Algebra 1 CP – Curriculum Pacing Guide – 2012-2013
Anderson School District Five Page 1 Copyright July 1, 2012
SOUTH CAROLINA ACADEMIC STANDARDS FOR MATHEMATICS
The mathematical processes provide the framework for teaching, learning, and assessing in all high school mathematics core courses. Instructional programs should be built around these processes.
Standard EA-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.
Indicators
EA-1.1 Communicate a knowledge of algebraic relationships by using mathematical terminology appropriately.
EA-1.2 Connect algebra with other branches of mathematics.
EA-1.3 Apply algebraic methods to solve problems in real-world contexts.
EA-1.4 Judge the reasonableness of mathematical solutions.
EA-1.5 Demonstrate an understanding of algebraic relationships by using a variety of representations (including verbal, graphic, numerical, and symbolic).
EA-1.6 Understand how algebraic relationships can be represented in concrete models, pictorial models, and diagrams.
EA-1.7 Understand how to represent algebraic relationships by using tools such as handheld computing devices, spreadsheets, and computer algebra systems (CASs).
COMMON CORE STATE STANDARDS FOR MATHEMATICS
Indicators
A-SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
A-SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
A-SSE-2 Use the structure of an expression to identify ways to rewrite it.
F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
8.F-5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013
Anderson School District Five Page 2 Copyright July 1, 2012
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 3 Copyright July 1, 2012
Unit 1: Essential Algebra Skills (Daily- 9 days; A/B- 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-2.1
CCSS
N-RN.3
Exemplify elements of the real number system (including integers, rational
numbers, and irrational numbers).
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.
Be able to classify and give
examples of integers, rational numbers, irrational numbers,
whole, and natural numbers.
Review with bellringer daily or
weekly. Real numbers Venn diagram
Identify the Real Numbers
Order of Operation Practice
Sheet
2 / 1
SC
EA-2.6
Carry out a procedure to evaluate an expression by substituting a value for the
variable.
Be able to write expressions
and evaluate. Be able to substitute values for one or
more variables. Review Order
of Operations (PEMDAS).
Expression Bingo
Substitute using Literal
Equations
SC EA-2.5
CCSS
N-RN.3
Carry out a procedure using the properties of real numbers (including commutative,
associative, and distributive) to simplify
expressions.
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.
Be able to recognize and apply commutative,
associative, and distributive
properties.
Properties Quiz
Integers and Like Terms
Expression and Property
Jeopardy
2 / 1
Quiz 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 4 Copyright July 1, 2012
Unit 1: Essential Algebra Skills (Daily- 9 days; A/B- 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA 2.7
CCSS A-APR.1
Carry out a procedure (including addition,
subtraction, multiplication, and division by a monomial) to simplify polynomial
expressions.
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.
Be able to add and subtract
polynomial expressions and combine like terms.
Hands on Equations Kit
Integers and Like Terms
Combining Like Terms
Matching
2 / 1
SC
EA-2.9
Carry out a procedure to perform operations with matrices (including
addition, subtraction, and scalar
multiplication)
Be able to add and subtract matrices of size no larger than
3 x 3 and multiply matrix by a
scalar.
Matrix Activity
Matrices Fill In
Matrices Fill In Completed
(Answers)
1 / 0.5
SC EA-2.10
Represent applied problems by using matrices.
Be able to distinguish relevant
from irrelevant data. Be able
to represent data using matrices and understand the
meaning of columns and rows in the applied situation.
Unit Test 1 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 5 Copyright July 1, 2012
Unit 2: Solving Linear Equations (Daily- 20 days; A/B- 10 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA 4.7
CCSS A-REI.1
CCSS
A-REI.3
Carry out procedures to solve linear equations for one variable algebraically
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.
Solve linear equations and inequalities in
one variable, including equations with coefficients represented by letters.
Use inverse operations to solve linear equations involving one
step, two steps, distributive property, variables on both
sides, fractional coefficients,
decimals and the collecting of like terms. Solve linear
equations that result in one solution, no solution or
infinitely many.
Equation Frames
Equation Bingo
Equation Jeopardy
Equation Word Problems
Distributive Equations
Fractions and Decimals – One
Step Equations Solving Equations Review
Problem Solving Equations
Sums and Consecutive
Integers
Word Problems
12 / 6
SC
EA-3.8
Apply proportional reasoning to solve
problems
Be able to solve proportional
equations and use proportional reasoning to solve problems in
applied situations, including
similar figures.
Proportions Problems
Introduction Proportion
Problems
2 / 1
SC EA- 3.7
CCSS A-CED.4
Carry out a procedure to solve literal equations for a specified variable.
Rearrange formulas to highlight a quantity
of interest, using the same reasoning as in solving equations.
Be able to use inverse
operations to solve literal
equations for a specified variable that may involve
multiple steps.
Literal Equation Manipulative
Substituting and Simplifying
Literal Equations
2 / 1
SC EA-2.4
Use dimensional analysis to convert units of measure within a system.
Be able to set up and solve unit conversion problems using
unit analysis. Be able to recall conversion factors listed in
support document.
2 /1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 6 Copyright July 1, 2012
Unit 2: Solving Linear Equations (Daily- 20 days; A/B- 10 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 7 Copyright July 1, 2012
Unit 3: Inequalities (Daily- 5 days; A/B- 2.5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA-4.8
CCSS
A-REI.3
Carry out procedures to solve linear
inequalities for one variable algebraically and then to graph the solution.
Solve linear equations and inequalities in
one variable, including equations with
coefficients represented by letters.
Be able to solve linear
inequalities involving one step, two steps, distributive
property, variables on both
sides, fractional coefficients, decimals and the collecting of
like terms. Be able to graph inequalities on a number line.
Graphing Inequalities
Nutrition Activity
2 / 1
SC EA- 5.12
CCSS
A-CED.1
Analyze given information to write a linear inequality in one variable that models a
given problem situation.
Create equations an inequalities in one
variable and use them to solve problems.
Be able to assign a variable, assign restrictions to the
variable, and solve an inequality.
2 / 1
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 First Nine Weeks
Anderson School District Five Page 8 Copyright July 1, 2012
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 9 Copyright July 1, 2012
Unit 4: Functions (Daily- 11 days; A/B- 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA -3.1
CCSS
F-IF.1
CCSS 8.F-1
Classify a relationship as being either a function or not a function when given data as a table, set of ordered pairs,
or graph.
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).
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the
set of ordered pairs consisting of an input and the corresponding output.
Be able to classify a set of ordered pairs in a table,
or mapping, as a function or not a function. Be able
to use the vertical line test to classify the graph as a
function or not a function.
Guess My Rule
Function Bridge
Function Flow Chart
What’s Your Function
Card Game
2 / 1
Quiz 1 / 0.5
SC EA-3.2
CCSS F-IF.2
Use function notation to represent functional relationships.
Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function
notation in terms of a context.
Be able to use function
notation to represent
functions given as an equation, graph, or
described in words.
Function Web
Linear Function
Application Problems
1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 10 Copyright July 1, 2012
Unit 4: Functions (Daily- 11 days; A/B- 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-3.3
CCSS F-IF.2
Carry out a procedure to evaluate a function for a given element in the domain.
Use function notation, evaluate functions for inputs in
their domains, and interpret statements that use function notation in terms of a context.
Be able to substitute a
given value for the independent variable and
use the order of operations to evaluate the
function for the given element.
Function Notation
1 / 0.5
SC EA -3.4
CCSS
F-IF.5
Analyze the graph of a continuous function to determine the domain and range of the function.
Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.
Be able to determine and
describe the set of x- and y- coordinates using
words or mathematical expressions to specify the
domain and range of a
continuous function.
1 / 0.5
SC
EA-3.5
CCSS F-IF.7b
CCSS
F-IF.7a
CCSS
F-BF.3
Carry out a procedure to graph parent functions
(includingx
yxyxyxyxy1
and,,,, 2 ).
Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value functions.
Analyze the effects of changes in the slope, m, and the
y-intercept, b, on the graph of y = mx + b.
Identify the effect on the graph of replacing 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.
Be able to graph parent
functions.
Be able to understand
how the value of slope affects the steepness and
direction of the line. Be able to understand how
the value of the y-
intercept affects where the line crosses the y-axis.
Algebra Aerobics
Transformations
Linear Function Project
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 11 Copyright July 1, 2012
Unit 4: Functions (Daily- 11 days; A/B- 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
EA 3.6 Classify a variation as either direct or inverse.
Be able to understand and
classify a variation as inverse or direct.
Direct Variation Practice
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 12 Copyright July 1, 2012
Unit 5: Writing and Graphing Linear Equations – Part 1 (Daily- 15 days; A/B- 8 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-5.1
CCSS F-IF-7a
Carry out a procedure to graph a line when given the equation of the line.
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
Review plotting points. Be able to graph a given
equation by making a
table and identifying rate of change.
Cookie Cutter Activity
Create a Foldable for
Equations of Lines Ski Slope Design
2 / 1
SC
EA-5.6
CCSS
F-IF.6
Carry out a procedure to determine the slope of
a line from data given tabularly, graphically, symbolically, and verbally.
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.
Be able to find the slope of a line from a table and
graph. Be able to find the
slope of a line from two points using the formulas
for slope.
Linear Function Application
Problems
Spaghetti Linear Lab
2 / 1
SC EA-5.7
CCSS
S-ID.7
F-IF.6
F-LE.1b
Apply the concept of slope as a rate of change to solve problems.
Interpret the slope (rate of change) and the
intercept (constant term) of a linear model in
the context of the data.
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.
Recognize situations in which one quantity changes at a constant rate per unit interval
relative to another.
Be able to identify and use slope as a rate of
change in applied
problems.
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 13 Copyright July 1, 2012
Unit 5: Writing and Graphing Linear Equations – Part 1 (Daily- 15 days; A/B- 8 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA-4.1
CCSS 8.F-4
Carry out a procedure to write an equation of a
line with a given slope and a y-intercept.
Construct a function to model a linear relationship between two quantities. Determine
the rate of change and initial value of the function from a description of a relationship or
from two (x, y) values, including reading these
from a table or from a graph. Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.
Be able to find the slope
of a line from a graph or table. Be able to
recognize and use the
slope intercept form of a linear equation.
2 / 1
SC
EA-5.3
CCSS
F-IF.7a
Carry out a procedure to graph the line with a
given slope and a y-intercept.
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
Be able to use the slope intercept form of a line to
identify and plot the y-
intercept and use slope to plot additional points of a
line. Be able to graph and recognize horizontal
and vertical lines.
Using slope-intercept form to
graph
Equations Graphs Card Match
Game Stained Glass Activity
1 / 0.5
Quiz 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 14 Copyright July 1, 2012
Unit 5: Writing and Graphing Linear Equations – Part 1 (Daily- 15 days; A/B- 8 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA-4.2
CCSS
8.F-4
SC
EA-5.4
CCSS F-IF.7a
Carry out a procedure to write an equation of a
line with a given slope passing through a given point.
Construct a function to model a linear
relationship between two quantities. Determine the rate of change and initial value of the
function from a description of a relationship or
from two (x, y) values, including reading these from a table or from a graph. Interpret the rate
of change and initial value of a linear function in terms of the situation it models, and in terms of
its graph or a table of values.
Carry out a procedure to graph the line with a
given slope passing through a given point.
Graph linear and quadratic functions and show intercepts, maxima, and minima.
Be able to write the equation of a line in slope
intercept form and point-slope form given the
slope and one point.
Be able to plot a point and use the slope to
determine additional
points. Be able to graph a line using slope
intercept form and point-slope form.
2 / 1
SC EA-4.3
CCSS
8.F-4
Carry out a procedure to write an equation of a line passing through two given points
Construct a function to model a linear relationship between two quantities. Determine
the rate of change and initial value of the function from a description of a relationship or
from two (x, y) values, including reading these
from a table or from a graph. Interpret the rate of change and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.
Be able to find the slope
of a line given two points
and write the equation of a line in slope intercept
form or point-slope form.
2 / 1
Review and Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 15 Copyright July 1, 2012
Unit 6: Writing and Graphing Linear Equations – Part 2 (Daily- 14 days; A/B- 7 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-4.6
CCSS 8.F-4
Represent linear equations in multiple forms (including point-slope, slope-
intercept, and standard).
Construct a function to model a linear relationship between two quantities.
Determine the rate of change and initial
value of the function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate of change
and initial value of a linear function in
terms of the situation it models, and in terms of its graph or a table of values.
Be able to write the equation of a line in standard form.
Be able to use algebraic techniques to translate linear
equations from one form to another. (standard, point-
slope, slope-intercept)
4 / 2
SC EA-5.5
CCSS S-ID-7
Carry out a procedure to determine the x-intercept and y-intercept of lines from data
given tabularly, graphically, symbolically,
and verbally.
Interpret the slope (rate of change) and the intercept (constant term) of a linear
model in the context of the data.
Be able to recognize the x and
y-intercepts as the points
where a line intersects each axis and recognize the x and
y-intercepts from a table of values. Be able to substitute
zero for x or y to find the y or x- intercept.
2 / 1
SC
EA-5.8
Analyze the equations of two lines to
determine whether the lines are perpendicular or parallel.
Be able to know the relationship between the
slopes of parallel and
perpendicular lines. It is not essential for students to write
the equation of these lines at this time.
Parallel and Perpendicular
Race
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 16 Copyright July 1, 2012
Unit 6: Writing and Graphing Linear Equations – Part 2 (Daily- 14 days; A/B- 7 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-5.9
CCSS A-CED.2
Analyze given information to write a linear function that models a given problem
situation
Create equations in two or more variables to represent relationships between
quantities; graph equations on coordinate
axes with labels and scales.
Be able to recognize a linear relationship from a word
problem. Be able to assign
variables and write the linear equation for the applied
problem.
1 / 0.5
SC EA-5.10
Analyze given information to determine the domain and range of a linear function in a
problem situation.
Be able to determine the
domain and range within an applied problem. Be able to
specify between continuous and non-continuous domains.
1 / 0.5
SC EA-4.4
CCSS
S-ID.6c
SC
EA 4.5
CCSS S-ID.6a
CCSS
8.SP-3
Use a procedure to write an equation of a trend line from a given scatterplot.
Fit a linear function for a scatter plot that
suggests a linear association.
Analyze a scatterplot to make predictions.
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.
Use the equation of a linear model to solve
problems in the context of bivariate measurement data, interpreting the slope
and intercept.
Be able to graph a scatter plot
and recognize the correlation of the data. Be able to write
an equation of a trend line.
Be able to use the concept of
slope as a rate of change to
make predictions. Be able to determine the meaning of the
slope, y-intercept, and coordinates in a contextual
problem. Be able to determine
which axis represents the independent and dependent
variables.
Bucket Brigade
Tying Knots
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 17 Copyright July 1, 2012
Unit 6: Writing and Graphing Linear Equations – Part 2 (Daily- 14 days; A/B- 7 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Second Nine Weeks
Anderson School District Five Page 18 Copyright July 1, 2012
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks
Anderson School District Five Page 19 Copyright July 1, 2012
Unit 7: Systems of Equations (Daily - 10 days; A/B - 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-4.9
CCSS A-REI.5
CCSS A-REI.6
CCSS 8.EE-8a
CCSS
8.EE-8b
Carry out a procedure to solve systems of two linear equations graphically.
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.
Solve systems of linear equations exactly and approximately (e.g., with graphs),
focusing on pairs of linear equations in two
variables.
Understand that solutions to a system of two linear equations in two variables
correspond to points of intersection of their
graphs, because points of intersection satisfy both equations simultaneously.
Solve systems of two linear equations in
two variables algebraically, and estimate solutions by graphing the equations. Solve
simple cases by inspection.
Be able to determine the point
of intersection of the graph of
the two linear equations. Be able to graphically recognize
and understand when a system has exactly one
solution (consistent and independent), infinitely many
solutions (consistent and
dependent) or no solution (inconsistent).
Carnegie Investigation
Graphing Systems PowerPoint
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks
Anderson School District Five Page 20 Copyright July 1, 2012
Unit 7: Systems of Equations (Daily - 10 days; A/B - 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-
4.10
CCSS
A-REI.5
CCSS
A-REI.6
CCSS 8.EE-8a
CCSS
8.EE-8b
Carry out a procedure to solve systems of
two linear equations algebraically.
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.
Solve systems of linear equations exactly
and approximately (e.g., with graphs), focusing on pairs of linear equations in two
variables.
Understand that solutions to a system of
two linear equations in two variables correspond to points of intersection of their
graphs, because points of intersection
satisfy both equations simultaneously.
Solve systems of two linear equations in two variables algebraically, and estimate
solutions by graphing the equations. Solve simple cases by inspection.
Be able to apply the substitution and elimination
method to solve a system.
Be able to algebraically recognize and understand
when a system has exactly one solution (consistent and
independent), infinitely many solutions (consistent and
dependent) or no solution
(inconsistent).
System Worksheets
Fund Raiser Activity
Game Memory Systems of
Equations
4 / 2
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks
Anderson School District Five Page 21 Copyright July 1, 2012
Unit 7: Systems of Equations (Daily - 10 days; A/B - 5 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-
5.11
CCSS
A-CED.3
CCSS
8.EE-8c
Analyze given information to write a
system of linear equations that models a given problem situation
Represent constraints by equations or
inequalities, and by systems of equations
and/or inequalities, and interpret solutions as viable or non-viable options in a
modeling context.
Solve real-world and mathematical
problems leading to two linear equations in two variables. For example, given
coordinates for two pairs of points, determine whether the line through the
first pair of points intersects the line
through the second pair.
Be able to write a system of
linear equations given two
linear relationships between two variables.
Systems short response
System word problems
Systems Trashketball
2 / 1
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks
Anderson School District Five Page 22 Copyright July 1, 2012
Unit 8: Laws of Exponents (Daily – 20 days; A/B - 10 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
EA-2.2 Apply the laws of exponents and roots to
solve problems
Be able to evaluate and simplify expressions using the
laws of exponents.
6 / 3
EA-2.3
Carry out a procedure to perform operations (including multiplication and
division) with numbers written in scientific notation.
Be able to carry out a procedure to multiply and
divide numbers written in scientific notation.
2 / 1
SC EA-2.7
CCSS
A-APR-1
Carry out a procedure (including addition, subtraction, multiplication, and division by
a monomial) to simplify polynomial
expressions.
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.
Be able to add, subtract,
and/or multiply polynomial expressions.
Be able to divide a polynomial
by a monomial.
Write polynomials in standard form, naming by degree and
number of terms.
Polynomial Bullseye
Mix and Match Polynomials
Matching Polynomials
Algebra Tiles
6 / 3
EA-2.2 Apply the laws of exponents and roots to
solve problems.
Simplify rational expressions
containing integers including Pythagorean Theorem.
Exponent Bingo
4 / 2
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Third Nine Weeks
Anderson School District Five Page 23 Copyright July 1, 2012
Unit 9: Factoring (Daily - 14 days; A/B - 7 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA-2.8
CCSS
A-SSE.1a
A-SSE.1b
A-SSE.2
Carry out a procedure to factor binomials,
trinomials, and polynomials by using various techniques (including the greatest common
factor, the difference between two squares, and quadratic trinomials).
Interpret parts of an expression, such as
terms, factors, and coefficients.
Interpret complicated expressions by viewing
one or more of their parts as a single entity.
Use the structure of an expression to identify
ways to rewrite it.
Be able recognize greatest
common factors. Be able to factor quadratic trinomials by
using difference of squares,
trial-and-error method, or another suitable method.
Jeopardy Factor Review
Factor Dominoes
GCF Color by Number
12 / 6
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Fourth Nine Weeks
Anderson School District Five Page 24 Copyright July 1, 2012
Unit 10: Quadratic Graphing (Daily -8 days; A/B - 4 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC
EA-5.2
Graph linear and quadratic functions and show intercepts, maxima, and minima.
Axis of Symmetry
x = -b/2a
4 / 2
SC EA-6.1
CCSS
F-BF.3
Analyze the effects of changing the leading
coefficient a on the graph of 2axy
Identify the effect on the graph of replacing 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.
Be able to determine the
graphical effect of changing the sign and magnitude of
the leading coefficient
(y = ax2).
Transformations with
Functions PowerPoint Transformation PowerPoint
1 / 0.5
SC EA-6.2
CCSS
F-BF.3
Analyze the effects of changing the constant c on
the graph of
y x2 c .
Identify the effect on the graph of replacing 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.
Be able to determine the graphical effect of
increasing or decreasing the constant (y = ax2 + c).
1 / 0.5
Review 1 / 0.5
Test 1 / 0.5
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Fourth Nine Weeks
Anderson School District Five Page 25 Copyright July 1, 2012
Unit 11: Quadratics and Factoring (Daily - 12 days; A/B – 6 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
SC EA-6.4
CCSS A-SSE.3a
A-REI-4b
Carry out a procedure to solve quadratic
equations by factoring.
Factor a quadratic expression to reveal the zeros of the function it defines.
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.
Be able to put a quadratic
equation in ax bx c2 0
form and solve using
factoring.
2 / 1
SC
EA-6.3
CCSS
F-IF.7a
Analyze the graph of a quadratic function to
determine its equation.
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
Be able to associate the features of a graph with the
lead coefficient or constant tem of equation. Be able to
associate the x-intercepts of
the graph with the factored form of the equation.
2 / 1
SC
EA-6.5
CCSS
F-IF-7a
Carry out a graphic procedure to approximate
the solutions of quadratic equations.
Graph linear and quadratic functions and show
intercepts, maxima, and minima.
Be able to graph a quadratic
function and estimate the zeros from the graph.
2 / 1
Algebra 1 CP – Curriculum Pacing Guide – 2012-2013 Fourth Nine Weeks
Anderson School District Five Page 26 Copyright July 1, 2012
Unit 11: Quadratics and Factoring (Daily - 12 days; A/B – 6 days)
Indicator Essential Tasks Activities Resources Days
Daily/AB
EA-6.6 Analyze given information to determine the domain of a quadratic function in a problem
situation.
Be able to determine the
meaningful domain of a quadratic function for an
applied problem (may require finding the zeros of a
quadratic function).
2 / 1
Application of Quadratics
Chutes and Ladders
Review for Quadratics Golf Ball Toss
Hole in Bottle Quadratics
Pass the Ball Activity
Quadratic Project
2 / 1
Review 1 / 0.5
Test 1 / 0.5