Infinite Algebra 1 Kuta Software LLC

Common Core Alignment Software version 2.05 Last revised July 2015

Infinite Algebra 1 supports the teaching of the Common Core State Standards listed below.

High School ‐ Number and Quantity (N)

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.

High School ‐ Algebra (A)

Interpret the structure of expressions

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. For example, interpret P(1+r)ⁿ as the product
of P and a factor not depending on P.
A‐SSE‐2 Use the structure of an expression to identify ways to rewrite it. For
example, see x⁴ – y⁴ as (x²)²– (y²)², thus recognizing it as a difference of
squares that can be factored as (x² – y²)(x² + y²).

Write expressions in equivalent forms to solve problems

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. For example the expression 1.15^t
can be rewritten as (1.151/12)^(12t) ≈ 1.01212^t to reveal the
approximate equivalent monthly interest rate if the annual rate is 15%.

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.

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.
 Rewrite rational expressions
A‐APR‐6 Rewrite simple rational expressions in different forms; write a(x)/b(x)
in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are
polynomials with the degree of r(x) less than the degree of b(x), using
inspection, long division, or, for the more complicated examples, a
computer algebra system.
A‐APR‐7 (+) Understand that rational expressions form a system analogous
to the rational numbers, closed under addition, subtraction,
multiplication, and division by a nonzero rational expression; add,
subtract, multiply, and divide rational expressions.

Create equations that describe numbers or relationships

A‐CED‐1 Create equations and inequalities in one variable and use them to
solve problems. Include equations arising from linear and quadratic
functions, and simple rational and exponential functions.
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‐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. For example, represent inequalities
describing nutritional and cost constraints on combinations of different
foods.

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‐2 Solve simple rational and radical equations in one variable, and give
examples showing how extraneous solutions may arise.

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‐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
and write them as a ± bi for real numbers a and b.

Solve systems of equations

A‐REI‐6 Solve systems of linear equations exactly and approximately (e.g., with
graphs), focusing on pairs of linear equations in two variables.
 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, polynomial, rational, absolute value, exponential, and
logarithmic 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.

High School ‐ Functions (F)

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.

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. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums
and minimums; symmetries; end behavior; and periodicity.

Analyze functions using different representations

F‐IF‐7a Graph linear and quadratic functions and show intercepts,
maxima, and minima.
F‐IF‐7b Graph square root, cube root, and piecewise‐defined functions,
including step functions and absolute value functions.
F‐IF‐7e Graph exponential and logarithmic functions, showing intercepts
and end behavior, and trigonometric functions, showing period,
midline, and amplitude.
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‐8b Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of change
in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^(12t), y = (1.2)^(t/10), and
classify them as representing exponential growth or decay
F‐IF‐9 Compare properties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions). For example, given a graph of one quadratic function and
an algebraic expression for another, say which has the larger maximum.

Build a function that models a relationship between two quantities

F‐BF‐1a Determine an explicit expression, a recursive process, or steps for
calculation from a context.

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.
Include recognizing even and odd functions from their graphs and
algebraic expressions for them.

Construct and compare linear, quadratic, and exponential models

and solve problems
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).

High School ‐ Geometry (G)

Define trigonometric ratios and solve problems involving right triangles

G‐SRT‐6 Understand that by similarity, side ratios in right triangles are
properties of the angles in the triangle, leading to definitions of
trigonometric ratios for acute angles.
G‐SRT‐8 Use trigonometric ratios and the Pythagorean Theorem to solve right
triangles in applied problems.

Use coordinates to prove simple geometric theorems algebraically

G‐GPE‐5 Prove the slope criteria for parallel and perpendicular lines and use
them to solve geometric problems (e.g., find the equation of a line
parallel or perpendicular to a given line that passes through a given
point).
G‐GPE‐7 Use coordinates to compute perimeters of polygons and areas of
triangles and rectangles, e.g., using the distance formula.
 High School ‐ Statistics & Probability (S)

Summarize, represent, and interpret data on a single count or

measurement variable
S‐ID‐1 Represent 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).

Summarize, represent, and interpret data on two categorical and

quantitative variables
S‐ID‐6a (In a scatterplot) Fit a function to the data; use functions fitted to data to solve
problems in the context of the data. Use given functions or choose
a function suggested by the context. Emphasize linear, quadratic, and
exponential models.
S‐ID‐6b (In a scatterplot) 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.

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.

Grade 8 Standards ‐ The Number System (8.NS)

Know that there are numbers that are not rational, and approximate
them by rational numbers.
8.NS‐1 Know that numbers that are not rational are called irrational.
Understand informally that every number has a decimal expansion; for
rational numbers show that the decimal expansion repeats eventually,
and convert a decimal expansion which repeats eventually into a
rational number.

Grade 8 Standards ‐ Expressions and Equations (8.EE)

Work with radicals and integer exponents.

8.EE‐1 Know and apply the properties of integer exponents to generate
equivalent numerical expressions. For example, 3² × 3⁻⁵ = 3⁻³ = 1/3³ = 1/27.
8.EE‐2 Use square root and cube root symbols to represent solutions to
equations of the form x² = p and x³ = p, where p is a positive rational
number. Evaluate square roots of small perfect squares and cube roots
of small perfect cubes. Know that √2 is irra onal.
8.EE‐3 Use numbers expressed in the form of a single digit times an integer
power of 10 to estimate very large or very small quantities, and to
express how many times as much one is than the other. For example,
estimate the population of the United States as 3 × 10⁸ and the population
of the world as 7 × 10⁹, and determine that the world population is more
than 20 times larger.
8.EE‐4 Perform operations with numbers expressed in scientific notation,
including problems where both decimal and scientific notation are
used. Use scientific notation and choose units of appropriate size
for measurements of very large or very small quantities (e.g., use
millimeters per year for seafloor spreading). Interpret scientific
notation that has been generated by technology.

Understand the connections between proportional relationships,

lines, and linear equations.
8.EE‐6 Use similar triangles to explain why the slope m is the same between
any two distinct points on a non‐vertical line in the coordinate plane;
derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.

Analyze and solve linear equations and pairs of simultaneous linear equations.
8.EE‐7a Give examples of linear equations in one variable with one
solution, infinitely many solutions, or no solutions. Show which
of these possibilities is the case by successively transforming the
given equation into simpler forms, until an equivalent equation of
the form x = a, a = a, or a = b results (where a and b are different
numbers).
8.EE‐7b Solve linear equations with rational number coefficients, including
equations whose solutions require expanding expressions using
the distributive property and collecting like terms
8.EE‐8a Understand that solutions to a system of two linear equations
in two variables correspond to points of intersection of their
graphs, because points of intersection satisfy both equations
simultaneously.
8.EE‐8b Solve systems of two linear equations in two variables
algebraically, and estimate solutions by graphing the equations.
Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x +
2y = 6 have no solution because 3x + 2y cannot simultaneously be 5
and 6.
8.EE‐8c Solve real‐world and mathematical problems leading to two linear
equations in two variables. For example, given coordinates for two
pairs of points, determine whether the line through the first pair of
points intersects the line through the second pair.
 Grade 8 Standards ‐ Functions (8.F)

Define, evaluate, and compare functions.

8.F‐1 Understand that a function is a rule that assigns to each input exactly
one output. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding output.
8.F‐3 Interpret the equation y = mx + b as defining a linear function, whose
graph is a straight line; give examples of functions that are not linear.
For example, the function A = s² giving the area of a square as a function
of its side length is not linear because its graph contains the points (1,1),
(2,4) and (3,9), which are not on a straight line.

Use functions to model relationships between quantities.

8.F‐4 Construct a function to model a linear relationship between two
quantities. Determine the rate of change and initial value of the
function from a description of a relationship or from two (x, y) values,
including reading these from a table or from a graph. Interpret the rate
of change and initial value of a linear function in terms of the situation
it models, and in terms of its graph or a table of values.

Grade 8 Standards ‐ Geometry (8.G)

Understand and apply the Pythagorean Theorem.

8.G‐8 Apply the Pythagorean Theorem to find the distance between two
points in a coordinate system.

Grade 7 Standards ‐ The Number System (7.NS)

Apply and extend previous understandings of operations with

fractions to add, subtract, multiply, and divide rational numbers.
7.NS‐1b Understand p + q as the number located a distance |q| from p,
in the positive or negative direction depending on whether q is
positive or negative. Show that a number and its opposite have
a sum of 0 (are additive inverses). Interpret sums of rational
numbers by describing real‐world contexts.
7.NS‐1c Understand subtraction of rational numbers as adding the
additive inverse, p – q = p + (–q). Show that the distance between
two rational numbers on the number line is the absolute value of
their difference, and apply this principle in real‐world contexts.
7.NS‐1d Apply properties of operations as strategies to add and subtract
rational numbers.
7.NS‐2a Understand that multiplication is extended from fractions to
rational numbers by requiring that operations continue to
satisfy the properties of operations, particularly the distributive
property, leading to products such as (–1)(–1) = 1 and the rules
for multiplying signed numbers. Interpret products of rational
numbers by describing real‐world contexts.
7.NS‐2b Understand that integers can be divided, provided that the divisor
is not zero, and every quotient of integers (with non‐zero divisor)
is a rational number. If p and q are integers, then –(p/q) = (–p)/q =
p/(–q). Interpret quotients of rational numbers by describing real‐world
contexts.
7.NS‐2c Apply properties of operations as strategies to multiply and
divide rational numbers.

Grade 7 Standards ‐ Expressions and Equations (7.EE)

Use properties of operations to generate equivalent expressions.

7.EE‐1 Apply properties of operations as strategies to add, subtract, factor,
and expand linear expressions with rational coefficients.
7.EE‐2 Understand that rewriting an expression in different forms in a
problem context can shed light on the problem and how the quantities
in it are related. For example, a + 0.05a = 1.05a means that “increase by
5%” is the same as “multiply by 1.05.”

Solve real‐life and mathematical problems using numerical and

algebraic expressions and equations.
7.EE‐3 Solve multi‐step real‐life and mathematical problems posed with
positive and negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply properties of
operations to calculate with numbers in any form; convert between
forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies. For example: If a woman
making $25 an hour gets a 10% raise, she will make an additional 1/10 of
her salary an hour, or $2.50, for a new salary of $27.50. If you want to place
a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches
wide, you will need to place the bar about 9 inches from each edge; this
estimate can be used as a check on the exact computation.
7.EE‐4a Solve word problems leading to equations of the form px + q = r
and p(x + q) = r, where p, q, and r are specific rational numbers.
Solve equations of these forms fluently. Compare an algebraic
solution to an arithmetic solution, identifying the sequence of the
operations used in each approach. For example, the perimeter of a
rectangle is 54 cm. Its length is 6 cm. What is its width?
7.EE‐4b Solve word problems leading to inequalities of the form px + q > r
or px + q < r, where p, q, and r are specific rational numbers. Graph
the solution set of the inequality and interpret it in the context of
the problem. For example: As a salesperson, you are paid $50 per
week plus $3 per sale. This week you want your pay to be at least
$100. Write an inequality for the number of sales you need to make,
and describe the solutions.

Grade 6 Standards ‐ Statistics & Probability (6.SP)

Develop understanding of statistical variability.

6.SP‐3 Recognize that a measure of center for a numerical data set
summarizes all of its values with a single number, while a measure of
variation describes how its values vary with a single number.

Summarize and describe distributions.

6.SP‐4 Display numerical data in plots on a number line, including dot plots,
histograms, and box plots.
6.SP‐5 Summarize numerical data sets in relation to their context, such as by reporting the
number of observations.
6.SP‐5 Summarize numerical data sets in relation to their context, such as by giving quantitative
measures of center (median and/or mean) and variability (interquartile range and/or mean
absolute deviation), as well as describing any overall pattern and any striking deviations
from the overall pattern with reference to the context in which the data were gathered.

6.SP‐5 Summarize numerical data sets in relation to their context, such as by relating the choice of
measures of center and variability to the shape of the data distribution and the context in
which the data were gathered.

Standards from www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Standards are © Copyright 2010. National Governors Association Center for Best Practices and
Council of Chief State School Officers. All rights reserved.