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Algebra I, Part 1 Benchmarks |
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*These Benchmarks were revised in July 2010. References in black are to the 2001 SOL. References in red are to the 2009 SOL. A Guide for Parent Involvement
Note: Chapters referenced are from the adopted text, Glencoe Algebra I.
1st Nine Weeks Chapter 1: The Language of Algebra (1.1 - 1.6, 1.8 – 1.9) Related SOLs: A.2 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil. A.3 The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects, pictorial representations, and the properties of real numbers, equality, and inequality. A.5 The student will create and use tabular, symbolic, graphical, verbal, and physical representations to analyze a given set of data for the existence of a pattern, determine the domain and range of relations, and identify the relations that are functions. Section 13.2: Matrices
Related SOL: 8.13 The student will use a matrix to organize and describe data.
Chapter 2: Real Numbers (All Sections, Add cube roots to 2.7) Related SOLs: A.2 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil. A.13 The student will express the square root of a whole number in simplest radical form and approximate square roots to the nearest tenth. A.17 The student will compare and contrast multiple one-variable data sets, using statistical techniques that include measures of central tendency, range, and box-and-whisker graphs. 2nd Nine Weeks
Chapter 3: Solving Linear Equations (3.1 – 3.6, 3.8) Related SOLs: A.1 The student will solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions. A.2 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. Students will choose an appropriate computational technique, such as mental mathematics, calculator, or paper and pencil. A.3 The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects, pictorial representations, and the properties of real numbers, equality, and inequality. Chapter 6: Solving Linear Inequalities (6.1 – 6.3) Related SOLs: A.1 The student will solve multistep linear equations and inequalities in one variable, solve literal equations (formulas) for a given variable and apply these skills to solve practical problems. Graphing calculators will be used to confirm algebraic solutions. A.3 The student will justify steps used in simplifying expressions and solving equations and inequalities. Justifications will include the use of concrete objects, pictorial representations, and the properties of real numbers, equality, and inequality. Section 11.6 Similar Triangles
Related SOLs: 8.3The student will solve practical problems involvingrational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook. 8.17 The student will create and solve problems, using proportions, formulas, and functions.
3rd Nine Weeks
Section 11.4 Pythagorean Theorem
Related SOL:
8.10 The student will (a) verify the Pythagorean Theorem, using diagrams, concrete materials, and measurement; and (b) apply the Pythagorean Theorem to find the missing length of a side of a right triangle when given the lengths of the other two sides. Chapter 4: Graphing Relations and Functions (4.1 – 4.6, 4.8) Related SOLs: A.5 The student will analyze a given set of data for the existence of a pattern, represent the pattern algebraically and graphically, if possible, and determine if the relation is a function. A.6 The student will select, justify, and apply an appropriate technique to graph a linear function in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator. A.15 The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph. Begin Chapter 5: Analyzing Linear Equations (All Sections) Add Section 12.1 Inverse Variation (just algebraically) after 5.2 Direct Variation and before 5.3 Slope-Intercept Form Related SOLs: A.6 The student will select, justify, and apply an appropriate technique to graph a linear function in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator. A.7 The student will determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slope will be described as rate of change and will be positive, negative, zero, or undefined. The graphing calculator will be used to investigate the effect of changes in the slope on the graph of a line. A.8 The student will write an equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line. A.15 The student will, given a rule, find the values of a function for elements in its domain and locate the zeros of the function both algebraically and with a graphing calculator. The value of f(x) will be related to the ordinate on the graph. A.16 The student will, given a set of data points, write an equation for a line of best fit, and use the equation to make predictions. A.18 The student will analyze a relation to determine whether a direct variation exists and represent it algebraically and graphically, if possible
4th Nine Weeks
Finish Chapter 5: Analyzing Linear Equations (All Sections)
Section 6.6: Graphing Inequalities in Two Variables
Related SOL: A.6 The student will select, justify, and apply an appropriate technique to graph a linear function and linear inequality in two variables. Techniques will include slope-intercept, x- and y-intercepts, graphing by transformation, and the use of the graphing calculator. Measurement and Geometry Unit (Not included in Algebra textbook)
Related SOLs: 8.6 The student will verify by measuring and describe the relationships among vertical angles, supplementary angles, and complementary angles and will measure and draw angles of less than 360°. 8.7 The student will investigate and solve practical problems involving volume and surface area of rectangular solids (prisms), cylinders, cones, and pyramids. 8.9 The student will construct a three-dimensional model, given the top, side, and/or bottom views.
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