison of two data sets. (SID.2-3)
Outlier influence is an important

consideration when selecting and interpreting
statistical measures. (S-ID.3)
Two-way frequency tables provide the
necessary structure to make conclusions
about the association of categorical variables.
(S-ID.5)

Factual
What is the best way to display
data?
How does our data display
choice affect which information
will be conveyed?
What is the difference between
mean and median?
What is the relationship between
mean and median in skewed
data?
How can we use technology to
find center and spread for data
sets?
What can be inferred about two
data sets with large differences
in measures of spread?
What is an outlier?
What is categorical data?

What do joint, marginal, and
conditional relative frequencies
mean?
Conceptual
When would median be a more appropriate
measure of center than mean?
How can summary statistics or data displays
be accurate but misleading?
Why is it important to analyze data spread?
Why is mean by itself not a complete
summary of data sets?
How can summary statistics or data displays
be accurate but misleading?
Why do outliers affect some measures of

center more than others?
Why do outliers affect some measures of
spread more than others?
Why is it appropriate to use a two-way
frequency table with categorical data?
Unit 7: Sequences
Days: 2 weeks
Summary of Unit: Students will learn to identify arithmetic and geometric sequences. Then based on the students observation
they will learn to create both a recursive and explicit formula representing the sequence. Additionally, students will connect these
concepts to prior knowledge of linear functions and ideas of slopes, rates of change and y-intercepts. Student will also be
introduced to exponential function with the graphically representation of geometric sequences.
Generalizations (Conceptual Understanding)

Factual
Conceptual
Linear functions model arithmetic sequences. (F.BF.2)
How can we determine slope and y-intercept of arithmetic sequences?
How can we determine the common difference of arithmetic sequences?
Why is the domain of a sequence a subset of integers?
Recursive routines or formulas can be used to describe linear relationships. (F.BF.1)
How can graphs, tables, and linear equations determine the common difference and initial value?
Which methods can be used to represent arithmetic sequences?
Why do we represent linear relationships using different representations?
The difference between arithmetic and geometric sequences. (F. BF.2)
How do we know whether sequences are arithmetic or geometric?
Why do arithmetic sequences have a common difference verse geometric sequences have a common ratio?
Standards:
F.BF.2
Generate arithmetic and geometric sequences from recursive and explicit formulas
Ex. Given the formula
an =2 n1 , find the 17th term of the sequence.
F.BF.2
Given an arithmetic or geometric sequence in recursive form, translate into the explicit formula
Ex. Given
a1=4
and
an =an1 +3 , write the explicit formula.
F.BF.2
Given an arithmetic or geometric sequence as an explicit formula, translate into the recursive form
F.BF.2
Use given and constructed arithmetic and geometric sequences, expressed both recursively and with explicit formulas, to model
real life situations
Ex. Saras starting salary is $32,500. Each year she receives a $700 raise. Write a sequence in explicit form to describe the
situation.
F.IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of integers
Emphasize arithmetic and geometric sequences as examples of linear and exponential functions.
F.BF.2
Identify arithmetic and geometric patterns in given sequences
Ex. The first four terms of a sequence are shown below.
8, 12, 18, 27, ...
Determine whether the sequence is arithmetic and geometric.

F.BF.1
Define explicit function and recursive process
Ex. You buy a $10,000 car with an annual interest rate of 6% compounded annually and make monthly payments of $250.
Express the amount remaining to be paid off as a function of the number of months, using a recursion equation and/or explicit
function.
F.BF.1
Write a function that describes a relationship between two quantities by determining an explicit expression, a recursive process,
or steps for calculation from a context
F.LE.2
Construct linear functions, including arithmetic sequences, given a graph, a description of a relationship, or two input-output
pairs (include reading these from a table)
F.LE.2
Construct exponential functions, including geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table)
Ex. Determine an exponential function of the form
f ( x )=a b x
using data points from the table.
Graph the function and identify the key characteristics of the graph.
X
0
1
3
F(x)
1
3
27

MP.1. Make sense of problems and persevere in solving them
MP.2. Reason abstractly and quantitatively
MP.3. Construct viable arguments and critique the reasoning of others

MP.4. Model with mathematics
MP.5. Use appropriate tools strategically
MP.6. Attend to precision
MP.7. Look for and make use of structure
MP.8. Look for and express regularity in repeated reasoning
Clarification:
Students might believe arithmetic and geometric sequences are the same, and they might not be able to recognize the
difference.
In working with sequences, try using the language of arithmetic sequence (linear function) and geometric sequence
(exponential function) to make a stronger connection.
Academic Vocabulary
rule, rate of change, convert

Technical Vocabulary
arithmetic sequence, geometric sequence, explicit, recursive, initial value, common difference, common ratio
Unit 8: Exponents & Exponential Functions
Days: 4 weeks
Summary of Unit: Students will explore representations of exponential functions in real world situations.
This unit will also discuss rational exponents as representations of radicals. Students will compare
features of linear and exponential functions.
Generalizations
(Conceptual Understanding)
My students Understand
Factual
Conceptual
that
The generation of equivalent
How do properties of exponents
How do exponential patterns explain
exponential functions by applying simplify exponential expressions?
negative exponents?
properties of exponents sheds
Why does a number raised to the
light on a problem context. (Apower of zero equal one?
SSE.3)
Functions model relationships
What are examples of linear,
Why are two variable equations helpful in
between quantities using a
quadratic, and exponential contexts?
modeling a variety of contexts?
variety of representations (tables, How do graphs, equations, and tables
Why do linear and exponential functions
graphs, and equations). (F-IF.4)
show similarities and differences of
model so many situations?
functions?
Why is it important to interpret
differences and similarities of functions
through multiple representations?
Visualizing a variety of functions
What are important characteristics of
How does visualizing functions help
helps interpret key features, such functions that can be seen on graphs? interpret the relationship between two
as domain, range, intercepts, end What do the graphs of exponential
variables?
behavior, and average rate of
functions look like?
How is the graph of an equation related to
change. (F-IF.4)
its solutions?
Exponential functions provide the How do we determine whether
How are differences between linear and
means to model growth and
situations can be modeled by
exponential functions visible in equations,
decay. (F-LE.1)
exponential functions?
tables, and graphs?
How do we determine from equations
Why does a common difference indicate a
whether exponential functions model
linear function and a common ratio
growth or decay?
indicate an exponential function?
What are typical situations modeled
by linear and exponential functions?
Standard
s:
N.RN.1
How many points of data do we need

to determine whether functions are
linear or exponential?
Define radical notation as a convention used to represent
rational exponents
Comments/Explanations/Examples:
1/ 3
define
to be the cube root of
because we want
( 51 /3 )
N.RN.2
Using the properties of exponents, rewrite a radical

expression as an expression with a rational exponent
2 =2
N.RN.2
Using the properties of exponents, rewrite an expression

with a rational exponent as a radical expression
25
A.CED.2
Identify the quantities in a mathematical problem or realworld situation that should be represented by distinct
variables and describe what quantities the variables
represent
Choose and produce an equivalent form of an exponential
expression to reveal and explain properties of the
quantity represented by the original expression
A.SSE.3
must equal
( 51 /3 ) =5 (1/ 3) 3 to hold, so
5 .
4
5
5 24
Focus on exponential functions
Write the expression below as a constant

times a power of x and use the solution to
decide whether the expression gets larger or
smaller as x increases.
2
( 2 x3 ) (3 x4 )
3
( x2 )
F.IF.4
Define and recognize key features in tables and graphs of

exponential functions
F.IF.4
F.IF.4
Identify the type of function, given a table or graph

Sketch graphs showing the key features of a function,
modeling a relationship between two quantities, given a
verbal description of the relationship
Identify: intercepts; intervals where the

function is increasing, decreasing, positive, or
negative; and end behavior
Recognize exponential behavior
Sketch: intercepts; intervals where the
function is increasing, decreasing, positive, or
negative; and end behavior
F.IF.9
F.LE.2
F.IF.8
Differentiate between exponential and linear functions

using a variety of descriptors (graphical, verbal,
numerical, algebraic)
Construct exponential functions, including geometric
sequences, given a graph, a description of a relationship,
or two input-output pairs (include reading these from a
table)
Find the percent rate of change and classify them as
representing exponential growth or decay.
Compare multiple representations of linear

and exponential functions
Students make the connection between
graphs of exponential functions and
geometric sequences.
Classify
y=( 1.02 )t
as exponential growth or
decay.
F.LE.1
Prove that exponential functions grow by equal factors
Students can investigate functions and
over equal intervals
graphs modeling different situations involving
simple and compound interest.
MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6.
MP.7. Look MP.8. Look for and
Make sense Reason
Construct
Model with appropriate Attend to
for and
of
abstractly
viable
mathemati tools
precision
make use
repeated reasoning
problems
and
arguments cs
strategicall
of structure
and
quantitativ and
y
persevere
ely
critique the
in solving
reasoning
them
of others
Critical Language: Academic (Tier II) and technical (Tier III) vocabulary to be used in oral and written classroom
discourse.
Clarification:
Exponential functions have a constant rate of growth or decay
Academic
relationships, representations, variable, model, create, interpret, situations, real-world contexts,
Vocabulary
tables, graphs
Technical
constant rate of growth, exponential functions, exponentially, growth, decay
Vocabulary
Unit 9: Polynomial Expressions and Functions
Days: 3 weeks
Summary of Unit: Students will be introduced to different methods of factoring and how it is used in the solving process.
Additional, they will learn to perform all operations on different sized polynomial expressions.
Understanding)
that

Factual
Conceptual
Polynomials form a closed system under

the operations of addition, subtraction,
and multiplication. (A-APR.1)
Which operations can be

performed to two polynomials that
result in another polynomial?
Use the structure of an expression to

identify ways to rewrite it (A-SSE.2)
Which patterns exist when

factoring quadratic equations?
Why are polynomials not closed under division?

Give an example.
How do we know if an expression or equation is
a polynomial?
How do we know if rewriting an expression will
provide the information needed to solve the
contextual problem?
What are the benefits of simplifying complicated
expressions?
Why would we use a particular method to solve
a quadratic equation?
The transformation of quadratic

expressions and equations reveals
underlying structures and solutions.
(A-SSE.3)
Standards:
A.APR.1
What are the different ways to

solve quadratic equations?
How is factoring used to solve a
polynomial with a degree greater
than two?
Learning Targets: My students will be able
to
Apply arithmetic operations of addition,
Students often forget to distribute the subtraction to
subtraction, and multiplication to polynomials
terms other than the first one. For example, students will
write (4x + 3) (2x + 1) = 4x + 3 2x + 1 = 2x + 4
rather than 4x + 3 2x 1 = 2x + 2.
Students will change the degree of the variable when
adding/subtracting like terms. For example,
2 x +3 x=5 x 2
rather than 5x.
Students may not distribute the multiplication of

polynomials correctly and only multiply like terms. For
example, they will write
( x+ 3 )( x2 )=x 26 rather than
x 2 x +3 x6 .
A.SSE.1
A.SSE.2
A.SSE.3
A.APR.3
A.REI.4
Define and recognize parts of an expression, such

as terms, factors, and coefficients
Identify ways to rewrite expressions, such as
difference of squares, factoring out a common
monomial, and regrouping
Factor a quadratic expression to produce an
equivalent form of the original expression
Finding zeros of a polynomial function
Solve quadratic equations in one variable (using

principles of factoring)
Ex. Find a value for a, a value for k, and a value for , so

that (3x + 2)(2x 5) =
Ex.
a x 2+ k x+n .
x 2+3 x +2=( x +1 ) ( x+2 )
Given a quadratic expression, explain the meaning of the

zeros. That is for an expression; (x a) (x c), a and c
correspond to the x-intercepts (if a and c are real).
Students should solve by factoring, and understand that
zero product property can be used to explain why the
factors are set equal to zero in order to find the solutions.

MP.1.
MP.2.
MP.3.
MP.4.
MP.5. Use
MP.6. Attend
MP.7. Look
MP.8. Look for and
Make
sense of
problems
and
persevere
in solving
them
Reason
abstractly
and
quantitativ
ely
Construct
viable
arguments
and critique
the reasoning
of others
Model with
mathematic
s
appropriat
e tools
strategicall
y
to precision
for and make

use of
structure
repeated reasoning
Clarification:
Academic
Vocabulary
Technical
Add, subtract, and multiply polynomials.

Interpret parts of expressions, such as terms, factors, and coefficients in terms of
context.
Use the structure of an expression to identify ways to rewrite it.
Factor quadratic expressions to reveal the zeros of the functions they define and use
these to construct rough graphs.
coefficient, term, difference of squares, polynomials, binomials, monomials
Quadratic, factor, expression, zeros, roots, polynomial, closed, equivalent, functions, equations, solutions
Vocabulary
Unit 10: Quadratics
Days: 3 Weeks
Summary of Unit: This unit explores solving quadratic equations to identify key features of the graph.
Generalizations
(Conceptual
Understanding)
that
Functions model relationships
between quantities using a variety
of representations (tables, graphs,
and equations). (F-IF.4)
Visualizing a variety of functions
helps interpret key features, such as
domain, range, maxima, minima,
intercepts, symmetry, end behavior,
and average rate of change. (F-IF.4)
The choice of an appropriate way to

rewrite quadratic expressions can
aid efficiency and accuracy when
solving quadratic equations. (AREI.4)
The transformation of quadratic
expressions and equations reveals
underlying structures and solutions.
(A-SSE.3)
Standa
rds:
F.IF.4
Factual
Conceptual
What are examples of quadratic contexts?

How do graphs, equations, and tables
show similarities and differences of
functions?
What are important characteristics of
functions that can be seen on graphs?
What do the graphs of quadratic functions
look like?
What do the zeros of quadratic equations
represent in terms of a model?
How can we see the symmetry of a
quadratic in its equation?
What is the difference between the
methods for solving quadratic equations?
What information does completing the
square for quadratic functions reveal?
How do we know when a quadratic has a
maximum or minimum?
What are the different ways to solve
quadratic equations?
How is factoring used to solve a
polynomial with a degree greater than
two?
Why are two variable equations helpful in modeling a

variety of contexts?
Why is it important to interpret differences and similarities
of functions through multiple representations?
How does visualizing functions help interpret the
relationship between two variables?
How is the graph of an equation related to its solutions?
Why is a quadratic a good model for projectile motion, and
are there limits to its application?
Why might we want to solve for the zeros of a quadratic?
Why is it beneficial to write quadratics in different forms?

What does it mean if a function is not factorable?
Why would we use a particular method to solve a

quadratic equation?
Sketch graphs showing the key features of a function,

modeling a relationship between two quantities, given a
verbal description of the relationship.
F.IF.7(a, Graph quadratic functions, by hand in simple cases or using
b)
label maxima and minima of the graph
technology for more complicated cases.
identify zeros when suitable factorizations
are available
show end behavior.
F.IF.4
Define and recognize key features in tables and graphs of

quadratic functions.
F.IF.4
Interpret key features of graphs and tables of functions in

terms of the contextual quantities each function represents
A.REI.4
A.SSE.3
Use the method of completing the square to transform any

quadratic equation in x into an equation of the form (x - p)2 =
q that has the same solutions.
Solve quadratic equations
taking square roots
completing the square
the quadratic formula
factoring
What do zeros, extreme values, and symmetry
Identify how key features of a quadratic function relate to
of a graph mean in context?
characteristics in different real-world context
A.REI.4
A.SSE.3
F.IF.8
intercepts
intervals where the function is increasing,
decreasing, positive, or negative
relative maximums and minimums
symmetries
end behavior
roots
axis of symmetry
vertex
MP.1. Make
MP.2.
MP.3.
MP.4. Model
MP.5. Use
MP.6. Attend
MP.7. Look
MP.8. Look for and
sense of
problems and
persevere in
solving them
Reason
abstractly
and
quantitatively
Construct
viable
arguments
and critique
the reasoning
of others
with
mathematics
appropriate
tools
strategically
to precision
for and make

use of
structure
repeated reasoning
Clarification:
Academic
Vocabulary
Technical
Completing the square of quadratic equations reveals the vertex of the parabola and the axis of symmetry.
Factoring quadratic equations reveals the zeros or roots.
Identify, symmetry, interpret, justify, explain, structure, graph, model, real-world applications
Quadratic, parabola, complete the square, factor, expression, zeros, roots, square root, polynomial, extreme values,
maximum, minimum, closed, vertex, equivalent, functions, equations, solutions, axis of symmetry
Vocabulary
Unit 11: Synthesis
Days: 3 Weeks
Summary of Unit: Students explore similarities and differences in linear, exponential, and quadratic
functions. This unit also explores translation of functions.
Generalizations
(Conceptual
Understanding)
Factual
Conceptual
that
Linear and exponential
How do we determine whether situations How are differences between linear and
functions provide the means
can be modeled by linear functions,
exponential functions visible in equations,
to model constant rates of
exponential functions, or neither?
tables, and graphs?
change and growth,
How do we determine from equations
Why does a common difference indicate a
respectively. (F-LE.1)
whether exponential functions model
linear function and a common ratio
growth or decay?
indicate an exponential function?
What are typical situations modeled by
linear and exponential functions?
How many points of data do we need to
determine whether functions are linear or
exponential?
Parameters of equations
What is a coefficient?
Why are coefficients sometimes
interpretation must consider
How do we choose coefficients given a
represented with letters?
real-world contexts. (F-LE.5)
Why does changing coefficients affect a
set of data?
model?
Functions, translated and
How do we shift a function up or down?
Which features of functions remain the
scaled, enhance the
How do we shift a function right or left?
same when translated and scaled?
application of similar
How do we stretch a function?
Which features of functions change when
functions to multiple
How do we reflect a function?
translated and scaled?
situations. (F-BF.3)
One can predict effects on a
What is the impact of replacing f(x) by
Why are effects on a graph predictable
graph when replacing f(x) by
f(x) + k, k f(x), f(kx), and f(x + k) for
when replacing f(x) by f(x) + k, k f(x),
f(x) + k, k f(x), f(kx), and f(x
specific values of k (both positive and
f(kx), and f(x + k) for specific values of k
+ k) for specific values of k
negative)?
(both positive and negative)?
(both positive and negative).
(F-BF.3)
Quantities increasing
How does the rate of growth in linear and Why can so many situations be modeled
exponentially eventually
exceed quantities increasing
linearly or quadratically. (FLE.3)
Standar
ds:
F.IF.4,
F.LE.3
F.LE.1
F.LE.5
F.LE.5
exponential functions differ?

by exponential growth?
How can we determine when an
Why is it important to consider limitations
of exponential models?
exponential function will exceed a linear
function?
Identify the type of function (linear, exponential,

quadratic), given a table or graph
Distinguish between situations that can be modeled
with linear functions and exponential functions to
solve mathematical and real-world problems.
Recognize linear or exponential function including:
vertical and horizontal shifts, vertical and horizontal
dilations
Recognize rates of change and intercepts as
parameters in linear or exponential functions
F.BF.3
Identify the effect on the graph a given function by

replacing f(x) by f(x) + k, k f(x), f(kx),and f(x + k) for
specific values of k (both positive and negative)
F.BF.3
Find the value of k, given the graphs of a parent

function, f(x), and the transformed function: f(x) + k,
k f(x), f(kx), or f(x + k)
Analyze the difference between simple and
complicated linear, quadratic, square root, cube root,
piecewise-defined, exponential functions.
Select the appropriate type of function, taking into
consideration the key features, domain, and range,
to model a real-world situation
F.IF.7
F.IF.7
Contrast the growth of
f ( x )=x 3
and
f ( x )=3 x .
A function of the form f(n) = P(1 + r)n is used to

model the amount of money in a savings account
that earns 5% interest, compounded annually,
where n is the number of years since the initial
deposit. What is the value of r? What is the
meaning of the constant P in terms of the savings
account? Explain either orally or in written format.
Students will apply transformations to functions
and recognize functions as even and odd. Students
may use graphing calculators or programs,
spreadsheets, or computer algebra systems to
graph functions.
A.REI.7
Solve a simple system consisting of a linear equation

and a quadratic equation in two variables
algebraically and graphically.
Find the points of intersection between the line

y=3 x and y=x 2 +2 x +1

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Algebra 1-2 Units

Unit 1: Review: Number Sense & Graphs

Guiding Questions to Build Conceptual Understanding

Sums and products of rational numbers

To use the order of operations to simplify.

from a verbal expression like An amount is

To classify a number as rational or irrational and explain why.

To determine sums & products of rational & irrational numbers.

To create a graph from a situation.

Students will understand the all number

To use units as a way to understand problems and guide the

Students might not realize the importance of

Focus Mathematical Practices for this unit:

MP.8. Look for and

for and make

Emphasis Order of Operations to ensure a strong foundation for solving

Unit 2: Representations & Solving Linear Equations and

Which methods can be used to

E. To solve two step equations and justify the steps using

F. To solve for a particular variable of interest in a formula.

equation to find the length of the other

G. To solve linear inequalities.

Function notation can be used to evaluate

Limiting domains of functions ensures both

Given an input and out, how do

Why is only one output permissible for every

How is function notation used to

What is the purpose of function notation?

What is another name for the

What is the meaning of

Why are two variable equations helpful in

Unit 4: Linear Models

Guiding Questions to Build Conceptual Understanding

Which methods can be used to

To write an equation in point-slope form given

Understand how slope effects whether linear equations are

To use functions fitted to data to solve problems

To graph a line or boundary line and shade the

Use the correlation coefficient to determine if a linear model is a

Focus Mathematical Practices for this unit:

MP.8. Look for and express

for and make

Unit 5: Systems of Equations

Characteristics of equations in systems

Guiding Questions to Build Conceptual Understanding

Systems of linear inequalities require a

How do we decide which method to use

To solve a system of equations by elimination.

To justify the method used to solve systems of linear equations

To recognize and use properties of equality to maintain equivalent

To graph a system of linear inequalities and shade the appropriate

Represent constraints by systems of equations and/or inequalities

systems in several different ways.

MP.8. Look for and

for and make

Outlier influence is an important

Guiding Questions to Build Conceptual Understanding

What is categorical data?

Why do outliers affect some measures of

Generalizations (Conceptual Understanding)

an =2 n1 , find the 17th term of the sequence.

an =an1 +3 , write the explicit formula.