Mathematics Standards
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Arithmetic with Polynomials and Rational Expressions
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Counting and Cardinality
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Interpreting Categorical and Quantitative Data
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Making Inferences and Justifying Conclusions
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Modeling with Geometry
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The Number System
Results
Showing 71 - 80 of 106 Standards
Standard Identifier: A-APR.7
Grade Range:
9–12
Domain:
Arithmetic with Polynomials and Rational Expressions
Discipline:
Algebra II
Conceptual Category:
Algebra
Cluster:
Rewrite rational expressions. [Linear and quadratic denominators]
Standard:
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Rewrite rational expressions. [Linear and quadratic denominators]
Standard:
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Standard Identifier: A-APR.7
Grade Range:
9–12
Domain:
Arithmetic with Polynomials and Rational Expressions
Discipline:
Math III
Conceptual Category:
Algebra
Cluster:
Rewrite rational expressions. [Linear and quadratic denominators]
Standard:
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Rewrite rational expressions. [Linear and quadratic denominators]
Standard:
(+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
Standard Identifier: G-MG.1
Grade Range:
9–12
Domain:
Modeling with Geometry
Discipline:
Math III
Conceptual Category:
Geometry
Cluster:
Apply geometric concepts in modeling situations.
Standard:
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). *
Apply geometric concepts in modeling situations.
Standard:
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder). *
Standard Identifier: G-MG.2
Grade Range:
9–12
Domain:
Modeling with Geometry
Discipline:
Math III
Conceptual Category:
Geometry
Cluster:
Apply geometric concepts in modeling situations.
Standard:
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). *
Apply geometric concepts in modeling situations.
Standard:
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). *
Standard Identifier: G-MG.3
Grade Range:
9–12
Domain:
Modeling with Geometry
Discipline:
Math III
Conceptual Category:
Geometry
Cluster:
Apply geometric concepts in modeling situations.
Standard:
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). *
Apply geometric concepts in modeling situations.
Standard:
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). *
Standard Identifier: S-IC.1
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Standard Identifier: S-IC.1
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. *
Standard Identifier: S-IC.2
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Standard Identifier: S-IC.2
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
Conceptual Category:
Statistics and Probability
Cluster:
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Understand and evaluate random processes underlying statistical experiments.
Standard:
Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model? *
Standard Identifier: S-IC.3
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Math III
Conceptual Category:
Statistics and Probability
Cluster:
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
Standard:
Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each. *
Showing 71 - 80 of 106 Standards
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