Algebra 1 Yearlong Curriculum Plan
Last modified: June 2014
SUMMARY
This curriculum plan is divided into four academic quarters. In Quarter 1, students first dive deeper into
the real number system before learning to create and solve equations and inequalities, and finally getting
an introduction to functions. In Quarter 2, students are exposed to linear functions and systems of linear
functions and inequalities. Quarter 3 centers around polynomial operations, and then graphing/solving
quadratic functions. Quarter 4 wraps up the year with exponential functions, followed by learning to
compare functions (including statistical methods).
How to Use
This Document
PAGE 2
YLP
Overview Map
PAGE 3
Standards
Overview
PAGE 4
Block-by-Block
Breakdown
PAGE 5
Copyright 2014, The Five District Partnership
For educational use only. Not for commercial use.
Please visit www.5districts.com for our terms of use.
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How to Use This Yearlong Plan
This yearlong plan (YLP) document, created by teachers and
other curriculum leaders throughout the five districts, provides
many of the pieces you need to begin planning your school
year.
This document includes:

A yearlong map divided into four (4) quarters that shows
when standards should be taught

A standards overview from the state outlining the main categories of the content-area
standards as well as general practice standards

Block-by-block maps with additional details of the standards, assessment information
when possible (e.g., PARCC) and suggested Understanding by Design (UbD) units
FREQUENTLY ASKED QUESTIONS
1. Does this mean I no longer have freedom to decide how to plan my year?
The 5DP’s goal is to generally align curriculum for the sake of our highly mobile student
population. The goal is to create a cohesive learning environment and provide teachers with
more opportunities to collaborate, not dictate lesson plans.
2. Are there pacing guides? How long should I spend on each standard?
Some districts have created pacing guides with suggested time frames. Many of these
documents are available on the 5DP Server (www.5districts.com/5dp) under the districtspecific documents. If your pacing guides are not posted, please discuss with your
curriculum director.
3. Will this plan align with my textbook and other content resources?
It is unlikely that these will align perfectly with any textbook or resource. This YLP was
created with no specific textbook in mind and with the understanding that it needed to work
for all five districts, each of which has unique resources. Newer textbooks are better aligned
to Common Core standards but may not follow the order of this textbook. Check the 5DP
Server to see if your school has created supporting documents to help you match resources
to standards.
4. The end of the year (May & June) has less guidance in some of these yearlong plans.
How should I be using that time?
This was done purposely to allow teachers to assess their students’ needs during this
period. The 5DP has created a supporting document (see “End-of-Year Planning: Ideas to
Finish the Year Strongly” found on the 5DP website’s Resources page) to help teachers
think through the best use of this time.
Last revised: June 2, 2014
Algebra 1 YLP
Copyright 2014, The Five District Partnership
2
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ALGEBRA 1 STANDARDS OVERVIEW
Standard
Q1
Q2
N-RN.1
Q3
Q4
X
ALGEBRA 1 STANDARDS OVERVIEW
Standard
F-BF.1
X
F-BF.2
X
N-RN.2
X
N-RN.3
X
X
X
X
F-BF.3
N-Q.1
X
X
X
X
F.BF.4.a
N-Q.2
X
X
X
X
F-LE.2
N-Q.3
X
X
X
X
F-LE.3
MA.3.a
X
X
X
X
F-LE.5
A-SSE.1
Q1
Q2
Q3
X
X
Q4
X
X
X
X
X
X
X
X
S-ID.1
X
A-SSE.2
X
S-ID.2
X
A.SSE.3
X
S-ID.3
X
A-APR.1
X
S-ID.4
X
A-CED.1
X
A-CED.2
X
A.CED.3
X
X
X
S-ID.5
X
X
X
S-ID.6
X
S-ID.7
X
A.CED.4
X
S-ID.8
X
A-REI.1
X
S-ID.9
X
A-REI.3
X
MA.3.a
X
X
A-REI.4
X
MA.4.c
X
A-REI-5
X
A-REI.6
X
A-REI-7
X
A-REI.10
X
A-REI.11
X
A-REI.12
X
F-IF.1
X
F-IF.2
X
F-IF.3
X
F-IF.4
X
X
X
X
F-IF.5
X
X
X
X
F-IF.6
X
X
F-IF.7
X
X
X
X
F-IF.8
X
X
MA.8.c
X
X
X
F-IF.9
X
X
X
MA.10
Last revised: June 2, 2014
X
Algebra 1 YLP
Copyright 2014, The Five District Partnership
3
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Algebra 1 Standards Overview:
STANDARDS FOR
NUMBER AND QUANTITY
The Real Number System
 Extend the properties of exponents to rational
exponents.
 Use properties of rational and irrational numbers.
Quantities
 Reason quantitatively and use units to solve
problems.
ALGEBRA
Seeing Structure in Expressions
 Interpret the structure of expressions.
 Write expressions in equivalent forms to solve
problems.
Arithmetic with Polynomials and Rational Expressions




Perform arithmetic operations on polynomials.
Understand the relationship between zeros and
factors of polynomials.
Use polynomial identities to solve problems.
Rewrite rational expressions.
MATHEMATICAL PRACTICE
1.
Make sense of problems and
persevere in solving them.
2.
Reason abstractly and quantitatively.
3.
Construct viable arguments and
critique 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 an express regularity in
repeated reasoning.
Creating Equations
 Create equations that describe numbers or relationships.
Reasoning with Equations and Inequalities
 Understand solving equations as a process of reasoning and explain the reasoning.
 Solve equations and inequalities in one variable.
 Solve systems of equations.
 Represent and solve equations and inequalities graphically.
FUNCTIONS
Interpreting Functions
 Understand the concept of a function and use function notation.
 Interpret functions that arise in applications in terms of the context.
 Analyze functions using different representations.
Building Functions
 Build a function that models a relationship between two quantities.
 Build new functions from existing functions.
Linear, Quadratic, and Exponential Models
 Construct and compare linear, quadratic, and exponential models and solve problems.
 Interpret expressions for functions in terms of the situation they model.
STATISTICS & PROBABILITY
Interpreting Categorical and Quantitative Data
 Summarize, represent, and interpret data on a single count or measurement variable.
 Summarize, represent, and interpret data on two categorical and quantitative variables.
 Interpret linear models.
Last revised: June 2, 2014
Algebra 1 YLP
Copyright 2014, The Five District Partnership
4
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ALGEBRA 1 – QUARTER 1
UNIT 1 — THE REAL NUMBER SYSTEM
N-RN-2
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
Explain why the sum or product of two rational numbers is rational; that the sum of a rational
N-RN-3
number and an irrational number is irrational; and that the product of a nonzero rational number
and an irrational number is irrational.
Use units as a way to understand problems and to guide the solution of multi-step problems;
N-Q.1*
choose and interpret units consistently in formulas; choose and interpret the scale and the origin
in graphs and data displays.
N-Q.2*
Define appropriate quantities for the purpose of descriptive modeling
N-Q.3*
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Describe the effects of approximate error in measurement and rounding on measurements and
MA.3.a*
on computed values from measurements. Identify significant figures in recorded measures and
computed values based on the context given and the precision of the tools used to measure
UNIT 2 – CREATING AND SOLVING EQUATIONS AND INEQUALITIES
Solve linear equations and inequalities in one variable, including equations with coefficients
A-REI-3
represented by letters. (MA.3.a Solve linear equations and inequalities in one variable involving
absolute value.)
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.
A-REI-1
Construct a viable argument to justify a solution method.
A-CED-1*
(linear
only)
A-CED-4*
(linear
only)
Create equations and inequalities in one variable and use them to solve problems. Include
equations arising from linear functions.
MA.3.a*
Solve linear equations and inequalities in one variable involving absolute value.
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.
SWBAT …
Perform operations with real numbers
These appear throughout all units, but will not be repeated
throughout the document.
SWBAT …
Explain each step in solving equations and inequalities and
describe the choice behind the method.
Model and solve one variable linear inequalities involving multiple
operations such as combining like terms, distributive property,
variables on both sides and compound inequalities and graph the
solutions on a number line.
Model and solve one variable linear equations involving multiple
operations such as combining like terms, distributive property and
variables on both sides.
Solve literal equations. For example, V=lwh solve for h.
Create reasonable equations and inequalities to represent and
solve real world problems.
* Indicates Modeling Standard.
Last revised: June 2, 2014
Algebra 1 YLP
Copyright 2014, The Five District Partnership
5
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ALGEBRA 1 – QUARTER 1 (CONTINUED)
UNIT 3 – INTRODUCTION TO FUNCTIONS
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
F-IF-1
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).
Use function notation, evaluate functions for inputs in their domains, and interpret statements
F-IF-2
that use function notation in terms of a context.
For a function that models a relationship between two quantities, interpret key features of graphs
F-IF.4*
and tables in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship
F-IF.5*
it describes.
SWBAT …
Define: Function, Domain and Range.
Interpret graphs of functions from context. (In particular
relationships between distance and time.)
Determine appropriate domains and ranges from context. (When
do negative values make sense, fractional values?)
F-IF.7*
Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
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 greater than or equal to 1.
Define the relationship between explicit functions and recursive
sequences.
F-BF.1*
Write a function that describes a relationship between two quantities.
a. Determine an explicit expression, a recursive process, or steps for calculation from a context
b. Combine standard function types using arithmetic operations.
Create a function rule from a pattern, table of values or scenario
problem.
Write arithmetic and geometric sequences both recursively and with an explicit formula,[1] use
them to model situations, and translate between the two forms.
Construct linear and exponential functions, including arithmetic and geometric sequences, given
Use input output tables to graph a function. SWBAT describe a
F-LE.2*
a graph, a description of a relationship, or two input-output pairs (include reading these from a
function visually.
table).
* Indicates Modeling Standard.
[1] In Algebra I, identify linear and exponential sequences that are defined recursively; continue the study of sequences in Algebra II.
F-BF.2*
QUARTER 1 UBD UNITS AVAILABLE
Unit Name
Last revised: June 2, 2014
Established Goals/Standards
Algebra 1 YLP
Notes
Copyright 2014, The Five District Partnership
6
|
7
ALGEBRA 1 – QUARTER 2
UNIT 4 — LINEAR FUNCTIONS
A-CED-2*
Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
Understand that the graph of an equation in two variables is the set of all its solutions plotted in
A-REI.10
the coordinate plane.
F-IF-5*
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship
(linear
it describes. For example, if the function h(n) gives the number of person-hours it takes to
only)
assemble n engines in a factory, then the positive integers would be an appropriate domain for
the function.
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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
F-BF.3
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-IF-4*
For a function that models a relationship between two quantities, interpret key features of graphs
(linear
and tables in terms of the quantities, and sketch graphs showing key features given a verbal
only)
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-IF-6*
Calculate and interpret the average rate of change of a function (represented symbolically or as a
(linear
table) over a specified interval. Estimate the rate of change from a graph.
only)
F-IF-7*
Graph functions expressed symbolically and show key features of the graph, by hand in simple
(linear
cases and using technology for more complicated cases. (a) Graph linear functions and show
only)
intercepts
F-IF-8
Write a function defined by an expression in different but equivalent forms to reveal and explain
(linear
different properties of the function. (MA.8.c Translate among different representations of
only)
functions and relations: graphs, equations, point sets, and tables.)
F-IF-9
Compare properties of two functions each represented in a different way (algebraically,
(linear
graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one
only)
function and an algebraic expression for another, say which has a larger intercept.
Construct linear and exponential functions, including arithmetic and geometric sequences, given
F-LE.2*
a graph, a description of a relationship, or two input-output pairs (include reading these from a
table).
F-LE.5*
Interpret the parameters in a linear or exponential [2] function in terms of a context.
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary
A-REI.12
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.
* Indicates Modeling Standard.
x
[2] Limit exponential function to the form f(x) = b + k.
Last revised: June 2, 2014
Algebra 1 YLP
SWBAT …
Represent linear functions of the form y=mx+b given multiple
representations.
Determine if a point lies on a given line
Determine appropriate domains and ranges from context. (When
do negative values make sense, fractional values?)
Describe the effects of linear transformations (i.e. - changing
slopes and y-intercepts)
Translate between multiple representations of linear functions (i.e.,
using link sheets to move between the table, graph, equation)
Interpret key features (including slope and intercepts) of graphs,
equations and tables that model a linear function.
Write linear equations in standard form, slope intercept and point
slope form. SWBAT to discuss the properties of these three forms
of linear equations.
Interpret the slope and y-intercept of linear equations in context.
Copyright 2014, The Five District Partnership
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ALGEBRA 1 – QUARTER 2 (CONTINUED)
UNIT 5 – SYSTEMS OF LINEAR FUNCTIONS AND INEQUALITIES
Solve a simple system consisting of a linear equation and a quadratic [3] equation in two
A-REI-7
variables algebraically and graphically.
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,
A-REI.11*
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.
A-REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
SWBAT …
Explain each step in solving equations and inequalities and
describe the choice behind the method.
Model and solve one variable linear inequalities involving multiple
operations such as combining like terms, distributive property,
variables on both sides and compound inequalities and graph the
solutions on a number line.
Model and solve one variable linear equations involving multiple
operations such as combining like terms, distributive property and
variables on both sides.
Solve literal equations. For example, V=lwh solve for h.
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.
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the
Create reasonable equations and inequalities to represent and
A-REI.12
boundary in the case of a strict inequality), and graph the solution set to a system of linear
solve real world problems.
inequalities in two variables as the intersection of the corresponding half-planes.
Represent constraints by equations or inequalities,[4] and by systems of equations and/or
inequalities, and interpret solutions as viable or non-viable options in a modeling context. For
A.CED.3*
example, represent inequalities describing nutritional and cost constraints on combinations of
different foods.
* Indicates Modeling Standard.
[3] Algebra I does not include the study of conic equations; include quadratic equations typically included in Algebra I.
[4] Equations and inequalities in this standard should be limited to linear.
A-REI-5
QUARTER 2 UBD UNITS AVAILABLE
Unit Name
Last revised: June 2, 2014
Established Goals/Standards
Algebra 1 YLP
Notes
Copyright 2014, The Five District Partnership
8
|
9
ALGEBRA 1 – QUARTER 3
UNIT 6 — POLYNOMIAL OPERATIONS
A-SSE.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.
A-SSE.2
Use the structure of an expression to identify ways to rewrite it.
A-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.
N-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.
F-BF.3
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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.
UNIT 7A – QUADRATIC FUNCTIONS (GRAPHING)
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
F-IF.4*
features given a verbal description of the relationship.
F-IF.5*
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
F-IF.7*
b. Graph square root, cube root, [5] and piecewise-defined functions, including step functions and absolute value functions.
e. Graph exponential and logarithmic [6] functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in
F-IF.8
terms of a context.
b. Use the properties of exponents to interpret expressions for exponential functions.
MA.8.c
Translate among different representations of functions and relations: graphs, equations, point sets, and tables.
F-IF.9
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the
F-BF.3
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.
* Indicates Modeling Standard.
[5] Graphing square root and cube root functions is included in Algebra II.
[6] In Algebra I, it is sufficient to graph exponential functions showing intercepts.
Last revised: June 2, 2014
Algebra 1 YLP
Copyright 2014, The Five District Partnership
|
ALGEBRA 1 – QUARTER 3
UNIT 7B – QUADRATIC FUNCTIONS (SOLVING)
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational
A-CED.1*
and exponential functions.
A-CED.2*
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales
Solve quadratic equations in one variable.
2
a. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p) = q that has the same solutions. Derive the
quadratic formula from this form.
A-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[7] and write them as a ± bi for real numbers a and b.
A.SSE.3
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions.
A-SSE.2
Use the structure of an expression to identify ways to rewrite it.
A-SSE.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.
MA.4.c
Demonstrate an understanding of the equivalence of factoring, completing the square, or using the quadratic formula to solve quadratic equations.
* Indicates Modeling Standard.
[7] It is sufficient in Algebra I to recognize when roots are not real; writing complex roots is included in Algebra II.
QUARTER 3 UBD UNITS AVAILABLE
Unit Name
Last revised: June 2, 2014
Established Goals/Standards
Algebra 1 YLP
Notes
Copyright 2014, The Five District Partnership
10
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11
ALGEBRA 1 – QUARTER 4
UNIT 8 – EXPONENTIAL FUNCTIONS
A.SSE.3
A-CED.1*
A-CED.2*
F-IF.4*
F-IF.5*
F-IF-7*
F-IF.8
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for exponential functions.
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.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales
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.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
a. Graph linear functions and show intercepts.
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in
terms of a context.
b. Use the properties of exponents to interpret expressions for exponential functions.
MA.8.c
F-IF.9
Translate among different representations of functions and relations: graphs, equations, point sets, and tables.
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs
F-LE.2*
(include reading these from a table).
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a
F-LE.3*
polynomial function.
F-LE.5*
Interpret the parameters in a linear or exponential [8] function in terms of a context.
UNIT 9 – COMPARING FUNCTIONS
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
F-IF.9
MA.10
Given algebraic, numeric and/or graphical representations of functions, recognize the function as polynomial, rational, logarithmic, exponential, or trigonometric.
Find inverse functions; 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.
F.BF.4.a
* Indicates Modeling Standard.
x
[8] Limit exponential function to the form f(x) = b + k.
Last revised: June 2, 2014
Algebra 1 YLP
Copyright 2014, The Five District Partnership
|
12
ALGEBRA 1 – QUARTER 4 (CONTINUED)
UNIT 10 – COMPARING FUNCTIONS
S-ID.1*
S-ID.2*
S-ID.3*
S-ID.4*
S-ID.5*
S-ID.6*
Represent data with plots on the real number line (dot plots, histograms, and box plots).
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.
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which
such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
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.
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. «
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. «
b. Informally assess the fit of a function by plotting and analyzing residuals. «
c. Fit a linear function for a scatter plot that suggests a linear association.
S-ID.7*
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.8*
Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.9*
Distinguish between correlation and causation
* Indicates Modeling Standard.
QUARTER 4 UBD UNITS AVAILABLE
Unit Name
Last revised: June 2, 2014
Established Goals/Standards
Algebra 1 YLP
Notes
Copyright 2014, The Five District Partnership