Horizontal Curriculum Map by 3-Week Block
1B
1A
Block
Common
Core
Standard(s)
F-IF.1, F-IF.2
F-IF.7a,b
A-REI.10, F-IF.4,
F-IF.5
A-SSE.3a, ASSE.2, N-Q.1, ACED.2, F-IF.4, FIF.5, F-IF.7a, FIF.8a, F-IF.9, FBF.1a, A-REI.4b,
A-REI.4a
COURSE:_Common Core Algebra 1
Topic(s)/
Essential Question(s)
How does the family of quadratic
functions look? What are the
characteristics of their graphs? How
do I identify non-linear graphs? Can
I make graphs of a variety of nonlinear functions? Can I use function
notation, and determine the domain
and range of functions? Can I
identify important quantities in
situations and describe their
relationships using graphs?
Can I use algebra tiles to develop
symbolic-manipulation skills of
writing and simplifying algebraic
expressions? Do I understand the
meaning of ‘minus’ and how to make
‘zero”? Can I solve for a variable if I
know that two expressions are equal
Conte
nt/Mat
erials
1.1.1,
1.1.2,
1.1.3,
1.2.1,
1.2.2,
1.2.3,
1.2.4,
1.2.5
Chapter
Closure
A.1.1,
A.1.2,
A.1.3,
A.1.4,
A.1.5,
A.1.6,
A.1.7,
A.1.8,
A.1.9
Appendix
Closure
Skills
Needed
Integers,
Fractions,
Square Root,
Cube Root,
Absolute Value
Evaluating
Expressions,
Order of
Operations,
Combining Like
Terms and
Simplifying
Developed by Nancy Fung, June 2014
Assessments
Participation Quiz: 1.2.2
Presentations: 1.1.3, 1.2.1
Problems such as: 125, 1-30, 1-42. 147, 1-59, 1-69, and CL 1-86, 1-57, 166, 1-68, CL 1-88, 1-70, 1-72, 1-80,
and CL 1-90, 1-78, 2-9, CL 2-126, 181. 2-9, 2-52, CL 2-126, 1-72. 2-23. 235
Chapter 1 Test: Checkpoint 1: 1-16,
1-19, 1-36, 1-40, 1-49. 1-67, and CL 187
Diamond Problems: 1-21, 1-26, 1-33,
1-51, CL 1-85
Absolute Value: 1-5, 1-34, 1-48, 1-61,
and CL 1-89
Square root and cube root: 1-35, 1-39,
1-58, CL 1-89
Participation Quizzes: A.1.4
Presentations: A.1.2
More than half from previous
chapter: A-10, A-18, A-57, A-97, CL
A-105, A-17, A-30, A-53, A-84, CL A98
Problems: A-21, A-46, A-82, A-96-74,
CL A-104, A-5, CL A-101
Academic
Vocabulary
Domain, function,
graph, input,
maximum, output,
range, minimum,
equation, parabola,
x-intercept, yintercept, xy table,
line of symmetry,
quadratic function,
absolute value, cube
root
Binomial, factor,
generic rectangle,
graph, monomial,
parabola, product,
quadratic equation,
situation, root,
solution, standard
form, zeros,
graphing form, sum,
symmetry,
differences of
squares, factor
completely, xintercept, vertex,
Zero Product
Property, perfect
square trinomial,
factored form,
completing the
square, table, yintercept
Block
Common
Core
Standard(s)
2A
1C
F-IF.7a, F-LE.1a,
F-LE.2, F-LE.5, FIF. 6, A-SSE.1a,
1b, A-REI.10, FIF.4, F-BF.1a, NQ.1, N-Q.2, ACED.2, F-IF.9
A-SSE.3c, AREI.1, A-REI.3, ASSE.3a, A-APR.1,
A-SSE 1.a, ACED.4
Topic(s)/
Essential Question(s)
Can I create a representation of a
problem, consider the units involved,
and understand the meaning of the
quantities using tables, graphs and
equations? What is the connection
between the starting value and the
growth in patterns with the slope and
y-intercept on a graph? What is the
difference between lines that point
upward, lines that point downward,
and lines that are horizontal or
vertical? How does slope represent
the rate of change in situations that do
not involve motion? How do I develop
an algebraic method for finding the
equation of a line when given only two
points on a line?
How can algebra tiles be used to
physically and visually represent an
equation? How can I use algebra tiles
and generic rectangles to develop a
method to rewrite products of
binomials and other polynomials?
Can I solve one-variable equations
containing products and absolute
value? How do I solve multi-variable
equations for one of the variables?
Conte
nt/Mat
erials
2.1.1,
2.1.2,
2.1.3,
2.1.4,
2.2.1,
2.2.2,
2.2.3,
2.3.1,
2.3.2
Chapter
Closure
3.1.1,
3.1.2,
3.2.1,
3.2.2,
3.2.3,
3.2.4,
3.3.1,
3.3.2,
3.3.3
Chapter
Closure
Skills
Needed
Evaluating
Expressions,
Order of
Operations
Exponents,
Absolute Value,
Distributive
Property,
Operations with
Rational
Numbers
Assessments
Participation Quiz: 2.2.2
Presentations: 2.1.1, 2.1.3, 2.1.4,
2.2.2, 2.3.1, 2.3.2
More than half review of previous
chapter (1-79, 2-9, 2-52, CL 2-108, 232, 2-35, CL 2-110)
Problems: 2-41, 2-62, 2-64, 2-86, 2-99,
and CL 2-103, 2-33, 2-48, 2-65, 2-74,
CL 2-101. 2-31. 2-51, 2-67(d), CL 2105(a), 2-6, 2-22, 2-59, CL 2-106, 261(c), 2-93, 2-98, CL 2-104, 2-41, 2-44,
2-85, CL 2-102, 2-63, 2-73, 2-100, 242, 2-71, 2-91, 2-61, 2-90, 2-94, 2-98, 179, 2-9, 2-52, 1-82, 2-23, 2-35
Participation Quiz: 3.2.4
Presentations: 3.2.1, 3.2.2, 3.2.3,
3.2.4, 3.3.2
More than half from previous chapter
(3-22, 3-24, 3-38, 3-108, CL 3-119 (a,
c), 3-96, 3-109, CL 3-119(b), 3-24, 338, 3-51, 3-62, 3-108, CL 3-119(c))
Problems: 3-6, 3-12, 3-19, 3-75(b), 398, CL 3-118, 3-20, 3-75(a, c), 3-112,
CL 3-121, 3-83, 3-101, 3-111, CL 3115, 3-81, 3-100, CL 3-115, 3-81, 3100, CL 3-114 (a, c), 3-70, 3-81, 3-103,
CCL 3-114 (b, d), 3-77, 3-102, 3-107,
CL 3-116 (a, b), 3-94, 3-104, CL 3-117
Master Checkpoint 3: 3-11, 3-37, 3-63,
3-95, 3-110, CL 3-120
Academic
Vocabulary
Coefficient, graph,
growth, linear
equation, zero slope,
piecewise graph,
starting value, rate
of change, slope,
slope triangle,
Figure 0, steepness,
situation, Delta x, xintercept,
y = mx + b, function,
parameter, Delta y,
y-intercept, variable,
unit rate, table
Area, terms,
distributive
property,
polynomial,
expression, “legal”
moves, generic
rectangle, integer,
dimensions,
equation, product,
algebra tiles, closed
sets, sum, solution,
solve, standard
form, length x
width, binomial,
evaluate, base,
exponent
2C
2B
Block
Common
Core
Standard(s)
N-Q.2, A-SSE.1b,
A-CED.1, ACED.3, A-REI.6,
F-LE.1b, ACED.2, A-REI.5,
A-REI.10, N-Q.1
N-Q.2, F-LE.1c, FLE.2, F-IF.3, FIF.6, F-LE.1a, FLE.3, F-IF.6
Topic(s)/
Essential Question(s)
Can I write and solve mathematical
sentences (such as one-and twovariable equations) to solve situational
word problems?
Can I develop methods to solve
systems of equations in different
forms? What does it mean for a
system to have no solutions or infinite
solutions? What are ways to know
which solving method is most efficient
and accurate? What are important
connections between solving
equations, multiple representation,
and systems of equations?
How can I use tables, graphs, and
equations to represent growth? How
are sequences categorized? How do I
create multiple representations of
arithmetic sequences, including
equations for sequences that depend
on previous terms? How is growth
represented by multiplication and by
addition? How can I create multiple
representations of geometric
sequences and compare sequences to
functions?
Conte
nt/Mat
erials
4.1.1,
4.1.2,
4.2.1,
4.2.2,
4.2.3,
4.2.4,
4.2.5,
4.3.1
Chapter
Closure
5.1.1,
5.1.2,
5.1.3,
5.2.1,
5.2.2,
5.2.3,
5.3.1,
5.3.2,
5.3.3
Chapter
Closure
Skills
Needed
Solving
equations with
Distributive
Property,
Multiplying
Binomials,
Solving MultiVariable NonLinear
Equations for
one variable,
Simplify
Expressions
with Zero and
Negative
Exponents
Laws of
Exponents,
Scientific
Notation
Assessments
Participation Quizzes: 4.1.2, 4.2.4,
4.2.5
Presentations: 4.1.2, 4.2.2, 4.2.4, 4.2.5
More than half from previous chapter
(4-37, 4-53, 4-113, CL 4-120, 4-76, 499, 4-114, CL 4-121, 4-11, 4-41, 4-107,
CL 4-124)
Problems: 4-46, 4-60(c), 4-61, 4-71(c),
4-81(b), 4-98(c), 4-111(a), CL 4-118(a,
c), 4-60(b), 4-71(a), 4-81(a), 4-98(b),
CL 4-118(b), 4-61, 4-81, 4-98(a), CL 4117, 4-60 (c), 4-81(c), 4-111(a), CL 4116, 4-46, 4-74, 4-81, CL 4-122, 4-10,
4-50, CL 4-122, 4-38, 4-51, 4-62, 4-82,
4-104, CL 4-119, 4-9, 4-37, 4-86, CL 4120 (e, f)
Participation Quiz: 5.2.1
Presentation: 5.2.1
More than half from previous chapter
(4-71, 4-82, CL 4-113, CL 5-126, 5-53,
5-81 (b), CL 6-126 (d)
Problems: 5-49, 5-56 (a), 5-86, 5-91,
CL 5-124, 5-56, 5-57, 5-63, 5-67, 5-86
(b), 5-105, CL 5-125(a), 5-40, 5-68, 596, 5-101, CL 5-125 (a), 5-74, 5-77, 5108, CL 5-130, 5-9, 5-10, 5-13, 5-24,
CL 5-128, 5-11, 5-16, 5-45, CL 5—129
Academic
Vocabulary
Infinite solutions,
coincide,
Elimination Method,
Equal Values
Method, equation,
graph, “let”
statement,
mathematical
sentence, no
solutions, y=mx + b,
parallel, point of
intersection,
situation,
Substitution
Method, system of
equations, table,
model
Arithmetic
sequence, sequence
generator, common
ratio, linear
function,
exponential
function, first term,
geometric sequence,
initial value, t(0),
multiplier, yintercept, domain,
sequence, term,
common difference,
recursive sequence,
term number
3B
3A
Block
Common
Core
Standard(s)
N-Q.2, F-LE.1c, FLE.2, F-IF.3, FIF.6, F-LE.1a, FLE.3
N-Q.1, S-ID.6a, SID.6c, S-ID.7, NQ.3, S-ID.6b, SID.8, S-ID.9
Topic(s)/
Essential Question(s)
How do I model relationships
mathematically in order to describe,
analyze, make predictions, and draw
conclusions about a set of data? How
do I “eyeball” a line of best fit and use
it to make predictions? Can I
describe the form, direction, strength,
and outliers of an association? How
do I calculate residuals and create
upper and lower bounds for
predictions? How do I create a
residual plot and analyze it to
determine whether a model is an
appropriate fit to the data? How do I
calculate the correlation coefficient
and R^2 and interpret them in
context? How can I use mathematical
terms to describe the form, direction,
and strength of an association? How
do I create a curved best-fit model to
non-linear scatterplots?
How do I make connections between
the multiple representations while
making sense of the situations? How
do I identify exponential growth when
given situations, tables, graphs, or
equations, and make connections
between these representations? How
do I solve exponential equations?
How do I apply exponential functions
to real-life situations involving growth
and decay? How do fractional
exponents allow me to find
exponential equations that fit given
data?
Conte
nt/Mat
erials
6.1.1,
6.1.2,
6.1.3,
6.1.4,
6.2.1,
6.2.2,
6.2.3,
6.2.4,
6.2.5
Chapter
Closure
7.1.1,
7.1.2,
7.1.3,
7.1.4,
7.1.5,
7.1.6,
7.2.1,
7.2.2,
7.2.3
Chapter
Closure
Skills
Needed
Writing
Equation of a
Geometric
Sequence,
Multiplier,
Solving a
System of
Equations
Writing
Equations,
Solving Linear
Systems of
Equations
Assessments
No participation quiz, attention
needed to guide teams.
Presentations: 6.1.1, 6.1.2, 6.2.1, 6.2.2,
6.2.4
More than half from previous chapter
(6-44, 6-56, 6-89, CL 6-128, CL 6-129,
6-36, 6-44, 6-76, CL 6-129, CL 6-130,
6-18, 6-25, 6-56, CL 6-128, 6-6, 6-37,
6-101, CL 6-131)
Problems: 6-4(a), 6-24, 6-85(a), CL 6122(a), 6-35(a), 6-55(d), CL 6-122(c),
6-16, 6-24(b), 6-35(c), CL 6-123(a), 641(d), 6-35(b), 6-55(f), 6-73(c), CL 6123(a), 6-55(a), 6-42(c), 6-73(c), CL 6122(b), 6-41(b), 6-55(b, c), CL 6-123
(b, c), 6-73(f), 6-85(c), 6—124, 6-99,
CL 6-124, 6-100, 6-111, CL 6-127
Participation Quizzes: 7.1.5, 7.1.6
Presentations: 7.1.1, 7.2.2, 7-94, 7-95
More than half from previous chapter
(7-11(b), 7-29, 7-39 (b), 7-57(b), 7-110
(a), CL 7-122 (b), CL-123(a), 7-11(c),
7-29, 7-110(b), CL 7-122(c), 7-11(d),
7-78(a), 7-110(b), CL 7-122(d), 717(c), 7-57(c), 7-78(c), CL 7-123(c)
Problems: 7-37 (c), 7-38(b), 7-76, 799, CL 7-117(c), 7-37, 7-48, 7-63, 7-73,
7-24, 7-36, 7-62, 7-87, CL 7-117, CL 7120, 7-47, 7-61, CL 7-116, 7-7, 7-13, 727, CL 7-118, 7-40, 7-55, 7-77, CL 7119
Academic
Vocabulary
Residual plot, slope,
outliers, R^2, form,
extrapolation,
model, correlation
coefficient, LSRL,
association, random
scatter, r, residual,
line of best fit,
direction, cause,
lurking variable,
upper and lower
bounds, strength,
predictions,
Appreciation,
asymptote,
depreciation,
exponential
function, half-life,
initial value,
multiplier,
parameter, roots,
step function,
compound interest,
fractional exponents
4A
3C
Block
Common
Core
Standard(s)
F-IF.4, A-CED.1,
A-CED.2, F-IF.6,
F-LE.az, F-LE.1c,
F-LE.2, F-LE.5, ASSE.1b, F-IF.7B,
F-LE.1a, F-IF.7b,
N-Q.1, N-Q.2, FBF.1a, F-LE.2, AREI.10, F-BF.1a,
F-LE.2, F-LE.1c
A-SSW 3b, A-REL
4a, A-REI 4b, ACED 1, A-CED 2,
F-IF 8a, F-LE.6,
A-REL 3, N-Q.2,
A-REI.10, A-REI
12, A-CED 3, NQ.2, A-CED.3,
Topic(s)/
Essential Question(s)
Conte
nt/Mat
erials
Am I able to develop a method to
change a quadratic equation written
as a sum into its product form
(factored form)? Can I generate each
representation of a quadratic function
(rule, graph, table, and situation)
from each of the others? Can I
develop a method to find the xintercepts of a parabola using the
Zero Product Property? Can I
complete the square to change
between standard from and graphing
form of a quadratic function?
8.1.1,
8.1.2,
8.1.3,
8.1.4,
8.1.5,
8.2.1,
8.2.2,
8.2.3,
8.2.4,
8.2.5
Chapter
Closure
How do you solve quadratic
questions? How do I solve onevariable inequalities? Can I graph
two-variable Inequalities? What is
the difference between graphing
linear and non-linear inequalities?
How do I use inequalities to solve
problems?
9.1.1
9.1.2
9.1.3
9.1.4
9.2.1
9.2.2
9.3.1
9.3.2
9.4.1
9.4.2
9.4.3
Chapter
Closure
Skills
Needed
Simplify
Fractional
Exponents,
Write the
Equation for a
Sequence
Assessments
Participation Quiz: 8.1.3
Presentation: 8.2.1
More than half from previous chapter
(8-32, 8-50, 8-75, CL 8-117, 7-108, 8-8,
8-19, 8-40, 8-52, CL 8-120)
Problems: 8-17, 8-31, 8-39, 8-49, 8-74,
CL 8-112, 8-73, 8-83, CL 8-116, 8-44,
8-58, 8-69, CL 8-115, 8-73, 8-83, 894(a), CL 8-115, 8-85, 8-107, CL 8112, 8-34, 8-54, 8-61, 8-111, CL 8-122
Participation Quiz: 9.2.1,
Presentation: 9.1.4 – 35, 9.2.2 – 58,
9.4.1-93, 9.4.3.
More than half from the previous
chapter (9. 17, 9-27, 9-6, 9-99, 9-18, 928, 9-55, 9.76, 9-51, 9-59. 9-84, 9-94,
9-71, 9-85, 9-100, 9-110 (d), 9-43, 9-96,
9-72, CL 9-131
Academic
Vocabulary
Binomial, factor,
generic rectangle,
graph, monomial,
parabola, product,
quadratic equation,
situation, root,
solution, standard
form, zeros,
graphing form, sum,
symmetry,
differences of
squares, factor
completely, xintercept, vertex,
Zero Product
Property, perfect
square trinomial,
factored form,
completing the
square, table, yintercept
Zero Product
Property, boundary,
number line,
quadratic equation,
graph, quadratic
formula, complete
the square, region,
factoring, inequality,
systems of
inequalities,
standard form,
coordinates, solution
Block
Common
Core
Standard(s)
4B
N-Q.1, S-ID.6a, SID. 6c, S-ID.7, DQ.3, S-ID. 6b, NQ.1, S-ID.8, S-ID.9
Topic(s)/
Essential Question(s)
How do I determine association of
categorical data that is represented on
a two-way table? Can I develop new
ways to solve unfamiliar, complicated
equations involving fractions, square
roots, exponents, and absolute values?
Can I determine the number of
solutions that are possible for
quadratic and absolute value
equations without solving them?
What is an imaginary number?
What is the difference between
intercepts and intersections? How do
I find the intersection of two
functions, and how can I use the
intersection to estimate the solution of
very complex equations? Can I solve
quadratic and absolute value
inequalities?
Conte
nt/Mat
erials
10.1.1,
10.2.1,
10.2.2,
10.2.3,
10.2.4,
10.2.5,
10.2.6,
10.3.1,
10.3.2,
10.3.3
Chapter
Closure
Skills
Needed
Factoring
Polynomials,
Curve-Fitting
an Exponential
Equation to
Two Points,
Writing TwoVariable
Inequalities
from a Situation
Assessments
Participation Quizzes: 10.2.1, 10.3.2
Presentations: 10.2.3, 10. 3.2
More than half from previous chapter
(10-33, 10-44, 10-94, CL 10-148, 1073, 10-85, 10-116, CL 10-152)
Problems: 10-16, 10-29, 10-59, 10113, CL 10-144, 10-39, 10-54, 10-67
(c), 10-83 (b), CL 10-143 (a), 10-53,
10-67, 10-83 (a), CL 10-143, 10-67 (a),
10-139, CL 10-151, 10-81, 10-91 (b),
10-124 (c), CL 10-151, 10-82, 10-96,
10-115, CL 10-147, 10-114, 10-130, 10140, CL 10-149, 10-19, 10-58, 10-119,
10-21, 10-69, 10-95, 10-142, CL 10-146
Academic
Vocabulary
Absolute value,
factored form,
boundary point,
equivalent
equations, exponent,
number system,
fraction buster,
inequality,
association, number
line, looking inside,
relative frequency,
real number,
quadratic equation,
standard form for
quadratics,
Quadratic Formula,
rewriting, rational
number, base,
undoing, perfect
square form,
categorical data,
intersection, twoway table, irrational
number, two-way
table, irrational
number, intercept,
imaginary number,
simplifying solution,
integer
4C
Block
Common
Core
Standard(s)
F-IF.4, A-CED.1,
A-CED.2, F-IF.6,
F-LE.1a, F-LE.1c,
F-LE.2, F-LE.5, ASSE.1b, A-SSE.3c,
N-Q.1, N-Q.2, FIF.5, F-BF.1a, AREI.10, F-BF.1a
Topic(s)/
Essential Question(s)
Can I add or multiply by a constant to
transform linear, quadratic, and
exponential functions? Can I undo
functions to find the inverse function?
Can I identify differences between
graphical representations of singlevariable data? Can compare the
center, shape, spread, and outliers of
two distributions? Can I develop a
new way to describe the spread called
standard deviation?
Conte
nt/Mat
erials
11.1.1,
11.1.2,
11.2.1,
11.2.2,
11.2.3,
11.3.1,
11.3.2,
11.3.3,
11.3.4,
11.3.5
Chapter
Closure
Skills
Needed
Intersection
between Linear
and Quadratic
Functions,
Solving
Quadratic and
Absolute
Inequalities
Assessments
Participation Quizzes: 11.1, 11.3
Presentations: 11.1.1, 11.2.1, 11.3.1,
11.3.4
More than half from previous chapter
(11-59, 11-92, 11-116, 11-126, CL 11142, 11-5 (c), 11-21, 11-30, 11-38, CL
11-138
Problems: 11-4, 11-10, 11-22, 11-48,
CL 11-140, 11-20, 11-29, 11-54, CL
11-139, 11-53, 11-68 (a), 11-85, 11-103
(b), CL 11-141 (a), 11-46 (c), 11-67,
11-68 (b), 11-79, 11-103 (a), 11-115,
CL 11-141 (b), 11-13, 11-39, 11-49, 1169, 11-121, CL 11-143
Academic
Vocabulary
Histogram,
transformation,
outlier, center, IQR,
boxplot, inverse
function, spread,
median, scatterplot,
inverse function of
x, standard
deviation, undo,
shape, statistic,
mean