#### Type:

Assessment, Curriculum, Graphic Organizer/Worksheet, Lesson Plan

#### Description:

This course was designed to align with the "Traditional Pathway" as defined and outlined in the Common Core State Standards Appendix A.

#### Subjects:

• Mathematics > Algebra
• Mathematics > General
• Mathematics > Number Sense & Operations
• Mathematics > Problem Solving

#### Keywords:

algebra linear equations exponents graphing functions sequences

English

#### Access Privileges:

Public - Available to anyone

#### Collections:

None
Update Standards?

#### MA.5.4.1.5 A.1.a: Mathematics

All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers

All decimals

#### MA.5.4.1.5 A.2: Mathematics

Recognize the decimal nature of United States currency and compute with money.

#### MA.5.4.1.5 A.3: Mathematics

Demonstrate a sense of the relative magnitudes of numbers.

#### MA.5.4.1.5 A.4: Mathematics

Use whole numbers, fractions, and decimals to represent equivalent forms of the same number.

#### MA.5.4.1.5 A.5.a: Mathematics

Primes, factors, multiples

#### MA.5.4.1.5 A.6: Mathematics

Compare and order numbers.

#### MA.5.4.1.5 B.1: Mathematics

Recognize the appropriate use of each arithmetic operation in problem situations.

Pencil-and-paper

Mental math

Calculator

#### MA.5.4.1.5 B.3: Mathematics

Use an efficient and accurate pencil-and-paper procedure for division of a 3-digit number by a 2-digit number.

#### MA.5.4.1.5 B.4: Mathematics

Select pencil-and-paper, mental math, or a calculator as the appropriate computational method in a given situation depending on the context and numbers.

#### MA.5.4.1.5 B.5: Mathematics

Check the reasonableness of results of computations.

#### MA.5.4.1.5 B.6: Mathematics

Understand and use the various relationships among operations and properties of operations.

#### MA.5.4.1.5 C.1: Mathematics

Use a variety of estimation strategies for both number and computation.

#### MA.5.4.1.5 C.2: Mathematics

Recognize when an estimate is appropriate, and understand the usefulness of an estimate as distinct from an exact answer.

#### MA.5.4.1.5 C.3: Mathematics

Determine the reasonableness of an answer by estimating the result of operations.

#### MA.5.4.1.5 C.4: Mathematics

Determine whether a given estimate is an overestimate or an underestimate.

#### MA.5.4.2.5 A.1.a: Mathematics

Notation for line, ray, angle, line segment

#### MA.5.4.2.5 A.1.b: Mathematics

Properties of parallel, perpendicular, and intersecting lines

#### MA.5.4.2.5 A.1.c: Mathematics

Sum of the measures of the interior angles of a triangle is 180°

#### MA.5.4.2.5 A.2.a: Mathematics

Triangles by angles and sides

#### MA.5.4.2.5 A.2.b: Mathematics

Quadrilaterals, including squares, rectangles, parallelograms, trapezoids, rhombi

#### MA.5.4.2.5 A.2.c: Mathematics

Polygons by number of sides.

#### MA.5.4.2.5 A.2.d: Mathematics

Equilateral, equiangular, regular

#### MA.5.4.2.5 A.2.e: Mathematics

All points equidistant from a given point form a circle

#### MA.5.4.2.5 A.3: Mathematics

Identify similar figures.

#### MA.5.4.2.5 A.4: Mathematics

Understand and apply the concepts of congruence and symmetry (line and rotational).

#### MA.5.4.2.5 B.1: Mathematics

Use a translation, a reflection, or a rotation to map one figure onto another congruent figure.

#### MA.5.4.2.5 B.2: Mathematics

Recognize, identify, and describe geometric relationships and properties as they exist in nature, art, and other real-world settings.

#### MA.5.4.2.5 C.1: Mathematics

Create geometric shapes with specified properties in the first quadrant on a coordinate grid.

#### MA.5.4.2.5 D.1: Mathematics

Select and use appropriate units to measure angles and area.

#### MA.5.4.2.5 D.2: Mathematics

Convert measurement units within a system (e.g., 3 feet = ___ inches).

#### MA.5.4.2.5 D.3: Mathematics

Know approximate equivalents between the standard and metric systems (e.g., one kilometer is approximately 6/10 of a mile).

#### MA.5.4.2.5 D.4: Mathematics

Use measurements and estimates to describe and compare phenomena.

#### MA.5.4.2.5 E.1: Mathematics

Use a protractor to measure angles.

Square

Rectangle

#### MA.5.4.2.5 E.3: Mathematics

Recognize that rectangles with the same perimeter do not necessarily have the same area and vice versa.

#### MA.5.4.2.5 E.4: Mathematics

Develop informal ways of approximating the measures of familiar objects (e.g., use a grid to approximate the area of the bottom of one's foot).

#### MA.5.4.3.5 A.1.a: Mathematics

Descriptions using tables, verbal rules, simple equations, and graphs

#### MA.5.4.3.5 B.1: Mathematics

Describe arithmetic operations as functions, including combining operations and reversing them.

#### MA.5.4.3.5 B.2: Mathematics

Graph points satisfying a function from T-charts, from verbal rules, and from simple equations.

#### MA.5.4.3.5 C.1.a: Mathematics

Using variables to represent unknown quantities

#### MA.5.4.3.5 C.1.b: Mathematics

Using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations

#### MA.5.4.3.5 C.2.a: Mathematics

Changes over time

#### MA.5.4.3.5 C.2.b: Mathematics

Rates of change (e.g., when is plant growing slowly/rapidly, when is temperature dropping most rapidly/slowly)

#### MA.5.4.3.5 D.1.a: Mathematics

Whole-number coefficients only, answers also whole numbers

#### MA.5.4.3.5 D.1.b: Mathematics

Variables on one side of equation

#### MA.5.4.4.5 A.1.a: Mathematics

Data generated from surveys

#### MA.5.4.4.5 A.2.a: Mathematics

Bar graph, line graph, circle graph, table

#### MA.5.4.4.5 A.2.b: Mathematics

Range, median, and mean

#### MA.5.4.4.5 A.3: Mathematics

Respond to questions about data and generate their own questions and hypotheses.

#### MA.5.4.4.5 B.1.a: Mathematics

Event, probability of an event

#### MA.5.4.4.5 B.1.b: Mathematics

Probability of certain event is 1 and of impossible event is 0

#### MA.5.4.4.5 B.2.a: Mathematics

Given numbers of various types of items in a bag, what is the probability that an item of one type will be picked

#### MA.5.4.4.5 B.2.b: Mathematics

Given data obtained experimentally, what is the likely distribution of items in the bag

#### MA.5.4.4.5 B.3: Mathematics

Model situations involving probability using simulations (with spinners, dice) and theoretical models.

#### MA.5.4.4.5 C.1.a: Mathematics

Organized lists, charts, tree diagrams, tables

#### MA.5.4.4.5 C.2: Mathematics

Explore the multiplication principle of counting in simple situations by representing all possibilities in an organized way (e.g., you can make 3 x 4 = 12 outfits using 3 shirts and 4 skirts).

#### MA.5.4.4.5 D.1: Mathematics

Devise strategies for winning simple games (e.g., start with two piles of objects, each of two players in turn removes any number of objects from a single pile, and the person to take the last group of objects wins) and express those strategies as sets of directions.

#### MA.5.4.5 A.1: Mathematics

Learn mathematics through problem solving, inquiry, and discovery.

#### MA.5.4.5 A.2.a: Mathematics

Open-ended problems

#### MA.5.4.5 A.2.b: Mathematics

Non-routine problems

#### MA.5.4.5 A.2.c: Mathematics

Problems with multiple solutions

#### MA.5.4.5 A.2.d: Mathematics

Problems that can be solved in several ways

#### MA.5.4.5 A.3: Mathematics

Select and apply a variety of appropriate problem-solving strategies (e.g., "try a simpler problem" or "make a diagram") to solve problems.

#### MA.5.4.5 A.4: Mathematics

Pose problems of various types and levels of difficulty.

#### MA.5.4.5 A.5: Mathematics

Monitor their progress and reflect on the process of their problem solving activity.

#### MA.5.4.5 A.6: Mathematics

Distinguish relevant from irrelevant information, and identify missing information.

#### MA.5.4.5 B.1.b: Mathematics

Discussion, listening, and questioning

#### MA.5.4.5 B.2: Mathematics

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing.

#### MA.5.4.5 B.3: Mathematics

Analyze and evaluate the mathematical thinking and strategies of others.

#### MA.5.4.5 B.4: Mathematics

Use the language of mathematics to express mathematical ideas precisely.

#### MA.5.4.5 C.1: Mathematics

Recognize recurring themes across mathematical domains (e.g., patterns in number, algebra, and geometry).

#### MA.5.4.5 C.2: Mathematics

Use connections among mathematical ideas to explain concepts (e.g., two linear equations have a unique solution because the lines they represent intersect at a single point).

#### MA.5.4.5 C.3: Mathematics

Recognize that mathematics is used in a variety of contexts outside of mathematics.

#### MA.5.4.5 C.4: Mathematics

Apply mathematics in practical situations and in other disciplines.

#### MA.5.4.5 C.5: Mathematics

Trace the development of mathematical concepts over time and across cultures (cf. world languages and social studies standards).

#### MA.5.4.5 C.6: Mathematics

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

#### MA.5.4.5 D.1: Mathematics

Recognize that mathematical facts, procedures, and claims must be justified.

#### MA.5.4.5 D.2: Mathematics

Use reasoning to support their mathematical conclusions and problem solutions.

#### MA.5.4.5 D.3: Mathematics

Select and use various types of reasoning and methods of proof.

#### MA.5.4.5 D.4: Mathematics

Rely on reasoning, rather than answer keys, teachers, or peers, to check the correctness of their problem solutions.

#### MA.5.4.5 D.5.a: Mathematics

Counterexamples as a means of disproving conjectures

#### MA.5.4.5 D.5.b: Mathematics

Verifying conjectures using informal reasoning or proofs.

#### MA.5.4.5 D.6: Mathematics

Evaluate examples of mathematical reasoning and determine whether they are valid.

#### MA.5.4.5 E.1.a: Mathematics

Concrete representations (e.g., base-ten blocks or algebra tiles)

#### MA.5.4.5 E.1.b: Mathematics

Pictorial representations (e.g., diagrams, charts, or tables)

#### MA.5.4.5 E.1.c: Mathematics

Symbolic representations (e.g., a formula)

#### MA.5.4.5 E.1.d: Mathematics

Graphical representations (e.g., a line graph)

#### MA.5.4.5 E.2: Mathematics

Select, apply, and translate among mathematical representations to solve problems.

#### MA.5.4.5 E.3: Mathematics

Use representations to model and interpret physical, social, and mathematical phenomena.

#### MA.5.4.5 F.1: Mathematics

Use technology to gather, analyze, and communicate mathematical information.

#### MA.5.4.5 F.2: Mathematics

Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.

#### MA.5.4.5 F.3: Mathematics

Use graphing calculators and computer software to investigate properties of functions and their graphs.

#### MA.5.4.5 F.4: Mathematics

Use calculators as problem-solving tools (e.g., to explore patterns, to validate solutions).

#### MA.5.4.5 F.5: Mathematics

Use computer software to make and verify conjectures about geometric objects.

#### MA.5.4.5 F.6: Mathematics

Use computer-based laboratory technology for mathematical applications in the sciences (cf. science standards).
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This resource has not yet been reviewed. Ashley Perez
August 27, 2019 Amar air
August 2, 2019 Marcello Woods
August 8, 2013 Janet Pinto
October 8, 2012

I am Curriki's Chief Academic Officer with a few words about this course. This project-based modular course engages students through real-world examples, challenging projects, use of interactive web 2.0 tools, videos and targeted feedback. Curriki Algebra 1 is modular so it can be used as a supplement, as the foundation for students’ Algebra 1 curriculum, in an after-school program, or in a homeschool environment.

It incorporates relatable themes and concepts, such as sports statistics, video games, business finance, and the Olympics, while weaving assessments throughout.

We hope you and your students enjoy algebra through the projects and activities in this course.

Please tell us how it works for you, how you modify it for your class, and any recommendations. We want to hear from you!

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