Unit 1: Generalizing Patterns
Day 1: Intro to Unit 1
Day 2: Equations that Describe Patterns
Day 3: Describing Arithmetic Patterns
Day 4: Making Use of Structure
Day 5: Review 1.1-1.3
Day 6: Quiz 1.1 to 1.3
Day 7: Writing Explicit Rules for Patterns
Day 8: Patterns and Equivalent Expressions
Day 9: Describing Geometric Patterns
Day 10: Connecting Patterns Across Multiple Representations
Day 11: Review 1.4-1.7
Day 12: Quiz 1.4 to 1.7
Day 13: Unit 1 Review
Day 14: Unit 1 Test
Unit 2: Linear Relationships
Day 1: Proportional Reasoning
Day 2: Proportional Relationships in the Coordinate Plane
Day 3: Slope of a Line
Day 4: Linear Equations
Day 5: Review 2.1-2.4
Day 6: Quiz 2.1 to 2.4
Day 7: Graphing Lines
Day 8: Linear Reasoning
Day 9: Horizontal and Vertical Lines
Day 10: Standard Form of a Line
Day 11: Review 2.5-2.8
Day 12: Quiz 2.5 to 2.8
Day 13: Unit 2 Review
Day 14: Unit 2 Test
Unit 3: Solving Linear Equations and Inequalities
Day 1: Intro to Unit 3
Day 2: Exploring Equivalence
Day 3: Representing and Solving Linear Problems
Day 4: Solving Linear Equations by Balancing
Day 5: Reasoning with Linear Equations
Day 6: Solving Equations Using Inverse Operations
Day 7: Review 3.1-3.5
Day 8: Quiz 3.1 to 3.5
Day 9: Representing Scenarios with Inequalities
Day 10: Solutions to 1-Variable Inequalities
Day 11: Reasoning with Inequalities
Day 12: Writing and Solving Inequalities
Day 13: Review 3.6-3.9
Day 14: Quiz 3.6 to 3.9
Day 15: Unit 3 Review
Day 16: Unit 3 Test
Unit 4: Systems of Linear Equations and Inequalities
Day 1: Intro to Unit 4
Day 2: Interpreting Linear Systems in Context
Day 3: Interpreting Solutions to a Linear System Graphically
Day 4: Substitution
Day 5: Review 4.1- 4.3
Day 6: Quiz 4.1 to 4.3
Day 7: Solving Linear Systems Using Elimination
Day 8: Determining Number of Solutions Algebraically
Day 9: Graphing Linear Inequalities in Two Variables
Day 10: Writing and Solving Systems of Linear Inequalities
Day 11: Review 4.4- 4.7
Day 12: Quiz 4.4 to 4.7
Day 13: Unit 4 Review
Day 14: Unit 4 Test
Unit 5: Functions
Day 1: Using and Interpreting Function Notation
Day 2: Concept of a Function
Day 3: Functions in Multiple Representations
Day 4: Interpreting Graphs of Functions
Day 5: Review 5.1-5.4
Day 6: Quiz 5.1 to 5.4
Day 7: From Sequences to Functions
Day 8: Linear Functions
Day 9: Piecewise Functions
Day 10: Average Rate of Change
Day 11: Review 5.5-5.8
Day 12: Quiz 5.5 to 5.8
Day 13: Unit 5 Review
Day 14: Unit 5 Test
Unit 6: Working with Nonlinear Functions
Day 1: Nonlinear Growth
Day 2: Step Functions
Day 3: Absolute Value Functions
Day 4: Solving an Absolute Value Function
Day 5: Review 6.1-6.4
Day 6: Quiz 6.1 to 6.4
Day 7: Exponent Rules
Day 8: Power Functions
Day 9: Square Root and Root Functions
Day 10: Radicals and Rational Exponents
Day 11: Solving Equations
Day 12: Review 6.5-6.9
Day 13: Quiz 6.5 to 6.9
Day 14: Unit 6 Review
Day 15: Unit 6 Test
Unit 7: Quadratic Functions
Day 1: Quadratic Growth
Day 2: The Parent Function
Day 3: Transforming Quadratic Functions
Day 4: Features of Quadratic Functions
Day 5: Forms of Quadratic Functions
Day 6: Review 7.1-7.5
Day 7: Quiz 7.1 to 7.5
Day 8: Writing Quadratics in Factored Form
Day 9: Solving Quadratics Using the Zero Product Property
Day 10: Solving Quadratics Using Symmetry
Day 11: Review 7.6-7.8
Day 12: Quiz 7.6 to 7.8
Day 13: Quadratic Models
Day 14: Unit 7 Review
Day 15: Unit 7 Test
Unit 8: Exponential Functions
Day 1: Geometric Sequences: From Recursive to Explicit
Day 2: Exponential Functions
Day 3: Graphs of the Parent Exponential Functions
Day 4: Transformations of Exponential Functions
Day 5: Review 8.1-8.4
Day 6: Quiz 8.1 to 8.4
Day 7: Working with Exponential Functions
Day 8: Interpreting Models for Exponential Growth and Decay
Day 9: Constructing Exponential Models
Day 10: Rational Exponents in Context
Day 11: Review 8.5-8.8
Day 12: Quiz 8.5 to 8.8
Day 13: Unit 8 Review
Day 14: Unit 8 Test
Learning Targets
Understand that quadratic functions have a linear rate of change, or a constant second difference over equal intervals of the domain.
Identify patterns or scenarios that can be represented by quadratic functions.
Distinguish quadratic growth from linear and exponential growth.
| Tasks/Activity | Time |
|---|---|
| Activity | 20 minutes |
| Debrief Activity with Margin Notes | 15 minutes |
| QuickNotes | 5 minutes |
| Check Your Understanding | 10 minutes |
Activity: Starburst Growth
Lesson Handouts
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Answer Key
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Homework
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Our Teaching Philosophy:
Experience First,
Formalize Later (EFFL)
Learn More
Experience First
Algebra 1 Unit 7 Overview and Learning Targets: Word | pdf Students start Unit 7 with a sequence task about Starburst candies. The Starburst are in a rectangular array and the number of rows and columns changes from one figure to the next. This leads to 2-dimensional growth which is associated with quadratic growth. In question 3, students complete a table with the number of Starbursts in each figure. It is important that students show their calculation so they can make use of structure when writing a general rule. For example, for Figure 10, students would write 10(12)=120. In parts b and c, students compare the growth of the Starbursts to the patterns they encountered in Unit 1 and review the vocabulary of arithmetic and geometric sequences. Monitoring Questions
Formalize Later
Today’s debrief is focused on different ways of identifying quadratic growth. Visually, growth happens in 2-dimensions. Equations for quadratic patterns can be written as the product of linear factors. Multiplying these factors will result in an x2 term. Consecutive terms have a constant second difference. Students should be able to use multiple strategies to determine if a pattern or equation demonstrates quadratic growth. One way to identify quadratic equations is by rewriting them in standard form, so the highest exponent is easily seen. We prefer doing this with an area model, as it helps students see the distributive property visually. If your students are not familiar with this model, take time to explain it to them. We prefer this method over the “FOIL” method because the multiplication of all the terms is more easily seen and the like terms are easily identifiable on the diagonal.
