Curriculum Guide

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**Please note that this collection cannot be downloaded as it is made up links that are external to WeTeachNYC.**

This collection is comprised of units created by New Visions for Public Schools to support a one year Algebra I course. Each unit is built around a common structure that shares several key components.

- Initial task
- Big ideas
- Instructional routines
- Formative assessment lesson
- Re-engagement lessons
- End of unit assessment

Please visit this link to review the frequently asked questions about New Vision for Public Schools mathematics curricular resources.

This course map provides an overview of the structure of the Algebra I curriculum offered by New Visions for Public Schools.

Unit 0: This introductory unit to Algebra I, provided by New Visions for Public Schools, helps to promote a growth mindset for students as they begin the Algebra I Course. The resources in this unit are intended to be used at the beginning of the school year to introduce students to the idea that anyone can learn mathematics and to provide instructional activities to support students in developing mathematical habits of mind and a growth mindset.

Unit 1: This unit, provided by New Visions for Public Schools, is about seeing relationships between variables in different ways, recognizing that there is a special kind of relationship we call a function, and understanding properties that are special to functions of all types. Essential Questions: How can we model real life situations? How can we use multiple representations to make sense of the world? How do we measure change?

Unit 2: This unit, provided by New Visions for Public Schools, focuses on linear and exponential functions. Students will write equations that describe the relationship between two quantities for linear and exponential functions. Essential Questions: How do we measure change? How do we quantify the differences between representations? How do we quantify the relationships between quantities?

Unit 3: This unit, provided by New Visions for Public Schools, focuses on the algebraic components of equations and inequalities in one variable. Students will deepen their understanding of the properties of equality and how the basic mathematical operations can be used to transform expressions, equations, and inequalities. Essential Questions: How do we represent information symbolically? How do we prove that our solutions to problems are correct? How are different representations related to each other?

Unit 4: This unit, provided by New Visions for Public Schools, focuses on creating, interpreting, and graphing systems of equations and inequalities. Students will compare different solution methods to strategically choose which method best conveys a system's solution set. Essential Questions: How can we apply our knowledge to model real-world situations? How can we represent and analyze our solutions to problems? How can we represent the same thing in multiple ways?

Unit 5: This unit, provided by New Visions for Public Schools, focuses quadratic functions--specifically how parabolas are used in the real world. Essential Questions: How are parabolas used in the real world? How can we generalize from specific cases to general rules?

Unit 6: This unit, provided by New Visions for Public Schools, focuses quadratic equations--specifically on finding and interpreting solutions to quadratic equations. Essential Questions: How do we measure change? What does a solution represent? How do we determine the best method for obtaining a solution?

Unit 7: This unit, provided by New Visions for Public Schools, focuses on two main ideas: interpreting data using measures of center and spread, and modeling data with an emphasis on linear models. Essential Questions: How do we use evidence to support arguments? How do we interpret evidence in order to support arguments?

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