1. Summer 2017

2. Algebra 1 is the first in a series of higher-level math classes students need to succeed in college and life.
Due to the increasing number of middle grade students taking Algebra 1 Honors the Mathematics Department would like to provide parents and students with a grasp of the fundamental math concepts that are needed to succeed in Algebra 1.
To ensure that your student is adequately prepared for the cognitive demands and level of rigor of the Algebra 1 Honors course, the Math Department has developed an Algebra 1 Readiness packet . The purpose of this resource is to allow students the opportunity to dive a little deeper into the pre-requisite algebraic skills.

3. Algebra 1 Honors Important Facts
Algebra 1 Honors is a High School course.
Algebra 1 is a required credit for graduation.
Students must pass the Algebra I end-of- course (EOC) for graduation.
The results of the Algebra 1 EOC constitute thirty percent of the final course grade.

4. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
These are the standards students miss due to acceleration after completing 6th grade mathematics:
MAFS.7.EE.1.1
MAFS.7.EE.1.2
MAFS.7.EE.2.3
MAFS.7.EE.2.4
MAFS.7.NS.1.1
MAFS.7.NS.1.2
MAFS.7.NS.1.3
MAFS.7.RP.1.1
MAFS.7.RP.1.2
MAFS.7.RP.1.3
MAFS.7.SP.1.1
MAFS.7.RP.2.3
MAFS.7.RP.3.5
MAFS.7.RP.3.6
MAFS.7.RP.3.7
MAFS.7.RP.3.8
MAFS.8.F.1.1
MAFS.8.F.1.2
MAFS.8.F.1.3
MAFS.8.F.2.4
MAFS.8.F.2.5
MAFS.8.NS.1.1
MAFS.8.NS.1.2
MAFS.8.SP.1.1
MAFS.8.SP.1.2
MAFS.8.SP.1.3
MAFS.8.SP.1.4
MAFS.8.EE.1.1
MAFS.8.EE.1.2
MAFS.8.EE.2.5
MAFS.8.EE.2.6
MAFS.8.EE.3.7
MAFS.8.EE.3.8

5. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
7th Grade content students miss due to acceleration:
Add and subtract numeric expressions that contain fractions
Rewrite expressions in different ways
Solve equations that require multiple steps with positive and negative whole numbers, fractions, and decimals
Create an equation or inequality to solve a real world problem
Find the distance between two numbers (whole numbers, fractions, or decimals) on the number line and know that its absolute value is their difference.
Add, subtract, multiple, and divide positive and negative fractions in a real-world context problem
Compute unit rates and describe them as a fraction and ration (i.e. 2:3)
Recognize or describe when a relationship is proportional in a table, graph, equation, diagram, or verbal description
Solve multi-step ratio and percent problems (i.e. simple interest, tax, markups, gratuities, commission, fees, percent increase, and percent decrease)
Understand that statistic can be used to gain information to support inferences
Compare data represented as a box plot and make inferences on the data
Understand probability where 0 indicated unlikely and event will occur and 1 indicates certainty
Approximate the likelihood that an event will occur by collecting data
Develop a probability model (i.e. spinner) to generate data, explain possible sources of discrepancies, or determine the likelihood of an event
Find the probability of an event that is dependent to another event using list, tables, tree diagrams

6. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
8th Grade content students miss due to acceleration:
Convert decimals into fractions and know that some decimals may not be converted into a fraction, also known as an irrational number.
Find the square root   and cube root 𝟑 to perfect values 
Approximate the value of square root √ on a number line.
Calculate the value for a whole number with a positive or negative exponent.
Graph a line and interpret its meaning in a real-world context while referring to the slope of the line
Explain the slope of a line by using similar triangles
Solve equations that contain whole numbers, fractions, or decimals that may have one solution, infinitely many solutions, or no solution.
Apply the distributive property and combining like terms
Solve for a pair of equations simultaneously algebraically or in real-world context and explain the solution.
Write the rule (function), where each value that is input provides exactly one output
Represent a function algebraically, by graphing, in a table of values, or verbal description
Provide examples of functions that are not linear
In real-world context determine the rate of change and initial values of a function
Describe a function by looking at a graph
Create a graph for a verbal description of a function

7. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
7th grade sample questions of content that students miss due to acceleration:
1. The cost of a barrel of beans, b, fluctuates by 17% in both directions during a three-month period. Match each verbal description of the high and low cost of a barrel of beans with all equivalent expressions. ☐
𝒃+𝟎.𝟏𝟕𝒃
𝒃−𝟎.𝟏𝟕𝒃
𝒃−𝟏.𝟏𝟕𝒃
−𝟎.𝟏𝟕𝒃
𝟎.𝟖𝟑𝒃
𝟏.𝟏𝟕𝒃
b is increased by 17%
b is decreased by 17%
2. The total change in the price of a certain brand of cereal from 2008 to 2012 was -$ complete the table to show possible price changes in 2010 and 2012.
What is written as a decimal?
0.23
0.6
0. 6
1.5 B A C D
Year
Change in Dollars
2008
+0.20
2009
+0.30
2010
-0.40
2011
-0.20
2012
-0.10
Total

8. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
7th grade sample questions of content that students miss due to acceleration:
An expression I shown, where 𝑎<0 and c>0.
𝑎+𝑏=𝑐
Drag the two points to the number line to show possible locations of a and b. a b c
The dimensions of a rectangular pool are 24.5 feet by 13 feet. The depth of the water is 4 feet. Each cubic foot cotains7.48 gallons of water.
How many gallons of water, to the nearest tenth, are needed to fill the pool to 80% capacity?
An expression is shown.
𝑥+3 − 2 3 𝑥−1
Create an equivalent expression without parentheses.

9. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
8th grade sample questions of content that students miss due to acceleration:
An equation is shown.
3 𝑚 ∙ 3 𝑛 = 3 −2
What are possible values for m and n?
Determine whether each number is rational or irrational. ☐
Rational
Irrational 81 89
121
131
Drag the numbers shown to their approximate location on the number line.
8. Create a table of values to show a relation that is not a function. x y 1 2 3

10. Accelerated Student Path
7th Grade Student
Algebra 1 Honors
These are the standards students miss due to acceleration after completing 7th grade mathematics:
MAFS.8.EE.1.1
MAFS.8.F.1.3
MAFS.8.EE.1.2
MAFS.8.F.2.4
MAFS.8.EE.1.3
MAFS.8.F.2.5
MAFS.8.EE.1.4
MAFS.8.NS.1.1
MAFS.8.EE.2.5
MAFS.8.NS.1.2
MAFS.8.EE.2.6
MAFS.8.SP.1.1
MAFS.8.EE.3.7
MAFS.8.SP.1.2
MAFS.8.EE.3.8
MAFS.8.SP.1.3
MAFS.8.F.1.1
MAFS.8.SP.1.4
MAFS.8.F.1.2

11. Accelerated Student Path
7th Grade Student
Algebra 1 Honors
8th Grade content students miss due to acceleration:
Convert decimals into fractions and know that some decimals may not be converted into a fraction, also known as an irrational number.
Find the square root and cube root 𝟑 to perfect values
Approximate the value of square root √ on a number line.
Calculate the value for a whole number with a positive or negative exponent.
Graph a line and interpret its meaning in a real-world context while referring to the slope of the line
Explain the slope of a line by using similar triangles
Solve equations that contain whole numbers, fractions, or decimals that may have one solution, infinitely many solutions, or no solution.
Apply the distributive property and combining like terms
Solve for a pair of equations simultaneously algebraically or in real-world context and explain the solution.
Write the rule (function), where each value that is input provides exactly one output
Represent a function algebraically, by graphing, in a table of values, or verbal description
Provide examples of functions that are not linear
In real-world context determine the rate of change and initial values of a function
Describe a function by looking at a graph
Create a graph for a verbal description of a function

12. Accelerated Student Path Infinitely many solutions
6th Grade Student
Algebra 1 Honors
8th grade sample questions of content that students miss due to acceleration:
1. Select the number if solutions for each system of two linear equations. ☐
Zero Solutions
One Solution
Infinitely many solutions
2𝑥+2𝑦=3
4𝑥+4𝑦=6
7𝑥+5𝑦=8
7𝑥+7𝑦=8
−2𝑥+3𝑦=7
2𝑥+3𝑦=−7
2. What is the distance, in units, between A (-1,3) and B (3,5)?
The function 𝑦=3.50𝑥+2 represents the total amount of money, y, saved over x weeks.
What is true about the function?
It is linear because it is always increasing.
It is linear because it increases at a constant rate.
It is nonlinear because it is always increasing.
It is nonlinear because it at a constant rate. B A C D

13. Accelerated Student Path
6th Grade Student
Algebra 1 Honors
8th grade sample questions of content that students miss due to acceleration:
4. Five hundred students were asked whether they prefer apple or orange juice. The table shown displays the results.
Kayden creates a linear function where x is the input, y is the output, and m and b are constants.
Which equation could represent Kayden’s function?
𝑦= 1 𝑥 +𝑚𝑏
𝑦=𝑚𝑥+𝑏
𝑦=𝑚𝑦•𝑏𝑦
Which statement about the graph of Kayden’s function is true for all values of m and b?
The graph is increasing.
The graph is decreasing.
The graph goes through the origin.
The graph has a constant rate of change.
Apple Juice
Orange Juice
Total
Boys 30
100
Girls
210
160
How many more girls were surveyed than boys?

14. The Algebra 1 Readiness Packet reviews 8th grade content that is necessary to be successful in Algebra 1. The packet consist of six pillars that address key domains in 8th grade.
The next few slides will depict what the packet is composed of.

15. Pillar 1 Pillar 4 Pillar 2 Pillar 5 Pillar 3 Pillar 6 MAFS.8.EE.1.1
MAFS.8.NS.1.1
MAFS.8.NS.1.2
Pillar 4
MAFS.8.F.2.4
MAFS.8.F.2.5
Pillar 2
MAFS.8.F.1.1
Pillar 5
MAFS.8.EE.3.7a
MAFS.8.EE.3.7b
MAFS.8.EE.3.8a
MAFS.8.EE.3.8b
MAFS.8.EE.3.8c
Pillar 3
MAFS.8.EE.2.5
MAFS.8.EE.2.6
MAFS.8.F.1.2
MAFS.8.F.1.3
Pillar 6
MAFS.8.SP.1.1
MAFS.8.SP.1.2
MAFS.8.SP.1.3
MAFS.8.SP.1.4

16. You will be able to do the following things after this lesson.
Pillar Roadmap
Expand, simplify, and evaluate expressions involving exponents, including products and quotients raised to powers
Prove the rules of exponents for multiplying and dividing exponents with the same base by using the definition of an exponent.
Generate and use the rules for multiplying and dividing powers with the same base
Generate and use the rules for zero exponents and negative exponents.
You will be able to do the following things after this lesson.
AL – The Robot Guide
Check Yourself
Vocabulary
Next Steps?
PILLAR ROADMAP
The Pillar Roadmap organizes the connected foundational concepts that will be covered in the upcoming lesson.

17. FSA-Algebra 1 Readiness Course on the Edgenuity platform will be available May 29 - August 14, 2017 for student access. 
All 7th and 8th grade students will be pre-populated into the FSA-Algebra 1 Readiness Course on Edgenuity. 
6th grade students must be entered manually by school site personnel.
Next Steps?

18. Pillar Roadmap
Parent Letter
Answer Key

19. Accessing the Algebra 1 Readiness Resources
Teacher Access

20. THANK YOU!