Correlations to the Texas Essential Knowledge and Skills

SubjectSubchapterCoursePublisherProgram TitleProgram ISBN

Knowledge and Skills Statement Student Expectation Breakout Citation Type Component ISBN Page(s) Specific Location

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace

(i) apply mathematics to problems arising in everyday life Instruction 978-1-60972-421-4 136-139 Chapter 2, Lesson 2.4,

Problem 1

Activity 978-1-60972-421-4 198-200 Chapter 3, Lesson 3.2, Problem 1





(ii) apply mathematics to problems arising in society

Instruction 978-1-60972-421-4 188-190 Chapter 3, Lesson 3.1, Problem 1

Carnegie Learning Texas Algebra I Programs: Standard Print; Premium Print; Premium Digital

Correlations to the Texas Essential Knowledge and Skills (TEKS): Student MaterialChapter 111. MathematicsSubchapter C. High School§111.39. Algebra I, Adopted 2012 (One Credit).Carnegie Learning, Inc.

(4) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills.

978-1-60972-380-4; 978-1-60972-383-5; 978-1-60972-386-6(a) General Requirements. Students shall be awarded one credit for successful completion of this course. This course is recommended for students in Grade 8 or 9. Prerequisite: Mathematics, Grade 8 or its equivalent.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) In Algebra I, students will build on the knowledge and skills for mathematics in Grades 6-8, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations.






(iii) apply mathematics to problems arising in the workplace Instruction 978-1-60972-421-4 426-430 Chapter 6, Lesson 6.1,

Problem 1

Activity 978-1-60972-421-4 464 Chapter 6, Lesson 6.4, Problem 1



(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(i) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process

Instruction 978-1-60972-421-4 140-141

Chapter 2, Lesson 2.4, Problem 2, Worked Example and Questions 1 through 3

Activity 978-1-60972-421-4 141-143 Chapter 2, Lesson 2.4, Problem 3, Questions 1-7



(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

(ii) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the reasonableness of the solution

Instruction 978-1-60972-421-4 530-532Chapter 8, Lesson 8.1, Problem 1, Questions 1-12

Activity 978-1-60972-421-4 537-538

Chapter 8, Lesson 8.1, Problem 3, Questions 1-4 and Talk the Talk, Question 1


(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

(i) select tools, including real objects as appropriate, to solve problems

Instruction 978-1-60972-421-4 495

Chapter 7, Lesson 7.2, Problem 1, Question 3, Narrative after Question 3, and character message

Activity 978-1-60972-421-4 884 Chapter 13, Lesson 13.3, Problem 3, Question 1



(ii) select tools, including manipulatives as appropriate, to solve problems

Instruction 978-1-60972-421-4 9 Chapter 1, Lesson 1.1, Problem 2, Question 1




Activity 978-1-60972-421-4 700 Chapter 10, Lesson 10.2,Problem 1, Question 4



(iii) select tools, including paper and pencil as appropriate, to solve problems

Instruction 978-1-60972-421-4 115Chapter 2, Lesson 2.2, Problem 4, Questions 1 through 4

Activity 978-1-60972-421-4 730-732Chapter 10, Lesson 10.4, Problem 1, Questions 3 through 10



(iv) select tools, including technology as appropriate, to solve problems

Instruction 978-1-60972-421-4 128-131 Chapter 2, Lesson 2.3, Problem 3 and Problem 4



Activity 978-1-60972-421-4 788-796 Chapter 11, Lesson 11.2, Problems 1 and 2



(v) select techniques, including mental math as appropriate, to solve problems






(vi) select techniques including estimation as appropriate, to solve problems

Instruction 978-1-60972-421-4 123Chapter 2, Lesson 2.3, Problem 1, Question 7, parts (b) and (d)

Activity 978-1-60972-421-4 161Chapter 2, Lesson 2.6, Problem 1, Question 4, part (a)


Activity 978-1-60972-421-4 749

Chapter 10, Lesson 10.6, Problem 2, Worked Example before Question 5 and Question 5



(vii) select techniques, including number sense as appropriate, to solve problems




Activity 978-1-60972-421-4 936-937Chapter 14, Lesson 14.3, Problem 2, Questions 8 and 9


(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

(i) communicate mathematical ideas using multiple representations, including symbols as appropriate Instruction 978-1-60972-421-4 42

Chapter 1, Lesson 1.2, Problem 4, Worked Example beforeQuestion 1

Activity 978-1-60972-421-4 109





(ii) communicate mathematical ideas using multiple representations, including diagrams as appropriate Instruction 978-1-60972-421-4 36

Chapter 1, Lesson 1.2, Problem 3, Narrative before Question 1





(iii) communicate mathematical ideas using multiple representations, including graphs as appropriate Instruction 978-1-60972-421-4 102 Chapter 2, Lesson 2.2,

Problem 1, Question 4

Activity 978-1-60972-421-4 363-366Chapter 5, Lesson 5.2, Problem 3, Question 1, parts (a)-(d)




(iv) communicate mathematical ideas using multiple representations, including language as appropriate Instruction 978-1-60972-421-4 15-16 Chapter 1, Lesson 1.1,

Problem 3, Questions 1-5

Activity 978-1-60972-421-4 112Chapter 2, Lesson 2.2, Problem 3, Question 2, parts (a) - (d)

Activity 978-1-60972-421-4 271Chapter 4, Lesson 4.1, Problem 3, Questions 3 and 4



(v) communicate mathematical reasoning using multiple representations, including symbols as appropriate Instruction 978-1-60972-421-4 426

Chapter 6, Lesson 6.1, Problem 1, Questions 1 and 2





(vi) communicate mathematical reasoning using multiple representations, including diagrams as appropriate Instruction 978-1-60972-421-4 588 Chapter 9, Lesson 9.1,

Problem 1, Questions 6-7





(vii) communicate mathematical reasoning using multiple representations, including graphs as appropriate Instruction 978-1-60972-421-4 109-110

Chapter 2, Lesson 2.2, Problem 2, Questions 4 through 9

Activity 978-1-60972-421-4 595-597Chapter 9, Lesson 9.2, Problem 1, Questions 7-10




(viii) communicate mathematical reasoning using multiple representations, including language as appropriate

Instruction 978-1-60972-421-4 37

Chapter 1, Lesson 1.2, Problem 3, Question 1, part (c), Question 2, part (c), and Question 3, part (c)

Activity 978-1-60972-421-4 487 Chapter 7, Lesson 7.1, Problem 3, Questions 4-6




(ix) communicate [mathematical ideas'] implications using multiple representations, including symbols as appropriate

Instruction 978-1-60972-421-4 109


Activity 978-1-60972-421-4 595-597Chapter 9, Lesson 9.2, Problem 1, Questions 4-9, part (b)




(x) communicate [mathematical ideas'] implications using multiple representations, including diagrams as appropriate





(xi) communicate [mathematical ideas'] implications using multiple representations, including graphs as appropriate

Instruction 978-1-60972-421-4 303Chapter 4, Lesson 4.4, Problem 1, Question 1, parts (c) - (f)

Activity 978-1-60972-421-4 305, 307

Chapter 4, Lesson 4.4, Problem 1, Question 2, parts (c) - (f) and Question 3, parts (c) - (f)



(xii) communicate [mathematical ideas'] implications using multiple representations, including language as appropriate

Instruction 978-1-60972-421-4 532Chapter 8, Lesson 8.1, Problem 1, Questions 11-12


Review 978-1-60972-421-4 575Chapter 8 Summary, 8.1: Interpreting a Linear Regression Equation



(xiii) communicate [mathematical reasoning's] implications using multiple representations, including symbols as appropriate


Activity 978-1-60972-421-4 496Chapter 7, Lesson 7.2, Problem 1, Question 4, part (d)




(xiv) communicate [mathematical reasoning's] implications using multiple representations, including diagrams as appropriate

Instruction 978-1-60972-421-4 749Chapter 10, Lesson 10.6, Problem 2, Worked Example and Question 5

Activity 978-1-60972-421-4 36-39

Chapter 1, Lesson 1.2, Problem 3, Narrative, Examples, and Questions 2 and 6, part (d)

Review 978-1-60972-421-4 75

Chapter 1 Summary 1.2 Determining Whether a Relation Is a Function From a Table or Mapping



(xv) communicate [mathematical reasoning's] implications using multiple representations, including graphs as appropriate

Instruction 978-1-60972-421-4 36-40

Chapter 1, Lesson 1.2, Problem 3, Narrative, Examples, andQuestion 6, part (f) and Question 7





(xvi) communicate [mathematical reasoning's] implications using multiple representations, including language as appropriate

Instruction 978-1-60972-421-4 36-38

Chapter 1, Lesson 1.2, Problem 3, Narrative, Examples, and Questions 3 and 6, part (b)

Review 978-1-60972-421-4 76

Chapter 1 Summary, 1.2: Determining Whether a Relation Is a Function From a Verbal Description


(E) create and use representations to organize, record, and communicate mathematical ideas

(i) create representations to organize mathematical ideas


Activity 978-1-60972-421-4 308-309 Chapter 4, Lesson 4.4, Problem 2, Question 1

Activity 978-1-60972-421-4 890-891 Chapter 13, Lesson 13.3, Talk the Talk, Question 7



(ii) create representations to record mathematical ideas




Activity 978-1-60972-421-4 645-647 Chapter 9, Lesson 9.6,Talk the Talk, Question 1



(iii) create representations to communicate mathematical ideas

Instruction 978-1-60972-421-4 698Chapter 10, Lesson 10.2, Problem 1, Narrative and Worked Example





(iv) use representations to organize mathematical ideas


Activity 978-1-60972-421-4 90Chapter 2, Lesson 2.1, Problem 2, Question 1, parts (e) and (f)




(v) use representations to record mathematical ideas






(vi) use representations to communicate mathematical ideas





(F) analyze mathematical relationships to connect and communicate mathematical ideas

(i) analyze mathematical relationships to connect mathematical ideas





(F) analyze mathematical relationships to connect and communicate mathematical ideas

(ii) analyze mathematical relationships to communicate mathematical ideas

Instruction 978-1-60972-421-4 550-551Chapter 8, Lesson 8.3, Problem 1, Questions 7-11



(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

(i) display mathematical ideas using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 108 Chapter 2, Lesson 2.2,






(ii) display mathematical arguments using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 555 Chapter 8, Lesson 8.3,





(iii) explain mathematical ideas using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 536 Chapter 8, Lesson 8.1,






(iv) explain mathematical arguments using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 440

Chapter 6, Lesson 6.1, Problem 4, Question 4, part (b)

Activity 978-1-60972-421-4 497Chapter 7, Lesson 7.2, Problem 1, Question 5, part (c)




(v) justify mathematical ideas using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 117

Chapter 14, Lesson 2.2, Talk the Talk, Questions 4 and 5




(vi) justify mathematical arguments using precise mathematical language in written or oral communication Instruction 978-1-60972-421-4 117

Chapter 2, Lesson 2.2,Talk the Talk, Questions 4 and 5



(2) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to:

(A) determine the domain and range of a linear function in mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities

(i) determine the domain of a linear function in mathematical problems

Instruction 978-1-60972-421-4 36, 43

Chapter 1, Lesson 1.2, Problem 3, Narrative before Question 1 and Problem 4, Question 1






(ii) determine the range of a linear function in mathematical problems

Instruction 978-1-60972-421-4 36, 43

Chapter 1, Lesson 1.2, Problem 3, Narrative before Question 1 and Problem 4, Question 2






(iii) determine reasonable domain values for real-world situations, both continuous and discrete

Instruction 978-1-60972-421-4 109

Chapter 2, Lesson 2.2, Problem 2, Worked Example before Question 4

Activity 978-1-60972-421-4 114Chapter 2, Lesson 2.2, Problem 3, Question 7, part (b)






(iv) determine reasonable range values for real-world situations, both continuous and discrete

Instruction 978-1-60972-421-4 109Chapter 2, Lesson 2.2, Problem 2, Worked Example after Question 4







(v) represent domain using inequalities;


Activity 978-1-60972-421-4 114Chapter 2, Lesson 2.2, Problem 3, Question 7, parts (a) and (b)






(vi) represent range using inequalities;







(B) write linear equations in two variables in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1), given one point and the slope and given two points

(i) write linear equations in two variables in various forms, including y = mx + b given one point and the slope






(ii) write linear equations in two variables in various forms, including Ax + By = C, given two points





(iii) write linear equations in two variables in various forms, including y - y1 = m(x - x1), given one point and the slope




(C) write linear equations in two variables given a table of values, a graph, and a verbal description

(i) write linear equations in two variables given a table of values

Instruction 978-1-60972-421-4 232-233 Chapter 3, Lesson 3.4, Problem 2, Question 4

Activity 978-1-60972-421-4 120

Chapter 2, Lesson 2.3, Problem 1, Narrative through Question 3, specifically Question 3


Activity 978-1-60972-421-4 348-350

Chapter 5, Lesson 5.1, Problem 1, Narrative through Question 9, specifically Question 9



(ii) write linear equations in two variables given a graph






(iii) write linear equations in two variables given a verbal description

Instruction 978-1-60972-421-4 105Chapter 2, Lesson 2.2, Problem 1, Narrative after Question 12

Activity 978-1-60972-421-4 199






(D) write and solve equations involving direct variation

(i) write equations involving direct variation

Instruction 978-1-60972-421-4 110

Chapter 2, Lesson 2.2, Problem 2, Narrative before Question 5 and Question 5

Activity 978-1-60972-421-4 112



Review 978-1-60972-421-4 175

Chapter 2 Summary, 2.2: Determining Whether a Function Represents a Direct Variation Relationship


(D) write and solve equations involving direct variation

(ii) solve equations involving direct variation

Instruction 978-1-60972-421-4 110, 112

Chapter 2, Lesson 2.2, Problem 2, Narrative before Question 5 and Problem 3, Worked Example before Question 1



(E) write the equation of a line that contains a given point and is parallel to a given line

(i) write the equation of a line that contains a given point and is parallel to a given line

Instruction 978-1-60972-421-4 237

Chapter 3, Lesson 3.4, Problem 3, Narrative above Question 8, Question 8, and Worked Example after Question 8




(F) write the equation of a line that contains a given point and is perpendicular to a given line

(i) write the equation of a line that contains a given point and is perpendicular to a given line;

Instruction 978-1-60972-421-4 238

Chapter 3, Lesson 3.4, Problem 3, Question 10 and Worked Example after Question 10




(G) write an equation of a line that is parallel or perpendicular to the X or Y axis and determine whether the slope of the line is zero or undefined

(i) write an equation of a line that is parallel or perpendicular to the X or Y axis

Instruction 978-1-60972-421-4 235-236

Chapter 3, Lesson 3.4, Problem 3, Narrative above Question 1 and Questions 1-5




(G) write an equation of a line that is parallel or perpendicular to the X or Y axis and determine whether the slope of the line is zero or undefined

(ii) determine whether the slope of the line is zero or undefined

Instruction 978-1-60972-421-4 235-236Chapter 3, Lesson 3.4, Problem 3, Question 1, parts (a) - (d)




(H) write linear inequalities in two variables given a table of values, a graph, and a verbal description

(i) write linear inequalities in two variables given a table of values

Instruction 978-1-60972-421-4 488-490Chapter 7, Lesson 7.1, Problem 4, Question 1, parts (a) - (f)





(ii) write linear inequalities in two variables given a graph

Instruction 978-1-60972-421-4 482


Activity 978-1-60972-421-4 483-485Chapter 7, Lesson 7.1, Problem 2, Question 4, parts (a) - (c)



(iii) write linear inequalities in two variables given a verbal description

Instruction 978-1-60972-421-4 476-478

Chapter 7, Lesson 7.1, Problem 1, Questions 1 through 4, Narrative after Q4, and Questions 5 through 12

Activity 978-1-60972-421-4 494

Chapter 7, Lesson 7.2, Problem 1, Narrative through Question 1, part (b)

Activity 978-1-60972-421-4 499Chapter 7, Lesson 7.2, Problem 2, Narrative and Question 1

Activity 978-1-60972-421-4 506


Activity 978-1-60972-421-4 509Chapter 7, Lesson 7.3, Problem 2, Narrative and Question 1


(I) write systems of two linear equations given a table of values, a graph, and a verbal description

(i) write systems of two linear equations given a table of values


Activity 978-1-60972-421-4 443-444Chapter 6, Lesson 6.1, Talk the Talk, Question 2, parts (b) and (c)



(ii) write systems of two linear equations given a graph

Instruction 978-1-60972-421-4 432-433 Lesson 6.1, Problem 2, Question 2

Activity 978-1-60972-421-4 442, 445Lesson 6.1, Talk the Talk, Question 2, parts (a) and (d)



(iii) write systems of two linear equations given a verbal description

Instruction 978-1-60972-421-4 426-428

Chapter 6, Lesson 6.1, Problem 1, Questions 1 through 5, specifically the Worked Example before Question 4

Activity 978-1-60972-421-4 433-434Chapter 6, Lesson 6.1, Problem 3, Narrative through Question 4


Activity 978-1-60972-421-4 436-437

Chapter 6, Lesson 6.1, Problem 3, Questions 11 and 12, specifically Question 12, parts (a) and (b)

(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

(A) determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y - y1 = m(x - x1)

(i) determine the slope of a line given a table of values

Instruction 978-1-60972-421-4 226, 228






(ii) determine the slope of a line given a graph

Instruction 978-1-60972-421-4 226, 228





Review 978-1-60972-421-4 256

Chapter 3 Summary 3.2 Rewriting an Equation with Two Variables to Solve for One Variable



(iii) determine the slope of a line given two points on the line

Instruction 978-1-60972-421-4 226







(iv) determine the slope of a line given an equation written in various forms, including y = mx + b

Instruction 978-1-60972-421-4 209Chapter 3, Lesson 3.2, Problem 3, Narrative before Question 17






(v) determine the slope of a line given an equation written in various forms, including Ax + By = C


Activity 978-1-60972-421-4 218, 220Chapter 3, Lesson 3.3, Problem 2, Questions 1 and 4




(vi) determine the slope of a line given an equation written in various forms, including y - y1 = m(x - x1)





(B) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems

(i) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical problems

Instruction 978-1-60972-421-4 104-105

Chapter 2, Lesson 2.2, Problem 1, Question 9 and character message near Question 10

Activity 978-1-60972-421-4 106-107Chapter 2, Lesson 2.2, Problem 1, Question 14, parts (a) and (d)

Review 978-1-60972-421-4 174Chapter 2 Summary, 2.2: Determining the Unit Rate of Change


(B) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems

(ii) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of real-world problems

Instruction 978-1-60972-421-4 104


Activity 978-1-60972-421-4 106-107Chapter 2, Lesson 2.2, Problem 1, Question 14, parts (b) and (c)


Activity 978-1-60972-421-4 356 Chapter 5, Lesson 5.1, Talk the Talk, Question 4


(C) graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems

(i) graph linear functions on the coordinate plane in mathematical problems

Instruction 978-1-60972-421-4 88Chapter 2, Lesson 2.1, Problem 1, Questions 1 and 2





(ii) graph linear functions on the coordinate plane in real-world problems

Instruction 978-1-60972-421-4 109Chapter 2, Lesson 2.2, Problem 2, Question 4 and character message






(iii) identify key features, including x-intercept in mathematical problems

Instruction 978-1-60972-421-4 43






(iv) identify key features, including x-intercept in real-world problems







(v) identify key features, including y-intercept in mathematical problems

Instruction 978-1-60972-421-4 43






(vi) identify key features, including y-intercept in real-world problems








(vii) identify key features, including zeros in mathematical problems

Instruction 978-1-60972-421-4 43

Chapter 1, Lesson 1.2, Problem 4, Narrative before Question 3, character message, and Question 3




(viii) identify key features, including zeros in real-world problems






(ix) identify key features, including slope in mathematical problems





(x) identify key features, including slope in real-world problems

Instruction 978-1-60972-421-4 105Chapter 2, Lesson 2.2, Problem 1, Narrative after Question 12






(D) graph the solution set of linear inequalities in two variables on the coordinate plane

(i) graph the solution set of linear inequalities in two variables on the coordinate plane

Instruction 978-1-60972-421-4 476-478Chapter 7, Lesson 7.1, Problem 1, Questions 1 through 12


Instruction 978-1-60972-421-4 479

Chapter 7, Lesson 7.1, Problem 2, Narrative before Question 2, part (c) and the character message


Activity 978-1-60972-421-4 486-487

Chapter 7, Lesson 7.1, Problem 3, Narrative before Question 1 through Question 6


(E) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d

(i) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by af(x) for specific values of a

Instruction 978-1-60972-421-4 95-97

Chapter 2, Lesson 2.1, Problem 3, Question 1, Question 2, and Narrative after Question 2




(ii) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by f(x) + d for specific values of d

Instruction 978-1-60972-421-4 89-92

Chapter 2, Lesson 2.1, Problem 2, Question 1, Question 3, Question 5, and Narrative after Question 5




(iii) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by f(x - c) for specific values of c

Instruction 978-1-60972-421-4 89-92

Chapter 2, Lesson 2.1, Problem 2, Worked Example before Question 1, Question 2, Question 4, and Narrative after Question 5

Activity 978-1-60972-421-4 98, 100Chapter 2, Lesson 2.1, Problem 4, Questions 1 and 6



(iv) determine the effects on the graph of the parent function f(x) = x when f(x) is replaced by f(bx) for specific values of b

Instruction 978-1-60972-421-4 95-97

Chapter 2, Lesson 2.1, Problem 3, Question 1, Question 2, and Narrative after Question 2



(F) graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist

(i) graph systems of two linear equations in two variables on the coordinate plane

Instruction 978-1-60972-421-4 426-428

Chapter 6, Lesson 6.1, Problem 1, Narrative before Question 1 through Narrative after Question 4

Activity 978-1-60972-421-4 433-435

Chapter 6, Lesson 6.1, Problem 3, Narrative before Question 1 through Question 8, specifically Question 6, part (d)

Activity 978-1-60972-421-4 436

Chapter 6, Lesson 6.1, Problem 3, Questions 9 and 10, specifically Question 9, part (c)

Activity 978-1-60972-421-4 436-438

Chapter 6, Lesson 6.1, Problem 3, Questions 11 through 13, specifically Question 12, part (c)


(F) graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist

(ii) determine the solutions if they exist

Instruction 978-1-60972-421-4 426-429

Chapter 6, Lesson 6.1, Problem 1, Narrative before Question 1 through Question 6, part (a)

Activity 978-1-60972-421-4 433-435

Chapter 6, Lesson 6.1, Problem 3, the Narrative before Question 1 through Question 8, specifically Question 7

Activity 978-1-60972-421-4 436

Chapter 6, Lesson 6.1, Problem 3, Questions 9 and 10, specifically Question 10

Activity 978-1-60972-421-4 436-438

Chapter 6, Lesson 6.1, Problem 3, Questions 11 through 13, specifically Question 13


(G) estimate graphically the solutions to systems of two linear equations with two variables in real-world problems

(i) estimate graphically the solutions to systems of two linear equations with two variables in real-world problems; and

Instruction 978-1-60972-421-4 426-427

Chapter 6, Lesson 6.1, Problem 1, Narrative before Question 1 through Question 3, specifically Question 3, part (a)

Activity 978-1-60972-421-4 435

Chapter 6, Lesson 6.1, Problem 3, Question 6, part (d) through Question 8


Review 978-1-60972-421-4 467-468Chapter 6 Summary, 6.1: Predicting the Solution of a System Using Graphing


(H) graph the solution set of systems of two linear inequalities in two variables on the coordinate plane

(i) graph the solution set of systems of two linear inequalities in two variables on the coordinate plane.

Instruction 978-1-60972-421-4 495

Chapter 7, Lesson 7.2, Problem 1, Question 3, character message and Narrative after Question 3

Instruction 978-1-60972-421-4 500

Chapter 7, Lesson 7.2, Problem 2, Calculator Instructions before Question 2




(4) Linear functions, equations, and inequalities. The student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonableness based on real-world data. The student is expected to:

(A) calculate, using technology, the correlation coefficient between two quantitative variables and interpret this quantity as a measure of the strength of the linear association

(i) calculate, using technology, the correlation coefficient between two quantitative variables Instruction 978-1-60972-421-4 191-193

Lesson 3.1, Problem 2, Narrative above Question 1 through Question 4

Activity 978-1-60972-421-4 545 Lesson 8.2, Problem 2, Question 3, part (b)

Activity 978-1-60972-421-4 546 Lesson 8.2, Problem 2, Question 4, part (b)


(A) calculate, using technology, the correlation coefficient between two quantitative variables and interpret this quantity as a measure of the strength of the linear association

(ii) interpret this quantity as a measure of the strength of the linear association;

Instruction 978-1-60972-421-4 192-193

Chapter 3, Lesson 3.1, Problem 2, Question 3, Narrative before Question 4, and Question 4


Activity 978-1-60972-421-4 545Chapter 8, Lesson 8.2, Problem 2, Question 3, parts (b) and (c)

Activity 978-1-60972-421-4 254

Chapter 3 Summary, 3.1: Interpreting the Correlation Coefficient of a Linear Regression Equation

Review 978-1-60972-421-4 577

Chapter 8 Summary, 8.2: Analyzing Correlation Using the Correlation Coefficient


(B) compare and contrast association and causation in real-world problems

(i) compare and contrast association and causation in real-world problems;


Activity 978-1-60972-421-4 570 Chapter 8, Lesson 8.5, Problem 1



Review 978-1-60972-421-4 581Chapter 8 Summary 8.5 Examining Correlation vs. Causation


(C) write, with and without technology, linear functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems

(i) write, with technology, linear functions that provide a reasonable fit to data to estimate solutions Instruction 978-1-60972-421-4 191-192

Chapter 3, Lesson 3.1, Problem 2, Narrative before Question 1 and Questions 1 and 2

Activity 978-1-60972-421-4 530-531






(ii) write, without technology, linear functions that provide a reasonable fit to data to estimate solutions Instruction 978-1-60972-421-4 534-535

Chapter 8, Lesson 8.1, Problem 2, Narrative and Worked Example before Question 6 and Question 6





(iii) make predictions for real-world problems.

Instruction 978-1-60972-421-4 531-532





Review 978-1-60972-421-4 253

Chapter 3 Summary 3.1 Using Linear Regression to Model Data and Make Predictions

(5) Linear functions, equations, and inequalities. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. The student is expected to:

(A) solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides

(i) solve linear equations in one variable, including those for which the application of the distributive property is necessary Instruction 978-1-60972-421-4 117 Chapter 2, Lesson 2.2,

Talk the Talk, Question 4




(A) solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides

(ii) solve linear equations in one variable, including those for which variables are included on both sides; Instruction 978-1-60972-421-4 117 Chapter 2, Lesson 2.2,

Talk the Talk, Question 5




(B) solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides

(i) solve linear inequalities in one variable, including those for which the application of the distributive property is necessary Instruction 978-1-60972-421-4 140-141


Activity 978-1-60972-421-4 146Chapter 2, Lesson 2.4, Talk the Talk, Question 2, part (c)


(B) solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides

(ii) solve linear inequalities in one variable, including those for which variables are included on both sides; Instruction 978-1-60972-421-4 140-141


Activity 978-1-60972-421-4 146Chapter 2, Lesson 2.4, Talk the Talk, Question 2, part (d)


(C) solve systems of two linear equations with two variables for mathematical and real-world problems

(i) solve systems of two linear equations with two variables for mathematical problems.

Instruction 978-1-60972-421-4 452

Chapter 6, Lesson 6.2, Problem 3, Narrative and Worked Example before Question 1 and Questions 1 and 2

Activity 978-1-60972-421-4 441Chapter 6, Lesson 6.1, Talk the Talk, Question 1, parts (a) - (d)

Activity 978-1-60972-421-4 453Chapter 6, Lesson 6.2, Problem 3, Question 3, parts (a) - (c)

Activity 978-1-60972-421-4 459-460Chapter 6, Lesson 6.3, Talk the Talk, Question 1, parts (a) - (d)


(C) solve systems of two linear equations with two variables for mathematical and real-world problems

(ii) solve systems of two linear equations with two variables for real-world problems.

Instruction 978-1-60972-421-4 426-430

Chapter 6, Lesson 6.1, Problem 1, Narrative and Worked Example before Question 4, Narrative and Worked Example after Question 5, and Questions 6 and 7

Activity 978-1-60972-421-4 433-435



Activity 978-1-60972-421-4 456


Activity 978-1-60972-421-4 457-458


(6) Quadratic functions and equations. The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. The student is expected to:

(A) determine the domain and range of quadratic functions and represent the domain and range using inequalities

(i) determine the domain of quadratic functions

Instruction 978-1-60972-421-4 42-43







(ii) determine the range of quadratic functions

Instruction 978-1-60972-421-4 42-43






(iii) represent the domain using inequalities;

Instruction 978-1-60972-421-4 41-43

Lesson 1.2, Problem 4, Worked Examples before Question 1 and Question 1

Activity 978-1-60972-421-4 597Lesson 9.2, Problem 1, Question 9, part (b) and character message

Activity 978-1-60972-421-4 611-612 Lesson 9.3, Problem 2, Questions 1 through 4



(iv) represent the range using inequalities;

Instruction 978-1-60972-421-4 41-43

Lesson 1.2, Problem 4, Worked Example before Question 1 and Question 2

Activity 978-1-60972-421-4 608 Lesson 9.3, Problem 1, Question 8

Activity 978-1-60972-421-4 611-612 Lesson 9.3, Problem 2, Questions 1 through 4


(B) write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x - h)2+ k), and rewrite the equation from vertex form to standard form (f(x) = ax2+ bx + c)

(i) write equations of quadratic functions given the vertex and another point on the graph

Instruction 978-1-60972-421-4 641Lesson 9.6, Problem 2, Worked Example before Question 5

Activity 978-1-60972-421-4 642-643 Lesson 9.6, Problem 2, Question 6

Activity 978-1-60972-421-4 643 Lesson 9.6, Problem 2, Question 8


(B) write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x - h)2+ k), and rewrite the equation from vertex form to standard form (f(x) = ax2+ bx + c)

(ii) write the equation [of quadratic functions] in vertex form (f(x) = a(x - h)2+ k)

Instruction 978-1-60972-421-4 637





Activity 978-1-60972-421-4 851 Chapter 12, Lesson 12.4, Question 11


(B) write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form (f(x) = a(x - h)2+ k), and rewrite the equation from vertex form to standard form

(f(x) = ax2+ bx + c)

(iii) rewrite the equation [of quadratic functions] from vertex form to standard form (f(x) =

ax2+ bx + c)Instruction 978-1-60972-421-4 708


Activity 978-1-60972-421-4 708Chapter 10, Lesson 10.2, Problem 3, Question 6, parts (c) and (d)



(C) write quadratic functions when given real solutions and graphs of their related equations

(i) write quadratic functions when given real solutions



Review 978-1-60972-421-4 669

Chapter 9 Summary, 9.4: Writing a Quadratic Function in Factored Form Given Its x-Intercepts


(C) write quadratic functions when given real solutions and graphs of their related equations

(ii) write quadratic functions when given graphs of their related equations



(7) Quadratic functions and equations. The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations. The student is expected to:

(A) graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x-intercept, y-intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry

(i) graph quadratic functions on the coordinate plane

Instruction 978-1-60972-421-4 594-596

Chapter 9, Lesson 9.2, Problem 1, Questions 1 through 8, specifically Question 8






(ii) use the graph to identify key attributes, if possible, including x-intercept

Instruction 978-1-60972-421-4 607-608

Chapter 9, Lesson 9.3, Problem 1, Question 6 and Calculator Instructions after Question 6





(iii) use the graph to identify key attributes, if possible, including y-intercept







(iv) use the graph to identify key attributes, if possible, including zeros

Instruction 978-1-60972-421-4 607-608

Chapter 9, Lesson 9.3, Problem 1, Question 6 and Narrative after Question 6





(v) use the graph to identify key attributes, if possible, including maximum value

Instruction 978-1-60972-421-4 589

Chapter 9, Lesson 9.1, Problem 1, Calculator Instructions before Question 9 and Question 9





(vi) use the graph to identify key attributes, if possible, including minimum values

Instruction 978-1-60972-421-4 589

Chapter 9, Lesson 9.1, Problem 1, Calculator Instructions before Question 9, Question 9, and character message






(vii) use the graph to identify key attributes, if possible, including vertex

Instruction 978-1-60972-421-4 626

Chapter 9, Lesson 9.5, Problem 2, Narrative and character message before Question 1






(viii) use the graph to identify key attributes, if possible, including the equation of the axis of symmetry

Instruction 978-1-60972-421-4 626



Activity 978-1-60972-421-4 628Chapter 9, Lesson 9.5, Talk the Talk, Question 1, parts (a) - (d)


(B) describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions

(i) describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions

Instruction 978-1-60972-421-4 614-617


Activity 978-1-60972-421-4 618-619Chapter 9, Lesson 9.4, Problem 2, Question 1, parts (a) - (d)



Review 978-1-60972-421-4 669

Chapter 9 Summary, 9.4: Writing a Quadratic Function in Factored Form Given Its x-Intercepts


(C) determine the effects on the graph of the parent function f(x) = x2 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d

(i) determine the effects on the graph of the parent function f(x)

= x2 when f(x) is replaced by af(x) for specific values of a

Instruction 978-1-60972-421-4 652-654Chapter 9, Lesson 9.7, Problem 1, Question 3, parts (a) - (g)



Review 978-1-60972-421-4 675Chapter 9 Summary 9.7 Reflecting Quadratic Functions

Review 978-1-60972-421-4 676Chapter 9 Summary, 9.7: Dilating Quadratic Functions Vertically


(C) determine the effects on the graph of the parent function

f(x) = x2 when f(x) is replaced by af(x), f(x) + d, f(x - c), f(bx) for specific values of a, b, c, and d

(ii) determine the effects on the graph of the parent function f(x)

= x2 when f(x) is replaced by f(x) + d for specific values of d


Activity 978-1-60972-421-4 660, 661Chapter 9, Lesson 9.7, Problem 4, Question 1, parts (b) and (d)

Activity 978-1-60972-421-4 662Chapter 9, Lesson 9.7, Problem 4, Question 2, parts (b), (c), and (d)

Review 978-1-60972-421-4 674Chapter 9 Summary, 9.7: Translating Quadratic Functions



(iii) determine the effects on the graph of the parent function f(x)

= x2 when f(x) is replaced by f(x - c) for specific values of c


Activity 978-1-60972-421-4 659, 661Chapter 9, Lesson 9.7, Problem 4, Question 1, parts (a) and (d)

Activity 978-1-60972-421-4 662Chapter 9, Lesson 9.7, Problem 4, Question 2, parts (a), (c), and (d)

Review 978-1-60972-421-4 674Chapter 9 Summary, 9.7: Translating Quadratic Functions



(iv) determine the effects on the graph of the parent function

f(x) = x2 when f(x) is replaced by f(bx) for specific values of b



Activity 978-1-60972-421-4 661Chapter 9, Lesson 9.7, Problem 4, Question 1, part (e)

Activity 978-1-60972-421-4 662Chapter 9, Lesson 9.7, Problem 4, Question 2, part (e)

Review 978-1-60972-421-4 677Chapter 9 Summary, 9.7: Dilating Quadratic Functions Horizontally

(8) Quadratic functions and equations. The student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. The student is expected to:

(A) solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula

(i) solve quadratic equations having real solutions by factoring

Instruction 978-1-60972-421-4 728-730

Chapter 10, Lesson 10.4, Problem 1, Narrative before Question 1 through Worked Example before Question 3





(ii) solve quadratic equations having real solutions by taking square roots

Instruction 978-1-60972-421-4 749

Chapter 10, Lesson 10.6, Problem 2, Narrative and Worked Example before Question 5

Instruction 978-1-60972-421-4 753






(iii) solve quadratic equations having real solutions by completing the square

Instruction 978-1-60972-421-4 757-758

Lesson 10.7, Problem 2, Narrative before Question 1 through Narrative before Question 3

Instruction 978-1-60972-421-4 760

Lesson 10.7, Problem 2, Narrative and Worked Example before Question 6 and Question 6

Activity 978-1-60972-421-4 761Lesson 10.7, Problem 2, Question 8, parts (a) and (b)

Review 978-1-60972-421-4 770

Chapter 10 Summary, 10.7: Determining the Roots of a Quadratic Equation by Completing the Square



(iv) solve quadratic equations having real solutions by factoring applying the quadratic formula

Instruction 978-1-60972-421-4 775

Chapter 11, Lesson 11.1, Problem 1, Narrative and Worked Example between Questions 1 and 2

Instruction 978-1-60972-421-4 776

Chapter 11, Lesson 11.1, Problem 1, Narrative and table after Question 2, part (c)





(B) write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems

(i) write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions

Instruction 978-1-60972-421-4 792

Chapter 11, Lesson 11.2, Problem 1, Narrative and Calculator Instructions before Question 6




(B) write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems

(ii) write, using technology, quadratic functions that provide a reasonable fit to data to make predictions for real-world problems

Instruction 978-1-60972-421-4 794Chapter 11, Lesson 11.2, Problem 1, Question 11, parts (a) - (d)



(9) Exponential functions and equations. The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. The student is expected to:

(A) determine the domain and range of exponential functions of the form f(x) = abx and represent the domain and range using inequalities

(i) determine the domain of exponential functions of the form f(x) = abx

Instruction 978-1-60972-421-4 42-43








(ii) determine the range of exponential functions of the form f(x) = abx

Instruction 978-1-60972-421-4 42-43








(iii) represent the domain [of exponential functions of the form f(x) = abx] using inequalities

Instruction 978-1-60972-421-4 42-43







(iv) represent the range [of exponential functions of the form f(x) = abx] using inequalities

Instruction 978-1-60972-421-4 42-43






(B) interpret the meaning of the values of a and b in exponential functions of the form f(x) = abx in real-world problems

(i) interpret the meaning of the values of a exponential functions of the form f(x) = abx in real-world problems

Instruction 978-1-60972-421-4 352-354

Chapter 5, Lesson 5.1 Problem 2 and Talk the Talk, Narrative before Question 1




(B) interpret the meaning of the values of a and b in exponential functions of the form f(x) = abx in real-world problems

(ii) interpret the meaning of the values of b in exponential functions of the form f(x) = abx

in real-world problems

Instruction 978-1-60972-421-4 352-354

Chapter 5, Lesson 5.1 Problem 2 and Talk the Talk, Narrative before Question 1




(C) write exponential functions in the form f(x) = abx (where b is a rational number) to describe problems arising from mathematical and real-world situations, including growth and decay

(i) write exponential functions in the form f(x) = abx (where b is a rational number) to describe problems arising from mathematical situations

Instruction 978-1-60972-421-4 367







(ii) write exponential functions in the form f(x) = abx (where b is a rational number) to describe problems arising from real-world situations, including growth

Instruction 978-1-60972-421-4 352-353


Activity 978-1-60972-421-4 358




Activity 978-1-60972-421-4 916

Chapter 14, Lesson 14.1, Problem 1, Narrative and table before Question 1 and Question 1



(iii) write exponential functions in the form f(x) = abx (where b is a rational number) to describe problems arising from real-world situations, including decay

Instruction 978-1-60972-421-4 359

Chapter 5, Lesson 5.2, Problem 1, Narrative above Question 6 and Questions 6-8



(D) graph exponential functions that model growth and decay and identify key features, including y-intercept and asymptote, in mathematical and real-world problems

(i) graph exponential functions that model growth




Activity 978-1-60972-421-4 363, 365Chapter 5, Lesson 5.2, Problem 3, Question 1, parts (a) and (c)



(ii) graph exponential functions that model decay

Instruction 978-1-60972-421-4 306-307Chapter 4, Lesson 4.4, Problem 1, Question 3, parts (a) - (c)





(iii) identify key features, including y-intercept, in mathematical problems

Instruction 978-1-60972-421-4 43







(iv) identify key features, including y-intercept, in real-world problems






(v) identify key features, including asymptote, in mathematical problems






(vi) identify key features, including asymptote, in real-world problems

Instruction 978-1-60972-421-4 362




(E) write, using technology, exponential functions that provide a reasonable fit to data and make predictions for real-world problems

(i) write, using technology, exponential functions that provide a reasonable fit to data

Instruction 978-1-60972-421-4 916-917

Chapter 14, Lesson 14.1, Problem 1, Narrative before Question 1 through calculator instructions after Question 1

Activity 978-1-60972-421-4 918

Chapter 14, Lesson 14.1, Problem 2, Narrative and table before Question 1 and Question 1



(E) write, using technology, exponential functions that provide a reasonable fit to data and make predictions for real-world problems

(ii) make predictions for real-world problems

Instruction 978-1-60972-421-4 917

Chapter 14, Lesson 14.1, Problem 1, Questions 3 and 4 and character message




(10) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. The student is expected to:

(A) add and subtract polynomials of degree one and degree two

(i) add polynomials of degree one

Instruction 978-1-60972-421-4 249






(ii) add polynomials of degree two

Instruction 978-1-60972-421-4 693



Activity 978-1-60972-421-4 694Chapter 10, Lesson 10.1, Problem 3, Question 1 part (c)



(iii) subtract polynomials of degree one

Instruction 978-1-60972-421-4 249






(iv) subtract polynomials of degree two

Instruction 978-1-60972-421-4 693




(B) multiply polynomials of degree one and degree two

(i) multiply polynomials of degree one

Instruction 978-1-60972-421-4 698


Instruction 978-1-60972-421-4 703


Instruction 978-1-60972-421-4 706-707

Chapter 10, Lesson 10.2, Problem 3, Narrative and Worked Examples between Questions 4 and 5




(B) multiply polynomials of degree one and degree two

(ii) multiply polynomials of degree two

Instruction 978-1-60972-421-4 709-710






(C) determine the quotient of a polynomial of degree one and polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceed the degree of the dividend

(i) determine the quotient of a polynomial of degree one when divided by a polynomial of degree one

Instruction 978-1-60972-421-4 722-723

Chapter 10, Lesson 10.3, Problem 3, Narrative and Worked Examples before Question 1





(ii) determine the quotient of a polynomial of degree two when divided by a polynomial of degree one

Instruction 978-1-60972-421-4 722, 723





(iii) determine the quotient of a polynomial of degree two when divided by a polynomial of degree two

Instruction 978-1-60972-421-4 722-723


Activity 978-1-60972-421-4 725Chapter 10, Lesson 10.3, Problem 3, Question 2, parts (e) and (f)


(D) rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property

(i) rewrite polynomial expressions of degree one in equivalent forms using the distributive property

Instruction 978-1-60972-421-4 244

Chapter 3, Lesson 3.5, Problem 1, Narrative before 1 through Question 2

Instruction 978-1-60972-421-4 712



Activity 978-1-60972-421-4 705-708

Chapter 10, Lesson 10.2, Problem 3, Narrative before Question 1 through Worked Examples after Question 4



(D) rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property

(ii) rewrite polynomial expressions of degree two in equivalent forms using the distributive property

Instruction 978-1-60972-421-4 705-707

Chapter 10, Lesson 10.2, Problem 3, Narrative before Question 1 through Worked Examples after Question 4


Activity 978-1-60972-421-4 712Chapter 10, Lesson 10.3, Problem 1, Question 1, parts (c) and (f)


(E) factor, if possible, trinomials with real factors in the form ax2 + bx + c, including perfect square trinomials of degree two

(i) factor, if possible, trinomials with real factors in the form ax2

+ bx + c, including perfect square trinomials of degree two

Instruction 978-1-60972-421-4 713-714

Chapter 10, Lesson 10.3, Problem 2, Narrative, Worked Example, and character message before Question 1 and Question 1

Instruction 978-1-60972-421-4 716


Instruction 978-1-60972-421-4 736

Chapter 10, Lesson 10.5, Problem 1, Question 1 through Narrative after Question 3




(F) decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial

(i) decide if a binomial can be written as the difference of two squares

Instruction 978-1-60972-421-4 736

Chapter 10, Lesson 10.5, Problem 1, Question 1 through Narrative before Question 4


Activity 978-1-60972-421-4 738Chapter 10, Lesson 10.5, Problem 1, Question 7, part (b) and Question 8


Review 978-1-60972-421-4 768Chapter 10 Summary, 10.5: Identifying Special Products of Degree 2


(F) decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial

(ii) if [a binomial can be written as the difference of two squares], use the structure of a difference of two squares to rewrite the binomial Instruction 978-1-60972-421-4 736






(11) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms. The student is expected to:

(A) simplify numerical radical expressions involving square roots

(i) simplify numerical radical expressions involving square roots

Instruction 978-1-60972-421-4 736







(B) simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents

(i) simplify numeric expressions using the laws of exponents, including integral exponents

Instruction 978-1-60972-421-4 394-395






(ii) simplify numeric expressions using the laws of exponents, including rational exponents Instruction 978-1-60972-421-4 403





(iii) simplify algebraic expressions using the laws of exponents, including integral exponents Instruction 978-1-60972-421-4 395


Activity 978-1-60972-421-4 396Chapter 5, Lesson 5.5, Problem 1, Question 2, parts (c) - (f)



(iv) simplify algebraic expressions using the laws of exponents, including rational exponents Instruction 978-1-60972-421-4 404

Chapter 5, Lesson 5.5, Problem 4, Worked Example after Question 1

Activity 978-1-60972-421-4 404Chapter 5, Lesson 5.5, Problem 4, Question 2, parts (c) and (d)

(12) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. The student is expected to:

(A) decide whether relations represented verbally, tabularly, graphically, and symbolically define a function

(i) decide whether relations represented verbally define a function

Instruction 978-1-60972-421-4 37Chapter 1, Lesson 1.2, Problem 3, Question 3, parts (a) - (c)





(ii) decide whether relations represented tabularly define a function

Instruction 978-1-60972-421-4 37Chapter 1, Lesson 1.2, Problem 3, Question 1, parts (a) - (c)





(iii) decide whether relations represented graphically define a function


Activity 978-1-60972-421-4 39Chapter 1, Lesson 1.2, Problem 3, Question 6, part (f)


Activity 978-1-60972-421-4 44Chapter 1, Lesson 1.2, Talk the Talk, Questions 1 and 2

Review 978-1-60972-421-4 76

Chapter 1 Summary, 1.2: Determining Whether a Relation Is a Function From a Graph or Set of Ordered Pairs



(iv) decide whether relations represented symbolically define a function




(B) evaluate functions, expressed in function notation, given one or more elements in their domains

(i) evaluate functions, expressed in function notation, given one or more elements in their domains Instruction 978-1-60972-421-4 111

Chapter 2, Lesson 2.2, Problem 2, Narrative, Worked Example before Question 10, and Question 10




Review 978-1-60972-421-4 176

Chapter 2 Summary, 2.2: Determining the Solution to a Linear Equation Using Function Notation


(C) identify terms of arithmetic and geometric sequences when the sequences are given in function form using recursive processes

(i) identify terms of arithmetic sequences when the sequences are given in function form using recursive processes

Instruction 978-1-60972-421-4 295-296


Activity 978-1-60972-421-4 296-297Chapter 4, Lesson 4.3, Problem 3, Question 1, parts (b), (c), and (f)




(C) identify terms of arithmetic and geometric sequences when the sequences are given in function form using recursive processes

(ii) identify terms of geometric sequences when the sequences are given in function form using recursive processes

Instruction 978-1-60972-421-4 295-296


Activity 978-1-60972-421-4 296-297Chapter 4, Lesson 4.3, Problem 3, Question 1, parts (a), (d), and (e)

Review 978-1-60972-421-4 341

Chapter 4 Summary, 4.3: Writing Recursive Formulas for Arithmetic and Geometric Sequences


(D) write a formula for the nth term of arithmetic and geometric sequences, given the value of several of their terms

(i) write a formula for the nth term of arithmetic sequences, given the value of several of their terms Instruction 978-1-60972-421-4 288-289

Chapter 4, Lesson 4.3, Problem 1, Narrative before Question 2 through Worked Example after Question 2

Activity 978-1-60972-421-4 297Chapter 4, Lesson 4.3, Problem 3, Question 2, parts (b) and (c)

Activity 978-1-60972-421-4 316-325

Chapter 4, Lesson 4.4, Problem 2, Graphic Organizer for Sequences B, E, H, K, N

Activity 978-1-60972-421-4 348-350



(D) write a formula for the nth term of arithmetic and geometric sequences, given the value of several of their terms

(ii) write a formula for the nth term of geometric sequences, given the value of several of their terms Instruction 978-1-60972-421-4 292-293

Chapter 4, Lesson 4.3, Problem 2, Narrative before Question 2 through Worked Example after Question 2

Activity 978-1-60972-421-4 315-326

Chapter 4, Lesson 4.4, Problem 2, Graphic Organizer for Sequences A, C, F, I, J, M, P



(E) solve mathematic and scientific formulas, and other literal equations, for a specified variable

(i) solve mathematic formulas for a specified variable

Instruction 978-1-60972-421-4 202


Activity 978-1-60972-421-4 221Chapter 3, Lesson 3.3, Problem 3, Question 1, parts (a) through (c)


Activity 978-1-60972-421-4 222, 223

Chapter 3, Lesson 3.3, Problem 3, Question 3, part (a), Question 4, part (a), and Question 5, part (a)



(ii) solve scientific formulas for a specified variable



Review 978-1-60972-421-4 257

Chapter 3 Summary, 3.3: Converting Literal Equations to Solve for a Specific Variable



(iii) solve other literal equations for a specified variable




Documents

Correlations to the Texas Essential Knowledge and Skills