Embedded Files
In Algebra 1, students demonstrate fluency by creating, comparing, analyzing, solving, providing multiple representations, and identifying the structures of exponential & quadratic functions building on the understanding of linear functions from grade 8 to apply linear, quadratic and exponential models to data and unfamiliar problems.
The Story of Alg. 1 - Unit 2: Systems of Linear Equations & Inequalities (Up to 29 days)
This unit begins with a re-engagement of linear equations and inequalities from middle school in one variable to lay a conceptual & procedural foundation for the rest of the unit. Adequate depth is achieved by including unknowns as coefficients too. Students then move into creating, graphing, solving and comparing linear functions, including linear systems and systems of inequalities, the main focus of this unit. The order of creating, graphing, solving and comparing establishes a context for the work students will do. Throughout the unit, students work with explicit and recursive formulas in context. Finally, students transition from linear growth to exponential growth covered in the next unit by exploring sequences. Time permitting, depth is achieved in this unit by looking more deeply at the details of work that has been accomplished so far: equivalent forms of equations, measures, scales, units, parts of an expression, and rewriting expressions. Explaining solution steps and representing constraints could definitely be embedded in the first instruction. Producing equivalent systems takes the concept of linear systems deeper as well.
Unit 3 Notes
This unit is named Systems intentionally. 8th grade is emphasizing linear equations/functions & Algebra 1 is emphasizing linear systems. There is no need to spend an inordinate amount of time in this unit reviewing linear functions from 6th-8th grade. Single linear functions are employed throughout the remaining units as a point of comparison. If students require review of linear functions, then consider modeling how to do the first line of a system and check for understanding by asking students to do the second line. Single variable equations have been a focus of middle school; however, inequalities have not been done since seventh grade.
Vocabulary, Tools & Developmental Notes from SBAC
A-CED.A Create equations that describe numbers or relationships. (Target G)
A-CED.A Create equations that describe numbers or relationships. (Target G)
Tasks for this target will require students to create equations and inequalities in one variable to solve problems. Other tasks will require students to create and graph equations in two variables to represent relationships between quantities.
A-REI.B Solve equations and inequalities in one variable. (Target I)
A-REI.B Solve equations and inequalities in one variable. (Target I)
Tasks for this target will require students to solve linear equations and inequalities in one variable... Tasks asking students to choose the appropriate method will contribute evidence to Claim 2 and 4.
A-REI.D Represent and solve equations and inequalities graphically. (Target J)
A-REI.D Represent and solve equations and inequalities graphically. (Target J)
Tasks for this target will require students to interpret a line or curve as a solution set of an equation in two variables, including tasks that tap student understanding of points beyond the displayed portion of a graph as part of the solution set. Some of these tasks should explicitly focus on non-integer solutions (e.g., give three points on the graph of y = 7x + 2 that have x-values between 1 and 2).
Other tasks for this target will require students to approximate solutions to systems of equations represented graphically, including linear... functions (often paired with Target L - Interpret functions that arise in applications in terms of the context).
Other tasks for this target will require students to graph solutions to linear inequalities and systems of linear inequalities in two variables. In some of these tasks, students may be given points, sets of points, or regions and asked to determine whether the indicatedpoint(s) or regions are part of a solution set.
F.BF.A Build a function that describes a relationship between two quantities. (Target N)
F.BF.A Build a function that describes a relationship between two quantities. (Target N)
Tasks for this target will require students to write a function (recursive or explicit, as well as translate between the two forms) to describe a relationship between two quantities.
F-IF.C Analyze functions using different representations. (Target M)
F-IF.C Analyze functions using different representations. (Target M)
Tasks for this target will ask students to graph functions (linear... ) by hand or using technology and compare properties of two functions represented in different ways. Some tasks will focus on understanding equivalent forms that can be used to explain properties of functions and may be associated with 9–12 Algebra Target H.
Check Out the FAQs for More Information!
Page updated
Report abuse