Section 1.1:
Learning Targets:
o I can identify if a number is irrational, rational, an integer and/or a whole number
○ I can apply the closure property of addition and multiplication.
○ I can apply the commutative property of addition and multiplication.
○ I can apply the associative property of addition and multiplication.
○ I can apply the distributive property of addition and multiplication.
Definitions:
Rational, Irrational, Opposite, Additive Inverse, Additive Identity, Reciprocal,
Multiplicative Identity, Closure, Commutative, Associative, Distributive, Identity,
Inverse
Section 1.2:
Learning Targets:
o I can describe and perform the order of operations and combine like terms.
Definitions:
Power, Exponent, Base, Variable, Term, Variable Term, Constant Term, Coefficient
Section 1.3:
Learning Targets:
o I can explain the differences between an expression, and equation, and an inequality.
o I can solve a linear equation.
o I can translate a problem situation into an algebraic expression or an algebraic equation.
Definition:
Algebraic Expression, Algebraic Equation
Section 1.4:
Learning Targets:
o I can manipulate a formula to solve for a particular variable.
Definition:
Formula
Section 1.5:
Learning Targets:
o I can translate a problem situation into an algebraic expression or an algebraic equation.
Definition:
Verbal Model
Section 1.6:
o I can solve a linear and/or compound inequality and graph the solution set.
Definition:
Less Than, Greater Than, Linear Inequality, Compound Inequality, Equivalent Inequality,
Less Than or Equal to, Greater Than or Equal to
Section 1.7:
o I can evaluate if a solution is extraneous.
o I can solve a linear equation or inequality involving absolute value.
Definition:
Absolute Value, Extraneous Solution
Section 2.1:
Learning Targets:
o
o
o
o
I can write an equation or inequality in two variables using the input and output values.
I can identify if an ordered pair, a table, a graph or a mapping diagram is a function.
I can apply the vertical line test to determine if a graph is a function.
I understand how to use function notation when writing a linear equation.
Definitions:
Relation, Domain, Range, Function, Independent Variable, Dependent Variable, Linear
Function, Function Notation
Section 2.2:
Learning Targets:
o I know the difference between positive slope, negative slope, zero slope and undefined
slope.
o Given two slopes, I can determine if the lines are parallel, perpendicular, or neither.
o I can calculate the slope of a line given two points.
o I can calculate the rate of change and determine how it relates to slope.
Definitions:
Slope, Parallel, Perpendicular, Rate of Change, Discrete Function, Continuous Function
Section 2.5:
Learning Targets:
o I can identify if a graph, table or an equation represents direct variation.
o I can write a direct variation equation given an ordered pair (x, y).
Definitions:
Constant Variation
Section 2.8:
Learning Targets:
o When graphing a linear inequality, I know whether the boundary line is solid or dashed
and I know which side of the boundary line to shade.
o I can graph a linear inequality into two variables.
Section 2.3:
Learning Targets:
o I can explain what happens to the parent function when the slope and y-intercept change.
o I can write an equation for a line in slope-intercept form, point-slope form, and standard
form.
o I can identify the slope and y-intercept of a line from the equation and the graph.
o I know how to determine if an ordered pair (x, y) is a solution to an equation in two
variables.
o I understand how to write equations for horizontal and vertical lines.
o I can convert an equation from slope=intercept form and point-slope form into standard
form and vice versa.
o I can graph a linear equation.
o I can graph an equation using slope intercept from.
o I can graph horizontal and vertical lines.
Definitions:
Parent Function, X-intercept, Y-intercept, Slope-Intercept Form, Standard Form,
Horizontal Lines, Vertical Lines
Section 2.4:
Learning Targets:
o I can write an equation for a line in slope-intercept form, point slope form, and standard
form.
o I can write an equation for a parallel or perpendicular line, given the equation of a
different line.
o I can convert an equation from slope-intercept form and point-slope form into standard
form and vice-versa.
Definitions:
Point-Slope Form