Integrated Math I (WA Math 2026)

Data Analysis (DA)

• M.HS.DA.DS.1 Pose multivariable investigative questions, plan how data could answer them and think about cause and prediction when framing them.
• M.HS.DA.DS.2 Understand bias and confounding variables in data collection, and good practice for handling data, including sensitive and private information.
• M.HS.DA.DS.3 Use technology to clean, sort or filter data sets, then summarize relationships between quantitative variables with scatter plots, regressions, histograms and box plots.
• M.HS.DA.DS.4 Recognize missing values and the bias they can cause, weigh competing explanations such as confounding variables and respond to other interpretations.
• M.HS.DA.FIF.1 Understand that a function pairs each input in its domain with exactly one output in its range, and that its graph is the set of those pairs.
• M.HS.DA.FIF.2 Use function notation, evaluate functions for allowed inputs and interpret function statements in context.
• M.HS.DA.SID.1 Show data on the number line with dot plots, histograms and box plots.
• M.HS.DA.SID.2 Choose center (median, mean) and spread (IQR, standard deviation) statistics that suit a distribution's shape to compare data sets.
• M.HS.DA.SID.3 Explain differences in shape, center and spread in context, allowing for outliers.
• M.HS.DA.SID.5 Summarize two-category data in two-way tables, interpret joint, marginal and conditional relative frequencies and spot possible associations.
• M.HS.DA.SID.6 Plot two quantitative variables on a scatter plot, describe the relationship and fit functions to solve problems in context.
  • a. Use a given function or one the context suggests; any function family may be used.
  • b. Judge informally how well a function fits by plotting and studying residuals.
  • c. Fit a linear function when the scatter plot looks linear.
• M.HS.DA.SID.7 Explain what the slope and intercept of a linear model mean for the data.
• M.HS.DA.SID.8 Use technology to find the correlation coefficient of a linear fit and explain it.
• M.HS.DA.SID.9 Tell correlation apart from causation.

Quantity (Q)

• M.HS.Q.NQ.1 Use units to understand and guide multistep problems, keep units consistent in formulas and choose sensible scales and origins for graphs.
• M.HS.Q.NQ.2 Choose suitable quantities to describe a situation when modeling.
• M.HS.Q.NQ.3 Report quantities with accuracy that suits the limits of the measurement.
• M.HS.Q.ASSE.1 Explain what an expression means in its context, for any family of functions.
  • a. Name and explain parts of expressions such as terms, factors and coefficients.
  • b. Make sense of complicated expressions by treating some parts as single quantities.
• M.HS.Q.FIF.7 Graph function families from their equations, by hand or with technology, showing intercepts, increase and decrease, maxima and minima, symmetry and end behavior.
  • a. Show intercepts, maxima and minima.
  • b. Graph square root, cube root and piecewise functions, including step and absolute value functions.
  • c. Graph polynomials, showing zeros when they factor and the end behavior.
  • d. Graph logarithmic functions (intercepts, end behavior) and trig functions (period, midline, amplitude).
  • e. (+) Graph rational functions, showing zeros, asymptotes and end behavior.
• M.HS.Q.FIF.9 Compare properties of two functions shown in different forms, across many function families.
• M.HS.Q.ACED.3 Model constraints with equations, inequalities or systems and decide whether solutions are workable in context.
• M.HS.Q.ACED.4 Rearrange formulas to isolate a quantity of interest, reasoning as when solving equations.
• M.HS.Q.FBF.1 Write a function for the relationship between two quantities, including linear, exponential and sequence relationships in context.
  • a. Find an explicit formula, a recursive rule or calculation steps from a context.
  • b. Combine standard functions with arithmetic operations.
  • c. (+) Compose functions.
• M.HS.Q.FIF.3 Recognize sequences as functions on a subset of the integers, sometimes defined recursively.
• M.HS.Q.FBF.3 Identify how adding k, multiplying by k or replacing x with kx or x + k changes a graph, find k from graphs and explain the effects.

Relationships (R)

• M.HS.R.FIF.4 Read key features of graphs and tables of a function in context and sketch graphs from a description of key features.
• M.HS.R.FIF.5 Link a function's domain to its graph and to the situation it models, across many function families.
• M.HS.R.FIF.6 Find what a non-linear function's average rate of change is over an interval, explain it and estimate it from a graph.
• M.HS.R.ACED.1 Model a situation with a one-variable equation or inequality and solve problems with it.
• M.HS.R.ACED.2 Write equations in two or more variables for relationships and graph them on labeled, scaled axes.
• M.HS.R.FLE.1 Tell situations modeled by linear functions from those modeled by exponential functions.
  • a. Linear functions change by equal differences, exponential ones by equal factors, over equal intervals.
  • b. Spot situations with a constant rate of change per unit interval.
  • c. Spot situations with growth or decay by a constant percent per unit interval.
• M.HS.R.FLE.2 Build linear and exponential functions from a graph, a description or two input-output pairs (including from a table).
• M.HS.R.FLE.3 See from graphs and tables that exponential growth eventually overtakes linear, quadratic and polynomial growth.
• M.HS.R.FLE.5 Explain what the parameters of a linear or exponential function mean in context.
• M.HS.R.AREI.1 Choose and use strategies to solve an equation, explaining each step and building a sound argument for the method.
• M.HS.R.AREI.5 Show that replacing one equation of a two-variable system with its sum with a multiple of the other keeps the same solutions.
• M.HS.R.AREI.6 Solve linear systems exactly and approximately (e.g. by graphing), mainly pairs of equations in two variables.

Spatial Reasoning (SR)

• M.HS.SR.GGPE.4 Prove simple geometry facts with algebra on the coordinate plane.
• M.HS.SR.GGPE.5 Prove the slope conditions for parallel or perpendicular lines and apply them, e.g. to write such a line through a given point.
• M.HS.SR.GGPE.6 Find the point that divides a directed segment in a given ratio.
• M.HS.SR.GGPE.7 Work out polygon perimeters and triangle and rectangle areas from coordinates, e.g. with the distance formula.
• M.HS.SR.GCO.1 Know exact definitions of angle, circle, perpendicular and parallel lines and segment, built from point, line, distance along a line and arc length.
• M.HS.SR.GCO.2 Represent transformations with tools such as transparencies or software, treat them as functions on points and compare those that keep distance and angle with those that do not.
• M.HS.SR.GCO.3 Describe the rotations and reflections that map a rectangle, parallelogram, trapezoid or regular polygon onto itself.
• M.HS.SR.GCO.4 Define rotations, reflections and translations using angles, circles, perpendicular and parallel lines and segments.
• M.HS.SR.GCO.5 Draw the image of a figure under a rotation, reflection or translation and give a sequence of transformations mapping one figure to another.
• M.HS.SR.GCO.6 Use rigid motions to transform figures, predict their effect and decide by definition whether two figures are congruent.
• M.HS.SR.GCO.7 Show with rigid motions that triangles are congruent exactly when matching sides and angles are congruent.
• M.HS.SR.GCO.8 Explain how the ASA, SAS and SSS tests follow from defining congruence by rigid motions.
• M.HS.SR.GCO.12 Make formal constructions with varied tools, such as copying and bisecting segments and angles and drawing perpendicular and parallel lines.
• M.HS.SR.GCO.13 Construct a regular hexagon, a square and an equilateral triangle inscribed in a circle.
• M.HS.SR.AREI.10 Understand that a two-variable equation's graph is the set of all its solutions, often a curve or line.
• M.HS.SR.AREI.11 Explain why the x-values where y = f(x) and y = g(x) meet solve f(x) = g(x), and find them approximately with graphs, tables or approximation.
• M.HS.SR.AREI.12 Graph a two-variable linear inequality as a half-plane (dashed edge if strict) and a system of them as the overlap.