Algebra I & Mathematics I

Real Numbers

Student Edition
Real Numbers
Pathways to
Common Core
Mathematics

Algebra I & Mathematics I

Student Edition
 STEM
Science Technology Engineering Mathematics

Real Numbers- Student Edition

ISBN 978-1-940836-05-8

© 2014

For Information Contact:

Center for Mathematics, Science, and Technology
210 W. Mulberry St
Illinois State University
Normal, IL 61790
309-438-3089
http://cemast.illinoisstate.edu

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copyright laws.

Printed in the United States of America

 Table of Contents

ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

CHAPTER 1 | Relationships Between Quantities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Come Fly with Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Grass is Always Greener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Functional Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Par for the Math Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

CHAPTER 2 | Reasoning With Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Farming Revenue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Future of the Landfill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Life is a Highway . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Open Campus? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Party Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

CHAPTER 3 | Linear And Exponential Relationships . . . . . . . . . . . . . . . . . . . . . . . . . 81

Affordable on Any Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Fuel Valve Metering Ports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Eating the Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Spaghetti Bridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Teen Driving Premiums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

CHAPTER 4 | Descriptive Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Teen Policy Costs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Parking Lot Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
How Long Will You Wait? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Under New Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Gender Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Real Numbers: Pathways to Common Core Mathematics iii

 CHAPTER 5 | Expressions And Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Dino-mite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Medication Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Bicycle Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Ballroom Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

CHAPTER 6 | Quadratic Functions And Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Latitude Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Kick the Football . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Plastic Money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Waste Not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Students vs. Zombies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

CHAPTER 7 | Congruence, Proof, & Constructions . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Let’s Ship Something Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Fly Me Away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
How Aligned is Your Spine? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Custom Hot Rod Shop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Taxi! Taxi! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

CHAPTER 8 | Connecting Algebra & Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

CAD/CAM Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Are You Square? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Piles of Tiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Elbow Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

iv Real Numbers: Pathways to Common Core Mathematics

 Maria Adams
Chelsea Baird
Lindsay Battle
Pete Beke
Nik Butenhoff
Carrie Daly
David Daraskevich
Leann Dunlap
Janet Erb
Jeff Fisher
Cecile Flowers
Danni Gallagly
Nick Gaona
Judy Hutchinson
Amber Misek
Abby Newcomb Rick Morton
Lauren Nelson
Mark Ornatek
Diane Powell
Jennifer Sales
Jai Sharma
Ashley Spindler
Marissa Williams
 Preface

Welcome!
Welcome to Real Numbers: Pathways to Common Core to both courses. Chapters 5 and 6 are recommended
Mathematics, a curriculum that provides unique and for the Algebra I course only. Chapters 7 and 8 are
engaging mathematics learning experiences in Algebra recommended for the Mathematics I course only.
and Geometry. Using mathematical modeling, students
will learn math concepts through authentic, real-world It should be noted that Real Numbers does not simply use
applications. the context provided by the Career Custer as the basis
of a series of story problems. Instead, this curriculum
At the beginning of each unit in this book, you will see teaches the content through its application. For example,
a “big-picture” context for those applications anchored students learn how to calculate ratios by being given
in U.S. Department of Education Career Clusters the problem of mixing fertilizer for a golf course. This
and Pathways (www.careerclusters.org). Each unit is educational process is made possible through the use of
also aligned with Common Core State Standards for Learning Cycles.
Mathematics (www.corestandards.org). These units were
created by mathematics educators based on visits to About the Learning Cycle
businesses in the community during which they explored
ways in which mathematics is used in the real world. Every lesson in this book is organized into a learning
cycle. A learning cycle consists of four parts; Try It,
The eight chapters of Real Numbers comprise the entirety Discuss It, Apply It, and Expand It. In some cases, there
of the content recommended by the Common Core State may be multiple Try It sections, each followed by a
Standards for Mathematics for both the Algebra I and the Discuss It section. There is always one Apply It and
Mathematics I courses. Chapters 1 through 4 are common Expand It section in each learning cycle.

Section Description Student Role Teacher Role

Try It Students engage the content Work in groups or individually, Facilitate the learning activity.
Remember and begin to through an activity. They are follow the written directions to Provide necessary materials and
understand required to build, gather data, accomplish the task, collect and tools. Ask questions, but do not
look for patterns, etc. Students are record data, make predictions answer them. Assure safe practices.
T�� I� D������ I� A���� I� E����� I�
prompted to remember previous
learning and connect it to new
concepts as their understanding
grows.
Discuss It A series of questions designed Complete the questions as Monitor student responses
Understand and begin to apply to clarify concepts and identify assigned. This could be orally and ask clarifying questions.
misconceptions. Assesses as a large group, written Assess understanding. Corrects
T�� I� D������ I� A���� I� E����� I�
understanding and probes individually, or written as a group. misconceptions.
applications. Students compare data, form
generalizations, write in journals.
Apply It Usually a continuation of Complete the assigned task, Facilitate the activity. Provide
Apply and begin to analyze an activity that requires the utilizing knowledge gained necessary tools and materials.
application of the concepts from the previous sections of the Monitor progress. Inject leading
D������ I� A���� I� E����� I� in the previous two
learned learning cycle. questions as appropriate. Assure
sections. Requires analysis and safe practices. Corrects lingering
evaluation of concepts. misconceptions.

Expand It A few ideas for taking the concept Use the ideas in this section as a These ideas provide opportunity
Analyze and begin to evaluate further, possibly a different, but foundation for further research. for further study. Allow students
and create related, application. These tasks to explore these concepts on their
require analysis, evaluation, and own. Many will be so interested
A���� I� E����� I� creation of new applications and in the topic that independent
connections. learning will occur without
prompting.

vi Real Numbers: Pathways to Common Core Mathematics

 Preface

Assessment
There are several ways to view assessment of student learning in mathematics. Many school districts have a very
specific and rigid system of assessment utilizing regularly scheduled standardized tests consistent with state
assessment strategies. Other districts are a bit more flexible utilizing teacher-written tests throughout the year
culminating with state-mandated standardized testing for certain grades. Regardless of the local process, the lessons
in the Real Numbers: Pathways to Common Core Mathematics can be quite useful.

1 All assessments are designed to indicate the level of understanding of a particular topic. When it is clear that a
particular topic is not mastered, it makes little sense to teach it again using the same strategies. The lessons in this
book provide an alternative. Many districts require that students pass Algebra I for graduation. Well over 70% of
the students dropping out of high school claim it is because they cannot pass Algebra I. The lessons in this book
address Algebra I content by utilizing student experiences and interests to help them realize the importance of
mathematics and lead to passing the algebra graduation requirement.
2 The lessons in this book can be used as a pre-test. Perhaps when first addressing a topic, students are given a lesson
from this text. As they progress through the learning cycle, misunderstandings become apparent. The teacher then
knows what to cover in more depth. This could occur during the learning cycle or after it has been completed.
3 The lessons in this book can be used as a post-test. After receiving instruction on a particular topic, the corresponding
learning cycle could be assigned. Successful completion of the activities could be used to determine mastery.
4 The teacher may decide to write assessments consistent with local policies that measure important objectives
aligned with the philosophy of the learning cycle.
5 The teacher may decide to use the learning cycle as a means to teach important objectives that will be assessed
using district or state standardized assessment tools.
6 The activities from the Apply It or the Expand It sections of the learning cycle could be developed into an
assessment. A rubric could be created to describe and quantify the quality of work.

Importance of
Real-World Connections Students gather and share bits
of knowledge and information.
Students are primarily expected
Engaging students in experiences to remember or understand this
knowledge.
that are connected to the real world
is critically important to learning. In
her publication, “How Children Learn,” Students use acquired
knowledge to solve problems,
Stella Vosniadou discusses research design solutions, and
complete work. The highest

that identifies key factors in effective level of application is to

apply knowledge to new and
unpredictable situations.
teaching and learning, including:
• Learning becomes more
meaningful when the lessons are Students extend and refine
their acquired knowledge to
applied to real-life situations. be able to use that knowledge
automatically and routinely to

•
analyze and solve problems
People learn best when they and create solutions.

participate in activities that are Application Model

perceived to be useful in real life Students have the competence
to think in complex ways and
and are culturally relevant. to apply their knowledge and
skills. Even when confronted
with perplexing unknowns,

• Learning requires the active,

students are able to use
extensive knowledge and skill
to create solutions and take
constructive involvement of the action that further develops
their skills and knowledge.

learner. 1 International Center for Leadership in Education, http://www.leadered.com/rrr.html

Dr. Bill Daggett has provided strong leadership for relevance in education. His Rigor and Relevance Framework offers a
compelling visual argument for authentic connections and rigorous curriculum.
1 Vosniadou, Stella. How Children Learn. International Academy of Education. 2001. <http://tinyurl.com/6m82jvk>.

Real Numbers: Pathways to Common Core Mathematics vii

 Preface

PATHWAYS TO COLLEGE & CAREER READINESS

TM

One of the keys to improving student achievement is providing students with

relevant contexts for studying and learning. Career Clusters™ do exactly this by
linking school-based learning with the knowledge and skills required for success in
the workplace. The National Career Clusters™ Framework is comprised of 16 Career
Clusters™ and related Career Pathways to help students of all ages explore different
career options and better prepare for college and career.
Each Career Cluster™ represents a distinct grouping of occupations and industries
based on the knowledge and skills they require. The 16 Career Clusters™ and related
Career Pathways provide an important organizing tool for schools to develop more
effective programs of study (POS) and curriculum.

Quoted from: http://www.careertech.org/career-clusters/glance/careerclusters.html

viii Real Numbers: Pathways to Common Core Mathematics

 Preface

Content and Context of Each Learning Cycle

Learning Cycle Content Context

Chapter 1 Algebra I and Mathematics I
Chapter 1 Objectives Rockford International Airport
Relationships Between Quantities • Observe, collect, and record data in numerical and Rockford, IL
Come Fly With Me graphical forms. Transportation
• Use conversions to solve problems.
Common Core Standards
QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q-1, 2, 3

Chapter 1 Objectives Elliot Golf Course, Rockford, IL

Relationships Between Quantities • Analyze proportional relationships and percentages, Agriculture, Food, and Natural Resources
The Grass Is Always Greener and use them to solve real-world and mathematical
problems
• Use units, conversions, and unit rates to solve
problems and make decisions
• Determine the effects of changing parts of a whole
Common Core Standards
SEEING STRUCTURE IN EXPRESSIONS
Interpret the structure of expressions.
A-SSE 1a
QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q 1, 2
Chapter 1 Objectives Woodward, Rockford, IL
Relationships Between Quantities • Understand that a function is a rule that assigns to Manufacturing
Functional Functions each input exactly one output
Common Core Standards
INTERPRETING FUNCTIONS
Understand the concept of a function and use function
notation
F-IF 1
Chapter 1 Objectives Elliot Golf Course, Rockford, IL
Relationships Between Quantities • Use common area formulas to approximate the area Architecture and Construction
Par for the Math Course of irregular shapes
Common Core Standards
QUANTITIES
Reason quantitatively and use units to solve problems
N-Q 1, 2, 3
GEOMETRY
Apply geometric concepts in modeling situations
G-MG 1

Real Numbers: Pathways to Common Core Mathematics ix

 Preface

Learning Cycle Content Context

Chapter 1 Algebra I and Mathematics I
Chapter 1 Objectives Giovanni’s Restaurant,
Relationships Between Quantities • Write expressions in equivalent forms to solve Rockford, IL
Tips problems Agricultural, Food, and Natural Resources

Common Core Standards

SEEING STRUCTURE IN EXPRESSIONS
Interpret the structure of expressions.
A-SSE 1

Chapter 2 Algebra I and Mathematics I

Chapter 2 Objectives Boone County Farm Bureau/
Reasoning with Equations and • Write equations from real-life situations. Central Grain Company,
Inequalities • Understand and explain verbally how to solve an Belvidere, IL
Farming Revenue equation. Agriculture, Food, and Natural Resources
• Solve equations
Common Core Standards
CREATING EQUATIONS
Create equations that describe numbers or relationships.
A-CED 2

Chapter 2 Objectives Rock River Environmental Services,

Reasoning with Equations and • Understand how to calculate volume Rockford, IL
Inequalities • Use ratios to predict quantities Architecture and Construction
Future of the Landfill • Collect and organize data
Common Core Standards
REASONING WITH EQUATIONS AND INEQUALITIES
Understand solving equations as a process of reasoning
and explain the reasoning
A-REI 1
Solve equations and inequalities in one variable
A-REI 3
QUANTITIES
Reason quantitatively and use unites to solve problems
N-Q 1, 2
Chapter 2 Objectives US Bank,
Reasoning with Equations and • Write and solve inequalities Rockford, IL
Inequalities Finance
Life is a Highway Common Core Standards
STATISTICS AND PROBABILITY
Make inferences and justify conclusions from sample
surveys, experiments, and observational studies
S-IC 6
CREATING EQUATIONS
Create a number of equations that describe numbers or
relationships
A-CED 1
REASONING WITH EQUATIONS AND INEQUALITIES
Solve equations and inequalities in one variable
A-REI 3

x Real Numbers: Pathways to Common Core Mathematics

 Preface

Learning Cycle Content Context

Chapter 2 Algebra I and Mathematics I
Chapter 2 Objectives Belvidere North High School
Reasoning with Equations and • Analyze a situation and determine constraints that Architecture
Inequalities affect the situation.
Open Campus? • Set up and solve a system of linear inequalities.
• Identify a set of solutions from a feasible region.
Common Core Standards
INTERPRETING FUNCTIONS
Interpret functions that arise in applications in terms of
the context.
F-IF 4, 7
BUILDING FUNCTIONS
Build a function that models a relationship between two
quantities.
F-BF 1
LINEAR, QUADRATIC, AND EXPONENTIAL MODELS
Interpret expressions for functions in terms of the
situation they model.
F-LE 5
REASONING WITH EQUATIONS AND INEQUALITIES
Represent and solve equations and inequalities graphically.
A-REI 10, 12
Chapter 2 Objectives Giovanni’s Restaurant,
Reasoning with Equations and • Determine a relationship. Rockford, IL
Inequalities • Solve one step equations resulting from real world Finance
Party Time situations.
• Determine independent and dependent variables
Common Core Standards
SEEING STRUCTURE IN EXPRESSIONS
Interpret the structure of expressions.
A-SSE 1
CREATING EQUATIONS
Create equations that describe numbers or relationships.
A-CED 1
INTERPRETING FUNCTIONS
Analyze functions using different representations
F-IF 7
Chapter 3 Algebra I and Mathematics I
Chapter 3 Objectives US Bank,
Linear and Exponential • Interpret functions that arise in applications in terms Rockford, IL
Relationships of context Finance
Affordable on Any Budget • Construct and compare linear, quadratic and
exponential models and solve problems
• Interpret expressions for functions in terms of the
situation they model
Common Core Standards
SEEING STRUCTURE IN EXPRESSIONS
Interpret the structure of expressions
A-SSE 1b

Real Numbers: Pathways to Common Core Mathematics xi

 Preface

Learning Cycle Content Context

Chapter 3 Algebra I and Mathematics I
Chapter 3 Objectives Woodward,
Linear and Exponential • Observe, collect, and record data in numerical and Loves Park, IL
Relationships graphical forms. Manufacturing
Fuel Valve Metering Ports • Compare linear, quadratic, and exponential models
of fuel valve openings.
Common Core Standards
FUNCTIONS
Construct and compare linear, quadratic, and
exponential models and solve problems
F-LE 1a-c, 2, 3, 4
Chapter 3 Objectives Elliot Golf Course,
Linear and Exponential • Observe, collect, and record data in numerical and Rockford, IL
Relationships graphical forms. Agriculture, Food and Natural Resources
Eating The Trees • Use the principle of half-life to determine how long
it will take for the emerald ash borer to eradicate all
the ash trees in the Midwest.
Common Core Standards
LINEAR, QUADRATIC, AND EXPONENTIAL MODELS
Interpret expressions for functions in terms of the
situation they model.
F-LE 5
Chapter 3 Objectives McClure Engineering,
Linear and Exponential • Write an equation of a best fit line of a set of data Rockford, IL
Relationships • Use that equation to analyze the situation Architecture and Construction
Spaghetti Bridge
Common Core Standards
CREATING EQUATIONS
Create equations that describe numbers or relationships
A-CED 2
Represent and solve equations and inequalities graphically
A-REI 10
LINEAR, QUADRATIC, AND EXPONENTIAL MODELS
Interpret functions that arise in applications in terms of
the context
F-IF 4, 5
Build a function that models a relationship between two
quantities
F-BF 1
Interpret expressions for functions in terms of the
situation they model
F-LE 5
Chapter 3 Objectives AW Anderson Agency
Linear and Exponential • Understand the properties of functions: f(x) ± g(x) Loves Park, IL
Relationships = (f ± g)(x) Finance
Teen Driving Premiums • Solve problems using the addition and subtraction
of functions
Common Core Standards
INTERPRETING FUNCTIONS …continued on next page

xii Real Numbers: Pathways to Common Core Mathematics

 Preface

Learning Cycle Content Context

Chapter 3 Algebra I and Mathematics I …continued
Chapter 3 Understand the concept of a function and use function McClure Engineering,
Linear and Exponential notation Rockford, IL
Relationships F-IF 1, 2 Architecture and Construction
Spaghetti Bridge Analyze functions using different representations
F-IF 9
BUILDING FUNCTIONS
Build a function that models a relationship between two
quantities
F-BF 1a-c
Chapter 4 Algebra I and Mathematics I
Chapter 4 Objectives AW Anderson Agency
Descriptive Statistics • Understand the properties of functions Loves Park, IL
Teen Policy Costs • Add and subtract functions Finance

Common Core Standards

CREATING EQUATIONS
Create equations that describe numbers or relationships
A-CED 1
LINEAR, QUADRATIC, AND EXPONENTIAL MODELS
Understand the concept of a function and use function
notation
F- IF 1a-c, 2, 3
Chapter 4 Objectives Belvidere North High School
Descriptive Statistics • Gather and record data Belvidere, IL
Parking Lot Math • Understand how random samples can be applied to Manufacturing
the population
• Explore bivariate statistics
• Display statistical data appropriately
Common Core Standards
INTERPRETING CATEGORICAL AND QUANTITATIVE DATA
Summarize, represent, and interpret data on two
categorical and quantitative variables.
S-ID 5
Understand and evaluate random processes underlying
statistical experiments.
S-IC 1
Understand independence and conditional probability
and use them to interpret data.
S-CP 4
Chapter 4 Objectives Giovanni’s Restaurant,
Descriptive Statistics • Compute measures of central tendency and variance Rockford, IL
How Long Will You Wait? • Analyze data and make decisions based on measures Customer Service—Hospitality
of variance
Common Core Standards
INTERPRETING CATEGORICAL AND QUANTITATIVE DATA
Summarize, represent, and interpret data on a single
count or measurement.
S-ID 2, 4

Real Numbers: Pathways to Common Core Mathematics xiii

 Preface

Learning Cycle Content Context

Chapter 4 Algebra I and Mathematics I
Chapter 4 Objectives Rockford Ice Hogs
Descriptive Statistics • Summarize, represent, and interpret data on two Rockford, IL
Under New Management quantitative variables Finance
• Interpret linear models and use the model to make
predictions
• Interpret the meaning of weighted variables in an
equation
• Construct a line of best fit

Common Core Standards

INTERPRETING CATEGORICAL & QUANTITATIVE DATA
Summarize, Represent, and interpret data on two
categorical and quantitative variables.
S-ID 6
Interpret linear models.
S-ID 7
SEEING STRUCTURE IN EXPRESSIONS
Interpret the structure of expressions.
A-SSE 1a

Chapter 4 Objectives Rockford Memorial Hospital

Descriptive Statistics • Create a frequency chart and histogram Rockford, IL
Gender Health • Compare and contrast data Health Science
• Analyze data and graphs
• Use data in order to support an argument
Common Core Standards
INTERPRETING CATEGORICAL AND QUANTITATIVE DATA
Summarize, represent, and interpret data on two
categorical and quantitative variables.
S-ID 5
Understand and evaluate random processes underlying
statistical experiments.
S-IC 1
Understand independence and conditional probability
and use them to interpret data.
S-CP 4

Chapter 5 Algebra I only

Chapter 5 Objectives Burpee Museum,
Expressions and Equations • Create and solve systems of equations Rockford, IL
Dino-Mite • Understand the systems of equations using graphs Research and Development, Natural Sciences
and tables Pathway

Common Core Standards

REASONING WITH EQUATIONS AND INEQUALITIES
Understand solving equations as a process of reasoning
and explain the reasoning
A-REI 6, 11

xiv Real Numbers: Pathways to Common Core Mathematics

 Preface

Learning Cycle Content Context

Chapter 5 Algebra I only
Chapter 5 Objectives Rockford Memorial Hospital
Expressions and Equations • Identify independent and dependent variables in Rockford, IL
Medication Math order to graph linear relationships Health Sciences
• Create equations that describe numbers or
relationships
Common Core Standards
QUANTITIES
Reason quantitatively and use units to solve problems
N-Q 2
CREATING EQUATIONS
Create equations that describe numbers or relationships
A-CED 1
INTERPRETING FUNCTIONS
Analyze functions using different representations
F-IF 7a-e

Chapter 5 Objectives City of Loves Park

Expressions and Equations • Collect information and write equations. Loves Park, IL
Bicycle Math • Rearrange formulas to give formulas new meanings. Transportation
Common Core Standards
CREATING EQUATIONS
Create equations that describe numbers or relationships.
A-CED 4

Chapter 5 Objectives Giovanni’s Restaurant,

Expressions and Equations • Use Algebra tiles to factor polynomials in the form Rockford, IL
Ballroom Math x² +bx +c. Architecture/Construction

Common Core Standards

SEEING STRUCTURE IN EXPRESSIONS
Write expressions in equivalent forms to solve problems.
A-SSE-3a
Perform arithmetic operations on polynomials.
A-APR-1

Chapter 6 Algebra I only

Chapter 6 Objectives Chicago Rockford International Airport
Quadratic Functions and Modeling • Research weather data and create a scatter plot of Rockford, IL
Latitude Adjustment data Transportation
• Look at quadratic regression lines and examine the
parts of the quadratic equation
Common Core Standards
CREATING EQUATIONS
Create equations that describe numbers or relationships
A-CED 1

Real Numbers: Pathways to Common Core Mathematics xv

 Preface

Learning Cycle Content Context

Chapter 6 Algebra I only
Chapter 6 Objectives Belvidere North High School
Quadratic Functions and Modeling • Interpret functions that arise in applications in terms Belvidere, IL
Kick The Football of a context Research and Development
• Analyze functions using different representations
• Build a function that models a relationship between
two quantities
Common Core Standards
CREATING EQUATIONS
Create equations that describe numbers or relationships
A-CED 2,3, 4
INTERPRETING FUNCTIONS
Interpret functions that arise in applications in terms of
the context
F-IF 4

Chapter 6 Objectives US Bank,

Quadratic Functions and Modeling • Represent a set of data in a table, graph, and Rockford, IL
Plastic Money function form Finance
• Identify a non-linear equation by analyzing the data
• Explore the different types of functions
Common Core Standards
LINEAR, QUADRATIC, AND EXPONENTIAL MODELS
Construct and compare linear, quadratic, and
exponential models and solve problems
F-LE 1a-c, 2
Interpret expressions for functions in terms of the
situation they model
F-LE 5
Chapter 6 Objectives Rock River Environmental Services,
Quadratic Functions and Modeling • Given data, determine the difference between a Rockford, IL
Waste Not linear and exponential function Architecture and Construction
• Given data, write an equation for an exponential
function
Common Core Standards
FUNCTIONS
Build a function that models a relationship between two
quantities.
F-BF 1a-c, 2

Chapter 6 Objectives Rockford Memorial Hospital

Quadratic Functions and Modeling • Construct exponential models using different bases. Rockford, IL
Students vs. Zombies • Interpret expressions for functions in terms of Health Science
situations they model.
Common Core Standards
BUILDING FUNCTIONS
Build a function that models a relationship between two
quantities.
F-BF 1a-c, 2

xvi Real Numbers: Pathways to Common Core Mathematics

 Preface

Learning Cycle Content Context

Chapter 7 Mathematics I only
Chapter 7 Objectives Lowes Distribution Center
Congruence, Proof, and • Experiment with transformations in the plane Rockford, IL
Constructions • Understand congruence in terms of rigid motions Transportation, Distribution and Logistics
Let’s Ship Something Together
Common Core Standards
CONGRUENCE
Experiment with transformations in the plane
G-CO 5
Understand congruence in terms of rigid motions
G-CO 6

Chapter 7 Objectives Rockford International Airport

Congruence, Proof, and • Connecting algebra and geometry through Rockford, IL
Constructions coordinates Transportation
Fly Me Away • Use coordinates to prove simple geometric theorems
algebraically
Common Core Standards
CONGRUENCE
Experiment with transformations in the plane.
G-CO 5

Chapter 7 Objectives Hulsebus Chiropractic

Congruence, Proof, and • Construct parallel and perpendicular lines. Rockford, IL
Constructions Health Science
How Aligned Is Your Spine? Common Core Standards
CONGRUENCE
Make geometric constructions.
G-CO 12

Chapter 7 Objectives Hopperstad Customs,

Congruence, Proof, and • Form a deductive argument Belvidere, IL
Constructions Transportation
Custom Hot Rod Shop

Chapter 7 Objectives City of Rockford Engineering

Congruence, Proof, and • Constructing convincing arguments Department,
Constructions • Forming hypothesis Rockford, IL
Taxi! Taxi! • Generalizing patterns Transportation

Real Numbers: Pathways to Common Core Mathematics xvii

 Preface

Learning Cycle Content Context

Chapter 8 Mathematics I only
Chapter 8 Objectives Elite Tool and Wire
Connecting Algebra and Geometry • Locate points on a coordinate plane and write them Rockford, IL
CAD/CAM Project as ordered pairs Manufacturing

Common Core Standards

FUNCTIONS
Define, evaluate, and compare functions.
8.F 1
CONGRUENCE
Experiment with transformations in the plane
G-CO2

Chapter 8 Objectives McClure Engineering

Connecting Algebra and Geometry • Use the Pythagorean Theorem to model real world Rockford, IL
Are You Square? problems. Architecture & Construction

Common Core Standards

QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q 1, 3
SIMILARITY, RIGHT TRIANGLES, AND TRIGONOMETRY
Define trigonometric ratios and solve problems
involving right triangles.
G-SRT 8
GEOMETRY
Understand and apply the Pythagorean Theorem.
8.G.7

Chapter 8 Objectives Belvidere North High School

Connecting Algebra and Geometry • Use measurements to calculate surface area Belvidere, IL
Piles of Tiles • Apply concept of surface area to real-life Architecture and Construction
situation
Common Core Standards
QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q 3

Chapter 8 Objectives Giovanni’s Restaurant,

Connecting Algebra and Geometry • Find arc length Rockford, IL
Elbow Room • Find the area of a sector Architecture and Construction
• Find the area of geometric shapes Agriculture, Food, and Natural Resources

Common Core Standards

QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q 1, 2, 3
MODELING WITH GEOMETRY
Apply geometric concepts in modeling situations
G-MG 2
Find arc lengths and areas of sectors of circles.
G-C 5

xviii Real Numbers: Pathways to Common Core Mathematics

 Algebra I & Mathematics I

Real Numbers

Teacher Edition
 STEM
Science Technology Engineering Mathematics

Real Numbers

ISBN 978-1-940836-06-5 — Teacher Edition

ISBN 978-1-940836-05-8 — Student Edition

© 2014

For Information Contact:

Center for Mathematics, Science, and Technology
210 W. Mulberry St
Illinois State University
Normal, IL 61790
309-438-3089
http://cemast.illinoisstate.edu

All rights reserved. This file is intended for use by teachers in Illinois only. Any reproduction, or use in any
form or by any means — graphic, electronic, or mechanical, including photocopying, recording, taping,
information storage and retrieval systems — by anyone other than Illinois teachers without written
permission of the publisher is prohibited.

Printed in the United States of America.

 Relationships Between Quantities

COMMON CORE Standards

QUANTITIES
Reason quantitatively and use units to solve problems.
N-Q 1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret
units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
N-Q 2 Define appropriate quantities for the purpose of descriptive modeling.
N-Q 3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Standards for Math Practice

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structures.
8. Look for and express regularity in repeated reasoning.

2 Come Fly with Me!

 Chapter 1

Relationships Between Quantities

Come Fly with Me!

Teacher Edition

Illinois Pathway: Transportation

Objectives
• Observe, collect, and record data in numerical and graphical forms.
• Use conversions to solve problems.

Introduction
Pilots need to know whether they are going to make it to their destination without having to refuel. There are many
factors that can determine what type of plane they will fly. Show the following video clip to get the students interested
in the topic and the various single-engine planes that are available. http://www.youtube.com/watch?v=B1wj5W-
CdqU

Real Numbers: Pathways to Common Core Mathematics 3

 Chapter 1

T�� I�

1 Research four different types of four-seater single engine airplanes and collect data on the following: speed in knots,
maximum range in nautical miles, and usable fuel. Fill in table below. (knot = nautical miles/hr)
One website that is a good source for the needed data is:
http://planes.findthebest.com/d/c/Propeller-Plane
knot = nautical miles/hr

2 Calculate the gal/hr of each airplane by using the data you collected on speed, max range and usable fuel.
(Use the knowledge that knots are nm/hr, max range is nautical miles and usable fuel is gallons.)

Plane Type Speed (knots) Max Range Usable Fuel Gallons/hr

3 Create a graphical representation below using the plane type and gal/hr.
Graphs will vary.

4 Come Fly with Me!

 Relationships Between Quantities

D������ I�

1 When comparing the planes in your bar graph, which plane was the most economical to fly? Least economical?
Answers will vary.

2 Which plane would you choose to fly? Why or why not?

Answers will vary.

T�� I�

1 Make a graphical representation to represent the four planes’ gal/hr and speed.
Graphs will vary.

2 Which is the dependent and independent variable? Does it matter?

Independent: speed, Dependent: gal/hr

D������ I�

1 Did you find any relationship between gal/hr and speed? If so, what kind?
A negative relationship

2 Do you notice a trend?

As speed increases, gal/hr decreases

Real Numbers: Pathways to Common Core Mathematics 5

 Relationships Between Quantities

3 Based on your graph, estimate the speed of an airplane if you only want to use 22 gal/hr.
Answers will vary.

6 Come Fly with Me!

 Chapter 1

T�� I�

1 Choose one of your airplanes from your table above.

2 Place a point on the y-axis to indicate the airspeed.

Groundspeed is how fast the plane is actually moving if you tracked it with a radar gun from the ground. Airspeed is the
speed that the airspeed indicator says on the plane. Airspeed and groundspeed are the same if there is no wind.

3 Zero on the x-axis means no wind. The positive x represents a tailwind (wind blowing same direction you are flying)
and a negative x is a headwind (wind blowing the opposite direction you are flying).

4 Plot your groundspeed (the speed over the ground either adding or subtracting the wind) at various head or tail wind
speeds. Use increments of 10.
Insert your coordinate graph below.

Graphs will vary.

D������ I�

1 What does the slope of the line tell you?

The change in the groundspeed.

2 At what point does your plane fly backwards? Explain.

When -x > y

Real Numbers: Pathways to Common Core Mathematics 7

 Chapter 1

A���� I�

1 Get a sectional map from your teacher. Using the given scale on the map, determine the distance between two airports.
Answers will vary.

2 Choose one of your airplanes from the Try It 1 section to fly from one airport to the other using the given sectional map.
Using the information for that airplane, find how many hours it will take to travel and how much fuel will be used for
the trip.
Answers will vary.

3 Your teacher will give you a website that pilots use to determine wind speed and direction at various altitudes.
http://aviationweather.gov/products/nws/chicago

a The first column is a list of airport codes. Find your origin and your destination.
Answers will vary.

b The columns labeled 3000, 6000, 9000, etc. are the altitudes. You cannot fly over 12500 ft. without oxygen.

c The first two numbers represent the direction the wind is coming from. For this example we are not going to worry
about wind direction.

d The next two numbers are the wind speed in knots. Average the wind speed for your origin and your destination
airports.

e The final two digits indicate the temperature in Celsius.

4 Using your average wind speed as a head wind, calculate how this affects your time and fuel consumption.
Answers will vary.

5 Use your average wind speed as a tail wind. Calculate how this affects your time and fuel consumption.
Answers will vary.

6 What was your reasoning for choosing your airplane? Justify your choice quantitatively.
Answers will vary.

8 Come Fly with Me!

 Relationships Between Quantities

E����� I�

1 Research one jet that gives the usable fuel in pounds/hr. List the jet you chose and how much usable fuel it can hold.
Answers will vary.

2 Determine the pounds/hr and convert it to gallons/hr.

Answers will vary.

3 If you were given the same amount of gallons of gasoline for your automobile, how many miles could you drive on the
same amount that was used for the jet?
Answers will vary.

4 How many times could you travel back and forth between the same airports in your automobile?
Answers will vary.

Real Numbers: Pathways to Common Core Mathematics 9