Mathematics Standards
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Showing 61 - 70 of 104 Standards
Standard Identifier: 5.NF.7.c
Grade:
5
Domain:
Number and Operations—Fractions
Cluster:
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
Standard:
Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. Solve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?
Standard Identifier: 5.OA.1
Grade:
5
Domain:
Operations and Algebraic Thinking
Cluster:
Write and interpret numerical expressions.
Standard:
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Write and interpret numerical expressions.
Standard:
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Standard Identifier: 5.OA.2
Grade:
5
Domain:
Operations and Algebraic Thinking
Cluster:
Write and interpret numerical expressions.
Standard:
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Write and interpret numerical expressions.
Standard:
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Standard Identifier: 5.OA.2.1
Grade:
5
Domain:
Operations and Algebraic Thinking
Cluster:
Write and interpret numerical expressions.
Standard:
Express a whole number in the range 2–50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 × 2 × 2 × 3. CA
Write and interpret numerical expressions.
Standard:
Express a whole number in the range 2–50 as a product of its prime factors. For example, find the prime factors of 24 and express 24 as 2 × 2 × 2 × 3. CA
Standard Identifier: 5.OA.3
Grade:
5
Domain:
Operations and Algebraic Thinking
Cluster:
Analyze patterns and relationships.
Standard:
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
Analyze patterns and relationships.
Standard:
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
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).
Standard Identifier: N-CN.9
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:
(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
Use complex numbers in polynomial identities and equations. [Quadratics with real coefficients]
Standard:
(+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
Showing 61 - 70 of 104 Standards
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