## Unit PlaN

Below you will find the weekly plans for the unit. Due dates are placed on them to help pace your progress through the lesson. Please contact me if you have any questions or concerns about the assignments and their due dates!

Initial Blog Posts are due on Wednesday of the Week by 11:59pm Eastern Time. Practice & Assessments (Quizzes & Tests) are due on Sunday by 11:59pm Eastern Time.

Initial Blog Posts are due on Wednesday of the Week by 11:59pm Eastern Time. Practice & Assessments (Quizzes & Tests) are due on Sunday by 11:59pm Eastern Time.

## Week 1

## Week 2

## Week 3

## Week 4

## Week 5

## Week 6

Lessons:No New Lessons Unit Review |

## Objectives

Students are able to find slope given two points, a graph, or a table.

Students are able to solve an equation for a specific variable (y).

Students are able to graph linear equations.

Students are able to write equations in slope-intercept form.

Students are able to determine if lines are parallel and write equations for lines that are parallel.

Students are able to determine if lines are perpendicular and write equations for lines that are perpendicular.

Students are able to identify, tell characteristics, and graph horizontal and vertical lines.

Students are able to write equations in point-slope form.

Students are able to write equations in standard form.

Students are able to graph using intercepts.

Students are able to determine x-intercepts and y-intercepts.

Students are able to solve equations in function notation.

Students are able to write and solve real world situations that are represented by linear equations.

Students are able to determine what an equation represents.

Students are able to determine what intercepts represent.

Students are able to solve an equation for a specific variable (y).

Students are able to graph linear equations.

Students are able to write equations in slope-intercept form.

Students are able to determine if lines are parallel and write equations for lines that are parallel.

Students are able to determine if lines are perpendicular and write equations for lines that are perpendicular.

Students are able to identify, tell characteristics, and graph horizontal and vertical lines.

Students are able to write equations in point-slope form.

Students are able to write equations in standard form.

Students are able to graph using intercepts.

Students are able to determine x-intercepts and y-intercepts.

Students are able to solve equations in function notation.

Students are able to write and solve real world situations that are represented by linear equations.

Students are able to determine what an equation represents.

Students are able to determine what intercepts represent.

## Common Core State Standards

The following are standards from all grade levels that can be applied to this unit. The standards are anywhere from 6th grade through High School level standards.

CCSS.MATH.CONTENT.6.EE.A.3 Apply the properties of operations to generate equivalent expressions.

CCSS.MATH.CONTENT.6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

CCSS.MATH.CONTENT.6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form

CCSS.MATH.CONTENT.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

CCSS.MATH.CONTENT.8.EE.C.7 Solve linear equations in one variable.

CCSS.MATH.CONTENT.8.EE.C.7.A Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form

CCSS.MATH.CONTENT.8.EE.C.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

CCSS.MATH.CONTENT.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1

CCSS.MATH.CONTENT.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

CCSS.MATH.CONTENT.8.F.A.3 Interpret the equation

CCSS.MATH.CONTENT.8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (

CCSS.MATH.CONTENT.8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.HSF.IF.A.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

CCSS.MATH.CONTENT.HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

CCSS.MATH.CONTENT.HSF.IF.A.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.

CCSS.MATH.CONTENT.HSF.IF.B.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

CCSS.MATH.CONTENT.HSF.IF.B.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.

CCSS.MATH.CONTENT.HSA.CED.A.1 Create equations and inequalities in one variable and use them to solve problems.

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

CCSS.MATH.CONTENT.6.EE.A.3 Apply the properties of operations to generate equivalent expressions.

*For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y*.CCSS.MATH.CONTENT.6.EE.A.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).

*For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.*.CCSS.MATH.CONTENT.6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form

*x*+*p*=*q*and*px*=*q*for cases in which*p*,*q*and*x*are all nonnegative rational numbers.CCSS.MATH.CONTENT.8.EE.B.5 Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

CCSS.MATH.CONTENT.8.EE.C.7 Solve linear equations in one variable.

CCSS.MATH.CONTENT.8.EE.C.7.A Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form

*x*=*a*,*a*=*a*, or*a*=*b*results (where*a*and*b*are different numbers).CCSS.MATH.CONTENT.8.EE.C.7.B Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

CCSS.MATH.CONTENT.8.F.A.1 Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1

CCSS.MATH.CONTENT.8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

*For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change*.CCSS.MATH.CONTENT.8.F.A.3 Interpret the equation

*y = mx + b*as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.*For example, the function A = s**2**giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line*.CCSS.MATH.CONTENT.8.F.B.4 Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (

*x, y*) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.CCSS.MATH.CONTENT.8.F.B.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS.MATH.CONTENT.HSF.IF.A.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*).CCSS.MATH.CONTENT.HSF.IF.A.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

CCSS.MATH.CONTENT.HSF.IF.A.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*.CCSS.MATH.CONTENT.HSF.IF.B.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.**CCSS.MATH.CONTENT.HSF.IF.B.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.

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