Matt Miller

Algebra I Standards

MSSE 570 Fall 2014

Understanding Expressions
SOL

CCSS

Learning Goal(s)

A.1

The student will represent verbal

quantitative situations
algebraically and evaluate these
expressions for given
replacement values of the
variables.

CCSS.Math.Content.HSA.SSE.A.1
Interpret expressions that represent a quantity in
terms of its context.*
CCSS.Math.Content.HSA.SSE.A.1.a
Interpret parts of an expression, such as
terms, factors, and coefficients.
CCSS.Math.Content.HSA.SSE.A.1.b
Interpret complicated expressions by
viewing one or more of their parts as a
single entity.

Students will:
Rewrite word problems as algebraic
expressions. (Apply)
Evaluate expressions, given specific
values for each variable. (Apply)
Identify the different parts of an
expressionvariables, coefficients,
constants, etc. (Remember)

A.2

The student will perform

operations on polynomials,
including
a) applying the laws of
exponents to perform
operations on expressions;
b) adding, subtracting,
multiplying, and dividing
polynomials; and
c) factoring completely firstand second-degree binomials
and trinomials in one or two
variables. Graphing
calculators will be used as a
tool for factoring and for

CCSS.Math.Content.HSA.SSE.A.2
Use the structure of an expression to identify
ways to rewrite it.

Students will:
Add, subtract, multiply, and divide
polynomials. (Apply)
Compare and contrast different
methods for factoring quadratics.
(Analyze)

CCSS.Math.Content.HSA.SSE.B.3
Choose and produce an equivalent form of an
expression to reveal and explain properties of
the quantity represented by the expression.*
CCSS.Math.Content.HSA.SSE.B.3.a
Factor a quadratic expression to reveal
the zeros of the function it defines.
CCSS.Math.Content.HSA.SSE.B.3.b
Complete the square in a quadratic
expression to reveal the maximum or
minimum value of the function it

Matt Miller

Algebra I Standards
confirming algebraic
factorizations.

A.3

The student will express the

square roots and cube roots of
whole numbers and the square
root of a monomial algebraic
expression in simplest radical
form.

MSSE 570 Fall 2014

defines.
CCSS.Math.Content.HSA.SSE.B.3.c
Use the properties of exponents to
transform expressions for exponential
functions.
CCSS.Math.Content.HSA.APR.A.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.

Comparison: SOLs are a bit more specific in this area. The CCSSs seem more abstract, which makes sense, as theyre used and
interpreted differently throughout the country. The SOLs focus mainly on polynomials, whereas the Common Core Standards
are more general.

Matt Miller

Algebra I Standards

MSSE 570 Fall 2014

Solving Equations and Inequalities

SOL
A.4

The student will solve multistep

linear and quadratic equations in
two variables, including
a) solving literal equations
(formulas) for a given
variable;
b) justifying steps used in
simplifying expressions and
solving equations, using field
properties and axioms of
equality that are valid for the
set of real numbers and its
subsets;
c) solving quadratic equations
algebraically and
graphically;
d) solving multistep linear
equations algebraically and
graphically;
e) solving systems of two linear
equations in two variables
algebraically and
graphically; and
f) solving real-world problems
involving equations and
systems of equations.
Graphing calculators will be

CCSS
CCSS.Math.Content.HSA.REI.A.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.
CCSS.Math.Content.HSA.REI.B.4
Solve quadratic equations in one variable.
CCSS.Math.Content.HSA.REI.B.4.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.
CCSS.Math.Content.HSA.REI.B.4.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.
CCSS.Math.Content.HSA.REI.C.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

Learning Goal(s)
Students will:
Solve quadratic equations using
multiple methods. (Apply)
Determine when a system of
equations has one solution, no
solutions, or infinitely many
solutions. (Analyze)

Matt Miller
used both as a primary tool in
solving problems and to verify
algebraic solutions.

Algebra I Standards

MSSE 570 Fall 2014

system with the same solutions.

CCSS.Math.Content.HSA.REI.C.6
Solve systems of linear equations exactly and
approximately (e.g., with graphs), focusing on pairs
of linear equations in two variables.
CCSS.Math.Content.HSA.REI.C.7
Solve a simple system consisting of a linear
equation and a quadratic equation in two variables
algebraically and graphically.
CCSS.Math.Content.HSA.CED.A.4
Rearrange formulas to highlight a quantity of
interest, using the same reasoning as in solving
equations.

A.5

The student will solve multistep

linear inequalities in two
variables, including
a) solving multistep linear
inequalities algebraically and
graphically;
b) justifying steps used in
solving inequalities, using
axioms of inequality and
properties of order that are
valid for the set of real
numbers and its subsets;
c) solving real-world problems
involving inequalities; and
d) solving systems of
inequalities.

CCSS.Math.Content.HSA.REI.B.3
Solve linear equations and inequalities in one
variable, including equations with coefficients
represented by letters.

Students will:
Solve inequalities in one variable.
(Apply)
Create a flow chart for solving
inequalities. (Create)

Comparison: Both the SOLs and CCSSs put a lot of emphasis on solving equations and inequalities. Real world problems are
much more of a focus in the SOLs, and are not really mentioned in the CCSSs. Quadratic equations and systems of equations are
both stressed. The CCSSs mention complex numbers, which are not addressed in the SOLs until Algebra II.

Matt Miller

Algebra I Standards

MSSE 570 Fall 2014

Graphing Equations and Inequalities

SOL
A.6

The student will graph linear

equations and linear
inequalities in two variables,
including
a) determining the slope of a
line when given an
equation of the line, the
graph of the line, or two
points on the line. Slope
will be described as rate of
change and will be
positive, negative, zero, or
undefined; and
b) writing 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.

CCSS
CCSS.Math.Content.HSA.REI.D.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).
CCSS.Math.Content.HSA.REI.D.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.*
CCSS.Math.Content.HSA.REI.D.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

Learning Goal(s)
Students will:
Use graphs to justify the solution so a
system of equations. (Apply)
Explain the differences between
graphing equations and inequalities.
(Understand)
Determine the equation of a line,
given the graph of that line. (Apply)

Matt Miller

Algebra I Standards

MSSE 570 Fall 2014

variables as the intersection of the corresponding

half-planes.

Comparison: In this section, the Common Core standards emphasize graphing as a means of solving equations and inequalities, and
proving why these solutions are correct. The SOLs, on the other hand, seem to be more concerned with developing a procedural
understanding of graphing equations and inequalities.

Functions and Statistics

SOL
A.7

The student will investigate and

analyze function (linear and
quadratic) families and their
characteristics both algebraically
and graphically, including
a) determining whether a
relation is a function;
b) domain and range;
c) zeros of a function;
d) x- and y-intercepts;
e) finding the values of a
function for elements in its
domain; and
f) making connections between

CCSS
CCSS.Math.Content.HSA.REI.D.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).
CCSS.Math.Content.HSA.CED.A.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 and exponential functions.
CCSS.Math.Content.HSA.CED.A.2
Create equations in two or more variables to
represent relationships between quantities; graph
equations on coordinate axes with labels and scales.

Learning Goal(s)
Students will:
Define the following terms: domain,
range, roots, and intercepts.
(Remember)
Generate functions that model real
world scenarios (Create).

Matt Miller

Algebra I Standards
and among multiple
representations of functions
including concrete, verbal,
numeric, graphic, and
algebraic.

A.8

The student, given a situation in

a real-world context, 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.

A.9

The student, given a set of data,

will interpret variation in realworld contexts and calculate and
interpret mean absolute
deviation, standard deviation,
and z-scores.

A.10

The student will compare and

contrast multiple univariate data
sets, using box-and-whisker
plots.

A.11

The student will collect and

analyze data, determine the
equation of the curve of best fit
in order to make predictions, and

MSSE 570 Fall 2014

CCSS.Math.Content.HSA.REI.D.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.*

Students will:
Represent direct and inverse
relationships graphically and
algebraically.

Students will:
Interpret data sets by considering
their mean, median, mode, and
standard deviation. (Apply)
Explain when it is best to use
different measures of central
tendency (mean, median, mode, etc.).
(Evaluate)

Matt Miller

Algebra I Standards

MSSE 570 Fall 2014

solve real-world problems, using

mathematical models.
Mathematical models will
include linear and quadratic
functions.

Comparison: The Common Core Algebra Standards dont really include much that is specific to functions and statistics.
Instead, there are separate sections for Functions and Statistics, which are often incorporated into states Algebra curricula
(Maryland, for example). However, the CCSSs listed here can definitely be applied in a stats context, and in this case, replacing
the word equation with function would be acceptable.