Algebra 1 Learning Targets
ALGEBRA 1 Targets (see rubrics here)
- Reasons about data and probability.
HS.DR.C.8 Identify appropriate ways to summarize and then represent the distribution of univariate and bivariate data multiple ways with graphs and/or tables. Use technology to present data that supports interpretation of tabular and graphical representations.
HS.DR.C.9 Use statistics appropriate to the shape of the data distribution to compare the center and spread of two or more different data sets.
HS.DR.C.10 Use data to compare two groups, describe sample variability, and decide if differences between parameters are significant based on the statistics.
HS.DR.D.11 Use statistical evidence from analyses to answer statistical investigative questions, and communicate the findings in a variety of formats (verbal, written, visual) to support informed data-based decisions.
HS.DR.D.12 Articulate what it means for an outcome or an estimate of a population characteristic to be plausible or not plausible compared to chance variation.
HS.DR.D.13 Use multivariate thinking to articulate how variables impact one another, and measure the strength of association using correlation coefficients for regression curves.
- Represent algebraic relationships, and solve equations and inequalities.
HS.AEE.A.1 Interpret an expression which models a quantity by viewing one or more of its parts as a single entity. Reason about how changes in parts of the expression impact the whole, and vice versa.
HS.AEE.A.2 Create and recognize an equivalent form of an expression to understand the quantity represented in an authentic context.
HS.AEE.A.3 Rearrange formulas and equations to highlight a specific quantity.
HS.AEE.B.4 Define variables and create equations with two or more variables to represent relationships between quantities in order to solve problems in authentic contexts.
HS.AEE.B.5 Define variables and create inequalities with one or more variables and use them to solve problems in authentic contexts.
HS.AEE.B.6 Solve systems of linear equations and systems of linear inequalities in authentic contexts through reasoning,algebraic means, or strategically using technology.
- Apply algebraic expressions, equations and inequalities.
HS.AEE.C.7 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities; interpret solutions as viable or nonviable options in authentic contexts.
HS.AEE.C.8 Construct a viable argument to justify a method for solving equations or inequalities.
HS.AEE.D.9 Understand that the solution to an equation in two variables is a set of points in the coordinate plane that form a curve, which could be a line.
HS.AEE.D.10 Recognize and explain why the point(s) of intersection of the graphs of f(x) and g(x) are solutions to the equation f(x)=g(x). Interpret the meaning of the coordinates of these points in authentic contexts.
HS.AEE.D.11Graph and explain why the points in a half plane are solutions to a linear inequality and the solutions to a system of inequalities are the points in the intersection of corresponding half planes. Interpret the meaning of the coordinates of these points in authentic contexts.
- Represent, interpret, and compare functions.
HS.AFN.A.1 Understand a function as a rule that assigns a unique output for every input and that functions model situations where one quantity determines another.
HS.AFN.A.2 Use function notation and interpret statements that use function notation in terms of the context and the relationship it describes.
HS.AFN.A.3 Calculate and interpret the average rate of change of a function over a specified interval.
HS.AFN.C.6 Interpret key features of functions, from multiple representations, and conversely predict features of functions from knowledge of context.
HS.AFN.C.7 Graph functions using technology to show key features.
- Apply and use functions
HS.AFN.B.4 Compare properties of two functions using multiple representations. Distinguish functions as members of the same family using common attributes.
HS.AFN.B.5 Relate the domain of a function to its graph and to its context.
HS.AFN.D.8 Model situations involving arithmetic patterns. Use a variety of representations such as pictures, graphs, or an explicit formula to describe the pattern.
HS.AFN.D.9 Identify and interpret the effect on the graph of a function when the equation has been transformed.
HS.AFN.D.10 Explain why a situation can be modeled with a linear function, an exponential function, or neither. In a given model, explain the meaning of coefficients and features of functions used, such as slope for a linear model.
- Reasons with numbers and quantities to solve problems.
HS.NQ.A.1 Use reasoning to establish properties of positive integer exponents. Extend the definition of exponentiation to include negative and rational exponents so as to be consistent with these properties. Utilize exponentiation to model authentic contexts
HS.NQ.A.2 Compare real numbers presented through different representations, including both rational and irrational numbers. Apply comparisons in authentic contexts.
HS.NQ.B.3 Use reasoning to choose and interpret measurement units consistently in formulas, graphs, and data displays, as a way to understand problems and to guide the solution of multi-step problems.
HS.NQ.B.4 Define, manipulate, and interpret appropriate quantities using rational and irrational numbers to authentically model situations and use reasoning to justify these choices.
HS.NQ.B.5 Use reasoning to choose a level of accuracy appropriate to limitations on measurement when reporting quantities in modeling situations.
- Communicate fluently using the formal language of mathematics, use proper notation, and appropriate units.
Use appropriate mathematical language
Use appropriate forms of mathematical representation to present information correctly
Move between different forms of mathematical representation
Communicate through lines of reasoning that are complete and coherent
Present work that is usually organized using a logical structure.