Common Core Math Curriculum Map
EAST POINSETT CO. SCHOOL DIST. - ALGEBRA I MATH
Module 1 - Math
2015 - 2016
Test: 10/15/2015
Common Core Standard
Materials / References
Interpret the structure of expressions.
AI.A.SSE.1 *
Interpret expressions that represent a quantity in terms of its context. [Focus on linear, exponential, and quadratic expressions]
a*. Interpret parts of an expression, such as terms, factors, and coefficients.
(A). linear expressions
Major EOY
b*. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as a product of P and a
factor not depending on P. [Include integer and rational exponents with focus on those that represent square or cube roots.]
(A). linear expressions
Major EOY
Create equations that describe numbers or relationships.
AI.A.CED.1 *
AI.A.CED.2 *
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and
exponential functions. [In the case of exponential equations, limit to situations requiring evaluation of exponential functions at integer inputs.]
(A). linear equations
Major PBA/SD, EOY
(B). linear inequalities
Major PBA/SD, EOY
(D). quadratic inequalities
Major PBA/SD, EOY
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [Limit
to linear, exponential equations, and quadratic equations. In the case of exponential equations, limit to situations requiring evaluation of exponential
functions at integer inputs.]
(A). linear equations
AI.A.CED.3 *
AI.A.CED.4
Major PBA/SD
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. [Limit to linear
equations and inequalities.]
(A). linear equations
Major PBA/SD
(B). linear inequalities
Major PBA/SD
(C). system of linear equations
Major PBA/SD
(D). system of linear inequalities
Major PBA/SD, EOY
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations. For example, rearrange Ohm's law V=IR to highlight resistance R. [Tasks have a
context. Limit to formulas that are linear in the variable of interest or formulas involving squared
variables.]
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
Solve equations and inequalities in one variable.
AI.A.REI.3 *
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. [Include simple exponential equations
that rely only on application of the laws of exponents such as 5^x=125 or 2^x=1/16]
(A). linear and literal equations
Major EOY
(B). linear inequalities
Major EOY
(C). exponential equations
Major PBA/SD
Represent and solve equations and inequalities graphically.
AI.A.REI.10 *
AI.A.REI.12 *
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). [Focus on linear and exponential equations.]
(A). linear equations
Major PBA, PBA/SC; This involves more than matching
a graph to an equation. This involves identifying the
solution set of an equation.
(B). exponential equations
Major PBA, PBA/SC; This involves more than matching
a graph to an equation. This involves identifying the
solution set of an equation.
Graph the solutions to a linear inequality in two variables as 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.
(A). linear inequality
Major PBA, PBA/SC & SD, EOY
(B). system of linear inequalities
Major PBA, PBA/SC & SD, EOY
Reason quantitatively and use units to solve problems.
AI.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.
(A). units
Supporting PBA/SD
(B). scale and origin
Supporting PBA/SD
Perform arithmetic operations on polynomials.
AI.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. [Focus on polynomial expressions that simplify to forms that are linear or quadratic in a positive
integer power of x.]
(A). addition and subtraction
Major PBA, PBA/SC, EOY
(B). multiplication
Major PBA, PBA/SC, EOY
Understand solving equations as a process of reasoning and explain the reasoning.
AI.A.REI.1
Explain each step in solving a simple equation as following from the equality of numbers asserted Major PBA/SC
at the previous step, starting from the assumption that the original equation has a solution.
Construct a viable argument to justify a solution method. [Tasks are limited to quadratic
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
equations.]
Solve systems of equations.
AI.A.REI.5
Prove that, given a system of two equations in two variables, replacing one equation by the sum
of that equation and a multiple of the other produces a system with the same solutions. [Include
systems of equations that yield infinitely many solutions and no solutions.]
Additional PBA/SC; Focus on two variable systems of
equations and inequalities. Incorporate slope criteria
for parallel and perpendicular lines (8.Critical Area 2)
AI.A.REI.6(A)
Solve multi-step contextual problems that require writing and analyzing systems of linear
equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in
two variables. [Tasks have a real world context.] Pairs of linear equations in two unknowns
Additiona PBA/SD, EOY; Use graphing, algebraic (i.e.,
elimination, substitution), modeling (i.e., algebra tiles)
and technological methods.
Summarize, represent, and interpret data on a single count or measurement variable.
AI.S.ID.1
Represent data with plots on the real number line (dot plots, histograms, and box plots).
Additional EOY
AI.S.ID.2
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) Additional EOY
and spread (interquartile range, standard deviation) of two or more different data sets.
AI.S.ID.3
Interpret differences in shape, center, and spread in the context of data sets, accounting for
possible effects of extreme data points (outliers).
Additional EOY
Summarize, represent, and interpret data on two categorical and quantitative variables.
AI.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
Supporting EOY; Given two categorical variables whose
values have been paired, a list of the frequencies of the
paired values can be represented in a two -way
frequency table. A joint relative frequency is found by
dividing a frequency that is not in the Total row or the
Total column by the grand total. A marginal relative
frequency is found by dividing a row total or a column
total by the grand total. A two-way, relative frequency
table displays both joint relative frequencies and
marginal relative frequencies. A conditional relative
frequency is found by dividing a frequency that is not in
the Total row or the Total column by the frequency's
row total or column total.
AI.S.ID.6 *
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a*. 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. [Tasks have a real-world context.]
(A). linear functions
Supporting EOY
(B). exponential functions [Exponential functions are limited to those with domains in
the integers.]
Supporting EOY
(C). quadratic functions
Supporting EOY
b*. Informally assess the fit of a function by plotting and analyzing residuals. [Focus on linear models, but may be used to preview quadratic functions.]
(A). linear functions
Supporting EOY
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
c. Fit a linear function for a scatter plot that suggests a linear association.
Supporting EOY
Interpret linear models.
AI.S.ID.7
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data.
Major EOY
AI.S.ID.8
Compute (using technology) and interpret the correlation coefficient of a linear fit.
Major EOY; See alignment note below about strength
correlation.
AI.S.ID.9
Distinguish between correlation and causation.
Major EOY
35 testable standards
End of Module 1
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
EAST POINSETT CO. SCHOOL DIST. - ALGEBRA I MATH
2015 - 2016
Module 2 - Math
Test: 12/3/2015
Common Core Standard
Materials / References
Create equations that describe numbers or relationships.
AI.A.CED.1 *
AI.A.CED.2 *
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and
exponential functions. [In the case of exponential equations, limit to situations requiring evaluation of exponential functions at integer inputs.]
(E). exponential equations [Tasks are limited to exponential equations with integer exponents.]
Major PBA/SD, EOY
(F). exponential inequalities
Major PBA/SD, EOY
(G). absolute value equations
Major PBA/SD
(H). absolute value inequalities
Major PBA/SD
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [Limit
to linear, exponential equations, and quadratic equations. In the case of exponential equations, limit to situations requiring evaluation of exponential
functions at integer inputs.]
(B). exponential equations
Major PBA/SD
Interpret the structure of expressions.
AI.A.SSE.1 *
Interpret expressions that represent a quantity in terms of its context. [Focus on linear, exponential, and quadratic expressions]
a*. Interpret parts of an expression, such as terms, factors, and coefficients.
(B). exponential expressions
Major EOY
b*. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as a product of P and a
factor not depending on P. [Include integer and rational exponents with focus on those that represent square or cube roots.]
(B). exponential expressions with integer and rational exponents
AI.A.SSE.3 *
Major EOY; Use parent function, transformation form,
interest rate form.
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. [Include
quadratic and exponential expressions]
c. Use the properties of exponents to transform expressions for exponential functions. For
example the expression 1.15^t can be rewritten as (1.15^(1/12))^(12t) = 1.012^(12t) to reveal
the approximate equivalent monthly interest rate if the annual rate is 15%. [Tasks have a realworld context. Tasks are limited to exponential expressions with integer exponents.]
Supporting PBA/SD, EOY
Understand the concept of a function and use function notation.
AI.F.IF.1
Understand that a function from one set (called the domain) to another set (called the range)
Major PBA, EOY; Distinguish between functions and
assigns to each element of the domain exactly one element of the range. If f is a function and x is relations.
an element of its domain, then f(x) denotes the output of f corresponding to the input x. The
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
graph of f is the graph of y=f(x). [Focus on linear and exponential functions]
AI.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. [Focus on linear and exponential functions]
Major EOY; Review order of operations.
AI.F.IF.3
Recognize that sequences are functions, sometimes defined recursively, whose domain is a
subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) =
1, f(n+1) = f(n) + f(n-1) for n is greater than or equal to 1. [Emphasize arithmetic and geometric
sequences as examples of linear and exponential functions.]
Major EOY
Interpret functions that arise in applications in terms of the context.
AI.F.IF.4 *
AI.F.IF.5 *
AI.F.IF.6 *
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; and end behavior. [Tasks have a real-world context. Tasks are limited to linear
functions, quadratic functions, square root functions, cube root functions, piecewise-defined functions (including step functions and absolute value
functions), and exponential functions with domains in the integers.]
(A). linear functions
Major PBA/SD, EOY
(B). exponential functions
Major PBA/SD, EOY
(E). step and piecewise-defined functions including absolute value
Major Subclaim A (EOY or PBA)
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes, limiting to linear functions, square root
functions, cube root functions, piece-wise defined functions (including step functions and absolute functions), and exponential functions with domains in
the integers. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers
would be an appropriate domain for the function. [Tasks have a real-world context.]
(A). linear functions
Major PBA/SD, EOY
(B). exponential functions
Major PBA/SD, EOY
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. [Tasks have a real-world context. Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions,
piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers.]
(A). linear functions
Major PBA, PBA/SD, EOY
(B). exponential functions
Major PBA, PBA/SD, EOY; Introduce and teach in
module 3, but will be assessed in module 4
Analyze functions using different representations.
AI.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.
[Include linear, exponential, quadratic, absolute value, step, piece-wise defined functions.] Disontinuities are allowed as key features of the graph.
a*. Graph linear and quadratic functions and show intercepts, maxima, and minima.
(A). linear functions
Supporting PBA, PBA/SD, EOY
b*. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
[Compare and contrast absolute value, step and piecewise-defined functions with linear, quadratic, and exponential functions. Highlight issues of domain,
range, and usefulness when examining piecewise-defined functions.]
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
(B). step and piecewise-defined functions including absolute value
AI.F.IF.9 *
Supporting EOY
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. [Tasks are limited to linear
functions, quadratic functions, square root functions, cube root functions, piece-wise defined functions (including step functions and absolute value
functions), and exponential functions with domains in the integers.]Tasks have real world context.
(A). linear functions
Supporting EOY
(B). exponential functions
Supporting EOY
(E). step and piecewise-defined functions including absolute value
Supporting EOY
Build new functions from existing functions.
AI.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. [Tasks are limited to linear functions, quadratic functions, square root functions, cube root
functions, piece-wise defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers.
Tasks may involve more than one transformation. Tasks do not involve recognizing even and odd functions.]
(A). linear functions
Additional PBA/SC & SD, EOY
(B). exponential functions
Additional PBA/SC
(D). step and piecewise-defined functions including absolute value functions
Additional SubClaim B (PBA or EOY)
Construct and compare linear, quadratic, and exponential models and solve problems.
AI.F.LE.3 *
Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more
generally) as a polynomial function. [Include comparison between linear and exponential models as well as compare linear and exponential growth to
quadratic growth.]
(A). compare linear and exponential models
Supporting EOY
(B). compare linear and exponential growth to quadratic growth
Supporting EOY
Interpret expressions for functions in terms of the situation they model.
AI.F.LE.5 *
Interpret the parameters in a linear or exponential function in terms of a context. [Limit exponential functions to those of the form f(x)=b^x+k.][Tasks have
a real-world context.]
(A). linear functions
Supporting EOY
(B). exponential functions [Exponential functions are limited to those with domains in the
integers.]
Supporting EOY
29 testable standards
End of Module 2
ALIGNMENT NOTES
AI.S.ID.8 Strength of Correlation
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
Strength of Correlation
0.0- 0.2 Very weak to negligible
0.2- 0.4 Weak, low (not very significant)
0.4- 0.7 Moderate
0.7- 0.9 Strong, high
0.9- 1.0 Very strong
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
EAST POINSETT CO. SCHOOL DIST. - ALGEBRA I MATH
Module 3 - Math
2015 - 2016
Test: 2/12/2016
Common Core Standard
Materials / References
Create equations that describe numbers or relationships.
AI.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
exponential functions. [In the case of exponential equations, limit to situations requiring evaluation of exponential functions at integer inputs.]
(C). quadratic equations
AI.A.CED.2 *
Major PBA/SD, EOY
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [Limit
to linear, exponential equations, and quadratic equations. In the case of exponential equations, limit to situations requiring evaluation of exponential
functions at integer inputs.]
(C). quadratic equations
Major PBA/SD
Represent and solve equations and inequalities graphically.
AI.A.REI.11(A)
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. Finding the solutions approximately is limited to cases where f(x) and
g(x) are polynomial functions.
Major PBA, PBA/SC & SD, EOY
Interpret the structure of expressions.
AI.A.SSE.1 *
Interpret expressions that represent a quantity in terms of its context. [Focus on linear, exponential, and quadratic expressions]
a*. Interpret parts of an expression, such as terms, factors, and coefficients.
(C). quadratic expressions
Major EOY
b*. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)^n as a product of P and a
factor not depending on P. [Include integer and rational exponents with focus on those that represent square or cube roots.]
(C). quadratic expressions
Major EOY
(D). square and cube root expressions
Major EOY
AI.A.SSE.2
Use the structure of an expression to identify ways to rewrite it. For example, see x^4 - y^4 as
Major EOY
(x^2)^2 - (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 - y^2)
(x^2 + y^2). [Tasks are limited to numerical expressions and polynomial expressions in one
variable. Tasks may include expressions where two or more rewriting steps are rerquired.]
AI.A.SSE.3 *
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. [Include
quadratic and exponential expressions]
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
(A). quadratic expressions
Supporting PBA/SD, EOY; Include standard form,
vertex form, and factored form.
(B). exponential expressions
Supporting PBA/SD, EOY; Include parent function,
transformation form, interest rate form.
a*. Factor a quadratic expression to reveal the zeros of the function it defines.
(A). factor a quadratic expression
Supporting PBA, PBA/SD, EOY;Include factoring by
GCF, reverse FOIL, difference of squares, perfect square
trinomials, grouping, and modeling (i.e., algebra tiles)
(B). reveal the zeros by factoring
Supporting PBA, PBA/SD, EOY
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of
the function it defines.
Supporting PBA/SD, EOY
Understand the relationship between zeros and factors of polynomials
AI.A.APR.3 *
Identify zeros of poynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the
polynomial.[Tasks are limited to quadratic, cubic polynomials in which linear and quadratic factors are available.]
(A). quadratic polynomials
Supporting EOY
Solve equations and inequalities in one variable.
AI.A.REI.4 *
Solve quadratic equations in one variable.
a*. 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). process of completing the square
Major PBA/SC, EOY
(B). derive quadratic formula
Major PBA/SC, EOY
b*. Solve quadratic equations by inspection (e.g., for x^2 = 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. [Include existence of complex number system, but do not solve quadratics with complex solutions until Algebra II.]
(A). real roots
Major PBA, PBA/SC, EOY; Discourage students from
giving a preference to the particular method of solving
quadratic equations. Show students how to analyze a
given problem to choose an appropriate solution
method before their computations become
burdensome. Point out that the Quadratic Formula is a
universal tool that can solve any quadratic equation;
however, it is not reasonable to use the Quadratic
Formula when the quadratic equation is missing either
a middle term, bx, or a constant term, c. In case it is
missing a constant term, a factoring method becomes
more efficient, in case it is missing a middle term, a
square root method is the most appropriate. Stress the
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
benefit of memorizing the Quadratic Formula and its
flexibility with a factoring strategy. Introduce the
concept of discriminant and its relationship to the
number and nature of the roots of a quadratic
equation. Include discussion about discriminants.
(B). quadratic formula yields complex roots [Tasks do not require students to write
solutions for quadratic equations that have roots with nonzero imaginary parts.
However, tasks can require the student to recognize cases in which a quadratic
equation has no real solutions.]
Major PBA/SC, EOY
Interpret functions that arise in applications in terms of the context.
AI.F.IF.4 *
AI.F.IF.5 *
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; and end behavior. [Tasks have a real-world context. Tasks are limited to linear
functions, quadratic functions, square root functions, cube root functions, piecewise-defined functions (including step functions and absolute value
functions), and exponential functions with domains in the integers.]
(C). quadratic functions
Major PBA/SD, EOY
(D). square root and cube root functions
Major Subclaim A (EOY or PBA)
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes, limiting to linear functions, square root
functions, cube root functions, piece-wise defined functions (including step functions and absolute functions), and exponential functions with domains in
the integers. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers
would be an appropriate domain for the function. [Tasks have a real-world context.]
(C). quadratic functions
AI.F.IF.6 *
Major PBA/SD, EOY
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. [Tasks have a real-world context. Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions,
piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers.]
(C). quadratic functions
Major PBA, PBA/SD, EOY; Introduce and teach in
module 3, but will be assessed in module 4.
Analyze functions using different representations.
AI.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.
[Include linear, exponential, quadratic, absolute value, step, piece-wise defined functions.] Disontinuities are allowed as key features of the graph.
a*. Graph linear and quadratic functions and show intercepts, maxima, and minima.
(B). quadratic functions
Supporting PBA, PBA/SD, EOY
b*. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
[Compare and contrast absolute value, step and piecewise-defined functions with linear, quadratic, and exponential functions. Highlight issues of domain,
range, and usefulness when examining piecewise-defined functions.]
(A). square root and cube root functions
AI.F.IF.9 *
Supporting EOY
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum. [Tasks are limited to linear
functions, quadratic functions, square root functions, cube root functions, piece-wise defined functions (including step functions and absolute value
functions), and exponential functions with domains in the integers.]Tasks have real world context.
(C). quadratic functions
Supporting EOY
(D). square root and cube root functions
Supporting EOY
Build new functions from existing functions.
AI.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. [Tasks are limited to linear functions, quadratic functions, square root functions, cube root
functions, piece-wise defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers.
Tasks may involve more than one transformation. Tasks do not involve recognizing even and odd functions.]
(C). quadratic functions
Additional PBA/SC, EOY
(E). square root and cube root functions
Additioanl SubClaim B (PBA or EOY)
Use properties of rational and irrational numbers.
AI.N.RN.3
Explain why the sum or product of two rational numbers is rational; that the sum of a rational
Additional PBA/SC, EOY
number and an irrational number is irrational; and that the product of a nonzero rational number
and an irrational number is irrational. [Connect to physical situations, e.g., finding the perimeter
of a square of area 2.For rational solutions, exact values are required. For irrational solutions,
exact or decimal approximations may be required. Simplifying or rewriting radicals is not
required.]
Perform arithmetic operations on polynomials.
AI.A.APR.3 *
Identify zeros of poynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the
polynomial.[Tasks are limited to quadratic, cubic polynomials in which linear and quadratic factors are available.]
(B). cubic polynomials
Supporting EOY
28 testable standards
End of Module 3
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
EAST POINSETT CO. SCHOOL DIST. - ALGEBRA I MATH
2015 - 2016
Module 4 - Math
Test: 3/3/2016
Common Core Standard
Materials / References
Interpret functions that arise in applications in terms of the context.
AI.F.IF.5 *
AI.F.IF.6 *
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes, limiting to linear functions, square root
functions, cube root functions, piece-wise defined functions (including step functions and absolute functions), and exponential functions with domains in
the integers. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers
would be an appropriate domain for the function. [Tasks have a real-world context.]
(D). square root and cube root functions
Major EOY
(E). piece-wise defined functions (including step functions and absolute functions)
Major EOY
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. [Tasks have a real-world context. Tasks are limited to linear functions, quadratic functions, square root functions, cube root functions,
piecewise-defined functions (including step functions and absolute value functions), and exponential functions with domains in the integers.]
(D). square root and cube root functions
Major EOY
(E). step and piecewise-defined functions including absolute value
Major EOY
Analyze functions using different representations.
AI.F.IF.8 *
Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
a. 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. [Tasks
have a context.]
Supporting PBA/SC, EOY
Build a function that models a relationship between two quantities.
AI.F.BF.1 *
Write a function that describes a relationship between two quantities.
a*. Determine an explicit expression, a recursive process, or steps for calculation from a context.[Tasks have a real-world context. Tasks are limited to
linear functions, quadratic functions, and exponential functions with domains in the integers.]
(A). linear functions
Supporting PBA/SD
(B). exponential functions
Supporting PBA/SD
(C). quadratic functions
Supporting PBA/SD
Construct and compare linear, quadratic, and exponential models and solve problems.
AI.F.LE.1 *
Distinguish between situations that can be modeled with linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals, and that
exponential functions grow by equal factors over equal intervals.
Supporting PBA/SC, EOY
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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Common Core Math Curriculum Map
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative Supporting EOY
to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit
interval relative to another.
AI.F.LE.2 *
Supporting EOY
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two inputoutput pairs (include reading these from a table).[Tasks are limited to constructing linear and exponential functions in simple context (not multi-step).]
(A). linear functions
Supporting EOY
(B). exponential functions
Supporting EOY
Reason quantitatively and use units to solve problems.
AI.N.Q.2
Define appropriate quantities for the purpose of descriptive modeling. [Create a quantity of
Supporting PBA/SD
interest in the situation. A quantity of interest is not selected for the student by the task. For
example, in a situation involving data, the student might autonomously decide that a measure of
center is a key variable in a situation, and then choose to work with the mean.]
AI.N.Q.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Supporting PBA/SD
15 testable standards
End of Module 4
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
Page 14 of 15
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Common Core Math Curriculum Map
* Indicates a Common Core standard has been broken into smaller areas of emphasis. For this module, only the listed areas are to be covered and/or assessed.
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