Algebra 1: New Jersey Student Learning Standards for Mathematics - Prerequisite Standards and Learning Objectives by Domain - Description

Sep 30, 2026

This document compiles prerequisite concepts and skills required for students to learn grade-level mathematics content under the New Jersey Student Learning Standards. It supports educators in diagnosing gaps in students’ conceptual understanding and skill development. Organized in parallel with NJ standards, it includes grade- and course-level objectives and connects them to relevant prerequisite learning objectives from prior grades. The tables use two-column structure, linking current standards to essential prior-grade preparation for the first-column grade.

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Reading Time1 h 13 min

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Algebra 1: Prerequisite Standards and Learning Objectives by Domain

Content Emphases Key

Algebra - Seeing Structure in Expressions (A.SSE)

A.SSE.A.1

A.SSE.A.2

A.SSE.B.3

February 2021 Algebra 1: New Jersey Student Learning Standards for Mathematics-Prerequisite Standards and Learning Objectives by Domain Description Included here are the prerequisite concepts and skills necessary for students to learn grade level content based on the New Jersey Student Learning Standards in mathematics. This tool is intended to support educators in the identification of any gaps in conceptual understanding or skill that might exist in a student’s understanding of mathematics standards. The organization of this document mirrors that of the New Jersey Student Learning Standards for mathematics, includes all grade-or course-level standards and the associated student learning objectives, and reflects a grouping of the standards by conceptual category and domain. The tables are divided into two columns. The first column contains the grade level standard and student learning objectives, which reflect the corresponding concepts and skills in that standard. The second column contains standards from prior grades and the corresponding learning objectives, which reflect prerequisite concepts and skills essential for student attainment of the grade level standard as listed in the first column. Given that a single standard may reflect multiple concepts and skills, all learning objectives for a prior grade standard may not be listed. Only those prior grade learning objectives that reflect prerequisite concepts and skills important for attainment of the associated grade level standard is listed. Content Emphases Key: : Major Cluster : Supporting Cluster : Additional Cluster Note: Double asterisks (**) indicate that the example(s) included within the New Jersey Student Learning Standard may be especially informative when considering the Student Learning Objective. Algebra – Seeing Structure in Expressions (A.SSE) | Standard and Student Learning Objectives | Previous Grade(s) Standards and Student Learning Objectives | | --- | --- | | A.SSE.A.1 Interpret expressions that represent a quantity in terms of its context.
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
We are learning to/that…
▪ interpret parts of an expression, such as terms, factors, and coefficients, in context
▪ interpret the meaning of a complicated expression by viewing one or more parts as a single quantity | 7.EE.A.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that“increase by 5%” is the same as “multiply by 1.05.”
We have learned to/that
▪ rewriting an expression in different forms can clarify the problem and how the quantities are related
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression
2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
We have learned to/that
▪ identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient)
▪ view one or more parts of an expression as a single entity | | A.SSE.A.2 Use the structure of an expression to identify ways torewrite it. For example, see x4–y4 as (x²)² − (y²)², thus recognizing itas a difference of squares that can be factored as (x² − y²)(x² + y²) .
We are learning to/that…
▪ use the structure of an expression to identify ways to rewrite it | 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational

FAQs

What is the purpose of this Algebra 1 prerequisite standards tool?

It lists prerequisite concepts and skills needed for students to learn grade-level mathematics standards in New Jersey. It helps educators identify gaps in students’ understanding and skills.

How are prerequisite objectives connected to the grade-level standards?

The document uses a two-column table: the first column states the grade-level standard and objectives, while the second column lists objectives from prior grades that are essential for attaining the first-column standard.

What does the document provide for the A.SSE domain in Algebra 1?

It provides learning objectives and examples for A.SSE.A.1, A.SSE.A.2, and A.SSE.B.3, including interpreting expression parts, using expression structure to rewrite, factoring quadratics, completing the square, and choosing equivalent forms to reveal properties.

Sep 30, 2026

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