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Algebra 1 – Unit 1 Patterns – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 1 of 18
Day Goal Activity/Classwork Assessment
Suggested Homework
1 Investigation 1: Students are introduced to the value
of representing patterns using multiple
representations (tables, graphs, diagrams, equations
and verbal descriptions) by exploring the molecular
structure of hydrocarbons.
*Activity 1.1.1: Hydrocarbons on Titan *Exit Slip 1.1: Tables Together
2
3
Investigation 2: Students review
Operations on integers
Order of operations
Evaluating expressions by substituting
values in for variables
Representing algebraic expressions using
verbal descriptions, tables, and graphs
Using algebraic expressions to model real-
world situations
*Activity 1.2.1: Algebra Tiles and
Integers
(Can use integer chips)
*Exit Slip 1.2.1: Ask students to
perform operations on integers
4 *Activity 1.2.2: Patterns in Signed
Numbers
Last page of Activity 1.2.2 –
Summary table.
5 Direct Instruction: Review order of
operations (PH 1.2)
*Exit Slip 1.2.2: Ask students to
apply order of operations
HW: Prentice Hall Page 12-13 #1-
40
6 *Activity 1.2.3: Bingo with Order of
Operations
Journal Entry: Prompts students to
state rules for adding, subtracting,
multiplying and dividing integers
and to identify the error in the
simplification of an expression
(Teacher provides an incorrect
simplification of an expression on
the board)
HW: *Activity 1.2.4
7
Investigation 3: Students will write both the
recursive rule and the explicit rule for the nth term of
an arithmetic sequence
Recursive rule: What do you do to get from one term
to the next term (ie: add 6, subtract 4)
Explicit Rule: 𝑎 + (𝑛 − 1)𝑑
*Activity 1.2.7: Stack of Cups #1-7 HW: Have students complete #8
from *Activity 1.2.7
8 *Activity 1.3.1: Recursive and Explicit
Rules for Arithmetic Sequences
*Activity 1.3.2: Building Bridges
9 Direct Instruction: Recursive and
Explicit Rules for Arithmetic Sequences
(PH 5.6)
*Exit Slip 1.3: Ask students to
identify an arithmetic sequence,
create its recursive and explicit
rules, and use the pattern to solve a
problem
HW: Prentice Hall Page 270
Exercises A
10 *Activity 1.3.4: Mohegan Sun
(Extension: *Activity 1.3.3)
Journal Entry: Prompts students to
describe the characteristics of an
arithmetic sequence
11 Mid-Unit Review Review (teacher created)
12 Mid Unit Test
Algebra 1 – Unit 1 Patterns – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 2 of 18
13
Investigation 4: Students examine geometric
sequences through real world applications
Recursive rule only!!!
Activity 1.4.1: Double Your Money
Journal Entry: Ask students to
describe the similarities and
differences between a geometric
and arithmetic sequence and to
provide a real-world example of
each type of sequence
14 *Activity 1.4.2: Applications of
Geometric Sequences
*Exit Slip 1.4: Ask students to find
terms in a geometric sequence,
identify the recursive rule, represent
the sequence using a table and
graph, and use the sequence to
solve a problem in the context
HW: *Activity 1.4.3: More
Geometric Sequences
15 Investigation 5: Students explore geometric patterns
of fractal designs
Introduce a SIMPLE fractal problem. As the stage
moves forward, count shaded versus unshaded
regions.
*Activity 1.5.2 #1-4
*Exit Slip 1.5: Ask students to
identify a fractal pattern and use the
pattern to make predictions
16
17 Performance Task – This performance task:
Builds on the unit theme of patterns in
nature
Assesses students’ ability to find the nth
term of an arithmetic sequence and identify
geometric and arithmetic sequences
Emphasizes the fact that not all patterns are
linear
*Unit 1 Performance Task:
Honeycombs
18
19 End-Unit Review Review (teacher created)
20 End of Unit Test
Activities with a * can be accessed on the Moodle Website
Algebra 1 – Unit : linear Equations – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 3 of 18
Day Goal Activity Assessment
Suggested Homework
1 Investigation 1: Students represent expressions
using verbal descriptions and flowcharts. Students
recognize that an algebraic expression involving a
single variable term can be thought of as a sequence
of operations on the variable term
*Activity 2.1.1
Direct Instruction: Expressions vs.
Equations
2
*Activity 2.1.2: Representing
Expressions with Stories and
Flowcharts
Exit Slip 2.1: Requires students to
represent algebraic expressions by
verbal descriptions and flowcharts, and
convert verbal descriptions to algebraic
expressions
Activity 2.1.3: Representing
Expressions with Algebra Arrows (2
pages)
3
Investigation 2: Students solve one-step and two-
step linear equations, and construct and solve linear
equations to explore real world problems
*Activity 2.2.1: Solving Linear
Equations using Flowcharts
(Guided Practice)
4
*Activity 2.2.2: Solving Linear
Equations with Algebra Tiles
*Activity 2.2.3: Solving One-Step
Equations (Optional)
Journal Entry 1: Write your own story
of x and identify the unknown.
5
Direct Instruction (include
equations with fractions)
Practice Solving Two-Step
Equations
Teacher-Created Exit Slip
6
*Activity 2.2.4: Equations in
Education Station Problems
Exit Slip 2.2
Activity 2.2.5: New York City Cab
Fares
7
Investigation 3: Students solve multi-step equations
in a variety of real-life contexts. To solve the
equations students must combine like terms on one
side of an equation, collect variable terms on one side
and collect constants on the other side. Students also
solve equations that have no solution or an infinite
number of solutions.
*Activity 2.3.1: Combining Like
Terms with Algebra Tiles
Direct Instruction
-Combining Like Terms
8 Direct Instruction: Solving Multi-
step Equations (Combining Like
Terms only)
Exit Slip 2.3.2: asks students to identify
the steps which occurred in the process
of solving an equation
9
Direct Instruction: Solving
Equations with Variables on Both
Sides
*Activity 2.3.6: How many
Solutions?
-Discuss types of solutions (no
solution, unique solution, infinite
solutions)
*Activity 2.3.4 Practice Solving
Equations
Prentice Hall Page 98
Algebra 1 – Unit : linear Equations – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 4 of 18
10 Activity 2.3.3: Solving Equations
with Variables on Both Sides
Journal Entry 2: asks students to
explain how they can tell if an equation
has no solution or an infinite number of
solutions
11 Activity 2.3.7: Comparing Cab
Fares Teacher Created Exit Slip
Prentice Hall Page 99 #17-20, 38, 39
12 Mid-Unit Review (Teacher Created)
13 Mid-Unit Test (Omit Questions 8 and 9)
14
Investigation 4: Students write and solve multi-step
linear equations using the distributive property in a
number of different contexts.
Direct Instruction (Conceptual)
-Distributive Property
(Prentice Hall 1.7 Pg 46)
*Activity 2.4.2: Distributive
Property with Algebra Tiles
Additional Practice: *Activity
2.4.3 Using the Distributive
Property
*Exit Slip 2.4.1: ask students to solve
non-contextual equations using the
distributive property
Finish *Activity 2.4.2
15 *Activity 2.4.4: Walk-A-Thon
16 *Activity 2.4.5: Epic Win Epic
Fail Omit Page 3
*Exit Slip 2.4.2: ask students to solve
non-contextual equations using the
distributive property
Journal Entry 1: Ask students to
describe the graphs for a unique
solution, infinite solutions and no
solution.
17 *Activity 2.4.6: Pizza Party
(Version A has prompting
questions, Version B does not).
Exit Slip (Teacher Created)
(Prentice Hall Page 100-101)
18
Direct Instruction: Prentice Hall
Page 90 Example 4 (Clearing
Fractions)
*Activity 2.4.8 Fraction Busters
Prentice Hall Page 91 #21-29
19
Investigation 5: Students apply the principles of
solving equations to literal equations in order to
change the subject of an equation or formula
Direct Instruction (Conceptual)
Prentice Hall 2.6
*Activity 2.5.3: Literal Equations
with Flowcharts
Journal Entry 1: have students explain
what it means to solve for a particular
variable
*Activity 2.5.2
20 *Activity 2.5.1: Literal Equations
Journal Entry 2: have students show
that they understand the meaning of
“literal equation”
Algebra 1 – Unit : linear Equations – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 5 of 18
21
Performance Task – Students make consumer
decisions about the purchase of iPods and downloads
The task requires students to model situations with
linear equations and use the equations to solve
problems
Performance Task: iPods
22
23
Investigation 6: Students will write linear
inequalities that model real world scenarios and solve
multi-step linear inequalities
Direct Instruction (Conceptual)
*Activity 2.6.2: Equations and
Inequalities
Procedural Questions
*Activity 2.6.1: Representing
Inequalities
24 *Activity 2.6.4: Working with
Inequalities (Both pages)
25 *Activity 2.6.3: When do we flip
it
Journal Entry: asks students to explain
when and why they reverse an
inequality symbol when solving an
inequality
*Activity 2.6.5: Practice with
Inequalities
26 *Activity 2.6.6: Putting it all
Together
Exit Slip 2.6.1: asks students to solve
multi-step linear equalities
27 *Activity 2.6.8: Inequalities in the
Real World
Exit Slip 2.6.2: asks students to write a
linear inequality to model a situation
and then solve an inequality and
interpret the solution
28 End-Unit Review (Teacher Created)
29 End of Unit Test (Omit 5f, 6 and 7)
Algebra 1 – Unit 3: Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 6 of 18
Day Goal Activity Assessment Suggested Homework
1 Investigation 1: Students explore and define
relations, functions, domain, and range
Direct Instruction (Conceptual)
*Activity 3.1.1b
Journal Entry: Ask students to define
function in their own words and to give
an example
*Activity 3.1.1a
2 Investigation 1: Activities are designed for whole-
class, small group, and paired discussions Activity 3.1.2: Is it a function?
Exit Slip 3.1: Ask students to determine
if a mapping diagram represents a
function and to identify range and
domain
3
Investigation 2: Students examine relations and
functions presented by tables, graphs and verbal
descriptions, identify the input and output variables,
dependent and independent variables, classify
relations as functions or non-functions, and examine
the domains of selected real world functions
Direct Instruction (Conceptual)
*Activity 3.2.2: Hartford
Precipitation (A or B)
Journal Entry: Ask students how to use
a table or a graph to determine whether
a relation is a function
*Activity 3.2.3: Functions
Everywhere
4
Investigation 2: Students perform experiments
(Celsius and Fahrenheit, The Raven and the Jug) and
collect data that can be modeled by a function
Choose between the two:
*Activity 3.2.4: Celsius and
Fahrenheit
*Activity 3.2.5: The Raven and
the Jug
5
Investigation 3: Students are introduced to function
notation, learn to evaluate functions written in
function notation, and explore piecewise functions to
solve real world problems
Direct Instruction (Conceptual)
(Prentice Hall 5.2)
OR
*Activity 3.3.1: Function
Machines
Exit Slip 3.3: Ask students to represent
a function using function notation and
use function notation to explore the
situation
6
Direct Instruction: Function
Notation (Prentice Hall 5.2-5.3)
“What is Function Notation” youtube
video by Maria Andersen
Additional *Activity 3.3.5:
Piecewise Functions
Journal Entry: Ask students to describe
the meaning of f(x)
Activity 3.3.4: Hot Air Balloons
7
Investigation 4: Students are introduced to linear
and non-linear functions and applications of linear
and non-linear functions
Discuss *Parent Function
Reference Sheet.
Choose between Activities 3.4.1-
3.4.9
Optional: Explore graphs in graphing
calculator (Lab on Pg 253 in Prentice
Hall)
Exit Slip 3.4: Ask students to explore
the graph of a non-linear function and
identify its domain and range
8
9 Writing Function Rules
Direct Instruction: Writing Function
Rules from tables, graphs and real
world context
(Prentice Hall 5.4)
Algebra 1 – Unit 3: Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 7 of 18
10
Functions Performance Task
Unit 3 Performance Task
(See NB Performance Task in
Binder)
11
12 End-Unit Review Review
13 End of Unit Test Note: Pay Attention to Question 3d.
Algebra 1 – Unit 4: Linear Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 8 of 18
Day Goal Activity Assessment Suggested Homework
1
Investigation 1: Distinguish between linear and non-linear functions in
context.
Direct Instruction (Conceptual)
(Prentice Hall 5.1)
Use *Activity 4.1.1 Page 1 as an
exit slip.
*Activity 4.1.4 Stories and Graphs
2
Investigation 2:
Represent linear functions in verbal, tabular and
graphical forms for real world contexts and situations.
*Activity 4.2.1: Pizza Problem
3
Investigation 2:
Learn to recognize constant additive change – and,
thereby, linear functions – in verbal, tabular and
graphical forms of a function
*Activity 4.2.2: Recognizing
Linear Functions *Exit Slip 4.2.2
*Activity 4.2.3: Using Tables to
Determine if a Function is Linear
4 Investigation 2:
Connect real world contexts connect the mathematics
Choose between the two:
*Activity 4.2.4: Draining a
Swimming Pool
*Activity 4.2.7: Teddy Bear Sale
*Activity 4.2.5: Ordering DVDs
5
Quiz on Investigations 1 and 2:
This quiz assesses whether students can:
Determine if a function is linear given a table of values
Sketch a graph of a linear function from verbal
descriptions of real world situations, including
distance-time functions, and vice versa
State the meaning of the intercepts and other ordered
pairs in context
Identify the intercepts and whether a function is
increasing or decreasing from a verbal description,
graph or table of values
(Teacher Created)
6
Investigation 3:
Determine run, rise and slope given two points, and
thus develop the slope formula
Identify slope from a table or graph
Identify increasing functions as having positive slope
and decreasing functions as having negative slope
Graph a line given a point and the slope
*Activity 4.3.1: What is Slope?
(Last page optional)
*Activity 4.3.2 #1-2 in class
*Activity 4.3.2 #3a-h
7
Investigation 3:
Identify larger absolute value of slope with steeper
lines
Graph a line by creating a table of values when given
an equation
*Activity 4.3.4: Magnitude of
Slope Exit Slip 4.3.2
*Activity 4.3.3: Positive and
Negative Slope (Pages 1-2 only)
Algebra 1 – Unit 4: Linear Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 9 of 18
8 Investigation 3
Identify and graph horizontal and vertical lines
*Activity 4.3.5: Horizontal and
Vertical Lines
*Activity 4.3.6: Additional Practice
with Horizontal and Vertical Lines
9
Investigation 3
Recognize and interpret rates in the form of units of the
y per units of the x
Identify slope from a verbal description, table or graph
of a real world situation
Real-Life Applications of
Slope/Unit Rate
*Activity 4.3.1 Last Page Only
*Exit Slip 4.3.1
10
Investigation 4: Using technology, students examine the
effects of changing the parameters m and b in the slope-
intercept form of a line
*Activity 4.4.1: Effects of
Changing Parameters *Exit Slip 4.4.1
11
Investigation 4: Students write the equation of a line in
slope intercept form given a verbal description of a
situation, a table of values or a graph of a linear function
*Activity 4.4.2: Slope Intercept
Form
Activity 4.4.3: Practice with Slope
Intercept Form
12
Investigation 4: Students write the equation of a line in
slope intercept form given a verbal description of a
situation, a table of values or a graph of a linear function
Additional Practice Graphing and
Writing Equations in Slope
Intercept Form
Prentice Hall 6.2/Teacher Created
Kuta Workshop
13 Investigation 4: Students interpret the meaning of slope and
y-intercept in context *Activity 4.4.5: Applications of
Slope Intercept Form *Exit Slip 4.4.2
14 Investigation 4: Students will learn to identify pairs that are
parallel or perpendicular from their slopes
Direct Instruction (Conceptual)
*Activity 4.4.6
Activity 4.4.7 Pages 1 and 2 only
15 Mid-Unit Review (Teacher Created)
16 Mid Unit Test
17
Investigation 5:
Solve direct variation problems and recognize that
direct variation is a linear function that has y-intercept
= 0 and slope y/x = constant of proportionality
Direct Instruction: Direct
Variation (Prentice Hall 5.5)
18
Investigation 5:
Solve direct variation problems and recognize that
direct variation is a linear function that has y-intercept
= 0 and slope y/x = constant of proportionality
*Activity 4.5.2: More Direct
Variation
19
Investigation 5:
Recognize the standard and slope intercept forms of a
linear equation
Direct Instruction: Standard Form
(Prentice Hall 6.3)
*Activity 4.5.4: More Standard Form
#1-5
20 Investigation 5:
Find the x- and y- intercepts of an equation, interpret *Activity 4.5.4 #6-8
*Exit Slip 4.5 Prentice Hall Pg 301-302
Algebra 1 – Unit 4: Linear Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 10 of 18
them in context, use them to graph an equation
21 Investigation 5:
Transform standard form to slope intercept form
Teacher Created Practice
transforming from standard form
to slope intercept form.
22
Investigation 6:
Students will write the equation of a line in slope intercept
form, point-slope form, or standard form given:
The slope and y-intercept
The slope and one ordered pair on the line
Two ordered pairs
An ordered pair and an equation of a parallel or
perpendicular line
Activity 4.6.2: Point Slope Form
of an Equation
Prentice Hall 6.4
Exit Slip 4.6.1
23
Activity 4.6.3 Pages 1 and 2
24 Investigation 6:
Students will be able to apply point slope form in real world
situations
Activity 4.6.3: Pages 3 and 4
Teacher Created Practice
Exit Slip 4.6.2
25
Investigation 6:
Students will identify the advantages of each of
the 3 different forms of the line and choose among
them
Transform an equation from slope-intercept or
point-slope to standard form
Transform an equation from point-slope or
standard form to slope-intercept form
Activity 4.6.4 (a or b): Can We
Both Be Right?
Activity 4.6.6: Finding and Using
Linear Equations
Activity 4.6.5
26
Performance Task: State of the States
This performance task:
o Requires students to work with data for the
populations of Connecticut, Kansas, Louisiana, and
Nevada between the years of 2000 and 2008
o Assesses students’ ability to distinguish linear from
non-linear function, and increasing from decreasing
functions
o Find a linear equation to model nearly linear data
o Compare two different linear models
o Use the linear model to predict population
o Evaluate the accuracy of the model
(Teachers may choose to do
Performance Task after End of Unit
Test as a lead in to Scatterplots)
27
28 End-Unit Review
Students will be able to answer the
following questions:
1. Given the graph of a linear
function, including a horizontal
line, identify the corresponding
equation, create a table of values,
identify the y-intercept and slope,
and write the equation of a line
parallel and a line perpendicular
(See Chapter 4 Review in NB Files
under file name
AlgNB 4.R – HW – Unit 4 Review)
Algebra 1 – Unit 4: Linear Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 11 of 18
to the given line.
2. Find the point-slope form of an
equation between two points and
transform the equation into slope-
intercept form.
3. Choose which of the 3 forms of a
linear equation to use to model
contextual situations, identify and
explain the meaning of the slope
and the y-intercept in context.
4. Choose a linear model, graph or
table to predict or analyze
something in a contextual
situation.
28 End of Unit Test
Algebra 1 – Unit 5: Scatter Plots and Trend Lines – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 12 of 18
Day Goal Activity Assessment Suggested Homework
1
Investigation 1: Students will explore and define measures
of center.
*Activity 5.1.1: Hurricanes *Exit Slip 5.1.1
*Activity 5.1.2 Pages 1 and 2 only
2
Investigation 1: Students will explore measures of spread
and display data in dot plots, histograms and box-and-
whisker plots
*Activity 5.1.2 Page 3
*Activity 5.1.4: The Five-Number
Summary
*Exit Slip 5.1.2
*Activity 5.1.3: More histograms
3 Investigation 1: Students will analyze real world data by
hand and using a graphing calculator
*Activity 5.1.6: Box and Whisker
Plots (Choose between Version A or
Version B)
*Activity 5.1.5: Outliers and the
1.5xIQR Rule
4 *Activity 5.1.7: Test Grades
(Possible Group Activity)
5
Investigation 2: Students are introduced to scatter plots and
trend lines and use the equation of trend lines to make
predictions.
*Activity 5.2.1: Sea-Level Rise
(Use Powerpoint 5.2.1 on Moodle site) *Exit Slip 5.2.1
*Activity 5.2.2: Scatter Plots and
Trend Lines (May do Pages 1 and 2
only).
6
Investigation 2: Students will continue to use the equation
of trend lines to make predictions and learn the meaning of
interpolation and extrapolation.
*Activity 5.2.3: Television,
Homework and Test Scores
*Activity 5.2.4: Height and Shoe Size
#1-3 (collect data)
Journal Entry: Describe the
difference between interpolation
and extrapolation. Give an
example of each. Which is more
useful and why?
*Activity 5.2.4 #4-11 for HW
7
Investigation 3: Students will use the graphing calculator to
find the linear regression equation, find the correlation
coefficient and interpret the meaning of the correlation
coefficient.
*Activity 5.3.1: Fitting Lines with
Technology
*Activity 5.3.2: Evolution of
Telephone (Optional – if time allows)
8 Investigation 3: Students will be able to explain the
difference between correlation and causation.
*Activity 5.3.3: Correlation and
Causation
Journal Entry: Describe the
difference between correlation
and causation.
*Activity 5.3.4: Shark Attack
Worksheet
9
Investigation 4: Students will be collecting and analyzing
in interdisciplinary activities. They will apply all of their
knowledge from the previous two investigations.
*Activity 5.4.1: Forensic
Anthropology – teacher directed
(Use Powerpoint 5.4.1 on Moodle site)
10
11 Choose 1 Activity Between:
*Activity 5.4.2 and *Activity 5.4.7
Mid-Unit Quiz
Quiz provided in NB Files
12
Algebra 1 – Unit 5: Scatter Plots and Trend Lines – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 13 of 18
13
Investigation 5: Students will work with data sets that
contain outliers to identify the influence that outliers have
on the calculation and interpretation of the slope, y-
intercept, linear regression equation and correlation
coefficient.
*Activity 5.5.1: Outliers *Exit Slip 5.5: Cooling Off
*Activity 5.5.3: Home Prices
14 *Activity 5.5.4: Chicago Bulls
*Activity 5.5.6: Sea Glass
*Activity 5.5.5 Crickets
Chirping (Change/Omit # 3)
15
Investigation 6: Students will explore situations in which
the data are best represented by a piecewise linear function,
will fit a line to each section of the data and will use the
lines to make predictions.
*Activity 5.6.1: Swimming Records
-teacher directed
16
*Activity 5.6.2: Paychecks and
Triathlons
17 *Activity 5.6.3: Dog Food
*Exit Slip 5.6
18 *Activity 5.6.5: Bike Tours
*Activity 5.6.6: Creating Stories
19 End of Unit Review (Teacher Created)
20 End of Unit Test/Performance Task
Algebra 1 – Unit 6: Systems of Equations – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 14 of 18
Day Goal Activity Assessment Suggested Homework
1
Investigation 1: Students will solve systems of linear
equations by making tables, solving linear equations in one
variable and graphing lines.
Direct Instruction: Solving Systems by
Graphing
(Prentice Hall 7.1)
*Activity 6.1.3: Solving Systems of
Equations by Graphing.
2
Investigation 1: Students will find and interpret solutions of
systems of linear equations and use systems of linear
equation to solve real world problems.
*Activity 6.1.2: Choosing a Gym Exit Slip 6.1
*Activity 6.1.4
3
Investigation 2: Students will use the substitution method
to solve systems of linear equations.
Direct Instruction: Solving Systems by
Substituion
(Prentice Hall 7.2)
*Activity 6.2.2 Page 1 only
4
*Activity 6.2.2 Page 2-3
Supplement with more Applications
from PH
*Activity 6.2.3: More Practice with
Substitution
5 *Activity 6.2.4: Drag Racing
-Teacher directed
6
*Activity 6.2.6: Solutions to Systems
of Equations (Possible Group activity)
*Activity 6.2.7: One for All and All
for One
Prentice Hall 7.2 Application
Problems
7
Investigation 3: Student will use the elimination method to
solve systems of equations and interpret the solution of a
system of linear equations within the context of the problem.
Direct Instruction: Solving Systems by
Elimination (include mult problems)
(Prentice Hall 7.3)
(Optional: *Activity 6.3.4: Mechanics
of Elimination Method)
*Exit Slip 6.3.1
Prentice Hall 7.3 Practice Problems
8 *Activity 6.3.2: Exploring the Number
of Solutions *Exit Slip 6.3.2
9 *Activity 6.3.3: Applications of the
Elimination Method
Prentice Hall 7.3 Application
Problems
10 Suggested: Explore Systems of Linear Inequalities
11
12
*Performance Task
13
14 End of Unit Review
15 End of Unit Test
Algebra 1 – Unit 7: Introduction to Exponential Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 15 of 18
Day Goal Activity/Classwork Assessment Suggested Homework
1
Investigation 1: Students will be introduced to exponential
growth patterns and illustrate how exponential growth
compares to linear growth
*Activity 7.1.2: Is it a Good Deal?
(Graphing calculator needed)
*Exit Slip 7.1.1
*Activity 7.1.3: A Closer Look at
Population Data
(Students need calculator – does not
need to be graphing)
2
Investigation 2: By extending patterns based on properties
of positive integer exponents, students learn the meaning of
zero, negative, and rational exponents
*Activity 7.2.1: Exploring Growth
Patterns
(Guided Practice)
3
*Activity 7.2.2: The Meaning of
Integer Exponents Pages 1-3
(Properties with Positive Numeric
Exponents)
Kuta Practice Worksheet
4
*Activity 7.2.2: The Meaning of
Integer Exponents Pages 4-5
(Properties with negative exponents)
*Exit Slip 7.2.1
Kuta Practice Worksheet
5 *Activity 7.2.3: Exploring the
Meaning of Rational Exponents
6
Direct Instruction: Relationship
between Roots and Exponents
*Activity 7.2.4: Roots and Exponents
*Exit Slip 7.2.2
7
Investigation 2: Students will begin to understand that the
exponential function will always overtake the linear
function.
*Activity 7.2.6a: How Much Rice
*Activity 7.3.1: Building Walls Page
1 Only! (In preparation for
tomorrow’s lesson)
8
Investigation 3: Students will explore the effects of
changing the parameters a and b in the general exponential
function f(x) = abx.
*Activity 7.3.1: Building Walls-
Finish *Exit Slip 7.3
*Activity 7.3.3: Effects of Parameter
Pages 1-3 Only (In preparation for
tomorrow’s lesson).
9
*Activity 7.3.3: Effects of Parameters
- Finish
(Graphs of Exponential Functions by
hand)
10
*Activity 7.3.2: Exploring the Graph
𝑦 = 𝑎𝑏𝑥
(Graphing Calculators needed)
Algebra 1 – Unit 7: Introduction to Exponential Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public School District
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 16 of 18
11
Investigation 4: They will understand that when b > 1 the
function models exponential growth and that when 0 < b < 1
the function models exponential decay. They will identify a
as the initial value or y- intercept. They will identify
exponential functions and distinguish exponential functions
from other types of functions, especially linear functions,
from tables of values and real- world contexts
*Activity 7.3.5: Growth and Decay
Situations
Finish Activity 7.3.5 for Homework
12 *Activity 7.3.6: Identifying
Exponential Functions Exit Slip 7.4
13
Investigation 5: Students explore the relationship between
rates of change and the growth or decay factor they have
learned to associate with the parameter b in the general form
of the exponential function 𝑓(𝑥) = 𝑎 ∙ 𝑏𝑥
*Activity 7.5.1: Percent’s and Percent
Change
14
*Activity 7.5.2: Percent Change and
Exponential Functions
*Activity 7.5.3: Percent Change
Situations
*Activity 7.5.3: Percent Change
Situations (Finish)
15
*Activity 7.5.4: Modeling Exponential
Functions: What is the Percent
Change?
16
Investigation 5: Students will explore and discuss
compound interest and the concepts of doubling time and
half-life.
*Activity 7.5.5: Compound Interest
*Activity 7.5.6: Doubling Time and
Half-Life
17
Investigation 6: Students model the increasing
concentration of carbon dioxide in the earth’s atmosphere
with an exponential equation of the form 𝑓(𝑥) = 𝑎 ∙ 𝑏𝑥
Students analyze global temperature data and model the
increasing trend with a linear model of the form y = mx + b.
*Activity 7.6.1: OPTIONAL
18 End of Unit Review
19 End of Unit Test (Quiz?)
(Teacher Modify for 2014)
Required Investigations
Required Activities
Algebra 1 – Unit 8: Quadratic Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public Schools
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 17 of 18
Day Goal Activity Assessment Suggested Homework
1
Foundational Skills: Students will perform
operations on polynomials.
Adding and Subtracting Polynomials
Multiplying and Factoring (GCF) a Monomial and a
Polynomial (Activity 8.5.1)
Multiplying Binomials
Multiplying Special Cases
Prentice Hall 9.1-9.4 2
3
4
Investigation 1: Students will compare
another non-linear pattern of growth with
linear and exponential patterns
by looking at data.
Activity 8.1.1 – Quadratics in the Kitchen
o Teacher Note: Provide the data for the table given in
the overview for this investigation
Exit Slip 8.1.1
5 Activity 8.1.4 – Recognizing Quadratic Functions by Table
6 Activity 8.1.6 – Exploring the Graph of
cbxaxy 2
o Teacher Note: Identify the Axis of Symmetry and
Vertex, but we will go more in depth with those
concepts in Investigation 2
7 Exit Slip 8.1.2 Prentice Hall 10.1
8 Investigation 2: Students will discover the
line of symmetry of a parabola whose
equation is given in standard form. Given an
equation in vertex form, students will
investigate the effects of the parameters a, h
and k on the graph of a parabola, identify
the vertex and whether the parabola opens
up or down. Students will reverse the
process and write an equation in vertex
form for a parabola given its vertex and one
other point. Students will learn to transform
a quadratic function from standard form to
vertex form
Activity 8.2.1a – Design a Solar Cooker
9 Activity 8.2.2 – Graphing in Vertex Form
10
Activity 8.2.3 – Exploring Parameters with Geometer
Sketchpad
o Teacher Note: This activity can be done without the
software or you can get a free copy for your
SMARTboard (must get permission)
Exit Slip 8.2 – Investigating
Parameters
11 Activity 8.2.6 – Transforming Functions in Standard Form
to Vertex Form
Activity 8.3.1 –
Fenway Park
12 Investigation 3: Students will learn to
apply the Square Root property and the
principle of “undoing” to solve equations of
the form khxay 2)( . They will
then apply this skill to finding the y-
intercepts of parabolas with functions in
vertex form and applications of functions
given in vertex form.
Activity 8.3.2 – The Square Root Property
13
Activity 8.3.3 & 8.3.4 (Combination of the two) – Solving
Two-Step & Multi-Step Equations using the Square Root
Property
Exit Slip 8.3.1 – Solving
Two-Step Equations with
Square Roots
Finish the Combination
of 8.3.3 & 8.3.4
14 Activity 8.3.5 – Finding x-intercepts of Parabolas Exit Slip 8.3.2 – Finding the
x-intercepts
Algebra 1 – Unit 8: Quadratic Functions – Revised Pacing Guide
Common Core State Standards Aligned
Norwalk Public Schools
NPS/CT/CCSS – DRAFT, August 2013, updated 1/6/2014 Page 18 of 18
**Teacher Note: You may switch the order of the investigations depending on your situation; i.e. investigation 5 may come before investigation 4.**
15
Continue work from Days 12-14 Activity 8.3.6 – Solving Quadratic Equations in Standard
Form
16 Investigation 4: Students will discover that
quadratic functions can be expressed in
factored form and will model real world
situations using quadratic functions in
factored form. Using the graph of a
quadratic function in factored form, students
will find the vertex of the parabola to solve
a variety of problems. They will learn how
to multiplying polynomials and apply this
skill to convert quadratic functions in
factored form to quadratic functions in
standard form.
Activity 8.4. – TEACHER CHOICE (see Moodle site) Teacher choice
17 Activity 8.4. - TEACHER CHOICE (see Moodle site) Teacher choice
18 Activity 8.4.5 – Multiplying Polynomials Teacher choice
19 Activity 8.4.- TEACHER CHOICE (see Moodle site) Teacher choice
20
Investigation 5: Students will factor
quadratic trinomials of various forms and
convert quadratic functions in standard form
to quadratic functions in factored form.
They will learn that factoring polynomials is
the inverse operation of multiplying
polynomials.
Activity 8.5.2 – Factoring Trinomials
Prentice Hall – Investigation: Using Models to Factor (Page
480)
o Teacher Note: Use the Area Models from Prentice Hall
to demonstrate while teaching because these models
WILL be incorporated in SBAC assessment items
Prentice Hall 9.5
21 Prentice Hall 9.5
22 Activity 8.5.3 – Find Your Match Prentice Hall 9.6
23 Activity 8.5.4 – Solving Quadratic Equations by Factoring Prentice Hall 10.4
24 Investigation 6: Students will learn how to
solve quadratic equations by completing the
square and using the quadratic formula.
25 TEACHER CHOICE (see Moodle site) Teacher choice
26 End of Unit Review
27 End of Unit Test