Mathematics Standards
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Showing 41 - 50 of 54 Standards
Standard Identifier: G-CO.5
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Experiment with transformations in the plane.
Standard:
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Experiment with transformations in the plane.
Standard:
Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
Standard Identifier: G-CO.6
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
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:
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.]
Standard:
Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
Standard Identifier: G-CO.7
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
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:
Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
Understand congruence in terms of rigid motions. [Build on rigid motions as a familiar starting point for development of concept of geometric proof.]
Standard:
Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
Standard Identifier: G-CO.8
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
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: G-CO.9
Grade Range:
8–12
Domain:
Congruence
Discipline:
Geometry
Conceptual Category:
Geometry
Cluster:
Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.]
Standard:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.]
Standard:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
Standard Identifier: G-CO.9
Grade Range:
8–12
Domain:
Congruence
Discipline:
Math II
Conceptual Category:
Geometry
Cluster:
Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.]
Standard:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
Prove geometric theorems. [Focus on validity of underlying reasoning while using variety of ways of writing proofs.]
Standard:
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
Standard Identifier: A-SSE.1.a
Grade Range:
9–12
Domain:
Seeing Structure in Expressions
Discipline:
Algebra II
Conceptual Category:
Algebra
Cluster:
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *
Standard Identifier: A-SSE.1.a
Grade Range:
9–12
Domain:
Seeing Structure in Expressions
Discipline:
Math III
Conceptual Category:
Algebra
Cluster:
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret parts of an expression, such as terms, factors, and coefficients. *
Standard Identifier: A-SSE.1.b
Grade Range:
9–12
Domain:
Seeing Structure in Expressions
Discipline:
Math III
Conceptual Category:
Algebra
Cluster:
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. *
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. *
Standard Identifier: A-SSE.1.b
Grade Range:
9–12
Domain:
Seeing Structure in Expressions
Discipline:
Algebra II
Conceptual Category:
Algebra
Cluster:
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P. *
Interpret the structure of expressions. [Polynomial and rational]
Standard:
Interpret expressions that represent a quantity in terms of its context. * Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1 + r)^n as the product of P and a factor not depending on P. *
Showing 41 - 50 of 54 Standards
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