Algebra I, Unit I
Name:_______________________________
Mrs. Cooper Period: ________
Relationships between Quantities and
Reasoning with Equations
 Topic 1: Linear Equations in One Variable
 Topic 2: Linear Inequalities in One Variable
 Topic 3: Exponential Equations in One Variable
Essential Questions
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How are equations and inequalities used to solve real world problems?
When is it advantageous to represent relationships between quantities symbolically? numerically? graphically?
When and how is mathematics used in solving real world problems?
How can the structure of expressions/equations/inequalities, units of measure used, and mathematical properties help
determine a solution strategy?
What characteristics of problems would help to distinguish whether the situation could be modeled by a linear or an exponential
model?
What characteristics of problems would determine how to model the situation and develop a problem solving strategy?
Why is it necessary to use and apply properties of equality when manipulating numeric or algebraic expressions?
DATE
HW
8/25
1
8/26
2
U1 T1 L1
U1 T1 L2
Lesson
 Getting to know each other and the course
 Preassess prealgebra equations solving
skills
Topic 1 Lesson 1
Checkerboard Borders



8/27
3
U1 T1 L3
8/28
4
U1 T1 L3
8/29
5
U1 T1 L4
9/2
6
U1 T1 L4
9/3
7
U1 T1 L5
9/4
&
9/5
8
U1 T1 L5 /
U1 T1 L6
Objectives
Discussing equivalent
expressions
Simplifying expressions
Use of variables
Topic 1 Lesson3
Serving Up Symbols

 Students will be able to create expressions
to model a given situation.
 Students will be able to interpret parts (e.g.
factors, monomials) of expressions as
symbolic representations of parts of pieces
of a given area model.
 Students will be able to create expressions
to model a given situation.
Assignment
 Student info sheet signed
 Course expectation
signed
 RSG #1 (Just the Ready,
Go…Skip Set)
 RSG #1 (Set),
 RSG #2 ODDs
ODDs
Using variables to help write
equations or to explain what an
expression means in context
 Average vs. total
 Units
Definitions -- Expression, Equation,
Factor, Constant, Variable, Term,
Monomial, Polynomial
 Students will be able to interpret parts (e.g.
factors, monomials) of expressions as
symbolic representations of a verbal
situation.
Topic 1 Lesson 4
 Students will discover and apply rules for
arithmetic operations with units to guide the
problem solving process.
Quiz #1 – Lessons 1-3 (Create expressions to a
represent a given situation)
 RSG #4 Set and Go
(Skip Ready)
 RSG #4 Ready
 The students will create and solve linear
equations in one variable.
 RSG #5
Examining Units

Units of expressions – adding,
multiplying, dividing
Average, ratio
Topic 1 Lesson 5
Cafeteria Actions and
Reactions
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
Keeping equations balanced
Undoing operations
Adapted from T.W. Pyle Middle School
 The students will describe the structure of a
linear equation and use this structure to
devise a plan for solving the equation.
 The students will carry out, describe and
justify each step of the plan for solving
equations in one variable.
 The students will explain the meaning of
solutions to equations in one variable using
the context of the problem.
 RSG #3 GO
 9/4 HW Variables on both
sides worksheet
 9/5 multi-step equation
worksheet
9/10
9
U1 T1 L6
Topic 1 Lesson 6
Elvira's Actions

10
U1 T1 L7
Solving literal equations
Topic 1 Lesson 7
Solving Equations
Literally

11
Solving literal equations and
similarities to one variable
equations
12
13
REVIEW
14
Topic 2 Lesson 1
Cafeteria Conundrums
15
Formative Assessment
(Not reassessable)

Writing inequalities given
written statements
U1 T2 L1
16
U1 T2 L2
17
Topic 2 Lesson2
Greater Than
 Given an inequality, decide
which quantity is greater
U1 T2 L2
18
U1 T2 L3
 The students will interpret the meaning of
expressions by attending to the units
associated with each of the variables of a
literal equation.
 The students will solve literal equations.
 The students will convert literal equations to
highlight a specific variable.
 RSG 6

 RSG #7
 Review Guide
Quiz #2 – Lesson 4-5 (Create and solve linear
equations in one variable)
Quiz #3 – Lesson 5 (Describe the structure of a
linear equation to devise a plan for solving an
equation)
U1 T1 L7
U1 T2 L1
 The students will convert literal equations to
highlight a specific variable.
Topic 2 Lesson 3
Taking Sides
 Explain why the steps are
correct or not
19
U1 T2 L3
Quiz #4 – Lesson 6-7 (Literal equations)
Unit 1 Topic 1 – Lessons 1-7
 TBD
 RSG #8 ready, set
(there is no go)
 Students will be able to create inequalities in
one variable to represent a given context.
 RSG #9
 Students will be able to analyze test for
mathematical meaning.
 Students will be able to construct arguments
to justify their reasoning in inequality
problems.
 TBD
 Students will be able to solve inequalities for
one variable.
 Students will be able to construct arguments
to justify their reasoning in solving
inequalities.
 Students will be able to articulate the
differences and similarities in solving
equations and solving inequalities.
 TBD
 TBD
 Getting Ready #10
 TBD
Quiz #5 – Lessons 1-2 Create inequalities in one
variable to represent a given context
20
Review Inequalities Project
21
Formative Assessment
(Not reassessable)
1
22
Properties of Exponents
23
Topic 3 Lesson 1
Bacteria in the Cafeteria
(Part1)
U1 T3 L1


Pre-assessment on properties of
powers
Understanding exponential
growth
Adapted from T.W. Pyle Middle School
Assessment – Lessons 1-3 Topic
2/ Inequalities Project
 Continue Inequalities
Project Due 9/29
 Continue Inequalities
Project Due 9/29
 Properties of Exponents
Practice
 Students will be able to construct argument
to justify their reasoning in problems
involving exponential expressions and
equations.
 Students will be able to articulate the
differences and similarities in solving linear
and exponential equations.
 Continue Inequalities
Project Due 9/29
 TBD
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
24
U1 T3 L2
25
U1 T3 L2
26
U1 T3 L3
27
U1 T3 L3
Solving simple exponential
equations by creating a common
base.
Common misconceptions
Topic 3 Lesson 2
Bacteria in the Cafeteria
(Part2)
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
Rewriting with unlike bases
Solving equations by creating
common bases
Topic 3 Lesson 3
Bacteria in the Cafeteria
(Part3)
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
Solving exponential word
problems
Focus on mistakes and how to
correct?
 Students will be able to construct argument
to justify their reasoning in problems
involving exponential expressions and
equations.
 Students will be able to construct argument
to justify their reasoning in problems
involving exponential expressions and
equations.
TBD
 Problem Solving Practice
Exponential Equations

 Exponentials Equations
Practice
 TBD
 Students will be able to articulate the
differences and similarities in solving linear
and exponential equations.
Quiz #6 – Lessons 1-2 (Justify their reasoning
involving exponential expression and equations)
28
Review Day
29
Assessment
(Not reassessable)
 Summative Review
Packet
Assessment – Lesson 1-3 Topic 3

There will also be 3-5 Exit Tickets.
Adapted from T.W. Pyle Middle School