Algebra I (New Jersey NJSLS)

Your Teacher Information Pack for Algebra I in New Jersey: the standards with their official codes, the state tests and the official links. Check what you're teaching and plan a lesson.

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The standards (our summaries)

New Jersey's official codes with our own short summaries (not the official wording). Each code links to the official document.

High School: Number and Quantity

Quantities (N.Q) ★

• N.Q.A.1 Use units to understand problems and guide multi-step solutions; choose and interpret units and scales in formulas and graphs. ★
• N.Q.A.2 Define suitable quantities for descriptive modeling. ★
• N.Q.A.3 Choose a level of accuracy suited to the limits of measurement when reporting quantities. ★

High School: Algebra

Seeing Structure in Expressions (A.SSE)

• A.SSE.A.1 Interpret expressions that stand for a quantity in context. ★
  • a. Explain what terms, factors and coefficients in an expression mean.
  • b. Read a complicated expression by seeing parts of it as single quantities, e.g. P(1 + r)ⁿ as P times a factor.
• A.SSE.B.3 Rewrite an expression in a form that reveals properties of the quantity it represents. ★
  • a. Factor a quadratic expression to show the zeros of its function.
  • b. Complete the square to show the maximum or minimum of a quadratic function.
  • c. Use properties of exponents to rewrite exponential expressions, e.g. an annual rate as a monthly rate.

Creating Equations (A.CED) ★

• A.CED.A.1 Write and solve one-variable equations and inequalities from linear, quadratic, simple rational and exponential situations. ★
• A.CED.A.2 Write equations in two or more variables for relationships and graph them on labeled, scaled axes. ★
• A.CED.A.3 Show constraints with equations, inequalities or systems and judge whether solutions make sense in context. ★
• A.CED.A.4 Rearrange formulas to make a chosen quantity the subject, e.g. Ohm's law V = IR for R. ★

Reasoning with Equations and Inequalities (A.REI)

• A.REI.A.1 Explain each step in solving an equation as following from equality in the step before, and justify the method.
• A.REI.B.3 Solve one-variable linear equations and inequalities, including ones with letter coefficients.
• A.REI.B.4 Solve quadratic equations in one variable.
  • a. Complete the square to turn any quadratic into (x − p)² = q and derive the quadratic formula from it.
  • b. Solve quadratics by inspection, square roots, completing the square, the formula or factoring; recognize complex solutions a ± bi.
• A.REI.C.6 Solve systems of linear equations in two variables exactly (including by elimination) and approximately with graphs.
• A.REI.D.10 Know a two-variable equation's graph shows all of its solutions plotted in the coordinate plane.
• A.REI.D.11 Explain why x-values where y = f(x) and y = g(x) cross solve f(x) = g(x); find solutions approximately. ★
• A.REI.D.12 Graph linear inequalities in two variables as half-planes and systems of them as overlapping half-planes.

High School: Functions

Interpreting Functions (F.IF)

• F.IF.A.1 Understand a function as assigning each input in the domain exactly one output; the graph of f is y = f(x).
• F.IF.A.2 Use function notation, evaluate functions for given inputs and interpret statements in context.
• F.IF.A.3 Know sequences are functions on the integers, sometimes defined recursively, e.g. the Fibonacci sequence.
• F.IF.B.4 Interpret key features of graphs and tables of a relationship in context and sketch graphs from verbal descriptions. ★
• F.IF.B.5 Relate a function's domain to its graph and to the situation it describes. ★
• F.IF.B.6 Find, interpret and estimate a function's average rate of change over an interval. ★
• F.IF.C.7 Graph functions from their equations and show key features, by hand in simple cases and with technology. ★
  • a. Graph linear and quadratic functions showing intercepts, maxima and minima.
  • b. Graph square root, cube root, piecewise, step and absolute value functions.
  • c. Graph polynomial functions showing zeros (when factors are known) and end behavior.
  • d. (+) Graph rational functions showing zeros, asymptotes and end behavior.
  • e. Graph exponential and log functions, marking intercepts and end behavior.
  • f. (+) Graph trigonometric functions showing period, midline and amplitude.
• F.IF.C.8 Rewrite a function in equivalent forms to show different properties.
  • a. Factor and complete the square in quadratics to show zeros, extreme values and symmetry.
  • b. Use properties of exponents to read growth or decay rates in exponential functions.
• F.IF.C.9 Compare properties of two functions each shown in a different way (equation, graph, table, words).

Building Functions (F.BF)

• F.BF.A.1 Write a function to describe how two quantities are related. ★
  • a. Find an explicit expression, recursive process or calculation steps from a context.
  • b. Combine standard function types with arithmetic operations.
  • c. (+) Compose functions to model a quantity that depends on another through a middle variable.
• F.BF.B.3 Explain how replacing f(x) with f(x) + k, k·f(x), f(kx) or f(x + k) changes a graph; recognize even and odd functions.

Linear and Exponential Models (F.LE)

• F.LE.A.1 Tell apart situations modeled by linear functions and by exponential functions.
  • a. Prove linear functions grow by equal differences and exponential functions by equal factors over equal intervals.
  • b. Spot situations where one quantity changes by the same amount for each unit of another.
  • c. Spot situations where a quantity grows or shrinks by the same percent over each equal interval.
• F.LE.A.2 Build linear and exponential functions, including sequences, from a graph, a description or input-output pairs.
• F.LE.A.3 Use graphs and tables to show exponential growth eventually exceeds linear, quadratic or polynomial growth.
• F.LE.B.5 Interpret the parameters of a linear or exponential function in context.

High School: Statistics and Probability

Interpreting Categorical and Quantitative Data (S.ID)

• S.ID.A.1 Show data for one variable on the real number line with dot plots, histograms and box plots.
• S.ID.A.2 Compare center and spread of two or more data sets using statistics that suit the shape of the data.
• S.ID.A.3 Explain differences in shape, center and spread of data sets in context, considering outliers.
• S.ID.B.6 Plot pairs of quantitative data on a scatter plot and describe the relationship.
  • a. Fit a function (often linear or exponential) to data and use it to solve problems in context.
  • b. Judge the fit of a function informally by plotting and analyzing residuals.
  • c. Fit a line to a scatter plot that shows a linear pattern.
• S.ID.C.7 Explain what a linear model's slope and intercept mean for the data.
• S.ID.C.8 Use technology to find the correlation coefficient of a linear fit and interpret it.
• S.ID.C.9 Tell correlation apart from causation.

Tests and key dates

• New Jersey Student Learning Assessment-Adaptive (NJSLA-A) ELA and Mathematics – grades ELA 3-9; math 3-8 plus Algebra I, Geometry or Algebra II (high school, for accountability) (official page)
• New Jersey Graduation Proficiency Assessment-Adaptive (NJGPA-A) – grades 11 (and 12 / repeating 11 as needed) (official page)
• NJSLA-Science – grades 5, 8, 11 (official page)
• Dynamic Learning Maps (DLM) alternate assessment – grades ELA/math 3-8, 11; science 5, 8, 11 (official page)

Check the New Jersey Department of Education for which grades are tested and this year's testing dates.

Official documents

• nj.gov: hscontent.shtml
• nj.gov: index.shtml
• nj.gov: index.shtml

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