Transitioning to the Common Core - Pearson...

withPearson

Transitioning to the

Common CoreState Standards

Prentice Hall

Algebra 1

Foundations for Algebra

Solving Equations

Solving Inequalities

An Introduction to Functions

Linear Functions

Systems of Linear Equations and Inequalities

Exponents and Exponential Functions

Polynomials and Factoring

Quadratic Functionsand Equations

Radical Expressionsand Equation

Rational Expressionsand Functions

Data Analysis and Probability

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Prentice Hall

Algebra 1

for School

Prentice Hall

Algebra 1

Foundations for Algebra

Solving Equations

Solving Inequalities

An Introduction to Functions

Linear Functions

Systems of Linear Equations and Inequalities

Exponents and Exponential Functions

Polynomials and Factoring

Quadratic Functionsand Equations

Radical Expressionsand Equation

Rational Expressionsand Functions

Data Analysis and Probability

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Prentice Hall

Algebra 1

for School

Algebra 1 Transition Kit 1.0 Table of Contents

Table of Contents Transitioning to a Common Core Classroom with Pearson’s Prentice Hall Algebra 1..............2

Overview of the Standards for Mathematical Content — High School Mathematics...............3

Standards for Mathematical Practices .............................................................................................9

Correlation of the Standards for Mathematical Content to Prentice Hall Algebra 1 ...............16

Implementing a Common Core Curriculum with Prentice Hall Algebra 1 ...............................24

Common Core Lessons – A Sneak Peak.........................................................................................34

Algebra 1 Transition Kit 1.0 Transitioning to a Common Core Curriculum

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Transitioning to a Common Core Curriculum with Pearson’s Prentice Hall Algebra 1 Pearson is committed to supporting teachers as they transition to a mathematics curriculum that is based on the Common Core State Standards for Mathematics. This commitment includes not just curricular support, but also professional development support to help members of the education community gain greater understanding of the new standards and of the expectations for instruction.

With this Transition Kit 1.0, we offer overview information about both the Standards for Mathematical Content and for Mathematical Practice, the two sets of standards that make up the Common Core State Standards for Mathematics. In the Overview of the Standards for Mathematical Content, teachers can become aware of critical shifts in content or instructional focus in the new standards as they begin planning a Common Core-based curriculum. In the Standards for Mathematical Practices essay, we present the features and elements of Prentice Hall Algebra 1 ©2011 that provide students with opportunities to develop mathematical proficiency.

You will also find a correlation of Prentice Hall Algebra 1 ©2011 to the Algebra 1 Pathway proposed by Achieve, a non-profit education reform organization that participated in the development of the Common Core State Standards. We have included in the correlation the supplemental lessons that we will be making available to ensure comprehensive coverage of all of the Standards for Mathematical Content of the Common Core State Standards. Additionally, we have included Pacing for a Common Core Curriculum, a pacing guide that recommends when each of the supplemental lessons should be taught.

Finally, we offer a “sneak peak” of these supplemental lessons by providing a complete listing of the supplemental lessons that will be made available in May 2011. As you’ll notice, these lessons maintain the successful instructional approach of the Prentice Hall Algebra 1 ©2011, while highlighting the connections to the Standards for Mathematical Practices and Content.

Algebra 1 Transition Kit 1.0 Standards for Mathematical Content

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Overview of the Standards for Mathematical Content High School Mathematics The Common Core State Standards (CCSS) promote a more conceptual and analytical approach to the study of mathematics. In the elementary and middle years, the CCSS encourage the development of algebraic concepts and skills from students’ understanding of arithmetic operations. Students apply their knowledge of place value, properties of operations, and the inverse relationships between operations to write and solve first arithmetic, and then algebraic equations of varying complexities. In the late elementary years, students begin to manipulate parts of the expression and explore the meaning of the expression when it is rewritten in different forms. This early analytic focus helps students look more fully at the equations and expressions so that they begin to see patterns in the structure.

At the high school level, the organization of the standards is by conceptual category. Within each conceptual category, except modeling, content is organized into domains, clusters, and standards. The summaries below present the key concepts and progressions for these conceptual categories: Algebra, Number and Quantity, Functions, Geometry, and Statistics and Probability.

Modeling

The CCSS place a specific emphasis on mathematical modeling, both in the Standards for Mathematical Practices and Standards for Mathematical Content. With this focus, the authors of the CCSS look to highlight the pervasive utility and applicability of mathematical concepts in real-world situations and students’ daily lives.

The CCSS presents a basic modeling cycle that involves a 6-step process: (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.1

1 Common Core State Standards for Mathematics, June 2010, p. 72


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Algebra

By the end of Grade 8, students have synthesized their knowledge of operations, proportional relationships, and algebraic equations and have begun to formalize their understanding of linearity and linear equations.

The study of algebra in the high school years extends the conceptual and analytic approach of the elementary and middle years. It expands the focus of study from solving equation and applying formulae to include a structural analysis of expressions, equations, and inequalities. The CCSS The domain names and cluster descriptions are a telling indication of this analytic approach.

Seeing Structure in Expressions • Interpret the structure of expressions • Write expressions in equivalent forms to solve problems Arithmetic with Polynomials and Rational Functions • Perform arithmetic operations on polynomials • Understand the relationship between zeros and factors of polynomials • Use polynomial identities to solve problems • Rewrite rational expressions

Creating Equations • Create equations that describe numbers or relationships Reasoning with Equations and Inequalities • Understand solving equations as a process of reasoning and explain the reasoning • Solve equations and inequalities in one variable • Solve systems of equations • Represent and solve equations and inequalities graphically

High School students expand their analysis of linear expressions started in Grade 8 to exponential and quadratic expressions, and then to polynomial and rational expressions. They use their understanding of the structure of expressions and the meaning of each term within expressions to rewrite expressions in equivalent forms to solve problems. Students draw from their understanding of arithmetic operations with numbers to solve algebraic equations and inequalities, including polynomial and rational equations and inequalities.

High School students write equations and inequalities in one or more variables to represent constraints, relationships, and/or numbers. They interpret solutions to equations or inequalities as viable or non-viable options in a modeling context. Students develop fluency using expressions and equations, from linear, exponential, quadratic to polynomial, and rational, including simple root functions. They represent expressions and equations graphically, starting with linear, exponential, and quadratic equations and progressing to polynomial, rational, and radical equations.

High School students come to understand the process of solving equations as one of reasoning. They construct viable arguments to justify a solution method. In advanced algebra courses, students explain the presence and meaning of extraneous solutions in some solutions sets.


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Number and Quantity

From the elementary through middle years, students regularly expand their notion of number, from counting to whole numbers, then to fractions, including decimal fractions, and next to negative whole numbers and fractions to form the rational numbers, and finally, by the end of middle years, to irrational numbers to form the real numbers. In high school, students deepen their understanding of the real number system and then come to know the complex number system.

The domains and clusters in this conceptual category are shown below.

The Real Number System • Extend the properties of exponents to rational exponents • Use properties of rational and irrational numbers. Quantities • Reason quantitatively and use units to solve problems

The Complex Number System • Perform arithmetic operations with complex numbers • Represent complex numbers and their operations on the complex plane • Use complex numbers in polynomial identities and equations Vector and Matrix Quantities • Represent and model with vector quantities. • Perform operations on vectors. • Perform operations on matrices and use matrices in applications.

As students encounter these expanding notions of number, they expand the meanings of addition, subtraction, multiplication, and division while recognizing that the properties of these operations remain constant. Students also realize that the new meanings of operations are consistent with their previous meanings.


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Functions

Students began a formal study of functions in Grade 8 where they explored functions presented in different ways (algebraically, numerically in tables, and graphically) and compared the properties of different functions presented in different ways. They described the functional relationship between two quantities and represent the relationship graphically.

The domains and clusters for functions are listed below.

Interpreting Functions • Understand the concept of a function and use function notation • Interpret functions that arise in applications in terms of the context • Analyze functions using different representations Building Functions • Build a function that models a relationship between two quantities • Build new functions from existing functions

Linear, Quadratic, and Exponential Models • Construct and compare linear and exponential models and solve problems • Interpret expressions for functions in terms of the situation they model Trigonometric Functions • Extend the domain of trigonometric functions using the unit circle • Model periodic phenomena with trigonometric functions • Prove and apply trigonometric identities

Building on their knowledge of functions, high school students use function notation to express linear and exponential functions, and arithmetic and geometric sequences. They also compare properties of two (or more) functions, each represented algebraically, graphically, numerically using tables, or by verbal description, and describe the common effect of each transformation across different types of functions. They analyze progressively more complex functions, from linear, exponential, and quadratic to absolute value, step, and piecewise functions.

A strong emphasis of the study of functions is its applicability to real-world situations and relationships. Students build functions that model real-world situations and/or relationships, including simple radical, rational, and exponential functions. They also interpret linear, exponential, and quadratic functions in real-world situations and applications. More advanced study of functions includes trigonometric functions. Students extend the domain of trigonometric functions using the unit circle, model periodic phenomena with trigonometric functions. They also prove and apply trigonometric identities.


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Geometry

In high school geometry, students expand their experiences with transformations and engage in formal proofs of geometric theorems, using transformations in the plane as a foundation to prove congruence and similarity. From this foundation, students look to define trigonometric ratios and apply these concepts to solve problems involving right triangles.

In the middle years, students undertook an exploration of congruence and similarity through transformations. They verified the properties of transformations (reflections, translations, rotations, dilations) and described the effect of each on two-dimensional shapes using coordinates. Student explained that shapes are congruent or similar based on a sequence of transformations.

Congruence • Experiment with transformations in the plane • Understand congruence in terms of rigid motions • Prove geometric theorems • Make geometric constructions Similarity, Right Triangles, and Trigonometry • Understand similarity in terms of similarity transformations • Prove theorems involving similarity • Define trigonometric ratios and solve problems involving right triangles • Apply trigonometry to general triangles Circles • Understand and apply theorems about circles

• Find arc lengths and areas of sectors of circles Expressing Geometric Properties with Equations • Translate between the geometric description and the equation for a conic section • Use coordinates to prove simple geometric theorems algebraically Geometric Measurement and Dimension • Explain volume formulas and use them to solve problems • Visualize relationships between two-dimensional and three-dimensional objects Modeling with Geometry • Apply geometric concepts in modeling situations

High school students engage in a formal study of circles, applying theorems about circles and solving problems related to parts of circles or properties of circles. Through the study of equations that describe geometric shapes, students connect algebraic manipulation of equations or formulae to geometric properties and structures. As with other mathematical concepts, students investigate modeling real-world situations or relationships by applying geometric concepts.


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Statistics and Probability

The Common Core State Standards put more emphasis on interpreting data in both a measurement variable and quantitative variables. Students are expected to evaluate random processes and justify conclusions from sample surveys and experiments. Conditional probability and probability of compound events are used to interpret data.

In the middle years, students began an exploration of statistics starting in Grade 6. They looked at measures of center and measures of variability to understand the visual representation of data sets and to analyze the attributes of a data set based on its visual representation. In Grade 8, students analyzed representations of bivariate data.

Interpreting Categorical and Quantitative Data • Summarize, represent, and interpret data on a single count or measurement variable • Summarize, represent, and interpret data on two categorical and quantitative variables • Interpret linear models Making Inferences and Justifying Conclusions • Understand and evaluate random processes underlying statistical experiments • Make inferences and justify conclusions from sample surveys, experiments and observational studies

Conditional Probability and the Rules of Probability • Understand independence and conditional probability and use them to interpret data • Use the rules of probability to compute probabilities of compound events in a uniform probability model Using Probability to Make Decisions • Calculate expected values and use them to solve problems • Use probability to evaluate outcomes of decisions

In high school, students expand on their understanding of statistics and data representations to interpret data on a single variable and on two categorical and quantitative variables.

High school students work with frequency tables, including joint marginal and conditional relative frequencies. They practice determining the best metric for reporting data. Students learn that statistics is a process for making inferences about a population based on a random sample from that population. They determine which statistical model is best for a given set of data. Students spend more time using tools such as calculators, spreadsheets and tables to examine their data. They work with the population mean and the margin of error to understand the limitations of statistical models. They look at probability models to analyze decisions and strategies using probability concepts.

Algebra 1 Transition Kit 1.0 Standards for Mathematical Practices

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Common Core State Standards Standards for Mathematical Practices

The Standards for Mathematical Practice are an important part of the Common Core State Standards. They describe varieties of proficiency that teachers should focus on helping their students develop. These practices draw from the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections and the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding, procedural fluency, and productive disposition.

For each of the Standards for Mathematical Practices is a explanation of the different features and elements of Pearson’s Prentice Hall High School Mathematics program that help students develop mathematical proficiency.

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

The structure of the Pearson’s Prentice Hall High School Mathematics program supports students in making sense of problems and in persevering in solving them. With the Solve It!, a problem situation that opens each lesson, students look to uncover the meaning of the problem and propose solution pathways. In the Teacher’s Edition are guiding questions that teachers can ask to help students persevere in finding a workable entry point for the problem. The rich visual support to many of the Problems helps students make sense of the context in which the problems are set. Students realize the importance of checking their solution plans and answers through the prompts in the Think, Plan, and Know-Need-Plan boxes. For example, in a Think box students will be asked, “How can you get started?”; in a Plan box “How is this inequality different from others you’ve solved?” With the Think About a Plan exercises, students analyze the givens in a problem situation and then formulate a solution plan. Each lesson also has a set of Challenge exercises in which students consider previously-solved problems and persevere to formulate a solution plan. In the Pull It All Together activity at the end of each chapter, students apply their sense-making and perseverance skills to solve real-world problems.

For examples, see Prentice Hall Algebra 1, pages 48, 53, 104, 208, 321, 588


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2. Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Reasoning is one of the guiding principles of Pearson’s Prentice Hall High School Mathematics program and is especially evident in the Think, Plan, Write, and Know-Need-Plan boxes through which students are guided to represent problem situations symbolically. These features offer students prompts to facilitate the development of abstract and quantitative reasoning. Students regularly represent problem situations symbolically as they express the problem using algebraic and numeric expressions. Through the solving process, as they manipulate expressions, students are reminded to check back to the problem situation to verify the referents for the expressions. Each lesson ends with a Do You UNDERSTAND? feature in which students explain their thinking related to the concepts studied in the lesson. Throughout the Exercise sets are Reasoning exercises that focus students’ attention on the structure or meaning of an operation rather than the solution. For example, students are asked to determine the numbers in a subset without listing each subset. For the Pull It All Together feature at the end of each chapter, students draw on their reasoning skills to put forth an accurate symbolic representation of the problem presented and to formulate and execute a logical solution plan.

For examples, see Prentice Hall Algebra 1, pages 47, 48, 111, 201, 262, 334, 457, 549, 702, and 730


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3. Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Consistent with a focus on reasoning and sense making is a focus on critical reasoning – argumentation and critique of arguments. In Pearson’s Prentice Hall High School Program, students are frequently asked to explain their solutions and the thinking that led them to these solutions. The many Reasoning exercises found throughout the program specifically call for students to formulate arguments to support their solutions. In the Compare and Contrast exercises, students are also expected to advance arguments to explain similarities or differences or to weigh the appropriateness of different strategies. The Error Analysis exercises found in each lesson require students to analyze and critique the solution presented to a problem.

For examples, see Prentice Hall Algebra 1, pages 109, 172, 244, 339, 369, 501, and 760


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4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

Students in Pearson’s Prentice Hall High School Mathematics program build mathematical models using functions, equations, graphs, tables, and technology. For each Solve It! and Pull It All Together activities, students apply a mathematical model to the real-world problem presented. Students’ skills applying mathematical models to problem situations are refined and honed through the prompts offered in the Think, Plan, and Know-Need-Plan boxes. These prompts become less structured as students advance through the program and become more skilled at modeling with mathematics.

For examples, see Prentice Hall Algebra 1, pages 12, 33, 62, 126, 255, 370, 522, 543, 581, 588, and 600


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5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Students become fluent in the use of a wide assortment of tools ranging from physical devices to technological tools. They use various manipulatives in Activity Concept Bytes and different technology tools in the Technology Concept Bytes. By developing fluency in the use of different tools, students are able to select the appropriate tool(s) to solve a given problem. The Choose a Method exercises strengthen students’ ability to articulate the difference in use of various tools.

Technology and technology tools, such as graphing calculators, dynamic math tools, and spreadsheets, are an integral part of Pearson’s Prentice Hall High School Mathematics program and are used in these ways:

to develop understanding of mathematical concepts;

to solve problems that would be unapproachable without the use of technology; and

to build models based on real-world data.

For examples, see Prentice Hall Algebra 1, pages 59, 101, 260, 336, 487, 536, and 763


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6. Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Students are expected to use mathematical terms and symbols with precision. Key terms are highlighted in each lesson and Key Concepts explained in the Take Note features. In the Do You UNDERSTAND? feature, students revisit these key terms and provide explicit definitions or explanations of the terms. For the Writing exercises, students are once again expected to provide clear, concise explanations of terms, concepts, or processes or to use specific terminology accurately and precisely. Students are reminded to use appropriate units of measure when working through solutions and accurate labels on axes when making graphs to represent solutions.

For examples, see Prentice Hall Algebra 1, pages 20, 37, 202, 268, 294, 384, 451, 494, 565, and 741

7. Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 × 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7.They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Throughout the program, students are encouraged to discern patterns and structure as they look to formulate solution pathways. Through the Think, Plan, and Know-Need-Plan boxes, students are prompted to look within a problem situation and seek to break down the problem into simpler problems. This is especially encouraged in Prentice Hall Geometry, where students think about composing and decomposing two-dimensional or three-dimensional figures to uncover a structure from which generalizable statements can be formulated. The Pattern/Look for a Pattern exercises explicitly ask students to find patterns in operations and from these patterns, to look for structure.

For examples, see Prentice Hall Algebra 1, pages 28, 55, 57, 65, 183, 242, 303, 418, 670


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8. Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Once again, through the Think, Plan, and Know-Need-Plan boxes, students are prompted to look for repetition in calculations to devise general methods or shortcuts that can make the problem-solving process more efficient. Students are prompted to look for similar problems they have previously encountered or to generalize results to other problem situations. The Dynamic Activities, a feature at poweralgebra.com and powergeometry.com, offer students opportunities to notice regularity in the way operations or functions behave by easily inputting different values.

For examples, see Prentice Hall Algebra 1, pages 55, 109, 189, 242, 294, 376, 489, and 570

Algebra 1 Transition Kit 1.0 Correlations of Standards for Mathematical Content

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Standards for Mathematical Content Prentice Hall Algebra 1

The following shows the alignment of Prentice Hall Algebra 1 ©2011 to Achieve’s Algebra 1 Pathway for the Common Core State Standards for High School Mathematics. Included in this correlation are the supplemental lessons that will be available as part of the transitional support that Pearson is providing. These lessons will be part of the Transition Kit 2.0, available in May 2011.

Standards for Mathematical Content Where to find in

PH Algebra 1 ©2011

Number and Quantity

The Real Number System N.RN

Extend the properties of exponents to rational exponents.

N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

CC-8

N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.

CC-8

Use properties of rational and irrational numbers.

N.RN.3 Explain why sums and products of rational numbers are rational, that the sum of a rational number and an irrational number is irrational, and that the product of a nonzero rational number and an irrational number is irrational.

CC-9

Quantities N.Q

Reason quantitatively and use units to solve problems.

N.Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

2-5, 2-6, 2-7, 4-4, 5-7, 12-2, 12-4

N.Q.2 Define appropriate quantities for the purpose of descriptive modeling.

2-6, 3-3, 4-5, 5-2, 5-5, 6-4, 9-3, CC-1

N.Q.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

2-10, 6-4, 9-5, 9-6, Concept Byte, p. 45


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PH Algebra 1 ©2011

Algebra

Seeing Structure in Expressions A.SSE

Interpret the structure of expressions.

A.SSE.1.a Interpret parts of an expression, such as terms, factors, and coefficients.

1-1, 1-2, 1-7, 4-5, 4-7, 5-3, 5-4, 8-5, 8-6, 8-7, 8-8, 9-5

A.SSE.1.b Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)n as the product of P and a factor not depending on P.

4-7, 7-7, 8-7, 8-8

A.SSE.2 Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).

5-3, 5-4, 5-5, 8-8, CC-13

Write expressions in equivalent forms to solve problems.

A.SSE.3.a Factor a quadratic expression to reveal the zeros of the function it defines.

CC-16

A.SSE.3.b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.

CC-16

A.SSE.3.c Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

CC-9

Arithmetic with Polynomials and Rational Expressions A.APR

Perform arithmetic operations on polynomials.

A.APR.1 Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

8-2, 8-4, CC-12

Creating Equations A.CED

Create equations that describe numbers or relationships.

A.CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

1-8, 2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 3-2, 3-3, 3-4, 3-6, 3-7, 9-3, 9-4, 9-6, 9-6, 11-5


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PH Algebra 1 ©2011

A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

1-9, 4-5, 5-2, 5-3, 5-4, 5-5, 7-6, 7-7, 9-1, 9-2, 10-5, 11-6, 11-7, Concept Byte, p. 701

A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

6-4, 6-5, CC-7

A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

2-5, 9-3

Reasoning with Equations and Inequalities A.REI

Understand solving equations as a process of reasoning and explain the reasoning.

A.REI.1 Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

2-2, 2-3, 2-4, 2-5, 9-4, 9-5

Solve equations and inequalities in one variable.

A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

2-1, 2-2, 2-3, 2-4, 2-5, 2-7, 2-8, 3-1, 3-2, 3-3, 3-4, 3-5, 3-6

A.REI.4.a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.

9-3, 9-4, 9-5, 9-6

A.REI.4.b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

9-5, 9-6

Solve systems of equations.

A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

6-3

A.REI.6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.

6-1, 6-2, 6-3, 6-4

A.REI.7 Solve a simple system consisting of a linear equation and a 9-8, CC-17


19


PH Algebra 1 ©2011

quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.

Represent and solve equations and inequalities graphically.

A.REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a straight line).

1-9, 4-2, 4-3, 4-4

A.REI.11 Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.

9-8, CC-17 , Concept Byte, p. 260

A.REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

6-5, 6-6, Concept Byte, p. 402


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PH Algebra 1 ©2011

Functions

Interpreting Functions F.IF

Understand the concept of a function and use function notation.

F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

4-6

F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

4-6, Concept Byte, p. 701

F.IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

CC-2, CC-10

Interpret functions that arise in applications in terms of the context.

F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

4-2, 4-3, 5-3, 5-4, 5-5, 7-6, 7-7, 9-1, 9-2, 9-7, 11-7

F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.

4-5, 7-6, 9-1, 11-6

F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

5-1, CC-11, CC-15, CC-18

Analyze functions using different representations.

F.IF.7.a Graph linear and quadratic functions and show intercepts, maxima, and minima.

5-3, 5-4, 5-5, 9-1, 9-2

F.IF.7.b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

5-8, 10-5, CC-6, CC-19, Concept Byte, p. 347

F.IF.7.e Graph exponential and logarithmic functions, showing intercepts 7-6


21


PH Algebra 1 ©2011

and end behavior, and trigonometric functions, showing period, midline, and amplitude.

F.IF.8.a Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.

CC-14

F.IF.8.b Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.

7-7, 9-2, CC-9

F.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

9-3, CC-4, CC-11, CC-18

Building Functions F.BF

Build a function that models a relationship between two quantities.

F.BF.1.a Determine an explicit expression, a recursive process, or steps for calculation from a context.

4-7, 5-4, 5-5, CC-2

F.BF.1.b Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

F.BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

CC-2, CC-10

Build new functions from existing functions.

F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.

5-8, 7-7, 9-1, 9-2, CC-4, CC-11, CC-18, Concept Byte, p. 305,

F.BF.4.a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2x3 or f(x) = (x+1)/(x-1) for x ≠ 1.

CC-3

Linear and Exponential Models F.LE

Construct and compare linear and exponential models and solve problems.

F.LE.1.a Prove that linear functions grow by equal differences over equal 9-7


22


PH Algebra 1 ©2011

intervals, and that exponential functions grow by equal factors over equal intervals.

F.LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

5-1

F.LE.1.c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

7-7

F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

4-7, 5-4, 5-5, 7-6, 9-7, CC-2, CC-10

F.LE.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

9-7, CC-15, CC-18

Interpret expressions for functions in terms of the situation they model.

F.LE.5 Interpret the parameters in a linear or exponential function in terms of a context.

5-3, 5-4, 5-5, 5-7, 7-7


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PH Algebra 1 ©2011

Statistics and Probability

Interpreting Categorical and Quantitative Data S.ID

Summarize, represent, and interpret data on a single count or measurement variable.

S.ID.1 Represent data with plots on the real number line (dot plots, histograms, and box plots).

12-2, 12-4

S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

12-3, 12-4, CC-20, Concept Byte, p. 733

S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

12-3

Summarize, represent, and interpret data on two categorical and quantitative variables.

S.ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.

CC-21

S.ID.6.a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.

5-7, 9-7, Concept Byte, p. 581

S.ID.6.b Informally assess the fit of a function by plotting and analyzing residuals.

CC-5

S.ID.6.c Fit a linear function for a scatter plot that suggests a linear association.

5-7

Interpret linear models.

S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

5-7

S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.

5-7

S.ID.9 Distinguish between correlation and causation. 5-7

Algebra 1 Transition Kit 1.0 Pacing Guide

24

Pacing for a Common Core Curriculum with Prentice Hall Algebra 1 This leveled pacing chart can help you transition to a curriculum based on the Common Core State Standards for Mathematics. The chart indicates the Standard(s) for Mathematical Content that each lesson addresses and proposes pacing for each chapter. Included in the chart are supplemental lessons, CC-1 through CC-21, that offer in-depth coverage of certain standards. These lessons, along with the lessons in the Student Edition, provide comprehensive coverage of all of the Common Core State Standards that make up Achieve’s Algebra 1 Pathway.

The suggested number of days for each chapter is based on a traditional 45-minute class period and on a 90-minute block period. The total of 160 days of instruction leaves time for assessments, projects, assemblies, preparing for your state test, or other special days that vary from school to school.

Common Core State Standards Basic Average Advanced

Chapter 1 Foundations for Algebra Traditional 10 Block 5

1-1 Variables and Expressions A.SSE.1.a ✓ ✓ ✓

1-2 Order of Operations and Evaluating Expressions

A.SSE.1.a ✓ ✓ ✓

1-3 Real Numbers and the Number Line Prepares for N. RN.3 ❍ ❍ ❍

1-4 Properties of Real Numbers Prepares for N. RN.3 ❍ ❍ ❍

1-5 Adding and Subtracting Real Numbers Prepares for N. RN.3 ❍ ❍ ❍

Concept Byte: Always, Sometimes, or Never N.Q.3 ✓ ✓ ✓

1-6 Multiplying and Dividing Real Numbers Prepares for N. RN.3 ❍ ❍ ❍

Concept Byte: Closure Prepares for A.APR.1

✓ ✓ ✓

1-7 The Distributive Property A.SSE.1.a ✓ ✓ ✓

1-8 An Introduction to Functions A.CED.1 ✓ ✓ ✓

Concept Byte: Using Tables to Solve Equations

Prepares for A.REI.1 ❍ ❍ ❍

Review: Graphing in the Coordinate Plane Prepares for A.CED.2

❍ ❍ ❍

1-9 Patterns, Equations, and Graphs A.CED.2, A.REI.10 ✓ ✓ ✓

✓Algebra 1 Common Core Content

❍ Reviews content from the previous year

❏ Content for Enrichment


25

Common Core State

Standards Basic Average Advanced

Chapter 2 Solving Equations Traditional 12 Block 6

Concept Byte: Modeling One-Step Equations Prepares for A.REI.1 ❍ ❍ ❍

2-1 Solving One-Step Equations A.CED.1, A.REI.3 ✓ ✓ ✓

2-2 Solving Two-Step Equations A.CED.1, A.REI.1, A.REI.3

✓ ✓ ✓

2-3 Solving Multi-Step Equations A.CED.1, A.REI.1, A.REI.3

✓ ✓ ✓

Concept Byte: Modeling Equations With Variables on Both Sides


2-4 Solving Equations With Variables on Both Sides

A.CED.1, A.REI.1, A.REI.3

✓ ✓ ✓

2-5 Literal Equations and Formulas N.Q.1, A.CED.1, A.CED.4, A.REI.1, A.REI.3

✓ ✓ ✓

Concept Byte: Finding Perimeter, Area, and Volume

❍ ❍ ❍

2-6 Ratios, Rates, and Conversions N.Q.1, N.Q.2 ✓ ✓ ✓

CC-1 Descriptive Modeling N.Q.2 ✓ ✓ ✓

2-7 Solving Proportions N.Q.1, A.CED.1, A.REI.3

✓ ✓ ✓

2-8 Proportions and Similar Figures A.CED.1, A.REI.3 ✓ ✓ ✓

2-9 Percents Prepares for N.Q.3 ❍ ❍ ❍

2-10 Change Expressed as a Percent N.Q.3 ✓ ✓ ✓


26

Common Core State


Chapter 3 Solving Inequalities Traditional 8 Block 4

3-1 Inequalities and Their Graphs Prepares for A.REI.3 ❍ ❍ ❍

3-2 Solving Inequalities Using Addition or Subtraction

A.CED.1, A.REI.3 ✓ ✓ ✓

3-3 Solving Inequalities Using Multiplication or Division

N.Q.2, A.CED.1, A.REI.3

✓ ✓ ✓

Concept Byte: More Algebraic Properties Prepares for A.REI.3 ❍ ❍ ❍

Concept Byte: Modeling Multi-Step Inequalities


3-4 Solving Multi-Step Inequalities A.CED.1, A.REI.3 ✓ ✓ ✓

3-5 Working With Sets A.REI.3 ✓ ✓ ✓

3-6 Compound Inequalities A.CED.1, A.REI.3 ✓ ✓ ✓

3-7 Absolute Value Equations and Inequalities

A.CED.1 ✓ ✓ ✓

3-8 Unions and Intersections of Sets Extends A.CED.1 ❏ ❏

Chapter 4 An Introduction to Functions Traditional 12 Block 6

4-1 Using Graphs to Relate Two Quantities Prepares for F.IF.4 ✓ ✓ ✓

4-2 Patterns and Linear Functions A.REI.10, F.IF.4 ✓ ✓ ✓

4-3 Patterns and Nonlinear Functions A.REI.10, F.IF.4 ✓ ✓ ✓

4-4 Graphing a Function Rule N.Q.1, A.REI.10, F.IF.5

✓ ✓ ✓

Concept Byte: Graphing Functions and Solving Equations

A.REI.11 ✓ ✓ ✓

4-5 Writing a Function Rule N.Q.2, A.SSE.1.a, A.CED.2 , F.IF.5

✓ ✓ ✓

4-6 Formalizing Relations and Functions F.IF.1, F.IF.2 ✓ ✓ ✓

4-7 Sequences and Functions A.SSE.1.a, A.SSE.1.b, F.LE.2, F.BF.1.a

✓ ✓ ✓


27

Common Core State


Chapter 5 Linear Functions Traditional 12 Block 6

5-1 Rate of Change and Slope F.IF.6, F.LE.1.a ✓ ✓ ✓

5-2 Direct Variation N.Q.2, A.CED.2 ✓ ✓ ✓

Concept Byte: Investigating y = mx + b F.BF.3 ✓ ✓ ✓

5-3 Slope-Intercept Form A.SSE.1.a, A.SSE.2, A.CED.2, F.IF.4, F.IF.7.a, F.LE.5

✓ ✓ ✓

CC-2 Arithmetic Sequences and Linear Functions

F.IF.3, F.BF.1.a, F.BF.2, F.LE.2

✓ ✓ ✓

5-4 Point-Slope Form A.SSE.1.a, A.SSE.2, A.CED.2, F.IF.4, F.IF.7.a, F.BF.1.a, F.LE.2, F.LE.5

✓ ✓ ✓

5-5 Standard Form N.Q.2, A.SSE.2, A.CED.2, F.IF.4, F.IF.7.a, F.BF.1.a, F.LE.2, F.LE.5

✓ ✓ ✓

CC-3 Inverse Linear Functions F.BF.4, F.BF.4.a ✓ ✓ ✓

CC-4 Family of Linear Functions: Different Forms of Linear Functions

F.IF.9, F.BF.3 ✓ ✓ ✓

5-6 Parallel and Perpendicular Lines G.GPE.5 ❏ ❏

5-7 Scatter Plots and Trend Lines N.Q.1, F.LE.5, S.ID.6.a, S.ID.6.c, S.ID.7, S.ID.8, S.ID.9

✓ ✓ ✓

Concept Byte: Collecting Linear Data Prepares for S.ID.6.b ❍ ❍ ❍

CC-5 Analyzing the Fit of a Line S.ID.6.b ✓ ✓ ✓

5-8 Graphing Absolute Value Functions F.IF.7.b, F.BF.3 ✓ ✓ ✓

CC-6 Graphing Piecewise-Defined Functions F.IF.7.b ✓ ✓ ✓

Concept Byte: Characteristics of Absolute Value Graphs

F.IF.7.b ✓ ✓ ✓


28

Common Core State


Chapter 6 Systems of Equations and Inequalities Traditional 12 Block 6

6-1 Solving Systems by Graphing A.REI.6 ✓ ✓ ✓

Concept Byte: Solving Systems Using Tables and Graphs


Concept Byte: Solving Systems Using Algebra Tiles


6-2 Solving Systems Using Substitution A.REI.6 ✓ ✓ ✓

6-3 Solving Systems Using Elimination A.REI.5, A.REI.6 ✓ ✓ ✓

Concept Byte: Matrices and Solving Systems Extends A-REI.6 ❏ ❏

6-4 Applications of Linear Systems N.Q.2, N.Q.3, A.CED.3, A.REI.6

✓ ✓ ✓

CC-7 Applying Systems of Equations A.CED.3 ✓ ✓ ✓

6-5 Linear Inequalities A.CED.3, A.REI.12 ✓ ✓ ✓

6-6 Systems of Linear Inequalities A.REI.12 ✓ ✓ ✓

Concept Byte: Graphing Linear Inequalities A.REI.12 ✓ ✓ ✓


29

Common Core State


Chapter 7 Exponents and Exponential Functions Traditional 14 Block 7

7-1 Zero and Negative Exponents Prepares for N.RN.1, N.RN.2

✓ ✓ ✓

7-2 Scientific Notation ❍ ❍ ❍

7-3 Multiplication Powers With the Same Base

Prepares for N.RN.1 ✓ ✓ ✓

Concept Byte: Powers of Powers and Powers of Products

Prepares for N.RN.1 ❍ ❍ ❍

7-4 More Multiplication Properties of Exponents

Prepares for N.RN.1 ❍ ❍ ❍

CC-8 Using Rational Exponents N.RN.1, N.RN.2 ✓ ✓ ✓

7-5 Division Properties of Exponents Prepares for N.RN.1 ❍ ❍ ❍

CC-9 Rational Exponents and Radicals N.RN.2, N.RN.3 A.SSE.3.c, F.IF.8.b

✓ ✓ ✓

7-6 Exponential Functions A.CED.2, F.IF.4, F.IF.5, F.IF.7.e, F.LE.2

✓ ✓ ✓

Concept Byte: Geometric Sequence F.BF.2 ✓ ✓ ✓

CC-10 Geometric Sequences and Exponential Functions

F.IF.3, F.BF.2, F.LE.2 ✓ ✓ ✓

7-7 Exponential Growth and Decay A.SSE.1.b, A.CED.2, F.IF.4, F.IF.8.b, F.BF.3, F.LE.1.c, F.LE.5

✓ ✓ ✓

CC-11 Family of Exponential Functions: Different Forms of Exponential Functions

F.IF.6, F.IF.9, F.BF.3 ✓ ✓ ✓


30

Common Core State


Chapter 8 Polynomials and Factoring Traditional 14 Block 7

8-1 Adding and Subtracting Polynomials A.APR.1 ✓ ✓ ✓

8-2 Multiplying and Factoring A.APR.1 ✓ ✓ ✓

Concept Byte: Using Models to Multiply Prepares for A.APR.1

❍ ❍ ❍

8-3 Multiplying Binomials ✓ ✓ ✓

8-4 Multiplying Special Cases A.APR.1 ✓ ✓ ✓

CC-12 Closure and Polynomials A.APR.1 ✓ ✓ ✓

Concept Byte: Using Models to Factor Prepares for A.SSE.2 ❍ ❍ ❍

8-5 Factoring x2 + bx + c A.SSE.1.a ✓ ✓ ✓

8-6 Factoring ax2 + bx + c A.SSE.1.a ✓ ✓ ✓

8-7 Factoring Special Cases A.SSE.1.a, A.SSE.1.b ✓ ✓ ✓

8-8 Factoring by Grouping A.SSE.1.a, A.SSE.1.b, A.SSE.2

✓ ✓ ✓

CC-13 Rewriting Expressions A.SSE.2 ✓ ✓ ✓


31

Common Core State


Chapter 9 Quadratic Functions and Equations Traditional 16 Block 8

9-1 Quadratic Graphs and Their Properties A.CED.2, F.IF.4, F.IF.5, F.IF.7.a, F.BF.3

✓ ✓ ✓

CC-14 Characteristics of Quadratic Functions F.IF.8.a ✓ ✓ ✓

9-2 Quadratic Functions A.CED.2, F.IF.4, F.IF.7.a, F.IF.8.b, F.IF.9, F.BF.3

✓ ✓ ✓

CC-15 Rate of Change of Exponential and Quadratic Functions

F.IF.6, F.LE.3 ✓ ✓ ✓

Concept Byte: Collecting Quadratic Data ❏ ❏

9-3 Solving Quadratic Equations N.Q.2, A.CED.1, A.CED.4, A.APR.3, A.REI.4.a , F.IF.9

✓ ✓ ✓

Concept Byte: Finding Roots A.APR.3 ✓ ✓ ✓

9-4 Factoring to Solve Quadratic Equations A.CED.1, A.REI.1, A.REI.4, A.REI.4.a

✓ ✓ ✓

9-5 Completing the Square N.Q.3, A.SSE.1.a, A.CED.1, A.REI.1, A.REI.4.a, A.REI.4.b

✓ ✓ ✓

CC-16 Quadratic Expressions and Functions A.SSE.3.a, A.SSE.3.b ✓ ✓ ✓

9-6 The Quadratic Formula and the Discriminant

N.Q.3, A.CED.1, A.REI.4.a, A.REI.4.b

✓ ✓ ✓

9-7 Linear, Quadratic, and Exponential Models

F.IF.4, F.LE.1.a, F.LE.2, F.LE.3, S.ID.6.a

✓ ✓ ✓

Concept Byte: Performing Regressions S.ID.6.a ✓ ✓ ✓

CC-17 Solving Systems A.REI.7, A.REI.11 ✓ ✓ ✓

9-8 Systems of Linear and Quadratic Equations

A.REI.7, A.REI.11 ✓ ✓ ✓

CC-18 Family of Quadratic Functions: Different Forms of Quadratic Functions

F.IF.6, F.IF.9, F.BF.3, F.LE.3

✓ ✓ ✓


32

Common Core State


Chapter 10 Radical Expressions and Equations Traditional 10 Block 5

10-1 The Pythagorean Theorem G.SRT.8 ✓ ✓ ✓

Concept Byte: Distance and Midpoint Formulas

Reviews 8.G.8 ❍ ❍ ❍

10-2 Simplifying Radicals Prepares for A.REI.2 ❍ ❍ ❍

10-3 Operations with Radical Expressions Prepares for A.REI.2 ❍ ❍ ❍

10-4 Solving Radical Equations A.REI.2 ✓ ✓ ✓

10-5 Graphing Square Root Functions A.CED.2, F.IF.7.b ✓ ✓ ✓

Concept Byte: Right Triangle Ratios G.SRT.6 ❏ ❏

10-6 Trigonometric Ratios G.SRT.6, G.SRT.8 ❏ ❏

Chapter 11 Rational Expressions and Functions Traditional 14 Block 7

11-1 Simplifying Rational Expressions Prepares for A.APR.7

❍ ❍ ❍

11-2 Multiplying and Dividing Rational Expressions

A.APR.7 ✓ ✓ ✓

Concept Byte: Dividing Polynomials Using Algebra Tiles

Prepares for A.APR.7

❍ ❍ ❍

11-3 Dividing Polynomials A.APR.6 ✓ ✓ ✓

11-4 Adding and Subtracting Rational Expressions

A.APR.7 ✓ ✓ ✓

11-5 Solving Rational Equations A.CED.1, A.REI.2 ✓ ✓ ✓

11-6 Inverse Variation A.CED.2, F.IF.5 ✓ ✓ ✓

11-7 Graphing Rational Functions A.CED.2, F.IF.2, F.IF.4

✓ ✓ ✓

CC-19 Graphing Cube Root Functions F.IF.7.b ✓ ✓ ✓

Concept Byte: Graphing Rational Functions A.CED.2, F.IF.2

✓ ✓ ✓


33

Common Core State


Chapter 12 Rational Expressions and Functions Traditional 14 Block 7

12-1 Organizing Data Using Matrices Prepares for N.VM.6 ❍ ❍ ❍

12-2 Frequency and Histograms N.Q.1, S.ID.1 ✓ ✓ ✓

12-3 Measures of Central Tendency and Dispersion

S.ID.2, S.ID.3 ✓ ✓ ✓

CC-20 Analyzing the Shape of the Data S.ID.2 ✓ ✓ ✓

Concept Byte: Standard Deviation S.ID.2 ✓ ✓ ✓

12-4 Box-and-Whisker Plots N.Q.1, S.ID.1, S.ID.2 ✓ ✓ ✓

Concept Byte: Designing Your Own Survey Prepares for S.IC.3 ❍ ❍ ❍

12-5 Samples and Surveys Prepares for S.IC.3 ❍ ❍ ❍

CC-21 Two-Way Frequency Tables S.ID.5 ✓ ✓ ✓

Concept Byte: Misleading Graphs and Statistics

❏

12-6 Permutations and Combinations Prepares for S.CP.9 ✓ ✓ ✓

12-7 Theoretical and Experimental Probability

S.CP.1, S.CP.4 ✓ ✓ ✓

Concept Byte: Conducting Simulations S.IC.5 ✓ ✓ ✓

12-8 Probability of Compound Events S.CP.7, S.CP.8 ✓ ✓ ✓

Concept Byte: Conditional Probability S.CP.2, S.CP.3, S.CP.5 ✓ ✓ ✓

Algebra 1 Transition Kit 1.0 Common Core Supplemental Lessons

34

Common Core Supplemental Lessons Prentice Hall Algebra 1 The supplemental lessons listed below will be available for Prentice Hall Algebra 1 ©2011 in May 2011. These lessons ensure comprehensive coverage of all of the Standards for Mathematical Content that are in Achieve’s Algebra 1 Pathway.

CC-1 Descriptive Modeling

CC-2 Arithmetic Sequences and Linear Functions

CC-3 Inverse Linear Functions

CC-4 Family of Linear Functions: Different Forms of Linear Functions

CC-5 Analyzing the Fit of a Line

CC-6 Graphing Piecewise-Define Functions

CC-7 Applying Systems of Equations

CC-8 Using Rational Exponents

CC-9 Radical and Rational Exponents

CC-10 Geometric Sequences and Exponential Functions

CC-11 Family of Exponential Functions: Different Forms of Exponential Functions

CC-12 Closure and Polynomials

CC-13 Rewriting Expressions

CC-14 Characteristics of Quadratic Functions

CC-15 Rate of Change of Exponential and Quadratic Functions

CC-16 Quadratic Expressions and Functions

CC-17 Solving Systems

CC-18 Family of Quadratic Functions: Different Forms of Quadratic Functions

CC-19 Graphing Square Roots and Cube Roots

CC-20 Analyzing the Shape of the Data

CC-21 Two-Way Frequency Tables

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