A | B | |
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1 | Code | Prerequisite Ideas |

2 | X1 | addition of small numbers |

3 | X2 | plot points from a table |

4 | X3 | read a number line |

5 | X4 | multiplication rule for exponents |

6 | X5 | square numbers up to 100 |

7 | X6 | subtraction of small numbers |

8 | X7 | read coordinate points |

9 | X8 | label x and y axis |

10 | X9 | substitute values into expressions |

11 | X10 | solve simple equations |

12 | X11 | multiplication of small numbers |

13 | X12 | read inequality and equality notation |

14 | X13 | round numbers to nearest unit |

15 | X14 | additive rule for exponents |

16 | X15 | subtraction rule for exponents |

17 | X16 | division of small numbers |

18 | X17 | evaluate square roots |

19 | X18 | find factors of a number |

20 | X19 | plot data from a table in a bar graph |

21 | X20 | operations on signed numbers |

22 | Unit 1 Big Idea 1 | |

23 | U1B1T1 | identify and state restrictions on dependent and independent variables for a function given a situation/context |

24 | U1B1T2 | identify the difference between a relation and a function |

25 | U1B1T3 | determine appropriate domain and range values of a function based on a given situation |

26 | U1B1T4 | identify important features of a function from its graph including intervals where the function is increasing or decreasing, positive or negative, intercepts, turning points/maximums and minimums, symmetries |

27 | U1B1T5 | recognize how restrictions on a function's domain or range can cause a graph to be continuous or discrete |

28 | Unit 1 Big Idea 2 | |

29 | U1B2T1 | identify and describe how key features of a graph are represented in a table of values |

30 | U1B2T2 | interpret domain and range values in a table within the context of a situation |

31 | U1B2T3 | use the Vertical Line Test as a visual tool to determine if a given graph is a function or relation |

32 | U1B2T4 | create a situation or graph that accurately represents a function's table of values |

33 | U1B2T5 | recognize functions and non-functions from tables, mappings, graphs, or situations |

34 | Unit 1 Big Idea 3 | |

35 | U1B3T1 | use the rate of change to extend a pattern, sequence, table, or graph |

36 | U1B3T2 | determine and apply the rate of change from a graph, table, sequence, or pattern |

37 | U1B3T3 | use the common difference or common ratio to find terms in an arithmetic or geometric sequence |

38 | U1B3T4 | recognize when the average rate of change is zero and describe its meaning |

39 | U1B3T5 | compare linear, quadratic, and exponential functions using the rate of change |

40 | Unit 1 Big Idea 4 | |

41 | U1B4T1 | compare linear, quadratic, absolute value, and exponential function families |

42 | U1B4T2 | compare functions within a family and describe transformations from the parent function |

43 | U1B4T3 | create a graph or table of values for a function given the parent function and a stated transformation |

44 | U1B4T4 | use linear, quadratic, exponential, piecewise or step functions to model situations |

45 | U1B4T5 | recognize situations best modeled by exponential functions as compared to linear or quadratic models |

46 | Unit 2 Big Idea 1 | |

47 | U2B1T1 | analyze the rate of change and initial value on a function's table or graph and use them to describe characteristics about the function |

48 | U2B1T2 | determine the intercepts exactly (for integers) or approximately, from a table or graph |

49 | U2B1T3 | analyze examples and nonexamples to define linear functions as growing by equal differences over equal intervals, and exponential functions growing by equal factors over equal intervals |

50 | U2B1T4 | use the rate of change to determine specific output or input values (given the other) from a situation, graph, table, or number sequence |

51 | U2B1T5 | describe the rate of change patterns using words for recursive and explicit forms |

52 | Unit 2 Big Idea 2 | |

53 | U2B2T1 | compare linear, quadratic, exponential and absolute value function families |

54 | U2B2T2 | analyze graphs or tables for functions in the same family with its parent function rule |

55 | U2B2T3 | create a table of values or graph from an explicit or recursive rule and use it to solve problems |

56 | U2B2T4 | describe how the graph of any equation visually represents values that make the equation true |

57 | U2B2T5 | justify whether a given point is on a line, given the equation of the line |

58 | Unit 2 Big Idea 3 | |

59 | U2B3T1 | construct an explicit or recursive function rule for a linear or exponential function from a situation, graph, or table of values |

60 | U2B3T2 | analyze arithmetic and geometric sequences and write a rule to best model the sequence |

61 | U2B3T3 | explain how transformations on a function impact its rule, table, and graph |

62 | U2B3T4 | create and justify the equation of a line parallel to the x or y axis |

63 | U2B3T5 | determine if tables, equations, or situations modeled by two linear functions are parallel when graphed and justify reasoning |

64 | Unit 3 Big Idea 1 | |

65 | U3B1T1 | evaluate quantities in a linear equation or inequality in relation to a situation, table of values, or graph |

66 | U3B1T2 | given f(x) = mx + b, compare how the constant (b) and the lead coefficient (m) relate to the graph, table, or situation |

67 | U3B1T3 | describe how the constant and rate of change in a linear function rule impact domain and range values |

68 | U3B1T4 | write a linear equation or inequality in 1 variable from a situation and use it to solve problems |

69 | U3B1T5 | in the form px + q = r, describe how increasing or decreasing p, q, or r impacts x |

70 | Unit 3 Big Idea 2 | |

71 | U3B2T1 | construct viable arguments to justify a solution method and articulate assumptions |

72 | U3B2T2 | discuss advantages and disadvantages of different methods: strategically guessing and checking, working backwards, zero product property, etc. |

73 | U3B2T3 | represent the solution to an equation or inequality using a number line |

74 | U3B2T4 | rewrite an equation or inequality by combining like terms and/or using the distributive property to represent equivalent parts |

75 | U3B2T5 | decide whether a solution makes sense given the context of a situation |

76 | Unit 3 Big Idea 3 | |

77 | U3B3T1 | analyze expressions, equations or inequalities and justify whether they are equivalent |

78 | U3B3T2 | solve for one variable in terms of another variable (x in terms of y, etc.) |

79 | U3B3T3 | add or subtract polynomial expressions |

80 | U3B3T4 | solve equations or inequalities with a variable on both sides of the equation or inequality |

81 | U3B3T5 | verify the solution to an equation or inequality is valid using substitution |

82 | Unit 4 Big Idea 1 | |

83 | U4B1T1 | describe how quantities from a situation, table or graph map to parts of the equations or inequalities in the system |

84 | U4B1T2 | solve a system of equations or inequalities using a graph or table of values |

85 | U4B1T3 | approximate and explain the intersection point(s) for linear-linear, linear-quadratic, linear-polynomial (degree > 2) linear-absolute value, and linear-exponential systems |

86 | U4B1T4 | identify and justify the common set of solutions from the tables or graph |

87 | U4B1T5 | distinguish when a system has one, none, many, or infinite solutions and use constraints from the given situation to justify reasoning |

88 | Unit 4 Big Idea 2 | |

89 | U4B2T1 | construct equations within a system of equations that maintain the system's solution set |

90 | U4B2T2 | recognize and justify when systems of equations will have the same solution set |

91 | U4B2T3 | solve a system of equations using substitution or elimination |

92 | U4B2T4 | describe the meaning of a solution set in terms of the situation it models |

93 | U4B2T5 | substitute the solution to show it makes all equations in the system true |

94 | Unit 4 Big Idea 3 | |

95 | U4B3T1 | discuss advantages and disadvantages of different methods: strategically guessing and checking, graphing, analyzing tables of values, using substitution, etc. |

96 | U4B3T2 | construct a system of equations or inequalities from a situation, tables of values, or graph and use it to solve problems |

97 | U4B3T3 | express two linear functions in a system as an equation with a single variable on both sides |

98 | U4B3T4 | use features of each inequality (shading, line type, etc.) to justify the rule that models it |

99 | U4B3T5 | determine when a system of equations or inequalities best models a situation |

100 | Unit 5 Big Idea 1 |

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