Mathematics Standards
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Showing 81 - 90 of 121 Standards
Standard Identifier: 5.NBT.6
Grade:
5
Domain:
Number and Operations in Base Ten
Cluster:
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard:
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard:
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Standard Identifier: 5.NBT.7
Grade:
5
Domain:
Number and Operations in Base Ten
Cluster:
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard:
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
Standard:
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
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: S-ID.1
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Represent data with plots on the real number line (dot plots, histograms, and box plots). *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Represent data with plots on the real number line (dot plots, histograms, and box plots). *
Standard Identifier: S-ID.1
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Represent data with plots on the real number line (dot plots, histograms, and box plots). *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Represent data with plots on the real number line (dot plots, histograms, and box plots). *
Standard Identifier: S-ID.2
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Math I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
Standard Identifier: S-ID.2
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. *
Standard Identifier: S-ID.3
Grade Range:
7–12
Domain:
Interpreting Categorical and Quantitative Data
Discipline:
Algebra I
Conceptual Category:
Statistics and Probability
Cluster:
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *
Summarize, represent, and interpret data on a single count or measurement variable.
Standard:
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). *
Showing 81 - 90 of 121 Standards
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