Common Core Mathematics Lesson Sequence
Algebra 1
Disclaimer:
The following sample unit is intended to provide an example of a possible flow of instruction. Consider this a work in progress. As a
sample instructional plan, it should invite discussion and development. It is not intended to be prescriptive, only suggestive. It may
provide ideas and guidance in the development of conceptual understanding through a sample sequence of lessons. This UNIT can
be adapted, modified, expanded, delivered as-is, or not used at all. Lessons are not time bound and may extend beyond a day. It
simply provides an example unit of instruction which incorporates:



Integration of the 8 Mathematical Practices
Investigative tasks
Formative assessment and performance assessments
In this unit, you will find that specific standards are NOT listed within each lesson, as lessons integrate multiple standards to better
address conceptual understanding.
Previous Concepts
By the end of eighth grade, students have
learned to solve linear equations in one variable
and have applied graphical and algebraic
methods to analyze and solve systems of linear
equations in two variables. Unit 1 builds on
these earlier experiences by asking students to
reason quantitatively and use units to solve
problems. Students develop fluency writing,
interpreting, and translating between various
forms of linear and exponential functions and
use them to solve problems. Students will
analyze functions using different representations
and understand the concept of a function using
function notation.
Grade Level Standard(s)
Central to Lesson
Reason quantitatively and use units to solve
problems
N-Q 1, 2, 3
Interpret functions (linear and exponential)
F-IF 4, 5
Analyze functions using different
representations
F-IF 9
Understand the concept of a function and
use function notation
F-IF 1, 2
Linear and exponential models
F-LE 1, 1a, 1b, 3, 5
Upcoming Concept
Build a function that models a relationship
between two quantities
F-BF 1a, 1b, 2
Build new functions from existing
functions
F-BF 3CA, 4a
Interpret functions
F-IF 6
Analyze functions using different
representations
L-IF 7a, 7eCA , 8b,
Linear and Exponential Models
F-LE 1, 1a, 1b, 1c, 2
Interpret the structure of expressions
(linear and exponential)
Common Core Mathematics Lesson Sequence
Algebra 1
A-SSE 1a, 1b, 3
Week 1: Approximately 5 days
Lesson
Title of Lesson & Description
Number
Team Building Activities to establish classroom expectations,
collaborative environment, pre-assessing, student
Introduction presentations and to frontload for upcoming content.
Weeks 2, 3, 4: Approximately 15 days
Lesson
Title of Lesson & Description
Number
Graphing Relationships, Different Representations: Students are
asked to relate graphs to situations, sketch graphs when given a
1
situation, and describe a situation for a graph (written or verbal).
2
Choosing and Using Standard or Non-Standard Units of Measure:
Students need to understand that units are critical in guiding
symbolic or numerical calculations in analysis and synthesis, in
Resources
Handouts: The Bus Stop, Two Sports Car, Bags of Flour,
Telephone Lines, and Beats per Minute Activities.
*These activities segue to the unit content, but feel free to
use your own resources.
Resources
Text: Holt: Algebra I: Chapter 4-1 (Direct instruction and
adapt if necessary)
Handout: Graphing Relationships Packet (pgs 5-11)
Practice & Homework: Assign Guided Practice, Practice and
challenging problems from text or any other resources.
Handout: Measuring the Measuring Tool Activity (nonstandard unit *teachers can adapt tool, questions, etc… for
Common Core Mathematics Lesson Sequence
Algebra 1
3
Lesson
Number
4
5
6
making or evaluating assumptions, as well as, determining
reasonableness of answers. (from Common Core Math Modeling
Progression)
your classroom) & Appropriate Units Activity.
Review and Assess Graphing Relationships: Students will review
content of Lessons one and two.
Handout: Graphing Relationship Packet (pgs 13-18)
*teachers can use as review, assessment, discussion, etc…
for your classroom
Holt Supplemental Project Ch 4-4: Is that Your Foot?
(standard unit)
Title of Lesson & Description
Resources
Introductory Activity for Domain and Range: Students need to
understand the concepts of a relation and a function by identifying
the domain and range through an introductory activity.
*Teachers can choose to extend this activity with writing, ThinkPair-Share, student presentation, etc…
Handout: Domain and Range Activity (26 pgs)
Directions are on pg 1 and 20.
(Pre-requisite skills: knowing how to plot points on Cartesian
plane)
Relations and Functions: Students will see multiple
representations of relations, find domain and range of a relation,
and identify functions.
Text: Holt 4-2 Read text
Writing and Graphing Functions in Different Representations:
Students use a table to write an equation, graph, write, and
evaluate functions. Function notation is critical.
Practice & Homework: Guided practice, practice and
challenging problems or any other resources.
Text: Holt: 4-3 include page 222
Handout: Pizzazz Activity“ How Did the Spanish Explorer
Save Gas?”
Common Core Mathematics Lesson Sequence
Algebra 1
7
Introducing Sequences as Functions: Students will examine
arithmetic, geometric, exponential and recursive sequences as
functions.
8
Recap, Reflection, Presentations, Assessment, etc… Teachers can
choose from the four enclosed performance tasks/projects or
create your own.
Text: Holt 4-5 Example 1 nth term optional
Handout: Dollars Grow, Banquet at Tony’s (3 pgs), Chain
Letter Madness, Rabbit Problem (2 pgs).
*these activities address sequences feel free to pick and
choose or use your own to expose students to various kinds
of sequences as functions.
Handout: Functions and Everyday Situations Activity (30 pgs
MARS), Burning Calories (2pgs), Basket Ball Statistics (2pgs), and
Buying a Phone (2pgs).
Algebra I Unit 1 Supplemental Resources:
Week 1:
Title
Common Core State Standards:
Math Content
Intro Unit
Broken Calculator (Timon)
N-Q.1, N-Q.2, N-Q.3, A.CED.4
Mullets (Matt)
N-Q A.1,2,3, A.CED.1,4
Days
5
Other resources of lessons to build community, collaboration, remediation,
extension, assessment and skill practice.
Weeks 2 thru 4:
UNIT 1: Modeling with Functions
N-Q.1,2,3; F-IF 1,2,3,4*,5*,9*; FLE 1,1a,1b,3,5
15
Common Core Mathematics Lesson Sequence
Algebra 1
Hiking (FiveTriangles)
N-Q.1,2
How much is a penny worth? (Illustrative Mathematics)
N-Q.1
Fuel Efficiency (Illustrative Mathematics)
N-Q.1
Building a Better Nike+ App (Geoff)
N-Q.2
Trees (FiveTriangles)
N-Q.3, F-LE.1a,1b
Domain and Range (Pete)
F-IF.1
Domain and Range Follow-Up (John)
F-IF.1
Graphing Stories (1-3 stories)
Points on a Graph (Illustrative Mathematics)
FAL: Functions and Everyday Situations (MARS)
F-BF.1 Unit 2
F-IF.1
F-BF.1, F-LE.1,1a,1b,1c,2,3,5, FIF.1,4,5,9
Common Core Mathematics Lesson Sequence
Algebra 1
Teacher Notes:
1. Keep in mind the Essential Questions, ten content standards, eight mathematical practice
standards when planning lesson outcomes for this unit. See Scope and Sequence and
Overview.
2. Use your warm-ups to frontload what is not taught explicitly in the lessons.
3. Academic Vocabulary Help
“Explicit Formula”
There are two ways to define functions, implicitly and explicitly. Most of the
equations are explicit equations like:
y = 2x-3 so that:
y = f(x) where f(x) = 2x-3.
But the equation 2x-y = 3 describes the same function. This second equation is an
implicit definition of y as a function of x. As there is no real distinction between the
appearance of x or y in the second form, this equation is also an implicit definition
of x as a function of y.
Please see the link posted below for more details.
Source(s):
http://web.mit.edu/wwmath/calculus/diffe…
“Recursive Formulas”
http://www.mathwords.com/r/recursive_formula.htm