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A Correlation of

Prentice Hall Mathematics Algebra 1, Virginia Edition

©2012

To the Mathematics Standards of Learning

For Virginia Public Schools Algebra I

March 2016 Draft

A Correlation of Prentice Hall Mathematics Algebra 1, Virginia Edition ©2012 to the Mathematics Standards of Learning for Virginia Public Schools, Algebra I, March 2016 Draft

1

CB = Concept Bytes CCPT = Common Core Performance Task PIAT = Pull it All Together SE = Student Edition TE = Teacher’s Edition

Mathematics Standards of Learning for Virginia Public Schools Algebra I

(Draft March 2016)

Prentice Hall Algebra 1 Virginia Edition, ©2012

Lessons

Mathematical Process Goals for Students Mathematical Problem Solving Students will apply mathematical concepts and skills and the relationships among them to solve problem situations of varying complexities. Students also will recognize and create problems from real-world data and situations within and outside mathematics and then apply appropriate strategies to determine acceptable solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for solving a variety of problems. A major goal of the mathematics program is to help students apply mathematics concepts and skills to become mathematical problem solvers.

This standard is addressed throughout the text. See, for example: SE/TE: 1-2, 1-4, 1-9, 2-2, 2-3, 2-6, 3-3, 3-7, PIAT: 221, 4-5, 5-7, 6-1, 6-5, 7-7, 8-1, 9-1, 9-2, 10-3, VA-4, 11-3, PIAT: 702, 12-3

Mathematical Communication Students will communicate thinking and reasoning using the language of mathematics, including specialized vocabulary and symbolic notation, to express mathematical ideas with precision. Representing, discussing, justifying, conjecturing, reading, writing, presenting, and listening to mathematics will help students clarify their thinking and deepen their understanding of the mathematics being studied. Mathematical communication becomes visible where learning involves participation in mathematical discussions.

This standard is addressed throughout the text. See, for example: SE/TE: 1-2, 1-5, 2-1, 2-2, PIAT: 151, 3-2, 3-4, 4-4, PIAT: 280, 5-3, PIAT: 348, 6-2, PIAT: 462, 8-6, PIAT: 522, CB: 547, 9-7, CB: 632, PIAT: 640, VA-4, VA-5, PIAT: 702, 12-4

Mathematical Reasoning Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to determine whether conclusions are valid. In addition, students will use number sense to apply proportional and spatial reasoning and to reason from a variety of representations.

This standard is addressed throughout the text. See, for example: SE/TE: 1-1, 1-8, 2-2, 2-5, 3-1, 3-5, PIAT: 221, 4-1, PIAT: 280, 5-7, 6-3, 7-7, 8-1, 8-4, 9-2, 9-6, 10-4, 11-2, CB: 665, 11-4, 12-3

A Correlation of Prentice Hall Mathematics Algebra 1, Virginia Edition ©2012 to the Mathematics Standards of Learning for Virginia Public Schools, Algebra I, March 2016 Draft

2

CB = Concept Bytes CCPT = Common Core Performance Task PIAT = Pull it All Together SE = Student Edition TE = Teacher’s Edition

Mathematics Standards of Learning for Virginia Public Schools Algebra I

(Draft March 2016)

Prentice Hall Algebra 1 Virginia Edition, ©2012

Lessons

Mathematical Connections Students will build upon prior knowledge to relate concepts and procedures from different topics within mathematics and see mathematics as an integrated field of study. Through the practical application of content and process skills, students will make connections among different areas of mathematics and between mathematics and other disciplines, and to real-world contexts. Science and mathematics teachers and curriculum writers are encouraged to develop mathematics and science curricula that support, apply, and reinforce each other.

This standard is addressed throughout the text. See, for example: SE/TE: 1-5, 1-7, 2-3, 2-5, 3-2, 3-6, 4-3, 5-2, 6-2, 6-4, PIAT: 462, 8-1, 8-2, 9-1, 9-3, 10-3, 11-1, 11-5

Mathematical Representations Students will represent and describe mathematical ideas, generalizations, and relationships using a variety of methods. Students wi l l understand that representations of mathematical ideas are an essential part of learning, doing, and communicating mathematics. Students should make connections among different representations – physical, visual, symbolic, verbal, and contextual – and recognize that representation is both a process and a product.

This standard is addressed throughout the text. See, for example: SE/TE: 1-2, 1-8, PIAT: 67, 2-1, 2-5, 3-1, CB: 185, 4-1, 4-7, PIAT: 280, 5-5, CB: 341, 7-6, CB: 485, CB: 499, 9-1, 9-7, 10-5, 11-2, 11-4, 12-1, 12-2

Expressions and Operations A.1 The student will: a) represent verbal quantitative situations algebraically; and

SE/TE: 1-1, 1-2, 1-8, 2-1, 2-2, 2-3, 2-4, 3-1, 3-2, 4-2, 5-5, 6-2

b) evaluate algebraic expressions for given replacement values of the variables.

SE/TE: 1-2

A.2 The student will perform operations on polynomials, including a) applying the laws of exponents to perform operations on expressions;

SE/TE: 7-1, 7-3, CB: 432, 7-4, 7-5, CB: 453

b) adding, subtracting, multiplying, and dividing polynomials; and

SE/TE: 8-1, 8-2, CB: 485, 8-3, 8-4

A Correlation of Prentice Hall Mathematics Algebra 1, Virginia Edition ©2012 to the Mathematics Standards of Learning for Virginia Public Schools, Algebra I, March 2016 Draft

3

CB = Concept Bytes CCPT = Common Core Performance Task PIAT = Pull it All Together SE = Student Edition TE = Teacher’s Edition

Mathematics Standards of Learning for Virginia Public Schools Algebra I

(Draft March 2016)

Prentice Hall Algebra 1 Virginia Edition, ©2012

Lessons

c) factoring completely first- and second-degree binomials and trinomials in one variables.

SE/TE: CB: 499, 8-5, 8-6, 8-7, 8-8, VA-2

A.3 The student will simplify: a) square roots of non-negative rational numbers and monomial algebraic expressions;

SE/TE: 1-3, 1-6, 10-2, VA-1

b) cube roots of rational numbers; and SE/TE: 22(#71), VA-1

c) numerical expressions containing square or cube roots.

SE/TE: 1-3, 1-6, 10-2, VA-1

Equations and Inequalities A.4 The student will solve a) multistep linear equations in one variable algebraically;

SE/TE: 2-3, 2-4

b) quadratic equations in one variable algebraically; SE/TE: 9-3, CB: 554, 9-4, 9-5, 9-6

c) literal equations for a specified variable; SE/TE: 2-5, CB: 115-116

d) systems of two linear equations in two variables algebraically and graphically; and

SE/TE: 6-1, CB: 366, CB: 367, 6-2, 6-3, 6-4

e) practical problems involving equations and systems of equations.

SE/TE: 2-1, 2-2, 2-3, 2-4, 6-1, 6-2, 6-3, 6-4, 9-3, 9-4, 9-5, 9-6

A.5 The student will: a) solve multistep linear inequalities in one variable algebraically and represent the solution graphically;

SE/TE: CB: 185, 3-4

b) represent the solution of linear inequalities in two variables algebraically and graphically; and

SE/TE: 6-5

c) solve practical problems involving inequalities; SE/TE: 3-1, 3-2, 3-3, 3-4, 6-5, 6-6

d) solve systems of inequalities algebraically and graphically.

SE/TE: 6-6, CB: 402

A Correlation of Prentice Hall Mathematics Algebra 1, Virginia Edition ©2012 to the Mathematics Standards of Learning for Virginia Public Schools, Algebra I, March 2016 Draft

4

CB = Concept Bytes CCPT = Common Core Performance Task PIAT = Pull it All Together SE = Student Edition TE = Teacher’s Edition

Mathematics Standards of Learning for Virginia Public Schools Algebra I

(Draft March 2016)

Prentice Hall Algebra 1 Virginia Edition, ©2012

Lessons

A.6 The student will: a) determine the slope of a line when given an equation of the line, the graph of the line, or two points on the line;

SE/TE: 5-1, 5-3, 5-4, 5-6

b) write the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line; and

SE/TE: 5-3, 5-4, 5-6

c) graph linear equations in two variables. SE/TE: 5-3, 5-4, 5-5

Functions A.7 The student will investigate and analyze linear and quadratic function families and their characteristics both algebraically and graphically, including: a) determining whether a relation is a function; SE/TE: 4-6

b) domain and range; SE/TE: 4-2, 4-6, 9-1

c) zeros; SE/TE: 9-3

d) intercepts; SE/TE: 5-3, 5-5, 9-2

e) values of a function for elements in its domain; and

SE/TE: 4-2, 4-4, 4-6

f) connections between any two representations of functions including concrete, verbal, numeric, graphic, and algebraic.

SE/TE: CB: 305, 5-3, 5-4, 5-5, 9-1, 9-2, CB: 547, VA-4

A.8 The student, given a data set or practical situation, will analyze a relation to determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically.

SE/TE: 5-2, 11-6

Statistics A.9 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve practical problems, using mathematical models of linear and quadratic functions.

SE/TE: 4-2, 4-4, 4-5, 4-6, 5-7, CB: 341, VA-7