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Mathematics Standards




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Showing 1 - 8 of 8 Standards

Standard Identifier: A-REI.11

Grade Range: 9–12
Domain: Reasoning with Equations and Inequalities
Discipline: Math III
Conceptual Category: Algebra

Cluster:
Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.]

Standard:
Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

Standard Identifier: A-REI.2

Grade Range: 9–12
Domain: Reasoning with Equations and Inequalities
Discipline: Math III
Conceptual Category: Algebra

Cluster:
Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational]

Standard:
Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

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. *

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? *

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. *

Standard Identifier: S-IC.4

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:
Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling. *

Standard Identifier: S-IC.5

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:
Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant. *

Standard Identifier: S-IC.6

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:
Evaluate reports based on data. *

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881