Algebra 1

This curriculum is based on a schedule with 50 minute classes. In addition, here is a Google Drive folder with every handout, and a folder with an answer key for every handout. Finally, many problems throughout the curriculum, including all multiple choice questions, are released items retrieved from ACT, New Visions, PARCCPSAT, SAT, and TEA.

1st Nine Weeks:

Day 1 – Introduction
Day 2 – Laying the Foundation for Groupwork
Day 3 – Solving Equations: Introduction
Day 4 – Solving Multi-Step Equations
Day 5 – Solving Multi-Step Equations (Day 2)
Day 6 – Solving Equations with a Variable on Both Sides
Day 7 – Solving Equations with a Variable on Both Sides (Day 2)
Day 8 – Solving Equations (Day 6)
Day 9 – Solving Equations (Day 7) [Chromebooks]
Day 10 – Concept Quiz: Solving Equations
Day 11 – Solving One Variable Inequalities: Introduction [Chromebooks]
Day 12 – Solving One Variable Inequalities (Day 2)
Day 13 – Solving One Variable Inequalities (Day 3)
Day 14 – Solving One Variable Inequalities (Day 4)
Day 15 – Identifying Functions [Chromebooks]
Day 16 – Function Notation [Chromebooks]
Day 17 – Families of Functions
Day 18 – Domain & Range [Chromebooks]
Day 19 – Domain & Range (Day 2)
Day 20 – Domain & Range (Day 3) [Chromebooks]
Day 21 – Domain & Range (Day 4)
Day 22 – Domain & Range (Day 5)
Day 23Concept Quiz: Domain & Range
Day 24 – Slope Introduction [Chromebooks]
Day 25 – Slope (Day 2)
Day 26 – Slope (Day 3)
Day 27 – Slope (Day 4)
Day 28 – Slope (Day 5) [Chromebooks]
Day 29 – Concept Quiz: Slope
Day 30 – Review for District Test
Day 31 – Linear Equations: Introduction
Day 32 – Graphing Slope-Intercept Form
Day 33 – Writing Slope-Intercept Form
Day 34 – Slope-Intercept Form (Day 4) [Chromebooks]
Day 35 – Slope-Intercept Form (Day 5)
Day 36 – Slope-Intercept Form (Day 6)
Day 37 – Slope-Intercept Form (Day 7) [Chromebooks]
Day 38Concept Quiz: Slope-Intercept Form

2nd Nine Weeks:

Day 39 – Standard Form
Day 40 – Standard Form (Day 2)
Day 41 – Solving for y
Day 42 – Solving for y (Day 2) [Chromebooks]
Day 43 – Point-Slope Form
Day 44 – Point-Slope Form (Day 2)
Day 45 – Linear Marbleslides [Chromebooks]
Day 46 – Parallel & Perpendicular Lines
Day 47 – Parallel & Perpendicular Lines (Day 2)
Day 48 – Scatter Plots and Lines of Fit
Day 49 – Analyzing Lines of Fit / Linear Regression [Chromebooks]
Day 50 – Linear Inequalities
Day 51 – Linear Inequalities (Day 2)
Day 52 – Linear Inequalities (Day 3) [Chromebooks]
Day 53 – Linear Inequalities (Day 4)
Day 54 – Linear Inequalities (Day 5) [Chromebooks]
Day 55 – Concept Quiz: Linear Inequalities
Day 56 – Systems of Equations: Introduction
Day 57 – Systems of Equations: Solving by Graphing [Chromebooks]
Day 58 – Systems of Equations: Solving by Graphing (Day 2)
Day 59 – Systems of Equations: Substitution Method
Day 60 – Systems of Equations: Substitution Method (Day 2)
Day 61 – Systems of Equations: Elimination Method
Day 62 – Systems of Equations: Elimination Method (Day 2)
Day 63 – Systems of Equations: Altogether
Day 64 – Systems of Equations: Altogether (Day 2) [Chromebooks]
Day 65 – Concept Quiz: Systems of Equations
Day 66 – Systems of Linear Inequalities
Day 67 – Systems of Linear Inequalities (Day 2) [Chromebooks]
Day 68 – Systems of Linear Inequalities (Day 3) [Chromebooks]
Day 69 – Review for District Test

3rd Nine Weeks:

Day 70 – Properties of Exponents
Day 71 – Properties of Exponents (Day 2)
Day 72 – Radicals and Rational Exponents
Day 73 – Properties of Exponents (Day 4)
Day 74 – Properties of Exponents (Day 5)
Day 75 – Properties of Exponents (Day 6) [Chromebooks]
Day 76 – Concept Quiz: Properties of Exponents
Day 77 – Exponential Functions: Introduction [Chromebooks]
Day 78 – Graphing Exponential Functions [Chromebooks]
Day 79 – Graphing Exponential Functions (Day 2)
Day 80 – Writing Exponential Functions
Day 81 – Writing Exponential Functions (Day 2) [Chromebooks]
Day 82 – Exponential Functions: Matching [Chromebooks]
Day 83 – Exponential Functions: Altogether
Day 84 – Concept Quiz: Exponential Functions
Day 85 – Geometric Sequences
Day 86 – Recursively Defined Sequences
Day 87 – Quadratics: Introduction [Chromebooks]
Day 88 – Graphing Quadratics: y = ax²+c [Chromebooks]
Day 89 – Graphing Quadratics (Day 2)
Day 90 – Graphing Quadratics: Vertex Form
Day 91 – Graphing Quadratics (Day 4)
Day 92 – Graphing Quadratics (Day 5) [Chromebooks]
Day 93 – Graphing Quadratics (Day 6) [Chromebooks]
Day 94 – Concept Quiz: Graphing Quadratics & Identifying Features
Day 95 – Multiplying Polynomials
Day 96 – Multiplying Polynomials (Day 2)
Day 97 – Multiplying Polynomials (Day 3)
Day 98 – Factoring Trinomials
Day 99 – Factoring Trinomials (Day 2)
Day 100 – Factoring Trinomials (Day 3)
Day 101 – Factoring Trinomials (Day 4) [Chromebooks]
Day 102 –  Factoring Trinomials (Day 5) [Chromebooks]
Day 103 – Concept Quiz: Multiplying Polynomials & Factoring Trinomials
Day 104 – Review for District Test
Day 105 – Dividing Polynomials
Day 106 – Simplifying Radicals
Day 107 – Simplifying Radicals (Day 2)
Day 108 – Simplifying Radicals (Day 3)
Day 109 – Simplifying Radicals (Day 4) [Chromebooks]

4th Nine Weeks:

Day 110 – Concept Quiz: Simplifying Radicals
Day 111 – Solving Quadratics by Graphing
Day 112 – Solving Quadratics (Day 2)
Day 113 – Solving Quadratics Using Square Roots
Day 114 – Solving Quadratics (Day 4)
Day 115 – Completing the Square
Day 116 – Completing the Square (Day 2)
Day 117 – Completing the Square (Day 3)
Day 118 – Quadratic Formula
Day 119 – Quadratic Formula (Day 2)
Day 120 – Solving Quadratics Altogether
Day 121 – Solving Quadratics Altogether (Day 2) [Chromebooks]
Day 122 – Concept Quiz: Solving Quadratics
Day 123 – Writing Quadratic Functions
Day 124 – Transformations: Introduction [Chromebooks]
Day 125 – Transformations: Horizontal & Vertical Shifts [Chromebooks]
Day 126 – Transformations: Reflections, Stretches & Shrinks [Chromebooks]
Day 127 – Transformations (Day 4) [Chromebooks]
Day 128 – Transformations (Day 5) [Chromebooks]
Day 129 – Concept Quiz: Transformations

STAAR Review for 9 Days

Day 130 – Linear, Quadratic, and Exponential [Chromebooks]
Day 131 – Match My Line [Chromebooks]
Day 132 – Coin Capture: Lines [Chromebooks]
Day 133 – Linear Equations vs. Linear Inequalities [Chromebooks]
Day 134 – Playing Catch-Up: Systems Recap [Chromebooks]
Day 135 – More Systems Recap: Two Trains
Day 136 – Marbleslides: Exponentials [Chromebooks]
Day 137 – Marbleslides: Parabolas [Chromebooks]
Day 138 – Super Mario Quadratics [Chromebooks]

After STAAR Fun

Day 139-144 – Desmos Art Project [Chromebooks]
Day 145-147 – Student Created Estimation / 3 Act Math [Chromebooks]

 

19 thoughts on “Algebra 1

  1. I’m Texas teacher and your page is amazing. I’m going to implement it in part this year and in full next year!!! Thanks for sharing.

  2. Hi Dane,

    My name is Andy and I’m an Algebra/French Teacher in Alaska. Your website and course structure is well-organized and most importantly ENGAGING. Would you mind if used some of the pieces in creating my own school webpages and specific pieces as templates?

    1. Hey Andy,

      Thank you for the kind words! I really appreciate it. You’re more than welcome to use anything on the site. I’m happy to share! My only ask is that everything remains free. Thanks for asking!

  3. Thank you for sharing all of your resources! Sometimes I feel like I’m searching all over the place for different resources, so I love that you have warm-ups and concepts all in one place. Keep up the awesome work!

  4. Dane,

    First of all, EXCELLENT website and curriculum. I greatly appreciate your dedication and hardwork you have put into all your lesson plans. I stumbled across it the end of last year while researching Dan Meyer’s 3 Act Tasks. I have been using your geometry curriculum to great effect. My kids have been greatly engaged and seem to be truly learning. I have also applaud your school for grading based on knowledge, not just test taking skills. I have applied the same kind of grading in my own classroom! I really want to thank you for helping me teach better lesson plans, especially as a newer teacher.

    I do wonder, do you guys not teach any kind of piecewise functions in Algebra 1? Or go over absolute value functions/equations/inequalities? I am also teaching a remedial Algebra 1 class and have been looking for good lesson plans to help them have a better understanding.

    Thanks a bunch,
    Kevin Grogaard

    1. Hey Kevin,

      Thank you so much for the kind words! I really appreciate it. I’m happy to hear the site has been useful. Feel free to send feedback for improvement anytime as well!

      In Texas, Algebra 1 does not include piecewise functions or absolute value functions. I believe we cover those things in Algebra 2. As for remedial Algebra 1, I’ve taught that many times, and I use most of the lessons on this site. The only difference is that I tend to spend a little more time on each concept to help solidify. This may lead to some concepts not getting enough time, so it’s important to spend the most time on the most heavily tested concepts in your state.

      Hope that helps. Thanks again!

  5. Dane, your site is absolutely terrific. The TEKS unfortunately encourage wide and shallow learning but you’ve done an masterful job in turning your curriculum into meaningful learning that encourage deep understandings. Thank you for your willingness to share. My colleague is teaching Algebra 2 next year and is interested in this style of teaching. Do you have any recommendations for places to look for Algebra 2 activities that incorporate the same style as you?

  6. Hello,
    Thank you for this great resource. I noticed your answer key folder is empty except for day 126-138. Is there a place I can find them?
    Thanks !

    1. Hey Rus,

      Thank you for the kind words! Hmm that’s strange. It may be a glitch. I just checked, and all the answer keys are showing up now. Let me know if you check again and still can’t see the rest.

  7. Hi Dane,

    I’m teaching Algebra 1 this year and love your resources and concept quizzes. Out of curiosity, I noticed there is a large jump from the day 10 quiz to day 23 quiz. Is there any particular reason why the some of the content in between those days is not assessed?

    1. Hey Kayleigh,

      Thanks for the question and kind words! Here’s a detailed breakdown about why some concepts are quizzed and some aren’t. For the un-quizzed concepts between day 11 and 17, I decided that they were important, but not crucial enough to be included in the top 20ish concepts for Algebra 1. Solving One-Variable Inequalities was the toughest one to keep out. My reasoning for that one is that I’ve quizzed it in the past, and I had trouble finding ways to assess the inequality aspect at a high level. When I was grading, the solving equations portion of it ended up being the main focus. Therefore, I kept solving equations as a quizzed concept, but just decided to only spend a decent chunk of days teaching inequalities without formally assessing it.

      Let me know if that helps!

  8. Hi Dane!

    First off…I LOVE your stuff. What you do with your concepts and instructional strategies are fantastic. I love the pacing and the outline of all the activities that you do. Last year my geometry PLC and I followed your timelines and addressed the same topics that you have listed. We pretty much followed it full-blown, with our twist on certain thing of course, and I must say it was a fantastic year. The kids learned so much….on a conceptual level, and retained it! We want to do the same thing this coming school year with Algebra. Couple questions….

    Do you have other math teachers at your school that teach the same classes? Are you on a PLC? If so, do they do things the same way as you? Do you have to convince other teachers to do it the way you are? I’m curious what other math teachers in your building think about all this….We will have 7 different teachers teaching Algebra 1 next year and we are all supposed to use the same timelines, same assessments, same essential standards, etc. You can imagine this is difficult…

    Do you feel like how you have algebra 1 right now is pretty solid? With the concepts and the pacing?

    Also, do I noticed at the end of the year in Geometry you had probability lessons but no links.
    We are starting the year next year in Algebra with a probability/statistics unit. Wondering if you had anything to share as far as probability goes and/or statistics? Keep up the great work! You inspire me.

    -Jake

    1. Hey Jake,

      Thank you so much for the kind words! I’m really happy to hear that the curriculum has been useful.

      I just sent you an email to answer your questions. Let me know if you received it. Looking forward to continuing the conversation.

  9. Hi Dane,
    I started the summer with a general search of SBG and came across your blog. I was overwhelmed at first, but have printed off each topic on SBG and feel like I’ve gotten a good understanding of what you are doing.

    I teach Algebra 1 and am excited to use this new idea in the fall.
    I am curious what your recent reply was to Jake concerning your feeling on how solid you felt the Algebra concepts and pacing were from last year.
    Also, would there be any changes you would implement moving forward(retakes, faux quizzes, student analysis, etc)?

    1. Hey Bailey,

      I’m excited to hear that you’re diving into SBG! Feel free to ask questions any time.

      As for the Algebra 1 curriculum, I feel very confident about the pacing and sequencing of the curriculum. Based on what I currently know about curriculum design, it’s as complete as I can make it.

      Moving forward, I’m thinking about requiring all kids to retake their quiz the first time (if they don’t make a 100) and not necessarily require an analysis handout to be completed. However, I will basically force them to complete the analysis without technically requiring it because it’s so crucial to their learning. I do want kids to know that I want all of them to retake so they can witness their own growth. I don’t want to hinder the growth opportunity. It’ll be an interesting line to balance, but that’s what I’m reflecting on right now.

      As for any retake after the 1st, those will definitely require an analysis handout and tutoring before offering the retake opportunity. The 2nd retake (or higher) is where students tend to try to work the system and do hail mary retakes.

      Also, always go with your gut when you see things you would do differently in the curriculum. If problems need to be done in a different order, or there need to be more challenging problems, make those changes. None of this is fool proof!

      Thanks for the comment!

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