Mathematics Standards
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Building Functions
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Geometric Measurement and Dimension
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Geometry
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Making Inferences and Justifying Conclusions
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The Number System
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The Real Number System
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Trigonometric Functions
Results
Showing 61 - 70 of 129 Standards
Standard Identifier: F-BF.3
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only]
Standard:
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only]
Standard:
Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
Standard Identifier: F-BF.4.a
Grade Range:
7–12
Domain:
Building Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only]
Standard:
Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
Build new functions from existing functions. [Linear, exponential, quadratic, and absolute value; for F.BF.4a, linear only]
Standard:
Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse.
Standard Identifier: N-RN.1
Grade Range:
7–12
Domain:
The Real Number System
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Extend the properties of exponents to rational exponents.
Standard:
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.
Extend the properties of exponents to rational exponents.
Standard:
Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^1/3 to be the cube root of 5 because we want (5^1/3)^3 = 5(^1/3)^3 to hold, so (5^1/3)^3 must equal 5.
Standard Identifier: N-RN.2
Grade Range:
7–12
Domain:
The Real Number System
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Extend the properties of exponents to rational exponents.
Standard:
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
Extend the properties of exponents to rational exponents.
Standard:
Rewrite expressions involving radicals and rational exponents using the properties of exponents.
Standard Identifier: N-RN.3
Grade Range:
7–12
Domain:
The Real Number System
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Use properties of rational and irrational numbers.
Standard:
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Use properties of rational and irrational numbers.
Standard:
Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Standard Identifier: 8.G.1.a
Grade:
8
Domain:
Geometry
Cluster:
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Lines are taken to lines, and line segments to line segments of the same length.
Standard Identifier: 8.G.1.b
Grade:
8
Domain:
Geometry
Cluster:
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Angles are taken to angles of the same measure.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Angles are taken to angles of the same measure.
Standard Identifier: 8.G.1.c
Grade:
8
Domain:
Geometry
Cluster:
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Parallel lines are taken to parallel lines.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Verify experimentally the properties of rotations, reflections, and translations: Parallel lines are taken to parallel lines.
Standard Identifier: 8.G.2
Grade:
8
Domain:
Geometry
Cluster:
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
Standard Identifier: 8.G.3
Grade:
8
Domain:
Geometry
Cluster:
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Understand congruence and similarity using physical models, transparencies, or geometry software.
Standard:
Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
Showing 61 - 70 of 129 Standards
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