New YorkAlgebra I
New York Algebra I Curriculum
Video lessons and practice for every Algebra I topic. Aligned to NYS Next Generation Mathematics Learning Standards for New York high school students.
New York Algebra I Curriculum | StudyPugHelp
​
ID | Math Standard Description | StudyPug Topic |
|---|---|---|
NY.AI-N.RN.3 | Use properties and operations to understand the different forms of rational and irrational numbers. |
NY.AI-N.Q.1 | Select quantities and use units as a way to: i) interpret and guide the solution of multi-step problems; ii) choose and interpret units consistently in formulas; and iii) choose and interpret the scale and the origin in graphs and data displays. |
NY.AI-N.Q.3 | Choose a level of accuracy appropriate to limitations on measurement and context when reporting quantities. |
NY.AI-A.SSE.1 | Interpret expressions that represent a quantity in terms of its context. |
NY.AI-A.SSE.2 | Recognize and use the structure of an expression to identify ways to rewrite it. |
NY.AI-A.SSE.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. |
NY.AI-A.APR.1 | Add, subtract, and multiply polynomials and recognize that the result of the operation is also a polynomial. This forms a system analogous to the integers. |
NY.AI-A.APR.3 | Identify zeros of polynomial functions when suitable factorizations are available. |
NY.AI-A.CED.1 | Create equations and inequalities in one variable to represent a real-world context. |
NY.AI-A.CED.2 | Create equations and linear inequalities in two variables to represent a real-world context. |
NY.AI-A.CED.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. |
NY.AI-A.CED.4 | Rewrite formulas to highlight a quantity of interest, using the same reasoning as in solving equations. |
NY.AI-A.REI.1a | Explain each step when solving a linear or quadratic 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. |
NY.AI-A.REI.3 | Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. |
NY.AI-A.REI.4 | Solve quadratic equations in one variable. |
NY.AI-A.REI.6a | Solve systems of linear equations in two variables both algebraically and graphically. |
NY.AI-A.REI.7a | Solve a system, with rational solutions, consisting of a linear equation and a quadratic equation (parabolas only) in two variables algebraically and graphically. |
NY.AI-A.REI.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. |
NY.AI-A.REI.11 | Given the equations y = f(x) and y = g(x): i) recognize that each x-coordinate of the intersection(s) is the solution to the equation f(x) = g(x); ii) find the solutions approximately using technology to graph the functions or make tables of values; and iii) interpret the solution in context. |
NY.AI-A.REI.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. |
NY.AI-F.IF.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). |
NY.AI-F.IF.2 | Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context. |
NY.AI-F.IF.3 | Recognize that a sequence is a function whose domain is a subset of the integers. |
NY.AI-F.IF.4 | For a function that models a relationship between two quantities: i) interpret key features of graphs and tables in terms of the quantities; and ii) sketch graphs showing key features given a verbal description of the relationship. |
NY.AI-F.IF.5 | Determine the domain of a function from its graph and, where applicable, identify the appropriate domain for a function in context. |
NY.AI-F.IF.6 | Calculate and interpret the average rate of change of a function over a specified interval. |
NY.AI-F.IF.7 | Graph functions and show key features of the graph by hand and by using technology where appropriate. |
NY.AI-F.IF.8 | Write a function in different but equivalent forms to reveal and explain different properties of the function. |
NY.AI-F.IF.9 | Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). |
NY.AI-F.BF.1 | Write a function that describes a relationship between two quantities. |
NY.AI-F.BF.3a | Using f(x) + k, k f(x), and f(x + k): i) identify the effect on the graph when replacing f(x) by f(x) + k, k f(x), and f(x + k) for specific values of k (both positive and negative); ii) find the value of k given the graphs; iii) write a new function using the value of k; and iv) use technology to experiment with cases and explore the effects on the graph. |
NY.AI-F.LE.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
NY.AI-F.LE.2 | Construct a linear or exponential function symbolically given: i) a graph; ii) a description of the relationship; iii) two input-output pairs (include reading these from a table). |
NY.AI-F.LE.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. |
NY.AI-F.LE.5 | Interpret the parameters in a linear or exponential function in terms of a context. |
NY.AI-S.ID.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
NY.AI-S.ID.2 | Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (inter-quartile range, sample standard deviation) of two or more different data sets. |
NY.AI-S.ID.3 | Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). |
NY.AI-S.ID.5 | Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. |
NY.AI-S.ID.6 | Represent bivariate data on a scatter plot, and describe how the variables' values are related. |
NY.AI-S.ID.7 | Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. |
New York Algebra I: What Students Learn
Algebra I is the gateway to all higher-level math in New York high schools. The course, aligned to the NYS Next Generation Mathematics Learning Standards, takes students from the properties of real numbers through complex function analysis and statistical reasoning. StudyPug covers every one of these standards with clear video lessons and targeted practice problems.
Key Topics in New York Algebra I
- Number and Quantity: Understanding rational and irrational numbers, selecting appropriate units, and reporting quantities with appropriate accuracy.
- Algebra — Expressions: Interpreting, rewriting, and factoring expressions; adding, subtracting, and multiplying polynomials; identifying zeros of polynomial functions.
- Algebra — Creating Equations: Writing equations and inequalities in one and two variables to model real-world contexts, including systems of equations and inequalities.
- Algebra — Reasoning with Equations: Solving linear, quadratic, and systems of equations both algebraically and graphically; solving linear inequalities; interpreting solutions in context.
- Functions: Understanding domain and range, function notation, sequences, average rate of change, graphing functions, and transformations.
- Linear and Exponential Models: Distinguishing linear from exponential growth, constructing and interpreting models, and comparing how quantities grow over time.
- Statistics and Data: Representing data with dot plots, histograms, and box plots; comparing data distributions; interpreting scatter plots, correlation coefficients, and two-way frequency tables.
Preparing for the Algebra I Regents Exam
New York students sit the Algebra I Regents exam, which tests every domain listed above. StudyPug's video lessons walk through each standard step by step, and the practice problems mirror the types of questions students see on the Regents. Working through each chapter on StudyPug is one of the most effective ways to build the confidence needed on exam day.
How StudyPug Supports New York Algebra I Students
Every student learns differently. Some need to see a concept explained three times before it clicks; others just need an extra set of practice problems after class. StudyPug lets students move at their own pace — rewinding lessons, skipping topics they already know, and spending extra time where they need it most. Parents can follow along too, making it easier to support homework help at home.