For your information:
While in the process of writing this textbook, I discovered a fantastic beginning algebra website created by West Texas A&M University. Were I to complete my textbook the final result would be virtually identical to the work that they have already completed – the site is just that good. Consequently, I have stopped mid stream and am instead linking the corresponding standards to the matching topics at their site. Once this process is finished, I will fill in missing gaps, if there are any.
I commend West Texas, A&M on a job well done!
Basic
Algebra
STANDARDS
1.0 Students identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including propeties of equality for addition and multiplication, and closure properties for addition, subtraction, multiplicaion, and division where applicable.
25.2 Students judge the validity of an argument according to whether the properties of the real number system and the order of operations have been applied correctly at each step.
1.1 Students use properties of numbers to demonstrate whether assertions are true or false.
2.0 Students understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents, including negative exponents and scientific notation.
3.0 Students solve equations and inequalities involving absolute values.
4.0 Students simplify expressions before solving linear equations and inequalities in one variable, such as 3(2x-5) + 4(x-2) = 12.
Students use Polya's four step process to solve word problems involving numbers, rectangles, supplementary angles, and complementary angles
5.0 Students solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.
6.0 Students graph a linear equation and compute the x- and y- intercepts (e.g., graph 2x + 6y = 4). They are also able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x + 6y < 4).
7.0 Students verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula.
LESSON TWO
8.0 Students understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point.
9.0 Students solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets.
LESSON TWO
10.0 Students add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques.
LESSON TWO
11.0 Students apply basic factoring techniques to second-and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials.
LESSON TWO
12.0 Students simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms.
LESSON TWO
13.0 Students add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques.
LESSON TWO
14.0 Students solve a quadratic equation by factoring or completing the square.
LESSON TWO
15.0 Students apply algebraic techniques to solve rate problems, work problems, and percent mixture problems.
LESSON TWO
16.0 Students understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions.
LESSON TWO
17.0 Students determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression.
LESSON TWO
18.0 Students determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.
LESSON TWO
19.0 Students know the quadratic formula and are familiar with its proof by completing the square.
LESSON TWO
20.0 Students use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations.
LESSON TWO
21.0 Students graph quadratic functions and know that their roots are the x- intercepts.
LESSON TWO
22.0 Students use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.
LESSON TWO
23.0 Students apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.
LESSON TWO
24.0 Students use and know simple aspects of a logical argument:
LESSON TWO
24.1 Students explain the difference between inductive and deductive reasoning and identify and provide examples of each.
LESSON TWO
24.2 Students identify the hypothesis and conclusion in logical deduction. 24.3 Students use counterexamples to show that an assertion is false and recognize that a single counterexample is sufficient to refute an assertion.
LESSON EIGHT
25.0 Students use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements:
LESSON NINE
25.1 Students use properties of numbers to construct simple, valid arguments (direct and indirect) for, or formulate counterexamples to, claimed assertions.
LESSON TWO
25.3 Given a specific algebraic statement involving linear, quadratic, or absolute value expressions or equations or inequalities, students determine whether the statement is true sometimes, always, or never.
MISCELLANEOUS
Fractions, Reading Graphs, Formulas, Basic Geometry, Central Tendencies, Reasoning Skills
