Algebra I (Ohio's Learning Standards)

Your Teacher Information Pack for Algebra I in Ohio: 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)

Ohio'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.1 Use units to guide multi-step problems and choose consistent units, scales and origins in graphs.
• N.Q.2 Define appropriate quantities for descriptive modeling.
• N.Q.3 Choose a level of accuracy suited to the limits of measurement.

High School: Algebra

Seeing Structure in Expressions (A.SSE)

• A.SSE.1 Interpret expressions that represent a quantity in context.
  • a. Interpret terms, factors and coefficients.
  • b. Interpret complicated expressions by viewing parts as single entities.
• A.SSE.2 Use the structure of an expression to rewrite it, e.g. as a difference of squares.
• A.SSE.3 Choose and produce an equivalent form of an expression that reveals properties of the quantity.
  • a. Factor a quadratic to reveal the function's zeros.
  • b. Complete the square to reveal a maximum or minimum.
  • c. Use exponent properties to transform exponential expressions.

Arithmetic with Polynomials and Rational Expressions (A.APR)

• A.APR.1 Understand that polynomials are closed under addition, subtraction and multiplication; add, subtract and multiply them.
  • a. Algebra 1 focus: polynomials that simplify to linear or quadratic.

Creating Equations (A.CED)

• A.CED.1 Create one-variable equations and inequalities from linear, quadratic, rational and exponential functions and solve problems.
  • a. Focus on linear and simple exponential expressions.
  • b. Focus on simple quadratic expressions.
• A.CED.2 Create equations in two or more variables for relationships and graph them on labeled, scaled axes.
  • a. Focus on linear and simple exponential expressions.
  • b. Focus on simple quadratic expressions.
• A.CED.3 Represent constraints with equations, inequalities or systems and judge whether solutions are viable.
• A.CED.4 Rearrange formulas to highlight a quantity of interest.
  • a. Focus on formulas where the variable is linear or squared.

Reasoning with Equations and Inequalities (A.REI)

• A.REI.1 Explain each step in solving an equation as following from equality and justify the method.
• A.REI.3 Solve linear equations and inequalities in one variable, including literal coefficients.
• A.REI.4 Solve quadratic equations in one variable.
  • a. Complete the square to rewrite as (x − p)² = q.
  • b. Solve by inspection, square roots, completing the square, the quadratic formula or factoring.
  • c. Derive the quadratic formula by completing the square. (+)
• A.REI.5 Show that replacing one equation by its sum with a multiple of the other keeps a system's solutions.
• A.REI.6 Solve systems of linear equations exactly and approximately, e.g. with graphs.
  • a. Focus on pairs of linear equations in two variables.
• A.REI.7 Solve a simple system of a linear and a quadratic equation algebraically and graphically.
• A.REI.10 Understand the graph of a two-variable equation as the set of all its solutions.
• A.REI.11 Explain why intersection x-values solve f(x) = g(x) and find approximate solutions.
• A.REI.12 Graph solutions of two-variable linear inequalities as half-planes and of systems as intersecting regions.

High School: Functions

Interpreting Functions (F.IF)

• F.IF.1 Understand a function as assigning each input exactly one output; f(x) is the output for x.
• F.IF.2 Evaluate functions in function notation and interpret statements in context.
• F.IF.3 Recognize sequences as functions with integer domains, sometimes defined recursively.
• F.IF.4 Interpret key features of graphs and tables in context and sketch graphs from descriptions.
  • b. Focus on linear, quadratic and exponential functions.
• F.IF.5 Relate a function's domain to its graph and to the quantities it describes.
  • b. Focus on linear, quadratic and exponential functions.
• F.IF.7 Graph functions from symbols and show key features, by hand or with technology.
  • a. Graph linear functions and show intercepts.
  • b. Graph quadratic functions and show intercepts, maxima and minima.
  • e. Graph simple exponential functions, showing intercepts and end behavior.
• F.IF.8 Write a function in different but equivalent forms to reveal its properties.
  • a. Use factoring and completing the square for zeros, extremes and symmetry.
  • a.i. Focus on completing the square when the leading coefficient is 1.
  • b. Use exponent properties to interpret growth or decay rates.
  • b.i. Focus on exponential functions evaluated at integer inputs.
• F.IF.9 Compare properties of two functions represented in different ways.
  • b. Focus on linear, quadratic and exponential functions.

Building Functions (F.BF)

• F.BF.1 Write a function that describes a relationship between two quantities.
  • a. Find an explicit expression, recursive process or steps from context.
  • a.i. Focus on linear and exponential functions.
  • a.ii. Focus on situations with quadratic or exponential relationships.
• F.BF.2 Write arithmetic and geometric sequences recursively and explicitly and translate between forms.
• F.BF.3 Identify the effect on a graph of replacing f(x) by f(x) + k, kf(x), f(kx) and f(x + k); find k from graphs.
  • a. Focus on quadratic graphs, not f(kx).
• F.BF.4 Find inverse functions.
  • a. Informally find the input for a given output.

Linear, Quadratic, and Exponential Models (F.LE)

• F.LE.1 Tell situations modeled by linear functions from those modeled by exponential functions.
  • a. Linear grows by equal differences, exponential by equal factors.
  • b. Recognize a constant rate of change per unit.
  • c. Recognize a constant percent rate of growth or decay.
• F.LE.2 Build linear and exponential functions, including sequences, from graphs, descriptions or input–output pairs.
• F.LE.3 Show with graphs and tables that exponential growth eventually exceeds linear or quadratic growth.
• F.LE.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.1 Show one-variable data on a number line with dot plots, histograms or box plots, using GAISE.
• S.ID.2 Compare center and spread of two or more data sets with statistics suited to their shape, using GAISE.
• S.ID.3 Interpret differences in shape, center and spread between data sets, allowing for outliers.
• S.ID.5 Summarize two-category data in two-way tables and interpret relative frequencies to spot associations.
• S.ID.6 Show two quantitative variables on a scatter plot and describe how they relate.
  • c. Fit a linear function where the scatter plot suggests a linear association.
• S.ID.7 Interpret the slope and intercept of a linear model in context.
• S.ID.8 Compute (with technology) and interpret the correlation coefficient of a linear fit.

Tests and key dates

• Ohio's State Tests (OST)

Check the Ohio Department of Education and Workforce for which grades are tested and this year's testing dates (we have not yet confirmed every detail above on the official site).

Official documents

• education.ohio.gov: ALGEBRA 1 Standards.pdf.aspx?lang=en US
• education.ohio.gov: Ohio s Learning Standards in Mathematics
• education.ohio.gov: English Language Arts Standards
• education.ohio.gov: ELA Learning Standards 2017.pdf.aspx?lang=en US

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