blsd curriculum map - algebra 1

7/22/2019 BLSD Curriculum Map - Algebra 1

1/16

7/17/2013 Yearlong Curriculum Map for Algebra 1 Page 1

Time Frame Unit Standards Evidence of Understanding Assessment

August -

September

(14 days)

Representing

Relationships

Mathematically

N-Q.1; N-Q.2; A-SSE.1a; A-

CED.1; A-CED.2; A-CED.3; A-

REI.10; F-IF.5; F-IF.9; F-BF.1a

see Unit 1 Organizer exit cards; test questions

eptem er

(10 days)

Understanding

Functions

F-IF.1; F-IF.2; F-IF.3; F-IF.4; F-

IF.5 see Unit 2 Organizer exit cards; test questionseptem er -

October (22

days)Linear Functions

F-IF.6; F-IF.7a; F-BF.3; F-

LE.1a; F-LE.1b; F-LE.2; F-

LE.5; S-ID.7


October -

November

(25 days)

Statistical Models

N-Q.1; N-Q.2; N-Q.3; S-ID.1;

S-ID.2; S-ID.3; S-ID.5; S-

ID.6a; S-ID.6b; S-ID.6c; S-

ID.7; S-ID.8; S-ID.9


ecem er -

January (19

days)

Linear Equations and

Inequalities

A-CED.1; A-CED.3; A-CED.4;

A-REI.1; A-REI.3; A-REI.12see Unit 5 Organizer exit cards; test questions

January (15

days)

Systems of Linear

Equations and

Inequalities

A-CED.3; A-REI.5; A-REI.6; A-

REI.11; A-REI.12see Unit 6 Organizer exit cards; test questions

anuary -

February (9

days)

Relationships That Are

Not LinearN-RN.1; N-RN.2; F-IF.7b see Unit 7 Organizer exit cards; test questions

e ruary -

March (23

days)

Polynomial Expressions

and Functions

A-SSE.1b; A-SSE.2; A-

SSE.3a; A-APR.1; A-APR.3see Unit 8 Organizer exit cards; test questions

March (16

days) Quadratic FunctionsA-SSE.3b; F-IF.4; F-IF.7a; F-

IF.8a; S-ID.6a see Unit 9 Organizer exit cards; test questionspr

days) Quadratic Equations N-RN.3; A-REI.4a; A-REI.4b see Unit 10 Organizer exit cards; test questions

pr - ay

(21 days)Exponential Functions

and Equations

A-SSE.3c; F-IF.7e; F-LE.1a; F-

LE.3; F-LE.5; S-ID.6asee Unit 11 Organizer exit cards; test questions


2/16

7/17/2013 Algebra 1 Unit 1 Organizer

Representing Relationships Mathematically

Page 2

Fo

rmative

Su

mmative

Unit Conversion

(2 days) N-Q.1

I can use unit analysis

and perform unit

conversions. x x

in class instruction;

practice problems none

Problems of

varying difficulty

are incorporated

into the problem

sets.

u en s wou

need to interpret

the situation to

determine which

units may be

needed to change

to the answer

required.

Parts of an

Expression (1

day) A-SSE.1a

I can identify parts of an

expression. x x



ro ems o

varying difficulty

are incorporated

into the problem

sets.

u en s wou

need to be

familiar with the

definitions of key

terms.

Writing linear

equations (5

days)

N-Q.1; N-Q.2; A-CED.1,

A-CED.2, A-CED.3; F-

BF.1a

I can create linear

equations and

inequalities in one

variable to represent a

situation. I can create

equations in two

variables to represent

relationships between

quantities. I can interpret

solutions of an equation

as viable or non-viable. x x



Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Graphingequations (4

days)

A-REI.10; N-Q.1; F-IF.5;

F-IF.9

can grap an equa on

in two variables. I can

determine the domain

for a given function in

two variables. I can

compare properties of

two functions graphically,in table form, and

algebraically. x x


practice problems Desmos

Problems of

varying difficulty

are incorporatedinto the problem

sets.

Students will need

to interpret the

problem situation

to determine whatanswers make

sense.

Instructional

Sh

ifts

Assessment

Unit and

Time Frame Standards

Evidence of

Understanding

Instructional

Strategies Technology

Strategies

Diverse

Le

arners


3/16


Understanding Functions

Page 3

Fo

rmative

Su

mmative

Functions (4

days) F-IF.1; F-IF.2; F-IF.3

I can determine if a

relation is a function. I

can evaluate functions

using function notation. I

can recognize that

sequences are functions. x x


practice problems

Desmos;

graphing

calculator

Problems of

varying difficulty

are incorporated

into the problem

sets.

Students would

need to be

familiar with the

definitions of key

terms.

Graphing

Functions (4

days) F-IF.4; F-IF.5

I can find key features of

a graph using a graph, a

table, or an equation. Ican relate the domain of

a function to its graph or

the relationship it

describes using real-life

problems. x x


practice problems

Desmos;

graphing

calculator

Problems of

varying difficulty

are incorporated

into the problem

sets.

Students would

need to be

familiar with the

definitions of key

terms.

Diverse

Le

arners

Instructional

Sh

iftsUnit and


Evidence of

Understanding

Assessment

Instructional


Strategies


4/16


Linear Functions

Page 4

Fo

rmative

Su

mmative

Average Rate of

Change (3 days) F-IF.6

I can calculate and

interpret the average

rate of change of a

function. x x


practice problems

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Graphs of Linear

Functions (2

days) F-IF.7a

I can graph a linear

function and identify its

intercepts. x x



ro ems o

varying difficulty

are incorporated

into the problem

sets.

Transformations

(4 days) F-BF.3

can en y e e ec oa graph of a function

through transformations

with and without

technology. x x


practice problems

Desmos;

graphing

calculator

ro ems ovarying difficulty

are incorporated

into the problem

sets.

How Linear

Functions

Change (3 days) F-LE.1a; F-LE.1b

I can explain how linear

functions grow by equal

differences over equal

intervals. I can recognize

siutations in which one

quantity changes at a

constant rate. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Constructing

Linear Functions

(4 days) F-LE.2

can cons ruc near

functions and arithmetic

sequences given a

graph, a description of

the relationship, or two

input-output pairs. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Diverse

Le

arners

Instructional

Sh

iftsUnit and


Evidence of

Understanding

Assessment

Instructional

Strategies Te

chnology

Strategies


5/16


Linear Functions

Page 5

InterpretingLinear Functions

(2 days) F-LE.5; S-ID.7

I can interpret the

parameters of a linearfunction in a real-life

problem. x x


practice problems

Problems of

varying difficulty


sets.

Word Problems

are included as a

part of the

practice set -

students have tointerpret into

algebraic notation.


6/16


Statistical Models

Page 6

Fo

rmative

Su

mmative

Representing

Data (3 days)

S-ID.1; N-Q.1; N-Q.2; N-

Q.3

can represen a a w

plots on the real number

line (dot plots,

histograms, and box

plots). x x


practice problems

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Data Measures

(6 days) S-ID,2; S-ID.3

I can calculate mean and

median for a given set of

data. I can calculate the

interquartile range and

the standard deviationfor a given set of data. I

can analyze and

compare measures of

center and spread

between two different

sets of data. I can

describe and interpret

data based on the

shape, center, and

spread, accounting for

possible effects of

extreme data points. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Students would

need to be

familiar with the

definitions of key

terms.

Categorical Data

(3 days) S-ID.5

can summarze

categorical data for two

categories in two-way

frequency tables. I can

interpret relative,

conditional, joint, and

marginal frequencies of

categorical data. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Students would

need to be

familiar with the

definitions of key

terms.

Di

verse

Le

arners

Instructional

Sh

iftsUnit and


Evidence of

Understanding

Assessment

Instructional

Strategies Te

chnology

St

rategies


7/16


Statistical Models

Page 7

Making and

Assessing

Predictions (6

days)

S-ID.6a; S-ID.6b; S-

ID.6c; S-ID.7

I can represent bivariate

data using a scatterplot

and fit a function to the

data. I can use a fitted

model to make

predictions about the

data. I can assess the fit

of a function by plotting

and analyzing residuals. x x


practice problems

Desmos;

Graphing

Calculator

Problems of

varying difficulty

are incorporated

into the problem

sets.

Students would

need to be

familiar with the

definitions of key

terms.

Correlation and

Causation (3

days) S-ID.8; S-ID.9

I can calculate, using

technology, and interpret

a correlation coefficient. I

can distinguish thedifference between

correlation and

causation. x x


practice problems

Desmos;

Graphing

Calculator

Problems of

varying difficultyare incorporated

into the problem

sets.

Students would

need to befamiliar with the

definitions of key

terms.


8/16


Linear Equations and Inequalities

Page 8

Fo

rmative

Su

mmative

Solving Linear

Equations (3

days)

A-CED.1; A-REI.1; A-

REI.3

I can solve a linear

equation in one variable. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Solving Linear

Inequalities (4

days)


REI.3

I can solve a linear

inequality in one

variable. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as apart of the

practice set -

students have to

interpret into

algebraic notation.

Solving Linear

Absolute Value

Equations (2

days)


REI.3

I can solve an absolute

value equation in one

variable. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Solving Linear

Absolute Value

Inequalities (3

days)


REI.3

I can solve an absolute

value inequality in one

variable. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Diverse

Le

arners

In

structional

Sh

iftsUnit and


Evidence of

Understanding

Assessment

Instructional

Strategies Te

chnology

St

rategies


9/16


Linear Equations and Inequalities

Page 9

Manipulating

Formulas (2

days) A-CED.4; A-REI.1

I can solve for a given

variable in a formula. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Graphing Linear

Inequalities (3

days) A-REI.12; N-Q.1

I can graph a linear

inequality in two

variables. x x



Problems of

varying difficulty

are incorporated

into the problem

sets.


10/16


Systems of Linear Equations and Inequalities

Page 10

Fo

rmative

Su

mmative

Systems of

Linear Equations

(7 days)

A-CED.3; N-Q.1; A-

REI.5; A-REI.6; A-

REI.11

can so ve a sys em o

linear equations by

graphing. I can solve a

system of linear

equations by

substitution. I can solve

a system of linear

equations by addition

and multiplication. x x



Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Systems of

Linear

Inequalities (6

days)

A-REI.12; N-Q.1; A-

CED.3

can so ve a sys em o

linear inequalities bygraphing. I can write and

graph a set of

constraints for a linear-

programming problem

and find the maximum

and/or minimum values. x x



Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problemsare included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Instructional


Strategies

Diverse

Learners

In

structional

ShiftsUnit and


Evidence of

Understanding

Assessment


11/16


Relationships That Are Not Linear

Page 11

Fo

rmative

Summative

Square Root and

Cube Root

Function Graphs

(2 days) F-IF.7b; N-Q.1

I can graph a square

root or cube root

function. x x


practice problems

Desmos,

Graphing

Calculator

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Piecewise

Function Graphs

(5 days) F-IF.7b; N-Q.1

I can graph a piecewise

function, including step

and absolute value

functions. x x


practice problems

Desmos,

Graphing

Calculator

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Diverse

Learners

In

structional

ShiftsUnit and


Evidence of

Understanding

Assessment

Instructional


Strategies


12/16


Polynomial Expressions and Functions

Page 12

Fo

rmative

Summative

Parts of an

Expression (2

days) A-SSE.1b

I can identify parts of an

expression or equation

in the context of a

problem. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.ng,

Subtracting, and

MultiplyingPolynomials (4

days) A-APR.1

I can add and subtractpolynomials. I can

multiply polynomials. x x


practice problems

ro ems o

varying difficulty


sets.

Factoring (10

days)

A-SSE.2; A-SSE.3a; A-

APR.3

I can factor a quadratic

expression. I can solve a

quadratic equation by

factoring. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Graphing

Polynomials (3

days) A-APR.3

I can use the zeros of a

function to make a rough

sketch of the graph. x x


practice problems

ro ems ovarying difficulty

are incorporated

into the problem

sets.

Diverse

Learners

In

structional

ShiftsUnit and


Evidence of

Understanding

Assessment

Instructional


Strategies


13/16


Quadratic Functions

Page 13

Formative

Summative

Vertex Form (5

days) A-SSE.3b

I can use completing the

square to rewrite a

quadratic expression into

vertex form. x x



ro ems o

varying difficulty

are incorporated

into the problem

sets.

u en s wou

need to be

familiar with the

definitions of key

terms.

Graphing

Quadratic

Functions (5

days)

F-IF.7a; F-IF.8a; A-

APR.3; A-SSE.3a; A-

SSE.3b

can use ac or ng an

completing the square to

identify the x-intercepts,

maximum or minimum

value, and symmetry of

the graph of a quadraticfunction. I can graph a

quadratic function,

identifying key features

of the graph. x x


practice problems

Desmos,

Graphing

Calculator

Problems ofvarying difficulty

are incorporated

into the problem

sets.

Students wouldneed to be

familiar with the

definitions of key

terms.

Fitting Quadratic

Functions to

Data (3 days) S-ID.6a

I can fit a quadratic

model to represent

bivariate data. x x


practice problems

Desmos,

Graphing

Calculator

ro ems o

varying difficulty

are incorporated

into the problem

sets.

u en s wou

need to be

familiar with the

definitions of key

terms.

D

iverse

Learners

In

structional

ShiftsUnit and


Evidence of

Understanding

Assessment

Instructional


Strategies


14/16


Quadratic Equations

Page 14

Formative

Summative

Rational /

Irrational Sums

and Products (2

days) N-RN.3

I can explain why sums

and products are either

rational or irrational. x x


practice problems

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Solving byCompleting the

Square (4 days) A-REI.4a

I can solve a quadraticequation by completing

the square. x x


practice problems

Problems of

varying difficulty


sets.

Word Problems

are included as a

part of the

practice set -

students have tointerpret into

algebraic notation.

Solving by

Quadratic

Formula (4 days) A-REI.4a; A-REI.4b

I can solve a quadratic

equation by using the

quadratic formula. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

D

iverse

Learners

In

structional

ShiftsUnit and


Evidence of

Understanding

Assessment

Instructional


Strategies


15/16


Exponential Functions and Equations

Page 15

Formative

Summative

Recognizing

Exponential

Functions (4

days) F-LE.1a; F-LE.1c

I can explain how

exponential functions

have grown by equal

factors over equal

intervals. I can recognize

situations in which a

quantity grows or decays

by a constant percent. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as a

part of the

practice set -

students have to

interpret into

algebraic notation.

Comparing

Functions (3

days) F-LE.3

can compare near

growth, quadraticgrowth, and exponential

growth using graphs and

tables. x x


practice problems

Desmos,

Graphing

Calculator

ro ems o

varying difficultyare incorporated

into the problem

sets.

Manipulating

Exponential

Functions (2

days) A-SSE.3c

I can apply exponent

properties to rewrite

exponential functions. x x


practice problems

ro ems o

varying difficulty

are incorporated

into the problem

sets.

Interpreting

Parameters (2

days) F-LE.5

I can interpet the

parameters of an

exponential function in

real-life problems. x x


practice problems

Problems of

varying difficulty

are incorporated

into the problem

sets.

Word Problems

are included as apart of the

practice set -

students have to

interpret into

algebraic notation.

Graphing

Exponential

Functions (3

days)

F-IF.7eI can graph exponential

functions. x x


practice problems

Desmos,

Graphing

Calculator

ro ems o

varying difficulty

are incorporated

into the problem

sets.

D

iverse

Learners

In

structional

S

hiftsUnit and


Evidence of

Understanding

Assessment

Instructional


S

trategies


16/16


Exponential Functions and Equations

Page 16

Fitting

Exponential

Functions to

Data (3 days) S-ID.6a

I can fit an exponential

model to represent

bivariate data. x x


practice problems

Desmos,

Graphing

Calculator

Problems of

varying difficulty

are incorporated

into the problem

sets.

blsd curriculum map - algebra 1

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