### Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

### Quantities

TSS.Math.A1.N.Q  —  Conceptual Category: Number and Quantity

Reason quantitatively and use units to solve problems.
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose

Identify, interpret, and justify appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

### Seeing Structure in Expressions

TSS.Math.A1.A.SSE  —  Conceptual Category: Algebra

Interpret the structure of expressions.
Interpret expressions that represent a quantity in terms of its context.
There are 2 components within this standard.

Use the structure of an expression to identify ways to rewrite it.

Write expressions in equivalent forms to solve problems.
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
There are 3 components within this standard.

### Arithmetic with Polynomials and Rational Expressions

TSS.Math.A1.A.APR  —  Conceptual Category: Algebra

Perform arithmetic operations on polynomials.
Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and

Understand the relationship between zeros and factors of polynomials.
Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the

### Creating Equations

TSS.Math.A1.A.CED  —  Conceptual Category: Algebra

Create equations that describe numbers or relationships.
Create equations and inequalities in one variable and use them to solve problems.

Create equations in two or more variables to represent relationships between quantities; graph equations with two variables on coordinate axes with

Represent constraints by equations or inequalities and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

### Reasoning with Equations and Inequalities

TSS.Math.A1.A.REI  —  Conceptual Category: Algebra

Understand solving equations as a process of reasoning and explain the reasoning.
Explain each step in solving an equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the

Solve equations and inequalities in one variable.
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

Solve quadratic equations and inequalities in one variable.
There are 2 components within this standard.

Solve systems of equations.
Write and solve a system of linear equations in context.

Represent and solve equations and inequalities graphically.
Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which
Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) =

Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the

### Interpreting Functions

TSS.Math.A1.F.IF  —  Conceptual Category: Functions

Understand the concept of function and use function notation.
Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element

Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

Interpret functions that arise in applications in terms of the context.
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of

Analyze functions using different representations.
Graph functions expressed symbolically and show key features of the graph, by hand and using technology.
There are 2 components within this standard.

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
There are 1 components within this standard.

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

### Building Functions

TSS.Math.A1.F.BF  —  Conceptual Category: Functions

Build a function that models a relationship between two quantities.
Write a function that describes a relationship between two quantities.
There are 1 components within this standard.

Build new functions from existing functions.
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find

### Linear, Quadratic, and Exponential Models

TSS.Math.A1.F.LE  —  Conceptual Category: Functions

Construct and compare linear, quadratic, and exponential models and solve problems.
Distinguish between situations that can be modeled with linear functions and with exponential functions.
There are 3 components within this standard.

Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a table, a description of a relationship, or

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more

Interpret expressions for functions in terms of the situation they model.
Interpret the parameters in a linear or exponential function in terms of a context.

### Interpreting Categorical and Quantitative Data

TSS.Math.A1.S.ID  —  Conceptual Category: Statistics and Probability

Summarize, represent, and interpret data on a single count or measurement variable.
Represent single or multiple data sets with dot plots, histograms, stem plots (stem and leaf), and box plots.

Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of

Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).

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.
There are 2 components within this standard.

Interpret linear models.
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.

Use technology to compute and interpret the correlation coefficient of a linear fit.

Distinguish between correlation and causation.

♦  Academic Standards marked with a diamond are "Supporting Content" within the grade level or course.

Disclaimer: This website provides a reference tool for browsing academic standards and locating associated resources. We are not the originator of these academic standards. Although we strive to maintain accuracy, there may be revisions, updates, or errors within the text and structure of the information displayed. In case of any discrepancy, please respect the originator's published version (https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/massivemeetingsfolder/meetingfiles4/10-20-17_III_J_Non-Substantive_Chanages_to_Math_ELA__Science_Standards_Attachment_1_-_Math.pdf) as the definitive record.