Common Core State Standards for Mathematics
Algebra I (V11) - Semester One
Domain: Creating Equations (ACED)
Learning Standard: Create equations that describe numbers or relationships Test Questions
ACED09-12.01 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. 10
ACED09-12.02 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. 31, 35, 36
ACED09-12.04 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. 3, 4, 42
Domain: Reasoning with Equations and Inequalities (AREI)
Learning Standard: Understand solving equations as a process of reasoning and explain the reasoning Test Questions
AREI09-12.01 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. 5, 6, 11
Learning Standard: Solve equations and inequalities in one variable Test Questions
AREI09-12.03 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. 7, 8, 9, 12, 13
Learning Standard: Solve system of equations Test Questions
AREI09-12.06 Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. 55, 56, 57, 58, 59, 60
Learning Standard: Represent and solve equations and inequalities graphically Test Questions
AREI09-12.10 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). 46, 61
AREI09-12.12 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. 45, 62
Domain: Interpreting Functions (FIF)
Learning Standard: Understand the concept of a function and use function notation Test Questions
FIF09-12.01 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, the 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). 14
FIF09-12.02 Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. 17, 19, 20, 22
Learning Standard: Interpret functions that arise in applications in terms of the context Test Questions
FIF09-12.05 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 in engines in a factory, then the positive integers would be an appropriate domain for the function. 18, 21
FIF09-12.06 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. 23, 24, 25
Learning Standard: Analyze functions using different representations Test Questions
FIF09-12.07 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
• Graph linear and quadratic functions and show intercepts, maxima, and minima.
• Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
• Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
29, 30, 32
FIF09-12.09 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 al algebraic expression for another, say which has the larger maximum.
33
Domain: Linear, Quadratic, and Exponential Models (FLE)
Learning Standard: Construct and compare linear, quadratic, and exponential models and solve problems Test Questions
FLE09-12.01 Distinguish between situations that can be modeled with linear functions and with exponential functions.
• Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
• Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
• Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
2
FLE09-12.02 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). 1, 15, 16, 37, 38, 39, 40
Learning Standard: Interpret expressions for functions in terms of the situation they model Test Questions
FLE09-12.05 Interpret the parameters in a linear or exponential function in terms of a context. 34, 41, 43
Domain: Interpreting Categorical and Quantitative Data (SID)
Learning Standard: Summarize, represent, and interpret data on two categorical and quantitative variables Test Questions
SID09-12.06 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
• 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.
• Informally assess the fit of a function by plotting and analyzing residuals.
• Fit a linear function for a scatter plot that suggests a linear association.
47, 48, 49, 50
Learning Standard: Interpret linear models Test Questions
SID09-12.07 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. 26, 27, 28, 44, 51
SID09-12.08 Compute (using technology) and interpret the correlation coefficient of a linear fit. 52, 53
SID09-12.09 Distinguish between correlation and causation. 54

Multiple Choice: 62 points
Free Response: 11 points
Overall: 73 points

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