Curriculum Guide

Algebra IA
 7/04
Algebra IA
Content Outline

Suggested
Topic SOLs Time Frame

I. PATTERNS/FUNCTIONS A.5 5 blocks/

A. Analyzing Data for Patterns 10 single periods
B. Determining Functional Relationships

II. STATISTICAL METHODS A.17 5 blocks/

A. Problem Solving 10 single periods
B. Box-and-Whisker Graphs
C. Measures of Central Tendency
D. Range

III. VARIABLES AND REAL NUMBERS A.2, A.3 4 blocks/

A. Variables and Expressions 8 single periods
B. Exponents and Powers
C. Properties of Real Numbers
D. Operations with Real Numbers
E. Justification of Steps in Simplifying Expressions

IV. SOLVING LINEAR EQUATIONS/INEQUALITIES A.1 11 blocks/

A. Solving Multistep Linear Equations with One or 22 single periods
More Transformations
B. Literal Equations and Formulas
C. Problem Solving

V. MATRICES A.4 4 blocks/

A. Addition and Subtraction 8 single periods
B. Scalar Multiplication

VI. LINEAR FUNCTIONS AND GRAPHS A.6, A.7 6 blocks/

A. Graphing Linear Functions 12 single periods
B. Slope-Intercept
C. X- and Y-Intercepts
D. Transformations

VII. EQUATIONS OF LINES A.8, A.16 10 blocks/

A. Writing Equations of Lines 20 single periods
B. Standard Form
C. Problem Solving
 Algebra I: Blueprint Summary Table

No. of
Reporting Categories Items SOLs
A.2; A-10; A.11;
Expressions and Operations 12
A.12; A.13
Relations and Functions 12 A.5; A.15; A.18
A.1; A.3; A.6;
Equations and Inequalities 18 A.7; A.8; A.9;
A.14
Statistics 8 A.4; A.16; A.17

Total Number of Operational Items 50

Field-Test Items** 10
Total Number of Items 60

* These field-test items will not be used to compute students’ scores on the test.
 Algebra IA
Virginia Standards of Learning
A.1 The student will solve multistep linear equa-
tions and inequalities in one variable, solve
literal equations (formulas) for a given vari-
able, and apply these skills to solve prac-
tical problems. Graphing calculators will be
used to confirm algebraic solutions.
A.2 The student will represent verbal quantita-
tive situations algebraically and evaluate
these expressions for given replacement
values of the variables. Students will choose
an appropriate computational technique,
such as mental mathematics, calculator,
or paper and pencil.
A.3 The student will justify steps used in sim-
plifying expressions and solving equations
and inequalities. Justifications will include
the use of concrete objects; pictorial rep-
resentations; and the properties of real
numbers, equality, and inequality.
A.4 The student will use matrices to organize
and manipulate data, including matrix ad-
dition, subtraction, and scalar multiplica-
tion. Data will arise from business, indus-
trial, and consumer situations.
A.5 The student will create and use tabular,
symbolic, graphical, verbal, and physical
representations to analyze a given set of
data for the existence of a pattern, deter-
mine the domain and range of relations,
and identify the relations that are functions.
A.6 The student will select, justify, and apply
an appropriate technique to graph linear
functions and linear inequalities in two vari-
ables. Techniques will include slope-inter-
cept, x- and y-intercepts, graphing by trans-
formation, and the use of the graphing cal-
culator.
A.7 The student will determine the slope of a
line when given an equation of the line, the
graph of the line, or two points on the line.
Slope will be described as rate of change
and will be positive, negative, zero, or un-
defined. The graphing calculator will be
used to investigate the effect of changes
in the slope on the graph of the line.
A.8 The student will write an equation of a line
when given the graph of the line, two points
on the line, or the slope and a point on the
line.
A.9 The student will solve systems of two lin-
ear equations in two variables both alge-
braically and graphically and apply these
techniques to solve practical problems.
Graphing calculators will be used both as
a primary tool for solution and to confirm
an algebraic solution.
A.10 The student will apply the laws of expo-
nents to perform operations on expressions
with integral exponents, using scientific
notation when appropriate.
A.11 The student will add, subtract, and multi-
ply polynomials and divide polynomials with
monomial divisors, using concrete objects,
pictorial and area representations, and al-
gebraic manipulations.
A.12 The student will factor completely first- and
second-degree binomials and trinomials in
one or two variables. The graphing calcu-
lator will be used as a tool for factoring
and for confirming algebraic factorizations.
A.13 The student will express the square root of
a whole number in simplest radical form
and approximate square roots to the near-
est tenth.
A.14 The student will solve quadratic equations
in one variable both algebraically and
graphically. Graphing calculators will be
 used both as a primary tool in solving prob-
lems and to verify algebraic solutions.

A.15 The student will, given a rule, find the val-

ues of a function for elements in its domain
and locate the zeros of the function both
algebraically and with a graphing calcula-
tor. The value of f(x) will be related to the
ordinate on the graph.

A.16 The student will, given a set of data points,

write an equation for a line of best fit and
use the equation to make predictions.

A.17 The student will compare and contrast

multiple one-variable data sets, using sta-
tistical techniques that include measures
of central tendency, range, and box-and-
whisker graphs.

A.18 The student will analyze a relation to de-

termine whether a direct variation exists
and represent it algebraically and graphi-
cally, if possible.
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.5 The student will create and use tabular, symbolic, graphical, verbal, and physical representa-
tions to analyze a given set of data for the existence of a pattern; determine the domain and
range of relations; and identify the relations that are functions.

C/T 12.1, 12.2,

Related Standard/s: S BIO.1, BIO.4, BIO.5, BIO. 8,
BIO.9
Technology Standard/s: 12.3, 12.4

Unit I: Patterns/Functions

Content Component/s: Suggested Time Frame:

• Analyzing Data for Patterns
5 blocks/10 single periods
• Determining Functional Relationships

Assessment Sample/s:
• Graph and comparison of a set of equations (inequalities) chosen by the teacher
• Paragraphs explaining different methods for representing paired data, including one advantage
and disadvantage of using each of the different methods
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics • use physical representations, such as alge-

Curriculum Framework/Algebra I/p. 7: bra manipulatives, to represent quantitative
data.
The student will:
• analyze a table of ordered pairs for the exist-
ence of a pattern that defines the change re-
lating input and output values.
• write a linear equation to represent a pattern
in which there is a constant rate of change
between variables.
• determine from a set of ordered pairs, a table,
or a graph whether a relation is a function.
• identify the domain and range for a relation,
given a set of ordered pairs, a table, or a
graph.

M9A–1
 Instructional Blueprint/s: (Strategies)
The teacher will:
• have students, in small groups, work with an
equation of a line, describing all the different
information that can be determined about it.
The students will discuss the most efficient
techniques of graphing the equation.
• use a motion detector and CBLs to show stu-
dents what a graph actually represents.
• use the Wave Lesson and graphing calcula-
tor to introduce independent and dependent
variables.
• use the lesson Discovering Rates of Change
and the graphing calculator to show the im-
portance of slope.
• provide opportunities for students to investi-
gate patterns which arise from various geo-
metric shapes to determine such things as,
what effects the changing of a dimension will
have on area or perimeter? Students develop
formulas to illustrate the relations.
• ask students to consider the statement, “Your
shoe size is a function of the size of your foot.”
Develop the idea that “is a function of” actu-
ally means “depends on.” Have students give
examples of additional situations in which the
value of one variable results in only one true
value for a second variable. Extend this to
have the students use mapping to prove the
relationship of data in various examples.
• use cooperative groups. Have a student name
a number. Have a second student perform an
operation on that number and give the sec-
ond item in the sequence. Each succeeding
student must decide what operation was used
and give the next sequence item. Rotate and
repeat.
¤ explain and model for students how to deter-
mine the domain of a function given its graph.
Create a worksheet of the graphs of various
relations and functions. Guide students in
determining the domain and the range of each
graph shown.
M9A–2
Essential Understandings/Mathematics
Curriculum Framework/Algebra I/p. 7:
• A set of data may be characterized by pat-
terns, and those patterns can be represented
in multiple ways.
• Graphs can be used as visual representa-
tions to investigate relationships between
quantitative data.
• Algebra is a tool for describing patterns, mak-
ing generalizations, and representing a rela-
tionship in which output is related to input.
• A function is a relation for which there is a
unique output for each input.
• A relation can be represented by a set of
ordered pairs.
• The domain consists of the first coordinates
of the ordered pairs.
• The range consists of the second coordinates
of the ordered pairs.
• A relation is a function if each element in the
domain is paired with a unique element of the
range.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 56-62, 252-314
Technology:
• TI-83 Graphing Calculator and CBL
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
• Best Grapher
Notes:
• ¤ indicates an instructional blueprint for a topic
that has been included in previous math SOL
tests and that is not covered in the math text-
book.
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.17 The student will compare and contrast multiple one-variable data sets, using statistical tech-
niques that include: measures of central tendency, range, and box-and-whisker graphs.

C/T 12.1, 12.2,

Related Standard/s: S BIO.1, BIO.8, BIO.9 Technology Standard/s: 12.3, 12.4

Unit II: Statistical Methods

Content Component/s: Suggested Time Frame:

• Problem Solving
• Box-and-Whisker Plots 5 blocks/10 single periods
• Measures of Central Tendency
• Range

Assessment Sample/s:
• Box-and-Whisker Plot with mean, median, and mode displays
• Chart describing/providing examples of various measures of central tendency
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics

Curriculum Framework/Algebra I/p. 19:

The student will:

• calculate the measures of central tendency
and range of a set of data with no more than
20 data points.
• compare measures of central tendency using
numerical data from a table with no more than
20 data points.
• compare and contrast two sets of data, each
set having no more than 20 data points, using
measures of central tendency and the range.
• compare and analyze two sets of data, each
set having no more than 20 data points, using
box-and-whisker plots.

M9A–3
 Instructional Blueprint/s: (Strategies) Essential Understandings/Mathematics Cur-
riculum Framework/Algebra I/p.19:
The teacher will:
• give the students a list of data in tabular form • Measures of central tendency can be used to
and have cooperative groups of students characterize a set of data and to make pre-
decide which plot (stem-and-leaf or box-and- dictions.
whisker) of the data they prefer and provide • Statistical techniques can be used to orga-
a rationale for their selection. nize, display, and compare sets of data.
• give the students the football scores of the • Box-and-whisker plots can be used to ana-
high school’s team for each of the past four lyze data.
years. From this set of data, ask students to
compare and analyze the team’s performance Resources:
using statistics and graphs (e.g., median,
mode, box-and-whisker plots). Have students Text: Algebra 1, Integrations, Applications,
use statistics and graphs to check their analy- Connections, Glencoe, pp. 25-32, 78-83, 339-
sis and make new conclusions. Discuss how 345, 427-434
summarizing data is helpful to analyze data. Technology:
• give students a list of their previous class test • TI-83 Graphing Calculator
scores. Have students analyze the data after • Algeblaster (S)
calculating the measures of central tendency • Graphlink (S)
(e.g., mean, median, mode). Use the infor- • Equation Editor (Microsoft Office) (S)
mation obtained to make box-and-whisker • Hyperstudio (S)
plots. Discuss how summarizing data is help- • PowerPoint (S)
ful to analyze data. Students use their indi-
vidual scores over a period of time. This ac- Notes:
tivity could be adapted to use with spread-
sheets.
• provide students with bags of M&M’s. Stu-
dents estimate the number in the bag before
opening. Have students open the bag and
record the amount on a small post-it-note.
Use the post-it-notes to create a stem-and-
leaf plot. Students then use the information
from this collection of data to create a box-
and-whisker plot. Students use measures of
central tendency to describe the data.

M9A–4
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.2 The student will represent verbal quantitative situations algebraically and evaluate these ex-
pressions for given replacement values of the variable. Students will choose an appropriate
computational technique, such as mental mathematics, calculator, or paper and pencil.
A.3 The student will justify steps used in simplifying expressions and solving equations and in-
equalities. Justifications will include the use of concrete objects, pictorial representations, and
the properties of real numbers, equality and inequality.
C/T 12.1, 12.2,
Related Standard/s: E 9.8 Technology Standard/s: 12.3, 12.4

Unit III: Variables and Real Numbers

Content Component/s: Suggested Time Frame:

• Variables and Expressions
• Exponents and Powers
• Properties of Real Numbers
• Operations with Real Numbers
• Justification of Steps in Simplifying Expressions
Assessment Sample/s:
• Story using 4-8 key words which indicate
the four operations. The students must
demonstrate comprehension of the words
and their functions in mathematics. Use a
rubric to set scoring guidelines for students.
• List of expressions which student has
simplified using pictorial representations
Essential Knowledge & Skills/Mathematics
Curriculum Framework/Algebra I/pp. 2 & 11:
The student will:
• translate verbal expressions into algebraic ex-
pressions with three or fewer terms.
• relate a polynomial expression with three or
fewer terms to a verbal expression.
• evaluate algebraic expressions for a given re-
placement set to include integers and rational
numbers.
• apply appropriate computational techniques
to evaluate an algebraic expression.
• simplify expressions and solve equations and
inequalities, using the commutative, associa-
tive, and distributive properties.
4 blocks/8 single periods
and numbers and justification of each step
using the properties of real numbers
• Student-generated expressions to share
with other groups
• Paragraph explaining how you can show
positive and negative numbers, variables
and variable expressions with the algebra tiles
• Unit quizzes/tests
• simplify expressions and solve equations and
inequalities, using the order of operations.
• solve equations, using the addition, multipli-
cation, closure, identity, and inverse proper-
ties.
• solve equations, using the reflexive, symmet-
ric, transitive, and substitution properties of
equality.
• create and interpret pictorial representations
for simplifying expressions and solving equa-
tions and inequalities.

M9A–5
 Instructional Blueprint/s: (Strategies)
The teacher will:
• prepare the students for the game: “I Have.
You Have.” Create small self-made cards with
verbal expressions on one side and an alge-
braic expression on the other side. Tell the
students to read the “I have…” side of the
card. The student with the algebraic forms
for that verbal expression answers “You
have…”, then he/she reads his/her verbal ex-
pression. Play continues in that pattern.
• provide 3 x 5 index cards. Write algebraic
expressions on half of the cards and the
equivalent verbal expressions on the other half.
After shuffling the cards, distribute them to
students. The student will then search for a
match to his/her card. This is the “Concentra-
tion” format.
• divide students into groups of four or five and
ask them to make a list of key words that
imply the four basic operations. After com-
paring the lists with other groups, each group
will use the list to translate ten given verbal
expressions to algebraic expressions. The
groups will develop their own verbal expres-
sions to translate.
• place students in groups of three. Have one
student write a mathematical expression.
Have another student write the expression in
words. Next, have a third student translate
the words back to the expression. Compare
the initial and final expressions. If they differ,
verbalize each step to determine what was
done incorrectly.
• provide algebra tiles to verify steps in solving
given equations. Students use the tiles to solve
their own equations.
• pair students. Provide students with a dictio-
nary to define terms used in the properties
(e.g., commutative). Students use numerical
examples, objects, and pictures to demon-
strate understanding of the properties.
• prepare a set of cards. The names of the
properties will be on one set of colored cards.
Several examples of each property will be on
cards of a different color. The cards should
be shuffled. Students match the examples with
the property name.
M9A–6
¤ explain the identification of the sum of mono-
mials represented by a model. Prepare a set
of cards for a “Concentration” game with al-
gebraic models of polynomial expressions on
one card and the matching algebraic expres-
sions on the other side. Students are as-
signed to find the matching pairs.
¤ provide a variety of examples of solving con-
sumer problems using given formulas. Cre-
ate a chart of formulas, some within word
problems, for the students to algebraically
evaluate for given values. Arrange for stu-
dents to work with problems related to cur-
rent consumer issues, sports, and music.
¤ explain the identification of a property that
justifies a given algebraic manipulation. Dis-
tribute a solution key for a variety of algebra-
ically-evaluated expressions. Place students
in groups of 2-3. Tell the students to state the
property that justifies each step.
Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 2 & 11:
• Algebra is a tool for reasoning about quanti-
tative situations so that relationships become
apparent.
• Algebra is a tool for describing and repre-
senting patterns and relationships.
• The numerical values of an expression are
dependent upon the values of the replace-
ment set for the variables.
• There are a variety of ways to compute the
value of a numerical expression and evaluate
an algebraic expression.
• The operations and the magnitude of the num-
bers in an expression impact the choice of an
appropriate method of computation.
• The representation and manipulation of ex-
pressions, equations, and inequalities can be
modeled in a variety of ways, using concrete,
pictorial, and symbolic representations.
• Properties of real numbers and properties of
equations and inequalities can be used to
solve equations and inequalities and simplify
expressions.
Resources: Curriculum Guide/Math/Algebra IA
Notes:
York County School Division
Text: Algebra 1, Integrations, Applications, Real Numbers - some history - A history of
Connections, Glencoe, pp. 6-69 real numbers.
• Algebra tiles h t t p : / / w w w. r b j o n e s . c o m / r b j p u b / m a t h s /
math008.htm
Technology:
•Virginia
TI-83 Graphing Calculator
Standard/s of Learning: Algebra I, Real Numbers - A short test on real
• Algeblaster (S) numbers. Student scores are reported back to
• Graphlink (S) students.
• Algebra I (ProOne) (S) http://library.advanced.org/11771/english/hi/
• Jasper Woodbury–”The General Is Missing math/tests/alg/1.html
(LD)
• Equation Editor (Microsoft Office) (S) • ¤ indicates an instructional blueprint for a topic
• Hyperstudio (S) that has been included in previous math SOL
•Related
PowerPoint (S)
Standard/s: tests
Technology not covered inC/T
and that is Standard/s: the12.1,
math 12.2,
text-
12.3, 12.4
book.

Content Component/s: Suggested Time Frame:

Assessment Sample/s:

M9A–7
M9A–8
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.1 The student will solve multistep linear equations and inequalities in one variable, solve literal
equations (formulas) for a given variable, and apply these skills to solve practical problems.
Graphing calculators will be used to confirm algebraic solutions.

C/T 12.1, 12.2,

Related Standard/s: E 9.8; M A.2 Technology Standard/s: 12.3, 12.4

Unit IV: Solving Linear Equations/Inequalities

Content Component/s: Suggested Time Frame:

• Solving Multistep Linear Equations with One or More
Transformations 11 blocks/22 single periods
• Literal Equations and Formulas
• Problem Solving

Assessment Sample/s:
• Identification of property that justifies recording the literal equation
steps in a list of 5-6 solved equations (e.g., d = rt; d/r = t; d/t = r)
and/or simplified expressions • Poster designed to represent a real-life
• Demonstration of how to find the situation that can be translated into a
distance, rate or time, given two of the numerical or algebraic word phrase to
unknowns, using the graphing calculator. include order of operations.
Determination of each answer and • Unit quizzes/tests
Essential Knowledge & Skills/Mathematics • solve a literal equation (formula) for a speci-
Curriculum Framework/Algebra I/p. 10: fied variable.
• apply skills for solving linear equations to prac-
The student will: tical situations.
• translate verbal sentences to algebraic equa- • confirm algebraic solutions to linear equations
tions and inequalities in one variable. and inequalities, using a graphing calculator.
• solve multistep linear equations and
noncompound inequalities in one variable with
the variable in both sides of the equation or
inequality.
• solve multistep linear equations and inequali-
ties in one variable with grouping symbols in
one or both sides of the equation or inequal-
ity.
• solve multistep equations and inequalities in
one variable with rational coefficients and con-
stants.

M9A–9
 Instructional Blueprint/s: (Strategies) students will be given a set of 5 index cards
with a numerical or algebraic word phrase
The teacher will: printed on each card. Each group member
• make a set of “Property Rummy” cards, will choose a card and write the phrase as an
which will include the properties of equality expression and evaluate the expression.
and a number of expressions which illustrate ¤ provide examples of equations and how they
the properties. Have students work in small are used to solve word problems. Split the
groups of three or four. The object of this class into groups of 2-3. Write several equa-
card game is to form sets of three cards tions on the board, such as 3x + 5 = 17 or
each. Each set must contain one property 5(x-1) + 10 = 40. Ask the groups to create a
card and two expression cards that illustrate word problem based on student interest to
that property. To begin, each player is dealt match the equations, then solve the problem
eight cards. The remaining cards are placed and answer the question. Have the groups
face down and the top card is turned face exchange problems to verify that the solution
up. Next, turns are taken by either drawing and the created problem match the equation.
the top face up or face down card and then
discarding one of the cards. When two sets Essential Understandings/Mathematics Cur-
can be formed from the cards in hand, they riculum Framework/Algebra I/p.10:
are placed in front of the player. The first
player to do this wins the game. • A solution to an equation or inequality is the
• arrange students in groups of four. Model value or set of values that can be substituted
non-numerical processes using a balance to make the equation or inequality true.
scale or a scale made using a meter stick • Equations and inequalities can be solved in a
and a triangular prism. Students find differ- variety of ways.
ent ways to keep the scales balanced. Stu- • The solution of an equation in one variable
dents are asked to add or subtract to find can be found by graphing each side of the
the “balance” for an unknown object. equation separately and finding the x-coordi-
• provide students with red and white squares, nate of the point of intersection.
which represent positive and negative inte- • Practical problems can be interpreted, rep-
gers, respectively, to model a one-step equa- resented, and solved using linear equations
tion. A white square “cancels” a red one. and inequalities in one variable
Students solve equations by manipulating the
squares until one side is empty.
• divide the class into four or five small groups.
Have each group create five word problems
involving either an equation or inequality. The
word problems should be practical (e.g., in-
volving area, interest, deriving a minimum test
score needed for a particular test average,
the menu of a fast food restaurant). Have
groups switch and solve each other’s prob-
lems. Answers are verified by the group that
originally created the problems.
• discuss the use of balance scales. Students
are asked to find five different ways to keep
the scales balanced. They are also asked to
add or subtract to find the balance weight of
an unknown object.
• provide Quiz on a Card. Each group of 5

M9A–10
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 140-191
• Algebra tiles
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
•Virginia Standard/s
Graphlink (S) of Learning:
• Algebra I (ProOne) (S)
• Jasper Woodbury–”The General Is Missing
(LD)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
Notes:
Related Standard/s:
A.1 Strategies
• Lesson 5: Linear Equations - The index to
linear algebra and how to graph linear equa-
Content Component/s:
tions using the “Internet Academy.” Excellent
source of problems and how to solve them in
little increments.
http://iasec.fwsd.wednet.edu/iamath/
page2d.htm#Lesson5
• Linear Inequalities - This is a complete lec-
ture on slides. This address takes you to the
text versionSample/s:
Assessment from there you can go to the
graphic version, but it takes a long time to
download.
http://mesa7.mesa.colorado.edu/~bornmann/
classes/math091/lecture/chap_02/
tsld014.htm
• Assignment 10: More solving formulas -
This site offers a good explanation on how to
work through solving formulas and what you
can and cannot combine.
http://198.85.210.30/~stonere/oph101/
lesn10c.htm
A.1 Resources
• Algebra Through Modeling - Tutorial on how
to use the TI-82 to enter and organize data.
http://www-cm.math.uniuc.edu/MathLink/al-
gebra-module/ALG.index.html
• Algebra Online - Free service designed to
allow students, parents, and educators to
communicate including free tutoring, chat
room and message board.
http://www.algebra-online.com
• Algebra I - Linear Equations - Graphing ca-
pabilities for linear equations and quizzes.
http://www.bremenbraves.com/algebra/
index.html
Curriculum Guide/Math/Algebra IA
A.2 Strategies
York County
• The next generation Schoolsolving
of problem Division -
This Pacific Tech site provides various prob-
lems and lesson plans about solving word
problems and how to solve them step-by-
step. Not just for algebra, either!
http://www2.hawaii.edu/suremath/
intro_algebra.html
• Algebra word problems - A question for Dr.
Math asked by a student about where to put
the number and the letters when converting
word problems into algebraic equations.
http://forum.swarthmore.edu/dr.math/prob-
lems/mike6.6.96.html
• Problem Solving Methods - This site, (au-
thor - Alan M. Selby, of Montreal, Canada)
provides different strategies for
C/T attacking
12.1, 12.2, a
Technology
word problem. Standard/s: 12.3, 12.4
http://www.cam.org/~aselby/prob.html
A.2 Resources
• Math Archive - LotsSuggested
of word problems within
Time Frame:
various categories. Solutions are included,
unless they haven’t found one yet.
http://bsuvc.bsu.edu/~d004ucslabs/
• Word problems galore from the Mathemat-
ics Problem Solving Task Centre of The
Mathematical Association of Victoria.
http://www.srl.rmit.edu.au/mav/PSTC/gen-
eral/index.html
• The Problem Solving Corner - poses
weekly problems for Virginia schools. Stu-
dents get personal responses and their
names up on the Web if their solution is cor-
rect.
http://www.wm.edu/education/Faculty/Ma-
son/pscmain.html
• Math Forum Student Center - Weekly prob-
lems and the famous Ask Dr. Math corner.
http://forum.swarthmore.edu/students/
• Words Before Symbols - Background in-
formation on the rationale of algebra and al-
gebraic thinking.
http://www.cam.org/~aselby/volumee/html/
bk1bch03.html
• Best Grapher
• ¤ indicates an instructional blueprint for a topic
that has been included in previous math SOL
tests and that is not covered in the math text-
book.
M9A–11
M9A–12
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.4 The student will use matrices to organize and manipulate data, including matrix addition,
subtraction, and scalar multiplication. Data will arise from business, industrial, and con-
sumer situations.

C/T 12.1, 12.2,

Related Standard/s: S BIO.1, BIO.6 Technology Standard/s: 12.3, 12.4

Unit V: Matrices

Content Component/s: Suggested Time Frame:

• Addition and Subtraction
• Scalar Multiplication
4 blocks/8 single periods

Assessment Sample/s: two days. Give 4

choices in the following form:
• Matrix to organize the following information:
On the first day of ticket sales, the yearbook
Day 1 Day 2
staff sold 60 tickets to 6th graders, 112 tickets
6th
to 7th graders, and 120 tickets to 8th graders.
7th
On the second day of ticket sales, 85 tickets 8th
were sold to 6th graders, 86 tickets to 7th grad-
ers, and 126 tickets to 8th graders. Which
• Unit quizzes/tests
matrix best organizes the ticket sales for the

Essential Knowledge & Skills/Mathematics

Curriculum Framework/Algebra I/p. 17:

The student will:

• represent data from practical problems in ma-
trix form.
• calculate the sum or difference of two given
matrices that are no larger than 4 x 4.
• calculate the product of a scalar and a matrix
that is no larger than 4 x 4.
• solve practical problems involving matrix ad-
dition, subtraction, and scalar multiplication,
using matrices that are no larger than 4 x 4.
• read and interpret the data in a matrix repre-
senting the solution to a practical problem.

M9A–13
 Instructional Blueprint/s: (Strategies)
The teacher will:
• have students obtain data from the class (e.g.,
males, females vs. favorite television show
broken into types) and display this in matrix
form. Students perform operations on the
matrix. Follow-up by using the graphing cal-
culator to enter the date into matrix form and
to perform the arithmetic with the matrices.
• give students a stadium or auditorium seat-
ing chart and a make-believe ticket for a seat.
They will determine their place in the seating
matrix.
• give the students a set of data that describes
the number of boys and girls for each grade
(9, 10, 11, 12) at “East H.S.” and “West H.S.”
Students represent the data in matrix form
using sex (male or female) as the rows and
grade (9, 10, 11, and 12) as the columns.
The School Board decides to combine the
two schools into one. Using a matrix addition
describe the total enrollment by sex and grade
for the new school.
Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 17:
• Matrices are a tool for organizing and dis-
playing data.
• A relationship exists between arithmetic op-
erations and operations with matrices.
• Matrices can be used to solve practical prob-
lems.
• Only matrices of the same dimensions can
be added or subtracted.
M9A–14
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 70-138
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
Notes:
A.4 Resources
Java Script Linear Algebra I - Computer pro-
gram that will help with matrices as well as lin-
ear equations. Has explanations on how the pro-
gram works, too.
http://www.csus.edu/org/mathsoc/line_alg.html
Peanut Software for Windows - Freeware from
plotting, exploring geometry, statistics, fractals,
discrete math, to matrices.
http://www.exeter.edu/~rparris/
Math 45 - Linear Algebra - Perhaps a little
advanced for Algebra I, but it may have general
ideas on how to use every day material in linear
and matrix algebra.
http://www.redwoods.cc.ca.us/sciweb/instruct/
darnold/LinAlg/activity.htm
Linear Algebra - Lots of modules about matrix
operations. Has worksheets for “helper appli-
cations such as Mathcad, Maple, and
Mathematica (which are quite necessary).
http://www.math.duke.edu/modules/materials/
linalg/
Mathematics Archives: Industrial Mathemat-
ics - Links to sites involving industrial math.
http://archives.math.utk.edu/topics/industrial/
Math.html
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.6 The student will select, justify, and apply an appropriate technique to graph a linear function
and linear inequalities in two variables. Techniques will include slope-intercept, x- and y-inter-
cepts, graphing by transformation, and the use of the graphing calculator.
A.7 The student will determine the slope of a line when given an equation of the line, the graph of
the line, or two points on the line. Slope will be described as rate of change and will be
positive, negative, zero, or undefined. The graphing calculator will be used to investigate the
effect of changes in the slope on the graph of the line.
C/T 12.1, 12.2,
Related Standard/s: S BIO.1, BIO.2, BIO.8, BIO.9 Technology Standard/s: 12.3, 12.4

Unit VI: Linear Functions and Graphs

Content Component/s: Suggested Time Frame:

• Graphing Linear Functions
• Slope-Intercept
• X- and Y-Intercepts 6 blocks/12 single periods
• Transformations

Assessment Sample/s:
• Examples of slopes in real situations
• Examples of solutions to linear equations
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics
Curriculum Framework/Algebra I/pp. 12–
13:
The student will:
• graph linear equations and inequalities in two
variables that arise from a variety of practical
situations.
• use the line y = x as a reference, and apply
transformations defined by changes in the
slope of y-intercept.
• express linear functions or inequalities in
slope-intercept form, and use the graphing
calculator to display the relationship.
• explain why a given technique is appropriate
for graphing a linear function.
• recognize that m represents the slope in the equa-
tion of the form y = mx + b.
• find the slope of the line, given the equation
of a linear function.
• calculate the slope of a line, given the coordi-
nates of two points on the line.
• find the slope of a line, given the graph of a
line.
• recognize and describe a line with a slope
that is positive, negative, zero, or undefined.
• describe slope as a constant rate of change
between two variables.
• compare the slopes of graphs or linear func-
tions, using the graphing calculator.

M9A–15
 Instructional Blueprint/s: (Strategies)
The teacher will:
• have students calculate the slope of several
staircases in the school, as well as delivery
ramps or handicap ramps. Students write the
equation to draw the graph of the line that
would represent ramps or stairs. Use the
equation to draw the graph of the lines on the
graphing calculator. Discuss how the changes
in slope affect the “steepness” of a line.
• use graphing calculators. Have students in-
vestigate the changes in the graph caused by
changing the values of the constant and coef-
ficient. This will allow the student to visually
compare several equations at the same time.
¤ exhibit examples of tables and graphs of a
line, showing students how to identify the table
that matches the graph of a line. Create an
activity related to a current topic (e.g., music,
arts, sports) in which students graph various
lines, by first making a table of values. Em-
phasize graphing of horizontal and vertical lines
using this method.
¤ show students how to identify a graph with a
translated equation of line. Pair students and
tell them to translate graphs by a given amount.
For example, “translate the graph of y = 3x +
4 up 2 units. Students will then provide the
equation of the new graph.
• The slope of a linear function represents a
constant rate of change in the dependent
variable when the independent variable
changes by a fixed amount.
• The slope of a line determines its relative
steepness.
• The slope of a line can be determined in a
variety of ways.
• Changes in slope affect the graph of a line.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 252-316
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
• Best Grapher
Notes:
¤ indicates an instructional blueprint for a topic
that has been included in previous math SOL
tests and that is not covered in the math text-
book.

Essential Understandings/Math Curricu-

lum Framework/Algebra I/P.12-13:
• Linear functions and inequalities can be
written in a variety of forms.
• Linear functions and inequalities can be
graphed, using a variety of techniques.
• An appropriate technique for graphing
linear functions and inequalities can be
determined by the given information and/or
the tools available.
• Justification of an appropriate technique for
graphing linear equations and inequalities is
dependent upon the application of slope, x-
and y-intercepts, and graphing by transfor-
mations.
• Linear equations and inequalities arise from
a variety of practical situations.

M9A–16
 Curriculum Guide/Math/Algebra IA
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.8 The student will write an equation of a line when given the graph of the line, two points on the
line, or the slope and a point on the line.
A.16 The student will, given a set of data points, write an equation for a line of best fit and use the
equation to make predictions.

C/T 12.1, 12.2,

Related Standard/s: S BIO.1, BIO.2, BIO.4, BIO.5 Technology Standard/s: 12.3, 12.4

Unit VII: Equations of Lines

Content Component/s: Suggested Time Frame:

• Writing Equations of Lines
• Standard Form
• Problem Solving 10 blocks/20 single periods

Assessment Sample/s:

• Writing of equations given 2 points, or a point and slope

• Graph of line of best fit with specified data from teacher
• Transformation of a linear equation from standard to slope-intercept form
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics • write an equation of a horizontal line as y = c.

Curriculum Framework/Algebra I/pp. 14 & • write an equation for the line of a best fit,
18: given a set of six to ten data points in a table,
on a graph, or from a practical situation.
The student will: • make predictions about unknown outcomes,
• recognize that equations of the form y = mx + using the equation of a line of best fit.
b and Ax + By = C are equations of lines.
• write an equation of a line when given the
graph of a line.
• write an equation of a line when given two
points on the line whose coordinates are in-
tegers.
• write an equation of a line when given the
slope and a point on the line whose coordi-
nates are integers.
• write an equation of a vertical line as x = c.

M9A–17
 Instructional Blueprint/s: (Strategies)
The teacher will:
• give students graphs of several lines and have
students reproduce the graphs on the graph-
ing calculator. Students describe the strat-
egy used to find the equation. Sketch a flow
chart that shows the steps.
• divide students into pairs. One student is given
a card with a graph or line which he/she de-
scribes as accurately and precisely as pos-
sible to his/her partner. The other student
writes the equation of the line. Students then
look at the graphs to check the answers. The
partners then switch positions and repeat.
• have students use a chalkboard grid to find
slope and y-intercept of the line. Have stu-
dents use the slope formula and one point to
find the equation. Use the slope formula to
discuss vertical and horizontal lines. Have
students use graphing calculators to find slope
and intercepts.
• allow students to take on the role of “forensic
mathematicians,” trying to determine how tall
a deceased person was whose femur is 17
inches long. Students measure their own fe-
murs and their heights, entering this data into
a graphing calculator or computer and creat-
ing a scatterplot. They note that the data are
approximately linear, so they use the built-in
linear regression procedures to find the line
of best fit.
• provide activities from Real World Math with
the CBL System and CBL units connected to
TI-82 calculators to collect data. Students or
groups of students link with others to have
additional data. They use the stat calc func-
tions to determine the best fit (e.g., model).
• provide students with a board, which repre-
sents the first quadrant of a plane, and nails
to represent the location of points to plot
data. Using rubber bands wrapped around a
rod, students connect the rubber bands to
the nails. The “line” which is formed by the
rod is a good representation of the “best fit
line” for the data.
¤ model how to determine an equation for a
line on a graph using technology,
manipulatives, and the chalkboard. Provide
M9A–18
students with a variety of graphs related to
current topics. Tell students to review the
graphs and find the equations of the lines
shown. Students can use manipulatives to
portray the graphs and equations.
Essential Understandings/Math Curriculum
Framework/Algebra 1/pp. 14 & 18:
• The equation of a line defines the relationship
between two variables.
• The graph of a line represents the set of points
that satisfies the equation of a line.
• A line can be represented by its graph or by
an equation.
• The equation of a line can be determined by
two points on the line or by the slope and a
point on the line.
• The graphing calculator can be used to de-
termine the equation of a line of best fit for a
set of data.
• The line of best fit for the relationship among
a set of data points can be used to make
predictions where appropriate.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 322-380
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
• Best Grapher
Notes:
¤ indicates an instructional blueprint for a topic
that has been included in previous math SOL
tests and that is not covered in the math text-
book.
Curriculum Guide

Algebra IB
 7/04
Algebra IB
Content Outline

Suggested
Topic SOLs Time Frame

I. SYSTEMS OF EQUATIONS AND INEQUALITIES A.9 9 blocks/

A. Solving Linear Systems Graphically and 18 single periods
Algebraically
B. Systems of Linear Inequalities
C. Linear Programming
D. Problem Solving

II. POWERS AND EXPONENTS A.10, A.13 6 blocks/

A. Properties of Exponents 12 single periods
B. Scientific Notation
C. Problem Solving
D. Square Roots

III. POLYNOMIALS A.11, A.12 8 blocks/

A. Polynomial Operations 16 single periods
B. Factoring Quadratic Trinomials
C. Problem Solving

IV. QUADRATIC EQUATIONS A.14 4 blocks/

A. Factoring Techniques 8 single periods
B. Graphing Solutions

V. DIRECT VARIATION A.18 4 blocks/

A. Writing Equations 8 single periods
B. Problem Solving

VI. FUNCTIONAL RELATIONSHIPS A.15 4 blocks/

A. Domain and Range 8 single periods
B. Zeros
C. Graphing

VII. RATIONAL EXPRESSIONS, EQUATIONS AND 10 blocks/

THEIR APPLICATIONS (AFTER SOL TEST) 20 single periods
A. Proportion and Percent
B. Probability
C. Simplifying Rational Expressions
D. Operations on Rational Expressions
E. Solving Rational Equations
F. Problem Solving
 Algebra I: Blueprint Summary Table

No. of
Reporting Categories Items SOLs
A.2; A-10; A.11;
Expressions and Operations 12
A.12; A.13
Relations and Functions 12 A.5; A.15; A.18
A.1; A.3; A.6;
Equations and Inequalities 18 A.7; A.8; A.9;
A.14
Statistics 8 A.4; A.16; A.17

Total Number of Operational Items 50

Field-Test Items** 10
Total Number of Items 60

* These field-test items will not be used to compute students’ scores on the test.
 Algebra IB
Virginia Standards of Learning
A.1 The student will solve multistep linear equa-
tions and inequalities in one variable, solve
literal equations (formulas) for a given vari-
able, and apply these skills to solve prac-
tical problems. Graphing calculators will be
used to confirm algebraic solutions.
A.2 The student will represent verbal quantita-
tive situations algebraically and evaluate
these expressions for given replacement
values of the variables. Students will choose
an appropriate computational technique,
such as mental mathematics, calculator,
or paper and pencil.
A.3 The student will justify steps used in sim-
plifying expressions and solving equations
and inequalities. Justifications will include
the use of concrete objects; pictorial rep-
resentations; and the properties of real
numbers, equality, and inequality.
A.4 The student will use matrices to organize
and manipulate data, including matrix ad-
dition, subtraction, and scalar multiplica-
tion. Data will arise from business, indus-
trial, and consumer situations.
A.5 The student will create and use tabular,
symbolic, graphical, verbal, and physical
representations to analyze a given set of
data for the existence of a pattern, deter-
mine the domain and range of relations,
and identify the relations that are functions.
A.6 The student will select, justify, and apply
an appropriate technique to graph linear
functions and linear inequalities in two vari-
ables. Techniques will include slope-inter-
cept, x- and y-intercepts, graphing by trans-
formation, and the use of the graphing cal-
culator.
A.7 The student will determine the slope of a
line when given an equation of the line, the
graph of the line, or two points on the line.
Slope will be described as rate of change
and will be positive, negative, zero, or un-
defined. The graphing calculator will be
used to investigate the effect of changes
in the slope on the graph of the line.
A.8 The student will write an equation of a line
when given the graph of the line, two points
on the line, or the slope and a point on the
line.
A.9 The student will solve systems of two lin-
ear equations in two variables both alge-
braically and graphically and apply these
techniques to solve practical problems.
Graphing calculators will be used both as
a primary tool for solution and to confirm
an algebraic solution.
A.10 The student will apply the laws of expo-
nents to perform operations on expressions
with integral exponents, using scientific
notation when appropriate.
A.11 The student will add, subtract, and multi-
ply polynomials and divide polynomials with
monomial divisors, using concrete objects,
pictorial and area representations, and al-
gebraic manipulations.
A.12 The student will factor completely first- and
second-degree binomials and trinomials in
one or two variables. The graphing calcu-
lator will be used as a tool for factoring
and for confirming algebraic factorizations.
A.13 The student will express the square root of
a whole number in simplest radical form
and approximate square roots to the near-
est tenth.
A.14 The student will solve quadratic equations
in one variable both algebraically and
graphically. Graphing calculators will be
 used both as a primary tool in solving
problems and to verify algebraic solu-
tions.

A.15 The student will, given a rule, find the

values of a function for elements in its
domain and locate the zeros of the func-
tion both algebraically and with a graph-
ing calculator. The value of f(x) will be
related to the ordinate on the graph.

A.16 The student will, given a set of data

points, write an equation for a line of
best fit and use the equation to make
predictions.

A.17 The student will compare and contrast

multiple one-variable data sets, using
statistical techniques that include mea-
sures of central tendency, range, and
box-and-whisker graphs.

A.18 The student will analyze a relation to

determine whether a direct variation
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.9 The student will solve systems of two linear equations in two variables, both algebraically and
graphically, and apply these techniques to solve practical problems. Graphing calculators will
be used both as a primary tool of solution and to confirm an algebraic solution.

C/T 12.1, 12.2,

Related Standard/s: H/SS WHII.1 Technology Standard/s: 12.3, 12.4

Unit I: Systems of Equations and Inequalities

Content Component/s: Suggested Time Frame:

• Solving Linear Systems Graphically and Algebraically
• Systems of Linear Inequalities
• Linear Programming 9 blocks/18 single periods
• Problem Solving

Assessment Sample/s:
• Real-life applications that can be solved by a system
• Solution to a system of linear equalities by graphing
• Model of real-life situation using linear programming
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics • write a system of two linear equations that
Curriculum Framework/Algebra I/p. 15: describes a practical situation.
• interpret and determine the reasonableness
The student will: of the algebraic or graphical solution of a
• given a system of two linear equations in two system of two linear equations that describes
variables that has a unique solution, solve the a practical situation.
system by substitution or elimination to find
the ordered pair which satisfies both equa-
tions.
• given a system of two linear equations in two
variables that has a unique solution, solve the
system graphically to find the point of inter-
section.
• determine whether a system of two linear
equations has one solution, no solution, or
infinite solutions.

M9B–1
 Instructional Blueprint/s: (Strategies)
The teacher will:
• give the students an equation such as 5x + 3y
= 15 to find two or more equations that sat-
isfy each of these requirements: (1) The
graphs of the given equation and a second
equation intersect at a single point; (2) The
graphs of the given equation and a second
equation intersect at more than one point.
• have students use a chalkboard grid and a
graphing calculator to solve systems and to
check systems solved by elimination and sub-
stitution. Have students use systems to solve
problems involving price increases and profit
margins, banking problems, investments, dif-
ferent rates, and different principles.
• divide students into groups. Have each group
solve a system of equations by a pre-de-
scribed method. Make sure that all methods
are assigned. Have students display their
solutions to the class and discuss the most
appropriate method for solving the system.
• play “SYSTO” with the class. Make bingo
cards (5 x 5) in the squares of which students
will write ordered pairs. The ordered pairs
come from a teacher-generated list of solu-
tions to systems of equations. The teacher
shows the students the systems of equations,
one-by-one. After solving, students mark their
cards with the solution. The first student to fill
a row, wins.
• have the students find points of intersection
on the TI-83 calculators and connect this con-
cept to systems with “no solutions” or “many
solutions.”
Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 15:
• A system of linear equations with exactly one
solution is characterized by the graphs of two
lines whose intersection is a single point, and
the coordinates of this point satisfy both equa-
tions.
• A point shared by two intersecting graphs and
the ordered pair that satisfies the equations
characterize a system of equations with only
one solution.
• A system of two linear equations with no so-
M9B–2
lution is characterized by the graphs of two
lines that do not intersect but are parallel.
• A system of two linear equations having infi-
nite solutions is characterized by two graphs
that coincide (the graphs will appear to be
the graph of one line), and all the coordi-
nates on this one line satisfy both equations.
• Systems of two linear equations can be used
to represent two conditions that must be sat-
isfied simultaneously.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 382-444, 450-492
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Jasper Woodbury–”The General Is Missing
(LD)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
Notes:
A.9 Resources
Mathematics of Cartography - Using the theme
of maps, an investigation into the mathematical
concepts of points, lines, areas, coordinates,
and linear algebra.
http://math.rice.edu/~lanius/pres/map
Technology:
• Best Grapher
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.10 The student will apply the laws of exponents to perform operations on expressions with inte-
gral exponents, using scientific notation when appropriate.
A.13 The student will express the square root of a whole number in simplest radical form and
approximate square roots to the nearest tenth.

C/T 12.1, 12.2,

Related Standard/s: E 9.8 Technology Standard/s: 12.3, 12.4

Unit II: Powers and Exponents

Content Component/s: Suggested Time Frame:

• Properties of Exponents
• Scientific Notation
• Problem Solving 6 blocks/12 single periods
• Square Roots

Assessment Sample/s:
• Model of a paper repeatedly folded into thirds, showing powers of three
• Explanation of the use of negative and zero exponents in algebraic expressions
• Detailed solution using scientific notation to a specific problem related to a content
area other than math
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics - finding the square root of those two perfect
Curriculum Framework/Algebra I/p. 3: squares; and
- using those values to estimate the square
The student will: root of the non-perfect square.
• identify the base, exponent, and coefficient in • find the square root of a number, and make a
a monomial expression. reasonable interpretation of the displayed
• simplify monomial expressions and ratios of value for a given situation, using a calculator.
monomial expressions in which the exponents • express the square root of a whole number
are integers, using the laws of exponents. less than 1,000 in simplest radical form
• express numbers, using scientific notation, and
perform operations, using the laws of expo-
nents.
• estimate the square root of a non-perfect
square to the nearest tenth by
- identifying the two perfect squares it lies
between;

M9B–3
 Instructional Blueprint/s: (Strategies)
The teacher will:
• have students investigate the following situa-
tions involving the equation y = 2x.
1. Compare the total money earned if a per-
son makes a penny the first day, and
doubles the amount every day to the
amount that a person makes who earns
the same amount every day.
2. Fold a piece of paper in half repeatedly
and investigate how many sections there
are.
3. Compute population over a period of time
(e.g., from two cats, two mosquitoes).
4. Investigate large and small numbers from
the almanac, a science book, or other ap-
propriate data and write in scientific nota-
tion.
• have students work in learning groups of stu-
dent ecologists. Each group chooses two
species of animals to research. Each group
prepares a chart to generate population poly-
nomials. Each chart should include:
1. Average number of offspring per litter.
2. Estimated number of females per litter (use
50 total offsprings). (This number will serve
as x.)
3. Columns for each generation of females:
first (1), second (x), third (x2), fourth (x3).
4. The fifth column will be the total (1 + x + x2
+ x3).
Each group finds the number of animals that
can be expected after four generations.
• give students a list of numbers. Have them
identify which two perfect squares each num-
ber is between. Students estimate the square
root and check estimates with calculators.
• have students work in pairs and write number
on cards. They write the square or square
root on an equal number of cards. Have stu-
dents find matches in a game format like “Con-
centration” or “Jeopardy.”
• present “Square Root Price is Right.” If a stu-
dent is given a radical expression such as:
85 , , , , he/she must give
the nearest integral square root, “without
going over.”
• form a number line using students to repre-
sent whole numbers. Give other students
M9B–4
numbers that are not perfect squares. Have
these students determine between which two
students to stand to represent the square
root of their number. Students can determine
where the person should move to get a good
estimate of the square root.
Essential Understandings/Math Curriculum
Framework/Algebra 1/pp. 3 & 6.:
• Repeated multiplication can be represented
with exponents.
• The laws of exponents can be investigated
using patterns.
• The base and the exponent impact the magni-
tude of the expression.
• A relationship exists between the laws of ex-
ponents and scientific notation.
• The square root of a perfect square is an in-
teger.
• The square root of a non-perfect square lies
between two consecutive integers.
• The inverse of squaring a number is deter-
mining the square root.
• A radical in simplest form is one in which the
radicand has no perfect square factors other
than one.
• The square root of a product is the product of
the square roots.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 494-519, 556-606
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
Notes:
Technology:
• Best Grapher
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.11 The student will add, subtract, and multiply polynomials and divide polynomials with mono-
mial divisors, using concrete objects, pictorial, and area representations, and algebraic ma-
nipulations.
A.12 The student will factor completely first- and second-degree binomials and trinomials in one or
two variables. The graphing calculator will be used as a tool for factoring and for confirming
algebraic factorizations.
C/T 12.1, 12.2,
Related Standard/s: E 9.8 Technology Standard/s: 12.3, 12.4

Unit III: Polynomials

Content Component/s: Suggested Time Frame:

• Polynomial Operations
• Factoring Quadratic Trinomials 8 blocks/16 single periods
• Problem Solving

Assessment Sample/s:
• Drawing of a rectangle with sides labeled with binomials and explanation of how
the area of the rectangle can be derived
• Chart explaining the factoring of polynomials
• Games invented involving polynomials and their factors
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics common monomial factors.

Curriculum Framework/Algebra I/pp. 4–5: • factor second-degree polynomials and bino-
mials with integral coefficients and a positive
The student will: leading coefficient less than four.
• model sums, differences, products, and quo- • identify polynomials that cannot be factored
tients of polynomials with concrete objects over the set of real numbers.
and their related pictorial representations. • use the x-intercepts from the graphical rep-
• relate concrete and pictorial representations resentation of the polynomial to determine and
for polynomial operations to their correspond- confirm its factors.
ing algebraic manipulations.
• find sums and differences of polynomials.
• multiply polynomials by monomials and bino-
mials by binomials symbolically.
• find the quotient of polynomials, using a mo-
nomial divisor.
• use the distributive property to “factor out” all

M9B–5
 Industrial Blueprint/s: (Strategies)
The teacher will:
• have students prepare a chart on factoring
polynomials. Each chart should include: 1)
Type of factoring, 2) Number of terms (2, 3,
4, or more), 3) Examples of each type, and
4) Personal notes.
• have students use area principles and
Algeblocks to show operations with polyno-
mials.
• have students make a model block out of
cardboard. The block will be named x and
distances will be measured using x and show-
ing remainder in inches (e.g., the length of
the board could be 7x – 7 inches). Find lengths
and areas in the classroom.
• have students invent a game that involves
matching polynomials and their factors. Sug-
gested format could include Concentration,
Jeopardy, Tic Tac Toe, or Old Maid.
• have students use Algeblocks to show that
the factors they find will give the area de-
sired.
• have students, working in pairs, (each group
receives 16 cards) write two numbers on
each of the eight cards, and the GCF of the
two numbers on the other eight cards. Groups
then exchange cards and place them on a flat
surface. Students take turns trying to match
pairs of numbers with the GCFs. If a match is
made, the player keeps that pair of cards.
The player with the most sets of cards at the
end is the winner.
• provide instruction on polynomials. Have stu-
dents work in cooperative groups and have
each group member write a polynomial on an
index card. Cards should be collected,
shuffled, and placed in a pile. Students pick a
card from the pile and identify the degree of
each polynomial.
¤ use models, manipulatives, and the chalk-
board to teach students how to determine
the width of a rectangle given its area and
length. Provide a collection of rectangles cut
from colored paper. Give each student sev-
eral different colored rectangles. Have stu-
dents find area from dimensions or one di-
mension given area and the other dimension.
Begin with numeric values and progress
through polynomial expressions for the area
and dimension
M9B–6
Essential Understandings/Math Curriculum
Framework/Algebra 1/p. 4-5:
• A relationship exists between arithmetic op-
erations and operations with polynomials.
• Polynomials can be represented in a variety
of forms.
• Operations with polynomials can be repre-
sented concretely, pictorially, and algebra-
ically.
• Polynomial expressions can be used to model
real-life situations.
• The distributive property is the unifying con-
cept for polynomial operations.
• Factoring reverses polynomial multiplication.
• There is a relationship between the factors
of a polynomial and the x-intercepts of its
related graph.
• Some polynomials cannot be factored over
the set of real numbers.
• Polynomial expressions in a variable x and
their factors can be used to define functions
by setting y equal to the polynomial expres-
sion or y equal to a factor, and these func-
tions can be represented graphically.
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 520-549
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Algebra I (ProOne) (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
Notes:
A.11 Resources
Learning About Algebra Tiles - Algebra tiles
provide a useful way to introduce operations on
polynomials. There are patterns of make-your-
own tiles included.
http://www.ucs.mun.ca/~mathed/t/rc/alg/tiles/
tiles1.html
Technology:
• Best Grapher
• ¤ indicates an instructional blueprint for a topic
that has been included in previous math SOL
tests and that is not covered in the math text-
book.
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.14 The student will solve quadratic equations in one variable both algebraically and graphi-
cally. Graphing calculators will be used both as a primary tool in solving problems and to
verify algebraic solutions.

C/T 12.1, 12.2,

Related Standard/s: S CHEM.1 Technology Standard/s: 12.3, 12.4

Unit IV: Quadratic Equations

Content Component/s: Suggested Time Frame:

• Factoring Techniques
• Graphing Solutions 4 blocks/8 single periods

Assessment Sample/s:
• Demonstration of the use of one method to find the roots of a quadratic equation and the use of
other methods (at least one) to check accuracy of roots
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics

Curriculum Framework/Algebra I/p. 16:

The student will:

• solve quadratic equations algebraically or by
using the graphing calculator. When solutions
are represented in radical form, the decimal
approximation will also be given.
• verify algebraic solutions, using the graphing
calculator.
• identify the x-intercepts of the quadratic func-
tion as the solutions(s) to the quadratic equa-
tion that is formed by setting the given qua-
dratic expression equal to zero.

M9B–7
 Instructional Blueprint/s: (Strategies) Resources:

The teacher will: Text: Algebra 1, Integrations, Applications,

• have students graph y = x2, y = x2 –4, and y Connections, Glencoe, pp. 608-652
= (x + 2)2 + 5. Students should identify the Technology:
minimum point of each graph. Have students • TI-83 Graphing Calculator
predict the minimum point of y = x2 + 7. Stu- • Algeblaster (S)
dents should use the graphing calculator to • Graphlink (S)
verify their results. • Equation Editor (Microsoft Office) (S)
• present the following problem: The length of • Hyperstudio (S)
each side of a baseball diamond is 90 feet. • PowerPoint (S)
What distance must a catcher throw the ball Web Site:
to pick off a base runner stealing second? • www.pbs.org/wgbh/nova/proof/puzzle/
Give the students a diagram and supply them baseball.html
with the Pythagorean Theorem. Solve the
equation for “c.” Notes:
¤ create an activity in which students learn to
calculate a zero of a given function. Explain Technology:
using manipulatives and the chalkboard x- • Best Grapher
intercepts as “zeros” and “roots.” Give stu-
dents one term and tell them to provide the • ¤ indicates an instructional blueprint for a topic
synonyms for that term (e.g., Teacher says, that has been included in previous math SOL
“Zero;” student responds, “x-intercept.”). Pro- tests and that is not covered in the math text-
vide practice for students with a variety of book.
problems that require them to calculate zero
of a given function.

Essential Understandings/Math Curriculum

Framework/Algebra 1/p. 16:

• The zeros or the x-intercepts of the quadratic

function are the real root(s) or solution(s) of
the quadratic equation that is formed by set-
ting the given quadratic expression equal to
zero.
• Quadratic equations can be solved in a vari-
ety of ways.
• A quadratic equation can have two solutions,
one solution, or no solution.
• A solution to a quadratic equation is the value
or set of values that can be substituted to
make the equation true.

M9B–8
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.18 The student will analyze a relation to determine whether a direct variation exists and
represent it algebraically and graphically, if possible.

C/T 12.1, 12.2,

Related Standard/s: E 9.8 Technology Standard/s: 12.3, 12.4

Unit V: Direct Variation

Content Component/s: Suggested Time Frame:

• Writing Equations
• Problem Solving 4 blocks/8 single periods

Assessment Sample/s:

• Project involving real life situations with direct variation. Cartoon will be drawn for each of the
three situations and as a caption, the variation will be stated in words and algebraically
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics

Curriculum Framework/Algebra I/p. 9:

The student will:

• given a table of values, determine whether a
direct variation exists.
• write an equation for a direct variation, given
a set of data.
• graph a direct variation from a table of values
or a practical situation.

M9B–9
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

A.15 The student will, given a rule, find the values of a function for elements in its domain and locate
the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will
be related to the ordinate on the graph.

C/T 12.1, 12.2,

Related Standard/s: M A.5; S BIO.1, BIO.2, BIO.8,
BIO.9
Technology Standard/s: 12.3, 12.4

Unit VI: Functional Relationships

Content Component/s: Suggested Time Frame:

• Domain and Range
• Zeros 4 blocks/8 single periods
• Graphing

Assessment Sample/s:
• Organized pair of related data such as lunch items in school and their prices shown by a mapping or graph of the
picture relationship between the data. Test data to see if a function exists using the vertical line test.
• Representation of the above data in table form. Give four choices of graphs. Ask which graph could be used to
represent the situation.
• Graph depicting which of the following tables is best represented by the line shown in the graph?
Give four choices in this form.
x
y
• Unit quizzes/tests

Essential Knowledge & Skills/Mathematics

Curriculum Framework/Algebra I/p. 8:

The student will:

• for each x in the domain of f, find f(x).
• identify the zeros of the function algebraically
and confirm them, using the graphing calcu-
lator.

M9B–11
 Instructional Blueprint/s: (Strategies)
The teacher will:
• have students provide series of data to place
in a mapping. The domain could be the stu-
dents’ names, the range could be their
homeroom class. Have students provide ad-
ditional data that could be represented by a
mapping or graph.
• ask the students to identify the relationship
between consecutive numbers of a sequence
and numbers written on the chalkboard: 5, 3,
6, 2, 7, 1, 8, 0.
• have students use the graphing calculator and
enter data and equations to determine pat-
terns. Ask the students to make up a func-
tional formula, generate a data table and bring
the data table on a separate piece of paper to
class. Students are asked to find a rule and
express it as a formula. Have the students
graph some of these formulas on a coordi-
nate plane and decide if they are functions
(use the vertical line test).
• ask the students to examine a table written on
the chalkboard and discover a pattern in terms
of how y changes when x changes. Explain in
your own words how to find y in terms of x.
x y
0 5
1 8
2 11
3 14
4 17
Assume that the pattern continues indefinitely.
Use the rule you have found to extend the data
to include negative numbers for x. Did you find
a unique value for y given a particular value
for x? Use a formula to describe the pattern
you have found.
• tell students that on the first day they will have
1 problem for homework, 1 on the second
day, 2 the third day, 3 the fourth day, 5 the
fifth day, 8 the sixth day and 13 the seventh
day. If this pattern is continued how many prob-
lem will be given on the eleventh day? Stu-
dents will make a set of ordered pairs and
then graph the set to determine if a function
M9B–12
exists.
• present the following problem to the students:
Cosetta built a square pen in the corner of her
backyard. The side of her backyard is 24 feet
longer than the side of the pen. Find the di-
mensions of the pen and Cosetta’s backyard
if the difference of their areas is 1152 square
feet.
• give students, in small groups, graphs of vari-
ous curves or random points. Have them de-
termine if a relationship exists between the
first and second coordinate, and if so, express
it algebraically. Check for a function using the
vertical line test, mapping or on the graphing
calculator. This can be extended to determine
the relationship to data in word problems (e.g.,
include a utility bill, renting a car, buying quan-
tities instead of single items, service job rates).
• draw a coordinate plane on a flat surface out-
side or on the floor. Students pick a number
on the x-axis to be used as a domain element.
Give them a rule for which they will find the
range value for this number. Students will move
to this point on the plane. “Connect” the stu-
dents using yarn or string. Analyze the differ-
ent types of graphs obtained.
• divide students into groups. Give each group
a folder. Have them write a relationship on the
outside as well as a list of five numbers to be
used as domain elements. They should write
the domain and range elements in set nota-
tion on a piece of paper and place it in the
folder. Folders are passed to each group.
When the folder is returned to the group with
which it began, the results will be analyzed
and verified.
Essential Understandings/Math Curriculum Curriculum Guide/Math/Algebra IB
Notes:
Framework/Algebra 1/p. 8: York County School Division
A.5 Resources
• An equation represents the relationship be- Function Basics - Description and illustrations
tween the independent and dependent vari- of functions and graphing.
ables. http://tqd.advanced.org/2647/algebra/
• The object f(x) is the unique object in the range funcbasc.htm
of the Standard/s
Virginia function f that
of is associated with the
Learning:
object x in the domain of f.
• For each x in the domain of f, x is a member
of the input of the function f, f(x) is a member
of the output of f, and the ordered pair [x,
f(x)] is a member of f.
• An object x in the domain of f is an x-intercept
or a zero of a function f if and only if f(x) = 0.
C/T 12.1, 12.2,
Related Standard/s: Technology Standard/s: 12.3, 12.4
Resources:

Text: Algebra 1, Integrations, Applications,

Connections, Glencoe, pp. 287-302
Content Component/s: Suggested Time Frame:
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
Assessment Sample/s:
• PowerPoint (S)

M9B–13
M9B–14
 Curriculum Guide/Math/Algebra IB
York County School Division

EXPRESSIONS AND RELATIONS AND EQUATIONS AND

STATISTICS
OPERATIONS FUNCTIONS INEQUALITIES

Virginia Standard/s of Learning:

Topics in this unit are designed to provide extension and enrichment in the study of Algebra I.
They are to be taught after the administration of the Algebra I SOL Test in the spring. Depending
upon the amount of time remaining in a given school year, topics, required research, and use of
resources may vary.

C/T 12.1, 12.2,

Related Standard/s: M A.1, A.2 Technology Standard/s: 12.3, 12.4

Unit VII: Radicals, Expressions, Equations and Their Applications (after SOL Test)

Content Component/s: Suggested Time Frame:

• Proportion and Percent • Solving Rational Equations
• Probability • Problem Solving 10 blocks/
• Simplifying Rational Expressions 20 single periods
• Operations with Rational Expressions

Assessment Sample/s:
• Matching activity using a set of 5 word sentences representing real-life situations and a set
of 5 equations translated from the word sentences
• Project depicting the use of percents to solve real-life situations
• Unit quizzes/tests

The student will:

• solve equations using proportions.
• using percents, solve real-life situations.
• find the probability of an event.
• simplify rational expressions.
• add, subtract, multiply and divide rational ex-
pressions.
• solve rational expressions used in real-life set-
tings.

M9B–15
 Instructional Blueprint/s: (Strategies)
The teacher will:
• give sets of real-life, percent-based, situa-
tions. Students use proportions to problem
solve.
• instruct students to use proportions to create
scale drawings of their houses.
• provide a pre-unit test for diagnostic purposes.
Have students complete the test, using a
teacher-made key, and prepare a correction
and error analysis for each error
Resources:
Text: Algebra 1, Integrations, Applications,
Connections, Glencoe, pp. 192-238, 658-750
Technology:
• TI-83 Graphing Calculator
• Algeblaster (S)
• Graphlink (S)
• Equation Editor (Microsoft Office) (S)
• Hyperstudio (S)
• PowerPoint (S)
M9B–16
Notes:
Math091 - Intermediate Algebra - Chapter 6:
Rational expressions: A whole lecture on ratio-
nal expressions and how to solve them.
http://mesa7.mesa.colorado.edu/~bornmann/
classes/math091/lecture/chap_06/tsld001.htm
Review Algebra I - Operations on real numbers
and problems to boot.
http://www.xnet.com/~fidler/triton/math/review/
mat055/mat055.htm
Resources
Lesson 3: Simple Equations - The index to
simple equations lessons. Excellent source of
problems and how to solve them in little incre-
ments.
http://iasec.fwsd.wednet.edu/iamath/
page2d.htm#Lesson3
Lesson 4: Equations and Inequalities - The
index to solving equations and inequalities les-
sons. Excellent source of problems and how to
solve them in little increments.
http://iasec.fwsd.wednet.edu/iamath/
page2d.htm#Lesson4