Algebra Goal 1 – To Apply Mathematical Concepts from Arithmetic in an Abstract Setting
Learning Outcomes
Differentiated Instructional Activities
Text Book
References*
Chapter Resource Book
References
Assessments#
Use many examples to develop the concept of
a variable.
From the beginning stress mathematics
vocabulary. Determine a strategy for students
to learn the new vocabulary for algebra.
Use arithmetic and algebraic strategies to
evaluate variable expressions.
Define an exponent and model the evaluation
of expressions containing powers.
Pg. 3-5
Ex: 1 – 11
Pg. 6 – 7
Ex: 1 – 47
Ch. I Quiz 1
pg. 46 ex: 1 – 9
WT: pg. 2^
WT: pg 3
HQ: pg 3^
Use order of operations
Use a mnemonic device such as PEMDAS to
assist students to remember the order of
operations. Demonstration with calculators
can help.
Have students work in groups checking each
other’s understanding of the rules for the order
of operations.
Pg. 15 – 17
Ex: 1 – 9
Pg. 18 – 20
Ex: 1 - 53
Check solutions to sentences
Check students’ understanding of inequality
symbols.
Discuss concept of algebraic expression and
algebraic sentence.
Discuss how to determine if an algebraic
sentence is true for specific values of a
variable.
Pg. 24 – 26
Ex: 1 – 10
Pg. 27 – 28
Ex: 1 - 58
1.1 To perform calculations that
demonstrate the ability to:
Evaluate variable expressions
Chapter References 1.1, 1.2,
1.3, 1.4
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Pg. 9 – 11
Ex: 1 – 10
Pg. 12 – 134
Ex: 1 - 60
Alternate Assessment
and Math Journal
pg. 112 Ex: 1
WT: pg. 4
HQ: pg. 4
Alternate Assessment
and Math Journal
pg. 112 Ex: 2
WT: pg. 5
HQ: pg. 5
The examples noted are for reference only. Teacher has the decision to assign number of examples to meet the needs of the different abilities of students in the class.
These references can be found in the Warm-up Transparencies (WT) and Daily Homework Quiz (HQ) booklet.
End of Chapter Assessments as well as periodic quizzes are to be determined by the teacher.
Page 1
Learning Outcomes
1.2 Use verbal and algebraic
models
Translating words into symbols
A problem solving plan using
models
Chapter References 1.5, 1.6
1.3 Analyze Data
Tables and Graphs
Chapter Reference 1.7
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Differentiated Instructional Activities
Text Book
References*
Chapter Resource Book References
Assessments#
Use reading strategies to reinforce the link
between words and mathematical expressions.
In pairs, have one student make up the word
expression and the other student write the
corresponding math expression. Also, do the
reverse: math expression to word expression
Pg. 30 – 32
Ex: 1 – 8
Pg. 33 – 34
Ex: 1 – 37
Ch. 1 Quiz 2
Pg. 20 ex: 1 – 6
WT: pg. 6^
HQ: pg. 6^
Stress the meaning of an algebraic model.
Work through examples on pages 36 and 37 with
the students. Have students write the examples
in their notebooks so they become accustomed to
the expectations of the format and that it is a
many step process.
Have students write out the process.
Example on page 38 stresses the practicality of
an answer. This is important.
Pg. 36 – 38
Ex: 1 – 9
Pg. 39 – 40
Ex: 1 - 21
Recognize that statistical data is a form of
variables.
Model the scaling of the axes for the bar and line
graphs.
Review finding an average.
Check students’ ability to read graphs.
Pg. 42 – 44
Ex: 1 – 3
Pg. 45 – 46
Ex: 1 - 19
WT: pg. 7^
HQ: pg. 7
SAT/ACT Chapter Test
Pg. 111 ex: 1 - 9
WT: pg. 8
HQ: pg. 8
The examples noted are for reference only. Teacher has the decision to assign number of examples to meet the needs of the different abilities of students in the class.
These references can be found in the Warm-up Transparencies (WT) and Daily Homework Quiz (HQ) booklet.
End of Chapter Assessments as well as periodic quizzes are to be determined by the teacher.
Learning Outcomes
1.4 Represent functions
Introduction to functions
Chapter Resource 1.8
CAPT Practice
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Differentiated Instructional Activities
Text Book
References*
Chapter Resource Book
References
Develop the concept that a function is a relation
between two quantities in which for each input
there is exactly one output.
Stress that functions can be represented by
tables, graphs and algebraic models.
Show examples of relationships that are
functions and that are not functions. Use tables
and graphs for illustrations as well as common
sense
Pg. 48 – 50
Ex: 1 – 2
Pg. 51 – 53
Ex: 1 - 29
Ch 1 Review Pg. 106
Games and Activities
Assessments#
SAT/ACT Chapter Test
Pg 111 ex: 10
State Fair, pg. 20
Flight, pg. 28
History, pg. 34
Kudzo, pg. 40
Driving, pg. 46
Chisolm, pg. 52
Scuba, pg. 53
Additional CAPT Practice
Calculating Calories (2000)
High School Attendance
(1997
Plant Fertilizer ( 1997
Telephone Calls ( 2003)
Growth Expeiment
(Handbook 2001 pg. 53)
Minor League Baseball
(Handbook 2001 pg. 35)
Ticket Prices ( Handbook
2001 Pg. 38)
Case for Recycling ( 1997)
A Weighty Matter (CCL)
Land Use in Hartford
(2003)
Machine Parts ( 2003)
Track Stars (CCL)
The examples noted are for reference only. Teacher has the decision to assign number of examples to meet the needs of the different abilities of students in the class.
These references can be found in the Warm-up Transparencies (WT) and Daily Homework Quiz (HQ) booklet.
End of Chapter Assessments as well as periodic quizzes are to be determined by the teacher.