Example: tourism industry

Algebra I Module 1 Teacher Edition

Copyright 201 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative Commons Attribution-NonCommercial-ShareAlike license; for more information, go to in the This book may be purchased from the publisher at 10 9 8 7 6 5 4 3 2 Alg Math Algebra I Module 1 Teacher EditionPublished by Great Minds .Eureka Math: A Story of Functions Contributors Mimi Alkire, Lead Writer / Editor, Algebra I Michael Allwood, Curriculum Writer Tiah Alphonso, Program Manager Curriculum Production Catriona Anderson, Program Manager Implementation Support Beau Bailey, Curriculum Writer Scott Baldridge, Lead Mathematician and Lead Curriculum Writer Christopher Bejar, Curriculum Writer Andrew Bender, Curriculum Writer Bonnie Bergstresser, Math Auditor Chris Black, Mathematician and Lead Writer, Algebra II Gail Burrill, Curriculum Writer Carlos Carrera, Curriculum Writer Beth Chance, Statistician, Assessment Advisor, Statistics Andrew Chen, Advising Mat

the full modeling cycle, as it is described in the Common Core Learning Standards for Mathematics. In Topic A, students explore the main functions that they will work with in Algebra I: linear, quadratic, and exponential. The goal is to introduce students to these functi ons by having them make graphs of situations

Tags:

  Core, Common, Common core, Algebra

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of Algebra I Module 1 Teacher Edition

1 Copyright 201 Great Minds. No part of this work may be reproduced, sold, or commercialized, in whole or in part, without written permission from Great Minds. Non-commercial use is licensed pursuant to a Creative Commons Attribution-NonCommercial-ShareAlike license; for more information, go to in the This book may be purchased from the publisher at 10 9 8 7 6 5 4 3 2 Alg Math Algebra I Module 1 Teacher EditionPublished by Great Minds .Eureka Math: A Story of Functions Contributors Mimi Alkire, Lead Writer / Editor, Algebra I Michael Allwood, Curriculum Writer Tiah Alphonso, Program Manager Curriculum Production Catriona Anderson, Program Manager Implementation Support Beau Bailey, Curriculum Writer Scott Baldridge, Lead Mathematician and Lead Curriculum Writer Christopher Bejar, Curriculum Writer Andrew Bender, Curriculum Writer Bonnie Bergstresser, Math Auditor Chris Black, Mathematician and Lead Writer, Algebra II Gail Burrill, Curriculum Writer Carlos Carrera, Curriculum Writer Beth Chance, Statistician, Assessment Advisor, Statistics Andrew Chen, Advising Mathematician Melvin Damaolao, Curriculum Writer Wendy DenBesten, Curriculum Writer Jill Diniz.

2 Program Director Lori Fanning, Math Auditor Joe Ferrantelli, Curriculum Writer Ellen Fort, Curriculum Writer Kathy Fritz, Curriculum Writer Thomas Gaffey, Curriculum Writer Sheri Goings, Curriculum Writer Pam Goodner, Lead Writer / Editor, Geometry and Precalculus Stefanie Hassan, Curriculum Writer Sherri Hernandez, Math Auditor Bob Hollister, Math Auditor Patrick Hopfensperger, Curriculum Writer James Key, Curriculum Writer Jeremy Kilpatrick, Mathematics Educator, Algebra II Jenny Kim, Curriculum Writer Brian Kotz, Curriculum Writer Henry Kranendonk, Lead Writer / Editor, Statistics Yvonne Lai, Mathematician, Geometry Connie Laughlin, Math Auditor Athena Leonardo, Curriculum Writer Jennifer Loftin, Program Manager Professional Development James Madden, Mathematician, Lead Writer, Geometry Nell McAnelly, Project Director Ben McCarty, Mathematician, Lead Writer, Geometry Stacie McClintock, Document Production Manager Robert Michelin, Curriculum Writer Chih Ming Huang, Curriculum Writer Pia Mohsen, Lead Writer / Editor, Geometry Jerry Moreno, Statistician Chris Murcko, Curriculum Writer Selena Oswalt, Lead Writer / Editor, Algebra I, Algebra II, and Precalculus Roxy Peck, Mathematician, Lead Writer, Statistics Noam Pillischer, Curriculum Writer Terrie Poehl, Math AuditorRob Richardson, Curriculum WriterKristen Riedel, Math Audit Team Lead Spencer Roby, Math Auditor William Rorison, Curriculum Writer Alex Sczesnak.

3 Curriculum WriterMichel Smith, Mathematician, Algebra II Hester Sutton, Curriculum Writer James Tanton, Advising Mathematician Shannon Vinson, Lead Writer / Editor, Statistics Eric Weber, Mathematics Educator, Algebra II Allison Witcraft, Math AuditorDavid Wright, Mathematician, GeometryBoard of Trustees Lynne Munson, President and Executive Director of Great Minds Nell McAnelly, Chairman, Co-Director Emeritus of the Gordon A. Cain Center for STEM Literacy at Louisiana State University William Kelly, Treasurer, Co-Founder and CEO at ReelDx Jason Griffiths, Secretary, Director of Programs at the National Academy of Advanced Teacher Education Pascal Forgione, Former Executive Director of the Center on K-12 Assessment and Performance Management at ETS Lorraine Griffith, Title I Reading Specialist at West Buncombe Elementary School in Asheville, North Carolina Bill Honig, President of the Consortium on Reading Excellence ( core )

4 Richard Kessler, Executive Dean of Mannes College the New School for Music Chi Kim, Former Superintendent, Ross School District Karen LeFever, Executive Vice President and Chief Development Officer at ChanceLight Behavioral Health and Education Maria Neira, Former Vice President, New York State United Teachers Algebra I Module 1 Mathematics Curriculum Module 1: Relationships Between Quantities and Reasoning with Equations andTheir Graphs Table of Contents1 Relationships Between Quantities and Reasoning with Equations and Their Graphs Module 3 Topic A: Introduction to Functions Studied this Year Graphing Stories ( , , , ) .. 15 Lesson 1: Graphs of Piecewise Linear 17 Lesson 2: Graphs of Quadratic Functions .. 24 Lesson 3: Graphs of Exponential Functions.

5 35 Lesson 4: Analyzing Graphs Water Usage During a Typical Day at School .. 45 Lesson 5: Two Graphing Stories .. 53 Topic B: The Structure of Expressions ( , ) .. 63 Lesson 6: Algebraic Expressions The Distributive Property .. 65 Lesson 7: Algebraic Expressions The Commutative and Associative 76 Lesson 8: Adding and Subtracting Polynomials .. 89 Lesson 9: Multiplying Polynomials .. 98 Mid- Module Assessment and Topics A through B (assessment 2 days, return and remediation or further applications days) Topic C: Solving Equations and Inequalities ( , , , , , , , )..133 Lesson 10: True and False Equations ..135 Lesson 11: Solution Sets for Equations and Inequalities ..145 Lesson 12: Solving Equations ..160 Lesson 13: Some Potential Dangers when Solving Equations.

6 170 Lesson 14: Solving Lesson 15: Solution Sets of Two or More Equations (or Inequalities) Joined by And or Or ..188 Lesson 16: Solving and Graphing Inequalities Joined by And or Or ..198 1 Each lesson is ONE day, and ONE day is considered a 45-minute period. A STORY OF FUNCTIONS 2015 Great Minds. 1M1 Module Overview Module 1:Relationships Between Quantities and Reasoning with Equations andTheir Graphs Algebra ILesson 17: Equations Involving Factored Expressions ..206 Lesson 18: Equations Involving a Variable Expression in the Denominator ..214 Lesson 19: Rearranging Formulas ..222 Lesson 20: Solution Sets to Equations with Two Variables ..230 Lesson 21: Solution Sets to Inequalities with Two Variables ..238 Lessons 22 23: Solution Sets to Simultaneous Equations.

7 248 Lesson 24: Applications of Systems of Equations and Inequalities ..266 Topic D: Creating Equations to Solve Problems ( , , , , ) .. 273 Lesson 25: Solving Problems in Two Ways Rates and Algebra ..275 Lessons 26 27: Recursive Challenge Problem The Double and Add 5 Lesson 28: Federal Income Tax ..304 End-of- Module Assessment and Rubric ..312 Topics A through D (assessment 2 days, return and remediation or further applications days) A STORY OF FUNCTIONS 2015 Great Minds. 2 M1 Module Overview Module 1:Relationships Between Quantities and Reasoning with Equations and Their Graphs Algebra IAlgebra I Module 1 Relationships Between Quantities and Reasoning with Equations and Their Graphs OVERVIEW By the end of Grade 8, students have learned to solve linear equations in one variableand have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables.

8 Now, students are introduced to nonlinear equations and their graphs. Students formalize their understanding of equivalent algebraic expressions and begin their study of polynomial expressions. Further, they learn that there are some actions that, when applied to the expressions on both sides of an equal sign, will not result in an equation with the same solution set as the original equation. Finally, they encounter problems that induce the full modeling cycle, as it is described in the common core Learning Standards for Mathematics. In Topic A, students explore the main functions that they will work with in Algebra I: linear, quadratic, and exponential. The goal is to introduce students to these functions by having them make graphs of situations (usually based upon time) in which the functions naturally arise ( ).

9 As they graph, they reason abstractly and quantitatively as well as choose and interpret units to solve problems related to the graphs they create ( , , ). In middle school, studentsapplied the properties of operations to add, subtract, factor, and expand expressions ( , , , ). Now, in Topic B, students use the structure of expressions to define what it means for two algebraic expressions to be equivalent. In doing so, they discern that the commutative, associative, and distributive properties help link each of the expressions in the collection together, even if the expressions look very different themselves ( ). They learn the definition of a polynomial expression and build fluency in identifying and generating polynomial expressions as well as adding, subtracting, and multiplying polynomial expressions ( ).

10 The Mid- Module Assessment follows Topic B. Throughout middle school, students practice the process of solving linear equations ( , , , ) and systems of linear equations ( ). Now, in Topic C, instead of just solving equations, they formalize descriptions of what they learned before (variable, solution sets, etc.) and are able to explain, justify, and evaluate their reasoning as they strategize methods for solving linear and nonlinear equations ( , , ). Students take their experience solving systems of linear equations further as they prove the validity of the addition method, learn a formal definition for the graph of an equation and use it to explain the reasoning of solving systems graphically, and represent the solution to systems of linear inequalities graphically ( , , , , ).


Related search queries