Course Standards
Name  Description 
MAFS.912.AAPR.1.1 (Archived Standard):  Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. 
MAFS.912.AAPR.2.2 (Archived Standard):  Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). 
MAFS.912.AAPR.2.3 (Archived Standard):  Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function
defined by the polynomial. 
MAFS.912.ACED.1.1 (Archived Standard):  Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational, absolute, and exponential functions. ★ 
MAFS.912.ACED.1.2 (Archived Standard):  Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. ★ 
MAFS.912.ACED.1.3 (Archived Standard):  Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods. ★ 
MAFS.912.ACED.1.4 (Archived Standard):  Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. ★ 
MAFS.912.AREI.1.1 (Archived Standard):  Explain each step in solving a simple equation as following from the
equality of numbers asserted at the previous step, starting from the
assumption that the original equation has a solution. Construct a
viable argument to justify a solution method. 
MAFS.912.AREI.1.2 (Archived Standard):  Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise. 
MAFS.912.AREI.3.6 (Archived Standard):  Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. 
MAFS.912.AREI.3.7 (Archived Standard):  Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x² + y² = 3. 
MAFS.912.AREI.3.8 (Archived Standard):  Represent a system of linear equations as a single matrix equation in a vector variable. 
MAFS.912.AREI.3.9 (Archived Standard):  Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater). 
MAFS.912.ASSE.1.1 (Archived Standard):  Interpret expressions that represent a quantity in terms of its context. ★

MAFS.912.ASSE.2.3 (Archived Standard):  Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.★

MAFS.912.ASSE.2.4 (Archived Standard):  Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. ★ 
MAFS.912.FBF.1.1 (Archived Standard):  Write a function that describes a relationship between two quantities. ★

MAFS.912.FBF.1.2 (Archived Standard):  Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. ★ 
MAFS.912.FBF.2.5 (Archived Standard):  Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents. 
MAFS.912.FIF.2.4 (Archived Standard):  For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. ★ 
MAFS.912.FIF.2.5 (Archived Standard):  Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of personhours it takes to assemble engines in a factory, then the positive integers would be an appropriate domain for the function. ★ 
MAFS.912.FIF.2.6 (Archived Standard):  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 change from a graph. ★ 
MAFS.912.FIF.3.7 (Archived Standard):  Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★

MAFS.912.FIF.3.8 (Archived Standard):  Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

MAFS.912.FLE.1.3 (Archived Standard):  Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function. ★ 
MAFS.912.FLE.1.4 (Archived Standard):  For exponential models, express as a logarithm the solution to = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. ★ 
MAFS.912.FLE.2.5 (Archived Standard):  Interpret the parameters in a linear or exponential function in terms of a context. ★ 
MAFS.912.NQ.1.1 (Archived Standard):  Use units as a way to understand problems and to guide the solution of multistep problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★ 
MAFS.912.NQ.1.3 (Archived Standard):  Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★ 
MAFS.912.SIC.2.6 (Archived Standard):  Evaluate reports based on data. ★ 
MAFS.912.SID.2.6 (Archived Standard):  Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. ★

MAFS.912.SMD.2.5 (Archived Standard):  Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values. ★

MAFS.K12.MP.1.1 (Archived Standard):  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. 
MAFS.K12.MP.2.1 (Archived Standard):  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. 
MAFS.K12.MP.3.1 (Archived Standard):  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 take into account 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 or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 
MAFS.K12.MP.4.1 (Archived Standard):  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 are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, twoway 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. 
MAFS.K12.MP.5.1 (Archived Standard):  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 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 are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 
MAFS.K12.MP.6.1 (Archived Standard):  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. 
MAFS.K12.MP.7.1 (Archived Standard):  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. 
MAFS.K12.MP.8.1 (Archived Standard):  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. 
SS.912.E.1.14:  Compare credit, savings, and investment services available to the consumer from financial institutions. 
SS.912.E.1.16:  Construct a oneyear budget plan for a specific career path including expenses and construction of a credit plan for purchasing a major item. 
SS.912.FL.1.6 (archived):  Explain that taxes are paid to federal, state, and local governments to fund government goods and services and transfer payments from government to individuals and that the major types of taxes are income taxes, payroll (Social Security) taxes, property taxes, and sales taxes. 
SS.912.FL.1.7 (archived):  Discuss how people’s sources of income, amount of income, as well as the amount and type of spending affect the types and amounts of taxes paid. 
SS.912.FL.3.1 (archived):  Discuss the reasons why some people have a tendency to be impatient and choose immediate spending over saving for the future. 
SS.912.FL.3.2 (archived):  Examine the ideas that inflation reduces the value of money, including savings, that the real interest rate expresses the rate of return on savings, taking into account the effect of inflation and that the real interest rate is calculated as the nominal interest rate minus the rate of inflation. 
SS.912.FL.3.3 (archived):  Compare the difference between the nominal interest rate which tells savers how the dollar value of their savings or investments will grow, and the real interest rate which tells savers how the purchasing power of their savings or investments will grow. 
SS.912.FL.3.4 (archived):  Describe ways that money received (or paid) in the future can be compared to money held today by discounting the future value based on the rate of interest. 
SS.912.FL.3.6 (archived):  Describe government policies that create incentives and disincentives for people to save. 
SS.912.FL.3.7 (archived):  Explain how employer benefit programs create incentives and disincentives to save and how an employee’s decision to save can depend on how the alternatives are presented by the employer. 
SS.912.FL.4.1 (archived):  Discuss ways that consumers can compare the cost of credit by using the annual percentage rate (APR), initial fees charged, and fees charged for late payment or missed payments. 
SS.912.FL.4.11 (archived):  Explain that people often apply for a mortgage to purchase a home and identify a mortgage is a type of loan that is secured by real estate property as collateral. 
SS.912.FL.4.12 (archived):  Discuss that consumers who use credit should be aware of laws that are in place to protect them and that these include requirements to provide full disclosure of credit terms such as APR and fees, as well as protection against discrimination and abusive marketing or collection practices. 
SS.912.FL.4.2 (archived):  Discuss that banks and financial institutions sometimes compete by offering credit at low introductory rates, which increase after a set period of time or when the borrower misses a payment or makes a late payment. 
SS.912.FL.4.4 (archived):  Describe why people often make a cash payment to the seller of a good—called a down payment—in order to reduce the amount they need to borrow. Describe why lenders may consider loans made with a down payment to have less risk because the down payment gives the borrower some equity or ownership right away and why these loans may carry a lower interest rate. 
SS.912.FL.4.8 (archived):  Examine the fact that failure to repay a loan has significant consequences for borrowers such as negative entries on their credit report, repossession of property (collateral), garnishment of wages, and the inability to obtain loans in the future. 
SS.912.FL.5.1 (archived):  Compare the ways that federal, state, and local tax rates vary on different types of investments. Describe the taxes effect on the aftertax rate of return of an investment. 
SS.912.FL.5.2 (archived):  Explain how the expenses of buying, selling, and holding financial assets decrease the rate of return from an investment. 
SS.912.FL.5.4 (archived):  Explain that an investment with greater risk than another investment will commonly have a lower market price, and therefore a higher rate of return, than the other investment. 
SS.912.FL.5.5 (archived):  Explain that shorterterm investments will likely have lower rates of return than longerterm investments. 
SS.912.FL.5.6 (archived):  Describe how diversifying investments in different types of financial assets can lower investment risk. 
SS.912.FL.5.9 (archived):  Examine why investors should be aware of tendencies that people have that may result in poor choices, which may include avoiding selling assets at a loss because they weigh losses more than they weigh gains and investing in financial assets with which they are familiar, such as their own employer’s stock or domestic rather than international stocks. 
SS.912.FL.6.3 (archived):  Describe why people choose different amounts of insurance coverage based on their willingness to accept risk, as well as their occupation, lifestyle, age, financial profile, and the price of insurance. 
SS.912.FL.6.7 (archived):  Compare the purposes of various types of insurance, including that health insurance provides for funds to pay for health care in the event of illness and may also pay for the cost of preventative care; disability insurance is income insurance that provides funds to replace income lost while an individual is ill or injured and unable to work; property and casualty insurance pays for damage or loss to the insured’s property; life insurance benefits are paid to the insured’s beneficiaries in the event of the policyholder’s death. 
SS.912.FL.6.9 (archived):  Explain that loss of assets, wealth, and future opportunities can occur if an individual’s personal information is obtained by others through identity theft and then used fraudulently, and that by managing their personal information and choosing the environment in which it is revealed, individuals can accept, reduce, and insure against the risk of loss due to identity theft. 
LAFS.910.RST.1.3 (Archived Standard):  Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 
LAFS.910.RST.2.4 (Archived Standard):  Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. 
LAFS.910.RST.3.7 (Archived Standard):  Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 
LAFS.910.SL.1.1 (Archived Standard):  Initiate and participate effectively in a range of collaborative discussions (oneonone, in groups, and teacherled) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

LAFS.910.SL.1.2 (Archived Standard):  Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 
LAFS.910.SL.1.3 (Archived Standard):  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 
LAFS.910.SL.2.4 (Archived Standard):  Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 
LAFS.910.WHST.1.1 (Archived Standard):  Write arguments focused on disciplinespecific content.

LAFS.910.WHST.2.4 (Archived Standard):  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
LAFS.910.WHST.3.9 (Archived Standard):  Draw evidence from informational texts to support analysis, reflection, and research. 
ELD.K12.ELL.MA.1:  English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. 
General Course Information and Notes
GENERAL NOTES
This course is targeted for students who need additional instruction in content to prepare them for success in upperlevel mathematics. This course incorporates the Florida Standards for Mathematical Practices as well as the following Florida Standards for Mathematical Content: Algebra, Geometry, Number and Quantity, and Statistics, and the Florida Standards for High School Modeling. The course also includes Financial Literacy Standards found in Social Studies.
Intent of the course: The financial literacy focus of this course provides a reallife framework to apply upperlevel mathematics standards. In our consumerbased society, a mathematics course that addresses the results of financial decisions will result in more fiscally responsible citizens. This course will give students the opportunity to apply mathematics found in financial topics such as personal investments, retirement planning, credit card interest, and savings. Financial Algebra is designed for students who have completed Algebra 1 and Geometry. The course would be a bridge to upperlevel mathematics such as Algebra 2 and Mathematics for College Readiness. Please note that the financial literacy standards in this course are repeated in the required Economics course for graduation with a standard high school diploma.
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Mathematics. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ma.pdf.
General Information
Course Number: 1200387 
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Mathematics > SubSubject: Algebra > 
Abbreviated Title: FINANCIAL ALGEBRA  
Number of Credits: One (1) credit  
Course Attributes:


Course Type: Core Academic Course  Course Level: 2 
Course Status: Terminated  
Grade Level(s): 9,10,11,12  
Graduation Requirement: Mathematics  