Martinez

9
STANDARDS, GOALS, AND OBJECTIVES
Standards
Seventh Grade Standard 2: Patterns, Functions, and Algebraic Structures (Colorado
Department of Education, 2010)
1. Properties of arithmetic can be used to generate equivalent expressions.
a. Use properties of operations to generate equivalent expressions (CCSS: 7.EE)
i. Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients. (CCSS:
7.EE.1)
ii. Demonstrate that rewriting an expression in different forms in a
problem context can shed light on the problem and how the quantities
in it are related. (CCSS: 7.EE.2)
2. Equations and expressions model quantitative relationships and phenomena.
a. Solve multi-step real-life and mathematical problems posed with positive
and negative rational numbers in any form, using tools strategically. (CCSS:
7.EE.3)
b. Apply properties of operations to calculate with numbers in any form,
convert between forms as appropriate, and assess the reasonableness of
answers using mental computation and estimation strategies. (CCSS: 7.EE.3)
c. Use variables to represent quantities in a real-world or mathematical
problem, and construct simple equations and inequalities to solve problems
by reasoning about the quantities. (CCSS: 7.EE.4)
i. Fluently solve word problems leading to equations of the form px + q
= r and p(x + q) = r, where p, q, and r are specific rational numbers.
(CCSS: 7.EE.4a)
ii. Compare an algebraic solution to an arithmetic solution, identifying
the sequence of the operations used in each approach. (CCSS: 7.EE.4b)
Eighth Grade Standard 2: Patterns, Functions, and Algebraic Structures (Colorado
Department of Education, 2010)
2. Properties of algebra and equality are used to solve linear equations and systems of
equations
a. Solve linear equations in one variable. (CCSS: 8.EE.7)
i. Give examples of linear equations in one variable with one solution,
infinitely many solutions, or no solutions. (CCSS: 8.EE.7a)

Martinez 10
STANDARDS, GOALS, AND OBJECTIVES
Goals and Objectives: In General

Throughout this unit, students will have numerous opportunities to show that they
are meeting both the goals and the objectives of the unit. They will also be able to show
they are meeting these in various ways. One of the ways they will be able to show this is
through constructed responses given throughout the unit. In constructed responses
students are required to PEA out their answer, which means they need to include proof,
explanation, and an answer. The students are given a rubric for these so that they know
exactly what is expected of them. Students have daily work that they do and sometimes
turn in to show that they are making progress with the numeracy concepts such as
evaluating and solving. Several of the important concepts in the unit have tutorials and
extra practice through the online curriculum (BigIdeasMath.com) and the students are
reminded on a daily basis about where to find these resources. Some of the topics that can
be found include, but are not limited to, properties of real numbers and definitions to the
vocabulary. All of the goals and objective include at least one of these forms of learning and
showing learning, some include multiple.
Specific Goals (Adapted from Jeffco C-CAP document)
By the end of this unit, students will understand:
1. That they can represent anything that is equivalent in mathematics (number, shape,
measurement, expression, or equation) in an infinite number of ways.
a. This can be shown through rewriting an expression in multiple different
forms.
b. An equals sign is what separates two equivalent numbers, shapes,
measurements, expression, or equations.
c. These equivalencies are found through inverse operations and this leads to
finding the solution(s).
2. That they can use mathematical models to express a situation that is described in
words and that these expressions/equations can be used to find or even defend a
solution.
a. This can be shown through putting written numbers into their number form,
translating operation queues into operation symbols, and turning written
words/objects into variables.
b. Solution(s) to a linear equation can be found in a variety of ways.
i.
Ordered pairs
ii.
A graph
iii.
The equation itself
3. That the properties they have learned thus far about arithmetic and algebra along
with the concept of equivalence can be used to solve problems.

Martinez 11
STANDARDS, GOALS, AND OBJECTIVES
Specific Objectives (Adapted from standards and Jeffco C-CAP document)
By the end of this unit, students will be able to:
1. Define key vocabulary:
a. Coefficient
b. Constant
c. Term
d. Evaluate
e. Like term
f. Variable
g. Algebraic expression
h. Numerical expression
i. Equation
j. Infinite
2. Use substitution to evaluate an algebraic expression.
3. Identify and apply the following properties of real numbers:
a. Distributive
b. Associative
c. Commutative
d. Additive Inverse
e. Multiplicative Inverse
f. Identity
4. Identify and apply the following properties of equality:
a. Addition
b. Subtraction
c. Multiplication
d. Division
5. Correctly follow procedures for solving linear equations in a variety of different
ways.
6. Reflect on an answer to make sure it is reasonable for the situation.
7. Find when an equation has one, infinite, or no solution and justify why.
8. Translating words into expressions and equations (and vise versa) by:
a. Using key vocabulary
b. Starting with a formula
c. Identifying unneeded information
d. Generalizing patterns