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Algebra I

New York Algebra I

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How New York Students Use StudyPug

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Work through similar problems until concepts stick.

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New York Algebra I Help | Build Strong Math SkillsHelp

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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.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.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.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.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.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.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-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.
Complete New York Algebra I Coverage

Algebra I Lessons

172

Video Explanations

1152

Practice Problems

1655

New York Standards

100% Aligned

Why New York Families Choose StudyPug

Regents Exam Prep

Regents Exam Prep

Practice problems and lessons prepare your child for the Algebra I Regents exam

Certified Teachers

Certified Teachers

Certified teachers with expertise in New York curriculum and Regents preparation

Step-by-Step Solutions

Step-by-Step Solutions

Every problem broken down into clear steps that build algebraic reasoning skills

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Success Stories

My son's confidence skyrocketed after three weeks. He now tackles polynomial problems independently and asks for help less often.

Michael T.

StudyPug saved us hours of homework frustration. The visual lessons helped her understand functions in ways her textbook couldn't.

Patricia L.

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Common Questions About Algebra I Help

Get answers to frequently asked questions about our New York Algebra I program

How does StudyPug align with New York Algebra I standards?

Our curriculum is 100% aligned with New York Next Generation Learning Standards, covering all topics from polynomial operations to function modeling and systems of equations.

Will this help my child prepare for the Algebra I Regents exam?

Yes. Our lessons include Regents-style practice problems, and our diagnostic assessments identify gaps in knowledge so your child can focus on weak areas before test day.

What if my child is struggling with specific Algebra I topics?

Students can search by topic or upload a photo of their homework problem. Our AI finds the exact lesson needed, and they can replay videos until they understand.

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

Most students see improvement with 30-45 minutes per session, 3-4 times weekly. The platform adapts to their pace, so they can spend more time on challenging concepts.

Can StudyPug replace my child's Algebra I teacher?

No. StudyPug complements classroom instruction by providing additional practice, personalized support, and alternative explanations when students need extra help at home.

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