Transcript Alabama Course of Study: Mathematics Building Mathematical

Content Shifts
ALGEBRA I – ALGEBRA – Seeing Structure in Expressions
Write expressions in equivalent forms to solve
problems. (Quadratic and exponential.)
9. Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by the
expression.* [A-SSE3]
a. Factor a quadratic expression to reveal the zeros of the
function it defines. [A-SSE3a]
b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.
[A-SSE3b]
c. Determine a quadratic equation when given its graph or roots.
(AL)
d. Use the properties of exponents to transform expressions for
exponential functions. [A-SSE3c]
2010 ACOS – ALGEBRA I
9. Choose and produce an equivalent form of an expression to reveal
and explain properties of the quantity represented by the expression.*
[A-SSE3]
a. Factor a quadratic expression to reveal the zeros of the
function it defines. [A-SSE3a]
d. Use the properties of exponents to transform expressions for
exponential functions. [A-SSE3c]
Correlates
with
2003 ACOS – ALGEBRA I
6. Factor binomials, trinomials, and other polynomials using GCF,
difference of squares, perfect square trinomials, and grouping.
9. Solve quadratic equations using the zero product property.
1.1 Applying laws of exponents to simplify expressions, including
those containing zero and negative integral exponents.
2010 ACOS – ALGEBRA I
9b. Complete the square in a quadratic expression to reveal
the maximum or minimum value of the function it
defines. [A-SSE3b]
9c. Determine a quadratic equation when given its graph or
roots. (AL)
Correlates
with
2003 ACOS – ALGEBRA II W/ TRIGONOMETRY
4. Determine approximate real zeros of functions graphically and
numerically and exact real zeros of polynomial functions.
4.1 Using the zero product property, completing the square, and the
quadratic formula
5.1 Generating an equation when given its roots or graph
2003 ACOS
CURRENT ALABAMA CONTENT PLACEMENT
1.1
Demonstrate concepts of number sense by
counting forward and backward by ones,
twos, fives, and tens up to 100; counting
forward and backward from an initial number
other than 1; and using multiple
representations for a given number.
1.1.B.1 Identifying position using the ordinal
numbers 1st through 10th
1.1.B.2 Using vocabulary, including the terms equal,
all, and none, to identify sets of objects
1.1.B.3 Recognizing that the quantity remains the
same when the spatial arrangement changes
2010 ACOS
2010 GRADE 1 CONTENT
1.9. Count to 120, starting at any number less than 120. In
this range, read and write numerals and represent a
number of objects with a written numeral. [1-NBT1]
CONTENT NO LONGER ADDRESSED IN GRADE 1
1.7. Understand the meaning of the equal sign, and
determine if equations involving addition and subtraction
are true or false. [1-OA7]
CONTENT NOW ADDRESSED IN KINDERGARTEN:
1.4.b. Understand that the last number name said tells
the number of objects counted. The number of
objects is the same regardless of their arrangement
or the order in which they were counted. [K-CC4b]

2003 ACOS
2.6
3.1.B.1
4.10
2010 ACOS
CONTENT MOVED TO GRADE 1 IN 2010 ACOS
Solve problems using the associative 1.3. Apply properties of operations as strategies to
property of addition.
add and subtract. (Students need not use formal
terms for these properties.) [1-OA3] (Associative
property of addition)
Comparing numbers using the
symbols >, <, =, and
1.11. Compare two two-digit numbers based on
meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and
<. [1-NBT3]
Complete addition and subtraction 1.8. Determine the unknown whole number in an
number sentences with a missing
addition or subtraction equation relating three
addend or subtrahend.
whole numbers. [1-OA8]
NEW GRADE 1 CONTENT IN 2010 ACOS
None
Geometry
Content Correlation
• Which 2010 standard(s) correlates to standard 5 from the 2003
ACOS?
• Is there any additional content related to standard 10 that should
be addressed in the upcoming school year?
• What content has been moved from Grade 8 to Geometry?
• Is there any content that is no longer addressed in Geometry?
How many standards and/or bullets?
• Is there any content that is new to Alabama in the Geometry
course in the 2010 ACOS?
How can I be sure my students
are prepared for the
implementation of the 2010
ACOS in the 2012-2013
school year?
Algebra I Mathematics Curriculum
First Nine Weeks
2003 COS DESCRIPTION
AI.1
Simplify numerical expressions using properties of real
numbers and order of operations, including those
involving square roots, radical form, or decimal
approximations.
AI.1.B1 Applying laws of exponents to simplify expressions,
including those containing zero and negative integral
exponents
NEW CONTENT TO BE ADDED FROM 2010 COS
AI.1. Notation for radicals in terms of rational exponents [N-RN1]
AI. 2 Rewrite expressions involving radicals and rational
exponents [N-RN2]
AI.1 Notation for radicals in terms of rational exponents [N-RN1]
AI.2. Rewrite expressions involving radicals and rational
exponents [N-RN2]
AI.7
Solve multistep equations and inequalities including
linear, radical, absolute value, and literal equations.
AI.16. Solve quadratic equations and inequalities in one variable,
including equation with coefficients represented by letters
[A-REI3]
AI.5
Perform operations of addition, subtraction, and
multiplication on polynomial expressions
Determine characteristics of a relation, including its
domain, range, and whether it is a function, when given
graphs, tables of values, mappings, or sets of ordered
pairs.
Solve problems algebraically that involve area and
perimeter of a polygon, area and circumference of a
circle, and volume and surface area of right circular
cylinders or right rectangular prisms.
Analyze linear functions from their equations, slopes,
and intercepts.
AI.10. Include quadratics [A-APR1]
AI.3
AI.11
AI.2
AI.24. Focus on linear and exponential and on arithmetic
and geometric sequences [F-IF1]
NO NEW CONTENT
AI.26. Recognize that sequences are functions [F-IF3]
AI.27. Include exponential and quadratic functions [F-IF4]
AI.46. Interpret slope and intercept of a linear model in the
context of the data [S-ID7]
2003 ACOS #
AIIT.6
TOPICS
CONTENT THAT SHOULD BE ADDED
NO NEW CONTENT
AIIT.6
Add, subtract, multiply, and divide
functions – including polynomial and
rational functions
Inverse functions
AIIT.6
Composition of functions
NO NEW CONTENT
AIIT.3
Graphing rational functions – including
horizontal and vertical asymptotes, and
holes
AIIT.29. 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.
Include recognizing even and odd functions from their graphs
and algebraic expressions for them. [F-BF3]
AIIT.7
Solving rational equations and
inequalities
AIIT.20. Solve simple rational and radical equations in
one variable, and give examples showing how
extraneous solutions may arise. [A-REI2]
Extension – constructing graphs
NO NEW CONTENT
AIIT.6.B.3
NO NEW CONTENT
What about the
assessments?
2011-2012
2012-2013
2013-2014
2003 ACOS +
Identified Content
from 2010 ACOS
2010 ACOS +
Identified Content
from 2003 ACOS
ALSDE Office of Student Learning
Curriculum and Instruction
Cindy Freeman, Mathematics Specialist
 Phone: 334.353.5321
E-mail: [email protected]