This page maps the standards of NC Math 1 to the Brilliant lessons that teach them. Search by standard code or skill to find the closest match. A standard is listed only where Brilliant content fully or in part addresses the standard directly.
North Carolina teaches an integrated high school pathway rather than the Algebra 1 → Geometry → Algebra 2 sequence, so each of NC Math 1, 2, and 3 mixes algebra, functions, geometry, and statistics. This page covers NC Math 1 only; NC Math 2 and NC Math 3 have their own pages. Math 1 is broadly the linear and exponential half of algebra, plus coordinate geometry and two-variable statistics.
North Carolina writes its own codes, and they are not interchangeable with Common Core's even where the trailing part matches — NCDPI narrowed some standards, widened others, and folded several together. The codes below use dots throughout, so NCDPI's NC.M1.A-CED.1 appears here as NC.M1.A.CED.1.
Number and Quantity — The Real Number System (NC.M1.N-RN)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.N.RN.2 | Rewrite algebraic expressions with integer exponents using the properties of exponents. | Exponents and Radicals — Applying the power rule for exponents, Applying the product rule for exponents, Applying the quotient rule for exponents, Combining exponent rules to simplify, Evaluating zero-exponent expressions, Rewriting with negative exponents, Simplifying multi-base quotients, Simplifying negative exponents in denominators, Simplifying products with exponent zero, Simplifying with negative exponents Exponential Functions — Express decay with a negative exponent |
Algebra — Seeing Structure in Expressions (NC.M1.A-SSE)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.A.SSE.1.b | Interpret a linear, exponential, or quadratic expression made of multiple parts as a combination of entities to give meaning to an expression. | Linear Equations — Combining groups of expressions Solving Equations — Reasoning with grouped expressions |
| NC.M1.A.SSE.3 | Write an equivalent form of a quadratic expression ax² + bx + c, where a is an integer, by factoring to reveal the solutions of the equation or the zeros of the function the expression defines. | Quadratics — Completing factors with negatives, Completing partial factorizations, Factoring signed quadratics fully, Factoring simple quadratics, Factoring with leading coefficients, Factoring with negative constants, Recognizing perfect square patterns |
Algebra — Arithmetic with Polynomial Expressions (NC.M1.A-APR)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.A.APR.1 | 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. | Solving Equations — Combining like terms, Combining terms in equations, Distributing over a sum, Distributing over groups Quadratics — Combining like terms, Combining signed terms, Combining terms with coefficients, Determining signs in products, Expanding binomial products, Finding constant terms, Finding linear terms, Multiplying with area models, Multiplying with negative numbers Linear Equations — Combining terms with decimals, Writing and simplifying expressions Coordinate Geometry — Identifying equivalent area expressions Visual Algebra — Identifying equivalent expressions |
| NC.M1.A.APR.3 | Understand the relationships among the factors of a quadratic expression, the solutions of a quadratic equation, and the zeros of a quadratic function. | Quadratics — Connecting intercepts to factors |
Algebra — Creating Equations (NC.M1.A-CED)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.A.CED.1 | Create equations and inequalities in one variable that represent linear, exponential, and quadratic relationships and use them to solve problems. | Linear Equations — Comparing deals with percentages, Interpret a linear solution in context, Modeling with linear equations Solving Equations — Translating words to inequalities, Writing balanced equations, Writing equations from scales, Writing grouped equations, Writing inequalities from scales |
| NC.M1.A.CED.2 | Create and graph equations in two variables to represent linear, exponential, and quadratic relationships between quantities. | Linear Relationships — Graphing lines from intercepts, Graphing real-world relationships, Writing standard form equations Proportional Reasoning — Relating totals, rates, and amounts Real-World Algebra — Writing formulas with variables Percents — Writing percent change expressions |
| NC.M1.A.CED.3 | Create systems of linear equations and inequalities to model situations in context. | Linear Systems — Set up a system from a scenario, Writing equations from constraints, Writing inequality systems Linear Relationships — Writing linear inequalities |
Algebra — Reasoning with Equations and Inequalities (NC.M1.A-REI)
Functions — Interpreting Functions (NC.M1.F-IF)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.F.IF.1 | Build an understanding that a function from one set (the domain) to another (the range) assigns to each element of the domain exactly one element of the range, recognizing that if f is a function and x is in its domain then f(x) denotes the output of f at x, and that the graph of f is the graph of y = f(x). | Introduction to Functions — Applying the vertical line test, Plotting numeric functions, Recognizing non-functions |
| NC.M1.F.IF.2 | 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. | Exponential Functions — Evaluate an exponential at negative x-values, Evaluate an exponential at non-integer x-values, Evaluate an exponential expression Linear Relationships — Evaluating linear equations, Reading linear patterns Introduction to Functions — Following function rules, Matching input-output pairs |
| NC.M1.F.IF.4 | 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. | Linear Relationships — Finding starting values, Interpreting intercepts Quadratics — Finding the best possible value, Interpreting results in context Introduction to Functions — Identifying function intervals, Reading continuous function graphs |
| NC.M1.F.IF.5 | 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. | Introduction to Functions — Finding function domains, Finding function ranges |
| NC.M1.F.IF.6 | Calculate and interpret the average rate of change over a specified interval for a function presented numerically, graphically, and/or symbolically. | Linear Relationships — Calculating rates of change, Computing slope, Finding constant change, Slopes of horizontal and vertical lines Visual Algebra — Identifying what each step adds |
| NC.M1.F.IF.7 | 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. | Linear Relationships — Graphing from point-slope form, Graphing lines from slope |
| NC.M1.F.IF.8.a | Rewrite a quadratic function to reveal and explain different key features of the function. | Quadratics — Graphing by factoring |
| NC.M1.F.IF.8.b | Interpret and explain growth and decay rates for an exponential function. | Exponential Functions — Write a compound growth or decay expression |
Functions — Building Functions (NC.M1.F-BF)
Functions — Linear, Quadratic, and Exponential Models (NC.M1.F-LE)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.F.LE.1 | 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. | Linear Relationships — Classify a relationship as linear and proportional, Recognizing linear relationships Exponential Functions — Classify a relationship as linear or exponential, Identify exponential decay from a dot pattern, Identify exponential growth from a dot pattern Visual Algebra — Describing growth that speeds up, Identifying types of growth |
| NC.M1.F.LE.3 | 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. | Exponential Functions — Compare exponential growth to linear growth, Compare exponential growth to quadratic growth |
| NC.M1.F.LE.5 | Interpret the parameters a and b in a linear function f(x) = ax + b or an exponential function g(x) = abˣ in terms of a context. | Visual Algebra — Describing exponential growth |
Geometry — Expressing Geometric Properties with Equations (NC.M1.G-GPE)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.G.GPE.4 | Use coordinates to solve geometric problems involving polygons algebraically: compute perimeters of polygons and areas of triangles and rectangles, and verify algebraically that a given set of points produces a particular type of triangle or quadrilateral. | Coordinate Geometry — Calculating distance from coordinates, Calculating rectangle area, Calculating right triangle area, Finding compound shape area, Writing area expressions with variables |
| NC.M1.G.GPE.5 | 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, and find the equation of a line parallel or perpendicular to a given line through a given point. | Linear Relationships — Finding perpendicular slopes, Writing parallel line equations, Writing perpendicular line equations |
Statistics and Probability — Interpreting Categorical and Quantitative Data (NC.M1.S-ID)
| NC standard | What the standard asks | Brilliant targeted skill |
|---|---|---|
| NC.M1.S.ID.1 | Use technology to represent data with plots on the real number line (histograms and box plots). | Everyday Statistics — Matching data to box plots |
| NC.M1.S.ID.2 | 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, and interpret differences in shape, center, and spread in context. | Exploring Data Visually — Compare boxplots across datasets Everyday Statistics — Comparing data sets with box plots Regression — Detecting hidden groups in data |
| NC.M1.S.ID.3 | Examine the effects of extreme data points (outliers) on shape, center, and/or spread. | Everyday Statistics — Seeing how outliers affect the mean, Spotting outliers, Using the outlier rule |
| NC.M1.S.ID.6.a | Represent data on two quantitative variables on a scatter plot and describe how the variables are related; fit a least squares regression line to linear data using technology and use the fitted function to solve problems. | Exploring Data Visually — Describe the relationship in a scatter plot, Describing how two things relate Linear Relationships — Fit a line to data and predict Regression — Fitting a line to data, Modeling one subgroup at a time |
| NC.M1.S.ID.6.b | Assess the fit of a linear function by analyzing residuals. | Regression — Measuring how well a model fits |
| NC.M1.S.ID.7 | Interpret in context the rate of change and the intercept of a linear model; use the linear model to interpolate and extrapolate predicted values, and assess the validity of a predicted value. | Regression — Predicting from a model equation, Predicting from a regression line |
| NC.M1.S.ID.8 | 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 residual plot to determine the appropriateness of a linear model. | Regression — Checking the groups inside data, Choosing the best predictor, Interpreting correlations in context, Reading correlation from a scatter plot, Spotting nonlinear relationships Exploring Data Visually — Judging how strongly things relate |
How this page is built
Every skill in the Brilliant math topics that reach North Carolina's high school mathematics is mapped to the single standard it aligns with most closely, using the North Carolina Standard Course of Study for Mathematics, adopted by the State Board of Education in June 2016, together with NCDPI's unpacking documents as the authority for what each standard requires and where its boundaries fall. Skills that build toward a standard without teaching its stated content are excluded, so a skill appears here only where it addresses the standard directly.
Each skill links to a lesson where it is practiced, and hovering a skill shows the description learners see for it. This page is regenerated from the mapping, so it reflects the current state rather than a fixed snapshot.
