2016-2017 Algebra 1 Curriclum Map

West Iron County
Middle & High School

Curriculum Map
Mathematics
Algebra 1
Updated 2016-2017
Based on the
Common Core State Standards
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Preface
This curriculum map is aligned to the Common Core State Standards, as defined in 2016. The timeline presented for each unit is meant to aid in estimating and
defining the relative pacing and sequencing of the course. It is not imperative that it be followed with fidelity. For instance, Unit 8 Solving Quadratic Equations,
may be taught at an introductory level, with further development in Algebra 2. The following is the breakdown, by term, of the units in Algebra 1:
TERM 1
TERM 2
TERM 3
TERM 4
Review
Expressions
2 weeks
Units A & B
Graphing and Solving Linear Equations
3 weeks
Unit 1
Solving Equations and Inequalities
3 weeks
Unit 2
Functions
2 weeks
Unit 3
Linear Equations and Systems of Linear Equations
7 weeks
1st Semester Exam: Expressions, Solving Equations and Inequalities, Linear Functions, Systems of Equations
Unit 4
Exponents and Exponential Functions
3 weeks
Unit 5
Data Analysis
3 weeks
Unit 6
Radicals and Rational Expressions
3 weeks
Unit 7
Polynomials and Factoring
7 weeks
Unit 8
Solving Quadratic Equations
2 weeks
nd
2 Semester Exam: Exponential Functions, Data, Radicals, Rational Expressions, Polynomials, Quadratic Equations
The class will begin with a review of algebra expressions, along with two units of review combined into one: Units A & B Graphing and Solving Linear Equations.
The pacing of this review should be relatively brisk since the majority of the concepts may be traced back to upper elementary/middle school standards.
Daily instructional tools, materials, and methods:
v SAS Curriculum Pathways web-based curriculum (notes, examples, practice, quizzes), abbreviated as SAS throughout the map
Go to https://www.sascurriculumpathways.com/portal/mobile/algebra1/start.html to sign up or log in to the SAS Curriculum Pathways Algebra 1 site.
v All Things Algebra digital curriculum (notes, practices, tests, activities), abbreviated as ATA throughout the map
v Interactive notebook
v Pearson CME Algebra 1 Common Core textbook (selected lessons for enrichment or review), abbreviated as Pearson throughout the map
v Algebra 1 Shared Resources folder in Google Drive
v Small-group discussion and practice
v Scientific calculators
v Online resources provided by, among others, Pearson, Discovery Education, and Michigan Association of Intermediate School Administrators (MAISA)
Go to https://gomaisa-public.rubiconatlas.org/Atlas/Browse/View/UnitCalendar?BackLink=129901&CurriculumMapID=933&YearID=2017&SourceSiteID=
to view resources for Algebra 1 from the MASA site.
Periodic assessment and progress monitoring:
v Small group and independent practice
v Unit pretests and posttests
v Lesson quizzes
v AIMSweb Computation / Concepts & Applications progress monitoring assessments (8th grade only)
v Tier II Strategic intervention through class seminars
v Tier III Intensive intervention through class seminars
Standards for Mathematical Practice

These mathematical practices should be integrated into daily lessons as applicable:
CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the
meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about
the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems,
and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change
course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their
graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal
descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students
might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to
problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving
complex problems and identify correspondences between different approaches.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in
problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto
abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referentsand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for
the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved;
attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements
to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They
justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible
arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of
two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary
students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct,
even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students
at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
CCSS.Math.Practice.MP4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in
everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades,
a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry
to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply
what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.
They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs,
flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in
the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSS.Math.Practice.MP5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make
sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically
proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically
using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results
of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to
use technological tools to explore and deepen their understanding of concepts.
CCSS.Math.Practice.MP6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions
in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and
appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They
calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades,
students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit
use of definitions.
CCSS.Math.Practice.MP7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young
students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according
to how many sides the shapes have. Later, students will see 7 8 equals the well-remembered 7 5 + 7 3, in preparation for learning about the distributive
property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a
geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective.
They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see
5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
CCSS.Math.Practice.MP8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and
look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations
over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points
are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms
cancel when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series.
As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually
evaluate the reasonableness of their intermediate results.
The Curriculum Map
EXPRESSIONS (Pre-Algebra Review from All Things Algebra)

Expressions Pretest
Lesson
ATA Unit 1, Day 5: Order of
Operations & Absolute Value
ATA Unit 1, Day 6: Evaluating

Expressions
ATA Unit 1, Day 9: Combining Like
Terms
ATA Unit 1, Day 10: Simplifying
Expressions (Distribute/Combine)
ATA Unit 1, Day 11: Translating

Expressions/Equations/Inequalities
Expressions Posttest
Common Core
Areas of Review
Objectives(s)/
I Can Statement(s)
The skills reviewed in this unit

were first visited in upper
elementary/middle school
within the Common Core
domains of Operations &
Algebraic Thinking and
Expressions & Equations. The
mastering of these skills is
essential for further work in
Algebra 1, including equation
solving and function analysis.
- I can evaluate absolute value

expressions.
- I can apply the order of
operations rules to simplify
numerical expressions.
- I can evaluate algebraic
expressions.
- order of operations
- absolute value
- ATA Curriculum, Unit 1:

Day 5
- Substitution Property

Day 6
- Pearson, Lesson 2.03
- I can identify like terms.

- I can simplify algebraic
expressions by combining like
terms.
- I can simplify algebraic
expressions by applying the
Distributive Property.
- variable terms
- coefficients
- constant terms

Day 9
- Distributive Property

Day 10
- Pearson, Lessons 2.04 &
2.13
- I can translate word

expressions to algebra
expressions.
- I can translate sentences to
algebraic equations.
- I can translate word
expressions and sentences to
algebraic inequalities.

Day 11
Some of the Common Core

State Standards addressed in
this review include: 7.EE.1,
A.SSE.1, A.SSE.1.b, A.REI.1,
A.REI.3, & A.CED.1.
Key Vocabulary
translate
expression
equation
inequality
Resource(s)
UNITS A & B GRAPHING AND SOLVING LINEAR EQUATIONS (Preparation for Algebra 1)
Units A & B Pretest
Lesson
Common Core
State Standard(s)
SAS A-1: Rate of

Change
F.IF.6
8th Grade: 8.F.4
SAS A-2: Slope
8th Grade: 8.EE.5,

8.EE.6
SAS A-3: Graphing

Equations in SlopeIntercept Form
Objectives(s)/
I Can Statement(s)
Key Vocabulary
Resource(s)
- I can find the rate of change given a

description, graph, or table with two sets of
quantities.
- I can determine what the rate of change
means in the context of a problem.
- I can find the slope of a line.
- I can determine the slope of a horizontal
or vertical line.
- rate of change
- SAS Curriculum Pathways website

- slope

- ATA Curriculum, Unit 4: Day 1
A.REI.10, F.IF.7
8th Grade: 8.EE.6, 8.F.3
- I can graph a line in slope-intercept form.
- linear equation
- slope-intercept form
- y-intercept

SAS A-4: Writing

Equations in SlopeIntercept Form
8th Grade: 8.F.3, 8.F.4
- I can write the equation of a line in slopeintercept form.

- I can write the equation of a line that
models a real-world situation.
-linear model

SAS B-1: Solving Oneand Two-Step

Equations
A.CED.1, A.REI.1,
A.REI.3
8th Grade: 8.EE.7
- I can solve one- and two-step equations

using the properties of equality.
- I can write and solve equations that model
real-world situations.
- Addition Property of Equality

- Division Property of Equality
- Multiplication Property of
Equality
- reciprocal
- Subtraction Property of
Equality

- ATA Curriculum, Unit 1: Solving 2Step Equations
SAS B-2: Solving

Multi-Step Equations
A.CED.1, A.REI.1,
A.REI.3
8th Grade: 8.EE.7
- term
- like terms

SAS B-3: Solving

Equations with
Variables on Both
Sides
A.CED.1, A.REI.3
8th Grade: 8.EE.7
- I can solve multi-step equations by

combining like terms and using the
distributive property.
- I can solve equations with variables on
both sides, including equations with no
solution or all real number solutions.

Units A & B Posttest
UNIT 1 SOLVING EQUATIONS AND INEQUALITIES

Unit 1 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
Key Vocabulary
Resource(s)
SAS 1-1: Solving

Equations
A.CED.1, A.REI.1,
A.REI.3
8th Grade: 8.EE.7
- I can justify each step in solving a linear

equation.
- I can write equations to model and solve
mathematical and real world problems.
- Addition Property of
Equality
- Division Property of
Equality
Equality
Equality

Properties of Equality (After Day
4)
- Pearson, Lessons 2.11 & 2.12
SAS 1-2: Solving

Formulas and Literal
Equations
A.CED.3, A.CED.4,
A.REI.3
8th Grade: 8.EE.7
- I can solve equations for a given variable.

- I can identify restrictions on a variable.
- I can use formulas to solve real world
problems.
- literal equation

SAS 1-3: Solving

Inequalities
A.CED.1, A.CED.3,
A.REI.3
- I can solve linear inequalities.

- I can graph the solution to a linear
inequality on a number line.
- Addition Property of
Inequality
- Division Property of
Inequality
Inequality
Inequality

SAS 1-4: Solving

Compound Inequalities
A.CED.1, A.REI.3
- I can solve a compound inequality.

- I can graph the solution to a compound
inequality on a number line.
- compound inequality
- intersection
- union

SAS 1-5: Solving

Absolute Value
Equations and
Inequalities
A.CED.1, A.REI.3
- I can solve an absolute value equation.

- I can solve an absolute value inequality.
- I can graph the solution to an absolute
value inequality on a number line.
- I can write an absolute value inequality to
model and solve real-world problems.
- extraneous solution

- ATA Curriculum, Unit 2: Days 6 &
14
Unit 1 Posttest
UNIT 2 FUNCTIONS
Unit 2 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
SAS 2-1: Functions and

Relations
F.IF.1, F.BF.4
8th Grade: 8.F.1, 8.F.2
- I can identify the domain and range of a

relation.
- I can determine if a relation is a function.
- I can find the inverse of a function.
SAS 2-2: Evaluating

Functions
F.IF.1, F.IF.2, F.IF.5,

F.BF.1
SAS 2-3: Arithmetic

Sequences
F.IF.3, F.BF.1, F.BF.2,

F.LE.2
- I can evaluate functions.

- I can combine functions using arithmetic
operations.
- I can find the inverse of a function using
function notation.
- I can recognize arithmetic sequences.
- I can write a rule for an arithmetic
sequence.
- I can find the nth term in an arithmetic
sequence.
Unit 2 Posttest
Key Vocabulary
Resource(s)
domain
function
inverse
range
relation
vertical line test
function notation
function rule

- ATA Curriculum, Unit 3: Days 1 to
3
- Pearson, Lessons 5.02 to 5.04
arithmetic sequence
common difference
explicit formula
recursive formula
sequence
term

- Pearson, Lessons 5.08, 5.09, &
5.12

6
UNIT 3 LINEAR EQUATIONS AND SYSTEMS OF LINEAR EQUATIONS

Unit 3 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
Key Vocabulary
Resource(s)
SAS 3-1: Comparing

Rates of Change
F.IF.6, F.IF.9, F.LE.1

8th Grade: 8.EE.8
- I can compare rates of change.
- rate of change

- ATA Curriculum, Unit 4a: Day 1
SAS 3-2: SlopeIntercept Form
A.CED.2, A.REI.10,
F.IF.1, F.IF.4, F.IF.7,
F.LE.2, G.GPE.5, S.ID.7
8th Grade: 8.EE.6
- I can graph linear equations in

slope-intercept form.
- I can write linear equations in
slope-intercept form.
- I can write the equation of a line parallel
or perpendicular to a given line through a
given point.
- parallel lines
- perpendicular lines

- ATA Curriculum, Unit 4a: Day 3
SAS 3-3: Standard Form
A.CED.2, A.REI.10,
F.IF.4, F.IF.5, F.IF.7,
F.LE.2
- I can identify the intercepts of a linear

equation written in standard form.
- I can graph linear equations in standard
form using intercepts.
- I can write linear equations in standard
form.
- standard form
- x-intercept

- ATA Curriculum, Unit 4a: Days 2
&4
SAS 3-4: Using Graphs

and Tables to Solve
Systems of Equations
A.CED.2, A.REI.6
8th Grade: 8.EE.8
- I can solve a system of equations by

graphing.
- I can solve a system of equations using a
table.
- compound inequality
- intersection
- union

SAS 3-5: Using

Substitution to Solve
A.REI.6, A.REI.11
8th Grade: 8.EE.8
- I can solve a system of equations using

substitution.
- extraneous solution

3
SAS 3-6: Using

Elimination to Solve
A.REI.5, A.REI.6,
A.REI.11
8th Grade: 8.EE.8

elimination with addition or subtraction.
elimination with multiplication.
- elimination method

6
SAS 3-7: Applications of

A.CED.2, A.CED.3,
A.REI.5, A.REI.6,
A.REI.11, A.IF.5, F.LE.2
8th Grade: 8.EE.8
- I can choose the best method for solving a

system of equations.
- I can solve real-world problems involving
systems of equations.
- break-even point

8
4.12
SAS 3-8: Linear

Inequalities and
Systems of Linear
Inequalities
A.CED.3, A.REI.12,
F.IF.5
- I can graph a linear inequality.

- I can graph a system of linear inequalities.

- ATA Curriculum, Unit 5: Days 11
& 12
SAS 3-9: Linear

Programming
A.CED.3, A.REI.12
- I can find maximum and minimum values

using the feasible region of a system of
linear inequalities.
- I can solve real-world problems using
linear programming.
- linear inequality
- solution of a linear
inequality
- solution of a system of
linear inequalities
- system of linear
inequalities
- linear programming
- constraints
Unit 3 Posttest

UNIT 4 EXPONENTS AND EXPONENTIAL FUNCTIONS

Unit 4 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
SAS 4-1: Properties of

Exponents
A.SSE.2
8th Grade: 8.EE.1
- I can use the properties of exponents to

simplify expressions.
- I can solve simple exponential equations.
SAS 4-2: Geometric

Sequences
F.IF.3, F.BF.1, F.BF.2,

F.LE.2
SAS 4-3: Graphing

Exponential Functions
A.REI.10, F.IF.1, F.IF.4,

F.IF.5, F.IF.7, F.IF.9,
F.BF.3, F.LE.1, F.LE.2,
F.LE.3
- I can recognize geometric sequences.

- I can write a rule for a geometric
sequence.
- I can find the nth term in a geometric
sequence.
- I can graph an exponential function.
- I can identify the key features of an
exponential function.
SAS 4-4: Applications of

Exponential Functions
A.SSE.3, F.IF.8, F.BF.1,

F.LE.1, F.LE.2, F.LE.5
Unit 4 Posttest
- I can write exponential growth and decay

functions.
- I can solve problems involving exponential
growth or decay.
Key Vocabulary
Resource(s)
- base
- exponent
- Exponent Property of
Equality
- Negative Exponent
Property
- power
- Power of a Power Property
- Power of a Product
Property
- Power of a Quotient
Property
- Product of Powers Property
- Quotient of Powers
Property
- Zero Exponent Property
- common ratio
- geometric sequence

- ATA Curriculum, Unit 6: Days 1,
2, 3, 4, & 5
6.04

asymptote
exponential decay
exponential function
exponential growth
- compound interest
- decay factor
- growth factor


UNIT 5 DATA ANALYSIS

Unit 5 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
SAS 5-1: Graphing OneVariable Data
S.ID.1
- I can represent data with a dot plot,

histogram, and box plot.
- I can determine the five-number summary
for a data set.
- I can use the interquartile range of a data
set to identify outliers.
SAS 5-2: Analyzing OneVariable Data
S.ID.2, S.ID.3
- I can analyze the center, shape, and

spread of data.
- I can compare two or more data sets.
SAS 5-3: Two-Variable

Categorical Data
S.ID.5
8th Grade: 8.SP.4
- I can construct a two-way frequency table.

- I can interpret relative frequencies in a
two-way frequency table.
SAS 5-4: Two-Variable

Quantitative Data
S.ID.6, S.ID.7, S.ID.8,

S.ID.9
8th Grade: 8.SP.1,
8.SP.2, S.SP.3
- I can graph data on a scatterplot.

- I can determine correlation and trends of
bivariate data.
- I can calculate a linear regression model.
- I can make predictions using a best fit model.
- I can interpret the slope and y-intercept of a
linear regression model.
- I can compute and interpret a correlation
coefficient.
- I can find and use residuals to analyze the
line of best fit.
- I can distinguish between correlation and
causation.
Unit 5 Posttest
Key Vocabulary
Resource(s)
- box plot
- categorical data
- dot plot
- frequency table
- histogram
- interquartile range
- lower and upper quartile
- median
- outlier
- quantitative data
- quartile
- relative frequency
- univariate data
- mean
- median
- mode
- normal distribution
- range
- skewed distribution
- standard deviation
- variability
- joint frequency
- marginal frequency
- two-way frequency table
- two-way relative frequency
table

- ATA Curriculum, Unit 9: Statistics
Overview
3.08

bivariate data
causation
correlation
correlation coefficient
regression model
residual
scatterplot

- ATA Curriculum, Unit 9: Measures
of Dispersion, Normal Distributions
& Z-Scores

- Pearson, Lessons 3.09
UNIT 6 RADICALS AND RATIONAL EXPONENTS

Unit 6 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
SAS 6-1: Simplifying

Radicals
A.SSE.2, N.RN.2
8th Grade: 8.EE.2
- I can simplify radical expressions.

- I can multiply and divide radical
expressions.
SAS 6-2: Operations

with Radicals
N.RN.2
- I can identify like radicals.

- I can combine like radicals.
SAS 6-3: Rational

Exponents
A.SSE.2, N.RN.1,
N.RN.2
8th Grade: 8.EE.1
- I can use the properties of exponents to

simplify expressions with rational
exponents.
- I can use rational exponents to simplify
radical expressions.
Unit 6 Posttest
Key Vocabulary
Resource(s)
- Division Property of Square

Roots
- index
Square Roots
- nth root
- radical expression
- radicand
- rationalize the
denominator
- like radicals

- ATA Curriculum, Unit 11: Days 1
&2
6.04
- rational exponent


5, 6, & 7
UNIT 7 POLYNOMIALS AND FACTORING

Unit 7 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
Key Vocabulary
SAS 7-1: Polynomials
A.SSE.1, A.SSE.2,
A.APR.1
- I can classify a polynomial by its degree

and number of terms.
- I can simplify polynomial expressions by
combining like terms.
- I can add and subtract polynomials.
SAS 7-2: Multiplying

Polynomials
A.SSE.1, A.SSE.2,
A.APR.1
- I can multiply polynomials using algebra

tiles.
- I can multiply polynomials algebraically.
SAS 7-3: Factoring

Polynomials
A.SSE.1, A.SSE.2,
A.SSE.3
- I can factor using the greatest common

factor.
- I can factor polynomials with four terms by
grouping.
- greatest common factor

(GCF)
SAS 7-4: Factoring

Trinomials: x2 + bx + c
A.SSE.1, A.SSE.2,
A.SSE.3
- factor diamond
- zero pair
SAS 7-5: Factoring

Trinomials:
ax2 + bx + c
A.SSE.1, A.SSE.2
SAS 7-6: Factoring

Special Cases
A.SSE.1, A.SSE.2,
A.SSE.3
- I can factor trinomials in the

form x2 + bx + c using algebra tiles.
form x2 + bx + c algebraically.
form ax2 + bx + c using algebra tiles.
form ax2 + bx + c algebraically.
- I can factor perfect square trinomials.
- I can factor the difference of two squares.
Unit 7 Posttest
- binomial
- degree of a monomial
- degree of a polynomial
- monomial
- polynomial
- standard form of a
polynomial
- term
- trinomial
- FOIL method
- factor diamond
- zero pair
- difference of two squares

- perfect square trinomials
Resource(s)
7.08

3
8, & 9
7.12
- Pearson, Lessons 7.10, 7.11,
7.12, & 8.04
7.12
13, 14, & 15
7.12
UNIT 8 SOLVING QUADRATIC EQUATIONS

Unit 8 Pretest
Lesson
Common Core
State Standard(s)
Objectives(s)/
I Can Statement(s)
Key Vocabulary
Resource(s)
SAS 8-1: Solving

Quadratic Equations by
Factoring
A.SSE.1, A.SSE.2,
A.SSE.3, A.REI.4
- I can use the Zero Product Property to find

the roots of a quadratic equation.
- I can solve quadratic equations by
factoring.
- quadratic equation
- roots
- standard form of a
quadratic equation
- Zero Product Property

6
SAS 8-2: Solving

Quadratic Equations
Using Square Roots
A.CED.4, A.REI.4
- Square Root Property

SAS 8-3: Solving

Quadratic Equations by
Completing the Square
A.SSE.2, A.REI.4
- completing the square
SAS 8-4: Solving

Quadratic Equations
Using the Quadratic
Formula
A.SSE.3, A.REI.4,
N.CN.7
- discriminant
- quadratic formula

SAS 8-5: Creating

Quadratic Equations
A.CED.1, A.REI.4
- I can solve quadratic equations using

square roots.
- I can solve literal equations and formulas
that are quadratic equations.
- I can create perfect square trinomials by
completing the square.
- I can solve quadratic equations by
completing the square.
- I can use the discriminant to determine
the number of roots for a quadratic
equation.
- I can derive the quadratic formula.
- I can solve quadratic equations using the
quadratic formula.
- I can use the discriminant to determine
the number of roots for a quadratic
equation.
- I can write and solve quadratic equations.
- discriminant
- quadratic formula

Unit 8 Posttest

2016-2017 Algebra 1 Curriclum Map

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Middle & High School

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Standards for Mathematical Practice

The Curriculum Map

EXPRESSIONS (Pre-Algebra Review from All Things Algebra)

ATA Unit 1, Day 6: Evaluating

ATA Unit 1, Day 11: Translating

The skills reviewed in this unit

- I can evaluate absolute value

- ATA Curriculum, Unit 1:

- ATA Curriculum, Unit 1:

- I can identify like terms.

- ATA Curriculum, Unit 1:

- ATA Curriculum, Unit 1:

- I can translate word

- ATA Curriculum, Unit 1:

Some of the Common Core

SAS A-1: Rate of

SAS A-2: Slope

8th Grade: 8.EE.5,

SAS A-3: Graphing

- I can find the rate of change given a

- SAS Curriculum Pathways website

- SAS Curriculum Pathways website

- I can graph a line in slope-intercept form.

- SAS Curriculum Pathways website

SAS A-4: Writing

8th Grade: 8.F.3, 8.F.4

- I can write the equation of a line in slopeintercept form.

- SAS Curriculum Pathways website

SAS B-1: Solving Oneand Two-Step

- I can solve one- and two-step equations

- Addition Property of Equality

- SAS Curriculum Pathways website

SAS B-2: Solving

- SAS Curriculum Pathways website

SAS B-3: Solving

- I can solve multi-step equations by

- SAS Curriculum Pathways website

Units A & B Posttest

UNIT 1 SOLVING EQUATIONS AND INEQUALITIES

SAS 1-1: Solving

- I can justify each step in solving a linear

- SAS Curriculum Pathways website

SAS 1-2: Solving

- I can solve equations for a given variable.

- SAS Curriculum Pathways website

SAS 1-3: Solving

- I can solve linear inequalities.

- SAS Curriculum Pathways website

SAS 1-4: Solving

- I can solve a compound inequality.

- SAS Curriculum Pathways website

SAS 1-5: Solving

- I can solve an absolute value equation.

- SAS Curriculum Pathways website

SAS 2-1: Functions and

- I can identify the domain and range of a

SAS 2-2: Evaluating

F.IF.1, F.IF.2, F.IF.5,

SAS 2-3: Arithmetic

F.IF.3, F.BF.1, F.BF.2,