Core Connections Algebra - Chapter Outline
Chapter 2: Linear Relationships
Days / Lesson / Core Problems / Practice for Understanding / Objectives1 / 2.1.1
2.1.2 / 1-5
11-12 / 6-10 / Linear Functions
Slope & Y-Intercept
2 / 2.1.2
2.1.3 / 13-16
25-27, 30 / *19, 20, 22-24
31-35
3 / 2.1.4 / 36-40 / 41-45
4 / 2.2.1 / 46-47 / 48-52 / Slope as Rate of Change
2.2.2 / 53-56 / * 59-61, 66, 67
5 / 2.2.3
2.3.1 / 68
75 / 70-74
6 / 2.3.1
2.3.2 / 78-79
87-88 / 82-86
90-94 / Equation of a Line from Two Points
7 / Closure
Practice Test / Closure Activities
Practice Test Ch. 1
* Indicates homework assignment was shortened.
Section 2.1
In this section, you will connect the starting value and growth in geometric tile patterns with the slope and
y-intercept on a graph. You will learn how to measure the steepness of a line on a graph. You will also study the difference between lines that point upward, lines that point downward, and lines that are horizontal or vertical.
Section 2.2
In this section, you will investigate situations where slope represents the speed in a real-life situation, culminating in an activity called “The Big Race.” You will also look at how slope represents rate of change in situations that do not involve motion.
Section 2.3
In Section 2.3, you will complete the multiple representations web, so that you can find the growth and starting value in various representations, and can convert readily between them. In particular, you will develop an algebraic method for finding the equation of a line when given only two points on the line.
Core Connections Algebra Chapter 2 Learning Targets
Formative Learning TargetsSelf-Assessment
- Using Slope
No Clue On the right track Mastery
- I can find the slope and y-intercept of a line.
- I can write the equation of a line.
____, ____, ____, ____
- Understanding Function Notation
No Clue On the right track Mastery
- I can find f(a) where a is a number given the function f(x).
____, ____, ____, ____
- Describing Domain & Range
No Clue On the right track Mastery
- I can determine whether a graph has a domain of all real numbers
- I can determine whether a graph has a range of only positive or negative numbers.
- I can determine whether or not a graph is a function.
____, ____, ____, ____
- Graphing Lines & Parabolas
No Clue On the right track Mastery
- I can graph the equation of a line without using a table.
- I can create a table for a quadratic function and graph a parabola from the table.
____, ____, ____, ____
Summative Learning Targets
- Apply Multiple Representations of Linear Relationships
No Clue On the right track Mastery
- Given a tile pattern, I can draw additional figures, make a table, make a graph, and write the equation.
____, ____, ____, ____
- Evaluating Expressions
No Clue On the right track Mastery
- I can evaluate expressions for given values.
____, ____, ____, ____
- Completing Diamond Problems
No Clue On the right track Mastery
- I can complete diamond problems.
____, ____, ____, ____
- Solving One Variable Equations
No Clue On the right track Mastery
- I can solve equations.
____, ____, ____, ____
- Using Function Machines
No Clue On the right track Mastery
- I can find the output of a function given an input or explain why an output is not possible.
____, ____, ____, ____