1st 9 Weeks
UNIT 1
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0-7 PERIMETER
 The student will be able to find the perimeter of two-dimensional figures.
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.
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0-8 AREA
 The student will be able to find the area of two-dimensional figures.
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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.
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0-9 VOLUME
 The student will be able to find the volume of rectangular prisms.
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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.
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1-1 VARIABLES AND EXPRESSIONS
 The student will be able to write verbal expressions for algebraic expressions and algebraic for
verbal.
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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
A.SSE.1 Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an
expression, such as terms, factors, and coefficients. b. 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).
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1-2 ORDER OF OPERATIONS
 The student will be able to justify the solution steps in simplifying expressions or solving an
equation.
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A.SSE.1 Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an
expression, such as terms, factors, and coefficients. b. 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).
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2-1 WRITING EQUATIONS
 The student will be able to write expressions equations, and relations in equivalent forms and
solve them with fluency.
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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.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.
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2-2 SOLVING ONE STEP EQUATIONS
 The student will be able to solve one-step equations using procedures and check the answer
with a calculator.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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1-4 DISTRIBUTIVE PROPERTY
 The student will be able to use the distributive property to evaluate expressions and to simplify
expressions.
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A.SSE.1 Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an
expression, such as terms, factors, and coefficients. b. 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).
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2-3 SOLVING MULTI-STEP EQUATIONS
 The student will be able to solve equations involving more than one operation and solve
equations involving consecutive integers.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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2-4 SOLVING EQUATIONS WITH VARIABLES ON BOTH SIDES
 The student will be able to solve equations with the variable on each side and solve equations
involving grouping symbols.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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2-6 RATIOS AND PROPORTIONS
 The student will be able to compare ratios and solve proportions.
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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
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.
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2-8 LITERAL EQUATIONS
 The student will be able to solve equations for the given variables and use formulas to solve
real-world problems.
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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.CED.4 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.
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3-1 GRAPHING LINEAR FUNCTIONS
 The student will be able to identify linear equations, x-intercepts and y-intercepts, and zeros.
The student will be able to graph equations by making a table and by intercepts.
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A.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales
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).
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.*(*Modeling standard
F.IF.7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.*(Modeling standard) a. Graph linear and
quadratic functions and show intercepts, maxima, and minima.
F.BF.1a Write a function that describes a relationship between two quantities.*(Modeling standard)
Determine an explicit expression, a recursive process, or steps for calculation from a context.
5-1 SOLVING INEQUALITIES BY ADDITION AND SUBTRACTION
o The student will be able to solve linear inequalities by using addition and/or subtraction.
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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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5-2 SOLVING INEQUALITIES BY MULTIPLICATION AND DIVISION
 The student will be able to solve linear inequalities by using multiplication and/or division.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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5-3 SOLVING MULTI-STEP INEQUALITITES
 The student will be able to solve linear inequalities involving more than one operation and will
be able to solve linear inequalities involving the distributive property.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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5-4 SOLVING COMPOUND INEQUALITIES
 The student will be able to solve compound inequalities containing the word and and or graph
their solution set.
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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.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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
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UNIT 2
 7-1 MULTIPLYING MONOMIALS
 The student will be able to simplify expressions involving multiplying monomials and will be
able to apply absolute value, integer exponents, roots and factorials.
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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.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).
F.IF.8a 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.
7-2 DIVIDING MONOMIALS
o The student will be able to find the quotient of two monomials by simplifying expressions
containing exponents that are positive, negative, or zero.
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.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).
F.IF.8a 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.
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1-5 EQUATIONS
 The student will be able to solve/simplify equations with either one or two variables.
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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.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.3 Solve linear equations and inequalities in one variable, including equations with coefficients
represented by letters.
A.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
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1-6 RELATIONS
 The student will be able to represent relations and interpret graphs of relations.
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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).
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).
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1-7 FUNCTIONS
 The student will be able to determine if a relation is a function and find function values.
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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).
F.IF.1 Understand that a function from one set (called the domain) to another set (called the range)
assigns to each element of the domain exactly one element of the range. If ‘f’ is a function and ‘x’ is an
element of its domain, then f(x) denotes the output of ‘f’ corresponding to the input ‘x’. The graph of
‘f’ is the graph of the equation y = f(x).
F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of a context.
F.IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*(*Modeling standard)
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
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4-1 GRAPHING EQUATIONS IN SLOPE-INTERCEPT FORM
 The student will be able to write and graph linear equations in slope-intercept form and model
real-world data with equations in slope-intercept form.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
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.*(*Modeling standard
F.IF.7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.*(Modeling standard) a. Graph linear and
quadratic functions and show intercepts, maxima, and minima.
F.BF.1a Write a function that describes a relationship between two quantities.*(Modeling standard)
Determine an explicit expression, a recursive process, or steps for calculation from a context.
F.BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), and 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.
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4-2 WRITING EQUATIONS IN SLOPE-INTERCEPT FORM
 The student will be able to write an equation of a line in slope-intercept form given the slope
and one point and given two points.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given
a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.BF.1a Write a function that describes a relationship between two quantities.*(Modeling standard)
Determine an explicit expression, a recursive process, or steps for calculation from a context.
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4-3 WRITING EQUATIONS IN POINT-SLOPE FORM
 The student will be able to find the slope and write equations in point-slope form.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
F.LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given
a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F.IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of a context.
F.IF.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.
F.BF.1a Write a function that describes a relationship between two quantities.*(Modeling standard)
Determine an explicit expression, a recursive process, or steps for calculation from a context.
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4-4 PARALLEL AND PERPENDICULAR LINES
 The student will be able to find the slopes of a system of equations and determine if the lines
are parallel or perpendicular. They will be able to also find the equations of line parallel and
perpendicular given relevant in formation.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
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).
S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data. (Statistics and Probability is a Modeling Conceptual Category.)
F.BF.1a Write a function that describes a relationship between two quantities.*(Modeling standard)
Determine an explicit expression, a recursive process, or steps for calculation from a context.
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2-5 SOLVING ABSOLUTE VALUE EQUATIONS
 The student will be able to evaluate and solve absolute value expressions and equations.
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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.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.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.
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2-7 PERCENT OF CHANGE
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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.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.
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6-1 GRAPHING SYSTEMS OF EQUATIONS
 The student will be able to determine the number of solutions a system of linear equations has
and solve the system by graphing.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a 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 nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
A-REI-6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
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.
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6-2 SUBSTITUTION
 The student will be able to solve systems of equations and real-world problems by using
substitution.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a 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 nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
A-REI-6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
A-REI-5 Prove that, given a system of two equations in two variables, replacing one equation b the sum
of that equation and a multiple of the other produces a system with the same solutions.
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6-3 ELIMINATION USING ADDITION AND SUBTRACTION
 The student will be able to solve systems of equations by using elimination with addition and
subtraction.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
A-REI-6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
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6-4 ELIMINATION USING MULTIPLICATION
 The student will be able to solve systems of equations by using elimination with multiplication
and solve real-world problems involving systems of equations.
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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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
A-REI-6 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on
pairs of linear equations in two variables.
A-REI-5 Prove that, given a system of two equations in two variables, replacing one equation b the sum
of that equation and a multiple of the other produces a system with the same solutions.
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5-6 GRAPHING INEQUALITIES WITH TWO VARIABLES
 The student will be able to solve and graph linear inequalities.
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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.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
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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.
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6-8 SYSTEMS OF INEQUALITIES
 The student will be able to solve and graph systems of linear inequalities.
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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.CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example,
represent inequalities describing nutritional and cost constraints on combinations of different foods.
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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.
2nd 9 Weeks
UNIT 3

3-4 DIRECT VARIATION
 The student will be able to solve, write, and graph direct variation equations.

A.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.
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).
F-IF-6 Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph.*
F-IF-7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
F-BF-1a 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.





11-1 INVERSE VARIATION
 The student will be able to identify and use inverse variation and graph inverse variations.

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.CED.2 Create equations in two or more variables to represent relationships between quantities,
graph equations on a coordinate axes with labels and scales.


3-3 RATE OF CHANGE AND SLOPE
 The student will be able to find the slope of a line and use rate of change to solve problems.

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).
F-LE-1a 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.
S-ID-7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the
context of the data.



3-5 ARITHMETIC SEQUENCE AS LINEAR FUNCTIONS
 The student will be able to recognize arithmetic sequences and relate arithmetic sequences to
linear functions.
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
A-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
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),
F-BF-2 Write arithmetic and geometric sequences, both recursively and with an explicit formula, use
them to model situations, and translate between the two forms.*
F-LE-1a 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.
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).
4-5 SCATTER PLOTS AND LINES OF BEST FIT
 The student will be able to investigate relationships between quantities by using points on
scatter plots and use lines of fit to make and evaluate predictions.


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


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-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
F-BF-1a 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.
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).
S-ID-6a 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.
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-9 Distinguish between correlation and causation.

0-13 REPRESENTING DATA
 The student will be able to represent sets of data using different visual displays.


S-ID-1 Represent data with plots on the real number line (dot plots, histograms, and box plots).
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).

0-11 SIMPLE PROBABILITY AND ODDS
 The student will be able to find the probability and odds of simpleevents.

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-RN-1 Explain how the definitions of the meaning of rational exponents follows from extending the
properties of integer exponents to those
S-ID-1 Represent data with plots on the real number line (dot plots, histograms, and box plots).



0-12 MEAN, MEDIAN, MODE, RANGE,QUARTILES
 The student will be able to calculate the measures of central tendency of a set of data.



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.
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).
UNIT 4

7-4 POLYNOMIALS
 The student will be able to find the degree of a polynomial and write polynomials in standard
form.

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.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).
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.



7-5 ADDING AND SUBTRACTING POLYNOMIALS
 The student will be able to add and subtract polynomials.









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.
A-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
F-IF-7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
F-IF-8a 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.
F-BF-3 Identify the effect on the graph of replacing f(x) by f(x) + k, kff(x), f(kx), and f(x + k) for special
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.
F-LE-2 Construct linear and exponential functions, including arithmetic and geometric sequences, given
a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F-LE-5 Interpret the parameters in a linear or exponential function in terms of a context.
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.

7-6 MULTIPLYING A MONOMIAL BY A POLYNOMIAL
 The student will be able to multiply a polynomial by a monomial and solve equations involving
the products of monomials and polynomials.







A-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
F-IF-8a 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.
F-BF-3 Identify the effect on the graph of replacing f(x) by f(x) + k, kff(x), f(kx), and f(x + k) for special
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.
F-LE-1a 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.
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).
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.

7-7 MULTIPLYING POLYNOMIALS
 The student will be able to multiply polynomials by the distributive property and multiply
binomials by the FOIL method.

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.
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),
F-IF-6 Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph.*
F-BF-2 Write arithmetic and geometric sequences, both recursively and with an explicit formula, use
them to model situations, and translate between the two forms.*
F-LE-1a 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.
F-LE-2 Construct linear and exponential functions, including arithmetic and geometric sequences, given
a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
F-LE-5 Interpret the parameters in a linear or exponential function in terms of a context.
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.








8-1 MONOMIALS AND FACTORING
 The student will be able to factor monomials and find the greatest common factors of
monomials.

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-SSE-1a Interpret parts of an expression, such as terms, factors, and coefficients.
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.
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.




8-2 USING THE DISTRIBUTIVE PROPERTY
 The student will be able to use the distributive property to factor polynomials and solve
quadratic equations.

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-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.
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.



8-5 QUADRATIC EQUATIONS: DIFFERENCE OF SQUARES
 The student will be able to factor binomials that are the difference of squares and use this
procedure to solve equations.




8-6 QUADRATIC EQUATIONS: PERFECT SQUARES
 The student will be able to factor perfect square trinomials and solve equations using perfect
squares.
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


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.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).
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
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.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).
A-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labes and scales.
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.4a 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-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
9-5 SOLVING QUADRATIC EQUATIONS BY THE QUADRATIC FORMULA
 The student will be able to solve equations by the Quadratic Formula and use the discriminant
to determine the number of solutions to a quadratic equation.




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-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
A.REI.4a 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-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
UNIT 5


0-2 REAL NUMBERS
o The student will be able to classify and use real numbers.

A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
0-4 ADDING & SUBTRACTING RATIONAL NUMBERS
o The student will be able to add and subtract rational numbers.


N-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.
0-5 MULTIPLYING & DIVIDING RATIONAL NUMBERS
o The student will be able to multiply and divide rational numbers.

N-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.

1-7 FUNCTIONS
o The student will be able to determine if a relation is a function and find function values.

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).
F-IF-1 Understand that a function from one set (called the domain) to another set (called the range)
assigns to each element of the domain exactly one element of the range. If f is a function and x is an
element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is
the graph of the equation y = f(x).
F-IF-2 Use function notation, evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of a context.
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
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.
F-BF-1a 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.
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
A.REI.4a 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.




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
11-2 RATIONAL FUNCTIONS
o The student will be able to identify excluded values and identify and use asymptotes to graph
rational functions.

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-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.



8-3 QUADRATIC EQUATION 𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
o The student will be able to factor trinomials and solve equations of the form ax 2 +bx +c = 0.

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-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.
A-SSE-3a Factor a quadratic expression to reveal the zeros of the function it defines.
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).




9-1 GRAPHING QUADRATIC FUNCTIONS
o The student will be able to analyze the characteristics of graphs of quadratic functions and
graph quadratic functions.

A.SSE.1a Interpret expressions that represent a quantity in terms of its context.* (*Modeling standard)
a. Interpret parts of an expression, such as terms, factors, and coefficients.
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-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).
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.*
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
F-IF-6 Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph.*
F-IF-7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
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.
N-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.


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
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
9-2 SOLVING QUADRATIC FUNCTIONS BY GRAPHING
o The student will be able to solve quadratic equations by graphing and estimate solutions by
graphing.
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A.SSE.1a Interpret expressions that represent a quantity in terms of its context.* (*Modeling standard)
a. Interpret parts of an expression, such as terms, factors, and coefficients.
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-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).
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.*
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
F-IF-6 Calculate and interpret the average rate of change of a function (presented symbolically or as a
table) over a specified interval. Estimate the rate of change from a graph.*
F-IF-7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
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.
N-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.
UNIT 6

10-1 SQUARE ROOT FUNCTIONS
 The student will be able to extend the ideas of transformations and parametric changes of
linear function, such as vertical and horizontal shifts, to transformations of non-linear functions
and evaluate polynomial and rational expressions and expressions containing radicals and
absolute values at specified values of their variables.

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-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
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).
F-IF-2 Use function notation, evaluate functions for inputs in their domains, and interpret statements
that use function notation in terms of a context.
F-IF-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.*
F-IF-5 Relate the domain of a function to its graph and, where applicable, to the quantitative
relationship it describes. 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.*
F-IF-7a Graph functions expressed symbolically and show key features of the graph, by hand in simple
cases and using technology for more complicated cases.* a. Graph linear and quadratic functions and
show intercepts, maxima, and minima.
F-BF-3 Identify the effect on the graph of replacing f(x) by f(x) + k, kff(x), f(kx), and f(x + k) for special
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.








10-2 SIMPLIFYING RADICAL EXPRESSIONS
 The student will be able to understand the properties of integer exponents and roots and apply
these properties to simplify algebraic expressions and will determine when an expression is
undefined.

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-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.
A.REI.4a 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.


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10-3 OPERATIONS WITH RADICAL EXPRESSIONS
o The student will be able to apply absolute value, integer exponents, roots and factorials to solve
problems and understand the properties of integer exponents and roots and apply these
properties to simplify algebraic expressions.
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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-RN-3 Explain why the sum or product of two rational numbers is rational; that the sum of a rational
number and an irrational number is irrational; and that the product of a nonzero rational number and
an irrational number is irrational.
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10-4 RADICAL EQUATIONS
 The student will be able to apply absolute value, integer exponents, roots and factorials to solve
problems and justify the solution steps in simplifying expressions or solving an equation.
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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-RN-2 Rewrite expressions involving radicals and rational exponents using the properties of
exponents.
A-CED-2 Create equations in two or more variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
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10-5 PYTHAGOREAN THEOREM
 The student will be able to apply definitions and properties of right triangle relationships to
determine length and angle measures to solve realistic problems and apply special right
triangles and the converse of the Pythagorean Theorem to solve realistic problems.
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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.
G.SRT.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied
problems
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10-6 DISTANCE AND MIDPOINT FORMULA
 The student will be able to find the distance between two points using their coordinates and
the Pythagorean Theorem or the distance formula and find the midpoint of a segment when
the coordinates of the endpoints are identified.
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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.
G.GPE.7 Use coordinates to compute perimeters of polygons and area of triangles and rectangles, e.g.,
using the distance formula.*(*Modeling Standard)
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10-8 TRIGONOMETRIC RATIOS
 The student will be able to explore the relationships between the right triangle trigonometric
functions, using technology as appropriate, and apply definitions and properties of right
triangle relationships to determine length and angle measures to solve realistic problems.
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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.
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
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