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9-12 Algebra 1 Unit 2

Gradeband

K-5 Math 6-8 Math •9-12 Math

Course

•Algebra 1 Geometry Algebra 2 Extra Support Materials for Algebra 1

Unit

Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Modeling Prompts

K-5
6-8
9-12

Algebra 1
Geometry
Algebra 2
Extra Support Materials for Algebra 1

Integrated Math 1
Integrated Math 2
Integrated Math 3

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Modeling Prompts

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Unit 2

Student Learning Targets

Algebra 1

Section AWriting and Modeling with Equations

1

Planning a Party

I can explain the meaning of the term “constraints.”
I can tell which quantities in a situation can vary and which ones cannot.
I can use letters and numbers to write expressions representing the quantities in a situation.

2

Writing Equations to Model Relationships (Part 1)

I can tell which quantities in a situation can vary and which ones cannot.
I can use letters and numbers to write equations representing the relationships in a situation.

3

Writing Equations to Model Relationships (Part 2)

I can use words and equations to describe the patterns I see in a table of values or in a set of calculations.
When given a description of a situation, I can use representations like diagrams and tables to help make sense of the situation and write equations for it.

4

Equations and Their Solutions

Section BManipulating Equations and Understanding Their Structure

Section CSystems of Linear Equations in Two Variables

Section DLet's Put It to Work

Unit 2 Resources

Student Materials

I can explain what it means for a value or pair of values to be a solution to an equation.
I can find solutions to equations by reasoning about a situation or by using algebra.

5

Equations and Their Graphs

I can use graphing technology to graph linear equations and identify solutions to the equations.
I understand how the coordinates of the points on the graph of a linear equation are related to the equation.
When given the graph of a linear equation, I can explain the meaning of the points on the graph in terms of the situation it represents.

6

Equivalent Equations

I can tell whether two expressions are equivalent and explain why or why not.
I know and can identify the moves that can be made to transform an equation into an equivalent one.
I understand what it means for two equations to be equivalent, and how equivalent equations can be used to describe the same situation in different ways.

7

Explaining Steps for Rewriting Equations

I can explain why some algebraic moves create equivalent equations but some do not.
I know how equivalent equations are related to the steps of solving equations.
I know what it means for an equation to have no solutions and can recognize such an equation.

8

Which Variable to Solve for? (Part 1)

Given an equation, I can solve for a particular variable (like height, time, or length) when the equation would be more useful in that form.
I know the meaning of the phrase “to solve for a variable.”

9

Which Variable to Solve for? (Part 2)

I can write an equation to describe a situation that involves multiple quantities whose values are not known, and then solve the equation for a particular variable.
I know how solving for a variable can be used to quickly calculate the values of that variable.

10

Connecting Equations to Graphs (Part 1)

I can describe the connections between an equation of the form , the features of its graph, and the rate of change in the situation.

11

Connecting Equations to Graphs (Part 2)

I can find the slope and vertical intercept of a line with equation .

I can graph a linear equation of the form

.

I understand that rewriting the equation for a line in different forms can make it easier to find certain kinds of information about the relationship and about the graph.

I can take an equation of the form

and rearrange it into the equivalent form

.

I can use a variety of strategies to find the slope and vertical intercept of the graph of a linear equation given in different forms.

12

Writing and Graphing Systems of Linear Equations

I can explain what we mean by “the solution to a system of linear equations” and can explain how the solution is represented graphically.
I can explain what we mean when we refer to two equations as a system of equations.
I can use tables and graphs to solve systems of equations.

13

Solving Systems by Substitution

I can solve systems of equations by substituting a variable or an expression.
I know more than one way to perform substitution and can decide which way or what to substitute based on how the given equations are written.

14

Solving Systems by Elimination (Part 1)

I can solve systems of equations by adding or subtracting them to eliminate a variable.
I know that adding or subtracting equations in a system creates a new equation, where one of the solutions to this equation is the solution to the system.

15

Solving Systems by Elimination (Part 2)

I can explain why adding or subtracting two equations that share a solution results in a new equation that also shares the same solution.

16

Solving Systems by Elimination (Part 3)

I can solve systems of equations by multiplying each side of one or both equations by a factor, then adding or subtracting the equations to eliminate a variable.
I understand that multiplying each side of an equation by a factor creates an equivalent equation whose graph and solutions are the same as that of the original equation.

17

Systems of Linear Equations and Their Solutions

I can tell how many solutions a system has by graphing the equations or by analyzing the parts of the equations and considering how they affect the features of the graphs.
I know the possibilities for the number of solutions a system of equations could have.

18

Asking about Solving Systems

I can get more information about a problem in order to write and solve a system of linear equations.

19

Linear Patterns

I can solve linear equations algebraically.
I can write linear equations to create a pattern.