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Integrated Algebra Course Description
(from NY State Education Department)

The three high school mathematics courses (Integrated Algebra, Geometry, Algebra & Trigonometry) are built around five process strands: Problem Solving, Reasoning and Proof, Communication, Connections, and Representation as well as five content strands: Number Sense and Operations, Algebra, Geometry, Measurement, and Statistics and Probability.  Within these courses, students will be expected to make connections between the verbal, numerical, algebraic, and geometric representations of problem situations.  These courses will require students to apply and adapt a selection of strategies and algorithms to solve a variety of problems.  It is expected that these strategies and algorithms will be implemented using both traditional and technological tools.

Integrated Algebra is the first mathematics course in the high school.  The integrated algebra course set forth here is not the algebra of 30 years ago.  The focal point of this course is the algebra content strand.  Algebra provides tools and ways of thinking that are necessary for solving problems in a wide variety of disciplines, such as science, business, social sciences, fine arts, and technology.  This course will assist students in developing skills and processes to be applied using a variety of techniques to successfully solve problems in a variety of settings.

Problem situations may result in all types of linear equations in one variable, quadratic functions with integral coefficients and roots as well as absolute value and exponential functions.  Coordinate geometry will be integrated into the investigation of these functions allowing students to make connections between their analytical and geometrical representations.  Problem situations resulting in systems of equations will also be presented.  Alternative solution methods should be given equal value within the strategies used for problem solving.  For example, a matrix solution to a system of equations is just as valid as a graphical solution or an algebraic algorithm such as elimination.  Measurement within a problem-solving context will include calculating rates using appropriate units and converting within measurement systems.  Data analysis including measures of central tendency and visual representations of data will be studied.  An understanding of correlation and causation will be developed and reasonable lines of best fit will be used to make predictions.  Students will solve problem situations requiring right triangle trigonometry.  Elementary probability theory will be used to determine the probability of events including independent, dependent and mutually exclusive events.

Students will sit for a NYS Regents Examination at the end of this course.