Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

Focus Coherence Rigor

• The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

• For algebra 1, the major clusters, algebra and functions, account for about 75% of time spent on instruction.

• Supporting Content - information that supports the understanding and implementation of the major work of the grade.

• Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Thinking across grades:• The Standards are designed around coherent

progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years. Each standard is not a new event, but an extension of previous learning.

Linking to major topics:• Instead of allowing additional or supporting

topics to detract from course, these concepts serve the course focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Conceptual understanding:• The Standards call for conceptual understanding

of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures.

Procedural skill and fluency:• The Standards call for speed and accuracy in

calculation. While the high school standards for math do not list high school fluencies, there are suggested fluency standards for algebra 1, geometry and algebra 2.

Application:• The Standards call for students to use math

flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

Shelby County Schools 2016/2017Revised 6/29/16

1 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding

importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:

Shelby County Schools 2016/2017Revised 6/29/16

2 of 14

Mathematical Practices(MP)

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quatitatively

3. Construct viable arguments and

crituqe the reasoning of

others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of

structure

8. Look for and express regularity

in repeated reasoning

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.

Standards for Mathematical PracticeMathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

Purpose of the Mathematics Curriculum Maps

This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including sample questions, tasks and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade-level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional Support

Shelby County Schools 2016/2017Revised 6/29/16

3 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

Shelby County Schools adopted our current math textbooks for grades 9-12 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards; therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.

How to Use the Mathematics Curriculum Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide some non-summative assessment items.

Tennessee State StandardsThe TN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content.; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards that supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work. It is the teacher’s responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, etc.). Support for the development of these lesson objectives can be found under the column titled ‘Content’. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional Support and Resources

Shelby County Schools 2016/2017Revised 6/29/16

4 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

District and web-based resources have been provided in the Instructional Resources column. Throughout the map you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Topics Addressed in Quarter Foundations of Algebra Linear Equations & Inequalities Introduction to Functions & Their Graphs

Overview By the end of eighth grade, students have learned to solve linear equations in one variable and they understand that a function assigns to each input exactly one output and are used to describe situations where one quantity determines another. This quarter builds on these earlier experiences by asking students to analyze and explain the process of solving an equations and inequalities. Students develop fluency writing, interpreting, and translating between various forms of linear equations and inequalities, and using them to solve problems. Students will also explore the ways in which functions can describe real-world situations.All of this work is grounded on understanding quantities and on relationships between them. Finally in this quarter, students will extend their knowledge of functions, going beyond viewing functions as processes that take inputs and yield outputs and start viewing functions as objects in their own right. They explore many examples of functions, including sequences; they interpret functions given graphically, numerically, symbolically, and verbally, translate between representations, and understand the limitations of various representations. They work with functions given by graphs and tables, keeping in mind that, depending upon the context, these representations are likely to be approximate and incomplete.

Content Standard Type of Rigor Foundational Standards Sample Assessment Items**A-CED.A.1, 2 Procedural Skills & Fluency , Conceptual

Understanding & Application8.EE.C.7 a, b; 8.EE.C.8 a, b, c Speeding Ticket

The Cycle ShopA-REI.A.1 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Basketball;

Building and Solving Complex EquationsA-REI.B.3 Procedural Skills & Fluency 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Reasoning With Linear Inequalities;

TN Assessment Task – Algebra I – Disc JockeyA-REI.C.5, 6 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Cash BoxA-REI.D.11, 12 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Reasoning with Equations and Inequalities;

Fishing Adventures;Shelby County Schools 2016/2017

Revised 6/29/165 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

Rabbit FoodA-SSE.A.1 Conceptual Understanding & Application 8.EE.C.7 a, b; 8.EE.C.8 a, b, c Delivery Trucks;

Kitchen Floor TilesF-IF.A.3 Procedural Skills & Fluency, Conceptual Understanding

& Application8.F.A.1,2,3; 8.F.B.4,5 Interpreting Functions;

Sorting Functions** TN Tasks are available at http://www.edutoolbox.org/ and can be accessed by Tennessee educators with a login and password.

Fluency The high school standards do not set explicit expectations for fluency, but fluency is important in high school mathematics. Fluency in algebra can help students get past the need to manage computational and algebraic manipulation details so that they can observe structure and patterns in problems. Such fluency can also allow for smooth progress toward readiness for further study/careers in science, technology, engineering, and mathematics (STEM) fields. These fluencies are highlighted to stress the need to provide sufficient supports and opportunities for practice to help students gain fluency. Fluency is not meant to come at the expense of conceptual understanding. Rather, it should be an outcome resulting from a progression of learning and thoughtful practice. It is important to provide the conceptual building blocks that develop understanding along with skill toward developing fluency.

The fluency recommendations for Algebra I listed below should be incorporated throughout your instruction over the course of the school year.

A/G A-APR.A.1 A-SSE.A.1b

Solving characteristic problems involving the analytic geometry of linesFluency in adding, subtracting, and multiplying polynomialsFluency in transforming expressions and seeing parts of an expression as a single object

References:

https://www.engageny.org/ http://www.corestandards.org/

Shelby County Schools 2016/2017Revised 6/29/16

6 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

http://www.nctm.org/ http://achievethecore.org/

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESFoundations of Algebra/Equations & Inequalities

(Allow approximately 6 weeks for instruction, review, and assessment)Domain: The Real Number System (N-RN)Cluster: Use properties of rational and irrational numbers N-RN.A.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.

Domain: Seeing Structure in ExpressionsCluster: Interpret the structure of expressions A-SSE.B.3 Choose and produce an

equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★

Enduring Understanding(s):• Operations and properties of integers

can be extended to situations involving rational and irrational numbers.

• Expressions can be written in multiple ways using algebra.

Essential Question(s)• How can you represent quantities,

patterns, and relationships?• Why structure expressions in different

ways?• How are properties related to algebra?

Objective(s):• Students will classify, graph and compare

real numbers.• Students will explain the outcomes of

operations of rational and irrational numbers.

• Students will interpret the structure of expressions

Pearson1-3 Real Numbers & The Number Line1-4 Properties of Real Numbers1-7 The Distributive PropertyGlencoe0-2 Real Numbers1-3 Properties of Numbers1-4 The Distributive Property

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)• Rational and Irrational Numbers Task • Calculating Square Root Task • Sorting Equations and Identities (MARS)

Additional Resource(s)CCSS Flip Book with Examples of each Standard

• Ordering positive and negative fractions Video

VocabularySquare root, radicand, radical, perfect square, set, element of a set, subset, rational numbers, natural numbers, whole numbers, integers, irrational numbers, real numbers, inequality

Writing in MathTell whether √100 and √0.29 are rational or irrational. Explain.

A friend has asked you to explain commutative properties to him. After you explain the commutative properties for addition and multiplication, he asks you about commutative properties for subtraction and division. Use examples to show that the operations of subtraction and division are not commutative.

Shelby County Schools 2016/2017Revised 6/29/16

7 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES• Classifying numbers Video • Simplifying square roots of rational

numbers Video• Estimating square roots of rational

numbers Video• Identifying properties of real numbers

Video• Using properties of real numbers Video

Domain: Create equationsCluster: Create equations that describe numbers or relationships

A-CED.A.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.

Domain: Reasoning with Equations and InequalitiesCluster: Understand solving equations as a process of reasoning and explain the reasoning A-REI.A.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.

Domain: Reasoning with Equations and Inequalities

Enduring Understanding(s):• Different types of relationships between

quantities can be modeled with different types of functions.

• Graphs are visual representations of solution sets of equations and inequalities.

Essential Question(s)• How are equations useful in the real

world• How do equations show a relationship

between two quantities in real-life?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

Pearson2-1 Solving One-Step Equations2-2 Solving Two-Step Equations2-3 Solving Multi-Step Equations2-4 Solving Equations With Variables on Both Sides2 - 5 Literal Equations & Formulas

Glencoe2-2 Solving One-Step Equations2-3 Solving Multi-Step Equations2-4 Solving Equations With Variables on Both Sides2-8 Literal Equations & Dimensional Analysis

Additional Lesson(s):Use the following Engageny Lessons to introduce the concepts/build conceptual understanding. If used, these lessons should be used before the lessons from the textbooks.Engage ny Algebra I Module 1, Topic C • Lesson 10 • Lesson 11

VocabularyEquivalent equations, Addition Property of Equality, Subtraction Property of Equality, isolate, inverse operations, Multiplication Property of Equality, Division Property of Equality, identity, literal equation, formula

Writing in MathUse a two-column algebraic proof to provide justifications and explanations when solving each equation and inequality.

Compare and contrast solving equations with variables on both sides of the equation to solving one-step or multi-step equations with a variable on one side of the equation.

How is the process of rewriting literal equations similar to the process of solving equations in one variable? How is it different?

Have students pick out a formula that was not used in the lesson, perhaps from science class, and explain the variables in the formula and what the formula is used to find. Have students solve their formula for a different

Shelby County Schools 2016/2017Revised 6/29/16

8 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Cluster: Solve equations and inequalities in one variable A-REI.B.3 Solve linear equations and

inequalities in one variable, including equations with coefficients represented by letters.

• Lesson 12 • Lesson 13 • Lesson 14

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Assessment Task – Algebra I – Paulie's Pen

Additional Resource(s):• Solving a two-step equation Video • Writing and solving two-step equations

Video• Solving multi-step equations Video • Solving multi-step equations by combining

like terms Video• Solving equations with variables on both

sides Video

variable.

Domain: Create equationsCluster: Create equations that describe numbers or relationships A-CED.A.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.

Domain: Reasoning with Equations and

Enduring Understanding(s):• Different types of relationships between

quantities can be modeled with different types of functions.

• Graphs are visual representations of solution sets of equations and inequalities.

Essential Question(s)• How are inequalities different from

equations?

Pearson3-4 Solving Multi-Step InequalitiesGlencoe5-3 Solving Multi-Step InequalitiesUse the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Assessment Task – Algebra I – Disc Jockey

Writing in MathExplain when the solution set of an inequality will be the empty set or the set of all real numbers. Show an example of each.

Shelby County Schools 2016/2017Revised 6/29/16

9 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

InequalitiesCluster: Solve equations and inequalities in one variable A-REI.B.3 Solve linear equations and

inequalities in one variable, including equations with coefficients represented by letters.

• How are inequalities useful in the real world?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations. .

Additional Resource(s):CCSS Flip Book with Examples of each Standard• Solving two-step inequalities Video • Solving multi-step inequalities using the

distributive property Video• Solving multi-step inequalities with

variables on both sides Video

A-CED.A.1

A-REI .B.3

Enduring Understanding(s):.Understand general linear equations and their graphs and extend this to work with absolute value equations, linear inequalities, and systems of linear equations.

Essential Question(s)How are compound inequalities solved differently than regular inequalities?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

Pearson3-6 Solving Compound Inequalities

Glencoe5-4 Solving Compound Inequalities

Additional Lesson(s):Use the following Engageny Lessons to introduce the concepts/build conceptual understanding. If used, these lessons should be used before the lessons from the textbooks.Engage ny Algebra I Module 1, Topic C • Lesson 15 • Lesson 16 Additional Resource(s):• Writing and solving a compound inequality

containing “And” Video• Writing and solving a compound

inequality containing “Or” Video

VocabularyCompound Inequalities

Writing in MathCompare the graph of a compound inequality involving “and” with the graph of a compound inequality involving “or”. Give a real-world example of each.

Graphic Organizer

A-REI .B.3 Enduring Understanding(s) Pearson Writing in Math

Shelby County Schools 2016/2017Revised 6/29/16

10 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Seeing Structure in ExpressionsCluster: Interpret the structure of expressions A-SSE.A.1 Interpret expressions that

represent a quantity in terms of its context. ★a. Interpret parts of an expression, such as terms, factors, and coefficients.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.

Understand general linear equations and their graphs and extend this to work with absolute value equations, linear inequalities, and systems of linear equations.

Essential Question(s)How do you solve absolute value inequalities differently than regular inequalities?

Objective(s):• Students will graph, represent, model,

compare and contrast linear functions-- linear inequalities, and linear equations.

• Students create equations (linear and exponential) and inequalities in one variable and use them to solve problems.

• Students create equations and inequalities in one variable to model real-world situations.

3-7 Absolute Value Equations & Inequalities

Glencoe5-5 Inequalities Involving Absolute Value

Additional Lesson(s):MARS Task - Maximizing Profits: Selling BoomerangsUse the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Task Arc – Algebra I – Equations & Inequalities (Tasks 1-3)

Additional Resource(s):• Solving an absolute value equation Video • Solving an absolute value inequality

Video

• Use a two-column algebraic proof to provide justifications and explanations when solving each equation and inequality.

• Explain the similarities and differences in solving the equation |x −1 | = 2 with solving the inequalities | x − 1 | ≤ 2 and | x − 1 | ≥ 2.

Introduction to Functions & Graphing(Allow approximately 3 weeks for instruction, review, and assessment)

This builds from the 8th Grade FunctionsSee p. 4*

Enduring Understanding(s)• Functions are a mathematical way to

describe relationships between two quantities that vary.

• Functions can be represented in a variety of ways.

Essential Question(s)• How can you represent and describe

functions?• How can functions describe real-world

situations, model predictions and solve problems?

PearsonChapter 4 –An Introduction to Functions (Briefly review 4-1 through 4-6 as needed)Glencoe(Briefly review 1-6 & 1-7 as needed)

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Task Arc – Algebra I – Creating & Interpreting Functions (Tasks 1, 3 & 5)

Shelby County Schools 2016/2017Revised 6/29/16

11 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESObjective(s):• Students will identify the domain and

range of a function; determine if a relation is a function; determine the value of the function with proper notation (i.e. f(x)=y, the y value is the value of the function at a particular value of x)

• Students will identify mathematical relationships and express them using function notation.

• Students will define a reasonable domain, which depends on the context and/or mathematical situation, for a function focusing on linear functions.

• Students will evaluate functions at a given input in the domain, focusing on linear functions.

Additional Resource(s)CCSS Flip Book with Examples of each StandardKhan Academy Videos - FunctionsLearnZillion Videos - Functions • Interpreting a graph that is related to

events Video • Sketching a graph that is related to

events Video • Identifying independent and dependent

quantities Video • Writing a rule from a table Video • Making a table from a function rule Video • Finding the range of a function given the

domain Video • Modeling a function using three views

Video• Discrete vs. continuous data Video • Graphing a nonlinear function Video • Writing a function from words Video • Determining a reasonable domain and

range for a situation Video • Identifying functions using a mapping

diagram Video • Identifying functions using the vertical line

test Video Domain: Creating EquationsCluster Create equations that describe numbers or relationships A-CED.A.2 Create equations in two or

Enduring Understanding(s)You can model some sequences with a function rule that you can use to find any term of the sequence.

Pearson4-7 Sequences & Functions Glencoe

VocabularySequence, term of a sequence, arithmetic sequence, common difference

Shelby County Schools 2016/2017Revised 6/29/16

12 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCESmore variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Domain: Interpreting FunctionsCluster: Interpret functions that arise in applications in terms of the context. F-IF.A.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.

Essential Question(s)What information can a slope (rate of change) and intercept (constant term) of a linear model provide regarding the context of a situation?

Objective(s):• Students will identify and extend

patterns in sequences.• Students will recognize that sequences

are functions, sometimes defined recursively, whose domain is a subset of the integers.

3-5 Arithmetic Sequences as Linear Functions

Use the following resources to ensure that the intended outcome and level of rigor of the standards are met.

Task(s)TN Algebra I Task: The Speeding Ticket Problem

Additional Resource(s):CCSS Flip Book with Examples of each Standard

• Finding the common difference of an arithmetic sequence Video

• Finding the value of the nth term an arithmetic sequence Video

Writing in MathUse KNWS, SQRQCQ, or UPS√ Strategy to complete Chapter 4 Performance Task 1.Literacy Strategies in Math (p. 22 ) UPS√

Compare and Contrast – You can use a mapping diagram or the vertical line test to tell if a relation is a function. Which method do you prefer? Explain.

PH Algebra I Book Page 280Use KNWS, SQRQCQ, or UPS√ Strategy to complete Tasks 1 – 3.Literacy Strategies in Math (p. 22 ) UPS√

Shelby County Schools 2016/2017Revised 6/29/16

13 of 14

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics

Quarter 1 Algebra I

RESOURCE TOOLBOXTextbook Resources

Pearsonwww.phschool.com/mathhttp://www.pearsonsuccessnet.comhttp://www.poweralgebra.com

GlencoeConnectED Site - Textbook and Resources

StandardsCCSShttp://www.ccsstoolbox.org/http://www.edutoolbox.org/tntools (formerly tncore.org) http://parcconline.org/CCSS Flip Book with Examples of each Standard AchieveTN Algebra I StandardsTN Department of Education Math Standards

VideosKhan AcademyTeacher TubeMath TVThe Futures ChannelThe Teaching Channel IVEST Video Library Illuminations (NCTM)Get The Math

Calculatorhttp://education.ti.com/educationportal/activityexchange/activityhttp://www.atomiclearning.com/ti_84TICommonCore.comhttp://www.casioeducation.com/educators

Manipulatives/Other ResourcesNational Library of Virtual Manipulativeshttp://www.shodor.org/interactivate/activities/Edugoodies

NWEA MAP Resources:https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

LiteracyLiteracy Skills and Strategies for Content Area Teachers(Math, p. 22)Formative Assessment Using the UPS StrategyGlencoe Reading & Writing in the Mathematics ClassroomGraphic Organizers (9-12)

TasksMathematics Assessment Project (MARS Tasks)Dan Meyer's Three-Act Math TasksIllustrative Math TasksUT Dana CenterInside Math TasksLearnZillionSCS Math Tasks (Algebra I)

ACTTN ACT Information & ResourcesACT College & Career Readiness Mathematics Standards

Shelby County Schools 2016/2017Revised 6/29/16

14 of 14