GLEs and CCSS to be taught in and 2013-14 ALGEBRA I TRANSITION MATH GLEs Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 1
2 3 5 3 7 3 ALGEBRA I GLEs and CCSS to be taught in and 2013-14 GLE content to be taught and tested in Algebra I in and 2013-14 GLE # Grade-Level Expectation Text Aligned CCSS # M.9.1 Identify and describe differences among natural numbers, whole numbers, integers, rational numbers, and irrational numbers Retained 1 M.9.2. Evaluate and write numerical expressions involving integer exponents Retained 1 M.9.4 Distinguish between an exact and an approximate answer, and recognize errors introduced by the use of approximate numbers with technology N-Q.3 M.9.5. Demonstrate computational fluency with all rational numbers (e.g., estimation, mental math, technology, paper/pencil) Retained 1 M.9.8 M.9.9 M.9.11 Use order of operations to simplify or rewrite variable expressions Model real-life situations using linear expressions, equations, and inequalities Use equivalent forms of equations and inequalities to solve real-life problems A-SSE.3 A-APR.1 A-CED.1 A-CED.2 A-CED.1 M.9.13 Translate between the characteristics defining a line (i.e., slope, intercepts, points) and both its equation and graph A-REI.10 M.9.14 M.9.15 M.9.16 Graph and interpret linear inequalities in one or two variables and systems of linear inequalities Translate among tabular, graphical, and algebraic representations of functions and real-life situations Interpret and solve systems of linear equations using graphing, substitution, elimination, with and without technology, and matrices using technology A-REI.12 F-LE.2 A-CED.2 F-IF.7 A-REI.6 A-REI.8 A-REI.9 1 This GLE was moved to another grade but will be taught and tested in this grade to decrease the possibility that the transition will create curricular gaps. Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 2
GLEs and CCSS to be taught in and 2013-14 GLE content to be taught and tested in Algebra I in and 2013-14 GLE # Grade-Level Expectation Text Aligned CCSS # M.9.19 Use significant digits in computational problems N-Q.3 M.9.20 Demonstrate and explain how relative measurement error is compounded when determining absolute error N-Q.3 M.9.21 Determine appropriate units and scales to use when solving measurement problems N-Q.1 M.9.24 Graph a line when the slope and a point or when two points are known Retained 1 M.9.25 Explain slope as a representation of rate of change Retained 1 M.9.28 Identify trends in data and support conclusions by using distribution characteristics such as patterns, clusters, and outliers S-ID.3 M.9.29 Create a scatter plot from a set of data and determine if the relationship is linear or nonlinear S-ID.6 M.9.30 Use simulations to estimate probabilities S-IC.2 M.9.31 Define probability in terms of sample spaces, outcomes, and events S-CP.1 M.9.32 Compute probabilities using geometric models and basic counting techniques such as combinations and permutations Retained 1 M.9.35 Determine if a relation is a function and use appropriate function notation F-IF.1 M.9.36 Identify the domain and range of functions M.9.37 Analyze real-life relationships that can be modeled by linear functions F-LE.1 M.9.38 Identify and describe the characteristics of families of linear functions, with and without technology Retained 1 M.9.39 Compare and contrast linear functions algebraically in terms of their rates of change and intercepts Retained 1 F-IF.1 F-IF.5 Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 3
GLEs and CCSS to be taught in and 2013-14 CCSS # A-APR.1 CCSS and extended CCSS content (highlighted) taught but not tested in and 2013-14 Common Core State Standard Text Year to be Implemented 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. 2 A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 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.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.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. A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). A-SSE.1 Interpret expressions that represent a quantity in terms of its context. 2 The highlighted CCSS match GLEs, but the highlighted CCSS content goes beyond the GLEs and will be added to the curriculum in the year shown. Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 4
GLEs and CCSS to be taught in and 2013-14 CCSS # F-LE.1 F-LE.2 CCSS and extended CCSS content (highlighted) taught but not tested in and 2013-14 Common Core State Standard Text Distinguish between situations that can be modeled with linear functions and with exponential functions. Year to be Implemented 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 N-Q.2 N-RN.1 Interpret the parameters in a linear or exponential function in terms of a context. Define appropriate quantities for the purpose of descriptive modeling. Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5 1/3 to be the cube root of 5 because we want (5 1/3 ) 3 = 5 (1/3)3 to hold, so (5 1/3 ) 3 must equal 5. 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. S-ID.6 S-ID.7 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. 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. 2013-14 Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 5
GLEs and CCSS to be taught in and 2013-14 CCSS # A-REI.4 A-SSE.2 CCSS and extended CCSS content (highlighted) taught but not tested in and 2013-14 Common Core State Standard Text 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. 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. Year to be Implemented 2013-14 Use the structure of an expression to identify ways to rewrite it. For example, see x 4 y 4 as (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 ). 2013-14 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. 2013-14 S-ID.9 Distinguish between correlation and causation. 2013-14 Math, Algebra I, and 2013-14 Curriculum and Assessment Summary 6