Notes & FAQs

A-REI.3.1 is a California only standard. The nearest standard would be A-REI.3 from Algebra 1, Target I, related to solving equations & inequalities in one variable, which can be reengaged as a comparison to understand absolute value equations & inequalities.  ALD Levels 1-3 and Required Evidence 1-2 from Target I can be used for comparison to guide the type of problems students might engage in.  Absolute value functions are called out in ALD Level 3 of the following targets: Target G (rearranging & graphing), Target J (graphing), and Target M (compare two different functions represented differently) - which are tested from Algebra 2.

A-REI.3.1 is a California only standard. The nearest standard would be A-REI.3 from Algebra 1, Target I, related to solving equations & inequalities in one variable, which can be reengaged as a comparison to understand absolute value equations & inequalities.  ALD Levels 1-3 and Required Evidence 1-2 from Target I can be used for comparison to guide the type of problems students might engage in.  Absolute value functions are called out in ALD Level 3 of the following targets: Target G (rearranging & graphing), Target J (graphing), and Target M (compare two different functions represented differently) - which are tested from Algebra 2.

Initially too much review of Algebra 1 was in this unit, the design team felt time was better spent on Algebra 2 standards.  The design team felt that linear equations from Algebra 1 could be reengaged through a comparison to absolute value equations, which is found in the Algebra 2 standard of linear/absolute value systems.  Absolute value equations is a California addition to the common core standards.  Claim 1 information for linear is found in Target I from Algebra 1 and can be used to guide the reengagement.  The contexts and levels from linear could be placed over absolute value equations so the linear comparisons would be aligned to the assessment.

This section is intended for addressing any unfinished learning in addition to the grade level standards and targets. The goal is to re-engage the concepts of linear functions as well as arithmetic sequences.

The focus will be on using representations (starting with a table to create a graph and equation, or starting with a graph to create an equation and a story context that applies, etc) and utilize representations to compare linear functions and various types of sequences to each other to better understand key features, characteristics and components to determine what each function type is and is not. The constant theme should be on starting with a certain representation and becoming comfortable with then creating other representations (i.e. table, graph, explicit equation, recursive equation, story context and possibly a pictorial representation), which will allow utilizing multiple standards for math practice to improve mastery, comprehension and retention.

Absolute value equations and inequalities are new material for students in Algebra 2; consider comparing & contrasting them against linear equations & inequalities as a re-engagement of Algebra 1 rather than re-teaching Algebra 1 for Unit 2.

Most of this unit is a chance to re-engage with unfinished learning from Algebra 1 with two exceptions, absolute value equations & inequalities.  Those connecting standards relating more directly to equations & inequalities have been deemed essential .  The rest of the function standards have been deemed supporitng in this unit as a way to attain greater depth of instruction, time permitting.

Students have been dealing with linear equations since eighth grade.  Focusing attention on creating equations from a given scenario and then solving them will increase the rigor and provide valuable context to help students build procedural fluency from conceptual understanding.