MissouriMissouri Algebra I Curriculum
Video lessons and practice for every Algebra I topic. Aligned to Missouri Learning Standards so Missouri high school students can keep up with class or get ahead.
Missouri Algebra I Curriculum | StudyPugHelp
ID | Standard | StudyPug Topic |
|---|---|---|
CC.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. |
CC.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. |
CC.HSA.CED.A.3 | Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. |
CC.HSA.CED.A.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
CC.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. |
CC.HSA.REI.B.3 | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. |
CC.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 system with the same solutions. |
CC.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. |
CC.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). |
CC.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. |
CC.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 variables as the intersection of the corresponding half-planes. |
CC.HSA.SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
CC.HSA.SSE.A.2 | Use the structure of an expression to identify ways to rewrite it. |
CC.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. |
CC.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. |
CC.HSA.APR.B.3 | Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. |
CC.HSN.RN.A.1 | Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. |
CC.HSN.RN.A.2 | Rewrite expressions involving radicals and rational exponents using the properties of exponents. |
CC.HSF.IF.A.1 | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). |
CC.HSF.IF.A.2 | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. |
CC.HSF.IF.B.4 | For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. |
CC.HSF.IF.B.5 | Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. |
CC.HSF.IF.B.6 | Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. |
CC.HSF.IF.C.7 | Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. |
CC.HSF.IF.C.9 | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). |
CC.HSF.BF.A.1 | Write a function that describes a relationship between two quantities. |
CC.HSF.BF.A.2 | Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. |
CC.HSF.BF.B.3 | Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. |
CC.HSF.LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
CC.HSF.LE.A.2 | Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). |
CC.HSF.LE.A.3 | Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. |
CC.HSF.LE.B.5 | Interpret the parameters in a linear or exponential function in terms of a context. |
CC.HSA.REI.B.4 | Solve quadratic equations in one variable. |
CC.HSA.REI.C.7 | Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. |
CC.HSF.IF.C.8 | Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. |
CC.HSS.ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
CC.HSS.ID.A.2 | Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. |
CC.HSS.ID.A.3 | Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). |
CC.HSS.ID.B.6 | Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. |
CC.HSS.ID.C.7 | Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. |
Missouri Algebra I: What Students Learn
Algebra I is the gateway to all high school mathematics in Missouri. Students move from arithmetic reasoning to abstract thinking, learning how to model real-world situations with equations and functions. Every topic on this page aligns to Missouri Learning Standards Math, so what students practice here directly supports what they are taught in Missouri classrooms.
Equations and Inequalities
A large portion of Algebra I focuses on building and solving equations. Missouri students learn to create equations in one variable from linear, quadratic, and exponential contexts. They solve linear equations and inequalities, including those with letter coefficients, and learn to rearrange formulas to isolate a quantity of interest. Understanding each algebraic step as a logical argument prepares students for more rigorous math in later years.
- Create and solve equations in one variable from real-world problems
- Solve linear equations and inequalities with coefficients represented by letters
- Rearrange multi-variable formulas to highlight a specific quantity
- Justify solution methods with logical, step-by-step reasoning
Systems of Equations and Inequalities
Students extend single-variable work to systems involving two or more variables. They prove why substitution and elimination produce equivalent systems, solve systems exactly and graphically, and graph solution sets for systems of linear inequalities as intersecting half-planes. These skills connect algebra to geometry and data modeling.
Expressions and Polynomials
Missouri Algebra I students learn to interpret algebraic expressions in context, rewrite them using structure, and produce equivalent forms that reveal useful properties. Polynomials are treated like integers — students add, subtract, and multiply them — and factoring polynomials ties directly to finding zeros and sketching graphs. Rational exponents and radical notation are also introduced here.
- Identify and rewrite expressions using structure and properties
- Add, subtract, and multiply polynomials
- Factor polynomials and use zeros to sketch graphs
- Translate between radical notation and rational exponent notation
Functions
The function concept is central to Algebra I. Students define what a function is, use function notation, interpret graphs and tables, and calculate average rates of change. They graph linear and exponential functions, compare functions shown in different forms, and write functions that model two-quantity relationships. Sequences — both arithmetic and geometric — are introduced as special functions.
- Understand and apply function notation in context
- Interpret key features of graphs and tables for a given function
- Calculate and estimate average rate of change over an interval
- Write arithmetic and geometric sequences in recursive and explicit forms
Linear and Exponential Models
Students distinguish between situations that call for linear versus exponential models. They construct both types of functions from graphs, tables, and descriptions, and they interpret parameters — like slope and growth rate — in real-world contexts. A key insight at this level is that exponential growth eventually overtakes any polynomial growth, which students explore using graphs and tables.
Quadratic Equations
Algebra I introduces solving quadratic equations by factoring, completing the square, and applying the quadratic formula. Students also solve simple systems involving one linear and one quadratic equation, both algebraically and graphically. Writing quadratic functions in vertex or factored form reveals properties like the vertex, axis of symmetry, and zeros.
Statistics and Data Analysis
The course closes with single-variable and two-variable data analysis. Students represent data using dot plots, histograms, and box plots, compare distributions by center and spread, and interpret scatter plots. They fit linear models, interpret slope and intercept in context, compute correlation coefficients using technology, and understand the distinction between correlation and causation.
- Compare data sets using mean, median, IQR, and standard deviation
- Identify the effect of outliers on shape, center, and spread
- Interpret slope and intercept of a linear model in context
- Distinguish correlation from causation using data evidence
How StudyPug Supports Missouri Algebra I Students
StudyPug provides video lessons and practice problems for every Algebra I topic listed above, all aligned to Missouri Learning Standards Math. Students can find the exact topic they are struggling with, watch a short video explanation, and immediately practice with similar problems. Whether preparing for a class test, catching up after missing a lesson, or getting ahead before a new unit, StudyPug is available on any device at any time.