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,

On Core,

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

Textbook,

On Core,

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

Textbook,

On Core,

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

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

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

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. 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

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.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