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2. An Overview of the Algebra Standard for School Mathematics? 2

3. 3 Algebra Standard Understand patterns, relations, and functions; Represent and analyze mathematical situations and structures using algebraic symbols; Use mathematical models to represent and understand quantitative relationships; Analyze change in various context. Instructional programs from prekindergarten through grade 12 should enable all students to—

4. 4 Algebra Standard for Grades 6 – 8.

5. 5 Understand patterns, relations, and functions; Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; Relate and compare different forms of representation for a relationship; Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

6. 6 Represent and analyze mathematical situations and structures using algebraic symbols; Develop an initial conceptual understanding of different uses of variables; Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope; continued

7. 7 Represent and analyze mathematical situations and structures using algebraic symbols; Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships; Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations.

8. 8 Use mathematical models to represent and understand quantitative relationships; Model and solve contextualized problems using various representations such as graphs, tables, and equations.

9. 9 Analyze change in various context. Use graphs to analyze the nature of changes in quantities in linear relationships.

10. 10 Algebra Standard for Grades 9 – 12.

11. 11 Understand patterns, relations, and functions; generalize patterns using explicitly defined and recursively defined functions; understand relations and functions and select, convert flexibly among, and use various representations for them; analyze functions of one variable by investigating rates of change, intercepts, zeros, asymptotes, and local and global behavior; continued

12. 12 Understand patterns, relations, and functions; understand and perform transformations such as arithmetically combining, composing, and inverting commonly used functions, using technology to perform such operations on more-complicated symbolic expressions; understand and compare the properties of classes of functions, including exponential, polynomial, rational, logarithmic, and periodic functions; interpret representations of functions of two variables

13. 13 Represent and analyze mathematical situations and structures using algebraic symbols; understand the meaning of equivalent forms of expressions, equations, inequalities, and relations; write equivalent forms of equations, inequalities, and systems of equations and solve them with fluency—mentally or with paper and pencil in simple cases and using technology in all cases; use symbolic algebra to represent and explain mathematical relationships; continued

14. 14 Represent and analyze mathematical situations and structures using algebraic symbols; use a variety of symbolic representations, including recursive and parametric equations, for functions and relations; judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

15. 15 Use mathematical models to represent and understand quantitative relationships; identify essential quantitative relationships in a situation and determine the class or classes of functions that might model the relationships; use symbolic expressions, including iterative and recursive forms, to represent relationships arising from various contexts; draw reasonable conclusions about a situation being modeled.

16. 16 Analyze change in various context. approximate and interpret rates of change from graphical and numerical data.

17. 17 Assignment Read: NCTM Principles and Standards p 60-63, 268-73, and 348-52.

18. 18 Reasoning in Algebra It’s not only a good idea it’s the law! TEACHER’S GUIDE Grade 8 First Year Algebra Algebra and Problem Solving. Materials: Activity sheets; graph paper. Objective: Students will use algebra and problem solving to represent a real life situation that involves a linear relationship and use graphing as another way to represent that relationship. Prerequisite: Students should know how to graph linear relationships on the Cartesian coordinate system. Directions: Form groups of three to five students. Pass out the worksheet and have each group meet and solve one of the problems by the described method. Each group is to prepare a presentation of their findings to the class. The class should then work on a generalization for all of the cases.

19. 19 Reasoning in Algebra It’s not only a good idea it’s the law! Group A Automobile speeding fines in Pennsylvania are calculated as $35 plus $2 per mile in excess of five miles per hour of the speed limit. Suppose that you were caught exceeding the speed limit in a school zone with a limit of 15 miles per hour. Graph the speed on the x-axis (0 to 75 mph) verses the cost of the fine in dollars on the y-axis. Activity Sheet ALL GROUPS Can you generalize the above situations? Let x be the number of miles per hour over the speed limit. Let y be the cost of the fine. Graph the relationship between x and y. Discuss how this graph relates to the previous problems. Can you develop an equation to show the relationship between x and y?

20. 20 Reasoning in Algebra It’s not only a good idea it’s the law! Instructional Programs from prekindergarten through grade 12 should enable students to – Build new mathematical knowledge through problem solving; Solve problems that arise in mathematics and in other context; Apply and adapt a variety of appropriate strategies to solve problems; Monitor and reflect on the process of mathematical problem solving. PROBLEM SOLVING STANDARD

21. 21 Reasoning in Algebra It’s not only a good idea it’s the law! Instructional Programs from prekindergarten through grade 12 should enable students to – Understand patterns, relations, and functions: Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules; Relate and compare different forms of representation for a relationship; Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations. ALGEBRA STANDARD

22. 22 Reasoning in Algebra It’s not only a good idea it’s the law! Instructional Programs from prekindergarten through grade 12 should enable students to – Represent and analyze mathematical situations and structures using algebraic symbols: Develop an initial conceptual understanding of different uses of variables; Explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope; Use symbolic algebra to represent situations and to solve problems, especially those that involve linear relationships; Recognize and generate equivalent forms for simple algebraic expressions and solve linear equations. ALGEBRA STANDARD

23. 23 Reasoning in Algebra It’s not only a good idea it’s the law! Instructional Programs from prekindergarten through grade 12 should enable students to – Use mathematical models to represent and understand relationships: Model and solve contextualized problems using various representations, such as graphs, tables, and equations. Analyze change in various context: Use graphs to analyze the nature of changes in quantities in linear relationships. ALGEBRA STANDARD