Essential Curriculum Map

School: Academy Charter High School

Grade: 9 Subject: Algebra IA

Guiding Assessment Title: Fundraising for Freshman

Essential Content
Supporting Process
Cumulative Progress Indicators
Cumulative Progress Indicators
SSE.A.1 Interpret expressions that SSE.A.1.a
represent a quantity in terms of its Interpret parts of an expression, such
as terms, factors, and coefficients.
context.*

SSE.A.1.b
Interpret complicated expressions by
viewing one or more of their parts as
a single entity.
SSE.A.2
Use the structure of an expression to
identify ways to rewrite it.

Create equations that describe

numbers or relationships

CED.A.1
Create equations and inequalities in
one variable and use them to solve
problems.
CED.A.4
Rearrange formulas to highlight a
quantity of interest, using the same
reasoning as in solving equations.

Understand solving equations as a REI.A.1

process of reasoning and explain Explain each step in solving a simple
the reasoning
equation as following from the
equality of numbers asserted at the
previous step, starting from the

Unit: 1

Time Frame: 5 weeks (9/7/10 10/15/10)

Big Idea: Patterns and Equations

I.

How do you assess?

Tasks & Evidence
Whats my number:
Students will work in
groups using clue cards to
determine what number the
clues are referring to and
explain their methodology
to the class

II.

Homework and class work

assignments

What resources do you use?

Springboard: Mathematics
with Meaning Algebra I
Unit 1
Lessons 1.1, 1.2, 1.3, 1.4, 1.5,
1.6, 1.7
Kuta software: infinite
Algebra I
www.kutasoftware.com
Square tiles

III.

Tests/Quizzes
Algebra tiles

DDI Assessments
Playbook
Guiding Assessment: Fundraising:
Students will work in groups to come
up with fundraising ideas for the
freshman class determining the cost
using online research and the revenue
and present to the class.

How do you teach?

Activities & Practice
Tier 1: Students will be able to:
- Define expression
- Define variable
- Define distributive property
- Define an equation
- Define a compound
inequality
- Define absolute value
- Define inequality
Tier 2:
- Create graphical
representation from data in a
table
- Categorize numbers into the
subset of the real numbers
- Identify which property (
Commutative, Associate,
Distributive, Reflexive,
Symmetric, Transitive) each
equation represents
- Solve equations using
algebra tiles, guess and
check, undoing, and
balancing methods
- Solve multi-step equations
and equations with variables
on both sides
- Solve and graph one variable
inequalities and compound
inequalities

assumption that the original equation

has a solution. Construct a viable
argument to justify a solution method.
Solve equations and inequalities in REI.B.3
Solve linear equations and
one variable.
inequalities in one variable, including
equations with coefficients
represented by letters.

Solve absolute value

equations and inequalities
Compare and contrast an
equation and an expression

Tier 3:
- Students will be able predict
the number of meteors
observed in the 10th hour
from data that the
astronomers observed at a
local observatory.
- Students will be able to find
errors in the work of another
groups equation solving and
explain what they did wrong
and find the correct solution.

When and how do you reflect? Wednesday afternoons in Freshman/Sophomore math teachers meetings, Once monthly department meetings, DDI assessment data

Essential Curriculum Map

School: Academy Charter High School

Grade: 9 Subject: Algebra IA

Guiding Assessment Title: Two Water Tanks

Essential Content
Supporting Process
Cumulative Progress Indicators
Cumulative Progress Indicators
CED.A.2
Create equations that describe
Create equations in two or more
numbers or relationships.
variables to represent relationships
between quantities; graph equations
on coordinate axes with labels and
scales.

Time Frame: 6 weeks (10/18/10 12/3/10)

Big Idea: Linear Functions

I.

Understand solving equations as a REI.D.10

process of reasoning and explain Understand that the graph of an
equation in two variables is the set of
the reasoning.
all its solutions plotted in the
coordinate plane, often forming a
curve (which could be a line).
REI.D.12
Graph the solutions to a linear
inequality in two variables as a halfplane (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 halfplanes.
II.

Interpret linear models

Unit: 2

How do you assess?

Tasks & Evidence
Stacks of Cups: Students are
to develop a container to pack
cups with the following
conditions: All lateral faces
must be rectangular, the base
of the container must be a
square just large enough to
accommodate one cup, the
height of the container must be
given as a function of the
number of cups it will hold, all
measurements are in
centimeters. Students will be
given two different types of
cups to manipulate
Pass the Book: Students are to
estimate how long they think it
will take the entire class to
pass a book down the row.
Then experiment how long it
takes with small groups of
students. Determine is the
estimation is appropriate
Homework and class work
assignments

ID.C.7
III.
Tests/Quizzes
Interpret the slope (rate of change)
and the intercept (constant term) of a DDI Assessments
Playbook
linear model in the context of the
Guiding Assessment: Two Water

What resources do you use?

Springboard: Mathematics
with Meaning Algebra I
Unit 2
Lessons 2.1, 2.2, 2.3, 2.4, 2.5,
2.6, 2.7, 2.8
Kuta software: infinite
Algebra I
www.kutasoftware.com
White boards
Rulers
Paper cups in two sizes
Timer

How do you teach?

Activities & Practice
Tier 1: Students will be able to:
- Define variable
- Define direct variation
- Define domain
- Define function
- Define independent variable
- Define inverse variation
- Define linear equation
- Define range
- Define x and y intercepts
Tier 2:
- Determine whether a
function given a set of points,
a graph, and mappings
- Evaluate a function for a
certain value
- Determine the domain and
range for a relation
- Develop the concept of slope
as a rate of change
- Calculate the slope
- Find Equivalent ratios
- Write equations of lines in
slope intercept form, point
slope form and standard form
- Compare and Contrast the
three methods for finding
slope

Tanks
- Here are two tanks of water.
The 50 gallon is empty and is
Understand the concept of a
IF.A.1
then filled at a rate of 2 gallons
function and use function notation. Understand that a function from one
per minute. At the exact same
set (called the domain) to another set
time, the 140 gallon tank starts
(called the range) assigns to each
out completely full and is being
element of the domain exactly one
emptied at a rate of 5 gallons
element of the range.
per minute.
Write out equations for the
IF.A.2
amount of water in each tank at
Use function notation, evaluate
any given time.
functions for inputs in their domains,
- Determine the domain and
and interpret statements that use
range for each equation for the
function notation in terms of a
tank.
context.
- When will both tanks contain
the same amount of water?
IF.A.3
Recognize that sequences are
functions, sometimes defined
recursively, whose domain is a subset
of the integers.

data.

Interpret functions that arise in

IF.B.6
applications in terms of the context Calculate and interpret the average
rate of change of a function
(presented symbolically or as a table)
over a specified interval. Estimate the
rate of change from a graph.*

Analyze functions using different

representations.

IF.C.7.a
Graph linear and quadratic functions
and show intercepts, maxima, and
minima.
IF.C.8
Write a function defined by an
expression in different but equivalent

Tier 3:
- Students will be able to
interpret a hikers decent
down a mountain over a
period of time while
measuring elevation.
Interpret the slope as a rate of
change. Use the slope to
determine positioning on the
mountain after a given
amount of time or find the
amount of time given the
elevation.
- Students will be able to
create a table of data, graph
the data, and develop a linear
function to fit the data in
order to determine which cell
phone plan is most cost
effective for each person
based on minutes used and
text messages sent.
- Students will be able to
create three linear models
from some data on how 3
different runners are doing
on a given course. Use the
models to predict in what
order the runners will place.

forms to reveal and explain different

properties of the function.
IF.C.9
Compare properties of two functions
each represented in a different way
(algebraically, graphically,
numerically in tables, or by verbal
descriptions).

Construct and compare linear,

LE.A.1.b
quadratic, and exponential models Recognize situations in which one
and solve problems.
quantity changes at a constant rate per
unit interval relative to another.

When and how do you reflect? Wednesday afternoons in Freshman/Sophomore math teachers meetings, Once monthly department meetings, DDI assessment data

Essential Curriculum Map

School: Academy Charter High School

Grade: 9 Subject: Algebra IA

Guiding Assessment Title: Jewelry Madness

Essential Content
Supporting Process
Cumulative Progress Indicators
Cumulative Progress Indicators
CED.A.1
Create equations that describe
Create equations and inequalities in
numbers or relationships.
one variable and use them to solve
problems.

Big Idea: Systems of linear equations, piecewise linear functions

I.

CED.A.2
Create equations in two or more
variables to represent relationships
between quantities; graph equations
on coordinate axes with labels and
scales.

II.

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.

How do you assess?

Tasks & Evidence
Earnings on a Graph: The
student is employed in a
restaurant and makes so much per
hour but his food is deducted
from his earnings. Write an
inequality that represents the
possible amounts of money he
can earn after buying food. Graph
it. Check the points to see are
they are solutions to his
inequality.
All Systems Go: Mailing
packages whose weights are
given in terms of one another.
Write a system to solve for the
weight of each package. Given a
graph with lines and all shaded
write a system of inequalities.

.CED.A.3
Represent constraints by equations or
inequalities, and by systems of
equations and/or inequalities, and
interpret solutions as viable or
nonviable options in a modeling
context.

Solve systems of equations.

Unit: 3 Time Frame: 6 weeks (12/6/10 1/25/11)

III.

Homework and class work

assignments
Tests/Quizzes

DDI Assessments
Playbook

What resources do you use?

Springboard: Mathematics
with Meaning Algebra I
Unit 3
Lessons 3.1, 3.2, 3.3, 3.4, 3.5,
3.6, 3.7
Kuta software: infinite
Algebra I
www.kutasoftware.com

How do you teach?

Activities & Practice
Tier 1: Students will be able to:
- Find the rate of change
- Define open inequality
- Define a closed inequality
- Define parallel lines
- Define perpendicular lines
Tier 2:
- Develop procedures for
solving systems of equations
by substitution and
elimination
- Compare proportions
- Solve word problems
involving distance, rate and
time
- Determine whether the lines
are perpendicular or parallel
- Determine if a given point is
a solution to a system of
equations and inequalities
- Compare and Contrast the
solution sets for systems of
inequalities and systems of
equations.
Tier 3:
- Students will be able to write
functions about how many
ounces of dog food a dog
should have per day based on
how much a dog weighs and
use this information to

REI.C.6
Solve systems of linear equations
exactly and approximately (e.g., with
graphs), focusing on pairs of linear
equations in two variables.

Guiding Assessment: Jewelry

Madness

Sarah is selling bracelets and earnings

to make money for her summer
vacation. The bracelets cost $2 and
earrings cost $3. She needs to make at
Represent and solve equations and REI.D.10
least $500.
Understand that the graph of an
inequalities graphically.
- Write an inequality to represent
equation in two variables is the set of
the income from the jewelry
all its solutions plotted in the
sold.
coordinate plane, often forming a
curve (which could be a line).
- Sarah knows she will sell more
than 50 bracelets. Write an
REI.D.12
inequality to represent this
Graph the solutions to a linear
situation.
inequality in two variables as a half- Graph the two inequalities and
plane (excluding the boundary in the
shade their intersection
case of a strict inequality), and graph
- Identify a solution. How many
the solution set to a system of linear
bracelets and earrings could
inequalities in two variables as the
Sarah sell?
intersection of the corresponding halfplanes.
Interpret functions that arise in
IF.B.4
applications in terms of the
For a function that models a
context.
relationship between two quantities,
interpret key features of graphs and
tables in terms of the quantities, and
sketch graphs showing key features
given a verbal description of the
relationship.

.IF.B.6
Calculate and interpret the average
rate of change of a function
(presented symbolically or as a table)
over a specified interval. Estimate the
rate of change from a graph.*

predict how many times a

day and what amount a dog
should be fed.
Students will be able to write
equations based on a truckers
speed and start times and
predict when the truck will
get to certain locations.

When and how do you reflect? Wednesday afternoons in Freshman/Sophomore math teachers meetings, Once monthly department meetings, DDI assessment data