Wentzville School District
Curriculum Development Template
Stage 1 – Desired Results
Unit 1 – Expressions, Equations, and Functions
Unit Title: Expressions, Equations, and Functions
Course: Middle School Algebra I
Brief Summary of Unit: In this unit students will learn the relationships between expressions, equations, and
functions. In addition, students will use expressions, equations, and functions to model real-world situations.
Textbook Correlation: Glencoe Algebra I Chapter 1 Sections 1,3,4,5,6,7, and 1.3 Lab Extension
WSD Overarching Essential Question
Students will consider…
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WSD Overarching Enduring Understandings
Students will understand that…
How do I use the language of math (i.e. symbols,
words) to make sense of/solve a problem?
How does the math I am learning in the classroom
relate to the real-world?
What does a good problem solver do?
What should I do if I get stuck solving a problem?
How do I effectively communicate about math
with others in verbal form? In written form?
How do I explain my thinking to others, in written
form? In verbal form?
How do I construct an effective (mathematical)
argument?
How reliable are predictions?
Why are patterns important to discover, use, and
generalize in math?
How do I create a mathematical model?
How do I decide which is the best mathematical
tool to use to solve a problem?
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How do I effectively represent quantities and
relationships through mathematical notation?
How accurate do I need to be?
When is estimating the best solution to a
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Mathematical skills and understandings are used
to solve real-world problems.
Problem solvers examine and critique arguments
of others to determine validity.
Mathematical models can be used to interpret and
predict the behavior of real world phenomena.
Recognizing the predictable patterns in
mathematics allows the creation of functional
relationships.
Varieties of mathematical tools are used to
analyze and solve problems and explore concepts.
Estimating the answer to a problem helps predict
and evaluate the reasonableness of a solution.
Clear and precise notation and mathematical
vocabulary enables effective communication and
comprehension.
Level of accuracy is determined based on the
context/situation.
Using prior knowledge of mathematical ideas can
help discover more efficient problem solving
strategies.
Concrete understandings in math lead to more
problem?
abstract understanding of math.
Transfer
Students will be able to independently use their learning to…
analyze a complex problem in real life, breaking it down into smaller, sequential steps.
Meaning
Essential Questions
Understandings
Students will consider…
Students will understand that…
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How can different expressions represent the same
situation?
What is the best expression to represent a
situation?
What equation(s) represent a situation?
What does a solution mean in terms of a given
situation?
Does the solution make sense in the context of the
problem?
What determines when a relation is not a
function?
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Expressions are representations of real world
situations.
There are multiple ways to determine a solution
to an equation.
Math is a subject where prior knowledge and
understanding is used to build more complex
skills and problem solving.
Functions are relations where every input has
exactly one output.
A vertical line is the only linear relationship that
is not a function.
Acquisition
Key Knowledge
Key Skills
Students will know…
Students will be able to….
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Algebraic expressions (1-1)
Properties of equality (1-3)
Properties of real numbers (1-3)
Methods of Justification (1-3/1-4)
Distributive property (1-4)
Equations (1-5)
Range (1-6)
Relations (1-6)
Independent variable (1-6)
Dependent variable (1-6)
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Construct an algebraic proof for a numerical
expression (e.g. two-column proof, justify each
step in simplifying) (1-3)
Choose a level of accuracy appropriate to
limitations on measurement when reporting
quantities (1-3 extension)
Identify the domain and range of a relation and/or
function (1-6/1-7)
Create input/output tables (1-6/1-7)
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Various ways to represent functions (1-6)
Definition of domain and its synonyms (i.e.
independent variable, manipulated variable, input,
and x) (1-6)
Definition of range and its synonyms (i.e.
dependent variable, responding variable, output,
and y) (1-6)
Mapping Diagram (1-6/1-7)
Functions (1-7)
Function notation (1-7)
Discrete functions (1-7)
Continuous functions (1-7)
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Create mapping diagrams (1-7)
Use a vertical line test to determine if a graph is a
function (1-7)
Standards Alignment
N.Q.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
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.
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. For example, interpret
P(1+r)n as the product of P and a factor not depending on P.
A. REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
8.EE.8
Analyze and solve pairs of simultaneous linear equations.
a. 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.
b. Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the
equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y
cannot simultaneously be 5 and 6.
c. 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.
A.REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution
method.
A.CED.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential functions.
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
MP.8 Look for and express regularity in repeated reasoning.
SHOW-ME STANDARDS
Goals:
1.1, 1.4, 1.5, 1.6, 1.7, 1.8
2.2, 2.3, 2.7
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8
4.1, 4.4, 4.5, 4.6
Performance:
Math 1, 4, 5