Integrated Math I covers algebra (expressions, equations, systems), functions (linear and exponential), geometry (transformations, congruence, coordinate proofs), and data analysis. All content aligns with New Jersey standards.

How does StudyPug prepare students for the NJSLA?

Our practice problems match NJSLA format and difficulty. Students get experience with question types they'll see on test day, plus detailed explanations that build problem-solving skills required for success.

Is this suitable for students new to Integrated Math I?

Absolutely. Our diagnostic assessment identifies your child's starting point, then builds a personalized path. Video lessons start with fundamentals before advancing to complex topics at their own pace.

How much time should my child spend on StudyPug?

Most students benefit from 20-30 minutes daily. Consistent practice builds retention better than longer sporadic sessions. The platform tracks progress so you can adjust based on their needs and schedule.

Can StudyPug help if my child is struggling with functions?

Yes. Our function lessons break down complex concepts into clear steps. Students can replay videos, practice specific problem types, and track mastery. Many families see improvement within weeks of focused practice.

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New Jersey Integrated Math I

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New Jersey Integrated Math I Help | Build Strong SkillsHelp

ID

Standard

StudyPug Topic

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.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.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.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.HSF.IF.A.1

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.8

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

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.HSG.CO.A.1

Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.