Mathematics Standards
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Showing 21 - 30 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: N-CN.1
Grade Range:
8–12
Domain:
The Complex Number System
Discipline:
Math II
Conceptual Category:
Number and Quantity
Cluster:
Perform arithmetic operations with complex numbers. [i^2 as highest power of i]
Standard:
Know there is a complex number i such that i^2 = −1, and every complex number has the form a + bi with a and b real.
Perform arithmetic operations with complex numbers. [i^2 as highest power of i]
Standard:
Know there is a complex number i such that i^2 = −1, and every complex number has the form a + bi with a and b real.
Standard Identifier: N-CN.2
Grade Range:
8–12
Domain:
The Complex Number System
Discipline:
Math II
Conceptual Category:
Number and Quantity
Cluster:
Perform arithmetic operations with complex numbers. [i^2 as highest power of i]
Standard:
Use the relation i^2 = −1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
Perform arithmetic operations with complex numbers. [i^2 as highest power of i]
Standard:
Use the relation i^2 = −1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
Standard Identifier: N-CN.7
Grade Range:
8–12
Domain:
The Complex Number System
Discipline:
Math II
Conceptual Category:
Number and Quantity
Cluster:
Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients]
Standard:
Solve quadratic equations with real coefficients that have complex solutions.
Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients]
Standard:
Solve quadratic equations with real coefficients that have complex solutions.
Standard Identifier: N-CN.8
Grade Range:
8–12
Domain:
The Complex Number System
Discipline:
Math II
Conceptual Category:
Number and Quantity
Cluster:
Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients]
Standard:
(+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients]
Standard:
(+) Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
Showing 21 - 30 of 54 Standards
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