Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Algebra I emphasizes linear and quadratic expressions, equations, and functions. This course
also introduces students to polynomial, rational and exponential functions with domains in the
integers. Students explore the structures of and interpret functions and other mathematical
models. Students build upon previous knowledge of equations and inequalities to reason, solve,
and represent equations and inequalities numerically and graphically.
The major work of Algebra I is from the following domains and clusters:
Seeing Structure in Expressions
o Interpret the structure of expressions.
o Write expressions in equivalent forms to solve problems.
Arithmetic with Polynomials and Rational Expressions
o Perform arithmetic operations on polynomials.
Creating Equations
o Create equations that describe numbers or relationships.
Reasoning with Equations and Inequalities
o Understand solving equations as a process of reasoning and explain the reasoning.
o Solve equations and inequalities in one variable.
o Represent and solve equations and inequalities graphically.
Interpreting Functions
o Understand the concept of a function and use function notation.
o Interpret functions that arise in applications in terms of the context.
Interpreting Categorical and Quantitative Data
o Interpret linear models.
85
Mathematical Modeling
Mathematical Modeling is a Standard for Mathematical Practice (MP4) and a Conceptual
Category. Specific modeling standards appear throughout the high school standards indicated with a
star (). Where an entire domain is marked with a star, each standard in that domain is a modeling
standard.
86
Number and Quantity
Quantities* (N.Q)
Algebra
A1.A.SSE.A.1 Interpret expressions that represent For example, interpret P(1 + r)n as the
a quantity in terms of its context. product of P and a factor not
depending on P.
A. Interpret the a. Interpret parts of an expression, such as
structure of terms, factors, and coefficients.
expressions.
b. Interpret complicated expressions by There are no assessment limits for
viewing one or more of their parts as a this standard. The entire standard is
single entity. assessed in this course.
87
Cluster Headings Content Standards Scope & Clarifications
For A1.A.SSE.B.3c:
For example, the growth of bacteria
A1.A.SSE.B.3 Choose and produce an equivalent can be modeled by either f(t) = 3(t+2) or
form of an expression to reveal and explain g(t) = 9(3t) because the expression
properties of the quantity represented by the 3(t+2) can be rewritten as (3t) (32) =
9(3t).
expression.
B. Write a. Factor a quadratic expression to reveal the
expressions in i) Tasks have a real-world context. As
zeros of the function it defines.
equivalent described in the standard, there is an
forms to solve b. Complete the square in a quadratic interplay between the mathematical
expression in the form Ax2 + Bx + C where structure of the expression and the
problems.
A = 1 to reveal the maximum or minimum structure of the situation such that
choosing and producing an equivalent
value of the function it defines. form of the expression reveals
c. Use the properties of exponents to rewrite something about the situation.
exponential expressions.
ii) Tasks are limited to exponential
expressions with integer exponents.
B. Understand
A1.A.APR.B.2 Identify zeros of polynomials when
the relationship
suitable factorizations are available, and use the Graphing is limited to linear and
between zeros
zeros to construct a rough graph of the function quadratic polynomials.
and factors of
defined by the polynomial.
polynomials.
88
Creating Equations (A.CED)
A1.A.CED.A.1 Create equations and inequalities Tasks are limited to linear, quadratic,
or exponential equations with integer
in one variable and use them to solve problems.
exponents.
A. Understand
A1.A.REI.A.1 Explain each step in solving an
solving
equation as following from the equality of numbers Tasks are limited to linear, quadratic,
equations as a
asserted at the previous step, starting from the piecewise, absolute value, and
process of
assumption that the original equation has a exponential equations with integer
reasoning and
solution. Construct a viable argument to justify a exponents.
explain the
solution method.
reasoning.
B. Solve
A1.A.REI.B.2 Solve linear equations and There are no assessment limits for
equations and
inequalities in one variable, including equations this standard. The entire standard is
inequalities in
with coefficients represented by letters. assessed in this course.
one variable.
89
Cluster Headings Content Standards Scope & Clarifications
90
Functions
91
Cluster Headings Content Standards Scope & Clarifications
A1.F.IF.C.8 Compare properties of two functions ii) Tasks are limited to linear
each represented in a different way (algebraically, functions, quadratic functions,
graphically, numerically in tables, or by verbal piecewise-defined functions
descriptions). (including step functions and
absolute value functions), and
exponential functions with domains
in the integers.
92
Building Functions (F.BF)
A. Build a A1.F.BF.A.1 Write a function that describes a i) Tasks have a real-world context.
function that relationship between two quantities.
models a
a. Determine an explicit expression, a ii) Tasks are limited to linear
relationship
functions, quadratic functions, and
between two recursive process, or steps for calculation
exponential functions with domains
quantities. from a context. in the integers.
A1.F.BF.B.2 Identify the effect on the graph of ii) f(kx) will not be included in
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for Algebra 1. It is addressed in Algebra
B. Build new 2.
specific values of k (both positive and negative);
functions from find the value of k given the graphs. Experiment
existing with cases and illustrate an explanation of the iii) Experimenting with cases and
functions. effects on the graph using technology. illustrating an explanation of the
effects on the graph using
technology is limited to linear
functions, quadratic functions,
absolute value, and exponential
functions with domains in the
integers.
93
Linear, Quadratic, and Exponential Models (F.LE)
94
Statistics and Probability
A1.S.ID.A.1 Represent single or multiple data sets There are no assessment limits for
with dot plots, histograms, stem plots (stem and this standard. The entire standard is
leaf), and box plots. assessed in this course.
A. Summarize,
represent, and A1.S.ID.A.2 Use statistics appropriate to the shape
interpret data There are no assessment limits for
of the data distribution to compare center (median,
on a single this standard. The entire standard is
mean) and spread (interquartile range, standard
count or assessed in this course.
deviation) of two or more different data sets.
measurement
variable. A1.S.ID.A.3 Interpret differences in shape, center,
There are no assessment limits for
and spread in the context of the data sets,
this standard. The entire standard is
accounting for possible effects of extreme data
assessed in this course.
points (outliers).
A1.S.ID.C.5 Interpret the slope (rate of change) There are no assessment limits for
and the intercept (constant term) of a linear model this standard. The entire standard is
in the context of the data. assessed in this course.
95
Major content of the course is indicated by the light green shading of the cluster heading and standards
coding.
96