Unit 0: Algebraic Expressions and Equations
Teacher: Mrs. Jamie Beltran
Common Core State Standard(s):
Date:
Aug 4-8
Subject/Course:
Integrated Math 1
Grade:
9th and 10th
Prior Knowledge expectations:
1. Identify Equivalent Expressions.
2. Solve equations in one variable using the Addition/ Multiplication Properties of Equality.
3. Graph two variable Equations.
4. Solve Systems of Equations using substitution.
Unit Clusters/ Standards:
A.SSE– Algebra: Seeing Structures in Expressions
A.SSE.A Interpret the structure of expressions
2. Use the structure of an expression to identify ways to rewrite it. For example, see x 4 - y 4 as (x 2 )2 - (y 2 )2 , thus recognizing it as a difference
of squares that can be factored as ( (x 2 - y 2 )(x 2 + y 2 ) .
A.REI– Algebra: Reasoning with Equations and Inequalities
A.REI.A: Understand solving equations as a process of reasoning and explain the reasoning.
2. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
A.REI.B: Solve equations and inequalities in one variable.
3. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.C: Solve systems of equations.
5. Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other
produces a system with the same solutions.
6. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
A.REI.D: Represent and solve equations and inequalities graphically.
10. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve
(which could be a line).
11. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation
f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive
approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic
functions.
Learning Objective (s):
In this unit students are introduced to the rituals and routines that build a successful classroom math community, and students are introduced the basic
features of the application that students will use throughout the year.
Over the course of the unit, students learn about the routines of Opening, Work Time, Ways of Thinking, Summary of the Math, and Reflection. Students
learn how to present their work to the class, the importance of students’ taking responsibility for their own learning, and how to effectively participate in
the classroom math community. Finally students will learn what a Gallery is and how to choose a Gallery problem to work on.
The mathematical work of the unit focuses on algebraic expressions and equations. Students use the properties of operations to identify equivalent
expressions and to find unknown values in equations. Next students will graph linear equations. Finally students will compare different ways of solving
systems of equations, including substitution, elimination, and graphing.
Essential Question(s):
 What are the classroom rules and norms?
 How did you know that the expression on your card was equivalent to the expression on your partner’s card?
 How many solutions does this one- variable equation have?
Assessment:
 Math Notebooks
Do Now: Find someone whose expression is equal to yours.
WHOLE GROUP
Discuss properties of expressions and the difference between expression and equation.
DIRECT INTRUCTION
COLLABORATIVE STATION
Teacher-directed, students will review/ preview properties
of expressions before starting collaboration.
Students will work together to organize their expressions.
Sort Equations.
INDEPENDENT STATION
Students will refect in their notebooks about the
implications of expressions and equations.