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Algebra 1

Illinois Algebra 1

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Illinois Algebra 1 Help | Build Strong Math SkillsHelp

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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.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.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.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.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.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.HSA.REI.C.7

Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.

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 Illinois Algebra 1 Coverage

Algebra 1 Lessons

172

Video Explanations

1085

Practice Problems

1770

Illinois Standards

100% Aligned

Why Illinois Families Choose StudyPug

IAR Prep

IAR Prep

Practice problems and lessons prepare your child for Illinois Assessment of Readiness

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Certified Teachers

Certified teachers with expertise in Illinois curriculum and state standards

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Step-by-Step Solutions

Every problem includes complete worked solutions showing each step of the process

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Success Stories

The IAR practice helped my son gain confidence. He scored proficient on the state test after struggling all semester with functions.

Robert K.

Now she does homework independently using the video lessons. I don't need to hire a tutor anymore—StudyPug is our solution.

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Common Questions About Illinois Algebra 1

Everything you need to know about helping your child succeed in Algebra 1

Is StudyPug aligned with Illinois Learning Standards for Algebra 1?

Yes, StudyPug is 100% aligned with Illinois Learning Standards. Our Algebra 1 course covers all required topics including equations, functions, polynomials, and data analysis for Illinois students.

How does StudyPug prepare students for the IAR assessment?

StudyPug includes practice problems and video lessons that match IAR question formats. Students practice equations, functions, and graphing skills tested on the Illinois Assessment of Readiness.

What topics are covered in Illinois Algebra 1?

Illinois Algebra 1 covers equations and inequalities, linear and exponential functions, systems of equations, polynomials, quadratic equations, sequences, graphing, and data analysis with statistics.

Can StudyPug help if my child is struggling with specific Algebra 1 topics?

Yes, our diagnostic assessment identifies specific gaps in understanding. Students then get personalized practice for their weak areas like solving equations, graphing functions, or factoring polynomials.

How much time should my child spend on StudyPug each week?

Most Illinois students practice 30-45 minutes per session, 3-4 times weekly. Consistent practice with video lessons and problems helps build strong algebra skills and test readiness.

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