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Missouri Algebra I Help | 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. |
Complete Missouri Algebra I Coverage
LESSONS
171
VIDEOS
1085
PRACTICE
1851
MO ALIGNED
100%
Why Missouri Families Choose StudyPug for Algebra I
Aligned with Missouri's Common Core standards and designed to prepare students for success in higher math courses
Common Core Aligned
Every lesson matches Missouri's Algebra I learning standards
Certified Math Teachers
Learn from experienced educators who know how to explain complex concepts
Complete Solutions
Step-by-step explanations for every practice problem
Test Prep Included
Practice that prepares students for assessments and builds confidence
Frequently Asked Questions
Everything your child needs to know about Algebra I with StudyPug
Is StudyPug aligned with the Missouri Algebra I curriculum?
Yes. StudyPug follows Missouri's Common Core standards for Algebra I. Every lesson covers topics like linear equations, quadratic functions, exponential relationships, and systems of equations exactly as they appear in your child's coursework.
What topics are covered in Algebra I?
Algebra I covers creating and solving equations, linear functions and graphing, quadratic functions and factoring, exponential and logarithmic functions, radical and rational expressions, polynomial operations, inequalities, systems of equations, and data analysis with statistics.
How does StudyPug help my high school child learn algebra?
Your child can watch step-by-step video lessons taught by certified teachers, practice with problems that adapt to their level, and review complete solutions. They can search by photo to find help with specific homework problems and track progress to see improvement over time.
Can my child use StudyPug independently?
Absolutely. High school students can navigate StudyPug on their own, choose lessons based on what they're learning in class, and work through practice at their own pace. You'll receive progress reports so you can monitor their activity and improvement.
Does StudyPug prepare students for Algebra assessments?
Yes. StudyPug includes practice problems and quizzes that mirror the format and difficulty of classroom tests. Students can retake quizzes until they master each concept, building the skills and confidence needed for success on exams.
How much does StudyPug cost?
StudyPug offers flexible monthly and annual plans that give your family access to all courses and features. Visit our pricing page to see current options and choose the plan that works best for your budget.
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