Algebra II (New Jersey NJSLS)

Your Teacher Information Pack for Algebra II 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

The Real Number System (N.RN)

• N.RN.A.1 Explain how rational exponents get their meaning by extending the rules for integer exponents.
• N.RN.A.2 Use exponent rules to rewrite expressions with radicals and rational exponents.
• N.RN.A.3 Simplify radicals, including algebraic radicals.

Quantities (N.Q) ★

• N.Q.A.2 Define suitable quantities for descriptive modeling. ★

The Complex Number System (N.CN)

• N.CN.A.1 Know i² = −1 and that every complex number can be written a + bi with a and b real.
• N.CN.A.2 Add, subtract and multiply complex numbers using i² = −1 and the properties of operations.
• N.CN.C.7 Solve quadratics with real coefficients whose solutions are complex.

High School: Algebra

Seeing Structure in Expressions (A.SSE)

• A.SSE.A.2 Use the structure of an expression to find ways to rewrite it, e.g. x⁴ − y⁴ as a difference of squares.
• 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.

Arithmetic with Polynomials and Rational Expressions (A.APR)

• A.APR.A.1 Know polynomials are closed under addition, subtraction and multiplication, and add, subtract and multiply them.
• A.APR.B.2 Use the Remainder Theorem: p(a) is the remainder on dividing p(x) by x − a, so p(a) = 0 exactly when x − a is a factor.
• A.APR.B.3 Find zeros of factored polynomials and use them to sketch a rough graph.
• A.APR.D.6 Rewrite simple rational expressions in different forms, e.g. as quotient plus remainder over divisor.

Creating Equations (A.CED) ★

• A.CED.A.1 Write and solve one-variable equations and inequalities from linear, quadratic, simple rational and exponential situations. ★

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.A.2 Solve one-variable rational and radical equations and show how extra (extraneous) solutions can arise.
• 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.C.7 Solve a two-variable system made of a linear and a quadratic equation, by algebra and by graphing.
• 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. ★

High School: Functions

Interpreting Functions (F.IF)

• 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.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.A.2 Write arithmetic and geometric sequences recursively and with an explicit formula and convert between forms. ★
• 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.
• F.BF.B.4 Find inverse functions.
  • a. Solve f(x) = c for a simple invertible function and write an expression for the inverse.
  • b. (+) Use composition to check that two functions are inverses.
  • c. (+) Read inverse-function values from the graph or table of an invertible function.
  • d. (+) Restrict the domain of a non-invertible function to make it invertible.

Linear and Exponential Models (F.LE)

• F.LE.A.2 Build linear and exponential functions, including sequences, from a graph, a description or input-output pairs.
• F.LE.A.4 Write solutions of ab^(ct) = d as logarithms with base 2, 10 or e and evaluate them with technology.
• 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.A.4 Fit a normal distribution using mean and standard deviation, estimate percentages and know when this is not appropriate.
• S.ID.B.5 Summarize two categorical variables in two-way tables, interpret relative frequencies and spot possible associations.
• 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.

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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