## Print:

### Algebra:

### Mathematics:

- Document Date: June 2004
- Grades PK–3
- Grades 3–8

## State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

**Clarification of Indicator and/or Objective**

Explanation and/or examples of indicator and/or objective**Sample Assessments**

Items and annotated student responses as appropriate**Public Release Items**

Actual MSA items and annotated student responses as appropriate

## Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

### Topic

A. Patterns and Functions

#### Indicator

**1.**Identify, describe, extend, and create numeric patterns and functions

##### Objectives

- Identify and describe sequences represented by a physical model or in a function table
- Interpret and write a rule for a one-operation (+, -, x, ÷ ) function table
###### Assessment limit: Use whole numbers or decimals with no more than two decimal places (0 – 10,000)

- Complete a function table with a given two-operation rule
###### Assessment limit: Use the operations of (+, -, x), numbers no more than 10 in the rule, and whole numbers (0 - 50)

### Topic

B. Expressions, Equations, and Inequalities

#### Indicator

**1.**Write and evaluate expressions

##### Objectives

- Write an algebraic expression to represent unknown quantities
###### Assessment limit: Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200)

- Evaluate an algebraic expression
###### Assessment limit: Use one unknown and one operation (+, -) with whole numbers (0 – 200), fractions with denominators as factors of 24 (0 – 50), or decimals with no more than two decimal places (0 – 50)

- Evaluate numeric expressions using the order of operations
###### Assessment limit: Use no more than 4 operations (+, -, x, ÷ with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0-100)

- Represent algebraic expressions using physical models, manipulatives, and drawings

#### Indicator

**2.**Identify, write, solve, and apply equations and inequalities

##### Objectives

- Identify and write equations and inequalities to represent relationships
###### Assessment limit: Use a variable, the appropriate relational symbols (>, <, =), and one operational symbol (+, -, ×, ÷) on either side and use fractions with denominators as factors of 24 (0 – 50) or decimals with no more than two decimal places (0 – 200)

- Determine the unknown in a linear equation
###### Assessment limit: Use one operation (+, -, ×, ÷ with no remainders) and use positive whole number coefficients using decimals with no more than two decimal places (0 – 100)

- Solve for the unknown in a one-step inequality
- Identify or graph solutions of a one-step inequality on a number line
- Apply given formulas to a problem solving situation

### Topic

C. Numeric and Graphic Representations of Relationships

#### Indicator

**1.**Locate points on a number line and in a coordinate plane

##### Objectives

- Represent rational numbers on a number line
###### Assessment limit: Use integers (-20 to 20)

- Graph ordered pairs in a coordinate plane.
###### Assessment limit: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)

- Graph linear data from a function table

#### Indicator

**2.**Analyze linear relationships

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004