Algebra 1:
Overview
Overview
Algebra 1, 2 aligns to the latest recommendations of the
National Council of Teachers of Mathematics (NCTM standards), State
Standards and Frameworks, District curriculum alignment guide, and ACT
expectations. It follows the approach of making mathematics relevant by
using math skills in a problem solving environment. Many applications will
be offered. All of the concepts of Algebra 1, 2 will be reinforces through
mathematics theory and application of mathematics in new situations. The
concepts include open sentences in one, two, and three variables and
factoring of polynomials, matrices, complex numbers, series and sequences,
probability, statistics and conic sections. Graphing calculators are
recommended for this course. |
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
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Mathematics is a tool
for communication.
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It is essential to be able to communicate the reasoning used to solve
problems.
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Algebra is a way of
thinking.
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Functions model the real world.
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Discerning patterns is a way of understanding the world.
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Geometry builds our world.
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Units matter and precision matters.
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Proportional reasoning solves real world problems.
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Mathematics incorporates multiple problem solving strategies.
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Numbers have multiple
representations and give value.
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Discerning patterns is a way of understanding numbers.
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Informed decision-making is dependent upon the ability to understand
data.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities
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Why is your answer
reasonable?
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What does that number mean?
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What gives a number value?
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How do you know what an answer looks like before you solve the
problem?
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How is math a universal language?
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How would you learn math without a math teacher?
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How do you read mathematical stuff?
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How are functions used to model data?
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In what ways can we use mathematical thinking to model real world
situations?
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How are linear and non-linear functions similar and
different?
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Why would you represent a function in multiple ways?
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When does
nothing mean something?
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How is algebra generalized arithmetic?
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How does algebra help make more sense of geometry?
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How is
math a universal language?
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How can data be used to mislead/ manipulate people?
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What's luck got to do with it?
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How do you morph?
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How is geometry related to everything?
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How is the triangle the essential building block for everything?
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What purposes do measurements serve?
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How real is Barbie?
CSAP
Tested Standards
Highest Frequency
 High
Frequency
 Other
Standards and E-Skills
Standard
1: (Number Sense) Students develop number sense and use numbers and number
relationships in problem solving situations and communicate the reasoning in
solving these problems.
Demonstrate square numbers using pictures, words, and/or symbols.
Identify and use the concepts of factor, multiple, prime, composite and
square numbers
Know the divisibility rules for 2, 3, 5, 6, 9, and 10. Describe numbers by
their characteristics
Standard 2: (Algebra and Functions) Students use algebraic methods to
explore, model and describe patterns and functions involving numbers,
shapes, data, and graphs in problem-solving situations and communicate the
reasoning used in solving these problems.
Recognize and continue a geometric and/or numeric pattern.
Translate written words into algebraic form.
Translate a given pattern into a different form.
Recognize, explain and extend a linear pattern in a problem
solving situation.
Standard
3: (Probability and Statistics) Students use data collection and analysis,
statistics, and probability in problem-solving situations and communicate
the reasoning and processes used in solving these problems.
Organize
and construct a line graph, bar graph, and frequency table from a set of
data
Interpret
and draw conclusions from a variety of visual data forms
Standard 4: (Geometry) Students use geometric concepts, properties, and
relationships in problem-solving situations and communicate the reasoning
used in solving these problems.
Determine the perimeters of
polygons.
Determine the areas of squares, rectangles, parallelograms, rhombuses,
triangles.
Use a variety of methods to
find area.
Compare areas of figures
and explain their relationships.
Standard 5: (Measurement) Students use a variety of tools and techniques to
measure, apply the results in problem-solving situations, and communicate
the reasoning involved in solving these problems.
Apply
proportional reasoning skills.
Apply spatial reasoning.
Read and interpret scales.
Use the appropriate formula/procedure correctly to solve perimeter of
polygons.
Use
the appropriate formula correctly to solve problems involving area.
Standard
6: (Computation) Students link concepts and procedures as they develop and
use computational techniques, including estimation, mental arithmetic,
paper-and-pencil, calculators, and computers, in problem-solving situations
and communicate the reasoning involved.
Apply
order of operations
Add and subtract fractions and decimals in problem-solving situations. Apply
computational strategies including traditional algorithms for adding and
subtracting fractions. |
