# Algebra I table of Contents Unit 1: Understanding Numeric Values, Variability, and Change 1 Unit 2: Writing and Solving Proportions and Linear Equations 14 Unit 3: Linear Functions and Their Graphs, Rates of Change, and Applications 25 Unit 4: Linear

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Algebra I

Algebra I
Unit 1: Understanding Numeric Values, Variability, and Change 1
Unit 2: Writing and Solving Proportions and Linear Equations 14
Unit 3: Linear Functions and Their Graphs, Rates of Change, and Applications 25
Unit 4: Linear Equations, Inequalities, and Their Solutions 37
Unit 5: Systems of Equations and Inequalities 47
Unit 6: Measurement 59
Unit 7: Exponents, Exponential Functions, and Nonlinear Graphs 73
Unit 8: Data, Chance, and Algebra 84
Louisiana Comprehensive Curriculum, Revised 2008

Course Introduction
The Louisiana Department of Education issued the Comprehensive Curriculum in 2005. The curriculum has been revised based on teacher feedback, an external review by a team of content experts from outside the state, and input from course writers. As in the first edition, the Louisiana Comprehensive Curriculum, revised 2008 is aligned with state content standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The order of the units ensures that all GLEs to be tested are addressed prior to the administration of iLEAP assessments.
District Implementation Guidelines

Local districts are responsible for implementation and monitoring of the Louisiana Comprehensive Curriculum and have been delegated the responsibility to decide if

• units are to be taught in the order presented

• substitutions of equivalent activities are allowed

• permitted changes are to be made at the district, school, or teacher level

Districts have been requested to inform teachers of decisions made.
Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the Grade-Level Expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.
New Features

Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at http://www.louisianaschools.net/lde/uploads/11056.doc.
A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for each course.
The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. The Access Guide will be piloted during the 2008-2009 school year in Grades 4 and 8, with other grades to be added over time. Click on the Access Guide icon found on the first page of each unit or by going directly to the url http://mconn.doe.state.la.us/accessguide/default.aspx.
Algebra I

Unit 1: Understanding Numeric Values, Variability, and Change

Time Frame: Approximately three weeks

Unit Description
This unit examines numbers and number sets including basic operations on rational numbers, integer exponents, radicals, and scientific notation. It also includes investigations of situations in which quantities change and the study of the relative nature of the change through tables, graphs, and numerical relationships. The identification of independent and dependent variables is emphasized as well as the comparison of linear and non-linear data.
Unit 1 is a connection between the studentâ€™s middle school math courses and the Algebra I course. Topics previously studied are reviewed as a precursor to the ninth grade GLEs. Although this first unit does not follow the order of a traditional Algebra I textbook, it is a necessary unit in order for a student to develop and expand upon the basic knowledge of numbers and number operations as well as graphical representations of real-life situations.

Student Understandings
Students focus on developing the notion of a variable. They begin to understand inputs and outputs and how they reflect the nature of a given relationship. Students recognize and apply the notions of independent and dependent variables and write expressions modeling simple linear relationships. They should also come to understand the difference between linear and non-linear relationships.

Guiding Questions

1. Can students perform basic operations on rational numbers with and without technology?

3. Can students evaluate and write expressions using scientific notation and integer exponents?

4. Can students identify independent and dependent variables?

5. Can students recognize patterns in and differentiate between linear and non-linear sequence data?

GLE #

#### Number and Number Relations

1.

Identify and describe differences among natural numbers, whole numbers, integers, rational numbers, and irrational numbers (N-1-H) (N-2-H) (N-3-H)

2.

Evaluate and write numerical expressions involving integer exponents (N-2-H)

3.

Apply scientific notation to perform computations, solve problems, and write representations of numbers (N-2-H)

4.

Distinguish between an exact and an approximate answer, and recognize errors introduced by the use of approximate numbers with technology (N-3-H) (N-4-H) (N-7-H)

5.

Demonstrate computational fluency with all rational numbers (e.g., estimation, mental math, technology, paper/pencil) (N-5-H)

6.

Simplify and perform basic operations on numerical expressions involving radicals (e.g., ) (N-5-H)

Algebra

7.

Use proportional reasoning to model and solve real-life problems involving direct and inverse variation (N-6-H)

8.

Use order of operations to simplify or rewrite variable expressions (A-1-H) (A-2-H)

9.

Model real-life situations using linear expressions, equations, and inequalities (A-1-H) (D-2-H) (P-5-H)

10.

Identify independent and dependent variables in real-life relationships (A-1-H)

15.

Translate among tabular, graphical, and algebraic representations of functions and real-life situations (A-3-H) (P-1-H) (P-2-H)

Data Analysis, Probability, and Discrete Math

28.

Identify trends in data and support conclusions by using distribution characteristics such as patterns, clusters, and outliers (D-1-H) (D-6-H) (D-7-H)

29.

Create a scatter plot from a set of data and determine if the relationship is linear or nonlinear (D-1-H) (D-6-H) (D-7-H)

34.

Follow and interpret processes expressed in flow charts (D-8-H)