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Algebra I
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Key ConceptStandardDecriptionQ1Q2Q3Q4
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Arithmetic with Polynomials and Rational ExpressionsA1.AAPR.1Add, subtract, and multiply polynomials and understand that polynomials are
closed under these operations. (Limit to linear; quadratic.)
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Creating EquationsA1.ACE.1*Create and solve equations and inequalities in one variable that model real-world problems involving linear, quadratic, simple rational, and exponential relationships. Interpret the solutions and determine whether they are reasonable. (Limit to linear; quadratic; exponential with integer exponents.)
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A1.ACE.2Create equations in two or more variables to represent relationships between
quantities. Graph the equations on coordinate axes using appropriate labels, units, and scales. (Limit to linear; quadratic; exponential with integer exponents; directand indirect variation.)
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A1.ACE.4Solve literal equations and formulas for a specified variable including equations and
formulas that arise in a variety of disciplines
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Reasoning with Equations and InequalitiesA1.AREI.1Understand and justify that the steps taken when solving simple equations in one variable create new equations that have the same solution as the original.
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A1.AREI.3Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
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A1.AREI.4Solve mathematical and real-world problems involving quadratic equations in one variable. (Note: A1.AREI.4a and 4b are not Graduation Standards.)
a. Use the method of completing the square to transform any quadratic
equation in 𝑥 into an equation of the form (𝑥 − ℎ) 2 = 𝑘 that has the same
solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection, 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. (Limit to noncomplex roots.)
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A1.AREI.5Justify that the solution to a system of linear equations is not changed when one of the equations is replaced by a linear combination of the other equation
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A1.AREI.6Solve systems of linear equations algebraically and graphically focusing on pairs of linear equations in two variables. (Note: A1.AREI.6a and 6b are not Graduation Standards.)
a. Solve systems of linear equations using the substitution method.
b. Solve systems of linear equations using linear combination
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A1.AREI.10Explain that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane.
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A1.AREI.11Solve an equation of the form 𝑓(𝑥) = 𝑔(𝑥) graphically by identifying the 𝑥-
coordinate(s) of the point(s) of intersection of the graphs of 𝑦 = 𝑓(𝑥) and 𝑦 =
𝑔(𝑥). (Limit to linear; quadratic; exponential.)
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A1.AREI.12Graph the solutions to a linear inequality in two variables.
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Structure and ExpressionsA1.ASE.1Interpret the meanings of coefficients, factors, terms, and expressions based on their real-world contexts. Interpret complicated expressions as being composed of simpler expressions. (Limit to linear; quadratic; exponential.)
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A1.ASE.2Analyze the structure of binomials, trinomials, and other polynomials in order to rewrite equivalent expressions.
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A1.ASE.3Choose and produce an equivalent form of an expression to reveal and explain] properties of the quantity represented by the expression.
a. Find the zeros of a quadratic function by rewriting it in equivalent factored
form and explain the connection between the zeros of the function, its linear
factors, the x-intercepts of its graph, and the solutions to the corresponding
quadratic equation.
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Interpreting FunctionsA1.FIF.1Extend previous knowledge of a function to apply to general behavior and features of a function.
a. 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.
b. Represent a function using function notation and explain that 𝑓(𝑥) denotes the output of function 𝑓 that corresponds to the input 𝑥.
c. Understand that the graph of a function labeled as 𝑓 is the set of all ordered pairs (𝑥, 𝑦) that satisfy the equation 𝑦 = 𝑓(𝑥).
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A1.FIF.2Evaluate functions and interpret the meaning of expressions involving function notation from a mathematical perspective and in terms of the context when the function describes a real-world situation.
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A1.FIF.4Interpret key features of a function that models the relationship between two
quantities when given in graphical or tabular form. Sketch the graph of a function
from a verbal description showing key features. Key features include intercepts;
intervals where the function is increasing, decreasing, constant, positive, or
negative; relative maximums and minimums; symmetries; end behavior and
periodicity. (Limit to linear; quadratic; exponential.)
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A1.FIF.5Relate the domain and range of a function to its graph and, where applicable, to the
quantitative relationship it describes. (Limit to linear; quadratic; exponential.)
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A1.FIF.6Given a function in graphical, symbolic, or tabular form, determine the average rate of change of the function over a specified interval. Interpret the meaning of the average rate of change in a given context. (Limit to linear; quadratic; exponential.)
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A1.FIF.7Graph functions from their symbolic representations. Indicate key features
including intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior and periodicity. Graph simple cases by hand and use technology for complicated cases. (Limit to linear; quadratic; exponential only in the form 𝑦 = 𝑎 𝑥 + 𝑘.)
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A1.FIF.8Translate between different but equivalent forms of a function equation to reveal and explain different properties of the function. (Limit to linear; quadratic; exponential.) (Note: A1.FIF.8a is not a Graduation Standard.) a. 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.
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A1.FIF.9Compare properties of two functions given in different representations such as algebraic, graphical, tabular, or verbal. (Limit to linear; quadratic; exponential.)
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Linear, Quadratic, and ExponentialA1.FLQE.1Distinguish between situations that can be modeled with linear functions or
exponential functions by recognizing situations in which one quantity changes at a constant rate per unit interval as opposed to those in which a quantity changes by a constant percent rate per unit interval.
(Note: A1.FLQE.1a is not a Graduation Standard.)
a. Prove that linear functions grow by equal differences over equal intervals
and that exponential functions grow by equal factors over equal intervals.
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A1.FLQE.2Create symbolic representations of linear and exponential functions, includingarithmetic and geometric sequences, given graphs, verbal descriptions, and tables. (Limit to linear; exponential.)
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A1.FLQE.3Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or more generally as a polynomial function.
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A1.FLQE.5Interpret the parameters in a linear or exponential function in terms of the context. (Limit to linear.)
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QuantitiesA1.NQ.1Use units of measurement to guide the solution of multi-step tasks. Choose and interpret appropriate labels, units, and scales when constructing graphs and other data displays.
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A1.NQ.2Label and define appropriate quantities in descriptive modeling contexts.
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A1.NQ.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities in context.
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Real Number
System		A1.NRNS.1Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.
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A1.NRNS.2Use the definition of the meaning of rational exponents to translate between rationalexponent and radical forms
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A1.NRNS.3Explain why the sum or product of rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of anonzero rational number and an irrational number is irrational.
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Interpreting DataA1.SPID.6Using technology, create scatterplots and analyze those plots to compare the fit of linear, quadratic, or exponential models to a given data set. Select the appropriate model, fit a function to the data set, and use the function to solve problems in the context of the data.
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A1.SPID.7Create a linear function to graphically model data from a real-world problem and interpret the meaning of the slope and intercept(s) in the context of the given problem
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A1.SPID.8Using technology, compute and interpret the correlation coefficient of a linear fit.
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