Mathematics Standards
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Counting and Cardinality
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Geometric Measurement and Dimension
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Interpreting Functions
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Ratios and Proportional Relationships
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The Real Number System
Results
Showing 41 - 50 of 82 Standards
Standard Identifier: F-IF.9
Grade Range:
7–12
Domain:
Interpreting Functions
Discipline:
Algebra I
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
Standard Identifier: F-IF.9
Grade Range:
7–12
Domain:
Interpreting Functions
Discipline:
Math I
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear and exponential]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
Analyze functions using different representations. [Linear and exponential]
Standard:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
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: F-IF.4
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
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. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
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. *
Standard Identifier: F-IF.5
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
Standard:
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *
Standard Identifier: F-IF.6
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Interpret functions that arise in applications in terms of the context. [Quadratic]
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. *
Interpret functions that arise in applications in terms of the context. [Quadratic]
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. *
Standard Identifier: F-IF.7.a
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph linear and quadratic functions and show intercepts, maxima, and minima. *
Standard Identifier: F-IF.7.b
Grade Range:
8–12
Domain:
Interpreting Functions
Discipline:
Math II
Conceptual Category:
Functions
Cluster:
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *
Analyze functions using different representations. [Linear, exponential, quadratic, absolute value, step, piecewise-defined]
Standard:
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *
Showing 41 - 50 of 82 Standards
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