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BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
7.NS.A.1
Describe situations in which opposite quantities
combine to make 0.
Alg. I 2.3 to 2.5
MLPs
Adding and subtracting Real
Numbers; multiplying and
dividing Real Numbers.
• Apply rules for
positive and negative
numbers in all four
operations (+, -, x, / )
3 days Aug 31 –
Sept 2
SSE..1
Interpret expressions that represent a quantity in terms
of its context.
SSE..1.a
Interpret parts of an expression, such as terms, factors,
and coefficients.
SSE.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.
Alg. I 1.5 to 1.6
On Core 1-1 to 1-6
MLPs
How do you interpret, evaluate
and write algebraic expressions
that model real- world
situations?
• Interpreting
expressions
• Evaluating algebraic
expressions
• Writing algebraic
expressions
• Modeling with
Algebraic
Expressions
5 days Sept 5 - 9
REI.1
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Alg. I 3.1
On Core 2-1
MLPs
What are some different
methods for solving linear
equations?
• Solving equations
using different
methods
• Adding or
subtracting to find
the solution set
• Using the associative
property
5 days Sept 12 - 16
REI.1
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
Alg. I 3.2
On Core 2-1
MLPs
How can you use properties to
justify solutions to equations
that involve multiplication and
division?
• Multiplying or
dividing to find the
solution set
5 days Sept 19 - 23
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI.1
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
Alg. I 3.2-3.4, 2.6
On Core 2-1
MLPs
How can you justify solutions
to multi-step equations? • Solving multi-step
equations
• Using the
distributive property
5 days Sept 26 - 30
REI.1
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
Alg. I 3.3 to 3.4
On Core 2-1
MLPs
How can you use properties to
justify solutions to equations
that have variables on both
sides?
• Solving with
variables on both
sides
• Solving a multi step
linear equation
3 days Oct 3 - 5
CED.4
Rearrange formulas to highlight a quantity of interest,
using the same reasoning as in solving equations. For
example, rearrange Ohm's law V = IR to highlight
resistance R.
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Alg. I 3.7
On Core 2-4 How do you solve literal
equations and rewrite
formulas?
• Understanding literal
equations
• Solving a literal
equation and
evaluating its
solution
• Solving a formula
for a variable
• Writing and
rearranging a
formula
2 days Oct 6 - 7
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
CED.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
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.*
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.*
Alg. I 2.2 & 6.6
On Core 6.5 – 6.6
How can you use graphing to
solve equations involving
absolute value?
• Solving an absolute
value equation by
graphing
• Solving an absolute
value equation using
algebra
• Solving a real-world
problem
2 days Oct 10 - 11
N.Q.1
Use units as a way to understand problems and to
guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data
displays.
SSE.1
Interpret expressions that represent a quantity in terms
of its context.
Alg. I 3.7
On Core 2.6
MLPs
How can you use units to help
solve real–world problems? • Evaluating
real-world
expressions
• Using unit analysis
to guide modeling
3 days Oct 12 - 14
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
N.Q.1
Use units as a way to understand problems and to
guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and
interpret the scale and the origin in graphs and data
displays.
CED.1
Create equations and inequalities in one variable and
use them to solve problems. Include equations arising
from linear and quadratic functions, and simple
rational and exponential functions.
Alg. I 3.8, 11.1
On Core 2.6
MLPs
How can you use units to write
and solve proportions? • Writing valid
proportions
• Solving real-world
proportions
• Using dimensional
analysis
2 days Oct 17 - 18
N.Q.3
Choose a level of accuracy appropriate to limitations
on measurement when reporting quantities.
MLPs How do you use significant
digits to report the results of
calculations based on
measurements?
• Making
measurements to
calculate an area
• Determining the
number of
significant digits
• Calculating with
significant digits
3 days Oct 19 – 21
SBAC Benchmark Preparation 2 days
Oct 24 - 25
SBAC Benchmark Assessment
1 day Oct 26
SBAC Benchmark Review/Reteach
2 days Oct 27 - 28
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
CED.1
Create equations and inequalities in one variable and
use them to solve problems. Include equations arising
from linear and quadratic functions, and simple
rational and exponential functions.
Core 2-1 How can you represent
relationships using
inequalities?
• Writing and solving
inequalities
3 days Oct 31 –
Nov 2
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-2 How can you use properties to
justify solutions to inequalities
that involve addition and
subtraction?
• Properties of
inequality
• Adding to find the
solution set
• Subtracting to find
the solution set
2 days Nov 3 – 4
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-3 How can you use properties to
justify solutions to inequalities
that involve multiplication or
division?
• Multiplying or
dividing by a
negative number
• Multiplying to find
the solution set
• Dividing to find the
solution set
3 days Nov 7 – 9
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-4 How can you use properties to
justify solutions to multi-step
inequalities?
• Solving inequalities
with more than one
step
• Using the
distributive property
2 days Nov 10 – 11
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-5 How can you use properties to
justify solutions of inequalities
with variables on both sides?
• Using properties to
justify solutions
2 days Nov 14 – 15
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-6 How can you solve special
compound inequalities? • Solving compound
inequalities
2 days Nov 16 – 17
REI.3
Solve linear equations and inequalities in one variable,
including equations with coefficients represented by
letters.
Core 2-7 How does solving absolute-
value inequalities relate to
solving compound
inequalities?
• Solving absolute-
value inequalities
with <
• Solving absolute-
value inequalities
with >
1 day Nov 18
SBAC Benchmark Preparation 2 days Nov 21 - 22
SBAC Benchmark Assessment 1 day Nov 23
SBAC Review & Reteach 2 days Nov 24 - 25
F.IF.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.*
Core 3-1 How can you describe a
relationship given a graph and
sketch a graph given a
description?
• Interpreting graphs
• Match graphs to
situations
• Sketching a graph
for a situation
2 days Nov 28 - 29
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
F.IF.1
Understand that a function from one set (called the
domain) to another set (called the range) assigns to
each element of the domain exactly one element of the
range. If f is a function and x is an element of its
domain, then f(x) denotes the output of f corresponding
to the input x. The graph of f is the graph of the
equation y = f(x).
F.IF.2
Use function notation, evaluate functions for inputs in
their domains, and interpret statements that use
function notation in terms of a context.
F.IF.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
appropriate domain for the function.
Alg. I 4.1
On Core 4-1 to 4-2 How do you represent
functions? • Understanding
functions
• Representing
discrete linear
functions
• Representing
discrete nonlinear
functions
3 days Nov 30 -
Dec 2
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
F.BF.1.B
Combine standard function types using arithmetic
operations. For example, build a function that models
the temperature of a cooling body by adding a
constant function to a decaying exponential, and relate
these functions to the model.
F.BF.4.A
Solve an equation of the form f(x) = c for a simple
function f that has an inverse and write an expression
for the inverse. For example, f(x) =2 x3 or f(x) =
(x+1)/(x-1) for x ≠ 1.
Alg. I 7.3 – 7.5
Core 4-6 to 4-7
MLPs
How can you use operations to
combine functions and how
can you find inverses of
functions?
• Performing
operations with
functions
• Adding linear
models
• Multiplying linear
models
• Using inverse
operations to find
inverse functions
• Finding the inverse
by solving y=f(x) for
x
• Finding inverses of
real-world functions
5 days Dec 5 - 9
CED.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
F.IF.2
Use function notation, evaluate functions for inputs in
their domains, and interpret statements that use
function notation in terms of a context.
F.IF.7.B
Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.
F.BF.1
Write a function that describes a relationship between
two quantities.*
On Core 6-1
MLPs How are piecewise functions
and their graphs different from
other functions?
• Evaluating piecewise
functions
• Graphing piecewise
functions
• Writing and
graphing a piecewise
function
• Writing a function
when given a graph
2 days Dec 12 - 16
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
S.ID.6.A
Fit a function to the data; use functions fitted to data to
solve problems in the context of the data. Use given
functions or choose a function suggested by the
context. Emphasize linear, quadratic, and exponential
models.
S.ID.6.C
Fit a linear function for a scatter plot that suggests a
linear association.
S.ID.8
Compute (using technology) and interpret the
correlation coefficient of a linear fit.
S.ID.C.9
Distinguish between correlation and causation.
MLPs How can you decide whether a
correlation exists between
paired numerical data and, if
so, what is the line of fit for
that data?
• Understanding
correlation
• Estimating
correlation
coefficients
• Distinguishing
causation from
correlation
• Finding a line of fit
for data
• Making predictions
using a linear model
3 days Dec 19 - 23
F.IF.3
Recognize that sequences are functions, sometimes
defined recursively, whose domain is a subset of the
integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n ≥ 1.
F.BF.2
Write arithmetic and geometric sequences both
recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
F.LE.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).
MLPs Why is a sequence a function
and how can you write a rule
for an arithmetic sequence?
• Understanding
sequences
• Using an explicit
rule to generate a
sequence
• Using a recursive
rule to generate a
sequence
• Writing rules for an
arithmetic sequence
• Writing general rules
for arithmetic
sequences
• Relating arithmetic
sequences and
functions
5 days Jan 2 - 6
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
SBAC Benchmark Preparation 2 days Jan 9 - 10
SBAC Benchmark Assessment 1 day Jan 11
SBAC Benchmark Review & Reteach 2 days Jan 12-13
F.IF.2
Use function notation, evaluate functions for inputs in
their domains, and interpret statements that use
function notation in terms of a context.
F.IF.3
Recognize that sequences are functions, sometimes
defined recursively, whose domain is a subset of the
integers. For example, the Fibonacci sequence is
defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) +
f(n-1) for n ≥ 1.
F.IF.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
appropriate domain for the function.
F.IF.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.
Alg. 1 4.8
On Core 4-1 to 4-2
MLPs
What is a discrete linear
function and how are discrete
and continuous linear functions
alike and how are they
different?
• Analyzing a discrete
real-world function
• Recognizing linear
functions
• Comparing linear
functions
• Comparing functions
given a table and a
rule
• Comparing
descriptions and
graphs of functions
3 days Jan 16 - 18
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
.REI.10
Understand that the graph of an equation in two
variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could
be a line).
Alg. I 4.3 How can you use intercepts to
graph the solutions to a linear
equation in two variables?
• Definition of a linear
equation in two
variables
• Determining whether
an ordered pair is a
solution
• Graphing a linear
equation in standard
form
• Vertical and
horizontal lines
• Lines through the
origin
2 days Jan 19 - 20
F.IF.6
Calculate and interpret the average rate of change of a
function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a
graph.
Alg. 1 4.5 – 4.6 What is the slope of a linear
function and how can you use
it to graph the function?
• Changes in
independent and
dependent variables
• Understanding slope
of a linear function
• Classifying slopes of
lines
2 days Jan 23 - 24
F.IF.6
Calculate and interpret the average rate of change of a
function (presented symbolically or as a table) over a
specified interval. Estimate the rate of change from a
graph.*
On Core 4-3
MLPs How can you estimate the
average rate of change of a
function from a graph?
• Finding the slope of
a linear function
• Estimating the slope
of sections of a
quadratic function
• Est. the slope of
sects of expl function
3 days Jan 25 - 27
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
CED.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
F.IF.7.B
Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.
F.BF.1
Write a function that describes a relationship between
two quantities.
F.BF.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 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.
Alg. 1 6.6, 6.7
On Core 4-4
MLPs
How does changing the values
of m and a affect the graphs of
f(x) = mx and g(x) = a|x| ?
• Changing the value
of m in f(x)=mx+b
• Understanding the
parent absolute value
function
• Graphing g(x)=a|x|
when |a|>1
• Graphing g(x)=a|x|
when |a| <1
• Writing the equation
for an absolute value
function
• Modeling a real-
world situation
3 days Jan 30 –
Feb 1
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI.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.*
F.IF.7.A
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
F.LE.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).
Alg. 1 4.2
MLPs How can you represent
relationships using linear
functions?
• Graphing a line
using the slope and
y-intercept
• Writing a linear
function
• Writing a linear
function from a
graph
• Writing and solving
a system of
equations
2 days Feb 2 - 3
F.IF.8
Write a function defined by an expression in different
but equivalent forms to reveal and explain different
properties of the function.
F.LE.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).
Core 4-7 What properties of linear
functions does each linear
function form illustrate?
• Writing equations in
slope-intercept form
• Writing equations in
standard form
• Choosing an
appropriate form of a
linear equation
2 days Feb 6 - 7
S.ID.6.B
Informally assess the fit of a function by plotting and
analyzing residuals.
S.ID.6.C
Fit a linear function for a scatter plot that suggests a
linear association.
Core 4-8 How can you use residuals and
linear regression to fit a line to
data?
• Creating a residual
plot and evaluating
fit
• Comparing sums of
squared residuals
3 days Feb 8 - 10
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
• Performing linear
regression on a
graphing calculator
CED.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
CED.3
Represent constraints by equations or inequalities, and
by systems of equations and/or inequalities, and
interpret solutions as viable or nonviable options in
modeling contexts. For example, represent inequalities
describing nutritional and cost constraints on
combinations of different foods.
Core 4-9 Modeling – How can you use
linear equations to model the
results of a fundraiser?
• Write a linear
equation to show the
amount of money
raised
• Graph the linear
equation
• Write and graph a
linear equation that
shows the sales
required to raise the
minimum of $1000
2 days Feb 13 - 14
F.BF.1
Write a function that describes a relationship between
two quantities.
F.BF.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 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.
Core 4-10 How do the values of the
constants affect the graphs of
f(x)=mx + b and g(x)=a|x-h| +
k?
• Changing the value
of b in f(x)=x+b
• Modeling with
changes in m and b
• Graphing functions
of the form g(x)=|x-
h|+k
• Writing equations
for absolute value
functions
• Graphing functions
of the form
g(x)=a|x-h|+k
3 days Feb 15 - 17
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
• Writing the equation
for an absolute value
function
SBAC Benchmark Preparation 2 days Feb 20 - 21
SBAC Benchmark Assessment 1 day Feb 22
SBAC Benchmark Review & Reteach 2 days Feb 23 - 24
REI.6
Solve systems of linear equations exactly and
approximately (e.g., with graphs), focusing on pairs of
linear equations in two variables.
Core 5-1 How do you approximate the
solution of a system of linear
equations by graphing?
• Solving a linear
system by graphing
• Estimating a solution
by graphing
3 days Feb 27 -
Mar 1
REI.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.
Core 5-5 How do you graph a linear
inequality in two variables? • Graphing a linear
inequality
• Graphing a linear
inequality in two
variables
2 days Mar 2 - 3
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI.6
Solve systems of linear equations exactly and
approximately (e.g. with graphs), focusing on pairs of
linear equations in two variables.)
Core 5-2 How do you use substitution to
solve a system of linear
equations?
• Solving a linear
system by
substitution
2 days Mar 6 - 7
REI.5
Prove that, given a system of two equations in two
variables, replacing one equation by the sum of that
equation and a multiple of the other produces a system
with the same solutions.
REI.6
Solve systems of linear equations exactly and
approximately (e.g. with graphs), focusing on pairs of
linear equations in two variables.
Core 5-3 How do you solve a system of
linear equations by adding or
subtracting?
• Solving a linear
system by adding
• Solving a linear
system by
subtracting
• Understanding linear
systems and
multiplication
• Solving a linear
system by
multiplying one
equation
• Solving a linear
system by
multiplying both
equations
3 days Mar 8 - 10
REI.C.6
Solve systems of linear equations exactly and
approximately (e.g., with graphs), focusing on pairs of
linear equations in two variables.
Core 5-4 How do you solve systems
with no or infinitely many
solutions?
• Solving special
systems by graphing
• Solving special
systems algebraically
3days Mar 13- 15
Systems of Equations Review 1 day Mar 16
Systems of Equations Assessment 1 day Mar 17
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
SBAC Benchmark Preparation 2 days Mar 20 - 21
SBAC Benchmark Assessment 1 Day Mar 22
SBAC Benchmark Review & Reteach 3 days Mar 23 - 24
RN.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. For
example, we define 51/3
to be the cube root of 5
because we want (51/3
)3 = 5
(1/3)3 to hold, so (5
1/3)
3 must
equal 5.
Core 6-1 How can you develop and use
the properties on integer
exponents?
• Using patterns of
Integer Exponents
• Applying Properties
of Integer Exponents
2 days Mar 27 - 28
RN.1 (continued)
RN. 2
Rewrite expressions involving radicals and rational
exponents using the properties of exponents.
RN. 3
Explain why the sum or product of two rational
numbers is rational; that the sum of a rational number
and an irrational number is irrational; and that the
product of a nonzero rational number and an irrational
number is irrational.
Core 6-2 What are rational and irrational
numbers and how are radicals
related to rational exponents?
• Understanding real
numbers and their
properties
• Proving that a set is
closed
• Proving that the sum
of a rational number
and an irrational
number is irrational
• Understanding
radicals and rational
exponents
• Using exponents to
simplify radical
expressions
• Simplifying
3 days
Mar 29 - 31
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
expressions using
rational exponents
SSE. 1
Interpret expressions that represent a quantity in terms
of its context.*
SSE. 1A
Interpret parts of an expression, such as terms, factors,
and coefficients.
SSE. 1B
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.
Core 6-3 What parts of a polynomial
represent terms, factors, and
coefficients?
• Investigating parts of
a polynomial
• Writing polynomials
in standard form
• Interpreting
polynomials
2 days Apr 3 - 4
APR. 1
Understand that polynomials form a system analogous
to the integers, namely, they are closed under the
operations of addition, subtraction, and multiplication;
add, subtract, and multiply polynomials.
FBF. 1A
Determine an explicit expression, a recursive process,
or steps for calculation from a context.
Core 6-4 How do you add and subtract
polynomials? • Adding polynomials
• Subtracting
polynomials
3days Apr 5 - 7
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 - y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
APR. 1
Understand that polynomials form a system analogous
to the integers, namely, they are closed under the
operations of addition, subtraction, and multiplication;
add, subtract, and multiply polynomials.
Core 6-5 How do you multiply
polynomials? • Multiplying two
binomials using
algebra tiles
• Multiplying
binomials using the
distributive property
• Multiplying
binomials using
FOIL
• Multiplying
polynomials
3 days Apr 10 - 12
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 - y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
Core 6-6 How can you find special
products of binomials? • Multiplying special
cases
• Justifying and
applying a special
product rule
2 days Apr 13 - 14
SBAC Benchmark Preparation 2 days Apr 17 - 18
SBAC Benchmark Assessment 1 day Apr 19
SBAC Benchmark Review and Reteach 2 days Apr 20 - 21
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
SSE. 1A
Interpret parts of an expression, such as terms, factors,
and coefficients.
SSE. 1B
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.
Core 7-1 How can you find the GCF of
monomials? • Finding the GCF of
two monomials
• Finding the GCF of
three monomials
• Finding the GCF of
expressions with
binomial factors
2 days Apr 24 - 25
SSE. 1B
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.
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 – y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
Core 7-2 How can you factor
polynomials completely by
grouping?
• Factoring out a GCF
and grouping
• Factoring with
binomial opposites
3 days Apr 26 - 28
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 - y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
Core 7-3 How can you factor
x² + bx + c? • Factoring trinomials
(With leading
coefficient of 1)
2 days May 1 - 2
SSE. 2 (Continued) Core 7-4 How can you factor
ax² + bx + c? • Factoring
• ax² + bx + c; a > 1
3 days
May 3 - 5
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 - y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
Core 7-5 How can you represent
factoring special products
geometrically?
• Representing the
factoring of a perfect
square trinomial
• Representing the
factoring of the
difference of two
squares
2 days May 8 - 9
SSE. 1B
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.
SSE. 2
Use the structure of an expression to identify ways to
rewrite it. For example, see x4 - y
4 as (x
2)
2 - (y
2)
2, thus
recognizing it as a difference of squares that can be
factored as (x2 - y
2)(x
2 + y
2).
Core 7-6 How can you factor
polynomials with more than
one variable?
• Factoring
polynomials with
two variable
• Factoring a perfect
square trinomial
• Factoring a
polynomial using
grouping
3 days May 10 - 12
SBAC 11th
Grade Assessment Preparation 3 days May 15 - 17
SBAC 11th
Grade Assessment 2 days May 18 - 19
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
F.IF.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.BF.1
Write a function that describes a relationship between
two quantities.
FBF. 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 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.
Core 8-1 What is the effect of the
constant a on the graph of
g(x) = ax²?
• Understanding the
parent quadratic
function
• Graphing g(x) = ax² when
a > 0
• Graphing
g(x) = ax² when
a < 0
• Writing the equation
of a quadratic
function
1 day May 22
F.BF.1
Write a function that describes a relationship between
two quantities.
FBF. 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 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.
Core 8-2 What is the effect of the
constant h and k on the graph
of g(x) = (x – h)² + k?
• Graphing functions
of the form g(x) = x² + k
• Graphing functions
of the form
g(x) = (x – h)²
• Writing equations
for quadratic
functions
1 day May 23
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
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and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
FIF. 7a
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
Core 8-3 How can you describe key
attributes of the graph of
f(x) = ax² + bx + c by
analyzing its equation?
• Graphing f(x) = ax² + bx + c
1 day May 24
FBF. 1
Write a function that describes a relationship between
two quantities.
FBF. 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 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.
Core 8-4 How can you obtain the graph
of g(x) = a(x – h)² + k from the
graph of f(x) = x² ?
• Understanding how
to graph
g(x) = a(x – h)² + k
• Graphing g(x) = a(x – h)² + k
2 days May 25 - 26
CED.A.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
REI. 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.
Core 8-5 How can you solve a quadratic
equation by graphing? Explain
how to get the solution and
what it means.
• Finding interceptions
of lines and
parabolas
• Solving quadratic
equations graphically
• Solving real-world
problems
2 days May 29 - 30
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
CED.1
Create equations and inequalities in one variable and
use them to solve problems. Include equations arising
from linear and quadratic functions, and simple
rational and exponential functions.
REI. 4b
Solve quadratic equations by inspection
(e.g. for x2 = 49), taking square roots, completing the
square, the quadratic formula and factoring, as
appropriate to the initial form of the equation.
Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a
and b.
Core 8-6 How can you solve quadratic
equations by factoring? • Understanding the
zero-product
property and
recognizing zeros of
quadratic functions
• Solving a quadratic
equation
• Finding the zeros of
a quadratic function
• Solving
ax² + bx + c = 0 by
factoring (In & out of
standard form)
• Modeling the height
of a diver
3days May 31 –
June 2
CED.1
Create equations and inequalities in one variable and
use them to solve problems. Include equations arising
from linear and quadratic functions, and simple
rational and exponential functions.
REI. 4b
Solve quadratic equations by inspection
(e.g., for x2 = 49), taking square roots, completing the
square, the quadratic formula and factoring, as
appropriate to the initial form of the equation.
Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a
and b.
Core 8-7 How can you solve a quadratic
equation using square roots? • Understanding
square roots
• Solving quadratic
equations
algebraically
• Solving a real-world
problem
2 days June 5 - 6
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
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and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI. 4b
Solve quadratic equations by inspection
(e.g. for x2 = 49), taking square roots, completing the
square, the quadratic formula and factoring, as
appropriate to the initial form of the equation.
Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real numbers a
and b.
Core 8-8 How can you solve quadratic
equations without factoring? • Completing the
square
• Solving quadratic
equations by
completing the
square
• Solving ax² + bx = c
when ‘a’ is a perfect
square
• Solving ax² + bx = c
when ‘a’ is not a
perfect square
• Graphing projectile
motion model
3 days June 7 - 9
REI. 4a
Use the method of completing the square to transform
any quadratic equation in x into an equation of the
form (x - p)2 = q that has the same solutions. Derive
the quadratic formula from this form.
REI.4.B
Solve quadratic equations by inspection
(e.g. for x2 = 49), taking square roots, completing the
square, the quadratic formula and factoring, as
appropriate to the initial form of the equation.
Recognize when the quadratic formula gives complex
solutions and write them as a ± bi for real
numbers a and b.
Core 8-9 How can you derive the
quadratic formula and use it to
solve quadratic equations?
• Deriving the
quadratic formula
• Using the quadratic
formula
• Solving quadratic
equations using the
quadratic formula
2 days June 12 - 13
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
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and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI. 7 Solve a simple system consisting of a linear
equation and a quadratic equation in two variables
algebraically and graphically. For example, find the
points of intersection between the line y = -3x and the
circle x2 + y
2 = 3.
Core 8-10 How can you solve a system of
equations when one equation is
linear and the other is
quadratic?
• Solving by graphing
and algebraically
• Determining the
possible number of
solutions
• Solving systems
using technology
3 days June 14 - 16
F.BF.1.A
Determine an explicit expression, a recursive process,
or steps for calculation from a context.
FLE. 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).
Core 9-1 How can you write a rule for a
geometric sequence? • Writing rules for a
geometric sequence
• Writing general rules
for geometric
sequences
• Relating geometric
sequences and
exponential
functions
• Writing a geometric
sequence given two
terms
3 days June 19 - 21
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
F.BF. 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 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. 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).
Core 9-2 How does changing the values
of a, h, and k affect the graph
of an exponential function?
• Changing h and k
• Changing a
• Graphing
f(x) = b(x-h)
+ k
• Graphing f(x) = abx
• Writing an equation
from a graph
2 days June 24 - 25
F.IF.7.E
Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude.
F.LE.1.C
Recognize situations in which a quantity grows or
decays by a constant percent rate per unit interval
relative to another.
F.LE.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).
Core 9-3 How do you write, graph, and
interpret exponential growth
and decay functions?
• Describing end
behavior of a growth
function
• Modeling
exponential growth
• Describing end
behavior of a decay
function
• Modeling
exponential decay
3 days June 26 -28
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
REI.1
Explain each step in solving a simple equation as
following from the equality of numbers asserted at the
previous step, starting from the assumption that the
original equation has a solution. Construct a viable
argument to justify a solution method.
REI.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.*
S.ID.6.A
Fit a function to the data; use functions fitted to data to
solve problems in the context of the data. Use given
functions or choose a function suggested by the
context. Emphasize linear, quadratic, and exponential
models.
S.ID.6.B
Informally assess the fit of a function by plotting and
analyzing residuals.
Core 9-4 How can you model and solve
problems involving
exponential data?
• Solving equations by
equating exponents
• Writing an equation
and solving by
graphing
• Fitting a function to
data
• Plotting and
analyzing residuals
2 days
F.LE.1
Distinguish between situations that can be modeled
with linear functions and with exponential functions.
F.LE. 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.
Core 9-5 How can you recognize,
describe, and compare linear
and exponential functions?
• Comparing constant
change and constant
percent change
• Comparing linear
and exponential
functions
2 days
BJN PAU Algebra 1
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Algebra 1 Common Core State
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and Digital
Resources
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and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
Performance task 1 day
Review 1 day
Cumulative Chapter 9 Test - Target Date - April 23rd 1 day
S.ID. 5
Summarize categorical data for two categories in two-
way frequency tables. Interpret relative frequencies in
the context of the data (including joint, marginal, and
conditional relative frequencies). Recognize possible
associations and trends in the data.
Core 10-1 How can categorical data be
organized and analyzed? • Creating a relative
frequency table
• Creating a two way
frequency table
• Creating a two way
relative frequency
table
• Calculating
conditional relative
frequencies
• Finding possible
associations between
variables
2 days
S.ID. 1
Represent data with plots on the real number line (dot
plots, histograms, and box plots).
S.ID.2
Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two
or more different data sets.
Core 10-2 How can you estimate statistics
from data displayed in a
histogram?
• Creating a histogram
• Estimating statistics
from a histogram
2 days
BJN PAU Algebra 1
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Algebra 1 Common Core State
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and Digital
Resources
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and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
S.ID. 1
Represent data with plots on the real number line (dot
plots, histograms, and box plots).
S.ID.2
Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two
or more different data sets.
Core 10-3 How can you characterize and
compare the center and spread
of data sets?
• Finding mean,
median, range, and
interquartile range
• Calculating the
standard deviation
• Comparing statistics
for related data sets
• Interpreting a box
plot
• Comparing data
using box plots
2 days
S.ID. 1
Represent data with plots on the real number line (dot
plots, histograms, and box plots).
S.ID.2
Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two
or more different data sets.
S.ID. 3
Interpret differences in shape, center, and spread in the
context of the data sets, accounting for possible effects
of extreme data points (outliers).
Core 10-4 Which statistics are most
affected by outliers, and what
shapes can data distributions
have?
• Using line plots to
display data
• Investigating the
effect of an outlier in
a data set
• Comparing data
distribution
2 days
S.CP. 1
Describe events as subsets of a sample space (the set
of outcomes) using characteristics (or categories) of
the outcomes, or as unions, intersections, or
complements of other events ("or," "and," "not").
Core 10-5 How do you find the
experimental probability of an
event?
• Finding experimental
probability
• Calculating
experimental
probability
2 days
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
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and Digital
Resources
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and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
S.CP. 1
Describe events as subsets of a sample space (the set
of outcomes) using characteristics (or categories) of
the outcomes, or as unions, intersections, or
complements of other events ("or," "and," "not").
Core 10-6 How can you use set theory to
help you calculate theoretical
probabilities?
• Introducing the
vocabulary of sets
• Calculating
theoretical
probability
• Using complement
of an event
2 days
S.CP. 2
Understand that two events A and B are independent if
the probability of A and B occurring together is the
product of their probabilities, and use this
characterization to determine if they are independent.
S.CP.3
Understand the conditional probability
of A given B as P(A and B)/P(B), and interpret
independence of A and B as saying that the conditional
probability of A given B is the same as the probability
of A, and the conditional probability of B given A is
the same as the probability of B.
S.CP.8(+)
Apply the general Multiplication Rule in a uniform
probability model, P(A and B) = P(A)P(B|A) =
P(B)P(A|B), and interpret the answer in terms of
the model.
Core 10-7 How do you determine if two
events are independent or
dependent?
• Determining if
events are
independent
• Using the formula
• Showing that events
are independent
• Introducing
dependent events
• Finding the
probability of
dependent events
3 days
Collaborative Team Test 1 day
Review 1 day
Cumulative Chapter 10 Test - Target Date - May 15th 1 day
BJN PAU Algebra 1
Curriculum Map and Guide
Algebra 1 Common Core State
Standards
Textbook,
On Core,
and Digital
Resources
Essential Questions
and
Concepts to be
Understood
Skills &
Objectives
Students will be
Able to...
Timing
(Days)
Dates
Assessed Performance Task to be given with the
Summative Assessment 1 day
SUMMATIVE ASSESSMENT (Benchmark) June
4th- June 6th 3 days
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