Access Algebra 1B (#7912090) 

Clarification 2: Within the Mathematics for Data and Financial Literacy course, problem types focus on money and business.

Example: The expression  can be rewritten as  which is approximately equivalent to . This latter expression reveals the approximate equivalent monthly interest rate of 1.2% if the annual rate is 15%.

Clarification 2: Within the Mathematics for Data and Financial Literacy course, problem types focus on money and business.

Example: Given the Compound Interest formula , solve for P. 

Mathematics for Data and Financial Literacy Honors Example: Given the Compound Interest formula , solve for t.

Clarification 2: Within the Algebra 1 course, polynomial expressions are limited to 3 or fewer terms.

Example: The expression is equivalent to the factored form .

Clarification 2: Within this benchmark, the expectation is to solve by factoring techniques, taking square roots, the quadratic formula and completing the square.

Clarification 2: Instruction includes the use of standard form, factored form and vertex form.

Clarification 3: Within the Algebra 2 course, one of the given points must be the vertex or an x-intercept.

Given the x-intercepts and another point on the graph of a quadratic function, select the equation for the function.

Clarification 2: Instruction includes the use of standard form, factored form and vertex form, and sketching a graph using the zeros and vertex.

Clarification 3: Instruction includes representing the domain and range with inequality notation, interval notation or set-builder notation.

Clarification 4: Within the Algebra 1 course, notations for domain and range are limited to inequality and set-builder.

Clarification 2: Instruction includes the use of standard form, factored form and vertex form.

Clarification 3: Instruction includes representing the domain, range and constraints with inequality notation, interval notation or set-builder notation.

Clarification 4: Within the Algebra 1 course, notations for domain, range and constraints are limited to inequality and set-builder.

Clarification 2: Within the Algebra 1 course, tables are limited to having successive nonnegative integer inputs so that the function may be determined by finding ratios between successive outputs.

Clarification 2: Instruction includes representing the domain and range with inequality notation, interval notation or set-builder notation.

Clarification 3: Within the Algebra 1 course, notations for domain and range are limited to inequality and set-builder.

Clarification 4: Within the Algebra 1 course, exponential functions are limited to the forms , where b is a whole number greater than 1 or a unit fraction or , where .

Clarification 2: Numerical univariate includes histograms, stem-and-leaf plots, box plots and line plots; numerical bivariate includes scatter plots and line graphs; categorical univariate includes bar charts, circle graphs, line plots, frequency tables and relative frequency tables; and categorical bivariate includes segmented bar charts, joint frequency tables and joint relative frequency tables.
Clarification 3: Instruction includes the use of appropriate units and labels and, where appropriate, using technology to create data displays.

Clarification 2: Within the Algebra 1 course, functions represented as equations or graphs are limited to vertical or horizontal translations or reflections over the x-axis of the following parent functions:  and .

Clarification 2: Within the Algebra 1 course, functions are limited to one-variable such as f(x)=3x.

Clarification 2: Within the Algebra 1 course, functions other than linear, quadratic or exponential must be represented graphically. 

Clarification 3: Within the Algebra 1 course, instruction includes verifying that a quantity increasing exponentially eventually exceeds a quantity increasing linearly or quadratically.

Clarification 2: Within this benchmark, the expectation is to identify the type of function from a written description or table.

Clarification 2: Instruction focuses on including positive and negative values for k.

Select the effect (up, down, left, or right) on the graph of a given function after replacing f(x) by f(x) + k and f(x + k) for specific values of k.

Example: Joe won $25,000 on a lottery scratch-off ticket. How many years will it take at 6% interest compounded yearly for his money to double?

Clarification 2: Refer to the K-12 Formulas (Appendix E) for the Laws of Exponents.

Clarification 4:Within the Mathematics for Data and Financial Literacy course, it is not the expectation to generate equivalent numerical expressions.

• Cultivate a community of growth mindset learners. 
• Foster perseverance in students by choosing tasks that are challenging. 
• Develop students’ ability to analyze and problem solve. 
• Recognize students’ effort when solving challenging problems.

• Help students make connections between concepts and representations.
• Provide opportunities for students to use manipulatives when investigating concepts.
• Guide students from concrete to pictorial to abstract representations as understanding progresses.
• Show students that various representations can have different purposes and can be useful in different situations. 

• Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
• Offer multiple opportunities for students to practice efficient and generalizable methods.
• Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 

• Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
• Create opportunities for students to discuss their thinking with peers.
• Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
• Develop students’ ability to justify methods and compare their responses to the responses of their peers. 

• Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
• Support students to develop generalizations based on the similarities found among problems.
• Provide opportunities for students to create plans and procedures to solve problems.
• Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.

• Have students estimate or predict solutions prior to solving.
• Prompt students to continually ask, “Does this solution make sense? How do you know?”
• Reinforce that students check their work as they progress within and after a task.
• Strengthen students’ ability to verify solutions through justifications. 

• Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
• Challenge students to question the accuracy of their models and methods.
• Support students as they validate conclusions by comparing them to the given situation.
• Indicate how various concepts can be applied to other disciplines.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.