Mississippi Algebra 1 Math Standards

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N Number and Quantity

• N-RN The Real Number System
  • N-RN.A Use properties of rational and irrational numbers
    • N-RN.3 Explain why:
      • N-RN.3a the sum or product of two rational numbers is rational;
      • N-RN.3b the sum of a rational number and an irrational number is irrational; and
      • N-RN.3c the product of a nonzero rational number and an irrational number is irrational.
• N-Q Quantities
  • N-Q.A Reason quantitatively and use units to solve problems
    • 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.2 Define appropriate quantities for the purpose of descriptive modeling.
    • N-Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
    • Checkpoint opportunity

A Algebra

• A-SSE Seeing Structure in Expressions
  • A-SSE.A Interpret the structure of expressions
    • A-SSE.1 Interpret expressions that represent a quantity in terms of its context.
      • A-SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients.
      • A-SSE.1b Interpret complicated expressions by viewing one or more of their parts as a single entity.
    • A-SSE.2 Use the structure of an expression to identify ways to rewrite it.
  • A-SSE.B Write expressions in equivalent forms to solve problems
    • 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-SSE.3a Factor a quadratic expression to reveal the zeros of the function it defines.
      • A-SSE.3b Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
      • A-SSE.3c Use the properties of exponents to transform expressions for exponential functions.
    • Checkpoint opportunity
• A-APR Arithmetic with Polynomials and Rational Expressions
  • A-APR.A Perform arithmetic operations on polynomials
    • 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.
    • Checkpoint opportunity
  • A-APR.B Understand the relationship between zeros and factors of polynomials
    • A-APR.3 Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial (limit to 1st- and 2nd-degree polynomials).
• A-CED Creating Equations
  • A-CED.A Create equations that describe numbers or relationships
    • A-CED.1 Create equations and inequalities in one variable and use them to solve problems.
    • A-CED.2 Create equations in two variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
    • A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
    • A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
    • Checkpoint opportunity
• A-REI Reasoning with Equations and Inequalities
  • A-REI.A Understand solving equations as a process of reasoning and explain the reasoning
    • 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.B Solve equations and inequalities in one variable
    • A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
    • A-REI.4 Solve quadratic equations in one variable.
      • 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.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.
    • Checkpoint opportunity
  • A-REI.C Solve systems of equations
    • A-REI.5 Given a system of two equations in two variables, show and explain why the sum of equivalent forms of the equations produces the same solution as the original system.
    • A-REI.6 Solve systems of linear equations algebraically, exactly, and graphically while focusing on pairs of linear equations in two variables.
  • A-REI.D Represent and solve equations and inequalities graphically
    • A-REI.10 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 (which could be a line).
    • A-REI.11 Explain why the x-coordinates 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, e.g., 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, quadratic, absolute value, and exponential functions.
    • A-REI.12 Graph the solutions to a linear inequality in two variables as a half-plane (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.
    • Checkpoint opportunity

F Functions

• F-IF Interpreting Functions
  • F-IF.A Understand the concept of a function and use function notation
    • 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 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).
    • 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.3 Recognize that sequences are functions whose domain is a subset of the integers.
  • F-IF.B Interpret functions that arise in applications in terms of the context
    • 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 sketch graphs showing key features given a verbal description of the relationship.
    • F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
    • 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.
    • Checkpoint opportunity
  • F-IF.C Analyze functions using different representations
    • F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
      • F-IF.7a Graph functions (linear and quadratic) and show intercepts, maxima, and minima.
      • F-IF.7b Graph square root and piecewise-defined functions, including absolute value functions.
    • F-IF.8 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
      • 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.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
    • Checkpoint opportunity
• F-BF Building Functions
  • F-BF.A Build a function that models a relationship between two quantities
    • F-BF.1 Write a function that describes a relationship between two quantities.
      • F-BF.1a Determine an explicit expression or steps for calculation from a context.
  • F-BF.B Build new functions from existing functions
    • F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
    • Checkpoint opportunity
• F-LE Linear, Quadratic, and Exponential Models
  • F-LE.A Construct and compare linear, quadratic, and exponential models and solve problems
    • F-LE.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
      • F-LE.1a Prove that linear functions grow by equal differences over equal intervals and that exponential functions grow by equal factors over equal intervals.
      • F-LE.1b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
      • F-LE.1c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
    • F-LE.2 Construct linear and exponential functions, 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.B Interpret expressions for functions in terms of the situation they model
    • F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
    • Checkpoint opportunity

S Statistics and Probability

• S-ID Interpreting Categorical and Quantitative Data
  • S-ID.A Summarize, represent, and interpret data on a single count or measurement variable
    • S-ID.1 Represent and analyze data with plots on the real number line (dot plots, histograms, and box plots).
    • 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.3 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
    • Checkpoint opportunity
  • S-ID.B Summarize, represent, and interpret data on two categorical and quantitative variables
    • S-ID.5 Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
    • S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
      • S-ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
      • 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.
    • Checkpoint opportunity
  • S-ID.C Interpret linear models
    • 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.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
    • S-ID.9 Distinguish between correlation and causation.
    • Checkpoint opportunity