SCOPE & SEQUENCE

Algebra I
Algebra I
2018-2019

Year at a Glance
August September October November December January February March April May
1. Functions,
4.Systems
Expressions, 2. Polynomials and 6. Exponential STAAR
SLA 3. Linear Functions of Break 5. Quadratics Extension
Equations, and Powers Functions Prep
Equations
Inequalities

Time Frame Unit Title

10 Unit 1: Functions, Expressions, Equations, and Inequalities
9 Unit 2: Polynomials and Powers
CA 1 (Unit 2 continues after CA1)
9 Unit 3: Linear Functions
5 Unit 4: Systems of Equations
CA 2
15 Unit 5: Quadratics
CA3
8 Unit 6: Exponential Functions
STAAR Test
3 Algebra I Extension – Correlations and Regressions; Series & Sequences

General Resources
 Pearson Algebra 1 Text and Online Resources  Emathinstruction.com
 McGraw Hill textbooks for middle school math courses  Openmiddle.com
 The National Library of Virtual Manipulatives http://nlvm.usu.edu/  Wyrmath.com
 Engage NY  Wodb.ca
 ixl.com http://www.ixl.com/math/grade-6  http://www.projectsharetexas.org/resource-index
 Algebra Worksheet Generator http://www.math.com/students/worksheet/algebra_sp.htm  Estimation180.com
 RegentsPrep.org  Interactive Math Glossary

Notes
 TIME FRAME: Unit time frames are approximate and subject to change dependent on data and scholars’ needs, as well as campus testing schedules.
 TEKS: All readiness TEKS are represented in bold text. Most supporting TEKS are represented where appropriate and deemed necessary.
 MYP UP Stage 1: Global contexts, key concepts, related concepts, and assessment criteria have been selected carefully to ensure Uplift meets IB requirements. If you choose to change any
of these to personalize your units, please ensure you are assessing each global context, key concept, and related concept at least 1x per year and each assessment criteria at least 2x per
year.
 PERFORMANCE TASKS: A minimum of 2 investigations and 2 real world projects are required. The first must be completed before Collaboration Day 2, and the second before the end of the
year. You may choose to use the tasks detailed in the scope (indicated as investigations) or you may create your own, but the task must be assessed using MYP Criterion B, C, and D,
depending on the assessment.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

10 class Unit 1: Functions, Expressions, Equations, and A.2A A 201 Global Context Optional: Diagnostic Test for  Concrete and virtual
periods Inequalities A.5A A 301 Fairness and Development basic/pre-requisite skills manipulatives for
A.5B A 302 solving equations
A.12A A 303 Key Concept Unit Test (Criterion A)  Desmos graphing
 Define a function, identify functions using multiple Logic software
representations, and use function notation to evaluate A.12B A 401
Function Representations  Pearson textbook and
functions A.12E A 402 Related Concepts (Criterion C): Scholars select online resources Topic
 Identify the domain and range of both discrete and A 403 Equivalence two real-world situations, 1, 2
continuous data A 405 Justification one which can be modeled
 Solve multi-step one variable linear equations and AF 502 Representation by a function and one which
AF 503 cannot, and support their
inequalities
A 503 Statement of Inquiry choice with multiple
o Including the distributive property Fairness is not everyone representations of each
o Manipulate equations to isolate a given A 504
getting the same thing, it is situation (graph, table,
variable AF 602
everyone getting what they equation, mapping, verbal
A 601
need. description)
A 602
CRS
A 603
 Definition of a function
 Function notation
 One variable equations
 Translating to basic expressions
 Combine like terms
 Evaluate expressions
 Add and subtract expressions
 Match inequalities with number lines
 Manipulate expressions and equations
 Solve and graph linear inequalities
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)
9 Class Unit 2: Polynomials and Powers A.10A A 509 Global Context Exponent Lab (Criterion B):  Pearson textbook and
Periods A.10B A 510 Globalization and Scholars investigate power online resources Topic
Total A.10C A 511 Sustainability rules through a multi-step 5, 7
 Apply laws of exponents to simplify or evaluate
A.10D A 512 lab where they look at  Algebra tiles for
expressions Key Concept exponential form, expanded polynomial operations
4 Class o Rewrite expressions with radicals using rational A.11A
Relationships form, and solutions in order
Periods exponents and expressions with rational A.11B to generate the rules
Before exponents using radicals Related Concepts themselves. Scholars verify
CA 1  Add, subtract, multiply, and divide polynomials TEKS 10A, Pattern their results using additional
10B, 10C
 Apply the distributive property to rewrite polynomial Simplification examples.
5 Class and 10D
equations
will be Statement of Inquiry Polynomial Farm (Criterion
Periods CRS assessed A small change may have A): This performance task is
After CA  Add polynomials on CA 1. the power to make a large planned to give students an
1  Subtract polynomials All TEKS impact in the future. opportunity to add,
 Multiply polynomials may be subtract, multiply, and
 Squares and Square roots assessed divide polynomials in order
on CA 2.
 Cubes and Cube roots to solve real-world
 Scientific Notation problems. This task is
designed to encourage
 Positive integer exponents
students to make
connections and to
communicate their
mathematical thinking
clearly and accurately.
Modified from:
http://www.radford.edu/ru
math-
smpdc/Performance/src/Em
ily%20O'rourke%20-
%20Polynomial%20Farm.pd
f
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

9 Class Unit 3: Linear Functions A.2B A 406 Global Context Unit Test (Criterion A)  Pearson textbook
Periods A.2C F 401 Personal and Cultural and online
A.2D AF 503 Expression Flags of the World Project resources Topic 3
 Write linear equations and inequalities given a table,
A.2E A 514 (Criterion C and D):  Desmos graphing
graph, or description Key Concept G: Learn about the history of software
o Write equations in slope-intercept, point slope, A.2F F 503
Form countries around the world  Visualpatterns.org
and standard form A.2G F 504 R: A globally minded scholar to show visual
o Write equations of parallel and perpendicular A.2H F 505 Related Concepts A: Your peers representations of
lines, including those parallel/perpendicular to A.3A F 506 Pattern S: In school and college you meet linear and non-
an axis A.3B F 507 Representation people from around the world and linear functions
 Understand slope as a rate of change and calculate slope A.3C F 511 want to be more knowledgeable
A.3D AF 604 Statement of Inquiry about their home countries. You
given a table, graph, equation, points, or situation.
A.3E F 601 What one has choose to learn about their
 Graph linear functions and identify key characteristics experienced in their past country by examining their
 Graph linear inequalities F 602
impacts how they national flag and learning about
G 304
 Transform linear equations and describe represent themselves to what led to its adoption and any
G 407 the world. symbols of the country.
transformations given an equation or graph
G 510 P: Create a poster with a visual
G 607 representation of a country’s flag
CRS
using multiple linear equations.
 Calculate slope
Present your flag and equations
 Evaluate linear and quadratic functions with calculations, equations, and a
 Match linear equations and graphs table of values. Research the
 Translations origin of the flag and history of the
 Change in speed corresponding to change in slope country and include a written
 Locate points in Q1 description on your poster.
 Reflections of a point Transformation Investigation
(Criterion B): Scholars graph
equations of lines (by hand or
using technology) to investigate
how changing parameters impacts
the graph. Scholars write
transformation rules and verify
them using multiple other graphs.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

5 Class Unit 4: Systems of Equations A.2I A 604 Global Context Car Comparison Project  Pearson textbook and
Periods A.3F Scientific and Technical (Criterion C and D): Scholars online resources Topic
A.3G Innovation research the price and gas 4
 Write a system of linear equations or inequalities mileage of two comparable  Desmos graphing
A.3H
 Solve systems of equations by graphing, substitution, Key Concept vehicles and determine software
A.5C
and elimination Relationships which will be a better
 Solve systems of inequalities by graphing purchase for them. Scholars
Related Concepts create a system of
Equivalence equations and solve it by
CRS
System graphing and algebraically.
 Solve systems of two linear equations Representation Scholars then summarize
their findings in writing.
Statement of Inquiry (Use cars.com and google
We can represent maps for research.)
relationships using logical
systems in order to make
decisions.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Objective(s) Resources
Frame
12 Class Unit 5: Quadratics A.6A A 404 Global Context Parabola Transformation Investigation  Pearson
Periods A.6B A 501 Orientation in space (Criterion B and C): Scholars work as textbook and
A.6C A 505 and time consultants for Polly Parabola as she starts her online
 Determine the domain and range of quadratic functions company “Professional Parabola Productions”.
A.7A A 506 resources
 Graph quadratic functions and identify key Key Concept Scholars are tasked with determining all the Topic 8
characteristics A.7B A 507
Form ways a graph of a parabola can be changed by  Desmos
 Transform quadratic functions on the coordinate plane A.7C A 508 changing its equations. They generate rules for graphing
 Factor trinomials and perfect square binomials A.8A A 509 Related Concepts the transformations and present them in a software
A.8B A 605 Generalization memo using graphs, equations, and verbal
 Solve quadratic equations using various methods
A.10E Quantity descriptions.
 Write quadratic functions using given information
A.10F Simplification
 Convert between standard and vertex form of quadratics X-Intercept Investigation (Criterion B):
Statement of Scholars graph functions written as the
CRS Inquiry product of two binomials and use their
 Multiply two binomials Through modeling calculator to estimate the x-intercepts. They
 Identify solutions to quadratic functions we can analyze use various examples to look for a pattern
 Solve factored quadratic equations multiple ways to between the binomials and the x-intercepts
and generate a rule for finding the x-intercepts
 Difference of squares represent the same
relationship. from the binomial factors.
 Solve quadratic equations
 Squares and square roots Transformations Lab (Criterion B): Scholars
investigate transformations of quadratics
through a multi-step lab where they look at
variations of vertex form equations with
changing parameters to generate the rules of
transformations.

Fireworks Task (Criterion D): Scholars take on

the role of a firework company owner and
design a firework show using information
about different quadratic equations and
graphs. They design a new firework given
parameters. They create a report including
mathematical data and written reflections to
analyze each type of firework in the context of
the real world situation.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

8 Class Unit 6: Exponential Functions A.9A Global Context Unit Test (Criterion A)  Pearson textbook and
Periods A.9B Globalization and online resources Topic
A.9C Sustainability Which is the best 9
 Write exponential functions
A.9D investment? (Criterion D):  Desmos graphing
 Interpret the meaning of exponential functions given an Key Concept Scholars choose between software
equation A.9E
Form investing a set amount of
 Graph exponential functions and identify key components money in a savings account,
including intercepts, asymptotes, domain and range. Related Concepts in a car, or in a home. For
 Determine the domain and range of exponential functions Measurement each, they research the
Change interest rate/rate of
System appreciation/ depreciation
and calculate the value of
Statement of Inquiry that money at various
Patterns can be used to increments of time. Scholars
determine and describe the represent their findings with
impact of human action over equations, calculations, and
time. graphs and write a summary
of which option they would
select and how investing
relates to their lives.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

5 Class STAAR Prep A.10E  CTL lesson plans and

Periods A.11B materials
Reporting Categories:  Pearson Algebra 1 Book
1. Number and Algebraic Methods A.3B  Texas Coach
2. Describing and graphing linear functions, equations, and A.3C  STAAR Ready
 McGraw Hill
inequalities A.3D
Assessment Masters
3. Writing and solving linear functions, equations, and
inequalities A.2A
4. Quadratic functions and equations A.2C
5. Exponential functions and equations A.2I
A.5A
Focus on Readiness Standards with low mastery over the A.5C
course of the year.
A.6A
A.7A
A.7C
A.8A

A.9C
A.9D
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

REQUIRED EXAMPLES
Time Unit & Key Components TEKS CRS MYP UP: Stage 1 Assessment(s)/MYP Resources
Frame Objective(s)

3 Class Extension – Correlations and Regressions; Series & A.4A F 201 Global Context Sequences Lab (Criterion B):  Pearson textbook and
Periods Sequences A.4B F 301 Scientific and Technical Scholars investigate both online resources Topic
A.4C F 502 Innovation algebraic and geometric 6
sequences in order to derive
 Use technology to determine the line of best fit for real- A.8B F 603
Key Concept the rules for writing
world data, using linear, quadratic, or exponential A.9E F 703
Relationships sequences or finding specific
functions A.12C terms in a sequence.
 Determine the correlation between variables in a real- A.12D Related Concepts
world situation Pattern Correlation Study (Criterion
Change D): Scholars explore a set of
 Arithmetic and Geometric sequences
Model given or researched data in
order to determine what
CRS Statement of Inquiry type of function would best
 Pattern Seeking Recognizing variation fit that data. Scholars draw
 Geometric Sequences patterns in real world conclusions and make
 Recursive formulas relationships can be used to predictions based on their
make informed decisions. data set and present their
findings using calculations
and in writing.
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

Algebra I TEKS
A.1A – apply A.1B – use a problem‐ A.1C – select tools, A.1D – communicate A.1E – create and use A.1F – analyze A.1G – display, explain,
mathematics to solving model that including real objects, mathematical ideas, representations to mathematical and justify mathematical
problems arising in incorporates analyzing manipulatives, paper reasoning, and their organize, relationships to connect ideas and arguments
everyday life, society, given information, and pencil, and implications using record, and and communicate using precise
and the workplace formulating a plan or technology as multiple communicate mathematical ideas mathematical language
strategy, determining a appropriate, and representations, mathematical ideas in written or oral
solution, justifying the techniques, including including symbols, communication
solution, and evaluating mental math, diagrams, graphs, and
the problem solving estimation, and number language as appropriate
process and the sense as appropriate, to
reasonableness of the solve problems
solution
A.2(A) – determine the domain and range of a linear function in mathematical problems; A.7(A) – graph quadratic functions on the coordinates plane and use the graph to identify key
determine reasonable domain and range values for real-world situations, both continuous attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum
and discrete; and represent domain and range using inequalities values, vertex, and the equation of the axis of symmetry
A.2(B) – write linear equations in two variables in various forms, including y = mx + b, Ax + By = A.7(B) – describe the relationship between the linear factors of quadratic expressions and the
C, and y – y1 = m(x – x1), given one point and the slope and given two points zeros of their associated quadratic functions
A.2(C) – write linear equations in two variables given a table of values, a graph, and a verbal A.7(C) – determine the effects on the graph of the parent function f(x) = x2 when f(x) is
description replaced by af(x), f(x) + d, f(x – c), f(bx) for specific values of a, b, c, and d
A.2(D) – write and solve equations involving direct variation A.8(A) – solve quadratic equations having real solutions by factoring, taking square roots,
completing the square, and applying the quadratic formula
A.2(E) write the equation of a line that contains a given point and is parallel to a given line A.8(B) – write, using technology, quadratic functions that provide a reasonable fit to data to
estimate solutions and make predictions for real-world problems
A.2(F) write the equation of a line that contains a given point and is perpendicular to a given A.9(A) – determine the domain and range of exponential functions of the form f(x) = abx and
line represent the domain and range using inequalities
A.2(G) write an equation of a line that is parallel or perpendicular to the x- or y-axis and A.9(B) – interpret the meaning of the values of a and b in exponential functions of the form f(x)
determine whether the slope of the line is zero or undefined = abx in real-world problems
A.2(H) write linear inequalities in two variables given a table of values, a graph, and a verbal A.9(C) – write exponential functions in the form f(x) = abx (where b is a rational number) to
description describe problems arising from mathematical and real-world situations, including growth
and decay
A.2(I) – write systems of two linear equations given a table of values, a graph, and a verbal A.9(D) – graph exponential functions that model growth and decay and identify key features,
description including y-intercept and asymptote, in mathematical and real-world problems
A.3(A) – determine the slope of a line given a table of values, a graph, two points on the line, A.9(E) – write, using technology, exponential function that provide a reasonable fit to data and
and an equation written in various forms, including y = mx + b, Ax + By = C, and y – y1 = m(x – make predications for real-world problems
x1)
A.3(B) – calculate the rate of change of a linear function represented tabularly, graphically, A.10(A) – add and subtract polynomials of degree one and degree two
or algebraically in context of mathematical and real-world problems
A.3(C) – graph linear functions on the coordinate plane and identify key features, including x- A.10(B) – multiply polynomials of degree one and degree two
intercept, y-intercept, zeros, and slope, in mathematical and real-world problems
A.3(D) – graph the solution set of linear inequalities in two variables on the coordinate plane A.10(C) – 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
 SCOPE & SEQUENCE
Algebra I
A.3(E) – determine the effects on the graph of the parent function f(x) = x when f(x) is replaced
by af(x), f(x) + d, f(x – c), f(bx) for specific values of a, b, c, and d
A.3(F) – graph systems of two linear equations in two variables on the coordinate plane and
determine the solutions if they exist
A.3(G) – estimate graphically the solutions to systems of two linear equations with two
variables in real-world problems
A.3(H) – graph the solution set of systems of two linear inequalities in two variables on the
coordinate plane
A.4(A) – calculate, using technology, the correlation coefficient between two quantitative
variables and interpret the quantity as a measure of the strength of the linear association
A.4(B) – compare and contract associate and causation in real-world problems
A.4(C) – write, with and without technology, linear functions that provide a reasonable fit to
data to estimate solutions and make predications for real-world problems
A.5(A) – solve linear equations in one variable, including those for which the application of
the distributive property is necessary and for which variables are included on both sides
A.5(B) –solve linear inequalities in one variable, including those for which the application of the
distributive property is necessary and for which variables are included on both sides
A.5(C) – solve systems of two linear equations with two variables for mathematical and real-
world problems
A.6(A) – determine the domain and range of quadratic functions and represent the domain
and range using inequalities
A.6(B) – write equations of quadratic functions given the vertex and another point on the
graph, write the equation in vertex form (f(x) = a(x – h)2 + k), and rewrite the equation from
vertex form to standard form (f(x) = ax2 + bx + c)
A.6(C) – write quadratic functions when given real solutions and graphs of their related
equations
Algebra I
2018-2019
A.10(D) – rewrite polynomial expressions of degree one and degree two in equivalent forms
using the distributive property
A.10(E) – factor, if possible, trinomials with real factors in the form ax2 + bx + c, including
perfect square trinomials of degree two
A.10(F) – decide if a binomial can be written as the difference of two square and, if possible,
use the structure of a difference of two squares to rewrite the binomial
A.11(A) – simplify numerical radical expressions involving square roots
A.11(B) – simplify numeric and algebraic expressions using the laws of exponents, including
integral and rational exponents
A.12(A) – decide whether relations represented verbally, tabularly, graphically, and
symbolically define a function
A.12(B) – evaluate functions, expressed in function notation, given one of more elements in
their domains
A.12(C) – identify terms of arithmetic and geometric sequences when the sequences are given
in function form using recursive processes
A.12(D) – write a formula for the nth term of arithmetic and geometric sequences, given the
value of several of their terms
A.12(E) – solve mathematical and scientific formulas, and other literal equations, for a
specified variable
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

August 2018
Keep in mind:
 MAP Testing Window: 8/20—9/21

Sun Mon Tue Wed Thu Fri Sat

31 1 2 3 4
Collaboration Day
Kick Off

5 6 7 8 9 10 11
First Day of School

SLA

12 13 14 15 16 17 18

Unit 1: Functions, Expressions, Equations, and Inequalities

19 20 21 22 23 24 25

Unit 1: Functions, Expressions, Equations, and Inequalities

26 27 28 29 30 31

Unit 1: Functions, Expressions, Equations, and Inequalities

 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

September 2018
Keep in mind:
 MAP Testing Window: 8/20—9/21
 CA 1 Testing Window: 9/24-10/3

Sun Mon Tue Wed Thu Fri Sat

1

2 3 4 5 6 7 8
EPAS Testing (HS)
HOLIIDAY
Unit 1: Functions, Expressions, Equations, and Inequalities

9 10 11 12 13 14 15

Unit 2: Polynomials and Powers

16 17 18 19 20 21 22

Unit 2: Polynomials and Powers

23 24 25 26 27 28 29

CA 1 Testing

30
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

October 2018
Keep in mind:
 CA 1 Testing Window: 9/24-10/3

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5 6
End of Quarter 1
Collaboration Day 1
CA 1 Testing

7 8 9 10 11 12 13

HOLIDAY
Unit 2: Polynomials and Powers

14 15 16 17 18 19 20

Unit 2: Polynomials and Powers

21 22 23 24 25 26 27
SCHOLAR HALF DAY

Unit 3: Linear Functions

28 29 30 31

Unit 3: Linear Functions

 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

November 2018
Keep in mind:


Sun Mon Tue Wed Thu Fri Sat

1 2 3

Unit 3: Linear Functions

4 5 6 7 8 9 10

Unit 3: Linear Functions

11 12 13 14 15 16 17

Unit 3: Linear Functions

18 19 20 21 22 23 24

FALL BREAK FALL BREAK FALL BREAK FALL BREAK FALL BREAK

25 26 27 28 29 30

Unit 4: Systems of Equations

 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

December 2018
Keep in mind:
 EOC Retesting Window: 12/3-12/6
 CA 2 Testing Window: 12/10-12/19

Sun Mon Tue Wed Thu Fri Sat

1

2 3 4 5 6 7 8

Unit 4: Systems of Equations

9 10 11 12 13 14 15

CA 2 Testing

16 17 18 19 20 21 22
SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY End of Quarter 2
SCHOLAR HALF DAY WINTER BREAK
CA 2 Testing

23 24 25 26 27 28 29

WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK

30 31

WINTER BREAK
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

January 2019
Keep in mind:
 MAP Testing Window: 1/17-2/22

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5

WINTER BREAK WINTER BREAK WINTER BREAK WINTER BREAK

6 7 8 9 10 11 12

Collaboration Day 2 Campus PD First Day of Semester 2

Unit 5: Quadratics

13 14 15 16 17 18 19

Unit 5: Quadratics

20 21 22 23 24 25 26
HOLIDAY

Unit 5: Quadratics

27 28 29 30 31

Unit 5: Quadratics
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

February 2019
Keep in mind:
 MAP Testing Window: 1/17-2/22
 CA 3 Testing Window: 2/19-3/1
 TELPAS Window: 2/25-4/5

Sun Mon Tue Wed Thu Fri Sat
1 2

Unit 5: Quadratics

3 4 5 6 7 8 9
EPAS Testing (HS)

Unit 5: Quadratics

10 11 12 13 14 15 16

Unit 5: Quadratics

17 18 19 20 21 22 23

HOLIDAY Unit 5: Quadratics

24 25 26 27 28

Unit 5: Quadratics
CA 3 Testing
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

March 2019
Keep in mind:
 CA 3 Testing Window: 2/19-3/1
 TELPAS Window: 2/25-4/5

Sun Mon Tue Wed Thu Fri Sat

1 2

CA 3 Testing

3 4 5 6 7 8 9

End of Quarter 3 Collaboration Day 3

CA 3 Testing

10 11 12 13 14 15 16

SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK SPRING BREAK

17 18 19 20 21 22 23

Unit 6: Exponential Functions

24 25 26 27 28 29 30
SCHOLAR HALF DAY HOLIDAY
Bad Weather Make-Up
Unit 6: Exponential Functions
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

April 2019
Keep in mind:
 TELPAS Window: 2/25-4/5

Sun Mon Tue Wed Thu Fri Sat

31 1 2 3 4 5 6
ACT Testing

Unit 6: Exponential Functions

7 8 9 7th Writing STAAR 10 11 12 13

8th Math STAAR 8th Reading STAAR English II EOC
English I EOC
Unit 6: Exponential Functions
14 15 16 17 18 19 20
HOLIDAY
Bad Weather Make-Up
EOC Prep

21 22 23 24 25 26 27
ACT Make-Up

EOC Prep

28 29 30
 SCOPE & SEQUENCE
Algebra I
Algebra I
2018-2019

May 2019
Keep in mind:
 Senior Finals/CA 4 Testing Window 5/13-5/15
 High School CA 4 Testing Window 5/20-5/23

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4

EOC Prep

5 6 7 8 9 10 11
Biology EOC Algebra I EOC US History EOC

Algebra I Extension

12 13 14 15 16 17 18
6th/7th Math STAAR 8th Science STAAR 8th Humanities STAAR

Algebra I Extension

19 20 21 22 23 24 25
SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY SCHOLAR HALF DAY
Last Day of School
CA 4 Testing / Finals Week

276 28 28 29 30 31

HOLIDAY Campus PD