Georgetown County School District
2013-2014 Grade Level Mathematics Pacing Guide
Overview of the Common Core State Standards for Mathematics: For over a decade, research studies of mathematics education
in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become
substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of
common standards, the standards must address the problem of a curriculum that is “a mile wide and an inch deep.” These Standards
are a substantial answer to that challenge.1
Description and Purpose of the Pacing Guide: A pacing guide is an interval centered description of what teachers teach in various
grade levels or courses; the order in which it should be taught, and the allotted time designated to teach the content area. Its purpose
is to guarantee that all of the standards are addressed during the academic year.
Unit Title
Solving Equations and Proportional Reasoning
(Chapter 1)
Pacing
4 Weeks (3 weeks of
teaching; 1 week buffer)
Solving Inequalities (Chapter 2)
4 Weeks (3 ½ weeks of
teaching; ½ week buffer)
Functions, Scatter Plots, and Sequences (Chapter 3)
4 Weeks (3 weeks of
teaching; 1 week buffer)
5 Weeks (4 weeks of
teaching; 1 week of
buffer).
4 Weeks (3 ½ weeks of
teaching; ½ week of
Linear Functions (Chapter 4)
Systems of Linear Equations and Inequalities
(Chapter 5)
1
Standard Number(s) – Bold priority
RN.3 (before beginning the actual chapter),
REI.01, REI.03, REI.04, SSE.1, SSE.1a, SSE.1b,
SSE.2, Q.1, Q.2, Q.3
REI.03
+Honors: More in-depth exploration of AND
Statements and OR statements - add in truth tables
when discussing compound inequalities.
IF.1, IF.2, IF.4, IF.5, IF.6, IF.8
CED.1, CED.2, CED.4, ID.6a, ID.6c, BF.3, IF.7,
IF.7a, IF.7b, REI.10, IF.9
REI.05, REI.06, REI.11, REI.12
Retrieved from www.corestandards.org, p.3, Introduction: Common Core State Standards for Mathematics.
Revised 6/2013
Exponents and Polynomials (Chapter 6)
Factoring Polynomials (Chapter 7)
Quadratic Functions and Equations (Chapter 8)
South Carolina End of Course Exam Review Unit
Exponential Functions (Chapter 9)
buffer)
5 Weeks (4 ½ weeks of
teaching; ½ week of
buffer)
3 Weeks (2 ½ weeks
teaching; 1 week of
buffer)
3 Weeks (2 ½ weeks
teaching; 1 week of
buffer)
1 Week
1 Week
RN.1, RN.2, APR.1
SSE.3, SSE.3a
CED.1, CED.2, REI.04, REI.04a, REI.04b, IF.7,
IF.7a, IF.8a, IF.9
LE.1c (emphasis on exponential growth and decay),
IF.7e
Revised 6/2013
Grade Level:
Subject: Algebra I
Unit Topic: Solving Inequalities
9th
(College Prep & Honors)
Standard(s): (bold the priority
Explanations and Examples:
standards)

Length of Unit: 4 Weeks
REI.03 (A.REI.3 – Solve linear
equations and inequalities in
one variable, including
equations with coefficients
represented by letters.)
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Concepts:(What students need to know) Skills:(What students need to be able to do)
 Order of operations (PEMDAS)
 Model with linear inequalities
Blooms / DOK Levels:
 3/2
Revised 6/2013


Inequality symbols
 Apply properties to solve linear
 3/1
inequalities
Properties of the real number
system (associative,
 Graph solutions to linear inequalities
 3/2
commutative, distributive, and
 Explain solutions of linear inequalities
 4/3
identity).
as they relate to the context of a
 Inverse operations
given problem
Essential Questions: (Open-ended questions that the
Corresponding Big Ideas: (Foundational understandings that students need
students should be able to answer by the end of the unit)
to discovered by the end of the unit)
 What is an inequality?
 Obtaining a solution to a linear inequality, regardless of level of
complexity and/or difficulty, always involves inverse operations.
 What is a solution set for a linear inequality?

Various real world situations can often be modeled by linear inequalities
 How can we use linear inequalities to solve real
to put them in a context that is easily understood by multiple audiences.
world problems?
 How can models and technology aid in the solving of
linear inequalities?
Vocabulary:
Mathematical Practices:
Resources:
(Practices in bold are to be emphasized in the unit.)
 Holt McDougal Algebra 1 Common Core
 Linear Inequality
Edition
 Solution Set of a
1. Make sense of problems and persevere in solving
Linear Inequality
 KUTA Infinite Algebra I Software
them.
 Carnegie Common Core Algebra I Student
 Graph of an
2.
Reason
abstractly
and
quantitatively.
Assignments textbook
inequality
3. Construct viable arguments and critique the reasoning
 Carnegie Common Core Algebra I Student
 Number line
Skills Practice textbook
 Closed or open circle of others.
4.
Model
with
mathematics.
 Simple inequality
 Compound inequality 5. Use appropriate tools strategically.
6. Attend to precision.
 Compact form
7. Look for and make use of structure.
 Absolute-value
8. Look for and express regularity in repeated reasoning.
inequality
 AND/OR Statements
Assessment for Learning: (How do you know the student has mastered the standards? Include both Pre and Post Assessments)
Pre-Assessment:
Inequalities Unit
Pre-Assessment.docx
Revised 6/2013
Post-Assessment:
Inequalities End of
Inequality End of
Unit Assessment with Unit
Scoring
Assessment
Guide.docx
Answer Key.pdf
Writing & Graphing
Inequalities Performance Task.pdf
Engaging Learning Experiences
Description: (Standards addressed, Blooms/DOK levels, links to rubric,
resources, instructional strategies, etc.)
Addresses standard REI.03; Blooms level 2/DOK level 1; *see below for rubric;
Carnegie Common Core Algebra I Student Skills Practice textbook; students
will work individually to complete the task.
30 Minutes
Multi-Step
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 2/DOK level 2; *see below for rubric;
Carnegie Common Core Algebra I Student Skills Practice textbook; students
will work individually to complete the task.
90 Minutes
Compound
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 3/DOK level 2; *see below for rubric;
Carnegie Common Core Algebra I Student Assignments textbook; students will
work in pairs to complete the task.
30 Minutes
Absolute-Value
Inequalities Performance Task.pdf
Addresses standard REI.03; Blooms level 3/DOK level 3,*see below for rubric;
Carnegie Common Core Algebra I Student Assignments textbook; students will
work individually to complete the task.
45 Minutes
Inequality
Performance Assessment.pdf
Addresses standard REI.03; Blooms level 3/DOK level 3; rubric is included in
the document; Holt McDougal Algebra 1 Common Core Edition taken from
students will work in pairs to complete the task.
Task
(Problems 1
Suggested Length of Time
30 Minutes
& 2)
(Problem # 1
– parts a through e).
*The following rubric will be used to evaluate performance tasks 1 – 4 in the table above:
Performance Task
Rubric.docx
Revised 6/2013
Grade Level:
Subject: Algebra I (College
Unit Topic: Factoring Polynomials
Ninth grade
Prep and Honors)
Standard(s): (bold the priority standards)
Explanations and Examples:

Length of Unit: 3 Weeks
A-SSE.3a: Factor a quadratic
expression to reveal the zeros of
the function it defines.
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Revised 6/2013
Concepts:(What students need to know)
 Operations on polynomial
expressions (addition, subtraction,
and multiplication).
 Laws of exponents.
 Greatest Common Factor of two
integers.
Skills:(What students need to be able to do) Blooms / DOK Levels:
 Choose an appropriate method to
 3/2
factor quadratic trinomials completely.
 Apply the Zero Product Property to
 3/1
solve quadratic equations by
factoring.
 Solve real world problems that involve
 3/2
Revised 6/2013

quadratic models.
Polynomial classifications (degree
and number of terms).
Essential Questions: (Open-ended questions that the students
Corresponding Big Ideas: (Foundational understandings that
should be able to answer by the end of the unit)
students need to discovered by the end of the unit)
 How can an understanding of polynomials help in
 Factoring is an efficient method for finding the solutions to a
understanding quadratic functions and equations?
quadratic equation or function.
 What is the difference between a quadratic expression,
 Many real world situations can be modeled using quadratic
equation, and function?
expressions, equations, or functions.
 What are the factors of a quadratic expression, and how do
we find them?
 What are the solutions to a quadratic equation or function,
and how do we find them?
 How can we model real world situations using quadratic
expressions, equations, or functions?
Vocabulary:
Mathematical Practices:
Resources:
(Practices in bold are to be emphasized in the unit.)
 Holt McDougal Algebra I Common
 Quadratic equation
Core Edition
 Quadratic expression
1. Make sense of problems and persevere in solving
 KUTA Infinite Algebra I Software
 Quadratic function
them.
 Factors
2. Reason abstractly and quantitatively.
 Factored form
3. Construct viable arguments and critique the
 Standard form
reasoning of others.
 Solutions to a quadratic
4. Model with mathematics.
equation/function
5. Use appropriate tools strategically.
1. Roots
6. Attend to precision.
2. X-intercepts
7. Look for and make use of structure.
3. Zeros
8. Look for and express regularity in repeated
 Zero Product Property
reasoning.
Assessment for Learning: (How do you know the student has mastered the standards? Include both Pre and Post Assessments)
Unit Pre-Assessment and Answer Key:
Factoring
Factoring
Polynomials Unit Pre-Assessment
Polynomials with
Unit Scoring
Pre-Assessment
Guide.docx
Answer Key.pdf
Revised 6/2013
Unit Post- Assessment and Answer Key:
Factoring
Factoring
Polynomials Unit Post-Assessment
Polynomials Unit
withPost-Assessment
Scoring Guide.docx
Answer Key.pdf
Factoring Quadratics
Performance Task.pdf
Engaging Learning Experiences
Description: (Standards addressed, Blooms / DOK Levels, links to rubric,
resources, instructional strategies, etc.)
Standard A-SSE.3a; Blooms level 2/DOK Level 2, *see rubric below table, Holt
McDougal Algebra I Common Core Edition, students will work in pairs to complete
this task and will give a brief presentation using the algebra tiles on the SMART
Board or document camera.
Standard A-SSE.3a; Blooms level 3/DOK Level 2, *see rubric below table, Carnegie
Common Core Algebra I Student Assignments Textbook, students will work in pairs
to complete this task.
60 minutes
Solving Quadratic
Equations by Factoring Performance Task.pdf
Standard A-SSE.3a; Blooms level 3/DOK Level 2, *see rubric below table, Holt
McDougal Algebra I Common Core Edition, students will work in pairs to complete
this task.
30 minutes
Factoring
Polynomials End of Unit Performance Task.pdf
Standard A-SSE.3a; Blooms level 3/DOK Level 2, rubric included in document, Holt
McDougal Algebra I Common Core Edition, students will work individually to
complete this task.
Task
Factoring
Polynomials by GCF Method Performance Task.pdf
*Rubric for evaluating performance tasks 1 – 4:
Suggested
Length of Time
30 minutes
45 minutes
Performance Task
Rubric.docx
Revised 6/2013