West Virginia Math Standards - West Virginia College- and Career-Readiness Standards for Mathematics

1455 standards, Kindergarten through AP.

West Virginia's College and Career Readiness Standards extend Common Core foundations with multiple high school pathways, including STEM and Liberal Arts tracks tailored to different career goals. K-8 content and high school flexibility together support students heading in varied directions after graduation.

Grade 1

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M.1.1Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
M.1.10 Understand the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
M.1.10.a10 can be thought of as a bundle of ten ones — called a “ten.” (e.g., A group of ten pennies is equivalent to a dime.)
M.1.10.bThe numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight or nine ones.
M.1.10.cThe numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight or nine tens (and 0 ones).
M.1.11Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M.1.12 Add within 100, including
M.1.12.aAdding a two-digit number and a one-digit number and adding a two-digit number and a multiple of 10. Relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M.1.12.bUsing 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
M.1.13Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count and explain the reasoning used.
M.1.14Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences) 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.
M.1.15Order three objects by length and compare the lengths of two objects indirectly by using a third object.
M.1.16Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
M.1.17Tell and write time in hours and half-hours using analog and digital clocks.
M.1.18Organize, represent, interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category and how many more or less are in one category than in another.
M.1.19Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, and/or overall size); build and draw shapes to possess defining attributes.
M.1.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem).
M.1.20Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape and compose new shapes from the composite shape.
M.1.21Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths and quarters and use the phrases half of, fourth of and quarter of. Describe the whole as two of, or four of the shares and understand for these examples that decomposing into more equal shares creates smaller shares.
M.1.3Apply properties of operations as strategies to add and subtract (e.g., If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known: Commutative Property of Addition. To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12: Associative Property of Addition).
M.1.4Understand subtraction as an unknown-addend problem (e.g., subtract 10 – 8 by finding the number that makes 10 when added to 8).
M.1.5Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
M.1.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 and use strategies such as
M.1.6.aCounting on.
M.1.6.bMaking ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14).
M.1.6.cDecomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9).
M.1.6.dUsing the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8= 4).
M.1.6.eCreating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
M.1.7Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false (e.g., Which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2).
M.1.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (e.g., Determine the unknown number that makes the equation true in each of the equations. 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?).
M.1.9Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
M.1.GGeometry
M.1.MDMeasurement and Data
M.1.NBTNumber and Operations in Base Ten
M.1.OAOperations and Algebraic Thinking

High School Mathematics I

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M.1HS.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
M.1HS.10Explain 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.
M.1HS.11Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality) and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
M.1HS.12Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
M.1HS.13Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context.
M.1HS.14Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n)+ f(n-1) for n ≥ 1.
M.1HS.15For 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.
M.1HS.16Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.1HS.17Calculate 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.
M.1HS.18 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.1HS.18.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.1HS.18.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
M.1HS.19Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.1HS.2Define appropriate quantities for the purpose of descriptive modeling.
M.1HS.20 Write a function that describes a relationship between two quantities.
M.1HS.20.aDetermine an explicit expression, a recursive process or steps for calculation from a context.
M.1HS.20.bCombine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.1HS.21Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
M.1HS.22Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.1HS.23 Distinguish between situations that can be modeled with linear functions and with exponential functions.
M.1HS.23.aProve that linear functions grow by equal differences over equal intervals; exponential functions grow by equal factors over equal intervals.
M.1HS.23.bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
M.1HS.23.cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
M.1HS.24Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
M.1HS.25Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.1HS.26Interpret the parameters in a linear or exponential function in terms of a context.
M.1HS.27Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
M.1HS.28Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
M.1HS.29Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
M.1HS.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
M.1HS.30Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
M.1HS.31Represent data with plots on the real number line (dot plots, histograms, and box plots).
M.1HS.32Use 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.
M.1HS.33Interpret differences in shape, center and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
M.1HS.34Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal and conditional relative frequencies). Recognize possible associations and trends in the data.
M.1HS.35 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
M.1HS.35.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
M.1HS.35.bInformally assess the fit of a function by plotting and analyzing residuals. (Focus should be on situations for which linear models are appropriate.)
M.1HS.35.cFit a linear function for scatter plots that suggest a linear association.
M.1HS.36Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.1HS.37Compute (using technology) and interpret the correlation coefficient of a linear fit.
M.1HS.38Distinguish between correlation and causation.
M.1HS.39Know precise definitions of angle, circle, perpendicular line, parallel line and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
M.1HS.4 Interpret expressions that represent a quantity in terms of its context.*
M.1HS.4.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.1HS.4.bInterpret 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.
M.1HS.40Represent transformations in the plane using, for example, transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
M.1HS.41Given a rectangle, parallelogram, trapezoid or regular polygon, describe the rotations and reflections that carry it onto itself.
M.1HS.42Develop definitions of rotations, reflections and translations in terms of angles, circles, perpendicular lines, parallel lines and line segments.
M.1HS.43Given 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.
M.1HS.44Use 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.
M.1HS.45Use 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.
M.1HS.46Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
M.1HS.47Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
M.1HS.48Construct an equilateral triangle, a square and a regular hexagon inscribed in a circle.
M.1HS.49Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)
M.1HS.5Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational and exponential functions.
M.1HS.50Prove the slope criteria for parallel and perpendicular lines; use them to solve geometric problems. (e.g., Find the equation of a line parallel or perpendicular to a given line that passes through a given point.)
M.1HS.51Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, (e.g., using the distance formula).
M.1HS.6Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.1HS.7Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.1HS.8Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.
M.1HS.9Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
M.1HS.CAMCConnecting Algebra and Geometry through Coordinates
M.1HS.CPCCongruence, Proof, and Constructions
M.1HS.DSDescriptive Statistics
M.1HS.LERLinear and Exponential Relationships
M.1HS.REReasoning with Equations
M.1HS.RQRelationships between Quantities

8th Grade High School Mathematics I

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M.1HS8.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
M.1HS8.10Explain 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.
M.1HS8.11Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality) and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
M.1HS8.12Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
M.1HS8.13Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.)
M.1HS8.14Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (e.g., The function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.)
M.1HS8.15Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
M.1HS8.16Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context.
M.1HS8.17Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (e.g., The Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n)+ f(n-1) for n ≥ 1.)
M.1HS8.18Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
M.1HS8.19Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
M.1HS8.2Define appropriate quantities for the purpose of descriptive modeling.
M.1HS8.20For 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.
M.1HS8.21Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.1HS8.22Calculate 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.
M.1HS8.23 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.1HS8.23.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.1HS8.23.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
M.1HS8.24Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.1HS8.25 Write a function that describes a relationship between two quantities.
M.1HS8.25.aDetermine an explicit expression, a recursive process or steps for calculation from a context.
M.1HS8.25.bCombine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.1HS8.26Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
M.1HS8.27Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.1HS8.28 Distinguish between situations that can be modeled with linear functions and with exponential functions.
M.1HS8.28.aProve that linear functions grow by equal differences over equal intervals; exponential functions grow by equal factors over equal intervals.
M.1HS8.28.bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
M.1HS8.28.cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
M.1HS8.29Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
M.1HS8.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
M.1HS8.30Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.1HS8.31Interpret the parameters in a linear or exponential function in terms of a context.
M.1HS8.32Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
M.1HS8.33Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
M.1HS8.34 Analyze and solve pairs of simultaneous linear equations.
M.1HS8.34.aUnderstand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
M.1HS8.34.bSolve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
M.1HS8.34.cSolve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.
M.1HS8.35Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
M.1HS8.36Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
M.1HS8.37Represent data with plots on the real number line (dot plots, histograms, and box plots).
M.1HS8.38Use 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.
M.1HS8.39Interpret differences in shape, center and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
M.1HS8.4 Interpret expressions that represent a quantity in terms of its context.
M.1HS8.4.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.1HS8.4.bInterpret 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.
M.1HS8.40Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association and nonlinear association.
M.1HS8.41Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line and informally assess the model fit by judging the closeness of the data points to the line.
M.1HS8.42Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. (e.g., In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.)
M.1HS8.43Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. (e.g., Collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?)
M.1HS8.44Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal and conditional relative frequencies). Recognize possible associations and trends in the data.
M.1HS8.45 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
M.1HS8.45.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
M.1HS8.45.bInformally assess the fit of a function by plotting and analyzing residuals. (Focus should be on situations for which linear models are appropriate.)
M.1HS8.45.cFit a linear function for scatter plots that suggest a linear association.
M.1HS8.46Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.1HS8.47Compute (using technology) and interpret the correlation coefficient of a linear fit.
M.1HS8.48Distinguish between correlation and causation.
M.1HS8.49Know precise definitions of angle, circle, perpendicular line, parallel line and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
M.1HS8.5Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational and exponential functions.
M.1HS8.50Represent transformations in the plane using, example, transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
M.1HS8.51Given a rectangle, parallelogram, trapezoid or regular polygon, describe the rotations and reflections that carry it onto itself.
M.1HS8.52Develop definitions of rotations, reflections and translations in terms of angles, circles, perpendicular lines, parallel lines and line segments.
M.1HS8.53Given 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.
M.1HS8.54Use 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.
M.1HS8.55Use 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.
M.1HS8.56Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
M.1HS8.57Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
M.1HS8.58Construct an equilateral triangle, a square and a regular hexagon inscribed in a circle.
M.1HS8.59Explain a proof of the Pythagorean theorem and its converse.
M.1HS8.6Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.1HS8.60Apply the Pythagorean theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
M.1HS8.61Apply the Pythagorean theorem to find the distance between two points in a coordinate system.
M.1HS8.62Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)
M.1HS8.63Prove the slope criteria for parallel and perpendicular lines; use them to solve geometric problems. (e.g., Find the equation of a line parallel or perpendicular to a given line that passes through a given point.)
M.1HS8.64Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, (e.g., using the distance formula).
M.1HS8.7Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.1HS8.8Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.1HS8.9Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
M.1HS8.CAMCConnecting Algebra and Geometry through Coordinates
M.1HS8.CPCCongruence, Proof, and Constructions
M.1HS8.DSDescriptive Statistics
M.1HS8.LERLinear and Exponential Relationships
M.1HS8.REReasoning with Equations
M.1HS8.RQRelationships between Quantities

Grade 2

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M.2.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions (e.g. by using drawings and equations with a symbol for the unknown number to represent the problem).
M.2.10Add up to four two-digit numbers using strategies based on place value and properties of operations.
M.2.11Add and subtract within 1000, 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. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones and sometimes it is necessary to compose or decompose tens or hundreds.
M.2.12Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900.
M.2.13Explain why addition and subtraction strategies work, using place value and the properties of operations.
M.2.14Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
M.2.15Measure the length of an object twice, using length units of different lengths for the two measurements, describe how the two measurements relate to the size of the unit chosen.
M.2.16Estimate lengths using units of inches, feet, centimeters, and meters.
M.2.17Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
M.2.18Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units (e.g., by using drawings, such as drawings of rulers), and equations with a symbol for the unknown number to represent the problem.
M.2.19Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2… and represent whole-number sums and differences within 100 on a number line diagram.
M.2.2Fluently add and subtract within 20 using mental strategies and by end of Grade 2, know from memory all sums of two one-digit numbers.
M.2.20Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
M.2.21Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately (e.g., If you have 2 dimes and 3 pennies, how many cents do you have?).
M.2.22Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
M.2.23Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
M.2.24Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces (sizes are compared directly or visually, not compared by measuring). Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
M.2.25Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
M.2.26Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
M.2.3Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
M.2.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
M.2.5 Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones (e.g., 706 equals 7 hundreds, 0 tens and 6 ones). Understand the following as special cases:
M.2.5.a100 can be thought of as a bundle of ten tens – called a “hundred.”
M.2.5.bNumbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight or nine hundreds, and 0 tens and 0 ones.
M.2.6Count within 1000 and skip-count by 5s, 10s and 100s.
M.2.7Read and write numbers to 1000 using base-ten numerals, number names and expanded form.
M.2.8Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, = and < symbols to record the results of comparisons.
M.2.9Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction.
M.2.GGeometry
M.2.MDMeasurement and Data
M.2.NBTNumber and Operations in Base Ten
M.2.OAOperations and Algebraic Thinking

High School Mathematics II

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M.2HS.1Explain 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. (e.g., 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.)
M.2HS.10 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.2HS.10.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.2HS.10.bGraph square root, cube root and piecewise-defined functions, including step functions and absolute value functions.
M.2HS.11 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.2HS.11.aUse the process of factoring and completing the square in a quadratic function to show zeros, extreme values and symmetry of the graph and interpret these in terms of a context.
M.2HS.11.bUse the properties of exponents to interpret expressions for exponential functions. (e.g., Identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, y = (1.2)^t/10, and classify them as representing exponential growth or decay.)
M.2HS.12Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum).
M.2HS.13 Write a function that describes a relationship between two quantities.
M.2HS.13.aDetermine an explicit expression, a recursive process or steps for calculation from a context.
M.2HS.13.bCombine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
M.2HS.14Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.2HS.15Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x)= 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.
M.2HS.16Using graphs and tables, observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically; or (more generally) as a polynomial function.
M.2HS.17 Interpret expressions that represent a quantity in terms of its context.
M.2HS.17.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.2HS.17.bInterpret 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.
M.2HS.18Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.2HS.19 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
M.2HS.19.aFactor a quadratic expression to reveal the zeros of the function it defines.
M.2HS.19.bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
M.2HS.19.cUse the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
M.2HS.2Rewrite expressions involving radicals and rational exponents using the properties of exponents.
M.2HS.20Create equations and inequalities in one variable and use them to solve problems.
M.2HS.21Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.2HS.22Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.2HS.23 Solve quadratic equations in one variable.
M.2HS.23.aUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
M.2HS.23.bSolve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
M.2HS.24Solve quadratic equations with real coefficients that have complex solutions.
M.2HS.25Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
M.2HS.26Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
M.2HS.27Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (e.g., Find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.)
M.2HS.28Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes or as unions, intersections or complements of other events (“or,” “and,” “not”).
M.2HS.29Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities and use this characterization to determine if they are independent.
M.2HS.3Explain why sums and products of rational numbers are 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.
M.2HS.30Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
M.2HS.31Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. (e.g., Collect data from a random sample of students in your school on their favorite subject among math, science and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.)
M.2HS.32Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. (e.g., Compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.)
M.2HS.33Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A and interpret the answer in terms of the model.
M.2HS.34Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
M.2HS.35Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
M.2HS.36Use permutations and combinations to compute probabilities of compound events and solve problems.
M.2HS.37Use probabilities to make fair decisions (e.g., drawing by lots or using a random number generator).
M.2HS.38Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.2HS.39 Verify experimentally the properties of dilations given by a center and a scale factor.
M.2HS.39.aA dilation takes a line not passing through the center of the dilation to a parallel line and leaves a line passing through the center unchanged.
M.2HS.39.bThe dilation of a line segment is longer or shorter in the ratio given by the scale factor.
M.2HS.4Know 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.
M.2HS.40Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
M.2HS.41Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
M.2HS.42Prove 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. Implementation may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for M.2HS.C.3.
M.2HS.43Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
M.2HS.44Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangles are parallelograms with congruent diagonals.
M.2HS.45Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.
M.2HS.46Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
M.2HS.47Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
M.2HS.48Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
M.2HS.49Explain and use the relationship between the sine and cosine of complementary angles.
M.2HS.5Use the relation i^2 = –1 and the commutative, associative and distributive properties to add, subtract and multiply complex numbers.
M.2HS.50Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
M.2HS.51Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find sin(θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant of the angle.
M.2HS.52Prove that all circles are similar.
M.2HS.53Identify and describe relationships among inscribed angles, radii and chords. Include the relationship between central, inscribed and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
M.2HS.54Construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle.
M.2HS.55Construct a tangent line from a point outside a given circle to the circle.
M.2HS.56Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
M.2HS.57Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
M.2HS.58Derive the equation of a parabola given the focus and directrix.
M.2HS.59Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)
M.2HS.6Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract and multiply polynomials.
M.2HS.60Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle and informal limit arguments.
M.2HS.61Use volume formulas for cylinders, pyramids, cones and spheres to solve problems. Volumes of solid figures scale by k^3 under a similarity transformation with scale factor k.
M.2HS.7For 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.
M.2HS.8Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.2HS.9Calculate 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.
M.2HS.AFAnalyze functions using different representations.
M.2HS.APApplications of Probability
M.2HS.BFBuild a function that models a relationship between two quantities.
M.2HS.BFFBuild new functions from existing functions.
M.2HS.CCircles With and Without Coordinates
M.2HS.CCConstruct and compare linear, quadratic, and exponential models and solve problems.
M.2HS.EEExpressions and Equations
M.2HS.ENSExtending the Number System
M.2HS.QFMQuadratic Functions and Modeling
M.2HS.SRTTSimilarity, Right Triangle Trigonometry, and Proof

Grade 3

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M.3.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 × 7).
M.3.10Use place value understanding to round whole numbers to the nearest 10 or 100.
M.3.11Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.3.12Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
M.3.13Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
M.3.14 Understand a fraction as a number on the number line and represent fractions on a number line diagram.
M.3.14.aRepresent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (e.g., Given that b parts is 4 parts, then 1/b represents 1/4. Students partition the number line into fourths and locate 1/4 on the number line.)
M.3.14.bRepresent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (e.g., Given that a/b represents 3/4 or 6/4, students partition the number line into fourths and represent these fractions accurately on the same number line; students extend the number line to include the number of wholes required for the given fractions.)
M.3.15 Explain equivalence of fractions in special cases and compare fractions by reasoning about their size.
M.3.15.aUnderstand two fractions as equivalent (equal) if they are the same size or the same point on a number line.
M.3.15.bRecognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).
M.3.15.cExpress whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (e.g., Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.)
M.3.15.dCompare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, = or < and justify the conclusions (e.g., by using a visual fraction model).
M.3.16Tell and write time to the nearest minute, measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes (e.g., by representing the problem on a number line diagram).
M.3.17Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg) and liters (l). Add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale) to represent the problem.
M.3.18Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (e.g., draw a bar graph in which each square in the bar graph might represent 5 pets).
M.3.19Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves or quarters.
M.3.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (e.g., describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8).
M.3.20 Recognize area as an attribute of plane figures and understand concepts of area measurement.
M.3.20.aA square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area and can be used to measure area.
M.3.20.bA plane figure which can be covered without gaps or overlaps by b unit squares is said to have an area of b square units.
M.3.21Measure areas by counting unit squares (square cm, square m, square in, square ft. and improvised units).
M.3.22 Relate area to the operations of multiplication and addition.
M.3.22.aFind the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
M.3.22.bMultiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
M.3.22.cUse tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
M.3.22.dRecognize area as additive and find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
M.3.23Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
M.3.24Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
M.3.25Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as ¼ or the area of the shape.
M.3.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
M.3.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers (e.g., determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 =?).
M.3.5Apply properties of operations as strategies to multiply and divide (e.g., If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known: Commutative Property of Multiplication. 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30: Associative Property of Multiplication. Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56: Distributive Property.
M.3.6Understand division as an unknown-factor problem (e.g., find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8).
M.3.7Learn multiplication tables (facts) with speed and memory in order to fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows that 40 ÷ 5 = 8) or properties of operations by the end of Grade 3.
M.3.8Solve two-step word problems using the four operations, represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
M.3.9Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends).
M.3.GGeometry
M.3.MDMeasurement and Data
M.3.NBTNumber and Operations in Base Ten
M.3.NFNumber and Operations- Fractions
M.3.OAOperations and Algebraic Thinking

High School Mathematics III LA

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M.3HSLA.1Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.
M.3HSLA.12 Interpret expressions that represent a quantity in terms of its context.
M.3HSLA.12.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.3HSLA.12.bInterpret complicated expressions by viewing one or more of their parts as a single entity. (e.g., Interpret P(1 + r)n as the product of P and a factor not depending on P.)
M.3HSLA.13Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.3HSLA.14Derive the formula for the sum of a geometric series (when the common ratio is not 1), and use the formula to solve problems. (e.g., Calculate mortgage payments.)
M.3HSLA.15Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction and multiplication; add, subtract and multiply polynomials.
M.3HSLA.16Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
M.3HSLA.17Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial.
M.3HSLA.18Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 – y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
M.3HSLA.2Understand that statistics allows inferences to be made about population parameters based on a random sample from that population.
M.3HSLA.20Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
M.3HSLA.22Solve simple rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
M.3HSLA.23Explain 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.
M.3HSLA.24Graph 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.
M.3HSLA.28Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
M.3HSLA.29Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
M.3HSLA.3Decide if a specified model is consistent with results from a given data-generating process, for example, using simulation. (e.g., A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?)
M.3HSLA.30Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
M.3HSLA.31Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.3HSLA.32Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.3HSLA.33Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.3HSLA.34Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.3HSLA.35For 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.
M.3HSLA.36Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.3HSLA.37Calculate 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.
M.3HSLA.38 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.3HSLA.38.aGraph square root, cube root and piecewise-defined functions, including step functions and absolute value functions.
M.3HSLA.38.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline and amplitude.
M.3HSLA.39Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.3HSLA.4Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each.
M.3HSLA.40Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.3HSLA.41Write a function that describes a relationship between two quantities. Combine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.3HSLA.42Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.3HSLA.43Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. (e.g., f(x) = 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.)
M.3HSLA.44For exponential models, express as a logarithm the solution to a b^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
M.3HSLA.45Identify the shapes of two-dimensional cross-sections of three dimensional objects and identify three-dimensional objects generated by rotations of two-dimensional objects.
M.3HSLA.46Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.3HSLA.47Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile or BTUs per cubic foot).
M.3HSLA.48Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost and/or working with typographic grid systems based on ratios).
M.3HSLA.5Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
M.3HSLA.6Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
M.3HSLA.7Evaluate reports based on data.
M.3HSLA.ICDInferences and Conclusions from Data
M.3HSLA.MMMathematical Modeling
M.3HSLA.PRRPolynomials, Rational, and Radical Relationships
M.3HSLA.TGTTTrigonometry of General Triangles and Trigonometric Functions

High School Mathematics III STEM

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M.3HSSTEM.10Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
M.3HSSTEM.11Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
M.3HSSTEM.19Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.
M.3HSSTEM.21Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply and divide rational expressions.
M.3HSSTEM.25Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
M.3HSSTEM.26Prove the Laws of Sines and Cosines and use them to solve problems.
M.3HSSTEM.27Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems and/or resultant forces).
M.3HSSTEM.8Use probabilities to make fair decisions (e.g., drawing by lots or using a random number generator).
M.3HSSTEM.9Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.3HSSTEM.ICDInferences and Conclusions from Data
M.3HSSTEM.PRRPolynomials, Rational, and Radical Relationships
M.3HSSTEM.TGTTTrigonometry of General Triangles and Trigonometric Functions

High School Mathematics III TR (Technical Readiness)

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M.3HSTR.1Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve.
M.3HSTR.12 Interpret expressions that represent a quantity in terms of its context.
M.3HSTR.12.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.3HSTR.12.bInterpret complicated expressions by viewing one or more of their parts as a single entity. (e.g., Interpret P(1 + r)n as the product of P and a factor not depending on P.)
M.3HSTR.13Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.3HSTR.15Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction and multiplication; add, subtract and multiply polynomials.
M.3HSTR.16Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
M.3HSTR.17Identify zeros of polynomials when suitable factorizations are available and use the zeros to construct a rough graph of the function defined by the polynomial.
M.3HSTR.2Understand that statistics allows inferences to be made about population parameters based on a random sample from that population.
M.3HSTR.20Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
M.3HSTR.22Solve simple rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
M.3HSTR.23Explain 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.
M.3HSTR.24Graph 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.
M.3HSTR.28Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
M.3HSTR.29Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
M.3HSTR.3Decide if a specified model is consistent with results from a given data-generating process, for example, using simulation. (e.g., A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?)
M.3HSTR.30Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
M.3HSTR.31Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.3HSTR.32Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.3HSTR.33Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.3HSTR.34Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.3HSTR.35For 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.
M.3HSTR.36Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.3HSTR.37Calculate 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.
M.3HSTR.38 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.3HSTR.38.aGraph square root, cube root and piecewise-defined functions, including step functions and absolute value functions.
M.3HSTR.38.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline and amplitude.
M.3HSTR.39Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.3HSTR.4Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each.
M.3HSTR.40Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.3HSTR.41Write a function that describes a relationship between two quantities. Combine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.3HSTR.42Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.3HSTR.43Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. (e.g., f(x) = 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.)
M.3HSTR.44For exponential models, express as a logarithm the solution to a b^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
M.3HSTR.45Identify the shapes of two-dimensional cross-sections of three dimensional objects and identify three-dimensional objects generated by rotations of two-dimensional objects.
M.3HSTR.46Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.3HSTR.47Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile or BTUs per cubic foot).
M.3HSTR.48Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost and/or working with typographic grid systems based on ratios).
M.3HSTR.5Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
M.3HSTR.6Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
M.3HSTR.7Evaluate reports based on data.
M.3HSTR.ICDInferences and Conclusions from Data
M.3HSTR.MMMathematical Modeling
M.3HSTR.PRRPolynomials, Rational, and Radical Relationships
M.3HSTR.TGTTTrigonometry of General Triangles and Trigonometric Functions

Grade 4

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M.4.1Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.
M.4.10Multiply a whole number of up to four digits by a one-digit whole number, multiply two two-digit numbers, using strategies based on place value and the properties of operations and illustrate and explain the calculation by using equations, rectangular arrays and/or area models.
M.4.11Find whole-number quotients and remainders with up to four-digit dividends and one-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.
M.4.12Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
M.4.13Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½). Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, = or <, and justify the conclusions by using a visual fraction model.
M.4.14 Understand the fraction a/b, with a > 1, as the sum of a of the fractions 1/b.
M.4.14.aUnderstand addition and subtraction of fractions as joining and separating parts referring to the same whole.
M.4.14.bDecompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation and justify decompositions by using a visual fraction model (e.g., 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8).
M.4.14.cAdd and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.
M.4.14.dSolve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem.
M.4.15 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
M.4.15.aUnderstand a fraction a/b as a multiple of 1/b, (e.g., use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4)).
M.4.15.bUnderstand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number (e.g., use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. In general, n × (a/b) = (n × a)/b).
M.4.15.cSolve word problems involving multiplication of a fraction by a whole number by using visual fraction models and equations to represent the problem (e.g., If each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?).
M.4.16Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g., express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100).
M.4.17Use decimal notation for fractions with denominators 10 or 100 (e.g., rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram).
M.4.18Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, = or <, and justify the conclusions by using a visual model.
M.4.19Know relative sizes of measurement units within a system of units, including the metric system (km, m, cm; kg, g; l, ml), the standard system (lb, oz), and time (hr, min, sec.). Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. (e.g., Know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...)
M.4.2Multiply or divide to solve word problems involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem) and distinguish multiplicative comparison from additive comparison.
M.4.20Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
M.4.21Apply the area and perimeter formulas for rectangles in real world and mathematical problems by viewing the area formula as a multiplication equation with an unknown factor. (e.g., find the width of a rectangular room given the area of the flooring and the length.)
M.4.22Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots (e.g., from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection).
M.4.23 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
M.4.23.aAn angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
M.4.23.bAn angle that turns through b one-degree angles is said to have an angle measure of b degrees.
M.4.24Measure angles in whole-number degrees using a protractor and sketch angles of specified measure.
M.4.25Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems (e.g., by using an equation with a symbol for the unknown angle measure).
M.4.26Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures.
M.4.27Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
M.4.28Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
M.4.3Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
M.4.4Find all factor pairs for a whole number in the range 1–100, recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
M.4.5Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. (e.g., Given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.)
M.4.6Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g., recognize that 700 ÷ 70 = 10 by applying concepts of place value and division).
M.4.7Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons.
M.4.8Use place value understanding to round multi-digit whole numbers to any place.
M.4.9Fluently add and subtract multi-digit whole numbers using the standard algorithm.
M.4.GGeometry
M.4.MDMeasurement and Data
M.4.NBTNumber and Operations in Base Ten
M.4.NFNumber and Operations- Fractions
M.4.OAOperations and Algebraic Thinking

High School Mathematics IV – Trigonometry/Pre-calculus

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M.4HSTP.1Find the conjugate of a complex number; use conjugates to find moduli (magnitude) and quotients of complex numbers.
M.4HSTP.10Use matrices to represent and manipulate data (e.g., to represent payoffs or incidence relationships in a network).
M.4HSTP.11Multiply matrices by scalars to produce new matrices (e.g., as when all of the payoffs in a game are doubled.
M.4HSTP.12Add, subtract and multiply matrices of appropriate dimensions.
M.4HSTP.13Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
M.4HSTP.14Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
M.4HSTP.15Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
M.4HSTP.16Work with 2 × 2 matrices as transformations of the plane and interpret the absolute value of the determinant in terms of area.
M.4HSTP.17Represent a system of linear equations as a single matrix equation in a vector variable.
M.4HSTP.18Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
M.4HSTP.19Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
M.4HSTP.2Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
M.4HSTP.20Write a function that describes a relationship between two quantities, including composition of functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
M.4HSTP.21 Find inverse functions.
M.4HSTP.21.aVerify by composition that one function is the inverse of another.
M.4HSTP.21.bRead values of an inverse function from a graph or a table, given that the function has an inverse.
M.4HSTP.21.cProduce an invertible function from a non-invertible function by restricting the domain.
M.4HSTP.22Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
M.4HSTP.23Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.
M.4HSTP.24Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
M.4HSTP.25Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
M.4HSTP.26Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
M.4HSTP.27Solve more general trigonometric equations. (e.g., 2 sin^2x + sin x - 1 = 0 can be solved using factoring.
M.4HSTP.28Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
M.4HSTP.29Graph trigonometric functions showing key features, including phase shift.
M.4HSTP.3Represent addition, subtraction, multiplication and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. (e.g., (–1 + √3 i)^3 = 8 because (–1 + √3 i) has modulus 2 and argument 120°.
M.4HSTP.30Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
M.4HSTP.31Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
M.4HSTP.32Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
M.4HSTP.33Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
M.4HSTP.34Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. (e.g., Find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.)
M.4HSTP.35Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value. For example, find a current data distribution on the number of TV sets per household in the United States, and calculate the expected number of sets per household. How many TV sets would you expect to find in 100 randomly selected households?
M.4HSTP.36 Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
M.4HSTP.36.aFind the expected payoff for a game of chance. (e.g., Find the expected winnings from a state lottery ticket or a game at a fast food restaurant.)
M.4HSTP.36.bEvaluate and compare strategies on the basis of expected values. (e.g., Compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident.)
M.4HSTP.37Develop sigma notation and use it to write series in equivalent form. For example, write [n∑i=1](3i^2 + 7) as [3n∑i=1]i^2 + 7[n∑i=1]1.
M.4HSTP.38Apply the method of mathematical induction to prove summation formulas. For example, verify that [n∑i=1]i^2 = (n(n+1)(2n+1))/6.
M.4HSTP.39Develop intuitively that the sum of an infinite series of positive numbers can converge and derive the formula for the sum of an infinite geometric series.
M.4HSTP.4Calculate the distance between numbers in the complex plane as the modulus of the difference and the midpoint of a segment as the average of the numbers at its endpoints.
M.4HSTP.40Apply infinite geometric series models. For example, find the area bounded by a Koch curve.
M.4HSTP.5Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).
M.4HSTP.6Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
M.4HSTP.7Solve problems involving velocity and other quantities that can be represented by vectors.
M.4HSTP.8 Add and subtract vectors.
M.4HSTP.8.aAdd vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
M.4HSTP.8.bGiven two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
M.4HSTP.8.cUnderstand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order and perform vector subtraction component-wise.
M.4HSTP.9 Multiply a vector by a scalar.
M.4HSTP.9.aRepresent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy).
M.4HSTP.9.bCompute the magnitude of a scalar multiple cv using ||cv||=|c|*||v|| . Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
M.4HSTP.ASFAnalysis and Synthesis of Functions
M.4HSTP.BRBuilding Relationships among Complex Numbers, Vectors, and Matrices
M.4HSTP.DAGDerivations in Analytic Geometry
M.4HSTP.MPModeling with Probability
M.4HSTP.SILSeries and Informal Limits
M.4HSTP.TITTrigonometric and Inverse Trigonometric Functions of Real Numbers

High School Mathematics IV TR (Technical Readiness)

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M.4HSTR.14Derive the formula for the sum of a geometric series (when the common ratio is not 1), and use the formula to solve problems. (e.g., Calculate mortgage payments.)
M.4HSTR.18Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 – y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
M.4HSTR.19Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.
M.4HSTR.23Explain 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.
M.4HSTR.24Graph 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.
M.4HSTR.25Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
M.4HSTR.26Prove the Laws of Sines and Cosines and use them to solve problems.
M.4HSTR.27Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems and/or resultant forces).
M.4HSTR.31Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.4HSTR.32Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.4HSTR.33Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.4HSTR.34Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.4HSTR.38 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.4HSTR.38.aGraph square root, cube root and piecewise-defined functions, including step functions and absolute value functions.
M.4HSTR.38.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline and amplitude.
M.4HSTR.39Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.4HSTR.4Recognize the purposes of and differences among sample surveys, experiments and observational studies; explain how randomization relates to each.
M.4HSTR.40Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.4HSTR.45Identify the shapes of two-dimensional cross-sections of three dimensional objects and identify three-dimensional objects generated by rotations of two-dimensional objects.
M.4HSTR.46Use geometric shapes, their measures and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.4HSTR.47Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile or BTUs per cubic foot).
M.4HSTR.48Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost and/or working with typographic grid systems based on ratios).
M.4HSTR.5Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
M.4HSTR.6Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
M.4HSTR.7Evaluate reports based on data.
M.4HSTR.8Use probabilities to make fair decisions (e.g., drawing by lots or using a random number generator).
M.4HSTR.9Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.4HSTR.ICDInferences and Conclusions from Data
M.4HSTR.MMMathematical Modeling
M.4HSTR.PRRPolynomials, Rational, and Radical Relationships
M.4HSTR.TGTTTrigonometry of General Triangles and Trigonometric Functions

Grade 5

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M.5.1Use parentheses, brackets or braces in numerical expressions and evaluate expressions with these symbols.
M.5.10Add, 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 related operations, relate the strategy to a written method and explain the reasoning used.
M.5.11Add and subtract fractions with unlike denominators, including mixed numbers, by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators (e.g., 2/3 + 5/4 = 8/12 + 15/12 = 23/12).
M.5.12Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers (e.g., recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2).
M.5.13Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. (e.g., Interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?)
M.5.14 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
M.5.14.aInterpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. (e.g., Use a visual fraction model to show (2/3) × 4 = 8/3 and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15.)
M.5.14.bFind the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles and represent fraction products as rectangular areas.
M.5.15 Interpret multiplication as scaling (resizing), by:
M.5.15.aComparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
M.5.15.bExplaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
M.5.16Solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models or equations to represent the problem.
M.5.17 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
M.5.17.aInterpret division of a unit fraction by a non-zero whole number and compute such quotients. (e.g., Create a story context for (1/3) ÷ 4 and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.)
M.5.17.bInterpret division of a whole number by a unit fraction and compute such quotients. (e.g., Create a story context for 4 ÷ (1/5) and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.)
M.5.17.cSolve real-world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions by using visual fraction models and equations to represent the problem. (e.g., How much chocolate will each person get if 3 people share 1/2 lb. of chocolate equally? How many1/3-cup servings are in 2 cups of raisins?)
M.5.18Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m) and use these conversions in solving multi-step, real-world problems.
M.5.19Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. (e.g., Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally).
M.5.2Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them. (e.g., 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.)
M.5.20 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
M.5.20.aA cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume and can be used to measure volume.
M.5.20.bA solid figure which can be packed without gaps or overlaps using b unit cubes is said to have a volume of b cubic units.
M.5.21Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
M.5.22 Relate volume to the operations of multiplication and addition and solve real-world and mathematical problems involving volume.
M.5.22.aFind the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes (e.g., to represent the associative property of multiplication).
M.5.22.bApply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real-world and mathematical problems.
M.5.22.cRecognize volume as additive and find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real-world problems.
M.5.23Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines, the origin, arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
M.5.24Represent real-world mathematical problems by graphing points in the first quadrant of the coordinate plane and interpret coordinate values of points in the context of the situation.
M.5.25Understand that attributes belonging to a category of two dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles).
M.5.26Classify two-dimensional figures in a hierarchy based on properties.
M.5.3Generate 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. (e.g., 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.)
M.5.4Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
M.5.5Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
M.5.6 Read, write, and compare decimals to thousandths.
M.5.6.aRead and write decimals to thousandths using base-ten numerals, number names and expanded form (e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000)).
M.5.6.bCompare two decimals to thousandths based on meanings of the digits in each place, using >, = and < symbols to record the results of comparisons.
M.5.7Use place value understanding to round decimals to any place.
M.5.8Fluently multiply multi-digit whole numbers using the standard algorithm.
M.5.9Find 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.
M.5.GGeometry
M.5.MDMeasurement and Data
M.5.NBTNumber and Operations in Base Ten
M.5.NFNumber and Operations- Fractions
M.5.OAOperations and Algebraic Thinking

Grade 6

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M.6.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (e.g., “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”)
M.6.10 Understand ordering and absolute value of rational numbers.
M.6.10.aInterpret statements of inequality as statements about the relative position of two numbers on a number line diagram. (e.g., interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.)
M.6.10.bWrite, interpret, and explain statements of order for rational numbers in real-world contexts (e.g., write –3° C > –7° C to express the fact that –3° C is warmer than –7° C).
M.6.10.cUnderstand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. (e.g., for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars).
M.6.10.dDistinguish comparisons of absolute value from statements about order. (e.g., recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.)
M.6.11Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
M.6.12Write and evaluate numerical expressions involving whole-number exponents.
M.6.13 Write, read and evaluate expressions in which letters stand for numbers.
M.6.13.aWrite expressions that record operations with numbers and with letters standing for numbers. (e.g., Express the calculation, “Subtract y from 5” as 5 – y.)
M.6.13.bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. (e.g., Describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.)
M.6.13.cEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order: Order of Operations (e.g., use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2).
M.6.14Apply the properties of operations to generate equivalent expressions (e.g., apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y).
M.6.15Identify when two expressions are equivalent; i.e., when the two expressions name the same number regardless of which value is substituted into them. (e.g., The expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.)
M.6.16Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
M.6.17Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number or depending on the purpose at hand, any number in a specified set.
M.6.18Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
M.6.19Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
M.6.2Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (e.g., “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”)
M.6.20Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (e.g., In a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.)
M.6.21Find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
M.6.22Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = B h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
M.6.23Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
M.6.24Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
M.6.25Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (e.g., “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.)
M.6.26Through informal observation, understand that a set of data collected to answer a statistical question has a distribution which can be described by its center (mean/median), spread (range), and overall shape.
M.6.27Recognize that a measure of center for a numerical data set summarizes all of its values with a single number.
M.6.28Display numerical data in plots on a number line, including dot plots, histograms and box plots.
M.6.29 Summarize numerical data sets in relation to their context, such as by:
M.6.29.aReporting the number of observations.
M.6.29.bDescribing the nature of the attribute under investigation, including how it was measured and its units of measurement.
M.6.29.cGiving quantitative measures of center (median and/or mean), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
M.6.29.dRelating the choice of measures of center to the shape of the data distribution and the context in which the data were gathered.
M.6.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
M.6.3.aMake tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
M.6.3.bSolve unit rate problems including those involving unit pricing and constant speed. (e.g., If it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?)
M.6.3.cFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
M.6.3.dUse ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
M.6.4Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions by using visual fraction models and equations to represent the problem. (e.g., Create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area ½ square mi?)
M.6.5Fluently divide multi-digit numbers using the standard algorithm.
M.6.6Fluently add, subtract, multiply and divide multi-digit decimals using the standard algorithm for each operation.
M.6.7Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor (e.g., express 36 + 8 as 4 (9 + 2)).
M.6.8Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
M.6.9 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
M.6.9.aRecognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite.
M.6.9.bUnderstand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
M.6.9.cFind and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
M.6.EEExpressions and Equations
M.6.GGeometry
M.6.NSThe Number System
M.6.RPPRatios and Proportional Relationships
M.6.SPStatistics and Probability

Grade 7

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M.7.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. (e.g., If a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.)
M.7.10 Use variables to represent quantities in a real-world or mathematical problem and construct simple equations and inequalities to solve problems by reasoning about the quantities.
M.7.10.aSolve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. (e.g., The perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? An arithmetic solution similar to “54 – 6 – 6 divided by 2” may be compared with the reasoning involved in solving the equation 2w – 12 = 54. An arithmetic solution similar to “54/2 – 6” may be compared with the reasoning involved in solving the equation 2(w – 6) = 54.)
M.7.10.bSolve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. (e.g., As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.)
M.7.11Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
M.7.12Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
M.7.13Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
M.7.14Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
M.7.15Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
M.7.16Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
M.7.17Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
M.7.18Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. (e.g., Estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.)
M.7.19Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
M.7.2 Recognize and represent proportional relationships between quantities.
M.7.2.aDecide whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin).
M.7.2.bIdentify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams and verbal descriptions of proportional relationships.
M.7.2.cRepresent proportional relationships by equations. (e.g., If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.)
M.7.2.dExplain what a point (x,y) on the graph of a proportional relationship means in terms of the situation. Focus special attention on the points (0,0) and (1,r) where r is the unit rate.
M.7.20 Summarize numerical data sets in relation to their context, such as by:
M.7.20.aReporting the number of observations. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
M.7.20.bDescribing the nature of the attribute under investigation, including how it was measured and its units of measurement. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
M.7.20.cGiving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
M.7.21Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. (e.g., The mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.)
M.7.22Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. (e.g., Decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.)
M.7.23Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely and a probability near 1 indicates a likely event.
M.7.24Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. (e.g., When rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.)
M.7.25 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
M.7.25.aDevelop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. (e.g., If a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.)
M.7.25.bDevelop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. (e.g., Find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?)
M.7.26 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
M.7.26.aUnderstand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
M.7.26.bRepresent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.
M.7.26.cDesign and use a simulation to generate frequencies for compound events. (e.g., Use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?)
M.7.3Use proportional relationships to solve multistep ratio and percent problems (e.g., simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and/or percent error).
M.7.4 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
M.7.4.aDescribe situations in which opposite quantities combine to make 0. (e.g., A hydrogen atom has 0 charge because its two constituents are oppositely charged.)
M.7.4.bUnderstand p + q as the number located a distance |q| from p, in the positive or negative direction, depending on whether q is positive or negative. (i.e., To add “p + q” on the number line, start at “0” and move to “p” then move |q| in the positive or negative direction depending on whether “q” is positive or negative.) Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
M.7.4.cUnderstand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference and apply this principle in real-world contexts.
M.7.4.dApply properties of operations as strategies to add and subtract rational numbers.
M.7.5 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
M.7.5.aUnderstand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
M.7.5.bUnderstand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then –(p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing real world contexts.
M.7.5.cApply properties of operations as strategies to multiply and divide rational numbers.
M.7.5.dConvert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
M.7.6Solve real-world and mathematical problems involving the four operations with rational numbers.
M.7.7Apply properties of operations as strategies to add, subtract, factor and expand linear expressions with rational coefficients.
M.7.8Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. (e.g., a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”)
M.7.9Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (e.g., If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.)
M.7.EEExpressions and Equations
M.7.GGeometry
M.7.NSThe Number System
M.7.RPPRatios and Proportional Relationships
M.7.SPStatistics and Probability

Grade 8

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M.8.1Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually and convert a decimal expansion which repeats eventually into a rational number.
M.8.10 Analyze and solve pairs of simultaneous linear equations.
M.8.10.aUnderstand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
M.8.10.bSolve systems of two linear equations in two variables algebraically and estimate solutions by graphing the equations. Solve simple cases by inspection. (e.g., 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.)
M.8.10.cSolve real-world and mathematical problems leading to two linear equations in two variables. (e.g., Given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.)
M.8.11Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
M.8.12Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.)
M.8.13Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (e.g., The function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.)
M.8.14Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
M.8.15Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
M.8.16 Verify experimentally the properties of rotations, reflections and translations:
M.8.16.aLines are taken to lines, and line segments to line segments of the same length.
M.8.16.bAngles are taken to angles of the same measure.
M.8.16.cParallel lines are taken to parallel lines.
M.8.17Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
M.8.18Describe the effect of dilations, translations, rotations and reflections on two-dimensional figures using coordinates.
M.8.19Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations and dilations; given two similar two dimensional figures, describe a sequence that exhibits the similarity between them.
M.8.2Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram and estimate the value of expressions such as π^2. (e.g., By truncating the decimal expansion of √2, show that √2 is between 1 and 2, then between 1.4 and 1.5, and explain how to continue on to get better approximations.)
M.8.20Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. (e.g., Arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.)
M.8.21Explain a proof of the Pythagorean Theorem and its converse.
M.8.22Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
M.8.23Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
M.8.24Know the formulas for the volumes of cones, cylinders and spheres and use them to solve real-world and mathematical problems.
M.8.25Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association and nonlinear association.
M.8.26Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line and informally assess the model fit by judging the closeness of the data points to the line.
M.8.27Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. (e.g., In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.)
M.8.28Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. (e.g., Collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?)
M.8.3Know and apply the properties of integer exponents to generate equivalent numerical expressions. (e.g., 3^2 × 3^–5 = 3^–3 = 1/3^3 = 1/27.)
M.8.4Use square root and cube root symbols to represent solutions to equations of the form x^2 = p and x^3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.
M.8.5Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (e.g., Estimate the population of the United States as 3 × 10^8 and the population of the world as 7 × 10^9, and determine that the world population is more than 20 times larger.)
M.8.6Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities. (e.g., Use millimeters per year for seafloor spreading.) Interpret scientific notation that has been generated by technology.
M.8.7Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. (e.g., Compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.)
M.8.8Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
M.8.9 Solve linear equations in one variable.
M.8.9.aGive examples of linear equations in one variable with one solution, infinitely many solutions or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form x = a, a = a, or a = b results (where a and b are different numbers).
M.8.9.bSolve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
M.8.EEExpressions and Equations
M.8.FFunctions
M.8.GGeometry
M.8.NSThe Number System
M.8.SPStatistics and Probability

High School Algebra I for 8th Grade

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M.A18.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
M.A18.10Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
M.A18.11Explain 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.
M.A18.12Rewrite expressions involving radicals and rational exponents using the properties of exponents.
M.A18.13 Analyze and solve pairs of simultaneous linear equations.
M.A18.13.aUnderstand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
M.A18.13.bSolve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection. For example, 3x + 2y = 5 and 3x + 2y = 6 have no solution because 3x + 2y cannot simultaneously be 5 and 6.
M.A18.13.cSolve real-world and mathematical problems leading to two linear equations in two variables. (e.g., Given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.)
M.A18.14Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
M.A18.15Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
M.A18.16Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
M.A18.17Explain 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.
M.A18.18Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
M.A18.19Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
M.A18.2Define appropriate quantities for the purpose of descriptive modeling.
M.A18.20Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.)
M.A18.21Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. (e.g., The function A = s^2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.)
M.A18.22Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
M.A18.23Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context.
M.A18.24Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n)+ f(n-1) for n ≥ 1.
M.A18.25Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
M.A18.26Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
M.A18.27For 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.
M.A18.28Relate the domain of a function to its graph and where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
M.A18.29Calculate 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.
M.A18.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
M.A18.30 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.A18.30.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.A18.30.bGraph exponential and logarithmic functions, showing intercepts and end behavior and trigonometric functions, showing period, midline and amplitude.
M.A18.31Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.A18.32 Write a function that describes a relationship between two quantities.
M.A18.32.aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
M.A18.32.bCombine standard function types using arithmetic operations. For example build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
M.A18.33Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
M.A18.34Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.A18.35 Distinguish between situations that can be modeled with linear functions and with exponential functions.
M.A18.35.aProve that linear functions grow by equal differences over equal intervals; exponential functions grow by equal factors over equal intervals.
M.A18.35.bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
M.A18.35.cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
M.A18.36Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship or two input-output pairs (include reading these from a table).
M.A18.37Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.A18.38Interpret the parameters in a linear or exponential function in terms of a context.
M.A18.39Represent data with plots on the real number line (dot plots, histograms, and box plots).
M.A18.4 Interpret expressions that represent a quantity in terms of its context.
M.A18.4.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.A18.4.bInterpret 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.
M.A18.40Use 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.
M.A18.41Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
M.A18.42Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
M.A18.43Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
M.A18.44Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. (e.g., In a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.)
M.A18.45Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. (e.g., Collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?)
M.A18.46Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal and conditional relative frequencies). Recognize possible associations and trends in the data.
M.A18.47 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
M.A18.47.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context.
M.A18.47.bInformally assess the fit of a function by plotting and analyzing residuals.
M.A18.47.cFit a linear function for scatter plots that suggest a linear association.
M.A18.48Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.A18.49Compute (using technology) and interpret the correlation coefficient of a linear fit.
M.A18.5Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.A18.50Distinguish between correlation and causation.
M.A18.51 Interpret expressions that represent a quantity in terms of its context.
M.A18.51.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.A18.51.bInterpret 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.
M.A18.52Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.A18.53 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
M.A18.53.aFactor a quadratic expression to reveal the zeros of the function it defines.
M.A18.53.bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
M.A18.53.cUse the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
M.A18.54Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
M.A18.55Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.A18.56Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.A18.57Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.A18.58 Solve quadratic equations in one variable.
M.A18.58.aUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
M.A18.58.bSolve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
M.A18.59Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (e.g., Find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.)
M.A18.6Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.A18.60Explain 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.
M.A18.61Explain a proof of the Pythagorean Theorem and its converse
M.A18.62Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
M.A18.63Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
M.A18.64For 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.
M.A18.65Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
M.A18.66Calculate 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.
M.A18.67 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.A18.67.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.A18.67.bGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
M.A18.68 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.A18.68.aUse the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
M.A18.68.bUse the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, y = (1.2)^t/10, and classify them as representing exponential growth or decay.
M.A18.69Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.A18.7Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.A18.70 Write a function that describes a relationship between two quantities.
M.A18.70.aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
M.A18.70.bCombine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
M.A18.71Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.A18.72 Find inverse functions.
M.A18.72.aSolve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) = 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.
M.A18.73Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.A18.8Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.A18.9Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
M.A18.DSDescriptive Statistics
M.A18.EEExpressions and Equations
M.A18.LERLinear and Exponential Relationships
M.A18.QFMQuadratic Functions and Modeling
M.A18.RQRelationships between Quantities and Reasoning with Equations

High School Algebra I

Print
M.A1HS.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
M.A1HS.10Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
M.A1HS.11Explain 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. (e.g., 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.)
M.A1HS.12Rewrite expressions involving radicals and rational exponents using the properties of exponents.
M.A1HS.13Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
M.A1HS.14Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
M.A1HS.15Recognize that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
M.A1HS.16Explain 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.
M.A1HS.17Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
M.A1HS.18Recognize that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
M.A1HS.19Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context.
M.A1HS.2Define appropriate quantities for the purpose of descriptive modeling.
M.A1HS.20Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. (e.g., The Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n)+ f(n-1) for n ≥ 1.
M.A1HS.21For 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.
M.A1HS.22Relate the domain of a function to its graph and where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.)
M.A1HS.23Calculate 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.
M.A1HS.24 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.A1HS.24.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.A1HS.24.bGraph exponential and logarithmic functions, showing intercepts and end behavior and trigonometric functions, showing period, midline and amplitude.
M.A1HS.25Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.A1HS.26 Write a function that describes a relationship between two quantities.
M.A1HS.26.aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
M.A1HS.26.bCombine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.A1HS.27Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
M.A1HS.28Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.A1HS.29 Distinguish between situations that can be modeled with linear functions and with exponential functions.
M.A1HS.29.aProve that linear functions grow by equal differences over equal intervals; exponential functions grow by equal factors over equal intervals.
M.A1HS.29.bRecognize situations in which one quantity changes at a constant rate per unit interval relative to another.
M.A1HS.29.cRecognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
M.A1HS.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
M.A1HS.30Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship or two input-output pairs (include reading these from a table).
M.A1HS.31Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.A1HS.32Interpret the parameters in a linear or exponential function in terms of a context.
M.A1HS.33Represent data with plots on the real number line (dot plots, histograms, and box plots).
M.A1HS.34Use 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.
M.A1HS.35Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
M.A1HS.36Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal and conditional relative frequencies). Recognize possible associations and trends in the data.
M.A1HS.37 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
M.A1HS.37.aFit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear and exponential models.
M.A1HS.37.bInformally assess the fit of a function by plotting and analyzing residuals.
M.A1HS.37.cFit a linear function for scatter plots that suggest a linear association.
M.A1HS.38Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.A1HS.39Compute (using technology) and interpret the correlation coefficient of a linear fit.
M.A1HS.4 Interpret expressions that represent a quantity in terms of its context.
M.A1HS.4.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.A1HS.4.bInterpret complicated expressions by viewing one or more of their parts as a single entity. (e.g., Interpret P(1 + r)^n as the product of P and a factor not depending on P.
M.A1HS.40Distinguish between correlation and causation.
M.A1HS.41 Interpret expressions that represent a quantity in terms of its context.
M.A1HS.41.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.A1HS.41.bInterpret 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.
M.A1HS.42Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.A1HS.43 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
M.A1HS.43.aFactor a quadratic expression to reveal the zeros of the function it defines.
M.A1HS.43.bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
M.A1HS.43.cUse the properties of exponents to transform expressions for exponential functions. For example the expression 1.15^t can be rewritten as (1.15^1/12)^12t ≈ 1.012^12t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
M.A1HS.44Recognize that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
M.A1HS.45Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.A1HS.46Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.A1HS.47Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.
M.A1HS.48 Solve quadratic equations in one variable.
M.A1HS.48.aUse the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form.
M.A1HS.48.bSolve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
M.A1HS.49Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^2 + y^2 = 3.
M.A1HS.5Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
M.A1HS.50Explain 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.
M.A1HS.51For 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.
M.A1HS.52Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
M.A1HS.53Calculate 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.
M.A1HS.54 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.A1HS.54.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.A1HS.54.bGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
M.A1HS.55 Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.A1HS.55.aUse the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
M.A1HS.55.bUse the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions such as y = (1.02)^t, y = (0.97)^t, y = (1.01)^12t, y = (1.2)^t/10, and classify them as representing exponential growth or decay.
M.A1HS.56Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.
M.A1HS.57 Write a function that describes a relationship between two quantities.
M.A1HS.57.aDetermine an explicit expression, a recursive process, or steps for calculation from a context.
M.A1HS.57.bCombine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
M.A1HS.58Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.A1HS.59Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) = 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.
M.A1HS.6Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.A1HS.60Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
M.A1HS.7Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.A1HS.8Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.)
M.A1HS.9Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
M.A1HS.DSDescriptive Statistics
M.A1HS.EEExpressions and Equations
M.A1HS.LERLinear and Exponential Relationships
M.A1HS.QFMQuadratic Functions and Modeling
M.A1HS.RQRRelationships between Quantities and Reasoning with Equations

High School Algebra II

Print
M.A2HS.1Know 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.
M.A2HS.10Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
M.A2HS.11Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
M.A2HS.12Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^2 + y^2)^2 = (x^2 – y^2)^2 + (2xy)^2 can be used to generate Pythagorean triples.
M.A2HS.13Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.
M.A2HS.14Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
M.A2HS.15Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
M.A2HS.16Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
M.A2HS.17Explain 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.
M.A2HS.18Graph 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.
M.A2HS.19Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
M.A2HS.2Use the relation i^2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
M.A2HS.20Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
M.A2HS.21Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
M.A2HS.22Prove the Pythagorean identity sin^2(θ) + cos^2(θ) = 1 and use it to find sin (θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant of the angle.
M.A2HS.23Create equations and inequalities in one variable and use them to solve problems.
M.A2HS.24Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.A2HS.25Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. (e.g., Represent inequalities describing nutritional and cost constraints on combinations of different foods.)
M.A2HS.26Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm’s law V = IR to highlight resistance R.) While functions will often be linear, exponential, or quadratic the types of problems should draw from more complex situations than those addressed in Algebra I. For example, finding the equation of a line through a given point perpendicular to another line allows one to find the distance from a point to a line. This example applies to earlier instances of this standard, not to the current course.
M.A2HS.27For 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.
M.A2HS.28Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.) Note: Emphasize the selection of a model function based on behavior of data and context.
M.A2HS.29Calculate 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. Note: Emphasize the selection of a model function based on behavior of data and context.
M.A2HS.3Solve quadratic equations with real coefficients that have complex solutions.
M.A2HS.30 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.A2HS.30.aGraph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
M.A2HS.30.bGraph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
M.A2HS.31Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
M.A2HS.32Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.)
M.A2HS.33Write a function that describes a relationship between two quantities. Combine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.)
M.A2HS.34Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
M.A2HS.35Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. (e.g., f(x) = 2 x^3 or f(x) = (x+1)/(x-1) for x ≠ 1.)
M.A2HS.36For exponential models, express as a logarithm the solution to a b^ct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
M.A2HS.37Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
M.A2HS.38Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
M.A2HS.39Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. (e.g., A model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?)
M.A2HS.4Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
M.A2HS.40Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
M.A2HS.41Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
M.A2HS.42Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
M.A2HS.43Evaluate reports based on data.
M.A2HS.44Use probabilities to make fair decisions (e.g., drawing by lots or using a random number generator).
M.A2HS.45Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.A2HS.5Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
M.A2HS.6 Interpret expressions that represent a quantity in terms of its context.
M.A2HS.6.aInterpret parts of an expression, such as terms, factors, and coefficients.
M.A2HS.6.bInterpret 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.
M.A2HS.7Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2)(x^2 + y^2).
M.A2HS.8Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments.
M.A2HS.9Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
M.A2HS.ICDInferences and Conclusions from Data
M.A2HS.MFModeling with Functions
M.A2HS.PRRPolynomial, Rational, and Radical Relationships
M.A2HS.TFTrigonometric Functions

Advanced Mathematical Modeling

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M.AMM.1Demonstrate reasoning skills in developing, explaining and justifying sound mathematical arguments and analyze the soundness of mathematical arguments of others.
M.AMM.10Determine and interpret conditional probabilities and probabilities of compound events by constructing and analyzing representations, including tree diagrams, Venn diagrams, two-way frequency tables and area models, to make decisions in problem situations.
M.AMM.11Use probabilities to make and justify decisions about risks in everyday life.
M.AMM.12Calculate expected value to analyze mathematical fairness, payoff and risk.
M.AMM.13Identify limitations or lack of information in studies reporting statistical information, especially when studies are reported in condensed form.
M.AMM.14Interpret and compare the results of polls, given a margin of error.
M.AMM.15Identify uses and misuses of statistical analyses in studies reporting statistics or using statistics to justify particular conclusions, including assertions of cause and effect versus correlation.
M.AMM.16Describe strengths and weaknesses of sampling techniques, data and graphical displays and interpretations of summary statistics and other results appearing in a study, including reports published in the media.
M.AMM.17Identify the population of interest, select an appropriate sampling technique and collect data.
M.AMM.18Identify the variables to be used in a study.
M.AMM.19Determine possible sources of statistical bias in a study and how such bias may affect the ability to generalize the results.
M.AMM.2Communicate with and about mathematics orally and in writing as part of independent and collaborative work, including making accurate and clear presentations of solutions to problems.
M.AMM.20Create data displays for given data sets to investigate, compare, and estimate center, shape, spread and unusual features.
M.AMM.21Determine possible sources of variability of data, both those that can be controlled and those that cannot be controlled.
M.AMM.22Report results of statistical studies to a particular audience, including selecting an appropriate presentation format, creating graphical data displays and interpreting results in terms of the question studied.
M.AMM.23Communicate statistical results in both oral and written formats using appropriate statistical and nontechnical language.
M.AMM.24Solve problems involving large quantities that are not easily measured.
M.AMM.25Use arrays to efficiently manage large collections of data and add, subtract, and multiply matrices to solve applied problems.
M.AMM.26Determine or analyze an appropriate model for problem situations - including linear, quadratic, power, exponential, logarithmic and logistic functions (e.g., stopping distance, period of a pendulum, population growth, Richter Scale, and/or Fujita Tornado Scale).
M.AMM.27Determine or analyze an appropriate cyclical model for problem situations that can be modeled with trigonometric functions (e.g., predator-prey models, tide heights, diurnal cycle, and/or music).
M.AMM.28Determine or analyze an appropriate piecewise model for problem situations (e.g., postal rates, phase change graphs, sales tax, and/or utility usage rates).
M.AMM.29Solve problems using recursion or iteration (e.g., fractals, compound interest, population growth or decline, and/or radioactive decay).
M.AMM.3Gather data, conduct investigations and apply mathematical concepts and models to solve problems in mathematics and other disciplines.
M.AMM.30Collect numerical bivariate data; use the data to create a scatter plot; determine whether or not a relationship exists; if so, select a function to model the data, justify the selection and use the model to make predictions.
M.AMM.31Solve problems involving scheduling or routing situations that can be represented by a vertex-edge graph; find critical paths, Euler paths, Hamiltonian paths, and minimal spanning trees (e.g., Konigsberg bridge problem, mail vs. Fed Ex delivery routes, kolam drawings of India, traveling salesman problem, and/or map coloring).
M.AMM.32Construct, analyze, and interpret flow charts in order to develop and describe problem solving procedures.
M.AMM.33Apply and analyze various ranking algorithms to determine an appropriate method for a given situation (e.g., fair division, apportionment, and/or search engine results).
M.AMM.34Analyze various voting and selection processes to determine an appropriate method for a given situation (e.g., preferential vs. non-preferential methods, and/or weighted voting).
M.AMM.35Create and use two- and three-dimensional representations of authentic situations using paper techniques or dynamic geometric environments for computer-aided design and other applications.
M.AMM.36Solve geometric problems involving inaccessible distances.
M.AMM.37Use vectors to represent and solve applied problems.
M.AMM.38Use matrices to represent geometric transformations and solve applied problems.
M.AMM.4Determine, represent and analyze mathematical models for loan amortization and the effects of different payments and/or finance terms (e.g., Auto, Mortgage, and/or Credit Card).
M.AMM.5Determine, represent and analyze mathematical models for investments involving simple and compound interest with and without additional deposits. (e.g., Savings accounts, bonds, and/or certificates of deposit.)
M.AMM.6Determine, represent, and analyze mathematical models for Inflation and the Consumer Price Index using concepts of rate of change and percentage growth.
M.AMM.7Research and analyze personal budgets based on given parameters (e.g., Fixed and discretionary expenses, insurance, gross vs. net pay, types of income, wage, salary, commission), career choice, geographic region, retirement and/or investment planning, etc.).
M.AMM.8Research and analyze taxes including payroll, sales, personal property, real estate and income tax returns.
M.AMM.9Use the Fundamental Counting Principle, Permutations and Combinations to determine all possible outcomes for an event; determine probability and odds of a simple event; explain the significance of the Law of Large Numbers.
M.AMM.DCCDeveloping College and Career Skills
M.AMM.FFinance
M.AMM.GGeometry
M.AMM.MModeling
M.AMM.NNetworks
M.AMM.PProbability
M.AMM.SStatistics
M.AMM.SDMSocial Decision Making

Calculus Content Standards and Objectives

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M.C.1Use abstract notation to apply properties of algebraic, trigonometric, exponential, logarithmic and composite functions, as well as their inverses, represented graphically, numerically, analytically, and verbally; and demonstrate an understanding of the connections among these representations.
M.C.10Construct and use mathematical models to solve optimization, related-rates, velocity, and acceleration problems.
M.C.11Determine antiderivatives that follow from derivatives of basic functions and apply substitution of variables.
M.C.12Evaluate definite integrals using basic integration properties such as addition, subtraction, constant multipliers, the power rule, substitution, and change of limits.
M.C.13Characterize the definite integral as the total change of a function over an interval and use this to solve real-world problems.
M.C.14Apply the Fundamental Theorem of Calculus to evaluate definite integrals and to formulate a cumulative area function and interpret the function as it relates to the integrand.
M.C.15Use limits to deduce asymptotic behavior of the graph of a function.
M.C.16Compare and contrast the limit definition (not delta epsilon) of continuity and the graphical interpretation of the continuity of a function at a point; recognize different types of discontinuities.
M.C.17Develop tangent lines as best linear approximations to functions near specific points; explain this conceptually; and construct these tangent lines; and apply this concept to Newton’s Method.
M.C.18Investigate and explain the relationships among the graphs of a function, its derivative and its second derivative; construct the graph of a function using the first and second derivatives including extrema, points of inflection, and asymptotic behavior.
M.C.19Approximate areas under a curve using Riemann sums by applying and comparing left, right, and midpoint methods for a finite number of subintervals.
M.C.2Demonstrate a conceptual understanding of the definition of a limit via the analysis of continuous and discontinuous functions represented using multiple representations (e.g. graphs and tables).
M.C.20Justify why differentiability implies continuity, and classify functional cases when continuity does not imply differentiability.
M.C.21Calculate a definite integral using Riemann sums by evaluating an infinite limit of a sum using summation notation and rules for summation.
M.C.22Use integration to solve problems that involve linear displacement, total distance, position, velocity, acceleration and area between curves by looking at both functions of x and functions of y; utilize units to interpret the physical nature of the calculus process.
M.C.23Identify a real life situation that involves quantities that change over time; pose a question; make a hypothesis as to the answer; develop, justify, and implement a method to collect, organize, and analyze related data; extend the nature of collected, discrete data to that of a continuous function that describes the known data set; generalize the results to make a conclusion; compare the hypothesis and the conclusion; present the project numerically, analytically, graphically and verbally using the predictive and analytic tools of calculus.
M.C.3Use the properties of limits including addition, product, quotient, composition, and squeeze/sandwich theorem to calculate the various forms of limits: one-sided limits, limits at infinity, infinite limits, limits that do not exist, and special limits such as lim(x→0)(sin x/x) = 1 and lim(x→0)(1-cos x/x) = 0.
M.C.4Apply the definition of continuity to determine where a function is continuous or discontinuous including continuity at a point, continuity over an interval, application of the Intermediate Value Theorem, and graphical interpretation of continuity and discontinuity.
M.C.5Investigate and apply the definition of the derivative graphically, numerically, and analytically at a point, conceptually interpreting the derivative as an instantaneous rate of change and the slope of the tangent line.
M.C.6Discriminate between the average rate of change and the instantaneous rate of change using real-world problems.
M.C.7Recognize when the Extreme Value Theorem indicates that function extrema exist.
M.C.8Quickly recall and apply rules of differentiation including the constant multiple rule, sum rule, the difference rule, the product rule, the quotient rule, the power rule, and the chain rule as applied to algebraic, trigonometric, exponential, logarithmic, and inverse trigonometric functions using techniques of both explicit and implicit differentiation.
M.C.9Apply Rolle’s Theorem and the Mean Value Theorem to real-world problems.
M.C.AAlgebra
M.C.DAPData Analysis and Probability
M.C.GGeometry

High School Geometry

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M.GHS.1Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
M.GHS.10Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.
M.GHS.11Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
M.GHS.12Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
M.GHS.13Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
M.GHS.14 Verify experimentally the properties of dilations given by a center and a scale factor.
M.GHS.14.aA dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
M.GHS.14.bThe dilation of a line segment is longer or shorter in the ratio given by the scale factor.
M.GHS.15Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
M.GHS.16Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
M.GHS.17Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
M.GHS.18Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
M.GHS.19Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
M.GHS.2Represent transformations in the plane using, for example, transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
M.GHS.20Explain and use the relationship between the sine and cosine of complementary angles.
M.GHS.21Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
M.GHS.22Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
M.GHS.23Prove the Laws of Sines and Cosines and use them to solve problems.
M.GHS.24Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles.
M.GHS.25Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
M.GHS.26Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
M.GHS.27Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
M.GHS.28Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.GHS.29Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).
M.GHS.3Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
M.GHS.30Prove the slope criteria for parallel and perpendicular lines and uses them to solve geometric problems. (e.g., Find the equation of a line parallel or perpendicular to a given line that passes through a given point.)
M.GHS.31Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
M.GHS.32Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula. This standard provides practice with the distance formula and its connection with the Pythagorean theorem.
M.GHS.33Derive the equation of a parabola given a focus and directrix.
M.GHS.34Prove that all circles are similar.
M.GHS.35Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
M.GHS.36Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
M.GHS.37Construct a tangent line from a point outside a given circle to the circle.
M.GHS.38Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
M.GHS.39Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
M.GHS.4Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
M.GHS.40Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).)
M.GHS.41Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.GHS.42Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
M.GHS.43Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
M.GHS.44Recognize the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.
M.GHS.45Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
M.GHS.46Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
M.GHS.47Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.
M.GHS.48Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
M.GHS.49Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
M.GHS.5Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, for example, graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
M.GHS.50Use permutations and combinations to compute probabilities of compound events and solve problems.
M.GHS.51Use probabilities to make fair decisions (e.g., drawing by lots and/or using a random number generator).
M.GHS.52Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.GHS.53Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
M.GHS.54Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
M.GHS.55Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
M.GHS.6Use 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.
M.GHS.7Use 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.
M.GHS.8Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
M.GHS.9Prove 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.
M.GHS.APApplications of Probability
M.GHS.CCircles With and Without Coordinates
M.GHS.CAConnecting Algebra and Geometry Through Coordinates
M.GHS.CPCCongruence, Proof, and Constructions
M.GHS.E3DExtending to Three Dimensions
M.GHS.MGModeling with Geometry
M.GHS.SPTSimilarity, Proof, and Trigonometry

Kindergarten

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M.K.1Count to 100 by ones and by tens.
M.K.10Decompose numbers less than or equal to 10 into pairs in more than one way by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
M.K.11For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing or equation.
M.K.12Fluently add and subtract within 5.
M.K.13Compose and decompose numbers from 11 to 19 into ten ones and some further ones by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones (one ten) and one, two, three, four, five, six, seven, eight, or nine ones.
M.K.14Describe measurable attributes of objects, such as length or weight and describe several measurable attributes of a single object.
M.K.15Directly compare two objects with a measurable attribute in common, to see which object has “more of” or “less of” the attribute, and describe the difference.
M.K.16Classify objects into given categories, count the numbers of objects in each category, and sort the categories by count. Category counts should be limited to less than or equal to 10. (e.g., Identify coins and sort them into groups of 5s or 10s.)
M.K.17Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to.
M.K.18Correctly name shapes regardless of their orientations or overall size.
M.K.19Through the use of real-life objects, identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
M.K.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
M.K.20Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”), and other attributes (e.g., having sides of equal length).
M.K.21Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
M.K.22Compose simple shapes to form larger shapes (e.g., “Can these two triangles, with full sides touching, join to make a rectangle?”).
M.K.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
M.K.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
M.K.4.aWhen counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
M.K.4.bUnderstand that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.
M.K.4.cUnderstand that each successive number name refers to a quantity that is one larger.
M.K.5Count to answer questions (e.g., “How many?”) about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
M.K.6Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies).
M.K.7Compare two numbers between 1 and 10 presented as written numerals.
M.K.8Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations.
M.K.9Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.
M.K.CCCounting and Cardinality
M.K.GGeometry
M.K.MDMeasurement and Data
M.K.NBTNumber and Operations in Base Ten
M.K.OAOperations and Algebraic Thinking

STEM Readiness

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M.SRM.1Know 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.
M.SRM.10Know and apply the Binomial Theorem for the expansion of (x + y)^n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.
M.SRM.11Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication and division by a nonzero rational expression; add, subtract, multiply and divide rational expressions.
M.SRM.12Use probabilities to make fair decisions (e.g. drawing by lot or using a random number generator).
M.SRM.13Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, and/or pulling a hockey goalie at the end of a game).
M.SRM.14Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
M.SRM.15Prove the Laws of Sines and Cosines and use them to solve problems.
M.SRM.16Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems or resultant forces).
M.SRM.17Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.SRM.18Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available and showing end behavior.
M.SRM.19Graph exponential and logarithmic functions, showing intercepts and end behavior and trigonometric functions, showing period, midline, and amplitude.
M.SRM.2Use the relation i^2 = -1 and the commutative, associative and distributive properties to add, subtract and multiply complex numbers.
M.SRM.20Write a function that describes a relationship between two quantities.
M.SRM.21Compose functions. (e.g., If T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.)
M.SRM.22Find inverse functions.
M.SRM.23Verify by composition that one function is the inverse of another.
M.SRM.24Read values of an inverse function from a graph or a table, given that the function has an inverse.
M.SRM.25Produce an invertible function from a non-invertible function by restricting the domain.
M.SRM.26Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
M.SRM.27Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.
M.SRM.28Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
M.SRM.29Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
M.SRM.3Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
M.SRM.30Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
M.SRM.31Prove the addition and subtraction formulas for sine, cosine and tangent and use them to solve problems.
M.SRM.4Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers) and explain why the rectangular and polar forms of a given complex number represent the same number.
M.SRM.5Represent addition, subtraction, multiplication and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. (e.g., (-1 + √3 i)^3 = 8 because (-1 + √3 i) has modulus 2 and argument 120°.)
M.SRM.6Calculate the distance between numbers in the complex plane as the modulus of the difference and the midpoint of a segment as the average of the numbers at its endpoints.
M.SRM.7Solve quadratic equations with real coefficients that have complex solutions.
M.SRM.8Extend polynomial identities to the complex numbers. For example, rewrite x^2 + 4 as (x + 2i)(x – 2i).
M.SRM.9Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
M.SRM.AAArithmetic and Algebra of Complex Numbers
M.SRM.FMFunctions and Modeling
M.SRM.PDProbability for Decisions
M.SRM.PRRPolynomial, Rational, and Radical Relationships
M.SRM.TGTTrigonometry of General Triangles

Transition Mathematics for Seniors

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M.TMS.1Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
M.TMS.10Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract and multiply polynomials.
M.TMS.11Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational and exponential functions.
M.TMS.12Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
M.TMS.13Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
M.TMS.14Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
M.TMS.15Solve simple rational and radical equations in one variable and give examples showing how extraneous solutions may arise.
M.TMS.16Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
M.TMS.17Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
M.TMS.18Solve quadratic equations in one variable. Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)^2 = q that has the same solutions. Derive the quadratic formula from this form. Solve quadratic equations by inspection (e.g., for x^2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
M.TMS.19Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
M.TMS.2Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
M.TMS.20Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
M.TMS.21Explain why the x-coordinates of the points where the graphs of the equation y = f(x) and y = g(x) intersect are the solution of the equation f(x) = g (x); find the solution approximately (e.g., using technology to graph the functions, make tables of values or find successive approximations).
M.TMS.22Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
M.TMS.23Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality) and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
M.TMS.24Understand a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
M.TMS.25Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
M.TMS.26Interpret the parameters in a linear or exponential function in terms of a context.
M.TMS.27For 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.
M.TMS.28Distinguish between situations that can be modeled with linear functions and with exponential functions.
M.TMS.29Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line, give examples of functions that are not linear.
M.TMS.3Solve quadratic equations with real coefficients that have complex solutions.
M.TMS.30Describe qualitatively the functional relationship between two quantities by analyzing a graph.
M.TMS.31Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs.
M.TMS.32 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
M.TMS.32.aGraph linear and quadratic functions and show intercepts, maxima, and minima.
M.TMS.32.bGraph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
M.TMS.33Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasingly linearly, quadratically, or (more generally) as a polynomial function.
M.TMS.34Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function. Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
M.TMS.35Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
M.TMS.36Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
M.TMS.37 Write a function that describes a relationship between two quantities.
M.TMS.37.aCombine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.
M.TMS.37.bCompose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.
M.TMS.38Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
M.TMS.39Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
M.TMS.4Use the structure of an expression to identify ways to rewrite it. For example, see x^4 – y^4 as (x^2)^2 – (y^2)^2, thus recognizing it as a difference of squares that can be factored as (x^2 – y^2) (x^2 + y^2).
M.TMS.40Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).
M.TMS.41Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, (e.g., using the distance formula).
M.TMS.42Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with topographic grid systems based on ratios).
M.TMS.43Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Interpret linear models.
M.TMS.44Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
M.TMS.45Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
M.TMS.46Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
M.TMS.47Represent data with plots on the real number line (dot plots, histograms, and box plots).
M.TMS.48Use 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.
M.TMS.49Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
M.TMS.5 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
M.TMS.5.aFactor a quadratic expression to reveal the zeros of the function it defines.
M.TMS.5.bComplete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
M.TMS.50Computer (using technology) and interpret the correlation coefficient of a linear fit.
M.TMS.51Distinguish between correlation and causation.
M.TMS.52Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
M.TMS.6Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
M.TMS.7Graph proportional relationships, interpreting the unit rates as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
M.TMS.8Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plan; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
M.TMS.9Solve linear equations in one variable.
M.TMS.A-APRAlgebra – Arithmetic with Polynomials and Rational Expressions
M.TMS.A-CEAlgebra – Creating Equations
M.TMS.A-REIAlgebra – Reasoning with Equations and Inequalities
M.TMS.A-SEAlgebra – Seeing Structure in Expressions
M.TMS.F-BFFunctions – Building Functions
M.TMS.F-IFFunctions – Interpreting Functions
M.TMS.G-EGPGeometry – Expressing Geometric Properties with Equations
M.TMS.G-GMDGeometry – Geometric Measuring and Dimension
M.TMS.G-MGGeometry – Modeling with Geometry
M.TMS.NQ-CNSNumber and Quantity – The Complex Number System
M.TMS.NQ-RNNumber and Quantity – The Real Number System
M.TMS.SP-ICQStatistics and Probability – Interpreting Categorical and Quantitative Data
M.TMS.SP-IJCStatistics and Probability – Making Inferences and Justifying Conclusions

AP Calculus Learning Objectives

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CB.Calc.LIM Limits
CB.Calc.LIM-1 Reasoning with definitions, theorems, and properties can be used to justify claims about limits.
CB.Calc.LIM-1.ARepresent limits analytically using correct notation.
CB.Calc.LIM-1.BInterpret limits expressed in analytic notation.
CB.Calc.LIM-1.CEstimate limits of functions.
CB.Calc.LIM-1.DDetermine the limits of functions using limit theorems.
CB.Calc.LIM-1.EDetermine the limits of functions using equivalent expressions for the function or the squeeze theorem.
CB.Calc.LIM-2 Reasoning with definitions, theorems, and properties can be used to justify claims about continuity.
CB.Calc.LIM-2.AJustify conclusions about continuity at a point using the definition.
CB.Calc.LIM-2.BDetermine intervals over which a function is continuous.
CB.Calc.LIM-2.CDetermine values of x or solve for parameters that make discontinuous functions continuous, if possible.
CB.Calc.LIM-2.DInterpret the behavior of functions using limits involving infinity.
CB.Calc.LIM-3 The derivative of a function is defined as the limit of a difference quotient.
CB.Calc.LIM-3.AInterpret a limit as a definition of a derivative.
CB.Calc.LIM-4 L'Hospital's Rule allows us to determine the limits of some indeterminate forms.
CB.Calc.LIM-4.ADetermine limits of functions that result in indeterminate forms.
CB.Calc.LIM-5 Definite integrals can be approximated using geometric and numerical methods.
CB.Calc.LIM-5.AApproximate a definite integral using geometric and numerical methods.
CB.Calc.LIM-5.BInterpret the limiting case of the Riemann sum as a definite integral.
CB.Calc.LIM-5.CRepresent the limiting case of the Riemann sum as a definite integral.
CB.Calc.LIM-6 Improper integrals can be determined using limits of definite integrals.
CB.Calc.LIM-6.AEvaluate an improper integral or determine that the integral diverges.
CB.Calc.LIM-7 The behavior of a convergent or divergent series can be determined or estimated.
CB.Calc.LIM-7.ADetermine whether a series converges or diverges.
CB.Calc.LIM-7.BApproximate the sum of a series.
CB.Calc.LIM-8 Power series and Taylor series can represent functions.
CB.Calc.LIM-8.ARepresent a function at a point as a Taylor polynomial.
CB.Calc.LIM-8.BApproximate function values using a Taylor polynomial.
CB.Calc.LIM-8.CDetermine the error bound associated with a Taylor polynomial approximation.
CB.Calc.LIM-8.DDetermine the radius of convergence and interval of convergence for a power series.
CB.Calc.LIM-8.ERepresent a function as a Taylor series or a Maclaurin series.
CB.Calc.LIM-8.FInterpret Taylor series and Maclaurin series.
CB.Calc.LIM-8.GRepresent a given function as a power series.
CB.Calc.CHA Change
CB.Calc.CHA-1 The derivative of a function is the instantaneous rate of change of the function.
CB.Calc.CHA-1.AInterpret the rate of change at an instant in terms of average rates of change over intervals containing that instant.
CB.Calc.CHA-2 Derivatives can be computed using definitions and rules.
CB.Calc.CHA-2.ADetermine average rates of change using difference quotients.
CB.Calc.CHA-2.BRepresent the derivative of a function as the limit of a difference quotient.
CB.Calc.CHA-2.CDetermine the equation of a line tangent to a curve at a given point.
CB.Calc.CHA-2.DEstimate derivatives.
CB.Calc.CHA-3 Derivatives can be used to model rates of change in applied contexts.
CB.Calc.CHA-3.AInterpret the meaning of a derivative in context.
CB.Calc.CHA-3.BCalculate rates of change in applied contexts.
CB.Calc.CHA-3.CInterpret rates of change in applied contexts.
CB.Calc.CHA-3.DCalculate related rates in applied contexts.
CB.Calc.CHA-3.EInterpret related rates in applied contexts.
CB.Calc.CHA-3.FApproximate a value on a curve using the equation of a tangent line.
CB.Calc.CHA-3.GCalculate derivatives of parametric functions.
CB.Calc.CHA-3.HCalculate derivatives of vector-valued functions.
CB.Calc.CHA-4 Integrals can be used to model accumulation and net change in applied contexts.
CB.Calc.CHA-4.AInterpret the meaning of areas associated with the graph of a rate of change in context.
CB.Calc.CHA-4.BDetermine the average value of a function using definite integrals.
CB.Calc.CHA-4.CDetermine values for positions and rates of change using definite integrals in problems involving rectilinear motion.
CB.Calc.CHA-4.DInterpret the meaning of a definite integral in accumulation problems.
CB.Calc.CHA-4.EDetermine net change using definite integrals in applied contexts.
CB.Calc.CHA-5 Definite integrals can be used to calculate areas, volumes, and lengths.
CB.Calc.CHA-5.ACalculate areas in the plane using the definite integral.
CB.Calc.CHA-5.BCalculate volumes of solids with known cross sections using definite integrals.
CB.Calc.CHA-5.CCalculate volumes of solids of revolution using definite integrals.
CB.Calc.CHA-5.DCalculate areas of regions defined by polar curves using definite integrals.
CB.Calc.CHA-6 Arc length can be calculated using definite integrals.
CB.Calc.CHA-6.ADetermine the length of a curve in the plane defined by a function, using a definite integral.
CB.Calc.CHA-6.BDetermine the length of a curve in the plane defined by parametric functions, using a definite integral.
CB.Calc.FUN Analysis of Functions
CB.Calc.FUN-1 Existence theorems can be used to draw conclusions about the behavior of functions.
CB.Calc.FUN-1.AExplain the behavior of a function on an interval using the Intermediate Value Theorem.
CB.Calc.FUN-1.BJustify conclusions about functions by applying the Mean Value Theorem over an interval.
CB.Calc.FUN-1.CJustify conclusions about functions by applying the Extreme Value Theorem.
CB.Calc.FUN-2 A function's derivative, when it exists, can be used to determine whether the function is increasing or decreasing.
CB.Calc.FUN-2.AExplain the relationship between differentiability and continuity.
CB.Calc.FUN-3 Derivatives can be calculated for various types of functions.
CB.Calc.FUN-3.ACalculate derivatives of familiar functions.
CB.Calc.FUN-3.BCalculate derivatives of products and quotients of differentiable functions.
CB.Calc.FUN-3.CCalculate derivatives of compositions of differentiable functions.
CB.Calc.FUN-3.DCalculate derivatives of implicitly defined functions.
CB.Calc.FUN-3.ECalculate derivatives of inverse and inverse trigonometric functions.
CB.Calc.FUN-3.FDetermine higher order derivatives of a function.
CB.Calc.FUN-3.GCalculate derivatives of functions written in polar coordinates.
CB.Calc.FUN-4 A function's derivative can be used to understand function behavior.
CB.Calc.FUN-4.AJustify conclusions about the behavior of a function based on the behavior of its derivatives.
CB.Calc.FUN-4.BCalculate minimum and maximum values in applied contexts or analysis of functions.
CB.Calc.FUN-4.CInterpret minimum and maximum values calculated in applied contexts.
CB.Calc.FUN-4.DDetermine critical points of implicit relations.
CB.Calc.FUN-4.EJustify conclusions about the behavior of an implicitly defined function based on evidence from its derivatives.
CB.Calc.FUN-5 The Fundamental Theorem of Calculus connects differentiation and integration.
CB.Calc.FUN-5.ARepresent accumulation functions using definite integrals.
CB.Calc.FUN-6 Recognizing and applying techniques for antidifferentiation.
CB.Calc.FUN-6.ACalculate a definite integral using areas and properties of definite integrals.
CB.Calc.FUN-6.BEvaluate definite integrals analytically using the Fundamental Theorem of Calculus.
CB.Calc.FUN-6.CDetermine antiderivatives of functions and indefinite integrals, using knowledge of derivatives.
CB.Calc.FUN-6.DUse substitution and rearrangements into equivalent forms, such as long division and completing the square, for integrands requiring these techniques.
CB.Calc.FUN-6.EUse integration by parts for integrands requiring this technique.
CB.Calc.FUN-6.FUse integration by linear partial fractions for integrands requiring this technique.
CB.Calc.FUN-7 Solving differential equations allows us to model rates of change.
CB.Calc.FUN-7.AInterpret verbal statements of problems as differential equations involving a derivative expression.
CB.Calc.FUN-7.BVerify solutions to differential equations.
CB.Calc.FUN-7.CEstimate solutions to differential equations.
CB.Calc.FUN-7.DDetermine general solutions to differential equations.
CB.Calc.FUN-7.EDetermine particular solutions to differential equations.
CB.Calc.FUN-7.FInterpret the meaning of a differential equation and its variables in context.
CB.Calc.FUN-7.GDetermine general and particular solutions for problems involving differential equations in context.
CB.Calc.FUN-7.HInterpret the meaning of the logistic growth model in context.
CB.Calc.FUN-8 Solutions to differential equations can model motion in the plane.
CB.Calc.FUN-8.ADetermine a particular solution given a rate vector and initial conditions.
CB.Calc.FUN-8.BDetermine values for positions and rates of change in problems involving planar motion.

AP Statistics Learning Objectives

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CB.Stats.VAR Variation and Distribution
CB.Stats.VAR-1 Exploring data through asking and answering statistical questions.
CB.Stats.VAR-1.AIdentify questions to be answered, based on variation in one-variable data.
CB.Stats.VAR-1.BIdentify variables in a set of data.
CB.Stats.VAR-1.CClassify types of variables.
CB.Stats.VAR-1.DIdentify questions to be answered about possible relationships in data.
CB.Stats.VAR-1.EIdentify questions to be answered about data collection methods.
CB.Stats.VAR-1.FIdentify questions suggested by patterns in data.
CB.Stats.VAR-1.GIdentify questions suggested by variation in statistics for samples collected from the same population.
CB.Stats.VAR-1.HIdentify questions suggested by variation in the shapes of distributions of samples taken from the same population.
CB.Stats.VAR-1.IIdentify questions suggested by probabilities of errors in statistical inference.
CB.Stats.VAR-1.JIdentify questions suggested by variation between observed and expected counts in categorical data.
CB.Stats.VAR-1.KIdentify questions suggested by variation in scatter plots.
CB.Stats.VAR-2 Normal distributions and comparing data.
CB.Stats.VAR-2.ACompare a data distribution to the normal distribution model.
CB.Stats.VAR-2.BDetermine proportions and percentiles from a normal distribution.
CB.Stats.VAR-2.CCompare measures of relative position in data sets.
CB.Stats.VAR-3 Designing and analyzing experiments.
CB.Stats.VAR-3.AIdentify the components of an experiment.
CB.Stats.VAR-3.BDescribe elements of a well-designed experiment.
CB.Stats.VAR-3.CCompare experimental designs and methods.
CB.Stats.VAR-3.DExplain why a particular experimental design is appropriate.
CB.Stats.VAR-3.EInterpret the results of a well-designed experiment.
CB.Stats.VAR-4 Probability rules and calculations.
CB.Stats.VAR-4.ACalculate probabilities for events and their complements.
CB.Stats.VAR-4.BInterpret probabilities for events.
CB.Stats.VAR-4.CExplain why two events are (or are not) mutually exclusive.
CB.Stats.VAR-4.DCalculate conditional probabilities.
CB.Stats.VAR-4.ECalculate probabilities for independent events and for the union of two events.
CB.Stats.VAR-5 Discrete random variables and probability distributions.
CB.Stats.VAR-5.ARepresent the probability distribution for a discrete random variable.
CB.Stats.VAR-5.BInterpret a probability distribution.
CB.Stats.VAR-5.CCalculate parameters for a discrete random variable.
CB.Stats.VAR-5.DInterpret parameters for a discrete random variable.
CB.Stats.VAR-5.ECalculate parameters for linear combinations of random variables.
CB.Stats.VAR-5.FDescribe the effects of linear transformations of parameters of random variables.
CB.Stats.VAR-6 Normal distributions and hypothesis testing for proportions.
CB.Stats.VAR-6.ACalculate the probability that a particular value lies in a given interval of a normal distribution.
CB.Stats.VAR-6.BDetermine the interval associated with a given area in a normal distribution.
CB.Stats.VAR-6.CDetermine the appropriateness of using the normal distribution to approximate probabilities for unknown distributions.
CB.Stats.VAR-6.DIdentify the null and alternative hypotheses for a population proportion.
CB.Stats.VAR-6.EIdentify an appropriate testing method for a population proportion.
CB.Stats.VAR-6.FVerify the conditions for making statistical inferences when testing a population proportion.
CB.Stats.VAR-6.GCalculate an appropriate test statistic and p-value for a population proportion.
CB.Stats.VAR-6.HIdentify the null and alternative hypotheses for a difference of two population proportions.
CB.Stats.VAR-6.IIdentify an appropriate testing method for the difference of two population proportions.
CB.Stats.VAR-6.JVerify the conditions for making statistical inferences when testing a difference of two population proportions.
CB.Stats.VAR-6.KCalculate an appropriate test statistic for the difference of two population proportions.
CB.Stats.VAR-7 t-distributions and hypothesis testing for means and regression.
CB.Stats.VAR-7.ADescribe t-distributions.
CB.Stats.VAR-7.BIdentify an appropriate testing method for a population mean with unknown sigma, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.CIdentify the null and alternative hypotheses for a population mean with unknown sigma, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.DVerify the conditions for the test for a population mean, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.ECalculate an appropriate test statistic for a population mean, including the mean difference between values in matched pairs.
CB.Stats.VAR-7.FIdentify an appropriate selection of a testing method for a difference of two population means.
CB.Stats.VAR-7.GIdentify the null and alternative hypotheses for a difference of two population means.
CB.Stats.VAR-7.HVerify the conditions for the significance test for the difference of two population means.
CB.Stats.VAR-7.ICalculate an appropriate test statistic for a difference of two means.
CB.Stats.VAR-7.JIdentify the appropriate selection of a testing method for a slope of a regression model.
CB.Stats.VAR-7.KIdentify appropriate null and alternative hypotheses for a slope of a regression model.
CB.Stats.VAR-7.LVerify the conditions for the significance test for the slope of a regression model.
CB.Stats.VAR-7.MCalculate an appropriate test statistic for the slope of a regression model.
CB.Stats.VAR-8 Chi-square distributions and tests.
CB.Stats.VAR-8.ADescribe chi-square distributions.
CB.Stats.VAR-8.BIdentify the null and alternative hypotheses in a test for a distribution of proportions in a set of categorical data.
CB.Stats.VAR-8.CIdentify an appropriate testing method for a distribution of proportions in a set of categorical data.
CB.Stats.VAR-8.DCalculate expected counts for the chi-square test for goodness of fit.
CB.Stats.VAR-8.EVerify the conditions for making statistical inferences when testing goodness of fit for a chi-square distribution.
CB.Stats.VAR-8.FCalculate the appropriate statistic for the chi-square test for goodness of fit.
CB.Stats.VAR-8.GDetermine the p-value for the chi-square test for goodness of fit.
CB.Stats.VAR-8.HCalculate expected counts for two-way tables of categorical data.
CB.Stats.VAR-8.IIdentify the null and alternative hypotheses for a chi-square test for homogeneity or independence.
CB.Stats.VAR-8.JIdentify an appropriate testing method for comparing distributions in two-way tables of categorical data.
CB.Stats.VAR-8.KVerify the conditions for making statistical inferences when testing a chi-square distribution for independence or homogeneity.
CB.Stats.VAR-8.LCalculate the appropriate statistic for a chi-square test for homogeneity or independence.
CB.Stats.VAR-8.MDetermine the p-value for a chi-square test for independence or homogeneity.
CB.Stats.UNC Uncertainty and Inference
CB.Stats.UNC-1 Representing and describing categorical and quantitative data.
CB.Stats.UNC-1.ARepresent categorical data using frequency or relative frequency tables.
CB.Stats.UNC-1.BDescribe categorical data represented in frequency or relative tables.
CB.Stats.UNC-1.CRepresent categorical data graphically.
CB.Stats.UNC-1.DDescribe categorical data represented graphically.
CB.Stats.UNC-1.ECompare multiple sets of categorical data.
CB.Stats.UNC-1.FClassify types of quantitative variables.
CB.Stats.UNC-1.GRepresent quantitative data graphically.
CB.Stats.UNC-1.HDescribe the characteristics of quantitative data distributions.
CB.Stats.UNC-1.ICalculate measures of center and position for quantitative data.
CB.Stats.UNC-1.JCalculate measures of variability for quantitative data.
CB.Stats.UNC-1.KExplain the selection of a particular measure of center and/or variability for describing a set of quantitative data.
CB.Stats.UNC-1.LRepresent summary statistics for quantitative data graphically.
CB.Stats.UNC-1.MDescribe summary statistics of quantitative data represented graphically.
CB.Stats.UNC-1.NCompare graphical representations for multiple sets of quantitative data.
CB.Stats.UNC-1.OCompare summary statistics for multiple sets of quantitative data.
CB.Stats.UNC-1.PCompare numerical and graphical representations for two categorical variables.
CB.Stats.UNC-1.QCalculate statistics for two categorical variables.
CB.Stats.UNC-1.RCompare statistics for two categorical variables.
CB.Stats.UNC-1.SRepresent bivariate quantitative data using scatterplots.
CB.Stats.UNC-2 Probability and simulation.
CB.Stats.UNC-2.AEstimate probabilities using simulation.
CB.Stats.UNC-3 Random variables and sampling distributions.
CB.Stats.UNC-3.AEstimate probabilities of binomial random variables using data from a simulation.
CB.Stats.UNC-3.BCalculate probabilities for a binomial distribution.
CB.Stats.UNC-3.CCalculate parameters for a binomial distribution.
CB.Stats.UNC-3.DInterpret probabilities and parameters for a binomial distribution.
CB.Stats.UNC-3.ECalculate probabilities for geometric random variables.
CB.Stats.UNC-3.FCalculate parameters of a geometric distribution.
CB.Stats.UNC-3.GInterpret probabilities and parameters for a geometric distribution.
CB.Stats.UNC-3.HEstimate sampling distributions using simulation.
CB.Stats.UNC-3.IExplain why an estimator is or is not unbiased.
CB.Stats.UNC-3.JCalculate estimates for a population parameter.
CB.Stats.UNC-3.KDetermine parameters of a sampling distribution for sample proportions.
CB.Stats.UNC-3.LDetermine whether a sampling distribution for a sample proportion can be described as approximately normal.
CB.Stats.UNC-3.MInterpret probabilities and parameters for a sampling distribution for a sample proportion.
CB.Stats.UNC-3.NDetermine parameters of a sampling distribution for a difference in sample proportions.
CB.Stats.UNC-3.ODetermine whether a sampling distribution for a difference of sample proportions can be described as approximately normal.
CB.Stats.UNC-3.PInterpret probabilities and parameters for a sampling distribution for a difference in proportions.
CB.Stats.UNC-3.QDetermine parameters of a sampling distribution for a sample mean.
CB.Stats.UNC-3.RDetermine whether a sampling distribution of a sample mean can be described as approximately normal.
CB.Stats.UNC-3.SInterpret probabilities and parameters for a sampling distribution for a sample mean.
CB.Stats.UNC-3.TDetermine parameters of a sampling distribution for a difference in sample means.
CB.Stats.UNC-3.UDetermine whether a sampling distribution of a difference in sample means can be described as approximately normal.
CB.Stats.UNC-3.VInterpret probabilities and parameters for a sampling distribution for a difference in sample means.
CB.Stats.UNC-4 Confidence intervals for proportions and means.
CB.Stats.UNC-4.AIdentify an appropriate confidence interval procedure for a population proportion.
CB.Stats.UNC-4.BVerify the conditions for calculating confidence intervals for a population proportion.
CB.Stats.UNC-4.CDetermine the margin of error for a given sample size and an estimate for the sample size that will result in a given margin of error for a population proportion.
CB.Stats.UNC-4.DCalculate an appropriate confidence interval for a population proportion.
CB.Stats.UNC-4.ECalculate an interval estimate based on a confidence interval for a population proportion.
CB.Stats.UNC-4.FInterpret a confidence interval for a population proportion.
CB.Stats.UNC-4.GJustify a claim based on a confidence interval for a population proportion.
CB.Stats.UNC-4.HIdentify the relationships between sample size, width of a confidence interval, confidence level, and margin of error for a population proportion.
CB.Stats.UNC-4.IIdentify an appropriate confidence interval procedure for a comparison of population proportions.
CB.Stats.UNC-4.JVerify the conditions for calculating confidence intervals for a difference between population proportions.
CB.Stats.UNC-4.KCalculate an appropriate confidence interval for a comparison of population proportions.
CB.Stats.UNC-4.LCalculate an interval estimate based on a confidence interval for a difference of proportions.
CB.Stats.UNC-4.MInterpret a confidence interval for a difference of proportions.
CB.Stats.UNC-4.NJustify a claim based on a confidence interval for a difference of proportions.
CB.Stats.UNC-4.OIdentify an appropriate confidence interval procedure for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.PVerify the conditions for calculating confidence intervals for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.QDetermine the margin of error for a given sample size for a one-sample t-interval.
CB.Stats.UNC-4.RCalculate an appropriate confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.SInterpret a confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.TJustify a claim based on a confidence interval for a population mean, including the mean difference between values in matched pairs.
CB.Stats.UNC-4.UIdentify the relationships between sample size, width of a confidence interval, confidence level, and margin of error for a population mean.
CB.Stats.UNC-4.VIdentify an appropriate confidence interval procedure for a difference of two population means.
CB.Stats.UNC-4.WVerify the conditions for calculating confidence intervals for the difference of two population means.
CB.Stats.UNC-4.XDetermine the margin of error for the difference of two population means.
CB.Stats.UNC-4.YCalculate an appropriate confidence interval for a difference of two population means.
CB.Stats.UNC-4.ZInterpret a confidence interval for a difference of population means.
CB.Stats.UNC-5 Errors in statistical inference.
CB.Stats.UNC-5.AIdentify Type I and Type II errors.
CB.Stats.UNC-5.BCalculate the probability of a Type I and Type II errors.
CB.Stats.UNC-5.CIdentify factors that affect the probability of errors in significance testing.
CB.Stats.UNC-5.DInterpret Type I and Type II errors.
CB.Stats.DAT Data Analysis
CB.Stats.DAT-1 Bivariate data analysis and linear regression.
CB.Stats.DAT-1.ADescribe the characteristics of a scatter plot.
CB.Stats.DAT-1.BDetermine the correlation for a linear relationship.
CB.Stats.DAT-1.CInterpret the correlation for a linear relationship.
CB.Stats.DAT-1.DCalculate a predicted response value using a linear regression model.
CB.Stats.DAT-1.ERepresent differences between measured and predicted responses using residual plots.
CB.Stats.DAT-1.FDescribe the form of association of bivariate data using residual plots.
CB.Stats.DAT-1.GEstimate parameters for the least-squares regression line model.
CB.Stats.DAT-1.HInterpret coefficients for the least-squares regression line model.
CB.Stats.DAT-1.IIdentify influential points in regression.
CB.Stats.DAT-1.JCalculate a predicted response using a least-squares regression line for a transformed data set.
CB.Stats.DAT-2 Studies, sampling, and sources of bias.
CB.Stats.DAT-2.AIdentify the type of a study.
CB.Stats.DAT-2.BIdentify appropriate generalizations and determinations based on observational studies.
CB.Stats.DAT-2.CIdentify a sampling method, given a description of a study.
CB.Stats.DAT-2.DExplain why a particular sampling method is or is not appropriate for a given situation.
CB.Stats.DAT-2.EIdentify potential sources of bias in sampling methods.
CB.Stats.DAT-3 Interpreting and justifying conclusions from significance tests.
CB.Stats.DAT-3.AInterpret the p-value of a significance test for a population proportion.
CB.Stats.DAT-3.BJustify a claim about the population based on the results of a significance test for a population proportion.
CB.Stats.DAT-3.CInterpret the p-value of a significance test for a difference of population proportions.
CB.Stats.DAT-3.DJustify a claim about the population based on the results of a significance test for a difference of population proportions.
CB.Stats.DAT-3.EInterpret the p-value of a significance test for a population mean, including the mean difference between values in matched pairs.
CB.Stats.DAT-3.FJustify a claim about the population based on the results of a significance test for a population mean.
CB.Stats.DAT-3.GInterpret the p-value of a significance test for a difference of population means.
CB.Stats.DAT-3.HJustify a claim about the population based on the results of a significance test for a difference of two population means in context.
CB.Stats.DAT-3.IInterpret the p-value for the chi-square test for goodness of fit.
CB.Stats.DAT-3.JJustify a claim about the population based on the results of a chi-square test for goodness of fit.
CB.Stats.DAT-3.KInterpret the p-value for the chi-square test for homogeneity or independence.
CB.Stats.DAT-3.LJustify a claim about the population based on the results of a chi-square test for homogeneity or independence.
CB.Stats.DAT-3.MInterpret the p-value of a significance test for the slope of a regression model.
CB.Stats.DAT-3.NJustify a claim about the population based on the results of a significance test for the slope of a regression model.

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