Mathematics Standards
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Expressing Geometric Properties with Equations
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Functions
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Operations and Algebraic Thinking
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Seeing Structure in Expressions
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Similarity, Right Triangles, and Trigonometry
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The Real Number System
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Showing 41 - 50 of 109 Standards
Standard Identifier: A-SSE.3.a
Grade Range:
7–12
Domain:
Seeing Structure in Expressions
Discipline:
Algebra I
Conceptual Category:
Algebra
Cluster:
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Factor a quadratic expression to reveal the zeros of the function it defines.*
Standard Identifier: A-SSE.3.b
Grade Range:
7–12
Domain:
Seeing Structure in Expressions
Discipline:
Algebra I
Conceptual Category:
Algebra
Cluster:
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.*
Standard Identifier: A-SSE.3.c
Grade Range:
7–12
Domain:
Seeing Structure in Expressions
Discipline:
Algebra I
Conceptual Category:
Algebra
Cluster:
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*
Write expressions in equivalent forms to solve problems. [Quadratic and exponential]
Standard:
Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.* Use the properties of exponents to transform expressions for exponential functions. For example, the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.*
Standard Identifier: G-GPE.4
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 prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).
Use coordinates to prove simple geometric theorems algebraically. [Include distance formula; relate to Pythagorean Theorem.]
Standard:
Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).
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: 8.F.1
Grade:
8
Domain:
Functions
Cluster:
Define, evaluate, and compare functions.
Standard:
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Footnote:
Function notation is not required in grade 8.
Define, evaluate, and compare functions.
Standard:
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
Footnote:
Function notation is not required in grade 8.
Showing 41 - 50 of 109 Standards
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