New York
Math
Grade 9 Math Courses - NY Curriculum
Discover Grade 9 Math in New York, focusing on Algebra I. Our curriculum aligns with state standards, providing a strong foundation for advanced math concepts and problem-solving skills.
NY Grade 9 Math Curriculum - Algebra I
ID | Math Standard Description | StudyPug Topic |
|---|---|---|
NY.AI-N.RN.3 | Use properties and operations to understand the different forms of rational and irrational numbers. |
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.2 | Recognize and use the structure of an expression to identify ways to rewrite it. |
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.4 | Solve quadratic equations in one variable. |
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.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane. |
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.4 | For a function that models a relationship between two quantities: i) interpret key features of graphs and tables in terms of the quantities; and ii) sketch graphs showing key features given a verbal description of the relationship. |
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.7 | Graph functions and show key features of the graph by hand and by using technology where appropriate. |
NY.AI-F.IF.8 | Write a function in different but equivalent forms to reveal and explain different properties of the function. |
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.1 | Write a function that describes a relationship between two quantities. |
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-F.LE.5 | Interpret the parameters in a linear or exponential function in terms of a context. |
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. |
Explore
