Grade Level:
Subject: Algebra I
Unit Topic: Solving Inequalities
th
9
(College Prep & Honors)
Standard(s): (bold the priority
Explanations and Examples:
standards)

Length of Unit: 4 Weeks
REI.03 (A.REI.3 – Solve linear
equations and inequalities in
one variable, including
equations with coefficients
represented by letters.)
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Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Concepts:(What students need to know) Skills:(What students need to be able to do)
 Order of operations (PEMDAS)
 Model with linear inequalities
 Inequality symbols
 Apply properties to solve linear
Blooms / DOK Levels:
 3/2
 3/1
Revised 6/2013

inequalities
Properties of the real number
system (associative,
 Graph solutions to linear inequalities
 3/2
commutative, distributive, and
 Explain solutions of linear inequalities
 4/3
identity).
as they relate to the context of a
 Inverse operations
given problem
Essential Questions: (Open-ended questions that the
Corresponding Big Ideas: (Foundational understandings that students need
students should be able to answer by the end of the unit)
to discovered by the end of the unit)
 What is an inequality?
 Obtaining a solution to a linear inequality, regardless of level of
complexity and/or difficulty, always involves inverse operations.
 What is a solution set for a linear inequality?

Various real world situations can often be modeled by linear inequalities
 How can we use linear inequalities to solve real
to put them in a context that is easily understood by multiple audiences.
world problems?
 How can models and technology aid in the solving of
linear inequalities?
Vocabulary:
Mathematical Practices:
Resources:
(Practices in bold are to be emphasized in the unit.)
 Holt McDougal Algebra 1 Common Core
 Linear Inequality
Edition
 Solution Set of a
1. Make sense of problems and persevere in solving
Linear Inequality
 KUTA Infinite Algebra I Software
them.
 Carnegie Common Core Algebra I Student
 Graph of an
2.
Reason
abstractly
and
quantitatively.
Assignments textbook
inequality
3. Construct viable arguments and critique the reasoning
 Carnegie Common Core Algebra I Student
 Number line
Skills Practice textbook
 Closed or open circle of others.
4.
Model
with
mathematics.
 Simple inequality
 Compound inequality 5. Use appropriate tools strategically.
6. Attend to precision.
 Compact form
7. Look for and make use of structure.
 Absolute-value
8. Look for and express regularity in repeated reasoning.
inequality
 AND/OR Statements
Assessment for Learning: (How do you know the student has mastered the standards? Include both Pre and Post Assessments)
Pre-Assessment:
Inequalities Unit
Pre-Assessment.docx
Revised 6/2013
Post-Assessment:
Inequalities End of
Inequality End of
Unit Assessment with Unit
Scoring
Assessment
Guide.docx
Answer Key.pdf
Writing & Graphing
Inequalities Performance Task.pdf
Engaging Learning Experiences
Description: (Standards addressed, Blooms/DOK levels, links to rubric,
resources, instructional strategies, etc.)
Addresses standard REI.03; Blooms level 2/DOK level 1; *see below for rubric;
Carnegie Common Core Algebra I Student Skills Practice textbook; students
will work individually to complete the task.
30 Minutes
Multi-Step
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 2/DOK level 2; *see below for rubric;
Carnegie Common Core Algebra I Student Skills Practice textbook; students
will work individually to complete the task.
90 Minutes
Compound
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 3/DOK level 2; *see below for rubric;
Carnegie Common Core Algebra I Student Assignments textbook; students will
work in pairs to complete the task.
30 Minutes
Absolute-Value
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 3/DOK level 3,*see below for rubric;
Carnegie Common Core Algebra I Student Assignments textbook; students will
work individually to complete the task.
45 Minutes
Inequality
Performance Assessment.pdf
Addresses standard REI.03; Blooms level 3/DOK level 3; rubric is included in
the document; Holt McDougal Algebra 1 Common Core Edition taken from
students will work in pairs to complete the task.
Task
(Problems 1
Suggested Length of Time
30 Minutes
& 2)
(Problem # 1
– parts a through e).
*The following rubric will be used to evaluate performance tasks 1 – 4 in the table above:
Performance Task
Rubric.docx
Revised 6/2013
Grade Level:
Subject: Algebra I (College
Unit Topic: Factoring Polynomials
Ninth grade
Prep and Honors)
Standard(s): (bold the priority standards)
Explanations and Examples:

Length of Unit: 3 Weeks
A-SSE.3a: Factor a quadratic
expression to reveal the zeros of
the function it defines.
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Revised 6/2013
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Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Concepts:(What students need to know)
 Operations on polynomial
expressions (addition, subtraction,
and multiplication).
 Laws of exponents.
 Greatest Common Factor of two
integers.
 Polynomial classifications (degree
Skills:(What students need to be able to do) Blooms / DOK Levels:
 Choose an appropriate method to
 3/2
factor quadratic trinomials completely.
 Apply the Zero Product Property to
 3/1
solve quadratic equations by
factoring.
 Solve real world problems that involve
 3/2
quadratic models.
Revised 6/2013
and number of terms).
Essential Questions: (Open-ended questions that the students
Corresponding Big Ideas: (Foundational understandings that
should be able to answer by the end of the unit)
students need to discovered by the end of the unit)
 How can an understanding of polynomials help in
 Factoring is an efficient method for finding the solutions to a
understanding quadratic functions and equations?
quadratic equation or function.
 What is the difference between a quadratic expression,
 Many real world situations can be modeled using quadratic
equation, and function?
expressions, equations, or functions.
 What are the factors of a quadratic expression, and how do
we find them?
 What are the solutions to a quadratic equation or function,
and how do we find them?
 How can we model real world situations using quadratic
expressions, equations, or functions?
Vocabulary:
Mathematical Practices:
Resources:
(Practices in bold are to be emphasized in the unit.)
 Holt McDougal Algebra I Common
 Quadratic equation
Core Edition
 Quadratic expression
1.
Make
sense
of
problems
and
persevere
in
solving
 KUTA Infinite Algebra I Software
 Quadratic function
them.
 Factors
2. Reason abstractly and quantitatively.
 Factored form
3. Construct viable arguments and critique the
 Standard form
reasoning of others.
 Solutions to a quadratic
4. Model with mathematics.
equation/function
5. Use appropriate tools strategically.
1. Roots
6. Attend to precision.
2. X-intercepts
7. Look for and make use of structure.
3. Zeros
8. Look for and express regularity in repeated
 Zero Product Property
reasoning.
Assessment for Learning: (How do you know the student has mastered the standards? Include both Pre and Post Assessments)
Unit Pre-Assessment and Answer Key:
Factoring
Factoring
Polynomials Unit Pre-Assessment
Polynomials with
Unit Scoring
Pre-Assessment
Guide.docx
Answer Key.pdf
Revised 6/2013
Unit Post- Assessment and Answer Key:
Factoring
Factoring
Polynomials Unit Post-Assessment
Polynomials Unit
withPost-Assessment
Scoring Guide.docx
Answer Key.pdf
Factoring Quadratics
Performance Task.pdf
Engaging Learning Experiences
Description: (Standards addressed, Blooms / DOK Levels, links to rubric,
resources, instructional strategies, etc.)
Standard A-SSE.3a; Blooms level 2/DOK Level 2, *see rubric below table, Holt
McDougal Algebra I Common Core Edition, students will work in pairs to complete
this task and will give a brief presentation using the algebra tiles on the SMART
Board or document camera.
Standard A-SSE.3a; Blooms level 3/DOK Level 2, *see rubric below table, Carnegie
Common Core Algebra I Student Assignments Textbook, students will work in pairs
to complete this task.
60 minutes
Solving Quadratic
Equations by Factoring Performance Task.pdf
Standard A-SSE.3a; Blooms level 3/DOK Level 2, *see rubric below table, Holt
McDougal Algebra I Common Core Edition, students will work in pairs to complete
this task.
30 minutes
Factoring
Polynomials End of Unit Performance Task.pdf
Standard A-SSE.3a; Blooms level 3/DOK Level 2, rubric included in document, Holt
McDougal Algebra I Common Core Edition, students will work individually to
complete this task.
Task
Factoring
Polynomials by GCF Method Performance Task.pdf
*Rubric for evaluating performance tasks 1 – 4:
Suggested
Length of Time
30 minutes
45 minutes
Performance Task
Rubric.docx
Revised 6/2013