## Mathematics Standards

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Expressions and Equations
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Interpreting Functions
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Measurement and Data
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Reasoning with Equations and Inequalities
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Similarity, Right Triangles, and Trigonometry
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The Real Number System

## Results

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**1**-**10**of**13**Standards#### Standard Identifier: A-REI.11

Grade Range:

**9–12**
Domain:

**Reasoning with Equations and Inequalities**
Discipline:

**Math III**
Conceptual Category:

**Algebra****Cluster**:

Represent and solve equations and inequalities graphically. [Combine polynomial, rational, radical, absolute value, and exponential functions.]

**Standard**:

Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

#### Standard Identifier: A-REI.2

Grade Range:

**9–12**
Domain:

**Reasoning with Equations and Inequalities**
Discipline:

**Math III**
Conceptual Category:

**Algebra****Cluster**:

Understand solving equations as a process of reasoning and explain the reasoning. [Simple radical and rational]

**Standard**:

Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

#### Standard Identifier: F-IF.4

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.]

**Standard**:

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

#### Standard Identifier: F-IF.5

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.]

**Standard**:

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. *

#### Standard Identifier: F-IF.6

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Interpret functions that arise in applications in terms of the context. [Include rational, square root and cube root; emphasize selection of appropriate models.]

**Standard**:

Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

#### Standard Identifier: F-IF.7.b

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Analyze functions using different representations. [Include rational and radical; focus on using key features to guide selection of appropriate type of model function.]

**Standard**:

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. *

#### Standard Identifier: F-IF.7.c

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.]

**Standard**:

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. *

#### Standard Identifier: F-IF.7.e

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.]

**Standard**:

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. * Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. *

#### Standard Identifier: F-IF.8

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.]

**Standard**:

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

#### Standard Identifier: F-IF.9

Grade Range:

**9–12**
Domain:

**Interpreting Functions**
Discipline:

**Math III**
Conceptual Category:

**Functions****Cluster**:

Analyze functions using different representations. [Focus on using key features to guide selection of appropriate type of model function.]

**Standard**:

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).

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**1**-**10**of**13**Standards
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