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Applied Algebra ICourse Title: Applied Algebra I Total Framework Hours: 180CIP Code: 270301 Exploratory Preparatory Date Last Modified: May 16, 2019Career Cluster: Science, Technology, Engineering and Math Cluster Pathway: Math and ScienceEligible for Equivalent Credit in: Math Science Total Number of Units: 10

Course OverviewSummary: Applied Algebra I focuses on the application of mathematics and statistics to the solution of functional problems in fields such as engineering and the applied sciences. The course includes practical application of mathematical concepts such as solving simple equations and inequalities, linear equations, systems of equations, functions, exponents, probability, quadratics, and factoring.

Unit 1: Math Processes Total Learning Hours for Unit: 10Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Problem Solving Techniques (Unit 1 CORD1 “Problem Solving Techniques”) Logic Puzzles (Chapter 1\Logic Puzzles.docx, Chapter 2\AlgebraCriticalThinkingCanYouSolveThisEquationLogicPuzzles.pdf ) Vectors (Unit 11 CORD1 “Using Signed Numbers and Vectors”) Using Signed Numbers and Vectors (Chapter 3: CORD Algebra 1 Volume 1 – Pgs. 34-56) Distributive Property Puzzle (Chapter 1\DistributivePropertyPuzzleFREE.pdf) Scale Drawing (Unit 10 CORD1 “Working with Scaled Drawings”) Graphing Data (Chapter 3: CORD Algebra 1 Volume 2 – Pgs. 3-13) Problem Solving Using Escape Rooms Online – Breakout EDU (https://platform.breakoutedu.com/featured )

1 – CORD Applied Mathematics ©1988Leadership Alignment: 21st Century SkillsNote: All skills can be applied to CTSO Program (SkillsUSA) and Equivalent Activities at the High School Level

Learning and Innovation:1. Creativity and Innovation: (“Problem Solving Techniques”, “Logic Puzzles”, “Problem Solving Using Escape Rooms

Online”) 1.A.1, 1.B.1, 1.B.4, 1.C.12. Critical Thinking and Problem Solving: (“Problem Solving Techniques”, “Logic Puzzles”, “Vectors”, “Using Signed

Numbers and Vectors”, “Distributive Property Puzzle”, “Scale Drawing”, “Graphing Data”, “Problem Solving Using Escape Rooms Online”) 2.A.1, 2.B.1, 2.C.1, 2.C.4, 2.C.5, 2.D.1, 2.D.2

3. Communication and Collaboration: (“Problem Solving Techniques”, “Problem Solving Using Escape Rooms Online”) 3.A.1, Course 270301: Applied Algebra I 05/15/20191

https://platform.breakoutedu.com/featured

3.A.3, 3.A.5, 3.B.2, 3.B.3 Information, Media, and Technology Skills:

4. Information Literacy: (“Problem Solving Techniques”, “Problem Solving Using Escape Rooms Online”) 4.A.2, 4.B.1 Life and Career Skills:

7. Flexibility and Adaptability: (“Problem Solving Techniques”, “Problem Solving Using Escape Rooms Online”) 7.B.28. Initiative and Self-Direction: (“Problem Solving Using Escape Rooms Online”) 8.A.39. Social and Cross-Cultural: (“Problem Solving Techniques”) 9.B.210.Productivity and Accountability: (“Problem Solving Using Escape Rooms Online”) 10.A.2, 10.B.1.b, 10.B.1.d, 10.B.1.f,

10.B.1.h 11.Leadership and Responsibility: (“Problem Solving Techniques”, “Problem Solving Using Escape Rooms Online”) 11.A.1

Applied Algebra 1 will be aligning the leadership component, through the above activities, to SkillsUSA Engineering Technology/Design and/or the Related Technical Math Competition components.21stCenturySkillsTemplate-Trades-SkillsUSA Applied Algebra 1.docx

Engineering TechnologyA team of three students demonstrates their ability to design an innovative engineering project and present those ideas along with a display and live model. During the presentation, students are judged on their performance as a professional team, presentation of their project to a panel of judges from the engineering field, their storyboard presentation model, and the overall effect of the presentation.

Related Technical MathOn a written test, contestants demonstrate skills required to solve mathematical problems commonly found in the skilled trades and professional and technical occupations. Skills demonstrated include addition, subtraction, multiplication and division of whole numbers, fractions and decimals; applied word problems; percentages; ratio proportions; averages; area; volume; metric measures and traditional (Imperial) measures and trigonometry.

Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Extend the properties of exponents to rational exponents.

N.RN.A.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.N.RN.A.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.

Cluster: Use properties of rational and irrational numbers.N.RN.B.3 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.

Cluster: Reason quantitatively and use units to solve problems.N.Q.A.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.

Course 270301: Applied Algebra I 05/15/20192

N.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.N.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Cluster: Represent and model with vector quantities.N.VM.A.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).N.VM.A.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.N.VM.A.3 Solve problems involving velocity and other quantities that can be represented by vectors.

Cluster: Perform operations on vectors.N.VM.B.4 Add and subtract vectors.

4a Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.4b Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.4c Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.

N.VM.B.5 Multiply a vector by a scalar.5a Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy).5b Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).

Cluster: Understand solving equations as a process of reasoning and explain the reasoning.A.REI.A.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.REI.A.2 Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Cluster: Solve equations and inequalities in one variable.A.REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.A.REI.B.4 Solve quadratic equations in one variable.

4a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form.4b 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.

Washington English Language Arts Standards (Common Core State Standards) - Science and Technology Literacy Standards (Grades 9-10):RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical

tasks, attending to special cases or exceptions defined in the text.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific

scientific or technical context relevant to grades 9-10 texts and topics.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently

and proficiently.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.


2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 2: Mathematical Expressions Total Learning Hours for Unit: 26Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Combining Like Terms (Card Sort) (Chapter 2\Combining Like Terms Mix and Match Card Sort.docx; Chapter 2\Mathematical Expressions Mix and Match Card Sort.docx)

Combining Like Terms (Dominos with or without Negatives) (Chapter 2\CombiningLikeTermsDominoesNoNegatives.pdf; Chapter 2\CombiningLikeTermsDominoesWithNegatives.pdf)

Combining Like Terms (Line Puzzle) (Chapter 2\Line Puzzle - Combining Like Terms Halloween.pdf) Combining Like Terms (Maze) (Chapter 2\CombiningLikeTermsActivity.pdf) Order of Operations (Line Puzzle) Chapter 2\Line Puzzle - Order of Operations Halloween.pdf) Say It with Symbols (Connected Math – Units 1 and 2) Solving Problems with Powers and Roots (Chapter 5: CORD Algebra 1 Volume 1 Pgs. 36-55) Pendulum Length and Period (Chapter 5 Activity 1: CORD Algebra 1 Volume 1) Pythagorean Theorem (Chapter 5 Activity 3: CORD Algebra 1 Volume 1) Using Formulas to Solve Problems (Chapter 1: CORD Algebra 1 Volume 2 Pgs. 37-56) Mobiles with Algebra (Chapter 1 Activity 3: CORD Algebra 1 Volume 2) Formulas to Solve Problems (Unit 15 CORD1 “Formulas to Solve Problems”) Literal Equations “Carving Pumpkins” (Chapter 2\LiteralEquationsCarvingPumpkinsColoringActivity.pdf)


Learning and Innovation:1. Creativity and Innovation: (“Mobiles with Algebra”) 1.B.2 2. Critical Thinking and Problem Solving: (“Combining Like Terms (Card Sort)”, “Combining Like Terms (Dominos with or

without Negatives)”, “Combining Like Terms (Line Puzzle)”, “Combining Like Terms (Maze)”, “Order of Operations (Line Puzzle)”, “Say It With Symbols”, “Solving Problems with Powers and Roots”, “Pendulum Length and Period”, “Pythagorean Theorem”, “Using Formulas to Solve Problems”, “Mobiles with Algebra”, “Formulas to Solve Problems”, “Literal Equations Carving Pumpkins”) 2.A.1, 2.D.1

3. Communication and Collaboration: (“Pendulum Length”, “Pythagorean Theorem”, “Mobiles with Algebra”) 3.B.1 Life and Career Skills:

8. Initiative and Self-Direction: (“Pendulum Length”, “Pythagorean Theorem”, “Mobiles with Algebra”) 8.A.310.Productivity and Accountability: (“Pendulum Length”, “Pythagorean Theorem”, “Mobiles with Algebra”) 10.B.1.b, 10.B.1.f

Applied Algebra 1 will be aligning the leadership component, through the above activities, to SkillsUSA Engineering Technology/Design and/or the Related Technical Math Competition components.


21stCenturySkillsTemplate-Trades-SkillsUSA Applied Algebra 1.docx



Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Use properties of rational and irrational numbers.

N.RN.B.3 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.

Cluster: Reason quantitatively and use units to solve problems.N.Q.A.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.A.2 Define appropriate quantities for the purpose of descriptive modeling.N.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Cluster: Interpret the structure of expressions.A.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.

1a Interpret part of an expression, such as terms, factors, and coefficients.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.

A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Write expressions in equivalent forms to solve problems.

A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

3a Factor a quadratic expression to reveal the zeros of the function it defines.3b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.3c Use the properties of exponents to transform expressions for exponential functions.

A.SSE.B.4 Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.

Cluster: Create equations that describe numbers or relationships.A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.


A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.


Cluster: Solve equations and inequalities in one variable.A.REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.A.REI.B.4 Solve quadratic equations in one variable.

4a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form.4b 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.



scientific or technical context relevant to grades 9-10 texts and topics.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently

and proficiently.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 3: Solving Equations Total Learning Hours for Unit: 26Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

CSI Algebra Solving Equations (Chapter 3\21st Century Math\CSIAlgebraUnit3SolvingEquations.pdf)Course 270301: Applied Algebra I 05/15/20196

Solving Multi-Step Equations Stations Activity (Chapter 3\FREESolvingMultiStepEquationsStationsMazeActivity.pdf) Multi-Step Equations Line Puzzle (Chapter 3\Line Puzzle - Multi Step Equations Halloween.pdf) Two-Step Equations Domino Activity (Chapter 3\TwoStepEquationsDominoesActivity.pdf) Solving Equations Pennants (Chapter 3\SolvingEquationsPennantmultistep.pdf) One and Two-Step Person Puzzles (Chapter 3\21st Century Math\PersonPuzzleEquationsOneStepDavidRobinsonWorksheet.pdf;

Chapter 3\21st Century Math\PersonPuzzleEquationsTwoStepJaneGoodallWorksheet.pdf) STEMersion Equations: One and Two-Step (Chapter 3\21st Century Math\STEMersionEquationsOneStepPhysicist.pdf; Chapter 3\21st

Century Math\STEMersionEquationsTwoStepsDeliveryMan.pdf) Two-Step Equations Task Cards (Chapter 3\TwoStepEquationsTaskCards.pdf) Solving Linear Equations Maze (Chapter 3\SolvingLinearEquationsMaze.pdf) Solving Equations Mazes Differentiated (Chapter 3\SolvingEquationsMazes3DifferentiatedLevels.pdf)

Leadership Alignment: 21st Century SkillsNote: All skills can be applied to CTSO Program (SkillsUSA) and Equivalent Activities at the High School Level

Learning and Innovation:2. Critical Thinking and Problem Solving: (“CSI Algebra Solving Equations”, “Solving Multi-Step Equations Stations Activity”,

“Multi-Step Equations Line Puzzle”, Two-Step Equations Domino Activity”, Solving Equations Pennants”, “One and Two-Step Person Puzzles”, “STEMersion Equaations: One and Two-Step”, “Two-Step Equations Task Cards”, “Solving Linear Equations Maze”, “Solving Equations Mazes Differentiated”) 2.A.1, 2.D.1

Life and Career Skills:8. Initiative and Self-Direction: (“CSI Algebra Solving Equations”) 8.A.3




Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.


Washington Mathematics Standards (Common Core State Standards):Cluster: Use properties of rational and irrational numbers.

N.RN.B.3 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.




A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Perform arithmetic operations on polynomials.

A.APR.A.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.

Cluster: Create equations that describe numbers or relationships.A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.


Cluster: Solve equations and inequalities in one variable.A.REI.B.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.



scientific or technical context relevant to grades 9-10 texts and topics.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate

information expressed visually or mathematically (e.g., in an equation) into words.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when

the findings support or contradict previous explanations or accounts.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently

and proficiently.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.


1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Unit 4: Solving Inequalities Total Learning Hours for Unit: 6Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Inequalities (Chapter 3: CORD Algebra 1 Volume 4 Pgs. 2-27, 43-55) Day 1 Search and Rescue Map (Chapter 4\Day 1 Search and Rescue Map.doc) Search and Rescue (Chapter 4\Algebra 2 LS Day 1.docx) Matching Inequalities and Number Lines (Chapter 4\Matching Inequalities & Numberlines.pdf) CSI Pre-Algebra Equations/Inequalities (Chapter 4\CSIPreAlgebraUnit3EquationsInequalities.pdf) Compound Inequalities (Chapter 4\CompoundInequalitiesCardMatchActivity.pdf; Chapter 4\

COMPOUNDINEQUALITIESTaskCards40Cards.pdf) Graphing Inequalities (Chapter 4\Graphing Inequalities.pdf)


Learning and Innovation:2. Critical Thinking and Problem Solving: (“Inequalities”, “Search and Rescue”, “Matching Inequalities and Number Lines”,

“CSI Pre-Algebra Equations/Inequalities”, “Compound Inequalities”, “Graphing Inequalities”) 2.A.1, 2.C.4 Life and Career Skills:

10. Productivity and Accountability: (“Search and Rescue”) 10.B.1.b, 10.B.1.f



Related Technical MathOn a written test, contestants demonstrate skills required to solve mathematical problems commonly found in the skilled trades and professional and technical occupations. Skills demonstrated include addition, subtraction, multiplication and division of whole numbers, fractions and decimals; applied word problems; percentages; ratio proportions; averages; area; volume; metric measures and traditional


(Imperial) measures and trigonometry.Aligned Washington State Standards

Standards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Reason quantitatively and use units to solve problems.

N.Q.A.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.A.2 Define appropriate quantities for the purpose of descriptive modeling.N.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.



A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Create equations that describe numbers or relationships.

A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.






information expressed visually or mathematically (e.g., in an equation) into words.


RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 5: Linear Equations Total Learning Hours for Unit: 33Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Solving Problems with Linear Equations (Unit 16 CORD1 “Solving Problems with Linear Equations”) Graphing Data (Chapter 3: CORD Algebra 1 Volume 2 – Pgs. 14-28, 39-60) Solving Problems Involving Linear Equations (Chapter 2: CORD Algebra 1 Volume 2 – Pgs. 1-22, 28-49) Measuring in Inches and Centimeters (Chapter 2 Activity 2: CORD Algebra 1 Volume 2) Point-Slope Match Up (Chapter 5\FREEBIEPointsandSlopeMatchUpPointSlopeFormEquations.pdf) Graphing Linear Equations Ornaments (Chapter 5\GraphingLinearEquationsOrnaments.pdf) Graphing Lines (Chapter 5\GraphingLinesChristmasAlgebraActivity.pdf) Graphing Lines Point-Slope Form (Chapter 5\GraphingLinesPointSlopeForm.pdf) Graphing Point-Slope Zombies (Chapter 5\GraphingLinesZombiesPointSlopeForm.pdf) Point-Slope Form Practice WKST (Chapter 5\Point Slope Form Foldable With WarmUp and Homework.pdf) Slope from Two Points (Chapter 5\Slope From Two Points.pdf) Slope Task Cards (Chapter 5\SlopeTaskCards.pdf) Graphing Linear Function Maze (Chapter 5\GraphingLinearFunctionsMazeReviewGame.pdf) Desk Hop Linear Equations (Chapter 5\desk-hop-linear.doc) Plotting Points on a Grid (Chapter 5\PlotPointsonaGridSnowflakeCoordinates.pdf) Plotting Coordinate Points (Chapter 5\PlottingCoordinatePointsSnowflakeMathPennantActivity.pdf) Miles Per Gallon – OSPI Segmented Math (Chapter 5\Miles Per Gallon - Segmented.doc) A Salesman’s Dilemma – OSPI Segmented Math (Chapter 5\A Salesperson's Dilemma -Segmented.doc) Barbie Bungee Jump (Chapter 5\Barbie Bungee Lab Linear Equations.docx; Chapter 5\Barbie Bungee Project Algebra 1 2018.docx;

Chapter 5\2017 WAMC Lab Template Barbie Bungee Linear Functions.doc; Chapter 5\2017 WAMC Lesson Plan Template Linear Equations.doc)


Learning and Innovation:


1. Creativity and Innovation: (“Barbie Bungee Jump”) 1.A.3, 1.B.4 2. Critical Thinking and Problem Solving: (“Solving Problems with Linear Equations”, “Graphing Data”, “Measuring in

Inches and Centimeters”, “Point-Slope Match Up”, “Graphing Linear Equations Ornaments”, “Graphing Lines”, “Graphing Lines Point-Slope Form”, “Graphing Point-Slope Zombies”, “Slope from Two Points”, “Slope Task Cards”, “Graphing Linear Function Maze”, “Desk Hop Linear Equations”, “Miles Per Gallon”, “A Salesman’s Dilemma”, “Barbie Bungee Jump”) 2.A.1, 2.C.1, 2.C.4, 2.C.5

3. Communication and Collaboration: (“Barbie Bungee Jump”) 3.B.1, 3.B.2, 3.B.3 Life and Career Skills:

7. Flexibility and Adaptability: (“Barbie Bungee Jump”) 7.B.1, 7.B.28. Initiative and Self-Direction: (“Barbie Bungee Jump”) 8.A.3, 8.B.19. Social and Cross-Cultural: (“Barbie Bungee Jump”) 9.B.210.Productivity and Accountability: (“Barbie Bungee Jump”) 10.B.1.b, 10.B.1.d, 10.B.1.f, 10.B.1.h11.Leadership and Responsibility: (“Barbie Bungee Jump”) 11.A.1




Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Reason quantitatively and use units to solve problems.


Cluster: Interpret the structure of expressions.


A.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.1a Interpret part of an expression, such as terms, factors, and coefficients.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.

A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Create equations that describe numbers of relationships.

A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 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.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.


Cluster: Represent and solve equations and inequalities graphically.A.REI.D.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).A.REI.D.11 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, 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.D.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary 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.

Cluster: Understand the concept of a function and use function notation.F.IF.A.1 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).F.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.F.IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

Cluster: Interpret functions that arise in applications in terms of the context.F.IF.B.4 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. F.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.F.IF.B.6 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.

Cluster: Analyze functions using different representations.F.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

7a Graph linear and quadratic functions and show intercepts, maxima, and minima.7b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.7c Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.7d Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing


period, midline, and amplitude.F.IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

8a 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.8b Use the properties of exponents to interpret expressions for exponential functions.

F.IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.F.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).F.LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.F.LE.A.4 For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Cluster: Interpret expressions for functions in terms of the situation they model.F.LE.B.5 Interpret the parameters in a linear or exponential function in terms of a context.

Cluster: Interpret linear models.S.ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.





information expressed visually or mathematically (e.g., in an equation) into words.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently

and proficiently.Washington English Language Arts Standards (Common Core State Standards) - Writing Standards (Grades 9-10):W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.W.9-10.2 Write informational/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience.Washington English Language Arts Standards (Common Core State Standards) - Speaking and Listening Standards (Grades 9-10):SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

partners building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.SL.9-10.4 Present information, findings, and supportive evidence clearly, concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 6: Functions Total Learning Hours for Unit: 18Performance Assessments:Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Patterns and Functions (Chapter 4: CORD Algebra 1 Volume 3 Part 1 Pgs. 3-52) Domain and Range Matching Activity (Chapter 6\DomainandRangeMatchingActivity.pdf)


Domain and Range Sketch Game (Chapter 6\Domain and Range Sketch Game.pdf) Domain and Range Pennants (Chapter 6\DomainandRangePennant.pdf) Relations, Functions, Domain, and Range Task Cards (Chapter 6\RelationsFunctionsDomainandRangeTaskCards.pdf) Function Notation Heart (Chapter 6\FunctionNotationHeartPuzzle.pdf) Functions or Not Domain and Range Activity (Chapter 6\FunctionsorNotDomainandRangeActivityCardsA12A85G.pdf) Is It A Function? Maze (Chapter 6\IsItaFunctionMaze.pdf) Algebra Parabola Transformations (Chapter 6\AlgebraParabolaTransformationsofyx2GraphsMatchUp1.pdf) Matching Graphs of Parabolas (Chapter 6\MatchingGraphsofParabolawithQuadraticEquationsReviewActivity.pdf) Parabola Investigation (Chapter 6\Parabola Investigation.pub) Parent Functions Comic Book Notes (Chapter 6\ParentFunctionsComicBookDoodleNotesInteractiveNotebookBundle.pdf) Function Transformations: Practice with Symbols (Desmos)

(https://teacher.desmos.com/activitybuilder/custom/58509b6ae871657106f28ec3 )Leadership Alignment: 21st Century SkillsNote: All skills can be applied to CTSO Program (SkillsUSA) and Equivalent Activities at the High School Level

Learning and Innovation:1. Critical Thinking and Problem Solving: (“Patterns and Functions”, “Domain and Range Matching Activity”, “Domain and

Range Sketch Game”, “Domain and Range Pennants”, “Relations, Functions, Domain, and Range Task Cards”, “Function Notation Heart”, “Functions of Not Domain and Range Activity”, “Is It A Function? Maze”, “Algebra Parabola Transformations”, “Matching Graphs of Parabolas”, “Parabola Investigation”, “Parent Functions Comic Book Notes”, “Function Transformations: Practice with Symbols (Desmos)”) 2.A.1

Information, Media, and Technology Skills:4. Information Literacy: (“Function Transformations: Practice with Symbols (Desmos)”) 4.B.15. Media Literacy: (“Function Transformations: Practice with Symbols (Desmos)”) 5.A.2

Life and Career Skills:7. Flexibility and Adaptability: (“Function Transformations: Practice with Symbols (Desmos)” 7.B.110. Productivity and Accountability: (“Algebra Parabola Transformations”, “Matching Graphs of Parabolas”) 10.B.1.f, 10.B.1.h




Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.


https://teacher.desmos.com/activitybuilder/custom/58509b6ae871657106f28ec3

Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.

Washington Mathematics Standards (Common Core State Standards):Cluster: Reason quantitatively and use units to solve problems.




A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Create equations that describe numbers or relationships.

A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Cluster: Understand the concept of a function and use function notation.F.IF.A.1 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).F.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.F.IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

Cluster: Interpret functions that arise in applications in terms of the context.F.IF.B.4 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. F.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.F.IF.B.6 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.

Cluster: Analyze functions using different representations.F.IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

7a Graph linear and quadratic functions and show intercepts, maxima, and minima.7b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.7c Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.7d Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end


behavior.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

F.IF.C.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

8a 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.8b Use the properties of exponents to interpret expressions for exponential functions.

F.IF.C.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

Cluster: Build a function that models a relationship between two quantities.F.BF.A.1 Write a function that describes a relationship between two quantities.

1a Determine an explicit expression, a recursive process, or steps for calculation from a context.1b Combine standard function types using arithmetic operations.1c Compose functions.

F.BF.A.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

Cluster: Build new functions from existing functions.F.BF.B.3 Identify the effect on the graph of replacing f(x) by 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.F.BF.B.4 Find inverse functions.

4a 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. 4b Verify by composition that one function is the inverse of another.4c Read values of an inverse function from a graph or a table, given that the function has an inverse.4d Produce an invertible function from a non-invertible function by restricting the domain.

F.BF.B.5 Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.






and proficiently.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using


networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 7: Systems of Equations Total Learning Hours for Unit: 15Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Systems of Equations (Chapter 2: CORD Algebra 1 Volume 4 Pgs. 2-27, 36-50) Solving Systems of Equations with a Graphing Calculator (Chapter 2 Activity 3: CORD Algebra 1 Volume 4) Strategic Battleship (Chapter 2 Activity 1: CORD Algebra 1 Volume 4) Linear Systems and Inequalities (Connected Math 2 “The Shapes Of Algebra”) Where Is the Money? – Holt Algebra (Chapter 7\Holt Algebra 1 Project Where is the Money.pdf) Systems of Equations Pennants (Chapter 7\SystemsofEquationsPennantActivitygraphing.pdf) Systems Graphically (Chapter 7\Systems Graphically.docx) Person Puzzles – Elimination, Substitution, and Mixed (Chapter 7\PersonPuzzleSystemsofEquationsMixedUpRobertoClementeWS.pdf;

Chapter 7\PersonPuzzleSystemswithEliminationNelsonMandelaWorksheet.pdf; Chapter 7\PersonPuzzleSystemswithSubstitutionMayaAngelouWorksheet.pdf)

Making the Band (Chapter 7\MakingtheBandLinearEquationSystemsProject.pdf) CSI Algebra Systems (Chapter 7\CSIAlgebraUnit7Systems.pdf)


Learning and Innovation:1. Creativity and Innovation: (“Making the Band”) 1.A.1, 1.A.3, 1.B.32. Critical Thinking and Problem Solving: (“Systems of Equations”, “Solving Systems of Equations with a Graphing

Calculator”, “Strategic Battleship”, “Linear Systems of Inequalities”, “Where is the Money?”, “Systems of Equations Pennants”, “Systems Graphically”, “Person Puzzles”, “Making the Band”, “CSI Algebra Systems”) 2.A.1, 2.B.1, 2.C.4

3. Communication and Collaboration: (“Making the Band’, “Strategic Battleship”) 3.A.1, 3.B.1, 3.B.2 Information, Media, and Technology Skills:

4. Information Literacy: (“Making the Band”) 4.A.26. Apply Technology Effectively: (“Making the Band’) 6.A.1

Life and Career Skills:7. Flexibility and Adaptability: (“Making the Band”) 7.A.2, 7.B.18. Initiative and Self-Direction: (“Making the Band”, “Strategic Battleship”) 8.A.3, 8.B.1, 8.C.49. Social and Cross-Cultural: (“Making the Band”, “Strategic Battleship”) 9.A.1, 9.A.2, 9.B.2 10.Productivity and Accountability: (“Making the Band”, “Strategic Battleship”) 10.A.2, 10.B.1.b, 10.B.1.d, 10.B.1.f, 10.B.1.h11.Leadership and Responsibility: (“Making the Band”, “Strategic Battleship”) 11.A.1





Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Reason quantitatively and use units to solve problems.




A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Perform arithmetic operations on polynomials.


Cluster: Create equations that describe numbers or relationships.A.CEDA.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.A.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

Cluster: Solve systems of equations.A.REI.C.5 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.


A.REI.C.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.A.REI.C.7 Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = -3x and the circle x2 + y2 = 3.






and solutions.

Unit 8: Attributes of Exponents Total Learning Hours for Unit: 21Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Representing Relationships (Connected Math “Thinking with Mathematical Models”) Algebra Connections Extra Practice (CPM Algebra Connections Pg. 57-58) Solving with Powers and Roots (Unit 14 CORD1 “Solving with Powers and Roots”) Every Second Counts – Holt Algebra (Chapter 8\Holt Algebra 1 Project Every Second Counts.pdf) Population Predictions – Holt Algebra (Chapter 8\Holt Algebra 1 Project Population Predictions.pdf) Exponents Puzzle (Chapter 8\Properties of Exponents\ExponentsPuzzle8EE1.pdf) Old Expy Card Game (Chapter 8\Properties of Exponents\OldExpyExponentRulesGame (1).pdf) Powers Word Problems (Chapter 8\Properties of Exponents\POWERSEXPONENTSWordProblemsErrorAnalysisFindtheError.pdf) Properties of Exponents Color WKST (Chapter 8\Properties of Exponents\PropertiesofExponentsColorWorksheet (1).pdf) Zombie Apocalypse (Chapter 8\Zombie Apocalypse -- Exponential Function and Logarithm Stylized Edition.pdf) Create A Creature (Chapter 8\Create a Creature.pdf) Geometric Sequences (Chapter 8\resource_12150.pdf)

1 – CORD Applied Mathematics ©1988



Learning and Innovation:2. Critical Thinking and Problem Solving: (“Representing Relationships”, “Algebra Connections Extra Practice”, “Solving

with Powers and Roots”, “Every Second Counts”, “Population Predictions”, “Exponents Puzzle”, “Old Expy Card Game”, “Powers Word Problems”, “Properties of Exponents Color WKST”, “Zombie Apocalypse”, “Create A Creature”, “Geometric Sequences”) 2.A.1, 2.C.5, 2.D.1

3. Communication and Collaboration: (“Create A Creature”, “Old Expy Card Game”) 3.A.3, 3.A.5, 3.B.1 Life and Career Skills:

7. Flexibility and Adaptability: (“Create A Creature”, “Old Expy Card Game”) 7.B.1, 7.B.28. Initiative and Self-Direction: (“Old Expy Card Game”) 8.B.19. Social and Cross-Cultural: (“Create A Creature”, “Old Expy Card Game”) 9.A.110.Productivity and Accountability: (“Old Expy Card Game”) 10.B.1.d11.Leadership and Responsibility: (“Old Expy Card Game”) 11.A.1, 11.A.4




Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Extend the properties of exponents to rational exponents.


Cluster: Reason quantitatively and use units to solve problems.









and solutions.

Unit 9: Probability Total Learning Hours for Unit: 10Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Working with Probabilities (Chapter 2: CORD Algebra 1 Volume 3 Pgs. 2-27, 34-50) Throwing Dice (Chapter 2 Activity 1: CORD Algebra 1 Volume 3) Heads or Tails? (Chapter 2 Activity 3: CORD Algebra 1 Volume 3) Sampling and Statistics (Scott, Foresman, and Company2 – Applications in Mathematics Course A) Dealing with Data (Unit 5 CORD1 “Dealing with Data”) Comparing Data Sets (Chapter 9\Comparing Data Sets.doc) Good Cop, Bad Cop – Mathalicious (Mathalicious\Probability\Good_Cop_Bad_Cop_Lesson_Guide.pdf; Mathalicious\Probability\

Good_Cop_Bad_Cop_Student_Handout.pdf) Police Academy – Mathalicious (Mathalicious\Probability\Police_Academy_Lesson_Guide.pdf; Mathalicious\Probability\

Police_Academy_Student_Handout.pdf)1 – CORD Applied Mathematics ©19882 – Scott, Foresman, and Company ©1972



Learning and Innovation:1. Creativity and Innovation: (“Good Cop, Bad Cop”, “Police Academy”) 1.A.3, 1.B.2 2. Critical Thinking and Problem Solving: (“Working with Probabilities”, “Throwing Dice”, “Heads or Tails?”, “Sampling with

Statistics”, “Dealing with Data”, “Comparing Data Sets”, “Good Cop, Bad Cop”, “Policy Academy”) 2.A.1, 2.B.1, 2.C.5, 2.D.23. Communication and Collaboration: (“Good Cop, Bad Cop”, “Police Academy”) 3.A.2, 3.A.5, 3.B.3

Information, Media, and Technology Skills:4. Information Literacy: (“Good Cop, Bad Cop”) 4.A.2, 4.B.15. Media Literacy: (“Good Cop, Bad Cop”) 5.A.2

Life and Career Skills:7. Flexibility and Adaptability: (“Good Cop, Bad Cop”) 7.B.39. Social and Cross-Cultural: (“Good Cop, Bad Cop”, “Police Academy”) 9.A.1, 9.A.2, 9.B.210. Productivity and Accountability: (“Good Cop, Bad Cop”, “Police Academy”, “Throwing Dice”, “Heads or Tails?”) 10.B.1.a, 10.B.1.f, 10.B.1.g




Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Understand and evaluate random processes underlying statistical experiments.

S.IC.A.1 Understand statistics as a process for making inferences about population parameters based on a random sample from the population.

Cluster: Make inferences and justify conclusions from sample surveys, experiments, and observational studies.


S.IC.B.3 Recognize the purposes of an differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.S.IC.B.6 Evaluate reports based on data.

Cluster: Understand independence and conditional probability and use them to interpret data.S.CP.A.1 Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).S.CP.A.2 Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.S.CP.A.3 Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.S.CP.A.4 Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.S.CP.A.5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.

Cluster: Use the rules of probability to compute probabilities or compound events in a uniform model.S.CP.B.6 Find the conditional probability of A given B as the fractions of B’s outcomes that also belong to A, and interpret the answer in terms of the model.S.CP.B.7 Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.




information expressed visually or mathematically (e.g., in an equation) into words.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.Washington English Language Arts Standards (Common Core State Standards) - Writing Standards (Grades 9-10):W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence.W.9-10.2 Write informational/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately

through the effective selection, organization, and analysis of content.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and

audience.Washington English Language Arts Standards (Common Core State Standards) - Speaking and Listening Standards (Grades 9-10):SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse

partners building on others’ ideas and expressing their own clearly and persuasively.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.SL.9-10.4 Present information, findings, and supportive evidence clearly, concisely, and logically such that listeners can follow the line of

reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the


learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.

Unit 10: Quadratics and Factoring Total Learning Hours for Unit: 15Performance Assessments: Unit assessment will include chapter projects, lab data sheets, software-generated assessment, and standardized test response forms. Demonstration of attaining the standards will be assessed using the following:

Gummy Bear Launch (Chapter 10\2017 WAMC Lab Template - Gummy Bear Launch.doc; Chapter 10\2017 WAMC Lesson Plan Template - Quadratics and Projectile Motion.doc; Chapter 10\Gummy Bear Launch Lab Information.docx)

Quadratics and Completing the Square (Chapter 1: CORD Algebra 1 Volume 4 Part 1 Pgs. 3-29, 39-55) Using a Graphing Calculator (Chapter 1 Activity 3: CORD Algebra 1 Volume 4 Part 1) Polynomials (Chapter 4: CORD Algebra 1 Volume 3 Part 2 Pgs. 53-72) Desmos - Function Transformations: Practice With Symbols

(https://teacher.desmos.com/activitybuilder/custom/58509b6ae871657106f28ec3 ) Desmos – Match My Parabola (https://teacher.desmos.com/activitybuilder/custom/5605bb6200701ed10fb0931a ) High Fliers – Holt Algebra (Chapter 10\Holt Algebra 1 Project High Fliers.pdf) Factoring with Algebra Tiles (Chapter 10\Factoring Binomials Using Algebra Tiles.docx) Factoring with Area Model (Chapter 10\Factoring Binomials Using Algebra Model.docx; Chapter 10\Factoring Binomials Using Algebra

Model (U Pick).docx) Multiplying using Algebra Tiles (Chapter 10\Multiplying Binomials Using Algebra Tiles.docx) Multiplying using Area Model (Chapter 10\Multiplying Binomials Using Algebra Model.docx) Practice with Quadratics (Chapter 10\Tasks and Practice for Lesson on Quadratics.docx)


Learning and Innovation:1. Creativity and Innovation: (“Gummy Bear Launch”, “Desmos”) 1.A.3, 1.B.3, 1.B.42. Critical Thinking and Problem Solving: (“Gummy Bear Launch”, “Quadratics and Completing the Square”, “Using a

Graphing Calculator”, “Polynomials”, “Desmos”, “High Fliers”, “Factoring with Algebra Tiles”, “Factoring with Area Model”, “Multiplying Using Algebra Tiles”, “Multiplying Using Area Model”, “Practice with Quadratics”) 2.A.1, 2.B.1, 2.C.3, 2.C.5

3. Communication and Collaboration: (“Gummy Bear Launch”, “Desmos”) 3.A.1, 3.B.2 Information, Media, and Technology Skills:

4. Information Literacy: (“Desmos”) 4.A.26. Apply Technology Effectively: (“Desmos”) 6.A.1

Life and Career Skills:7. Flexibility and Adaptability: (“Gummy Bear Launch”) 7.A.28. Initiative and Self-Direction: (“Desmos”) 8.B.1

10. Productivity and Accountability: (“Gummy Bear Launch”) 10.B.1.f, 10.B.1.h


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Aligned Washington State StandardsStandards for Mathematical Practice (Common Core State Standards):Practice 1: Make sense of problems and persevere in solving them.Practice 2: Reason abstractly and quantitatively.Practice 3: Construct viable arguments and critique the reasoning of others.Practice 4: Model with mathematics.Practice 5: Use appropriate tools strategically.Practice 6: Attend to precision.Practice 7: Look for and make use of structure.Practice 8: Look for and express regularity in repeated reasoning.Washington Mathematics Standards (Common Core State Standards):Cluster: Extend the properties of exponents to rational exponents.





A.SSE.A.2 Use the structure of an expression to identify ways to rewrite it.Cluster: Write expressions in equivalent forms to solve problems.

A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

3a Factor a quadratic expression to reveal the zeros of the function it defines.3b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.


3c Use the properties of exponents to transform expressions for exponential functions.Cluster: Perform arithmetic operations on polynomials.


Cluster: Understand the relationship between zeros and factors of polynomials.A.APR.B.2 Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x - a is p(a), so p(a) = 0 if and only if (x - a) is a factor of p(x).A.APR.B.3 Identify zeros of polynomials when a suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.

Cluster: Create equations that describe numbers or relationships.A.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.A.CED.A.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.A.CED.A.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.


Cluster: Construct and compare linear, quadratic, and exponential models and solve problems.F.LE.A.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.

1a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F.LE.A.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).F.LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.





and proficiently.

Educational Technology:1.a. Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.


2.b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.3.a. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.3.b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers

and solutions.21st Century Skills

Students will demonstrate in this course:LEARNING & INNOVATIONCreativity and Innovation

Think CreativelyWork Creatively with OthersImplement Innovations

Critical Thinking and Problem Solving

Reason EffectivelyUse Systems ThinkingMake Judgments and DecisionsSolve Problems

Communication and CollaborationCommunicate ClearlyCollaborate with Others

INFORMATION, MEDIA & TECHNOLOGY SKILLSInformation Literacy

Access and Evaluate InformationUse and Manage Information

Media LiteracyAnalyze MediaCreate Media Products

Information, Communications and Technology (ICT Literacy)

Apply Technology Effectively

LIFE & CAREER SKILLSFlexibility and Adaptability

Adapt to ChangeBe Flexible

Initiative and Self-DirectionManage Goals and TimeWork IndependentlyBe Self-Directed Learners

Social and Cross-CulturalInteract Effectively with OthersWork Effectively in Diverse Teams

Productivity and AccountabilityManage ProjectsProduce Results

Leadership and ResponsibilityGuide and Lead OthersBe Responsible to Others


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