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Algebra I
TITLE : Unit 06: Laws of Exponents, Expressions, and Factoring SUGGESTED DURATION : 10 days

Unit Overview

Introduction
This unit bundles student expectations that address simplification of numeric and algebraic expressions using the laws of exponents, operations with degree one and degree two polynomial expressions, and factoring difference of square binomials and trinomials. Concepts are incorporated into both mathematical and real-world problem situations. According to the Texas Education Agency, mathematical process standards including application, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this Unit
In Grade 6, students were introduced to factors and exponential notation using whole number exponents. In Algebra I Unit 01, first degree polynomial expressions were added, subtracted, multiplied, and divided in mathematical and real-world problem situations.

During this Unit
Students simplify numeric and algebraic expressions and solve equations using the laws of exponents, including integral and rational exponents. Students perform operations (addition, subtraction, multiplication) with polynomials of degree one and degree two, including rewriting a polynomial to an equivalent form using the distributive property. Students determine the quotient of a polynomial of degree one and polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceed the degree of the dividend, and justify the answer by multiplication. Students apply the distributive property to factor out the greatest common factor of the terms in a polynomial expression. Students also factor binomials (difference of two squares) and factor trinomials (ax2 + bx + c) having real roots, including perfect square trinomials of degree two, and justify the results by multiplication.

After this Unit
Rules of exponents, polynomial operations, and factoring will be applied to simplify expressions and solve equations in later units in Algebra I and subsequent mathematics courses.

Additional Notes
In Algebra I, generating and applying rules of exponents and polynomial operations are identified in STAAR Readiness Standard A.11B and STAAR Supporting Standards A.10A, A.10B, A.10C, and A.10D; and subsumed under STAAR Reporting Category 1: Number and Algebraic Methods. Factoring polynomial expressions is identified in STAAR Readiness Standard A.10E and STAAR Supporting Standard A.10F; and subsumed under STAAR Reporting Category 1: Number and Algebraic Methods. This unit is supporting the development of Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning B1; II. Algebraic Reasoning A1, B1; III. Geometric Reasoning C1; VIII. Problem Solving and Reasoning; IX. Communication and Representation; X. Connections.

Research
According to the National Council of Teachers of Mathematics (NCTM), Principles and Standards for School Mathematics (2000), students should develop an understanding of the algebraic properties that govern manipulation of symbols in expressions, equations, and inequalities. According to Navigating through Algebra in Grades 9 – 12:

“High school students continue to develop fluency with mathematical symbols and become proficient in operating on algebraic expressions in solving problems. Their facility with representation expands to include equations, inequalities, systems of equations, graphs, matrices, and functions, and they recognize and describe the advantages and disadvantages of various representations for a particular situation. Such facility with symbols and alternative representations enables them to analyze a mathematical situation, choose an appropriate model, select an appropriate solution method, and evaluate the plausibility of their solutions.” (NCTM, 2002, p. 3)

 

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics, Inc.
National Council of Teachers of Mathematics. (2002). Navigating through algebra in grades 9 – 12. Reston, VA: National Council of Teachers of Mathematics, Inc.
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from http://www.thecb.state.tx.us/index.cfm?objectid=E21AB9B0-2633-11E8-BC500050560100A9


  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
  • Understanding and generalizing operational relationships leads to more sophisticated representations and solution strategies in order to investigate or solve problem situations in everyday life.
    • What relationships exist within and between mathematical operations?
    • How does generalizing operational relationships lead to developing more flexible, efficient representations and/or solution strategies?
    • Why is understanding the problem solving process an essential part of learning and working mathematically?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • The ability to represent quantities in various forms develops the understanding of equivalence and allows for working flexibly with algebraic expressions in order to communicate and reason about quantities.
    • How can expressions be used to represent situations?
    • What mathematical conventions are used when representing expressions? Why?
    • How can it be determined if two expressions are equivalent?
    • How are properties and operational understandings used to generate equivalent expressions?
    • Why can it be useful to simplify expressions?
  • Number and Algebraic Methods
    • Expressions
      • Polynomial
      • Rational exponents
    • Patterns, Operations, and Properties
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

  • Numeracy requires the ability to work flexibly with quantities in order to recognize, reason, and solve situations of varying contexts in everyday life, society, and the work place. 
    • How is numeracy like literacy?
    • What are some examples of numeracy in everyday life, society, and the work place?
    • How does context influence understanding of a quantity?
    • Why is the ability to work flexibly with quantities essential to developing the foundations of numeracy?
  • Understanding and generalizing operational relationships leads to more sophisticated representations and solution strategies in order to investigate or solve problem situations in everyday life.
    • What relationships exist within and between mathematical operations?
    • How does generalizing operational relationships lead to developing more flexible, efficient representations and/or solution strategies?
    • Why is understanding the problem solving process an essential part of learning and working mathematically?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)
  • The ability to represent quantities in various forms develops the understanding of equivalence and allows for working flexibly with algebraic expressions in order to communicate and reason about quantities.
    • How can expressions be used to represent situations?
    • What mathematical conventions are used when representing expressions? Why?
    • How can it be determined if two expressions are equivalent?
    • How are properties and operational understandings used to generate equivalent expressions?
    • Why can it be useful to factor expressions?
    • How does the structure of the expression influence the selection of an efficient method for factoring polynomial expressions?
  • Number and Algebraic Methods
    • Expressions
      • Polynomial
    • Patterns, Operations, and Properties
  • Associated Mathematical Processes
    • Application
    • Problem Solving Model
    • Tools and Techniques
    • Communication
    • Representations
    • Relationships
    • Justification
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

Misconceptions:

  • Some students may think that that a second degree term can be combined with a first degree term rather than like-variable terms combining with other like-variable terms.
  • Some students may think that the exponents combine when adding or subtracting two polynomials (e.g. (2x2 – 3x) + (3x2 + 9x) = (5x4 + 6x2)).
  • Some students may think that the coefficient in front of the parentheses is distributed only to the first term of the expression in parentheses rather than to all terms of the expression in parentheses.
  • Some students may think that when dividing polynomials with missing term(s) that they do not have to add zero place holders for the missing term(s) (e.g., 3x2 – 5 → 3x2 + 0x – 5).

Unit Vocabulary

  • Algebraic expression – a generalization that is a combination of variables, numbers (constants and coefficients), and operators
  • Binomial – two term expression; e.g., 4 – 2y, 3a + 1, 5x2 – 2x, mnpq
  • Degree of a polynomial – same as the degree of the term in the polynomial with the highest degree
  • Degree of term – sum of the powers on the variables in the term
  • First degree polynomial – polynomial whose highest degree term contains one variable with power of one
  • Monomial – one term expression; e.g., –2.5x, , 4x2, 2mn
  • Perfect square trinomial – first term a perfect square, third term a perfect square, middle term double the product of the square roots of the first and last terms
  • Polynomial expression – monomial or sum of monomials not including variables in the denominator or under a radical
  • Second degree polynomial – polynomial whose highest degree term contains one variable with a power of two, or two variables each having a power of one
  • Trinomial – three term expression; e.g., x2 + 2x + 1, a2 – 2ab – 8b2

Related Vocabulary:

  • Associative property
  • Commutative property
  • Distributive property
  • Equation
  • Equivalent
  • Evaluate
  • Expression
  • Factoring
  • Graphic solution
  • Greatest common factor (GCF)
  • Inequality
  • Inverse operation
  • Laws of exponents
  • Numeric solution
  • Polynomial division (long division)
  • Reciprocal
  • Simplify
  • Solve
  • Terms
Unit Assessment Items System Resources Other Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

Texas Higher Education Coordinating Board – Texas College and Career Readiness Standards

  

Texas Education Agency – Mathematics Curriculum

 

Texas Education Agency – STAAR Mathematics Resources

 

Texas Education Agency Texas Gateway – Revised Mathematics TEKS: Vertical Alignment Charts

 

Texas Education Agency Texas Gateway – Mathematics TEKS: Supporting Information

 

Texas Education Agency Texas Gateway – Interactive Mathematics Glossary

 

Texas Education Agency Texas Gateway –Resources Aligned to Algebra I Mathematics TEKS

 

Texas Instruments – Graphing Calculator Tutorials


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Process standards as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA), Texas College and Career Readiness Standards (TxCCRS), Texas Response to Curriculum Focal Points (TxRCFP) is labeled.
A.1 Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:
A.1A Apply mathematics to problems arising in everyday life, society, and the workplace.
Process Standard

Apply

MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Including, but not limited to:

  • Mathematical problem situations within and between disciplines
    • Everyday life
    • Society
    • Workplace

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • X. Connections
A.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution.
Process Standard

Use

A PROBLEM-SOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEM-SOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION
Including, but not limited to:

  • Problem-solving model
    • Analyze given information
    • Formulate a plan or strategy
    • Determine a solution
    • Justify the solution
    • Evaluate the problem-solving process and the reasonableness of the solution

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
A.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
Process Standard

Select

TOOLS, INCLUDING REAL OBJECTS, MANIPULATIVES, PAPER AND PENCIL, AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS
Including, but not limited to:

  • Appropriate selection of tool(s) and techniques to apply in order to solve problems
    • Tools
      • Real objects
      • Manipulatives
      • Paper and pencil
      • Technology
    • Techniques
      • Mental math
      • Estimation
      • Number sense

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • VIII. Problem Solving and Reasoning
A.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Process Standard

Communicate

MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE
Including, but not limited to:

  • Mathematical ideas, reasoning, and their implications
    • Multiple representations, as appropriate
      • Symbols
      • Diagrams
      • Graphs
      • Language

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • IX. Communication and Representation
A.1E Create and use representations to organize, record, and communicate mathematical ideas.
Process Standard

Create, Use

REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:

  • Representations of mathematical ideas
    • Organize
    • Record
    • Communicate
  • Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
  • Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • IX. Communication and Representation
A.1F Analyze mathematical relationships to connect and communicate mathematical ideas.
Process Standard

Analyze

MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:

  • Mathematical relationships
    • Connect and communicate mathematical ideas
      • Conjectures and generalizations from sets of examples and non-examples, patterns, etc.
      • Current knowledge to new learning

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • X. Connections
A.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Process Standard

Display, Explain, Justify

MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION

Including, but not limited to:

  • Mathematical ideas and arguments
    • Validation of conclusions
      • Displays to make work visible to others
        • Diagrams, visual aids, written work, etc.
      • Explanations and justifications
        • Precise mathematical language in written or oral communication

Note(s):    

  • The mathematical process standards may be applied to all content standards as appropriate.
  • TxCCRS:
    • IX. Communication and Representation
A.10 Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. The student is expected to:
A.10A Add and subtract polynomials of degree one and degree two.
Supporting Standard

Add, Subtract

POLYNOMIALS OF DEGREE ONE AND DEGREE TWO

Including, but not limited to:

  • Algebraic expression – a generalization that is a combination of variables, numbers (constants and coefficients), and operators
  • Polynomial expression – monomial or sum of monomials not including variables in the denominator or under a radical
    • Monomial – one term expression; e.g., –2.5x, , 4x2, 2mn
    • Binomial – two term expression; e.g., 4 – 2y, 3a + 1, 5x2 – 2x, mnpq
    • Trinomial – three term expression; e.g., x2 + 2x + 1, a2 – 2ab – 8b2
  • Degree
    • Degree of term – sum of the powers on the variables in the term
    • Degree of a polynomial – same as the degree of the term in the polynomial with the highest degree
      • First degree polynomial – polynomial whose highest degree term contains one variable with power of one
        • Ex: 3x + 8; The highest degree term is 3x, and the power on x is one.
        • Ex: –2x – 5y; Both terms are degree one with the power on x and y both equal to one.
      • Second degree polynomial – polynomial whose highest degree term contains one variable with a power of two, or two variables each having a power of one
        • Ex: 3x2 + x – 5; The highest degree term is 3x2 and the one variable has a power of two.
        • Ex: x2xy + 12y2; All three terms are degree two. The single variable terms, x2 and y2 both have degree two. For the xy term, both have a power of one which adds to a degree of two for the term.
  • Simplifying polynomials by addition/subtraction using concrete models
    • Algebra tiles
  • Simplifying polynomials by addition/subtraction algebraically
    • Clear grouping symbols using the distributive property.
    • Combine like terms.
    • Place terms in order
      • Alphabetical order
      • Decreasing degree order
  • Applications of addition/subtraction of polynomials in mathematical problem situations

Note(s):

  • Grade Level(s):
    • Previous grade levels calculated the perimeter of triangles and rectangles.
    • Grade 6 generated and compared equivalent expressions using concrete models, pictorial models, and algebraic properties of operations.
    • Algebra I introduces operations with polynomials of degree two.
    • Algebra II will extend operations with polynomials of degree three and degree four, including division of polynomials.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • A1 – Explain and differentiate between expressions and equations using words such as “solve,” “evaluate,” and “simplify.”
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • III. Geometric Reasoning
      • C1 – Make connections between geometry and algebra.
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.10B Multiply polynomials of degree one and degree two.
Supporting Standard

Multiply

POLYNOMIALS OF DEGREE ONE AND DEGREE TWO

Including, but not limited to:

  • Algebraic expression – a generalization that is a combination of variables, numbers (constants and coefficients), and operators
  • Polynomial expression – monomial or sum of monomials not including variables in the denominator or under a radical
    • Monomial – one term expression; e.g., –2.5x, , 4x2, 2mn
    • Binomial – two term expression; e.g., 4 – 2y, 3a + 1, 5x2 – 2x, mnpq
    • Trinomial – three term expression; e.g., x2 + 2x + 1, a2 – 2ab – 8b2
  • Degree
    • Degree of term – sum of the powers on the variables in the term
    • Degree of a polynomial – same as the degree of the term in the polynomial with the highest degree
      • First degree polynomial – polynomial whose highest degree term contains one variable with power of one
        • Ex: 3x + 8; The highest degree term is 3x, and the power on x is one.
        • Ex: –2x – 5y; Both terms are degree one with the power on x and y both equal to one.
      • Second degree polynomial – polynomial whose highest degree term contains one variable with a power of two, or two variables each having a power of one
        • Ex: 3x2 + x – 5; The highest degree term is 3x2 and the one variable has a power of two.
        • Ex: x2xy + 12y2; All three terms are degree two. The single variable terms, x2 and y2 both have degree two. For the xy term, both have a power of one which adds to a degree of two for the term.
  • Simplifying polynomials by multiplication using concrete models
    • Algebra tiles
  • Simplifying polynomials by multiplication algebraically
    • Box method
    • Distributive method
      • Clear grouping symbols using the distributive property.
      • Combine like terms.
      • Place terms in order
        • Alphabetical order
        • Decreasing degree order
  • Applications of multiplication of polynomials in mathematical problem situations
  • Applications of multiple operations of polynomials in mathematical problem situations

Note(s):

  • Grade Level(s):
    • Previous grade levels calculated the area of triangles and rectangles.
    • Algebra I introduces operations with polynomials of degree one and degree two.
    • Algebra II will extend operations with polynomials of degree three and degree four.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • A1 – Explain and differentiate between expressions and equations using words such as “solve,” “evaluate,” and “simplify.”
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • III. Geometric Reasoning
      • C1 – Make connections between geometry and algebra.
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.10C Determine the quotient of a polynomial of degree one and polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceed the degree of the dividend.
Supporting Standard

Determine

THE QUOTIENT OF A POLYNOMIAL OF DEGREE ONE AND POLYNOMIAL OF DEGREE TWO WHEN DIVIDED BY A POLYNOMIAL OF DEGREE ONE AND POLYNOMIAL OF DEGREE TWO WHEN THE DEGREE OF THE DIVISOR DOES NOT EXCEED THE DEGREE OF THE DIVIDEND

Including, but not limited to:

  • Degree one polynomial divided by another degree one polynomial
  • Degree two polynomial divided by a degree one polynomial
  • Degree two polynomial divided by another degree two polynomial
  • Degree of divisor not to exceed degree of dividend
  • Division of polynomials
    • Division by factoring
      • Cancellation of common factors in the numerator and denominator
    • Array method
    • Long division
      • Long division format with divisor outside division box, dividend inside the division box, and quotient on top of division box
      • Missing terms in series represented by adding a zero term
  • Applications of division of polynomials in mathematical problem situations

Note(s):

  • Grade Level(s):
    • Previous grade levels calculated the area of triangles and rectangles.
    • Algebra I introduces operations with polynomials of degree one and degree two.
    • Algebra II will extend operations with polynomials of degree three and degree four.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • III. Geometric Reasoning
      • C1 – Make connections between geometry and algebra.
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.10D Rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property.
Supporting Standard

Rewrite

POLYNOMIAL EXPRESSIONS OF DEGREE ONE AND DEGREE TWO IN EQUIVALENT FORMS USING THE DISTRIBUTIVE PROPERTY

Including, but not limited to:

  • Polynomial expression – monomial or sum of monomials not including variables in the denominator or under a radical
    • First degree polynomial – polynomial whose highest degree term contains one variable with power of one
    • Second degree polynomial – polynomial whose highest degree term contains one variable with a power of two, or two variables each having a power of one
  • Factorization of the greatest common factor (GCF)
  • Operations on polynomials
    • Addition/subtraction
    • Multiplication 

Note(s):

  • Grade Level(s):
    • Algebra I introduces operations with polynomials of degree one and degree two.
    • Algebra II will extend operations with polynomials of degree three and degree four.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • A1 – Explain and differentiate between expressions and equations using words such as “solve,” “evaluate,” and “simplify.”
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.10E Factor, if possible, trinomials with real factors in the form ax2 + bx + c, including perfect square trinomials of degree two.
Readiness Standard

Factor

TRINOMIALS WITH REAL FACTORS IN THE FORM ax2 + bx + c, INCLUDING PERFECT SQUARE TRINOMIALS OF DEGREE TWO, IF POSSIBLE

Including, but not limited to:

  • Trinomial – three term expression
  • Factorization of trinomials
    • Form ax2 + bx + c
      • a and b – coefficients of the variables
      • c – the constant term
    • Terms in descending order alphabetically and by degree
    • First check for a greatest common factor (GCF).
    • Leading coefficient, a, equal to 1
      • Ex: x2 – 2x – 63; x2 + 5x + 25; p2 + 13pq + 40q2
    • Leading coefficient, a, real number other than 1
      • Ex: 3x2 – 24x + 36; 2x2 – 9x – 5; 15a2 + 11ab + 2b2
    • Perfect square trinomial – first term a perfect square, third term a perfect square, middle term double the product of the square roots of the first and last terms
      • Ex: 4x2 – 12x + 9; 
  • Identification of factorable trinomials and non-factorable (prime) trinomials
  • Factorization of factorable trinomials
    • Leading coefficient of 1
      • Factor tables
      • Box method
    • Leading coefficient other than 1
      • Box method
      • Grouping
      • Multiplication/division method (Bottoms Up)

Note(s):

  • Grade Level(s):
    • Algebra I introduces factorization of polynomials of degree one and degree two.
    • Algebra II will extend factorization to polynomials of degree three and degree four, including factoring by grouping.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.10F Decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial.
Supporting Standard

Decide

IF A BINOMIAL CAN BE WRITTEN AS THE DIFFERENCE OF TWO SQUARES

Including, but not limited to:

  • Binomial – two term expression
  • Binomial whose terms are the difference of two squares
    • Both terms are perfect squares.
    • The two terms have opposite signs.
  • Difference of squares written as a2b2
    • Ex: x2 – 9; 81x2 – 121y2; 25a2 – 9b2;

Use

THE STRUCTURE OF A DIFFERENCE OF TWO SQUARES TO REWRITE THE BINOMIAL, IF POSSIBLE

Including, but not limited to:

  • First check for a greatest common factor (GCF).
  • Difference of squares written as a2b2
  • Factorization of binomial that is the difference of two squares
    • Factors into two binomials
      • (square root of first term + square root of second term)(square root of first term – square root of second term)
      • a2b2 = (a + b)(ab)
  • Identification of factorable trinomials and non-factorable (prime) binomials
  • Factorization of factorable trinomials

Note(s):

  • Grade Level(s):
    • Algebra I introduces factorization of polynomials of degree one and degree two.
    • Algebra II will extend factorization to polynomials of degree three and degree four, including sum and difference of two cubes and factoring by grouping.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g., polynomials, radicals, rational expressions).
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
A.11 Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms. The student is expected to:
A.11B Simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents.
Readiness Standard

Simplify

NUMERIC AND ALGEBRAIC EXPRESSIONS USING THE LAWS OF EXPONENTS, INCLUDING INTEGRAL AND RATIONAL EXPONENTS

Including, but not limited to:

  • Algebraic expression – a generalization that is a combination of variables, numbers (constants and coefficients), and operators
  • Laws (properties) of exponents
    • Product of powers (multiplication when bases are the same): am • an = am+n
    • Quotient of powers (division when bases are the same): = am–n
    • Power to a power: (am)n = amn
    • Negative exponent: a–n =
    • Zero exponent: a0 = 1
    • Rational exponent:
  • Simplification of expressions using laws (properties) of exponents
    • Numeric expressions, including scientific notation
    • Algebraic expressions
      • Variables can appear as either the base or the exponent, but in either case must be rational numbers.
  • Applications of algebraic expressions involving exponents

Note(s):

  • Grade Level(s):
    • Prior grade levels simplified numeric expressions involving whole number exponents.
    • Grade 8 introduced scientific notation.
    • Algebra I introduces exponential functions.
    • Algebra I applies laws (properties) of exponents to simplify numeric and algebraic expressions.
    • Algebra II will introduce equations involving rational exponents.
    • Various mathematical process standards will be applied to this student expectation as appropriate.
  • TxCCRS:
    • I. Numeric Reasoning
      • B1 – Perform computations with real and complex numbers.
    • II. Algebraic Reasoning
      • A1 – Explain and differentiate between expressions and equations using words such as “solve,” “evaluate,” and “simplify.”
      • B1 – Recognize and use algebraic (field) properties, concepts, procedures, and algorithms to combine, transform, and evaluate expressions (e.g. polynomials, radicals, rational expressions).
    • III. Geometric Reasoning
      • C1 – Make connections between geometry and algebra.
    • VIII. Problem Solving and Reasoning
    • IX. Communication and Representation
    • X. Connections
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 08/01/2018
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