Archdiocese of Los Angeles Catholic Schools

Algebra 1 Course and Exam Guide

• This course follows the California Common Core Algebra 1 course with four exceptions, noted on
the next page.

• The questions integrated throughout the standards are NOT the actual exam, but they give a clear
sense of the topics, nature, and difficulty of the questions on ADLA’s official exam.

• IMPORTANT NOTE FOR GRADE 8 TEACHERS: Most grade 8 students in ADLA schools should
follow Common Core Grade 8, not high school Algebra 1. Only exceptionally prepared students
should take Algebra 1 in Grade 8. In fact, a recent survey of ADLA high school math department
chairs indicated that only ≈20% of Grade 8 students pass out of Algebra 1, and ≈45% of Grade 9
students are not ready for Algebra 1 and must remediate foundational math.

Exam Format
• All questions are open-ended. There are no multiple-choice questions. Students should label their
steps and use correct mathematical notation, including symbols such as =, ⟹, and ∴.

• There is plenty of space on each page for students to do work. Problems do not break across pages.

• The exam is organized according to the standards so that teachers and departments can compare
students to other students across the Archdiocese.

• The exam may be administered to Algebra 1 students and Grade 8 students at any time of the year.

• The exam is 2 hours long but may be broken up by semester at the school’s discretion and
supplemented with additional questions.

• The test is a secure document and bears a note saying “So that this test can be used in future years,
it will be not be returned to you.”

Scoring
• Students should be evaluated both for the major concept or skill in the standard and other errors:
0 major error with concept/skill being assessed in the standard to which the problem is aligned
1 some demonstration of the concept or procedure being assessed in the standard
(perhaps with errors relating to other concepts and skills not the focus of the question)
2 solid demonstration of the concept or procedure being assessed in the standard
(perhaps with errors relating to other concepts and skills not the focus of the question)
e error(s) unrelated to the other concepts/skills. (In addition to the score of 0, 1, or 2.)
• Schools may combine these scores in different ways. For example, 90% of the grade could be based
on the 0, 1, or 2 marks and the other 10% could be 1/10th the percentage of problems with no “e”.

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Algebra 1 Course Description

Overview About the Order of the Course

For the Algebra I course, instructional time should focus The standards are presented topically, not necessarily
on four critical areas: (1) deepen and extend in the order you would teach them. Indeed, a teacher
understanding of linear and exponential relationships; can present this course in many orders! That order can
(2) contrast linear and exponential relationships with be decided in conjunction with your textbook’s order
each other and engage in methods for analyzing, and your preferences. One approach, shown below, is
solving, and using quadratic functions; (3) extend the to study functions by type.
laws of exponents to square and cube roots; (4) apply
1) The Operations and Their Properties
linear models to data that exhibit a linear trend; and (5)
study quadratics. These are the main areas, though 2) Linear Equations and Problem Solving Strategies
other areas, such as absolute value and systems of
linear equations and inequalities, receive attention as 3) Introduction to Functions and Notation
well.
4) Linear Functions (including Arith. Sequences as
Some standards are repeated in multiple higher
well as Scatterplots, Regression, Correlation, etc.)
mathematics courses; therefore instructional notes,
which appear in brackets, indicate what is appropriate 5) Exponential Functions (incl. Geo. Sequences)
for study in this particular course. Therefore, although a
standard may include references to other types of 6) Rational Exponents and Rational Numbers
functions, those functions are not to be included in
course work for Algebra I; they will be addressed in 7) Everything Quadratic
later courses.
The following can be included in multiple places within
the sequence above.

Global Standard for All Topics 8) Systems of Equations

9) Inequalities (linear in one variable, linear in two

Reason quantitatively and use units to solve
variables, absolute value)
problems.

1. Use units as a way to understand problems and to

guide the solution of multi-step problems; choose Modifications by ADLA
and interpret units consistently in formulas; choose
and interpret the scale and the origin in graphs and The following are modifications made by ADLA to
data displays. California’s Common Core Algebra 1 Course to increase
2. Define appropriate quantities for the purpose of the level of focus of this course and to give time for
depth (and remediation).
descriptive modeling.
3. Choose a level of accuracy appropriate to • DELAY: Step, piecewise-defined functions → Alg2
limitations on measurement when reporting • DELAY: Finding inverses of linear functions → Alg2
quantities.
4. Explain each step in solving a simple equation as
• DELAY: Single-variable statistics → Algebra 2
following from the equality of numbers asserted at • DELAY: Two-way tables → Geometry course, paired
the previous step, starting from the assumption that with probability with two-way tables
the original equation has a solution. Construct a
viable argument to justify a solution method. Also, throughout, there is some light editing to simplify
or clarify the text.

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The Operations and Their Properties (This section was added by ADLA.)
Read, write, and simplify expressions using the properties of operations.

1. Precisely describe the meanings of the operations of +, –, ×, ÷, exponents, and roots

Give two possible interpretations of “8 apples – 3 apples = 5 apples”.

With a diagram and a single sentence, explain why 3 ÷ ¼ = 12 using the meaning of division.
What is the relationship between multiplication and division?
Use the meanings of the operations to explain why the following equation is true: 5 + 2 – 3 = 5 – (–2) + –3
Write two expressions equivalent to a–8.

2. Articulate the associative, commutative, distributive, identity, and zero properties (a) verbally with numerical
examples and (b) abstractly using variables.

Name the property of operations that describes each example. If two properties are used in the same
example, name both properties.
5·3=3·5
5 · 32 = 5·30 + 5·2
5·𝑥=0⟹𝑥=0
5 – 3 + 5 = 10 + –3
Apply the distributive property to rewrite the expression 5𝑥 + 30y – 20

3. Understand that we read + and – from left-to-right in order to ensure that the value of the expression is the
same if – is replaced with + of the opposite; do the same for × and ÷. Apply this idea.

a) Simplify 7 − 24 + 6. b) Simplify 7 ÷ 2 × 5.

4. Manipulate expressions in parentheses, numerators, denominators, and exponents as single quantities.

What property says that 5(𝑥 + y) = 5𝑥 + 5y? Use the meaning of multiplication to prove that it’s true.
Explain how the following equation demonstrates one of the properties: 3 + (10 – 5) + 2 = 3 + 2 + (10 – 5).

5. Explain that × and ÷ establish single quantities as well when mixed with + and – due to the fact that they, too,
are in a sense grouping symbols (e.g., for repeated multiplication or division).

In the expression 5 + 3 · 5, why does it make sense to multiply before adding?

A student did her first step simplifying the expression below. Is what she did valid? Why or why not?
15 – 5 + 6 × 5 = 15 – 5 + 30

6. Simplify expressions making strategic, efficient use of all of the above (as opposed to rote processes and/or
troublesome mnemonics such as PEMDAS)

−8
Evaluate f(–2), g(–2), and h(–2) given f(𝑥) = – 𝑥 2 , g(𝑥) = , and h(𝑥) = (3–x)–4
𝑥 3 +4
Evaluate (3.2 ÷ 5.4)0 + (–15 + 2)200 · 0

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Radicals, Rational Exponents, and Irrational Numbers
Note: All exponential functions should have integer inputs only. Students will learn about rational exponents and
radicals in this course, but not use them with exponential functions until later courses.
Extend the properties of exponents to rational exponents.

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. For
example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(⅓)3 to hold, so (51/3)3 must equal 5.

Fill in the parentheses with two different expressions that make the statement true.
use an exponent do NOT use an exponent

( )3 = 17 ( )3 = 17
2. Rewrite numerical expressions involving radicals and rational exponents using the properties of exponents.

1
Simplify √169 without using a calculator.
7
Simplify √25/4 √2 without using a calculator.
For what values of 𝑥 does √𝑥 2 = 𝑥? Why?

3. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an
irrational number is irrational; and that the product of a nonzero rational number and an irrational number is
irrational.

Give examples for each case below. If it’s impossible, state “impossible.”

Result is Rational Result is Irrational

1 ÷ irrational number

irrational number + irrational number

irrational number × rational number

rational number + irrational

(irrational number)2

ADLA NOTE: Notice that work with radicals and rational exponents does not extend to working with variables.
That is saved for Algebra 2.

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Algebraic Expressions
Interpret the structure of expressions [Linear, exponential, and quadratic only]

1. Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity.

The cost of producing a cell phone is c and the cost of producing its packaging is p. What might the
expression 200,000(p + c) + 1,300,000 represent? Justify your answer.
In the expression P(1 + r)n , the value of r represents an interest rate percentage and P represents a principle
(initial investment) in dollars. How are the values (1 + r)n and P(1 + r)n related? Why does this make sense?

2. Use the structure of an expression to identify ways to rewrite it.

Show algebraically why you can find the total price including an 8% tax on a price, p, by multiplying p by 8%
and also by multiplying p by 1.08.
Simplify 2(2𝑥 + 5)2 – 6(2𝑥 + 5)2
Explain why the equation y = –2.3(𝑥 – 4) + 2 is the equation of a line through (4, 2) with slope –2.3.

3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity
represented by the expression. [Linear, quadratic, and exponential]
a. Factor a quadratic expression to reveal the zeros of the function it defines.
b. Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it
defines.*
c. Use the properties of exponents to transform expressions for exponential functions. For example,
1.15t = (1.151/12)12t ≈ 1.01212t , which reveals the approximate equivalent monthly interest rate if the annual
rate is 15%.

By hand (no calculator), identify the 𝑥-intercepts of f(𝑥) = 𝑥 2 – 2𝑥 – 24.

Complete the square to identify the vertex of f(𝑥) = 𝑥 2 – 2𝑥 – 24.
If 3x – y = 12, what is the value of 8x / 2y?
The value of a savings account after y years is $873.25 · 1.016y. What is the monthly interest rate?

4. 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 [up to quadratics]

What does it mean that the set of all polynomials is “closed under addition”?
If p(𝑥) = 3𝑥 2 + 5𝑥 – 6 and q(𝑥) = –2𝑥 + 7, then what expression can be written for 3p(𝑥) – 𝑥q(𝑥)?

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Solving Equations (One Variable)
Solve equations and inequalities in one variable. [Linear inequalities; literal equations that are linear in
the variables being solved for; quadratics with real solutions]

1. Solve linear equations and inequalities in one variable, including equations with coefficients represented by
letters.

Solve each equation for the value(s) of 𝒙:

𝑥−2 1 5 1 1
–4(𝑥 – 3) = 9𝑥 – 13𝑥 + = − 2 (𝑥 − 4) = 4 (1 − 𝑥)
3 6 6
𝑥 8
= –0.7 – 0.2𝑥 = –0.5 2ax + 4b = 3a – bx
0.03 2.4
2
Solve the inequality for 𝑥 and graph its solution: 7 – 𝑥 < 𝑥 – 8
3
Given that 2𝑥 + a𝑥 – 7 > –12, what is the largest integer value of a when 𝑥 = –1.

2. Solve one-variable equations and inequalities involving absolute value, graphing the solutions and interpreting
them in context. CA

Solve |𝑥 + 32| = 8 and justify your answer.

Solve |𝑥| + 7 = 6.
What value of k guarantees that |𝑥 + 1| = k has exactly one solution? Show work or explain.
Which two symbols (=, <, >, ≤, ≥) can fill in the gray box so that |𝑥 + 4| 0 has exactly one solution?

3. Solve quadratic equations in one variable.

a. Use the method of completing the square to transform any quadratic equation in x into an equation of the
form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
b. Solve quadratic equations by inspection (e.g., for 𝑥 2 = 49), taking square roots, completing the square, the
quadratic formula, and factoring, as appropriate to the initial form of the equation. [Real solutions only]

Solve for 𝑥: 𝑥 2 = 49
Solve for 𝑥: 𝑥 2 = 2𝑥
Solve 𝑥 2 – 5𝑥 + 6 = 0 for 𝑥 three different ways: factoring, quadratic formula, and completing the square
Solve for 𝑥 in terms of p: 𝑥 2 = 16 + 2p𝑥
Solve for 𝑥 by factoring (with or without substitution first): 64𝑥 2 + 16𝑥 = 3

4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For
example, rearrange Ohm’s law V = IR to highlight resistance R.

The area of a circle of radius r is A = πr2. Solve for r in terms of A. Explain how your new equation could be
useful in the real world by giving an example.
You know that the y-intercept of y = mx + b is b. Find a formula for the x-intercept in terms of m and b.

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Solving Equations (Two Variables)
Solve systems of equations. [Linear-linear and linear-quadratic, only in 2 variables]

1. Prove that, given a system of two equations in two variables, replacing one equation by a multiple of that
equation or by the sum of that equation and a multiple of the other produces a system with the same solutions.

2𝑥 − 3𝑦 = 3
The solution to the system { is (𝑥, y) = (3, 1). Why is it acceptable to add equations 1 and 2
−2𝑥 + 𝑦 = −5
together? What is true about the resulting equation?
If 2𝑥 + 3y = 9 and 𝑥 – y = 4, what is the value of 3𝑥 + 2y – 5? Explain WITHOUT solving a system.

2. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear
equations in two variables.

3𝑥 + 𝑦 = −8
Solve { three different ways: graphing, substitution, and linear combination (aka elimination).
−2𝑥 − 𝑦 = 6

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

Do the graphs of f(𝑥) = –2𝑥 2 and g(x) = 2𝑥 – 4 intersect? Justify your answer clearly two different ways —
graphically and an algebraic solution.

Represent and solve equations and inequalities graphically. [master linear; learn as general principle.]

4. 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).

Describe the “solutions” of y = 𝑥 2 + 1 in terms of its graph.

State three solutions to the equation y = f(𝑥) where whose graph is a line through (1, 18) with slope –4.

5. 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 and quadratic functions.

The graphs of f(𝑥) = 4 – 𝑥 2 and g(𝑥) = |3𝑥| intersect twice, at the points (–1, 3) and (1, 3).
a) How could you show this using a calculator?
b) In what situation would solving with a calculator be even more useful than it is here?
c) What can you conclude about the equation 4 – 𝑥 2 = |3𝑥|?
Find all solutions using any method, rounding to the nearest thousand if necessary: 2𝑥 = 𝑥 2

6. 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.

Graph the set of all points (𝑥, y) such that y + 𝑥 > 2 and y ≤ 3𝑥 – 2.

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Writing Equations
Create equations that describe numbers or relationships. [Linear, exponential, and quadratic]

1. Create equations and inequalities in one variable including ones with absolute value and use them to solve
problems. Include equations arising from linear and quadratic functions, and simple rational and exponential
functions. CA [ADLA: Rational functions are in Algebra 2.]

1) Find three consecutive integers such that twice the greatest integer is 2 less than 3 times the least.

2) A bracelet has been discounted 30% from its sticker price, p and its new cost is $77.00. Write and solve
an equation in one variable and for the sticker price.

3) Dominic wants to attend a nearby carnival. The price for an admission ticket is $5.00 and each ride costs
$1.50. He only has $20.00 to spend at the carnival. Write an inequality modeling this situation using the
variable r for the number of rides. Interpret
the solution to that inequality for Dominic.

4) On a team of basketball players, all players

are within 3 inches of the team’s average
height of 71 inches. Write an absolute value
inequality for x, the height of a randomly
chosen player on the team.

5) The combined area of the rectangular garden

and walkway shown is 396 m2. Write and
solve an equation to find x, the width of the
walkway.

2. Create equations in two or more variables to represent relationships between quantities; graph equations on
coordinate axes with labels and scales.

[This is addressed with standards 4-6 in the section “Analysis of Functions”]

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. For example, represent inequalities
describing nutritional and cost constraints on combinations of different foods.

6) A video store changes a monthly membership fee of $7.50, but the charge to rent each movie is only
$1.00 per movie. Another store has no membership fee, but it costs $2.50 to rent each movie. How
many movies need to be rented each month for the total fees to be the same from either company? How
can people use this fact to make a decision about which store to go to?

7) The O’Hara and Arnel families went to the movie theater. The O’Haras spent $18.25 on two bags of
popcorn and three drinks. The Arnels spent $27.50 for four bags of popcorn and two drinks. Model this
situation with a system of equations, one representing each family’s purchases. Solve the system and
interpret the solution.

8) An online electronics store sells tablets for $300 each and laptops for $500 each. Due to inventory issues,
the store can ship a maximum of 20 items per day but wants to make at least $8000 of sales. Model this
information with a system of inequalities. Use the solution graph to recommend sales goals for the store.

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Analysis of Functions: Linear, Exponential, Quadratic, and Absolute Value
Understand the concept of a function and use function notation.

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).

The function f has a domain of {1, 3, 5, 7} and a range of {2, 4, 6}. Could {(1, 2), (3, 4), (5, 6), (7, 2)} be that
function f? Justify your answer.
Explain why neither of the graphics below is that of a function.

True or false: The age of a persona is a function of their height. Justify your answer.

2. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use
function notation in terms of a context.

The graph shows the distance d(t), in miles, of a car t

hours after 12 PM. Gas costs $2.50/gallon; the car gets
30 miles per gallon.
1) Label the axes and title the graph.

2) The graph is that of a function. Explain why.

3) What are the domain and range of the function and

what do they tell you about the car?

4) Find each of the following.

a) The meaning of d(6).
b) The meaning of d(4) – d(2).
c) An expression using function notation for the total cost of gas used; evaluate the expression.
d) The time interval during which their speed was the greatest.
e) Suppose that between hours 10 and 11, the family parked the car. Show this on the graph.
f) An expression using function notation for the average speed during the last 4 hours of travel; evaluate
the expression.

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3. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the
integers. [ADLA: We suggest teaching most of this alongside linear and exponential, especially since most
exponential examples will use integer domains anyway.]

Let an = 3an – 1 for n ≥ –2 and let a0 = 8.

a) Explain why this is an example of a function. b) What are the values of a5 and a–2?
c) Is this sequence arithmetic, geometric, or neither? Explain. d) Model the sequence in closed form.
e) In what sense is this sequence an example of a linear or exponential function?

The pictures above show a pattern of blocks. Write formulas for Term n in both recursive and closed forms.
If f(1) = 6 and f(n) = 1 – 2f(n – 1) , then what is the value of f(5)?
Is the function f described above arithmetic, geometric, or neither? Justify.
The Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n + 1) = f(n) + f(n – 1) for n ≥ 1. List the
first 10 terms of the Fibonacci sequence. (Advanced Challenge: as n→∞, what happens to f(n)/f(n – 1)?
After finding out, research “golden ratio” and relate your work to what you read.)

Interpret functions that arise in applications in terms of the context. [Linear, exponential, quadratic]

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.
Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative;
relative maximums and minimums; symmetries; end behavior; and periodicity.

For the graph of a parabola on the next page, list all of the following: intercepts; intervals where the function
is increasing; intervals where the function is negative; relative max or min points; end behavior. Also,
explain what it means for this graph to have symmetry.
Problems elsewhere in this section further address this standard.

5. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

[See graph problem earlier in this section.]

If the function h gives the number of person-hours it takes to assemble n engines in a factory, what would be
an appropriate domain for the function?

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.

A ball was shot into the air and its height about the ground is modeled by the function h(t) = –4.9t2 + 9.8t.
ℎ(2)−ℎ(0)
What is the meaning of and what does it tell you about the ball?
2−0
Draw and label the graph of a function whose average rate of change over [1, 3] is –2 and whose average
rate of change over [1, 5] is +2.
[See graph problem earlier in this section for an additional example.]

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Analyze functions using different representations. [Linear, exponential, quadratic, absolute value]

7. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using
technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts, maxima, and minima.
b. Graph square root, cube root, and piecewise-defined functions, including step functions and [only] absolute
value functions.
e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric
functions, showing period, midline, and amplitude.

Sketch the graph of 𝑓(𝑥) = −300𝑥 + 2400 and label all interesting features.
Sketch the graph of ℎ(𝑥) = 𝑥 2 − 5𝑥 + 6 and label all interesting features.
Sketch h(x) = 2.3x2 – 3x + 8 using a calculator and label on paper all interesting features.
Graph 𝑔(𝑥) = 80 – 0.73𝑥 and label all interesting features. Explain each one of them using the equation.
(You may use a calculator for inspiration)
Graph p(x) = |x| and justify your graph using a (numerical) interpretation of the words “absolute value”

8. Write a function defined by an expression in different but equivalent forms to reveal and explain different
properties of the function.
a. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme
values, and symmetry of the graph, and interpret these in terms of a context.

Show that the vertex of g(x) = –24x2 + 144x – 120 is (3, 96) by completing the square. Check on a calculator.

b. Use the properties of exponents to interpret expressions for exponential functions.

Identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, and y = (1.2)t/10, and
classify them as representing exponential growth or decay.

9. Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).

h(x) = (3 – x)(2 + x)
What is f(1) + g(1) + h(1)?
Which function ( f, g, or h) has the least maximum value?
Which function ( f, g, or h) has the least average rate of change over [1 , 4]?

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Build a function that models a relationship between two quantities. [linear, exponential, and quadratic]

10. Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from context.
b. Combine standard function types using arithmetic operations.

A ball was shot into the air and its height about the ground is modeled by the function h(t) = –4.9t2 + 9.8t.
What would the equation be if the ball was shot by a person from a height of 1.6 meters above the ground?
In a room with a steady temperature of 20°C, a cup of tea 90° C has been cooling toward that room
temperature at a rate of 1.7% per minute. Write an equation for its temperature at time t, in minutes.

11. Write arithmetic and geometric sequences both recursively and explicitly, use them to model situations, and
translate between the two forms.

See standard #3 earlier in this section

Build new functions from existing functions.

12. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(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. [Linear, exponential, quadratic, absolute value]

Explain how the point-slope form of a line, f(x) = m(x – h) + k, is a transformation of p(x) = x.
Graph y = –4|x + 4| + 3 and justify each transformation of p(x) = |x|
Explain why the maximum value of f(x) = –4(x – 12)2 + 8 is 8.

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Construct and Compare Models
Construct and compare linear, quadratic, and exponential models and solve problems.

13. Distinguish between situations that can be modeled with linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over equal intervals, and that exponential functions
grow by equal factors over equal intervals.
b. Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval
relative to another.

Label each function below linear, exponential, or neither. Justify your answers in terms of the change in f(x).
If it is linear or exponential, write its equation.

14. 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).

The points (1, 3) and (4, 17) are on the graph of a function. Write the
equation of the function given that it is (a) linear (b) exponential.
Write an equation for the graph shown.
Caitlin has a movie rental account online worth $100. Each movie
rental costs $4.99. Write the equation of a function that models this
situation and use it to make a recommendation to Caitlin.
An application developer released a new app. The number of
downloads of the app grew from 120 the first week to 180 to 270 to
405 the following three weeks. Write the equation of a function that
models this growth and use it to predict the number of downloads he
might anticipate the 10th week. Would it be reasonable to use this
model to predict the number of downloads past one year? Explain.

15. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity
increasing linearly, quadratically, or (more generally) as a polynomial function [ADLA: Polynomials are Alg. 2].

Compare and contrast the long-term behaviors (as x→+∞ and as x→–∞) of y = 𝑥 2 , y = 2x, and = 2𝑥 .

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Interpret expressions for functions in terms of the situation they model.

16. Interpret the parameters in a linear or exponential function in terms of a context. [Linear and exponential]

A company’s cost, in dollars, for manufacturing r radios is c(r) = 5.25r + 125. State the real-world meanings:
c(320) = 125 = 5.25 = 5.25r =
The value of a savings account after y years is v(y) = $873.25 · 1.016y. State the real-world meanings:
873.25 = 1.6 = 1.016y = v(10) =

17. Apply quadratic functions to physical problems, such as the motion of an object under the force of gravity. CA

A quarterback who is 6 feet tall throws a football to a receiver, also 6-feet tall, 50 yards away. Halfway
through its maximum height of the ball is 36 feet in the air, and is achieved at the midpoint of the ball’s flight.
Label the starting point, the ending point and the coordinate for the vertex. Will the equation have a positive
or negative leading coefficient?
A football player kicks a football 2 feet above the ground with an initial vertical velocity of 75 feet / sec. The
function h(t) = –16t2 + 75t +2 represents the height(h) in feet of the football after t seconds.
a) What does the value h(0) represent?

b) Estimate the time for a height of 50 feet.

c) At what time will the ball reach the ground?

d) Graph h. You may use technology to help you, but the graph you sketch must be labeled and use an
appropriate domain.

e) At what time will the ball reach its peak. How high is the peak?

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Statistical Modeling with Functions
Summarize, represent, and interpret data on two categorical and quantitative variables.
[Categorical data in two variables, i.e., two-way tables, is part of the ADLA geometry course.]

1. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given
functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential
models.
b. Informally assess the fit of a function by plotting and analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear association.

Interpret linear models.

2. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the
data.
3. Compute (using technology) and interpret the correlation coefficient of a linear fit.
4. Distinguish between correlation and causation.

The data below describe the age and weights of a baby bear.

Age (months) 1 2 3 4 5 6 7 8

Weight (pounds) 11 17 26 31 42 51 63 70

a) Make a scatterplot of the data in the table using technology and write a sentence describing the
relationship it shows.

b) Write an equation for a linear model that best fits this data.

c) Including their units, describe the real-world meanings of the y-intercept and the slope of that equation.

d) What is the correlation coefficient, r, and what is its real-world meaning in terms of the baby bear?

e) What is the residual for the bear’s weight at age 4 months? Interpret this value in term’s of the bear’s
growth.

f) What weight does the model predict for age 120 months. State and explain your confidence in this
prediction.

g) Explain the difference between correlation and causation using this example. Is there also a relationship
between them in this case? Explain.

h) What is another variable likely to be correlated with the weight of the bear but not in a causation
relationship with the weight?

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