unit conversions common core algebra 1 homework answers

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• Big Ideas Math Algebra 1, 2015

• Big Ideas Math Algebra 1, 2013

• Big Ideas Math Algebra 1 Virginia

• Big Ideas Math Algebra 1 Texas

• Big Ideas Math Algebra 1 A Bridge to Success

• Core Connections Algebra 1, 2013

• Houghton Mifflin Harcourt Algebra 1, 2015

• Holt McDougal Algebra 1, 2011

• McDougal Littell Algebra 1, 1999

• McGraw Hill Glencoe Algebra 1, 2012

• McGraw Hill Glencoe Algebra 1, 2017

• McGraw Hill Glencoe Algebra 1 Texas, 2016

• Pearson Algebra 1 Common Core, 2011

• Pearson Algebra 1 Common Core, 2015

Common Core Algebra I Math (Worksheets, Homework, Lesson Plans)

Related Topics: Common Core Math Resources, Lesson Plans & Worksheets for all grades Common Core Math Video Lessons, Math Worksheets and Games for Algebra Common Core Math Video Lessons, Math Worksheets and Games for all grades

Looking for video lessons that will help you in your Common Core Algebra I math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Algebra I students?

The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. Eureka/EngageNY Math Algebra I Worksheets.

These Lesson Plans and Worksheets are divided into five modules.

Algebra I Homework, Lesson Plans and Worksheets

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Algebra 1 : Converting Measurements

Study concepts, example questions & explanations for algebra 1, all algebra 1 resources, example questions, example question #1 : converting measurements.

Harold has a (full) two liter bottle of soda in his refrigerator. He takes it out and pours eight-ounce glasses of soda for himself and each of his three friends that have come over. How many liters of soda are left in the bottle (rounded to two decimal places)?

1 liter = 33.814 fluid ounces

Convert the two liters of soda into ounces.

Subtract the four eight-ounce glasses of soda that were poured.

Convert the remaining ounces back into liters.

Convert 60 mph (miles per hour) into fps (feet per second). 

To replace hours with seconds, you must divide by 3600 (seconds in an hour), and to replace miles with feet you must multiply by 5280 (number of feet in a mile).

Albert is traveling at 70 kilometers per hour, Joseph is moving at 35 meters per second, and Katrina is moving at 1.9 kilometers per minute. Which person is traveling the fastest?

Katrina and Albert are tied for the fastest speed.

All three individuals are traveling at the same speed.

To compare these three different measurements, we need to convert them so they have the same units. Let's convert all three values into meters per second.

Multiplying 70 km/h by 1000 m/km gives us 70,000 meters per hour, and dividing that value by 3600 (since there are 3600 seconds in an hour) gives us 19.4. So, Albert is traveling at 19.4 meters per second.

We convert Katrina's speed in a similar way, multiplying 1.9 km/minute by 1000 m/km and then dividing by 60 (since there are 60 seconds in a minute). These calculations give us 31.67 m/s.

Since both of these values are slower than Joseph's speed of 35 m/s, Joseph is traveling the fastest.

Example Question #3 : Converting Measurements

1,000,000 cubic centimeters has mass:

1,000 grams are in a kilogram, so convert to kilograms by dividing this number by 1,000:

Example Question #4 : Converting Measurements

Example Question #5 : Converting Measurements

Daycare currently costs $240 per week. Starting next year, there will be a 15% increase in the cost of daycare. How much will one month of daycare cost?

Assume one month equals four weeks.

The new amount is the sum of the original amount and the increase.

This gives us the new cost for one week. The cost for the new month will be four times this amount.

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• Contributors
• 1: Using IM Algebra
• 2: Frequently Asked Questions
• 1: Curriculum Components
• 2: Instructional Routines
• 2A: Contemplate then Calculate
• 2B: Connecting Representations
• 2C: Group Learning Routines
• 2D: Additional Instructional Routines
• 3: ELL and SpEd Student Support
• A1 U0: Introduction to Algebra I
• A1 U1: Modeling with Functions
• A1 U2: Linear and Exponential Functions
• A1 U3: Linear Equations and Inequalities in One Variable
• A1 U4: Linear Equations and Inequalities in Two Variables
• A1 U5: Quadratic Functions
• A1 U6: Quadratic Equations
• A1 U7: Statistics
• Geo U0: Introduction to Geometry
• Geo U1: Tools of Geometry
• Geo U2: Proofs about Congruence
• Geo U3: Similarity and Proof
• Geo U4: Right Triangle Trigonometry
• Geo U5: Extending to Three Dimensions
• Geo U6: Coordinate Geometry
• Geo U6: Circles
• A2 U0: Introduction to Algebra II
• A2 U1: Families of Functions
• A2 U2: Exponential Functions
• A2 U3: Trigonometric Functions
• A2 U4: Rational and Polynomial Functions
• A2 U5: Probability
• A2 U6: Statistics (Inferences from Data)
• Resource: Quiz Banker
• Resource: Re-engagement
• Resource: Formative Assessment Lessons
• Resource: Cognitive Science
• Resource: Data Visualizations
• Resource: Math Stations
• Find Resources

Algebra I Course Map   |   Standards

Guide to school quality review (nyc).

NOTE: While we recognize that a large community of educators continues to access these materials and use them to support students success in secondary mathematics, New Visions is currently unable to revise and update the math curriculum materials on this site.

At New Visions for Public Schools, we believe that Illustrative Mathematics (IM) offers the most accessible, high-quality, vertically-aligned curriculum available for high school math. Since IM is also part of the Core Curriculum for NYC Public Schools, we are transitioning the focus of our math professional learning and coaching on the adoption and implementation of IM . For more information go to Using IM Algebra 1 .

Curriculum Components

Instructional Routines

Contemplate then Calculate

Connecting Representations

Group Learning Routines

Additional Instructional Routines

ELL and SpEd Student Support

Introduction to Algebra I

Modeling with Functions

Linear and Exponential Functions

Linear Equations and Inequalities in One Variable

Linear Equations and Inequalities in Two Variables

Quadratic Functions

Quadratic Equations

Algebra I has two key ideas that are threads throughout the course. The first idea is that we can construct representations of relationships between two sets of quantities and that these representations, which we call functions, have common traits. The second idea is that we can use these relationships between the quantities, which we call variables, to use our knowledge of the value of one variable to predict or determine explicitly the value of the other variable. In our formulation of the course, the first Big Idea is intended to inform students’ ability to use the second Big Idea.  

It should be noted that there is a critical important prerequisite idea, which is our abstraction from the idea of a specific set of quantities into a variable reference to these quantities. While this is an expected outcome of the middle school Common Core standards, this key idea is one that many high school students still do not completely understand.

Here are a few useful resources that support the Algebra I course. Please visit the resource search page to find more!

Quiz Banker creates student-ready editable quiz and answer documents based on an item bank of over 2500 state exam questions.

Quiz Banker supports New York State secondary teachers in generating quizzes based on past Regents exam items. By drawing on bank of items in Google Docs, this Quiz Banker allows teachers more time for the critical tasks of identifying and analyzing student learning needs and planning responsive day-to-day lessons. Teachers can sort and filter questions by Common Core domain, cluster, and standard to make it easier to understand what the Common Core standards mean. Each question is also aligned to New Visions’ free and open source curriculum, making it even easier for teachers to plan in response to evidence of learning.  At present the tool current has items for 3 New York State secondary math courses and 2 New York State secondary science courses. 

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Please comment below with questions, feedback, suggestions, or descriptions of your experience using this resource with students.

Algebra I Archive

This is a description of common understandings and misunderstandings students have in Algebra. This could be a useful read for Algebra teachers before planning a unit.

This is a comprehensive list of errors students make while doing middle school math. This is probably a useful read for middle school and Algebra I teachers as they prepare to teach for the year.

Algebra: Unit Conversion

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