**Unit 1 – Building a Culture of Learning**

**Description: **This unit is designed to build an environment of curiosity, participation, positive interaction with others, group interdependence and mathematical inspiration. The mathematics contained in the lessons is intended to be accessible by students at this level and provides multiple entry points. The outcomes of this unit is intended to be a set of attitudes for operating in this learning space and an increased sense of efficacy and competence for students, not mastery of specific math concepts.

**Course Level Objectives:**

- Identify your strengths and weaknesses.
- Discuss the solution to a problem.
- Identify and make use of structure.
- Construct viable arguments and critique the reasoning of others.
- Interpret graphs by reasoning abstractly and quantitatively.

**Unit 2 – Algebraic Expressions**

**Description: **Students will manipulate, create and analyze algebraic expressions and look at the idea of whether different sets of numbers are closed under certain operations.

**Course Level Objectives:**

- Apply math concepts to real world situations
- Interpret expressions that represent a quantity in terms of its context.
- Identify ways to rewrite expressions by using the structure.
- Write equivalent expressions using the distributive property.
- Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

**Unit 3 – Equations and Inequalities**

**Description: **Students will be asked to construct and solve equations from verbal description. They will also be given equations and asked to construct an accompanying verbal description with a solution.

**Course Level Objectives:**

- Write and solve 1-variable equations.
- Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution.
- Solve 1-variable equations.
- Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.
- Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution.
- Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
- Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

**Unit 4 – Measurement and Proportional Reasoning**

**Description: ** This unit covers measurement on and off the coordinate plane. Students will be asked to construct and solve equations from verbal description. They will also be given equations and asked to construct an accompanying verbal description with a solution.

**Course Level Objectives:**

- Convert measurements using unit rate.
- Compute rate conversions.
- Solve real-world problems using scale factors and scale drawings.
- Solve real-world problems using geometric methods.

**Unit 5 – Summarizing and Interpreting Statistical Data**

**Description: **The study of statistics, which is collecting, organizing, and analyzing data.

**Course Level Objectives:**

- Summarize and interpret data.
- Interpret differences in shape, center and spreads in the context of the data sets, accounting for possible effects of outliers.
- Compare the center and spread of two or more different data sets using statistics concepts that are appropriate to the shape of the data distribution.
- Identify differences in shape, center and spreads in the context of the data sets, accounting for possible effects of outliers.
- Distinguish between correlation and causation.
- Analyze how random samples could be used to make inferences about population parameters.