Course Description

Algebra I
 ALGEBRA 1

Course Rationale:
Algebra 1 is the critical element in secondary mathematics education. Topics introduced in Algebra 1 provide the foundation students require for
future success in high school mathematics, critical thinking, and problem solving. The primary goal in Algebra 1 is to help students transfer their
concrete mathematical knowledge to more abstract algebraic generalizations.

Course Description:
Algebra 1 topics include recognizing and developing patterns using tables, graphs and equations. In addition, students will explore operations on
algebraic expressions, apply mathematical properties to algebraic equations. Students will solve problems using equations, graphs and tables to
investigate linear relationships. Technology will be used to introduce and expand upon the areas of study listed above. Use of computers and
graphing calculators will be incorporated into each module.

183
Resources:
Adopted Text: _______________________________________________________________________

Websites:
[Link]/
Classroom Assessment Item Bank
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]
[Link]/
[Link]
[Link]
[Link]/interactivate
[Link]

Abbreviations:
Subjects CLE Course Level Expectations BT Bloom’s Taxonomy
CA Communication Arts Math Strands K Knowledge
MA Mathematics NO Number and Operations C Comprehension
SC Science AR Algebraic Relationships Ap Application
SS Social Studies GSR Geometric Spatial Relationships An Analysis
M Measurements S Synthesis
DP Data and Probability E Evaluation

184
 Algebra I

Number and Operations

1. Understand numbers, ways of representing numbers, relationships among numbers and number systems.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Read, write and compare MA 5 NO Ap >The students will participate in a Students will compare and order
numbers 3.3 1.A.9 “Baseball Math” activity to compare rational and irrational numbers, 80%
and order rational and irrational including finding their approximate
 Compare and order numbers. Teacher creates a number locations on a number line with a
rational and irrational line (board, overhead, smartboard) to textbook assignment and or on-
numbers, including whatever dimensions they wish. line 10 question quiz.
finding their Students are divided into two teams.
approximate locations When it is their team’s turn, they line up [Link]
on a number line by the number line. Teacher asks them ffman/Math9/[Link]
a question (Where is -8 on the number Quizzes: Which is bigger One?
line?, Which is larger -1 or 1 and prove and Which is bigger Two?
it on the number line?, etc,) If answer is
correct, the student moves one base.
Team scores when a student crosses
home plate.

Integrated Skills: Workplace Readiness

185
 Number and Operations
2. Understand meanings of operations and how they relate to one another
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Describe effects of MA 5 NO C > Students will describe the effects of Students will describe the effects
operations 3.4 2.B.9 operations when they learn that vectors of operations, such as 80%
4.1 are composed of magnitude and multiplication, division, and
 Describe the effects of direction, and they extend their computing powers and roots on
operations, such as knowledge of number systems to the the magnitude of quantities with a
multiplication, division, system of vectors when completing the textbook assignment or a
and computing powers activity. performance event.
and roots on the “Learning About Properties of
magnitude of quantities Vectors and Vector Sums Using Farmer Phillip’s Bumper Crop
Dynamic Software” [Link]
Located at the following website: Classroom Assessment Item Bank
[Link]
Lessons/Activities
Grades 9-12

>The students will describe the effects

of operations on root equivalences with
geometric arrangements when
completing the lesson “Stacking
Squares” located at the following
website:
[Link]
Lessons, Grades 9-12

Integrated Skills: Workplace Readiness

186
 Number and Operations
2. Understand meanings of operations and how they relate to one another
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Apply properties of MA 4 NO Ap The students will apply properties of Students will apply properties of
operations 1.6 2.C.9 exponents when completing activities exponents to simplify expressions 80%
1.10 and assessments from the following or solve equations with a textbook
 Apply properties of website: assignment.
exponents (including
order of operations) to [Link]/
simplify expressions or Math A
solve equations #3 Operations
Order of Operations and Evaluating
Expressions and Exponents

The students will apply properties of

exponents when completing the lesson
“Armstrong Numbers” located at the
following website:

[Link]
Lessons, Grades 6-12

Integrated Skills:

187
 Number and Operations
2. Understand meanings of operations and how they relate to one another
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Apply operations on real MA 1 NO Ap >The students will apply operations to Students will apply operations to
and complex numbers MA 4 2.D. real numbers during the “Integer real numbers, using mental 80%
MA 5 9-10 Football” activity. computation or paper-and-pencil
 Apply operations to real 1.4 calculations for simple cases and
numbers, using mental 3.4 Attachment A technology for more complicated
computation or paper- cases with a variety of quizzes.
and-pencil calculations >The students will apply operations to
for simple cases and real numbers when completing the
technology for more SuccessLink lesson “Entertaining [Link]
complicated cases Values” ffman/Math9/[Link]
.
[Link]

Integrated Skills: Workplace Readiness

188
 Number and Operations
3. Compute fluently and make reasonable estimates.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Compute problems MA 1 NO Ap >The students will apply all operations Students will apply all operations
1.10 3.C.9 to real numbers when completing to real numbers with a textbook 80%
 Apply all operations to 3.3 activities from the SuccessLink Lesson assignment or a constructed
real numbers “Sample MAP Questions Related to response question.
Discrete Math” and/or “Tax Time!”

[Link] [Link]/
Math, High School Classroom Assessment Item Bank
Constructed Response
“Activities During an Average
Person’s Lifetime”

Integrated Skills: Workplace Readiness

189
 Number and Operations
3. Compute fluently and make reasonable estimates.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Estimate and justify MA 1 NO E The students will judge the Students will judge the
solutions 3.8 3.D. reasonableness of numerical reasonableness of numerical 80%
9-12 computations when completing the computations and their results
 Judge the SuccessLink lesson “Maximizing the with the performance activity
reasonableness of Profits at the Rex-Plex” “Event Planner.”
numerical computations
and their results [Link] Attachment B
Math, High School

Integrated Skills:

190
 Number and Operations
3. Compute fluently and make reasonable estimates.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Use proportional MA 1 NO Ap >The students will solve problems Students will solve problems
reasoning MA 4 3.E. involving proportions when the involving proportions with the 80%
3.3 9-12 complete the lesson “Life Saver, assessment of “Life Saver,
 Solve problems Anyone?” Anyone?” or on a constructed
involving proportions response item.
Attachment C
Attachment D
>The students will solve problems
involving proportions of the Golden Or
RectanCLE.
[Link]
Attachment E Classroom Assessment Item Bank
Polygons
>The students will solve a problem
involving proportions involving the
character in the book Gulliver’s Travels

Attachment F

Integrated Skills:

191
 Algebraic Relationships
1. Understand patterns, relations and functions
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Create and analyze MA 4 AR C The students will generalize patterns Students will generalize patterns
patterns 1.6 1.B using recursively defined functions using explicitly or recursively 80%
3.5 9-12 during the lesson “The Devil and defined functions when completing
 Generalize patterns Daniel Webster” located at the a quiz.
using explicitly or following website:
recursively defined Attachment G
functions [Link]
Lessons, Grades 9-12

>The students will generalize patterns

using explicitly or recursively defined
functions when completing the activities
in the SuccessLink Link lesson
“Teaching Algebraic Thinking
Through Hands-On Activities
Number 4”
[Link]
Math, High School

Integrated Skills: Workplace Readiness

192
 Algebraic Relationships
1. Understand patterns, relations and functions
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Classify objects and MA 4 AR A The students will compare and contrast Students will compare and
representations 1.6 1.C representations of patterns when contrast various forms of 80%
9-12 completing the lesson “Battery representations of patterns when
 Compare and contrast Depletion and Piecewise Linear completing a performance activity.
various forms of Graphing” located by following the
representations of path: [Link]
patterns Lessons, Grades 6-12
[Link]/ Walk the Plank
Math A
#7 Patterns and Functions
Modeling Real World Situations with
Functions
Order of Operations and Evaluating
Expressions and Exponents

Integrated Skills:

193
 Algebraic Relationships
1. Understand patterns, relations and functions
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Identify and compare MA 4 AR C The students will understand and Students will understand and
functions 1.6 1.D A compare the properties of linear and compare the properties of linear 80%
3.6 9 exponential functions when using and exponential functions with a
 Understand and graphs, tables, number lines, verbal constructed response question.
compare the properties descriptions, and symbols to represent
of linear and the domain of various functions. Graphing Linear Equations
exponential functions “Domain Representation” [Link]
(include intercepts) [Link] Classroom Assessment Item Bank
Lessons, Grades 9-12

Activities: “Simple Plot” and “Graph

Sketcher”
[Link]/interactivate

>The students will understand and

compare linear equations (slope and
intercept) when completing the lesson
and activities found at the following
website:
[Link]/
Math A
#7 Patterns and Functions
Graphs of Linear Equations: Slope &
Intercept

Integrated Skills: Technology

194
 Algebraic Relationships
1. Understand patterns, relations and functions
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Describe the effects of MA 4 AR C The students will describe the effects of Students will describe the effects
parameter changes 1.6 1.E. changes on linear function when of parameter changes on linear 80%
4.1 completing the lesson and activity function with a constructed
 Describe the effects of “Introduction to Linear Function response question.
parameter changes on
linear functions [Link]/interactivate [Link]
Lessons, Functions and Algebra Classroom Assessment Item Bank
Concepts Constructed Response Question
Graphing Quadratic Functions
>The students will describe and
practice the effects of changes on
functions when completing a variety of
lessons and activities.
[Link]
html
Algebra
Functions/Relations
Explore Graphs of Functions
Function Machine

**AR.2.A.9 Trout Pond Lesson 3

works well with parameters
Integrated Skills:

195
 Algebraic Relationships
2. Represent and analyze mathematical situations and structures using algebraic symbols.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Represent mathematical MA 4 AR Ap The students will use symbolic algebra to Students will be assessed on
situations MA 6 2.A. complete a game of BINGO their ability to use symbolic 80%
1.6 algebra to represent and solve
 Use symbolic algebra 3.1 Attachment H (3 pages) problems that involve linear
to represent and solve relationships with a constructed
problems that involve The students will work in groups of 2 to response question.
linear relationships, determine simple interest problems given
including absolute by the teacher. Attachment I
value and recursive
relationships >The students will use symbolic algebra,
recursive relationships, and changes in
parameters to work with the change in the
population of trout in a pond (a 4 Lesson
unit). Additional on-line activity: Trout
Population Calculator

[Link]
Lessons, Grades 9-12
Trout Pond

Integrated Skills: Workplace Readiness

196
 Algebraic Relationships
2. Represent and analyze mathematical situations and structures using algebraic symbols.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Describe and use MA 4 AR C >The students will describe and use Students will describe and use
mathematical 3.1 2.B. Ap algebraic manipulations SuccessLink algebraic manipulations, including 80%
manipulation 4.1 9-10 lesson “How Powers of Ten Affect factoring and rules of integer
Our Lives” exponents on a textbook
 Describe and use [Link] assignment or the following
algebraic >The students will describe and use worksheet.
manipulations, algebraic factoring during the game
including factoring and “Factor BINGO” Attachment J
rules of integer [Link]
exponents

Integrated Skills:

197
 Algebraic Relationships
2. Represent and analyze mathematical situations and structures using algebraic symbols.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Utilize equivalent forms MA 4 AR Ap The students will use and solve Students will use and solve
1.6 2.C.9 equivalent forms of equations and equivalent forms of equations and 80%
 Use and solve 3.4 inequalities with a variety of problems. inequalities with a multi-step
equivalent forms of problem
equations and Attachment K
inequalities (linear) Attachment L
>In groups of two, the students will
create equations for their fellow Or a constructed response item
students to solve.
Systems of Linear Equations
>Baseball Math – Divide the class into 2 [Link]
teams. Specify the bases around the Classroom Assessment Item Bank
classroom. Students are given an
equation to solve. If correct, they move
one base if incorrect their team receives
an out. Team scores when a player
crosses home plate.

Integrated Skills:

198
 Algebraic Relationships
2. Represent and analyze mathematical situations and structures using algebraic symbols.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Utilize systems MA 4 AR Ap The students will use and solve Students will use and solve
1.6 2.D.9 systems of linear equations with 2 systems of linear equations with 2 80%
 Use and solve systems variables when completing the lesson variables on a worksheet.
of linear equations with and activities (in step 4) at the following
2 variables website: Attachment M
[Link]
html
Algebra
Use of Variables
Evaluating Expressions

Integrated Skills:

199
 Algebraic Relationships
3. Use mathematical models to represent and understand quantitative relationships.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Use mathematical models MA 4 AR K >The students will identify quantitative Students will identify
1.6 3.A. C relationships when completing the lesson quantitative relationships and 80%
 Identify quantitative 3.6 10 “Barbie Bungee” determine the type(s) of
relationships and functions that might model the
determine the type(s) of [Link] situation to solve the problem
functions that might Lessons, Grades 6-12 given in the activity lesson
model the situation to “Whelk-Come to
solve the problem The students will identify quantitative Mathematics”
relationships and determine the types of
functions that model the situation when [Link]
completing the unit “Whelk-Come to Lessons, Grades 9-12
Mathematics”
[Link] And/or worksheet
Lessons, Grades 9-12
Attachment O
>The students will identify quantitative
relationships and determine functions with
the performance event activity
“Concession Stand”

Attachment N

Integrated Skills: Technology, Workplace Readiness

200
 Algebraic Relationships
4. Analyze change in various contexts.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Assessments (including Mastery
Objective Show-Me Code Activities/ Resources Performance-based) Min. %
The student will be able to: Goals
Analyze change MA 4 AR A The students will analyze linear Students will analyze linear
1.6 4.A.9 functions when completing the functions by investigating rates of 80%
 Analyze linear functions 4.1 performance activity “Designing a T- change and intercepts on a
by investigating rates of Shirt” textbook assignment and/or the
change and intercepts [Link] following worksheets

>The students will analyze linear Attachment P and/or Q

functions by investigating rate of
change in a trout population.
“Trout Pond” and the activity tool
Trout Population Calculator
[Link]
Lessons and Activities, Grades 9-12

>The students will analyze linear

functions when exploring geometric
designs in the SuccessLink Activity
“Communicating Mathematics
Through Technology-Part 2”
[Link]

Integrated Skills: Technology

201
 Geometric and Spatial Relationships
3. Apply transformations and use symmetry to analyze mathematical situations
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Use transformations on MA 2 GSR Ap >The students will represent Students will represent
objects 1.10 1.B. transformations when completing the translations with a performance 80%
following on-line activities and lessons. event assessment.
 Represent translations, Symmetries I, II, III, IV
reflections, rotations [Link] [Link]
and dilations of objects Lessons, Grades 9-12 Classroom Assessment Item Bank
in the coordinate plane School District Logo Contest
>The students will represent translations
during the Successlink lesson.
[Link]
Tesselation Translations

Integrated Skills:

202
 Geometric and Spatial Relationships
4. Use visualization, spatial reasoning and geometric modeling to solve problems.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Draw and use visual MA 2 GSR Ap The students will draw and use visual Students will draw or use visual
models 3.1 4.B.9 models when completing the “Paper Cup” models to represent and solve 80%
2.1 activities located at: problems with a performance-
 Draw or use visual based assessment.
models to represent [Link]
and solve problems percup/ [Link]
Gazebo Project

Integrated Skills: Technology

203
 Measurement
1. Understand measurable attributes of objects and the units, systems and processes of measurement.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Determine unit of MA 1 M E >The students will learn how to identify and Students will identify and justify
measurement MA 2 1.A.9 justify units of measure for velocity with the appropriate units of measure for 80%
3.1 on-line tutorial of 6 lessons located at: velocity on participation of
 Identify and justify 4.1 classroom activities and/or a
appropriate units of [Link] textbook assignment.
measure for velocity Kin/[Link]
Resource Quiz:
The students will identify and justify [Link]
measure of velocity when creating a mid/[Link]
catapult to launch either a bottle rocket or a
baseball in one of the Successlink activities
below:

[Link]
Bottle Rocket Launch
Catapult Project

Activity: Airplane Velocity

[Link]
ant_vector.html

Integrated Skills: Technology

204
 Measurement
2. Apply appropriate techniques, tools and formulas to determine measurements.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Analyze precision MA 2 M A The students will analyze effects of Students will be analyze effects of
1.7 2.D. computation on precision when completing computation on precision when 80%
 Analyze effects of 1.8 9-10 the lesson “Error in Measurement” which completing lab activities.
computation on 3.8 includes lab activities that provide for
precision students to do a self-check on-line.

[Link]
Math A
#5. Measurement
*Error in Measurement

Integrated Skills: Technology

205
 Measurement
2. Apply appropriate techniques, tools and formulas to determine measurements.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Use relationship within a MA 4 M E The students will use unit analysis to solve Students will solve problems
measurement system 3.1 2.E. the problem of “Growth Rate”. Found at involving rates with a constructed 80%
1.8 the following website: response question related to the
 Use unit analysis to lesson “Investigating Pick’s
solve problems [Link] Theorem”
involving rates Lessons, Grades 9-12
Pose questions that avoid using
the finished formula, focusing
>The students will use unit analysis in the instead on the rate of change. For
illuminations lesson “Investigating Pick’s example, "Suppose a figure has
Theorem”. an area of 4½. If I created another
figure that has the same number
[Link] of perimeter pins but one more
Lessons, Grades 9-12 interior pin, what would its area
be?" Encourage students to
answer this question without
referring to their spreadsheets. As
a follow-up, ask, "What would the
area be for a figure with ten more
interior pins?" Then, have
students create quiz questions of
a similar type using the rate of
change for perimeter pins, and
require them to provide a full
solution.

Integrated Skills: Technology

206
 Data and Probability
1. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Formulate questions MA 3 DP A The students will formulate a question and Students will formulate questions,
1.2 1.A. design a study that includes collecting data. design studies and collect data 80%
 Formulate questions, 1.8 9-12 In groups of 3, students will choose a sport about a characteristic during
design studies and team or and individual to research. They classroom activity.
collect data about a will develop a question that will develop into
characteristic a design of study. Scoring Guide:
Attachment R
Continued in DP.1.C.9

Integrated Skills:

207
 Data and Probability
1. Formulate questions that can be addressed with data and collect, organize and display relevant data to answer them.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Represent and interpret MA 3 DP Ap The students will use data collected in Students will select, create and
data 1.8 1.C. DP.1.A. to select, create and use use appropriate graphical 80%
3.6 9-10 appropriate representation of the representation of data on the
 Select, create and use information. classroom activity and or a
appropriate graphical *Option: Create the graphs using Performance-Based Assessment.
representation of data technology (excel program)
Scoring Guide: Attachment R

[Link]
Classroom Assessment Item Bank
Continued in DP.2.A.9 Basketball Statistics

Integrated Skills: Technology

208
 Data and Probability
2. Select and use appropriate statistical methods to analyze data
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Describe and analyze MA 3 DP Ap The students will apply statistical concepts Students will apply statistical
data 1.6 2.A.9 of Central Tendency to represent the data concepts to solve problems on the 80%
1.10 from the classroom sport research. classroom activity.
 Apply statistical 3.4
concepts to solve >The students will apply statistical concepts Scoring Guide:
problems of mean, median and mode on a variety of Attachment R
activities.

Attachment S

Integrated Skills:

209
 Data and Probability
2. Select and use appropriate statistical methods to analyze data
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Compare data MA 3 DP Ap The students will display the distribution of Students will create a graph to
representations 1.8 2.B. data and describe its shape when creating display the distribution of data and 80%
9-10 graphs with data given by the teacher or describe its shape with a textbook
 Given one-variable with a description of the graph to be assignment.
quantitative data, created.
display the distribution [Link]
and describe its shape
The students will display the distribution and
describe the shape of information gathered
in the “Compact Disk Project”

Attachment T (3 pages)

Integrated Skills: Technology

210
 Data and Probability
2. Select and use appropriate statistical methods to analyze data
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Represent data MA 3 DP A The students will determine an equation for Students will solve an equation for
algebraically 1.6 2.C.9 a line of best fit when completing the lesson a line of best fit given a scatterplot 80%
“Exploring Linear Data” and the activity with a textbook assignment and/or
 Given a scatterplot, “Line of Best Fit” at the following website: classroom activities.
determine an equation
for a line of best fit [Link]

>The students will use a T1-85 calculator

for scatterplots created from information
obtained on the internet when completing
the lesson “Curve Fitting and the TI-85
calculator” located at the following
website:

[Link]
Lessons for 8-12
Probability and Statistics

Integrated Skills:

211
 Data and Probability
3. Develop and evaluate inferences and predictions that are based on data.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Develop and evaluate MA 3 DP E >The students will make conjectures on the Students will make conjectures
inferences 3.5 3.A.9 relationships between 2 characteristics on about possible relationships 80%
the SuccessLink lesson “Humerus Height” between 2 characteristics when
 Make conjectures located at the following website: completing the Performance-
about possible based Assessment “See-Saw
relationships between 2 [Link] Lab.”
characteristics of a
sample on the basis of [Link]
scatter plots of the data
and approximate lines
of fit

Integrated Skills:

212
 Data and Probability
4. Understand and apply basic concepts of probability.
Measurable Learner Assessed CLE BT Instructional Strategies/Student Activities/ Assessments (including Mastery
Objective Show-Me Code Resources Performance-based) Min. %
The student will be able to: Goals
Apply basic concepts of MA 3 DP AP The students will construct sample spaces Students will be assessed on their
probability 3.1 4.A.9 when completing the activity “Pair Share” ability to construct sample spaces 80%
2.1 and distributions when completing
 Construct sample Attachment U textbook assignments and/or
spaces and classroom activities. Students will
distributions >The students will use a tree diagram to graph data and present findings to
construct sample spaces when completing the class.
the lesson “Explorations with Chance”
located at the following website:

[Link]

Integrated Skills:

213