Common

 Core  Math  Standards  

Grade  9-­‐12  Algebra  
 
Common Core Standards   Common Core Standards   Mathematic  
      Practices  
N = Number and Quantity Overview       1. Make sense of  
N-RN = The Real Number System   G = Geometry Overview   problems and
N-Q = Quantities   G-CO = Congruence   persevere in
N-CN = The Complex Number System   G-SRT = Similarity, Right solving them.
N-VM = Vector and Matrix Quantities   Triangles and Trigonometry   2. Reason
A= Algebra Overview   G-C = Circles   abstractly and
A-SSE = Seeing Structure in Expressions   G-GPE = Expressing Geometric quantitatively.
A-APR= Arithmetic with Polynomials   Properties with Equations   3. Construct viable
and Rational Expressions   G-GMD = Geometric arguments and
A-CED= Creating Equations   Measurement and Dimension   critique the
A-REI = Reasoning with Equations   G-MG = Modeling with reasoning of
and inequalities   Geometry   others.
F= Functions Overview   S=Statistics and Probability   4. Model with
F-IF = Interpreting Functions   S-ID = Categorical and mathematics.
F-BF = Building Functions   Quantitative Data   5. Use appropriate
F-LE = Linear and Exponential Models   S-IC = Inferences and Justifying tools
F-TF = Trigonometric Functions   Conclusions   strategically.
  S-CP = Conditional Probability 6. Attend to
and Rules of Probability   precision.
S-MD = Using Probability to 7. Look for and
Make Decisions   make use of
structure.
8. Look for and
express
regularity in
repeated
reasoning.
         
Common Core Standards   “I Can” Statements   Curriculum When
      Correlation   covered?  
N.RN.1 Explain how the definition of the   -I can understand that the denominator Alg 2 Text - Ch.   Alg 1 - Unit
meaning of rational exponents follows from of the rational exponent is the root index 2  
extending the properties of integer exponents to and the numerator is the exponent of the  

1  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
those values,allowing for a notation for radicals radicand. For example, 5 1/2   January  
in terms of rational exponents.   = 5  
   
 
N.RN.2 Rewrite expressions involving radicals   -I can convert from radical Alg 2 Text - Ch.   Alg 1 - Unit
and rational   representation to using rational 2  
exponents using the properties of exponents.   exponents and vise versa.    
    January  
 
 
N.Q.1 Use units as a way to understand problems   -I can interpret units in the context of Alg 1 - Ch. 1   Alg 1 - Unit
and to guide the solution of multi-step problems; the problem. -When solving a multi-step   1  
choose and interpret units consistently in problem, I can use units to evaluate the  
formulas; choose and interpret the scale and the appropriateness of the solution.   August/
origin in graphs and data displays.     SeptemberO
  -I can choose the appropriate units for a ngoing with
specific formula and interpret the all word
meaning of the unit in that context.   problems  
 
-I can choose and interpret both the
scale and the origin in graphs and data
displays.  
 
 
N.Q.2 Define appropriate quantities for the   -I can determine and interpret Alg 1 - Ch. 1   Alg 1 - Unit
purpose of descriptive modeling.   appropriate quantities when using 1  
  descriptive modeling.    
    August/
  September  
 
N.Q.3 Choose a level of accuracy appropriate to   -I can determine the accuracy of values Alg 1 - Ch. 1   Alg 1 - Unit
limitations on measurement when reporting based on their limitations in the context 1  
quantities.   of the situation.    
    October/
  November  

2  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
A.SSE.1 Interpret the structure of expressions.     Alg I - Unit
Interpret expressions that represent a quantity in   1  
terms of its context.*      
  August/
  September  
.A.SSE.1a Interpret parts of an expression, such   -I can identify the different parts of the Alg 1 - Ch. 1   Alg I - Unit
as terms, factors, and coefficients.*   expression and explain their meaning 1  
within the context of a problem.    
  August/
September  
A.SSE.1b Interpret complicated expressions by   -I can decompose expressions and make Alg 1 - Ch. 1   Alg I - Unit
viewing one or more of their parts as a single sense of the multiple factors and terms 1  
entity. For example, interpret P(1+r)^n as the by explaining the meaning of the  
product of P and a factor not depending on P.*   individual parts.   August/
  September  
 
A.SSE.2 Interpret the structure of expressions. Alg 1 - Ch. 2   Alg I - Unit
Use the structure of an expression to identify 2  
ways to rewrite it. For example, see x^4 – y^4 as -I can rewrite algebraic expressions in  
(x^2)^2 – (y^2)^2, thus recognizing it as a different equivalent forms such as February/
difference of squares that can be factored as (x^2 factoring or combining like terms.   March  
– y^2)(x^2 + y^2).   ● I can use factoring techniques
  such as common factors,
  grouping, the difference of two
  squares, the sum or difference
  of two cubes, or a combination
  of methods to factor
completely.
  ● I can simplify expressions
  including combining like terms,
  using the distributive property
  and other operations with
    polynomials.
A.SSE.3 Write expressions in equivalent forms   -I can write expressions in equivalent   Alg I - Unit
to solve problems. Choose and produce an forms to solve problems.   3  
equivalent form of an expression to reveal and -I can choose and produce an equivalent  
3  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
explain properties of the quantity represented by form of an expression to reveal and February/
the expression.*   explain properties of the quantity March  
represented by the expression.    
 
A.SSE.3a Factor a quadratic expression to reveal   -I can write expressions in equivalent Alg 1 - Ch. 10   Alg I - Unit
the zeros of the function it defines.*   forms by factoring to find the zeros of a 3  
  quadratic function and explain the  
  meaning of the zeros.   February/
  ● Given a quadratic function, I March  
can explain the meaning of the
 
zeros of the function. That is if
  f(x) = (x – c) (x – a) then f(a) =
  0 and f(c) = 0.
  ● Given a quadratic expression, I
  can explain the meaning of the
zeros graphically. That is for an
expression (x – a) (x – c), a and
c correspond to the x-intercepts
(if a and c are real).
 
A.SSE.3b Complete the square in a quadratic   -I can write expressions in equivalent Alg 1 - Ch. 12   Alg I - Unit
expression to reveal the maximum or minimum forms by completing the square to 3  
value of the function it defines.*   convey the vertex form, to find the  
  maximum or minimum value of a February/
  quadratic function, and to explain the March  
  meaning of the vertex.  
   
 
 
A.SSE.3c Use the properties of exponents to   -I can use properties of exponents (such Alg 1 - Ch. 8   Alg I - Unit
transform expressions for exponential functions. as power of a power, product of powers, 3  
For example the expression 1.15^t can be power of a product, and rational  
rewritten as [1.15^(1/12)]^(12t) ≈ 1.012^(12t) to exponents, etc.) to write an equivalent February/
reveal the approximate equivalent monthly form of an exponential function to March  
interest rate if the annual rate is 15%.*   reveal and explain specific information
  about its approximate rate of growth or

4  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
  decay.  
 
 
A.SSE.4 Write expressions in equivalent forms   -I can develop the formula for the sum Alg 2 - Ch. 11   May/June  
to solve problems. Derive the formula for the of a finite geometric series when the
sum of a finite geometric series (when the ratio is not 1.  
common ratio is not 1), and use the formula to  
solve problems. For example, calculate mortgage -I can use the formula to solve real
payments.*   world problems such as calculating the
  height of a tree after n years given the
  initial height of the tree and the rate the
  tree grows each year. Calculate
mortgage payments.  
 
 
 
A.APR.1 Perform arithmetic operations on -I can understand the definition of a Alg 1 - Ch. 10   Alg I - Unit
polynomials. Understand that polynomials form a polynomial.   4  
system analogous to the integers, namely, they    
are closed under the operations of addition, -I can understand the concepts of February/
subtraction, and multiplication; add, subtract, and combining like terms and closure.   March  
multiply polynomials.    
  -I can add, subtract, and multiply
polynomials and understand how
closure applies under these operations.  
 
   
A.APR.2 Understand the relationship between -I can understand and apply the Alg 2 - Ch. 6   May/June  
zeros and factors of polynomial. Know and apply Remainder Theorem.  
the Remainder Theorem: For a polynomial p(x)  
and a number a, the remainder on division by x – -I can understand how this standard
a is p(a), so p(a) = 0 if and only if (x – a) is a relates to A.SSE.3a.  
factor of p(x).    
  -I can understand that a is a root of a
    polynomial function if and only if x-a is

5  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
a factor of the function.  
A.APR.3 Understand the relationship between   -I can find the zeros of a polynomial Alg 1 - Ch. 10   February/
zeros and factors of polynomials. Identify zeros when the polynomial is factored.   March  
of polynomials when suitable factorizations are  
available, and use the zeros to construct a rough -I can use the zeros of a function to
graph of the function defined by the polynomial.   sketch a graph of the function.  
   
   
 
 
A.APR.4 Use polynomial identities to solve   -I can understand that polynomial Alg 1 - Ch. 10   February/
problems. Prove polynomial identities and use identities include but are not limited to March  
them to describe numerical relationships. For the product of the sum and difference of
example, the polynomial identity (x^2 + y^2)^2 two terms, the difference of two
= (x^2 – y^2)^2 + (2xy)^2 can be used to squares, the sum and difference of two
generate Pythagorean triples.   cubes, the square of a binomial, etc .  
   
  -I can prove polynomial identities by
  showing steps and providing reasons.  
   
  -I can illustrate how polynomial
  identities are used to determine
numerical relationships such as  
2 2 2 2  
25 = (20+5) = 20 +2• 20•5+5  
 
A.APR.5 (+) Know and apply the Binomial   -For small values of n, I can use Alg 2 - Ch. 12   May/June  
Theorem for the expansion of (x + y)n in powers Pascal’s Triangle to determine the
of x and y for a positive integer n, where x and y coefficients of the binomial expansion.  
are any numbers, with coefficients determined -I can use the Binomial Theorem to find
for example by Pascal’s Triangle.1   the nth term in the expansion of a
  binomial to a positive power.  
   
   
A.APR.6 Rewrite rational expressions. Rewrite   -I can rewrite rational expressions, Alg 2 Ch 6   May/June  

6  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
a(x)
simple rational expressions in different forms; /b(x), in the form q(x) + r(x)/b(x) by using
write a(x)/b(x) in the form q(x) + r(x)/b(x), factoring, long division, or synthetic
where a(x), b(x), q(x), and r(x) are polynomials division. Use a computer algebra system
with the degree of r(x) less than the degree of for complicated examples to assist with
b(x), using inspection, long division, or, for the building a broader conceptual
more complicated examples, a computer algebra understanding.  
system.  
 
  -I can simplify rational expressions by Alg 2 Ch. 6   May/June  
A.APR.7 (+) Rewrite rational expressions. adding, subtracting, multiplying, or
Understand that rational expressions form a dividing.  
system analogous to the rational numbers, closed  
under addition, subtraction, multiplication, and -I can understand that rational
division by a nonzero rational expression; add, expressions are closed under addition,
subtract, multiply, and divide rational subtraction, multiplication, and division
expressions.   (by a nonzero expression).  
   
A.CED.1 Create equations that describe numbers   -I can create linear, quadratic, rational Alg 1 - Ch. 1   Alg I - Unit
or relationship. Create equations and inequalities and exponential equations and 1  
in one variable and use them to solve problems. inequalities in one variable and use  
Include equations arising from linear and them in a contextual situation to solve August/
quadratic functions, and simple rational and problems.   September  
exponential functions.*    
   
A.CED.2 Create equations that describe numbers   -I can create equations in two or more Alg 1 - Ch. 5   Alg I - Unit
or relationship. Create equations in two or more variables to represent relationships 1  
variables to represent relationships between between quantities.    
quantities; graph equations on coordinate axes   August/
with labels and scales.*   -I can graph equations in two variables September  
  on a coordinate plane and label the axes
  and scales.  
 
 
A.CED.3 Create equations that describe numbers   -I can write and use a system of Alg 1 - Ch. 7   Alg I - Unit
or relationship. Represent constraints by equations and/or inequalities to solve a 1  

7  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
equations or inequalities, and by systems of real world problem. Recognize that the  
equations and/or inequalities, and interpret equations and inequalities represent the August/
solutions as viable or non-viable options in a constraints of the problem. Use the September  
modeling context. For example, represent Objective Equation and the Corner  
inequalities describing nutritional and cost Principle to determine the solution to December  
constraints on combinations of different foods.*   the problem. (Linear Programming)  
   
A.CED.4 Create equations that describe numbers -I can solve multi-variable formulas or Alg 1 - Ch. 1-2   Alg I - Unit
or relationship. Rearrange formulas to highlight a literal equations, for a specific variable.   1  
quantity of interest, using the same reasoning as    
in solving equations. For example, rearrange   November/
Ohm’s law V = IR to highlight resistance R.*     December  
   
   
   
     
A.REI.1 Understand solving equations as a -Assuming an equation has a solution, I Alg 1 - Ch. 2   Alg I - Unit
process of reasoning and explain the reasoning. can construct a convincing argument 1  
Explain each step in solving a simple equation as that justifies each step in the solution  
following from the equality of numbers asserted process. Justifications may include the November/
at the previous step, starting from the assumption associative, commutative, and division December  
that the original equation has a solution. properties, combining like terms,
Construct a viable argument to justify a solution multiplication by 1, etc.  
method.    
   
A.REI.2 Understand solving equations as a   -I can solve simple rational and radical Alg 1 - Chpt. 3, 11    
process of reasoning and explain the reasoning. equations in one variable and provide
Solve simple rational and radical equations in examples of how extraneous  
one variable, and give examples showing how solutions arise.  
extraneous solutions may arise.    
 
A.REI.3 Solve equations and inequalities in one   -I can solve linear equations in one Alg 1 - Ch. 1   Alg I - Unit
variable. Solve linear equations and inequalities variable, including coefficients 1  
in one variable, including equations with represented by letters.    
coefficients represented by letters.     November/

8  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
  -I can solve linear inequalities in one December  
  variable, including coefficients
represented by letters.  
  -I can solve equations and inequalities Alg 1 - Ch. 6   Alg I - Unit
A.REI.4 Solve equations and inequalities in one in one variable.   4  
variable. Solve quadratic equations in one    
variable.   -I can solve quadratic equations in one April/ May  
  variable.  
A.REI.4a Use the method of completing the   -I can transform a quadratic equation Alg 1 - Ch. 12   Alg I - Unit
square to transform any quadratic equation in x written in standard form to an equation 4  
into an equation of the form (x – p)^2 = q that in vertex form (x - p)2 = q by  
has the same solutions. Derive the quadratic completing the square.   April/ May  
formula from this form.    
-I can derive the quadratic formula by
completing the square on the standard
form of a quadratic equation.  
 
A.REI.4b Solve quadratic equations by   -I can solve quadratic equations in one Alg 1 - Ch. 12   Alg I - Unit
inspection (e.g., for x^2 = 49), taking square variable by simple inspection, taking the 4  
roots, completing the square, the quadratic square root, factoring, and    
formula and factoring, as appropriate to the completing the square.   April/ May  
initial form of the equation. Recognize when the  
quadratic formula gives complex solutions and -I can understand why taking the square
write them as a ± bi for real numbers a and b.   root of both sides of an equation yields
  two solutions.  
   
  -I can use the quadratic formula to solve
  any quadratic equation, recognizing the
  formula produces all complex solutions.
Write the solutions in the form a ±bi,
where a and b are real numbers.  
 
-I can explain how complex solutions
affect the graph of a quadratic equation.  
A.REI.5 Solve systems of equations. Prove that, -I can solve systems of equations using Alg 1 - Ch. 7   Alg I - Unit
given a system of two equations in two variables,   the elimination method (sometimes 2

9  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
replacing one equation by the sum of that called linear combinations).    
equation and a multiple of the other produces a   December  
system with the same solutions.   -I can solve a system of equations by
substitution (solving for one variable in
the first equation and substitution it into
the second equation).  
 
A.REI.6 Solve systems of equations. Solve   -I can solve systems of equations using Alg 1 - Ch. 7   Alg I - Unit
systems of linear equations exactly and graphs.   2  
approximately (e.g., with graphs), focusing on  
pairs of linear equations in two variables.   December  
 
A.REI.7 Solve systems of equations. Solve a   -I can solve a system containing a linear Alg 1 - Ch. 7   Alg I - Unit
simple system consisting of a linear equation and equation and a quadratic equation in two Alg 2 - Ch. 10   4  
a quadratic equation in two variables variables (conic sections possible)
algebraically and graphically. For example, find graphically and symbolically.  
the points of intersection between the line y = –  
3x and the circle x^2 + y^2 = 3.    
 
 
A.REI.8 (+) Solve systems of equations.   -I can write a system of linear equations Alg 1 - Ch. 2    
Represent a system of linear equations as a single as a single matrix equation.   Alg 2 - Ch. 4  
matrix equation in a vector variable.    
   
A.REI.9 (+) Solve systems of equations. Find the   -I can find the inverse of the coefficient Alg 2 - Ch. 4    
inverse of a matrix if it exists and use it to solve matrix in the equation, if it exits. Use
systems of linear equations (using technology for the inverse of the coefficient matrix to
matrices of dimension 3 × 3 or greater).   solve the system. Use technology for
  matrices with dimensions 3 by 3 or
  greater.  
  ● I can find the dimension of
  matrices.
● I can understand when matrices
  can be multiplied.
  ● I can understand that matrix
 

10  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
  multiplication is not commutative.
  ● I can understand the concept of an
identity matrix.
● I can understand why
multiplication by the inverse of
the coefficient matrix yields a
solution to the system (if it exists).
 
A.REI.10 Represent and solve equations and   -I can understand that all solutions to an Alg 1 - Ch. 4   Alg I - Unit
inequalities graphically. Understand that the equation in two variables are contained 2  
graph of an equation in two variables is the set of on the graph of that equation    
all its solutions plotted in the coordinate plane, August/
often forming a curve (which could be a line).   September  
 
A.REI.11 Represent and solve equations and   -I can explain why the intersection of y Alg 1 - Ch. 7   Alg I - Unit
inequalities graphically. Explain why the x- = f(x) and y = g(x) is the solution of f(x) 2  
coordinates of the points where the graphs of the = g(x) for any combination of linear,  
equations y = f(x) and y = g(x) intersect are the polynomial, rational, absolute value, November/
solutions of the equation f(x) = g(x); find the exponential, and logarithmic functions. December  
solutions approximately, e.g., using technology Find the solution(s) by:  
to graph the functions, make tables of values, or ● Using technology to graph the
find successive approximations. Include cases equations and determine their
where f(x) and/or g(x) are linear, polynomial, point of intersection,
rational, absolute value, exponential, and ● Using tables of values, or
logarithmic functions.*   ● Using successive
  approximations that become
  closer and closer to the actual
  value.
A.REI.12 Represent and solve equations and -I can graph the solutions to a linear Alg 1 - Ch. 7   Alg I - Unit
inequalities graphically. Graph the solutions to a inequality in two variables as a half- 2  
linear inequality in two variables as a half-plane plane, excluding the boundary for non-  
(excluding the boundary in the case of a strict inclusive inequalities.   November/
inequality), and graph the solution set to a system   December  
of linear inequalities in two variables as the -I can graph the solution set to a system
intersection of the corresponding half-planes.   of linear inequalities in two variables as
  the intersection of their corresponding

11  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
half-planes.  
 
F.IF.1 Understand that a function from one set -I can use the definition of a function to Alg 1 - Ch. 4   Alg - Unit 2  
(called the domain) to another set (called the determine whether a relationship is a  
range) assigns to each elements of the domain function given a table, graph or   September  
exactly one element of the range. If f is a words.  
function and x is an element of its domain, then  
f(x) denotes the output of f corresponding to the -Given the function f(x), I can identify x
input of x. The graph of f is the graph of the as an element of the domain, the input,
equation y=f(x).   and f(x) is an element in the range,  
  the output.  
 
-I can know that the graph of the
function, f, is the graph of the equation
y=f(x).  
   
F.IF.2 Use function notation, evaluate   -When a relation is determined to be a Alg 1 - Ch. 4   Alg 1 - Unit
functions for inputs in their domains, and function, I can use f(x) notation.   2  
interpret statements that use function notation in    
terms of a context.   -I can evaluate functions for inputs in September  
  their domain.  
 
-I can interpret statements that use
function notation in terms of the context
in which they are used.  
   
F.IF.3Recognize that sequences are functions, -I can recognize that sequences, Alg 1 - Ch. 3, Alg2 Alg 1 - Unit
sometimes defined recursively, whose domain is sometimes defined recursively, are - Ch. 11   2  
a subset of the integers.For example, the functions whose domain is a subset of  
Fibonacci sequence is defined   the set of integers.   September  
recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-
1) f or n ≥ 1.  
   
F.IF.4 For a function that models a relationship -Given a function, I can identify key Alg 1 - Ch. 4   September  
between two quantities,interpret key features of   features in graphs and tables including:  

12  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
graphs and tables in terms of the quantities, and intercepts; intervals where the function March/
sketch graphs showing key features given a is increasing, decreasing, positive, or April  
verbal description of the relationship. Key negative; relative maximums and
features include: intercepts; intervals where the minimums; symmetries; end behavior;
function is increasing, decreasing, positive, or and periodicity.  
negative; relative maximums and minimums,  
symmetries; end behavior; and periodicity.   -Given the key features of a function, I
  can sketch the graph.  
F.IF.5 Relate the domain of a function to its   -Given the graph of a function, I can Alg 1 - Chpt. 4   Alg 1 - Unit
graph and, where applicable, to the quantitative determine the practical domain of the 2  
relationship it describes. For example, if the function as it relates to the numerical  
function h(n) gives the number of person-hours it relationship it describes.   August/
takes to assemble n engines in a factory, then the   September  
positive integers would be an appropriate domain  
for the function.*  
 
F.IF.6 Calculate and interpret the average rate of -I can calculate the average rate of Alg 1 - Chpt. 4   Alg 1 - Unit
change of a function (presented symbolically or change over a specified interval of a 2  
as a table)   function presented symbolically or in a  
over a specified interval. Estimate the rate of table.   September  
change from a graph.*    
  -I can estimate the average rate of
change over a specified interval of a
function from the function’s graph.  
 
-I can interpret, in context, the average
rate of change of a function over a
specified interval.  
   
F.IF.7 Graph functions expressed symbolically -I can graph functions expressed Alg 1 - Chpt. 4   Alg 1 - Unit
and show key features of the graph, by hand in symbolically and show key features of 2  
simple cases and using technology for more the graph. Graph simple cases by hand,  
complicated cases.*   and use technology to show more January/
a.Graph linear and quadratic functions and show complicated cases including:   February  
intercepts,      
maxima, and minima.     ● Linear functions showing March/

13  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
e. Graph exponential and logarithmic functions, intercepts, quadratic functions April  
showing intercepts and end behavior, and showing intercepts, maxima, or
trigonometric functions, showing period, minima.
midline, and amplitude.   ● Square root, cube root, and
  piecewise-defined functions,
including step functions and
absolute value functions.
● Polynomial functions, identifying
zeros when factorable, and
showing end behavior.
● Rational functions, identifying
zeros and asymptotes when
factorable, and showing end
behavior.
● Exponential and logarithmic
functions, showing intercepts
and end behavior.
● Trigonometric functions, showing
period, midline, and amplitude.
F.IF.9 Compare properties of two functions each -I can compare the key features of two Alg 1 - Ch. 4   Alg 1 - Unit
represented in a different way (algebraically,   functions represented in different ways. Alg 2 - Ch. 6   2  
graphically, numerically in tables, or   For example, compare the end behavior  
by verbal descriptions). For example,given a of two functions, one of which is August/
graph of one quadratic function and an algebraic represented graphically and the other is September  
expression for another, say which has the larger represented symbolically.  
maximum.    
     
F.BF.1 Write a function that describes a -From context, I can either write an Alg 2 Ch. 11   Alg 1 - Unit
relationship between two quantities.   explicit expression, define a recursive 2  
a.Determine an explicit expression,a recursive process, or describe the calculations  
process, or   needed to model a function between two August/
steps for calculation from a context.   quantities.   September  
b.Combine standard function types    
using arithmetic operations. For example,build a -I can combine standard function types,
function that models the temperature of a cooling such as linear and exponential, using
body by adding a     arithmetic operations.  

14  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
constant function to a decaying exponential, and  
relate these functions to the model.   -I can compose functions.  
   
F.BF.2 Write arithmetic and geometric sequences -I can write arithmetic sequences Alg 2 Ch. 11   Alg 1 - Unit
both recursively and with an explicit formula, use recursively and explicitly, use the two 2  
them to model situations, and translate between forms to model a situation, and translate  
the two forms.   between the two forms.    
   
-I can write geometric sequences
recursively and explicitly, use the two
forms to model a situation, and translate
between the two forms.  
 
-I can understand that linear functions
are the explicit form of recursively-
defined arithmetic sequences and that
exponential functions are the explicit
form of recursively-defined geometric
sequences.  
   
F.BF.3 Identify the effect on the   -I can identify, through experimenting Alg 2 - Ch. 5    
graph of replacing f(x) by f(x) + k, kf(x), f(kx), with technology, the effect on the graph
and f(x + k) for specific values of k (both of a function by replacing f(x) with f(x)
positive and negative); find the value of k given + k, k f(x), f(kx), and f(x + k) for
the graphs. Experiment with cases and   specific values of k (both positive and
illustrate an explanation of the effects on the negative).  
graph using technology.Include recognizing even  
and odd   -Given the graphs of the original
functions from their graphs and algebraic function and a transformation, I can
expressions for them.   determine the value of (k).  
   
-I can recognize even and odd functions
from their graphs and equations.  
   
F.LE.1 Distinguish between situations that can be   -Given a contextual situation, I can Alg 1 - Ch. 8   January/

15  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
modeled with linear functions and with describe whether the situation in February  
exponential functions.   question has a linear pattern of change
  or an exponential pattern of change.  
a Prove that linear functions grow    
by equal differences over equal intervals, and -I can show that linear functions change
that exponential functions grow by equal factors at the same rate over time and that
over equal intervals.   exponential functions change by equal
  factors over time.  
b Recognize situations in which one quantity -I can describe situations where one
changes at a constant rate per unit interval quantity changes at a constant rate per
relative to another.   unit interval as compared to another.  
   
c Recognize situations in which a quantity -I can describe situations where a
grows or decays by a constant percent rate per quantity grows or decays at a constant
unit interval relative to another. percent rate per unit interval as
  compared to another.  
  -I can create linear and exponential Alg 1 - Ch. 8    
F.LE.2 Construct linear and exponential functions given the following situations:  
functions, including arithmetic and geometric ● arithmetic and geometric
sequences, given a graph, a description of a sequences
relationship, or two input-output pairs (include ● a graph
reading these from a table).   ● a description of a relationship
  ● two points, which can be read
  from a table
 
 
 
F.LE.3 Observe using graphs and tables that a   -I can make the connection, using Alg 1 - Ch. 8   January/
quantity increasing exponentially eventually graphs and tables, that a quantity February  
exceeds a quantity increasing linearly, increasing exponentially eventually
quadratically, or (more generally) as a exceeds a quantity increasing linearly,
polynomial function.   quadratically, or any other polynomial
  function.  
   
   

16  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
   
   
 
F.LE.5 Interpret the parameters in a linear or   -Based on the context of a situation, I Alg 1 - Ch. 4-8   January/
exponential function in terms of a context.   can explain the meaning of the February  
  coefficients, factors, exponents, and/or
  intercepts in a linear or exponential
  function.  
   
   
   
   
   
 
S.ID.1 Represent data with plots on the real   -I can construct dot plots, histograms Alg 1 Ch. 4 (scatter October/
number line (dot plots, histograms, and box and box plots for data on a real number plots)   November  
plots).   line.   histograms & box in
Alg 1 - Ch. 6  
S.ID.2 Use statistics appropriate to the shape of   -I can describe a distribution using Alg 1 - Ch 6   October/
the data distribution to compare center (median, center and spread.   November  
mean) and spread (interquartile    
range, standard deviation) of two or more -I can use the correct measure of center
different data sets.   and spread to describe a distribution that
  is symmetric or skewed.  
   
  -I can identify outliers (extreme data
  points) and their effects on data sets.  
   
  -I can compare two or more different
data sets using the center and spread of
each.  
S.ID.3 Interpret differences in shape, center, and   -I can interpret differences in different Alg 1 ch 6   October/
spread in the context of the data sets, accounting data sets in context. Interpret differences November  
for possible effects of extreme data points due to possible effects of outliers.  
(outliers).  

17  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
S.ID.5 Summarize categorical data for two   -I can create a two-way table from two Alg 1 ch 6   October/
categories in two-way frequency tables. Interpret categorical variables and read values November  
relative frequencies in the context of the data from two way table. Interpret joint,
(including joint, marginal, and conditional marginal, and relative frequencies in
relative frequencies). Recognize possible context.  
associations and trends in the data.    
  -I can recognize associations and trends
  in data from a two-way table.  
S.ID.6 Represent data on two quantitative   -I can create a scatter plot from two Alg 1 ch 4 - 6   October/
variables on a scatter plot, and describe how the quantitative variables.   November  
variables are related.      
  -I can describe the form, strength and January/
● Fit a function to the data; use direction of the relationship.   February  
 
● functions fitted to data to solve problems -I can categorize data as linear or not.
in the context of the data. Use given Use algebraic methods and technology
functions or choose a function suggested to fit a linear function to the data. Use
by the context. Emphasize linear and the function to predict values.  
exponential models  
-I can explain the meaning of the slope
and y-intercept in context.  
● Informally assess the fit of a function by  
plotting and analyzing residuals. -I can categorize data as exponential.
  Use algebraic methods and technology
● Fit a linear function for a scatter plot that to fit an exponential function to the
suggests a linear association. data. Use the function to predict values.  
 
  -I can explain the meaning of the
  growth rate and y-intercept in context.  
   
  -I can categorize data as quadratic. Use
  algebraic methods and technology to fit
a quadratic function to the data. Use the
function to predict values.  

18  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
-I can explain the meaning of the
constant and coefficients in context.  
 
-I can calculate a residual. Create and
analyze a residual plot.  
 
-I can categorize data as linear or not. I
can use algebraic methods and
technology to fit a linear function to the
data. I can use the function to predict
values.  
S.ID.7 Interpret the slope (rate of change) and the   -I can explain the meaning of the slope Alg 1 ch 4   September/
intercept (constant term) of a linear model in the and y-intercept in context.   October/
context of the data.     November  
 
S.ID.8 Compute (using technology) and interpret   -I can use a calculator or computer to Alg 1 ch 6   October/
the correlation coefficient of a linear fit.   find the correlation coefficient for a November  
  linear association. Interpret the meaning
  of the value in the context of the data.  
 
S.ID.9 Distinguish between correlation and   -I can explain the difference between Alg 1 ch 6   October/
causation.   correlation and causation.   November  
 
 
A.SSE.1 Interpret expressions that represent a   -I can identify the different parts of the Alg 1 ch1   February/
quantity in terms of its context. expression and explain their meaning March  
  within the context of a problem.  
● Interpret parts of an expression,  
  -I can decompose expressions and make
● such as terms, factors, and sense of the multiple factors and terms
  by explaining the meaning of the
● coefficients. individual parts.  
   
● Interpret complicated expressions
 

19  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
●
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   -I can rewrite algebraic expressions in Alg 1 ch1   February/
identify ways to rewrite it. For example, see x4 – different equivalent forms such as March  
y4 as (x2)2 – (y2)2, thus recognizing it as a factoring or combining like terms.  
difference of squares that can be factored as (x2  
– y2)(x2 + y2).   -I can use factoring techniques such as
common factors, grouping, the
difference of two squares, the sum or
difference of two cubes, or a
combination of methods to factor
completely.  
 
-I can simplify expressions including
combining like terms, using the
distributive property and other
operations with polynomials.  
A.SSE.3 Choose and produce an equivalent form   -I can write expressions in equivalent Alg 1 ch10, ch12, March/
of an expression to reveal and explain properties forms by factoring to find the zeros of a ch8   April  
of the quantity represented by the expression.   quadratic function and explain the
  meaning of the zeros.  
● Factor a quadratic expression to reveal  
the zeros of the function it defines. -Given a quadratic function, I can
  explain the meaning of the zeros of the
● Complete the square in a quadratic function. That is if f(x) = (x – c) (x – a)
expression to reveal the maximum or then f(a) = 0 and f(c) = 0.  
minimum value of the function it -Given a quadratic expression, I can
defines. explain the meaning of the zeros
  graphically. That is for an expression (x
● Use the properties of exponents to –a) (x – c), a and c correspond to the x-
transform expressions for exponential intercepts (if a and c are real).  
functions. For example the expression  
1.15t can be rewritten as (1.151/12)12t ≈ -I can write expressions in equivalent
1.01212t to reveal the approximate forms by completing the square to

20  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
equivalent monthly interest rate if the convey the vertex form, to find the
annual rate is 15%. maximum or minimum value of a
  quadratic function, and to explain the
  meaning of the vertex.  
 
-I can use properties of exponents (such
as power of a power, product of powers,
power of a product, and rational
exponents, etc.) to write an equivalent
form of an exponential function to
reveal and explain specific information
about its approximate rate of growth or
decay.  
A.APR.1 Understand that polynomials form a   -I can understand the definition of a Alg 1 ch10    
system analogous to the integers, namely, they polynomial.  
are closed under the operations of addition,  
subtraction, and multiplication; add, subtract, and -I can understand the concepts of
multiply polynomials.   combining like terms and closure.  
   
  -I can add, subtract, and multiply
polynomials and understand how
closure applies under these operations.  
A.CED.1 Create equations and inequalities in   -I can create linear, quadratic, rational Alg 1 ch3   November/
one variable and use them to solve problems. and exponential equations and December  
Include equations arising from linear and inequalities in one variable and use
quadratic functions, and simple rational and them in a contextual situation to solve
exponential functions.   problems.  
A.CED.2 Create equations in two or more   -I can create equations in two or more November/
variables to represent relationships between variables to represent relationships December  
quantities; graph equations on coordinate axes between quantities.  
with labels and scales.    
  -I can graph equations in two variables
on a coordinate plane and label the axes
and scales.  
  Alg 1 ch3  

21  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
A.CED.4 Rearrange formulas to highlight a   -I can solve multi-variable formulas or November/
quantity of interest, using the same reasoning as literal equations, for a specific variable.   December  
in solving equations. For example, rearrange  
Ohm’s law V = IR to highlight resistance R.    
   
  Alg 1 ch3  
A.REI.4a Use the method of completing the   -I can transform a quadratic equation  
square to transform any quadratic equation in x written in standard form to an equation
into an equation of the form (x – p)2 = q that has in vertex form (x - p)2 = q by
the same solutions. Derive the quadratic formula completing the square.  
from this form.    
  -I can derive the quadratic formula by
completing the square on the standard
form of a quadratic equation.   Alg 1 ch12  
A.REI.4b Solve quadratic equations by   -I can solve quadratic equations in one  
inspection (e.g., for x2 = 49), taking square roots, variable by simple inspection, taking the
completing the square, the quadratic formula and square root, factoring, and completing
factoring, as appropriate to the initial form of the the square.  
equation. Recognize when the quadratic formula  
gives complex solutions and write them as a ± bi -I can understand why taking the square
for real numbers a and b.   root of both sides of an equation yields
  two solutions. A.REI.4b Use the
  quadratic formula to solve any quadratic
  equation, recognizing the formula
  produces all complex solutions.  
   
-I can write the solutions in the form a ±
bi , where a and b are real numbers.
A.REI.4b Explain how complex
solutions affect the graph of a quadratic
equation.   Alg 1 ch12, ch9  
A.REI.7 Solve a simple system consisting of a   -I can solve a system containing a linear  
linear equation and a quadratic equation in two equation and a quadratic equation in two
variables algebraically and graphically. For variables (conic sections possible)
example, find the points of intersection between graphically and symbolically.  
the line y = –3x and the circle x2 + y2 = 3.   Alg 1 ch9  

22  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
N.RN.3 Explain why the sum or product of two   -I know and can justify that when April/May  
rational numbers is rational; that the sum of a adding or multiplying two rational
rational number and an irrational number is numbers the result is a rational number  
irrational; and that the product of a nonzero  
rational number and an irrational number is -I know and can justify that when
irrational.   adding a rational number and an
  irrational number the result is irrational.  
 
  -I know and can justify that when
  multiplying of a nonzero rational
number and an irrational number the
 
result is irrational.   Alg 1 ch4  
F.IF.4 For a function that models a relationship   -Given a function, I can identify key  
between two quantities, interpret key features of features in graphs and tables including:
graphs and tables in terms of the quantities, and intercepts; intervals where the function
sketch graphs showing key features given a is increasing, decreasing, positive, or
verbal description of the relationship. Key negative; relative maximums and
features include: intercepts; intervals where the minimums; symmetries; end behavior;
function is increasing, decreasing, positive, or and periodicity.  
negative; relative maximums and minimums;  
symmetries; end behavior; and periodicity.*   -Given the key features of a function, I
  can sketch the graph.  
  Alg 1 ch4  
F.IF.5 Relate the domain of a function to its   -Given the graph of a function, I can  
graph and, where applicable, to the quantitative determine the practical domain of the
relationship it describes. For example, if the function as it relates to the numerical
function h(n) gives the number of person-hours it relationship it describes.  
takes to assemble n engines in a factory, then the  
positive integers would be an appropriate domain  
for the function.*    
  Alg 1 ch4  
F.IF.6 Calculate and interpret the average rate of   -I can Calculate the average rate of September/
change of a function (presented symbolically or change over a specified interval of a October  
as a table) over a specified interval. Estimate the function presented symbolically or in a
rate of change from a graph.*   table.   Alg 1 ch4  

23  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
   
  -I can estimate the average rate of
  change over a specified interval of a
  function from the function’s graph.
F.IF.6 Interpret, in context, the average
 
rate of change of a function over a
specified interval.  
F.IF.7 Graph functions expressed symbolically   -I can graph functions expressed September/
and show key features of the graph, by hand in symbolically and show key features of October  
simple cases and using technology for more the graph. Graph simple cases by hand,
complicated cases.*   and use technology to show more
  complicated cases including:  
● Graph linear and quadratic functions and ● Linear functions showing
show intercepts, maxima, and minima. intercepts, quadratic functions
  showing intercepts, maxima, or
● Graph square root, cube root, and minima. F.IF.7b Square root,
piecewise-defined functions, including cube root, and piecewise-
step functions and absolute value defined functions, including
functions. step functions and absolute
  value functions.
● Graph polynomial functions, identifying ● Polynomial functions, identifying
zeros when suitable factorizations are zeros when factorable, and
available, and showing end behavior. showing end behavior.
● Rational functions, identifying
 
zeros and asymptotes when
● (+) Graph rational functions, identifying
factorable, and showing end
zeros and asymptotes when suitable
behavior. F.IF.7e Exponential
factorizations are available, and showing
and logarithmic functions,
end behavior.
showing intercepts and end
  behavior.
●
Graph exponential and logarithmic
● Trigonometric functions, showing
functions, showing intercepts and end Alg 1 ch4, ch9,
period, midline, and amplitude.
behavior, and trigonometric functions, ch12  
showing period, midline, and amplitude. Alg 2 ch13  
F.IF.8 Write a function defined by an expression   -I can write a function in equivalent Alg 1 Ch. 3, Ch. 8, March/
in different but equivalent forms to reveal and forms to show different properties of the Ch. 12   April  
explain different properties of the function.   function.  

24  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
   
a. Use the process of factoring and completing -I can explain the different properties of
the square in a quadratic function to show zeros, a function that are revealed by writing a
extreme values, and symmetry of the graph, and function in equivalent forms.  
interpret these in terms of a context.    
  -I can use the process of factoring and
b. Use the properties of exponents to interpret completing the square in a quadratic
expressions for exponential functions. For function to show zeros, extreme values,
example, identify percent rate of change in and symmetry of the graph, and
functions such as y = (1.02)t, y = (0.97)t, y =   interpret these in terms of a context.  
   
(1.01)12t , y = (1.2) t 10 , and classify them as -I can use the properties of exponents to
representing exponential growth or decay.   interpret expressions for percent rate of
change, and classify them as growth or
decay.  
F.IF.9 Compare properties of two functions each   -I can compare the key features of two Alg 1 Ch. 9    
represented in a different way (algebraically, functions represented in different ways.
graphically, numerically in tables, or by verbal For example, compare the end behavior
descriptions). For example, given a graph of one of two functions, one of which is
quadratic function and an algebraic expression represented graphically and the other is
for another, say which has the larger maximum.   represented symbolically.  
 
F.BF.1 Write a function that describes a   -From context, I can either write an  
relationship between two quantities.*   explicit expression, define a recursive
  process, or describe the calculations
● Determine an explicit expression a needed to model a function between two
recursive process, or steps for quantities.  
calculation from a context.  
  -I can combine standard function types,
● Combine standard function types using such as linear and exponential, using
arithmetic operations. For example, build arithmetic operations. F.BF.1c Compose
a function that models the temperature of functions.  
a cooling body by adding a constant  
function to a decaying exponential, and  
relate these functions to the model.  
  Alg 1 ch8,9  

25  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
●
(+) Compose functions. For example, if  
T(y) is the temperature in the atmosphere  
as a function of height, and h(t) is the
height of a weather balloon as a function
of time, then T(h(t)) is the temperature at
the location of the weather balloon as a
function of time.
F.BF.3 Identify the effect on the graph of   -I can identify, through experimenting September/
replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + with technology, the effect on the graph October  
k) for specific values of k (both positive and of a function by replacing f(x)  
negative); find the value of k given the graphs. f(x), f(kx), and f(x + k) for specific
Experiment with cases and illustrate an values of k (both positive and negative).  
explanation of the effects on the graph using  
technology. Include recognizing even and odd -Given the graphs of the original
functions from their graphs and algebraic function and a transformation, I can
expressions for them.   determine the value of (k).  
   
  -I can recognize even and odd functions
  from their graphs and equations.  
 
  Alg 1 ch9  
F.BF.4 Find inverse functions.     -I can find the inverse of a function that  
a. Solve an equation of the form f(x)   is not one-to-one by restricting the
  domain.  
= c for a simple function f that has an inverse and  
write an expression for the inverse. For example,  
f(x) =2 x3 or f(x) = (x+1)/(x–1) for    
   
x ≠1.    
 
b. (+) Verify by composition that one function is
the inverse of another.  
 
c. (+) Read values of an inverse function from a
graph or a table, given that the function has an Alg 2 ch7  

26  
 
 Common  Core  Math  Standards  
Grade  9-­‐12  Algebra  
inverse.  
 
d. (+) Produce an invertible function from a non-
invertible function by restricting the domain.  
F.LE.3 Observe using graphs and tables that a   -I can make the connection, using  
quantity increasing exponentially eventually graphs and tables, that a quantity
exceeds a quantity increasing linearly, increasing exponentially eventually
quadratically, or (more generally) as a exceeds a quantity increasing linearly,
polynomial function.   quadratically, or any other polynomial
function.   Alg 1 ch8  
 

27