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HISD SCOPE AND SEQUENCEAlgebra 1

1st Cycle

28 DaysThe recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Aug. 25 – Oct. 2, 2014

Unit # Class Periods

2014-2015 Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

The student will:


The student will:

Unit 1:Demonstrating Patterns Using Multiple Representations Students study, develop, and analyze patterns through the use of multiple representations and use those representations to make predictions.

5 class periods

(90-minutes each)

or10 class periods

(45-minutes each)

Part 1: Patterns and Sequences 4 (45-min) class periods

Ⓢ ALGI.1A Describe independent and dependent quantities in functional relationships.

Ⓢ ALGI.1B Gather and record data and use data sets to determine functional relationships between quantities and write a general equation describing the functional relationship.Ⓡ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.Ⓢ ALGI.3A Use manipulatives, drawings, verbal descriptions, and symbols to represent unknowns and variables in real-world situations.

Ⓢ ALGI.3B Look for patterns in finite differences, determine the value of the zero term, and write the algebraic representation for the given situation.

[current ALGI.3A moved to MATH.5.4B, MATH.6.6B, MATH.6.6C, MATH.7.10A, MATH.7.11C, and MATH.8.8A]

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1D Communicate mathematical ideas, reasoning,

and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

Linear Functions, Equations, and InequalitiesThe student applies mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and system of equations. Ⓡ ALGI.2C Write linear equations in two variables given a

table of values, a graph, and a verbal description. [aligns to current ALGI.1D]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12A Decide whether relations represented

verbally, tabularly, graphically, and symbolically define a function. [aligns to current ALGI.1B]

Ⓢ ALGI.12C Identify terms of arithmetic and geometric sequences when the sequences are given

- Aligned to Upcoming State Readiness Standard - State Process Standard

Ⓡ - State Readiness Standard Ⓢ - State Supporting Standard

© Houston ISD Curriculum 2014 – 2015 of 36

Last Updated: July 30, 2014


1st Cycle

28 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Aug. 25 – Oct. 2, 2014



The student will:


The student will:

in function form using recursive processes. [aligns to current ALGI.3B]

Ⓢ ALGI.12D Write a formula for the nth term of arithmetic and geometric sequences, given the value of several of their terms. [aligns to current ALGI.3B]

Part 2: Predicting with Patterns 6 (45-min) class periods Ⓢ ALGI.1A Describe independent and dependent quantities

in functional relationships.Ⓢ ALGI.1C Describe functional relationships for given problem situations, and write linear equations or inequalities and quadratic equations to answer questions arising from the situation.Ⓡ ALGI.1E Interpret and make decisions, predictions, and critical judgments from functional relationships.Ⓡ ALGI.2B Identify mathematical domains and ranges and determine reasonable domain and range values for given situations, represented by continuous or discrete data.

Ⓢ ALGI.2C Interpret situations in terms of given graphs or create situations that fit given graphs.

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI.1B Use a problem-solving model that incorporates

analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓡ ALGI.2A Determine the domain and range of a linear

function in mathematical problems, determine reasonable domain and range values for real-world situations, both continuous and discrete, and represent domain and range using inequalities. [aligns to current ALGI.2B]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to formulate statistical relationships and evaluate their






1st Cycle




The student will:


The student will:

reasonableness based on real-world data. Ⓢ ALGI.4C Write, with and without technology, linear

functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. [aligns to current ALGI.1C]

Unit 2:Solving Equations Using Proportional Reasoning and Algebraic PropertiesStudents build upon their knowledge of proportional reasoning and algebraic properties to solve problems involving proportional change using multiple representations.

6 class periods

(90-minutes each)

or12 class periods

(45-minutes each)

Part 1: Proportional Relationships 6 (45-min) class periodsⓈ ALGI.1C Describe functional relationships for given problem situations, and write linear equations or inequalities and quadratic equations to answer questions arising from the situation.Ⓡ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.Ⓢ ALGI.3A Use manipulatives, drawings, verbal descriptions, and symbols to represent unknowns and variables in real-world situations.

Ⓡ ALGI.4A Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve equations including factoring as necessary in problem situations which are expressed in verbal, algebraic, or pictorial (algebra tiles) representations.

Ⓢ ALGI.6G Relate direct variation to linear functions and solve problems involving proportional change using concrete, pictorial, symbolic, verbal, and written representations.


Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1A Apply mathematics to problems arising in

everyday life, society, and the workplace. ALGI. 1D Communicate mathematical ideas, reasoning,


Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓡ ALGI.2C Write linear equations in two variables given a







1st Cycle




The student will:


The student will:

Ⓢ ALGI.2D Write and solve equations involving direct variation. [aligns to current ALGI.6G]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonableness based on real-world data. Ⓢ ALGI.4C Write, with and without technology, linear

functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. [aligns to current ALGI.1C]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms, and perform operations on polynomial expressions. Ⓢ ALGI.10A Add and subtract polynomials of degree one

and degree two. [aligns to current ALGI.4A] Ⓢ ALGI.10B Multiply polynomials of degree one and degree

two. [aligns to current ALGI.4A] Ⓢ ALGI.10C Determine the quotient of a polynomial of

degree one and polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceeds the degree of the dividend. [aligns to current ALGI.4A]

Ⓢ ALGI.10D Rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property. [aligns to current ALGI.4A]

Ⓡ ALGI.10E Factor, if possible, trinomials with real factors






1st Cycle




The student will:


The student will:

in the form ax2 + bx + c, including perfect square trinomials of degree two. [aligns to current ALGI.4A]

Ⓢ ALGI.10F Decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial. [aligns to current ALGI.4A]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12B Evaluate functions, expressed in function

notation, given one or more elements in their domains. [aligns to current ALGI.4A]

Ⓢ ALGI.12E Solve mathematic and scientific formulas, and other literal equations, for a specified variable. [aligns to current ALGI.4A]

Part 2: Modeling Equations 6 (45-min) class periodsⓇ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.Ⓡ ALGI.1E Interpret and make decisions, predictions, and critical judgments from functional relationships.

Ⓡ ALGI.4A Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve equations including factoring as necessary in problem situations which are expressed in

[current ALGI.4B moved to MATH.6.7D] [current ALGI.7A moved to MATH.8.5A, MATH.8.5B,

MATH.8.5I, MATH.8.8A, and MATH.8.8B]



and their implications using multiple representations,






1st Cycle




The student will:


The student will:

verbal, algebraic, or pictorial (algebra tiles) representations.Ⓢ ALGI.4B Demonstrate pictorially and algebraically the commutative, associative, and distributive properties to simplify algebraic expressions.

Ⓢ ALGI.7A Analyze situations involving linear functions in forms of a graph, table, equation, or verbal description in order to formulate a linear equation or inequality to solve problems.Ⓡ ALGI.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one variable or two variables.

Ⓢ ALGI.7C Interpret and determine the reasonableness of solutions to linear equations and inequalities.

including symbols, diagrams, graphs, and language as appropriate.



Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. Ⓡ ALGI.5A Solve linear equations in one variable, including

those for which the application of the distributive property is necessary and includes variables on both sides. [aligns to current ALGI.7B]




degree one and polynomial of degree two when divided by a






1st Cycle




The student will:


The student will:

polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceeds the degree of the dividend. [aligns to current ALGI.4A]


Ⓡ ALGI.10E Factor, if possible, trinomials with real factors in the form ax2 + bx + c, including perfect square trinomials of degree two. [aligns to current ALGI.4A]










2nd Cycle 25 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Oct 6 – Nov. 7, 2014

Units # Class Periods


The student will:


The student will:

Unit 3:Equations and Inequalities Students apply proportionality and algebraic properties to solve multi-step linear equations and inequalities.

6 class periods

(90-minutes each)

or12 class periods

(45-minutes each)

Part 1: Solving Equations 8 (45-min) class periodsⓇ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.Ⓢ ALGI.3A Use manipulatives, drawings, verbal descriptions, and symbols to represent unknowns and variables in real-world situations.Ⓡ ALGI.4A Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve equations including factoring as necessary in problem situations which are expressed in verbal, algebraic, or pictorial (algebra tiles) representations.Ⓢ ALGI.4B Demonstrate pictorially and algebraically the commutative, associative, and distributive properties to simplify algebraic expressions.




[current ALGI.4B moved to MATH.6.7D] [current ALGI.7A moved to MATH.8.5A, MATH.8.5B,


Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1E Create and use representations to organize,

record, and communicate mathematical ideas. ALGI. 1F Analyze mathematical relationships to connect

and communicate mathematical ideas.



Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions.

Ⓡ ALGI.5A Solve linear equations in one variable, including those for which the application of the distributive property is









The student will:


The student will:

necessary and includes variables on both sides. [aligns to current ALGI.7B]

Ⓢ ALGI.5B Solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides. [aligns to current ALGI.7B]







Ⓢ ALGI.10F Decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial. [aligns









The student will:


The student will:

to current ALGI.4A]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12B Evaluate functions, expressed in

function notation, given one or more elements in their domains. [aligns to current ALGI.4A]


Part 2: Solving Equations and Inequalities 4 (45-min) class periods



[current ALGI.7A moved to MATH.8.5A, MATH.8.5B, MATH.8.5I, MATH.8.8A, and MATH.8.8B]

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1C Select tools, including real objects,

manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

ALGI. 1F Analyze mathematical relationships to connect and communicate mathematical ideas.

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to









The student will:


The student will:

solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. Ⓡ ALGI.5A Solve linear equations in one variable, including


Unit 4:Using Patterns to Develop Linear Functions Students study and apply attributes of patterns to linear functions.

4 class periods

(90-minutes each)

or8 class periods

(45-minutes each)

Ⓢ ALGI.1A Describe independent and dependent quantities in functional relationships.Ⓡ ALGI.1E Interpret and make decisions, predictions, and critical judgments from functional relationships.Ⓡ ALGI.2B Identify mathematical domains and ranges and determine reasonable domain and range values for given situations, represented by continuous or discrete data.

Ⓢ ALGI.2C Interpret situations in terms of given graphs or create situations that fit given graphs.

Ⓢ ALGI.4C Connect the function notation of "y =" and "f(x) =" for example, y = x + 1 and f(x) = x + 1.Ⓢ ALGI.5A Determine whether or not given situations can be represented by linear functions by determining finite differences and writing an algebraic representation.

[current ALGI.5A moved to MATH.8.5C]


everyday life, society, and the workplace. ALGI. 1F Analyze mathematical relationships to connect

and communicate mathematical ideas.Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓡ ALGI.2A Determine the domain and range of a linear

function in mathematical problems, determine reasonable domain and range values for real-world situations, both continuous and discrete, and represent domain and range using inequalities. [aligns to current ALGI.2B]






3rd Cycle 27 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Nov. 10 – Dec. 19, 2014



The student will:


The student will:

Unit 5:Representing Patterns as Equations and GraphsStudents write various forms of linear equations and connect these equations to their graphs and to the parent graph of a linear function.

6 class periods

(90-minutes each)

or12 class periods

(45-minutes each)

Part 1: Slopes of Lines 4 (45-min) class periods Ⓢ ALGI.6A Develop the concept of slope as rate of change,

determine slopes from graphs, tables, and algebraic representations, and express slope as a ratio, decimal, or percent.Ⓡ ALGI.6B Interpret the meaning of positive, negative, zero, and undefined slopes and x- and y-intercepts in situations using data, symbolic representations, or graphs.Ⓢ ALGI.6E Determine the intercepts of the graphs of linear functions and zeros of linear functions from graphs, tables, and algebraic representations.Ⓡ ALGI.6F Interpret and predict the effects of changing slope and y-intercept in applied situations using tabular, graphical, symbolic, and written representations.

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1B Use a problem-solving model that incorporates


Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓢ ALGI.2G Write an equation of a line that is parallel or

perpendicular to the x- or y-axis and determine whether the slope of the line is zero or undefined. [new content]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using graphs of linear functions, their key features, and their related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. Ⓢ ALGI.3A Determine the slope of a line given a table of

values, a graph, two points on the line, and an equation written in various forms including y = mx + b, Ax + By = C, and y – y1 = m(x – x1). [aligns to current ALGI.6A]

Ⓡ ALGI.3B Calculate the rate of change of a linear function









The student will:


The student will:

represented tabularly, graphically, or algebraically in context of mathematical and real-world problems. [aligns to current ALGI.6B]

Ⓡ ALGI.3C Graph linear functions on the coordinate plane and identify key features including x-intercept, y-intercept, zeros, and slope in mathematical and real-world problems. [aligns to current ALGI.6E]

Ⓢ ALGI.3E Determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by a·f(x), f(x) + d, f(x – c), f(b·x) for specific values of a, b, c and d. [aligns to current ALGI.6F]

Part 2: Characteristics of Linear Functions8 (45-min) class periods

Ⓢ ALGI.2A Identify and sketch the graphs of the general forms of linear (f(x) = x) and quadratic (f(x) = x2) parent functions, and describe the graphs verbally and in writing.

Ⓢ ALGI.5A Determine whether or not given situations can be represented by linear functions by determining finite differences and writing an algebraic representation.

Ⓢ ALGI.5B Determine the domain and range for linear functions in given situations which are represented graphically, tabularly, symbolically, verbally, and in writing.

Ⓡ ALGI.5C Use, translate, and make connections among algebraic, tabular, graphical, or verbal descriptions of linear functions.

Ⓡ ALGI.6C Investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b.

Ⓢ ALGI.6D Graph and write equations of lines given

[current ALGI.5A moved to MATH.8.5C] [current ALGI.7A moved to MATH.8.5A, MATH.8.5B,




Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in









The student will:


The student will:

characteristics such as two points, a point and a slope, or a slope and y-intercept when given graphically, symbolically or in written representations.

Ⓡ ALGI.6F Interpret and predict the effects of changing slope and y-intercept in applied situations using tabular, graphical, symbolic, and written representations.

Ⓢ ALGI.7A Analyze situations involving linear functions in forms of a graph, table, equation, or verbal description in order to formulate a linear equation or inequality to solve a problem.

Ⓡ ALG.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one or two variables.

multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓡ ALGI.2A Determine the domain and range of a linear

function in mathematical problems, determine reasonable domain and range values for real-world situations, both continuous and discrete and represent domain and range using inequalities. [aligns to current ALGI.5B]

Ⓢ ALGI.2B Write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y – y1 = m(x – x1), given one point and the slope and given two points. [aligns to current ALGI.6D]

Ⓡ ALGI.2C Write linear equations in two variables given a table of values, a graph, and a verbal description. [aligns to current ALGI.6D]

Ⓢ ALGI.2E Write the equation of a line that contains a given point and is parallel to a given line. [aligns to current ALGI.6D]

Ⓢ ALGI.2F Write the equation of a line that contains a given point and is perpendicular to a given line. [aligns to current ALGI.6D]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using graphs of linear functions, their key features, and their related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. Ⓢ ALGI.3E Determine the effects on the graph of the parent

function f(x) = x when f(x) is replaced by a·f(x), f(x) + d ,









The student will:


The student will:

f(x – c), f(b·x) for specific values of a, b, c and d. [aligns to current ALGI.2A, ALGI.6C, and ALGI.6F]



Unit 6:Linear Regression Students collect data to graph a scatterplot, analyze the correlation to write a line of best fit, and predict outcomes based on that equation.

3 class periods

(90-minutes each)

or6 class periods

(45-minutes each)

Ⓢ ALGI.1B Gather and record data and use data sets to determine functional relationships between quantities and write a general equation describing the functional relationship.Ⓢ ALGI.1C Describe functional relationships for given problem situations, and write linear equations or inequalities and quadratic equations to answer questions arising from the situation.Ⓡ ALGI.1E Interpret and make decisions, predictions, and critical judgments from functional relationships.Ⓡ ALGI.2D Collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.


everyday life, society, and the workplace.

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonableness based on real-world data.

Ⓢ ALGI.4A Calculate, using technology, the correlation coefficient between two quantitative variables and interpret this quantity as a measure of the strength of the linear association. [aligns to current ALGI.2D]

Ⓢ ALGI.4B Compare and contrast association and causation in real-world problems. [aligns to current ALGI.2D]









The student will:


The student will:

Ⓢ ALGI.4C Write, with and without technology, linear functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. [aligns to current ALGI.1C and ALGI.2D]

Number and Algebraic MethodsThe student applies mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12A Decide whether relations represented verbally,

tabularly, graphically, and symbolically define a function. [aligns to current ALGI.1B]

Unit 7:Relationships in Systems of Linear Equations Students graph systems of linear equations, connect the graph to a table of values, and determine the solution.

2 class periods

(90-minutes each)

or4 class periods

(45-minutes each)

Ⓢ ALGI.8A Analyze a problem situation that can be represented by a linear system in two unknowns, and develop a plan for solving the system using a concrete representation and linear equations.Ⓡ ALGI.8B Solve systems of linear equations using concrete models, graphs, tables, and algebraic methods (substitution and elimination).

Ⓢ ALGI.8C Interpret and determine the reasonableness of solutions to systems of linear equations.


everyday life, society, and the workplace.

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓡ ALGI.2I Write systems of two linear equations given a

table of values, a graph, and a verbal description. [aligns to current ALGI.8A]









The student will:


The student will:

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using graphs of linear functions, their key features, and their related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. Ⓢ ALGI.3F Graph systems of two linear equations in two

variables on the coordinate plane and determine the solutions if they exist. [aligns to current ALGI.8B]

Ⓢ ALGI.3G Estimate graphically the solutions to systems of two linear equations with two variables in real-world problems. [aligns to current ALGI.8B]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. Ⓡ ALGI.5C Solve systems of two linear equations with two

variables for mathematical and real-world problems. [aligns to current ALGI.8B]






4th Cycle 28 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Jan. 6 – Feb. 13, 2015



The student will:


The student will:

Unit 8:Systems of Linear Equations and InequalitiesStudents solve systems of linear equations and inequalities using algebraic and graphical methods. They also explore real-world connections to graphs and tables.

4 class periods

(90-minutes each)

or8 class periods

(45-minutes each)

Ⓡ ALG.7B Investigate methods for solving linear equations and inequalities using concrete models, graphs, and the properties of equality, select a method, and solve the equations and inequalities involving one or two variables.


Ⓢ ALGI.8A Analyze a problem situation that can be represented by a linear system in two unknowns, and develop a plan for solving the system using a concrete representation and linear equations.Ⓡ ALGI.8B Solve systems of linear equations using concrete models, graphs, tables, and algebraic methods (substitution and elimination).

Ⓢ ALGI.8C Interpret and determine the reasonableness of solutions to systems of linear equations.


everyday life, society, and the workplace. ALGI. 1C Select tools, including real objects,


Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. Ⓢ ALGI.2H Write linear inequalities in two variables given a

table of values, a graph, and a verbal description. [new content]

Ⓡ ALGI.2I Write systems of two linear equations given a table of values, a graph, and a verbal description. [aligns to current ALGI.8A]

Linear Functions, Equations, and InequalitiesThe student applies the mathematical process standards when using graphs of linear functions, their key features, and their related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. Ⓡ ALGI.3D Graph the solution set of linear inequalities in









The student will:


The student will:

two variables on the coordinate plane. [new content] Ⓢ ALGI.3F Graph systems of two linear equations in two

variables on the coordinate plane and determine the solutions if they exist. [aligns to current ALGI.8B]

Ⓢ ALGI.3G Estimate graphically the solutions to systems of two linear equations with two variables in real-world problems. [aligns to current ALGI.8B]

Ⓢ ALGI.3H Graph the solution set of systems of two linear inequalities in two variables on the coordinate plane. [new content]



Ⓢ ALGI.5B Solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides. [aligns to current ALGI.7B]

Ⓡ ALGI.5C Solve systems of two linear equations with two variables for mathematical and real-world problems. [aligns to current ALGI.8B]

Unit 9:Patterns in

5.5 class periods

Part 1: Polynomials and Exponents 6 (45-min) class periods










The student will:


The student will:

Polynomials and Exponents Students perform operations on polynomials and exponents and apply these operations to real-world situations.

(90-minutes each)

or11 class periods

(45-minutes each)

Ⓢ ALGI.3A Use manipulatives, drawings, verbal descriptions, and symbols to represent unknowns and variables in real-world situations.

Ⓡ ALGI.4A Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve equations including factoring as necessary in problem situations which are expressed in verbal, algebraic, or pictorial (algebra tiles) representations.

Ⓢ ALGI.11A Use patterns to generate properties of exponents and apply these properties in problem-solving situations when given like numerical or variable bases and integer exponents.

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1F Analyze mathematical relationships to connect

and communicate mathematical ideas. ALGI. 1G Display, explain, and justify mathematical ideas

and arguments using precise mathematical language in written or oral communication.















The student will:


The student will:


Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms. Ⓡ ALGI.11B Simplify numeric and algebraic expressions

using the laws of exponents, including integral and rational exponents. [aligns to current ALGI.11A]




Part 2: Multiple Representations of Multiplying Binomials and Factoring Quadratic Expressions 5 (45-min) class periods

Ⓡ ALGI.4A Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve


and their implications using multiple representations,









The student will:


The student will:

equations including factoring as necessary in problem situations which are expressed in verbal, algebraic, or pictorial (algebra tiles) representations.Ⓡ ALGI.10A Solve quadratic equations in applied settings using concrete models, tables, graphs, and algebraic methods including factoring and the quadratic formula.Ⓢ ALGI.10B Make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function using graphs, tables, or algebraic expressions.

including symbols, diagrams, graphs, and language as appropriate.

Quadratic Functions and EquationsThe student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations. Ⓢ ALGI.7B Describe the relationship between the linear

factors of quadratic expressions and the zeros of their associated quadratic functions. [aligns to current ALGI.10B]

Quadratic Functions and EquationsThe student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. Ⓡ ALGI.8A Solve quadratic equations, having real solutions

by factoring, taking square roots, completing the square, and applying the quadratic formula. [aligns to current ALGI.10A]

Ⓢ ALGI.8B Write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. [new content]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms, and perform









The student will:


The student will:

operations on polynomial expressions. Ⓢ ALGI.10A Add and subtract polynomials of degree one









Ⓢ ALGI.12E Solve mathematic and scientific









The student will:


The student will:

formulas, and other literal equations, for a specified variable. [aligns to current ALGI.4A]

Unit 10:Patterns in Quadratic Functions Students analyze patterns to identify and write equations for quadratic functions. They also make connections between a quadratic function equation and transformations to its graph.(continued in cycle 5)

1.5 of 4 class

periods (90-

minutes each)

or3 of 8 class

periods (45-

minutes each)

Ⓡ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.



Ⓢ ALGI.9A Determine the domain and range for quadratic functions from graphic, tabular, symbolic, verbal, and written representations.

Ⓢ ALGI.9B Investigate, describe, and predict the effects of changes in a on the graph of y = ax2 + c.

Ⓢ ALGI.9C Investigate, describe, and predict the effects of changes in c on the graph of y = ax2 + c.

Ⓡ ALGI.9D Analyze maximum or minimum points, direction of opening, symmetry, and x- and y-intercepts of graphs of quadratic functions and draw conclusions from the graph and analysis.

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1G Display, explain, and justify mathematical ideas




Quadratic Functions and EquationsThe student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. Ⓡ ALGI.6A Determine the domain and range of quadratic

functions, and represent the domain and range using inequalities. [aligns to current ALGI.9A]

Ⓢ ALGI.6B Write equations of quadratic functions given the









The student will:


The student will:

vertex and another point on the graph, write the equation in vertex form (f(x) = a(x – h)2 + k), and rewrite the equation from vertex form to standard form (f(x) = ax2 + bx + c). [new content]

Ⓢ ALGI.6C Write quadratic functions when given real solutions and graphs of their related equations. [new content]

Quadratic Functions and EquationsThe student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations. Ⓡ ALGI.7A Graph quadratic functions on the coordinate

plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry. [aligns to current ALGI.9D]

Ⓡ ALGI.7C Determine the effects on the graph of the parent

function f(x) = x2 when f(x) is replaced by a·f(x), f(x) + d, f(x – c), f(b·x) for specific values of a, b, c and d. [aligns to current ALGI.2A, ALGI.9B, and ALGI.9C]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12C Identify terms of arithmetic and

geometric sequences when the sequences are given









The student will:


The student will:

in function form using recursive processes. [aligns to current ALGI.3B]







5th Cycle 29 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Feb. 16 – Apr. 2, 2015



The student will:


The student will:

Unit 10 (continued):Patterns in Quadratic Functions Students analyze patterns to identify and write equations for quadratic functions. They also make connections between a quadratic function equation and transformations to its graph.

2.5 of 4 class

periods (90-

minutes each)

or5 of 8 class

periods (45-

minutes each)

Ⓡ ALGI.1D Represent relationships among quantities by using and building concrete models, completing tables, constructing graphs or diagrams, writing verbal descriptions, and writing equations and inequalities.



Ⓢ ALGI.9A Determine the domain and range for quadratic functions from graphic, tabular, symbolic, verbal, and written representations.

Ⓢ ALGI.9B Investigate, describe, and predict the effects of changes in a on the graph of y = ax2 + c.

Ⓢ ALGI.9C Investigate, describe, and predict the effects of changes in c on the graph of y = ax2 + c.


Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI. 1G Display, explain, and justify mathematical ideas




Quadratic Functions and EquationsThe student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. Ⓡ ALGI.6A Determine the domain and range of quadratic

functions, and represent the domain and range using inequalities. [aligns to current ALGI.9A]

Ⓢ ALGI.6B Write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x – h)2 + k), and rewrite the equation from vertex form to standard form (f(x) = ax2 + bx + c). [new content]









The student will:


The student will:



Ⓡ ALGI.7C Determine the effects on the graph of the parent

function f(x) = x2 when f(x) is replaced by a·f(x), f(x) + d, f(x – c), f(b·x) for specific values of a, b, c and d. [aligns to current ALGI.2A, ALGI.9B, and ALGI.9C]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. Ⓢ ALGI.12C Identify terms of arithmetic and

geometric sequences when the sequences are given in function form using recursive processes. [aligns to current ALGI.3B]










The student will:


The student will:

Unit 11: More Patterns in Quadratic Functions Students connect aspects of quadratic functions to their algebraic, tabular, graphical, and concrete representations. Students apply solving quadratics to the concepts of perimeter and area.

5 class periods

(90-minutes each)

or10 class periods

(45-minutes each)

ALGI.1E Ⓡ Interpret and make decisions, predictions, and critical judgments from functional relationships.

ALGI.4A Ⓡ Find specific function values; add, subtract, multiply, or divide to simplify polynomial expressions; transform and solve equations including factoring as necessary in problem situations which are expressed in verbal, algebraic, or pictorial (algebra tiles) representations.


Ⓡ ALGI.10A Solve quadratic equations in applied settings using concrete models, tables, graphs, and algebraic methods including factoring and the quadratic formula.

Ⓢ ALGI.10B Make connections among the solutions (roots) of quadratic equations, the zeros of their related functions, and the horizontal intercepts (x-intercepts) of the graph of the function using graphs, tables, or algebraic expressions.






Ⓢ ALGI.7B Describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions. [aligns to current ALGI.10B]

Quadratic Functions and EquationsThe student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. Ⓡ ALGI.8A Solve quadratic equations, having real solutions









The student will:


The student will:

by factoring, taking square roots, completing the square, and applying the quadratic formula. [aligns to current ALGI.10A]

Ⓢ ALGI.8B Write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems. [new content]
















The student will:


The student will:




Unit 12:Patterns of Growth and Decay in Exponential Functions and Inverse VariationStudents use data to apply exponential functions and inverse variation to real-world situations.

4 class periods

(90-minutes each)

or8 class periods

(45-minutes each)

Ⓡ ALGI.2B Identify mathematical domains and ranges and determine reasonable domain and range values for given situations, represented by continuous or discrete data.Ⓡ ALGI.2D Collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situations.Ⓢ ALGI.11A Use patterns to generate properties of exponents and apply these properties in problem-solving situations when given like numerical or variable bases and integer exponents.

Ⓢ ALGI.11B Analyze data and represent situations involving inverse variation using concrete models, tables, graphs, or algebraic methods.Ⓢ ALGI.11C Analyze data, and identify and represent situations involving exponential growth and exponential decay using concrete models, tables, graphs, or algebraic methods.

[current ALGI.11B moved to ALGII.6G, and ALGII.6L]




Exponential Functions and EquationsThe student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations, and evaluate, with and









The student will:


The student will:

without technology, the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. Ⓢ ALGI.9A Determine the domain and range of

exponential functions of the form f(x) = abx and represent the domain and range using inequalities. [aligns to current ALGI.2B]

Ⓢ ALGI.9B Interpret the meaning of the values of a and b in exponential functions of the form f(x) = a·bx in real-world problems. [aligns to current ALGI.11C]

Ⓡ ALGI.9C Write exponential functions in the form f(x) = a·bx (where b is a rational number) to describe problems arising from mathematical and real-world situations including growth and decay. [aligns to current ALGI.11C]

Ⓡ ALGI.9D Graph exponential functions that model growth and decay and identify key features, including y-intercept and asymptote, in mathematical and real-world problems. [aligns to current ALGI.11C]

Ⓢ ALGI.9E Write, using technology, exponential functions that provide a reasonable fit to data and make predictions for real-world problems. [aligns to current ALGI.11C]

Number and Algebraic MethodsThe student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms. Ⓢ ALGI.11A Simplify numerical radical expressions









The student will:


The student will:

involving square root. [new content] Ⓡ ALGI.11B Simplify numeric and algebraic expressions

using the laws of exponents, including integral and rational exponents. [new content]






6th Cycle 38 Days The recommended number of class periods is less than the number of days in the grading cycle to accommodate differentiated instruction, extended learning time, and assessment days. Complete instructional planning information and support are in the HISD Curriculum documents.Apr. 6 – May 28, 2015



The student will:


The student will:

Unit 13:Readiness and Supporting Standards ReviewStudents review relevant STAAR standards prior to testing using appropriate problem-solving strategies and skills.

5 class periods

(90-minutes each)

or10 class periods

(45-minutes each)

Standards to be covered should be based on individual student needs determined by analysis of student performance data.


everyday life, society, and the workplace. ALGI. 1B Use a problem-solving model that incorporates


ALGI. 1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.

ALGI. 1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.

ALGI. 1E Create and use representations to organize, record, and communicate mathematical ideas.


ALGI. 1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Unit 14: 6 class Part 1: Equations of Parallel and Perpendicular Lines Mathematical Process Standards









The student will:


The student will:

Bridging to Algebra II and GeometryStudents integrate geometric and algebraic concepts.

periods (90-

minutes each)

or12 class periods

(45-minutes each)

4 (45-min) class periodsⓇ GEOM.7B Apply slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons.

GEOM.7C Ⓡ Derive and use formulas involving horizontal, vertical, and oblique distances, slope, and midpoint and use in context to applications of distance and midpoint formulas.

The student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI.1C/ GEOM.1C Select tools, including real objects,


Coordinate and Transformational GeometryThe student uses the process skills to understand the connections between algebra and geometry and uses the one- and two-dimensional coordinate systems to verify geometric conjectures. GEOM.2B Derive and use the distance, slope, and midpoint

formulas to verify geometric relationships, including congruence of segments and parallelism or perpendicularity of pairs of lines. [aligns to current GEOM.7B and GEOM.7C]

GEOM.2C Determine an equation of a line parallel or perpendicular to a given line that passes through a given point. [aligns to current GEOM.7B]

Part 2: Solving Equations and Inequalities2 (45-min) class periods

ALGII.2AⓈ Use and apply tools including factoring and properties of exponents to simplify expressions and to transform and solve equations and inequalities.

Mathematical Process StandardsThe student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI.1E/ ALGII.1E Create and use representations to

organize, record, and communicate mathematical ideas.

Part 3: Linear Functions 6 (45-min) class periods Mathematical Process Standards









The student will:


The student will:

Ⓡ ALGII.1A Identify the mathematical domains and ranges of functions, determine reasonable domain and range values for continuous and discrete situations, and describe situations given domain and range values.Ⓡ ALGII.4B Extend parent functions with parameters such as a in f(x) = a/x and including a in g(x) = a[f(x)], k in g(x) = f(x) + k, and h in g(x) = f(x – h), and describe the effects of the parameter changes on the graph of parent functions.

The student uses mathematical processes to acquire and demonstrate mathematical understanding. ALGI.1C/ ALGII.1C Select tools, including real objects,


Number and Algebraic MethodsThe student applies mathematical processes to simplify and perform operations on expressions and to solve equations. Ⓢ ALGII.7I Write the domain and range of a function in

interval notation, inequalities and set notation. [aligns to current ALGII.1A]





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