Directions This is a STEM Education Course (focusing on Secondary

Directions: This is a STEM Education Course (focusing on
Secondary Math Algebra)
Please review the attachments for benchmarks and content
material.
Assessment Strategies Digital Presentation
Assessments are the products teachers use to determine two key
components of the teaching and learning process: what students
have learned and how effectively the teacher has instructed.
Assessment strategies are an important element of effective
teaching. Moreover, teaching students strategies to be
successful in various assessments increases students’
confidence and in return provides better assessment results.
For this assignment, you will create a 10-12 slide digital
presentation to share with your students at the beginning of the
school year. The presentation should provide students with an
engaging overview of the kinds of assessments they can expect
in the content area, as well as ways to be successful on each
assessment.
Identify the grade level and content area you are focusing on,
and include the following in your presentation:
An overview of formative and summative assessments in your
content area
Description of how you embed engaging learning experiences
into the classroom that provide multiple ways for students to
demonstrate knowledge and skills
Explanation of how content area assessments are aligned with
learning objectives
Explanation of how assessments are administered in an
unbiased, fair manner and account for students’ individual
differences

Description of the format of four content-specific assessments
you will use during the school year (two formative and two
summative)
Study skills, preparation, and execution students should use to
succeed on the assessments
Discussion of how you design instruction to advance individual
learning, address students’ strengths and needs, so all students
in your classroom are successful
A title slide, reference slide, and detailed presenter’s notes
Use language appropriate to your middle or high school
students. Student-friendly language is essential.
Include images, graphics, and examples to enhance the
slideshow’s visual interest.
Support your presentation with at least three scholarly
resources.
While APA style format is not required for the body of this
assignment, solid academic writing is expected, and in-text
citations and references should be presented using
documentation guidelines, which can be found in the APA Style
Guide, located in the Student Success Center.
· Due on 3/10/21 Wednesday @7pm EST
· 250 words minimum
· Minimum of 1 scholarly source and provide web link to
journal or article.
Initial Post Instructions
Select a work of art from any of the chapters in our textbook
and write a response that analyzes the art through the lens of a
descriptive critic, an interpretive critic, and an evaluative critic.
What different things would these critics have to say? Use the
following guidelines:
· Descriptive Critic: Address at least 3 different elements of art
and/or principles of design.

· Interpretive Critic: This will require research so that you can
understand the subject, meaning, and intent of the work.
· Evaluative Critic: Use the standards of perfection, insight, and
inexhaustibility (as described in the text).
From Textbook
Martin, F. D., & Jacobus, L. A. (2018). The humanities through
the arts. New York: McGraw-Hill Education.
The great Japanese artist Hokusai was prominent in the first
half of the nineteenth century in the medium of woodcuts, using
ink for his color. The process is extremely complex, but he
dominated in the Edo period, when many artists produced
brilliantly colored prints that began to be seen in Europe,
especially in France, where the painters found great inspiration
in the brilliance of the work. The Great Wave, his most famous
work (Figure 4-7), is from his project, Thirty-Six Views of
Mount Fuji. Here the mountain is tiny in comparison with the
roiling waves threatening even smaller figures in two boats. The
power of nature is the subject matter, and the respect for nature
may be part of its content.
FIGURE 4-7
Katsushika Hokusai (Japanese, 1760–1849). Under the Wave off
Kanagawa (Kanagawa oki nami ura), also known as The Great
Wave, from the series Thirty-Six Views of Mount Fuji (Fugaku
sanjurokkei). Circa 1830–1832. Polychrome woodblock print;
ink and color on paper; 101?8 × 1415?16 inches (25.7 × 37.9
cm). The Metropolitan Museum of Art, New York, H. O.
Havemeyer Collection, Bequest of Mrs. H. O. Havemeyer, 1929.
Source: Robert Lehman Collection, 1975/The Metropolitan
Museum of Art
Directions: This is a STEM Education Course (focusing on
Secondary Math Algebra)

Please review the attachments for benchmarks and content
material.
Assessment Strategies Digital Presentation
Assessments are the products teachers use to determine two key
components of the teaching and learning process: what students
have learned and how effectively the teacher has instructed.
Assessment strategies are an important element of effective
teaching. Moreover, teaching students strategies to be
successful in various assessments increases students’
confidence and in return provides better assessment results.
For this assignment, you will create a 10-12 slide digital
presentation to share with your students at the beginning of the
school year. The presentation should provide students with an
engaging overview of the kinds of assessments they can expect
in the content area, as well as ways to be successful on each
assessment.
Identify the grade level and content area you are focusing on,
and include the following in your presentation:
An overview of formative and summative assessments in your
content area
Description of how you embed engaging learning experiences
into the classroom that provide multiple ways for students to
demonstrate knowledge and skills
Explanation of how content area assessments are aligned with
learning objectives
Explanation of how assessments are administered in an
unbiased, fair manner and account for students’ individual
differences
Description of the format of four content-specific assessments
you will use during the school year (two formative and two
summative)
Study skills, preparation, and execution students should use to

succeed on the assessments
Discussion of how you design instruction to advance individual
learning, address students’ strengths and needs, so all students
in your classroom are successful
A title slide, reference slide, and detailed presenter’s notes
Use language appropriate to your middle or high school
students. Student-friendly language is essential.
Include images, graphics, and examples to enhance the
slideshow’s visual interest.
Support your presentation with at least three scholarly
resources.
While APA style format is not required for the body of this
assignment, solid academic writing is expected, and in-text
citations and references should be presented using
documentation guidelines, which can be found in the APA Style
Guide, located in the Student Success Center.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
District Pacing Guide
Algebra 1
2020-2021 Course Code:
120031001
Division of Academics – Department of Mathematics Page
1 of 19
Year-at-a-Glance
THIS DOCUMENT IS SUBJECT TO CHANGE

Algebra 1
Course Code: 120031001
Pacing Guide
Algebra 1
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This Page Was
Intentionally
Left Blank
Algebra 1
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1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine
Weeks
~ Introduction to Online Learning

I. Quantities and Modeling
A. Quantitative Reasoning
B. Algebraic Models
STEM Lessons - Model Eliciting Activities
• Looking for the best Employment Option
• CollegeReview.com
• Efficient Storage
II. Understanding Functions
A. Functions and Models
B. Patterns and Sequences
• To The Limit
• My First Credit Card
• Plants vs. Pollutants
• The Friendly Confines or The Nat
III. Linear Functions, Equations,
and Inequalities – Part A
A. Linear Functions

B. Forms of Linear Equations
IV. Linear Functions, Equations,
and Inequalities – Part B
A. Forms of Linear Equations (Cont.)
B. Linear Equations and
Inequalities
• Alternative Fuel Systems
• Preserving Our Marine Ecosystems
• Hybrid-Electric Vehicles vs. Gasoline-
Powered Vehicles
V. Statistical Models
A. Multi-Variable Categorical Data
B. One-Variable Data Distributions
C. Linear Modeling and
Regression
• The Music Is On and Popping! Two-way
Tables
VI. Linear Systems

A. Solving Systems of Linear
Equations
B. Modeling with Linear Systems
• Manufacturing Designer Gear T-Shirts
VII. Exponential Relationships
A. Rational Exponents and
Radicals
B. Geometric Sequences and
Exponential Functions
C. Exponential Equations and
Models
• The Friendly Confines or The Nat - who has
the best ballpark?
VIII. Polynomial Operations
A. Adding and Subtracti ng
Polynomials
B. Multiplying Polynomials
IX. Quadratic Functions
A. Graphing Quadratic Functions

B. Connecting Intercepts, Zeros,
and Factors
C. Graphing Polynomial Functions
X. Quadratic Equations and
Modeling
A. Using Factors to Solve
Quadratic Equations
B. Using Square Roots to Solve
Quadratic Equations
C. Linear, Exponential, and
Quadratic Models
• Ranking Sports Players (Quadratic Equations
Practice)
XI. EOC Review
XII. Functions and Inverses
A. Piecewise-Defined Functions
B. Understanding Inverse
Functions
C. Graphing Square Root
Functions
D. Graphing Cube Root Functions

Total Days Allotted for Instruction,
Testing, and “Catch-up” Days:
T B Dates
Topic ~ 5 2 08/31-09/04
Topic I 12 6 09/08–09/23
Topic II 14 7 09/24-10/14
Topic III 6 3 10/15-10/22
Total 37 18
T B Dates
Topic IV 16 8 10/26-11/18
Topic V 16 8 11/19-12/15
Topic VI 17 8 12/16-01/22
Total
49

24
T B Dates
Topic VII 18 9 01/25-02/18
Topic VIII 9 4 02/23-03/03
Topic IX 16 8 03/04-03/25
Total 43 21
T B Dates
Topic X 14 7 04/05-04/22
Topic XI 6 3 04/23-04/30
Topic XII 27 13 05/03-06/09
Total 47 23
Social Emotional Learning Resources Are Available for All
Topics
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/
74615

40864
49141
74297
76488
37190
74020
https://web.algebranation.com/#/
https://web.algebranation.com/#/
44532
48935
69715
69715
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50149
74602
74020
74020
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74301

Algebra 1
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Year-at-a-Glance
STANDARDS AT A GLANCE
1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine
Weeks
I. Quantities and Modeling
MAFS.912.A-SSE.1.1a
MAFS.912.A-CED.1.1
MAFS.912.A-CED.1.4
MAFS.912.A-REI.1.1
MAFS.912.A-REI.2.3
MAFS.912.N-Q.1.1*
MAFS.912.N-Q.1.2*
MAFS.912.N-Q.1.3*
II. Understanding Functions
MAFS.912.F-BF.1.1a
MAFS.912.F-IF.1.1
MAFS.912.F-IF.1.2

MAFS.912.F-IF.1.3
MAFS.912.F-IF.2.4
MAFS.912.F-IF.2.5
III. Linear Functions, Equations,
and Inequalities – Part A
MAFS.912.F-BF.2.3
MAFS.912.F-LE.1.1a,b
MAFS.912.F-LE.1.2
MAFS.912.F-LE.2.5
MAFS.912.F-IF.2.6
MAFS.912.F-IF.3.7a
MAFS.912.F-IF.3.9
MAFS.912.A-CED.1.2
MAFS.912.A-REI.4.10
*Assessed throughout
IV. Linear Functions, Equations,
and Inequalities – Part B
MAFS.912.A-CED.1.3
MAFS.912.A-REI.4.11
MAFS.912.A-REI.4.12
MAFS.912.S-ID.3.7
V. Statistical Models
MAFS.912.S-ID.1.1
MAFS.912.S-ID.1.2
MAFS.912.S-ID.1.3
MAFS.912.S-ID.2.5
MAFS.912.S-ID.2.6
MAFS.912.S-ID.3.8

MAFS.912.S-ID.3.9
VI. Linear Systems
MAFS.912.A-CED.1.3
MAFS.912.A-REI.3.5
MAFS.912.A-REI.3.6
MAFS.912.A-REI.4.12
VII. Exponential Relationships
MAFS.912.N-RN.1.1
MAFS.912.N-RN.1.2
MAFS.912.N-RN.2.3
MAFS.912.F-BF.1.1a
MAFS.912.F-BF.2.3
MAFS.912.F-LE.1.1a,b,c
MAFS.912.F-LE.1.2
MAFS.912.F-LE.1.3
MAFS.912.F-LE.2.5
MAFS.912.F-IF.3.7e
MAFS.912.F-IF.3.8b
MAFS.912.A-CED.1.1
MAFS.912.A-SSE.2.3c
MAFS.912.S-ID.2.6
VIII. Polynomial Operations
MAFS.912.A-SSE.1.1b
MAFS.912.A-SSE.1.2
MAFS.912.A-APR.1.1
IX. Quadratic Functions
MAFS.912.F-BF.2.3

MAFS.912.F-IF.2.4
MAFS.912.F-IF.3.7a
MAFS.912.F-IF.3.8a
MAFS.912.A-APR.2.3
MAFS.912.A-REI.2.4
X. Quadratic Equations and
Modeling
MAFS.912.A-CED.1.2
MAFS.912.A-SSE.1.2
MAFS.912.A-SSE.2.3a
MAFS.912.A-REI.2.4a
MAFS.912.A-REI.2.4b
MAFS.912.F-LE.1.1b
XI. EOC REVIEW
XII. Functions and Inverses
MAFS.912.A-REI.2.3
MAFS.912.F-IF.3.7b
MAFS.912.F-IF.3.7c
MAFS.912.F-BF.2.4
T B Dates
Topic ~ 5 2 08/31-09/04

Topic I 12 6 09/08–09/23
Topic II 14 7 09/24-10/14
Topic III 6 3 10/15-10/22
Total 37 18
T B Dates
Topic IV 16 8 10/26-11/18
Topic V 16 8 11/19-12/15
Topic VI 17 8 12/16-01/22
Total
49
24
T B Dates

Topic VII 18 9 01/25-02/18
Topic VIII 9 4 02/23-03/03
Topic IX 16 8 03/04-03/25
Total 43 21
T B Dates
Topic X 14 7 04/05-04/22
Topic XI 6 3 04/23-04/30
Topic XII 27 13 05/03-06/09
Total 47 23
Algebra 1
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Algebra 1 Core – H.M.H. Resources
Algebra 1 Intensive Math – H.M.H. Resources
Unit Resources Unit Resources
Unit Tests – A, B, and C Math in Careers Video
Performance Assessment Assessment Readiness (Mixed
Review)
Module Resources Module Resources
Module Test B Module Test Modified
Common Core Assessment Readiness
RTI Tier 2 – Strategic Intervention
Advanced Learners – Challenge Worksheets Skills Module
Pre-Test, Skills and RTI Post Test, Skills Worksheets
RTI Tier 3 – Intensive Intervention Worksheets
Lesson Resources Lesson Resources
Lessons – Work text/Interactive Student Edition Practice and
Problem Solving: D (modified)
Practice and Problem Solving: A/B

RTI Tier 1 – Lesson Intervention Worksheets
Advanced Learners - Practice and Problem Solving: C Reteach
Reading Strategies AND Success for English Learners
PMT Preferences
Auto-assign for intervention and enrichment: NO
PMT Preferences
Auto-assign for intervention and enrichment: YES
Test and Quizzes Daily Intervention
Homework Standard-Based Intervention
Course Intervention

Algebra 1
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Technology Integration: The SAMR Model
Video Link: Introduction to the SAMR Model
Link: Other Examples of Transformed Lessons/Tasks
Stages of the SAMR Model:

Examples of Tasks at each Stage:
https://youtu.be/9aJsmWzCRaw
https://www.dropbox.com/s/t915wmn1nwvd5y2/SAMR%20Tran
sformed%20Lesson%20Examples-2.pdf?dl=0
Algebra 1
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Year-at-a-Glance
YEAR AT A GLANCE ACADEMIC SUPPORT
REPORTING CATEGORY: ALGEBRA AND MODELING % of
Test: 41% 2019 Average % Correct: 42%
Standards
Previous Grade
Standards
Algebra I
Topic(s)

Algebra II
Standard
MAFS.912.A-APR.1.1
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.
MAFS.6.EE.1.3
MAFS.6.EE.1.4
MAFS.7.EE.1.1
MAFS.8.EE.1.1
Topic IX X
MAFS.912.A-CED.1.1
Create equations and inequalities in one variable and use them
to solve problems. Include equations arising from linear and
quadratic functions, and simple rational, absolute, and
exponential functions.★
MAFS.7.EE.2.4
MAFS.8.EE.3.7
Topic I
Topic VIII
X
MAFS.912.A-REI.2.3
Solve linear equations and inequalities in one variable,

including equations with coefficients represented by letters.
MAFS.7.EE.2.4
MAFS.8.EE.3.7
Topic I
X
MAFS.912.A-CED.1.4
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. ★
MAFS.912.A-CED.1.2
Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate
axes with
labels and scales. ★
MAFS.8.EE.3.8
MAFS.8.F.1.3
MAFS.8.F.2.4
Topic III
Topic XII
X
MAFS.912.A-REI.3.5
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.

MAFS.8.EE.3.8
Topic VI
MAFS.912.A-REI.3.6
Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two
variables.
MAFS.8.EE.3.8 X
MAFS.912.A-REI.4.12
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.
MAFS.912.A-CED.1.3
Represent constraints by equations or inequalities, and by
systems of equations and/or inequalities, and interpret solutions
as
viable or non-viable options in a modeling context. For
example, represent inequalities describing nutritional and cost
constraints
on combinations of different foods. ★
Topic VI X
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Algebra 1
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Year-at-a-Glance

Standards
Previous Grade
Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.A-REI.1.1
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.
MAFS.7.EE.2.4
MAFS.8.EE.3.7 Topic I X
MAFS.912.A-REI.2.4
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 x² = 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.
MAFS.7.EE.1.1
MAFS.8.EE.1.2
Topic X
Topic Xi
X
MAFS.912.A-REI.4.11
Explain why the x-coordinates of the points where the graphs of
the equations � = �(�) and � = �(�) intersect are the
solutions
of the equation �(�) = �(�); find the solutions
approximately, e.g., using technology to graph the functions,
make tables of
values, or find successive approximations. Include cases where
�(�) and/or �(�) are linear, polynomial, rational, absolute
value,
exponential, and logarithmic functions. ★
MAFS.8.EE.3.8 Topic III X
MAFS.912.A-REI.4.10
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).
MAFS.8.EE.2.5 Topic IV
MAFS.912.A-SSE.2.3
Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the

expression. ★
a. Factor a quadratic expression to reveal the zeros of the
function it defines.
b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for
exponential functions. For example the expression can be
rewritten as (1.15
1
12)
12�
≈ 1.01212� to reveal the approximate equivalent monthly
interest rate if the annual rate is 15%.
MAFS.6.EE.1.3
MAFS.7.EE.1.1
MAFS.8.EE.1.1
Topic VIII
Topic XI
Topic XII
X
MAFS. 912.A-SSE.1.1
Interpret expressions that represent a quantity in terms of its
context. ★
a. Interpret parts of an expression, such as terms, factors, and
coefficients.

b. Interpret complicated expressions by viewing one or more of
their parts as a single entity. For example, interpret as the
product of P and a factor not depending on P.
MAFS.6.EE.1.2
MAFS.7.EE.1.2
Topic I
Topic IX
X
Algebra 1

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Year-at-a-Glance
Standards
Previous Grade
Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.A-SSE.1.2
Use the structure of an expression to identify ways to rewrite it.
For example, see �4 − � 4, as (�2)2– (�2)2 thus recognizing
it
as a difference of squares that can be factored as ( �² – �²)(�²
+ �²).
MAFS.6.EE.1.3
MAFS.7.EE.1.1
Topic IX

Topic XI
Topic XII
X
REPORTING CATEGORY: FUNCTIONS AND MODELING %
of Test: 40% 2019 Average % Correct: 35%
Standards
Previous Grade
Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.F-BF.2.3
Identify the effect on the graph of replacing �(�) �� (�) +
�, � �(�), �(��), �� (� + �) for specific values of �
(both positive
and negative); find the value of � 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.
Topic III
Topic VIII
Topic X

X
MAFS.912.F-IF.1.2
Use function notation, evaluate functions for inputs in their
domains, and interpret statements that use function notation in
terms of
a context.
MAFS.6.EE.1.2c
Topic II MAFS.912.F-IF.1.1
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 � is a function and
� is an element of its domain, then �(�) denotes the output of
� corresponding to the input �. The graph of � is the graph of
the equation � = �(�).
MAFS.8.F.1.1
MAFS.8.F.1.2
MAFS.8.F.1.3
MAFS.912.F-IF.2.5
Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes. For
example, if
the function ℎ (�) gives the number of person-hours it takes to
assemble engines in a factory, then the positive integers would
be an appropriate domain for the function. ★
Topic II
Topic VIII
X

MAFS.912.F-IF.2.4
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. ★
MAFS.8.F.2.5 Topic II
Topic X
X

Algebra 1
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Year-at-a-Glance
Standards
Previous Grade
Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.F-IF.3.9
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 an algebraic expression for another, say
which has the larger maximum.
Topic III X
MAFS.912.F-IF.2.6

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. ★
MAFS.8.F.2.4 Topic III X
MAFS.912.S-ID.3.7
Interpret the slope (rate of change) and the intercept (constant
term) of a linear model in the context of the data. ★
MAFS.8.SP.1.3 Topic IV
MAFS.912.F-IF.3.8
Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of
the function.
a. Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and
symmetry of the graph, and interpret these in terms of a context.
b. Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of
change in functions such as � = (1.02)� , � = (0.97)� , � =
(1.01)12� , � = (0.97)
�
10, and classify them as representing
exponential growth or decay.
Topic VIII
Topic X
X

MAFS.912.A-APR.2.3
Identify zeros of polynomials when suitable factorizations are
available, and use the zeros to construct a rough graph of the
function defined by the polynomial.
MAFS.7.EE.1.1 Topic X X
MAFS. 912.F-IF.3.7
Graph functions expressed symbolically and show key features
of the graph, by hand in simple cases and using technology
for more complicated cases. ★
a. Graph linear and quadratic functions and show intercepts,
maxima, and minima.
b. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes
when suitable factorizations are available, and showing end
behavior. (Algebra II)
e. Graph exponential and logarithmic functio ns, showing
intercepts and end behavior, and trigonometric functions,
showing
period, midline, and amplitude, and using phase shift.
MAFS.8.EE.2.5
MAFS.8.F.1.3
Topic III
Topic VIII
Topic X

X
http://www.cpalms.org/Public/PreviewStandard/Preview /5578
Algebra 1
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Year-at-a-Glance
Standards
Previous Grade

Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.F-LE.1.1
Distinguish between situations that can be modeled with linear
functions and with exponential functions. ★
a. Prove that linear functions grow by equal differences over
equal intervals, and that exponential functions grow by equal
factors over equal intervals.
b. Recognize situations in which one quantity changes at a
constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by
a constant percent rate per unit interval relative to another.
MAFS.8.F.1.3
MAFS.8.F.2.4
Topic III
Topic VIII
Topic XII
MAFS.912.F-LE.2.5
Interpret the parameters in a linear or exponential function in
terms of a context. ★
Topic III
Topic VIII

X
MAFS.912.F-LE.1.2
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).★
MAFS.8.F.2.4
Topic III
Topic VIII
MAFS.912.F-BF.1.1
Write a function that describes a relationship between two
quantities. ★
a. Determine an explicit expression, a recursive process, or
steps for calculation from a context.
b. Combine standard function types using arithmetic operations.
For example, build a function that models the temperature
of a cooling body by adding a constant function to a decaying
exponential, and relate these functions to the model.
c. Compose functions. For example, if �(�) is the temperature
in the atmosphere as a function of height, and ℎ (�) is the
height of a weather balloon as a function of time, then �(ℎ (�))
is the temperature at the location of the weather balloon as
a function of time.
MAFS.8.F.2.4
Topic II

Topic VIII
X
MAFS. 912.F-IF.1.3
Recognize that sequences are functions, sometimes defined
recursively, whose domain is a subset of the integers. For
example, the Fibonacci sequence is defined recursively by �(0)
= �(1) = 1, �(� + 1) = �(�) + �(� − 1) for � ≥ 1.
Topic II
MAFS.912.F-LE.1.3
Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial function. ★
Topic VIII

Algebra 1
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Year-at-a-Glance
REPORTING CATEGORY: STATISTICS AND THE NUMBER
SYSTEM % of Test: 19% 2019 Average % Correct: 33%
Standards
Previous Grade
Standards
Algebra I
Topic(s)
Algebra II
Standard
MAFS.912.N-RN.1.2
Rewrite expressions involving radicals and rational exponents
using the properties of exponents.
Topic VII
X
MAFS.912.N-RN.2.3
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.
MAFS.8.NS.1.1
MAFS.912.N-RN.1.1
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 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.
MAFS.8.EE.1.1
MAFS.8.EE.1.2
X
MAFS.912.S-ID.1.1
Represent data with plots on the real number line (dot plots,
histograms, and box plots). ★ MAFS.6.SP.2.4 Topic V
MAFS.912.S-ID.1.2
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. ★
MAFS.6.SP.1.2
MAFS.6.SP.2.5
Topic V
MAFS.912.S-ID.1.3
Interpret differences in shape, center, and spread in the context
of the data sets, accounting for possible effects of extreme
data points (outliers). ★
MAFS.6.SP.2.5
MAFS.912.S-ID.2.5
Summarize categorical data for two categories in two-way

frequency tables. Interpret relative frequencies in the context of
the data
(including joint, marginal, and conditional relative frequencies).
Recognize possible associations and trends in the data. ★
MAFS.8.SP.1.4 Topic V
MAFS.912.S-ID.2.6
Represent data on two quantitative variables on a scatter plot,
and describe how the variables are related. ★
a. 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,
and exponential models.
b. Informally assess the fit of a function by plotting and
analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear
association.
MAFS.8.SP.1.1
MAFS.8.SP.1.2
MAFS.8.SP.1.3
Topic V
MAFS.912.S-ID.3.8
Compute (using technology) and interpret the correlation
coefficient of a linear fit. ★

MAFS.912.S-ID.3.9
Distinguish between correlation and causation. ★
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Algebra 1
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Year-at-a-Glance
CAN DO Descriptors: Grade Level Cluster 9-12
Level 1 Entering Level 2 Emerging Level 3 Developing Level 4
Expanding Level 5 Bridging
L
IS
T
E
N
IN
G
• Point to or show basic parts,
components, features,
characteristics, and properties of
objects, organisms, or persons
named orally
• Match everyday oral information to
pictures, diagrams, or photographs
• Group visuals by common traits
named orally (e.g., “These are
polygons.”)

• Identify resources, places, products,
figures from oral statements, and
visuals
• Match or classify oral descriptions
to real-life experiences or
visually- represented, content-
related examples
• Sort oral language statements
according to time frames
• Sequence visuals according to
oral directions
• Evaluate information in social and
academic conversations
• Distinguish main ideas from
supporting points in oral, content-
related discourse
• Use learning strategies described
orally
• Categorize content-based examples
described orally
• Distinguish between multiple
meanings of oral words or phrases
in social and academic contexts
• Analyze content-related tasks or
assignments based on oral
discourse

• Categorize examples of genres
read aloud
• Compare traits based on visuals
and oral descriptions using
specific and some technical
language
• Interpret cause and effect
scenarios from oral discourse
• Make inferences from oral
discourse containing satire,
sarcasm, or humor
• Identify and react to subtle
differences in speech and register
(e.g., hyperbole, satire, comedy)
• Evaluate intent of speech and act
accordingly
S
P
E
A
K
IN
G
• Answer yes/no or choice questions
within context of lessons or personal

experiences
• Provide identifying information about
self
• Name everyday objects and pre-
taught vocabulary
• Repeat words, short phrases,
memorized chunks of language
• Describe persons, places, events,
or objects
• Ask WH- questions to clarify
meaning
• Give features of content- based
material (e.g., time periods)
• Characterize issues, situations,
regions shown in illustrations
• Suggest ways to resolve issues or
pose solutions
• Compare/contrast features, traits,
characteristics using general and
some specific language
• Sequence processes, cycles,
procedures, or events
• Conduct interviews or gather
information through oral interaction

• Estimate, make predictions or pose
hypotheses from models
• Take a stance and use evidence
to defend it
• Explain content-related issues and
concepts
• Compare and contrast points of
view
• Analyze and share pros and cons
of choices
• Use and respond to gossip, slang,
and idiomatic expressions
• Use speaking strategies (e.g.,
circumlocution)
• Give multimedia oral presentations
on grade-level material
• Engage in debates on content-
related issues using technical
language
• Explain metacognitive strategies
for solving problems (e.g., “Tell me
how you know it.”)
• Negotiate meaning in pairs or
group discussions
R

E
A
D
IN
G
• Match visual representations to
words/phrases
• Read everyday signs, symbols,
schedules, and school-related
words/phrases
• Respond to WH- questions related to
illustrated text
• Use references (e.g., picture
dictionaries, bilingual glossaries,
technology)
• Match data or information with its
source or genre
• Classify or organize information
presented in visuals or graphs
• Follow multi-step instructions
supported by visuals or data
• Match sentence-level descriptions
to visual representations
• Compare content-related features

in visuals and graphics
• Locate main ideas in a series of
related sentences
• Apply multiple meanings of
words/phrases to social and
academic contexts
• Identify topic sentences or main
ideas and details in paragraphs
• Answer questions about explicit
information in texts
• Differentiate between fact and
opinion in text
• Order paragraphs or sequence
information within paragraphs
• Compare/contrast authors’ points
of view, characters, information, or
events
• Interpret visually- or graphically-
supported information
• Infer meaning from text
• Match cause to effect
• Evaluate usefulness of data or
information supported visually or
graphically

• Interpret grade-level literature
• Synthesize grade-level expository
text
• Draw conclusions from different
sources of informational text
• Infer significance of data or
information in grade-level material
• Identify evidence of bias and
credibility of source
Algebra 1
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Year-at-a-Glance
W
R
IT
IN
G

• Label content-related diagrams,
pictures from word/phrase banks
• Provide personal information on
forms read orally
• Produce short answer responses to
oral questions with visual support
• Supply missing words in short
sentences
• Make content-related lists of
words, phrases, or expressions
• Take notes using graphic
organizers or models
• Formulate yes/no, choice and
WH- questions from models
• Correspond for social purposes
(e.g., memos, e-mails, notes)
• Complete reports from templates
• Compose short narrative and
expository pieces
• Outline ideas and details using
graphic organizers
• Compare and reflect on
performance against criteria (e.g.,

rubrics)
• Summarize content-related notes
from lectures or text
• Revise work based on narrative or
oral feedback
• Compose narrative and expository
text for a variety of purposes
• Justify or defend ideas and
opinions
• Produce content-related reports
• Produce research reports from
multiple sources
• Create original pieces that
represent the use of a variety of
genres and discourses
• Critique, peer-edit and make
recommendations on others’
writing from rubrics
• Explain, with details, phenomena,
processes, procedures
Mathematical Practices
MAFS.K12.MP.1.1 Make sense of problems and persevere in
solving them.

Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry
points to its solution. They analyze
givens, constraints, relationships, and goals. They make
conjectures about the form and meaning of the solution and plan
a solution pathway rather than
simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms of
the original problem in order to gain
insight into its solution. They monitor and evaluate their
progress and change course if necessary. Older students might,
depending on the context of the
problem, transform algebraic expressions or change the viewing
window on their graphing calculator to get the information they
need. Mathematically
proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and
relationships, graph data, and search for regularity or trends.
Younger students might rely on using concrete objects or
pictures to help conceptualize and
solve a problem. Mathematically proficient students check their
answers to problems using a different method, and they
continually ask themselves, “Does
this make sense?” They can understand the approaches of others
to solving complex problems and identify correspondences
between different
approaches.
Context Complexity: Level 3: Strategic Thinking & Complex
Reasoning
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and
their relationships in problem situations. They bring two

complementary abilities to bear on
problems involving quantitative relationships: the ability to
decontextualize—to abstract a given situation and represent it
symbolically and manipulate the
representing symbols as if they have a life of their own, without
necessarily attending to their referents—and the ability to
contextualize, to pause as
needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning
entails habits of creating a
coherent representation of the problem at hand; considering the
units involved; attending to the meaning of quantities, not just
how to compute them; and
knowing and flexibly using different properties of operations
and objects.
Reasoning
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Year-at-a-Glance

MAFS.K12.MP.3.1 Construct viable arguments and critique the
reasoning of others.
Mathematically proficient students understand and use stated
assumptions, definitions, and previously established results in
constructing arguments. They
make conjectures and build a logical progression of statements
to explore the truth of their conjectures. They are able to
analyze situations by breaking
them into cases, and can recognize and use counterexamples.
They justify their conclusions, communicate them to others, and
respond to the arguments
of others. They reason inductively about data, making plausible
arguments that take into account the context from which the
data arose. Mathematically
proficient students are also able to compare the effectiveness of
two plausible arguments, distinguish correct logic or reasoning
from that which is flawed,
and—if there is a flaw in an argument—explain what it is.
Elementary students can construct arguments using concrete
referents such as objects,
drawings, diagrams, and actions. Such argume nts can make
sense and be correct, even though they are not generalized or
made formal until later grades.
Later, students learn to determine domains to which an
argument applies. Students at all grades can listen or read the
arguments of others, decide
whether they make sense, and ask useful questions to clarify or
improve the arguments.
Reasoning

MAFS.K12.MP.4.1 Model with mathematics.
Mathematically proficient students can apply the mathematics
they know to solve problems arising in everyday life, society,
and the workplace. In early
grades, this might be as simple as writing an addition equation
to describe a situation. In middle grades, a student might apply
proportional reasoning to
plan a school event or analyze a problem in the community. By
high school, a student might use geometry to solve a design
problem or use a function to
describe how one quantity of interest depends on another.
Mathematically proficient students who can apply what they
know are comfortable making
assumptions and approximations to simplify a complicated
situation, realizing that these may need revision later. They are
able to identify important
quantities in a practical situation and map their relationships
using such tools as diagrams, two-way tables, graphs,
flowcharts and formulas. They can
analyze those relationships mathematically to draw conclusions.
They routinely interpret their mathematical results in the
context of the situation and reflect
on whether the results make sense, possibly improving the
model if it has not served its purpose.
Reasoning
MAFS.K12.MP.5.1 Use appropriate tools strategically.
Mathematically proficient students consider the available tools
when solving a mathematical problem. These tools might
include pencil and paper, concrete
models, a ruler, a protractor, a calculator, a spreadsheet, a

computer algebra system, a statistical package, or dynamic
geometry software. Proficient
students are sufficiently familiar with tools appropriate for their
grade or course to make sound decisions about when each of
these tools might be helpful,
recognizing both the insight to be gained and their limitations.
For example, mathematically proficient high school students
analyze graphs of functions and
solutions generated using a graphing calculator. They detect
possible errors by strategically using estimation and other
mathematical knowledge. When
making mathematical models, they know that technology can
enable them to visualize the results of varying assumptions,
explore consequences, and
compare predictions with data. Mathematically proficient
students at various grade levels are able to identify relevant
external mathematical resources,
such as digital content located on a website, and use them to
pose or solve problems. They are able to use technological tools
to explore and deepen their
understanding of concepts.
Context Complexity: Level 2: Basic Application of Skills &
Concepts
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MAFS.K12.MP.6.1 Attend to precision.
Mathematically proficient students try to communicate precisely
to others. They try to use clear definitions in discussion with
others and in their own
reasoning. They state the meaning of the symbols they choose,
including using the equal sign consistently and appropriately.
They are careful about
specifying units of measure, and labeling axes to clarify the
correspondence with quantities in a problem. They calculate
accurately and efficiently, express
numerical answers with a degree of precision appropriate for the
problem context. In the elementary grades, students give
carefully formulated
explanations to each other. By the time they reach high school
they have learned to examine claims and make explicit use of
definitions.
Reasoning
MAFS.K12.MP.7.1 Look for and make use of structure.
Mathematically proficient students look closely to discern a

pattern or structure. Young students, for example, might notice
that three and seven more is the
same amount as seven and three more, or they may sort a
collection of shapes according to how many sides the shapes
have. Later, students will see 7 ×
8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for
learning about the distributive property. In the expression x² +
9x + 14, older students can
see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the
significance of an existing line in a geometric figure and can
use the strategy of drawing an
auxiliary line for solving problems. They also can step back for
an overview and shift perspective. They can see complicated
things, such as some
algebraic expressions, as single objects or as being composed of
several objects. For example, they can see 5 – 3(x – y)² as 5
minus a positive number
times a square and use that to realize that its value cannot be
more than 5 for any real numbers x and y.
Concepts
MAFS.K12.MP.8.1 Look for and express regularity in repeated
reasoning.
Mathematically proficient students notice if calculations are
repeated, and look both for general methods and for shortcuts.
Upper elementary students
might notice when dividing 25 by 11 that they are repeating the
same calculations over and over again, and conclude they have a
repeating decimal. By
paying attention to the calculation of slope as they repeatedly
check whether points are on the line through (1, 2) with slope 3,
middle school students
might abstract the equation (y – 2)/(x – 1) = 3. Noticing the

regularity in the way terms cancel when expanding (x – 1)(x +
1), (x – 1)(x² + x + 1), and (x –
1)(x³ + x² + x + 1) might lead them to the general formula for
the sum of a geometric series. As they work to solve a problem,
mathematically proficient
students maintain oversight of the process, while attending to
the details. They continually evaluate the reasonableness of
their intermediate results.
Reasoning
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Algebra 1
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Literacy Standards
LAFS.910.RST.1.3 Follow precisely a complex multistep
procedure when carrying out experiments, taking measurements,
or performing technical tasks, attending to special
cases or exceptions defined in the text.
Concepts
LAFS.910.RST.2.4 Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
Concepts
LAFS.910.RST.3.7 Translate quantitative or technical
information expressed in words in a text into visual form (e.g.,
a table or chart) and translate information expressed
visually or mathematically (e.g., in an equation) into words.
Concepts
LAFS.1112.WHST.1.1 Write arguments focused on discipline-
specific content.
a. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and
create an organization that logically sequences the claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly,
supplying the most relevant data and evidence for each while

pointing out the strengths
and limitations of both claim(s) and counterclaims in a
discipline-appropriate form that anticipates the audience’s
knowledge level, concerns,
values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to
link the major sections of the text, create cohesion, and clarify
the relationships
between claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline
in which they are writing.
e. Provide a concluding statement or section that follows from
or supports the argument presented.
Context Complexity: Level 4: Extended Thinking &Complex
Reasoning
LAFS.1112.WHST.1.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which
precedes it to create a
unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete
details, quotations, or other

information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the
major sections of the text, create cohesion, and clarify the
relationships among complex
ideas and concepts.
d. Use precise language, domain-specific vocabulary and
techniques such as metaphor, simile, and analogy to manage the
complexity of the topic;
convey a knowledgeable stance in a style that responds to the
discipline and context as well as to the expertise of likely
readers.
e. Provide a concluding statement or section that follows from
and supports the information or explanation provided (e.g.,
articulating implications or
the significance of the topic).
Context Complexity: Level 4: Extended Thinking &Complex
Reasoning
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Literacy Standards
LAFS.1112.WHST.2.4 Produce clear and coherent writing in
which the development, organization, and style are appropriate
to task, purpose, and audience.
Reasoning
LAFS.1112.WHST.3.9 Draw evidence from informational texts
to support analysis, reflection, and research.
Reasoning
LAFS.910.RST.2.4 Determine the meaning of symbols, key
terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context
relevant to grades 9–10 texts and topics.
Concepts

LAFS.910.SL.1.1 Initiate and participate effectively in a range
of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched
material under study; explicitly draw on that preparation by
referring to evidence from
texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key
issues, presentation of
alternate views), clear goals and deadlines, and individual roles
as needed.
c. Propel conversations by posing and responding to questions
that relate the current discussion to broader themes or larger
ideas; actively
incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize
points of agreement and disagreement, and, when warranted,
qualify or justify their own
views and understanding and make new connections in light of
the evidence and reasoning presented.
Reasoning
LAFS.910.SL.1.2 Integrate multiple sources of information
presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and

accuracy of each source.
Reasoning
LAFS.910.SL.1.3 Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted
evidence.
Reasoning
LAFS.910.SL.2.4 Present information, findings, and supporting
evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the
organization, development, substance, and style are appropriate
to purpose, audience, and task.
Reasoning
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This Page Was
Intentionally
Left Blank
Mathematics Common Core (MACC) is now Mathematics
Florida Standards (MAFS)
Next Generation Sunshine State Standards (NGSSS) for
Mathematics (MA) is now Mathematics Florida Standards
(MAFS)

Amended Standard New
Standard Deleted Standard
GRADE: 912
Domain: NUMBER & QUANTITY: THE REAL NUMBER
SYSTEM
Cluster 1: Extend the properties of exponents to rational
exponents.
Algebra 2 - Major Cluster
Don’t … Sort clusters from Major to Supporting, and then teach
them in that order. To do so
would strip the coherence of the mathematical ideas and miss
the opportunity to enhance the
major work of the grade with the supporting clusters.
STANDARD CODE STANDARD
MAFS.912.N-RN.1.1 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 to be the
cube root of 5
because we want = to hold, so must equal 5.
Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts
MAFS.912.N-RN.1.2 Rewrite expressions involving radicals

and rational exponents using the properties of
exponents.
Cognitive Complexity: Level 1: Recall
Cluster 2: Use properties of rational and irrational numbers.
Algebra 1 - Additional Cluster
MAFS.912.N-RN.2.3 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.
Concepts
Domain: NUMBER & QUANTITY: QUANTITIES
Cluster 1: Reason quantitatively and use units to solve
problems.
Algebra 1 - Supporting Cluster

(MAFS)
MAFS.912.N-Q.1.1 Use units as a way to understand problems
and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas;
choose and interpret the
scale and the origin in graphs and data displays.
Concepts
MAFS.912.N-Q.1.2 Define appropriate quantities for the
purpose of descriptive modeling.

Concepts
MAFS.912.N-Q.1.3 Choose a level of accuracy appropriate to
limitations on measurement when reporting
quantities.
Concepts
Domain: NUMBER & QUANTITY: THE COMPLEX NUMBER
SYSTEM
Cluster 1: Perform arithmetic operations with complex numbers.
MAFS.912.N-CN.1.1 Know there is a complex number i such
that i² = –1, and every complex number has the
form a + bi with a and b real.
MAFS.912.N-CN.1.2 Use the relation i² = –1 and the
commutative, associative, and distributive properties to

add, subtract, and multiply complex numbers.
MAFS.912.N-CN.1.3 Find the conjugate of a complex number;
use conjugates to find moduli and quotients of
complex numbers.
Cluster 2: Represent complex numbers and their operations on
the complex plane.
MAFS.912.N-CN.2.4 Represent complex numbers on the
complex plane in rectangular and polar form
(including real and imaginary numbers), and explain why the
rectangular and polar
forms of a given complex number represent the same number.
Concepts
MAFS.912.N-CN.2.5 Represent addition, subtraction,
multiplication, and conjugation of complex numbers
geometrically on the complex plane; use properties of this
representation for
computation. For example, (–1 + √3 i)³ = 8 because (–1 + √3 i)
has modulus 2 and

(MAFS)
argument 120°.
Concepts
MAFS.912.N-CN.2.6 Calculate the distance between numbers in
the complex plane as the modulus of the
difference, and the midpoint of a segment as the average of the
numbers at its
endpoints.
Cluster 3: Use complex numbers in polynomial identities and
equations.

MAFS.912.N-CN.3.7 Solve quadratic equations with real
coefficients that have complex solutions.
MAFS.912.N-CN.3.8 Extend polynomial identities to the
complex numbers. For example, rewrite x² + 4 as (x
+ 2i)(x – 2i).
MAFS.912.N-CN.3.9 Know the Fundamental Theorem of
Algebra; show that it is true for quadratic
polynomials.
Domain: NUMBER & QUANTITY: VECTOR & MATRIX
QUANTITIES
Cluster 1: Represent and model with vector quantities.
MAFS.912.N-VM.1.1 Recognize vector quantities as having
both magnitude and direction. Represent vector
quantities by directed line segments, and use appropriate
symbols for vectors and their
magnitudes (e.g., v, |v|, ||v||, v).

MAFS.912.N-VM.1.2 Find the components of a vector by
subtracting the coordinates of an initial point from
the coordinates of a terminal point.
MAFS.912.N-VM.1.3 Solve problems involving velocity and
other quantities that can be represented by
vectors.
Concepts
Cluster 2: Perform operations on vectors.
(MAFS)
MAFS.912.N-VM.2.4 Add and subtract vectors.

a. Add vectors end-to-end, component-wise, and by the
parallelogram rule.
Understand that the magnitude of a sum of two vectors is
typically not the sum
of the magnitudes.
b. Given two vectors in magnitude and direction form,
determine the magnitude
and direction of their sum.
c. Understand vector subtraction v – w as v + (–w), where –w is
the additive
inverse of w, with the same magnitude as w and pointing in the
opposite
direction. Represent vector subtraction graphically by
connecting the tips in the
appropriate order, and perform vector subtraction component-
wise.
Concepts
MAFS.912.N-VM.2.5 Multiply a vector by a scalar.
a. Represent scalar multiplication graphically by scaling vectors
and possibly
reversing their direction; perform scalar multiplication
component-wise, e.g., as
c = .
b. Compute the magnitude of a scalar multiple cv using ||cv|| =
|c|v. Compute the
direction of cv knowing that when |c|v ≠ 0, the direction of cv is

either along v
(for c > 0) or against v (for c < 0).
Cluster 3: Perform operations on matrices and use matrices in
applications.
MAFS.912.N-VM.3.10 Understand that the zero and identity
matrices play a role in matrix addition and
multiplication similar to the role of 0 and 1 in the real numbers.
The determinant of a
square matrix is nonzero if and only if the matrix has a
multiplicative inverse.
Concepts
MAFS.912.N-VM.3.11 Multiply a vector (regarded as a matrix
with one column) by a matrix of suitable
dimensions to produce another vector. Work with matrices as
transformations of
vectors.
Concepts
MAFS.912.N-VM.3.12 Work with 2 × 2 matrices as
transformations of the plane, and interpret the absolute
value of the determinant in terms of area.

Concepts
MAFS.912.N-VM.3.6 Use matrices to represent and manipulate
data, e.g., to represent payoffs or incidence
relationships in a network.
Concepts
MAFS.912.N-VM.3.7 Multiply matrices by scalars to produce
new matrices, e.g., as when all of the payoffs in
(MAFS)
a game are doubled.
MAFS.912.N-VM.3.8 Add, subtract, and multiply matrices of
appropriate dimensions.

MAFS.912.N-VM.3.9 Understand that, unlike multiplication of
numbers, matrix multiplication for square
matrices is not a commutative operation, but still satisfies the
associative and
distributive properties.
Concepts
Domain: ALGEBRA: SEEING STRUCTURE IN EXPRESSIONS
Cluster 1: Interpret the structure of expressions
MAFS.912.A-SSE.1.1 Interpret expressions that represent a
quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and
coefficients.
b. Interpret complicated expressions by viewing one or more of
their parts as a
single entity. For example, interpret as the product of P and a
factor
not depending on P.

Concepts
MAFS.912.A-SSE.1.2 Use the structure of an expression to
identify ways to rewrite it. For example, see x4- y4
as (x²)² – (y²)², thus recognizing it as a difference of squares
that can be factored as (x²
– y²)(x² + y²).
Concepts
Cluster 2: Write expressions in equivalent forms to solve
problems
MAFS.912.A-SSE.2.3 Choose and produce an equivalent form
of an expression to reveal and explain
properties of the quantity represented by the expression.

(MAFS)
a. Factor a quadratic expression to reveal the zeros of the
function it defines.
b. Complete the square in a quadratic expression to reveal the
maximum or
minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for
exponential
functions. For example the expression can be rewritten as
≈ to reveal the approximate equivalent monthly interest rate if
the
annual rate is 15%.
Concepts
MAFS.912.A-SSE.2.4 Derive the formula for the sum of a finite
geometric series (when the common ratio is
not 1), and use the formula to solve problems. For example,

calculate mortgage
payments.
Cognitive Complexity: Level 3: Strategic Thinking & Complex
Reasoning
Domain: ALGEBRA: ARITHMETIC WITH POLYNOMIALS &
RATIONAL EXPRESSIONS
Cluster 1: Perform arithmetic operations on polynomials
MAFS.912.A-APR.1.1 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.
Cluster 2: Understand the relationship between zeros and
factors of polynomials

MAFS.912.A-APR.2.2 Know and apply the Remainder Theorem:
For a polynomial p(x) and a number a, the
remainder on division by x – a is p(a), so p(a) = 0 if and only if
(x – a) is a factor of p(x).
MAFS.912.A-APR.2.3 Identify zeros of polynomials when
suitable factorizations are available, and use the
zeros to construct a rough graph of the function defined by the
polynomial.
(MAFS)

Cluster 3: Use polynomial identities to solve problems
MAFS.912.A-APR.3.4 Prove polynomial identities and use them
to describe numerical relationships. For
example, the polynomial identity (x² + y²)² = (x² – y²)² + (2xy)²
can be used to generate
Pythagorean triples.
MAFS.912.A-APR.3.5 Know and apply the Binomial Theorem
for the expansion of (x in powers of x and
y for a positive integer n, where x and y are any numbers, with
coefficients determined
for example by Pascal’s Triangle.
Concepts

Cluster 4: Rewrite rational expressions
MAFS.912.A-APR.4.6 Rewrite simple rational expressions in
different forms; write a(x)/b(x) in the form q(x) +
r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with
the degree of r(x) less than
the degree of b(x), using inspection, long division, or, for the
more complicated
examples, a computer algebra system.
Concepts
MAFS.912.A-APR.4.7 Understand that rational expressions
form a system analogous to the rational numbers,
closed under addition, subtraction, multiplication, and division
by a nonzero rational
expression; add, subtract, multiply, and divide rational
expressions.
Concepts

Domain: ALGEBRA: CREATING EQUATIONS
Cluster 1: Create equations that describe numbers or
relationships
(MAFS)
MAFS.912.A-CED.1.1 Create equations and inequalities in one
variable and use them to solve
problems. Include equations arising from linear and quadratic
functions, and
simple rational, absolute, and exponential functions.

Concepts
MAFS.912.A-CED.1.2 Create equations in two or more
variables to represent relationships between quantities;
graph equations on coordinate axes with labels and scales.
Concepts
MAFS.912.A-CED.1.3 Represent constraints by equations or
inequalities, and by systems of equations and/or
inequalities, and interpret solutions as viable or non-viable
options in a modeling
context. For example, represent inequalities describing
nutritional and cost constraints
on combinations of different foods.
Reasoning
MAFS.912.A-CED.1.4 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.
Domain: ALGEBRA: REASONING WITH EQUATIONS &
INEQUALITIES
Cluster 1: Understand solving equations as a process of
reasoning and explain the reasoning

MAFS.912.A-REI.1.1 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.
Reasoning
MAFS.912.A-REI.1.2 Solve simple rational and radical
equations in one variable, and give examples showing
how extraneous solutions may arise.
Reasoning
Cluster 2: Solve equations and inequalities in one variable

(MAFS)
MAFS.912.A-REI.2.3 Solve linear equations and inequalities in
one variable, including equations with
coefficients represented by letters.
Concepts
MAFS.912.A-REI.2.4 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 x² = 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.
Concepts
Cluster 3: Solve systems of equations
MAFS.912.A-REI.3.5 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.

Reasoning
MAFS.912.A-REI.3.6 Solve systems of linear equations exactly
and approximately (e.g., with graphs),
focusing on pairs of linear equations in two variables.
MAFS.912.A-REI.3.7 Solve a simple system consisting of a
linear equation and a quadratic equation in two
variables algebraically and graphically. For example, find the
points of intersection
between the line y = –3x and the circle x² + y² = 3.
Concepts
MAFS.912.A-REI.3.8 Represent a system of linear equations as
a single matrix equation in a vector variable.
MAFS.912.A-REI.3.9 Find the inverse of a matrix if it exists
and use it to solve systems of linear equations
(using technology for matrices of dimension 3 × 3 or greater).
Concepts

(MAFS)
Cluster 4: Represent and solve equations and inequalities
graphically
MAFS.912.A-REI.4.10 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).
MAFS.912.A-REI.4.11 Explain why the x-coordinates of the
points where the graphs of the equations y = f(x)

and y = g(x) intersect are the solutions of the equation f(x) =
g(x); find the solutions
approximately, e.g., using technology to graph the functions,
make tables of values, or
find successive approximations. Include cases where f(x) and/or
g(x) are linear,
polynomial, rational, absolute value, exponential, and
logarithmic functions.
Concepts
MAFS.912.A-REI.4.12 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.
Concepts
Domain: FUNCTIONS: INTERPRETING FUNCTIONS
Cluster 1: Understand the concept of a function and use
function notation

MAFS.912.F-IF.1.1 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, then 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).
MAFS.912.F-IF.1.2 Use function notation, evaluate functions
for inputs in their domains, and interpret
statements that use function notation in terms of a context.
Concepts
MAFS.912.F-IF.1.3 Recognize that sequences are functions,
sometimes defined recursively, whose domain
is a subset of the integers. For example, the Fibonacci sequence
is defined recursively
by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.

(MAFS)
Concepts
Cluster 2: Interpret functions that arise in applications in terms
of the context
MAFS.912.F-IF.2.4 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.

Concepts
MAFS.912.F-IF.2.5 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.
Concepts
MAFS.912.F-IF.2.6 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.
Concepts
Cluster 3: Analyze functions using different representations

MAFS.912.F-IF.3.7 Graph functions expressed symbolically and
show key features of the graph, by
hand in simple cases and using technology for more complicated
cases.
a. Graph linear and quadratic functions and show intercepts,
maxima, and
minima.
b. Graph square root, cube root, and piecewise-defined
functions, including
step functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable
d. Graph rational functions, identifying zeros and asymptotes
when suitable
(MAFS)

e. Graph exponential and logarithmic functions, showing
intercepts and
end behavior, and trigonometric functions, showing period,
midline, and
amplitude, and using phase shift.
Concepts
MAFS.912.F-IF.3.8 Write a function defined by an expression
in different but equivalent forms to reveal and
explain different properties of the function.
a. Use the process of factoring and completing the square in a
quadratic function
to show zeros, extreme values, and symmetry of the graph, and
interpret these
in terms of a context.
b. Use the properties of exponents to interpret expressions for
exponential
functions. For example, identify percent rate of change in
functions such as y =
, y = , y = , y = , and classify them as
representing exponential growth or decay.
Concepts
MAFS.912.F-IF.3.9 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 an algebraic expression for
another, say which has the
larger maximum.
Concepts
Domain: FUNCTIONS: BUILDING FUNCTIONS
Cluster 1: Build a function that models a relationship between
two quantities
MAFS.912.F-BF.1.1 Write a function that describes a
relationship between two quantities.
a. Determine an explicit expression, a recursive process, or
steps for calculation
from a context.
b. Combine standard function types using arithmetic operations.
For example,

build a function that models the temperature of a cooling body
by adding a
constant function to a decaying exponential, and relate these
functions to the
model.
c. Compose functions. For example, if T(y) is the temperature in
the atmosphere
as a function of height, and h(t) is the height of a weather
balloon as a function
of time, then T(h(t)) is the temperature at the location of the
weather balloon as
a function of time.
Reasoning
MAFS.912.F-BF.1.2 Write arithmetic and geometric sequences
both recursively and with an explicit formula,
(MAFS)
use them to model situations, and translate between the two

forms.
Concepts
Cluster 2: Build new functions from existing functions
MAFS.912.F-BF.2.3 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.
Concepts
MAFS.912.F-BF.2.4 Find inverse functions.

a. Solve an equation of the form f(x) = c for a simple function f
that has an inverse
and write an expression for the inverse. For example, f(x) =2 x³
or f(x) =
(x+1)/(x–1) for x ≠ 1.
b. Verify by composition that one function is the inverse of
another.
c. Read values of an inverse function from a graph or a table,
given that the
function has an inverse.
d. Produce an invertible function from a non-invertible function
by restricting the
domain.
Concepts
MAFS.912.F-BF.2.5 Understand the inverse relationship
between exponents and logarithms and use this
relationship to solve problems involving logarithms and
exponents.
Concepts
MAFS.912.F-BF.2.a Use the change of base formula.
Domain: FUNCTIONS: LINEAR, QUADRATIC, &
EXPONENTIAL MODELS
Cluster 1: Construct and compare linear, quadratic, and
exponential models and solve problems

MAFS.912.F-LE.1.1 Distinguish between situations that can be
modeled with linear functions and with
exponential functions.
(MAFS)
a. Prove that linear functions grow by equal differences over
equal intervals, and
that exponential functions grow by equal factors over equal
intervals.
b. Recognize situations in which one quantity changes at a
constant rate per unit
interval relative to another.

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