NC Math 1 Mathematics ● Unpacked Contents

For the new Standard Course of Study that will be effective in all North Carolina schools in the 2017-18 School Year.

This document is designed to help North Carolina educators teach the NC Math 1 Standard Course of Study. NCDPI staff are continually
updating and improving these tools to better serve teachers and districts.

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The purpose of this document is to increase student achievement by ensuring educators understand the expectations of the new standards. This
document may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence in the sequence, pacing,
and units of study for grade-level curricula. This document, along with on-going professional development, is one of many resources used to
understand and teach the NC SCOS.

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This document includes a detailed clarification of each standard in the grade level along with a sample of questions or directions that may be used
during the instructional sequence to determine whether students are meeting the learning objective outlined by the standard. These items are
included to support classroom instruction and are not intended to reflect summative assessment items. The examples included may not fully
address the scope of the standard. The document also includes a table of contents of the standards organized by domain with hyperlinks to assist
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 North Carolina Math 1 Standards
The Standards for Mathematical Practice
Number Algebra Functions Geometry
The real number system Reasoning with equations and Overview Overview
Extend the properties of exponents inequalities Interpreting Functions Expressing geometric properties
NC.M1.N-RN.2 Understand solving equations as a Understand the concept of a function with equations
process of reasoning and explain the and use function notation Use coordinates to prove simple
reasoning NC.M1.F-IF.1 geometric theorems algebraically
Algebra NC.M1.A-REI.1 NC.M1.F-IF.2 NC.M1.G-GPE.4
Solve equations and inequalities in NC.M1.F-IF.3 NC.M1.G-GPE.5
Overview one variable Interpret functions that arise in NC.M1.G-GPE.6
Seeing structure in expressions NC.M1.A-REI.3 applications in terms of a context
Interpret the structure of expressions NC.M1.A-REI.4 NC.M1.F-IF.4
NC.M1.A-SSE.1a Solve systems of equations NC.M1.F-IF.5
NC.M1.A-SSE.1b Statistics & Probability
NC.M1.A-REI.5 NC.M1.F-IF.6
Write expressions in equivalent forms NC.M1.A-REI.6 Analyze functions using different Overview
to solve problems Represent and solve equations and representations Interpreting Categorical and
NC.M1.A-SSE.3 inequalities graphically NC.M1.F-IF.7 Quantitative Data
NC.M1.A-REI.10 NC.M1.F-IF.8a Summarize, represent, and interpret
Perform arithmetic operations on NC.M1.A-REI.11 NC.M1.F-IF.8b data on a single count or
polynomials NC.M1.A-REI.12 NC.M1.F-IF.9 measurement variable
Perform arithmetic operations on NC.M1.S-ID.1
polynomials Building Functions NC.M1.S-ID.2
NC.M1.A-APR.1 Build a function that models a NC.M1.S-ID.3
Understand the relationship between relationship between two quantities Summarize, represent, and interpret
zeros and factors of polynomials NC.M1.F-BF.1a data on two categorical and
NC.M1.A-APR.3 NC.M1.F-BF.1b quantitative variables
NC.M1.F-BF.2 NC.M1.S-ID.6a
Creating Equations NC.M1.S-ID.6b
Create equations that describe Linear, Quadratics and NC.M1.S-ID.6c
numbers or relationships Exponential Models Interpret linear models
NC.M1.A-CED.1 Construct and compare linear and NC.M1.S-ID.7
NC.M1.A-CED.2 exponential models to solve problems NC.M1.S-ID.8
NC.M1.A-CED.3 NC.M1.F-LE.1 NC.M1.S-ID.9
NC.M1.A-CED.4 NC.M1.F-LE.3
Interpret expressions for functions in
terms of the situations they model
NC.M1.F-LE.5

NC Math 1 Unpacking - Revised June 2022 2

 The Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens,
constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a
solution attempt. They consider analogous problems and try special cases and simpler forms of the original problem in order to gain insight into its solution. They
monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or
change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger
students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to
problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems
involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols
as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process
in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand;
considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations
and objects.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make
conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases and
can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively
about data, making plausible arguments that consider the context from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.
Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be
correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at
all grades can listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this
might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of
interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a
complicated situation, realizing that these may need revision later. They can identify important quantities in a practical situation and map their relationships using such
tools as diagrams, two-way tables, graphs, flowcharts, and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely
interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its
purpose.

5. Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a
ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently
familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be
gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing
calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that
NC Math 1 Unpacking - Revised June 2022 3
 technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient
students at various grade levels can identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve
problems. They can use technological tools to explore and deepen their understanding of concepts.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They
state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and
labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of
precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high
school they have learned to examine claims and make explicit use of definitions.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same
amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-
remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as
2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also
can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of
several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number, times a square and use that to realize that its value cannot be more than 5 for any
real numbers x and y.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated and look both for general methods and for shortcuts. Upper elementary students might notice
when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the
calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x –
1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general
formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to
the details. They continually evaluate the reasonableness of their intermediate results.
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NC Math 1 Unpacking - Revised June 2022 4

 Number – The Real Number System
NC.M1.N-RN.2
Extend the properties of exponents.
Rewrite algebraic expressions with integer exponents using the properties of exponents.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Using the properties of exponents to create equivalent numerical expressions (8.EE.1) The following SMPs can be highlighted for this standard.
7 – Look for and make use of structure
8 – Look for and express regularity in repeated reasoning
Connections Disciplinary Literacy
● Use operations to rewrite polynomial expressions (NC.M1.A-APR.1) New Vocabulary – index
Students should be able to justify their steps in rewriting algebraic expressions.

Mastering the Standard

Clarification Checking for Understanding
Students extend the properties of integer exponents learned in middle school with Students should be able to use the properties of exponents to write expression
numerical expressions to algebraic expressions. into equivalent forms.
Indicator: Rewrite the following with positive exponents:
The process of “simplifying square roots” and leaving them in radical form is not an a) (8𝑥𝑥 −4 𝑦𝑦 3 )(−2𝑥𝑥 5 𝑦𝑦 −6 )2
expectation for NC Math 1 students. In NC Math 2, students will extend the properties �3𝑚𝑚2 𝑝𝑝−2 𝑞𝑞�
3

of exponents to rewriting exponential expressions with rational exponents as radical b)

9𝑚𝑚−3 𝑞𝑞 3
expressions.
Students should be able to use the new skills of applying the properties of
exponents with skills learned in previous courses.
Indicator: Simplify: �25𝑚𝑚14 𝑝𝑝2 𝑡𝑡 4
Note: In 8th grade, students learned to evaluate the square roots of perfect
squares and the cube root of perfect cubes. In NC Math 1, students extend
this skill to algebraic expressions. When addressing a problem like this in NC
Math 1, students should be taught to rewrite the expression using the
properties of exponents and then use inverse operations to rewrite. For
example, √𝑚𝑚14 = �(𝑚𝑚7 )2 = 𝑚𝑚7 . (Some students may notice that √𝑚𝑚14
must have a positive value while 𝑚𝑚7 can have a negative value. √𝑚𝑚14 = |𝑚𝑚7 |
This discussion is an extension above the expectation of this standard in
Math 1.) In NC Math 1, the limitation from 8th grade of evaluating square
roots of perfect squares and cube root of perfect cubes still applies.

Additional Tasks
Raising to the Zero and Negative Power (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 5

 Algebra, Functions & Function Families
NC Math 1 NC Math 2 NC Math 3

Functions represented as graphs, tables or verbal descriptions in context

Focus on comparing properties of linear Focus on properties of quadratic functions A focus on more complex functions
function to specific non-linear functions and and an introduction to inverse functions • Exponential
rate of change. through the inverse relationship between • Logarithm
• Linear quadratic and square root functions. • Rational functions w/ linear denominator
• Exponential • Quadratic • Polynomial w/ degree ≤ three
• Quadratic • Square Root • Absolute Value and Piecewise
• Inverse Variation • Intro to Trigonometric Functions

A Progression of Learning of Functions through Algebraic Reasoning

The conceptual categories of Algebra and Functions are inter-related. Functions describe situations in which one quantity varies with
another. The difference between the Function standards and the Algebra standards is that the Function standards focus more on the
characteristics of functions (e.g. domain/range or max/min points), function definition, etc. whereas the Algebra standards provide the
computational tools and understandings that students need to explore specific instances of functions. As students progress through high
school, the coursework with specific families of functions and algebraic manipulation evolve. Rewriting algebraic expressions to create
equivalent expressions relates to how the symbolic representation can be manipulated to reveal features of the graphical representation of
a function.

Note: The Numbers conceptual category also relates to the Algebra and Functions conceptual categories. As students become more fluent
with their work within particular function families, they explore more of the number system. For example, as students continue the study of
quadratic equations and functions in Math 2, they begin to explore the complex solutions. Additionally, algebraic manipulation within the
real number system is an important skill to creating equivalent expressions from existing functions.
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NC Math 1 Unpacking - Revised June 2022 6

 Algebra – Seeing Structure in Expressions
NC.M1.A-SSE.1a
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
a. Identify and interpret parts of a linear, exponential, or quadratic expression, including terms, factors, coefficients, and exponents.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Identify parts of an expression using precise vocabulary (6.EE.2b) The following SMPs can be highlighted for this standard.
● Interpret numerical expressions written in scientific notation (8.EE.4) 2 – Reason abstractly and quantitatively.
● For linear and constant terms in functions, interpret the rate of change and the initial 4 – Model with mathematics
value (8.F.4) 7 – Look for and make use of structure.
Connections Disciplinary Literacy
● Creating one and two variable equations (NC.M1.A-CED.1, NC.M1.A-CED.2, New Vocabulary: Quadratic term, exponential term
NC.M1.A-CED.3)
● Interpreting part of a function to a context (NC.M1.F-IF.2, NC.M1.F-IF.4, NC.M1.F-IF5,
NC.M1.F-IF.7, NC.M1.F-IF.9)
● Interpreting changes in the parameters of a linear and exponential function in context
(NC.M1.F-LE.5)

Mastering the Standard

Clarification Checking for Understanding
The A-SSE standards require students: Students should identify individual part of an algebraic expression and interpret those
● to write expressions in equivalent forms to reveal key quantities in terms of parts in context.
its context. Indicator: The height (in feet) of a balloon filled with helium can be expressed by
● to choose and use appropriate mathematics to analyze situations. 5 + 6.3𝑠𝑠 where s is the number of seconds since the balloon was released. Identify
Part (a) of this standard examines each individual term, coefficient, factor and/or and interpret the terms and coefficients of the expression.
constant in the expression. For example, the linear expression 𝑚𝑚𝑚𝑚 + 𝑏𝑏 has two terms
(𝑚𝑚𝑚𝑚 and 𝑏𝑏) where m is the coefficient of the linear term 𝑚𝑚𝑚𝑚, and b is a constant term. Indicator: The expression −4.9𝑡𝑡 2 + 17𝑡𝑡 + 0.6 describes the height in meters of a
For quadratic expressions, students are expected to recognize the terms of a quadratic basketball t seconds after it has been thrown vertically into the air. Interpret the
expression in standard form as quadratic, linear and constant terms or factors the terms and coefficients of the expression in the context of this situation.
factors of a quadratic expression in factored form. Finally, for exponential
expressions, students should recognize the factors, the base, and exponent(s) in the Indicator: The expression 35000(0.87)𝑡𝑡 describes the cost of a new car 𝑡𝑡 years
expression. after it has been purchased. Interpret the terms and coefficients of the expression in
Students extend beyond identifying parts of an expression, but also interpreting the the context of this situation.
components of an algebraic expression in context.
Additional Tasks
Additional Resources Delivery Trucks (Illustrative Mathematics)
Interpreting Algebraic Expressions (Mathematics Assessment Project – FAL)

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NC Math 1 Unpacking - Revised June 2022 7

 Algebra – Seeing Structure in Expressions
NC.M1.A-SSE.1b
Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
b. Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Interpret a sum, difference, product, and quotient as a both a whole and as a composition The following SMPs can be highlighted for this standard.
of parts (6.EE.2b) 2 – Reason abstractly and quantitatively.
● Understand that rewriting expressions into equivalent forms can reveal other 4 – Model with mathematics
relationships between quantities (7.EE.2) 7 – Look for and make use of structure.
● Interpret numerical expressions written in scientific notation (8.EE.4)
Connections Disciplinary Literacy
● Factor to reveal the zeros of functions and solutions to quadratic equations New Vocabulary: exponential expression, quadratic expression
(NC.M1.A.SSE.3)
● Creating one and two variable equations (NC.M1.A-CED.1, NC.M1.A-CED.2,
NC.M1.A-CED.3)
● Interpreting part of a function to a context (NC.M1.F-IF.2, NC.M1.F-IF.4, NC.M1.F-IF5,
NC.M1.F-IF.7, NC.M1.F-IF.9)
● Interpreting changes in the parameters of a linear and exponential function in context
(NC.M1.F-LE.5)

Mastering the Standard

Clarification Checking for Understanding
The A-SSE standards require students: Students should understand that working with different forms of an expression
● to write expressions in equivalent forms to reveal key quantities in terms of often reveals key information from a context.
its context. Indicator: The expression 20(4𝑥𝑥) + 500 represents the cost in dollars of the
● to choose and use appropriate mathematics to analyze situations. materials and labor needed to build a square fence with side length x feet around a
playground. According to this context, how should the following parts of expression
Part (b) of the standard expects students to identify parts of an expression as a single be interpreted?
quantity and interpret the parts in terms of their context. For example, in the a) 4𝑥𝑥
expression 𝑥𝑥(𝑥𝑥 – 5), (𝑥𝑥 – 5) represents a factor of the entire expression even though it b) 20(4𝑥𝑥)
is a binomial expression, in and of itself, with two terms. Additionally, in many c) 80𝑥𝑥
contexts, these quantities have meaning in context of a problem. For example, if the
expression 𝑥𝑥(𝑥𝑥 – 5) represents the area of a rectangle, then the expression (𝑥𝑥 – 5) Indicator: A rectangle has a length that is 2 units longer than the width. If the width
may represent the shorter side of the rectangle. is increased by 4 units and the length increased by 3 units, write two equivalent
expressions for the area of the rectangle, and interpret the quantities and terms in
Additional Resources context.
FAL: Generating Polynomials from Patterns (Math Assessment Project) Solution: The area of the rectangle is (𝑥𝑥 + 5)(𝑥𝑥 + 4) = 𝑥𝑥 2 + 9𝑥𝑥 + 20. Students
should recognize (𝑥𝑥 + 5) as the length of the modified rectangle and (𝑥𝑥 + 4) as
the width. Students can also interpret 𝑥𝑥 2 + 9𝑥𝑥 + 20 as the sum of the three areas
(a square with side length x, a rectangle with side lengths 9 and x, and another
rectangle with area 20 that have the same total area as the modified rectangle.

NC Math 1 Unpacking - Revised June 2022 8

 Indicator: Given that income from a concert is the price of a ticket times each
person in attendance, consider the equation 𝐼𝐼 = 4000𝑝𝑝 − 250𝑝𝑝2 that represents
income from a concert where p is the price per ticket. What expression could
represent the number of people in attendance?
Solution: The equivalent factored form, 𝑝𝑝 (4000 − 250𝑝𝑝), shows that the
income can be interpreted as the price times the number of people in attendance
based on the price charged. Students recognize (4000 − 250𝑝𝑝) as a single
quantity for the number of people in attendance.

Indicator: The expression 10,000(1.055)𝑛𝑛 is the amount of money in an

investment account with interest compounded annually for n years. Determine the
initial investment and the annual interest rate.
Note: The factor of 1.055 can be rewritten as (1 + 0.055), revealing the growth
rate of 5.5% per year.

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NC Math 1 Unpacking - Revised June 2022 9

 Algebra – Seeing Structure in Expressions
NC.M1.A-SSE.3
Write expressions in equivalent forms to solve problems.
Write an equivalent form of a quadratic expression by factoring, where 𝑎𝑎 is an integer of the quadratic expression, 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐, to reveal the solutions of the equation or the
zeros of the function the expression defines.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Factoring and expanding linear expressions with rational coefficients (7.EE.1) The following SMPs can be highlighted for this standard.
● Understand that rewriting expressions into equivalent forms can reveal other 4 – Model with mathematics
relationships between quantities (7.EE.2) 7 – Look for and make use of structure.
Connections Disciplinary Literacy
● Interpreting the factors in context (NC.M1.A-SSE.1b) New Vocabulary: quadratic expression, zeros, linear factors
● Understanding the relationship between factors, solutions, and zeros (NC.M1.A-APR.3) Students should be able to compare the zeros of a function and the solutions of a
● Solving quadratic equations (NC.M1.A-REI.4) function.
● Rewriting quadratic functions into different forms to show key features of the function
(NC.M1.F-IF.8a)

Mastering the Standard

Clarification Checking for Understanding
Students factor a quadratic expression in the Students should understand that the reasoning behind rewriting quadratic expressions into factored form is to reveal
form of 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 where 𝑎𝑎 is an integer to different key features of a quadratic function, namely the zeros/x-intercepts.
reveal the constant and linear factors. Indicator: The expression −4𝑥𝑥 2 + 8𝑥𝑥 + 12 represents the height of a coconut thrown from a person in a tree to a basket on
the ground where x is the number of seconds.
Students use the linear factors of a quadratic a) Rewrite the expression to reveal the linear factors.
function to explain the meaning of the zeros b) Identify the zeroes and intercepts of the expression and interpret what they mean in regard to the context.
of quadratic functions and the solutions to c) How long is the ball in the air?
quadratic equations in a real-world problem.
Indicator: Part A: Three equivalent equations for 𝑓𝑓(𝑥𝑥) are shown below.
a) Select the form that reveals the zeros of 𝑓𝑓(𝑥𝑥) without changing the form of the equation.
Explain why this form is the appropriate choice.
b) Select from the listed values of 𝑥𝑥 for which 𝑓𝑓(𝑥𝑥) = 0: −54, −18, −9, −6, −3, 0, 3, 6, 9, 18, 54
(From the Smarter Balanced Assessment Consortium)
Students should understand that the reasoning behind rewriting quadratic expressions into factored form is to reveal
the solutions to quadratic equations.
Indicator: The community garden was originally planned to be a square. However, to better fit the space, the length was
increased, and the width decreased. The area of the garden is now represented by 𝑥𝑥 2 + 10𝑥𝑥 − 24. A fence is place around
the garden. What is the relationship between the length and width of the fence?

Additional Tasks
Graphs of Quadratic Functions (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 10

 Algebra – Arithmetic with Polynomial Expressions
NC.M1.A-APR.1
Perform arithmetic operations on polynomials.
Build an understanding that operations with polynomials are comparable to operations with integers by adding and subtracting quadratic expressions and by adding, subtracting,
and multiplying linear expressions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Add, subtract, factor and expand linear expressions (7.EE.1) The following SMPs can be highlighted for this standard.
● Understand that rewriting expressions into equivalent forms can reveal other 2 – Reason abstractly and quantitatively
relationships between quantities (7.EE.2) 7 – Look for and make use of structure
Connections Disciplinary Literacy
● Rewrite expressions using the properties of exponents (NC.M1.N-RN.2) New Vocabulary: polynomial, quadratic expression
● Understanding the process of elimination (NC.M1.A-REI.5) Students should be able to compare operations with polynomials to operations with
● Rewrite a quadratic function to reveal key features (NC.M1.F-IF.8a) integers.
● Building functions to model a relationship (NC.M1.F-BF.1b)

Mastering the Standard

Clarification Checking for Understanding
Students connect their knowledge of integer operations to polynomial operations. Students should be able to rewrite polynomial expressions using the properties of
operations.
At the NC Math 1 level, students are only responsible for the following operations: Indicator: Write at least two equivalent expressions for the area of the circle with a
● adding and subtracting quadratic expressions radius of 5𝑥𝑥 − 2 kilometers.
● adding, subtracting, and multiplying linear expressions
Indicator: Rewrite the following expressions with as few terms as possible:
This standard is connected to NC.M1.F-BF.1b, where students use adding, subtracting, a) (4𝑥𝑥 + 3) − (2𝑥𝑥 + 1)
and multiplying functions to build a new function. b) (𝑥𝑥 2 + 5𝑥𝑥 − 9) + 2𝑥𝑥(4𝑥𝑥 − 3)

Additional Resources 1
Indicator: The area of a trapezoid is found using the formula 𝐴𝐴 = ℎ(𝑏𝑏1 + 𝑏𝑏2 ),
FAL: Generating Polynomials from Patterns (Math Assessment Project) 2
where 𝐴𝐴 is the area, ℎ is the height, and 𝑏𝑏1 and 𝑏𝑏2 are the lengths of the bases.

What is the area of the above trapezoid?

NC Math 1 Unpacking - Revised June 2022 11

 Indicator: A town council plans to
build a public parking lot. The
outline below represents the
proposed shape of the parking lot.

a) Write an expression for the

area, in square feet, of this
proposed parking lot.
Explain the reasoning you
used to find the expression.

b) The town council has plans to double the area of the parking lot in a few
years. They plan to increase the length of the base of the parking lot by p
yards, as shown in the diagram below.

Write an expression in terms of x to represent the value of p, in feet.

Explain the reasoning you used to find the value of p.

Indicator: A cardboard box as a height of x, a width that is 3 units longer than the
height, and a length that is 2 units longer than the width. Write an expression in
terms of x to represent the volume of the box.

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NC Math 1 Unpacking - Revised June 2022 12

 Algebra – Arithmetic with Polynomial Expressions
NC.M1.A-APR.3
Understand the relationship between zeros and factors of polynomials.
Understand the relationships among the factors of a quadratic expression, the solutions of a quadratic equation, and the zeros of a quadratic function.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Understand that is the product is zero, at least one of the factors is zero (3.OA.7) The following SMPs can be highlighted for this standard.
2 – Reason abstractly and quantitatively
7 – Look for and make use of structure
Connections Disciplinary Literacy
● Factor quadratic expressions to reveal zeros of functions and solutions to equations New Vocabulary: quadratic expression, quadratic equation, quadratic function,
(NC.M1.A-SSE.3) zeroes, linear factors, roots
● Justify the steps in solving a quadratic equation (NC.M1.A-REI.1) Students should be able to compare solutions functions to solutions of equations.
● Solving quadratic equations (NC.M1.A-REI.4)
● Factor quadratic functions to reveal key features (NC.M1.F-IF.8)

Mastering the Standard

Clarification Checking for Understanding
The focus of this standard is for students to understand that the multiplicative property Students should be able to explain how they go from factored form to identifying
of zero can be used with linear factors to solve a quadratic equation. Students should the zeros of the function.
be able to explain why each factor is set to zero and how this corresponds to the zeros Indicator: Given the function 𝑦𝑦 = 2𝑥𝑥 2 + 6𝑥𝑥 − 3, list the zeroes of the function and
of the function. sketch its graph.

This standard should be taught with NC.M1.A-SSE.3 and NC.M1.A-REI.1. Indicator: Sketch the graph of the function 𝑓𝑓(𝑥𝑥) = (𝑥𝑥 + 5)2 . How many zeros
does this function have? Explain.
Students can find the solutions of a factorable quadratic equation and use the roots to
sketch its 𝑥𝑥 −intercepts on the graph. Note: It is a common error for students to assume that the solution or zero of
linear factor, (𝑥𝑥 − 𝑏𝑏), will always be the opposite of the constant term, 𝑏𝑏. If
Additional Resources this is noticed, be sure to include examples in which 𝑎𝑎 ≠ 1.
Match My Parabola (Desmos)
Indicator: Which of the following has the largest 𝑥𝑥-intercept?
A) 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 4𝑥𝑥 − 12 C) ℎ(𝑥𝑥) = (𝑥𝑥 − 1)2 − 4
B) 𝑔𝑔(𝑥𝑥) = (𝑥𝑥 + 2)(𝑥𝑥 − 5) D)

NC Math 1 Unpacking - Revised June 2022 13

 Students should understand the relationship between zeros/solutions and the quadratic
expression.
Indicator: If the zeros of a function are 𝑥𝑥 = 2 and 𝑥𝑥 = 7, what was the function?
Could there be more than one answer?

Indicator: Based on the graph below, which of the following functions could have
produced the graph?

A) 𝑓𝑓(𝑥𝑥) = (𝑥𝑥 + 2)(𝑥𝑥 + 6)

B) 𝑓𝑓(𝑥𝑥) = (𝑥𝑥 − 2)(𝑥𝑥 + 6)
C) 𝑓𝑓(𝑥𝑥) = (2 − 𝑥𝑥)(6 − 𝑥𝑥)
D) 𝑓𝑓(𝑥𝑥) = (2 + 𝑥𝑥)(6 − 𝑥𝑥)

Indicator: For the following equation, identify the solutions and the factors for its
corresponding quadratic function:
𝑥𝑥 2 − 13𝑥𝑥 = 30

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NC Math 1 Unpacking - Revised June 2022 14

 Algebra – Creating Equations
NC.M1.A-CED.1
Create equations that describe numbers or relationships.
Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Create two-step linear equations and inequalities from a context (7.EE.4) The following SMPs can be highlighted for this standard.
4 – Model with mathematics
7 – Look for and make use of structure
Connections Disciplinary Literacy
● Interpret parts of an expression in context (NC.M1.A-SSE.1a,b) New Vocabulary: exponential function, quadratic function
● Justify a chosen solution method and each step of a that process (NC.M1.A-REI.1) Students should be able to describe the origins of created equations and inequalities
● Solve linear and quadratic equations and linear inequalities (NC.M1.A-REI.3, NC.M1.A- and demonstrate its relation to the context.
REI.4)
● Solve linear, exponential and quadratic equations using tables and graphs (NC.M1.A-
REI.11)
● Represent the solutions of linear inequalities on a graph (NC.M1.A-REI.12)

Mastering the Standard

Clarification Checking for Understanding
Students create equations and inequalities in one-variable and use them to solve Students should be able to create an equation from a function and use the equation
problems. to solve problems.
Indicator: A government buys 𝑥𝑥 fighter planes at 𝑧𝑧 dollars each, and 𝑦𝑦 tons of
In Math I, focus on linear, quadratic, and exponential contextual situations that wheat at 𝑤𝑤 dollars each. It spends a total of 𝐵𝐵 dollars, where 𝐵𝐵 = 𝑥𝑥𝑥𝑥 + 𝑦𝑦𝑦𝑦. In (a)–
students can use to create equations and inequalities in one variable and use them to (c), write an equation whose solution is the given quantity.
solve problems. It is also important to note that equations can be created from an a) The number of tons of wheat the government can afford to buy if it spends
associated function when a given value is substituted in for either the independent or a total of $100 million, wheat costs $300 per ton, and it must buy 5 fighter
dependent variable. planes at $15 million each.
After the students have created an equation, they can use other representations to assist b) The price of fighter planes if the government bought 3 of them, in addition
in solving problems, such as graphs and tables. to 10,000 tons of wheat at $500 a ton, for a total of $50 million.
c) The price of a ton of wheat, given that a fighter plane costs 100,000times
For quadratic and exponential inequalities, the focus of this standard is to create the as much as a ton of wheat, and that the government bought 20 fighter
inequality and use that inequality to solve a problem. Solving these inequalities planes and 15,000 tons of wheat for a total cost of $90 million.
algebraically is not part of the standard. Once a student has the inequality, the student
can use a table or graph to find a solution to the problem. Indicator: A ball thrown vertically upward at an initial velocity of 𝑣𝑣0 ft/sec rises a
For quadratic inequalities, students can think of its related quadratic function. As the distance 𝑑𝑑 feet in 𝑡𝑡 seconds, given by 𝑑𝑑 = 6 + 𝑣𝑣0 𝑡𝑡 − 16𝑡𝑡 2 . Write an equation
quadratic inequality is compared to zero, the zeros of its related function become whose solution is:
important, as they become the boundaries of the solutions for the inequality. From this a) The time it takes a ball thrown at a speed of 88 ft/sec to rise 20 feet.
knowledge students can either use test points in the various regions to determine the b) The speed with which the ball must be thrown to rise 20 feet in 2 seconds.
correct solution, or the students can use reasoning with the coefficient of the quadratic (https://www.illustrativemathematics.org/content-standards/HSA/CED/A/2/tasks/437
term to know the solution region.

NC Math 1 Unpacking - Revised June 2022 15

For example, if asked to solve the following inequality 𝑥𝑥 2 + 𝑥𝑥 − 9 ≤ 3. Students should be able to create equations from various representations, such as verbal
descriptions, and use them to solve problems.
𝑥𝑥 2 + 𝑥𝑥 − 9 ≤ 3 Indicator: Mary and Jeff both have jobs at a baseball park selling bags of peanuts.
𝑥𝑥 2 + 𝑥𝑥 − 12 ≤ 0 They get paid $12 per game and $1.75 for each bag of peanuts they sell. Create
(𝑥𝑥 − 3)(𝑥𝑥 + 4) ≤ 0 equations, that when solved, would answer the following questions:
a) How many bags of peanuts does Jeff need to sell to earn $54?
When 𝑥𝑥 = −4 or 3 the expression is equal to 0. b) How much will Mary earn if she sells 70 bags of peanuts at a game?
If the equation is thought of as a function and we observe that the quadratic term is c) How many bags of peanuts does Jeff need to sell to earn at least $68?
positive, we can conclude that the output of the function will be less than zero between
zeros. Indicator: Phil purchases a used truck for $11,500. The value of the truck is
Hence, −4 ≤ 𝑥𝑥 ≤ 3 represents the solution to the equation. expected to decrease by 20% each year. When will the truck first be worth less than
$1,000?
Students in Math 1 are not responsible for using interval notation to represent a
solution. They are to write answers to these inequalities using inequality notation. Indicator: Suppose a friend tells you she paid a total of $16,368 for a car, and
you'd like to know the car's list price (the price before taxes) so that you can
compare prices at various dealers. Find the list price of the car if your friend bought
the car in:
a) Arizona, where the sales tax is 6.6%.
b) New York, where the sales tax is 8.25%.
c) A state where the sales tax is 𝑟𝑟.

Indicator: Fishing Adventures rents small fishing boats to tourists for day-long
fishing trips. Each boat can only carry 1200 pounds of people and gear for safety
reasons. Assume the average weight of a person is 150 pounds. Each group will
require 200 lbs of gear for the boat plus 10 lbs of gear for each person.
a) Create an inequality describing the restrictions on the number of people
possible in a rented boat. Graph the solution set.
b) Several groups of people wish to rent a boat. Group 1 has 4 people. Group 2
has 5 people. Group 3 has 8 people. Which of the groups, if any, can safely
rent a boat? What is the maximum number of people that may rent a boat?
(https://www.illustrativemathematics.org/content-standards/tasks/643)

Students should be able to create inequalities and use those inequalities to solve
problems. (Students are not expected to solve quadratic and exponential inequalities
algebraically. Students should use technology, tables, and graphs to solve problems.)
Indicator: Stephen wants to create a landscaping feature in the shape of a
parallelogram in his yard. Stephen has 200 square feet of mulch available
for the project. To be most pleasing to the eye, he decides that he wants
the length of the parallelogram to be 3 more than twice the width,
measured in feet. If Stephen intends to cover the entire landscape feature
in mulch, what can the width of the parallelogram be?

NC Math 1 Unpacking - Revised June 2022 16

 Indicator: Susanna heard some exciting news about a well-known celebrity.
Within a day she told 4 friends who hadn't heard the news yet. By the next day
each of those friends told 4 other people who also hadn't yet heard the news. By
the next day each of those people told four more, and so on.
a) Assume the rumor continues to spread in this manner. Let N be the function
that assigns to d the number of people who hear the rumor on the dth day.
Write an expression for N(d).
b) On which day will at least 100,000 people hear the rumor for the first time?
c) How many people will hear the rumor for the first time on the 20th day?
d) Is the answer to (c) realistic? Explain your reasoning.
e) Create an inequality that could be used to determine when there will be
greater than 200,000 people that have heard the rumor.
https://www.illustrativemathematics.org/content-standards/HSF/LE/A/2/tasks/74

Indicator: A ball thrown vertically upward at an

initial velocity of 88 ft/sec rises d feet in t seconds,
given by 𝑑𝑑 = 6 + 88𝑡𝑡 − 16𝑡𝑡 2 .
a) Write an inequality whose solution represents
when the ball would be at least 78 ft above the
ground.
b) Use the table to the right to find when the ball
would be at least 78 ft. above the ground.

Additional Tasks
Planes and Wheat (Illustrative Mathematics)
Throwing a Ball (Illustrative Mathematics)
Buying a Car (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 17

 Algebra – Creating Equations
NC.M1.A-CED.2
Create equations that describe numbers or relationships.
Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a linear function that models the relationship between two quantities (8.F.4) The following SMPs can be highlighted for this standard.
● Graph linear equations (8.EE.6) 4 – Model with mathematics
● The graph of a function is the set of ordered pairs consisting of input and a corresponding 6 – Attend to precision
output (8.F.1) 7 – Look for and make use of structure
● Understand that the graph of a two-variable equation represents the set of all solutions to
the equation (NC.M1.A-REI.10)
Connections Disciplinary Literacy
● Interpret parts of an expression in context (NC.M1.A-SSE.1a,b) New Vocabulary: exponential function, quadratic function
● Creating linear equations for a system (NC.M1.A-CED.3) Students should be able to describe the origins of created equations and demonstrate
● Solving for a variable of interest in a formula (NC.M1.A-CED.4) its relation to the context.
● The graph a function 𝑓𝑓 is the graph of the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) (NC.M1.F-IF.1)
● Interpret a function’s domain and range in context (NC.M1.F-IF.5)
● Identify key features of linear, exponential, and quadratic functions (NC.M1.F-IF.7)
● Building a function through patterns or by combining other functions (NC.M1.F-BF.1a ,
NC.M1.F-BF.1b)

Mastering the Standard

Clarification Checking for Understanding
This standard is closely related to the building functions standards, as a two-variable Students should be able to create two variable equations from various representations,
equation can be meaningfully reinterpreted as a function. Equations place a focus on such as verbal descriptions, and use them to solve problems.
equivalent expressions, while functions place a focus on the relationship between the Indicator: The larger leg of a right triangle is 3 cm longer than its smaller leg.
variables. The hypotenuse is 6 cm longer than the smaller leg. How many centimeters long
Students graph equations on coordinate axes with labels and scales clearly labeling the is the smaller leg?
axes defining what the values on the axes represent and the unit of measure. Students
also select intervals for the scale that are appropriate for the context and display Indicator: The floor of a rectangular cage has a length 4 feet greater than its
adequate information about the relationship. Students interpret the context and choose width, w. James will increase both dimensions of the floor by 2 feet. Which
appropriate minimum and maximum values for a graph. equation represents the new area, 𝑁𝑁, of the floor of the cage?
In Math I, focus on linear, exponential, and quadratic contextual situations for students a) 𝑁𝑁 = 𝑤𝑤 2 + 4𝑤𝑤
to create equations in two variables. While students will only be asked to rewrite b) 𝑁𝑁 = 𝑤𝑤 2 + 6𝑤𝑤
expressions with integer exponents, in exponential functions, the domain is not c) 𝑁𝑁 = 𝑤𝑤 2 + 6𝑤𝑤 + 8
restricted, and students should use technology to understand the continuity of d) 𝑁𝑁 = 𝑤𝑤 2 + 8𝑤𝑤 + 12
exponential functions.

Additional Resources
Match My Line (DESMOS)
Build a Bigger Field (DESMOS)

NC Math 1 Unpacking - Revised June 2022 18

 Students should be able to create two variable equations, graph the relationship,
and use graph to recognize key feature of the graph.
Indicator: The FFA had a fundraiser by selling hot dogs for $1.50 and drinks for
$2.00. Their total sales were $400.
a) Write an equation to calculate the total of $400 based on the hot dog and
drink sales.
b) Graph the relationship between hot dog sales and drink sales.
Note: This makes a good connection to NC.M1.F-IF.5

Indicator: In a woman’s professional tennis tournament, the money a player wins

depends on her finishing place in the standings. The first-place finisher wins half
of $1,500,000 in total prize money. The second-place finisher wins half of what is
left; then the third-place finisher wins half of that, and so on.
a) Write a rule to calculate the actual prize money in dollars won by the
player finishing in nth place, for any positive integer n.
b) Graph the relationship between the first 10 finishers and the prize money
in dollars.
What pattern is indicated in the graph? What type of relationship exists
between the two variables?

Indicator: Misha has a new rabbit that she named “Wascal.” She wants to build
Wascal a pen, so that the rabbit has space to move around safely. Misha has
purchased a 72-foot roll of fencing to build a rectangular pen.
a) If Misha uses the whole roll of fencing, what are some of the possible
dimensions of the pen?
b) Write a model for the area of the rectangular pen in terms of the length of
one side. Include both an equation and a graph.
c) What are the dimensions of the pen that would allow Wascal the most
area to run around? How do you know?
(www.mathematicsvisionproject.org)

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NC Math 1 Unpacking - Revised June 2022 19

 Algebra – Creating Equations
NC.M1.A-CED.3
Create equations that describe numbers or relationships.
Create systems of linear equations and inequalities to model situations in context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Understanding a system of equations (8.EE.8) The following SMPs can be highlighted for this standard.
● Creating linear equations in two variables (NC.M1.A-CED.2) 4 – Model with mathematics
6 – Attend to precision
Connections Disciplinary Literacy
● Interpret parts of an expression in context (NC.M1.A-SSE.1a,b) Students should be able to describe the origins of created equations and demonstrate
● Use tables, graphs, and algebraic methods to solve systems of linear equations (NC.M1.A- its relation to the context.
REI.6)
● Represent the solution to a system of linear inequalities as a region of the plane
(NC.M1.A-REI.12)

Mastering the Standard

Clarification Checking for Understanding
Students create a system of linear equations and inequalities that model real world Students should be able to write inequalities that describe the limitations from a
situations. context for a system of inequalities.
The expectation for this standard is to create a system of linear equations or a system of Indicator: A club is selling hats and jackets as a fundraiser. Their budget is
linear inequalities that model a contextual situation. The system can include inequalities $1500 and they want to order at least 250 items. They must buy at least as many
that limit the domain and range, if necessary. hats as they buy jackets. Each hat costs $5 and each jacket costs $8. Write a
system of inequalities to represent the situation.
Connect this standard to NC.M1.A-REI.11 & 12 for solving the system of linear
equations algebraically and graphically and NC.M1.A-REI.12 for representing the Students should be able to write the system of equations based on context.
solutions to a system of linear inequalities as a region of the plane. Indicator: The only coins that Alexis has are dimes and quarters.
Note: Linear programming and optimization are not the intent of this standard. While it ● Her coins have a total value of $5.80.
may be an extension of this standard and could be used as an application, it is not the ● She has a total of 40 coins.
expectation that students be fluent in maximizing or minimizing a quantity based on Write a system of equations can be used to find the number of dimes, d, and
constraints. the number of quarters, q, Alexis has?
(https://www.illustrativemathematics.org/content-standards/HSA/CED/A/3/tasks/220)
Additional Resources
Solutions to Systems of Equations (DESMOS)
Solving Linear Equations in Two Variables (Mathematics Assessment Project)

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NC Math 1 Unpacking - Revised June 2022 20

 Algebra – Creating Equations
NC.M1.A-CED.4
Create equations that describe numbers or relationships.
Solve for a quantity of interest in formulas used in science and mathematics using the same reasoning as in solving equations.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Solve linear equations in one variable (8.EE.7 and NC.M1.A-REI.3) The following SMPs can be highlighted for this standard.
● Use square root and cube root symbols to represent solutions to equations of the form 4 – Model with mathematics
𝑥𝑥 2 = 𝑝𝑝 and 𝑥𝑥 3 = 𝑝𝑝 where 𝑝𝑝 is a positive rational number (8.EE.2) 7 – Look for and make use of structure
● Justify a solution method and each step in the solving process (NC.M1.A-REI.1)
Connections Disciplinary Literacy
● Create an equation in two variables that represent a relationship between quantities Students should be able to justify the steps in their solving process.
(NC.M1.A-CED.2)
● Justify a solving method and each step in the solving process (NC. M1.A-REI.1)

Mastering the Standard

Clarification Checking for Understanding
Students should be able to solve an equation for a given variable. In Math Students should be able to solve for variables in mathematical forms as well as formulas.
1, focus on real mathematical and scientific formulas. This may be a Indicator: Solve (𝑦𝑦 − 𝑦𝑦1 ) = 𝑚𝑚(𝑥𝑥 − 𝑥𝑥1 ) for m.
good opportunity to collaborate with science teachers and ask them for
formulas that they use often. Students should be able to solve for variable in science and math formula.
This standard also covers solving for variables in mathematical forms as Indicator: Energy and mass are related by the formula 𝐸𝐸 = 𝑚𝑚𝑐𝑐 2 , where m is the mass and c is
well as formulas. the speed of light. Write avn equation that finds 𝑚𝑚, given 𝐸𝐸 and 𝑐𝑐?
(Students are not expected to write linear equations into “proper”
standard form.) Indicator: In each of the equations below, rewrite the equation, solving for the indicated
variable.
This standard should be taught in conjunction with NC.M1.A-REI.1 in a) If 𝐹𝐹 denotes a temperature in degrees Fahrenheit and 𝐶𝐶 is the same temperature measured
which students must justify each step of the solving process and justify a in degrees Celsius, then 𝐹𝐹 and 𝐶𝐶 are related by the equation 𝐹𝐹 = 95𝐶𝐶 + 32. Rewrite this
particular solving method. expression to solve for 𝐶𝐶 in terms of 𝐹𝐹.
b) The surface area 𝑆𝑆 of a sphere of radius 𝑟𝑟 is given by 𝑆𝑆 = 4𝜋𝜋𝑟𝑟 2 . Solve for 𝑟𝑟 in terms
of 𝑆𝑆.
(https://www.illustrativemathematics.org/content-standards/HSA/CED/A/4/tasks/1828)

Indicator: The equation for an object that is launched from the ground is given by ℎ(𝑡𝑡) =
−16𝑡𝑡 2 + 𝑣𝑣0 𝑡𝑡 where ℎ is the height, 𝑡𝑡 is the time, and 𝑣𝑣0 is the initial velocity. What is the initial
velocity of an object that is one-hundred feet off the ground four seconds after it is launched?

Additional Tasks
Rewriting Equations (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 21

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.1
Understand solving equations as a process of reasoning and explain the reasoning.
Justify a chosen solution method and each step of the solving process for linear and quadratic equations using mathematical reasoning.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Students have been using properties of operations and equality throughout middle school. The following SMPs can be highlighted for this standard.
(6.EE.3, 7.EE.1, 7.EE.4). This is the first time that justification is required by a content 3 – Construct viable arguments and critique the reasoning of others
standard.
● Solve multi-step equations (8.EE.7)
Connections Disciplinary Literacy
● Understand the relationship between factors of a quadratic equation and the solution of New Vocabulary: quadratic equation
the equation (NC.M1.A-APR.3) Students should be able to defend their method of solving an equation and each step of
● Create and solve one variable linear and quadratic equations (NC.M1.A-CED.1) the solving process.
● Solve for a quantity of interest in a formula (NC.M1.A-CED.4)
● Solve linear and quadratic equations and systems of linear equations (NC.M1.A-REI.3,
NC.M1.A-REI.4, NC.M1.A-REI.5, NC.M1.A-REI.6)

Mastering the Standard

Clarification Checking for Understanding
When solving equations, students will use the properties of equality to justify and Students should be able to justify a chosen solution method and justify each step in the
explain each step obtained from the previous step, assuming the original equation has a process. This would be a good opportunity to discuss efficiency.
solution, and develop an argument that justifies their solution method. Indicator: Below are two methods to solve the same equation. Justify each step in
the solving process. Which method do you prefer? Why?
Properties of operations can be used to change expressions on either side of the
equation to equivalent expressions. Method 1 Method 2
In the properties of equality, adding the same term to both sides of an equation or 5(𝑥𝑥 + 3) − 3𝑥𝑥 = 55 5(𝑥𝑥 + 3) − 3𝑥𝑥 = 55
multiplying both sides by a non-zero constant produces an equation with the same 5𝑥𝑥 + 15 − 3𝑥𝑥 = 55 5(𝑥𝑥 + 3) 3𝑥𝑥 55
− =
solutions. 2𝑥𝑥 + 15 = 55 5 5 5
2𝑥𝑥 + 15 − 15 = 55 − 15 3
𝑥𝑥 + 3 − 𝑥𝑥 = 11
While students are not required to memorize the proper names of the various 2𝑥𝑥 = 40 5
2𝑥𝑥 40 2
properties, they should be able to describe the property they are using to justify their = 𝑥𝑥 + 3 = 11
2 2 5
reasoning. 𝑥𝑥 = 20 2
The concepts of the properties are important; however, communication of these 𝑥𝑥 + 3 − 3 = 11 − 3
5
concepts is just as important. For this reason, students should be able to use reasoning 2
𝑥𝑥 = 8
to identify the mathematical meaning of a property from its proper name. For example, 5
students should recognize that the properties of equality tell us how to change the 5 2 5
� � 𝑥𝑥 = (8)
value of expressions while maintaining equality between the expressions. 2 5 2
𝑥𝑥 = 20

NC Math 1 Unpacking - Revised June 2022 22

 Indicator: Below are two methods for solving the equation 5𝑥𝑥 2 + 10 = 90. Select
one of the solution methods and construct a viable argument for the use of the
method.

Method 1 Method 2
5𝑥𝑥 2 + 10 − 10 = 90 − 10 5𝑥𝑥 2 + 10 − 90 = 90 − 90
5𝑥𝑥 2 = 80 5𝑥𝑥 2 − 80 = 0
5𝑥𝑥 2 80 5(𝑥𝑥 2 − 16) = 0
= 5(𝑥𝑥 + 4)(𝑥𝑥 − 4) = 0
5 5
2 𝑥𝑥 + 4 = 0 𝑜𝑜𝑜𝑜 𝑥𝑥 − 4 = 0
𝑥𝑥 = 16
𝑥𝑥 = ±√16 𝑥𝑥 = 4 𝑜𝑜𝑜𝑜 𝑥𝑥 = −4
𝑥𝑥 = 4 𝑜𝑜𝑜𝑜 𝑥𝑥 = −4

Additional Tasks
Reasoning with Linear Inequalities (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 23

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.3
Solve equations and inequalities in one variable.
Solve linear equations and inequalities in one variable.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Solving multi-step equations (8.EE.7) The following SMPs can be highlighted for this standard.
● Solving two-step inequalities (7.EE.4) 1 – Make sense of problems and persevere in problem solving.
5 – Use appropriate tools strategically.
6 – Attend to precision.
7 – Look for and make use of structure.
8 – Look for and express regularity in repeated reasoning.
Connections Disciplinary Literacy
● Create one variable linear equations and inequalities (NC.M1.A-CED.1) Students should be able to discuss their solution method and the steps in the solving
● Justify a solution method and the steps in the solving process (NC.M3.A-REI.1) process and should be able to interpret the solutions in context, when applicable.
● Solve systems of linear equations (NC.M1.A-REI.6)

Mastering the Standard

Clarification Checking for Understanding
Students solved multi-step equations in 8th grade connecting the process to the order of Students should be able to solve multistep linear equations and inequalities.
operations. Additionally, students in 7th graded solved two-step inequalities. This Indicator: Solve:
concept will be extended to include solving multi-step inequalities in NC Math 1. a)
7
𝑦𝑦 − 8 = 111
3
b) 3𝑥𝑥 − 2 > 9 + 5𝑥𝑥
These processes should be taught with the mathematical reasoning found in NC.M1.A- 3+𝑥𝑥 𝑥𝑥−9
REI.1. Students should not be asked to memorize steps to solve a linear c) =
7 4
equation/inequality. Like many purely procedural practices, such steps are only d)
2 1
𝑥𝑥 + 9 < 8 � 𝑥𝑥 − 2�
3 3
effective for linear equations. It is more effective for students to be taught the 1
mathematical reasoning for the solving process as these concepts can be applied to all e) (10 − 20𝑥𝑥) ≤ −14
5
types of equations. Teaching the process of solving linear equations and inequalities in
conjunction with NC.M1.A-CED.1 (where students learn how to create linear Indicator: Jackson observed a graph with a 𝑦𝑦-intercept of 7 that passes through the
equations in context) deepens students’ knowledge of the purpose for solving point (2, 3). What is the slope of the line of Jackson’s graph?
equations and inequalities.

Additional Resources
Building and Solving Complex Equations (MAP FAL)

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NC Math 1 Unpacking - Revised June 2022 24

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.4
Solve equations and inequalities in one variable.
Solve for the real solutions of quadratic equations in one variable by taking square roots and factoring.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Factor linear expressions with rational coefficients (7.EE.1) The following SMPs can be highlighted for this standard.
● Use square root to represent solutions to equations of the form 𝑥𝑥 2 = 𝑝𝑝, where p is a 6 – Attend to precision
positive rational number; evaluate square roots of perfect squares (8.EE.2) 7 – Look for a make use of structure
● Factor a quadratic expression to reveal the solution of a quadratic equation (NC.M1.A-
SSE.3)
● Understand the relationship between linear factors and solutions (NC.M1.A-APR.3)
Connections Disciplinary Literacy
● Create one variable quadratic equations and inequalities and solve (NC.M1.A-CED.1) New Vocabulary: quadratic equation
● Justify a solution method and each step in the solution process (NC.M1.A-REI.1) Students should be able to discuss their solution method and the steps in the solving
process and should be able to interpret the solutions in context.

Mastering the Standard

Clarification Checking for Understanding
Students should focus on quadratics with one or two real solutions that can be solved Students should be able to solve quadratic equations using square root as
by factoring or taking the square root. the inverse operation.
Indicator: Solve:
The focus for this standard is the algebraic reasoning of how to solve a quadratic a) 𝑥𝑥 2 = 49
equation, the “how” to solve a quadratic equation. NC.M1.A-APR.3 places a focus the b) 3𝑥𝑥 2 + 9 = 72
“why.” Therefore, these two standards should be taught together.
Students should be able to solve quadratic equations using factoring.
Students should be able to use the structure of the quadratic equation to determine Indicator: Solve: 6𝑥𝑥 2 + 13𝑥𝑥 = 5
whether to solve by using the square root as an inverse operation or by factoring.
Students should be able to discuss their chosen solution method.
When solving using the square root, students are only expected to evaluate perfect Indicator: Stephen and Brianna are solving the quadratic equation, (𝑥𝑥 − 4)2 −
squares. All other square root solutions should either be left in square root form or 25 = 0, in a classroom activity. Stephen believes that the equation can be solving
estimated appropriately based on the context. Therefore, solving using the quadratic using a square root. Brianna disagrees, saying that it can be solve using by
formula is not expected at this level. factoring. Who is correct? Be prepared to defend your position.

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NC Math 1 Unpacking - Revised June 2022 25

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.5
Solve systems of equations.
Explain why replacing one equation in a system of linear equations by the sum of that equation and a multiple of the other produces a system with the same solutions.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Analyze and solve pairs of simultaneous linear equations by graphing and substitution The following SMPs can be highlighted for this standard.
(8.EE.8) 2 – Reason abstractly and quantitatively
● Operations with polynomials (NC.M1.A-APR.1) 3 – Construct a viable argument and critique the reasoning of others
● Justify steps in a solving process (NC.M1.A-REI.1) 7 – Look for and make use of structure
Connections Disciplinary Literacy
● Solving systems of equations and inequalities (NC.M1.A-REI.6) New Vocabulary: elimination
● Understand that all points on the graph of an equation is a solution to that equation Students should be able to explain why the process of elimination works.
(NC.M1.A-REI.10)

Mastering the Standard

Clarification Checking for Understanding
The focus of this standard is to explain a mathematical justification for the addition Students should be able to understand the process of elimination through simple
(elimination) method of solving systems of equations which ultimately transforms a intuitive problems.
given system of two equations into a simpler equivalent system that has the same Indicator: Given that the sum of two numbers is 10 and their difference is 4, what
solutions as the original system. are the numbers? Explain how your answer can be deduced from the fact that the
two numbers, x and y, satisfy the equations 𝑥𝑥 + 𝑦𝑦 = 10 and 𝑥𝑥 − 𝑦𝑦 = 4.
Students should use the properties of equality to discuss why the process of
Students should be able to identify systems composed of equivalent equations.
elimination maintains the same solutions.
Indicator: Four students were assigned to write an equivalent system of equations.
● When an equation is multiplied by a constant the set of solutions remains the
Determine which of the following students created a system that is equivalent to
same. Graphically it is the same line. 𝑥𝑥 − 2𝑦𝑦 = 4
● When two linear equations are added together, a third linear equation is � and explain how you know.
3𝑥𝑥 + 𝑦𝑦 = 9
formed that shares a common solution as the original equations. Graphically
this means the three linear equations all intersect at the same point.
● The goal for process of elimination is to obtain the value for one of the 𝑥𝑥 − 2𝑦𝑦 = 4 𝑥𝑥 − 2𝑦𝑦 = 4
Brenda � Evan �
coordinates of intersection. Graphically, it is to get either a horizontal or 6𝑥𝑥 + 2𝑦𝑦 = 9 6𝑥𝑥 − 2𝑦𝑦 = 18
vertical line that goes through the point of intersection.
−3𝑥𝑥 + 6𝑦𝑦 = 4 1
Kevon � 𝑥𝑥 − 𝑦𝑦 = 2
Additional Resources 3𝑥𝑥 + 𝑦𝑦 = 9 Brie � 2
3𝑥𝑥 + 𝑦𝑦 = 9
Wafers and Crème (DESMOS)

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NC Math 1 Unpacking - Revised June 2022 26

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.6
Solve systems of equations.
Use tables, graphs, or algebraic methods (substitution and elimination) to find approximate or exact solutions to systems of linear equations and interpret solutions in terms of a
context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Analyze and solve pairs of simultaneous linear equations by graphing (8.EE.8) The following SMPs can be highlighted for this standard.
● Create equations for systems of equations (NC.M1.A-CED.3) 3 – Construct a viable argument and critique the reasoning of others
● Justify the steps in a solving process (NC.M1.A-REI.1) 6 – Attend to precision
● Solve linear equations in one variable (NC.M1.A-REI.3)
● Understand the mathematical reasoning behind the process of elimination (NC.M1.A-
REI.5)
● Understand every point on a graph is a solution to its associated equation (NC.M1.A-
REI.10)
Connections Disciplinary Literacy
● Understand the mathematical reasoning behind the methods of graphing, using tables and New Vocabulary: elimination
technology to solve systems and equations (NC.M1.A-REI.11) Students should be able to discuss their solution method and the steps in the solving
● Analyze linear functions (NC.M1.F-IF.7) process and should be able to interpret the solutions in context.

Mastering the Standard

Clarification Checking for Understanding
Students solve a system of equations and then interpret its solution for the given Students should be able to create equations for system (NC.M1.A-CED.3), select an
context. appropriate solution method, solve that system, and interpret the solution in context.
Students should be able to create and solve a system from a contextual situation. Indicator: José had 4 times as many trading cards as Philippe. After José gave
Therefore, this standard should be taught in conjunction to NC.M1.A-CED.3 away 50 cards to his little brother and Philippe gave 5 cards to his friend for his
birthday, they each had an equal number of cards. Write a system to describe the
Students should not be required to use one method over another when solving a system situation and solve the system.
of equations but should be allowed to choose the best option for the given scenario and
justify their chosen solution method. The focus of this standards should also not be Indicator: A restaurant serves a vegetarian and a chicken lunch special each day.
limited to the algebraic methods. Each vegetarian special is the same price. Each chicken special is the same price.
However, the price of the vegetarian special is different from the price of the
This is a capstone standard supported by several standards in this course. To have a chicken special.
complete understanding of this standard, the following standards must be incorporated: ● On Thursday, the restaurant collected $467 selling 21 vegetarian specials
● The ability to create equations for a system from a contextual situation is and 40 chicken specials.
addressed in NC.M1.A-CED.3. ● On Friday, the restaurant collected $484 selling 28 vegetarian specials and
● The understanding of the elimination method is addressed NC.M1.A-REI.5. 36 chicken specials.
● The understanding of solving a system by graphing and how to recognize a What is the cost of each lunch special?
solution to a system in tables is taught in NC.M1.A-REI.11.
Indicator: The math club sells candy bars and drinks during football games.
Include cases where the two equations describe the same line (yielding infinitely many ● 60 candy bars and 110 drinks will sell for $265.
solutions) and cases where two equations describe parallel lines (yielding no solution); ● 120 candy bars and 90 drinks will sell for $270.
How much does each candy bar sell for?
NC Math 1 Unpacking - Revised June 2022 27
connect to NC.M1.G-GPE.5, which requires students to prove the slope criteria for Indicator: Two times Antonio’s age plus three times Sarah’s age equals 34.
parallel lines. Sarah’s age is also five times Antonio’s age. How old is Sarah?

Additional Resources Indicator: Lucy and Barbara began saving money the same week. The table below
Card Sort: Linear Systems (DESMOS) shows the models for the money Lucy and Barbara had saved after x weeks.
Lucy’s Savings 𝑓𝑓(𝑥𝑥) = 10𝑥𝑥 + 5
Barbara’s Savings 𝑔𝑔(𝑥𝑥) = 7.5𝑥𝑥 + 25
After how many weeks will Lucy and Barbara have the same amount of money
saved?

Indicator: A streaming movie service has three monthly plans to rent movies
online. Graph the equation of each plan and analyze the change as the number of
rentals increase. When is it beneficial to enroll in each of the plans?
● Basic Plan: $3 per movie rental
● Watchers Plan: $7 fee + $2 per movie with the first two movies included
with the fee
● Home Theater Plan: $12 fee + $1 per movie with the first four movies
included with the fee

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NC Math 1 Unpacking - Revised June 2022 28

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.10
Represent and solve equations and inequalities graphically
Understand that the graph of a two-variable equation represents the set of all solutions to the equation.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Use substitution to determine if a number if a solution (6.EE.5) The following SMPs can be highlighted for this standard.
● Graphing lines (8.EE.5, 8.EE.6, 8.F.3) 3 – Construct a viable argument and critique the reasoning of others
● Analyze and solve pairs of simultaneous linear equations by graphing and substitution
(8.EE.8)
● Understanding functions as a rule that assigns each input with exactly one output (8.F.1)
Connections Disciplinary Literacy
● Creating and graphing two-variable equations (NC.M1.A-CED.2) Students should be able to discuss the solutions to a two-variable equation and the link
● Solutions to systems of equations (NC.M1.A-REI.5, NC.M1.A-REI.6) to a function.
● Understanding that the relationship between the solution of system of equations and the
associated equation (NC.M1.A-REI.11)
● Representing the solutions to linear inequalities (NC.M1.A-REI.12)
● Relating a function to its graph, domain, and range of a function (NC.M1.F-IF.1,
NC.M1.F-IF.2, NC.M1.F-IF.5)

Mastering the Standard

Clarification Checking for Understanding
Students understand that the graph of an equation is the set of all ordered pairs that Students should be able to assess if a point is a solution to an equation.
make that equation a true statement. Indicator: Consider three points in the plane, 𝑃𝑃 = (−4, 0), 𝑄𝑄 = (−1, 12) and 𝑅𝑅 =
(4, 32).
This standard contains no limitation and so applies to all function types, including a) Find the equation of the line through 𝑃𝑃 and 𝑄𝑄.
those functions that a student cannot yet algebraically manipulate. b) Use your equation in (a) to show that 𝑅𝑅 is on the same line as 𝑃𝑃 and 𝑄𝑄.
(https://www.illustrativemathematics.org/content-standards/HSA/REI/D/10/tasks/1066)
Students can explain and verify that every point (x, y) on the graph of an equation
represents all values for x and y that make the equation true. Indicator: Which of the following points are on the graph of the equation −5𝑥𝑥 +
2𝑦𝑦 = 20? Which of the following points are of the graph of the equation? How do
In connection with NC.M1.F-IF.1, NC.M1.F-IF.2, NC.M1.F-IF.5, students can begin you know?
to understand how the context of a problem determines whether the solutions should a) (4, 0)
be graphed discretely or continuously. b) (0, 10)
c) (-1, 7.5)
It is common to refer to the zeros of functions as solutions. However, this is inaccurate d) (2.3, 5)
language that can cause misconceptions and confusion among students. Every point
that is graphed, including the zeros, are solutions to the function. 1 𝑥𝑥
Indicator: Verify that (−1, 60) is a solution to the equation 𝑦𝑦 = 15 � � . Explain
The zeros of a function do correspond to the solution of the functions related equation. 4
See NC.M1.APR.3 what this means for the graph of the function.

Indicator: Without graphing, determine if the ordered pair (2, −15) is on the graph
of 𝑦𝑦 = 3𝑥𝑥 2 + 2𝑥𝑥 − 1. Explain.
NC Math 1 Unpacking - Revised June 2022 29
 Indicator: The graph below shows the height
of a hot air balloon as a function of time.

Use the graph to answer the following:

a) What is the height of the hot air
balloon 10 minutes after it has left
the ground?
b) Approximately, when will the hot
air balloon reach a height of 600
feet?
c) Explain what the point (48, 800) on
this graph represents.

Indicator: Given the function to the right,

determine if the following points are solutions
and explain each answer.
a) (2, 1)
b) (3, 8)
c) (-1, -4)
Note: (𝑦𝑦 < 𝑥𝑥 2 − 𝑥𝑥 − 1 is the inequality of the
graph)

Additional Tasks
Collinear Points (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 30

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.11
Represent and solve equations and inequalities graphically
Build an understanding of why the x-coordinates of the points where the graphs of two linear, exponential, or quadratic equations 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) and 𝑦𝑦 = 𝑔𝑔(𝑥𝑥) intersect are the
solutions of the equation 𝑓𝑓(𝑥𝑥) = 𝑔𝑔(𝑥𝑥) and approximate solutions using a graphing technology or successive approximations with a table of values.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Solving multi-step linear equations (8.EE.7) The following SMPs can be highlighted for this standard.
● Analyze and solve pairs of simultaneous linear equations by graphing and substitution 4 – Model with mathematics
(8.EE.8) 6 – Attend to precision
● Understand every point on a graph is a solution to its associated equation (NC.M1.A-
REI.10)
Connections Disciplinary Literacy
● Creating and solving one variable equations and systems of equations (NC.M1.A-CED.1, New Vocabulary: exponential function, quadratic function
NC.M1.A-CED.3)
● Solving systems of equations (NC.M1.A-REI.6)

Mastering the Standard

Clarification Checking for Understanding
For a complete understanding, students will need exposure to both parts of this Indicator: The functions 𝑓𝑓(𝑚𝑚) = 18 + 0.4𝑚𝑚 and 𝑔𝑔(𝑚𝑚) = 11.2 + 0.54𝑚𝑚 give
standard. First, students should be able to see the connection between graphs and tables the lengths of two different springs in centimeters, as mass is added in grams, m,
of two functions, the points they have in common and the truthfulness of the equation. to each separately.
For example: a) Graph each equation on the same set of axes.
1 1
Because 𝑓𝑓(𝑥𝑥) = 𝑔𝑔(𝑥𝑥) when 𝑥𝑥 = 3 the solution to the equation 2𝑥𝑥 − 4 = 𝑥𝑥 + is 3. b) What mass makes the springs the same length?
2 2
c) What is the length at that mass?
(As an extension, students could
d) Write a sentence comparing the two springs.
write an inequality to describe the
relationship between the functions
Indicator: The population of a country is initially 2 million people and is
when 𝑥𝑥 < 3 and when 𝑥𝑥 > 3.)
increasing at 4% per year. The country's annual food supply is initially adequate
for 4 million people and is increasing at a constant rate adequate for an additional
In Math 1, students are expected to
0.5 million people per year.
solve linear systems of equations
a) Based on these assumptions, in approximately what year will this country
algebraically. All other systems
first experience shortages of food?
should be solved with technology, tables, and graphs.
b) If the country doubled its initial food supply and maintained a constant
rate of increase in the supply adequate for an additional 0.5 million
Second, students should be able to use a system of equations to solve systems of
people per year, would shortages still occur? In approximately which
equations.
year?
For example:
1 c) If the country doubled the rate at which its food supply increases, in
Solve: 3𝑥𝑥 2 − 2𝑥𝑥 + 1 = 𝑥𝑥 + 5 addition to doubling its initial food supply, would shortages still occur?
2
Rewrite the equations as a system of equations (https://www.illustrativemathematics.org/content-standards/HSA/REI/D/11/tasks/645)
1
{𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 − 2𝑥𝑥 + 1 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 + 5
2
2
Using technology, graph the equations and look for points of intersection, where the
NC Math 1 Unpacking - Revised June 2022 31
same 𝑥𝑥 produces 𝑓𝑓(𝑥𝑥) = 𝑔𝑔(𝑥𝑥). Indicator: Solve the following equations by graphing. Give your answer to the
nearest tenth.
In Math 1, students are expected to solve linear equations using inverse operations and a) 3(2𝑥𝑥 ) = 6𝑥𝑥 − 7
quadratic equations with square roots and factoring. In all other equations, such as b) 10𝑥𝑥 + 5 = −𝑥𝑥 + 8
exponential equations, solutions should be approximated with technology, tables, and
graphs. Additional Tasks
Population and Food Supply (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 32

 Algebra – Reasoning with Equations and Inequalities
NC.M1.A-REI.12
Represent and solve equations and inequalities graphically
Represent the solutions of a linear inequality or a system of linear inequalities graphically as a region of the plane.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Solve two-step linear inequalities (7.EE.4b) The following SMPs can be highlighted for this standard.
● Solve linear inequalities in one variable (NC.M1.A-REI.3) 5 – Use appropriate tools strategically
● Understand every point on a graph is a solution to its associated equation (NC.M1.A- 6 – Attend to precision
REI.10)
Connections Disciplinary Literacy
● Create one variable linear inequalities and use the inequality to solve problems Students should be able to explain the reasoning behind their graphical representation
(NC.M1.A-CED.1) of an inequality or system of inequalities.
● Create a system of linear inequalities to model a situation in context (NC.M1.A-CED.3)

Mastering the Standard

Clarification Checking for Understanding
Students should understand that since there is no way to list every Students should be able to represent solutions to linear inequalities and systems of linear inequalities as a
solution to a linear inequality in two variables, the solutions must be region of a plane.
represented graphically. Similarly, we recognize linear inequalities Indicator: Graph the solution set for the following system of inequalities:
to have infinitely many solutions. 3𝑥𝑥 + 5𝑦𝑦 ≤ 10
𝑦𝑦 > −4
It is an American tradition to shade the region that represent the
solutions of the inequality. In other countries, they shade regions of Indicator: Graph the system of linear inequalities below and determine if (3, 2) is a solution to the
the plane that do not contain solutions, marking that region out. This system.
results in an unmarked solution region making it easier to identify 𝑥𝑥 − 3𝑦𝑦 > 0 𝑥𝑥 + 𝑦𝑦 ≤ 2 𝑥𝑥 + 3𝑦𝑦 > −3
and work with points in the solution region. This means that it is
important for students to understand what the shaded region Indicator: Graph the following inequalities:
represents according to the context of the problem. a) 3𝑥𝑥 − 4𝑦𝑦 ≤ 7 b) 𝑦𝑦 > −2𝑥𝑥 + 6 c) −9𝑥𝑥 + 4𝑦𝑦 ≥ 1

Indicator: What scenario could be modeled by the graph below?

a) The number of pounds of apples, 𝑦𝑦, minus two times the number
of pounds of oranges, 𝑥𝑥, is at most 5.
b) The number of pounds of apples, 𝑦𝑦, minus half the number of
pounds of oranges, 𝑥𝑥, is at most 5.
c) The number of pounds of apples, 𝑦𝑦, plus two times the number of
pounds of oranges, 𝑥𝑥, is at most 5.
d) The number of pounds of apples, 𝑦𝑦, plus half the number of
pounds of oranges, 𝑥𝑥, is at most 5.

NC Math 1 Unpacking - Revised June 2022 33

 Indicator: Given below are the graphs of two lines, 𝑦𝑦 = −0.5𝑥𝑥 + 5 and 𝑦𝑦 = −1.25𝑥𝑥 + 8, and
several regions and points are shown. Note that C is the region that appears completely white in the
graph.
a) For each region and each point, write a
system of equations or inequalities, using
the given two lines, that has the region or
point as its solution set and explain the
choice of ≤, ≥, or = in each case. (You
may assume that the line is part of each
region.)
b) The coordinates of a point within a
region have to satisfy the corresponding
system of inequalities. Verify this by
picking a specific point in each region
and showing that the coordinates of this
point satisfy the corresponding system of inequalities for that region.
c) In the previous part, we checked that specific coordinate points satisfied our inequalities for
each region. Without picking any specific numbers, use the same idea to explain how you
know that all points in the 3rd quadrant must satisfy the inequalities for region A.
(https://www.illustrativemathematics.org/content-standards/HSA/REI/D/12/tasks/1205)

Indicator: Fishing Adventures rents small fishing boats to tourists for day-long fishing trips. Each
boat can hold at most eight people. Additionally, each boat can only carry 900 pounds of weight for
safety reasons.
a) Let p represent the total number of people. Write an inequality to describe the number of
people that a boat can hold. Draw a number line diagram that shows all possible solutions.
b) Let w represent the total weight of a group of people wishing to rent a boat. Write an
inequality that describes all total weights allowed in a boat. Draw a number line diagram that
shows all possible solutions.
(https://www.illustrativemathematics.org/content-standards/tasks/642)

Additional Tasks
Solution Sets (Illustrative Mathematics)
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NC Math 1 Unpacking - Revised June 2022 34

 Algebra, Functions & Function Families
NC Math 1 NC Math 2 NC Math 3

Functions represented as graphs, tables or verbal descriptions in context

Focus on comparing properties of linear Focus on properties of quadratic functions A focus on more complex functions
function to specific non-linear functions and and an introduction to inverse functions • Exponential
rate of change. through the inverse relationship between • Logarithm
• Linear quadratic and square root functions. • Rational functions w/ linear denominator
• Exponential • Quadratic • Polynomial w/ degree ≤ three
• Quadratic • Square Root • Absolute Value and Piecewise
• Inverse Variation • Intro to Trigonometric Functions

A Progression of Learning of Functions through Algebraic Reasoning

The conceptual categories of Algebra and Functions are inter-related. Functions describe situations in which one quantity varies with
another. The difference between the Function standards and the Algebra standards is that the Function standards focus more on the
characteristics of functions (e.g. domain/range or max/min points), function definition, etc. whereas the Algebra standards provide the
computational tools and understandings that students need to explore specific instances of functions. As students progress through high
school, the coursework with specific families of functions and algebraic manipulation evolve. Rewriting algebraic expressions to create
equivalent expressions relates to how the symbolic representation can be manipulated to reveal features of the graphical representation of
a function.

Note: The Numbers conceptual category also relates to the Algebra and Functions conceptual categories. As students become more fluent
with their work within particular function families, they explore more of the number system. For example, as students continue the study of
quadratic equations and functions in Math 2, they begin to explore the complex solutions. Additionally, algebraic manipulation within the
real number system is an important skill to creating equivalent expressions from existing functions.
Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 35

 Functions – Interpreting Functions
NC.M1.F-IF.1
Understand the concept of a function and use function notation.
Build an understanding 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 by recognizing that:
● if f is a function and x is an element of its domain, then 𝑓𝑓(𝑥𝑥) denotes the output of f corresponding to the input x.
● the graph of 𝑓𝑓 is the graph of the equation 𝑦𝑦 = 𝑓𝑓(𝑥𝑥).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Understand that a function is a rule that assigns to each input exactly one output (8.F.1) The following SMPs can be highlighted for this standard.
● Every point on the graph of an equation is a solution to the equation (NC.M1.A-REI.10) 1 – Make sense of problems and persevere in solving them
Connections Disciplinary Literacy
● Create and graph two variable equations (NC.M1.A-CED.2) New Vocabulary: function notation
● All other function standards Students should be able to accurate describe a function in their own terms.

Mastering the Standard

Clarification Checking for Understanding
Students should understand the definition of a Students should be able to understand functions in categorical scenarios.
function. It is deeper than just "𝑥𝑥" cannot repeat or Indicator: A certain business keeps a database of information about its customers.
the vertical line test. Students should understand a) Let 𝐶𝐶 be the rule which assigns to each customer shown in the table his or her
what it takes to be a function in categorical, home phone number. Is 𝐶𝐶 a function? Explain your reasoning.
numerical, and graphical scenarios. b) Let 𝑃𝑃 be the rule which assigns to each phone number in the table above, the
customer’s name(s) associated with it. Is 𝑃𝑃 a function? Explain your
In 8th grade, students defined a function. Function reasoning.
notation is introduced in NC Math 1. While this c) Explain why a business would want to use a person's social security number
standard focuses on the correspondence definition of to identify a particular customer instead of their phone number.
a function, that is the input and output of values, a (https://www.illustrativemathematics.org/content-standards/HSF/IF/A/1/tasks/624)
function can also be defined by how one variable Students should be able to understand functions as a correspondence between inputs and outputs.
changes in relation to another variable. This is Indicator: A pack of pencils cost $0.75. If n number of packs are purchased, then the total purchase price is
known as the covariation definition of a function. represented by the function 𝑡𝑡(𝑛𝑛) = 0.75𝑛𝑛.
This view of a function is highlighted in other a) Explain why t is a function.
standards throughout NC Math 1 when students are b) What is a reasonable domain and range for the function t?
asked to identify, interpret, and use the rate of
change. Indicator: Suppose 𝑓𝑓 is a function.
a) If 10 = 𝑓𝑓(−4), give the coordinates of a point on the graph of 𝑓𝑓.
Additional Resources b) If 6 is a solution of the equation 𝑓𝑓(𝑤𝑤) = 1, give a point on the graph of 𝑓𝑓.
Card Sort: Functions (DESMOS) (https://www.illustrativemathematics.org/content-standards/HSF/IF/A/1/tasks/630)
Free-Range Functions (DESMOS)
Additional Tasks
The Customers (Illustrative Mathematics)
Points on a Graph (Illustrative Mathematics)

Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 36
 Functions – Interpreting Functions
NC.M1.F-IF.2
Understand the concept of a function and use function notation.
Use function notation to evaluate linear, quadratic, and exponential functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Use substitution to determine if a number if a solution (6.EE.5) The following SMPs can be highlighted for this standard.
● Interpret parts of expressions in context (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b) 1 – Make sense of problems and persevere in solving them
● Every point on the graph of an equation is a solution to the equation (NC.M1.A-REI.10)
● Define a function and use functions notation (NC.M1.F-IF.1)
Connections Disciplinary Literacy
● Creating and solving one variable equations (NC.M1.A-CED.1) New Vocabulary: exponential function, quadratic function
● Creating and graphing two variable equations (NC.M1.A-CED.2) Students should be able to discuss the domain, range, input, output and the relationship
● Every point on the graph of an equation is a solution to the equation (NC.M1.A-REI.10) between the variables of a function in context.
● Function standards that relate domain and range (NC.M1.F-IF.3, NC.M1.F-IF.4,
NC.M1.F-IF.5, NC.M1.F-IF.7)
● Comparing the end behavior of functions (NC.M1.F-LE.3)

Mastering the Standard

Clarification Checking for Understanding
Students should be fluent in using function notation to evaluate a linear, quadratic, and Students should be able to use evaluate functions written in function notation.
exponential function. Indicator: Evaluate 𝑓𝑓(2) for the following functions:
Students should be able to interpret statements in function notation in contextual a) 𝑓𝑓(𝑥𝑥) = 5(𝑥𝑥 − 3) + 17.
situations. This standard should be linked to the algebra standards (NC.M1.A-SSE) b) Evaluate 𝑓𝑓(2) for the function 𝑓𝑓(𝑥𝑥) = 1200(1 + .04)𝑥𝑥 .
where students are expected to interpret expressions in context. c) Evaluate 𝑓𝑓(2) for the function 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 2 + 2𝑥𝑥 − 5.

Students should be able to evaluate functions and interpret the result in a context.
Indicator: You placed a yam in the oven and, after 45 minutes, you take it out. Let
𝑓𝑓 be the function that assigns to each minute after you placed the yam in the oven,
its temperature in degrees Fahrenheit. Write a sentence for each of the following to
explain what it means in everyday language.
a) 𝑓𝑓(0) = 65 b) 𝑓𝑓(5) < 𝑓𝑓(10)
c) 𝑓𝑓(40) = 𝑓𝑓(45) d) 𝑓𝑓(45) > 𝑓𝑓(60)
(https://www.illustrativemathematics.org/content-standards/HSF/IF/A/2/tasks/625)

Indicator: The rule 𝑓𝑓(𝑥𝑥) = 50(0.85)𝑥𝑥 represents the amount of a drug in

milligrams, 𝑓𝑓(𝑥𝑥), which remains in the bloodstream after x hours. Evaluate and
interpret each of the following:
a) 𝑓𝑓(0)
b) 𝑓𝑓(2) = 𝑘𝑘 · 𝑓𝑓(1). What is the value of k?
c) 𝑓𝑓(𝑥𝑥) < 6

NC Math 1 Unpacking - Revised June 2022 37

 Indicator: Suppose that the function 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 + 12 represents the cost to rent
x movies a month from an internet movie club. Makayla now has $10. How many
more dollars does Makayla need to rent 7 movies next month?
(NCDPI Math 1 released EOC #12)

Indicator: Let 𝑓𝑓(𝑡𝑡) be the number of people, in millions, who own cell phones 𝑡𝑡
years after 1990. Explain the meaning of the following statements.
a) 𝑓𝑓(10) = 100.3
b) 𝑓𝑓(𝑎𝑎) = 20
c) 𝑓𝑓(20) = 𝑏𝑏
d) 𝑛𝑛 = 𝑓𝑓(𝑡𝑡)
(https://www.illustrativemathematics.org/content-standards/HSF/IF/A/2/tasks/634)

Indicator: Suppose Matthew throws a baseball into the air. The height of the
baseball at any given time, t, can be modeled by the function ℎ(𝑡𝑡) = −16𝑡𝑡 2 +
65𝑡𝑡 + 5.
a) What is the height of the baseball after 2 seconds?
b) If ℎ(1) = 54, what does this mean in context of the baseball scenario?

Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 38

 Functions – Interpreting Functions
NC.M1.F-IF.3
Understand the concept of a function and use function notation.
Recognize that recursively and explicitly defined sequences are functions whose domain is a subset of the integers, the terms of an arithmetic sequence are a subset of the range
of a linear function, and the terms of a geometric sequence are a subset of the range of an exponential function.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Interpret the equation 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏 as being from a linear function and compare to The following SMPs can be highlighted for this standard.
nonlinear functions (8.F.3) 8 – Look for and express regularity in repeated reasoning
● Define a function and use functions notation (NC.M1.F-IF.1)
● Evaluating functions (NC.M1.F-IF.2)
Connections Disciplinary Literacy
● Relating the domain and range to a context (NC.M1.F-IF.5) New Vocabulary: arithmetic sequence, geometric sequence, explicit form, recursive
● Analyzing linear and exponential functions (NC.M1.F-IF.7) form, exponential function
● Build linear and exponential functions (NC.M1.F-BF.1) Students should be able to explain a function written in recursive form using subset
● Translate between explicit and recursive forms (NC.M1.F-BF.2) notation.
● Identify situations that can be modeled with linear and exponential functions (NC.M1.F-
LE.1)

Mastering the Standard

Clarification Checking for Understanding
Students should recognize that sequences are functions. A sequence can be Indicator: A theater has 60 seats in the first row, 68 seats in the second row, 76 seats in
described as a function, with the domain consisting of a subset of the integers, the third row, and so on in the same increasing pattern.
and the range being the terms of the sequence. a) If the theater has 20 rows of seats, how many seats are in the twentieth row?
b) Explain why the sequence is considered a function.
This standard connects to arithmetic and geometric sequences and should be c) What is the domain of the sequence? Explain what the domain represents in
taught with NC.M1.F-BF.2. context.
d) What is the range of the sequence? Explain what the range represents in context.
Students should be able to examine the pattern of a sequence and connect it to
the rate of change of the associated function. Indicator: A geometric sequence can be represented by the exponential function 𝑓𝑓(𝑥𝑥) =
1 𝑥𝑥
400 � � . In terms of the geometric sequence, explain what 𝑓𝑓(3) = 50 represents.
It is also important to note that sequences are not limited to arithmetic and 2
geometric. It is expected that recursive form should be written in subset
notation. Students should be familiar with writing and interpreting subset Indicator: Represent the following sequence in explicit form: 1, 4, 9, 16, 25
notation.
Now-Next can be used a tool for introduce the concepts of recursive form, but Indicator: The Fibonacci numbers are sequence that are often found in nature. This
the expectation is that students will move to the more formal representations of sequence is defined by 𝑎𝑎𝑛𝑛 = 𝑎𝑎𝑛𝑛−1 + 𝑎𝑎𝑛𝑛−2 where 𝑎𝑎0 = 0 and 𝑎𝑎1 = 1. What are the first
recursive form. 10 terms of the Fibonacci sequence? Could you easily represent this pattern in explicit
form?
Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 39

 Functions – Interpreting Functions
NC.M1.F-IF.4
Interpret functions that arise in applications in terms of the context.
Interpret key features of graphs, tables, and verbal descriptions in context to describe functions that arise in applications relating two quantities, including: intercepts; intervals
where the function is increasing, decreasing, positive, or negative; and maximums and minimums.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Describe quantitatively the functional relationship between two quantities by analyzing a The following SMPs can be highlighted for this standard.
graph (8.F.5) 1 – Make sense of problems and persevere in solving them
● Define a function and use functions notation (NC.M1.F-IF.1) 4 – Model with mathematics
● Evaluating functions (NC.M1.F-IF.2)
Connections Disciplinary Literacy
● Interpret parts of expressions in context (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b) New Vocabulary: maximum, minimum
● Relate domain and range of a function to its graph (NC.M1.F-IF.5) Students should be able to justify their identification of key features and interpret those
● Calculate the average rate of change (NC.M1.F-IF.6) key features in context.
● Use equivalent forms of quadratic and exponential function to reveal key features
(NC.M1.F-IF.8a, NC.M1.F-IF.8b)
● Compare key features of two functions in different representations (NC.M1.F-IF.9)
● Identify situations that can be modeled with linear and exponential functions (NC.M1.F-
LE.1)

Mastering the Standard

Clarification Checking for Understanding
Students should understand the key features of any contextual Students should be able to identify and interpret key features of functions.
situation. For example, plots over time represent functions as do Indicator: An epidemic of influenza spreads through a city. The figure below is the graph of 𝐼𝐼 = 𝑓𝑓(𝑤𝑤),
some scatterplots. These are often functions that “tell a story”. where 𝐼𝐼 is the number of individuals (in thousands) infected 𝑤𝑤 weeks
Students should have experience with a wide variety of these types after the epidemic begins.
of functions and be flexible in thinking about functions and key a) Estimate 𝑓𝑓(2) and explain its meaning in terms of the epidemic.
features using tables, graphs, and verbal descriptions. b) Approximately how many people were infected at the height of
the epidemic? When did that occur? Write your answer in the
Students should understand the concept behind the key features form 𝑓𝑓(𝑎𝑎) = 𝑏𝑏.
(intercepts, increasing/decreasing, positive/negative, and c) For approximately which 𝑤𝑤 is 𝑓𝑓(𝑤𝑤) = 4.5; explain what the
maximum/minimum) for any given graph, not just “function estimates mean in terms of the epidemic.
families”. This means that students should be asked to work with
graphical and tabular representations of functions that the student (https://www.illustrativemathematics.org/content-standards/HSF/IF/B/4/tasks/637)
could not solve or manipulate algebraically.
Given a problem that asks students to identify a region, students Indicator: Eliana observed her dog, Lola, running around the yard and
are expected to write answers using inequality notation. Students recorded the time and distance that Lola was away from her doghouse in the
in Math 1 are not responsible for using interval notation to table to the right.
represent a solution. a) Sketch a graph of Lola’s play time away from her doghouse.
b) Describe what is happening between minutes 2 & 3.
It is important for students to begin developing an understanding
of end behavior and interpreting mathematical notation (such as
NC Math 1 Unpacking - Revised June 2022 40
𝑥𝑥 → ∞). As students study intervals of increasing and decreasing, Indicator: The figure shows the graph of 𝑇𝑇, the temperature (in degrees
connect their mathematical thinking from “as we keep going out” Fahrenheit) over one 20-hour period in Santa Elena as a function of time 𝑡𝑡.
or “as x gets really big” to “as x goes to infinity”. a) Estimate 𝑇𝑇(14).
b) If 𝑡𝑡 = 0 corresponds to midnight, interpret what we mean
Additional Resources by 𝑇𝑇(14) in words.
There are several videos on this site http://graphingstories.com/ c) Estimate the highest temperature during this period from the
Some are aligned to Math I while others are more appropriate for graph.
Math 2 or 3. The following are suggested videos for Math I: d) When was the temperature decreasing?
(1) Water Volume, e) If Anya wants to go for a two-hour hike and return before the
(2) Weight, temperature gets over 80 degrees, when should she leave?
(3) Bum Height Off Ground, (https://www.illustrativemathematics.org/content-standards/HSF/IF/B/4/tasks/639)
(4) Air Pressure, and
(5) Height of Stack.
Function Carnival (DESMOS)
Function Carnival, Part 2 (DESMOS) Indicator: Suppose Brett and Andre each throw a
Representing Functions of Everyday Situations (Mathematics baseball into the air. The height of Brett's baseball is
Assessment Project) given by ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 79𝑡𝑡 + 6, where h is in feet
and t is in seconds. The height of Andre's baseball is
given by the graph. Interpret the x-intercept, y-
intercept, and maximum in context of the baseball
scenario.
Adapted from Illustrative Math

Indicator: Identify the key features of the graph to the left.

Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 41

 Functions – Interpreting Functions
NC.M1.F-IF.5
Interpret functions that arise in applications in terms of the context.
Interpret a function in terms of the context by relating its domain and range to its graph and, where applicable, to the quantitative relationship it describes.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● In middle school, students only informally considered restrictions to the domain and The following SMPs can be highlighted for this standard.
range based on context, such as understanding that measurements cannot be negative. 4 – Model with mathematics
● Interpret parts of expressions in context (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b)
● Every point on the graph of an equation is a solution to the equation (NC.M1.A-REI.10)
● Formally define a function (NC.M1.F-IF.1)
● Evaluating functions and interpret in context (NC.M1.F-IF.2)
Connections Disciplinary Literacy
● Recognize the domain of sequences (NC.M1.F-IF.3)
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4)
● Analyze linear, quadratic, and exponential functions to identify key features (NC.M1.F-
IF.7)

Mastering the Standard

Clarification Checking for Understanding
Students should be able to associate a reasonable domain and range to a graph as well Students should be able to identify a reasonable domain and range to its graph as well
as to a contextual situation. as to a contextual situation.
The domain of a graph should be taught in the context of the situation it represents. Indicator: An epidemic of influenza spreads through a city. The figure below is the
graph of 𝐼𝐼 = 𝑓𝑓(𝑤𝑤), where 𝐼𝐼 is the number of
Graphs represented should be both discrete and continuous forms. individuals (in thousands) infected 𝑤𝑤 weeks after the
epidemic begins.
An equation for the function used to plot the image
above is 𝑓𝑓(𝑤𝑤) = 6𝑤𝑤(1.3)−𝑤𝑤 . Use the graph to
estimate the solution of the inequality 6𝑤𝑤(1.3)−𝑤𝑤 ≥
6. Explain what the solution means in terms of the
epidemic.

Indicator: Maggie tosses a coin off a bridge into a stream below. The distance the
coin is above the water is modeled by the equation 𝑦𝑦 = −16𝑥𝑥 2 + 96𝑥𝑥 + 112,
where x represents time in seconds. What is a reasonable domain for the function?

NC Math 1 Unpacking - Revised June 2022 42

 Indicator: SoFi Stadium in Los Angeles is capable of seating 70,000 spectators for
a football game. For each game, the amount of money that is brought in as revenue
is a function of the number of people, n, in attendance.
a) The average of the cheapest ticket prices of the Los Angeles Ram in 2022
is $94. Find the domain of the function of the revenue to the number of
people in attendance, using the average cheapest ticket.
b) At a game, the Rams have decided to honor fans who served in the
military. For this event, the Rams will be giving away 1,500 tickets to
military families. How does this effect the domain and range of the
function? What does this mean for the Raiders and their fans?

Indicator: An all-inclusive resort in

Los Cabos, Mexico provides
everything for their customers during
their stay including food, lodging, and
transportation. Use the graph at the
right to describe the domain of the total
cost function.

Indicator: Jacob is observing bacterial growth in a lab. He noted that the bacteria
double in number every hour. There are 50 bacteria at the beginning of his
experiment. Determine the appropriate domain and range of the function if Jacob
runs the experiment for 8 hours.

Back to: Table of Contents

NC Math 1 Unpacking - Revised June 2022 43

 Functions – Interpreting Functions
NC.M1.F-IF.6
Interpret functions that arise in applications in terms of the context.
Calculate and interpret the average rate of change over a specified interval for a function presented numerically, graphically, and/or symbolically.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Determine and interpret the rate of change of a linear function (8.F.4) The following SMPs can be highlighted for this standard.
● Describe qualitatively the functional relationship between two quantities and sketch a 4 – Model with mathematics
graph from a verbal description (8.F.5)
Connections Disciplinary Literacy
● Interpret key features of graphs and tables (NC.M1.F-IF.4) New Vocabulary: average rate of change
● Analyze linear, quadratic, and exponential functions by generating different
representations (NC.M1.F-IF.7)

Mastering the Standard

Clarification Checking for Understanding
Students calculate the average rate of change of a function given a Indicator: Find the average rate of change of the following functions over the interval 1 ≤ 𝑥𝑥 ≤ 5.
graph, table, and/or equation. a) 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 − 7
b) 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 2 + 2𝑥𝑥 − 5
The average rate of change of a function 𝑦𝑦 = 𝑓𝑓(𝑥𝑥) over an interval c) ℎ(𝑥𝑥) = 3(2)𝑥𝑥
𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑦𝑦 ∆𝑦𝑦 𝑓𝑓(𝑏𝑏)−𝑓𝑓(𝑎𝑎)
𝑎𝑎 ≤ 𝑥𝑥 ≤ 𝑏𝑏 is = = .
𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑥𝑥 ∆𝑥𝑥 𝑏𝑏−𝑎𝑎
Indicator: The table below shows the average weight of a
type of plankton after several weeks.
This standard is more than just slope. It is asking students to find What is the average rate of change in weight of the plankton
the average rate of change of any function over any given interval. from week 8 to week 12?
Be sure to include multiple representations (numerically,
graphically, or symbolically) of functions for students to work with.
Indicator: The table below shows the temperature, T, in Tucson, Arizona t hours after midnight.
It is an important connection for later courses that students When does the temperature decrease the fastest: between midnight and 3 a.m. or between 3 a.m. and 4
recognize that linear functions have consistent average rate of a.m.?
change over any interval, while functions like quadratics and
exponentials do not have constant rates of change due to their t (hours after midnight) 0 3 4
curvature. T (temp. in ∘F) 85 76 70
(https://www.illustrativemathematics.org/content-standards/HSF/IF/B/6/tasks/1500)

NC Math 1 Unpacking - Revised June 2022 44

 Indicator: You are a marine biologist working for the Environmental Protection Agency (EPA). You
are concerned that the rare coral mathemafish population is being threatened by an invasive species
known as the fluted dropout shark. The fluted dropout shark is known for decimating whole schools of
fish. Using a catch-tag-release method, you collected the following population data over the last year.

# months since
0 1 2 3 4 5 6 7 8 9 10 11 12
1st measurement
Mathemafish
480 472 417 318 240 152 103 84 47 32 24 29 46
population

Through intervention, the EPA was able to reduce the dropout population and slow the decimation of
the mathemafish population. Your boss asks you to summarize the effects of the EPA’s intervention
plan in order to validate funding for your project.
Item to include in your summary report:
a) Calculate the average rate of change of the mathemafish population over specific intervals.
Indicate how and why you chose the intervals you chose.
b) When was the population decreasing the fastest?
c) During what month did you notice the largest effects of the EPA intervention?
d) Explain the overall effects of the intervention.
Remember to justify all your conclusions using supporting evidence.
(https://www.illustrativemathematics.org/content-standards/HSF/IF/B/6/tasks/686)

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NC Math 1 Unpacking - Revised June 2022 45

 Functions – Interpreting Functions
NC.M1.F-IF.7
Analyze functions using different representations.
Analyze linear, exponential, and quadratic functions by generating different representations, by hand in simple cases and using technology for more complicated cases, to show
key features, including: domain and range; rate of change; intercepts; intervals where the function is increasing, decreasing, positive, or negative; maximums and minimums; and
end behavior.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Interpret 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏 as being linear (8.F.3) The following SMPs can be highlighted for this standard.
● Determine rate of change and initial value of linear functions from tables and graphs 4 – Model with mathematics
(8.F.4)
● Interpret parts of expressions in context (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b)
● Formally define a function (NC.M1.F-IF.1)
● Evaluating functions and interpret in context (NC.M1.F-IF.2)
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4)
Connections Disciplinary Literacy
● Creating and graphing two variable equations (NC.M1.A-CED.2) New Vocabulary: exponential function, quadratic function
● Solving systems of equations (NC.M1.A-REI.6) Students should be able to justify their use of a representation.
● Recognize the domain of sequences as integers (NC.M1.F-IF.3)
● Relate domain and range of a function to its graph (NC.M1.F-IF.5)
● Calculate the average rate of change (NC.M1.F-IF.6)
● Use equivalent forms of quadratic and exponential function to reveal key features
(NC.M1.F-IF.8a, NC.M1.F-IF.8b)
● Compare key features of two functions in different representations (NC.M1.F-IF.9)
● Build functions that describe a relationship between two quantities (NC.M1.F-BF.1a,
NC.M1.F-BF.1b)
● Identify situations that can be modeled with linear and exponential functions (NC.M1.F-
LE.1)
● Interpret the parameters of a linear and exponential function in context (NC.M1.F-LE.5)

Mastering the Standard

Clarification Checking for Understanding
Students should identify the key features of the three function families covered in Students should be able to identify key feature of linear, quadratic, and exponential
Math 1: linear, quadratic, and exponential. functions from the symbolic representation.
−2
Indicator: Describe the key features of the graph 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 + 8 and use the key
3
Students should be aware of the key functions typically associated with each function
features to create a sketch of the function.
type.
Linear functions – domain & range, rate of change, intercepts, increasing/decreasing
Indicator: Without using the graphing capabilities of a calculator, sketch the graph
Quadratic functions – domain & range, y-intercept, x-intercepts (zeros), intervals of
of 𝑓𝑓(𝑥𝑥) = 𝑥𝑥² + 7𝑥𝑥 + 10 and identify the x-intercepts, y-intercept, and the
increasing and decreasing, intervals of positive and negative values, maximums and
maximum or minimum point.
minimums, and end behavior

NC Math 1 Unpacking - Revised June 2022 46

Exponential functions – domain & range, rate of change, increasing or decreasing Indicator: The function 𝑓𝑓(𝑥𝑥) = 300(0.70)𝑥𝑥 − 25 models the amount of aspirin
(growth and decay), intervals of positive and negative values, and end behavior left in the bloodstream after 𝑥𝑥 hours. Graph the function showing the key features
of the graph. Interpret the key features in context of the problem.
It is important for students to begin developing an understanding of end behavior and
interpreting mathematical notation (such as 𝑥𝑥 → ∞). As students study end behavior Additional Tasks
of these function families, connect their mathematical thinking from “as we keep Which Function? (Illustrative Mathematics)
going out” or “as x gets really big” to “as x goes to infinity”.

At the Math 1 level, students should not be exposed to finding the line of symmetry of
−𝑏𝑏
a quadratic function using the formula 𝑥𝑥 = , unless it is developed conceptually.
2𝑎𝑎
This concept should be developed with a study of the quadratic formula, which will be
done in Math 2.
If the students need to find the line of symmetry (not a requirement of Math 1), they
can find the midpoint of the zeros of the function.

Additional Resources
Polygraph: Lines (DESMOS)
Polygraph: Lines, Part 2 (DESMOS)
Polygraph: Quadratics (DESMOS)

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NC Math 1 Unpacking - Revised June 2022 47

 Functions – Interpreting Functions
NC.M1.F-IF.8a
Analyze functions using different representations.
Use equivalent expressions to reveal and explain different properties of a function.
a. Rewrite a quadratic function to reveal and explain different key features of the function

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Interpret parts of expressions in context (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b) The following SMPs can be highlighted for this standard.
● Factor to reveal key features (NC.M1.A-SSE.3) 4 – Model with mathematics
● Operations with polynomials (NC.M1.A-APR.1) 5 – Use appropriate tools strategically
● Understand the relationship between linear factors and zeros (NC.M1.A-APR.3)
● Formally define a function (NC.M1.F-IF.1)
Connections Disciplinary Literacy
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4) New Vocabulary: quadratic function
● Identify and interpret key features of functions from different representations (NC.M1.F-
IF.7)
● Compare key features of two functions in different representations (NC.M1.F-IF.9)

Mastering the Standard

Clarification Checking for Understanding
This set of standards requires that students rewrite expressions of quadratic and Students should be able to factor quadratic expressions to find key features of the
exponential functions to reveal key features of their graphs. quadratic function.
This is the “why” behind rewriting an expression where NC.M1.A-SSE.1 is the “how”. Indicator: Suppose ℎ(𝑡𝑡) = −5𝑡𝑡 2 + 10𝑡𝑡 + 15 is the height of a diver above the
Therefore, these two standards should be taught together. water (in meters), 𝑡𝑡 seconds after the diver leaves the springboard. When does the
This standard should also tie to the key features of graphs in NC.M1.F.IF.7 diver hit the water?
At the Math 1 level, students only know two forms of quadratics: standard and (https://www.illustrativemathematics.org/content-standards/HSF/IF/C/8/tasks/375)
factored. Students are not expected to complete the square or write a quadratic in
vertex form. Therefore, other methods for finding the vertex should be used, such as Indicator: Which of the following is the function graphed below?
calculating the midpoint between two zeros to find the x-value of the vertex and using
function notation to determine the y-value of the vertex. Using a graphing utility to A) 𝑓𝑓(𝑥𝑥) = 4𝑥𝑥 2 − 8𝑥𝑥 + 7
analyze key features of a quadratic function may be necessary. B) 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 7𝑥𝑥 + 3
C) 𝑓𝑓(𝑥𝑥) = 7𝑥𝑥 2 − 4𝑥𝑥 + 3
Students should be able to examine key features of a function given different forms of D) 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 2 + 𝑥𝑥 + 7
the equation. For example, they should know that standard form of a quadratic
equation reveals the y-intercept, and the coefficient of the quadratic terms indicates the
direction the graph opens while the factored form of a quadratic function reveals the x-
intercepts or zeros of the function.
Indicator: The function 𝑓𝑓(𝑡𝑡) = −5𝑡𝑡 2 + 20𝑡𝑡 + 60 models the approximate height
In the NC Math 1 level, students are not expected to find the line of symmetry of a of an object 𝑡𝑡 seconds after it is launched. Rewrite the function to show how many
−𝑏𝑏
quadratic function using the formula 𝑥𝑥 = . This concept should be developed with a seconds does it take the object to hit the ground.
2𝑎𝑎
study of the quadratic formula in Math 2. If the students need to find the line of

NC Math 1 Unpacking - Revised June 2022 48

symmetry (not a requirement of Math 1) using the midpoint of the zeros of the Indicator: Suppose that the equation 𝑉𝑉 = 20.8𝑥𝑥 2 – 458.3𝑥𝑥 + 3500 represents the
function. value of a car from 1964 to 2002. Rewrite the function to show what year did the
car have the least value. (𝑥𝑥 = 0 in 1964)
The typical key features of a quadratic functions are: domain and range, y-intercept, x-
intercepts (zeros), intervals of increasing and decreasing, intervals of positive and Indicator: Which of the following could be the function of a real variable x whose
negative values, maximums and minimums, and end behavior. graph is shown below? Explain.

𝑓𝑓1 (𝑥𝑥) = (𝑥𝑥 + 12)2 + 4 𝑓𝑓5 (𝑥𝑥) = −4(𝑥𝑥 + 2)(𝑥𝑥 + 3)

2
𝑓𝑓2 (𝑥𝑥) = −(𝑥𝑥 − 2) − 1 𝑓𝑓6 (𝑥𝑥) = (𝑥𝑥 + 4)(𝑥𝑥 − 6)
𝑓𝑓3 (𝑥𝑥) = (𝑥𝑥 + 18)2 − 40 𝑓𝑓7 (𝑥𝑥) = (𝑥𝑥 − 12)(−𝑥𝑥 + 18)
2
𝑓𝑓4 (𝑥𝑥) = (𝑥𝑥 − 12) − 9 𝑓𝑓8 (𝑥𝑥) = (24 − 𝑥𝑥)(40 − 𝑥𝑥)
(https://www.illustrativemathematics.org/content-standards/HSF/IF/C/8/tasks/640)

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NC Math 1 Unpacking - Revised June 2022 49

 Functions – Interpreting Functions
NC.M1.F-IF.8b
Analyze functions using different representations.
Use equivalent expressions to reveal and explain different properties of a function.
b. Interpret and explain growth and decay rates for an exponential function.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Identify and interpret parts of expression (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b) The following SMPs can be highlighted for this standard.
● Formally define a function (NC.M1.F-IF.1) 4 – Model with mathematics
Connections Disciplinary Literacy
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4) New Vocabulary: exponential function, growth rate, decay rate, growth factor
● Identify and interpret key features of functions from different representations (NC.M1.F-
IF.7)
● Compare key features of two functions in different representations (NC.M1.F-IF.9)

Mastering the Standard

Clarification Checking for Understanding
This set of standards requires that students rewrite expressions of quadratic and Students should know the key features of an exponential function and how they
exponential functions to reveal key features of their graphs. relate to a contextual situation.
This is the “why” behind rewriting an expression where NC.M1.A-SSE.1 interprets the Indicator: The expression 50(0.85)𝑥𝑥 represents the amount of a drug in
rate in context. Therefore, these two standards should be taught together. milligrams that remains in the bloodstream after 𝑥𝑥 hours.
This standard should also tie to the key features of graphs in NC.M1.F.IF.7 a) Describe how the amount of drug in milligrams changes over time.
Students should know the key features of an exponential function and how they relate to b) What as the initial value of the drug in the bloodstream?
a contextual situation. c) What would the expression 50(0.80)𝑥𝑥 represent?
d) What new or different information is revealed by the changed
Understanding the difference between the growth factor and the growth rate is an expression?
important part of understanding this standard. Students should be able to find the initial
value, growth/decay rate and the growth factor for the interval based on the given Indicator: City Bank pays a simple interest rate of 3% per year, meaning that
context. Both the growth and decay rate are the distance from one. This concept is each year the balance increases by 3% of the initial deposit. National Bank
directly connected to percent increase/decrease from middle school mathematics. pays a compound interest rate of 2.6% per year, compounded monthly.
● The growth factor is the value being repeatedly multiplied in the function. a) Which bank will provide the largest balance if you plan to invest
● The growth/decay rate is the value added to or subtracted from one to create $10,000 for 10 years? For 15 years?
the growth factor. b) Write an expression for 𝐶𝐶(𝑦𝑦), the City Bank balance, y years after a
For example, in the exponential function, 𝑓𝑓(𝑥𝑥) = 5(.75)𝑥𝑥 , .75 is the growth factor as it deposit is left in the account. Write an expression for 𝑁𝑁(𝑚𝑚), the
is repeatedly multiplied in the function. Whereas the growth rate would be −.25 National Bank balance, m months after a deposit is left in the account.
indicating decay because the growth factor is less than one. c) For which years is City Bank a better investment, and for which years
is National Bank a better investment?

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NC Math 1 Unpacking - Revised June 2022 50

 Functions – Interpreting Functions
NC.M1.F-IF.9
Analyze functions using different representations.
Compare key features of two functions (linear, quadratic, or exponential) each with a different representation (symbolically, graphically, numerically in tables, or by verbal
descriptions).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Compare properties of two functions each represented in different ways (8.F.2) The following SMPs can be highlighted for this standard.
● Formally define a function (NC.M1.F-IF.1) 4 – Model with mathematics
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4) 5 – Use appropriate tools strategically
● Identify and interpret key features of functions from different representations (NC.M1.F-
IF.7)
● Rewrite quadratic functions to identify key features (NC.M1.F-IF.8a)
● Interpret and explain growth and decay rates for an exponential function (NC.M1.F-
IF.8b)
Connections Disciplinary Literacy
New Vocabulary: exponential function, quadratic function
Students should be able to justify their use of a representation to make the comparison.

Mastering the Standard

Clarification Checking for Understanding
Students should compare two functions in two different forms. The function types may Indicator: Suppose Brett and Andre each throws a baseball into the air. The height
be the same (linear & linear) or different (linear & exponential), but the of Brett's baseball is given by the function ℎ(𝑡𝑡) = −16𝑡𝑡 2 + 79𝑡𝑡 + 6, where ℎ is in
representations should be different (e.g., numerical & graphical). feet and 𝑡𝑡 is in seconds. The height of Andre's baseball is given by the graph below:

It is important to note that the point of this standard is not to have students simply
translate one function into the same form as the other function when given in different
forms. Students should be able to use appropriate tools to compare the key features of
functions.

Additional Resources
Card Sort: Linear Functions (DESMOS)
Brett claims that his baseball went higher than Andre's, and Andre says that his
baseball went higher.
a) Who is right?
b) How long is each baseball airborne?
c) Construct a graph of the height of Brett's throw as a function of time on
the same set of axes as the graph of Andre's throw (if not done already)
and explain how this can confirm your claims to parts (a) and (b).

NC Math 1 Unpacking - Revised June 2022 51

 Indicator: Joe is trying to decide which job would allow him to earn the most
money after a few years.
● His first job offer agrees to pay him $500 per week. If he does a good job,
they will give him a 2% raise each year.
● His other job offer agrees to pay him according to the following equation
𝑓𝑓(𝑥𝑥) = 20,800(1.03)𝑥𝑥 , where x represents the number of years and 𝑓𝑓(𝑥𝑥)
his salary.
Which job would you suggest Joe take? Justify your reasoning.

Indicator: Mario compared the slope of the function graphed below to the slope of
4
the linear function that has an 𝑥𝑥-intercept of and a 𝑦𝑦-intercept of −2.
3

What is the slope of the function with the smaller slope?

Indicator: Kevin compared the y-intercept of the graph of the

function 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 2 + 5 to the y-intercept of the graph of the
linear function that includes the points in the table to the right.
What is the difference when the y-intercept of 𝑓𝑓(𝑥𝑥) is
subtracted from the y-intercept of 𝑔𝑔(𝑥𝑥)?

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NC Math 1 Unpacking - Revised June 2022 52

 Functions – Building Functions
NC.M1.F-BF.1a
Build a function that models a relationship between two quantities.
Write a function that describes a relationship between two quantities.
a. Build linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two ordered pairs (include
reading these from a table).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship (8.F.4) The following SMPs can be highlighted for this standard.
● Formally define a function (NC.M1.F-IF.1) 4 – Model with mathematics
● Recognize arithmetic and geometric sequences as linear and exponential functions
(NC.M1.F-IF.3)
● Identify situations that can be modeled with linear and exponential functions (NC.M1.F-
LE.1)
Connections Disciplinary Literacy
● Create and graph two variable equations (NC.M1.A-CED.2) New Vocabulary: arithmetic sequence, geometric sequence, exponential function
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4) Students should be able to justify claims that a sequence defines a linear or exponential
● Identify and interpret key features of functions from different representations (NC.M1.F- relationship.
IF.7)
● Translate between explicit and recursive forms (NC.M1.F-BF.2)

Mastering the Standard

Clarification Checking for Understanding
This standard is about building a function from different representations. In this part of Students should write functions from verbal descriptions as well as a table of
the standard, the different representations include sequences, graphs, verbal values
descriptions, tables, and ordered pairs. Indicator: Suppose a single bacterium lands on one of your teeth and starts
reproducing by a factor of 2 every hour. If nothing is done to stop the growth of the
This standard pairs well with Interpreting Functions standards, in that the purpose bacteria, write a function for the number of bacteria as a function of the number of
behind building a function is to then use that function to solve a problem. days.

These functions can be written in function notation (linear or exponential) or as a Indicator: The table to the right shows the Number of
Cost (𝐶𝐶)
sequence in explicit or recursive form. Students should recognize explicit form of an cost of a pizza based on the number of Toppings (𝑛𝑛)
arithmetic sequence as an equivalent structure to slope-intercept form of a linear toppings. 1 $12.00
function and explicit form of a geometric sequence as an equivalent structure to Write a function that represents the cost of a 2 $13.50
standard form of an exponential function. Using the concepts of rate of change, pizza with n toppings? 3 $15.00
students should recognize that the forms of these sequences are one iteration forward 4 $16.50
from the y-intercept, which gives meaning to the
𝑛𝑛 − 1 notation.

NC Math 1 Unpacking - Revised June 2022 53

Students should be familiar with both function and sequence notation for defining a Indicator: The height of a stack of cups is a function of the number
sequence recursively. of cups in the stack. If a 7.5” cup with a 1.5” lip is stacked vertically,
Function Sequence determine a function that would provide you with the height based
Notation Notation on any number of cups.
Term 𝑓𝑓(𝑛𝑛) 𝑎𝑎𝑛𝑛 Hint: Start with height of one cup and create a table, list,
Previous term graph, or description that describes the pattern of the stack as
𝑓𝑓(𝑛𝑛 − 1) 𝑎𝑎𝑛𝑛−1
an additional cup is added.
Next term 𝑓𝑓(𝑛𝑛 + 1) 𝑎𝑎𝑛𝑛+1
Indicator: There were originally 4 trees in an orchard. Each year the owner planted
Additional Resources the same number of trees. In the 29th year, there were 178 trees in the orchard.
Put the Point on the Line (DESMOS) Which function, 𝑡𝑡(𝑛𝑛), can be used to determine the number of trees in the orchard
Modeling Population Growth: Having Kittens (Mathematics Assessment Project) in any year, 𝑛𝑛?
178 178
A) 𝑡𝑡(𝑛𝑛) = 𝑛𝑛 + 4 B) 𝑡𝑡(𝑛𝑛) = 𝑛𝑛 − 4
29 29
C) 𝑡𝑡(𝑛𝑛) = 6𝑛𝑛 + 4 D) 𝑡𝑡(𝑛𝑛) = 29𝑛𝑛 − 4

Students should write linear or exponential relationships as a

sequence in explicit or recursive form.
Indicator: The price of a new computer decreases with
age. Examine the table by analyzing the outputs.
a) Describe the recursive relationship.
b) Analyze the input and the output pairs to determine
an explicit function that represents the value of the
computer when the age is known.

Indicator: Investigate the following sequence:

a) Create a recursive formula for
the number of stars in the next
pattern.
b) Build an explicit formula for
the number of stars in the nth
pattern.
c) How many stars are in the
43rd pattern?
(www.visualpatterns.org)

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NC Math 1 Unpacking - Revised June 2022 54

 Functions – Building Functions
NC.M1.F-BF.1b
Build a function that models a relationship between two quantities.
Write a function that describes a relationship between two quantities.
b. Build a function that models a relationship between two quantities by combining linear, exponential, or quadratic functions with addition and subtraction or two linear
functions with multiplication.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship (8.F.4) The following SMPs can be highlighted for this standard.
● Operations with polynomials (NC.M1.A-APR.1) 4 – Model with mathematics
● Formally define a function (NC.M1.F-IF.1)
Connections Disciplinary Literacy
● Create and graph two variable equations (NC.M1.A-CED.2) New Vocabulary: exponential function, quadratic function
● Identify and interpret key features of functions from different representations (NC.M1.F- Students should be able to justify their process of building a new function.
IF.7)

Mastering the Standard

Clarification Checking for Understanding
This standard is about building functions. In this part of the standard students should Students should combine functions to represent a contextual situation.
combine functions to represent a contextual situation. Indicator: Cell phone Company Y charges a $10 start-up fee plus $0.10 per
This standard pairs well with Interpreting Functions standards, in that the purpose minute, 𝑥𝑥. Cell phone Company Z charges $0.20 per minute, 𝑥𝑥, with no start-up fee.
behind building a function is to then use that function to solve a problem. Write a function that represents the difference in cost between Company Y and
The algebraic skills behind this standard occur in NC.M1.A-APR.1. This standard Company Z?
should be taught throughout the year as each new function family is added to the
course. Indicator: A retail store has two options for discounting items to go on clearance.
● Option 1: Decrease the price of the item by 15% each week.
Additional Resources ● Option 2: Decrease the price of the item by $5 each week.
Will it Hit the Hoop? (DESMOS: Quadratic specifically) If the cost of an item is $45, write a function rule for the difference in price between
the two options.

Indicator: Blake has a monthly car payment of $225. He has estimated an average
cost of $0.32 per mile for gas and maintenance. He plans to budget for the car
payment the minimal he needs with an additional 3% of his total budget for
incidentals that may occur. Build a function that gives the amount Blake needs to
budget as a function of the number of miles driven.

Indicator: The floor of a rectangular cage has a length 4 feet greater than its width,
w. James will increase both dimensions of the floor by 2 feet. Write an equation
that represents the new area, N, of the floor of the cage.

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NC Math 1 Unpacking - Revised June 2022 55

 Functions – Building Functions
NC.M1.F-BF.2
Build a function that models a relationship between two quantities.
Translate between explicit and recursive forms of arithmetic and geometric sequences and use both to model situations.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship (8.F.4) The following SMPs can be highlighted for this standard.
● Formally define a function (NC.M1.F-IF.1) 4 – Model with mathematics
● Recognize sequences as function and link arithmetic sequences to linear functions and
geometric sequences to exponential functions (NC.M1.F-IF.3)
● Build functions from arithmetic and geometric sequences (NC.M1.F-BF.1a)
Connections Disciplinary Literacy
New Vocabulary: arithmetic sequence, geometric sequence, explicit form, recursive form
Students should be able to explain their model in context.

Mastering the Standard

Clarification Checking for Understanding
Students should be able to use both the explicit and recursive Students should be able to build explicit and recursive forms of arithmetic and geometric sequences.
forms of arithmetic and geometric sequences where the explicit Indicator: The following sequence shows the number of trees that a nursery plants each year.
form is a linear or exponential function, respectively. 2, 8, 32, 128 …
Students are expected to use formal notation (function or Let 𝑎𝑎𝑛𝑛 represent the current term in the sequence and 𝑎𝑎𝑛𝑛−1 represent the previous term in the sequence.
sequence notation, see NC.M1.F-BF.1a). Write a formula that could be used to determine the number of trees the nursery will plant in year 𝑛𝑛?
Use of the informal notation, NEXT-NOW, can be used to
build conceptual understanding of recursive functions, Indicator: A single bacterium is placed in a test tube and splits in two after one minute. After two minutes,
however the expectation is for students to know and use formal the resulting two bacteria split in two, creating four bacteria. This process continues.
notation. a) How many bacteria are in the test tube after 5 minutes? 15 minutes?
Students should recognize explicit form of an arithmetic b) Write a recursive rule to find the number of bacteria in the test tube from one minute to the next.
sequence as an equivalent structure to slope-intercept form of a c) Convert this rule into explicit form. How many bacteria are in the test tube after one hour?
linear function and explicit form of a geometric sequence as an Indicator: A concert hall has 58 seats in Row 1, 62 seats in Row 2, 66 seats in Row 3, and so on. The
equivalent structure to standard form of an exponential concert hall has 34 rows of seats.
function. Using the concepts of rate of change, students should a) Write a recursive formula to find the number of seats in each row. How many seats are in row 5?
recognize that the forms of these sequences are one iteration b) Write the explicit formula to determine which row has 94 seats?
forward from the y-intercept, which gives meaning to the 𝑛𝑛 − 1
notation. Indicator: Given the sequence defined by the function 𝑎𝑎𝑛𝑛+1 = 𝑎𝑎𝑛𝑛 + 12 with 𝑎𝑎1 = 4. Write an explicit
function rule.
Note: Students may interpret 4 as the y-intercept since it is the first value; however, attending to the
notation when 𝑥𝑥 = 1, 𝑦𝑦 = 4. Thus, the y-intercept for the explicit form is -8.
3
Indicator: Given the sequence defined by the function 𝑎𝑎𝑛𝑛+1 = 𝑎𝑎𝑛𝑛 with 𝑎𝑎1 = 424. Write an explicit
4
function rule.

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NC Math 1 Unpacking - Revised June 2022 56
 Functions – Linear, Quadratic, and Exponential Models
NC.M1.F-LE.1
Construct and compare linear and exponential models and solve problems.
Identify situations that can be modeled with linear and exponential functions and justify the most appropriate model for a situation based on the rate of change over equal
intervals.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship (8.F.4) The following SMPs can be highlighted for this standard.
● Describe qualitatively the functional relationship between two quantities by analyzing a 3 – Construct a viable argument and critique the reasoning of others
graph (8.F.5) 4 – Model with mathematics
● Formally define a function (NC.M1.F-IF.1) 7 – Look for and make use of structure
● Recognize sequences as function and link arithmetic sequences to linear functions and
geometric sequences to exponential functions (NC.M1.F-IF.3)
Connections Disciplinary Literacy
● Build explicit and recursive forms of arithmetic and geometric sequences (NC.M1.F- New Vocabulary: exponential function
BF.1a)
● Identify key feature of graphs and tables of functions (NC.M1.F-IF.4)
● Identify and interpret key features of functions from different representations (NC.M1.F-
IF.7)

Mastering the Standard

Clarification Checking for Understanding
Students should differentiate whether a situation (contextual, graphical, or numerical) Students should be able to identify whether a situation is linear or exponential based on
can be represented best by a linear or exponential model. the context of the scenario and justify their decision.
Indicator: Town A adds 10 people per year to its population, and town B grows by
Students should be able to identify whether a situation is linear or exponential based 10% each year. In 2006, each town has 145 residents. For each town, determine
on the context in relation to the rate of change. whether the population growth is linear or exponential. Explain.

This standard can be taught with NC.MI.F-IF.3 and NC.MI.F-BF.2. Indicator: In (a)–(e), say whether the quantity is changing in a linear or
exponential fashion.
Additional Resources a) A savings account, which earns no interest, receives a deposit of $723 per
Penny Circle (DESMOS) month.
b) The value of a machine depreciates by 17% per year.
c) Every week, 9/10 of a radioactive substance remains from the beginning of
the week.
d) A liter of water evaporates from a swimming pool every day.
e) Every 124 minutes, ½ of a drug dosage remains in the body.
(https://www.illustrativemathematics.org/content-standards/HSF/LE/A/1/tasks/629)

NC Math 1 Unpacking - Revised June 2022 57

 Indicator: Monica did an
experiment to compare two methods
of warming an object. The results are
shown in the table below.
Which statement best describes her
results?
a) The temperature using both
methods changed at a
constant rate.
b) The temperature using both methods changed exponentially.
c) The temperature using Method 2 changed at a constant rate.
d) The temperature using Method 2 changed exponentially.

Indicator: For each or the scenarios below, decide whether the situation can be
modeled by a linear function, an exponential function, or neither. For those with a
linear or exponential model, create a function which accurately describes the
situation.
a) From 1910 until 2010 the growth rate of the United States has been steady
at about 1.5% per year. The population in 1910 was about 92,000,000.
b) The circumference of a circle as a function of the radius.
c) According to an old legend, an Indian King played a game of chess with a
traveling sage on a beautiful, hand-made chessboard. The sage requested,
as reward for winning the game, one grain of rice for the first square, two
grains for the second, four grains for the third, and so on for the whole
chess board. How many grains of rice would the sage win for
the nth square?
d) The volume of a cube as a function of its side length.
(https://www.illustrativemathematics.org/content-standards/HSF/LE/A/1/tasks/1910)

Additional Tasks
Basketball Rebound (Illustrative Mathematics)
Linear or Exponential? (Illustrative Mathematics)
Finding Linear and Exponential Models (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 58

 Functions – Linear, Quadratic, and Exponential Models
NC.M1.F-LE.3
Construct and compare linear and exponential models and solve problems.
Compare the end behavior of linear, exponential, and quadratic functions using graphs and tables to show that a quantity increasing exponentially eventually exceeds a
quantity increasing linearly or quadratically.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship and interpret rate of change (8.F.4) The following SMPs can be highlighted for this standard.
● Formally define a function (NC.M1.F-IF.1) 4 – Model with mathematics
● Evaluate functions (NC.M1.F-IF.2)

Connections Disciplinary Literacy

● Calculate the average rate of change of an interval (NC.M1.F-IF.6) New Vocabulary: exponential function, quadratic function
● Identify and interpret key features, like rate of change, of functions from different
representations (NC.M1.F-IF.7)

Mastering the Standard

Clarification Checking for Understanding
Students experiment with the function types to Students should realize that an exponential function is eventually always bigger than a linear or quadratic function.
build an understanding that the average rate of Indicator: Kevin and Joseph each decide to invest $100. Kevin decides to invest in an account that will earn $5 every
change over an interval for an exponential month. Joseph decided to invest in an account that will earn 3% interest every month.
function will eventually surpass the rate of a) Whose account will have more money in it after two years?
change of a linear or quadratic function over the b) After how many months will the accounts have the same amount of money in them?
same interval. c) Describe what happens as the money is left in the accounts for longer periods of time.
Students should be able to demonstrate this
using various representations. Indicator: Using
technology, determine the
It is important for students to begin developing average rate of change of
an understanding of end behavior and the following functions for
interpreting mathematical notation (such as 𝑥𝑥 → intervals of their domains in
∞). As students study end behavior of these the table.
function families, connect their mathematical a) When does the average rate of change of the exponential function exceed the average rate of change of the
thinking from “as we keep going out” or “as x quadratic function?
gets really big” to “as x goes to infinity”. b) Using a graphing technology, graph both functions. How do the average rates of change in your table relate to
what you see on the graph?
Note: You can use the information in your table to determine how to change the setting to see where the functions
intersect.
c) In your graphing technology, change the first function to 𝑓𝑓(𝑥𝑥) = 10𝑥𝑥 2 and adjust the settings to see where the
functions intersect. What do you notice about the rates of change interpreted from the graph?
d) Make a hypothesis about the rates of change about polynomial and exponential function. Try other values for the
coefficient of the quadratic function to support your hypothesis.

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NC Math 1 Unpacking - Revised June 2022 59

 Functions – Linear, Quadratic, and Exponential Models
NC.M1.F-LE.5
Interpret expressions for functions in terms of the situation they model.
Interpret the parameters 𝑎𝑎 and 𝑏𝑏 in a linear function 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 or an exponential function 𝑔𝑔(𝑥𝑥) = 𝑎𝑎𝑏𝑏 𝑥𝑥 in terms of a context.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct a function to model a linear relationship and interpret rate of change and initial The following SMPs can be highlighted for this standard.
value (8.F.4) 4 – Model with mathematics
● Compare the coefficients and constants of linear equations in similar form (8.EEb)
● Identify and interpret parts of expression (NC.M1.A-SSE.1a, NC.M1.A-SSE.1b)
Connections Disciplinary Literacy
● Identify and interpret key features of functions from different representations (NC.M1.F- New Vocabulary: exponential function, growth factor, decay rate, growth rate
IF.7)

Mastering the Standard

Clarification Checking for Understanding
Students should know the meaning of the parameters in both linear Students should be able to describe the effects of changes to the parameters of a linear and exponential
and exponential functions in the context of the situation. functions.
Use real-world situations to help students understand how the Indicator: A plumber who charges $50 for a house call and $85 per hour can be expressed as the
parameters of linear and exponential functions depend on the function 𝑦𝑦 = 85𝑥𝑥 + 50. If the rate were raised to $90 per hour, how would the function change?
context. In a linear function 𝑦𝑦 = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 the value of “𝑎𝑎”
represents the slope (constant rate of change) while “𝑏𝑏” represents Indicator: The equation 𝑦𝑦 = 8,000(1.04)𝑥𝑥 models the rising population of a city with 8,000
the y intercept (initial value). residents when the annual growth rate is 4%.
In an exponential function 𝑦𝑦 = 𝑎𝑎(𝑏𝑏)𝑥𝑥 the value of “𝑎𝑎” represents a) What would be the effect on the equation if the city’s population were 12,000 instead of 8,000?
the y intercept (initial value) and “𝑏𝑏” represents the growth or b) What would happen to the population over 25 years if the growth rate were 6% instead of 4%?
decay factor. When 𝑏𝑏 > 1 the function models growth. When 0 <
Students should be able to interpret the parameters of a linear and exponential function.
𝑏𝑏 < 1 the function model decays.
Indicator: A function of the form 𝑓𝑓(𝑛𝑛) = 𝑃𝑃(1 + 𝑟𝑟)𝑛𝑛 is used to model the amount of money in a
Be cautious when interpreting the growth or decay rate. If the factor
savings account that earns 8% interest, compounded annually, where n is the number of years since the
is 0.85 this means that it is decreasing by 15%. If the factor is 1.05,
initial deposit.
this means that is increasing by 5%.
a) What is the value of r? Interpret what r means in terms of the savings account?
b) What is the meaning of the constant P in terms of the savings account? Explain your reasoning.
Additional Resources
c) Will 𝑛𝑛 or 𝑓𝑓(𝑛𝑛) ever take on the value 0? Why or why not?
Representing Linear and Exponential Growth (Mathematics
Assessment Project) Indicator: Lauren keeps records of the distances she travels in a taxi and what it costs:
a) If you graph the ordered pairs (𝑑𝑑, 𝑓𝑓) from the
table, they lie on a line. How can this be
determined without graphing them?
b) Show that the linear function in part a. has
equation 𝑓𝑓 = 2.25𝑑𝑑 + 1.5.
c) What do the 2.25 and the 1.5 in the equation represent?

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NC Math 1 Unpacking - Revised June 2022 60

 Geometry
NC Math 1 NC Math 2 NC Math 3
Analytic & Euclidean
Focus on coordinate geometry Focus on triangles Focus on circles and continuing the work
• Distance on the coordinate plane • Congruence with triangles
• Midpoint of line segments • Similarity • Introduce the concept of radian
• Slopes of parallel and perpendicular • Right triangle trigonometry • Angles and segments in circles
lines o Special right triangles • Centers of triangles
• Prove geometric theorems algebraically • Parallelograms

A Progression of Learning
Integration of Algebra and Geometry Geometric proof and SMP3 Geometric Modeling
• Building off what students know from • An extension of transformational • Connecting analytic geometry, algebra,
5th – 8th grade with work in the geometry concepts, lines, angles, and functions, and geometric measurement
coordinate plane, the Pythagorean triangles from 7th and 8th grade to modeling.
theorem and functions. mathematics. • Building from the study of triangles in
• Students will integrate the work of • Connecting proportional reasoning from Math 2, students will verify the
algebra and functions to prove 7th grade to work with right triangle properties of the centers of triangles
geometric theorems algebraically. trigonometry. and parallelograms.
• Algebraic reasoning as a means of proof • Students should use geometric
will help students to build a foundation reasoning to prove theorems related to
to prepare them for further work with lines, angles, and triangles.
geometric proofs.
It is important to note that proofs here are not limited
to the traditional two-column proof. Paragraph, flow
proofs and other forms of argumentation should be
encouraged.
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NC Math 1 Unpacking - Revised June 2022 61

 Expressing Geometric Properties with Equations
NC.M1.G-GPE.4
Use coordinates to prove simple geometric theorems algebraically.
Use coordinates to solve geometric problems involving polygons algebraically
● Use coordinates to compute perimeters of polygons and areas of triangles and rectangles.
● Use coordinates to verify algebraically that a given set of points produces a particular type of triangle or quadrilateral.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Finding the distance between points in the coordinate plane (8.G.8) The following SMPs can be highlighted for this standard.
● Calculating rate of change from two points (8.F.4) 3 – Construct viable arguments and critique the reasoning of others.
● Using slope to determine parallelism and perpendicularity (NC.M1.G-GPE.5) ● Students must use algebraic reasoning as they solve geometric problems.
● Finding midpoint/endpoint of a line segment, given either (NC.M1.G-GPE.6) 8 – Look for and express regularity in repeated reasoning
● The distance formula is a generalization where students notice general
methods and/or shortcuts for performing mathematical calculations.
Connections Disciplinary Literacy
● Experiment with transformations in the plane (NC.M2.G-CO.2, NC.M2.G-CO.3, Students should be able to justify their claim that a set of points forms a particular
NC.M2.G-CO.3, NC.M2.G-CO.4) shape using mathematical reasoning.
● Geometric transformations as functions (NC.M2.F-IF.1)

Mastering the Standard

Clarification Checking for Understanding
In upper elementary and middle grades, students calculated the area of triangles and Given coordinates of a polygon in the coordinate plane, students should be able to
special quadrilaterals using all four quadrants of the coordinate plane. Students also compute the lengths of segments and side lengths of polygons by finding the distance
applied geometric measurement to real-world and mathematical problems and made between points in the coordinate plane to calculate the perimeter of polygons and
use of properties of two-dimensional figures in order to calculate or estimate their calculate the area of triangles and rectangles.
lengths and areas. Indicator: Find the perimeter and area of a polygon with vertices at 𝐶𝐶 (−1, 1),
𝐷𝐷(3, 4), 𝐸𝐸(6, 0), 𝐹𝐹 (2, −3) and 𝐺𝐺 (−4, −4). Round your answer to the nearest
This standard emphasizes the use of coordinates to solve geometric problems hundredth.
algebraically and continues with geometric measurement. Students will begin to
demonstrate and analyze properties of geometric shapes using equations and graphs. Given coordinates of a polygon in the coordinate plane, students should be able to
This includes: verify the properties of any triangle or quadrilateral using the slopes of lines and lengths
● Using previously learned formulas to find the perimeter of polygons and the area of segments that comprise the figure.
of triangles and rectangles. ����, given 𝐴𝐴 (−4, −2), 𝐵𝐵(8, 7), 𝐶𝐶(1, 8) and
Indicator: Given Δ𝐴𝐴𝐴𝐴𝐴𝐴 with altitude 𝐶𝐶𝐶𝐶
𝐷𝐷(4, 4).
● Applying the slope to determine right angles in triangles and rectangles a) Calculate the area of Δ𝐴𝐴𝐴𝐴𝐴𝐴.
(perpendicular lines), to verify parallel sides in geometric figures; and to b) The altitude of a triangle is defined as is a line that extends from one
determine intersecting lines. ���� is
vertex of a triangle perpendicular to the opposite side. Verify that 𝐶𝐶𝐶𝐶
an altitude of Δ𝐴𝐴𝐴𝐴𝐴𝐴.
● Finding the perimeter of figures by computing the distance between points on the
coordinate plane. Indicator: The coordinates for the vertices of quadrilateral 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 are 𝑀𝑀 (3, 0),
𝑁𝑁 (1, 3), 𝑃𝑃 (−2, 1), and 𝑄𝑄 (0, −2).
The distance formula (𝑑𝑑 = �(𝑥𝑥1 − 𝑥𝑥2 )2 + (𝑦𝑦1 − 𝑦𝑦2 )2 ) is an appropriate generalization a) Classify quadrilateral 𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀.
and should be developed through SMP 8 where students notice general methods and/or b) Identify the properties used to determine your classification.
NC Math 1 Unpacking - Revised June 2022 62
shortcuts for performing mathematical calculations. This is based on what students Given the properties of a rectangle or triangle, students can determine the missing
know about finding the length of line segments in the coordinate plane (Pythagorean coordinate(s).
Theorem) from MS mathematics. Indicator: If quadrilateral 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 is a rectangle, where 𝐴𝐴 (1, 2), 𝐵𝐵 (6, 0),
𝐶𝐶 (10,10) and 𝐷𝐷 (𝑥𝑥, 𝑦𝑦) is unknown.
Additional Resources: a) Find the coordinates of the fourth vertex Point D.
Classifying Equations of Parallel and Perpendicular Lines (Mathematics Assessment b) Verify that 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 is a rectangle providing evidence related to the sides
Project) and angles.

Additional Tasks:
Squares on a coordinate grid (Illustrative Mathematics)
Is this a rectangle? (Illustrative Mathematics)
Mathematics Diagnostic Testing Project Area Problem (Regents of University of CA)

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NC Math 1 Unpacking - Revised June 2022 63

 Expressing Geometric Properties with Equations
NC.M1.G-GPE.5
Use coordinates to prove simple geometric theorems algebraically.
Use coordinates to prove the slope criteria for parallel and perpendicular lines and use them to solve problems.
● Determine if two lines are parallel, perpendicular, or neither.
● Find the equation of a line parallel or perpendicular to a given line that passes through a given point.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Calculating rate of change given two points, a table or a graph (8.F.4) The following SMPs can be highlighted for this standard.
● Derive the equation for a line in the coordinate plane (8.EE.6) 3 – Construct viable arguments and critique the reasoning of others.
8 – Look for and express regularity in repeated reasoning.
● The slope formula is a generalization where students notice general methods
and/or shortcuts for performing mathematical calculations.
Connections Disciplinary Literacy
● Calculating and interpreting rate of change for a function (NC.M1.F-IF.6) Compare and contrast the equations of parallel and perpendicular lines. What
● Using coordinates to solve geometric problems algebraically (NC.M1.G-GPE.4) similarities/differences must be present for parallel lines? Perpendicular lines?
● Analyze functions using different representations (NC.M1.F-IF.7, NC.M1.F-IF.9) Intersecting lines?
● Using concepts of points lines and planes to develop definitions of rigid motions in the
plane (NC.M2.G-CO.2, NC.M2.G-CO.3, NC.M2.G-CO.4)
● Prove theorems about lines (NC.M2.G-CO.9)

Mastering the Standard

Clarification Checking for Understanding
Students in 8th grade determine the slope and write the equation of non-vertical lines Given coordinates, students can compare the
given two points, a table or graph. This standard is an extension and an application of characteristics, slopes and intercepts, of two or more
this work as it asks students to compare two or more lines based on the characteristics lines. Student should be able to determine if two lines
of the lines presented. are parallel, perpendicular, or intersecting based on the
slopes of the two lines.
● Parallelism – same slope
𝑚𝑚1 = 𝑚𝑚2 , where 𝑚𝑚 =
𝛥𝛥𝛥𝛥
Indicator: Investigate the slopes of each of the
𝛥𝛥𝛥𝛥
sides of the rectangle ABCD (pictured on the
right). What do you notice about the slopes of the
● Perpendicularity – slopes are opposite reciprocals OR slopes have a product of
sides that meet at a right angle? What do you
(−1).
𝛥𝛥𝛥𝛥 notice about the slopes of the opposite sides that
𝑚𝑚1 ∙ 𝑚𝑚2 = −1, where 𝑚𝑚 = are parallel? Can you generalize what happens when you multiply the slopes of
𝛥𝛥𝛥𝛥
perpendicular lines?
● Intersecting – have different rates of change. It is useful to note that perpendicular
lines are a subset of intersecting lines on the coordinate plane.
𝛥𝛥𝛥𝛥
𝑚𝑚1 ≠ 𝑚𝑚2 , where 𝑚𝑚 =
𝛥𝛥𝛥𝛥

𝑦𝑦2 −𝑦𝑦1
The slope formula (𝑚𝑚 = ) is an appropriate generalization and should be
𝑥𝑥2 −𝑥𝑥1
developed through SMP 8 where students notice general methods and/or shortcuts for
NC Math 1 Unpacking - Revised June 2022 64
performing mathematical calculations. This is based on what students know about rate Students should be able to find the slope and/or endpoint(s) of a line given the graph or
of change (slope) from MS mathematics. coordinates of a line parallel or perpendicular to the given line.
𝑐𝑐
Indicator: Suppose a line k in a coordinate plane has slope .
𝑑𝑑
Likewise, the properties for parallel and perpendicular lines should be developed a) What is the slope of a line parallel to k? Why must this be the case?
conceptually. b) What is the slope of a line perpendicular to k? Why does this seem
reasonable?
Additional Resources:
Classifying Equations of Parallel and Perpendicular Lines (MAP FAL) Students should be able to write the equation of line parallel or perpendicular to a given
Graphing resource: https://www.geogebra.org/graphing line.
Indicator: Two points 𝐴𝐴(0, −4), 𝐵𝐵(2, −1) determines a line, 𝐴𝐴𝐴𝐴⃖����⃗.
a) FC: What is the equation of the line AB?
⃖����⃗ passing through the
b) What is the equation of the line perpendicular to 𝐴𝐴𝐴𝐴
point (2, −1)?

Additional Tasks:
Midpoint Miracle (Illustrative Mathematics)
Slope Criterion for Parallel and Perpendicular Lines (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 65

 Expressing Geometric Properties with Equations
NC.M1.G-GPE.6
Use coordinates to prove simple geometric theorems algebraically.
Use coordinates to find the midpoint or endpoint of a line segment.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Finding the distance between points in the coordinate plane (8.G.8) The following SMPs can be highlighted for this standard.
● (7.RP.2d) 3 – Construct viable arguments and critique the reasoning of others.
8 – Look for and express regularity in repeated reasoning.
● The midpoint formula is a generalization where students notice general
methods and/or shortcuts for performing mathematical calculations.
Connections Vocabulary
● Use coordinates to solve geometric problems involving polygons (NC.M1.G-GPE.4)
● Prove theorems about lines (NC.M2.G-CO.9)

Mastering the Standard

Clarification Checking for Understanding
The midpoint partitions the ratio of two distinct points on the same line segment into Given two points on a line, students can find the point that divides the segment into an
1:1; thus, from either direction the point is the same. equal number of parts.
Indicator: Jennifer and Jane are best friends. They placed a map of their town on
The midpoint is always halfway between the two endpoints. The x-coordinate of the a coordinate grid and found the point at which each of their house lies. If
midpoint will be the mean of the x-coordinates of the endpoints and the y-coordinate Jennifer’s house lies at (9, 7) and Jane’s house is at (15, 9) and they wanted to
will be the mean of the y-coordinates of the endpoints as indicated using the midpoint meet in the middle, what are the coordinates of the place they should meet?
formula.
Given the midpoint and an endpoint, students can use what they know about the
This should be derived from what students understand about distance. midpoint to locate the other endpoint.
Indicator: If you are given the midpoint of a segment and one endpoint. Find the
𝑥𝑥 +𝑥𝑥 𝑦𝑦 +𝑦𝑦
The midpoint formula � 1 2 , 1 2� is an appropriate generalization and should be other endpoint.
2 2 a) midpoint: (6, 2) endpoint: (1, 3)
developed through SMP 8 where students notice general methods and/or shortcuts for
b) midpoint: (−1, −2) endpoint: (3.5, −7)
performing mathematical calculations.
Additional Task:
Midpoint Miracle (Illustrative Mathematics)
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NC Math 1 Unpacking - Revised June 2022 66

 Statistics & Probability
A statistical process is a problem-solving process consisting of four steps:
1. Formulating a statistical question that anticipates variability and can be answered by data.
2. Designing and implementing a plan that collects appropriate data.
3. Analyzing the data by graphical and/or numerical methods.
4. Interpreting the analysis in the context of the original question.

NC Math 1 NC Math 2 NC Math 3

Focus on analysis of univariate and Focus on probability Focus on the use of sample data to represent a
bivariate data • Categorical data and two-way tables population
• Use of technology to represent, analyze • Understanding and application of the • Random sampling
and interpret data Addition and Multiplication Rules of • Simulation as it relates to sampling and
• Shape, center and spread of univariate Probability randomization
numerical data • Conditional Probabilities • Sample statistics
• Scatter plots of bivariate data • Independent Events • Introduction to inference
• Linear and exponential regression • Experimental vs. theoretical probability
• Interpreting linear models in context.

A Progression of Learning
• A continuation of the work from middle • A continuation of the work from 7th grade • Bringing it all back together
grades mathematics on summarizing and where students are introduced to the • Sampling and variability
describing quantitative data distributions concept of probability models, chance • Collecting unbiased samples
of univariate (6th grade) and bivariate processes and sample space; and • Decision making based on analysis of data
(8th grade) data. 8th grade where students create and
interpret relative frequency tables.
• The work of MS probability is extended
to develop understanding of conditional
probability, independence and rules of
probability to determine probabilities of
compound events.
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NC Math 1 Unpacking - Revised June 2022 67

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.1
Summarize, represent, and interpret data on a single count or measurement variable.
Use technology to represent data with plots on the real number line (histograms and box plots).

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Displaying numerical data on line plots, dot plots, histograms and dot plots (6.SP.4) The following SMPs can be highlighted for this standard.
4 – Model with mathematics
Connections Vocabulary
● Comparing two or more data distributions using shape and summary statistics (NC.M1.S- New Vocabulary: outlier, standard deviation
ID.2)
● Examining the effects of outliers on the shape, center, and/or spread (NC.M1.S-ID.3)

Mastering the Standard

Clarification Checking for Understanding
This standard is an extension of 6th grade where students display numerical data using Students can use appropriate technology to calculate summary statistics and graph a
dot plots, histograms, and box plots. given set of data. Appropriate technology includes graphing calculators, software, or
The standard involves representing data from contextual situations with histograms online applications (e.g., http://technology.cpm.org/general/stats/).
and box plots using technology. Students should now be able to see that dot plots (line Indicator: The table shows the length of a class period for each of the schools
plots) are no longer appropriate for larger data sets. They should see that technology listed in a NC school district. Choose and create an appropriate plot to represent the
can quickly perform calculations and create graphs so that more emphasis can be data. Explain your choice of plot.
placed on interpretation of the data. Students should be able to extract information
about the data set from each type of graph (6.SP.4).
● Histograms represent the counts and order of the data set and easily display the
shape of the data.
● Modified Box plots show a picture of the data set and the range of the data values
broken up in quartiles. It doesn’t show every value as does the histogram, but it is
a good visual image of spread. The summary statistics needed to build a modified
Indicator: The following data set shows the number of songs downloaded in one
box plot are the 5-Number summary, which includes the minimum value (minX),
week by each student in Mrs. Jones class: 10, 20, 12, 14, 12, 27, 88, 2, 7, 30, 16,
maximum value (maxX), median (Med), lower quartile (Q1), upper quartile (Q3) 16, 32, 25, 15, 4, 0, 15, 6, 1, 0, 15, 12, 10, and 7.
and outlier(s) (NC.M1.S-ID.3). a) Construct a histogram and a boxplot of the data.
b) What are the advantages to each data display? Explain.
Additional Resources:
Statistics on Basketball Team (Smarter Balanced CAT Sample Questions) Additional Tasks:
Interactive Box Plot Activity (Shodor) Speed Trap (Illustrative Mathematics)
Representing Data with Boxplots (Mathematics Assessment Project) S-ID Haircut Costs (Illustrative Mathematics)
Representing Data with Frequency Graphs (Mathematics Assessment Project)
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NC Math 1 Unpacking - Revised June 2022 68

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.2
Summarize, represent, and interpret data on a single count or measurement variable.
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different
data sets. Interpret differences in shape, center, and spread in the context of the data sets.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Relating the choice of center and variability to shape of data (6.SP.5d) The following SMPs can be highlighted for this standard.
● Informally compare graphical displays of two distributions to make inferences about two 4 – Model with mathematics
populations (7.SP.3) 5 – Use appropriate tools strategically
● Informally compare numerical summaries of two distributions to make inferences about 6 – Attend to precision
two populations (7.SP.4)
● Use technology to represent data (NC.M1.S-ID.1)
Connections Vocabulary
● Effects of outliers on shape, center, and/or spread (NC.M1.S-ID.3) New Vocabulary: standard deviation, outlier

Mastering the Standard

Clarification Checking for Understanding
In middle school, students related the measure of center and variability to the shape Given two or more sets of data, students compare datasets and identify similarities and
and context of the data. Students know that symmetrical displays are more appropriate differences in shape, center and spread within the context of the data.
for the mean as a measure of center and mean absolute deviation (M.A.D) as a Indicator: Ms. Williams wants to analyze the scores for the first unit test of her 1st
measure of variability. Likewise, they understand that skewed distributions or period and 4th period NC Math 1 classes. The scores for each class are below.
distributions with outliers are better described using median as a measure of center
because it is a resistant measure of center; and the interquartile range (IQR) as a 1st Period: 4th Period:
measure of variability. 82, 100, 94, 68, 34, 72, 70, 96, 99, 92, 100, 95, 72, 80, 97, 78,
89, 100, 93, 95, 66,
The standard deviation is a new summary statistic for students. The development of 90, 85, 70, 46, 71, 71, 77, 78, 95, 82, 87, 85, 98, 89, 86, 80,
the sample standard deviation is based on the M.A.D (Mean Absolute Deviation) 79, 94, 90, 92, 87, 88
learned in the middle grades. Essentially, students need to understand that SD like 80, 100, 99, 72, 69, 74, 84, 87 81, 82
M.A.D is a measure of variability in the data. The larger SD, the more variable the
data. Students should also know that standard deviation allows comparison of a) FC: Calculate the mean, median, standard deviation, and interquartile range
variability in multiple data sets regardless of the unit of measurement for the data sets. for each class.
Note: In this example, the entire class is being used, therefore the population
An understanding of how the standard deviation is calculated can help students to
mean (𝜇𝜇 )and standard deviation (𝜎𝜎) should be used when comparing the
conceptualize the value and why it’s primarily used in association with mean as a
measure of center. Using a relatively smaller data set and the list feature in the data sets.
graphing calculator can make the calculations easier during development of the b) Construct an appropriate graph to compare the two classes.
concept. c) Write several sentences to compare the class grades in context.

There are two formulas for SD for which students should become familiar:

NC Math 1 Unpacking - Revised June 2022 69

 1 2 Given two or more graphs, students compare datasets and identify similarities and
Sample (S): 𝑆𝑆𝑥𝑥 = � ∑𝑛𝑛𝑖𝑖=1�𝑥𝑥𝑖𝑖 − 𝑥𝑥� differences in shape, center and spread within the context of the data.
𝑛𝑛−1
Indicator: Delia wanted to find the best type of fertilizer for her tomato plants.
1
Population (σ): 𝜎𝜎𝑥𝑥 = � ∑𝑛𝑛𝑖𝑖=1(𝑥𝑥𝑖𝑖 − 𝜇𝜇)2 She purchased three types of fertilizer and used each on a set of seedlings. After 15
𝑛𝑛
days, she measured the heights (in cm) of each set of seedlings. The data she
collected and plotted are shown below. Write a brief description comparing the
Context is important for determining when each measure should be used. If the whole three types of fertilizer. Which fertilizer do you recommend that Delia use?
population is used, then students should use the population mean (μ) and SD (𝜎𝜎𝑥𝑥 ). For Explain your answer.
situations where samples are stated or implied, students should use the sample mean
(𝑥𝑥) 𝑎𝑎𝑎𝑎𝑎𝑎 SD (𝑆𝑆𝑥𝑥 ). Fertilizer A Fertilizer B Fertilizer C
11. 10. 11. 15.
7.1 6.3 1.0 9.2 5.6
Additional Resources: 0 5 8 5
Airline Arrival Times (Smarter Balanced CAT Sample Questions) 5.0 4.5 5.2 8.4 7.2
12. 14. 11. 10.
Boxplot Grapher: http://www.imathas.com/stattools/boxplot.html 1 7 0 8
10. 14. 15. 13. 12.
3.2 4.6 2.4 9.9
5 0 3 9 7
11. 10. 10. 15.
5.5 3.8 1.5 6.3 8.7
3 3 1 8
17. 13. 14. 13.
6.2 6.9 2.6 9.5 9.7
0 5 2 2

Additional Tasks:
Measuring Variability in a Data Set (Illustrative Mathematics)
Understanding the Standard Deviation (Illustrative Mathematics)
Speed Trap (Illustrative Mathematics)
Haircut Costs (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 70

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.3
Summarize, represent, and interpret data on a single count or measurement variable.
Examine the effects of extreme data points (outliers) on shape, center, and/or spread.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Describing striking deviations from the overall pattern of a distribution (6.SP.5c) The following SMPs can be highlighted for this standard.
● Use technology to create boxplots and histograms (NC.M1.S-ID.1) 3 – Construct a viable argument and critique the reasoning of others
4 – Model with mathematics
5 – Use appropriate tools strategically
6 – Attend to precision
Connections Vocabulary
● Comparing two or more data distributions using shape and summary statistics (NC.M1.S- New Vocabulary: outlier, standard deviation
ID.2)

Mastering the Standard

Clarification Checking for Understanding
An important part of data analysis includes examining data for values that represent Students understand and use the context of the data to explain why its distribution takes
abnormalities in the data. In MS, students informally addressed “striking deviations on a particular shape (e.g., Why is the data skewed? Are there outliers?)
from the overall pattern” of a data distribution. Indicator:
Why does the shape of the distribution of incomes for professional athletes tend to
The identification of outliers is formalized in this standard. A value is mathematically be skewed to the right?
determined to be an outlier if the value falls 1.5 IQRs below the 1st quartile or above Why does the shape of the distribution of test scores on an easy test tend to be
the third quartile in a data set. skewed to the left?
● Lower outlier(s) < 1.5 ∙ 𝐼𝐼𝐼𝐼𝐼𝐼 Why does the shape of the distribution of heights of the students at your school tend
● Upper outlier(s) > 1.5 ∙ 𝐼𝐼𝐼𝐼𝐼𝐼 to be symmetrical?

The mean and standard deviation are most used to describe sets of data. However, if
the distribution is extremely skewed and/or has outliers, it is best to use the median Students should identify outliers of the data set and determine the effect outliers will
and the interquartile range to describe the distribution since these measures are not have on the shape, center, and spread of a data set.
sensitive to outliers. Indicator: The heights of players on the Washington High School’s Girls
basketball team are recorded below:
It is important to detect outliers within a distribution because they can alter the results 5’ 10” 5’ 4” 5’ 7” 5’ 6” 5’ 5” 5’ 3” 5’ 7” 5’ 7” 5’ 8”
of the data analysis. The mean is more sensitive to the existence of outliers than other
measures of center. A student transfers to Washington High and joins the basketball team. Her height
is 6’ 2”
a) What affect does her height have on the team’s height distribution and stats
(center and spread)?
b) Which measure of center most accurately describes the team’s average
height? Explain.

NC Math 1 Unpacking - Revised June 2022 71

 Indicator: The table shows Length of class period
School
the length of a class period (minutes)
for each of the school’s Lincoln Middle 45
listed. If Cherry Lane Middle Central Middle 65
School’s class period length Oak Grove Middle 70
of 100 minutes is added to Fairview Middle 55
the data above, what effect Jefferson Middle 60
will it have on the mean, Roosevelt Middle 60
median, interquartile range, New Hope Middle 55
standard deviation and on the Sunnyside Middle 50
graph of the data? Pine Grove Middle 60
Green Middle 65
Hope Middle 55

Additional Tasks:
Identifying Outliers (Illustrative Mathematics)
Describing Data Sets with Outliers (Illustrative Mathematics)
Student Heights (PISA Sample)
Test Scores (PISA Sample)
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NC Math 1 Unpacking - Revised June 2022 72

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.6a
Summarize, represent, and interpret data on two categorical and quantitative variables.
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
a. Fit a least squares regression line to linear data using technology. Use the fitted function to solve problems.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct and interpret scatterplots for two-variable data and describe patterns of association The following SMPs can be highlighted for this standard.
(8.SP.1) 4 – Model with mathematics
● Informally fit a straight line assess the model fit judging the closeness of the data to line 5 – Use appropriate tools strategically
(8.SP.2) 6 – Attend to precision
● Analyze patterns and describe relationships between variables in context. (NC.M1.S-ID.8)
Connections Vocabulary
● Assess linearity by analyzing residuals (NC.M1.S-ID.6b)
● Fit a function to exponential data using technology and use the model to solve problems
(NC.M1.S-ID.6c)
● Use technology to analyze patterns and describe relationships between two variables in
context. (NC.M1.S-ID.7)
● Distinguish between association and causation (NC.M1.S-ID.9)
● Write a function that describes a relationship between two quantities (NC.M1.F-BF.1)
● Identify situations that can be modeled with linear and exponential functions and justify the
appropriate model (NC.M1.F-LE.1)

Mastering the Standard

Clarification Checking for Understanding
In 8th grade, students created scatter plots and described patterns of association between Students can represent data on a scatter plot using an appropriate scale and describe the
two quantities. They also informally fit a straight line to data based on how closely the relationship between two quantitative variables.
data points resembled a line. That knowledge is extended to fitting a linear regression Indicator: Determine if and what the relationship is between the population of
equation to a set of data using technology. Technology includes graphing calculators, each high school and the number of active band members.
computer software/programs and web-based applets and tools.
The initial exploration with technology should include a discussion of domain and
range and their relationship to the graphing window. Most technology tools include an
automatic feature that graphs data within a window representative of the data, however
understanding of the graphing window can lead to further discussions about domain,
range, interpolation, and extrapolation.

Additional Resources:
Lego Prices (DESMOS)

NC Math 1 Unpacking - Revised June 2022 73

 Indicator: The data gives the number of miles driven and advertised price for 11
used models of a particular car.
a) FC: Use a calculator or graphing technology to
make a scatter plot of the data.
b) FC: Find the correlation coefficient for the data
above. Describe what the correlation coefficient
means about the data.
c) Fit a linear function to model the relationship of
miles driven and the price of these cars.
d) How do you know that this is the best-fit model?
e) If a used car is driven 98,000 miles, what will the
price be to the nearest dollar?
f) If the price of the car is $12,540, how many
miles, to the nearest thousand, could have been
driven?

Additional Tasks:
Olympic Men’s 100-meter dash (Illustrative Mathematics)
Laptop Battery Charge 2 (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 74

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.6b
Summarize, represent, and interpret data on two categorical and quantitative variables.
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
b. Assess the fit of a linear function by analyzing residuals.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Fit a regression line to linear data using technology (NC.M1.S-ID.6a) The following SMPs can be highlighted for this standard.
3 – Construct a viable argument and critique the reasoning of others
Connections Vocabulary
● Use technology to analyze patterns and describe relationships between two variables in New Vocabulary: residual
context. (NC.M1.S-ID.7)
● Analyze patterns and describe relationships between variables in context. (NC.M1.S-ID.8)

Mastering the Standard

Clarification Checking for Understanding
A residual, a measure of the error in prediction, is the difference between the actual y- Students can create a residual plot from a given set of data and interpret the
value (y) and the predicted y-value (𝑦𝑦�). Residuals are represented on the graph by the appropriateness of a linear model for the data set.
vertical distance between a data point and the graph of the function. Students can determine the residual for any value in a data set.
Indicator: The table to the left displays the annual tuition rates of a state college in
Residual the U.S. between 1990 and 2000, inclusively. The linear function 𝑅𝑅(𝑡𝑡) = 326𝑥𝑥 +
6440 has been suggested as a good fit for the data.
a) Extend the table to
find the predicted
A residual plot is a graph that shows the residuals on rates based on the
the vertical axis and the independent variable on the model and the
horizontal axis. If the points in a residual plot are residual values for
randomly dispersed around the horizontal axis, a
each year.
linear regression model is appropriate for the data;
otherwise, a non-linear model is more appropriate. b) Create the residual
plot for the tuition
rates.
c) Use the residual plot
to determine the
goodness of fit of the
function for the data
provided in the table.

NC Math 1 Unpacking - Revised June 2022 75

 Students can use a residual plot to determine the appropriateness of a linear model for a
set of data.
Indicator: What do the following residual plots tell you about the appropriateness
of a linear model for the functions they represent? Explain your responses.

Additional Tasks:
Restaurant Bill and Party Size (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 76

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.6c
Summarize, represent, and interpret data on two categorical and quantitative variables.
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
c. Fit a function to exponential data using technology. Use the fitted function to solve problems.
Concepts and Skills The Standards for Mathematical Practices
Pre-requisite Connections
● Fit a regression line to linear data using technology (NC.M1.S-ID.6a) The following SMPs can be highlighted for this standard.
4 – Model with mathematics
5 – Use appropriate tools strategically
6 – Attend to precision
Connections Vocabulary
● Create and graph equations that represent exponential relationships
(NC.M1.A-CED.1)
● Recognize a geometric sequence as a subset of the range of an exponential function
(NC.M1.F-IF.3)
● Exponential growth and decay (NC.M1.F-IF.8b)
● Use technology to analyze patterns and describe relationships between two variables in
context. (NC.M1.S-ID.7)
● Identify situations that can be modeled with linear and exponential functions, and justify the
most appropriate model (NC.M1.F-LE.1)
● Interpret the parameters in linear or exponential functions in terms of a context (NC.M1.F-
LE.5)
● Interpret key features in context to describe functions relating two quantities (NC.M1.F-IF.4)
● Interpret a function in terms of its domain and range in context (NC.M1.F-IF.5)
● Calculate and interpret the avg. rate of change for a function (NC.M1.F-IF.6)

Mastering the Standard

Clarification Checking for Understanding
Work with exponential functions is new to students. In 8 grade, students focused on
th
Students can use graphing technology or a graphing calculator to determine the
identifying characteristics of linear functions and distinguishing them from non-linear exponential model for a given data set or scatter plot.
functions. Students will use the same tools to explore exponential functions Indicator: What is the exponential function that best models the number of gnats
specifically. the scientists have gathered after the number of hours listed? How many hours will
it take for 200 gnats to gather?
This standard should be explored in context to help students make meaning of the Hours 0 1 2 3 4
behavior of exponential models. Technology can be used as a tool to make connections
Number of gnats 12 20 35 60 80
between symbolic, tabular, and graphical representations of exponential functions. This
will also help to build conceptual understanding of exponential growth and decay.
At this level, students should be able to support the use of an exponential model based
on the graphical display and the understanding of the constant ratio between
consecutive terms; a concept supported by the study of geometric sequences.
NC Math 1 Unpacking - Revised June 2022 77
 Students can make connections between the graph, table, and symbolic representations
Students should be presented with exponential data and asked to fit the function to the of an exponential function.
data using technology. They should NOT have to verify the appropriateness of an Indicator: In an experiment, 300 pennies were shaken in a cup and poured onto a
table. Any penny ‘heads up’ was removed. The remaining pennies were returned to
exponential model; analysis at that level requires transformations for linearity, which is
the cup and the process was repeated. The results of the experiment are shown
an advanced statistical concept. below. Write a function rule suggested by the context. Use the context to explain
all values of the function. How are those values reflected in the table?
# of Rolls 0 1 2 3 4 5
# of Pennies 300 164 100 46 20 8

Additional Tasks:
Income vs Literacy (Smarter Balanced CAT Sample Question)
Stopping Distance vs. Speed (UCLA Curtis Center)

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NC Math 1 Unpacking - Revised June 2022 78

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.7
Interpret linear models.
Interpret in context the rate of change and the intercept of a linear model. Use the linear model to interpolate and extrapolate predicted values. Assess the validity of a predicted
value.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Interpret the slope and y-intercept of a linear model in context (8.SP.3) The following SMPs can be highlighted for this standard.
3 – Construct a viable argument and critique the reasoning of others
4 – Model with mathematics
5 – Use appropriate tools strategically
6 – Attend to precision
Connections Vocabulary
● Fit a regression line to linear data using technology (NC.M1.S-ID.6a)
● Interpret the parameters in linear or exponential functions in terms of a context (NC.M1.F-
LE.5)
● Interpret key features in context to describe functions relating two quantities (NC.M1.F-IF.4)
● Calculate and interpret the avg. rate of change for a function (NC.M1.F-IF.6)

Mastering the Standard

Clarification Checking for Understanding
Students have interpreted the slope and y-intercept of a linear model in 8 grade. This
th
Students can interpret the meaning of the rate of change and y-intercept in context.
standard expands upon this notion to using the model to make predictions. Students can interpolate and/or extrapolate predicted values using the linear model.
Indicator: Data was collected of the weight of a male white laboratory rat for the
Interpolation is using the function to predict the value of the dependent variable for an
first 25 weeks after its birth. A scatterplot of the rat’s weight (in grams) and the
independent variable that is amid the data.
time since birth (in weeks) indicates a strong, positive linear relationship. The
Extrapolation is using the function to predict the value of the dependent variable for linear regression equation 𝑊𝑊 = 100 + 40𝑡𝑡 (where W = weight in grams and t =
an independent variable that is outside the range of our data. number of weeks since birth) models the data well.
a) Explain the meaning of the slope in context.
Additional Resources: b) Explain the meaning of the y-intercept in context.
Charge! (DESMOS) c) Based on the linear regression model, what will be the weight of the rat 10
weeks after birth?
d) Based on the linear regression model, at how many weeks will the rat be
760 grams?

Additional Tasks:
Texting and Grades II (Illustrative Mathematics)
Used Subaru Foresters II (Illustrative Mathematics)
Back to: Table of Contents
Interpreting Categorical and Quantitative Data
NC Math 1 Unpacking - Revised June 2022 79
NC.M1.S-ID.8
Interpret linear models.
Analyze patterns and describe relationships between two variables in context. Using technology, determine the correlation coefficient of bivariate data and interpret it as a
measure of the strength and direction of a linear relationship. Use a scatter plot, correlation coefficient, and a residual plot to determine the appropriateness of using a linear
function to model a relationship between two variables.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct and interpret scatterplots for two-variable data and describe patterns of The following SMPs can be highlighted for this standard.
association (8.SP.1) 3 – Construct viable arguments and critique the reasoning of others
● Fit a regression line to linear data using technology (NC.M1.S-ID.6a) 4 – Model with mathematics
● Assess linearity by analyzing residuals (NC.M1.S-ID.6b) 5 – Use appropriate tools strategically
6 – Attend to precision
Connections Vocabulary
● Identify situations that can be modeled with linear and exponential functions and justify the New Vocabulary: correlation, correlation coefficient
most appropriate model (NC.M1.F-LE.1)

Mastering the Standard

Clarification Checking for Understanding
In working with bivariate data in MS, students have previously investigated patterns of Students can interpret the correlation coefficient.
association between two quantities (specifically, positive and negative associations and Indicator: The correlation coefficient of a given data set is 0.97. List three
linear and non-linear associations). specific things this tells you about the data.
The correlation coefficient, r, is a measure of the strength and direction of a linear
relationship between two quantities in a set of data. Students recognize the strength of the association of two quantities based on the scatter
plot.
The magnitude (absolute value) of r indicates how closely the data points fit a linear Indicator: Which correlation coefficient best matches each graph? Explain.
pattern.
A. r = _______ B. r = _______ C. r = ________
If 𝑟𝑟 = ±1, all points fall exactly on a line. The sign of r indicates the direction of the
relationship. The closer |𝑟𝑟| is to 1, the stronger the correlation and the closer |𝑟𝑟| is to
zero, the weaker the correlation.

r = –.48 r = .98 r = .88 r = –.17 r=1 r = .31 r = –1

NC Math 1 Unpacking - Revised June 2022 80

 Students will be able to analyze patterns in context between two variables and use
graphing technology to determine whether a linear model is appropriate for the data.
Indicator: The following data set indicates the average weekly temperature and
the number of sno-cones sold by Sno-Show Sno-cones each week in May for the
temperatures noted.
Average # of Sno-
a) Determine the correlation
weekly cones sold
coefficient.
temperature
b) Determine the strength and direction
68 500
of the linear relationship.
74 600
c) Create a residual plot.
74 700
Is a linear model appropriate for the
data shown? Explain. 80 800
82 1200
NOTE: Remind students to turn the Diagnostics on in the graphing calculator so that
the correlation coefficient (r) appears when the regression equation is calculated.

Additional Tasks:
Used Subaru Foresters I (Illustrative Mathematics)

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NC Math 1 Unpacking - Revised June 2022 81

 Interpreting Categorical and Quantitative Data
NC.M1.S-ID.9
Interpret linear models.
Distinguish between association and causation.

Concepts and Skills The Standards for Mathematical Practices

Pre-requisite Connections
● Construct and interpret scatterplots for two-variable data and describe patterns of The following SMPs can be highlighted for this standard.
association (8.SP.1) 3 – Construct viable arguments and critique the reasoning of others
● Fit a regression line to linear data using technology (NC.M1.S-ID.6a)
● Assess linearity by analyzing residuals (NC.M1.S-ID.6b)
Connections Vocabulary
● Fit a function to exponential data using technology (NC.M1.S-ID.6c) New Vocabulary: correlation, causation, association

Mastering the Standard

Clarification Checking for Understanding
In working with bivariate data in MS, students have previously investigated Students will recognize that association does not imply causation.
patterns of association between two quantities (specifically, positive, and negative Indicator: The following graph shows the correlation between Letters in Winning
associations and linear and non-linear associations). Word of Scripps National Spelling Bee and Number of people killed by venomous
spiders. How does the graph support the phrase: association does not imply causation?
This standard addresses an often-made misconception regarding association,
correlation, and causation. Association indicates a relationship between two or
more variables and correlation indicates the degree of association between two
quantities. Causation, on the other hand, implies a cause-and-effect relationship For more examples,
when a strong relationship is observed. explore the site
http://tylervigen.com/.
Determining causation goes beyond the idea of mere association or a high degree
of correlation and requires the design and analysis of a randomized experimental
process. Students will determine if statements of causation are reasonable or not and justify their
opinion.
Indicator: A study found a strong, positive correlation between the number of cars
owned and the length of one’s life. Larry concludes that owning more cars means you
will live longer. Does this seem reasonable? Explain your answer.

Indicator: Choose two variables that could be correlated because one is the cause of
the other; defend and justify the selection of variables.

Additional Tasks:
Coffee vs. Crime (Illustrative Mathematics)
Golf and Divorce (Illustrative Mathematics
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NC Math 1 Unpacking - Revised June 2022 82