PUBLIC SCHOOLS OF EDISON TOWNSHIP

OFFICE OF CURRICULUM AND INSTRUCTION

Algebra 1

Length of Course: Term

Elective/Required: Required

Schools: Middle Schools

Eligibility: Grade 7, 8

Credit Value: N/A

Date Approved: August 26, 2019

 2
Algebra I
TABLE OF CONTENTS

Introduction 3

Scope & Sequence 5

Unit 1 (Expressions (Including Review of Laws of Exponents) 6

Unit 2 (Equations and Inequalities) 8

Unit 3 (Linear Equations and Functions) 11

Unit 4 (Systems of Equations and Inequalities) 14

Unit 5 (Exponential Functions) 17

Unit 6 (Radicals, Polynomials and Factoring) 22

Unit 7 (Quadratic Expressions/Equations and Radical Equations) 25

Unit 8 (Graphs of Quadratic Functions) 28

Unit 9 (Nonlinear/Special Functions) 32

Unit 10 (Descriptive Statistics) 36

 3
Algebra I
INTRODUCTION

The New Jersey Student Learning Standards (NJSLS) .for Mathematics are intended to
provide students with a solid foundation in expressions, equations and inequalities, and
connections to modeling and functions.

This curriculum guide is standards based which reflects the NJ Student Learning
Standards for Mathematics, the Mathematical Practices that are expected to be used in
teaching mathematics K-12 are as follows and infused throughout the guide:
● Make sense of problems and persevere in solving them.
● Use appropriate tools strategically.
● Reason abstractly and quantitatively.
● Construct viable arguments and critique the reasoning of others.
● Model with mathematics.
● Attend to precision.
● Look for and make use of structure.
● Look for and express regularity in repeated reasoning.

New Jersey Student Learning Standards For Mathematics: Algebra 1 Overview:

Seeing Structure in Expressions

• Interpret the structure of expressions
• Write expressions in equivalent forms to solve problems

Arithmetic with Polynomials and Rational Functions

• Perform arithmetic operations on polynomials
• Understand the relationship between zeros and factors of polynomials
• Use polynomial identities to solve problems
• Rewrite rational expressions

Creating Equations
• Create equations that describe numbers or relationships

Reasoning with Equations and Inequalities

• Understand solving equations as a process of reasoning and explain the reasoning
• Solve equations and inequalities in one variable
• Solve systems of equations
• Represent and solve equations and inequalities graphically
Interpreting Functions
• Understand the concept of a function and use function notation
• Interpret functions that arise in applications in terms of the context
• Analyze functions using different representations
 4
Algebra I

Building Functions
• Build a function that models a relationship between two quantities
• Build new functions from existing functions

Linear, Quadratic, and Exponential Models

• Construct and compare linear and exponential models and solve problems
• Interpret expressions for functions in terms of the situation they model

The purpose of the revision was to further integrate the practice standards as well as
incorporate technology in a meaningful way to enhance instruction and learning.

Learning mathematics with understanding is essential to enable students to problem

solve. Students learn mathematics by doing not just by listening and memorizing. When
mathematical facts are connected, taught in a contextual setting, applied to real world
application and infused with technology, knowledge is more likely retained.
 5
Algebra I
SCOPE & SEQUENCE

Unit 1 Expressions (Including Review of Laws of Exponents(10 days) Unit 7 - Quadratic Expressions/Equations (25 days)

Unit 2 - Equations and Inequalities (15 days)

Unit 8 - Graphs of Quadratic Functions (15 days)

Unit 3 - Linear Equations and Functions (20 days)

Unit 9 - Nonlinear Functions/Special Functions (15 days)

Unit 4 - Systems of Equations and Inequalities (15 days)

Unit 10 - Descriptive Statistics (10 days)

Unit 5 - Exponential Functions (20 days)

Unit 6 - Radicals, Polynomials and Factoring (25 days)

(Total 170 days)
 6
Algebra I
UNIT 1: Expressions (Including Review of Laws of Exponents)
Essential Questions Enduring Understandings

● Why is it helpful to have several different representations of the same ● Real-world relationships can be represented through numbers, variables,
expression? and operations.
● What can the structure of an algebraic expression reveal about the ● There are multiple equivalent ways to represent an algebraic expression
mathematical or real-world situation it models? relative to sums of terms or products of factors.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

Objectives: A.SSE.1a Interpret terms, factors, DE - 1.1 ConnectEd:Glencoe

coefficients, and expressions (including ● DE - Intro to 1.1 ● Apply #3 Algebra I textbook
● Write verbal expressions complex linear and exponential (Can You Model ● Invest 1 - Check for Sections: 1.1,1.4,1.5
for algebraic expressions) in terms of context. Motion) Understanding Sections: 7.1,7.2,7.3
expressions.
● Write algebraic A.SSE.1b - Interpret complicated ● DE 1.1 - Discovery Ed. Lesson 1.1
expressions for verbal expressions by viewing one or more of Investigation 1 - DE - 1.2 Discovery Ed. Lesson 1.2
expressions. their parts as a single entity. (Frames) ● Apply #1 Discovery Ed. Lesson 1.3
● Evaluate numerical ● Invest 3 - Check for
expressions by using ● DE 1.1 - Understanding Quizizz
the order of operations. A.SSE.2 - Use the structure of an Investigation 3 -
● Evaluate algebraic expression to identify ways to rewrite it. (Which Wireless Edpuzzle
expressions by using Plan Should You DE - 1.3
the order of operations. Choose) ● Apply #3 Dotstorming
● Use the Distributive ● Invest 1 - Check for
Property to evaluate ● DE 1.2 - Understanding Google Slides
expressions. Investigation 2 -
● Use the Distributive (Pumpkin Launch) ConnectEd: Google Docs
Property to simplify ● Study Guide and
expressions. ● DE 1.3 - Intervention 1.1 Google Drawings
● Create expressions and Investigation 1 (The ● Study Guide and
 7
Algebra I
equations to describe Trip Continues) Intervention 1.4 Google Forms
real-world situations. ● Study Guide and
● Evaluate algebraic Intervention 1.5 Google Sheets
expressions and ● Study Guide and
equations and explain Intervention Desmos
solutions in context. 7.1,7.2,7.3
Geogebra

Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Re-word problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 -Minute Check Online
 8
Algebra I

UNIT 2: Equations and Inequalities

Essential Questions Enduring Understandings

● How are algebraic properties used to justify solution methods for linear ● The properties of equality or inequality can be used to justify algebraic
equations and inequalities? reasoning and the resulting solutions.
● There are certain relationships within equations or inequalities that result
● How can you discern between the different special case scenarios for
in special solution situations, including no solution or all real-number
equations and inequalities that result in no solution or the solution set of all
solutions.
real numbers?
● Students understand that the properties of equality and inverse operations
● How are algebraic properties used to transform and solve literal equations? can be used to transform literal equations into forms most helpful for a
● How do you solve compound equations and inequalities algebraically and given situation.
graphically? ● Students understand that compound and absolute inequalities can be
● How do you solve absolute value equations and inequalities algebraically rewritten and understood through considering the intersection or union of
and graphically? the simple inequalities that lie within the compound inequality.
● Learners understand that there are cases where there are no solutions or
● How can you represent and solve a compound inequality? infinitely many solutions with possible restrictions.

Core Content Instructional Actions Resources –

(Technology/Non-
Tech)

Objectives Alignment to NJSLS: Recommend Assessment Check Points:

Activities/Strategies:

Performance Assessment #1 ConnectEd: Glencoe

(give at the end of Unit 2) Algebra I textbook
● Create equations and ● A.CED.A.1: Create equations ● DE 2.1 - Investigation Sections: 2.3, 2.4, 2.5,
inequalities to represent and inequalities in one variable 1 (Solving Algebraic DE 2.1 2.8
real-world situations. and use them to solve problems. Equations) ● Solve Equations and Sections: 5.3, 5.4, 5.5
● Apply properties of Include equations arising from ● DE 2.1 - Investigation Inequalities: Coach
equality to solve linear and quadratic functions, 2 (addresses the (*Coach can be found Discovery Ed Lesson
equations and justify the and simple rational and special cases of no under Practice) 2.1
solution process. exponential functions. solution and all real ● Invest 1 - Check for Discovery Ed Lesson
● Apply properties of ● A.CED.A.3: Represent numbers) Understanding 2.2
inequality to solve constraints by equations or ● DE 2.1 - Investigation ● Invest 2 - Check for Discovery Ed Lesson
inequalities and graph inequalities, and by systems of 3 (Justifying Understanding 2.3
 9
Algebra I
their solutions. equations and/or inequalities, Inequalities) ● Invest 3 - Check for
● Solve literal equations and interpret solutions as viable ● DE 2.1 - Investigation Understanding Quizizz
for a given variable. or nonviable options in a 4 (Tickets to Ride) ● Invest 4 - Check for
● Transform literal modeling context. For example, ● DE 2.1 - Investigation Understanding Edpuzzle
equations to solve real- represent inequalities describing 5 (Posters for High ● Invest 5 - Check for
world problems. nutritional and cost constraints School Musical) Understanding Dotstorming
● Solve absolute value on combinations of different ● DE 2.2 - Intro
equations. foods. (Equations Can Be So Google Slides
● Solve compound ● A.REI.A.1: Explain each step in Literal)
inequalities and absolute solving a simple equation as ● DE 2.2 - Investigation DE 2.2 Google Docs
value inequalities. following from the equality of 1 (Exploring Literal ● Apply #1
● Identify equations and numbers asserted at the Equations) ● Rewrite Literal Google Drawings
inequalities that have no previous step, starting from the ● DE 2.2 - Investigation Equations:Coach
solution or infinitely assumption that the original 2 (Installing DE 2.3 Google Forms
many solutions, equation has a solution. Aquariums)
● Solve Absolute Value
including absolute value Construct a viable argument to ● DE 2.3 - Intro - Google Sheets
Equations and
equations and justify a solution method. Compound Inequalities: Coach
inequalities. ● A.REI.B.3: Solve linear Inequalities) ● Invest 1 - Check for Desmos
equations and inequalities in one ● DE 2.3 - Investigation Understanding
variable, including equations with 1 (Compound ● Invest 2 - Check for Geogebra
coefficients represented by Inequalities) Understanding
● Invest 3 - Check for
letters. ● DE 2.3 - Investigation
Understanding
● A.REI.D.11: Explain why the x- 2 (What values are ● Invest 4 - Check for
coordinates of the points where allowed) Understanding
the graphs of the equations ● DE 2.3 - Investigation ● Invest 5 - Check for
y=f ( x ) and y=g ( x ) intersect are 3 (Special Cases) Understanding
the solutions of the equation ● DE 2.3 - Investigation ● Invest 6 - Check for
f ( x )=g ( x ); find the solutions 4 (Absolutely!) Understanding
approximately, e.g., using ● DE 2.3 - Investigation
technology to graph the 5 (Are You Absolutely
functions, make tables of values, Sure?)
or find successive ● DE 2.3 - Investigation
ConnectEd:
approximations. Include cases 6 (Absolute Fun!)
● Study Guide and
where f(x) and/or g(x) are linear,
Intervention 2.3, 2.4,
polynomial, rational, absolute
2.5
value, exponential, and
● Study Guide and
logarithmic functions.
Intervention 5.3, 5.4,
5.5
 10
Algebra I
Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 11
Algebra I
UNIT 3: Linear Equations and Functions
Essential Questions Enduring Understandings

● How can mathematics help us describe and interpret relationships ● Functions and their varied representations are used to describe, analyze,
observed in data and real-world phenomena? and interpret real-world and mathematical relationships.
● Why is it helpful to have different ways to graph linear functions? What can ● Arithmetic sequences are linear functions which can be represented
a linear graph tell you about the relationship that is represents? recursively, explicitly using function notation, and in slope-intercept form.
● What are arithmetic sequences and how are they related to linear The numbers in an arithmetic sequence follow a pattern of adding a fixed
functions? number from one term to the next.
● The domain of an arithmetic sequence is a subset of the integers.
● Given limited information, how can you determine the equation of a line?
● Linear equations represent relationships that involve a constant rate of
● What are geometric sequences, and how are they related to exponential change.
functions? ● Geometric sequences are discrete functions that can be expressed
recursively and explicitly and whose domain is a subset of the integers.
The numbers in a geometric sequence follow a pattern of multiplying a
fixed number from one term to the next.
● Geometric sequences can be modeled by exponential functions.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Identify linear ● F.IF.4 For a function that models ● DE 3.1 - Intro Performance Assessment ConnectEd: Glencoe
equations, intercepts, a relationship between two (Telescopes - #2 (give at the end of Unit Algebra I textbook
and zeros. quantities, interpret key features includes a hands-on 3) Sections: 3.1, 3.2, 3.3, 3.4,
● Graph linear equations. of graphs and tables in terms of activity and 3.5
● Solve linear equations the quantities, and sketch graphs graphing DE 3.1 Sections: 4.1, 4.2, 4.3, 4.4
by graphing. showing key features given a observations on the ● Investig 1 - Check Section: 7.7
● Estimate solutions to an verbal description of the graphing calculator) for Understanding
equation by graphing. relationship. ● DE 3.1 - ● Investig 2 - Check
● Find the slope of a line. ● F.IF.7a Graph linear and Investigation 1 (Man for Understanding Discovery Ed. Lesson 3.1
● Write and graph direct quadratic functions and show in the Moon?- uses ● Investig 4 - Check Discovery Ed. Lesson 3.2
variation equations. intercepts, maxima, and minima. graphing calculator for Understanding Discovery Ed. Lesson 3.3
● Solve problems involving ● A.REI.10 Understand that the and Dynamic DE 3.2
direct variation. graph of an equation in two Geometry tool) ● Investig 1 - Check Quizizz
● Explain the difference variables is the set of all its ● DE 3.1 - for Understanding
between functions and solutions plotted in the Investigation 2 ● Investig 3 - Check Edpuzzle
 12
Algebra I
relationships that are not coordinate plane, often forming a (Classifying for Understanding
functions. curve (which could be a line). Relationships) Dotstorming
● Use functions to ● F-IF.A.1: Understand that a ● DE 3.1 - ConnectEd:
represent real-world function from one set (called the Investigation 4 ● Study Guide and Google Slides
situations. domain) to another set (called (Pseudonyms - Intervention 3.1,
● Identify the domain and the range) assigns to each function notation) 3.2, 3.3, 3.4, 3.5 Google Docs
range of functions. element of the domain exactly ● DE 3.2 - Intro ● Study Guide and
● Use function notation to one element of the range. If f is a (Saving for a Intervention 4.1, Google Drawings
evaluate functions. function and x is an element of Tablet) 4.2, 4.3, 4.4
● Use function notation to its domain, then )f(x) denotes the ● DE 3.2 - Google Forms
interpret key features output of f corresponding to the Investigation 1
such as identifying the input x. The graph of f is the (Thirsty Hikers) Google Sheets
value of f(3) given the graph of the equation y=f(x). ● DE 3.2 -
table of a function and ● F-IF.A.2: Understand the Investigation 3 Desmos
determining x given concept of a function and use (Skyscrapers)
f(x)=5. function notation. Note: The extension for 3.2 Geogebra
● Write sequences in next- ● F-IF.C.9: Compare properties of investigates arithmetic
now and recursive form. two functions each represented series using sigma
● Relate arithmetic in a different way (algebraically, notation.)
sequences to linear graphically, numerically in tables,
functions. or by verbal descriptions). For
● Express linear example, given a graph of one
relationships in a variety quadratic function and an
of forms: next-now, algebraic expression for another,
recursive, implicit say which has the larger
(y=mx+b), and explicit maximum.
(f(x)=mx+b). ● F-LE.B.5: Interpret the
● Use functions to parameters of a linear or
represent real-world exponential function in terms of a
situations. context.
● Write equations in slope-
intercept form.
● Write equations of lines
in point--slope form.
● Write an equation of the
line that passes through
a given point, parallel to
a given line.
● Write an equation of the
 13
Algebra I
line that passes through
a given point,
perpendicular to a given
line.

Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 14
Algebra I
UNIT 4: Systems of Equations and Inequalities
Essential Questions Enduring Understandings

● How can systems of linear equations and inequalities be used in decision ● Systems of equations and inequalities can be used to model and
making? interpret real-world situations that involve decision making.
● Systems can be solved using a variety of methods.
● How can you use linear programming to budget resources?
● A system of equations or inequalities can have one solution, no
solution, or an infinite number of solutions.
● Linear programming can be used to determine the best way to
budget resources.
● Linear inequalities can be used to develop linear programming
models.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Solve systems of linear ● A.CED.A.2: Create equations in ● DE 5.1 - Intro Performance Assessment ConnectEd: Glencoe
equations graphically two or more variables to represent (Decisions, #2 (give during Unit 4) Algebra I textbook
and algebraically. relationships between quantities: Decisions) Sections:
● Solve systems of graph equations on coordinate ● DE 5.1 - DE 5.1 6.1,6.2,6.3,6.4,6.5,6.6
inequalities graphically. axes with labels and scales. Investigation 1 ● Investig 1 - Check
● Strategically convert ● A.CED.A.3: Represent constraints (Road Trip: The for Understanding Discovery Ed. Lesson 5.1
between various forms by equations or inequalities, and Sequel) ● Investig 2 - Check Discovery Ed. Lesson 5.2
for a linear equation, by systems of equations and/or ● DE 5.1 - for Understanding
depending on the inequalities, and interpret Investigation 2 ● Investig 3 - Check Quizizz
situation.
solutions as viable or nonviable (The Tortoise and for Understanding
● Use graphical options in a modeling context. For the Hare - ● Investig 4 - Check Edpuzzle
representations of
example, represent inequalities explores the for Understanding
inequalities to interpret
constraints. describing nutritional and cost number of possible ● Investig 5 - Check Dotstorming
constraints on combinations of solutions for a for Understanding
● Use systems of
inequalities to represent different foods. system of linear DE 5.2 Google Slides
real-world situations ● A.CED.A.4: Rearrange formulas to equations) ● Investig 1 - Check
involving constraints. highlight a quantity of interest, ● DE 5.1 - for Understanding Google Docs
● Interpret and solve using the same reasoning as in Investigation 3
systems of inequalities solving equations. For example, (Which Tablet ConnectEd: Google Drawings
 15
Algebra I
involving constraints. rearrange Ohm’s law V=IR to Should Kara Buy?) ● Study Guide and
● Graph systems of highlight resistance, R. ● DE 5.1 - Intervention Google Forms
equations and ● A.REI.C.5: Prove that, given a Investigation 4 6.1,6.2,6.3,6.4,6.5,
inequalities system of two equations in two (Charity 6.6 Google Sheets
variables, replacing one equation Fundraiser)
by the sum of that equation and a ● DE 5.1 - Desmos
nonzero multiple of the other Investigation 5
produces a system with the same (Systems of Linear Geogebra
solutions. Inequalities)
● A.REI.C.6: Solve systems of linear ● DE 5.2 - Intro (The
equations exactly and Hardware Store)
approximately (e.g., with graphs), ● DE 5.2 -
focusing on pairs of linear Investigation 1
equations in two variables. (The Hardware
● A.REI.D.11: Explain why the x- Store Revisited*)
coordinates of the points where *Note: DE 5.2 investigates
the graphs of the equations y=f(x) Linear Programming
and y=g(x)intersect are the Problems. After completing
solutions of the equation f(x)=g(x); the Intro and Investigation
find the solutions approximately, 1, you may have students
e.g., using technology to graph the select one of the next
functions, make tables of values, three Investigations to
or find successive approximations. complete.
Include cases where f(x) and/or
g(x) )are linear, polynomial,
rational, absolute value,
exponential, and logarithmic
functions.
● A.REI.D.12: Graph the solutions to
a linear inequality in two variables
as a half-plane (excluding the
boundary in the case of a strict
inequality), and graph the solution
set to a system of linear
inequalities in two variables as the
intersection of the corresponding
half-planes.
● N.Q.A.3: Choose a level of
accuracy appropriate to limitations
 16
Algebra I
on measurement when reporting
quantities.

Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 17
Algebra I
UNIT 5: Exponential Functions
Essential Questions Enduring Understandings

● How can you use an exponential function to interpret real-world and ● Determining the initial value and the growth rate allow you to
mathematical situations? algebraically represent or interpret an exponential function that
models a specific contextual relationship.
● How does the structure of an exponential expression reveal the growth or
● Learners will understand that there are multiple representations of
decay behavior of an exponential function?
exponential functions to model either growth or decay,
representing those functions graphically, algebraically,
numerically, verbally, and literally, and applying those
understandings to real-world situations.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to SSLL: Recommend Assessment Check

Activities/Strategies: Points:

● Describe how the ● F-BF.A.1a: Determine an explicit ● DE 3.3 - Intro (Off to DE 3.3 ConnectEd: Glencoe
growth rate and initial expression, a recursive process, the Races) ● Investig 1 - Check Algebra I textbook
value influence an or steps for calculation from a ● DE 3.3 - for Understanding Sections: 7.5,7.6,7.7
exponential function.
context. Investigation 1 ● Investig 2 - Check
● Graph exponential
functions, interpreting ● F-BF.A.1b: Combine standard (Elvis’s Race) for Understanding Discovery Ed. Lesson 8.1
the impact of the value function types using arithmetic ● DE 3.3 - DE 8.1 Discovery Ed. Lesson 8.2
of a, b, and c in operations. For example, build a Investigation 2 ● Investig 1 - Check Discovery Ed Lesson 3.3
f(x)=abx+c . function that models the (Modeling Half Life) for Understanding
● Identify the domain and temperature of a cooling body by ● DE 8.1 - Intro ● Investig 2 - Check Quizizz
range of exponential adding a constant function to a (Filtered Out) for Understanding
functions.
decaying exponential, and relate ● DE 8.1 - DE 8.2 Edpuzzle
● Calculate the average
rate of change of an these functions to the model. Investigation 1 ● Investig 1 - Check
exponential function ● F-BF.B.3: Identify the effect on (Interpreting for Understanding Dotstorming
from a graph and a the graph of replacing f(x) by f(x) Exponential ● Investig 2 - Check
table. + k, k f(x), f(kx), and f(x + k) for Functions) for Understanding Google Slides
● Construct exponential specific values of k (both positive ● DE 8.1 - ● Investig 3 - Check
functions to model real- and negative); find the value of k Investigation 2 for Understanding Google Docs
world situations.
 18
Algebra I
● Describe exponential given the graphs. Experiment (Exploring ● Investig 4 - Check
growth and decay in the with cases, and illustrate an Transformations) for Understanding Google Drawings
context of real-world explanation of the effects on the ● DE 8.2 - Intro
scenarios.
graph using technology. Include (Breaking the Bank) ConnectEd: Google Forms
● Identify exponential
growth and decay from recognizing even and odd ● DE 8.2 - ● Study Guide and
equations and graphs. functions from their graphs and Investigation 1 Intervention 7.5, Google Sheets
● Rewrite exponential algebraic expressions for them. (Exponential 7.6, 7.7
functions to interpret the ● S-ID.B.6a: Fit a function to the Behavior) Desmos
function in context. data; use functions fitted to data ● DE 8.2 -
● Solve exponential to solve problems in the context Investigation 2 Geogebra
equations graphically.
of the data. (Explore Compound
● Relate geometric
● F-IF.B.4: For a function that Interest)
sequences to
models a relationship between ● DE 8.2 -
exponential functions.
two quantities, interpret key Investigation 3
● Express exponential
features of graphs and tables in (Using an
relationships in a variety
terms of the quantities, and Exponential Model)
of forms: next-now,
sketch graphs showing key ● DE 8.2 -
recursive, implicit
features given a verbal Investigation 4
(y=abx), and explicit
description of the relationship. (Comparing
(f(x)=abx).
Key features include: intercepts; Exponential
● Describe functions using
intervals where the function is Models)
multiple representations:
increasing, decreasing, positive,
verbally, numerically in
or negative; relative maximums
tables, and
and minimums; symmetries; end
algebraically.
behavior; and periodicity.
● Compare linear and
● F-IF.B.5: Relate the domain of a
exponential functions.
function to its graph and, where
applicable, to the quantitative
relationship it describes. For
example, if the function h(n)
gives the number of person-
hours it takes to assemble n
engines in a factory, then the
positive integers would be an
appropriate domain for the
function.
● F-IF.B.6: Calculate and interpret
the average rate of change of a
function (presented symbolically
 19
Algebra I
or as a table) over a specified
interval. Estimate the rate of
change from a graph.
● F-IF.C.7e: Graph exponential
and logarithmic functions,
showing intercepts and end
behavior, and trigonometric
functions, showing period,
midline, and amplitude.
● F-LE.A.2: Construct linear and
exponential functions, including
arithmetic and geometric
sequences, given a graph, a
description of a relationship, or
two input-output pairs (include
reading these from a table).
● HSA-CED.A.2: Create equations
in two or more variables to
represent relationships between
quantities; graph equations on
coordinate axes with labels and
scales.
● A-REI.D.11: Explain why the x-
coordinates of the points where
the graphs of the equations
y=f ( x ) and y=g ( x ) intersect are
the solutions of the equation
f ( x )=g ( x ); find the solutions
approximately, e.g., using
technology to graph the
functions, make tables of values,
or find successive
approximations. Include cases
where f(x) and/or g(x) are linear,
polynomial, rational, absolute
value, exponential, and
logarithmic functions.
● A-SSE.B.3.c: Use the properties
of exponents to transform
 20
Algebra I
expressions for exponential
functions. For example the
expression 1.15t can be rewritten
as (1.15112)12t≈1.01212t to
reveal the approximate
equivalent monthly interest rate if
the annual rate is 15%.
● A-SSE.A.1.b: Interpret
complicated expressions by
viewing one or more of their
parts as a single entity. For
example, interpret P(1+r)n as the
product of P and a factor not
depending on P.
● S-ID.B.6a: Fit a function to the
data; use functions fitted to data
to solve problems in the context
of the data.
● F-IF.C.8b: Use the properties of
exponents to interpret
expressions for exponential
functions. For example, identify
percent rate of change in
functions such as y=( 1.02 )t,
y=( 0.97 )t, y=( 1.01 )12t,
y=( 1.2 )t10, and classify them as
representing exponential growth
or decay.
● F-LE.A.1c: Recognize situations
in which a quantity grows or
decays by a constant percent
rate per unit interval relative to
another.
● F-LE.B.5: Interpret the
parameters in a linear or
exponential function in terms of a
context.
 21
Algebra I
Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 22
Algebra I
UNIT 6: Polynomials and Factoring
Essential Questions Enduring Understandings

● How do the properties of integer operations apply to operations on ● The properties of polynomial operations are equivalent to properties of
polynomials? integer operations.
● What is the relationship between multiplying polynomials and factoring ● Factoring a polynomial is the process of rewriting a polynomial as a
polynomials? product of its prime factors.
● What is the relationship between the factors of a polynomial expression, ● Factors, zeros and x-intercepts are related.
zeros of a function, and the x-intercepts of a graph? ● The ability to identify special product and greatest common factors is
● How can the characteristics of a polynomial be used to factor the useful for factoring efficiently.
polynomial?

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Classify polynomials, ● A-SSE.A.1: Interpret expressions ● DE 7.3 - DE 7.3 ConnectEd: Glencoe

identify key features, that represent a quantity in terms Investigation 1 (A ● Investig 1 - Check Algebra I textbook:
and write polynomials in of its context.* Radical Change) for Understanding Sections: All of Chapter 8
a variety of forms. ● A-APR.A.1: Understand that ● DE 7.3 - ● Investig 2 - Check (Factoring but not Solving
polynomials form a system Investigation 2 for Understanding Equations)
● Add, subtract, and
analogous to the integers, (Irrational Cubes) ● Investig 3 - Check
multiply polynomials.
namely, they are closed under ● DE 7.3 - for Understanding Discovery Ed. Lesson 7.3
● Factor polynomials. the operations of addition, Investigation 3 DE 9.1 Discovery Ed. Lesson 9.1
● Rewrite polynomials to subtraction, and multiplication; (Radical Properties) ● Investig 1 - Check Discovery Ed. Lesson 9.2
reveal the contextual add, subtract, and multiply ● DE 7.3 - Extension for Understanding
interpretation. polynomials. (The Old Barn*) ● Investig 3 - Check Quizizz
● N-RN.A.2: Rewrite expressions *Note: The extension for Understanding
involving radicals and rational addresses rationalizing the ● Investig 5 - Check Edpuzzle
exponents using the properties denominator) for Understanding
of exponents. ● DE 9.1 - Intro ● Investig 6 - Check Dotstorming
● Interpret complicated (Metabolic for Understanding
expressions by viewing one or Equations) DE 9.2 Google Slides
more of their parts as a single ● DE 9.1 - ● Investig 2 - Check
 23
Algebra I
entity. For example, interpret Investigation 1 (Vital for Understanding Google Docs
P(1+r)n as the product of P and Capacity) ● Investig 3 - Check
a factor not depending on P. ● DE 9.1 - for Understanding Google Drawings
● A-SSE.A.2: Use the structure of Investigation 3 ● Investig 4 - Check
an expression to identify ways to (Oxygen for Understanding Google Forms
rewrite it. For example, see x4–y4 Consumption) ● Investig 5 - Check
as (x2)2– (y2)2, thus recognizing it ● DE 9.1 - for Understanding Google Sheets
as a difference of squares that can Investigation 5
be factored as (x2– y2)(x2+ y2). (Products of Linear ConnectEd: Desmos
● A-SSE.B.3a: Factor a quadratic Binomials) ● Study Guide and
expression to reveal the zeros of ● DE 9.1 - Intervention 10.2, Geogebra
the function it defines. Investigation 6 10.3
● A.REI.4A: Use the method of (Target Heart Rate) ● Study Guide and
completing the square to ● DE 9.2 - Intro (Step Intervention 8.1,
transform any quadratic equation It Up) 8.2, 8.3, 8.4,8.5,
in x into an equation of the form ● DE 9.2 - 8.6, 8.7, 8.8, 8.9
Investigation 2
(x−p)2=q that has the same (Uncover Hidden
solutions. Derive the quadratic Structures)
● DE 9.2 -
formula from this form. Investigation 3
(Number Puzzles)
● DE 9.2 -
Investigation 4
(Puzzling Trinomials
- Part 1)
● DE 9.2 -
Investigation 5
(Puzzling Trinomials
- Part 2)
 24
Algebra I
Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 25
Algebra I
UNIT 7: Quadratic Expressions/Equations and Radical Equations
Essential Questions Enduring Understandings

● How can you model and solve real-world problems using quadratic ● There are multiple ways to represent and solve quadratic equations.
equations? ● The value of the discriminant determines the number and types of
● How does the zero product property empower you to analyze a quadratic solutions.
equation? ● The quadratic formula is derived from the process of completing the
● How does completing the square help you analyze a quadratic equation? square.
● How do you use the quadratic formula and its discriminant to analyze
problem situations and identify possible types of solutions?
● How can you write different but equivalent forms of an expression that
includes radicals or rational exponents?

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Use a variety of ● N-RN.A.2: Rewrite expressions ● DE 10.1 - Intro DE 10.1 ConnectEd: Glencoe
methods to solve involving radicals and rational (What Goes Up ● Investig 1 - Check Algebra I textbook
quadratic equations: by exponents using the properties of Must Go Down) for Understanding Sections: 8.6,8.7,8.8,8.9
graphing, factoring, and exponents. ● DE 10.1 - ● Investig 2 - Check (SOLVING QUADRATIC
completing the square. ● N-RN.B.3: Explain why the sum or Investigation 1 for Understanding EQUATIONS part).
product of two rational numbers is (Factors and ● Investig 3 - Check Section 10.2 (just
● Simplify radical
simplifying radicals)
rational; that the sum of a rational Roots) for Understanding
expressions by using
number and an irrational number is ● DE 10.1 - ● Investig 4 - Check Sections: 9.4,9.5
the Product Property of
irrational; and that the product of a Investigation 2 for Understanding Sections:10.2,10.3,10.4
Square Roots
nonzero rational number and an (Solving ● Investig 5 - Check
● Simplify radical irrational number is irrational Quadratics by for Understanding Discovery Ed. Lesson 10.1
expressions by using ● A-REI.B.4a: Use the method of Factoring) DE 10.2 Discovery Ed. Lesson 10.2
the Quotient Property of completing the square to transform ● DE 10.1 - ● Investig 1 - Check
Square Roots. Quizizz
any quadratic equation in x into an Investigation 3 for Understanding
● Add and subtract (Estimating ● Investig 2 - Check
radical expressions. equation of the form (x−p)2=q that Roots) for Understanding Edpuzzle
● DE 10.1 - ● Investig 3 - Check
 26
Algebra I
● Multiply radical has the same solutions. Derive the Investigation 4 for Understanding Dotstorming
expressions. (Solve Quadratic
quadratic formula from this form. Equations by Google Slides
● Solve radical equations.
● A-REI.B.4b: Solve quadratic Completing the ConnectEd:
● Solve radical equations equations by inspection (e.g., for Square*) ● Study Guide and Google Docs
with extraneous x2=49) taking square roots, *Note: You may or may Intervention
solutions completing the square, the not wish to use the 4- 8.6,8.7,8.8,8.9 Google Drawings
● Determine if a solution quadratic formula and factoring, as region board. ● Study Guide 10.2
to a quadratic equation appropriate to the initial form of the ● DE 10.1 - ● Study Guide and Google Forms
is rational or irrational equation. Recognize when the Investigation 5 Intervention 9.4,9.5
and explain why. quadratic formula gives complex (Getting to the ● Study Guide and Google Sheets
● Derive the quadratic solutions and write them as a ± bi Root of It All) Intervention 10.3
formula. for real numbers a and b. ● DE 10.2 - Intro and 10.4 Desmos
● A-APR.B.3: Understand The (So .... What If It
● Use the quadratic
Relationship Between Zeros And Will Not Factor?) Geogebra
formula to solve
Factors of Polynomials. Identify ● DE 10.2 -
quadratic equations.
zeros of polynomials when suitable Investigation 1
● Use the discriminant of factorizations are available, and (Developing the
a quadratic equation to use the zeros to construct a rough Quadratic
determine if it has two graph of the function defined by the Formula)
rational roots, two polynomial. ● DE 10.2 -
irrational roots, one root, ● F-IF.C.8a: Use the process of Investigation 2
or no real roots. factoring and completing the (Using the
square in a quadratic function to Discriminant)
show zeros, extreme values, and ● DE 10.2 -
symmetry of the graph, and Investigation 3
interpret these in terms of a (Using the
context. Quadratic
● F.IF.C.7a: Graph linear and Formula)
quadratic functions and show
intercepts, maxima, and minima.
● A-SSE.B.3b: Complete the square
in a quadratic expression to reveal
the maximum or minimum value of
the function it defines.
● A-CED.A.2: Create equations in
two or more variables to represent
relationships between quantities;
graph equations on coordinate
 27
Algebra I
axes with labels and scales.

Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 28
Algebra I
UNIT 8: Graphs of Quadratic Functions
Essential Questions Enduring Understandings

● How are the key features of a quadratic graph related to the characteristics ● There are multiple ways to algebraically represent quadratic
of the related algebraic function? functions, including factored, vertex, and expanded (standard)
forms. These forms are useful in real-world applications and
graphing situations.
● Some forms of quadratic functions in real-world applications lend
themselves to one quadratic form being favored over another.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Graph quadratic ● A-CED.A.1: Create equations ● DE 11.1 - Performance Assessment ConnectEd: Glencoe
functions and identify and inequalities in one variable Investigation 1 #3 (give at the end of Unit Algebra I textbook
the domain and range. and use them to solve problems. (Exploring Graphs 8) Sections: 9.1,9.2,9.3
Include equations arising from of Quadratic
● Explore the effect of
linear and quadratic functions, Functions) DE 11.1 Discovery Ed. Lesson 11.1
replacing f(x) by f(x)+k
and simple rational and ● DE 11.1 - ● Investig 1 - Check
or by f(x+k) on the
exponential functions. Investigation 2 for Understanding
graph of quadratic
● F-IF.B.4: For a function that (Exploring ● Investig 2 - Check Quizizz
functions.
models a relationship between Transformations of for Understanding
● Create a quadratic two quantities, interpret key Quadratic ● Investig 3 - Check Edpuzzle
function that describes a features of graphs and tables in Functions) for Understanding
relationship between terms of the quantities, and ● DE 11.1 - ● Investig 4 - Check Dotstorming
two quantities. sketch graphs showing key Investigation 3 for Understanding
● Compare linear, features given a verbal (Finding Vertex Google Slides
quadratic, and description of the relationship. Form) ConnectEd:
exponential functions. Key features include: intercepts; ● DE 11.1 - ● Study Guide and Google Docs
● Transform quadratic intervals where the function is Investigation 4 Intervention
functions between increasing, decreasing, positive, (Modeling with a 9.1,9.2,9.3 Google Drawings
standard form and or negative; relative maximums Quadratic Function)
vertex form. and minimums; symmetries; end Google Forms
behavior; and periodicity.
● Identify the graph of a
● F-IF.B.5: Relate the domain of a Google Sheets
quadratic function, and
 29
Algebra I
find the vertex and axis function to its graph and, where
of symmetry of a applicable, to the quantitative Desmos
parabola. relationship it describes. For
● Interpret key features of example, if the function h(n) Geogebra
quadratic functions in gives the number of person-
context. hours it takes to assemble n
engines in a factory, then the
● Determine the zeros of
positive integers would be an
a quadratic function
appropriate domain for the
using its graph, and
function.
graph a quadratic
● F-IF.C.7a: Graph linear and
function using its zeros.
quadratic functions and show
intercepts, maxima, and minima.
● F-IF.C.7c: Graph polynomial
functions, identifying zeros when
suitable factorizations are
available, and showing end
behavior.
● F-IF.C.8a: Use the process of
factoring and completing the
square in a quadratic function to
show zeros, extreme values, and
symmetry of the graph, and
interpret these in terms of a
context.
● F-IF.C.9: Compare properties of
two functions each represented
in a different way (algebraically,
graphically, numerically in tables,
or by verbal descriptions). For
example, given a graph of one
quadratic function and an
algebraic expression for another,
say which has the larger
maximum.
● F-BF.B.3: Identify the effect on

the graph of replacing f(x) by

f(x)+k, k⋅f(x), f(kx), and f(x+k) for

 30
Algebra I
specific values of k (both positive
and negative); find the value of k
given the graphs. Experiment
with cases and illustrate an
explanation of the effects on the
graph using technology. Include
recognizing even and odd
functions from their graphs and
algebraic expressions for them.
● F-LE.A.3: Observe using graphs
and tables that a quantity
increasing exponentially
eventually exceeds a quantity
increasing linearly, quadratically,
or (more generally) as a
polynomial function.
● F-BF.A.1c(+): Compose
functions.
● F-BF.A.1a: Determine an explicit
expression, a recursive process,
or steps for calculation from a
context.
● F-BF.A.1b: Combine standard
function types using arithmetic
operations.
 31
Algebra I
Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 32
Algebra I
UNIT 9: Nonlinear/Special Functions
Essential Questions Enduring Understandings

● How are algebraic, numeric, and graphical representations of piecewise ● Complex mathematical models, representing real-world phenomena, can
functions related? be created using combinations of linear relationships that include
● How are algebraic, numeric, and graphic representations of radical restrictions on domain and range.
functions related? ● Mathematical models can be used to describe real-world relationships that
● How can you write different but equivalent forms of an expression that are often nonlinear.
includes radicals or rational exponents? ● An expression containing rational exponents can be represented
numerically in different, but equivalent, forms.
● The relationships between equivalent forms of expressions are critical to
number sense and to the interpretation of properties of numbers.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Analyze piecewise ● A-CED.A.2: Create equations in ● DE 7.1 - Intro DE 7.1 ConnectEd: Glencoe
functions. two or more variables to (Speed of a ● Investig 1 - Check Algebra I textbook:
represent relationships between Racecar) for Understanding Section: 9.7
● Create and graph
quantities; graph equations on ● DE 7.1 - ● Investig 2 - Check Section: 10.1
piecewise-defined
coordinate axes with labels and Investigation 1 for Understanding
functions.
scales. (Graphing a DE 7.2 Discovery Ed. Lesson 7.1
● Interpret piecewise ● F-IF.C.7b: Graph square root, Racecar’s Changing ● Investig 1 - Check Discovery Ed. Lesson 7.2
functions in real-world cube root, and piecewise-defined Speed) for Understanding
contexts. functions, including step ● DE 7.1 - ● Investig 2 - Check
● Graph square root and functions and absolute value Investigation 2 for Understanding Quizizz
cube root functions. functions. (Mount Everest
● Analyze square root and ● F-IF.C.9: Compare properties of Expedition) ConnectEd: Edpuzzle
cube root functions. two functions each represented Note: You may want to do ● Study Guide and
in a different way (algebraically, the Extension (How Much to Intervention 9.7 Dotstorming
● Rewrite expressions that
graphically, numerically in tables, Send that Package?), which ● Study Guide and
contain rational
or by verbal descriptions). For looks at step functions. Intervention 10.1 Google Slides
exponents.
example, give a graph of one ● DE 7.2 - Intro
 33
Algebra I
● Perform operations with quadratic function and an (Building Squares Google Docs
rational exponents. algebraic expression for another and Cubes)
and say which has the larger ● DE 7.2 - Google Drawings
maximum. Investigation 1
● F-BF.B.3: Identify the effect on (Getting to the Root Google Forms
the graph of replacing f(x) by of Graphs)
f(x)+k, kf(x), f(kx), and f(x+k) for ● DE 7.2 - Google Sheets
specific values of k (both positive Investigation 2
and negative); find the value of k (Radical Desmos
given the graphs. Experiment Transformers)
with cases and illustrate an Note: You may or may not Geogebra
explanation of the effects on the want to do DE 7.2 -
graph using technology. Include Investigation 3 (Comparing
recognizing even and odd Functions)
functions from their graphs and
algebraic expressions for them.
● F-IF.B.4: For a function that
models a relationship between
two quantities, interpret key
features of graphs and tables in
terms of the quantities, and
sketch graphs showing key
features given a verbal
description of the relationship.
Key features include: intercepts;
intervals where the function is
increasing, decreasing, positive,
or negative; relative maximums
and minimums; symmetries; end
behavior; and periodicity.
● F-IF.B.5: Relate the domain of a
function to its graph and, where
applicable, to the quantitative
relationship it describes. For
example, if the function h(n)
gives the number of person-
hours it takes to assemble n
engines in a factory, then the
positive integers would be an
 34
Algebra I
appropriate domain for the
function.
● A-SSE.B.3.c: Choose and
produce an equivalent form of an
expression to reveal and explain
properties of the quantity
represented by the expression.
Use the properties of exponents
to transform expressions for
exponential functions.
● N-RN.A.1: Explain how the
definition of the meaning of
rational exponents follows from
extending the properties of
integer exponents to those
values, allowing for a notation for
radicals in terms of rational
exponents.
● N-RN.A.2: Rewrite expressions
involving radicals and rational
exponents using the properties
of exponents.

Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
 35
Algebra I
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
Practice
Word Problem Practice
Enrichment
Personal Tutor
Self--Check Quiz Online
5 Minute Check
 36
Algebra I
UNIT 10: Descriptive Statistics
Essential Questions Enduring Understandings

● Making informed choices on the basis of data depends on understanding

● What do different displays reveal about data sets? and describing variability.
● How can you determine a mathematical model that best describes the ● Data consist of structure and variability.
relationship between two variables as shown in a scatter plot?
● Mathematical models can be used to describe the relationship between
● What can residual plots tell you about mathematical models? bivariate data and to make predictions.
● How can a two-way table be used to draw conclusions about data? ● Residuals, in combination with an analysis of the correlation coefficient,
can be used to assess the fit of a mathematical model to real-world data.
● Data are gathered, displayed, examined, interpreted, and summarized to
determine trends and associations between variables.

Core Content Instructional Actions Resources –

(Technology/Non-Tech)

Objectives: Alignment to NJSLS: Recommend Assessment Check

Activities/Strategies: Points:

● Choose a representation ● S-ID.A.1: Represent data with ● DE 6.2 - Intro (What DE 6.2 ConnectEd: Glencoe
that best illustrates data plots on the real number line (dot Is the Association?) ● Investig 1 - Check Algebra I textbook Sections:
in terms of context. plots, histograms, and box plots). ● DE 6.2 - for Understanding 4.5, 4.6
● Compare the center and ● S-ID.A.2: Use statistics Investigation 1 ● Investig 2 - Check
spread of data sets appropriate to the shape of the (Hurricane Rita) for Understanding Discovery Ed. Lesson 6.1
using statistical displays data distribution to compare ● DE 6.2 - ● Investig 3 - Check Discovery Ed. Lesson 6.2
appropriate to the shape center (median, mean) and Investigation 2 for Understanding Discovery Ed. Lesson 6.3
of the data distributions. spread (interquartile range, (Running the Mile) ● Investig 4 - Check
● Interpret differences in standard deviation) of two or ● DE 6.2 - for Understanding Quizizz
shape, center, and more different data sets. Investigation 3
spread in the context of ● S-ID.A.3: Interpret differences in (Forearm Length vs ConnectEd: Edpuzzle
data sets. shape, center, and spread in the Foot Length) ● Study Guide and
● Draw a line of best fit context of the data sets, ● DE 6.2 - Intervention 4.5, Dotstorming
through a scatter plot by accounting for possible effects of Investigation 4 4.6
hand and using extreme data points (outliers). (Jumping to Google Slides
technology. ● S-ID.B.6b: Informally assess the Conclusions)
fit of a function by plotting and Google Docs
 37
Algebra I
● Assess the fit of a analyzing residuals.
function by calculating ● S-ID.B.6c: Fit a linear function for Google Drawings
residuals. a scatter plot that suggests a
linear association. Google Forms
● Determine the equation
● S-ID.C.7: Interpret the slope
of a line of best fit and
(rate of change) and the Google Sheets
interpret the meaning of
intercept (constant term) of a
slope and y-intercept in
linear model in the context of the Desmos
context.
data.
● Calculate and interpret ● S-ID.C.8: Compute (using Geogebra
the correlation of a line technology) and interpret the
using r. correlation coefficient of a linear
● Understand that fit.
correlation does not ● S-ID.C.9: Distinguish between
imply causation. correlation and causation.
● Use the line of best fit to ● S.ID.B.5: Summarize categorical
solve problems within data for two categories in two-
the constraints of the way frequency tables. Interpret
data set. relative frequencies in the
context of the data (including
● Understand how data is
joint, marginal, and conditional
organized in a two-way
relative frequencies). Recognize
table.
possible associations and trends
● Construct a two-way in the data.
table and interpret the
table to draw
conclusions.
● Calculate joint, marginal,
and conditional relative
frequencies.
 38
Algebra I
Instructional Adjustments:
Modifications/Student difficulties/Common errors
● Emphasize note taking strategies - use guided notes if necessary
● Note cards for vocabulary
● Tools/manipulatives
● Reword problems
● Handouts, Graphic organizers
● Peer editing/feedback
● Use models/manipulatives
● Review common errors
● Google Apps for Education
● Use Desmos
● Use Geogebra
● Use Google search feature
● Give incorrect problems and have students find mistake
● Study Guide & Intervention
● Built Glossary Workbook
● Study Notebook
● Vocabulary Connections

Online resources from textbook:

Chapter Resource Master Book Vol 2: Resource Master
Skills Practice
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Word Problem Practice
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