Mathematics Standards
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Expressing Geometric Properties with Equations
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Functions
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Making Inferences and Justifying Conclusions
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Measurement and Data
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Operations and Algebraic Thinking
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Seeing Structure in Expressions
Results
Showing 121 - 130 of 140 Standards
Standard Identifier: G-GPE.3.1
Grade Range:
9–12
Domain:
Expressing Geometric Properties with Equations
Discipline:
Algebra II
Conceptual Category:
Geometry
Cluster:
Translate between the geometric description and the equation for a conic section.
Standard:
Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
Translate between the geometric description and the equation for a conic section.
Standard:
Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
Standard Identifier: G-GPE.3.1
Grade Range:
9–12
Domain:
Expressing Geometric Properties with Equations
Discipline:
Math III
Conceptual Category:
Geometry
Cluster:
Translate between the geometric description and the equation for a conic section.
Standard:
Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
Translate between the geometric description and the equation for a conic section.
Standard:
Given a quadratic equation of the form ax^2 + by^2 + cx + dy + e = 0, use the method for completing the square to put the equation into standard form; identify whether the graph of the equation is a circle, ellipse, parabola, or hyperbola and graph the equation. [In Algebra II, this standard addresses only circles and parabolas.] CA
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. *
Standard Identifier: S-IC.3
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
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. *
Standard Identifier: S-IC.4
Grade Range:
9–12
Domain:
Making Inferences and Justifying Conclusions
Discipline:
Algebra II
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. *
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.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. *
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. *
Showing 121 - 130 of 140 Standards
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