Level/ Course: Algebra 1 Unit 4 Standard with code: 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. Domain: Creating Equations* (*Modeling Cluster: Create equations that describe numbers and relationships Domain) Quarter 1: Quarter 2: Quarter 3 Quarter 4: Define a of interest” to mean any “quantity numerical or algebraic quantity (e.g., in which 2 is the quantity of interest showing that d must be even; and showing that ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g. * r2 can be π written as (π *r)*r which makes the form of this expression resemble b*h.) From Appendix A: Extend A.CED.4 to formulas involving squared variables. Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. express regularity persevere in solving critique the in repeated them. reasoning of others. reasoning. Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment Students: Students know: Students understand/are able to: Level IV Students will: Solve two-step inequalities with a variable. EEA-CED.2-4. Ex. If I buy two movie tickets for $5 each and two drinks at $4 each, will $15
Level/ Course: Algebra 1 Unit 4 Standard with code: 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. Domain: Creating Equations* (*Modeling Domain) Cluster: Create equations that describe numbers and relationships Quarter 1: Quarter 2: Quarter 3 Define a “quantity of interest” to mean any numerical or algebraic quantity (e.g., in which 2 is the quantity of interest showing that d must be even; and showing that ) Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g. π * r2 can be as (π *r)*r which makes the form of this expression resemble b*h.) From Appendix A: Extend A.CED.4 to formulas involving squared variables. Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students: Students know: Students understand/are able to: Level IV Students will: EEA-CED.2-4. Solve two-step inequalities with a variable. Ex. If I buy two movie tickets for $5 each and two drinks at $4 each, will $15 written
Algebra-1-Pacing-Guide-Version-3.docx