Page 1 of 15 Map: Integrated Algebra (9R1) Type: Consensus Grade Level: 9 School Year: 2007-2008 Author: Susan Brink District/Building: Minisink Valley CSD/High School Created: 02/08/2008 Last Updated: 02/10/2008 This map copied from: Integrated Algebra (9R1) by Erin Beam << Refresh Map Content << Printable Version 1. How do numbers behave under basic operations? 2. How do you determine whether a given relation is a function? 3. How can you manipulate equations using inverse operations to isolate a variable? 4. How can realworld information be portrayed as an algebraic equation? 1a- Order of Operations 1b- Properties of Real Numbers 1c- Scientific Notation 2a- Domain and Range 3a- Multi-Step Equations using Inverse Operations 3b- Solving for a Given Variable in Formulas and Functions 3c- One, None, or Infinitely Many Solutions to Algebraic Equations 4a- Perimeter, Tax, Age, Coin, Consecutive Integer, Membership Word Problems 1a- Uses order of operations to evaluate an expression or solve an algebraic equation 1b- Identifies the properties of real numbers and reproduce an example of each property 1c- Convert a given number from scientific notation form to standard form and vice versa 2a- Identifies the domain and range of a function 2b- Justify whether the given relation is a function 3a- Use properties, combine like terms, and solve equations using inverse operations. 3b- Determine whether an equation has one, none, or infinitely many solutions. 4a- Expresses real-world applications as algebraic equations and solves. Test A.PS.4 A.RP.4 A.CM.5 A.CN.6 A.N.1 A.N.4 A.N.5 A.A.4 A.A.5 A.A.6 A.A.23 A.G.3 A.N.6 A.RP.4

Page 2 of 15 1. How can reallife situations be represented as a proportion? 2. How can reallife data be represented as a scatterplot? 3. What are some different strategies to use in graphing linear equations? 4. How do parallel lines behave? 5. How can you determine graphically whether a relation is a function? 1a- Unit Rate and Rates 1b- Proportions 2a- Graphing Calculator for Scatterplots 2b- Graphing Scatterplots by hand 2c- Line of Best Fit 3a- Graphing Lines using Points, Intercepts, Slope- Intercept form, Point- Slope Form 3b- Slope as Rate of Change 3c- Direct Variation 3d- Horizontal and Vertical Lines 4a- Parallel Lines 4b- Real-Life Data Graphed as Linear Equation 5a- Vertical Line Test 1a- Defines ratio, rate, and propotion 1b- Organizes and expresses real-life application as a proportion and solves 2a- Graphs points in the coordinate plane and identifies which quadrant the points lie in. 2b- Uses the graphing calculator to plot data as a scatterplot and determines and constructs appropriate scales 2c- Illustrates scatterplots by hand and determines and constructs appropriate labels, titles, units, and breaks. 2d- Approximates data by constructing a line of best fit. 3a- Determine if a given point lies on a line 3b- Manipulates equations into function form and constructs an input-output table to graph a linear equation 3c- Determines x and y- intercepts and uses the two points to graph a linear equation 3d- Determines slope graphically and algebraically when given two points. 3e- Manipulates equations into function form, identifies the slope and the y-intercept, and uses both to graph a linear equation 3f- Identifies slope as a rate of change and determines the slope when given a table or a graph 3g- Defines direct varation 3h- Solves for the constant of variation 3i- Writes an equation of a line when given that two points vary directly 3j- Sketches graphs of horizontal and vertical lines and states the slope of these lines 3k- Constructs a linear equation representing a real-life application and graphs using the coordinate plane 4a- Discovers that parallel lines have the same slope 5a- Defines function and uses the vertical line test to construct a valid argument as to whether or not a relation is a function Tests A.CN.6 A.R.1 A.A.5 A.A.32 A.A.33 A.A.37 A.A.36 A.A.39 A.M.1 A.M.2 A.S.17 1. What does a solution to a system of equations represent? 2. How can we create an equation in slope-intercept form when given pieces of information other than the slope and the y-intercept? 3. What is the purpose in constructing a line of best fit and determining its equation? 1a- Solutions to Systems of Equations 1b- Systems of Equations Graphically 2a-Writing Equations in Slope-Intercept Form when given a Slope and Y-intercept 2b- Writing Equations in Slope- Intercept Form when given a Slope and another Point 2c- Writing Equations in Slope-Intercept Form when given a Point and told that it is Parallel or 1a. Defines a system of equations and a solution to the system of equations 1b. Determines algebraically and graphically if a point is a solution to a system of equations 1c. Graphs a system of linear equations and identifies the solution to the system 1d. Analyzes and constructs a system of linear equations and represents the realworld scenario graphically. 2a. Construct linear equations in slope-intercept form when given a slope and y- intercept, a slope and another point, a point and parallel or perpendicular line, and two points 2b. Construct linear equations in point-slope form when given the slope and a point and when given two points 3a. Defines line of best fit 3b. Uses the graphing calculator to distinguish the line of best fit and identifies the slope and y-intercept 3c. Constructs a line of best fit by hand and calculates the line of best fit by using two points on the line 3d. Uses the line of best fit to make approximations 3e. Describes whether a scatterplot represents a positive, negative, or no correlation 3f. Compares and contrasts correlations vs. causations Tests Regents- Sampler A.RP.3 A.CM.11 A.CN.1 A.R.1 A.R.2 A.A.7 A.A.33 A.A.34 A.A.35 A.A.36 A.A.37 A.A.38 A.A.40 A.G.7 A.G.9 A.S.7 A.S.8 A.S.14 A.S.17

Page 3 of 15 Perpendicular to a given line 2d- Writing Equations in Slope-Intercept Form when given Two Points 2e- Writing Equations in Point-Slope Form when given a Slope and another Point or Two Points. 3a- Line of Best Fit by Hand and Graphing Calculator 3b- Correlations vs. Causation 3c- Linear Interpolation vs. Extrapolation 3g. Defines and identifies whether a given approximation is an example of linear interpolation and extrapolation 1. How do linear inequalities differ from linear equations? 2. How can one represent linear inequalities and compound inequalities in onevariable? 3. How can one represent linear inequalities and a system of linear inequalities in twovariables? 4. How do absolute value equations and inequalities behave in one-variable? 1a- Infinite Solutions to Linear Inequalities 2a- Multi-Step Inequalities in One- Variable 2b- Compound Inequalities in One- Variable 3a- Linear Inequalities in Two- Variables 3b- Systems of Linear Inequalities in Two-Variables 4a- Absolute Value Equations in One- Variable 4b- Absolute Value Inequalities in One- Variable 1a- Determines if a given value is a solution to an inequality 1b- Identifies more than one solution to an inequality 2a- Solves inequalities and compound inequalities in one variable 2b- Represents the solution of an inequality or compound inequality on the real number line 3a- Graphs a linear inequality or a system of linear inequalities in two-variables 3b- Identifies the solution to a system of linear inequalities in two-variables 4a- Discovers how absolute-value equations behave 4b- Solve absolute-value equations in one-variable 4c- Solve absolute-value inequalities in one-variable and graph the inequality on the real-number line Test A.CM.2 A.CM.3 A.CN.6 A.A.6 A.A.21 A.G.6 A.G.7

Page 4 of 15 1. How can you find the solution to a system of equations without graphing? 2. Can you have something other than one solution for a system of linear equations? 1a- Substitution Method for Solving Systems of Equations 1b- Linear Combinations Method for Solving Systmes of Equations 2a- Systems of Equations with One Solution, No Solution, or Infinitely Many Solutions 1a- Solves linear equations using the substitution method 1b- Solves linear equations using the linear combinations method 1c- Support and conclude why graphing, substituting, or using linear combinations would be the best method to solve a given system of equations 1d- Analyze, construct, and solve a system of linear equations for a real-life problems 2a- Describes what types of linear equations have no solution or infinitely many solutions. 2b- Describes what occurs when algebraically solving these types of systems s Test Mid-Term Exam A.PS.5 A.CM.8 A.CN.6 A.A.10 A.A.38 A.G.7 A.G.9 A.CN.2 How do Architects, Engineers, and Construction Workers use polynomials in their work? How does simplifying an expression differ from solving an equation? 1. Polynomials a. Addition and Subtraction of Monomials b. Addition and Subtraction of Polynomials c. Multiply and Divide Monomials (Including Negative Exponents) d. Distrubitive Property (Including Combining Like Terms) e. Multiplying two Binomials f. Multiplying two Polynomials 2. Factoring a. Factor Algebraic Expressions using Greatest Common Factors b. Factor a Quadratic Trinomial, given a = 1 c. Factor a Quadratic Trinomial, given a > 1 d. Identify and Factor 1a. identify like terms 1a. apply sign rules for addition 1b. use the distributive property to subtract 1c. use laws of exponents to multiply and divide monomials 1d. use distributive properrty & laws of exponents to multiply monomials by polynomial 1e. use the distributive property and/or mnemonic FOIL to multiply two binomials 1f. use distributive property to multiply polynomials 2a. identify Greatest Common Factor of monomials 2a. identify GCF of polynomials 2b. recognize trinomial where a = 1 and rearrange into standard form if necessary 2b. find two binomial factors using the factoring saying "I'm looking for..." 2c. recognize trinomial where a>1 and rearrange into standard form if necessary 2c. find two binomial factors using the factoring saying "I'm looking for..." 2d. recognize the difference of two perfect squares 2d. find two binomial factors using the pattern 2e. recognize the type of factoring and factor completely taking out the GCF and/or negative first. 3a. use the zero product property to solve quadratic equations by factoring 3b. solve algebraic proportions whose resulting equation is a quadratic by factoring (Supplement Algebra Textbook with Dale Seymore Book) Tests A.A.3 A.A.8 A.A.12 A.A.13 A.A.19 A.A.20 A.A.26 A.A.27 A.PS.4 A.CM.3 A.CM.11 A.CN.1 A.CN.2 A.CN.3 A.CN.4 A.N.1

Page 5 of 15 the Difference of Two Perfect Squares e. Factor Completely (mixture of problems including Factoring GCF and Negatives out first) 3. Solving Quadratic Equations a. Zero Product Property to solve by Factoring b. Algebraic Proportions How does graphing Linear Equations compare to graphing Non- Linear Functions? How can you recognize the type of function using the graph, the table of values and/or the equation? 1. Algebraic Fractions a. Values for which the Expression is Undefined b. Simplifying Algebraic Expressions by Factoring c. Addition and Subtraction of Fractional Expressions d. Multiply and Divide Algebraic Fractions (Express Answers in Simplest Form) 2. Non-Linear Functions A. Graphing Quadratic Functions 1. Determine Axis of Symmetry (Using Formula or Graph) 2. Determine Vertex (Algebraically and from Graph) 3. Table of Values 4. Relationship between Roots and X-Intercepts 5. Real Life 1a. find the value that makes the expression in the denominator equal zero. 1b. apply factoring to cancel common factors between numerator and denominator 1c. find the Least Common Denominator of an algebraic expression to add and subtract 1d. apply rules of multiplying and dividing fractions to multiply and divide algebraic fractions 2A1.use formula to find axis of symmetry 2A2.use x value from axis of symmetry to find the vertex and to use as middle x value in table of values 2A3.create a table of values and graph parabola 2A4.recognize the relationship between roots of equation and the x intercepts 2A5.set up quadratic equation and solve by graphing real life applications 2B1. graph a line and a parabola together and identify the points of intersection as the solution 2B2. solve a quadratic-linear system using the substitution method 2C1. create a table of values to graph exponential functions 2C2. solve real life problems of growth and decay by graphing 2D1. find the vertex 2D2. use a table of values to graph an absolute value function Tests A.A.8 A.A.7 A.A.9 A.A.11 A.A.15 A.A.16 A.A.17 A.A.18 A.A.28 A.PS.4 A.PS.5 A.PS.8 A.PS.9 A.RP.1 A.CM.1 A.CM.2 A.CM.3 A.CM.4 A.CM.11 A.CN.1 A.CN.5 A.CN.6 A.CN.7 A.R.1

Page 6 of 15 Applications B. Linear Quadratic Systems 1. Solve Graphically 2. Solve Algebraically C. Exponential Functions 1. Graph Exponentional Functions 2. Exponential Growth and Decay A.R.6 A.R.7 A.G.4 A.G.5 A.G.8 A.G.9 A.G.10 D. Absolute Value Functions 1. Find Vertex 2. Table of Values to Graph Who is Pythagoras and how how do we use his contributions to mathematics in our lives today? 1. Radicals and Right Triangles A. Operations with Radicals 1. Simplify Radicals a. Perfect Square Radicand b. Radicand with Perfect Square Factor (No Variables) 2. Addition and Subtraction of Like and Unlike Radicands 3. Multiplying Radicals (Including Distributive Property) 4. Dividing Radicals B. Quadratic Formula C. Pythagorean Theorem 1. Determine if a Triangle is a Right Triangle 2. Find the Third Side 1A1.identify the largest perfect square factor to simplify radicals 1A2. apply concept of like terms to recognize like radicals and add and subtract them. 1A3,4. apply the rules of radicals to multiply and divide them, writing all answers in simplest form 1B. identify the a,b and c in a quadratic equation and use the rules of radicals to solve quadratic equations with the quadratic formula. 1C1. use the pythagorean theorem to determine if a triangle is a right triangle 1C2. use the pythagorean theorem to find the third side of a righttriangle, given the other two sides 1C3. apply the pythagorean theorem to solve real life problems with right triangles. 1D1. use the mnemonic Soh Cah Toa to help them remember the trig ratios 1D1. calculate the value of sine, cosine, and tangent for a given angle measure 1D2. calculate the value of the inverse of sine, cosine, and tangent for a given ratio 1D3. use the trig ratios to solve for the length of a missing side in a right triangle, given one side and an angle 1D4. use inverse trig ratios to solve for a missing angle in a right triangle, given any two sides 1D5. apply the above skills to solve real life applications involving right triangles 2A. recall and use perimeter formulas to set up and solve problems involving all the listed figures: Triangle, Rectangle, Square, Parallelogram, Rhombus, Trapezoid, Circle, Semi- Circle, Quarter- Circle, Other Regular Polygons, Figures composed of polygons and/or circles or sectors of a circle Tests A.A.42 A.A.43 A.A.44 A.A.45 A.N.2 A.N.3 A.PS.4 A.PS.8 A.CM.1 A.CM.2 A.CM.11 A.CN.2 A.CN.3 A.CN.6 A.R.1 A.R.6 A.R.7 A.R.8 A.G.1

Page 7 of 15 of a Right Triangle, given Two Sides 3. Real Life Applications D. Trigonometric Functions 1. Sine, Cosine, Tangent (SohCahToa) 2. Inverse Trigonometric Functions 3. Solve for a Missing Side, given a Side an Angle 4. Solve for Missing Angle, given Two Sides 5. Real Life Applications 2. Plane and Solid Geometry A. Perimeter - Solve problems that include Algebra to find the perimeter of the following figures: 1. Triangle 2. Rectangle 3. Square 4. Parallelogram 5. Rhombus 6. Trapezoid 7. Circle 8. Semi-Circle 9. Quarter-Circle 10. Other Regular Polygons 11. Figures composed of polygons and/or circles or sectors of a circle

Page 8 of 15 How are numbers related to each other? How is symbolic notation used to represent mathematical concepts? How do games of chance work, and are they worth playing? 1. Plane and Solid Geometry A. Area- Include problems that use Algebra to find the area of the following figures: 1) Triangle 2) Rectangle 3) Square 4) Parallelogram 5) Rhombus 6) Trapezoid 7) Circle 8) Semi-Circle 9) Quarter-Circle 10) Figures composed of polygons and/or circles or sectors of a circle 11) Shaded Regions 2. Set Theory and Probability A. Set Theory (Next Year Include in the Beginning of the Year with Real Numbers) 1. Review Subsets of Real Numbers 2. Set Builder and Interval Notation 3. Roster Notation, Subset, Universal Set, Complement, Null Set, Intersection, Union 1A. recalls and uses area formulas to set up and solve algebra problems involving the following figures: Triangle, Rectangle, Square, Parallelogram, Rhombus, Trapezoid, Circle, Semi- Circle, Quarter-Circle, Figures composed of polygons and/or circles or sectors of a circle, and Shaded Regions 2A1. classify numbers into their given sets 2A1. define and list subsets of real numbers 2A2. write sets using both set builder and interval notation 2A3. recognize symbolic form of, define and list elements for roster notation, subset, universal set, complement, null set, intersection, and union 3A1. define and list a sample space 3A2. calculate simple probability (single event) 3A3. calculate probabilty of "And" (Single Event) 3A4. calculate probabilty of "Or" (Single Event) 3A5. define and calculate the complement of an event 3A6. define and experiment with Emperical Probability 3A7. recognize and describe Impossible Events 3A8. recognize and describe Certain Events 3A9. apply the Fundamental Counting Principle to solve problems 3B1. calculate conditional probability problems with replacement 3B2. calculate conditional probability problems without replacement 3C1. calculate the probabilty of independent and dependent events- "And" 3C2. calculate the probablity of independent and dependent events- "Or" 3C3. calculate the probability of independent and dependent events- Mutually Exclusive 3C4. calculate the probability of independent and dependent events- Not Mutually Exclusive 3D1. recognize the factorial symbol and calculate factorial problems 3D1. use factorials to set up and solve permutation problems 3D2. use the permutation formula to solve problems A.CM.2 A.CM.2 A.R.1 A.R.6 A.R.7 A.R.8 A.N.1 A.N.7 A.N.8 A.A.29 A.A.30 A.A.31 A.G.1 A.G.2 A.S.18 A.S.19 A.S.20 A.S.21 A.S.22 A.S.23 3. Probability A. Simple Probability 1. Sample Space 2. Simple Probability (Single Event) 3. "And" (Single Event) 4. "Or" (Single Event) 5. Complement 6. Emperical Probability 7. Impossible Events 8. Certain Events 9. Fundamental Counting Principle B. Conditional

Page 9 of 15 Probability 1. With Replacement 2. Without Replacement C. Series of Independent and Dependent Events 1. "And" 2. "Or" 3. Mutually Exclusive 4. Not Mutually EXclusive D. Permutations 1. Factorial 2. Formula How can statistics be used to mislead people? How can you determine whether statistical information is biased or not? 1. Statistics A. Categorize Data 1. Qualitative 2. Quantitative 3. Univariate 4. Bivariate B. Measures of Central Tendency 1. Mean, Median, Mode 2. Appropriate Choice of Measure 3. Range 4. Recognize How Linear Transformations of One-Variable Data affect the Data's Mean, Median, Mode, and Range C. Histograms 1. Generate a Frequency Table 2. Construct a Frequaency 1A1,2,3,4. define each and categorize data as: Qualitative, Quantitative, Univariate, Bivariate 1B1. identify and calculate the measures of central tendency; Mean, Median, Mode 1B2. decide which measure of central tendency would be most appropriate for a given set of data 1B3. calculate the range from a given data set 1B4. recognize how linear transformations of One-Variable data affect the data's mean, median, mode, and range 1C1. generate a frequency table from a given set of data 1C2. construct a Frequency Histogram including all appropriate labels 1C3. construct a Cumulative Frequency Histogram 1C4. analyze data and draw conclusions from all forms above 1D1. define percentiles 1D2. calculate the percentile rank of a specific value in a set of data 1D3. define and identify the first, second, and third quartiles 1E1. identify the five number summary (Minimum value, Maximum value, & 3 Quartiles) 1E2. use above information to construct a box - and - whisker plot 1E3. analyze data and draw conclusions based on the box and whisker plot 1F1. evaluate reports for accuracy, appropriateness, experimental design, and soundness of conclusions 1F2. identify sources of bias and it's effect on conclusions Tests Final Exam A.S.1 A.S.2 A.S.3 A.S.4 A.S.5 A.S.6 A.S.9 A.S.10 A.S.11 A.S.15 A.S.16

Page 10 of 15 Histogram 3. Construct a Cumulative Frequency Histogram 4. Analyze Data from all forms above D. Percetiles 1. Definition 2. Percentile Rank of a Specific Value in the Set of Data 3. Find the First, Second, and Third Quartiles E. Box - and - Whisker Plot 1. Five Number Summary (Minimum, Maximum, Quartiles) 2. Construct a Box - and - Whisker Plot 3. Analyze Data from above F. Biased Data 1. Evaluate Reports for Accuracy, Appropriateness, EXperimental Design, and Soundness of Conclusions 2. Sources of Bias and it's Effect Key to Standards used in this Map A.PS.4 [4 occurrences] - MST Standard 3 - Problem Solving Strand - Students will solve problems that arise in mathematics and in other contexts. - Performance Indicator A.PS.4 - use multiple representations to represent and explain problem situations (e.g., verbally, numerically, algebraically, graphically) [Algebra] A.PS.5 [2 occurrences] - MST Standard 3 - Problem Solving Strand - Students will apply and adapt a variety of appropriate strategies to solve problems. - Performance Indicator A.PS.5 - choose an effective approach to solve a problem from a variety of strategies (numeric, graphic, algebraic) [Algebra] A.PS.8 [2 occurrences] - MST Standard 3 - Problem Solving Strand - Students will monitor and reflect on the process of mathematical problem solving. - Performance Indicator A.PS.8 - determine information required to solve a problem, choose methods for obtaining the information, and define parameters for acceptable solutions [Algebra] A.PS.9 [1 occurrence] - MST Standard 3 - Problem Solving Strand - Students will monitor and reflect on the process of mathematical problem solving. - Performance Indicator A.PS.9 - interpret solutions within the given constraints of a problem [Algebra] A.RP.1 [1 occurrence] - MST Standard 3 - Reasoning and Proof Strand - Students will recognize reasoning and proof as fundamental aspects of mathematics. - Performance Indicator A.RP.1 - recognize that mathematical ideas can be supported by a variety of strategies [Algebra] A.RP.3 [1 occurrence] - MST Standard 3 - Reasoning and Proof Strand - Students will make and investigate mathematical conjectures. - Performance Indicator A.RP.3

Page 11 of 15 - recognize when an approximation is more appropriate than an exact answer [Algebra] A.RP.4 [2 occurrences] - MST Standard 3 - Reasoning and Proof Strand - Students will develop and evaluate mathematical arguments and proofs. - Performance Indicator A.RP.4 - develop, verify, and explain an argument, using appropriate mathematical ideas and language [Algebra] A.CM.1 [2 occurrences] - MST Standard 3 - Communication Strand - Students will organize and consolidate their mathematical thinking through communication. - Performance Indicator A.CM.1 - communicate verbally and in writing a correct, complete, coherent, and clear design (outline) and explanation for the steps used in solving a problem [Algebra] A.CM.2 [5 occurrences] - MST Standard 3 - Communication Strand - Students will organize and consolidate their mathematical thinking through communication. - Performance Indicator A.CM.2 - use mathematical representations to communicate with appropriate accuracy, including numerical tables, formulas, functions, equations, charts, graphs, venn diagrams, and other diagrams [Algebra] A.CM.3 [3 occurrences] - MST Standard 3 - Communication Strand - Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. - Performance Indicator A.CM.3 - present organized mathematical ideas with the use of appropriate standard notations, including the use of symbols and other representations when sharing an idea in verbal and written form [Algebra] A.CM.4 [1 occurrence] - MST Standard 3 - Communication Strand - Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. - Performance Indicator A.CM.4 - explain relationships among different representations of a problem [Algebra] A.CM.5 [1 occurrence] - MST Standard 3 - Communication Strand - Students will communicate their mathematical thinking coherently and clearly to peers, teachers, and others. - Performance Indicator A.CM.5 - communicate logical arguments clearly, showing why a result makes sense and why the reasoning is valid [Algebra] A.CM.8 [1 occurrence] - MST Standard 3 - Communication Strand - Students will analyze and evaluate the mathematical thinking and strategies of others. - Performance Indicator A.CM.8 - reflect on strategies of others in relation to one s own strategy [Algebra] A.CM.11 [4 occurrences] - MST Standard 3 - Communication Strand - Students will use the language of mathematics to express mathematical ideas precisely. - Performance Indicator A.CM.11 - represent word problems using standard mathematical notation [Algebra] A.CN.1 [3 occurrences] - MST Standard 3 - Connections Strand - Students will recognize and use connections among mathematical ideas. - Performance Indicator A.CN.1 - understand and make connections among multiple representations of the same mathematical idea [Algebra] A.CN.2 [3 occurrences] - MST Standard 3 - Connections Strand - Students will recognize and use connections among mathematical ideas. - Performance Indicator A.CN.2 - understand the corresponding procedures for similar problems or mathematical concepts [Algebra] A.CN.3 [2 occurrences] - MST Standard 3 - Connections Strand - Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. - Performance Indicator A.CN.3 - model situations mathematically, using representations to draw conclusions and formulate new situations [Algebra] A.CN.4 [1 occurrence] - MST Standard 3 - Connections Strand - Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. - Performance Indicator A.CN.4 - understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics [Algebra] A.CN.5 [1 occurrence] - MST Standard 3 - Connections Strand - Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. - Performance Indicator A.CN.5 - understand how quantitative models connect to various physical models and representations [Algebra] A.CN.6 [6 occurrences] - MST Standard 3 - Connections Strand - Students will recognize and apply mathematics in contexts outside of mathematics. - Performance Indicator A.CN.6 - recognize and apply mathematics to situations in the outside world [Algebra] A.CN.7 [1 occurrence] - MST Standard 3 - Connections Strand - Students will recognize and apply mathematics in contexts outside of mathematics. - Performance Indicator A.CN.7 - recognize and apply mathematical ideas to problem situations that develop outside of mathematics [Algebra] A.R.1 [5 occurrences] - MST Standard 3 - Representation Strand - Students will create and use representations to organize, record, and communicate mathematical ideas. - Performance Indicator A.R.1 - use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts [Algebra] A.R.2 [1 occurrence] - MST Standard 3 - Representation Strand - Students will create and use representations to organize, record, and communicate mathematical ideas. - Performance Indicator A.R.2 - recognize, compare, and use an array of representational forms [Algebra] A.R.6 [3 occurrences] - MST Standard 3 - Representation Strand - Students will use representations to model and interpret physical, social, and mathematical phenomena. - Performance Indicator A.R.6 - use mathematics to show and understand physical phenomena [Algebra] A.R.7 [3 occurrences] - MST Standard 3 - Representation Strand - Students will use representations to model and interpret physical, social, and mathematical phenomena. - Performance Indicator A.R.7 - use mathematics to show and understand social phenomena [Algebra] A.R.8 [2 occurrences] - MST Standard 3 - Representation Strand - Students will use representations to model and interpret physical, social, and mathematical phenomena. - Performance Indicator A.R.8 - use mathematics to show and understand mathematical phenomena [Algebra] A.N.1 [3 occurrences] - MST Standard 3 - Number Sense and Operations Strand - Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. [Number Theory] - Performance Indicator A.N.1 - identify and apply the properties of real numbers (closure, commutative, associative, distributive, identity, inverse) [Algebra]

Page 12 of 15 A.A.3 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.3 - distinguish the difference between an algebraic expression and an algebraic equation [Algebra] A.A.4 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.4 - translate verbal sentences into mathematical equations or inequalities [Algebra] A.A.5 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.5 - write algebraic equations or inequalities that represent a situation [Algebra] A.A.6 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.6 - analyze and solve verbal problems whose solution requires solving a linear equation in one variable or linear inequality in one variable [Algebra] A.A.7 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.7 - analyze and solve verbal problems whose solution requires solving systems of linear equations in two variables [Algebra] A.A.8 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.8 - analyze and solve verbal problems that involve quadratic equations [Algebra] A.A.9 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.9 - analyze and solve verbal problems that involve exponential growth and decay [Algebra] A.A.10 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.10 - solve systems of two linear equations in two variables algebraically (see a.g.7) [Algebra] A.A.11 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will represent and analyze algebraically a wide variety of problem solving situations. [Equations and Inequalities] - Performance Indicator A.A.11 - solve a system of one linear and one quadratic equation in two variables, where only factoring is required [Algebra] A.A.12 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.12 - multiply and divide monomial expressions with a common base, using the properties of exponents [Algebra] A.A.13 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.13 - add, subtract, and multiply monomials and polynomials [Algebra] A.A.15 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.15 - find values of a variable for which an algebraic fraction is undefined. [Algebra] A.A.16 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.16 - simplify fractions with polynomials in the numerator and denominator by factoring both and renaming them to lowest terms [Algebra] A.A.17 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.17 - add or subtract fractional expressions with monomial or like binomial denominators [Algebra] A.A.18 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.18 - multiply and divide algebraic fractions and express the product or quotient in simplest form [Algebra] A.A.19 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.19 - identify and factor the difference of two perfect squares [Algebra] A.A.20 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Variables and Expressions] - Performance Indicator A.A.20 - factor algebraic expressions completely, including trinomials with a lead coefficient of one (after factoring a gcf) [Algebra] A.A.21 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator A.A.21 - determine whether a given value is a solution to a given linear equation in one variable or linear inequality in one variable [Algebra] A.A.23 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator A.A.23 - solve literal equations for a given variable [Algebra] A.A.26 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator A.A.26 - solve algebraic proportions in one variable which result in linear or quadratic equations [Algebra] A.A.27 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator A.A.27 - understand and apply the multiplication property of zero to solve quadratic equations with integral coefficients and integral roots [Algebra] A.A.28 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will perform algebraic procedures accurately. [Equations and Inequalities] - Performance Indicator A.A.28 - understand the difference and connection between roots of a quadratic equation and factors of a quadratic expression [Algebra] A.A.29 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Patterns, Relations and Functions] - Performance Indicator A.A.29 - use set-builder notation and/or interval notation to illustrate the elements of a set, given the elements in roster form [Algebra] A.A.30 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Patterns,

Page 13 of 15 Relations and Functions] - Performance Indicator A.A.30 - find the complement of a subset of a given set, within a given universe [Algebra] A.A.31 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Patterns, Relations and Functions] - Performance Indicator A.A.31 - find the intersection of sets (no more than three sets) and/or union of sets (no more than three sets) [Algebra] A.A.32 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.32 - graph the explain slope as a rate of change between dependent and independent variables [Algebra] A.A.33 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.33 - determine the slope of a line, given the coordinates of two points on the line [Algebra] A.A.34 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.34 - write the equation of a line, given its slope and the coordinates of a point on the line [Algebra] A.A.35 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.35 - write the equation of a line, given the coordinates of two points on the line [Algebra] A.A.36 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.36 - write the equation of a line parallel to the x- or y-axis [Algebra] A.A.37 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.37 - determine the slope of a line, given its equation in any form [Algebra] A.A.38 [2 occurrences] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.38 - determine if two lines are parallel, given their equations in any form [Algebra] A.A.39 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.39 - determine whether a given point is on a line, given the equation of the line [Algebra] A.A.40 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Coordinate Geometry] - Performance Indicator A.A.40 - determine whether a given point is in the solution set of a system of linear inequalities [Algebra] A.G.1 [2 occurrences] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator A.G.1 - find the area and/or perimeter of figures composed of polygons and circles or sectors of a circle [Algebra] A.G.2 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will use visualization and spatial reasoning to analyze characteristics and properties of geometric shapes. [Shapes] - Performance Indicator A.G.2 - use formulas to calculate volume and surface area of rectangular solids and cylinders [Algebra] A.G.3 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.3 - determine when a relation is a function, by examining ordered pairs and inspecting graphs of relations [Algebra] A.G.4 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.4 - identify and graph linear, quadratic (parabolic), absolute value, and exponential functions [Algebra] A.G.5 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.5 - investigate and generalize how changing the coefficients of a function affects its graph [Algebra] A.G.6 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.6 - graph linear inequalities [Algebra] A.G.7 [3 occurrences] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.7 - graph and solve systems of linear equations and inequalities with rational coefficients in two variables (see a.a.10) [Algebra] A.G.8 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.8 - find the roots of a parabolic function graphically [Algebra] A.G.9 [3 occurrences] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.9 - solve systems of linear and quadratic equations graphically [Algebra] A.G.10 [1 occurrence] - MST Standard 3 - Geometry Strand - Students will apply coordinate geometry to analyze problem solving situations. [Coordinate Geometry] - Performance Indicator A.G.10 - determine the vertex and axis of symmetry of a parabola, given its graph (see a.a.41 ) [Algebra] A.M.1 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator A.M.1 - calculate rates using appropriate units [Algebra] A.M.2 [1 occurrence] - MST Standard 3 - Measurement Strand - Students will determine what can be measured and how, using appropriate methods and formulas. [Units of Measurement] - Performance Indicator A.M.2 - solve problems involving conversions within measurement systems, given the relationship between the units [Algebra] A.S.1 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.1 - categorize data as qualitative or quantitative [Algebra] A.S.2 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of

Page 14 of 15 Data] - Performance Indicator A.S.2 - determine whether the data to be analyzed is univariate or bivariate [Algebra] A.S.3 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.3 - determine when collected data or display of data may be biased [Algebra] A.S.4 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.4 - compare and contrast the appropriateness of different measures of central tendency for a given data set [Algebra] A.S.5 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.5 - construct a histogram, cumulative frequency histogram, and a box-and-whisker plot, given a set of data [Algebra] A.S.6 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.6 - understand how the five statistical summary (minimum, maximum, and the three quartiles) is used to construct a box-and-whisker plot [Algebra] A.S.7 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.7 - create a scatter plot of bivariate data [Algebra] A.S.8 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Organization and Display of Data] - Performance Indicator A.S.8 - construct manually a reasonable line of best fit for a scatter plot and determine the equation of that line [Algebra] A.S.9 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Analysis of Data] - Performance Indicator A.S.9 - analyze and interpret a frequency distribution table or histogram, a cumulative frequency distribution table or histogram, or a box-and-whisker plot [Algebra] A.S.10 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Analysis of Data] - Performance Indicator A.S.10 - evaluate published reports and graphs that are based on data by considering: experimental design, appropriateness of the data analysis, and the soundness of the conclusions [Algebra] A.S.11 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Analysis of Data] - Performance Indicator A.S.11 - find the percentile rank of an item in a data set and identify the point values for first, second, and third quartiles [Algebra] A.S.14 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will collect, organize, display, and analyze data. [Analysis of Data] - Performance Indicator A.S.14 - identify variables that might have a correlation but not a causal relationship [Algebra] A.S.15 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will make predictions that are based upon data analysis. [Predictions from Data] - Performance Indicator A.S.15 - identify and describe sources of bias and its effect, drawing conclusions from data [Algebra] A.S.16 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will make predictions that are based upon data analysis. [Predictions from Data] - Performance Indicator A.S.16 - recognize how linear transformations of one-variable data affect the data s mean, median, mode, and range [Algebra] A.S.17 [2 occurrences] - MST Standard 3 - Statistics and Probability Strand - Students will make predictions that are based upon data analysis. [Predictions from Data] - Performance Indicator A.S.17 - use a reasonable line of best fit to make a prediction involving interpolation or extrapolation [Algebra] A.S.18 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.18 - know the definition of conditional probability and use it to solve for probabilities in finite sample spaces [Algebra] A.S.19 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.19 - determine the number of elements in a sample space and the number of favorable events [Algebra] A.S.20 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.20 - calculate the probability of an event and its complement [Algebra] A.S.21 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.21 - determine empirical probabilities based on specific sample data [Algebra] A.S.22 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.22 - determine, based on calculated probability of a set of events, if: some or all are equally likely to occur - one is more likely to occur than another - whether or not an event is certain to happen or not to happen [Algebra] A.S.23 [1 occurrence] - MST Standard 3 - Statistics and Probability Strand - Students will understand and apply concepts of probability. [Probability] - Performance Indicator A.S.23 - calculate the probability of: a series of independent events - two mutually exclusive events - two events that are not mutually exclusive [Algebra] A.A.42 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Trigonometric Functions] - Performance Indicator A.A.42 - find the sine, cosine, and tangent ratios of an angle of a right triangle, given the lengths of the sides [Algebra] A.A.43 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Trigonometric Functions] - Performance Indicator A.A.43 - determine the measure of an angle of a right triangle, given the length of any two sides of the triangle [Algebra] A.A.44 [1 occurrence] - MST Standard 3 - Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. [Trigonometric Functions] - Performance Indicator A.A.44 - find the measure of a side of a right triangle, given an acute angle and the length of another side [Algebra]