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.
How to Use this Page
Click the video to see a quick overview of how to use this page and its resources.
Clarity work is currently in progress at the site level.
The design team will review site & individual work when they come together to update this unit guide. Until that time, utilize the rough learning progressions and success criteria found on the Rigor in Claim 1 grid (slides 11-14) of the PLC Resource Guide to create daily learning intentions. Remember that some success criteria may need to be added to support your students in reaching the criteria taken directly from SBAC Item Specifications.
Please capture any of the work accomplished at the site or individual level in a digital format of some kind for use by the design team in the future. THE DESIGN TEAM DID START PROGRESSION 3, SEE BELOW.
Learning Progression 1
Create, Use & Solve One Variable Equations including those with "Letter" Coefficients
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Further work, if any, will draw on learning progressions, learning intentions, and success cirteria created at the site level.
Learning Progression 2
Graphing & Comparing Linear Functions
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Further work, if any, will draw on learning progressions, learning intentions, and success cirteria created at the site level.
Learning Progression 3
Graphing Linear Equations & Inequalities, Graphing Systems of Linear Equations & Inequalities, and Understanding their Solutions
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can graph a linear equation with an integer-value slope. (Conceptual, level 2)
1b. I can graph a linear equation with a fractional slope. (Conceptual, level 2)
Learning Intention 2: I am learning to understand graphed lines as solutions and solutions to graphed linear systems. (12.1, 11.1 & 7.2 HMH)
Learning Intention 2: I am learning to understand graphed lines as solutions and solutions to graphed linear systems. (12.1, 11.1 & 7.2 HMH)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I understand that the plotted line represents the solution set to an equation. (Procedural, level 3)
2b. I can graph systems of linear equations (Conceptual, level 2)
2c. I can estimate the solution of systems of linear equations (Conceptual, level 2)
2d. I understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, which could be a line. (Conceptual, level 2)
2e. I can explain why the x-coordinates of the points where f(x) and g(x) intersect compose the solution to f(x) = g(x) [Application, level 4]
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
3a. I understand the difference between dashed versus solid lines (and how they relate to open/closed circles from middle school). [Conceptual, level 1]
3b. I understand what the plotted region represents in an inequality. (Conceptual, level 3)
3c. I can determine dashed or solid lines (open/closed circles) [Procedural, level 1]
3d. I can determine how to properly shade half-planes. [Procedural, level 1]
3e. I can graph the solutions to a linear inequality with integer coefficients [fractional slope] in two variables as a half-plane (excluding the boundary in the case of a strict inequality). [Procedural, level 2]
Learning Intention 4: I am learning to graph the solutions to a systems of linear inequalities. (12.2 HMH)
Learning Intention 4: I am learning to graph the solutions to a systems of linear inequalities. (12.2 HMH)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can determine dashed or solid lines (open/closed circles) [Procedural, level 1]
4b. I can determine how to properly shade half-planes. [Procedural, level 1]
4c. I can graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes. (Procedural, level 3)
4d. I can evaluate the solution where half-planes overlap. (Procedural, level 3)
Learning Intention 5 (optional depth day): I am learning to graph the solutions to a systems of linear inequalities. (12.3 HMH)
Learning Intention 5 (optional depth day): I am learning to graph the solutions to a systems of linear inequalities. (12.3 HMH)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can find solutions (either exact or approximate as appropriate) to the equation f(x) = g(x) using technology to graph functions. (Application, level 4)
5b. I can find solutions (either exact or approximate as appropriate) to the equation f(x) = g(x) using technology to make tables of values. (Application, level 4)
5c. I can find solutions (either exact or approximate as appropriate) to the equation f(x) = g(x) using technology to find their successive approximations. (Application, level 4)
Learning Progression 4
Solving Systems of Linear Equations Algebraically
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Further work, if any, will draw on learning progressions, learning intentions, and success cirteria created at the site level.
Learning Progression 5
Sequences: Transition to Exponentials
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Additional Learning Progressions, Learning Intentions & Success Criteria, if any, have not yet been created by the design team.
Further work, if any, will draw on learning progressions, learning intentions, and success cirteria created at the site level.
Remember Claim 4!
Click the Claim 4 tab for the rest of your instruction
and embedded common formative assessments.
Page updated
Report abuse