Mathematics Standards
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Showing 41 - 50 of 65 Standards
Standard Identifier: G-CO.8
Grade Range:
7–12
Domain:
Congruence
Discipline:
Math I
Conceptual Category:
Geometry
Cluster:
Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.]
Standard:
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.]
Standard:
Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
Standard Identifier: N-Q.1
Grade Range:
7–12
Domain:
Quantities
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
Standard Identifier: N-Q.1
Grade Range:
7–12
Domain:
Quantities
Discipline:
Math I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. *
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. *
Standard Identifier: N-Q.2
Grade Range:
7–12
Domain:
Quantities
Discipline:
Math I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Define appropriate quantities for the purpose of descriptive modeling. *
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Define appropriate quantities for the purpose of descriptive modeling. *
Standard Identifier: N-Q.2
Grade Range:
7–12
Domain:
Quantities
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Define appropriate quantities for the purpose of descriptive modeling.*
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Define appropriate quantities for the purpose of descriptive modeling.*
Standard Identifier: N-Q.3
Grade Range:
7–12
Domain:
Quantities
Discipline:
Algebra I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations and functions]
Standard:
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
Standard Identifier: N-Q.3
Grade Range:
7–12
Domain:
Quantities
Discipline:
Math I
Conceptual Category:
Number and Quantity
Cluster:
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. *
Reason quantitatively and use units to solve problems. [Foundation for work with expressions, equations, and functions]
Standard:
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. *
Standard Identifier: 8.NS.1
Grade:
8
Domain:
The Number System
Cluster:
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
Standard Identifier: 8.NS.2
Grade:
8
Domain:
The Number System
Cluster:
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,π^2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Know that there are numbers that are not rational, and approximate them by rational numbers.
Standard:
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g.,π^2). For example, by truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.
Standard Identifier: G-CO.1
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Experiment with transformations in the plane.
Standard:
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Experiment with transformations in the plane.
Standard:
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Showing 41 - 50 of 65 Standards
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