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Plank- Common Core Algebra 1 Curriculum Map


Unit 1: Mathematician Makeover (N.Q.1, N.Q.2, N.Q.3)

Learning Targets
I can classify numbers. (rational, irrational, integers) I can interpret mathematical symbols appropriately. (inequality symbols, squares, square roots, exponents, absolute value, fractions) I can compare size and magnitude of numbers using a number line. I can use order of operations to simplify numeric expressions. I can use scientific notation to represent extremely large and small quantities. I can solve real-world questions involving scientific notation. I can use the properties of exponents to simplify numerical expressions. I can calculate unit conversions. I can choose a level of precision / accuracy that is appropriate when reporting quantities. I can determine the limitations of different measurement tools.

rational irrational integer inequality perfect squares square root absolute value scientific notation unit conversion precision

Unit 2: Expressions, Equations, & Inequalities (A.CED.1, A.CED.4, A.REI.1, A.REI.3, A.SSE.1, A.SSE.2)

I can classify an expression as numeric or algebraic. I can identify terms, factors, and coefficients. I can simplify algebraic expressions. (adding, subtracting, multiplication w/ distributive property, division) I can translate algebraic expressions. I can evaluate expressions.

expression variable term factor coefficient like terms distributive property translate evaluate solve proportion identity proportion justify


I can solve equations. (1-step, 2-step, variables on both sides, proportions, absolute value, literal, & other multi-step equations) I can explain the process of solving an equation and justify the solution. I can solve inequalities. I can graph the solution to an inequality on a number line. I can create one-variable equations and inequalities that can be solved to model a real-world situation.


I can solve inequalities. I can graph the solution to an inequality on a number line. I can create one-variable equations and inequalities that can be solved to model a real-world situation.

compound inequality

Unit 3: Introduction to Functions (F.IF.1, F.IF.2, F.IF.4, F.IF.5, F.IF.7, F.IF.9, A.REI.10, F.IF.3, F.BF.2, F.BF.3, F.LE.5)

I can identify functions. (algebraic equations, graphs, tables, maps) I can use function notation to evaluate functions for different inputs. I can graph a function by creating a table of points. I can identify characteristics of functions. (domain & range) I can relate the domain of a function to its graph. (real-world situations.) I can use technology to graph functions and identify key features. (domain, range) I can compare characteristics of functions written in different ways. (equations, graphs, tables, maps) I can identify function families. (linear, quadratic, exponential, absolute value) I understand how changing the parameters of a function will cause shifts up, down, left, right, and in steepness/spread. I recognize that sequences are functions. (arithmetic, geometric, Fibonacci) I can write arithmetic and geometric sequences using formulas.

function vertical-line test function notation f(x) domain range intercepts (x and y) linear nonlinear quadratic exponential absolute value parameter function family parent function sequence arithmetic sequence geometric sequence Fibonacci sequence


Unit 4: Linear Functions (F.IF.6, A.CED.2, A.REI.3, F.BF.1, F.BF.4, S.ID.6,7,8, & 9

I can identify relationships in data by using best fit lines from scatterplots. I can identify types of correlation. (positive, negative, no correlation) I can distinguish between correlation and causation. I can compute and interpret the correlation coefficient of a linear fit using technology. I can determine the slope and y-intercept of a set of linear data. (by hand and with technology)

correlation causation correlation coefficient slope y-intercept parallel slope-intercept form interval arithmetic sequence



I can create equations to model relationships between two variables. (focus on slope-intercept form, y=mx + b) I can solve linear equations to make accurate predictions. I can calculate the rate of change (slope) over specified time intervals. I can determine slope and y-intercept from given the context of realworld situations. I can find the inverse of a linear function.


Review of Fall Learning Targets I can create equations with 2 or more variables to model relationships. (slope-intercept form, standard form, I can solve systems of equations by making a table. I can solve a system of equations by graphing. (focus on using technology) I can solve systems of equations algebraically using the elimination method. I can solve systems of inequalities by graphing and shading. I can interpret the solution of a system of equations or inequalities.
system of equations intersection infinite solutions no solution elimination


Unit 5: Systems of Equations and Inequalities (A.CED.2, A.CED.3, A.REI.5,6, & 7, A.REI.11 &12

Unit 6: Exponential Functions (A.CED.2, F.BF.1, F.LE.1, F.LE.2, S.ID.6)

I can identify exponential functions. (tables, graphs, & equations) I can create an equation to model exponential data. (y= a b x) I can distinguish between linear and exponential functions. I understand that a quantity increasing exponentially will always surpass a quantity increasing in a linear manner.

exponential geometric sequence

Unit 7: Polynomials & Quadratic Functions (A.APR.1, F.IF.8, A.CED.2, A.REI.4, F.IF.4, A.SSE.3, F.BF.1, F.IF.7)

I can classify polynomials by the number of terms and degree. I can add and subtract polynomials. I can multiply polynomials (distributive property, FOIL method) I can factor polynomials using the GCF. I can factor trinomials.

monomial binomial trinomial constant linear quadratic distributive property FOIL method factor



I can factor polynomials completely. I can identify quadratic functions. (equations, tables, graphs) I can identify characteristics of quadratic functions (domain, range, maximum, minimum, axis of symmetry, intercepts, periods of increase/decrease) by hand an using technology. I can factor a quadratic equation to reveal its zeros. I can solve quadratic equations. (quadratic formula)

vertex minimum maximum axis of symmetry domain range discriminant

Unit 8: Statistics & Probability (S.ID.1, S.ID.2, S.ID.3, S.ID.5)

I can represent data with real plots on the number line. (histogram, box plots) I can use stats to compare the shape, center, and spread for two or more different data sets. I understand how outliers affect shape, center, and spread of data sets. I can summarize data in two-way frequency tables and interpret the data in context.

histogram mean median mode lower quartile upper quartile percentile minimum maximum range two-way frequency table rational exponents radical expressions


Unit 9: Radical Expressions (N.RN.1, N.RN.2) Spring Semester Comprehensive Final Exam

I can explain the meaning of rational exponents. I can use the properties of exponents to rewrite radical expressions.

Review of Yearly Learning Targets

Literacy Standards to incorporate during 2012-13 school year:

RSL4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. RSL7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g. in an equation) into words. RSL8. Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a scientific or technical problem.