Comprehensive Curriculum: Algebra I

Comprehensive
Curriculum
Algebra I:
Part 1
Cecil J. Picard
State Superintendent of Education
© April 2005
Algebra I: Part 1
Table of Contents
Unit 1: Variables and Relationships .......................................................................................1

Unit 2: Measurement and Geometry.......................................................................................9
Unit 3: Solving Equations and Real-life Graphs...................................................................19
Unit 4: Linear Equations, Linear Inequalities, and Graphing...............................................28
Unit 5: Graphing and Writing Equations of Lines................................................................38
Unit 6: Inequalities and Graphing.........................................................................................46
Unit 7: Systems of Equations................................................................................................51
Unit 8: Matrices, Systems of Equations, and Linear Inequalities.........................................59
Algebra I: Part 1
Unit 1: Variables and Relationships
Time Frame: Approximately seven weeks
Unit Description
This unit focuses on the numerical relationships resulting from substituting values in
algebraic expressions. Included in the unit is a thorough review of calculations with the
real number system.
Student Understandings
Students can use the order of operations and scientific notation, and work with rational
and irrational numbers. Students will also write and evaluate algebraic expressions in
real-life situations and in mathematical formulas and patterns.
Guiding Questions
1. Can students correctly evaluate linear and exponential-based formulas and tie
the results to sequences or specific applications?
2. Can students use order of operations and the basic properties (i.e., associative
commutative, and distributive) when performing computations and collecting
like terms in expressions?
3. Can students use flow charts to guide and describe operations?
4. Can students recognize functions in graphical, numerical, tabular, and verbal
forms?
Unit 1 Grade-Level Expectations (GLEs)
GLE# GLE Text and Benchmarks

Number and Number Relations
1. Identify and describe differences among natural numbers, whole numbers,
integers, rational numbers, and irrational numbers (N-1-H) (N-2-H) (N-3-H)
2. Evaluate and write numerical expressions involving integer exponents (N-2-H)
3. Apply scientific notation to perform computations, solve problems, and write
representations of numbers (N-2-H)
4. Distinguish between an exact and an approximate answer, and recognize errors
introduced by the use of approximate numbers with technology (N-3-H) (N-4-
H) (N-7-H)
Algebra I: Part 1Unit 1Variables and Relationships 1

GLE# GLE Text and Benchmarks
5. Demonstrate computational fluency with all rational numbers (e.g., estimation,
mental math, technology, paper/pencil) (N-5-H)
6. Simplify and perform basic operations on numerical expressions involving
radicals (e.g., 2 3 + 5 3 = 7 3 ) (N-5-H)
Algebra
8. Use order of operations to simplify or rewrite variable expressions (A-1-H) (A-
2-H)
Data Analysis, Probability, and Discrete Math
15. Translate among tabular, graphical, and algebraic representations of functions
and real-life situations (A-3-H) (P-1-H) (P-2-H)
34. Follow and interpret processes expressed in flow charts (D-8-H)
Sample Activities
Activity 1: Relationships in the Real Number System (GLE: 1)
Review the real number system and have students draw a Venn diagram showing how the
various sets of numbers within the real number system are related. Students should write
statements that describe the relationships shown (e.g., every whole number is an integer;
not all real numbers are rational) or determine the truthfulness of statements provided by
teacher.
Activity 2: Understanding Rational and Irrational Numbers (GLEs: 1, 4)
Using calculators, let students explore the difference between rational and irrational
numbers. For example, have students input several rational numbers using the division
key, and discuss why some numbers are finite (e.g., 54 , 83 , and 15
32 ), while other rational
numbers have non-terminating decimals that repeat (e.g., 12 and 117 ). Discuss how
11
different calculators handle these types of numbers (i.e., rounding off the last digit). Have
students input several irrational numbers and let students see that although the numbers
appear to terminate on the calculator, the calculator is actually rounding off the last digit.
Activity 3: Estimating the Value of Square Roots (GLEs: 1, 4)
Discuss with students how to estimate the value of irrational numbers involving square
roots. Have the students determine which two whole numbers a particular square root
would fall between. For example, if students know the square root of 49 is 7 and the
square root of 64 is 8, then the square root of 51 would be between these two values (it
would actually be closer in value to 7 than to 8, so an even better estimate might be 7.1).
Once a thorough discussion takes place about estimation techniques, provide students

with an opportunity to use their estimation skills by providing students with 10 irrational
numbers using square roots and have them find their approximate values. After students
obtain their approximate values, have students explain their reasoning to the class. After
the discussion has taken place, have students check their estimates with a calculator using
the square root key.
Activity 4: Naming Numbers on a Number Line (GLE: 1)
Pair students and have each team construct a number line showing the integers from –4 to
+4. Also, have students identify and tag the halfway points between each pair of integers
(e.g., –3 12 , –2 12 ). Next, have them identify and tag – π , – 3 , – 2 , 2 , 3 , π . To the
side of the number line and on the first line under the number line, have the students write
Natural Numbers. On the next line, have them write Whole Numbers. Continue this
process with Integers, Rational Numbers, and Irrational Numbers. Once the student pairs
have completed this chart, have them identify the sets of numbers that include each
number selected on the number line by placing an “x” in the appropriate location. For
example, –2 would receive an “x” in Integers and Rational Numbers, while +2 would
receive an “x” in all rows except Irrational Numbers. Repeat this activity several times
using different intervals on the number line.
Activity 5: Many Ways to Solve a Problem (GLEs: 4, 5)
Review paper and pencil operations with rational numbers (addition, subtraction,
multiplication, and division) and include in the discussion the appropriate use of
calculator technology (how the calculations can be done using calculators). Discuss
estimation strategies with respect to operations with rational numbers. Afterwards, have
students construct a five-column chart. The column titles will be: Problem, Estimation,
Mental Math, Technology, and Paper/Pencil. Develop 5 to 10 problems, some of which
are best done using a calculator, some by mental math, some by estimation, and some by
paper-pencil. Place them in the Problem column. Have the students attempt the problems
using each of the methods listed. Lead a discussion of when each computational strategy
was employed. For example, when was mental math the quickest way to solve the
problem? When did a calculator prove to be useful? When was estimation used? What
paper/pencil strategies were used?
Activity 6: Using Exponents In Prime Factorization (GLE: 2)
Review the prime factorization process with whole numbers, and include in the
discussion how exponents can be used to rewrite a particular prime factorization. Allow
students the opportunity to prime factor different numbers using factor trees, and then
have them write the numbers in factored form using exponents. Make sure that
appropriate terminology is also introduced. For example, have students write 136 as the
product of primes. Discuss how the prime factorization process can be used to find the

greatest common factor or least common multiple for a set of numbers; then have
students write and solve problems they create which might involve finding the greatest
common factor or least common multiple for a real-life situation. For example, suppose
there are 45 oranges and 36 apples on a produce stand. The produce clerk wants to bag
the oranges and apples in separate bags so that each bag contains the same number of
fruit. What is the most fruit that can be put into one bag? Solution: 9 fruit per bag
Activity 7: Using Exponents In Scientific Notation (GLEs: 2, 3)
Relate the use of exponents to scientific notation (e.g., 3.2 x 10³ = 3.2 x10x10x10=3200).
Include using negative exponents in the discussion. Discuss how to perform operations
involving scientific notation using a calculator. Have the class research (using Internet or
encyclopedias) why scientific notation was created and its benefit in science and then
write a report on their findings.
Activity 8: Changing Forms (Exponents) (GLEs: 2, 3, 5)
Provide students with a worksheet that contains a three-column table. One column should
be labeled Expanded Form, the second column Scientific Notation, and the third column
Simplified Form. Provide some numerical expressions in the Exponential Form column
or the Expanded Form column. Have students calculate the Simplified Form for each
expression and also write the expression for the other missing form (e.g., 6.3 x 10 x 10 x
10 in Expanded Form would be written as 6.3 x 10³ in Scientific Notation and 6300 in
Simplified Form). Be sure to include numerical expressions that include negative
exponents.
Activity 9: Astronomical Measurement (GLEs: 2, 3, 4)
Have students use the Internet to find the following astronomical distances: Earth to the
sun; Earth to the moon; Earth to Mars; Earth to Pluto; the sun to Pluto. Also, have
students determine the speed of light as well as the maximum rate of speed that one of
our manned spacecraft can fly in space. Once students find this information, have them
write the distances and the speeds in both simplified form and scientific notation. Ask
students if they think the values are exact or approximations and explain why they think
so.
Activity 10: Using Scientific Notation to Solve Problems (GLEs: 2, 3)
Using the information they found in Activity 9, have students get in groups and
determine the answer to the following questions: How much time does it take for the
light from the sun to reach the Earth? How much time does it take for the light from the
sun to reach the planet Pluto? If a manned space flight went from the Earth to Mars, how

long would it take to get there? If a manned space flight went from the Earth to Pluto,
how long would it take to get there? Provide students with calculators for calculations.
Activity 11: Order of Operations Activity (GLEs: 2, 5, 8)
Review with students the order of operations with numerical applications. Explain why
order of operations is necessary. Use different calculators, if possible, to point out to
students how certain calculators perform the order of operations differently. Include in
the discussion the importance of using parentheses when inputting data; e.g., (4+5)/(6+2)
would be a different result than 4+5÷6+2, and how exponents are entered in their
calculators (e.g., 3³- 4(3 + 6)). After the discussion, provide students with a worksheet
and have them find the result of numerical expressions that require the use of order of
operations. Make sure that the use of parentheses and exponents is included.
Activity 12: Flow Charts—Not Just for Computers (GLEs: 2, 5, 8, 34)
Have students design a flow chart that demonstrates how to evaluate an expression using
the order of operations. If students are not familiar with flow charts, provide a sample for
them to follow. To design their flow chart, have students use the following procedures:
questions go in the diamonds; processes go in the rectangles; yes or no answers go on the
connectors. Students should be given several numerical expressions that involve powers,
parentheses, and several operations. Have students share their flow charts with each other
and use the flow chart to simplify the expressions.
Activity 13: Writing Algebraic Expressions (GLE: 8)
Have students come up with algebraic expressions for different situations. For example,
have students write an expression for the perimeter of a square if each side is p units
long; write an expression for the total weight of 24 cans of soft drink if each weighs k
ounces; write an expression for the distance someone would travel if he/she went 40
miles per hour for t hours; etc… Discuss simplifying algebraic expressions and
combining like terms. For example, if a square has sides p units long, the perimeter can
be expressed as p + p + p + p or 4p units in length. Provide additional examples for
students to become proficient at combining like terms.
Activity 14: Evaluating Expressions and Using Geometry Formulas (GLEs: 5, 8)
Have students evaluate algebraic expressions. Be sure to include practice with fractions,
decimals, and integers as well as whole numbers. Include a review of the formulas for
volume and surface area of prisms and cylinders learned in grade 8. Review the figures
and their formulas before beginning such an activity and provide diagrams or models of
figures from which students can obtain values to be used in the formulas. If possible,

have several 3-D figures (boxes, cans, etc.) for students to actually measure to obtain the
values needed to plug into the formulas. As part of the review, include an analysis of the
derivation of the formula (e.g., the surface area of a cylinder is 2 π r2 + Ch because the
faces are composed of two circles and a rectangle whose dimensions are the
circumference of the circle and the height of the cylinder).
Activity 15: Working with “ ” (GLEs: 5, 6, 8)
Have students solve for missing side lengths in right triangles using the Pythagorean
theorem, which should have been taught in grade 8. This will allow students to practice
simplifying square roots. Make sure students understand that the Pythagorean theorem is
only valid for right triangles. Have students solve problems in which the side lengths are
square roots, whole numbers, fractions, etc. Have students find the areas of these right
triangles to reinforce the area of a triangle formula.
Activity 16: Simplifying Radical Expressions (GLEs: 6, 8)
Relate simplifying variable expressions with simplifying numerical expression with

radicals. For example, since the expression 2x + 4x can be simplified to 6x (because they
are like terms), likewise, the expression 2√7 + 4√7 can be simplified to 6√7 (because they
are also like terms). Review the process for simplifying radicals such as √56 to the form
2√14, and using a calculator show their equality with one another (both have a value of
about 7.5). After a thorough discussion has taken place on the use of radicals, provide
students with a worksheet or different polygon shapes in which the side length of the
polygons are marked with lengths that are square roots; lengths that are whole number or
fractional units; lengths using variables (such as k units); and figures having a
combination of all of these. Have the students write expressions for the perimeter of each
polygon, and have the students write each expression in simplified form.
Activity 17: Patterns in the Real World (GLEs: 2, 8, 15)
Provide students with number patterns from real life, including patterns involving
exponents. Have students describe the pattern in words, and then have them write an
algebraic expression to represent the nth term. For example, suppose a new pizza shop
opens in a shopping center. At the end of each day, a running total is kept for the total
number of pizzas sold since the shop opened. On the first day, the shop sells 1 pizza. On
the second day, the shop sells 3 more pizzas. On the third day, the shop sells 5 more
pizzas. On the fourth day, the shop sells 7 more pizzas. On the fifth day, the shop sells 9
more pizzas. Have students describe the pattern in words, and then have them write an

algebraic expression which could be used to express the number of pizzas sold on the nth
day. Also have students determine an algebraic expression which could be used to find
the total number of pizzas sold since the shop opened by the end of the nth day.
Solution: To represent the number of pizzas sold on the nth day, the expression 2n-1
could be used. To represent the total number of pizzas sold since the shop opened, the
expression n 2 could be used.
Activity 18: Matching Real-life Situations and Their Graphs (GLE: 15)
Provide students with numberless graphs and real-life situations that correspond to each
graph. Have students match the graph with the situation. For example, have graphs of
distance/time and relate the act of moving toward home and away from home on a given
day in reference to the time during the day. Provide students with many different
situations and graph types.
Activity 19: Matching a Table of Values with a Graph (GLE: 15)
Provide students with a table of values that resulted from a real-life situation, such as the
price to rent a canoe at a resort in relation to the number of hours rented, and have
students complete the table of values (fill-in the missing data in a table). After completing
the table, have students determine which graph (provide different graphs from which
students are to choose) best fits the data shown in the table. Have students explain why
the graph they chose is the only graph that fits the data.
Sample Assessments
General Guidelines
Performance and other types of assessments can be used to ascertain student

achievement. Following are some examples:
General Assessments
• The student will make a portfolio containing samples from various activities.
• The student will keep a “Learning Log” about the ideas and processes that are
taught in class. The student can use the log as information as a study guide,
but is also a good source of feedback to the teacher concerning questions the
student has on a particular topic. Each week, the teacher picks up the learning
log and examines it.

• For selected activities, the student will show his/her work, and use the work
for assessment purposes.
Activity-Specific Assessments
• Activity 4: The student will put 15 numbers on a number line ranging from –
10 to 10. The teacher will provide a list of numbers from each type (natural,
whole, integer, rational, and irrational) for the student to graph and have the
student identify which subsets each number belongs to.
• Activity 5: The student will write his/her own problems that could best be
solved using each technique (paper and pencil, estimation, technology, and
mental math) along with an explanation of why this would be the best
approach.
• Activity 10: The student will write explanations (mathematical and verbal
explanations) of how the answer was found to each of the questions presented
in the activity.
• Activity 16: The student will draw a flow chart for simplifying a square root.

Algebra I: Part 1
Unit 2: Measurement and Geometry
Time Frame: Approximately 3 weeks
Unit Description
This unit examines the relationship between precision, accuracy, significant digits, and
error analysis when dealing with measurement. The unit also includes a review of the
measurement formulas and properties of 2- and 3-dimensional figures (e.g.,
perimeter/circumference, area, surface area, and volume) from work done in grade 8.
Students should be able to find the precision of an instrument and determine the accuracy
of a given measurement. Students should also recognize the relationships between 2- and
3-dimensional figures (e.g., a square pyramid is one square and four congruent triangles;
a parallelogram can be rearranged to form a rectangle whose length and width correspond
to the base and height of the parallelogram).
Guiding Questions
1. Can students determine specified perimeters, circumferences, areas, surface

areas, and volumes given access to the appropriate formulas?
2. Can students relate the various properties of 2- and 3-dimensional figures and
apply them in finding and comparing measurements of objects?
3. Can students determine the precision of a given measurement instrument?
4. Can students determine the accuracy of a measurement?
5. Can students describe the bounds on a true output measurement, given the
accuracy of the input measures?
6. Can students use indirect measurement to find the measure of something very
small in size?
GLE # GLE Text and Benchmarks

4. Distinguish between an exact and an approximate answer, and recognize
errors introduced by the use of approximate numbers with technology (N-
3-H) (N-4-H) (N-7-H)
5. Demonstrate computational fluency with all rational numbers (e.g.,
estimation, mental math, technology, paper/pencil) (N-5-H)
Algebra I: Part 1Unit 2 Measurement and Geometry 9

17. Distinguish between precision and accuracy (M-1-H)
18. Demonstrate and explain how the scale of a measuring instrument
determines the precision of that instrument (M-1-H)
19. Use significant digits in computational problems (M-1-H) (N-2-H)
20. Demonstrate and explain how relative measurement error is compounded
when determining absolute error (M-1-H) (M-2-H) (M-3-H)
21. Determine appropriate units and scales to use when solving measurement
problems (M-2-H) (M-3-H) (M-1-H)
22. Solve problems using indirect measurement (M-4-H)
Sample Activities
Activity 1: What Does it Mean to be Accurate? (GLEs: 4, 17)
Talk with students about the meaning of “accuracy” in measurement. Accuracy indicates
how close a measurement is to the accepted “true” value. For example, a scale is
expected to read 100 grams if a standard 100 gram weight is placed on it. If the scale
does not read 100 grams, then the scale is said to be inaccurate. If possible, obtain a
standard weight from one of the science teachers along with several scales. With
students, determine which scale is closest to the known value and use this information to
determine which scale is most accurate. Next, ask students if they have ever weighed
themselves on different scales—if possible, provide different scales for students to weigh
themselves. Depending on the scale used, the weight measured for a person might vary
according to the accuracy of the instruments being used. Unless “true” weight is known,
it cannot be determined which scale is most accurate (unless there is a known standard to
judge each scale). Generally, when a scale or any other measuring device is used, the
readout is automatically accepted without really thinking about its validity. People do this
without knowing if the tool is giving an accurate measurement. Also, modern digital
instruments convey such an aura of accuracy and reliability (due to all the digits it might
display) that this basic rule is forgotten—there is no such thing as a perfect measurement.
Digital equipment does not guarantee 100% accuracy. Have all of the students who have
watches to record the time (to the nearest second) at the same moment and hand in their
results. Post the results on the board or overhead—there should be a wide range of
answers. Ask students, Which watch is the most accurate? Students should see that in
order to make this determination, the true time must be known. Official time in the
United States is kept by NIST and the United States Naval Observatory, which averages
readings from the 60 atomic clocks it owns. Both organizations also contribute to UTC,
the world universal time. The website http://www.time.gov has the official U.S. time, but
even its time is “accurate to within .7 seconds.” Cite this time at the same time the
students are determining the time from their watches to see who has the most accurate
time. Ultimately, students need to understand that accuracy is really a measure of how
close a measurement is to the “true” value. Unless the true value is known, the accuracy
of a measurement cannot be determined.

Activity 2: How Precise is Your Measurement Tool? (GLE: 4, 17, 18)
Discuss the term “precision” with the class. Precision is generally referred to in one of
two ways. It can refer to the degree to which repeated readings on the same quantity
agree with each other. Precision can also be referred to in terms of the unit used to
measure an object. Precision depends largely on the way in which the readings are
taken—how much care was taken by the person making the measurement, the quality of
the instrument, attentiveness of the observer, stability of the environment in which the
measurements were taken, etc… Some limitations that hinder the precision of a
measurement include the skill of the reader, the way the ruler was placed, whether or not
it was viewed at an angle, and so on. Help students to understand that no measurement is
perfect. When making a measurement, scientists give their best estimate of the true value
of a measurement, along with its uncertainty.
The precision of an instrument reflects the number of digits in a reading taken from it—
the degree of refinement of a measurement. Discuss with students the degree of precision
with which a measurement can be made using a particular measurement tool. For
example, have on hand different types of rulers (some measuring to the nearest inch,
nearest 12 inch, nearest 14 inch, nearest 18 inch, nearest 161 inch, nearest centimeter, and
nearest millimeter) and discuss with students which tool would give the most precise
measurement for the length of a particular item (such as the length of a toothpick). Have
students record measurements they obtain with each type of ruler and discuss their
findings. Help students understand that the ruler with the smallest markings will provide
the most precise measure, but even it has inherent limitations.
Set up measurement stations throughout the class for students to determine the attributes
of different items. Include measurements with weight using scales (both in lbs, ounces,
and grams), length of items (include diameter of a sphere), and areas of objects which
have the shapes of simple 2-D figures (rectangle, circle, parallelogram) and have students
measure the appropriate lengths with which to calculate the areas. Discuss the results as a
class including sources of error that could account for discrepancies in answers.
Activity 3: Temperature—How Precise Can You Be? (GLEs: 4, 18, 17)
Have students get in groups of three. Provide each team with a thermometer that is
calibrated in both Celsius and Fahrenheit. Have each team record the room temperature in
both oC and oF. Have students note the measurement increments of the thermometer
(whether it measures whole degrees, tenths of a degree, etc.) on both scales. Make a class
table of the temperatures read by each team. Ask students if it is possible to have an
answer in tenths of a degree using their thermometers and why or why not?

Activity 4: Precision vs. Accuracy (GLE: 17)
In this activity, provide students with data tables showing measurements taken, and have
students answer questions regarding precision and accuracy, and have them distinguish
between the two. For example, provide students with the data tables shown below and
have them answer the questions provided.
Example 1: Using the table below, answer the following questions. Assume that each
data set represents 5 measurements taken from the same object.
• Which of the following sets of data is more precise, based on its range?
(Solution: Data Set A has a range of .06 while Data Set B has a range of .08, thus
the more precise data set is Set A.)
• Do you know which data set is more accurate? Explain.
(Solution: There is no way of knowing which is more accurate since in both cases
there is no indication of the true measure of the object being measured.)
Set A Set B
14.32 36.56
14.37 36.55
14.33 36.48
14.38 36.53
14.35 36.55
Example 2: The data tables below show measurements that were taken using three
different scales. The same standard 100 gram weight was placed on each scale and
measured 4 different times by the same reader using the same method each time.
Trial # Weight on Scale 1 Weight on Scale 2 Weight on Scale 3

1 101.5 100.00 100.10
2 101.5 100.02 100.00
3 101.5 99.99 99.88
4 101.5 99.99 100.02
Average
Weight
• Determine the average weight produced by each scale. Use this average as the
actual weight of the 100g mass determined by each scale. Write down the results
for each scale used.
(Solution: Scale 1: 101.5g; Scale 2: 100.00 g; Scale 3: 100.00 g)
• Which scale was the most precise? Explain how you know.
(Solution: Scale 1 since the range of values is smaller than in the other scales.)
• Which scale was the least precise? Explain how you know.
(Solution: Scale 3 since the range of values is larger)
• Which scale was the most accurate if we consider the true value of the weight to
be 100 grams? Explain your answer.
(Solution: If we look at the average weights to be the weight given by each scale,
then both Scale 2 and Scale 3 are equally accurate.)

Example 3: Below is a data table produced by 4 groups of students who were measuring
the mass of a paper clip which had a known mass of 1.0004 g.
• Determine the average weight produced by each group’s measurements and fill in
the results in the table. Use this average as the weight of the paper clip for each
group.
(Solution: Group 1: 1.01 g; Group 2: 3.601267 g; Group 3: 10.13255g; Group
4: 1.01g)
• Which of the group’s measurements represents a properly accurate and precise
measurement of the mass of the paper clip?
(Solution: Both Group 1 and Group 4 had an average weight in line with the true
weight of the mass; however, Group 4 did not have a precise measurement—the
readings have too wide a range . The average just happened to come out to a
value close to the true weight; therefore, only Group 1 data represents both an
accurate and precise measurement.)
• Which of the group’s measurements was the least accurate? Explain why.
(Solution: Group 3 had the least accurate answer for the weight of the paper clip
since its average value is farthest from the actual value of the paper clip.)
• Which of the group’s measurements had an accurate answer, but not a precise
answer? Explain.
(Solution: Group 4 had an accurate weight (if the average is used) but was not
precise at all.)
Trial # Group 1 (g) Group 2 (g) Group 3 (g) Group 4 (g)

1 1.01 3.863287 10.13252 2.05
2 1.03 3.754158 10.13258 0.23
3 0.99 3.186357 10.13255 0.75
Average
Weight
Activity 5: Finding a Range of Values for a Measurement—Absolute Error (GLEs:

18, 20)
The uncertainty or error associated with any measurement depends on the measurement
tool being used. For example, if the mass of a sample is given as 342 ± 4 mg, the actual
value for the mass is somewhere between 338 mg and 346 mg. The reason for the
variation may be due to the measurement tool’s being unable to sense any changes in
mass less than 4 mg (i.e., the pan balance doesn’t move for such small changes). This is
what is referred to as “absolute error.” Discuss with students what absolute error is and
how to determine the error of a particular measurement tool. For example, suppose a ruler
only measures to the nearest 12 inch, and you take a measurement of an item that lies
somewhere between 3 12 inches and 4 inches. Since it is closer to 3 12 inches, you write
this as the length of the item. However, the actual measurement could have been up to 14
inch longer (half of the smallest division associated with the ruler). If someone reads the
measurement of 3 12 inches, they have no idea how much error was associated with the

measurement. A more scientific approach to listing the measure would be to write 3 12 ± 14
inch. Doing so allows the reader to know that the actual length of the item may be
anywhere from 3 14 inches to 3 34 inches in length. Discuss the idea of absolute error and
provide students the opportunity to write such error measurements and determine the
range associated with different measurement tools. Have students use different rulers
(some measuring to the nearest inch, nearest 12 inch, nearest 14 inch, nearest 18 inch,
nearest centimeter, and nearest millimeter) to measure various items around the room
(i.e., table length, chair height, length of a sheet of paper, height of door, etc.). For each
measurement, have the students express their measurement along with the range
associated with the error.
Activity 6: What is My Exact Height? Absolute vs. Relative Error (GLEs: 4, 5, 20)
After having discussed absolute error, it is important to talk about a better indication of
how accurate a measurement is—a different type of error measurement called “relative
error.” An accurate measure is one in which the uncertainty is small when compared to
the measurement itself. Thus, an uncertainty of ± 4 mg out of a total of 342 mg indicates
much more accuracy than ± 4 mg out of a total of 12 mg. For this reason, uncertainty in
measurement is often expressed as a percent of uncertainty. This is the relative error
associated with the measurement. To determine the relative error, divide the absolute
error by the calculated value, and then convert this decimal to a percent by multiplying by
100. For the examples above, 3424
= .011 which when multiplied by 100 gives a relative
error of 1.1%. (Provide students with access to calculators to do this work.) Whereas, in
the other measure, 124 = .333 which when multiplied by 100 gives a relative error of
33.3%, that is a much higher percentage error, although the absolute errors are the same.
Discuss with students how to determine the relative error associated with a measurement,
and have students get in groups of 3. Provide two different types of measurement tools
for students to make their measurements (a meter stick and a tape measure with English
units). Direct two of the students to measure the height of the third, taking turns so that
all students in each group are measured in both metric units and customary units. Then,
have all three students determine their heights including absolute error and relative error
in their measurements.
Activity 7: What’s the Cost of Those Bananas? (GLEs: 4, 17, 18)
The following activity can be completed as described below if the activity seems
reasonable for the students involved. If not, the same activity can be done if there is
access to a pan scale and an electronic balance. If done in the classroom, provide items
for students to measure—bunch of bananas, two or three potatoes, or other items that will
not deteriorate too fast.
Have the students go to the local supermarket and select one item from the produce
department that is paid for by weight. Have them calculate the cost of the object using the

hanging pan scale present in the department. Record their data. At the checkout counter,
have the students record the weight given on the electronic balance used by the checker.
Have students record the cost of the item. How do the two measurements and costs
compare? Have students explain the significance of the number of digits (precision) of
the scales.
Activity 8: What are Significant Digits? (GLEs: 4, 19)
Discuss with students what significant digits are and how they are used in measurement.
Significant digits are those digits of a measurement that represent meaningful data. The
more precision there is in the measurement, the more significant digits there will be.
Practically speaking, measurements are made to some desired precision that suits the
purpose of the person doing the measurement, which normally is determined by the
limitations of the measurement instrument available. For example, suppose you measure
a room to the nearest millimeter and find its length to be 7.089 meters, the 9 is the
estimated digit in the measurement (remind students the absolute error will be 12 the
smallest unit of the measurement tool, which in this case will be ±.5 mm or ± 0.0005
meters). There are four significant digits in all in the measurement. After fully discussing
the concept of significant digits with students, provide them with opportunities to
determine the number of significant digits given in a particular measurement. Plan with a
science teacher if possible.
Activity 9: Measuring the Utilities You Use (GLE: 19)
Have students find the various utility meters (water, electricity) for their households.
Have them to record the units and the number of places found on each meter. Have the
class get a copy of their family’s last utility bill for each meter they checked. Have
students answer the following questions: What units and number of significant digits are
shown on the bill? Are they the same? Why or why not? Do your family pay the actual
“true value” of the utility used or an estimate? If students do not have access to such
information, produce sample drawings of meters used in the community and samples of
utility bills so that the remainder of the activity can be completed.
Activity 10: Calculating with Precision (GLEs: 4, 19)
Discuss with students how significant digits are dealt with when making calculations.
Students should understand that the precision that results from a calculation cannot be
greater than the precision of any of the numbers used in the calculation. For example,
consider a rectangle whose sides measure 9.7 cm and 4.2 cm. Calculating the area of the
rectangle using multiplication brings (9.7cm)(4.2cm) = 40.74 sq. cm. Before now,
students would probably write the result as 40.74 sq. cm., but a closer look shows the
original side length measurements are only precise to the tenth of a centimeter, while the
resulting calculation for area is precise to the hundredth of a square centimeter. To

correct this, the result should be rounded off so that it has the same precision as the least
precise quantity used in the calculation. This rule is the equivalent of saying that making
a calculation cannot improve on the precision of the numbers used based on the least
number of significant digits in the factors. Therefore, in the example provided, a more
trustworthy answer would be 41 sq. cm. When working with addition and subtraction, the
result should be rounded off so that it has the same number of decimal places (to the right
of the decimal point) as the quantity in the calculation having the least number of decimal
places. After fully discussing calculating with significant figures, have students work
computational problems (finding area, perimeter, circumference of 2-D figures) dealing
with the topic of calculating with significant digits.
Activity 11: Measurement Problems with 3-D Objects (Physical Dimensions)

(GLEs: 4, 18, 19, 20, 21)
Calculating the surface area and volume of 3-dimensional figures can be connected to
precision and accuracy. If one measures length to nearest the tenth, then the area of a
figure is only correct to nearest tenth; likewise, volume cannot be more precise than to
the nearest tenth. Making a calculation cannot improve on the precision of the numbers
used in the calculations. For this activity, provide students with a rectangular prism and a
cylinder. Have students determine the surface area and volume for each figure. Group
students in teams of three students per group, and provide students with a metric ruler
accurate to the nearest millimeter to make their measurements. Have students use
significant digits in their calculations. Let student groups report their findings with
answers only as precise as their measurement tools allow.
Activity 12: How thick is a Sheet of Paper? (GLE: 22)
It is often necessary to use an indirect measurement technique when measuring very large
or very small things. For example, when measuring the thickness of a single sheet of
paper, a ruler will not work. Present this dilemma to students and have them brainstorm
ideas on how they could find the thickness of a sheet of paper by measurement. Indirect
measurement could help. If one measures the thickness of 400 sheets of paper (suppose
these 400 sheets measured 40 mm) then divides that total measurement by the 400 sheets
(40mm ÷ 400 sheets = 0.1 mm), the result will be the total thickness of a single sheet of
paper. Provide calculators for students to do their computations.
Activity 13: What is the mass of a single grain of rice? (GLE: 22)
Have students come up with ideas on how they could determine the mass of a single grain
of rice, and then actually perform the measurement using the approach they came up
with. Afterwards, have each group report on their approach and on their findings. Discuss
any discrepancies the students may have for the mass in the class.

Activity 14: Using Indirect Measurement to determine the height of a Telephone
Pole (GLEs: 4, 22)
Review with students the use of proportions when solving similar triangle problems. This
topic should have been taught in grade 8. After reviewing the topic of using proportions
to solve such problems, present students with this challenge: Find the height of a
telephone pole without actually measuring the pole. Have students get in groups to come
up with ideas. If no one discusses it, talk about how shadows are formed when the sun is
shining at an angle with an object (shadows are longer during the evening hours and
shorter during noon). Discuss how comparing the height of a person to the length of the
person’s shadow could be used to calculate the height of the pole if the length of the
pole’s shadow is known. Have students do this activity either at school or at home, and
make sure students make their measurements later in the day when a shadow is formed
(not at noontime).
Height of
Pole Height of
Person
Length of Length of
Shadow Shadow
Height of Pole Height of Person

----------------- = ----------------------
Length of Shadow Length of Shadow
Of Pole of Person
Activity 15: Will It Fit? (GLE: 22)
Make teams comprised of three students each to work on the following activity. Provide
the teams with appropriate measurement equipment and lab materials (small glass or
plastic graduated cylinder with milliliter marks, eyedroppers, standard measuring cup,
and water). Have students first use what they learned about indirect measurement to
determine the volume (in milliliters) of a single drop of water. Have students come up
with a plan using the equipment provided to determine the volume in milliliters of a
single drop of water. Once they determine this, ask them to determine if a standard
measuring cup will fit 10,000 drops of water. Students must show all their work, how
they obtained their answers, and make a presentation before the class to discuss their
results. One possible way of doing this would be to see how many drops of water it
would take to make 10 mL, then determine the volume of a single drop of water. Then
have students find out how many milliliters it takes fill a standard measuring cup and use
all of the information to obtain their results.

Sample Assessments
General Guidelines

General Assessments
• Each student will come up with real-world examples to make measurements

(e.g., measuring a room for carpeting, measuring a room for painting, etc.) and
perform the necessary calculations, including calculations with error.
• The student will write a short paragraph explaining the difference between
accuracy and precision.
• The teacher will provide three to five significant-digit problems for the
student to solve and then assess the work.
• Activity 6: The student will write an explanation of how to obtain his/her

height and record the error associated with the measurements.
• Activity 7: The teacher will Assign activity 7 as an out-of-class assignment.

The student will write a report explaining the procedures followed, along with
the measurements and calculations. In the report, the student will explain the
effect of the measurement tools used in calculating the answers.
• Activity10: The teacher will pick up the calculations and explanations from
student work when measuring and calculating area, perimeter, and
circumference of geometric figures.
• Activity 11: The student will write a report on his/her findings after
performing this activity including a discussion of how the answers were
obtained and the procedures used to arrive at the calculations.

Algebra I: Part 1
Unit 3: Solving Equations and Real-life Graphs
Time Frame: Approximately four weeks
Unit Description
This unit focuses on using algebraic properties to solve algebraic equations. The
relationship between a symbolic equation, a table of values, a graphical interpretation,
and a verbal explanation is also established.
Students can solve linear equations graphically, from tables, with symbols, and through
verbal and/or mental mathematics sequences. Students use real-life graphs to learn about
independent and dependent variables, slope as a “rate of change,” and inverse and direct
variation.
Guiding Questions
1. Can students perform specified real-number calculations and relate their

solutions to properties of operations?
2. Can students solve equations using addition, subtraction, multiplication, and
division with variables?
3. Can students solve linear equations with rational (integral, decimal, and
fractional) coefficients and relate the solutions to symbolic, graphical, and
tabular/numerical representations?
4. Can students solve problems involving proportions and percentages?
5. Can students distinguish the difference between independent and dependent
variables in a real-life situation?
6. Can students understand how slope of a graph relates to a rate of change in a
real-life situation?
7. Can students distinguish between a direct or inverse relationship when
analyzing a graph?
Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 19


Grade 8 (reinforcement)
Algebra
12. Solve and graph solutions of multi-step linear equations and inequalities (A-2-
M)
Grade 9
H) (N-7-H)
7. Use proportional reasoning to model and solve real-life problems involving
direct and inverse variation (N-6-H)
Algebra
8. Use order of operations to simplify or rewrite variable expressions (A-1-H) (A-
2-H)
10. Identify independent and dependent variables in real-life relationships (A-1-H)
16. Interpret and solve systems of linear equations using graphing, substitution,
elimination, with and without technology, and matrices using technology (A-4-
H)
Geometry
23. Use coordinate methods to solve and interpret problems (e.g., slope as rate of
change, intercept as initial value, intersection as common solution, midpoint as
equidistant) (G-2-H) (G-3-H)
24. Graph a line when the slope and a point or when two points are known (G-3-H)
25. Explain slope as a representation of “rate of change” (G-2-H) (A-1-H)
34. Follow and interpret processes expressed in flow charts (D-8-H)
Patterns, Relations, and Functions
37. Analyze real-life relationships that can be modeled by linear functions (P-1-H)
(P-5-H)
Sample Activities
Activity 1: Review of basic concept of solving equations (GLE: 12—8th grade)
Students coming into 9th grade should be very familiar with solving simple, one-step
algebraic equations mentally. Review with students the basic premise behind solving
simple equations building on the idea of equations as a “balance scale” and discuss the
method of solving equations by keeping both sides of the equation balanced. Have
students solve a variety of real-life problems involving simple algebraic equations.

Activity 2: Solving more complex equations (GLEs: 12—8th grade, 8—9th grade)
Discuss the methods associated with solving more complex equations with multiple steps
that incorporate using the properties of equality (reflexive, symmetric, transitive, and
substitution) to obtain a solution. Require students to solve equations which cannot be
done mentally and have students show the steps used when solving the equations. Expose
students to techniques involved with solving equations that include integral and rational
coefficients. Include real-world problem solving that involves writing and solving
algebraic equations (e.g., perimeter applications, area problems, sum of angles in a
polygon, distance/time relationships, percent increase/decrease, proportions).
Activity 3: Flow Charts for Solving Equations (GLEs: 8, 34)
Have students create a flow chart for solving equations. Assist students as necessary.
Once the students have their flow charts developed, ask questions as they go through the
flow chart steps with a practice problem. Repeat this activity several times by providing
equations for the students to solve via the steps in the flow chart.
Activity 4: Independent vs. Dependent Variable (GLE: 10)
Discuss the concept of independent and dependent variables in reference to real-world

examples. For example:
• The area of a square depends upon its side length
• The distance a person travels in a car depends upon the car’s speed and the length
of time it travels
• The cost of renting a canoe at a rental shop depends on the number of hours it is
rented
• The number of degrees in a polygon depends on the number of sides the polygon
has
• The circumference of a circle depends upon the length of its diameter
• The price of oil depends upon supply and demand
• The fuel efficiency of a car depends upon the speed traveled
• The temperature of a particular planet depends on its distance away from the sun
Present students with ten different pairs of variables used in real-world contexts and have
the students work in groups to determine which of the variables is the dependent variable
and which is the independent variable. Discuss each situation as a class. Explain that a
two-dimensional graph results from the plotting of one variable against another. For
instance, you might plot the concentration in a person’s bloodstream of a particular drug
in comparison with the time the drug has been in the body. One of these variables is the
dependent and the other the independent variable. The independent variable in this
instance is the time after the drug is taken, while the dependent variable is the thing that
you measure in the experiment—the drug concentration. Explain to students that
conventionally the independent variable is plotted on the horizontal axis (also known as

the abscissa or x-axis) and the dependent variable on the vertical axis (the ordinate or y-
axis). Relate this all pictorially with graphs.
Activity 5: Graphing from a Table of Values (GLEs: 4, 10, 15, 24)
Have students construct a graph on a coordinate grid given a table of values that form a
line. For example, using the table shown below displaying the oil being pumped from a
well in relation to the number of days the well is operated. Let students first determine
which is the dependent and which is the independent variable and have them use this
information to appropriately graph the data on a coordinate grid (dependent variable on
vertical axis and independent variable on horizontal axis). Afterwards, discuss what
pattern students see in the data (i.e., It appears to form a linear function.). Have students
answer questions based on their conjectures by looking at the graph. For example, have
students determine the amount of oil that was pumped after 4 days based upon the results
of the graph. Ask them to determine if they think this answer is an exact value or an
approximate value and why they think so. Next, have students run a line through the data
and let them see that the line, which passes through all of the data points, extends through
the origin. Talk about the initial value and intercepts in real-world terms. For this
example, the line intercepts the graph at (0,0) which means that the number of barrels
pumped is 0 barrels after 0 days.
Number of 2 5 9 10
Days
Pump is On
Number of 12 30 54 60
Barrels
Pumped
Connect the paper and pencil work associated with this problem to using a graphing
calculator to do the work. Demonstrate for students how to input data into lists, how to
plot this data in a scatter plot, and then to determine a line of best fit for the inputted data.
Activity 6: Direct and Inverse Relationships (GLE: 37)
Discuss with students what is meant by the terms Directly Related and Inversely Related
in the context of real-life situations at an elementary level. If two variables have a direct
relationship, as one variable increases, the other will also increase in value. Likewise, as
one variable decreases, the other also decreases in value. An example where a direct
relationship exists is the cost to feed a family—as the number of members in the family
increases, the cost to feed the family also increases. In contrast to the direct relationship,
in an inverse relationship, as one variable increases, the other variable decreases, and vice
versa. An example of an inverse relationship is the relationship that exists between the
number of workers to do a job and the time it takes to finish the job. For instance,
suppose it takes 6 workers 1 day to paint a house. If the number of workers decreased, the
time it takes to do the job would increase (an inverse relationship). Discuss several real-

life examples with students; have students think of real-world examples of each, and then
discuss as a class.
Activity 7: Graphs and Direct and Inverse Relationships (GLEs: 10, 37)
Provide students with several line graphs relating different quantities (taken from science
books, business, and other applications). Have students work in groups to obtain the
following information for each graph: 1) What is the independent variable? Dependent
variable? 2) Does the graph portray a direct or inverse relationship between the variables?
Explain your reasoning; and 3) Is the graph linear? Afterwards, talk with students about
increasing and decreasing functions and how they are related to direct and inverse
relationships. For example, in an increasing function, a direct relationship exists. In
contrast, for a decreasing function, an inverse relationship exists. Relate all of this
information graphically.
Activity 8: Going on Vacation! (GLEs: 10, 15, 23, 24, 25, 37)
Present students with the following situation:

Mr. Waters needs to rent a car to go on a trip he has planned. In order to
rent the car, Mr. Waters will have to pay a flat fee of $45 plus an
additional rate of $20 per day.
Using this information, have students work in groups to answer the following:
• Which two variables are related in this situation? Which is the dependent
variable and which is the independent variable?
Solution: The two quantities related in this situation are the cost in dollars to
rent the car and the time in days for which the car is to be rented. The cost is
the dependent variable since the cost depends on the number of days (time is the
independent variable) the car will be rented for.
• What is the cost for the car rental if Mr. Waters rents only 1 day? 2 days? 5
days? 9 days? Make a table of values relating the information and use the
data to make a line graph. Label the graph appropriately with an appropriate
scale and title.
Solution: The data table is shown below. Check students graphs.
Days Rented 1 2 5 9
(d)
Cost (C) 65 85 145 225
• Write an equation that relates the cost for renting a car for x days.
Solution: C = $45 + $20x
• Determine whether there exists a direct or inverse relationship between the
two variables in this situation, and explain how you determined your
answer.
Solution: There is a direct relationship since the cost increases as the time
increases.
• Is the graph of the data you found linear? Explain.

Solution: Yes, the data is linear since it forms a straight line and has a constant
increase.
• Interpret the real-world meaning of the point that intercepts the vertical axis
of the graph you created.
Solution: The point at which the graph intercepts the vertical axis is the initial
cost to rent the car—the flat fee.
After students create charts and graphs using pencil and paper, demonstrate for students
how to use a graphing calculator to do the assigned work by inputting the table of values
into lists, how to create a scatter plot of the data, and then find an equation for the line of
best fit. Compare the equation that the calculator produces with the equation that the
students came up with.
Activity 9: Analyzing Distance/Time Graphs (GLEs: 10, 25, 37)
Present the three graphs shown below. Each graph displays the distance each of three
different cars traveled over a certain time period. Have students analyze the graphs and
discuss the following aspects related to the graphs:
• Identify the dependent and independent variables for each graph.
Solution: The independent variable is the time and the dependent variable is
the distance.
• Determine which car was traveling fastest and which car was traveling
slowest and explain how this relates to the steepness of the graph.
Solution: Fastest car is B; slowest car is A. The steeper the graph is the faster
the speed.
• Determine the rate of speed for each of the three cars and explain how you
obtained your answers.
Solution: Car A (5 mph); Car B (12.5 mph); Car C (10 mph); check students
explanations.
• Relate slope of a line with the concept of a rate of change.
• Create a line graph of a car D that travels at a rate of 50 miles per hour for 4
hours and turn the graph in to the teacher.
Solution: Check student graphs.
Car A Car B Car C

50 50 50
Distance Traveled
Distance Traveled
Distance Traveled
40 40 40
(miles)
(miles)
(miles)
30 30 30
20 20 20
10 10 10
1 2 3 4 1 2 3 4 1 2 3 4
Time (hours) Time (hours) Time (hours)

Activity 10: Slope—What does it Tell Us About a Graph? (GLEs: 10, 15, 23, 24, 25,
37)
In this activity, students will interpret the meaning of slope as a rate as it applies to a
real-life situation. Provide students with the table of values shown below. Have students
use the table of values to make a graph of the data. Ask students to select an appropriate
scale for each axis. Remind students that a graph does not have to start at 0. Have
students connect the data points with line segments, and then using the graph, have
students determine the answers to the questions provided below. Afterwards discuss the
results as a class.
• What two quantities are related in the graph that was drawn using the data?
Describe the relationship in words.
Solution: Karl’s weight depends on the year he was weighed.
• During which year(s) did John’s weight increase at the greatest rate? What
was this rate of increase? Explain how you determined this value.
Solution: From 1991 to 1992, Karl’s weight increased at a rate of 4 pounds per
year.
• During which year(s) did John’s weight decrease at the greatest rate? What
was this rate of decrease? Explain how you determined this.
Solution: Karl’s weight decreased at a rate of 6 pounds per year from 1995 to
1996.
• Look at the graph and explain what the steepness of the segments on the
graph (the slope) tells us about the data in real-world terms.
Solution: The steepness is associated with the rate of change of Karl’s weight
gain or loss. A bigger rate of gain or loss is associated with a larger degree of
steepness.
• Does this graph represent a direct relationship, an indirect relationship, or a
combination of the two? Explain your answer.
Solution: The graph shows a direct relationship when there is a weight gain as
time increases, and an indirect relationship when there is a weight loss as time
increases. Thus it shows a combination of the two.
Karl’s Weight (kg) 67 71 74 76 74 68
Year 1991 1992 1993 1994 1995 1996
Activity 11: When Will They Meet! (GLEs: 4, 10, 16, 23, 25, 37)
In this activity, students will interpret the graph of a distance/time relationship and
answer questions based upon the analysis of the graph. They will also use the point of
intersection for two lines to answer a real-world problem. Present the following problem
situation to students.
Lester left home at 9 a.m. one morning to go on a business trip. He
immediately got on the interstate and drove at a constant rate of 65 mph.
Assume Lester drove on a straight road with no traffic that would prevent
him from having to slow down and that he had enough gas to travel for 8
hours without stopping. One hour after Lester left home on his business

trip, his wife, Gertrude, realized that he had forgotten his briefcase. She
immediately got on the interstate and began to try to catch up to him,
traveling at a constant rate of 75 mph in the process.
Have the students answer the questions below.

• Which two quantities are related in this problem? Tell which quantity
represents the dependent variable and which quantity represents the
independent variable.
• Make a data table that depicts the distance Lester is away after each hour
from home. Use this data table to plot points to create a line graph showing
the data. Is the data shown on the graph a direct or indirect relationship? Is it
linear? Explain.
• Create a similar data table that depicts the distance Gertrude is from home
during the same time frame. Remember, Gertrude left one hour later than
Lester. Using this data, plot points on the same graph as Lester’s. Label each
line to show the distinction between Gertrude and Lester. Use different
colors to make the distinction.
• Using the double line graph, determine when (what time) and where (how
many miles from home) Gertrude will finally catch up to her husband
Lester?
• Look at the steepness of the line that represents Lester’s motion and
compare it to the steepness of the line that represents Gertrude’s motion?
How does the steepness of the line relate to the speed that they traveled?
Explain.
Activity 12: Direct and Indirect Variation (GLE: 7)
Discuss with students the difference between direct and indirect variation. When the
quotient of two quantities is related by a constant factor, there is a direct variation
between the two variables. For example, dt = r represents a direct variation situation if
the rate remains constant. The distance traveled divided by the time that is traveled
represents this constant value. In more general terms, a direct variation is given by: y =
kx. Provide students with examples and problems that represent a direct variation
situation. In an indirect variation, the product of two quantities is a constant. For
example, rt = d represents an indirect variation if the product of the rate and time
represents a constant distance. Indirect variation is more commonly seen in math as given
by the equation: y = k . Provide students with examples and problems that involve indirect
x
variation situations and discuss these with students. An activity which utilizes direct and
indirect variation can be found at
http://jwilson.coe.uga.edu/emt669/Student.Folders/Jeon.Kyungsoon/IU/rational2/Telesco
pe.html. In this activity, students make a telescope using cardstock and perform
investigations which demonstrate applications of direct and indirect variation.

Sample Assessments
General Guidelines

General Assessments
• The student will review magazines, newspapers, journals, etc. (or recall
personal experiences) for real-world relationships that can be modeled by
linear functions (include function and graph).
• The student will compile a portfolio of work for Unit 3 to be handed in for a
grade.
• The student will draw numberless graphs that relate to a situation in real-life,
explaining the graph in words and relating it to the motion or situation
depicted.
• Activity 6: The student will write a short paragraph explaining what is meant
by direct and indirect relationships and give examples.
• Activity 7: The student will write the relationship that exists between the
variables for each graph provided him/her in the activity.
• Activity 11: The student will make an oral presentation of their findings and
explain the processes that led to their conclusions.

Algebra I: Part 1
Unit 4: Linear Equations, Linear Inequalities, and Graphing
Time Frame: Approximately five weeks
Unit Description
This unit focuses on developing an understanding of graphing linear equations and linear
inequalities in the coordinate plane.
Students develop an understanding of linear relationships including slope, simplifying

linear expressions, and solving linear inequalities. Students recognize that graphing of a
linear inequality is directly related to the process for graphing the associated equation and
that any ordered pair in the shaded portion of the graph of an inequality is a solution to
the inequality.
Guiding Questions
1. Can students graph data from input-output tables on a coordinate graph?

2. Can students recognize linear relationships in graphs of input-output
relationships?
3. Can students graph the points related to a direct proportion relationship on a
coordinate graph?
4. Can students perform simple algebraic manipulations of collecting like terms
and simplifying expressions?
5. Can students determine the slope of a line given a graph or two points?
6. Can students graph a linear inequality in two variables and determine whether
a given point is a solution?

Algebra
8. Use order of operations to simplify or rewrite variable expressions (A-1-H)
(A-2-H)
Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 28

9. Model real-life situations using linear expressions, equations, and
inequalities (A-1-H) (D-2-H) (P-5-H)
10. Identify independent and dependent variables in real-life relationships (A-
1-H)
11. Use equivalent forms of equations and inequalities to solve real-life
problems (A-1-H)
12. Evaluate polynomial expressions for given values of the variable (A-2-H)
13. Translate between the characteristics defining a line (i.e., slope, intercepts,
points) and both its equation and graph (A-2-H) (G-3-H)
14. Graph and interpret linear inequalities in one or two variables and systems
of linear inequalities (A-2-H) (A-4-H)
15. Translate among tabular, graphical, and algebraic representations of
functions and real-life situations (A-3-H) (P-1-H) (P-2-H)
elimination, with and without technology, and matrices using technology
(A-4-H)
Geometry
24. Use coordinate methods to solve and interpret problems (e.g., slope as rate
of change, intercept as initial value, intersection as common solution,
midpoint as equidistant) (G-2-H) (G-3-H)
24. Graph a line when the slope and a point or when two points are known (G-
3-H)
26. Perform translations and line reflections on the coordinate plane (G-3-H)
27. Determine the most appropriate measure of central tendency for a set of
data based on its distribution (D-1-H)
28. Identify trends in data and support conclusions by using distribution
characteristics such as patterns, clusters, and outliers (D-1-H) (D-6-H) (D-
7-H)
37. Analyze real-life relationships that can be modeled by linear functions (P-
1-H) (P-5-H)
38. Identify and describe the characteristics of families of linear functions, with
and without technology (P-3-H)
39. Compare and contrast linear functions algebraically in terms of their rates
of change and intercepts (P-4-H)
40. Explain how the graph of a linear function changes as the coefficients or
constants are changed in the function’s symbolic representation (P-4-H)

Sample Activities
Activity 1: Lines on a Plane (GLEs: 10, 12, 13, 15, 24)
Have students make a xy (input/output) table of values to graph the following two
equations: y = 2x and y = -2x on two different coordinate planes. Discuss the convention
of using x values as the independent variable and the y values as the dependent variable
when graphing general algebraic equations. Students should remember that both
equations form a line, thus they are linear equations. Compare the characteristics for each
graph—one is increasing and one is decreasing. Relate this with the concept discussed in
a previous unit that dealt with direct and inverse variation. Finally, have students graph
the two equations using a graphing calculator and discuss setting up a window to view
graphs, as well as how to trace along the graphs using the trace feature.
Activity 2: How Slope affects a Linear Graph (GLEs: 13, 23, 24, 25)
Explain to students that when building a house, the pitch of a roof is usually given as a
ratio between the rise of the roof and the run of the roof. Have students draw scale
drawings of the following roof pitches on coordinate graph paper: Roof 1—rise 3 feet to
a run of 1 foot; Roof 2—rise of 8 feet to a run of 2 feet; Roof 3—rise of 1 foot to a run of
1 foot; Roof 4—rise of 4 feet to a run of 1 foot. After students make sketches of each
roof, discuss the steepness of each roof. Have the students compare which is the most
steep/least steep, and have them notice the fact that Roof 2 and Roof 4 have the same
steepness. Relate this activity to the fact that the steepness of a line segment (or roof) is
really the slope of the line and is the ratio of rise/run. Discuss the fact that Roof 2 has a
ratio of 82 or 4 and Roof 4 has a ratio of 14 or 4, hence the slope of both graphs is the same.
Explain that the larger the ratio is numerically, the steeper the slope of the line segment
will be. Next, provide a worksheet for students to determine the slopes of several lines on
a coordinate grid by using the rise/run.
Activity 3: Slope as a Rate of Change (GLEs: 23, 25)
Using graph paper, have students create a series of points relating cost to the number of
items purchased. For example, explain to students that it costs $3 for each bottle of cola
purchased for the school fair. Using this information, have students plot points
representing the number of bottles purchased and the cost of the purchase (i.e., (1,3);
(2,6); (3,9)) and connect them with a line. Have students use the y-axis to represent the
cost and the x-axis to represent the number of colas purchased. After plotting at least 10
points on their graphs, start at the lowest plotted point and ask the students to describe the
“travel” needed to proceed to the next point (i.e., up 3, over 1), then the next point, then
the next, etc. Work through the process with students so that they see that up a number is
the change in the y-values and over a number is the change in the x-values. Relate this
movement with what was done with the roof activity. Students need to see that the slope

is constant throughout in a linear graph. Students should also understand that in this real-
world example, the slope of 3 really represents the rate of change associated with the
purchasing of cola—the cost per unit or cost per bottle. Use other real-life examples to
stress the idea of slope as a rate of change such as miles/gallon.
Finally, lead students to understand how the slope of a line can be calculated using the
formula, m = (( yx2 −− xy1)) . Assign various points from this situation to different students and have
2 1
them provide the calculations in finding slope. Query the students to see that everyone
determined the slope equals 13 . Students should understand that for each unit of change in
the x-coordinate, the y-coordinate is changed by 3 units when the slope is 3. Repeat this
activity with other linear equations of the form y = mx where the slope is taken from a
real-life application.
Activity 4: Finding the Intercepts of a Linear Graph (GLEs: 13, 23, 38, 39)
Use a graphing calculator to graph the lines y = 2x + 6 and y = -2x – 4 (separately—not

on the same graph). Discuss with students the definition of intercepts (the points where
the graph touches or intersects the x-axis and y-axis) and how to find the intercepts using
both calculator technology and algebraically using paper and pencil. Provide students
with the opportunity to become proficient at both approaches. Next, have students
compare the slopes and intercepts for the two graphs. Have students explain how the
graphs and equations are alike and how they are different from one another.
Activity 5: How Does “m” Affect the Graph of an Equation in the Form of y = mx
(GLEs: 13, 38, 39, 40)
Provide students with calculators and have them work in groups in this activity. Discuss
the formula d=rt which relates the distance traveled by an object as determined by the
rate at which the object travels and the time it travels at this rate. Explain to students that
instead of using the letters d=rt to model the formula, the form y=mx will be used in
order to use the graphing calculator to graph. Students should see that the letters
correspond with one another. In place of the variable r (the rate at which the object is
moving) the variable m will be used. Have students use the graphing calculator to
determine what the graph of y = 5x looks like. Relate this to moving at a rate of speed of
5 miles per hour. Students should discover that the graph of the equation forms a line
with a specified slope. You may want students to find the slope (use the trace key to find
the value of two points on the graph) and let them see that the slope is 5 for the graph. In
addition, show students how the x and y values (which show up at the bottom of the
calculator screen as you trace along the line) indicates the time and distance values. Point
out the intercepts for the graph. Next, let students view the graph of y = 2x.
Again, relate this to traveling at a speed of 2 miles per hour. Students should see the
graph is again a line, the intercepts are the same, and that the only real difference between
both equations is the slope or steepness of the line. Have students put several different
values for m into the equation, including positive and negative values. Discuss the

findings with students recognizing that m is the slope of the line when written in the form
y = mx. Students should see that positive values for m result in an increasing linear
function, while negative values for m results in a decreasing linear function.
Activity 6: Transformations of Figures on Graphs (GLEs: 23, 26)
Have students transform figures using a coordinate grid. Discuss the different types of
transformations—translation, reflection, and rotation. Provide students with figures on a
coordinate grid, have them transform the figures in different ways using all three types of
transformations, and give the new location for the vertices of the transformed figures.
Limit work with rotations to rotating the figure about the origin using multiples of
90°clockwise or counterclockwise.
Activity 7: Slope-Intercept Form of a Line (GLEs: 13, 38, 39, 40)
From Activity 5, students should already understand that any equation in the form y = mx
forms a line. In this activity, extend this concept to talk about the y = mx + b form of a
linear equation. Students should discover that any equation in this form represents a line.
Students should already understand how the value of m affects the slope of the line based
upon what they learned in Activity 5. Now, build on that knowledge to include an
understanding of the effect the value of b has on the line. Using the calculator, let
students discover what happens to a line when the value of m is held constant and the
value of b is changed. Starting with the equation y = 2x, have students discover what
happens to the graph when you change the b value, such as y = 3x +1; y = 2x +2; y =
2x+3, etc… Have them use different values for b, including both positive and negative
values. Students should see that the effect of changing b really translates the line y = mx
up or down the y-axis by b units. Students should also recognize that the value of b is also
the y-intercept for the line.
Activity 8: Graphing Using a Point and the Slope (GLEs: 13, 24)
This activity is designed to use what has been learned about slope in order to graph lines
on a plane. First, demonstrate for students how any line can be graphed if the value of its
slope and a point that lies on the line is known. Have every student plot the point (0,4) on
a coordinate grid. Have students draw some possible lines that might pass through the
point (0,4). Students should realize that an infinite number of lines actually run through
the point (0,4). Next, using a new coordinate grid, tell students you want them to find the
line that passes through (0,4) but has a slope of 32 . Let the students work in groups to find
other points on the line graph using the slope of 32 . (Remind students of the relationship
between slope and the rise/run). Have students list some other points and ask them how
many lines run through the point (0,4) and have a slope of 32 . Students should come to the
realization that there is really only one distinct line that has those characteristics. They
should also realize that there are an infinite number of points that could be produced in

order to draw the line with these characteristics. Finally, have students graph other lines
using a point and a slope with which to make their graphs.
Activity 9: Is the Data Linear? (GLEs: 15, 25, 28, 37, 38, 39)
In this activity, provide students with data from input/output tables, and have students
determine, first without graphing, whether or not the data is linear. Explain to students
that if data is truly linear, the change in y-values divided by the change in x-values for
any two points should have a constant ratio—in other words, the slope should be the
same throughout. For example, the data in the table 1 below is linear because there is a
constant ratio of 4, while the data in table 2 is not linear. Afterwards, have the students
graph the data points using a graphing calculator (using a scatter plot) and let them see
the graphs. Provide additional examples for students to become proficient at this skill.
Data Table 1 Data Table 2

x-value y-value x-value y-value
1 4 1 4
2 8 2 8
3 12 3 16
4 16 4 32
5 20 5 64
Activity 10: Same or Different? (GLEs: 8, 11)
Provide students with several linear equations in two variables. Some of the equations
should produce the same graphs. For example, have students make a table of xy values
for the following two equations: y = -2x + 4 and 4x +2y = 8. After the table of values is
found, have students graph the two lines using graph paper. Students should see that the
two equations produce the same line. (The next activity will build on this by showing
students how to transform an equation into different forms using algebraic techniques.)
Prior to graphing more equations, have students work in pairs to predict which equations
are really equivalent. For example, the sum of the measures of the interior angles any n-
sided polygon can be expressed as a linear equation of the number of sides. One
expression for this could be S = 180(n − 2) and another could be S = 180n − 360 , where S
is the sum and n is the number of sides.
Activity 11: Equivalent Forms of Equations (GLEs: 8, 11)
Refer to the equations from the previous activity: y = -2x + 4 and 4x +2y = 8. Remind
students that both equations produced the same line. Explain that these two equations are
equivalent forms of a linear equation. One of the equations is written in slope-intercept
form, while the other is written in standard form. Discuss with students how to translate
an equation from Ax + By = C (standard form) to y = mx + b (slope-intercept form) using

algebraic manipulation. Explain that the benefit of having an equation in y = mx + b form
is the ease with which one can determine the slope and y-intercept and then use that
information to sketch the graph. Provide students with the practice necessary to develop
the skill of transforming an equation in standard form into slope-intercept form.
At the same time, have students identify the y-intercept and slope for each equation and
graph the line using paper and pencil.
Activity 12: Modeling Functions (GLEs: 9, 10, 12, 15, 23, 24, 25, 37)
To begin this activity, provide the following situation to students:
A family is going on a trip. They travel 8 hours a day, averaging 50 mph.

It takes 3 days to get to their destination.
First, have students write an equation that matches the situation. Have students name any
variables they use to make their models, and then construct a graph using paper and
pencil to display the data. In the process, ask students to determine which of their
variables represents the independent variable and which represents the dependent
variable. In this case, the function used to model this situation is the distance traveled per
day (d) equals the speed (50 mph) times the number of hours driven (h or t). So the
equation they use to model the situation should be of the form d = 50h . The x-axis
(independent) would be the number of hours driven (scale from 0 to 24 hrs) and the y-
axis (dependent) would be the number of miles driven (scale from 0 to 1,200 miles). The
graph would consist of a straight line starting at the origin (0,0) and going up and to the
right, ending at the point (24, 1200). Have the students answer questions concerning the
graph (e.g., How far does the family travel in 3 hours? answer = 150 miles; How many
hours will it take to cover 200 miles? answer = 4 hours). Provide students with
opportunities to learn that the function produces one output value for each input value.
The Illuminations site at http://www.NCTM.org has a multitude of activities showing
interesting real-life applications that can be modeled by linear functions. These activities
involve the use of graphing calculators to enter data, find lines of best fit, and analyze the
resulting graphs.
Activity 13: Comparing Numberless Graphs and Equations (GLEs: 13, 38, 39)
This activity builds on what was previously learned about slope, intercepts, and the slope-
intercept form of an equation. Have students sketch a numberless graph that matches a
given equation in slope-intercept form. For example, if students look at the equation
y=3x-1, they should immediately understand that the graph has a slope of 3 and a y-
intercept of -1, and should sketch a line which matches these characteristics. After they
sketch their graphs, let the students compare their graphs with their fellow students, then
have the students input the equation into a graphing calculator and compare their sketches
with the graphs. Provide many different linear equations to allow for student proficiency
at this skill. Next, show students different sketches, and have the students come up with a

possible equation that would match the given graph, and then compare their equations
with their fellow students.
Activity 14: Interpreting the Point of Intersection (GLEs: 9, 10, 16, 23, 24, 25, 37,
39)
For this activity, an opportunity is provided for students to explore the real-world
meaning of a point of intersection for two lines for a given situation. Present the
following situation to students:
Mr. Moreau is opening up a pizza parlor. To begin his business, he first
has to purchase a pizza machine for $50.00. In addition to this initial cost,
each pizza costs $2.00 for the ingredients to make the pizza.
Have students answer the following questions and perform the following tasks.
• What is the total cost to make 1 pizza, including the initial cost of the machine?
What is the total cost to make 2 pizzas? 3 pizzas? 10 pizza? x pizzas? Make a
table of input out/put values to model this situation.
• Graph the data points using proper graphing techniques and use an appropriate
scale for the graph. Is the data linear? Explain. If it is linear, label the line Cost.
• Write an equation which could be used to model the total cost to produce x pizzas.
Explain what variable represents, what the independent and dependent variables
are, and how you came up with your equation.
• If Mr. Moreau wants to make a profit in his business, should he sell his pizza for
less than $2.00 per pizza, exactly $2.00 per pizza, or more than $2.00 per pizza?
Explain your reasoning.
• Suppose Mr. Moreau sells his pizza for $8.00 per pizza, make a table of values to
show how much money he would receive for selling 1 pizza? 2 pizzas? 3 pizzas?
10 pizzas?
• On the same graph you used to display the cost for the pizzas and using another
ink color, plot the points showing the money Mr. Moreau collects (income or
revenue) from the pizzas he sells. Is this data linear? If it is, connect the points to
form a line through these points and label this line Revenue.
• How do the two lines (cost and revenue) compare with one another? Do they have
the same slope? Do the two lines intersect? If the two lines intersect, what
information does this point of intersection tell us?
• How many pizzas would Mr. Moreau have to sell before he starts making a
profit? Explain how you know.
Have students work on this problem with their group members, and then discuss answers
as a class. Students should discover that the point of intersection for this particular graph
tells us where the cost and revenue are the same. At that point, the cost to make the pizzas
is equal to the revenue that was made selling the pizzas. Before this point, the revenue is
less than the cost. After this point, the cost is less than the revenue and a profit is made.
In addition to these questions, ask students to find different information by analyzing the
graph—such as, If Mr. Moreau sold 3 pizzas, did he make a profit or a loss? What is this

profit or loss? Students need to understand the value of making a graph—that in addition
to being a visual representation of a problem, it provides a lot of information to the reader
of the graph. This activity uses many of the concepts learned thus far with graphing and
writing equations. More work will be done in later units on solving systems of equations.
Activity 15: Is It a Trend? (GLEs: 27, 28)
Have students measure the heights of everyone in the class (in groups of 3) and write
their measurements on the board. Next, have the students display the results in a line plot.
Identify patterns, clusters, and outliers, as appropriate. Have students determine the mean,
median, mode, and range of the data collected, and have them decide which type of
average best describes the average height of a student in the class and why.
Activity 16: Linear Inequalities (GLE: 14)
In this activity, students compare a linear equation with a linear inequality. In a linear
equation, points that form the actual line are solutions to the linear equation. In a linear
inequality, the points are found that make the inequality true. Have students graph the
equation 3x + 4y = 12. Next discuss the difference and the similarity between this linear
equation and the following linear inequalities:
• 3x + 4y > 12
• 3x + 4y ≥ 12
• 3x + 4y < 12
• 3x + 4y ≤ 12
Discuss how each graph differs—whether the line is dashed (if > or <) or solid (if ≥ or ≤),
and where the shading is located (to the right or to the left of the line). To aid in helping
students understand which side of the line gets shaded, have students pick points and
replace their coordinates in the inequality to see if they makes the inequality true. If the
particular points make the inequality true, then that is the side of the line that gets shaded.
Students should understand that all points on the same side of the line will make the
inequality true. Provide additional examples as necessary to help students become
proficient at this. Include vertical and horizontal lines and inequalities such as x > 2 or y
< 5. More will be done later with linear inequalities with two variables in Unit 8.
Sample Assessments
General Guidelines


General Assessments
• The student will write a short paragraph explaining the connection between
slope and rate of change.
• The teacher will project the following equations y = x − 2 and y = − x + 2 ,
have students determine slopes, x- and y-intercepts, and explain what is the
same and what is different about the two graphs.
• The student will explain in writing the steps used to solve and graph a linear
inequality.
• Activity 3: The student will determine three different types of rates that occur
in real-life that have not been discussed in class.
• Activity 4: The student will write a linear equation, find the x- and y-
intercepts, and use them to graph the equation.
• Activity 5: The student will write a short paragraph explaining what has been
learned in the activity.
• Activity 6: The student will draw an original polygon drawing, and show
transformations of all three types—translation, reflection, and rotation—on a
coordinate plane. The student will explain what type of transformation was
made in each case.
• Activity 9: The student will create two data tables—one that will produce a
linear function and one that is not linear.
• Activities 10 and 11: The student will write two equivalent forms of an
equation.
• Activity 12: The student will submit the graphs created in the activity.
• Activity 15: In a written report, the student will explain which average (mean,
median, or mode) best represents the average height of a person in the class,
and why this average is best. The student will also provide a copy of the line
plot used for the report.

Algebra I: Part 1
Unit 5: Graphing and Writing Equations of Lines
Time Frame: Approximately three weeks
Unit Description
In this unit, the emphasis is on writing and graphing linear equations in both real-life and
abstract situations. The relationship between the values of coefficients in the linear
equation and their effect on graphical features is reinforced.
Students understand the meaning of slope and y-intercept and their relationship to the
nature of the graph of a linear equation. They write equations of lines using the slope-
intercept, two-point, point-slope, and standard form for the equation of a line. Given the
equations, students can use the coefficients and intercepts to graph the lines.
Guiding Questions
1. Can students write the equation of a linear function given appropriate

information to determine slope and intercept?
2. Can students use the basic methods for writing the equation of a line (i.e.,
two-point, slope-intercept, point-slope, and standard form)?
3. Can students perform the algebraic manipulations on the symbols involved in
a linear equation to find its solution and relate its meaning graphically?
4. Can students discuss the meanings of slope and intercepts in the context of an
application problem?

Algebra
9. Model real-life situations using linear expressions, equations, and inequalities
(A-1-H) (D-2-H) (P-5-H)
10. Identify independent and dependent variables in real-life algebraic
relationships
(A-1-H)
11. Use equivalent forms of equations and inequalities to solve real-life problems
(A-1-H)
Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 38

Geometry
25. Explain slope as a representation of “rate of change” (G-2-H)
(P-5-H)
39. Compare and contrast linear functions algebraically in terms of their rates of
change and intercepts (P-4-H)
Sample Activities
Activity 1: Writing a Linear Equation Given Slope and Y-intercept (GLEs: 13, 23)
Build on what was taught in Unit 4 on slope and the slope intercept form of an equation.
Ask students to recall how to write an equation in slope-intercept form given the slope
and y-intercept. In addition, review with students how to write an equation in standard
form (Ax + By = C) by the use of algebraic manipulation. Students should be able to
write an equation from one form to the other. Provide ample opportunity for students to
show proficiency in this skill.
Activity 2: Writing a Linear Equation Given a Point and a Slope (GLEs: 11, 13, 23)
In this activity, students need to understand how to write a linear equation. Remind
students that any linear graph has a slope associated with it. If given a point on the graph,
both of these pieces of information can be used to come up with an equation that fits the
particular graph. Introduce the point-slope form of a linear equation and how it can be
used to help find the equation of a line. The point-slope form of a line is derived from the
slope formula: m = (( yx2 −− xy1)) . By cross multiplication we get: (y2 – y1)= m (x2 – x1).
2 1
Demonstrate for students how this formula can be utilized to write an equation. For
example, if the slope is 5 (m = 5) and the line contains the point (3, 4), the equation using
the point-slope formula would be given as follows: (y – 4) = 5 (x – 3). Point out how the
point and slope are replaced in their respective places in the formula. Next, demonstrate

how this form of the equation can be rearranged into either slope-intercept form or
standard form. Provide additional examples and practice as is necessary for students to
achieve proficiency in writing equations of lines given a point and a slope.
Activity 3: Vertical and Horizontal Lines (GLEs: 11, 13, 23, 24)
Provide students with grid paper on which two horizontal and two vertical lines have
been drawn. Have students work in pairs. Instruct them to find the coordinates of two
points on one horizontal line and then use the slope formula to calculate the slope of the
line. Repeat the process using the second horizontal line. Discuss with students why the
slope of a horizontal line is 0 (i.e., it has no steepness or slope). Use the point-slope
formula to help students see that the equation for a horizontal line is y = a, where a is the
y-coordinate for any point on the line.
Repeat the same process using points on the vertical lines. Lead students to see that since
division is undefined, the slope of a vertical line is undefined. Ask students to write the
equation of a vertical line based on what they know about the equations of horizontal
lines. Lead students to see that the equation of a vertical line is x = a, where a is the x-
coordinate for any point on the line.
Help students relate these concepts algebraically and graphically.
Activity 4: Determine an Equation for a Line Given Two Points (GLEs: 9, 13, 15,
23, 24, 25)
In this activity, students need to understand that in order to find the equation for a line,
two things about the line in question—the slope and a point that lies on the line should be
known. Have students determine the equation of a line given two points that are on the
line. Students should first realize that the two points must be used to determine the slope
of the line that contains them. Then using this information and one of the data points,
have students use one of the procedures previously discussed to determine the equation of
the line in all three forms—point-slope; slope-intercept; and standard form. Provide
students with the graph shown below and have them determine the equation of the line in
all three forms.
(8, 3)
(-5, -2)

Activity 5: Fahrenheit and Celsius—How are they Related? (GLEs: 9, 13, 15, 23,
24, 25, 37)
The relationship between temperatures measured in degrees Fahrenheit and Celsius is

linear and can be obtained by knowing that water freezes at 32°F and 0°C while water
boils at 212°F and 100°C. Discuss these important benchmarks with students and have
students work in groups of three to perform the following tasks using the data:
• Find the Celsius temperature as a linear function of the Fahrenheit temperature by
writing an equation using the data referencing boiling and freezing points. In
other words, use Fahrenheit as the independent variable and Celsius temperature
as the dependent variable. Explain the variables you use in your equation and
what they represent.
5 5
Solution: C = (F - 32°) or y = (x - 32°)
9 9
• Determine the y-intercept for this line and explain in real-world terms what it
represents.
Solution: The y-intercept for this line is –17.77 or –17 7/9 and it
represents the Celsius temperature which relates to 0°F.
(i.e., 0°F = -17.77°C)
• Determine the x-intercept for this line and explain in real-world terms what it
represents.
Solution: The x-intercept for this line is –32 and it represents the
Fahrenheit temperature that relates to a Celsius temperature of 0°.
• Using the equation you created, find the Celsius temperature for a Fahrenheit
temperature of 50°F. After you get your answer, look at a thermometer to see if
this temperature matches with what you would expect.
Solution: 50°F = 10°C
• Draw a graph showing this relationship. Label the independent axis and
dependent axis with the appropriate information.
Solution: See student graphs!
• If the Fahrenheit temperature were written as a linear function of the Celsius
temperature, what equation would result?
9
Solution: F = C + 32
5
Activity 6: Writing an Equation from a Table of Values (GLEs: 9, 10, 13, 15, 23,
24, 25, 37, 38)
Have students use the data table provided below to answer the questions presented. Let
students work in pairs to perform the indicated tasks.
Number of 3 4 5 6
Sides of a
Polygon

Sum of the 180 360 540 720
Interior Angles
• Using the data table, create a graph to display the data. Label the independent and
dependent axis in an appropriate manner.
Solution: The sum of the angles depends on the number of sides so the y-
axis should be the sum of the angles and the x-axis should be the number
of sides.
• Determine a linear equation for the data presented. Explain what variables you are
using and what they represent. Explain the characteristics present in the data that
assure this data is linear.
Solution: S = 180n – 360 or S = 180 (n-2) or y = 180 (x – 2), where x is
the number of sides and y is the sum of the angles. The data is linear since
the change is constant throughout the data.
• What does the slope in this problem indicate in real-world terms? What is the
slope?
Solution: The slope is 180 and it represents the change in the angle
measure sum as an additional side is added. (i.e., 180 degrees per side).
• Does this graph have a y-intercept? If so, explain in real-world terms what it
represents. If it doesn’t have a y-intercept, explain why.
Solution: Mathematically, the y-intercept would be –360 meaning the sum
of the angles of a figure with no sides would be –360 degrees. Since this
makes no sense in real world terms, this graph really does not have a y-
intercept—the equation only makes sense for a polygon with three sides or
greater.
• Does this graph have an x-intercept? If so, explain in real-world terms what it
represents. If it doesn’t have an x-intercept, explain why.
Solution: The x-intercept for this graph is x = 2. Since x represents the
number of sides of a polygon, if a polygon had 2 sides (which cannot
occur in real-life), the sum of the angles would be 0°.
• If a polygon has 10 sides, what will the sum of the angles of the polygon be?
Solution: 1440°.
Activity 7: Wages vs. Hours Worked (GLEs: 9, 10, 13, 15, 23, 24, 25, 37, 38, 39)
Provide students with the following information and have students answer the questions
provided.
Mark earns an hourly rate of $5.75 per hour. He wants to save enough
money to buy a motorcycle worth $3000. He already has $450 saved in his
account.

Use this information to answer the questions below.
• Complete the following table showing how much Mark will make after working x
number of hours.
Number of 1 2 3 4 5
Hours Worked
Money Earned
at Work
Solution:
Number of 1 2 3 4 5
Hours Worked
Money Earned $5.75 $11.50 $17.25 $23.00 28.75
at Work
• Make a sketch of the graph using the relationship between the number of hours
worked and the money Mark earned. Explain what characterizes this data as being
linear.
Solution: See student graphs! The data is linear because of the constant
rate of change.
• What is the slope for this graph and what does it represent in real-world terms?
Solution: The slope of the graph is $5.75, which is the rate of pay that
Mark gets for working on the job ($5.75 per hour).
• Suppose Mark saves all of his money that he makes at work for the motorcycle. If
Mark wanted to write an equation showing the total amount of money he will
have (including the $450 he already has saved) after working x hours, what
equation would he use?
Solution: y = 450 +5.75x, where y is the total amount of money saved and
x is the number of hours worked.
• If Mark works for 50 hours, how much money will have saved altogether? Use
your equation to find the total amount saved.
Solution: $737.50
• How many hours will Mark have to work in order to save enough money for the
motorcycle? Explain how you got your answer.
Solution: If done on calculator the answer is 443.47 hours, but in reality,
if he only works whole hours, Mark will have to work 444 hours in order
to save enough money for the motorcycle (assuming $3000 is enough to
include taxes!).
Activity 8: The Stock Is Falling! (GLEs: 9, 10, 13, 15, 23, 24, 25, 37, 39)
Present the following situation to students:

Lynn bought a stock at a price of $38. At the end of the first week, the
price of the stock had fallen to $35. At the end of the second week, the
stock had fallen to $32. At the end of the third week the stock had fallen to
$29.

• Make graph showing the relationship between the price of the stock and the
number of weeks since the stock was bought.
• Is the relationship on the graph a direct or inverse relationship? Explain.
Solution: An inverse relationship exists between the time (week) and the
price of the stock since as time goes on the stock declines in value.
• Find and interpret the meaning of the slope associated with this graph. Explain in
real-world terms what the slope tells us.
Solution: The slope in this problem is –3 and it relates the rate of change
associated with the change in value of the stock per week—there is a
decrease of $3.00 per week for the value of the stock.
• Assuming this trend continues indefinitely, write an equation for the value of the
stock after x weeks have gone by. Explain the variables you used when writing
your equation.
Solution: P = 38 – 3x, where P is the price of the stock in dollars after x
weeks.
• Find and interpret the meaning of the y-intercept for this equation.
Solution: The y-intercept is 38 and it represents the initial value of the
stock ($38).
• Find and interpret the meaning of the x-intercept for this equation.
Solution: The x-intercept is 12 2/3 and it represents the number of weeks
it would take for the value of the stock to be worth nothing. Note: Since
the number of weeks is a discrete number, it would actually take 13 weeks
for the value of the stock to be worth nothing.
• Using the equation you wrote, if the trend continues, what will the price of the
stock be at the end of the 10th week?
Solution: $8.00
• Using the equation you wrote, if the trend continues, when will the stock be worth
nothing? Explain how you got your answer.
Solution: The stock will be worth nothing mathematically at 12 23 weeks.
Teacher Note: Show students how to do this last part (inputting the equation into a
calculator and finding the x- and y-intercepts and the value of the stock at 10 weeks, etc.)
using a graphing calculator to integrate technology into this activity.
Sample Assessments
General Guidelines


General Assessments
• The student will write a primer that explains the x, y coordinate system, how
to determine slope, x-intercept, and y-intercept, given an equation.
• The student will write a letter to an absent classmate explaining the
connection between slope and rate of change.
• The student will create portfolios containing samples of their activities.
• Activity 1: The teacher will provide the student with a graph of a line. The
student will write the equation in slope-intercept form, then translate the
equation into standard form.
• Activities 2 and 3: The student will write the equations and sketch the graphs
when given a point and the slope of the line.
• Activity 4: The teacher will create a worksheet that shows various graphs
(such as the example provided in the activity) and the student will match the
equations with the graphs.
• Activity 6: The student will draw a 10-sided polygon. The student will use a
protractor and measure the interior angles of the polygon to see if the sum of
the interior angles corresponds to the answer found using the equation created
in the activity.
• Activity 8: The student will come up with a problem for a real-world context
in which a decreasing linear situation exists. The student will make a graph
and an equation to represent the situation.

Algebra I: Part 1
Unit 6: Inequalities and Graphing
Unit Description
In this unit, an examination is made of the nature of linear inequalities in one variable
and their graphs on a number line. The unit also includes an introduction to absolute
value in relation to distances.
Students recognize and distinguish between strict inequality (< and >) statements and
relaxed inequality/equality (< and >) statements. Students solve linear inequalities in one
variable and graph their solutions on the number line. Students can graph simple absolute
value inequality relationships on the number line.
Guiding Questions
1. Can students perform the symbolic manipulations needed to solve linear

inequalities and graph their solutions on the number line?
2. Can students interpret and graph simple absolute value equalities (e.g., ⏐3x +
2⏐ = 7) on the number line?
3. Can students relate absolute value inequalities in one variable to real-world
settings (e.g., measurement, absolute value distances) and graph their
solutions on the number line?
Unit 6 Grade-Level Expectation (GLE)

Algebra
problems (A-1-H)
Algebra I: Part 1Unit 6Inequalities and Graphing 46

Sample Activities
Activity 1: Inequalities on a Balance (GLEs: 11, 14)
Students should have been introduced to solving inequalities and graphing the solutions
in 7th grade. Use this activity to review the basic steps in solving an inequality and
expressing the resulting graphs for the solution sets. Relate the solving of inequalities to
its counterpart—solving equations in one variable. To visually represent the concept of
an inequality (in one variable), use an unbalanced scale and a set of two-colored
translucent disks. On the overhead projector, draw an out-of-balance scale. Make the left
side the lower side and write x − 4 on this side. On the other side, write −3 . Tell the
students that this represents the inequality some number minus four is greater than
negative three and write x − 4 > −3 above the scales. Tell the students that one set of
disks is “positive” and the other color is “negative.” Place four negative disks above the
4 and place three negative disks above the 3. Now add four positive disks to both sides.
Ask the students what happens when a positive and a negative are added together. They
should respond that the sum is zero. Remove all matched sets of positive and negative
disks. On the first side, all that remains is the x. On the other, there remains one positive
disk. Therefore, the solution to the inequality is x > 1 . Discuss how to graph such an
inequality on a number line. Repeat this activity several times, each time using simple
inequality statements. Use each of the inequality symbols (<, >, ≥,and ≤) in the
problems, and explain how each affects the way in which the graphical solution is
expressed using parentheses, brackets, dots, and open holes, as appropriate.
Activity 2: The Inequality Knowledge Bowl (GLE: 14)
Prior to class, create one page with ten number lines on it. Divide the classroom into
groups of two to three students. Have each group select a recorder. Have each group
write two inequalities to solve, which the recorder will write down. Allow a few minutes
for them to finish and then collect their pages. Their inequalities make up the questions
for the Knowledge Bowl. Provide each recorder with a copy of the pre-made number line
forms. The recorder will be responsible for recording the answers for their respective
team. Read one inequality and allow time for the team to discuss what the graph should
look like. The recorder will graph the team answer on one of the pre-made number lines.
When all inequalities have been read and the teams have completed their graphs, instruct
teams to exchange answer sheets. Show the correct answers for scoring. Once completed,
have the teams return the papers to the correct team. The winning team is the team having
the most correct answers.

Activity 3: Real-life Inequalities (GLEs: 9, 11, 14)
Present the following situation for students to solve:

The math club raised $6800 to go on a trip to the math competition in
Europe. A travel agent charges a $300 fee to organize the trip and an
additional charge of $600 per person for each student attending the
competition.
• Have them write an inequality showing the relationship between the money that
was raised and the cost for sending x people on the trip, assuming the amount
raised is more than the amount needed to go on the trip.
Solution: $6800 > $300 + $600x
• Ask them to solve the inequality to find the maximum number of people that can
go on the trip.
Solution: x < 10 5/6; In reality, the maximum number of people that can
go on the trip is 10—more money would be needed to send 11 people.
Activity 4: Absolute Value as Distance (GLE: 9)
Introduce students to the absolute value symbol. Explain that the absolute value of a
number is really the distance the number is from zero. For example, write x =│3│on the
board, ask students to interpret the equation (i.e., the number that will solve this equation
is 3 units from zero), and have students find numbers on the number line that meet this
criteria. Connect this mathematically with the following statements: │-3│ = 3 and │3│ =
3. When students see the absolute value symbol, they should immediately think of
distance. Since distance is associated with a positive value, the absolute value of a
number is positive. Provide additional examples in which students practice this concept.
Activity 5: Absolute Value of a Difference (GLEs: 9, 11, 14)
In the previous activity, students were shown how to relate the absolute value of a
number with the distance the number is from 0 on a number line. To find a distance
between two numbers on a number line other than 0, relate the expression │a – b│ with
its geometric interpretation. For example, to find the distance between two points on a
number line (e.g., let a = 3 and b = -5) can be written as the distance between 3 and –5
or it can be expressed using the absolute value symbol as: │3 – (-5)│. Relate this visually
using the number line. It could also be expressed as: │-5 – 3│. Ultimately, students
should to understand that this absolute value expression represents the distance between
two numbers on a number line. For this example, students should see that │3 – (-5)│= 8
which simply means that the distance between 3 and –5 on a number line is 8 units.
Provide additional examples and ask students to do them to reinforce this concept.

Activity 6: Solving Absolute Value Equations (GLEs: 9, 11)
Activities 4 and 5 should have laid the foundation for what is next—solving an absolute
value equation. Using what they learned in Activities 4 and 5, have the students write an
absolute value expression matching the following situation: The distance between the
numbers x and 3 on the number line. Students should write │x – 3│ to express this
distance. Next, tell students that if this distance is 7, what values of x will make the
distance equal to 7 units. Relate this to the absolute value equation: │x - 3│ = 7. Let the
students get in pairs to figure this out. Students should relate all of this graphically and
concretely using a number line to obtain their answers. Based on what was learned in the
previous activities, students should see that │x - 3│ = 7 has two solutions for x. The
points that are a distance of 7 units from the number 3 on the number line are 10 and –4.
These are the two values of x that make the equation true. Provide students with
additional examples and have students explain in words what each equation means
geometrically in terms of distance on a number line, and solve the equations for the
unknown variable.
Teacher Note: Introduce technology into this unit using a graphing calculator and an
overhead to demonstrate to the students what the graph of y = │x - 3│ looks like.
Students should note that the y-values on this graph are always positive.
Activity 7: Absolute Value Inequalities I (GLE: 9, 11, 14)
Ask students working in pairs to identify points on a number line that are located less
than a specified distance from zero. Have students write the correct inequality statement
without the absolute value symbol first. Next, using the absolute value symbol, have
students write the correct inequality statement. For example, if students are asked to
locate all points on the number line that are less than two units from zero, then they
should write the inequality −2 < x < 2 and then x < 2 . Repeat this activity several times.
Include statements about greater than, less than or equal, and greater than or equal.
When working with a distance greater than some amount, students should understand
that “visually” this becomes a compound inequality. For example, to express all of the
points which are more than 2 units from 0 on the number line this would be expressed
algebraically as │x│>2. Relating this graphically on a number line, have students should
see that in order to express this information, two inequality statements would have to be
written: x > 2 or x < -2. This is critical to students’ understanding and solving absolute
value inequalities of this type.
Activity 8: Absolute Value Inequalities II (GLEs: 9, 11, 14)
Extend student understanding of absolute value inequalities by considering expressions

like 3 x + 2 < 7 . Ask student pairs to identify points on a number line that are located less
than 7 units from a “point” labeled “ 3 x + 2 ” instead of zero. Students should recognize
that it can be written in the same fashion as the earlier inequality (i.e., −7 < 3x + 2 < 7 ).

Ask students to use previously learned rules to solve the inequality. Repeat this activity
several times. Be sure to use absolute value statements about greater than, less than or
equal, and greater than or equal.
Sample Assessments
General Guidelines

General Assessments
• The student will use sample work from the activities to place in a portfolio
that would showcase knowledge of inequalities.
• The student will describe the difference between an equation and an inequality
in words and give an example of each using real-world examples.
• The student will write a letter to a classmate explaining what an inequality is
and how to solve inequalities and graph them.
• The student will create absolute value inequality statements and share with the
class on a math bulletin board.
• Activity 1: The student will solve and graph inequalities in one variable.
• Activity 5: The student will explain verbally and geometrically what the
absolute value expression │-6 – (-12)│ represents.
• Activity 6: The student will explain verbally and geometrically (using distance
on a number line) what the equation │x – (-8)│ = 3 means and find its
solution.

Algebra I: Part 1
Unit 7: Systems of Equations
Unit Description
This unit examines the nature and mathematical procedures used with regards to finding and
interpreting solutions for real-life and abstract system of equations problems.
Students graph and interpret the solution of a system of two linear equations. They relate the
existence or non-existence of solutions to intersecting and parallel lines. They develop
algorithmic ways of determining the solutions to a system of linear equations.
Guiding Questions
1. Can students explain the meaning of a solution to a system of two linear

equations?
2. Can students determine the solution to a system of two linear equations by
graphing, substitution, or row operations?
3. Can students relate the solution, or lack of solution, to a system of equations to
the slopes of the lines?
4. Can students identify parallel and intersecting lines by their slopes and relate this
to possible solutions?
5. Can students identify coincident lines by their slopes and y-intercepts and relate
this to the possibility of an infinite number of solutions?

H) (N-7-H)
5. Demonstrate computational fluency with all rational numbers (e.g., estimation,
mental math, technology, paper/pencil) (N-5-H)
Algebra
9. Model real-life situations using linear expressions, equations, and inequalities
(A-1-H) (D-2-H) (P-5-H)
Algebra I: Part 1Unit 7Systems of Equations 51

11. Use equivalent forms of equations and inequalities to solve real-life problems
(A-1-H)
elimination, with and without technology, and matrices using technology (A-4-
H)
Geometry
(P-5-H)
39. Compare and contrast linear functions algebraically in terms of their rates of
change and intercepts (P-4-H)
Sample Activities
Activity 1: Is There a Point of Intersection? (GLEs: 16, 38, 39)
Using graphing calculators have students input pairs of linear equations and have the students
determine whether each pair of lines graphed has a point of intersection. For this activity,
students are only to determine whether or not there is a point of intersection, not to actually
determine the point of intersection. The purpose here is to get students to begin to analyze
equations (in slope-intercept form) and be able to determine which linear equations (based
upon their slope and y-intercept) will intersect. After the students have entered the equations
into the calculators to determine if the graphs intersect, have the students analyze the graphs
of those equations which intersected and which did not. Students should realize that if the
slopes are different, the lines intersect at exactly one point. If the slopes are the same, then
one of two things will occur—either there will be no point of intersection (for those
equations which had the same slope but different y-intercept) or there will be infinitely many
points of intersection (for those equations had the same slope and same y-intercept). Present
enough examples for students to come up with an appropriate conjecture. An example of
some pairs of equations for students to input into the calculators are given in the following
table:

Equation 1 Equation 2 Is there a Point of Intersection
y = 3x +1 y = 4x –5 Solution: Yes (1 point)
y = 4x – 3 2y = 8x –6 Solution: Yes (infinitely many)
y = 2x – 1 y = 2x – 3 Solution: No (parallel lines)
Teacher Note: 2y = 8x – 6 doesn’t have to be graphed in order to answer this question.

Students should realize that once the equation is solved for y, the equation becomes y = 4x –
3 which is the same as the initial equation.
Activity 2: Finding a Point of Intersection by Graphing (GLEs: 4, 16, 23, 39)
Have students determine the actual point of intersection for the graphs of two lines using
pencil and paper. Before graphing, ask students to decide whether or not there should be a
point of intersection. This should be based upon what they learned in Activity 1. For
example, present the following two equations to students: x + y = 6 and 3x – 4y = 4. By
writing the two equations in slope-intercept form, students should see that the two equations
have different slopes so there will be exactly one point of intersection. Next, have the
students graph the two lines on the same coordinate graph. Have the students determine
“visually” where the point of intersection appears to be on the graph. Ask students if they are
absolutely certain that this is the point where the two lines intersect, or if this is an
approximate value. Point out the fact that using graphing to determine where two lines
intersect has limitations. The actual point of intersection for the two lines is approximated.
Provide additional examples for students including examples in which there are no solutions
and infinitely many solutions. After the examples in Activity 2 are done by hand,
demonstrate for students how to use the graphing calculators to determine the point of
intersection by using the “trace” and “zoom” features. Once students have found the
approximate answers by tracing, compare these approximate answers with the graphical
solutions they obtained using paper and pencil.
Activity 3: Technology Induced Errors (GLEs: 4, 5, 11, 23)
Students should understand that sometimes calculators do not always give exact answers. In
this activity, show the limitations that can occur in a calculator’s computing ability. Provide
students with several equations in two variables ready for graphing on a graphing calculator
(e.g., y = 3.0245 x ; y = 2.34 + 5 x ). Use the example equations (one at a time— the point of
intersection here can’t be found) and have the students determine the zeros or roots of the
equations (i.e., x-intercepts) using a graphing calculator. Have students graph each equation
and find approximate solutions to the equations when y = 0 by using the built-in tracing
capabilities of the graphing calculator. Once students have found the approximate answer by
tracing, they should use this answer as the value for x in the original equation. By performing
the calculations using this value, students will be working with rational numbers and further
solidifying their understanding and skills with computation. Have students will compare their
computations with zero to see how close the answer found by the calculator is to the actual

zero. Using the zoom capabilities of the calculator, ask students to “zoom in” on the values
they found to increase accuracy. Precision of their answers will be dictated by the
calculator’s built-in pixels. Next, have students solve for the zeros of the equations (by using
algebraic techniques with paper and pencil) and compare these exact answers to those found
by using the calculator. Point out to the students that this is an error induced by technology.
Next, show students the built-in feature found in the Calc keys (TI-83 or similar), which
automatically determines the root(s) or x-intercept(s) for an equation. Compare this answer
with the approximated answers using the zoom key as well as the exact answers found using
paper and pencil.
Activity 4: Using Substitution to Solve a System of Equations (GLE: 16)
It is critical that students understand exactly what a point of intersection is—the point that is
a solution for both equations. Point out that this point is the one point that the two lines have
in common. The x and y values for this point should make both equations “true.” For
example, if the two equations are those used earlier (e.g., x + y = 6 and 3x – 4y = 4), the
point of intersection graphically appears to be at the point (4,2). The drawback to using a
graphical approach is that the exact point of intersection is not absolutely sure. So, the
question becomes, how can the exact point of intersection be known? If this is truly the point
of intersection, the x- and y-coordinate in each of the two equations can be replaced with x =
4 and y = 2, and they should make both equations true (which in this case it does). No other
values for x and y will make both equations true at the same time because this is the only
point that the two equations have in common. Therefore, at the point of intersection for both
graphs, the x and y coordinates are equal—the x in one equation is equal to the x in the other
equation; likewise for the y coordinates in both equations.
Discuss with students how this can be utilized to find a point of intersection for two
equations by using the substitution method. If the equations for y (of course this process
could also be done solving for x—discuss this approach with the students as well) can be
solved, the following two equations are given: y = -x + 6 and y = 34 x –1 . Since the y values
are equal at the point of intersection, by substitution the answer is: -x + 6 = 34 x – 1. This
can then be solved for the variable x (giving the value of x = 4). This gives the x value for the
point of intersection, while the y value for the point of intersection (y = 2) can be found by
replacing the x value found into one (or both) of the equations. Provide additional examples
for students to become proficient at the substitution method of solving systems of equations.
After work is done with paper and pencil, use a graphing calculator to show students how to
find the point of intersection using the Calc function Intersect to determine the point of
intersection for two graphs.

Activity 5: Solving Equations Using Calculators (GLEs: 4, 16)
In Unit 3, students reviewed how algebraic equations are solved using algebraic manipulation
to solve for an unknown variable. These algebraic equations can also be solved using
technology as well. For example, suppose the equation 3(x –1) +5 = 43 (.7x +4) is to be
solved. This can be solved using the graphing calculator if each side of the equation is
inputted as its own graph. Let y₁ = 3 (x – 1) + 5 and y₂ = 43 (.7x + 4) and find the point of
intersection using the Intersect key. Compare this answer with the answer found using paper
and pencil method to see if they agree. This method can be used to solve any type of
equation. Provide students with additional examples.
Activity 6: Solving Systems by Elimination (GLEs: 4, 16)
Demonstrate for students how to solve systems by using the elimination method. Point out
that the elimination method is best used when the two equations are in standard form. In the
elimination method, the concept is to eliminate one of the variables and solve for the one that
remains. Include examples where there is no solution (no point of intersection) and examples
where there are infinitely many points of intersection. In these two special cases when
elimination is used, both the x and y terms are eliminated concurrently. What remains is
either an equation that makes sense (such as, 0 = 0, which would indicate the two equations
are exactly the same and thus have infinitely many points of intersection) or there remain an
equation that does not make sense (such as, 0 = 8, which would indicate the two equations
have the same slope and different y intercepts and are parallel to one another thus having no
point of intersection). Relate all of this graphically. Provide systems for students to solve
using elimination method and then have them check their solutions by graphing the
equations. Provide additional practice in which students determine which method,
elimination or substitution best fits the problem and have them solve the equations using the
chosen method. Let them check their work using the graphing technique.
Activity 7: Putting it All Together! (GLEs: 5, 11, 13, 16, 23, 24, 25)
(8, 3)
Allow students to work together in groups to solve the following
problem.
• Find the slope of the line segment shown in the
graph.
(-5, -2)
Solution: m = 135
• Find the midpoint of the line segment shown in the graph.
(Note: Discuss with students what a midpoint is—the point in the middle of the other
two points. Relate the fact that when the average of two grades is actually the
x1 + x2 y1 + y2
“middle” of the two. The midpoint formula ( , ), is based on taking the
2 2
average of the x values and the average of the y values of the two endpoints to
determine the “midpoint” of the two. Point out that when two grades are added and

divided by two, the average grade is found. It works this way with the x and y
coordinates as well.)
Solution: Midpoint = ( 32 , 21 )
• Write an equation for the line that contains the line segment shown in the graph in
three forms—slope-intercept; standard; and point-slope.
Solution: y = 135 x – 131 ; 5x – 13y = 1; (y-3) = 135 (x – 8) or (y+2) = 135 (x+5)
• Find the equation of the line that runs through the midpoint and has a “rate of change”
of 6. Write the answer in slope-intercept form.
Solution: y = 6 x – 8.5
• Using a graphing calculator, input the two equations you wrote to determine the point
of intersection for the two lines, and make sure this value agrees with the midpoint.
Activity 8: Break-even Point! (GLEs: 9, 11, 16, 23, 25, 37)
Present the following problem to students to work on in groups. Discuss the results as a class.
Mrs. Lowenstein started a business selling designer hats. To start her business, she had to
pay $900 for a professional sewing machine and each hat costs her $18 for the materials to
produce it. In order to make a profit, she decides to sell her hats at a price of $30 per hat.
Use this information to answer the following:
• Write an equation to represent the total cost to make x hats.
Solution: y = 18x + 900
• Write an equation to represent the revenue Mrs. Lowenstein will receive for selling x
hats.
Solution: y = 30x
• Using graph paper, make a graph showing the cost equation and the revenue equation
on the same graph. Make the scale on the graph such that the point where the revenue
and cost equations intersect can be determined.
Solution: See student graphs!
• From the graph, what appears to be the point where the two graphs intersect? Explain
the real-life interpretation of this point.
Solution: Students answers may vary. Students should see that this point
indicates where the revenue and cost are equal. When the revenue and cost
are the same, this is referred to as the “break-even point.”
• Using either substitution or elimination, find the exact point of intersection for the
two graphs. Explain in real-world terms what this information tells us in this
situation.
Solution: The point of intersection is (75, 2250). The x value (75) represents
the number of hats that must be sold in order to break even. The amount of
income and cost at this point are equal ($2250) to one another. There is not a
profit or a loss at this point.
• If Mrs. Lowenstein sells 50 hats, will she make a profit? Explain how you know.
Solution: Until Mrs. Lowenstein sells 75 hats, she will not be making money,
so there is no profit if she only sells 50 hats.

• Determine what the slope is and explain what it represents in real-world terms for
each of the graphs.
Solution: The slope of the cost equation is 18 and it represents the rate of
change of the cost to make each additional hat. The slope of the revenue
equation is 30, and it represents the rate of change of the revenue for each hat
sold.
Activity 9: Which is the Better Offer? (GLEs: 9, 11, 16, 23, 25, 37)
Present the following situation for students to work in groups.

The Brown family is moving into a new home. They need to rent a moving van
for a day, but are unsure as to which is the best offer. One van company,
DirtCheap Vans, charges $59.65 a day plus an additional 45¢ per mile. The
other company, BestVans, charges $88.50 a day plus an additional $0.37 per
mile.
Have students come up with cost equations for both van companies based on x miles driven
for the day, and then using a graphing calculator, substitution, or elimination, find the point
of intersection for the two graphs. Have the students explain what the point of intersection
means in real-life terms, and have them explain which deal the Brown family should choose.
Solution: DirtCheap—y=59.65 +.45x; BestVans—y=88.50 + .37x; The point of
intersection is approximately (360.63, 221.93) which means that if the Brown family
travels 360.63 miles, the cost will be the same ($221.93). Depending on the mileage
the Brown family travels will affect which choice is best. If the Brown family plans on
traveling more than 360 miles, then BestVans is the better choice. If the Brown family
plans on traveling less than 360 miles, then the DirtCheap plan is cheaper.
Sample Assessments
General Guidelines
Performance and other types of assessments can be used to ascertain student achievement.
Following are some examples:
General Assessments
• The students will develop a portfolio of 10 items from this unit (their choice).
• The student will write a short paragraph explaining their algorithm for
determining the number of solutions, given the equations for two lines.
• The student will explain, in writing and using a graph, what it means for a certain
point to be a solution to a set of equations.

• Activity 1: The teacher will provide students with pairs of equations without the
aid of graphing calculators, and students will determine whether there will be one,
none, or infinitely many points of intersection based upon the slope and intercept
of each equation.
• Activity 2: The student will graph two linear equations using paper and pencil and
use the graph to approximate the point of intersection.
• Activity 4: The student will determine the exact point of intersection for two
linear equations using the substitution method.
• Activity 6: The student will create three problems and solve them using
elimination which show one solution, no solution, and an infinite number of
points of intersection.
• Activity 8: The teacher will provide a real-world problem that requires the student
to come up with cost and revenue equations and use the equations to determine
the break-even point for a particular situation.

Algebra I: Part 1
Unit 8: Matrices, Systems of Equations, and Linear Inequalities
Time Frame: Approximately four weeks
Unit Description
In this unit, the solving of systems of equations is extended to include the use of matrices.
The unit also examines the solution of linear inequalities in two variables.
Students develop the concept of a matrix and matrix operations of addition and
multiplication and the relationship between solving ax = b and Ax = B as x = a −1b and
x = A−1 B respectively. They apply matrices to the solution and interpretation of a system
of two or three linear equations. In addition, students learn more about linear inequalities
in two variables and systems of linear inequalities.
Guiding Questions
1. Can students explain the meaning of a solution to a system of equations or

inequalities?
2. Can students determine the solution to a system of two or three linear
equations with two or three variables by matrix methods?
3. Can students use matrices and matrix methods by hand and calculator to solve
systems of equations Ax = B as x = A−1 B ?

4. Distinguish between an exact and an approximate answer, and recognize
errors introduced by the use of approximate numbers with technology (N-
3-H) (N-4-H) (N-7-H)
5. Demonstrate computational fluency with all rational numbers (e.g.,
estimation, mental math, technology, paper/pencil) (N-5-H)
Algebra
problems (A-1-H)
Algebra I: Part 1Unit 8 Matrices, Systems of Equations, and Linear Inequalities 59

16. Interpret and solve systems of linear equations using graphing,
substitution, elimination, with and without technology, and matrices using
technology (A-4-H)
Geometry
23. Use coordinate methods to solve and interpret problems (e.g., slope as rate
of change, intercept as initial value, intersection as common solution,
midpoint as equidistant) (G-2-H) (G-3-H)
24. Graph a line when the slope and a point or when two points are known (G-
3-H)
37. Analyze real-life relationships that can be modeled by linear functions (P-
1-H) (P-5-H)
Sample Activities
Activity 1: Matrices—an Introduction (GLE: 16)
Before anything can be done mathematically with matrices discuss what a matrix is—
simply a rectangular array of numbers. Discuss with students the chart provided which
displays the items sold at different times at a movie cinema on a Monday. The chart can
be written as a rectangular array and enclosed with brackets or parentheses. The enclosed
array is called a matrix. The advantage of writing the numbers as a matrix is that the
entire array can be treated as a single mathematical entity. A matrix can be named with a
single capital letter as shown. The numbers that make up a matrix are called the entries,
or elements, of the matrix. The entries of matrix M are all numbers, but the matrix itself
is not a number, just as a multiplication table is not a number. Various operations can be
used on matrices (addition, subtraction, multiplication) and will be discussed in the other
activities. A matrix is often classified by its order (or dimension), that is, by the number
of rows and columns that it contains. For example, matrix M has 4 rows (rows run across)
and 3 columns (columns run up and down) which means that matrix M is a 4 x 3 matrix.
When a matrix has the same number of rows as columns, it is called a square matrix.
Relate the rows and columns of the chart with the matrix. Have students find real-life
examples which can be represented by matrices (e.g., pizza costs based on small,
medium, or large and the number of toppings). Introduce students to the matrix function
on the calculator and let them enter the examples they find. This will help them
understand the concepts of rows and columns.

Chart of Items sold at Movie Cinema Matrix
On Monday
Snacks Popcorn Drinks
4 20 25
1:00 $4 $20 $25
8 24 18
M=
3:00 $8 $24 $18
10 34 28
5:00 $10 $34 $28
34 38 55
8:00 $34 $38 $55
Activity 2: Adding Matrices (GLEs: 5, 16)
Provide students with several pairs of matrices that can be combined by addition. An
example is provided below. Using matrix, M, from the previous activity which shows the
sales on a Monday at a movie cinema, and matrix T, which displays the same items sold
on a Tuesday, have students find M + T and describe what this new matrix describes.
4 20 25 6 15 24
8 24 18 5 8 22
M= T=
10 34 28 8 25 15
34 38 55 13 22 16
10 35 49
13 32 40
M+T =
18 59 43
47 60 71
Students should see that the new matrix, M + T, really describes the total sales of items at
the concession stand at the movie cinema for Monday and Tuesday. To add two matrices
such as this, the only things that can be added are “like terms.” In this case, if we recall
that snacks are in the first column and the times are given in each row, then in the upper
corners of matrix M and matrix T, these two terms can be added because they are alike—

4 + 6 = 10, which means that the total snacks sold at the 1:00 show on Monday and
Tuesday is $10. The complete new matrix that results from the addition of M + T is
shown. Discuss with students the results of the new matrix and how to interpret its
meaning. Next, have students find M-T.
Activity 3: Multiplying a Matrix by a Scalar (GLEs: 5, 16)
To find 21 the sales of the concession stand on Monday at the cinema, each sale would
then be “halved.” This would result in a new matrix to display the results. Have students
find the results of what the matrix 21 M would look like. This is shown below. This is
what is referred to as “multiplying a matrix by a scalar.” In such a case, all elements in
the original matrix are multiplied by the scale factor. Discuss this with students.
4 20 25 2 10 12.50
8 24 18 4 12 9
M= ½M=
10 34 28 5 17 14
34 38 55 17 19 27.50
Activity 4: Multiplying Two Matrices (GLEs: 5, 16)
Multiplication of two matrices is not defined so straightforwardly as addition,

subtraction, and multiplication of matrices by a scalar. Provide students with several pairs
of 2 by 2 matrices and have them use the matrix operation of multiplication to find their
product. Explain that matrix multiplication is a row times column process where the entry
of a row in the first matrix multiplies the corresponding entry in the column of the second
matrix, summing these products until the entries of a row are all used. Then repeat the
process for the next row, etc. For example, look at matrix P and Q shown below.
10 15 8 6 230 135
P= Q= PQ =
15 20 10 5 320 190
Multiply each entry in the first row of P by the corresponding entry in the column of Q,
and then add the products. For example, in row 1 of matrix P multiply the number 10 by
the first entry in column 1, which is 8. This product is 80. To this add the product of the
second element in row 1 of matrix P, which is 15, by the second entry in column 1 of Q,
which is 10, giving a product of 150. When the two individual products are added, the

result is 80 + 150 for a sum of 230. Thus, 230 is the first entry in the new matrix called
PQ. The complete new matrix PQ is shown below. Discuss with students how the entire
matrix was formed.
Repeat this activity reversing the matrices to show students that matrix multiplication is
not a commutative operation. Instead of P times Q, multiply Q times P, and prove to
students that the resulting matrix, QP, is different than PQ. Matrix QP is shown below.
Provide additional opportunities for students to gain experience. Then show students how
this can be done easily using graphing calculator technology.
170 240
QP =
175 250
Activity 5: The Inverse Matrix (GLE: 16)
In activity 4, students were introduced to the concept of multiplying one matrix with
another. Students discovered that the order in which matrices are multiplied results in
different answers (unlike multiplication of real numbers). In this activity, discuss with
students the idea of an inverse matrix. The inverse matrix of matrix A, symbolized
by A -1 , is the matrix that will produce an identity matrix when multiplied by A. In other
words: AA -1 = I and A -1A= I . The identity matrix, symbolized by I, is one of a set of
matrices that do not alter or transform the elements of any matrix A under multiplication,
such that AI = A and IA = A. Demonstrate for students the identity matrix for any 2 x 2
matrix as follows:
1 0
I=
0 1
Demonstrate that any 2 x 2 matrix, called A, when multiplied by this identity matrix,
results in the original matrix (just as multiplying any real number by 1 results in the
original real number). Use both pencil and paper method as well as a graphing calculator
to do the computation. Students need to understand that matrix equations are related to
linear equations in the following way. For example, if ax = b, to solve for x we can
multiply both sides of the equation by a1 , which is the multiplicative inverse of a. We can
also write a1 as a¯¹. Show students the inverse key on a calculator and relate finding the
multiplicative inverse of 5 as 51 or .2. Use several examples to demonstrate this to
students. To solve the equation ax = b, we then would have: a a -1 x = ba -1 , and since
aa -1 =1, we get x = ba -1 . Just as normal equations can be solved using this approach, so
too can matrix equations. For example, suppose AX = B, where A, B, and X are all
matrices. To find X when A and B are known multiply both sides of the matrix equation

by the inverse of A, or A¯¹. Thus: A A¯¹X = A¯¹B or X = A¯¹B. Provide the following
example to students.
2 3
A=
1 4
Show students how to use a graphing calculator to find A¯¹.

.8 -0.6
A¯¹ =
-0.2 0.4
Have students prove that AA¯¹= I (Identity Matrix) using a calculator.
Activity 6: Solution of Two Equations: Found Five Ways (GLEs: 4, 5, 11, 13, 16,
23, 24)
Provide students with pairs of equations like the following: 2 x + 3 y = 5 and 2 x + 4 y = 9.

Have students solve the system of equations first by graphing (using paper and pencil),
by graphing on a graphing calculator using the intersect function, and the substitution
method, then have students solve it using the elimination method. Finally, show students
how the two equations can be solved using matrices. Discuss how to write the two
equations as follows:
2 3 x 5
Let A= X= B=
2 4 y 9
Students should recognize this from the previous activity. The idea here is to find x and y,
which are the values for matrix X. Since AX = B, to solve for X take the inverse matrix
of A or A¯¹of both sides; therefore, X = A¯¹B. Show students how this can be done using
the calculator. Verify that the point of intersection is the same regardless of the method.
The point of intersection for the two lines is (-3.5, 4). Provide additional examples for
students to become proficient at using matrices to solve such equations. Repeat this
activity using systems that have no solutions, one solution, or an infinite number of
solutions.
Activity 7: Matrices (GLEs: 4, 5, 16)
Provide the following equations to the students: ( 5) x + 5 y = 15 ; 0 x + y = 2 . Have them

solve (pencil and paper method) using substitution ( x = 5; y = 2) . Then, use a calculator

that can solve matrix equations. (This can be done by the teacher, the students, or both.)
Ask the students for their answers ( 5 ≈ 2.236) . Since this is NOT an exact answer, it
represents errors introduced by technology.
Activity 8: Solving Three Equations with Three Unknowns Using Matrices (GLE:
9, 11, 16, 37)
Present the following problem for students to work on in groups.

Jan bought 3 fries, 2 drinks, and 4 hot dogs at a total price of $8.95. Mary
bought 2 fries, 6 drinks, and 5 hot dogs for a total of $12.85. Kyle bought
4 fries, 5 drinks, and 9 hot dogs for a total of $19.00. What is the price for
a single fry, single drink, and a single hot dog?
• Write three equations with three variables to represent this situation.

Solution: 3f + 2d +4h = 8.95; 2f + 6d + 5h = 12.85; 4f + 5d + 9h =
19.00
• Create a matrix equation that can be used to solve for the three variables.
Solution:
3 2 4 F 8.95
A= 2 6 5 X= D B= 12.85
4 5 9 H 19.00
• Using a calculator, solve the system using matrices.

Solution: Fries cost $0.55; Drinks cost $0.75; Hot dogs cost $1.45.
Activity 9: Inequalities in Two Variables . . . Where Do I Shade? (GLE: 14)
In Unit 4, the concept of inequalities in two variables was discussed briefly using paper
and pencil. In this activity show students how to use calculators to solve such an
inequality. Using a graphing calculator with projection capability, graph the following:
y = 2 x − 4 (project onto whiteboard to enable shading technique). Instruct the students
that the inequalities y < 2 x − 4 and y > 2 x − 4 will both be based on this line. One side of
the line corresponds to < and the other side corresponds to >. The question is, which is
which? Have the students pick a point that DOES NOT fall on the line y = 2 x − 4 .
Choose (0,0). Substitute these values into the first inequality: y < 2 x − 4 : 0 < 2 × 0 − 4 ;
which becomes 0 < 2 − 4 , or 0 < −2 . Ask the students if this is true. (The answer is NO.)
Since the point (0,0) is not on the line y = 2 x − 4 and it is not true for the inequality
y < 2 x − 4 , then it must be true for y > 2 x − 4 . Have the students verify to make sure:
0 > −2 . The side of the line containing (0,0) represents the solution set to y > 2 x − 4 .

Write this inequality on the white board in the appropriate location and write y < 2 x − 4
across the line in another color. Shade both sides with the appropriate color. Now, show
students how this can all be done using the graphing calculator shade function.
Activity 10: Inequalities and Your Life (GLE: 14)
Provide students with the inequalities for target heart rate during exercise. Experts agree
that your target heart rate y should be between 65% and 75% of the maximum heart rate
for your age x. Provide the following inequalities for students to graph: y > 0.65(220 − x)
and y < 0.75(220 − x) . Have students determine appropriate exercise heart rates for their
age group.
Sample Assessments
General Guidelines
Performance and other type of assessments can be used to ascertain student achievement.
Following are some examples:
General Assessments
• The student will research and write a one-page report on the history of
matrices.
• The student will come up with other examples of technology-induced errors
(rounding off π to 3.14, using .67 for 2/3, using .33 for 1/3, etc).
• The student will create, solve, and graph a real-life problem that involves a
linear inequality in two variables.
• Activity 2: The teacher will provide the student with real life data similar to
the data shown in the activity and then have the student create two matrices
for the data. Once the matrices have been created, the student will find the
sum of the two matrices and interpret its meaning.
• Activity 3: The teacher will provide the student with two 3 x 3 matrices to
multiply by hand. Afterwards, the student will use technology to check to see
if the answers were correct.

• Activity 5: The teacher will provide the student with pairs of matrices to
determine if they are inverse matrices of one another using paper and pencil as
well as by using graphing calculator technology.
• Activity 6: The student will find the solution to a system of equations using
five different methods.
• Activity 8: The student will solve a system of three equations with three
unknowns for a real-life situation. For example, select three food items and
obtain the following data: grams of protein, grams of fat, grams of
carbohydrates, and total calories. The student will write an equation
expressing the data for each food item (for example, food item number one
might be 5 p + 7 f + 10c = 100 where 100 is the total calories for that product
and p, f, and c represent the number of grams of protein, fat, and
carbohydrates respectively. The student will use matrices to calculate the
calories per gram (cal/gm) for protein, fat, and carbohydrates based on the
nutritional notice on the sides.

Comprehensive Curriculum: Algebra I

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Comprehensive Curriculum: Algebra I

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Comprehensive

Unit 1: Variables and Relationships .......................................................................................1

Time Frame: Approximately seven weeks

Unit 1 Grade-Level Expectations (GLEs)

GLE# GLE Text and Benchmarks

Algebra I: Part 1Unit 1Variables and Relationships 1

Activity 1: Relationships in the Real Number System (GLE: 1)

Activity 2: Understanding Rational and Irrational Numbers (GLEs: 1, 4)

Activity 3: Estimating the Value of Square Roots (GLEs: 1, 4)

Algebra I: Part 1Unit 1Variables and Relationships 2

Activity 4: Naming Numbers on a Number Line (GLE: 1)

Activity 5: Many Ways to Solve a Problem (GLEs: 4, 5)

Activity 6: Using Exponents In Prime Factorization (GLE: 2)

Algebra I: Part 1Unit 1Variables and Relationships 3

Activity 7: Using Exponents In Scientific Notation (GLEs: 2, 3)

Activity 8: Changing Forms (Exponents) (GLEs: 2, 3, 5)

Activity 9: Astronomical Measurement (GLEs: 2, 3, 4)

Activity 10: Using Scientific Notation to Solve Problems (GLEs: 2, 3)

Algebra I: Part 1Unit 1Variables and Relationships 4

Activity 11: Order of Operations Activity (GLEs: 2, 5, 8)

Activity 12: Flow Charts—Not Just for Computers (GLEs: 2, 5, 8, 34)

Activity 13: Writing Algebraic Expressions (GLE: 8)

Activity 14: Evaluating Expressions and Using Geometry Formulas (GLEs: 5, 8)

Algebra I: Part 1Unit 1Variables and Relationships 5

Activity 15: Working with “ ” (GLEs: 5, 6, 8)

Activity 16: Simplifying Radical Expressions (GLEs: 6, 8)

Relate simplifying variable expressions with simplifying numerical expression with

Activity 17: Patterns in the Real World (GLEs: 2, 8, 15)

Algebra I: Part 1Unit 1Variables and Relationships 6

Activity 19: Matching a Table of Values with a Graph (GLE: 15)

Performance and other types of assessments can be used to ascertain student

Algebra I: Part 1Unit 1Variables and Relationships 7

Algebra I: Part 1Unit 1Variables and Relationships 8

Time Frame: Approximately 3 weeks

1. Can students determine specified perimeters, circumferences, areas, surface

Unit 2 Grade-Level Expectations (GLEs)

GLE # GLE Text and Benchmarks

Algebra I: Part 1Unit 2 Measurement and Geometry 9

Activity 1: What Does it Mean to be Accurate? (GLEs: 4, 17)

Algebra I: Part 1Unit 2 Measurement and Geometry 10

Activity 3: Temperature—How Precise Can You Be? (GLEs: 4, 18, 17)

Algebra I: Part 1Unit 2 Measurement and Geometry 11

Trial # Weight on Scale 1 Weight on Scale 2 Weight on Scale 3

Algebra I: Part 1Unit 2 Measurement and Geometry 12

Trial # Group 1 (g) Group 2 (g) Group 3 (g) Group 4 (g)

Activity 5: Finding a Range of Values for a Measurement—Absolute Error (GLEs:

Algebra I: Part 1Unit 2 Measurement and Geometry 13

Activity 7: What’s the Cost of Those Bananas? (GLEs: 4, 17, 18)

Algebra I: Part 1Unit 2 Measurement and Geometry 14

Activity 8: What are Significant Digits? (GLEs: 4, 19)

Activity 9: Measuring the Utilities You Use (GLE: 19)

Activity 10: Calculating with Precision (GLEs: 4, 19)

Algebra I: Part 1Unit 2 Measurement and Geometry 15

Activity 11: Measurement Problems with 3-D Objects (Physical Dimensions)

Activity 12: How thick is a Sheet of Paper? (GLE: 22)

Algebra I: Part 1Unit 2 Measurement and Geometry 16

Height of Pole Height of Person

Activity 15: Will It Fit? (GLE: 22)

Algebra I: Part 1Unit 2 Measurement and Geometry 17

Performance and other types of assessments can be used to ascertain student

• Each student will come up with real-world examples to make measurements

• Activity 6: The student will write an explanation of how to obtain his/her

• Activity 7: The teacher will Assign activity 7 as an out-of-class assignment.

Algebra I: Part 1Unit 1Variables and Relationships 1

Algebra I: Part 1Unit 1Variables and Relationships 2

Algebra I: Part 1Unit 1Variables and Relationships 3

Algebra I: Part 1Unit 1Variables and Relationships 4

Algebra I: Part 1Unit 1Variables and Relationships 5

Algebra I: Part 1Unit 1Variables and Relationships 6

Algebra I: Part 1Unit 1Variables and Relationships 7

Algebra I: Part 1Unit 1Variables and Relationships 8

Algebra I: Part 1Unit 2 Measurement and Geometry 9

Algebra I: Part 1Unit 2 Measurement and Geometry 10

Algebra I: Part 1Unit 2 Measurement and Geometry 11

Algebra I: Part 1Unit 2 Measurement and Geometry 12

Algebra I: Part 1Unit 2 Measurement and Geometry 13

Algebra I: Part 1Unit 2 Measurement and Geometry 14

Algebra I: Part 1Unit 2 Measurement and Geometry 15

Algebra I: Part 1Unit 2 Measurement and Geometry 16

Algebra I: Part 1Unit 2 Measurement and Geometry 17

Algebra I: Part 1Unit 2 Measurement and Geometry 18

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 19

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 20

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 21

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 22

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 23

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 24

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 25

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 26

Algebra I: Part 1Unit 3 Solving Equations and Real-life Graphs 27

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 28

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 29

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 30

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 31

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 32

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 33

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 34

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 35

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 36

Algebra I: Part 1Unit 4Linear Equations, Linear Inequalities and Graphing 37

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 38

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 39

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 40

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 41

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 42

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 43

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 44

Algebra I: Part 1Unit 5Graphing and Writing Equations of Lines 45