Course: Algebra I
Estimated Pacing Weeks 1-2
Focus TEKS Student Expectations
Concept: Foundations of Functions
Unit: Patterns: (10 days)
A.1 The student understands that a function
represents a dependence of one quantity on
another and can be described in a variety of ways.
The student is expected to:
A.1D: represent relationships among
quantities using concrete models, tables,
graphs, diagrams, verbal descriptions,
equations, and inequalities. RC1.
A.2 The student uses the properties and attributes
of functions. The student is expected to:
A.2A: identify and sketch the general forms
of linear (y=x) and quadratic (y=x²) parent
functions**. RC2
A.2C: interpret situations in terms of given
graphs or create situations that fit given
graphs. RC2.
A.3 The student understands how algebra can be
used to express generalizations and recognizes
and uses the power of symbols to represent
situations. The student is expected to:
A.3B: look for patterns and represent
generalizations algebraically. RC2
© 2011Austin Independent School District
Austin ISD Grading Period Snapshot (GPS)
First Six Weeks – Aug 22 – Sept 30 (29 days)
What Teachers Do
What Students Do
 Introduce working in pairs/groups;
establish group norms and
expectations for independent work
and flexible grouping options
 Establish lesson model for rigorous
tasks & accountable talk: SetUp/Launch; Explore; Share/
Analyze/Discuss; Summary
 This is functions- based Algebra,
which is why we start with
foundations for functions to
introduce and clarify terminology
and procedures.
 Differentiation: Consider setting up
your classroom as a coordinate
plane. Use students/desks as
locations of coordinates. Ask
questions to assess student
understanding of coordinates,
ordered pairs, etc.
 Engage students in discussions
related to the Essential Questions
 Ensure students generate multiple
solution paths with the pattern
problems
 Practice with the graphing
calculators and the CBR to help
students make connections to
linear functions and implement
state mandated technology
requirements
 Provide opportunities for
interdisciplinary connections
through reading and writing
activities.
 Students work individually
and in pairs.
 Students use
Technology: graphing
calculators and calculatorbased rangers (CBR) are
used to differentiate for
visual learners
 Students help generate
the criteria for graphing
assignments or poster
projects.
 Several posters will be
generated from activities.
Students make
presentations about their
solution strategies.
 Students graph functions
for whole number and
rational ordered pairs and
determine the quadrant a
point will lie in.
 Students determine
connections between a
pattern model, a table, a
graph, a verbal
description, and a rule for
the function represented
in a pattern.
 Students will be able to
describe the nth figure
with an algebraic
expression and determine
several ways expressions
can be physically linked to
a pattern.
Course Algebra 1 Page 1 of 2
2011 – 2012
Student Work
Products/Assessment Evidence
Vocabulary on word wall, notebook,
etc.:
 Essential Vocabulary: input,
output, relation, domain, range,
function, function rule, function
notation
 Supporting Vocabulary:
coordinate plane, quadrant, origin,
axes, x-axis, y axis, ordered pair,
x-coordinate, y-coordinate,
independent variable, dependent
variable
 Students track their progress using
prior TAKS data
 Assessments to monitor progress:
-exit slips
-interim assessments
-unit assessments
-Mathematical Assessment Tasks
-Dana Center Algebra 1
Assessments
-Short Cycle assessments
updated 7/1/2016
Course: Algebra I
Estimated Pacing Weeks 3-6
Austin ISD Grading Period Snapshot (GPS)
First Six Weeks – Aug 22 – Sept 30 (29 days)
Focus TEKS Student Expectations
Concept: Attributes of Functions
Unit: Functional Relationships: (19 days)
A.1 The student understands that a function represents a
dependence of one quantity on another and can be
described in a variety of ways. The student is expected to:
A.1A: describe independent and dependent
quantities in functional relationships; RC1
A.1B: gather and record data and use data sets to
determine functional relationships between
quantities. RC1
A.1C: describe functional relationships for given
problem situations and write equations or
inequalities to answer questions arising from the
situations; RC1
A.1D: represent relationships among quantities
using concrete models, tables, graphs, diagrams,
verbal descriptions, equations, and inequalities.
RC1.
A.1E: interpret and make decisions, predictions, and
critical judgments from functional relationships. RC1
A.2 The student uses the properties and attributes of
functions. The student is expected to:
A.2A: identify and sketch the general forms of linear
(y=x) and quadratic (y=x²) parent functions. RC2
A.2B: identify mathematical domains and ranges and
determine reasonable domain and range values for
given situations, both continuous and discrete; RC2
A.2C: interpret situations in terms of given graphs or
create situations that fit given graphs. RC2.
A.2D Collect and organize data, make and interpret
scatter plots, and model, predict, and make decisions
and critical judgments in problem situations RC2
A.3 The student understands how algebra can be used to
express generalizations and recognizes and uses the
power of symbols to represent situations. The student is
expected to:
A.3A: use symbols to represent unknowns and
variables; RC2
A.3B: look for patterns and represent generalizations
algebraically. RC2
© 2011Austin Independent School District
What Teachers Do
 Engage students in






discussions related to the
Essential Questions
Having students explore
linear functions graphed
on the coordinate plane to
model real world
phenomena and allow for
analysis of trends and
making predictions.
Have students match
graphs to relationships
and sketch a graph for a
stated relationships
described as a situation.
Help students translate
verbal descriptions and
problems into symbols to
write an expression or
equation
Having student groups
using hands on
technology activities are
important to understand
functions concepts such
as independent and
dependent variables,
domain, range, etc.
Provide opportunities to
collect and organize real
data and make
connections to other
disciplines such as
science
Provide opportunities for
interdisciplinary
connections through
reading and writing
activities.
What Students Do
 Students work individually
and in pairs or groups of
three.
 Students use
Technology: graphing
calculators and make
connections to the data
graphs generated.
 A math journal is used to
have students record their
understandings including
questions, confusion, etc.
 Students develop a
process for sketching a
graph from a given
situation.
 Students collect data and
interpret multiple ways of
organizing data to make
predictions and solve
problems
 Students discuss how to
determine if a relationship
is a function and
important components of
a function (such as
independent and
dependent variables,
domain, and range, etc.)
 Several posters will be
generated from activities.
Students will also be
making presentations
about their solution
strategies.
Course Algebra 1 Page 2 of 2
2011 – 2012
Student Work
Products/Assessment Evidence
Vocabulary on word wall, notebook,
etc.:
 Essential Vocabulary: relation,
function, range, domain, mapping
diagram, rate of change, constant
rate, y-intercept, slope,
mathematical rule, independent
variable, dependent variable,
function rule, function notation,
input, output,
 Supporting Vocabulary:
evaluate, graph, ordered pair,
scatter plot, correlation - positive,
negative & none, trend line, data,
order of operations
 Assessments to monitor progress:
-exit slips,
- interim assessments
-unit assessments
-Mathematical Assessment Tasks
-Dana Center Algebra 1
Assessments
-Short cycle assessments
updated 7/1/2016