Kang Chiao

International School -
Linkou Campus

Unit Plan
Linear Equations, Functions and Relations
KCIS High / Grade 10 / Mathematics
Week 1 - Week 10 | 3 Curriculum Developers | Last Updated: Nov 4, 2024 by Wu, Benjamin

Stage 1: Desired Results

Standards KCIS SLOs

Focus Standards Focus Standards

CA: CCSS: Mathematics (2013) KCIS: Student Learner Outcomes

CA: HS: Algebra All Grades
Reasoning with Equations & Inequalities All Outcomes

A-REI Understand solving equations as a process of reasoning 1. Self-aware and Self-Reliant Learners
and explain the reasoning.
● Reflect on and identify effective learning and problem solving
1. Explain each step in solving a simple equation as following strategies
from the equality of numbers asserted at the previous step,
● Take responsibility for self-organization, self-evaluation, and
starting from the assumption that the original equation has a
self-control
solution. Construct a viable argument to justify a solution
method. ● Practice inquiry, reflection, personal integrity, adaptability,
and perseverance
2. Solve simple rational and radical equations in one variable,
and give examples showing how extraneous solutions may ● Demonstrate the ability to set, plan, and achieve college,
arise. career, and personal goals

A-REI Solve equations and inequalities in one variable. 2. Critical and Innovative Thinkers

3. Solve linear equations and inequalities in one variable, ● Ask critical questions, generate hypotheses, explore multiple
including equations with coefficients represented by letters. perspectives, and pursue answers through research,
experimentation, and computational thinking
3.1 Solve one-variable equations and inequalities involving
absolute value, graphing the solutions and interpreting them in ● Read and listen critically in order to acquire, analyze, evaluate,
context. CA and synthesize information to make decisions or formulate
solutions to real community and world problems.
4. Solve quadratic equations in one variable.
4a. Use the method of completing the square to transform any ● Demonstrate real-world understanding by transferring and
quadratic equation in x into an equation of the form (x – p)2 = q applying knowledge to new situations
that has the same solutions. Derive the quadratic formula from ● Adapt, generate, refine, evaluate, and act on ideas to make an
this form.
impact on others
4b. Solve quadratic equations by inspection (e.g., for x2 = 49),
taking square roots, completing the square, the quadratic 3. Collaborative Learners & Leaders
formula and factoring, as appropriate to the initial form of the
● Demonstrate the ability to be a productive member of diverse
equation. Recognize when the quadratic formula gives complex
teams through strong interpersonal communication
solutions and write them as a ± bi for real numbers a and b.
● Solicit and value the views and contributions of others
A-REI Solve systems of equations.
● Share a commitment to group success, initiative, and
accountability.

4. Effective Communicators

● Read and listen carefully, critically, and analytically

● Articulate ideas and experiences confidently and creatively

5. Culturally Aware and Responsive Citizens

● Work cooperatively with diverse populations by practicing

empathy and cultural awareness
● Apply excellence, respect, courage, and integrity in
interactions with others
 5. Prove that, given a system of two equations in two variables,
replacing one equation by the sum of that equation and a
multiple of the other produces a system with the same
solutions.
6. Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two
variables.
7. Solve a simple system consisting of a linear equation and a
quadratic equation in two variables algebraically and
graphically. For example, find the points of intersection
between the line y = –3x and the circle x2 + y2 = 3.
8. (+) Represent a system of linear equations as a single matrix
equation in a vector variable.
9. (+) Find the inverse of a matrix if it exists and use it to solve
systems of linear equations (using technology for matrices of
dimension 3 × 3 or greater).

A-RE I Represent and solve equations and inequalities

graphically.

10. Understand that the graph of an equation in two variables

is the set of all its solutions plotted in the coordinate plane,
often forming a curve (which could be a line).
11. Explain why the x-coordinates of the points where the
graphs of the equations y = f(x) and y = g(x) intersect are the
solutions of the equation f(x) = g(x); find the solutions
approximately, e.g., using technology to graph the functions,
make tables of values, or find successive approximations.
Include cases where f(x) and/or g(x) are linear, polynomial,
rational, absolute value, exponential, and logarithmic
functions.★

12. Graph the solutions to a linear inequality in two variables as

a half-plane (excluding the boundary in the case of a strict
inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the
corresponding half-planes.

CA: HS: Functions

Mathematical Practice

The Standards for Mathematical Practice describe varieties of

expertise that mathematics educators at all levels should seek
to develop in their students.

1. Make sense of problems and persevere in solving them.

Show Details

2. Reason abstractly and quantitatively. Show Details

3. Construct viable arguments and critique the reasoning of
others. Show Details
4. Model with mathematics. Show Details
5. Use appropriate tools strategically. Show Details

Interpreting Functions

F-IF Understand the concept of a function and use function

notation.
 1. Understand that a function from one set (called the domain)
to another set (called the range) assigns to each element of the
domain exactly one element of the range. If f is a function and x
is an element of its domain, then f(x) denotes the output of f
corresponding to the input x. The graph of f is the graph of the
equation y = f(x).
2. Use function notation, evaluate functions for inputs in their
domains, and interpret statements that use function notation in
terms of a context.
3. Recognize that sequences are functions, sometimes defined
recursively, whose domain is a subset of the integers.

F-IF Interpret functions that arise in applications in terms of the

context.

4. For a function that models a relationship between two

quantities, interpret key features of graphs and tables in terms
of the quantities, and sketch graphs showing key features given
a verbal description of the relationship.
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes.

F-IF Analyze functions using different representations.

7. Graph functions expressed symbolically and show key

features of the graph, by hand in simple cases and using
technology for more complicated cases.★
7a. Graph linear and quadratic functions and show intercepts,
maxima, and minima.
7b. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.

7c. Graph polynomial functions, identifying zeros when suitable

factorizations are available, and showing end behavior.
9. Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or
by verbal descriptions).

Building Functions

F-BF Build new functions from existing functions.

3. Identify the effect on the graph of replacing f(x) by f(x) + k, k

f(x), f(kx), and f(x + k) for specific values of k (both positive and
negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph
using technology. Include recognizing even and odd functions
from their graphs and algebraic expressions for them.

© California Department of Education

Enduring Understandings Essential Questions

Students learn to model real-world situations using systems of How are the properties of real numbers useful when solving
equations and inequalities, with graphing and linear programming equations and simplifying expressions?
helping to identify constraints and solutions in decision-making. What are the similarities and differences in the procedures
Understanding function properties, transformations, and graphical for solving and expressing the solutions of equations and
methods provides a strong foundation for analyzing and solving inequalities?
complex problems. Why is it important to understand how to solve linear
equations and inequalities?
Teacher resource: Enduring Understandings: Seeing the Forest through Why would you use multiple representations of linear
the Trees equations and inequalities?
How are systems of linear equations and inequalities useful
in interpreting real world situations?
 What are the key features of linear equations and functions,
and how can they be used to model real-world situations?
How do you interpret and use the slope and y-intercept of a
linear equation in different contexts?
How can multiple representations of a linear function (graph,
equation, table, and verbal description) help in understanding
the relationship between variables?
How do transformations (translations, reflections, stretches,
and compressions) affect the graph of a linear function?
What methods can be used to solve systems of linear
equations, and how do you determine the most efficient
method in different situations?

Teacher resource: Asking Essential Questions to Inspire Lifelong

Learning

Content Skills
Students will know... Students will be able to...

Solving Systems of Equations Through the study of solving systems of equations and inequalities,
Solving Systems of Inequalities by Graphing students develop the skills to model and analyze relationships
Optimization with Linear Programming between variables. They learn to optimize real-world problems
Solving Systems of Equations in three Variables. using linear programming and solve systems involving three
Functions and Continuity variables for more complex scenarios. Understanding functions and
Linearity and Symmetry continuity enhances their ability to identify linearity and symmetry
Extrema and End Behavior in graphs, while exploring extrema and end behavior deepens their
Sketching Graphs of Functions comprehension of function behavior. Students also gain proficiency
Graphing Special Functions in sketching graphs of various functions, including special and
Transformations of Functions piecewise functions, and apply transformations to understand how
Solving Equations by Graphing changes in equations affect their graphs. Finally, solving equations
graphically equips them with visual methods for finding solutions,
reinforcing their overall mathematical reasoning and problem-
solving abilities.

Stage 2: Assessment Evidence

Assessments
Quiz 1.6-1.7 | Formative | Written Test

G10 Reg. Algebra 2 FA 1.6-1.7 G10 Reg. Algebra 2 FA 1.6-1.7

11 State Standards Assessed

Quiz 1.8 - 1.9 | Formative | Written Test

Formative Assessment 1.8 - 1.9 Formative Assessment 1.8 - 1.9 (Re assessment)

5 State Standards Assessed

Chapter 1 Test | Summative | Written Test

G10 Algebra 2 Reg Ch 1 Test Re-assessment of Chapter 1 Summative Assessment

5 State Standards Assessed

Formative Assessment 2.1-2.4 | Formative | Written Product

G10 Reg. Algebra 2 FA 2.1.-2.4 G10 Reg. Algebra 2 FA 2.1.-2.4 (re-assessment)

11 State Standards Assessed

Formative Assessment 2.5-2.7 | Formative | Written Product

G10 Reg. Algebra 2 FA 2.5-2.7 G10 Reg. Algebra 2 FA 2.5-2.7 (re-assessment)

 13 State Standards Assessed

Chapter 2 Test | Summative | Project / Portfolio

10 Algebra 2 Unit 2 SA Project

16 State Standards Assessed

1.6 - 1.8 Quiz (Honors) | Formative | Written Test

 https://docs.google.com/document/d/11gHfwb8SX9xM8JM1wur_V6PNhClcX9acCj-khdaSZA8/edit?usp=drive_link

11 State Standards Assessed

1.6 - 1.8 Quiz (Honors) Re-assessment | Formative | Written Test

 https://docs.google.com/document/d/1fFPQA_jH8lqcSzIMAKpy23n9jFLq6wQDrqzjrRdby7A/edit?usp=drive_link

11 State Standards Assessed

1.9 Quiz (Honors) | Formative | Written Test

 https://docs.google.com/document/d/1z_-gmETzN3qiWDx6uvUezR4z7FQXDhTi0Wz0mK3Jki4/edit?usp=drive_link

11 State Standards Assessed

1.9 Quiz (Honors) Re-assessment | Formative | Written Test

 https://docs.google.com/document/d/1AMWLei2WHvP4tgd_nOR8cQhyqH8iOx4Nkhn2X4Y5fIA/edit?usp=drive_link

11 State Standards Assessed

Chapter 1 Summative (Honors) | Summative | Written Test

 https://docs.google.com/document/d/1QDl7Y1iRwxYWMq9Qt4Lv9yBMj1b9w-B_GYguZdByXIM/edit?usp=drive_link

10 State Standards Assessed

2.1 - 2.4 Quiz (Honors) | Formative | Written Test

 https://docs.google.com/document/d/1zdgaN-mS2--8YOJRokdFgVlmgU19jYb-4SdR1c1CXaE/edit?usp=drive_link

16 State Standards Assessed

2.5 - 2.7 Quiz (Honors) | Formative | Written Test

 https://docs.google.com/document/d/1IDVp07th4qoBoho0kMvJYKbEsraXQJsqx-ybWWec0vg/edit?usp=drive_link

16 State Standards Assessed

Stage 3: Learning Plan

Learning Activities Resources

Unit: Solving Systems of Equations and Inequalities McGraw Hills textbook and online resources.
Day 1 : Introduction to Solving Systems of Equations 1.6 Solving system of equations from Kuta resources
Vocabulary Introduction: open sentence, equation and solution. 1.7 Solving system of inequalities using Graphing. From P.1-2, 4-6
Engage 2.5 Easy worksheet
Activity: Show a real-world problem where two different
plans (e.g., cell phone plans with different costs) intersect.
Ask, "How can we find out when these two plans cost the
same?"
 McGraw Hill Resources

Discussion: Have students brainstorm possible ways to find  TransformationsofFunctionsPuzzleMatchingFREE-1.pdf

the intersection point. Connect the concept to solving
 ParentFunctionsFoldableBooklet.pdf
systems of equations.
Explore  PiecewiseFunctionsActivityDigitalandPrint-1.pdf
Activity: Provide students with graph paper and pairs of
linear equations. Have them graph the lines to find the point
of intersection.
 Group Work: In pairs, students solve the given systems by
graphing and discuss their findings (# Questions assigned
from textbook)
Explain
Instruction: Teach the substitution method and elimination
method for solving systems of equations.
Examples: Work through examples of each method,
highlighting when each method might be most useful on the
power point.
Elaborate
Practice: Students work individually or in pairs on practice
problems using graphing, substitution, and elimination
methods.1.6 Worksheet, slow learners information is
explained in detailed method in sheet: 1.6 Solving system of
equations.
Extension: Challenge students to create their own system of
equations that has no solution or infinitely many solutions
(*research themselves using slope knowledge).
Evaluate
Exit Ticket: Students solve one system of equations using any
method and justify their choice of method.
Homework: complete the 1.6 Worksheet, Homework from
the textbook with real world problem solving situation.
Day 2: Solving Systems of Inequalities by Graphing
Engage
Activity: Start with a visual of overlapping regions on a graph
(like city zones). Ask, "How can we describe this region
mathematically?"
Discussion: Connect overlapping regions to the concept of
solving systems of inequalities.
Explore
Activity: Provide students with inequalities to graph. Have
them shade the solution regions on graph paper .
Group Work: In small groups, students solve systems of
inequalities by graphing, finding the feasible region Graphing
system of linear inequalities.
Explain
Instruction: Teach how to solve systems of inequalities by
graphing, emphasizing how to determine which region to
shade.
Examples: Work through examples with students,
highlighting key steps and common mistakes.
Elaborate
Practice: Students graph systems of inequalities and identify
solution regions.
Extension: Introduce problems involving constraints, such as
maximizing or minimizing a value within the feasible region.
Evaluate
Quick Quiz: Short assessment on graphing systems of
inequalities.
Homework: Assigned problems for additional practice with
graphing systems of inequalities from textbook.
Day 3: Application and Mastery

Activity: Present a real-world problem (e.g., budgeting with

constraints) that involves systems of equations and
inequalities.
Discussion: Have students discuss in pairs how to set up and
solve the problem.
Explore
Group Activity: Students work in small groups on a complex
problem that combines systems of equations and
inequalities. Encourage students to decide the best method
to use .
Explain
Review: Quick review of key concepts and methods from the
previous lessons. Address any common errors observed in
homework or practice.
Elaborate
Problem Solving: Students work on mixed problems,
including real-world applications. Encourage them to explain
their reasoning and the methods used Word Problems.
Peer Teaching: Have students explain solutions to their peers,
fostering collaborative learning.
Evaluate
Assessment: Conduct a formative assessment that includes a
variety of problems (graphing, substitution, elimination,
inequalities).
Reflection: Students write a brief reflection on which method
they prefer and why.
Day 3
Review for the quiz 1.6 - 1.7
Solving System of Equations by graphing and by Algebraically.
Solving System of Linear Inequalities.
Day 1
Formative Assessment 1.6-1.7

Day 2
Topic: Optimization and Linear Programming
Engage
Bell ringer: Solving system of linear inequalities.
Vocabulary Introduction: Constraint, feasible region, bounded and
unbounded region.
Activity:
Begin with a real-world scenario: “Imagine you own a bakery,
and you make two types of pastries—X and Y. Each pastry
requires flour and sugar. You have a limited supply of both
and you need to maximize your profit. How would you decide
how many of each pastry to make?”
Ask students to brainstorm what they would do and write
their ideas on the board.
Questions to ask:
How do you know if you're making the most profit?
What limits or restrictions do you face in this problem?
This introduces students to the concept of constraints and
maximizing an objective (profit), key ideas in linear programming.

Explore
Activity:
Hand out a basic linear programming problem (similar to the
bakery example but with different numbers for simplicity
Linear Optimization.
Task:
 Students are to write the system of inequalities representing
the constraints.
Ask them to plot the inequalities on graphing paper to find
the feasible region.
Guidance:
Encourage students to test different points within the
feasible region to see what combination of X and Y
maximizes the profit.
Explain
Activity:
Use the bakery problem as a framework to explain key terms:
objective function, constraints, feasible region, and Vertices
Explanation:
The objective function (profit) is what we want to maximize
or minimize. In this case, it’s P=4x+3y
Constraints are the limits imposed by resources (flour and
sugar). These constraints form inequalities that, when
graphed, create the feasible region.
Explain that the optimal solution is found at one of the
vertices (corner points) of the feasible region.
Demonstration:
Graph the inequalities on the whiteboard and solve the
problem using the vertices.
Walk students through how to evaluate the objective
function at each corner point to find the maximum profit.

Elaborate

Activity:
Divide the class into small groups and provide each group
with a more complex linear programming problem Linear
Optimization Advance questions
Tasks for Students (Assigned worksheet):
Write the system of inequalities based on the constraints.
Graph the inequalities and identify the feasible region.
Use the corner-point method to find the optimal solution.
Discussion:
Have groups present their solutions and reasoning.
Compare and discuss different strategies for solving the
problems, emphasizing how linear programming applies to
real-world decision-making.
Homework: Assigned from Textbook exercise 1.8

Topic: Solving System of Equations in Three Variables

Bell Ringer: Using previous knowledge of solving system of
equation in two variables.

Engage
Begin with a real-world scenario:
Example: "Imagine you're managing a sports shop that
sells basketballs, soccer balls, and tennis balls. You
know how many of each were sold on a given day and
the total earnings, but you don't know the individual
prices. How would you find the price of each item?"
Show the sports shop problem, with the system of three
equations representing how many of each item were sold and
the total earnings.
Ask: "How can we use mathematics to figure this out?"
Purpose: Get students thinking about how systems of equations
apply to practical problems and spark curiosity.

Explore :
Activity:
Break students into small groups and provide them with a
simpler system of equations in three variables Study Guide
for solving system of equations in Three Variables.
Have them attempt to solve it using either substitution or
elimination. Provide minimal guidance initially to encourage
exploration.
Guided Questions:
"How can you eliminate one variable to make the system
easier?"
"Can you use substitution to simplify the equations?"

Explain :
Objective: Provide direct instruction and clarify methods for solving
systems of equations in three variables.
Activity:
Present a step-by-step explanation of how to solve a system
of three equations. Use a visual example:
Start by solving for one variable using substitution or
elimination.
Substitute that solution into another equation to
reduce the system to two variables.
Solve the two-variable system, then back-substitute to
find the third variable.
Highlight key strategies:
Choosing the equation that's easiest to manipulate.
Checking solutions by substituting back into the
original system.
Interactive Component:
After explaining, have students work through another
example as a class, asking questions like:
"Which equation should we start with?"
"What should we eliminate first?"
Purpose: Provide clear, structured instruction that builds on the
students' exploration.

Elaborate Activity:
Give students a more complex real-world problem that
requires them to solve a system of three variables 1.9
Worksheet Page 2.
Encourage them to solve using both substitution and
elimination methods, and to discuss which method they
prefer.
Discussion:
Ask students to explain their reasoning and why they chose a
specific method.
Connect the process to real-world applications (e.g.,
engineering, economics, science).
Purpose: Reinforce the skills learned and challenge students to
apply them in new contexts, promoting deeper understanding.

Evaluate:

Activity:
Distribute an exit ticket with one system of equations in
three variables. Ask students to:
Solve the system.
Write a brief reflection on which method (substitution
or elimination) they prefer and why.
Alternatively, ask students to solve a word problem involving
three variables independently and check their work for
 understanding.
Review for the quiz 1.8 -1.9
Evaluation Rubric:
Correct solution:3- 4 points.
Partial solution with correct reasoning: 2-3 points.
Some steps correct but needs improvement: 1-2 points.
Incorrect solution, but an attempt was made:0- 1 point.

Chapter 2: Relations and Functions

Lesson 2.1: Functions and Continuity
Engage
Discussion: What is a function? What are other examples of
functions outside of math?
Explore
Activity: Come up with examples of relations in real life and
decide with your peers which ones are functions and which
are not.
Explain
Instruction: Go through definitions of relations, functions,
one-to-one, onto, domain, range, discrete, continuous,
in/dependent variables, vertical line test.
Examples: Use examples while going through each definition.
Elaborate
Practice: 2.1 Study Guide - fill in the blanks for note taking
and exercises on the worksheet for practice.
Extension: Pick harder questions from the textbook to
challenge the fast learners.
Evaluate
Exit Ticket: Active vocabulary worksheet to recap definitions
learned.
Homework: Homework from the textbook.
Lesson 2.2: Linearity and Symmetry
Engage
Activity: Warmup questions on 2.2 Study Guide - identify
linear functions
Discussion: What kinds of symmetry can we see in functions?
Explore
Activity: Students to go through examples from the study
guide and/or textbook to see if they can identify symmetries
on their own.
Explain
Instruction: Use various examples of continuous functions to
demonstrate how to identify lines or points of symmetry.
Examples: Go through exercises from the 2.2 Study Guide
with class.
Elaborate
Practice: Students to work through 2.2 Skills Practice
worksheet.
Extension: Pick out more challenging questions from the
textbook for students.
Evaluate
Homework: Finish worksheets (+ extra questions from
textbook if necessary)
Lesson 2.3 + 2.4: Extrema & End Behavior + Sketching Graphs of
Functions
Warm-up:
- Draw the function y = -2x + 4
- What happens when I go further and further to the right/left?
Introduction:
- Define end behavior and go through example linked to warmup
and examples of two other function types.
- What is an extrema? Define extrema and identify them on the
previous examples used for end behavior
Practice:
- Students to go through selection of textbook questions in
Chapter 2.3
Mid-block exercise:
- Try to draw the function based off qualities (intro to Chapter 2.4)
- Go through examples with class
Practice:
- Students to go through selection of textbook questions in
Chapter 2.4
Homework:
- Skills Practice Worksheet 2.3 and Skills Practice Worksheet 2.4
- Additional questions from textbook assigned as necessary
Lesson 2.5 Piecewise Functions:
Engage
Activity: Watch video of crash test dummies and get students
to draw what they think the speed vs time graph would look
like for each test.
Discussion: Share their graphs within their groups and
discuss how they might describe the function / write the
function.
Explain
Instruction: Introduce piecewise functions to the class and
use a couple examples.
Examples: Can use some of the crash test dummy graphs as
examples, as well as some others from the textbook.
Elaborate
Practice: Selection of questions from the Textbook.
Extension: Selection from the textbook as suitable for the
class.
For Slow learners worksheet was provided to complete: #1-5
2.5 Easy worksheet
Evaluate
Homework: 2-5 Skills Practice Worksheet.

Honors Enrichment:
Solving System of Linear Equations using Matrices
Determinants, coefficient matrix, consistent and
inconsistent solutions using determinants.
Parent Functions Foldable Booklet
Greatest Integer Function
Transformation of Function Matching
Piecewise Function Scavenger Hunt
Lesson 2.6 Transformations:
Warm-up:
- Draw y = x - 2, y = |x|, y = |x - 2|, y = |x - 2| + 1
Introduction:
- Link comparisons of y = |x - 2| + 1 to the parent function and use
this to introduce the concept of translations
- List Parent functions
Practice:
- Students to go through exercises to consolidate understanding of
how to apply translations
Mid-block:
- Introduce reflections and dilations
- Highlight vocabulary used to describe these transformations
- Show how different dilations can be linked to the same
transformation
(eg: (2x)^2 = 4x^2)
Practice:
- Students to continue through exercises, practicing all 3 types of
transformations.
Homework:
- Skills Practice worksheet 2.6 and Exercises from textbook as
necessary.
 Lesson 2.7 Solving equations by Graphing:
Warmup:
- Draw y = |x - 3| + 2
- Find the x- and y- intercepts
Introduction:
- Re-introduce x- and y- intercepts and how to read them off the
graph
- Re-introduce zeros and the concept of how to solve for zeros
through graphing
- Use 0 = |x - 3| + 2 as an example and maybe 1 more if necessary
Practice:
- Students to work through Skills Practice worksheet 2.7 +
additional exercises as necessary
Revise:
- Since the content in this lesson is quite light, can use the extra
time as revision over previous lessons to prepare for assessments.

 2-3 Skills WS.pdf  2-4 Skills WS.pdf  2-5 Skills WS.pdf

 2-6 Skills WS.pdf  2-7 Skills WS.pdf

Teacher Notes and Reflections

Chapter 1 is moreover a review for grade 10 students, so some of the lessons could be taught in faster pace. In next session instead of
completing whole chapter in 5 weeks it could be done in 4 weeks easily.

Chapter 2:
- Lesson 2-7 doesn't seem necessary. It only looks at reading intercepts and zeros off the graph, both concepts are covered elsewhere in the
Algebra 2 course in more detail with better methods.