Hempfield School District Curriculum: Unit Template

Course Title: Algebra I (A/B) CP

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Unit Title: Solving Linear Equations and Their Graphs
Names of Teachers who Developed Unit: Beth Barilla, Kendra Crosby, and Ryan Martin
Dates Developed: November 5, 2010
Approximate Dates when Taught During School Year:
Approximate Number of Periods:
Summary: This chapter introduces rates of change and defines slope of a line as the ratio of the vertical change to the horizontal change. This leads to graphing a linear equation and writing the equation of a line in three different forms, using the slope, intercepts, or points on the line. Form there, the characteristics of parallel and perpendicular lines are examines. All of these topics are applied together to find trend lines and lines of best fit. Finally, the skills for graphing linear equations are extended to drawing the graph of an absolute value equation.
Print Materials Needed:
Resources: Prentice Hall Algebra I 2007
Internet Resource Links: phschool.com
Stage 1: Desired Results
Essential Questions (Include PA Standards, Anchors & Eligible Content)
Big Ideas:
· Two quantities are proportional if they have the same ratio in each instance where they are measured together.
· A function is a relationship between variables in which each value of the input variable is associated with a unique value of the output variable. Functions can be represented in a variety of ways, such as graphs, tables, equations, or words. Each representation is particularly useful in certain situations. Some important families of functions are developed through transformations of the simplest form of the function.
· Many real-world mathematical problems can be represented algebraically. These representations can lead to algebraic solutions. A function that models a real-world situation can then be sued to make estimates or predictions about future occurrences.
Essential Questions:
· What does the slope of a line indicate about the line?
· What information does the equation of a line give you?
· How can you make predictions based on a scatter plot?
Assessment Anchors:
·
Eligible Content:
·
Know Understand / Do
Vocabulary:
Absolute Value Equation
Correlation Coefficient
Line of Best Fit
Linear Equation
Linear Function
Linear Parent Function
Negative Reciprocal
Parallel Lines
Parent Function
Perpendicular Lines
Point-Slope Form
Rate of Change
Slope
Slope-Intercept Form
Standard Form of a Linear
Equation
Translation
x-Intercept
y-Intercept
Facts: / Students will understand:
Ratios can show the relationship between two changing quantities, such as vertical and horizontal change.
The slope of a line is the ratio of vertical change over horizontal change.
The slope of a line can be positive, negative, zero, or undefined.
The slope and y-intercept of a line can be used to write and graph an equation of the line.
One form for writing the equation of a line is the slope-intercept form.
One form for writing the equation of a line is the point-slope form.
Any two equations for the same line are equivalent.
The standard form of a linear equation is Ax + By=C, where A, B, and C are real numbers, and A and B are not both zero.
The relationship between two lines can be determined by comparing their slopes and y-intercepts.
Graphing ordered pairs is a way to determine whether two sets of numerical data are related.
If two sets of data are related, it may be possible to use a line to estimate or predict values. / The Students will be Able to:
Find Rates of Change
Find Slope
Write Linear Equations
Graph Linear Equations
Interpret Linear Graphs
Graph Equations Using Intercepts
Write Equations in Standard Form
Use Point-Slope Form
Write Linear Equations Using Data
Determine Whether Lines Are Parallel
Write Equations of Parallel Lines
Determine Whether Linear Are
Perpendicular
Write Equations of Perpendicular Lines
Write an Equation for a Trend Line
Write an Equation for a Line of Best Fit
Translate Graphs of Absolute Value
Equations
Stage 2: Assessment Evidence
Assessments/Performance Tasks / Rubric Titles
Benchmark(s) for Course: Unit’s key Assessments
Self-Assessments / Other Evidence, Summarized
Stage 3: Learning Activities
Differentiation:
Readiness / Profile: Learning Styles / Multiple Intelligences / Interest
· . / · / ·
Accommodations for ELLs:

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