Algebra 1 Unit 4
Content Area
Grade/Course
Unit Title
Duration of Unit
Warren County Public Schools
Math
Algebra I
Unit 4: Linear Equations & Inequalities
30 Days
Priority Standards
1) CCSS.MATH.CONTENT.HSA.CED.A.2
Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
2) CCSS.MATH.CONTENT.HSA.REI.D.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).
3) CCSS.MATH.CONTENT.HSF.IF.B.6
Calculate and interpret the average rate of change of a function (presented symbolically or as a table)
over a specified interval. Estimate the rate of change from a graph.*
4) CCSS.MATH.CONTENT.HSF.IF.C.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases.*
5) CCSS.MATH.CONTENT.HSF.IF.C.7.A
Graph linear and quadratic functions and show intercepts, maxima, and minima.
6) CCSS.MATH.CONTENT.HSS.ID.C.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of
the data.
7) CCSS.MATH.CONTENT.HSA.REI.D.12
Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in
the case of a strict inequality), and graph the solution set to a system of linear inequalities in two
variables as the intersection of the corresponding half-planes.
8) CCSS.MATH.CONTENT.HSF.LE.A.1
Distinguish between situations that can be modeled with linear functions and with exponential
functions.
9) CCSS.MATH.CONTENT.HSF.LE.A.1.A
Prove that linear functions grow by equal differences over equal intervals, and that exponential
functions grow by equal factors over equal intervals.
10) CCSS.MATH.CONTENT.HSF.LE.A.1.B
Recognize situations in which one quantity changes at a constant rate per unit interval relative to
another.
11) CCSS.MATH.CONTENT.HSF.LE.A.1.C
Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval
relative to another.
12) CCSS.MATH.CONTENT.HSF.LE.A.2
Construct linear and exponential functions, including arithmetic and geometric sequences, given a
graph, a description of a relationship, or two input-output pairs (include reading these from a table).
13) CCSS.MATH.CONTENT.HSF.LE.A.3
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more generally) as a polynomial function.
Algebra 1 Unit 4
Warren County Public Schools
Supporting Standards
1) CCSS.MATH.CONTENT.HSF.IF.A.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a
subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1)
= 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
2) CCSS.MATH.CONTENT.HSF.IF.C.7.B
Graph square root, cube root, and piecewise-defined functions, including step functions and
absolute value functions.
3) CCSS.MATH.CONTENT.HSF.BF.A.1
Write a function that describes a relationship between two quantities.*
4) CCSS.MATH.CONTENT.HSF.BF.A.1.A
Determine an explicit expression, a recursive process, or steps for calculation from a context.
5) CCSS.MATH.CONTENT.HSF.BF.A.2
Write arithmetic and geometric sequences both recursively and with an explicit formula, use
them to model situations, and translate between the two forms.*
6) CCSS.MATH.CONTENT.HSF.BF.B.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific
values of k (both positive and negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph using technology. Include
recognizing even and odd functions from their graphs and algebraic expressions for them.
7) CCSS.MATH.CONTENT.HSF.LE.B.5
Interpret the parameters in a linear or exponential function in terms of a context.
8) CCSS.MATH.CONTENT.HSA.REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution method.
Vocabulary and Level of Rigor
Concepts (nouns)
Equations
Equations
Graph Set of All Solutions
Linear Inequality Solutions
Solution Set
Average Rate of Change
Average Rate of Change
Rate of Change
Functions
Key Features
Linear Functions
Intercepts
Slope
Intercepts
Situations
Linear Functions
Skills (verbs)
Create
Graph
Understand
Graph
Graph
Calculate
Interpret
Estimate
Graph
Show
Graph
Show
Interpret
Interpret
Distinguish
Prove
Algebra 1 Unit 4
Warren County Public Schools
Quantity at Constant Rate
Quantity Grows or Decays
Linear
Graphs and Tables
Recognize
Recognize
Construct
Observe
Learning Targets
LT1 - Create and graph an equation of two or more variables.
LT2 - Understand that a graph is the set of all of its solutions.
LT3 - Calculate and interpret the average rate of change.
LT4 - Graph linear functions and show key features.
LT5 - Interpret the slope and intercept of a linear equation using
data.
LT6 - Write the equation of a line given two points.
LT7 - Distinguish between linear and exponential functions.
LT8 - Prove that linear functions change at a constant rate.
LT9 - Recognize that linear functions grow and decay at a
constant rate.
LT10 - Construct linear functions using multiple representations.
LT11 - Observe graphs and tables, then distinguish the
differences between linear and exponential functions.
LT12 - Graph a linear inequality in two variables as a half-plane.
These learning targets will be assessed
on “Linear Equations and Inequalities
Part 1”
These learning targets will be assessed
on “Linear Equations and Inequalities
Part 2”
Determine Big Ideas (lifelong understandings)
Write Essential Questions (Answer Big Idea, hook
student interest.)
Differentiating between situations that have linear
growth and decay and those that do not.
Would you rather get a dollar everyday or get a
penny and have your total doubled everyday?
Formative Assessment Lesson
Finding Equations of Parallel and Perpendicular Lines
(Note: This needs to be updated…perhaps moved to Geometry?)
The teacher leaders for the Gates grant work recommend that Warren County Administration adopt the practice that Warren County
Math teachers do a minimum of one Formative Assessment Lesson per quarter. Choices for formative assessment lessons may be
found at http://map.mathshell.org/materials/lessons.php
Assessments
Linear Equations & Inequalities (Part 1)
Linear Equations & Inequalities (Part 1) Constructed Response
Linear Equations & Inequalities (Part 2)
Linear Equations & Inequalities (Part 2) Constructed Response