# CS in Algebra

Standards Alignment

## Unit 1 - Course A

### Lesson 1: Evaluation Blocks and Arithmetic Expressions

#### Common Core Math Standards

EE - Expressions And Equations
• 6.EE.2 - Write, read, and evaluate expressions in which letters stand for numbers.
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.5 - Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use posit
• 6.NS.6 - Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
REI - Reasoning With Equations And Inequalities
• A.REI.1 - Explain each step in solving a simple 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.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).
• A.SSE.4 - Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.★

### Lesson 2: Strings and Images

#### Common Core Math Standards

EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
F - Functions
• 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
• 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
IF - Interpreting Functions
• 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 c
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
REI - Reasoning With Equations And Inequalities
• A.REI.1 - Explain each step in solving a simple 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.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).
• A.SSE.4 - Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.★

### Lesson 3: Contracts, Domain, and Range

#### Common Core Math Standards

EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
F - Functions
• 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
• 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).

### Lesson 4: Writing Contracts

#### Common Core Math Standards

EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
F - Functions
• 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
G - Geometry
• 8.G.1 - Verify experimentally the properties of rotations, reflections, and translations:
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).

### Lesson 5: Defining Variables and Substitution

#### Common Core Math Standards

CED - Creating Equations
• A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
EE - Expressions And Equations
• 6.EE.4 - Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardles
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
LE - Linear, Quadratic, And Exponential Models★
• F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.2 - Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).

### Lesson 6: Fast Functions

#### Common Core Math Standards

BF - Building Functions
• F.BF.1 - Write a function that describes a relationship between two quantities.
IF - Interpreting Functions
• 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 c

### Lesson 7: Composite Functions

#### Common Core Math Standards

CED - Creating Equations
• A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
F - Functions
• 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
• 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
G - Geometry
• 7.G.1 - Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
• F.IF.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
• F.IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers w
• F.IF.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★
LE - Linear, Quadratic, And Exponential Models★
• F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.
SSE - Seeing Structure In Expressions
• A.SSE.1 - Interpret expressions that represent a quantity in terms of its context.
• A.SSE.1.a - Interpret parts of an expression, such as terms, factors, and coefficients.

### Lesson 8: The Design Recipe

#### Common Core Math Standards

BF - Building Functions
• F.BF.1 - Write a function that describes a relationship between two quantities.
• F.BF.2 - Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★
CED - Creating Equations
• A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• 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. For example, represent inequalities describing nutritional and cost constr
• A.CED.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
F - Functions
• 8.F.1 - Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1
• 8.F.2 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
• F.IF.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
• F.IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers w
• F.IF.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★
• F.IF.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★
• F.IF.9 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which
LE - Linear, Quadratic, And Exponential Models★
• F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
• F.LE.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.

### Lesson 9: Solving Word Problems with the Design Recipe

#### Common Core Math Standards

BF - Building Functions
• F.BF.1 - Write a function that describes a relationship between two quantities.
• F.BF.2 - Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★
CED - Creating Equations
• A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• 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. For example, represent inequalities describing nutritional and cost constr
• A.CED.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
• F.IF.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
• F.IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers w
• F.IF.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★
• F.IF.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★
• F.IF.9 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which
LE - Linear, Quadratic, And Exponential Models★
• F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
• F.LE.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.

### Lesson 10: Rocket Height

#### Common Core Math Standards

BF - Building Functions
• F.BF.1 - Write a function that describes a relationship between two quantities.
• F.BF.2 - Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.★
CED - Creating Equations
• A.CED.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
• A.CED.2 - Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• 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. For example, represent inequalities describing nutritional and cost constr
• A.CED.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
EE - Expressions And Equations
• 6.EE.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent va
• 7.EE.4 - Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
IF - Interpreting Functions
• 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 c
• 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.
• F.IF.3 - Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
• F.IF.4 - For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercep
• F.IF.5 - Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers w
• F.IF.6 - Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.★
• F.IF.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.★
• F.IF.9 - Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which
LE - Linear, Quadratic, And Exponential Models★
• F.LE.1 - Distinguish between situations that can be modeled with linear functions and with exponential functions.
• F.LE.2 - Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
MP - Math Practices
• MP.1 - Make sense of problems and persevere in solving them
• MP.2 - Reason abstractly and quantitatively
• MP.3 - Construct viable arguments and critique the reasoning of others
• MP.4 - Model with mathematics
• MP.5 - Use appropriate tools strategically
• MP.6 - Attend to precision
• MP.7 - Look for and make use of structure
• MP.8 - Look for and express regularity in repeated reasoning
NS - The Number System
• 6.NS.8 - Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
OA - Operations And Algebraic Thinking
• 5.OA.1 - Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
• 5.OA.2 - Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three t
Q - Quantities
• N.Q.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
• N.Q.2 - Define appropriate quantities for the purpose of descriptive modeling.