Algebra 1

This course is a high school math course that is a prerequisite for most high school math and science courses. Algebra I is beneficial for those who plan on attending school after high school. Focus is to learn algebraic processes and investigate patterns in linear and quadratic equations. Students who take this course in 8th grade will have it on their HS transcript, but will still be required to take three years of math while a high school student.

Prerequisites: None
1 credit

STANDARD REFERENCE NUMBER

A-SSE.3

A-APR.1

A-CED.1

A-REI.1

A-REI.3

A-REI.6

A-REI.10

F-IF.1

N-RN.1

A-SSE.1- remove

A-CED.4- remove

DOMAIN

Algebra

Functions

Number and Quantity

Algebra

R.E.A.L. CRITERIA

REAL

REA

REAL

FULL STANDARD

Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression (1,5,8)

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 (7,8)

Create equations and inequalities in one variable and use them to solve problems (2,3)

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 (2)

Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters (2,3)

Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. (6)

Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (4,5)

Understand that a function from one set to another set assigns to each element of the domain exactly one element of the reangle. If f is a function and x is an element of its domain, then 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) (5,9)

Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5. (7)

Interpret expressions that represent a quantity in terms of its context (1, 8)

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations (2)

GRADE LEVEL BELOW STANDARD ALIGNMENT?

7EE.1,2

8EE.7

8.EE.7

8.EE.8

8.F.1

8.F.5

7EE.3,4

GRADE LEVEL ABOVE ALIGMENT?

A-SSE.3

A-APR.6

A-CED.2 and A-APR.2

A-REI.2

A-REI.4

A-REI.7

F-LE.1

F-IF.2

A-SSE.2