|Common Core State Standards for Mathematics
Algebra I (V11) - Semester Two
|Domain: Arithmetic with Polynomials and Rational Expressions (AAPR)|
|Learning Standard: Perform arithmetic operations on polynomials||Test Questions|
|AAPR09-12.01 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.||25, 26, 27, 28, 29|
|Domain: Reasoning with Equations and Inequalities (AREI)|
|Learning Standard: Solve equations and inequalities in one variable||Test Questions|
|AREI09-12.04 Solve quadratic equations in one variable.
||32, 33, 34, 35, 36, 37|
|Domain: Seeing Structure in Expressions (ASSE)|
|Learning Standard: Write expressions in equivalent forms to solve problems||Test Questions|
|ASSE09-12.03 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
||30, 31, 41, 47, 48|
|Domain: Building Functions (FBF)|
|Learning Standard: Build new functions from existing functions||Test Questions|
|FBF09-12.03 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), 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.||57, 58, 59, 60, 61, 62, 63|
|Domain: Interpreting Functions (FIF)|
|Learning Standard: Interpret functions that arise in applications in terms of the context||Test Questions|
|FIF09-12.04 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.||38, 49, 50, 55, 64, 65|
|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 n engines in a factory, then the positive integers would be an appropriate domain for the function.||18, 66, 67, 68|
|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.
||39, 40, 42, 44, 52, 56|
|Learning Standard: Analyze functions using different representations||Test Questions|
|FIF09-12.08 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
||16, 43, 46, 53, 54|
|FIF09-12.09 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
|Domain: Linear, Quadratic, & 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.
|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).||17, 21, 22, 23, 71|
|FLE09-12.03 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.||72|
|Domain: The Real Number System (NRN)|
|Learning Standard: Extend the properties of exponents to rational exponents||Test Questions|
|NRN09-12.01 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 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.||8, 9|
|NRN09-12.02 Rewrite expressions involving radicals and rational exponents using the properties of exponents.||6, 7, 10, 11, 12, 13, 14, 15|
|Domain: Interpreting Categorical & Quantitative Data (SID)|
|Learning Standard: Summarize, represent, and interpret data on a single count or measurement variable||Test Questions|
|SID09-12.01 Represent data with plots on the real number line (dot plots, histograms, and box plots).||1|
|SID09-12.02 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.||3, 4|
|SID09-12.03 Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).||2, 5|
|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.
||19, 20, 69, 70|
Total Multiple Choice: 72 points
Free Response: 12 points
Overall: 84 points