GlendaleUnified School District


California Common Core Content Standards

Algebra 1 


“The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra I than has generally been offered. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations” (Common Core Standards for Mathematics, Appendix A). 

Specifically, your child will…

These learning targets are found in the following High School California Common Core Standards from the domains and subdomains listed below

  • Number and Quantity
    • Quantities
      • Use units to make sense of problems and solutions.
      • Define appropriate quantities.
      • Choose and interpret appropriate units.
      • Choose and interpret the scale in graphs from tables.
      • Use appropriate quantities for descriptive modeling.
  • Algebra
    • Seeing Structure in Expressions
      • Interpret expressions.
      • Interpret the parts of quadratic functions.
      • Identify ways to re-write quadratic functions.
      • Factor and complete the square to identify key features.
      • Use factoring to identify zeros in quadratic functions.
      • Complete the square to find maximum and minimum values in quadratic functions.
    • Arithmetic with Polynomials and Rational Expressions
      • Use properties of equality to maintain equivalent systems of equations.
      • Solve systems of equations graphically and algebraically.
      • Understand that the point of intersection on a graph is common solution to the system.
      • Graph systems of linear inequalities (linear programming).
    • Creating Equations
      • Create equations and inequalities (including absolute value) in one variable.
      • Rearrange formulas to highlight variables.
      • Create equations in two variables to model relationships.
      • Represent constraints for equations and inequalities (set-builder and interval notation).
    • Reasoning with Equations and Inequalities
      • Explain steps in solving equations.
      • Understand that a graph of a two variable relationship is a picture of all solutions.
      • Solve quadratic equations using the best method:  for example by taking square roots, completing the square, the quadratic formula or factoring.

  • Functions
    • Interpreting Functions
      • Identify domain and range.
      • Use function notation and evaluate functions.
      • Recognize patterns in sequences which are sometimes recursive.
      • Recognize recursive sequences may form linear and exponential functions.
      • Calculate the average rate of change over an interval.
      • Graph functions and identify key features.
      • Sketch the graphs and interpret the key features when given a verbal description.
      • Find the appropriate domain in context.
      • Graph and identify key features of piecewise-defined functions (linear), step functions and absolute value functions.
    • Building Functions
      • Write a function explicitly, recursively, or from steps in context.
      • Apply transformations on the graph of the functions.
    • Linear, Quadratic, and Exponential Models
      • Distinguish growth of linear functions vs. growth of exponential functions.
      • Construct linear and exponential functions including arithmetic and geometric sequences.
      • Distinguish situations modeled with linear and exponential functions.
      • Construct linear and exponential functions given a graph, table or a description of a relationship.
      • Compare quantities in a linear vs exponential function from a graph or a table.
      • Interpret the parameters in context.
      • Apply quadratic functions to physical, real-world problems.

  • Statistics and Probability
    • Interpreting Categorical and Quantitative Data
      • Represent data on a scatter plot and describe the relationship between the two variables.
      • Distinguish between correlation and causation.
      • Fit the function to data and assess the fit of the function.
      • Fit a linear function for the scatter plot which suggests a linear relationship.
      • Interpret the rate of change and the intercept of a linear model.
      • Compute the correlation coefficient.
      • Represent data with dot plots, histograms and box plots.
      • Compare measures of center and spread of two or more data sets.
      • Interpret differences in data sets accounting for effects of outliers.
      • Recognize trends of data through two-way frequency tables.

Also see:

Glendale Unified School District Mathematics Curriculum

2016-2017 Year-at-a-Glance (Algebra 1 High School)

2016-2017 Year-at-a-Glance (Algebra 1 Middle School)

The Year-at-a-Glance is a unit-by-unit progression of what students will be learning this year

Last Modified on August 19, 2016
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