Mathematics Standards
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Counting and Cardinality
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Expressing Geometric Properties with Equations
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Geometric Measurement and Dimension
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Making Inferences and Justifying Conclusions
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The Real Number System
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Showing 11 - 20 of 58 Standards
Standard Identifier: G-GPE.5
Grade Range:
7–12
Domain:
Expressing Geometric Properties with Equations
Discipline:
Math I
Conceptual Category:
Geometry
Cluster:
Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.]
Standard:
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.]
Standard:
Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
Standard Identifier: G-GPE.7
Grade Range:
7–12
Domain:
Expressing Geometric Properties with Equations
Discipline:
Math I
Conceptual Category:
Geometry
Cluster:
Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.]
Standard:
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *
Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.]
Standard:
Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. *
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: G-GMD.1
Grade Range:
8–12
Domain:
Geometric Measurement and Dimension
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Explain volume formulas and use them to solve problems.
Standard:
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
Explain volume formulas and use them to solve problems.
Standard:
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
Standard Identifier: G-GMD.1
Grade Range:
8–12
Domain:
Geometric Measurement and Dimension
Discipline:
Math II
Conceptual Category:
Geometry
Cluster:
Explain volume formulas and use them to solve problems.
Standard:
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
Explain volume formulas and use them to solve problems.
Standard:
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
Standard Identifier: G-GMD.3
Grade Range:
8–12
Domain:
Geometric Measurement and Dimension
Discipline:
Math II
Conceptual Category:
Geometry
Cluster:
Explain volume formulas and use them to solve problems.
Standard:
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
Explain volume formulas and use them to solve problems.
Standard:
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
Standard Identifier: G-GMD.3
Grade Range:
8–12
Domain:
Geometric Measurement and Dimension
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Explain volume formulas and use them to solve problems.
Standard:
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
Explain volume formulas and use them to solve problems.
Standard:
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. *
Standard Identifier: G-GMD.4
Grade Range:
8–12
Domain:
Geometric Measurement and Dimension
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Visualize relationships between two-dimensional and three-dimensional objects.
Standard:
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
Visualize relationships between two-dimensional and three-dimensional objects.
Standard:
Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
Showing 11 - 20 of 58 Standards
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