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Algebra I Common Core Curriculum Guide Days for introduc tion Quart er Dates Introdu ced Common Core Standard CCSS ALCC Mathematical Practices Stude nt Editi on Lesso n Resourc es: Student Edition Pages Algeb ra 1A or 1B 1 A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients. A.SSE .1 7a 4. Model with mathematics 1-1 5-9 A.SSE.2 Use the structure of an expression to identify ways to rewrite it. A.SSE .2 8 1-1 5-9 A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity. A.SSE .1b 7b 7. Look for and make use of structure. 1-2 11-15 A.SSE.2 Use the structure of an expression to A .SS E.2 8 7. Look for and make use of 1-2 11-15
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Algebra I Common Core Curriculum Guide
Days for introduction
Quarter Dates Introduced
Common Core Standard CCSS ALCC Mathematical Practices
Student Edition Lesson
Resources: Student Edition Pages
Algebra 1A or 1B
1 A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.1 7a 4. Model with mathematics
1-1 5-9
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A.SSE.2 8 1-1 5-9
A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
A.SSE.1b
7b 7. Look for and make use of structure.
1-2 11-15
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A .SSE.2 8 7. Look for and make use of structure.
1-2 11-15
A.SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
A.SSE.1b
7b 2. Reason abstractly and quantitatiely. 3. Construct viable arguments and critique the reasoning of others.
1-3 18-22
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A .SSE.2 8 1-3 18-22
A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.1 7a 1. Make sense of problems and persevere in solving them. 8. Look for and express regularity in repeated reasoning.
1-4 27-31
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A .SSE.2 8 1-4 27-31
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 3. Construct viable arguments and critique the reasoning of others.
1-5 35-39
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 1-5 35-39
A.REI.10 Understand that the graph of an equations in two variables is the set of all the solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A.REI.10 21 1. Make sense of problems and persevere in solving them.
1-6 45-46
F.IF.1 Understand that a function from one set (called the domain) to another set
F.IF.1 24 1-6 45-46
(called the range) assigns to each element of the domain exactly one element of the range. If f is the function and x is an element of its domain, the f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x)
F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is the function and x is an element of its domain, the f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x)
F.IF.1 24 3. Construct viable arguments and critique the reasoning of others.
1-7 50-54
F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F.IF.2 25 1-7 50-54
F.IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and
F.IF.4 27 1. Make sense of problems and persevere in solving them.
1-8 57-61
sketch graphs showing key features given a verbal description of the relationship.
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 2. Reason abstractly and quantitatively.
2-1 75-80
A.REI.1 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. Construct a viable argument to justify a solution method.
A.REI.1 15 6. Attend to precision.
2-2 83-89
A.REI.1 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. Construct a viable argument to justify a solution method.
A.REI.1 15 8. Look for and express regularity in repeated reasoning.
2-3 91-96
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented
A.REI.3 16 2-3 91-96
by letters. A.REI.1 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. Construct a viable argument to justify a solution method.
A.REI.1 15 1. Make sense of problems and persevere in solving them.
2-4 97-102
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 2-4 97-102
A.REI.1 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. Construct a viable argument to justify a solution method. .
A.REI.1 15 3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
2-5 103-109
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 2-5 103-109
A.REI.1 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. Construct a viable argument to justify a solution method.
A.REI.1 15 6. Attend to precision.
2-6 110-117
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters
A.REI.3 16 2-6 110-117
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 8. Look for and express regularity in repeated reasoning.
2-7 120-125
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.1 4 2-7 120-125
A.REI.3 Solve linear equations and inequalities in one
A.REI.3 16 6. Attend to precision.
2-8 126-132
variable, including equations with coefficients represented by letters.
A.CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
A.CED.4 14 2-8 126-132
A.REI.1 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. Construct a viable argument to justify a solution method.
A.REI.1 15 1. Make sense of problems and persevere in solving them. 4. Model with mathematics
2-9 134-138
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 2-9 134-138
FIF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F.IF.4 27 8. Look for and express regularity in repeated reasoning.
3-1 155-162
F.IF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7 30 3-1 155-162
A.REI.10 Understand that the graph of an equations in two variables is the set of all the solutions plotted in the coordinate plane, often forming a curve (which could be a line).
A.REI.10 15 4. Model with mathematics
3-2 163-170
FIF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7 30 3-2 163-170
F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.6 29 2. Reason abstractly and quantitatively.
3-3 172-181
F.LE.1.a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
F.LE.1 37 3-3 172-181
A.REI.10 Understand that the graph of an equations in two variables is the set of all the
A.REI.10 15 1. Make sense of problems and persevere in
3-4 182-188
solutions plotted in the coordinate plane, often forming a curve (which could be a line).
solving them. 6. Attend to precision.
FIF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7 30 3-4 182-188
F.BF.2 Write arithmetic and geometric sequences both recursively and with explicit formula, use them to model situations, and translate between the two forms.
F.BF.2 34 8. Look for and express regularity in repeated reasoning.
3-5 189-196
F.LE.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F.LE.1 37 1. Make sense of problems and persevere in solving them. 7. Look for and make use of structure.
3-6 197-203
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.2 38 3-6 197-203
FIF.7a Graph linear and quadratic functions and show
F.IF.7 30 2. Reason abstractly and
4-1 216-223
intercepts, maxima, and minima.
quantitatively. 8. Look for and express regularity in repeated reasoning.
S.ID.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S.ID.7 46 4-1 216-223
F.BF.1 Write a function that describes a relationship between two quantities.a. Determine an explicit expression, a recursive process, or steps for calculation from a context.b. Combine standard function types using arithmetic operations.
F.BF.1 33 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision.
4-2 226-232
F.BF.2 Write arithmetic and geometric sequences both recursively and with explicit formula, use them to model situations, and translate between the two forms.
F.BF.2 34 4-2 226-232
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship,
F.LE.2 38 4-2 226-232
or two input-output pairs (include reading these from a table).
F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
F.IF.2 25 2. Reason abstractly and quantitatively.
4-3 233-238
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.2 38 4-3 233-238
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.2 38 5. Use appropriate tools strategically.
4-4 239-245
S.ID.7. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S.ID.7 46 4-4 239-245
S.ID.6a Fit a function to the data; use functions fitted to
S.ID.6 45 1. Make sense of problems and
4-5 247-254
data to solve problems in the context of data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. S.ID.6c Fit a linear function for a scatter plot that suggests a linear association.
persevere in solving them. 4. Model with mathematics
S.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models. S.ID.6b Informally assess the fit of a function by plotting and analyzing residuals. S.ID.6c Fit a linear function for a scatter plot that suggests a linear association.
S.ID.6 45 5. Use appropriate tools strategically.
4-6 255-262
S.ID.8 Compute(using technology) and interpret the correlation coefficient of a linear fit.
S.ID.8 47 4-6 255-262
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph
A.CED.2 12 6. Attend to precision.
4-7 263-270
equations on coordinate axes with labels and scales.
F.BF.4a Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
F.BF.4 36 4-7 263-270
.A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 2. Reason abstractly and quantitatively. 4. Model with mathematics
5-1 285-290
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 5-1 285-290
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 1. Make sense of problems and persevere in solving them. 6. Attend to precision.
5-2 292-297
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 5-2 292-297
A.CED.1 Create equations and inequalities in one variable and use them to solve
A.CED.1 11 7. Look for and make use of structure.
5-3 298-303
problems. A.REI.3 Solve linear equations
and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 5-3 298-303
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 1. Make sense of problems and persevere in solving them. 8. Look for and express regularity in repeated reasoning.
5-4 306-311
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 5-4 306-311
A.CED.1 Create equations and inequalities in one variable and use them to solve problems.
A.CED.1 11 3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
5-5 312-316
A.REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
A.REI.3 16 5-5 312-316
A.CED.3 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.
A.CED.3 11 5. Use appropriate tools strategically.
5-6 317-322
A.REI.12 Graph the solutions to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A.REI.12 23 5-6 317-322
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.CED.2 12 3. Construct viable arguments and critique the reasoning of others. 8. Look for and express regularity in repeated reasoning
6-1 335-342
A.REI.6 Solve systems of equations of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two
A.REI.6 19 6-1 335-342
variables. A.REI.6 Solve systems of
equations of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables.
A.REI.6 19 2. Reason abstractly and quantitatively.
6-2 344-349
A.REI.6 Solve systems of equations of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables.
A.REI.6 19 7. Look for and make use of structure.
6-3 350-356
A.REI.5 Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
A.REI.5 18 6-3 350-356
A.REI.6 Solve systems of equations of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two variables.
A.REI.6 19 1. Make sense of problems and persevere in solving them.
6-4 357-362
A.REI.6 Solve systems of equations of linear equations exactly and approximately (e.g. with graphs), focusing on pairs of linear equations in two
A.REI.6 19 2. Reason abstractly and quantitatively. 4. Model with mathematics
6-5 364-369
variables. A.REI.12 Graph the solutions
to a linear inequality in two variables as a halfplane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
A.REI.12 23 1. Make sense of problems and persevere in solving them. 6. Attend to precision.
6-6 372-376
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A.SSE.2 8 8. Look for and express regularity in repeated reasoning.
7-1 391-397
F.IF.8b Use the properties of exponents to interpret expressions for exponential functions.
F.IF.8b 31 7-1 391-397
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A.SSE.2 8 2. Reason abstractly and quantitatively.
7-2 398-405
F.IF.8b Use the properties of exponents to interpret expressions for exponential functions.
F.IF.8b 31 7-2 398-405
N.RN.1 Extend the properties of exponents to rational exponents. Explain how the definition of the meaning of rational exponents follows
N.RN.1 1 5. Use appropriate tools strategically.
7-3 406-413
from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
N.RN.2 2 7-3 406-413
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A.SSE.2 8 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision.
7-4 414-420
F.IF.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
F.IF.7e 30 1. Make sense of problems and persevere in solving them.
7-5 424-429
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.2 38 7-5 424-429
F.IF.8b Use the properties of F.IF.8b 31 4. Model with 7-6 432-436
exponents to interpret expressions for exponential functions.
mathematics
F.LE.2 Construct linear and exponential fuctions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.LE.2 38 7-6 432-436
F.BF.2. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★
F.BF.2 34 7. Look for and make use of structure.
7-7 438-443
F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
F.LE.1 37 7-7 438-443
1.a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
F.IF.3 26 3. Construct viable arguments and critique the reasoning of others.
7-8 445-450
1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F.BF.2 34 7-8 445-450
A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.1a 7 3. Construct viable arguments and critique the reasoning of others.
8-1 465-471
A.APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.1 10 8-1 465-471
A.APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.1 10 5. Use appropriate tools strategically.
8-2 472-477
A.APR.1. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
A.APR.1 10 7. Look for and make use of structure.
8-3 480-485
A.APR.1. Understand that polynomials form a system
A.APR.1 10 8. Look for and express regularity
8-4 486-491
analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
in repeated reasoning.
A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
A.SSE.2 8 2. Reason abstractly and quantitatively.
8-5 494-500
A.SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3a 9 8-5 494-500
A.SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3a 9 7. Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.
8-6 503-509
A.REI.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square
A.REI.4b 17 8-6 503-509
roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A.SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★ a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3a 9 4. Model with mathematics
8-7 510-515
A.REI.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A.REI.4b 17 8-7 510-515
A.SSE.3. Choose and produce A.SSE.3a 9 1. Make sense of 8-8 516-521
an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★ a. Factor a quadratic expression to reveal the zeros of the function it defines.
problems and persevere in solving them.
A.REI.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
A.REI.4b 17 8-8 516-521
A.SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★ a. Factor a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3a 9 6. Attend to precision.
8-9 522-529
A.REI.1 Explain each step in solving a simple equation as
A.REI.1 15 8-9 522-529
following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
FIF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F.IF.4 27 2. Reason abstractly and quantitatively.
9-1 543-554
FIF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7a 30 9-1 543-554
A.REI.4b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real
A.REI.4b 17 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision.
9-2 555-560
numbers a and b. FIF.7a Graph linear and
quadratic functions and show intercepts, maxima, and minima.
F.IF.7a 30 9-2 555-560
A-SSE.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★ b. Complete the square in a quadratic expression to reveal the zeros of the function it defines.
A.SSE.3b
9 1. Make sense of problems and persevere in solving them. 8. Look for and express regularity in repeated reasoning.
9-3 564-571
FIF.7a Graph linear and quadratic functions and show intercepts, maxima, and minima.
F.IF.7a 30 9-3 564-571
A-REI.4. Solve quadratic equations in one variable.a.Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.b Solve quadratic equations by inspection (e.g., for x2 = 49),
A.REI.4 17 4. Model with mathematics
9-4 574-579
taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
F.IF.8a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
F.IF.8a 31 9-4 574-579
A-REI.4. Solve quadratic equations in one variable.a.Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.b Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the
A.REI.4 17 6. Attend to precision.
9-5
quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
F.IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
F.IF.6 29 7. Look for and make use of structure.
9-6 583-589
F.LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions. .a Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals. b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
F.LE.1 37 9-6 583-589
FIF.4 For a function that models a relationship between
F.IF.4 27 4. Model with mathematics
9-7 598-605
two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
F.IF.7b Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
F.IF.7b 30 9-7 598-605
F-BF.4a Solve an equation of the form f(x)=c for a simple function f that has an inverse, and write an expression for the inverse.
F.BF.4a 36 6. Attend to precision.
10-1 623-626
A.REI.4a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x-p)² = q that has the same solutions. Derive the quadratic formula from this form.
A.REI.4a 17 7. Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.
10-2 628-639
N.RN.3 Explain why the sum of product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational
N.RN.3 3 10-2 628-639
number and an irrational number is rational
N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
N.RN.2 2 2. Reason abstractly and quantitatively.
10-3 635-641
N-RN-2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.
N-RN-2 2 3. Construct viable arguments and critique the reasoning of others. 4.Model with mathematics.
10-4 643-646
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A-CED.2 12 10-4 643-646
1. Make sense of problems and persevere in solving them.
10-5 647-654
5. Use appropriate tools strategically.
10-6 655-662
1. Make sense of problems and persevere in solving them.
11-1 679-682
A.CED.2 Create equations in A.CED.2 12 3. Construct 11-2 685-689
two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
Identify values excluded from the domain of a rational expression. Simplify rational expressions
7. Look for and make use of structure.
11-3 692-696
Multiply and Dividing Rational Expressions
1. Make sense of problems and persevere in solving them.
11-4 700-704
Divide a polynomial by a monomial. Divide a polynomial by a binomial
8. Look for and express regularity in repeated reasoning.
11-5 707-711
Add and subtract rational expressions with like denominators. Add and subtract rational expressions with unlike denominators.
6. Attend to precision.
11-6 715-719
Simplify mixed expressions. Simplify complex fractions.
4. Model with mathematics
11-7 722-725
A.CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
A.CED.2 12 2. Reason abstractly and quantitatively. 4. Model with mathematics
11-8 729-730
A.REI.11 Explain why the x-coordinate of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x)=g(x); find the solutions approximately, eg. Using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and / or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
AREI.11 22 2. Reason abstractly and quantitatively. 4. Model with mathematics
11-8 732-748
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median,mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.2 41 12-1 749-754
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median,mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.2 41 2. Reason abstractly and quantitatively. 6. Attend to precision.
12-2 758-763
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center (median,mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.2 41 5. Use appropriate tools strategically.
12-3 765-770
S.ID.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliners)
S.ID.3 42 12-3 765-770
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center(mean, median) and spread(interquartile range, standard deviation) of two or more different data sets.
S.ID.2 41 1. Make sense of problems and persevere in solving them.
12-4 772-778
S.ID.3 Interpret differences in shape, center, and spread in teh context of the data sets, accounting for possible effects of extreme data points (outliners)
S.ID.3 42 12-4 772-778
Calculate experimental probabilities. Design simulations and summarize
4. Model with mathematics
12-5 782-785
data from simulations. Use permutations. Use
combinations. 8. Look for and
express regularity in repeated reasoning.
12-6 788-792
S.ID.5 Summarize categorical data for two categories in two-way frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
S.ID.5 44 5. Use appropriate tools strategically.
12-7 795-800
S.ID.2 Use statistics appropriate to the shape of the data distribution to compare center(median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
S.ID.2 41 4. Model with mathematics
12-8 805-809
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