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About this Guide:
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Pacing guides are designed to provide structure, not rigid mandates.

This guide was created for teachers to support them in planning and implementing the Amplify Desmos Math curriculum with integrity. It is not meant to be used in place of lesson plans, nor is it meant to be followed as a rigid day-by-day calendar. This guide is intended to provide general guidance about the pace of each lesson and unit. The actual pacing of each unit will vary for each teacher. Use the Yearlong Pacing Template tab for school year planning and to track and reflect your actual implementation.

The suggested dates and ranges are intended to ensure that all key mathematical concepts within each unit are meaningfully addressed. Teachers should prioritize completing each unit rather than every activity in every lesson and plan by sub-unit rather than by lesson. For the "Teacher Flexibility Window", each number is equivalent to one instructional period of approximately 45 minutes.

Narratives help teachers understand the overarching goals and learning progression within each sub-unit. Educators should use these resources along with the specific needs of their students to adjust pacing within unit structures. When a sub-unit or unit requires more time, teachers should review their future pacing to make adjustments, ensuring that students are exposed to all units and sub-units in the curriculum.

If teachers fall more than two weeks behind, it is recommended to work in collaboration with other teachers, school-based administrators, district math leaders, and/or Job-embedded support providers on:
• Adjustments to future units to ensure exposure to all content of the grade.
• Identifying possible causes for falling behind and strategies for addressing these causes.
• Scheduling, tier 2 resources, and additional support requests to discuss with school leadership.

Teachers and Teacher Teams are encouraged to make their own copy of this guide and customize it to track their pacing, add notes, and document classroom experiences for future reference and planning.
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Amplify Desmos Math Algebra 1 Pacing At-A-Glance
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Yearlong Pacing Template
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Pacing InformationNGMLS AlignmentAdditional Resources
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Unit
Teacher flex is supported and encouraged
Prioritize unit completion		Teacher Flexibility Window
(1 instruction period is ~45 minutes)		Supplemental LessonsDeprioritized Lessons
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Unit 1 - Patterns and Sequences
Standards: A.SSE.A, A.SSE.1a, F-BF.1a, F-LE.1b, F-LE.2		September
8 - 12 periods		Unit Overviews
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Unit 2 - Linear Equations and Inequalities
N.Q.3, A.CED.A, A.CED.1, A.CED.2, A.CED.3, A.CED.4, A.REI.D, A.REI.1a, A.REI.3, A.REI.10, A.REI.12, A.SSE.3		September - October
15 - 19 periods		Lessons 11, 12NYCPS Adjustments for NGMLS Alignment
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Unit 3 - Describing Data
S.ID.1, S.ID.2, S.ID.3, S.ID.6, S.ID.6a, S.ID.7, S.ID.8, S.ID.9		October - December
15 - 23 periods		Lesson 16Detailed Standards Alignment
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Unit 4 - Describing Functions
A.REI.11, F.BF.1, F.IF.1, F.IF.2, F.IF.4, F.IF.5, F.IF.6. F.IF.7, F.IF.7b, F.IF.9		December - January
16 - 22 periods		Lessons 18, 19Routines
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Unit 5 - Systems of Linear Equations and Inequalities
N.Q.1, A.CED.3, A.REI.10, A.REI.11, A.REI.12, A.REI.6a, F.IF.7, F.IF.7a		January - February
11 - 17 periods		Useful Links
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Unit 6 - Exponential Functions
N.Q.1, N.Q.3, A.CED.2, A.REI.11, A.SSE.1, A.SSE.1a, A.SSE.1b, A.SSE.2, A.SSE.3c, F.BF.A, F.BF.1, F.BF.1a, F.IF.2, F.IF.4, F.IF.5, F.IF.8, F.LE.1, F.LE.1a, F.LE.1b, F.LE.1c, F.LE.2, F.LE.3, F.LE.5, S.ID.6, S.ID.6a, F.IF.8b, F.IF.9		February - March
15 - 21 periods		Lessons 11, 12, 15Pacing Guide Feedback
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Unit 7 - Quadratic Functions
N.Q.3, A.SSE.1a, A.SSE.1b, A.SSE.3, F.BF.A, F.BF.1, F.BF.1a, F.BF.3a, F.IF.C, F.IF.1, F.IF.2, F.IF.4, F.IF.5, F.IF.7, F.IF.7a, F.IF.8, F.LE.1, F.LE.3, S.ID.6. S.ID.6a		March - April
14 - 23 periods
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Unit 8 - Quadratic Equations
N.RN.3, A.APR.1, A.APR.3, A.CED.1, A.REI.4, A.REI.10, A.REI.4a, A.REI.4b, A.REI.7a, A.SSE.2, A.SSE.3, F.IF.4, F.IF.8, F.IF.8a		April - June
19 - 24 periods