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Plank- Common Core Algebra 1 Curriculum Map

Month
August

Unit(s)
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.

Vocabulary
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

September

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.

October

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

November

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

December

FALL SEMESTER COMPREHENSIVE FINAL EXAM

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.

inverse

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

January

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

February
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

March

April

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

May

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.