Week of March 30, 2026
State Standards for Unit 3
NC.M1.A-CED.3: Create systems of linear equations and inequalities to model situations in context.
NC.M1.A-REI.5: Explain why replacing one equation in a system of linear equations by the sum of that equation and a multiple of the other produces a system with the same solutions.
NC.M1.A-REI.6: Solve systems of equations using tables, graphs, or algebraic methods (substitution and elimination) to find the approximate or exact solutions to systems of linear equations and interpret solutions in terms of a context.
NC.M1.A-REI.11: Build and understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x) = g(x) and approximate solutions using a graphing technology or successive approximations with a table of values.
NC.M1.A-REI.12: Solve and represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.
Given a scenario, students will create a system of linear equations to model the scenario.
Students will solve systems of linear equations using the table and graph on the graphing calculator.
Students will solve systems of linear equations algebraically with substitution and elimination.
Students will explain solutions to systems of linear equations in context.
Students will approximate solutions of systems of linear, quadratic, and exponential functions using technology.
Given a scenario, students will create a system of linear inequalities to model the scenario.
Students will solve systems of linear inequalities graphically without the use of a graphing calculator.
Students will solve systems of linear inequalities using the table and graph on the graphing calculator.
How is the solution of a system of equations represented on a graph, table, and in context of the scenario?
How is the solution to a system of linear inequalities represented and what does it mean in context of the scenario?
solution, point of intersection, system of equations, system of inequalities, substitution method, elimination method, graphing method, infinitely many solutions, no solution, intersecting lines, parallel lines
Monday, March 30, 2026: Practice Solving Systems using Elimination Level 2
Tuesday, March 31, 2026: Practice Solving Systems using Substitution and Elimination and Applying to Real World Context
Wednesday, April 1, 2026: REVIEW
Thursday, April 2, 2026: Unit 3 TEST
Friday, April 3, 2026: NO SCHOOL
Week of March 23, 2026
State Standards for Unit 3:
NC.M1.A-CED.3: Create systems of linear equations and inequalities to model situations in context.
NC.M1.A-REI.5: Explain why replacing one equation in a system of linear equations by the sum of that equation and a multiple of the other produces a system with the same solutions.
NC.M1.A-REI.6: Solve systems of equations using tables, graphs, or algebraic methods (substitution and elimination) to find the approximate or exact solutions to systems of linear equations and interpret solutions in terms of a context.
NC.M1.A-REI.11: Build and understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations y=f(x) and y=g(x) intersect are the solutions of the equation f(x) = g(x) and approximate solutions using a graphing technology or successive approximations with a table of values.
NC.M1.A-REI.12: Solve and represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.
Given a scenario, students will create a system of linear equations to model the scenario.
Students will solve systems of linear equations using the table and graph on the graphing calculator.
Students will solve systems of linear equations algebraically with substitution and elimination.
Students will explain solutions to systems of linear equations in context.
Students will approximate solutions of systems of linear, quadratic, and exponential functions using technology.
Given a scenario, students will create a system of linear inequalities to model the scenario.
Students will solve systems of linear inequalities graphically without the use of a graphing calculator.
Students will solve systems of linear inequalities using the table and graph on the graphing calculator.
How is the solution of a system of equations represented on a graph, table, and in context of the scenario?
How is the solution to a system of linear inequalities represented and what does it mean in context of the scenario?
solution, point of intersection, system of equations, system of inequalities, substitution method, elimination method, graphing method, infinitely many solutions, no solution, intersecting lines, parallel lines
Monday, March 23, 2026: Graphing Systems of Equations with Desmos only
Tuesday, March 24, 2026: Solving Systems with Substitution
Wednesday, March 25, 2026: Solving Systems with Elimination
Thursday, March 26, 2026: Solving Systems with Elimination
Friday, March 27, 2026: Solving and Graphing Systems of Linear Equations QUIZ
Week of March 16, 2026
State Standards:
NC.M1.S-ID.6b: Summarize, represent, and interpret data on two categorical and quantitative variables. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Assess the fit of a linear function by analyzing residuals.
NC.M1.S-ID.7: Interpret linear models. Interpret in context the rate of change and the intercept of a linear model. Use the linear model to interpolate and extrapolate predicted values. Assess the validity of a predicted value.
NC.M1.S-ID.8: Interpret linear models. Analyze patterns and describe relationships between two variables in context. Using technology, determine the correlation coefficient of bivariate data and interpret it as a measure of the strength and direction of a linear relationship. Use a scatter plot, correlation coefficient, and a residual plot to determine the appropriateness of using a linear function to model a relationship between two variables.
NC.M1.G-GPE.5: Use coordinates to prove simple geometric theorems algebraically.Use coordinates to prove the slope criteria for parallel and perpendicular lines and use them to solve problems. Determine if two lines are parallel, perpendicular, or neither. Find the equation of a line parallel or perpendicular to a given line that passes through a given point.
NC.M1.G-GPE.6: Use coordinates to prove simple geometric theorems algebraically. Use coordinates to find the midpoint or endpoint of a line segment.
NC.M1.G-GPE.4: Use coordinates to prove simple geometric theorems algebraically. Use coordinates to solve geometric problems involving polygons algebraically. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles. Use coordinates to verify algebraically that a given set of points produces a particular type of triangle or quadrilateral.
Learning Objectives:
Students will describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.
Given a linear function, students will interpret the meaning of the slope and y-intercept of the function in context of the scenario.
Students will interpret the meaning of the slope and y-intercept of the graph of a linear function in context.
Given a graph, students will write the equation for a linear function.
Given two points on a line, students will write the equation for the linear function passing through the points.
Given a table of values, students will write the equation for the linear function associated with the table.
Students will determine the domain and range of linear functions and interpret them in context of the scenario.
Key Vocabulary:
linear function, slope, y-intercept, x-intercept, average rate of change, arithmetic sequence, recursive sequence, explicit form, scatter plots, linear regression, correlation coefficient, line of best fit, residuals, parallel, perpendicular, midpoint, distance formula, Pythagorean Theorem, area, perimeter, coordinate plane, ordered pairs
Monday, March 16, 2026: No school due to inclement weather
Tuesday, March 17, 2026: Linear Regression on Desmos
Wednesday, March 18, 2026: Math 1 Check-In
Thursday, March 19, 2026: Midpoint and Distance Formula
Friday, March 20, 2026: NO SCHOOL (OTWD)
Week of March 9, 2026
State Standards:
NC.M1.A-SSE.1a: Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-SSE.1b: Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression.
NC.M1.A-CED.1: Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.2: Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities.
NC.M1.F-BF.1a: Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two ordered pairs (include reading these from a table).
NC.M1.A-REI.11: Build an understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations and intersect are the solutions of the equation and approximate solutions using a graphing technology or successive approximations with a table of values.
Learning Objectives:
Students will describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.
Given a linear function, students will interpret the meaning of the slope and y-intercept of the function in context of the scenario.
Students will interpret the meaning of the slope and y-intercept of the graph of a linear function in context.
Given a graph, students will write the equation for a linear function.
Given two points on a line, students will write the equation for the linear function passing through the points.
Given a table of values, students will write the equation for the linear function associated with the table.
Students will determine the domain and range of linear functions and interpret them in context of the scenario.
Essential Questions:
How can data tables, graphs, and rules relating variables be used to answer questions about relationships between variables?
How do dependent variables change as independent variables change?
How can equations and inequalities be used to model real world situations?
linear function, slope, y-intercept, x-intercept, average rate of change, arithmetic sequence, recursive sequence, explicit form, scatter plots, linear regression, correlation coefficient, line of best fit, residuals, parallel, perpendicular, midpoint, distance formula, Pythagorean Theorem, area, perimeter, coordinate plane, ordered pairs
Monday, March 9, 2026: Creating, graphing, and reading linear equations; parallel and perpendicular lines.
Tuesday, March 10, 2026: Same as 3/9/2026
Wednesday, March 11, 2026: Writing linear equations for parallel and perpendicular lines
Thursday, March 12, 2026: Midpoint and Distance Formula
Friday, March 13, 2026: Review writing equations for parallel and perpendicular lines
Week of March 2, 2026
State Standards:
NC.M1.A-SSE.1a: Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-SSE.1b: Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression.
NC.M1.A-CED.1: Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.2: Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities.
NC.M1.F-BF.1a: Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two ordered pairs (include reading these from a table).
NC.M1.A-REI.11: Build an understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations and intersect are the solutions of the equation and approximate solutions using a graphing technology or successive approximations with a table of values.
Learning Objectives:
Students will describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.
Given a linear function, students will interpret the meaning of the slope and y-intercept of the function in context of the scenario.
Students will interpret the meaning of the slope and y-intercept of the graph of a linear function in context.
Given a graph, students will write the equation for a linear function.
Given two points on a line, students will write the equation for the linear function passing through the points.
Given a table of values, students will write the equation for the linear function associated with the table.
Students will determine the domain and range of linear functions and interpret them in context of the scenario.
Essential Questions:
How can data tables, graphs, and rules relating variables be used to answer questions about relationships between variables?
How do dependent variables change as independent variables change?
How can equations and inequalities be used to model real world situations?
linear function, slope, y-intercept, x-intercept, average rate of change, arithmetic sequence, recursive sequence, explicit form, scatter plots, linear regression, correlation coefficient, line of best fit, residuals, parallel, perpendicular, midpoint, distance formula, Pythagorean Theorem, area, perimeter, coordinate plane, ordered pairs
Monday, March 2, 2026: Students will be given a point and the slope. They will write three different forms of a linear equation. Students will create equations when given a table.
Tuesday, March 3, 2026: Interpret Linear Equations in Context (MC)
Wednesday, March 4, 2026: Same as Tuesday.
Thursday, March 5, 2026: Interpret Linear Function Coefficients from Equations
Friday, March 6, 2026: Average rate of change
Week of February 23, 2026
State Standards
NC.M1.A-SSE.1a: Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-SSE.1b: Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression.
NC.M1.A-CED.1: Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.2: Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities.
NC.M1.F-BF.1a: Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two ordered pairs (include reading these from a table).
NC.M1.A-REI.11: Build an understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations and intersect are the solutions of the equation and approximate solutions using a graphing technology or successive approximations with a table of values.
Learning Objectives:
Students will describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.
Given a linear function, students will interpret the meaning of the slope and y-intercept of the function in context of the scenario.
Students will interpret the meaning of the slope and y-intercept of the graph of a linear function in context.
Given a graph, students will write the equation for a linear function.
Given two points on a line, students will write the equation for the linear function passing through the points.
Given a table of values, students will write the equation for the linear function associated with the table.
Students will determine the domain and range of linear functions and interpret them in context of the scenario.
Essential Questions:
How can data tables, graphs, and rules relating variables be used to answer questions about relationships between variables?
How do dependent variables change as independent variables change?
How can equations and inequalities be used to model real world situations?
linear function, slope, y-intercept, x-intercept, average rate of change, arithmetic sequence, recursive sequence, explicit form, scatter plots, linear regression, correlation coefficient, line of best fit, residuals, parallel, perpendicular, midpoint, distance formula, Pythagorean Theorem, area, perimeter, coordinate plane, ordered pairs
Monday, February 23, 2026: Forms of Linear Functions
a) slope-intercept; b) standard; c) point-slope
Intro. to writing linear equations in various forms
Tuesday, February 24, 2026: Same lesson from yesterday
Wednesday, February 25, 2026: Linear Models; Compare key features & explore multiple representations
Thursday, February 26, 2026: Linear Models; Compare key features & explore multiple representations
Friday, February 27, 2026: Review graphing lines (Foundations of Math 1)
Week of February 16, 2026
State Standards:
NC.M1.A-SSE.1a: Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-SSE.1b: Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression.
NC.M1.A-CED.1: Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.2: Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities.
NC.M1.F-BF.1a: Build a function that models a relationship between two quantities. Write a function that describes a relationship between two quantities. Build linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two ordered pairs (include reading these from a table).
NC.M1.A-REI.11: Build an understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations and intersect are the solutions of the equation and approximate solutions using a graphing technology or successive approximations with a table of values.
Learning Objectives:
Students will describe the relationships among the graph, symbolic rule, table of values, and related situation for a linear function.
Given a linear function, students will interpret the meaning of the slope and y-intercept of the function in context of the scenario.
Students will interpret the meaning of the slope and y-intercept of the graph of a linear function in context.
Given a graph, students will write the equation for a linear function.
Given two points on a line, students will write the equation for the linear function passing through the points.
Given a table of values, students will write the equation for the linear function associated with the table.
Students will determine the domain and range of linear functions and interpret them in context of the scenario.
linear function, slope, y-intercept, x-intercept, average rate of change, arithmetic sequence, recursive sequence, explicit form, scatter plots, linear regression, correlation coefficient, line of best fit, residuals, parallel, perpendicular, midpoint, distance formula, Pythagorean Theorem, area, perimeter, coordinate plane, ordered pairs
Week's Homework (due 2/20/2026)
IXL Algebra 1: K1, K2, K3, K4
Monday, February 16, 2026: Complete Unit 1 Test and 1 test correction
Tuesday, February 17, 2026: Review how to use the slope formula and how to find the slopes from graphs. Provide students with guided notes for their notebooks
Wednesday, February 18, 2026: Continue determining slopes from graphs and tables
Thursday: February 19, 2026: Slope-Intercept Form and Point-Slope Form
Friday: Quiz (will count on R5)
Week of February 9, 2026
State Standards:
NC.M1.A-SSE.1a : Interpret expressions that represent a quantity in terms of its context. Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-REI.3: Solve linear equations and inequalities in one variable.
NC.M1.A-REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for linear and quadratic equations using mathematical reasoning.
NC.M1.A-REI.10: Represent and solve equations and inequalities graphically. Understand that the graph of a two variable equation represents the set of all solutions to the equation.
NC.M1.A-REI.12: Represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.
NC.M1.A-CED.1: Create equations that describe numbers or relationships. Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.4: Create equations that describe numbers or relationships. Solve for a quantity of interest in formulas used in science and mathematics using the same reasoning as in solving equations.
NC.M1.F-IF.1: Understand the concept of a function and use function notation. Build an understanding that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range by recognizing that:
if f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x
the graph of f is the graph of the equation y = f(x).
NC.M1.F-IF.2: Understand the concepts of functions and use function notation. Use function notation to evaluate linear, quadratic, and exponential functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
NC.M1.F-IF.4: Interpret functions that arise in applications in terms of the context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: intercepts; intervals where the function is increasing, decreasing, positive, or negative; and maximums and minimums.
NC.M1.F-IF.6: Interpret functions that arise in applications in terms of the context. Calculate and interpret the average rate of change over a specified interval for a function presented numerically, graphically, and/or symbolically.
Week's Learning Objectives:
Create equations that describe numbers or relationships. Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
Create equations that describe numbers or relationships. Solve for a quantity of interest in formulas used in science and mathematics using the same reasoning as in solving equations.
Week's Homework Assignments: NONE this week
Key Vocabulary: Exponent, base, power, coefficient, variable, constant, inverse operations, literal equations, appropriate domain & range, linear, exponential, quadratic, consecutive integers, function notation, inequalities, expression, equation, mixtures, mapping diagram, terms, factors
Monday,February 9, 2026 : Translate and create word situations in one variable and solve.
Tuesday, February 10, 2026: UNIT 1 REVIEW; Study Guide Discussion
Wednesday, February 11, 2026: UNIT 1 TEST
Thursday, February 12, 2026: Substitute Plans
Friday, February 13, 2026: Teacher Worksday
Week of January 19, 2026
State Standards:
NC.M1.A-SSE.1a : Interpret expressions that represent a quantity in terms of its context. Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-REI.3: Solve linear equations and inequalities in one variable.
NC.M1.A-REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for linear and quadratic equations using mathematical reasoning.
NC.M1.A-REI.10: Represent and solve equations and inequalities graphically. Understand that the graph of a two variable equation represents the set of all solutions to the equation.
NC.M1.A-REI.12: Represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.
NC.M1.A-CED.1: Create equations that describe numbers or relationships. Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.4: Create equations that describe numbers or relationships. Solve for a quantity of interest in formulas used in science and mathematics using the same reasoning as in solving equations.
NC.M1.F-IF.1: Understand the concept of a function and use function notation. Build an understanding that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range by recognizing that:
if f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x
the graph of f is the graph of the equation y = f(x).
NC.M1.F-IF.2: Understand the concepts of functions and use function notation. Use function notation to evaluate linear, quadratic, and exponential functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
NC.M1.F-IF.4: Interpret functions that arise in applications in terms of the context. Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: intercepts; intervals where the function is increasing, decreasing, positive, or negative; and maximums and minimums.
NC.M1.F-IF.6: Interpret functions that arise in applications in terms of the context. Calculate and interpret the average rate of change over a specified interval for a function presented numerically, graphically, and/or symbolically.
Week's Learning Objectives:
Given an equation students will solve and justify their method and steps of solving.
Students will be able to interpret key features of expressions, equations, graphs, tables, and verbal descriptions in context.
Create an equation or inequality and interpret reasonable solutions in context.
Given a formula students will solve for a specified variable.
Given a function students will determine domain and range.
Given a function, create an equation from various representations and use them to solve problems.
Given a function in function notation students will evaluate and interpret results in context.
Understand what it takes to be a function in categorical, numerical, and graphical scenarios.
Students should be able to understand functions as a correspondence between inputs and outputs.
Essential Questions:
How can data tables, graphs, and rules relating variables be used to answer questions about relationships between variables?
How do dependent variables change as independent variables change?
How can equations and inequalities be used to model real world situations?
Vocabulary:
Exponent, base, power, coefficient, variable, constant, inverse operations, literal equations, appropriate domain & range, linear, exponential, quadratic, consecutive integers, function notation, inequalities, expression, equation, mixtures, mapping diagram, terms, factors
Monday, January 19, 2026: NO SCHOOL; MLK DAY
Tuesday, January 20, 2026: Compound Inequalities
Wednesday, January 21, 2026: Continue with Compound Inequalities
Thursday, January 21, 2026: Unit 1 Quiz Part A
Friday, January 22, 2026: Consecutive Integer Word Problems Level 1
Week of January 12, 2026
State Standards:
NC.M1.A-SSE.1a : Interpret expressions that represent a quantity in terms of its context. Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.
NC.M1.A-REI.3: Solve linear equations and inequalities in one variable.
NC.M1.A-REI.1: Understand solving equations as a process of reasoning and explain the reasoning. Justify a chosen solution method and each step of the solving process for linear and quadratic equations using mathematical reasoning.
NC.M1.A-REI.10: Represent and solve equations and inequalities graphically. Understand that the graph of a two variable equation represents the set of all solutions to the equation.
NC.M1.A-REI.12: Represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.
NC.M1.A-CED.1: Create equations that describe numbers or relationships. Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.
NC.M1.A-CED.4: Create equations that describe numbers or relationships. Solve for a quantity of interest in formulas used in science and mathematics using the same reasoning as in solving equations.
Week's Learning Objectives:
Given an equation students will solve and justify their method and steps of solving.
Students will be able to interpret key features of expressions, equations, graphs, tables, and verbal descriptions in context.
Create an equation or inequality and interpret reasonable solutions in context.
Given a formula students will solve for a specified variable.
Essential Questions:
How can data tables, graphs, and rules relating variables be used to answer questions about relationships between variables?
How do dependent variables change as independent variables change?
How can equations and inequalities be used to model real world situations?
Week's Vocabulary: Equation, Inequality, Justify, Consecutive, Even, Odd, Solutions, Inverse Operations, Literal equations, Terms, Factors
Homework Assignments: None at this moment (waiting on IXL)
Monday, January 12, 2026: Literal Equations, Types of Solutions, and Justifying Steps and Solutions
Tuesday, January 13, 2026: Justifying Steps and Solutions, Solving Multi-Step Inequalities
Wednesday, January 14, 2026: Solving Multi-Step Inequalities, Consecutive Integers Word Problems: Level 1
Thursday, January 15, 2026: Consecutive Integers Word Problems: Level 1 Continued and Introduce Consecutive Integer Word Problems Level 2
Friday, January 16, 2026: Consecutive Word Problems: Level 2